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 Cornell University Library 
 
 HD4885.A82A5 1922 
 
 Apprenticeship in New South Wales.Being 
 
 
 M^'fioartf of Trade 
 
 \ r 
 
 
THE 
 
 MARTIN P. CATHERWOOD 
 
 LIBRARY 
 
 OF THE 
 
 NEW YORK STATE SCHOOL 
 
 OF 
 
 INDUSTRIAL AND LABOR 
 
 RELATIONS 
 
 AT 
 
 CORNELL UNIVERSITY 
 
The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924001717101 
 
APPRENTICESHIP IN NEW SOUTH WALES. 
 
 BEING A REPORT 
 
 OF THE DETERMINATIONS AND DIRECTIONS 
 
 OF THE 
 
 New South Wales. Board of Trade 
 
 UPON THE SUBJECT OF 
 
 APPRENTICESHIP. 
 
 SYDNEY: 
 Donald Campbell, Superintendent, Government Printing Office. 
 
 1922. 
 •55305— («) 
 
 (?5 
 
REPORT. 
 
 To His Excellency Sir Walter Edward Davidson, Kniglit Commander of 
 the Most Distinguished Order of Saint Michael and Saint George, 
 Governor of the State of New South Wales and its dependencies, in 
 the Commonwealth of Australia. 
 
 MAY IT PLEASE YOUE EXCELLENCY - 
 
 The New South Wales Board of Trade has the honour to present, 
 herewith, a report of the determinations and directions which it makes with 
 respect to apprentices and the conditions of apprenticeship in certaia 
 industries, in the exercise of its functions under section 80 of the Industrial 
 Arbitration Act No. 17, 1912, as amended by the Act No. 81, 1916, the Act 
 No. 16, 1918, the Act No. 39, 1918, the Act No. 50, 1919, and the Act No. 19, 
 1920. 
 
 The said determinations and directions are set out by the Board in the 
 form of a scheme of regulations to be made and enacted under the provi- 
 sions of Part IX, sections 81 and 88, of the Industrial Arbitration Act No. 
 17, 1912, and its said amendments. 
 
 The following is the text of the said scheme of regulations : — 
 
 Eegulations to be made and enacted under the provisions of Part IX 
 of the Industrial Arbitration Act No. 17, 1912, as amended by the 
 Act No. 81, 1910, the Act No. 16',- 1918, the Act No. 39, 1918, the 
 Act No. 50, 1919, and the Act No. 19, 1920 (all of which Acts are 
 referred to in such Eegulations as the Industrial Arbitration Act, 
 1912-20) as determined, prescribed, and directed by the New South 
 Wales Board of Trade with respect to Apprentices and tho 
 conditions of Apprenticeship in certain Industries. 
 
 1. These regulations shall apply to the industries, crafts, occupations, 
 and callings mentioned in Schedule I hereto, unless the Board shall, in 
 the case of any of the said industries, crafts, occupations, and callings, or 
 in the case of any master or apprentice in any of the said industries, 
 having regard to all the circumstances brought to its knowledge, exempt 
 any such industry, master, or apprentice from the terms of these regu- 
 lations upon or without conditions. If the Board, having exempted any 
 of the said industries, or any master or apprentice from the whole or 
 any part of the terms of these regulations, shall subsequently rescind 
 the Order of Exemption so made by it, conditionally or otherwise, the 
 terms of these regulations shall again apply as may be directed by such 
 Order to such industry, master, or ^apprentice. 
 
 2. In these regulations, unless the context otherwise indicates, the 
 term " Board " means the New South Wales Board of Trade, the term 
 '" minor " means a minor male, and the terms " award," " craft," 
 " employer," " occupation," " calling," and " industry " are used with 
 the meanings which are ascribed to those terms in section 5 of the 
 Jndustrial Arbitration ActfrSf^^bf °f 
 
IV 
 
 3. No minor shall, after the first day of June, 1922, be employed or 
 engaged in any of the industries, crafts, occupations, and callings men- 
 tioned in Scliedule I hereto, except subject to the conditions of appren- 
 ticeship or probationership contained in these regulations. 
 
 A minor is, for the purposes of these regulations, employed or 
 engaged in any industry, craft, occupation, or calling when he cus- 
 tomarily works under the direction of, or in association with, an 
 employer, master, or journeyman in such industry, craft, occupation, or 
 calling upon the material and with the tools or implements used in 
 such industry, craft, occupation, or calling. 
 
 4. The master of every apprentice shall teach such apprentice, or cause 
 him to be taught, the industries, crafts, occupations, or callings in relation 
 to which he is bound apprentice, by competent instruction in a gradual 
 and complete manner, and shall give such apprentice a reasonable 
 Opportunity to learn the same and receive, during the period of his 
 apprenticeship, such technical, trade, and general education and train- 
 ing as may be prescribed or directed by or under these or any other 
 regulations or any Order of the Board: And every apprentice shall, 
 during the period of his apprenticeship, faithfully serve his master for 
 the purpose of being taught the industries, crafts, occupations, or 
 callings in relation to which he is bound,, and shall also conscientiously 
 and regularly accept such technical, trade, and general instruction and 
 training as may be prescribed or directed as aforesaid, in addition to the 
 teaching that may be provided by his said master. 
 
 5. Every contract for the engagement or employment of a minor in 
 any of the said industries, crafts, occupations, and callings shall, 
 after the date of these regulations, be made in writing, and shall, within 
 one week of its execution, be lodged for registration with the Board. 
 
 6. In the ease of every existing contract of apprenticeship the master 
 and apprentice shall forthwith report the same to the Board, and lodge 
 for registration any indenture or other extant writing evidencing such 
 contract. If the contract be not in writing the master and apprentice 
 shall furnish a statement in writing of the facts of their case to the 
 Board, and thereafter at the request of the Board shall reduce their 
 contract into writing and lodge such written contract with the Board 
 for registration. 
 
 7. Any employer, any adult person, any partnership or association of 
 individuals, or any corporation, or association of corporations, or 
 association of individuals and corporations may be the master of 
 apprentices in any of the said industries, crafts, occupations, and 
 callings. 
 
 8. The contract of apprenticeship shall contain — 
 
 (d) the names of the parties ; , 
 
 (6) the date of birth of the apprentice; 
 
 (c) a description of the industry, craft, occupation, or calling or 
 •combination of industries, crafts, occupations, or callings tn 
 ' >vhich the apprentice is to be tound; 
 
(d) a description of the processes to be taugiht in tlie employer's 
 workshop during the course and for the purposes of the 
 y apprenticeship ; 
 
 , (e) the date at which the" apprenticeship is to commence and the 
 period of apprenticeship; 
 
 (/) the conditions of the apprenticeship ; j 
 
 and shall be in the form set out in Schedule II hereto. 
 
 9. A minor may be employed in any of the said industries, crafts, 
 occupations, and callings for a period of three months upon probation 
 with a view to his becoming an apprentice therein. No second or other 
 probationary period in the same industry, craft, occupation, or calling 
 shall be permitted for a longer period than four weeks. Upon the 
 making of a contract of apprenticeship between the parties to the 
 contract of probation the period of apprenticeship shall be deemed to 
 run from the commencepient of the period of probation. 
 
 10. The proportion of apprentices to journeymen to be taken by any 
 master who is an employer bound by the awards of statutory industrial 
 tribunals shall, tentatively and for the time being, be as is prescribed 
 by such awards. But the Board may, on cause being shown, permit any 
 master to employ any greater number of apprentices than such 
 proportion. 
 
 11. Every master who at the date of tJie enactment of these regula- 
 tions has bound to him, or otherwise under his control, a greater 
 number of apprentices than that prescribed by or under the preceding 
 regulation, shall, within a period of three weeks from euch date, so 
 report in writing to the Board. 
 
 12. Every master who, after the enactment of these regulations, 
 reduces or suffers a reduction in the number of the skilled workers 
 employed by him in any of the said industries, crafts, occupations, and 
 callings, so as to increase the proportion of apprentices bound to, or con- 
 trolled by, him beyond the proportions now or hereafter prescribed shall, 
 within fourteen days of such increase of proportion, report the circum- 
 stances of his case in writing to the Board. 
 
 13. The term of apprenticeship in any of the said industries, crafts, 
 occupations, and callings shall be five years in the case of every 
 apprenticeship beginning at or before the age of 17. But in these and 
 in all other cases the Board may, on cause being shown, permit- shorter 
 terms of apprenticeship. 
 
 14. An adult may, with ■ the consent of the Board, enter into a 
 special contract of apprenticeship or continuation of apprenticeship for 
 such period and upon such other conditions of apprenticeship as the 
 Board may deem just and expedient. 
 
 15. Every apprentice residing in districts to which this Board shall 
 from time to time declare this rule to apply, and being bound to any 
 of the said industries, crafts, occupations, and callings, shall, in 
 
VI 
 
 the course of his apprenticeship, attend or receive instruction from a 
 State continuation or trade school or technical college or instructional 
 factory or any institution for continued or trade or technical education 
 or supplementary workshop training provided by private enterprise or 
 by any master or group or association of masters and approved by the 
 Board, for not less than five hours per week over a period of not less 
 than three years. An appreptice who has not yet reached his sixteenth 
 birthday shall, in all cases, make such attendance or receive such 
 instruction in the master's time. In all other cases the apprentice 
 shall, for thp purpose of such attendance or receiving such instruction, 
 be allowed three hours in the week of the master's time. 
 
 16. An apprentice who has, in his own time, satisfactorily completed 
 a full course at any such school or technical college or institution, and 
 who has obtained a certificate of proficiency from such school or collie 
 or institution, shall be entitled to count the time actually occupied in 
 taking, such course as part of the period of his apprenticeship, and while 
 he is pursuing such course shall be released, pro tanto, from thq 
 obligations of the preceding clause. 
 
 17. Apprentices shall be entitled to such holidays as are provided 
 for in the award of the statutory industrial tribunal covering the 
 industry, craft, occupation, or calling in which they are engaged, or, in 
 lieu of such holidays, payment for an equivalent time at rates pro- 
 portionate to the overtime rates prescribed by the award of such 
 tribunal in the case of adults. 
 
 18'. No overtime shall be worked ty any apprentice who is under the 
 age of 16 years. 
 
 19. Where any permissible overtime is worked, the apprentice shall 
 be paid additional wages at rates proportionate to the overtime rates 
 prescribed for journeymen by the award of the statutory industrial 
 tribunal controlling the industry. 
 
 20. The normal working hours for apprentices shall be those normally 
 worked by journeymen under awards of the statutory industrial 
 tribunals. 
 
 21. The wages payable during the period of apprenticeship shall, 
 except in cases where an Order of the Board exists to the contrary, be 
 not less than those set out in Schedule III hereto. 
 
 22. The parties to the contract of apprenticeship shall from time to 
 time furnish any report required by the Board as to the progress, 
 method, and effect of the teaching and service provided under the 
 contract. 
 
 23. Every absence of the apprentice from work, without the consent 
 of his master, for any cause other than sickness for a period exceeding 
 five days ohall be reported by the master to the Board. 
 
 24. All disputes between apprentices and their masters may be 
 referred to the Board for determination by any party to- the- contract, 
 
Til 
 
 25. At the expiration of any contract of apprenticeship the master 
 shall deliver up to the Board the original of his contract for endorse- 
 ment thereupon by the Board of a certificate in the form or to the effect 
 of Schedule IV hereto, and the apprentice shall thereafter be entitled 
 to have such contract as and for his own exc'lusive property. 
 
 26. In the event of any contract of apprenticeship being cancelled 
 either by an Order of the Board, or by mutual consent of the parties, the 
 original of such contract shall be delivered to the Board for endorse- 
 ment thereon of the fact and date of such cancellation. 
 
 27. Every transfer of an apprentice from master to master shall be 
 notified to the Board, and the original assignment, contract, or transfer 
 shall be lodged with the Board for registration within fourteen days of 
 its execution. 
 
 28. Every master and every apprentice in any of the said indus- 
 tries, crafts, occupations, and callings, and every parent, guardian, 
 or surety shall , faithfully carry out the terms of any contract of 
 apprenticeship to which he is a party, whether such terms be expressed 
 or implied by these regulations, or any Order or Orders of the Board 
 duly made. Any failure either by a master or an apprentice or parent, 
 guardian, or surety to carry out such terms shall be deemed" to be a 
 breach of this regulation. 
 
 29. The penalty for a breach of any of the terms of these regulations 
 shall be £20. 
 
 SCHEDUIE I. 
 
 Building Trades — 
 
 Boatbuilders. 
 
 Bricklayers. 
 
 Carpenters (House and Ship). 
 
 Fibrous riaster Fixers. 
 
 Granite Polishers. 
 
 joiners (Mill, House, and Ship). 
 
 Marble and Slate Workers. 
 
 Metal Celling Fixers. 
 
 Painters and Decorators (House and Ship). 
 
 Plasterers. 
 
 Plumbers. 
 
 Saw-millers and other Wood Machinists. 
 
 Shipwrights. 
 
 Slaters, Tilers, and Shinglers. 
 
 Stonemasons. 
 
 Tilelayers. 
 
 Tuckpointers. 
 
 Clotldng Trades — 
 
 Chart Tailors. 
 
 Costume Makers (Personal Measurement). 
 
 Cutters and Trimmers. 
 
 Cutters (Women's Garments), 
 
 Dyers and Cleaners. 
 
 Order Tailors. 
 
 Pressers. 
 
 lleady-made Tailors. 
 
 Shirt Cutters. 
 
 Straw Hat Makers. 
 
 Textile Workers. 
 
Till 
 
 Coal Mining — Mechanics. 
 
 Food Sppply and DistriXmiion — 
 
 Bakers (Hand and Machine). 
 
 Butchers. 
 
 Confectioners. 
 
 Cooks. 
 
 Flour-millers. 
 
 Pastrycooks. 
 
 Slaughtermen. 
 
 Furniture Trades — 
 
 , Broom-makers. 
 Brushmakers. 
 Cabinetmakers. 
 
 Carpet and Furniture Cover Workers, 
 Glass Workers. 
 E'ianoforte, &c., Makers. 
 Picture-framers. 
 Pithcane and Bamboo Workers. 
 Wicker-workers. 
 
 Hairdressing — Hairdressers. 
 
 Iron and Ship'building Trades— 
 
 Boilermakers. 
 
 Bra^sfinishers. 
 
 Electrical Fitters and Mechanic?. 
 
 iSngineers. 
 
 Farriers. 
 
 Gas Meter Makers. 
 
 Moulders. 
 
 Stovemakers. 
 
 Structural Steel and Iron Workers. 
 
 Tinsmiths. 
 
 Wiremakers. 
 
 Wireworkers. 
 
 Leather Trades — 
 
 Bespoke Bootmakers. 
 
 Boot, Shoe, and Slipper Manufacturers. 
 
 Portmanteau, Sec, Makers. 
 
 Saddle and Harness Makers. 
 
 Tanners, Curriers, and Fellmongers. 
 
 Manufacturing — 
 
 Agricultural Implement Makers. 
 Coachmakers (Rail). 
 Coachmakers (Road). 
 Cycle and Motor Cycle. 
 Electroplaters. 
 Glass Bottle Makers. 
 Opticians. 
 
 Manufacturing .Jewellers. 
 Metal Badge Workers. 
 . Pottery, &c. 
 Sailmakers, &c. 
 Tobacco and Cigar Makers. 
 Watchmakers. 
 
 Printing^ 
 
 Bookbinders. 
 
 Compositors-— Hand and Machine. 
 Letter-press Machinists. 
 Lithographic Workers, &c. 
 Process Engravers. 
 Stereotypers and Electrotypers. 
 
IX 
 
 Schedule II. 1 
 
 FOBM OF INDENTUEE. 
 
 This iiideuture made the day of , one 
 
 thousand nine hundred and , between 
 
 an infant born on the day of , one thousand 
 
 nine hundred and , and residing at , in 
 
 the State of New South Wales (hereinafter designated the apprentice), 
 
 of the first part, and , of , in the said 
 
 State, carrying on business at , in the said State (herein- 
 after called the master), of the second part, Witnesseth as follows, that 
 is to say: 
 
 i. The apprentice of his own free will hereby binds himself to serve the 
 master as his apprentice, and to accept training and instruction in the 
 
 Industry or occupation of for the term of years 
 
 from the day of , one thousand nine hun- 
 dred and 
 
 2. The toaster hereby accepts the apprentice as his apprentice during 
 the same term, and undertakes that he will during the same term, to the 
 best of his power, skill, and knowledge, train and instruct the apprentice, 
 
 or cause him to be trained and instructed as a skilled expert 
 
 In the industry or occupation of , now carried on by the 
 
 master at , in accordance with regulations or orders 
 
 applicable to the case of the master and apprentice, and duly made under 
 Part IX of the Industrial Arbitration Act, 1912-20, or any Act or Acts 
 amending the same. 
 
 3. It is further, in consideration of the premises, mutually agreed 
 between the parties to this indenture : — 
 
 (o) that the following processes will be taught in the master's work- 
 shop to the apprentice during the course of his term of appren- 
 ticeship.. 
 
 (6) that the apprentice will diligently and faithfully obey and serve 
 the master as his apprentice at the said place during the said 
 term, and, except in accordance with any provisions for an annual 
 or other holiday or vacation, or for attendance at-any school which 
 may be prescribed in regulations or orders applicable to the case 
 of the master and apprentice and duly made as aforesaid, will not 
 absent himself from the master's service during the hours pre- 
 scribed by the master for such service without the master's leave ; 
 
 (c) that the apprentice will not commit or permit or be accessory to 
 any hurt or damage to the master or his property, nor conceal any 
 such hurt or damage if known to him, but shall do everything in 
 his power to prevent the same ; 
 
 (d) that the master will pay to the apprentice every week during the 
 
 said term wages at the rate of per week during the 
 
 first year thereof, and at the rate of per week during 
 
 the second year thereof, and at the rate of... per week 
 
 during the third year thereof, and at the rate of per 
 
 week during the fourth year thereof, and at the rate of 
 
 per week during the fifth year thereof, or wages at such other 
 rates per week or during such other periods as may be prescribed 
 by any regulations or orders applicable to the case of the master 
 and apprentice and duly made as aforesaid ; 
 
 (e) that the master shall be at liberty to deduct from time to time 
 out of the wages to be paid to the apprentice as aforesaid any 
 sum or sums of money for any loss of service occasioned by the 
 voluntary absence of the apprentice without the consent of the 
 master, and also for any loss which the master may sustain by 
 reason of the wilful negligence or misconduct of the apprentice, 
 but, save as herein provided, no deductions shall be made from 
 the wages payable under this indenture. ,If any apprentice deems 
 himself aggrieved by any such deduction he may appeal to the 
 Board of Trade, and the decision of the Board of Trade Shall be 
 final and conclusive ; 
 
 55305— (6) 
 
(/) that in case the apprentice shall at any time during the said teim 
 be mlfuUy and persistently disobedient to the lawtul orders oi 
 commands of the master or those whom he may please to set over 
 the apprentice in his said business, or be grossly skithtul or 
 negligent or shall otherwise grossly misbehave himself, then it 
 shall be lawful for the master, with the consent and by tne 
 authority of the New South Wales Board of Trade, to discharge 
 the apprentice from his service ; 
 
 (g) that the apprentice shall not be deemed to have completed any 
 particular year of his services unless he shall have actually given 
 service to the master upon not less than the ordinary working 
 days prescribed for the mdnstry by any award of the Court ot 
 Industrial Arbitration, or as the result of any order made under 
 the Eight Hours (Amendment) Act, 1920: Provided that time spent 
 in attending before the said Board of Trade or at any school by 
 permission of the master or in accordance with regulations or 
 orders applicable to the case of the master and apprentice and 
 duly made as aforesaid shall be regarded as time actually given to 
 the service of the master ; 
 
 {h) that the apprentice, at the end of the calendar period of any year 
 in which he has actually given service to the master upon 
 twenty-six days less than the ordinary working days prescribed 
 for the industry by any award of the Court of Industrial Arbitra- 
 tion, or as the result of any order made under the Klght Hours 
 (Amendment) Act, 1920, or in which he has voluntarily absented 
 himself without the master's consent, shall, for every day less 
 than the said number of working days and for every day of such 
 albsence, if the Board shall so order, serve one day, and the 
 calendar period of the succeeding year of his service shall not be 
 deemed to begin until the said additional day or days shall have 
 been served; , .^, , 
 
 (i) that the master and apprentice shall faithfully comply with aisd 
 carry out the conditions and terms of any regulations or orders 
 applicable to their case and duly made as aforesaid ; 
 
 (0 that this indenture may be annulled by the said Board of Trade 
 ' upon the application of the master or apprentice for good cause 
 shown. 
 In witness whereof the said parties to these presents have hereunto set 
 their hands and seals the day and year first above written. 
 
 Signed, sealed, and delivered by the master in the presence of— 
 
 And by the apprentice in the presence of — 
 
 SCHEDULE III. 
 
 Scale of Wages. 
 
 Where the apprenticeship begins between the ages of 14 and 10 years— 
 
 £ R. d. 
 
 First year 1^ 
 
 Second year '• 17 
 
 Fifth half-year 1 ^ " 
 
 Sixth half-year 1 « 
 
 Seventh half-year 1 <> 
 
 Eighth half-year 1 li* 
 
 'Ninth half-year 2 
 
 Tenth half-year 2 5 
 
 Where the apprenticeship begins betv/een the ages of IG' and 17 years— 
 
 £ s. d. 
 
 First year IJ c> 
 
 Second year 1- ^ ^ 
 
 Fifth half-year 1 6 
 
 Sixth half-year 1 
 
 Seventh half-year 1 15 
 
 Eighth half-year 2 
 
 Ninth half-year 2 5 
 
 Tenth half-year 2 10 
 
 Where the apprenticeship begins after the age of 17 years such wages as 
 
 may be fixed by the Board. 
 
XI 
 
 SCHEDULE IV. 
 
 New South Wales Board of Trade. 
 
 Certificate of Completed Appi'enticeship. 
 
 This is to certify that _ , of , in the State 
 
 of New South Wales, Commonwealth of Australia, has, under the super- 
 vision of the New South Wales Board 'of Trade, completed a regular (or 
 modified) course of apprenticeship in the industry (or occupation) of 
 
 , and has satisfactorily fulfilled all the conditions 
 
 attached to such course. 
 
 Dated at Sydney, this , day of _ , 19 
 
 I ■ . . .. Secretary to the iiosxva. 
 
 -.';.. L, 1 ' Or .-. 
 
 New South Wales Board op Trade. 
 
 Certificate, of CQffipleted Apprenticeship. 
 
 This is to certify that of , in the 
 
 State of New South Wales, Commonwealth of Australia, has satisfactorily 
 fulfilled the, conditions of apprenticeship in the industry (or occupation) 
 
 of ..., , and that during the period from the institution of 
 
 the control of apprenticeship by the New South Wales Board of Trade 
 
 to the service as an apprentice to the said industry (ov 
 
 occupation) was performed under the supervision of the said Board. 
 
 Dated at Sydney, this ........day of , 19 -. 
 
 Secretary to the Board. 
 
 With (he said scheme of regulations the Board submits, for your Excel- 
 lency's acceptance, a report containing a statement of the various considerations 
 by which it has been guided in arriving at its determinations and in framing 
 its declarations. 
 
 GEO. S. BEEBY, President. 
 
 J. B. HOLME, Deputy President. 
 
 THOMAS ROUTLEY 
 
 W. T. WILLTNGTON i 
 
 Commissioners. 
 
 E. J. KAVANAGH 
 
 ARTHUR COOPER 
 
 University Chambers, 
 
 78 Elizabeth-street, Sydney, 
 Eleventh day of May, 1922, 
 
jai 
 
 TABLE OF CONTENTS. 
 
 FA6>. 
 
 Address to Governor .. - ■•• — "' 
 
 Regulations ,„ .„ ... "' 
 
 Chaptee I.-INTRODQCTORY. 
 
 The Public Inquiry - 1 
 
 The Research and Report made by a Committee of the Board 1 
 
 The Pamphlets Published by the Board 2 
 
 The Suspension of the Inquiry 2 
 
 The Building Trades Inquiry 2 
 
 The Living Waije Principle as related to Apprentices 3 
 
 The Tentative Scheme of Apprenticeship for the Building Trades 3 
 
 Inspection of Repatriation Schools 3 
 
 Chapter II.— THE STATUTORY FUNCTIONS OF THE BOARD 
 AND OTHER BASIC CONSIDERATIONS. 
 
 The Functions of the Board under Section 80 re-stated 4 
 
 '7he Distinction between Education and Training 5 
 
 The Issue between the Technical School and the Workshop ... ... 8 
 
 The Place of the Works School 8 
 
 The Difficulties of Academic Technical Education 9 
 
 The Distinction between Apprentices and other Juvenile Workers 10 
 
 The Board's Authority over Juveniles other than Apprentices 11 
 
 The Defects of the Existing System of Apprenticeship 11 
 
 The National Concern in Systematic and Comprehensive Education for Industry 1 1 
 
 The Need for Supervision by a Public Authority 12 
 
 The Importance of Physical Fitness for Apprenticeship 13 
 
 The Organisation of Educational Facilities as an Essential Condition of Effective 
 
 Apprenticeship ._ 13 
 
 Chapter III.-VOCATIONAL GUIDANCE AND THE BOARD'S 
 POWERS UNDER SECTION 82 (a). 
 
 The Functions of the Board nnder Section 82 (a) 15 
 
 The Conditions of a Scheme of Vocational Guidance 16 
 
 After-care ' 18 
 
 The I,essons from Repatriation Experience 18 
 
 Vocational Guidance in England >, 20 
 
 Vocational Guidance in South Africa 21 
 
 The Board's Proposals to the Building Trades and a Question of the Board's 
 
 Powers ,; 23 
 
 Chapter IV.-THE PROBLEM OF THE GENERAL CORRELATION 
 OF EDUCATION AND INDUSTRY. 
 
 The Functions of Elementary and Secondry Schools 25 
 
 The New Day Continuation School of Great Britain 25 
 
 The System of Secondary Education in New South Wales 27 
 
 The Technical High Schools of New South Wales ^ 27 
 
 The Technical College System of New South Wales 29 
 
XIU 
 
 fAOK. 
 
 An Analyels of the Syllabuses of tbe Stato Technical OoUegs <.. i^4 
 
 The Queation of Day-time Training ,.■ ,., 3B 
 
 The Reports cf the Minister of Fublle Inatruotion on Day-time Trninine ,.■ 86| 87 
 
 The Need for Better CorreUtlra with regard to Daytime Irftlnlng S7 
 
 The Keed (or Better Correlation with regard to Methods of Education ... ..< 87 
 
 Bepatrlation Kxperienoe and the Oorrelatlon of^duoation and Industry .., 89 
 
 Teohnieal and Trade Training in the Railway Workshops ,,, ,,. 44 
 
 The Need for Non-technical Edncation in the Bnilvoy (Service and a better 
 
 Correlatiuu between the Ballway* and Education Authorities 47 
 
 Eoonomio Pressure and the Theoretical Needs of the Apprentice 47 
 
 The Advantages of Early Apprenticeship 49 
 
 The Question of the Board's Po«-ers in Relation to the Boy who is not 
 
 Apprenticed 50 
 
 Now Forms of Apprenticeship and the Scheme of the Dublin Day Apprentice 
 
 School 50,51 
 
 The Question of the Expediency of Amending the Law ... ... ... ... 52 
 
 The Difficulties in the Way of Co-operation and Correlation of Industry and 
 
 Education 53 
 
 Chapter V.— AN EXPOSITION OP THE DETERMINATIONS AND 
 DIRECTIONS OP THE BOARD. 
 
 The Pre-legislative Character of the Board's Determinations and Directions ... 55 
 
 The Reservation of a Right in the Board to Exempt from the Regulations ... 55 
 
 The Restriction of the Regulations to Male Apprentices and to Specified 
 
 Industries 55 
 
 The Future Treatment of New Educative Trades ... ... ... ... ... fiS 
 
 The Systematisation of Education for Apprenticeship 56 
 
 The Registration of Contracts of Apprenticeship ... ... .. ... ... 36 
 
 Who May Take Apprentices ... ... ... ... ... ... ... ... 57 
 
 The Form of Contracts of Apprenticeship ... ... ... ... ... ... 57 
 
 The Probation of Apprentices ... , ... ... ... ... ... ... ... "57 
 
 The Proportion of Apprentices to Journeymen ... ... ... ... ... 57 
 
 The Term of Apprenticeship ... ... ... ... ... ... ... ... 58 
 
 Adult Apprenticeships ... ... ... .. ... ... ... .. ... l8 
 
 The Tentative Provisions for the Technical Education of Apprentices f8 
 
 Apprentices' Holidays 59 
 
 Apprentices' Overtime 59 
 
 Apprentices' Wages ... ... ... ... ... ... ... ... ... 59 
 
 The Supervision of Apprentices 62 
 
 Apprentices' Certificates g2 
 
 Transfer of Apprentices g2 
 
 The Sanction for Breaches of the Regulations 63 
 
 Chapter VI.- THE NEEDS OP THE UNAPPRENTICED CHILD. 
 
 The Effects of Service in the Uneducativo or Dead-end Trades 64 
 
 The Need for Continued Education as a Protection to those Engaged in such 
 
 Trades gg 
 
 The Amendments of the Law that Appear to be Necessary to meet the C3se of 
 
 the Unapprentioed Child gg 
 
 Appendices 66-153 
 
 1°'^^'^ 154-160 
 
 §5305— (c) 
 
APPRENTICESHIP IN NEW 
 SOUTH WALES, 
 
 CHAPTEE I. 
 
 , INTRODUCTORY. 
 
 A# inquiry into the conditions and incidence of apprenticeship in industries 
 was first instituted hy the Board in the second half of the year 1918. The 
 Board then proceeded to analyse the provisions of the awards of the 
 industrial tribunals with reference to apprenticeship in industries, and 
 before the end of the year had published a pamphlet entitled " Schedule of 
 Conditions relating to Apprentices contained in Industrial Awards as at 
 31st June, 1918." In the month of December, 1918, the Board addressed 
 certain questions to representative employers and unions of employees, 'and 
 also placed itself in touch with the educational authorities of the State upon 
 the matter. iSubsequently a Committee of members of the Board was 
 appointed to study the subject, and it collected from the Labour Depart- 
 ments of the various States of the Commonwealth information with regard 
 to existing legislation, and from commercial and industrial organisations 
 reports and other literature in which the subject of apprenticeship had been 
 dealt with by institutions and persons interested in it. This Committee's 
 survey of the subject was completed by the month of April, 1919. 
 
 The work of the Board's Committee was resumed towards the end of the 
 month of Miay of 1819, when it was realised that a formal survey of the 
 legal, historical, and industrial relations of the subject would have to be 
 undertaken as a foundation for constructive work in the interests of 
 masters, their apprentices,- and the community. Accordingly the Committee 
 prepared an elaborate report to the Board, in which it dealt with the legal 
 incidents of modem apprenticeships, the history of apprenticeship, the 
 educational aspects of apprenticeship, the legal authority of the Board, and 
 proposals for a constructive policy. This report was submitted to the Board 
 on the 3rd May, 1920, and published on the. 28th of the same month, as a 
 basis for the consideration of the question of apprenticeship upon a public 
 inquiry to be held by the Board under its powers as a Royal Commission 
 of Inquiry conferred by section 83 of the Industrial Arbitration Act, 
 1912-18. 
 
 On the 25th June a brochure containing the tenor of the Committee's 
 report to the Board on the 3rd May, 1920, was published as a further means 
 of notifying those who were likely to be concerned in the Board's inquiry, 
 of the nature of the matters that would be considered. 
 
 On the 7th July, 1920, the Board opened its -public inquiry, and, after 
 certain preliminary discussions, adjourned its proceedings for the purpose 
 of enaibling the details of the report of the 3rd May, 1920, to be studied by 
 the parties appearing before it. On the 4th August, 1920, the Board 
 resumed the inquiry, and was addressed upon the subject of apprenticeship 
 and national education by Mr. Peter Board, C.M.G., M.A., the State Under 
 Secretary and Director of Education. This address was ordered to be 
 * 5?305— A 
 
printed, and was puWisted by the Board for the general information of 
 persons concerned, on the 23rd August. The inquiry was coiitinued on the 
 9th August, when the representatives of employers in the engineering trades, 
 and of a number of organisations of employees in trades of various kinds 
 placed their views upon the subject of apprenticeship generally before the 
 Board. 
 
 By the 16th August Mr. Justice Edmunds, who had presided at the 
 previous sittings of the Board, had been succeeded in the position of Presi- 
 dent of the Board by his Honor Judge Beeby, and on that date the Bd^rd 
 sat with its new President to continue the public inquiry. At this sitting 
 the parties were informed of the publication by the Board of a pamphlet 
 entitled " The Significance of the English Education Act. 1918," which had 
 been prepared, at the Board's direction, by Mr. G. V. M. Turner, of 
 its staff, for the purpose of elucidating the references to the English 
 Education Act, 1918, made in the report of the Board's Committee of the 
 3rd May, 1920. At this sitting, also, the Board was addressed upon the 
 subject of apprenticeship and technical education by Mr. James i? angle, 
 O.B.E., F.E.A.'S., iState Superintendent of Technical -Education, and the 
 Director of the Commonwealth Returned Soldiers' Vocational Training 
 iSoheme. Mr. iN'angle's address was printed and published for the informa- 
 tion of persons interested, on the 6th September following. 
 
 On the 20th August the President of the Board, after stating that there 
 had been no very encouraging response to the proposal of the Board that 
 the various representatives of industry should co-operate with it in evolving 
 a scheme for the more satisfactory education and control of minors in 
 industry, made a pronouncement as to the future course of the business of 
 the Board in relation to its inquiry. The President intimated that the 
 inquiry would be suspended for at least a month in order that a more 
 complete examination and criticism of the facts and proposal? submitted 
 in the 'Committee's report might be made by all parties interested, before 
 the Board proceeded to frame its determinations in the matter. 
 
 The formal sittings in the public inqiiiry were, after this pronouncement, 
 not resumed until the 21st Pebruary, 1921. Meanwhile, however, the Board, 
 on the 6th October, 1920, published a pamphlet upon "Work Schcols and 
 their Methods," which had been prepared, at its direction, by Mr. Turner 
 for the purpose of elucidating the reference to work schools made in '.he 
 Committee's report of the 3rd May, 1920. Later, on the 6th December, the 
 Board published, for the assistance of parties to the inquiry, a pamphlet 
 entitled " Problems involved in the Establishment of Day Continuation 
 Schools in England," which also, had been written at its request, by Mr. 
 Turner for the purpose of further elucidating the references in the Com- 
 mittee's report to the English Education Act of 1918. 
 
 On the 10th Pebruary, 1921, the Board determined to direct the next 
 phase of its inquiry to the apprenticeship conditions appropriate to the 
 building trades. Representatives of employers and employees in the indus- 
 tries of carpenters and joiners, stonemasons, tilelayers, bricklayers, tuck- 
 pointers, slaters, tilers and shinglers, plasterers, plumbers, painters and 
 metal-ceiling fixers were accordingly invited to attend a public sitting of 
 
the Board, which was fixed for the 21st February. As the President ruled 
 that this phase of the inquiry was not a matter directly affecting rural 
 interests, the addlLonal members of the Board did not take part in the 
 inquiry. 
 
 On the resumption of the inquiry on the 21st February, the President 
 of the Board announced that sufficient preliminary work had been done, and 
 that the Board proposed to prescribe conditions of apprenticeship for dif- 
 ferent industries, and had selected the building and iron trades as the two 
 groups pre-eminently calling for the Board's attention. He also invited 
 parties to the inquiry to express their views upon the question of the 
 appointment of a joint council of employers and workmen to assist in the 
 promulgation of a scheme of apprenticeship for the building trades group 
 of industries. The Board then adjourned for a week in order to enable the 
 parties before it to nominate representatives for inclusion in a joint council 
 of employers and employees. On the 2gth February the Board resumed its 
 sittings, and, after hearing representatives of the various interests, under- 
 took to prepare a tentative scheme of apprenticeship in the building trades 
 for consideration in the later stages of the inquiry. At this meeting the 
 President again invited the parties definitely to appoint their representatives 
 to sit with the Board and representatives of the Department of Education 
 in a more or less continuous manner for the purpose of considering the 
 scheme to be drafted by it. 
 
 On the 4th May, 1921, the Board's .Statistical Officer, Mr. D. T. Sawkins, 
 at the Board's direction, prepared a memorandum in which he applied the 
 principles ordinarily used in the assessment of living wages to the circum- 
 stances of males and females at the ages characteristic of apprentices. A 
 copy of his memorandum is published with this report as Appendix A. On 
 the 30th May the Board caused to be forwarded to the parties to the inquiry 
 copies of the tentative scheme of regulations drafted by it (published here- 
 with as Appendix B), and intimated to them that the inquiry would be 
 reopened on the 10th June following.. The Board resumed its public inquiry 
 upon the basis of its draft scheme in accordance with that intimation, but 
 at the request of the parties it then undertook not to proceed with the 
 inquiry for a period of three weeks. On the 30th June it was again met 
 with a request for a further adjournment of the inquiry. The inquiry, 
 when resumed on the 11th July, was continued through sittings on the 
 12th July, the 8th and 9th August, and the 7th November. On the date 
 last mentioned the Board's public sittings were brought to a close. 
 
 An inspection of all repatriation schools in the Metropolitan and New- 
 castle areas was made, at the Board's request, by Mr. Turner, who reported 
 to the Board on the accommodation, equipment, and training available at 
 such schools. 
 
 After concluding its public inquiry, the Board reconsidered the evidence 
 and addresses which it had received in the course of that inquiry, and 
 moved thereby and by the considerations appearing in the following chapters . 
 of this report, it proceeded to formulate the determinations and directions 
 which it now recommends should be jncorporated by the Governor in 
 regulations for the general control of apprenticeship to be published under 
 Part IX of the Industrial Arbitration Act, 1912-20. 
 
CHAPTEE IT. 
 
 THE STATUTORY FUNCTIONS OF THE BOARD AND 
 OTHER BASIC CONSIDERATIONS. 
 
 By section 80 of Part IX of the Industrial Arbitration Act, 1912-20, the 
 functions of the Board of Trade are declared to be; to — 
 
 (a) determine in what occupations and industries apprenticeship shall 
 
 be a condition of employment of minors; 
 (6) prescribe the hours of employment, wages, and conditions of 
 
 apprenticeship ; 
 
 (c) determine whether and to what extent there shall be a limitation 
 of the number of apprentices indentured in any trade or calling- ; 
 
 (d) determine to what extent technical education, if procurable, shall 
 be obligatory upon apprentices and their masters ; 
 
 (e) co-operate with the Department of Education in encouraging 
 young persons to attend technical, ti-ade, and continuation schools ; 
 
 (/) establiah and maintaiii an apprenticeship register, and record 
 therein all indentures or other contracts of apprenticeship, and 
 protect the contracts and interests of . apprentices and all workers 
 of minor age who are learners, and ensure the attendance of 
 apprentices and learners at technical or trade schools ; 
 
 (g) prescribe standard forms of apprenticeship for different trades and 
 callings, and the manner in which and the persons by whom the 
 making, carrying out, and transfer of indentures or other contracts 
 of apprenticeship shall be supervised; 
 
 (h) control and direct the conditions in all respects of apprenticeship 
 in any industry. 
 
 These functions are to be exercised according to the section, notwith- 
 standing the provisions of the Apprentices Act, 1901, the Apprentices 
 (Amendment) Act, 1915, and the Industrial Arbitration Act, 1912-20, itself, 
 and notwithstanding, also, the effect of any custom of or against apprentice- 
 ship. There is no definition of '' apprenticeship " in the Act. There is a 
 definition of the term " apprentice," but, inasmuch as that definition con- 
 stitutes a provision notwithstanding which the Board m.ay exercise its 
 functions, the fact that the term means an employee under 22 years of age 
 who is serving a period of training under an indenture or other written 
 contract for the purpose of rendering him fit to be a qualified worker in an 
 industry cannot operate to limit the jurisdiction of the Board to persons 
 falling within the same category. Further, inasmuch as tlie Board is, by 
 paragraph (a) of section 80, required to determine that apprenticeship 
 shall be a condition of employment of minors in occupations, as well as in 
 industries, something other than tjie class of apprentice referred to in the 
 definition must have been contemplated as being within the JBoard's 
 sphere of influence. It is reasonably clear, then, that the whole field of 
 
apprenticesMp falls witliin tlie scope of the Board's powers, except oiily 
 in so far as apprenticeship is prescribed for certain industries by statutes 
 ■whicli are not specifically referred to in section 80. 
 
 It becomes important, then, to have regard to the current and normal 
 meaning of the terms " apprentice " and " apprenticeship." The New 
 English Dictionary (Oxford) defines an apprentice as " a learner of a craft; 
 one who is bound by legal agreement to serve an employer in the exercise 
 of some handicraft, 'art, trade, or profession for a certain number of years 
 with a view to learning its details and duties, in which the employer is 
 reciprocally bound to instruct him." " Apprenticeship " is, by the same 
 authority, defined as " service in the capacity of an apprentice ; initiatory 
 training under legal agreement in a trade, &c." Accepting these definitions 
 ■as a guide, it may be suggested that the Board is concerned with every 
 handicraft, art, trade, or profession except those specifically covered by 
 special legislation not referred to in section SO of the Act. The implica- 
 tions of the subordinate paragraph (a) of section 80, as has already been 
 indicated, tend to confirm this construction of the Board's powers. Others 
 of the subordinate paragraphs explicitly and implicitly throw light upon the 
 extent and importance of the new position that is occupied by the Board. 
 The apprentice's need of education is particularly emphasised by paragraphs 
 (d),'(e), and (/) above. The Board is, first of all, to determine to what extent 
 technical education, if procurable, shall be obligatory upon apprentices and 
 their masters. The phrase, significantly enough, is " technical education " 
 and not "technical training." The Board is, by the succeeding paragraph, 
 directed to co-operate with the Department of Education in encouraging 
 young persons to attend technical, trade, and continuation ■ schools. The 
 Board's interests in education are, therefore, not to be confined to the needs 
 of persons who are bound by agreement to serve an apprenticeship for a 
 certain number of years, but are to extend to young persons whether they be 
 employed or unemployed, and whether they be in need of technical or trade 
 or general education. This distinction is by no means trivial, and, as it 
 can be shown, is not new to the world of industry. It tends to throw 
 much light upon Parliament's intentions. Finally, by the third of the 
 three paragraphs, the Board is to protect the contracts and interests of 
 apprentices and all workers of minor age who are learners, and to ensure 
 the attendance of apprentices and learners at technical or trade schools. 
 Prom the terms of these three paragraphs certain inferences can be drawn. 
 Technical education may be made obligatory upon apprentices and their 
 masters. Attendance at technical or trade schools can also be enforced in 
 the case of apprentices and workers of minor age who are le'iraers. Com- 
 pulsory education, it follows, must have reference only to persons who 
 are in the position of learners under agreements, whether those agree- 
 ments be for periods of years such as are appropriate to apprentice- 
 ship or the shorter periods of weeks or months that are appropriate 
 to probationerships. The Board cannot, merely in the interests of educa- 
 tion for citizenship, enforce attendance at continuation schools on the 
 part of young persons, but it may, and must, co-operate with the De- 
 partment of Education in encouraging young persons, whether they are 
 or are not employed in occupations or industries, to acquire trade and 
 
6 
 
 teclinical skill, and to develop mind and character. Young persons, as such, 
 must be encouraged, but cannot be compelled, to attend the various classes of 
 secondary schools that are referred to in the section. Here, also, is a dis- 
 tinction which points the -way to a correct construction of Parliament's 
 words. 
 
 The effect of the two distinctions mentioned is now to be indicated. 
 In the first plaee, vocational training and education for industry have for 
 long past been clearly distinguished in the development of responsible 
 opinion as to continued education in England, Europe, America, and Aus- 
 tralia, and, indeed, in the practice of many of the better class of works 
 schools. Industrial intelligence and social intelligence are correlative, and 
 together form the basis of an economically efBcient and prosperous com- 
 munity. This principle was admitted formally in certain negotiations be- 
 tween the Minister of Education and the Employers' Federation of New 
 South Wales, which took place in 1919.* Vocational training is but one 
 phase of the education that is necessary to develop industrial intelligence. 
 Indeed, employers' practices in their works schools helped greatly, in 
 England, to solve the problem of vocational purpose as it arose out of the 
 compulsory continuation school project. The works schools of' the great 
 industries were not so much vocational as practical, and showed that the 
 employer realised that he had not only to impart technical and vocational 
 skill, but also- to educate his young employees by developmental influences 
 of a wide range, extending to physical culture and social activities. The 
 aims of the new English continuation school system are a good general 
 education, as distinguished from vocational training in relation to industry 
 and commerce; the development and formation of character for individual 
 and social ends; the increase of individual happiness; and the inculcation 
 of the care of the body and principles of hygiene. The claims of industry 
 and commerce, so far from being paramount, are of subsidiary concern. 
 Education is not to be the mandated subject of industry; it is a national 
 function to be controlled for national ends. Just as the claim that educa- 
 tion is unnecessary for the manual worker has been formally repudiated by 
 the nation, so the claim advanced in influential quarters that continued 
 education should be vocational training merely has been successfully 
 resisted. Industry and commerce are not, however, left out of account.' The 
 continuation school must have some relation to workshop and business 
 training, and national education m.ust include a system of technical and 
 commercial schools. Economic aptitude is to be cultivated in the interests 
 of the State, of business enterprise within the 'State, and of the individual 
 himseK. By what means, and at what stage in the period of adolescence, 
 and in what forms this technical instruction is to be given, and how 
 vocational work is to be correlated to cultural work in the new scheme, is 
 still uncerta,in. It is significant that England has so far been unable to 
 realise substantially the professions of faith which she made in the Educa- 
 tion Act of 1918, and the place of the apprentice in the new scheme of 
 education has unfortunately not yet been determined. Owing to financial 
 difficulties the London Education Committee undertook, in 1921, not to 
 
 * See "Apprenticeship in Industries," N.S.W., p. 38. 
 
incur fresh commitments under that Act, and, as far as possible, to postpone 
 those already entered into.* 
 
 Vocational or technical training imparts address in the practice of an 
 art or craft. Vocational or technical education, as well as producing 
 utilitarian effects, has to do -with the devel<)pment of the character, in- 
 telligence, audi personality that are the real basis of creative industry. 
 Mechanics ahoiild have not only their art, hut a developed faculty of 
 observation and reasoning, combined with thoroughness of method and 
 persistence in the face of difficulties, and a fitness to co-operate effectively 
 with others. They should be faithful to the practice and purposes of their 
 art, and industrious in its prosecution. Some education in the use of 
 language is, for instance, necessary for the exact comprehension of specifica- 
 tions, instructions, regulations, text-books, and precepts of all kinds, as 
 well as for the precise communication of intentions, rectuests, and per- 
 formances. Conscious reasoning itself greatly depends upon the formula- 
 tion for expression of ideas and thoughts. Individual productive efficiency 
 in specialised processes can, and does, exist without such education, but 
 fitness for the co-operative effort on which the efficiency of industry depends 
 rests upon something more than mere manual dexterity. A general and 
 comprehensive education is, in reality, no waste, but a universal benefit. 
 The whole life of the employee is ordinarily engrossed by his home and his 
 occupation, and the occupation should be able to absorb those interests that 
 do not strictly appertain to the home. This effect, however, cannot be pro- 
 duced unless the occupation can appeal to the educated perceptions of the 
 worker. The education of the employee for the purposes of his own life is 
 now recognised as iinaking him a more valuable social unit and a better 
 means of production in the economic world. When a man applies superior 
 intelligence to mechanical work he relieves it of some of its drudgery, and 
 preserves his mastery over the machine; he enhances his productivity, and 
 sweeps away many of the occasions for friction that impede co-operative 
 effort in industry. 
 
 Vocational education must, of course, be specific, as well as general. .The 
 continuation school cannot take the place' of the technical school. The 
 actual work of his occupation must be taught to the boy, as well as the 
 underlying scientific principles of his craft, and the rationale of the pro- 
 cesses which precede, include, and follow the work of that occupation. In- 
 struction in the comprehension and use of diagrams, in measuring, and in 
 manipulative work is necessary, but efficiency will be increased by instruc- 
 tion in the relation of output to the whole enterprise, in the systematisation 
 of production, in the value of the work done not only to the employer but to 
 the -State, in industrial history as connected with the trade, and in the 
 theory of the organisation of the particular business. The training of the 
 hand and eye is essential, but the care of the mind and body to subserve the 
 functions of the hand and eye is even more important. The training of the 
 individual is a basic condition of service of all kinds, but that training must 
 recognise the necessary dependence of the individual in productive work 
 upon co-operators with whom he must preserve a harmony the significance 
 of which he ought to understand. 
 
 * Times Educational Sappleinent, 12tli Maj-, 1921, p. 21.3. 
 
8 
 
 The issue wlietlier the technical school or the workshop is the best means 
 of providing technical education can only be seriously raised when the 
 technical schools or the Tvorkshops fail to make use of the methods of 
 education that are necessary to ensure success. It is not a question of the 
 place where, but the method hy which the education is given. That the 
 workshop alone will ordinarily produce indifEerent results is inevitable, 
 because of the conditions militating against the efficiency of workshop 
 training, e.g., the conditions of specialised or massed production in in- 
 dustry; the unscientific method of apprenticeship that has hitherto pre- 
 vailed; the apprentice being left to his own ingenuity to pick up the trade; 
 the want of qualified and efficient instruction for, and control over, appren- 
 tices', in the workshop ; and the frequently experienced reluctance of opera- 
 tives to teach apprentices. The works school can.be made, and sometimes is 
 made, when used alone, a satisfactory means of instructing learners in the 
 skilled trades, but it has to face iiisuperable difficulties in the average case. 
 Intensive methods of manufacture, such aa prevail T\rhere the policy of mass 
 production is adopted, entail specialisation and exclude occasion for the use 
 of general skill. The demand for the services of employees capable of 
 exercising a trained judgment and general skill in the trades is diminishing. 
 The number of those who are employed because they have developed a 
 specialised capacity, such as the " semi-skill " of. the machinist, is increasing 
 greatly. A whole group of factories in any particular industry might, for 
 this reason, or because of want of facilities in other respects, be required 
 to provide an apprentice with a comprehensive view of, and familiarity 
 with, the processes of any trade. Again, the manipulative skill that is 
 called for in industry to-day can no doubt be acquired undef favourable 
 modern conditions of training in appreciably shorter time than the stan- 
 dard measure of trade skill could have been acquired under the conditions 
 of times past. The mechanisation and rationalisation of processes has 
 greatly altered the character of manufactures. The need for technical 
 education, then, rather than technical training, is again emphasised. 
 
 Works schools, no doubt, originated because it was found that they were 
 economically advantageous. Evening technical classes are not ordinarily 
 availaible to a considerable proportion of the employees- of a great business, 
 and their value may vary greatly, from locality to locality. In order, then, 
 to equalise opportunities in relation to all the young employees' of a great 
 enterprise, there is a call for a school within the works. But experience 
 has shown that effective trade training requires both a foundation and a 
 superstructure of education. It was, therefore, necessary that- the works 
 school should be educational in the widest sense. Where markets were to 
 be impressed with the products of any particular enterprise the questions 
 of quality and systematisation in production were paramount, and in these 
 connections training alone was insufficient. The interests of the business 
 were thus found to identify themselves with the interests of the emplojnees 
 as human beings, for education implies not only the improvement of the 
 man, but also his environment. Thus the more important works schools 
 generally have cultural, social, and recreative activities which promote the 
 co-operative and emulative spirit and the health — moral and physical — of 
 those associated with them. The question of discipline dotes not, in the 
 
works school, represent such a serious problem as it does in the academic 
 school, and the practical advantage thus secured is important. The 
 discipline and system of the works, together with their technique and such 
 elements of science as are related to their industry, stand in a more or 
 less constant relationship which can be best icomprehended. and taught in 
 the actual environment of the worker. The maintenance of discipline and 
 system is thus found to be but one and the same thing if the method of 
 teaching is adequate and the school an organic part of the works. It cannot 
 be expected that the ordinary enterprise will be able to maintain an efficient 
 works school, for the expense of its establisTunent and maintenance in 
 accordance with proper standards must be so great as to be beyond the 
 means of the average employer. 
 
 Technical schools must always Toe available if equal opportunities are to 
 be afforded to all young employees and the disparity between workshops 
 counteracted. The apprentice is not only entitled to a sound and systematic 
 training in his own interest, but should also have it in the public interest. 
 These schools, being provided, must be organised upon such an adequate 
 foundation as will permit of their offering all that the apprentice needs 
 under conditions which will not militate against his health or his capacity 
 to be generally self-supporting. Academic technical education has its own 
 difficulties to overcome. It must recognise the need of, and must not 
 endeavour to dispense with, knowledge of the actual and practical conditions 
 of manufactures and the trades. It must not be sparing in equip- 
 ment land its consumption) of material in the processes of training. 
 Academic technical education may produce indifferent results because 
 of the inability of teachers to keep in touch with .developments in 
 the processes of manufacture and economic tendencies. The efficiency of 
 teachers should be a matter of grave concern in the. academic schools. In 
 Scotland it is considered that men who undertake to teach mathematics, 
 science, and drawing to engineering apprentices should themselves have a 
 practical knowledge of the work in which the pupils are engaged, and that 
 they should be granted facilities by employers to return to the workshops 
 from time to time for short periods of practical training so that their know- 
 ledge of shop methods may be kept up to date.* Some correlation between 
 the educational and the business world in the interests of the efficiency of 
 •teachers must, indeed, be effected. The fact that the results of academic 
 technical training in the past have not been strikingly sati^actory is no 
 doubt partly due to the difficulties experienced in maintaining a teaching 
 staff that is both efficient and ample for the purposes of the schools. There 
 are, however, other reasons which must be taken into account in this 
 connection. Thequalities that make for success in academic studies do not 
 invariably, or even usually, ensure practical success in industrial activities. 
 The theoretically^trained youth may be relatively inefficient in the workshop 
 besause of a want of adaptability to his human and material environment, 
 want of self-dependence, of determination, and other moral attributes, or be- 
 cause of an inclination to attach a disproportionate importance to theoretical 
 as against practical requirements. There is, further, a masterfulness in the 
 
 " First "Eeport of the Committee appointed by the Council of the Institution of 
 Engineers and Shipbuilders in Scotland on Engineering Training, p. 13. 
 
10 
 
 ^efficient manipulation of a job wliicli is a moral rather tlian a mental factor, 
 and whioli proceeds from the combination of theoretical and practical skill 
 with distinctive elements of character. 
 
 The issue strictly does not lie between the technical school and the work- 
 shop, but between each or both and the State. A systematic education is 
 necessary, whether it be of the academic or workshop type. In the 
 
 ■ case of the workshop in association with which a works school offers syste- 
 matic means of education it may be necessary to insist upon the apprentice 
 not being retained for more than a limited time upon repetition processes, 
 
 I even if the only alternative be whole-time school work at full wages. The 
 
 ■ object of technical education is to turn out a tradesman who will, by reason 
 ' of his systematic knowledge of principles and practices, not be at a loss when 
 
 moving from work to work and from works to works. It, therefore, cannot 
 he limited by the accidents of enterprise production. 
 
 The second of the distinctions drawn by section 80, subsections (d), (e), 
 and (/) of the Act serves to show that the Board's legislative concern is with 
 the apprentice, but that its moral influence may be invoked in the interests 
 of those whose economic position differs from that of the apprentice. 
 
 It was pointed out in the course of the public inquiry that a*well regu- 
 - lated system of apprenticeship, while it would help the few who came within 
 its reach, would leave untouched the large body of young people who have 
 an equal claim with the few upon the advantages that State organisation 
 'Can confer.. This point was emphasised by Mr. Peter Board, the State 
 Under Secretary and Director of Education.* " In any consideration of the 
 training of the boys," said Mr. Board, " the extension of the day school 
 . attendance beyond the primary stage for a period of two years is necessary."t 
 " There is, then," he added, " in the case not only of the apprentice, but of 
 all our youth from 15 to 20 years of age, the opportunity, not yet grasped, to 
 make these young people worthy of the call that their later citizenship will 
 impose upon them. At present we are not giving the Australian boy a fair 
 chance. In thousands of cases we are leaving him to acquire his qualities of 
 manhood amidst the accidents of a thousand circumstances, very few of 
 which go to develop the best that is in him, and too often the fine raw 
 material that we have in our boys is running to waste for want of an 
 influence that will develop it into the best possible kind of manhood. Tech- 
 nical training, alone, will not produce this, and, moreover, when the skilled 
 trades are supplied with their recruits, there remain outside of them 
 thousands of boys whose occupations do not require technical skill and 
 knowledge, and whose lives, if they are to be properly rounded, do require 
 such a training as will help them to realise their own possibilities and pre- 
 pare them for the responsibilities that adult life will bring. Mr. James 
 iN'angle, the State Superintendent of Technical Education, assumed that 
 the Board would consider the question of compulsory attendance at general 
 continuation schools as well as compulsory attendance at special schools for 
 
 *" Apprenticeship and National Education," by Peter Board, C.M.G., M.A. ; Ap- 
 prenticeship Pamphlets, No. 3, p. 4. 
 + lb., p. 9. 
 
11 
 
 those aiming at the different kinds of skilled employment;* and, in the 
 course of the public inquiry, lie urged upon tlie Board the necessity for 
 making compulsory the attendance of young persons between 14 and 16 years 
 of age at day-time continuation schools.-tl Again, in recapitulating his 
 views after an adjournment in the proceedings, Mr. Nangle said that a 
 regulation providing for compulsory part-time continuation school attendance 
 from 14 to 16 years of age should precede the scheme of regulations to be 
 drafted by the. Board. -Several other persons appearing in the inquiry 
 determinedly advocated the increase of the age for compulsory school 
 attendance from 14 to 16 years-t It was, indeed, generally supposed that 
 the Board might, and should, in the exercise of its powers, thus jnodify 
 the public education policy of the State. It is clear, however, that the Board 
 has neither authority nor discretion for such a purpose. 
 
 In recent times apprenticeship, where it has not entirely fallen into 
 disuse, has been generally lacking in method, altogether uncertain in its 
 results, and in particular cases has amounted to little more than an imposi- 
 tion upon boys and their parents. Indentures, for all their formality, have, 
 to a substantial extent, come to be regarded as guaranteeing nothing because 
 of their omission to state the exact processes in which the apprentice is to 
 be instructed, and the course of the education or training that he is to 
 receive. Eegular instruction in manual work is not assured to the appren- 
 tice for even this phase of his work' depends upon the interest, capacity, and 
 goodwill of the journeymen with whom hg is from time to time associated. 
 The ingenuity of the boy in picking up what he can of the arts of his occu- 
 pation has thus become his only real, protection. The prospects of the boy 
 have been regarded as assured or prejudiced by the accidents of his cir- 
 cumstances. There is no accepted standard of craftsmanship because the 
 quality. of craftsmanship is known to vary with the circumstances of every 
 enterprise and its purpose in training apprentices. It cannot be said, of 
 course, that this has been invariably the case, for some employers have 
 encouraged their apprentices to attend technical and trade schools after 
 working hours, and a few have, at the suggestion of the Department of 
 Education, allowed their apprentices to take day-time instruction in such 
 schools. The apprentice's school fees are also occasionally paid by the 
 employer either as an encouragement to him in his efforts to train himself, 
 or because of stipulations to that effect in the award for the industry. The 
 conditions of apprenticeship are, however, on the whole, decidedly unattrac- 
 tive to those who should be anxious to recruit, the ranks of the skilled 
 ■workers. 
 
 . The fate of the apprentice is now realised to be the concern of the State. 
 It is perceived that national and industrial well-being' are co-extensive with 
 one another, and that industrial efficiency, with all its implications with re- 
 gard to the apprentice, is a national question. The State, then, being in- 
 teirested, its rights and obligations in relation to apprentices must be declared. 
 
 •".Apprenticeship and Technical Ednoation," byjames Nangle, O.B.E., F.R.A.S., 
 Apprenticeship Pamphlets, No. 4, p. 13. 
 
 + Transcript, vol. 8, pp. 295-302. 
 
 t Mr. H. Thyer, Transcript, vol. 5, p. 135 ; Mr. E. C. McGrath, vol. 7, pp. 230-238; 
 Mr. W. F. Hatfield, vol. 9, pp. 344-346. 
 
V2 
 
 State supervisioa and control is but one phase of the matter. The national 
 instructional faetoiy of the repatriation movement is evidence of the room 
 that exists for still another phase, particularly in relation to the poorly 
 organised trades. Supervision will enibrace all inciderits of the relationship, 
 from the health of the apprentice to his protection from excessive employ- 
 ment in mere labouring or repetitive work in. the factory. A sound and 
 systematic education should be guaranteed to the apprentice by the State, 
 and. where that cannot be assured by mere supervision it must be made 
 available. A common requirement of indentures is that the apprentice 
 shall have the gradual and progressive instruction with appropriate emuip- 
 ment that is necessary to make a craftsman of him. Of that he should be 
 assured in both workshop and schools under conditions which will not 
 prejudice his health. But the existing methods of training apprentices in 
 the workshop are far from scientific or thoroiigh, and the learnership of the 
 apprentice is frequently subordinate to his improvership as a productive 
 unit in the works. Influences must be set to work which will emphasise 
 the duty of each party to the contract, and lift their relations to a higlier 
 moral plane. The whole system, of apprenticeship must fail if it cannot set 
 itself such an aim.' Training within the workshop must, in itself, be 
 systematised and related to education and instruction outside of' the work- 
 shop, and each phase of the boy's work must have relation to his physical 
 and moral development. The Committee on Engineering Training ap- 
 pointed by the Council of the Institution of Engineers and Shipbuilders in 
 Scotland found in 1921 that specific instruction in manual work was 
 neglected' by most employers, and recommended that courses of such 
 instruction should be organised for apprentices within the works, and 
 under the guidance of a trained mechanic chosen for- his ability to 
 impart his knowledge of workshop methods.* Supervision must insure 
 that adequate facilities and a proper environment are provided in the 
 workshop and schools. The moral and industrial importance of this- exercise 
 of the State's authority should speedily make itself felt. The employer 
 will benefit materially and morally by the systematisation of workahop 
 training and the protection- of the apprentice from imposition by his elders, 
 and from the loss of time and opportunity caused by want of facilities for 
 progressive work. Public opinion in the trades with respect to what a boy 
 ought to be taught for his gradual and complete development into a trades- 
 man must be made articulate. The apprentice is entitled to the fullest 
 measure of consideration, and sihould know before he enters upon his- ser- 
 vice what processes will be taught to him in the employer's works, what, 
 processes he 'must learn in the course of supplementary workshop training, 
 and what technical and other education he must obtain. The contract itself 
 need not be complicated, but it should incorporate, by reference, regulations 
 prescribing what the apprentice should be taught in order to graduate as a 
 craftsman. The regulations having been formulated for a particular trade, 
 to express the views of well-instructed opinion in the trade, a boy entering 
 upon his apprenticeship will be assured of their having eilect in his case; 
 but,, whereas in his employer's shop it may be possible to. learn miioh or 
 
 •Second Bepoit of tUe Committee appointed by. the Council of' the- Institution of 
 
 Engineers and Ship-buildera in Scotland on Engineering^Training, p. 7. 
 
18 
 
 little of trade prooesaes, some special provision may have to be inserted into 
 the agreement to indicate which, ptlrt of the training will he suitable to the 
 circumstances of the workshop and which will not. Scope will be offered 
 for co-operation between employers in providing practical training in as 
 many different branches of the trade as possible; and there will, no doubt, 
 be room for the use by employers and apprentices of instructional factories 
 maintained by the State, and comparable with those established for the pur- 
 poses of repatriation. Perhaps some reluctance on the part of foremen will 
 have to be overcome when the apprentice is due for a transfer from 
 section to section of the works, or from one employer to another, or from 
 the employer to a supplementary workshop or school. The apprentice may 
 have acquired, and may be using to profitable effect, training in one par- 
 ticular branch of the business, and it may be necessary to see that the fore- 
 man's interests in respect of output do not conflict with those of the 
 apprentice. For such supervision, in all relations, as may be necessary 
 the Board of Trade will be responsible. 
 
 The physical fitness of the apprentice for the occupation which he desires 
 to enter, and the maintenance of that fitness throughout the whole course 
 of his training are matters of moment to himself, his master, and the State. 
 Part of his education must relate to the care of his body, and should 
 eventually include participation in organised forms of recreation. The 
 ordinary environment must also be made to conform to reasonable standards 
 of healthiness. The State Under-Secretary and Director of Education made 
 valuable suggestions to the Board under this head. Speaking of the regis- 
 tration of boys for apprenticeship, he said: 
 
 " Along with the registration of the boys, it appears highly desirable 
 that cognisance should be taken of their physical development. Any 
 scheme which provides for general education or for the industrial 
 training of boys at this age should also provide for their physical 
 training. To that end I would suggest the making available of medical 
 advice for boys from the age of 14 until they become adults. One has 
 only to give a. little consideration to the mental and moral conflicts 
 through which boys pass, very often in silence, conflicts that arise from 
 their developing, physical system, to see that if medical advice, given 
 with sympathy and understanding of the boy's needs, were made 
 available to him in suoh a way that he would feel absolutely free at any 
 time to apply for it, a very important step would be taken towards 
 saving him from some of those conditions that mean calamity to him 
 later on. 
 
 " The provision of suoh a medieal^service would involve but little 
 expense. The Education Department has at present a medical service 
 which, with, but little extension, could serve this very- important purpose 
 for the growing boy. 
 
 " Apart from the question of medical advice, however, the opportunities 
 for physical, training need to be provided." 
 
 The immediate need, apart from the recognition of new principles of 
 education in industry, is the better organisation of our existing, industrial 
 and educational resources in the interests of industry, of the apprentice to 
 
1^ 
 
 industry, and of the rState. Primarily, the entranJje of young i>eople into 
 the skilled occupations must be encouraged; then inducements must he 
 held out to them to continue their education for the purposes of self-develop- 
 ment and of better service in industry, and, finally, workshop training and 
 other workshop conditions must be so organised as to offer a suitable field 
 for the development of a body of skilled workers whose physical, mental, and 
 moral qualities will assure the public welfare. 
 
 Education for citizenship in its elementary form has for fifty years past 
 been regarded as of paramount importance. But the recog-nition of the 
 State's responsibility in the matter of education was, from the beginning of 
 the movement, not confined to the primary phase. The gradual education 
 of the citizen by the community up to merely elementary standards was 
 regarded as fraught with possibilities of danger to the peace and good 
 order of the iState, and it was early conceived to be necessary that the 
 State should carry its work of public education on to more advanced 
 levels in the interests of democracy. For the wise control of the citizen 
 who is no longer prone to accept the traditional authority of pastors 
 and masters, but who is not sufficiently educated to rely upon himself 
 as a mentor, new conditions of educatfon calculated to make good the 
 deficiencies of the earlier systems have been found to be necessary, and have 
 been introduced from time to time at the cost of the State. This develop- 
 ment has, in the main, followed the lines of secondary education for pro- 
 fessional ends, and has produced results of an important order. But .that it 
 has achieved all that 6an be desired is not suggested in any responsible 
 quarter. The experiences of the past quarter century of world-wide indus- 
 trial unrest have emphasised the need for the assumption by the State of 
 greater burdens in relation to education. Technical education is accordingly 
 being provided for in a more general way, and the responsibility of the State 
 in relation to education to enhance the efficiency of productive industry is 
 admitted. But there has hitherto been a difference between the attitude of 
 the State to education for citizenship and its attitude to education .for 
 efficiency in production. Whereas, in the former case, the State applied 
 compulsion, and assumed the whole of the responsibility, in the latter it 
 merely provides opportunities which may or may not be availed of by those 
 with whose interests the State is concerned. The need for compulsion is 
 now apparent in respect of at least some of the technical processes of 
 production. 
 
 The struggle with nature for means wherewith to maintain and advance 
 civilisation is very appropriately throvm into high relief by the demands 
 for subsistence that are made by the adolescents of the race from year to 
 year; and all subsidiary conflict!, whether they be those between nations 
 and groups of nations, or between classes and groups of classes within the 
 nation, are momentarily eclipsed by the realisation of the common risk in 
 which the race must be involved if the adolescent is not prepared for his 
 work. Unless the adolescents of the race are so prepared, national degenera- 
 tion will ensue, and civilisation itself will fail. ■ "With every enhancement 
 of the advantages of the nation in relation to the capacity of its adolescents 
 to carry on the struggle -there will be a corresponding ascendency of the 
 nation in the world's affairs, and progress in civilisation itself. 
 
15 
 
 CHAPTER III. 
 
 VOCATIONAL GUIDANCE AND THE BOARD'S 
 POWERS UNDER SECTION 82 (a.) 
 
 There can be no effective reorganisation of the conditions of apprenticeslaip 
 in industries unless due regard is paid to the subject of vocational guidance. 
 
 The moral standard of skilled labour vehich is the equivalent of its social 
 standing will do much to attract to its ranks a due proportion of the adoles- 
 cent section of the community. That standard is, however, closely related 
 to the educative conditions of the industrial environment. Some callings 
 are more educative, although not necessarily more skilled or more important 
 to the State than others, and wo must look for an equilibration of the 
 attractions of the different callings in the nexus that is established between 
 the educational activities of the State and the world of industry. 
 
 Organisation should, it is thought, commence with the creation of agencies 
 to advise school children as to choice of occupations and scope for self- 
 development. The attitude of young people to the work of the crafts may 
 very profitably be shaped -for them at the most critical period of their lives 
 by the work of such agencies, and valuable help can be afforded in the same 
 way -to those who require guidance in passing from school to industry. 
 These agencies will subserve the interests of good citizenship and supplement 
 the influences of the parent. They are contemplated by section 82 (a) of the 
 Industrial Arbitration Act, 1912-20, which provides that in the scheme of 
 its functions and duties the Board is to encourage and create councils of 
 employers and employees for the purpose of encouraging the proper appren- 
 ticeship of all minors, and provide for the welfare of juvenile labour. 
 
 Some of the fundamental conditions of vocational guidance were very 
 clearly put before the Board in the course of its public inquiry by the 'State 
 Under Secretary and Director of Education. Speaking of the boy of 14 
 just completing his primary education he said : — 
 
 " If anything systematic is to- be done for this numerous class, the 
 ■State must first know who they are and where they are and what sort 
 of persons they are. This will involve the registration of every boy 
 upon his leaving the day school. This registration should record, along 
 with details of the boy's name, age, and place of abode, any facts that are 
 up to that stage ascertainable, to indicate the capacities he possesses. 
 This information can best be obtained from the teacher who has had 
 charge of him during his last few years at school. The answers to such, 
 questions as these would give some indications of the type to which each 
 boy belongs. What stage of education has he reached ? What was the 
 standard of his intelligence — ^bright, average, or dull? In what school 
 subjects did he excel? In manual work what degree of skill did he 
 show ? Has he shown any originality or ingenuity in his work ? What ■ 
 facility did he show in acquiring command of new tools in his bench 
 work? What was his attitude towards precision in his work — that is. 
 
16 
 
 was ihe scrupulous and exacting, or was he satisfied with work tliat 
 would just pass ? WLat was the character of his industry — ^that is, was 
 he ambitious for mastery, or just content with a minimum done in a 
 passable way? Did his degree of industry vary with the subject, and, if 
 so, what subjects called out his greatest application of energy? Has he 
 shown an inclination to work out his difiiculties himself, or does he 
 rely on others for help? What kind of occupatipn has he expressed a 
 wish to follow? For what class of vocation does he show the greatest 
 aptitude, literary or. executive, manual or clerical, commercial or agri- 
 cultural, artistic or industrial? Does he show any literary or artistic 
 tastes or capacity? Answers to such questions as these, projwrly re- 
 corded, would enable any advisory body that was constituted to seek 
 out available openings for boys to advise them as to the course to 
 follow. 
 
 Along with the registration of the boys, it appears highly desirable 
 that cognisance shoiild be taken of their physical development. Any 
 scheme which provides for general education or for the industrial 
 training of boys at this age should also provide for their physical train- 
 ing. ... In any consideration of the training of the boy, the 
 extension of the day school attendance beyond the primary stage for a 
 period of two years is necessary."* 
 But the extension of day-school attendance beyond the primary stage for 
 a period of two years is not economically possible for the average child, and 
 vocational guidance must, in the main, therefore concern itself, after regis- 
 tration, with the organisation of opportunity as it exists in the industrial 
 field. The Junior Technical School should, of course, always be ready to 
 attract to itself those more fortunate boys who can afiord to .prepare them- 
 selves for apprenticeship at the age of 16 by a course which combines con- 
 tinued general education with instruction in matters likely to prove service- 
 able to apprentices, and which enables the bent. of the boy to be ascertained. 
 So, also, should secondary education of all other kinds be facilitated. 
 
 The vocational avenues that are open to those who do not continue their 
 education in the public and private schools after the age of 14 years are 
 almost altogether uncharted. They are grouped roughly into educative and 
 non-educative forms of employment, or, more familiarly, into skilled, semi- 
 skilled, and unskilled occupations. It is essential, in the interests of the 
 State and its industries, as well as in the interests of the. boy, that all that 
 may be known about these avenues of employment should be erected into an! 
 organised body of knowledge, which may be expounded to young people who 
 are about to leave school, or, having left school, are about to enter upon 
 industrial work. The task of compiling all available information with re- 
 gard to occupations for the guidance of those on the threshold of industrial 
 life will be expensive, laborious, and difficult. It calls for the organisation 
 of expert knowledge in the details of scores of industries. It involves a 
 survey of industries in such a way as to provide complete information as to 
 the methods of recruitment and training of each type of workshop within 
 the various industries. The work, if undertaken at once, will probably not 
 
 * " Apprentioesliip and National Education," by Peter Board, C.M.G., M.A., Ap. 
 prentioeship Pamphlets, No. 3, pp. 7-9. 
 
17 
 
 he accomplislied before many months have elapsed, even if it. be entrusted 
 to a strong association of workers inspired with enthusiasm for the pur- 
 poses in view. What is wanted is not only an index and general census of 
 the occupations offering, but information as to their character from the 
 point of view of competitive, educative, remunerative, hygienic, and other 
 considerations of public and private importance. On the one side, the 
 inquiry would be directed to ascertaining the prospects of expansion or 
 contraction of each industry; its reliance upon adult, junior, skilled, semi- 
 skilled, or unskilled labour; its dependence upon locally-produced or im- 
 ported materials; the co-ordination between the industry and controlling 
 or subsidiary industries; the probable conditions of wastage and recruit- 
 ment in ordinary circumstances; any change of methods and organisation 
 that may be going on within the industry, particularly in. relation to the use 
 of machine process(H and specialisation; wage rates; and the ihours and 
 other conditions of employment. On the other side, it would be necessary 
 to ascertain the class of boys employed, and the attitude of the industry to 
 their work; how the boys are attracted to the occupation, and whether the 
 class attracted is satisfactory; what is the turnover of boys; whether ap- 
 prenticeship is customary, and real in its obligations on both boy and master ; 
 what is the probable influence and. effect of the environment on the health 
 and morals of the boy; what are the technical requirements of the work; 
 what means are provided for facilitating the acquisition of technical skill ; 
 and, generally, the advantages and disadvantages of the calling from the 
 point of view of the boys' interests. 
 
 When the youth of the country is registered for employment, and the 
 directory of occupations is published, the work of organising juveniles for 
 industry, and industry for the absorption of the juveniles, will commence. 
 The work will have its social phase and its economic phase. The machinery, 
 when provided, will have to be set in motion by skilled human agents. 
 Eespect for manual labour will be the underlying theme of those who control 
 the machinery and vocational selection the means of enhancing its moral 
 standing. There must not only be a formal registration of the child, but an 
 intelligent and effective study of his physical, mental, and moral capacity. 
 So, silso, in the case of industries, there will not only be an index of the 
 various occupations available, but such a conception of the purposes and 
 relations of .occupations as will enable those who are in charge of the work 
 to influence, if not to maintain, some degree of equilibrium in the labour 
 markets of the State. 
 
 There will be much demand for the services of well-instructed persons, 
 whose task it wiU be to impress children and their parents with a sense of 
 the value of the vocational guidance that can be offered by the State. 
 Addresses delivered at schools to those who are about to leave, and at public 
 meeting-places to parents and children, will be the means of imparting 
 information and advice to those- whose interests are at stake. In these 
 addresses the conditions and opportunities of employment will be explained, 
 and the theoiy of industrial and. continued education in its relation to the 
 individual, to industry, and the State made known. 
 
 The transition from school to industry represents a highly critical moment 
 in the life of the young, and the earlier it takes place "the greater is its 
 
18 
 
 importance.! With some secondary education, to guide him, a young man 
 will have an idea of his significance as a co-operating unit in the industry 
 of his country. But with only the rudiments of education behind him, the 
 moral dangers of the comparative freedom of industrial life are very great. 
 There must he more of the school in the workshop, and one must not he 
 regarded as the antithesis of the other. After-care will .be one of the func- 
 tions of the authority charged with the encouragement of apprenticeship, 
 and after-care implies co-operation with the educational authority. By 
 means of it the young person will, to some extent, he saved from unedu- 
 cative occupations, unemployment, ill-health due to over-strain or unhealthy 
 environment, failure of training, and avoidable inefficiency. 
 
 It is essential that there should be a systematised plan of selecting boys 
 for industrial work on the basis of their educational attainments and their 
 natural gifts, or their mental and physical qualities. Guidance in developing 
 such a plan may be found in local repatriation experience, and in what has 
 . been done abroad. The work of the Commonwealth Repatriation Depart- 
 ment in this connection is of considerable importance. The selection of 
 suitable callings for injured men was first made by Vocational Training 
 Committees, comprising medical men, representatives of the Chambers of 
 Manufactures and Trades and Labour Councils, and experts in education. 
 Each applicant for training was examined by such a committee. Subse- 
 quently, a Selection Officer, having a wide knowledge of industries and the 
 general conditions of work done in them and the State industrial laws, was 
 appointed for each State. It was the duty of these officers to interview 
 applicants, and examine them as to their standards of education, experience, 
 and inclination. The method of selection of trades for injured men^difEered, 
 to some extent, from that used in the case of the class of men who had 
 enlisted when under 20 years of age. In the case of the injured men, 
 the Selection Officers were able to take pre-war experience as a basis for 
 retraining, and they were instructed to avoid, as far as possible, complete 
 changes of occupation. It was the purpose of the Selection Officers to try 
 and discover just what would be the best calling to put each applicant into, 
 and, having made a decision, to convince the man that the calling chosen 
 would be the best for him.* ~ , , 
 
 In the work of the vocational training of returned soldiers an important 
 part was taken by Soldiers' Industrial Committees representing employers 
 and employees' organisations. There was a Committee for each calling or 
 group of callings in each .State, and it comprised an equal number of 
 representatives of employers and employees officially nominated by their 
 respective trade organisations. The functions of a Soldiers' Industrial 
 Committee were — 
 
 (a) the giving of advice as to the number which should be trained for 
 a particular trade or calling ; 
 
 (b) the giving of expert advice as to the accommodation and equip- 
 ment needed for workshops and class-rooms in the different schools 
 fitted up for training purposes ; 
 
 * Presidential Address by James Nangle, O.B.E., F.K.A.S., delivered to the Royal 
 Society of NeW South Wale?, 4th May, 1921, pp. 21-30. 
 
1^ 
 
 (c) the giving of expert advice as to the qualifications of applicants 
 for positions as teachers under the scheme; 
 
 (d) the giving of advice from the industrial standpoint as to the general 
 features of the training required for a calling, the details of the 
 
 ' training being left to educational experts ; 
 
 (e) the preparation of periodical reports on the progress of the men in 
 training, from the industrial standpoint; and 
 
 (/) the giving of advice and assistance to promote the employment as 
 trainees of students from the schools. 
 Upon the assessments made by these Committees was based the proportion 
 of the awarded wage rates payable by the employer of the trainee. The 
 Committees had an' official standing in the Department of Eepatriation, but 
 wiere unpaid. One hundred and forty-four of these Committees were 
 brought into existence throughout the Commonwealth, and their influence in 
 making the advantages of technical education known to the constituencies 
 from which they sprang was highly important.* 
 
 An important feature of the repatriation scheme was the instructional 
 factory. The returned soldiers had to be rapidly trained for practical work 
 in the employment for which they were selected, and it was, therefore, 
 necessary that the conditions of their preliminary training should approxi- 
 mate to actual working conditions. This preliminary training was given 
 under the direction of practical teachers, w^hose sole business was the caref^il 
 instruction of the men under their charge, but it was given under such 
 conditions that full-sized products were manufactured and had to be dis- 
 posed of by sale. The preliminary training periods lasted generally three 
 months for little skilled callings, six months for medium skilled, and twelve 
 months for the more highly skilled trades. Generally the industrial training 
 period which followed the preliminary training lasted for about twelve 
 months for the highly skilled trades, and there were proportionate reduc- 
 tions in time for the medium and little skilled occupations.f The value of 
 the instructional factory in a scheme of vocational training was thus 
 demonstrated on an extensive scale. The importance of the training given 
 in instructional factories was emphasised by the Education Committee of 
 the Industrial Council for the Building Industry (England), which reported 
 in 1919 that such factories seemed to fulfil the needs of industries more 
 closely than any of the other established institutions, and that their number 
 should be considerably increased.^ It is therefore unlikely that the various 
 instructional factories that have been in operation under the repatriation 
 scheme will be closed when the soldiers' needs have been completely met. 
 There would be obvious advantages in preserving the organisation with its 
 workshops and other facilities for the use of juvenile members of the com- 
 munity. In the interests of the soldiers the field of industry has been very 
 extensively surveyed, and educational method has been adapted by and 
 
 • Prfsidential Address by James Nangle, O.B.E., F.R.A.S., delivered to the Koyal 
 Society of New South Wales, 4th May, 1921, pp. 32-34. 
 
 t/«.,pp. 40-41. 
 
 J " The Industrial Council for the Building Industry (Building Trades Parliament) 
 Report of the Education Committee and Scheme For the Apprenticeship of Boys to the 
 various Trades within the Industry," p. 8. 
 
20 
 
 througli tlie various expedients of , the repatriation scheme to meet the needs 
 of industry. The training that was designed to rehabilitate individuals 
 who had sacrified their prospects in the public interest is necessary also to 
 rehabilitate the industries of the State, and to bring them to such a degree of 
 development as will enable the State to meet and overcome foreign compe- 
 tition in manufactures. Much has been learnt from repatriation experience 
 ■ as to the most economical method of teaching the various processes of the 
 skilled industries, and the knowledge so acquired must be preserved in the 
 interests of the State and of young people within the State. 
 
 The conclusions to be drawn from repatriation experience were thus 
 summarised by Mr. James Naugle, the Director of the Commonwealth Ee- 
 turned Soldiers' Vocational Training Scheme: — 
 
 " 1. The experience gained in working out the scheme went to show that 
 it is necessary to have advice and assistance from experienced 
 practitioners or workers in a calling when designing and carrying 
 out training for that calling. 
 
 " 2. That it is possible, provided suitable statistics and expert profes- 
 sional or trade advice are available, to make allotments of trainees 
 for any calling so as to provide with reasonable certainty that the 
 needs of that calling will be met, even at a time sufficiently ahead 
 to allow of the necessary training being given. 
 
 "3. That it is possible to systematically direct boys and girls from the 
 schools, into occupations for which they will be suitable by tem- 
 perament and aptitude. 
 
 " 4. That those of early adult age gain knowledge and skill very quickly, 
 thus making it appear likely that, if entered upon at a later age 
 than at present, the period of apprenticeship may be reduced. The 
 point of this is that boys might be able to remain at school with a 
 view to arriving at a higher standard of general education without 
 in any way lessening their chance of arriving at a proper stan- 
 dard of competence at 21 years of age, by making* the apprentice- 
 ship time from the beginning of 18 years until the completion of 21 
 years of age. 
 
 " 5. That an apprenticeship system is still the best, provided that proper 
 allotment of numbers to any one calling could be made ; that sys- 
 tematic investigation as to suitability for training- all those allotted, 
 be carried out; and that increases of wages on actual efBcieney and 
 progress be made on periodical assessments rather than on fixed 
 increments as at present. 
 
 " 6. That preliminary training in a trades school, designed more on the 
 lines of a school workshop, should be part of a trade apprenticeship 
 training, and should precede the part spent with an employer." 
 
 In. England one of the most important social agencies is the Juvenile 
 Employment Committee working, in connection with the emploj'ment 
 exchanges and the educational lauthority in towns and counties. The aim 
 of these Committees is to give vocational g.uidanx;e to the young, to keep 
 in touch with the various trades or industries for the purpose of learning 
 
21 
 
 the employees' point of view, and for the purpose of facilitating the passage 
 of young people from the school into such industries. These Committees, 
 it is considered, are likely to become part of a great organisation whicli 
 will be in touch with every industry, and -will have as iis main purpose 
 the stimulation of "interest in craftsmanship and industrial training. They 
 are already closely associated with juvenile organisations and boys' clubs, 
 with a view to the promotion of social and recreative activities, including 
 sports. It is 'one of the principal functions of the Committees to investi- 
 gate the conditions of industries with a view to satisfying juvenile require- 
 ments, and to record and organise its information for the use of local 
 and sub-committees. The method of work adopted by the Committees is, 
 in addition to collating facts with regard to industries, to hold meetings of 
 school children who are about to leave school, and to offer voluntary help to 
 paxents and children generally in connection with the child's choice of 
 employment. The Juvenile Employment Committees are appointed and- 
 maintained by the Ministry of Labour, and are regarded as necessary for 
 the success of any scheme for- the reorganisation of apprenticeship. A con- 
 siderable number of the 300,000 boys and girls leaving -the public elementary 
 schools in England and Wales eacSh year seek help from these Committees 
 and from the Choice of Employment Committees maintained by local 
 authorities and the Board of Education, which act as sub-committees of the 
 local education authorities under the Education (Choice of Employment) 
 Act, -1910. The claim of the educationalists to a superior knowledge of the 
 mental and physical capacity of the adolescent has, it appears, brought them 
 into conflict with the Juvenile Employment Committees, and a public 
 inquiry has proved to be necessary. Very beneficial work has been done 
 through both the 'Choice of Employment Committees ^ and the Juvenile 
 Advisory Committees-. Each of these Committees is representative in 
 character, and further conflict will now be avoided' by the establishment of a 
 small standing Interdepartmental Committee to discuss questions bdkring 
 on, the conditions of juvenile employment generally, the need for co-opera- 
 tion in placing juveniles between Committees in adjoining areas, and the 
 collection of industrial information from, and the distribution of in- 
 dustrial information to, the Committees of both departments. 
 
 In the Union of; South Africa a scheme of Juvenile Advisory Boards has 
 been established, and is serving as the foundation' for a thoroughly com- 
 prehensive and efficient system of juvenile training. There is now legislative 
 authority behind the scheme in the form of the Juveniles Act, 'No. 33 of 
 1921. A number of loeal Boards, comprising representatives of employers, 
 employees, social and educational bodies, was created by the Minister of 
 Mines and IndustrieSj and for the past four years has- advised and assisted 
 the Government. The work whic)> '^ib been undertaken by the Boards is: — 
 
 (a) to advise parents and children in all matters concerning the 
 juvenile'-s career and further edlication; 
 
 (b) to conduct employment bureaux by means of which juveniles may 
 be assisted in finding the form of employment to which they may 
 best be suited by circumstances and attainments; 
 
 " (c) to prevent the premature removal of children from school when 
 no insuperable imrpediment to continued education exists ; 
 
22 
 
 " (d) to follow up juveniles by means of after-school care organisa- 
 tions, with a view to affording the necessary guidance during the 
 awkward period of adolescence; 
 
 " (e) to keep in touch with employers to ascertain the requirements of 
 the various industries, and to introduce candidates for employ- 
 ment; . 
 
 " (/) to bring to the notice of the Government, other bodies, and the 
 public generally, the existence of evils, and to suggest remedies in 
 all matters concerning the training and welfare of the juveniles 
 within the jurisdiction of the Boards."* 
 
 There is to be the closest co-operation between the educational authority 
 and the Juvenile Boards. The machinery in operation, indeed, depends for 
 its success on the work of the primary school principal, who must now 
 furnish after the commencement of every term of the school, on a card 
 supplied by the Boards, the name and address and age of every pupil on the 
 roll of the. school who is about to leave or has 'failed to return to school. 
 An employment bureau is conducted by each of the Boards, and it is 
 desired that this bureau should be the only channel through which all 
 juvenile employment should flow. The Act makes it necessary for employers 
 to register all juveniles taken into or discharged from their employment, 
 with information as to the nature of the occupation of the boy, his educa- 
 tional attainments, and any continuing educational course he is pursuing. 
 A thorough survey of occupations will thus be facilitated. Much after-care 
 work is carried out efficiently by the issue of a simple circular, which is 
 returned, post free, by the parent with the necessary information as to the 
 child's progress. There is a close connection between, the social and educa- 
 tional side of after-care work. It is recognised that the teachers in con- 
 tinuation schools are more favourably situated than all persons, other than 
 the child's employer, to carry out after-care work, and it is hoped, by 
 co-ordinating instruction proper and after-school care that every child 
 registered at the juvenile oifice will be drawn into the operations of the 
 continuation school system. The system of statistics adopted allows of 
 classification of the boys and girls registered, of the careers chosen by them 
 and of the occupations actually entered upon and adhered to. In course of 
 time it will be possible, by means of this systena, to determine what pro- 
 portion of the young people becomes unemployable, how many boys -are 
 being -trained to enter skilled trades, and what capacity the labour market 
 has to absorb them. The Boards favour compulsory attendance at school up 
 to 15 or 16 years of ''age, but an alternative provision, in the direction of 
 special vocational training, should, they think, be made for the child who 
 m.ay be unable to benefit from the ordinary school curriculum. Continuation 
 schooling or further education during the day-time is considered by the 
 Juvenile Boards to be one of the essentials of a thorough system of national 
 training, and all children who do not take a secondary course of education 
 should be compelled to attend day-continuation schools for eight hours in 
 each week until the age of 18 years has been reached. Finally, an equitable 
 system of apprenticeship is to round-off the jrolicy of the Boards, and to be 
 extended to every occupation to which it can be beneficially applied. The 
 
 • "The Vocatiooal Guidance Movement in South Africa," by Frank McGregor, 
 Department of Mines and Industries, Pretoria, 1920, p. 8. 
 
23 
 
 apprenticesliip system may, tlie Boards think, be used with advantage not 
 only in -what are known as the skilled trades, but also in many other forms 
 of occupation in which a given period of training is essential to efficiency, 
 e.g., in commerce, clericrl work, millinery, dressmaking, tailoring, agricul- 
 ture, and some varieties of factory work. The Boards' attitude is this : that 
 while the need for a high degree of manual skill in some trades is as great 
 as ever, implements of precisictn — machinery — impose less need for it on the 
 workers in other trades, but in all trades there is need for a much wider 
 knowledge of the scientific foundation of processes, materials, and the 
 functions of the finished article; so that, although the training required may 
 he of a different nature, it is no less exacting. The goal of the movement 
 represented by the Boards is the complete organi^sation of adolescents with a 
 view to insuring to each young person the form of employment or education 
 for which he or she may be best qualified.* 
 
 In the course of its public inquiry the Board of Trade submitted for the 
 consideration of parties appearing before it, the proposal that there should 
 be established in connection with the Building trades an Apprenticeship 
 Council comprising representatives appointed by the associations of 
 employers and by the trade-unions whose members were engaged in the 
 industry, and representatives of the Department of Education. It was 
 suggested that the functions of such Council should be as follows : — 
 
 (1) To arrange for addresses, and for the distribution of appropriate 
 literature, to the boys in the schools upon the possibilities, &e., of 
 the trades within the industry, i.e., to stimulate the interest of the 
 boys for craftsmanship. 
 
 (2) To interview (with their parents) the boys who desire to enter a 
 trade within the industry. The Council should have at their 
 disposal full information in regard to (a) the scholastic attain- 
 ments of the boy, particularly in respect of the inclination he has 
 shown towards manipulative craft during his school career; (6) 
 his health record and physical development; and (c) his tempera- 
 mental qiialities, and any special characteristics that may have been 
 observed. The Council will thus be able to advise the applicant as 
 to his suitability for the industry. 
 
 (3) To recommend suitable boys to employers who have the right kind 
 of vacancy. 
 
 (4) To prepare lists of employers who have the necessary facilities for 
 training in a given trade. 
 
 (5) To ensure by means of visits, regular reports, and occasional 
 interviews, that the youth is receiving the right kind of training, 
 both in the workshop and in the technical institution during his 
 period of apprenticeship. 
 
 (6) To consult with the Departinent of Public Instruction in regard to 
 the equipment, selection of instructors, cun-iculum, &o., in the 
 technical institutions, vrith particular reference to the courses to 
 be provided in the continuation schools. 
 
 (Y) Such other functions as may be prescribed hereafter. 
 
 *"The Vocational Guidance Movement in South Africa," by Frank McG'-eyor 
 Department of Mines and Industries, Pretoria, 1920. , ■ a > 
 
24 
 
 Some of the recommendations of the Education Committee of the Indus- 
 trial Council for the Building Industiy in England were closely followed in 
 these suggestions. Huch comment of a valuable kind was directed at the 
 proposals, but eventually it became apparent that some misconception of 
 the Board's position might be caused if provisions in respect of joint councils 
 of employers and employees' were introduced in such detail into the regula- 
 tions for apprenticeship as formulated by the Board. 
 
 Parliament has seen fit to make it the function and duty of the Board to 
 encouragfi and create councils of employers and employees for the purpose 
 of encouraging the proper apprenticeship of all minors, but it has gone no 
 further; and, alternatively, Parliament has invested in the Board itsfili 
 authority to provide for the welfare of juvenile labour. Inasmuch as the 
 joint councils of employers and emjiloyees can be nothing more than welfare 
 organisations, it is to be inferred from the form of section 82 (a) that the 
 councils are to act in aid of the Board, but are to be invested with no 
 magisterial authority. The Board, on the other hand, having the function 
 and duty of providing for the welfare of juvenile labour, may apply the 
 sanctions that may be prescribed as appropriate to its determinations by the 
 Governor under section 88 of the Act. It must be assumed that the Board, 
 acting strictly within the authority of section 82 (a), must confine itself to 
 the creation of councils of employers and employees " for the purpose of 
 encouraging the proper apprenticeship of all minors.'' Any elaboration of 
 the purposes of the Committee beyond the terms used in the Act might be 
 misleading, and would certainly'be unsafe. The Committees that are created 
 by the Board will be consultative bodies of very great influence in the world 
 of industry, and will be comparable with the Soldiers' Industrial Committees 
 that function so effectively in the repatriation work of the Commonwealth. 
 By their advice the Board must be very largely guided, and without their 
 help the Board would be at a very serious disadvantage. The welfare 
 requirements of young people can perhaps be ascertained by such Councils 
 more completely than by any other means, and upon the advices given by 
 them the Board will be able to act with confidence. Practically all of the 
 influences that are exercised in England by the Juvenile Advisory Com- 
 mittees and in South Africa by the Jnvenile Boards can be brought to bear 
 upon young people and their employers by the Joint Councils to b,e created 
 by the Board of Trade. The work of such Councils in the various sections 
 of industry will be co-ordinated by the Board, and a welfare policy of com- 
 prehensive incidence will thus be established for the State. 
 
trs 
 
 CHAPTER IV. 
 
 THE PROBLEM OF THE GENERAL CORRELATION 
 OF EDUCATION AND INDUSTRY. 
 
 The problem of the laoui: is how vocational training shall be correlated to 
 cultural work for apprenticeship purposes. When a standard has been set for 
 craftsmanship; when it can no longer be said of apprenticeship that it is a 
 term of years spent by a youth in an employer's service at a low wage for 
 the chance of picking, up a trade; when it is recognised that business pros- 
 perity and the national standard of living depend ultimately upon the 
 quality of national education for industry; and when the question of appren- 
 ticeship is seen as but a phase of the greater problem of the adolescent 
 citizen there will remain the necessity for devising means whereby industry 
 and education will be brought into sympathetic co-operation in the interests 
 of the apprentice. 
 
 The function of the elementary -school in a scheme of national education is 
 to bring the child to a consciousness of his mentality, to stir his imagination, 
 to inculcate in him a moral sense, and to inform his mind on the rudiments 
 of knowledge. The elementary schools of the State of ITew South Wales, 
 which provide for primary education up to about 13 years of age, fulfil these 
 purposes and give a general education which may be used as a foundation 
 for vocational and advanced forms of instruction and education. The 
 fianction of secondary and continuation schools is to bring to fruition the 
 work done in the elementary schools, and to prevent the waste that would 
 occur should systematic education cease at the early age of 14 years. They 
 aim at the development of individual character and intelligence for indi- 
 vidual and social ends, and for work in its co-operative forms. Such schools 
 have not a vocational purpose in the general philosophy of education, but 
 they are, in fact, when basing their work upon evening attendances, fre- 
 quently of a vocational type. Thus, in New South Wales the evening con- 
 tinuation schools are of two kinds, commercial and junior technical, and 
 have two-year courses of instruction analogous to those of the commercial 
 and junior technical day schools. Significantly enough, the qualifying cer- 
 tificate, which evidences the normal completion of the .primary course of 
 education (closing at 14 years of age) is not necessary in New South Wales 
 for admission to an evening continuation school. 
 
 The day continuation school under the English Education Act, 1918, is a 
 foretaste of compulsory secondary education for all — a vast experiment 
 fraught with risks as well as obvious advantages. Carrying on, as it does, 
 general educational work in relation to children whose natural endowments 
 and attainments vary widely, and who are equal only in respect of age, 
 difficulties must be experienced in the arrangement of the curricula; and 
 since the pupils of the schools will be wage-earners and largely self- 
 supporting, and associated with fellow-workers to whom independence in 
 thought and action is a specific creed, the problem of school discipline will 
 assume serious proportions. Methods of teaching and methods of control 
 in the process of teaching, must, therefore, differ from those of the elemen- 
 
2G 
 
 tary school to such, a degree that the normal environment of those schools 
 cannot be used with any prospect of success in continuation school work. 
 The' continuation phase of education is one in which the new outlook of the 
 pupils will have to he reflected, in which the mental states of wonder and 
 curiosity must he used and appeased. Spontaneity must be engendered on 
 the basis of a robust and self-determining corporate spirit, for in these 
 schools that alone will offset the special difficulties of their case. The 
 method of the schools must not, it is realised, be didactic and formal, but 
 must be co-operative, and attract the interest of the pupils by its relation 
 to, and explanation of, the responsibilities of adult life, by its recognition 
 of the pupils' emancipation from the things of childhood, and by offering an 
 organic conception of the field of knowledge opening before the child. 
 
 Continued general education is held logically to include not only physical 
 training and hygiene, but also practical or manual training, such as bench 
 work in wood or metal, laboratory work in physics and chemistry, and 
 hobbies, such as gardening. Further, the relation of education, as distin- 
 guished from instruction or training, to work and sport is no longer 
 doubted, much to the advantage of educational method. Accordingly, games 
 and handicrafts figure in the curricula of the English continuation schools 
 apart from any consideration of the needs of special classes for pupils such 
 as apprentices. The standard subjects are now also taught in a different 
 setting. Mathematics, history, and geography have a real relation to the 
 affairs of life. The English scheme is both an experiment and a com- 
 promise. It provides compulsory secondary education on a part-time basis. 
 Employer and teacher are, together, to shape the character of the young 
 employee — ^the teacher, it is true, in a more restricted numter of weekly 
 hours, but with the prestige of scholastic associations of some years' stand- 
 ing to aid him. The teacher studies the mental and physical capacity of 
 the pupil, that is, the whole trend of development from the social point of 
 view, and the industrialist his economic efficiency, that is, his development 
 from the commercial and industrial point of view. The interest of the 
 young worker naturally inclines to the world of affairs at the expense of his 
 studios. But the dangers of, that world will, under the English scheme, be 
 mitigated for him to a considerable extent by the fact that he is not cut off 
 from the influence of those who have guided his earlier years. The teacher 
 and the employer being brought into contact through the pupil will, it is 
 hoped, tend to react in an atmosphere of goodwill upon one another. The 
 ^acher will be brought to see the special difficulties of training for the 
 gainful purposes of life, and the employer to appreciate his duty to the 
 young employee and to the community through that employee. The well- 
 demonstrated need for a closer relationship and co-operation between in- 
 dustry and education will, it is thought, be temporarily met, so far as 
 continued education in England is concerned, if young people are enabled 
 to enter the skilled trades at a convenient sta?e in the new process of 
 educational development; if some intermediate vocational training retains 
 them meanwhile within the sphere of educational influences; and if the 
 movement of young persons is made to correspond with the demands of the 
 skilled industries for their services. The principle of compulsory training 
 is the foundation of the new law, and, inasmuch as the cultural aspects of 
 training are to be emphasised, apprenticeships must, if balanced in respect 
 
27 
 
 of cultural and technical training, eventually be restored in England to the 
 position of social importance which they occupied at an earlier stage in 
 national history. The London scheme under the Education Act of 1918 
 provides a general education for young persons between 14 and 16 years of 
 age, and admits a vocational bias only in the instruction of those between 
 16 and 18. In, a collateral way definitely technical or commercial education 
 is provided for particular groups. It is clearly not intended that the con- 
 tinuation school should do the work of the technical school, but rather that 
 it should content itself with finding pupils for the technical school. 
 
 The New South Wales State system of education makes provision in its 
 High Schools for the secondary education of those young people whose inten- 
 tion it is to go on to the University, or to enter the professions of the law, 
 teaching, medicine, dentistry, mining or civil engineering, architecture, or 
 surveying, .or to join the Public Service of the State. In its Superior 
 Public Schools the State system makes provision for the secondary education 
 of young people who wish to enter, at about 15 or 16 years of age, into an 
 occupation in which either technical skill or commercial knowledge is 
 required. The Commercial Superior Public Schools give the pupil a three 
 years' course, and at the end of it a commercial certificate. The curricu,lum 
 of this type of school differs from that of the High School insofar as it 
 comprises subjects selected as likely to prove of special assistance to young 
 people who enter upon business careers in their 15th or 16th years. The 
 High School course includes subjects of a more general character, and is 
 designed to meet the needs of a pupil who can stay at school until he is 17 
 or 18 years of age There are certain specalised types of High iSchool. The 
 Technical High School has a curriculum designed to prepare boys at the 
 age of 16 for occupations in which technical skill is necessary, and its 
 leaving certificate qualifies a boy for the engineering course at the University, 
 or for architecture. One of the Technical High Schools specialises in agri- 
 culture.* In its Junior Technical Superior Public Schools the State system 
 offers a secondary education to boys who hold the qualifying certificate from 
 the primary schodfe, and who intend to seek apprenticeship to skilled trades. 
 A two years' course of full-time attendance at a day school is provided by 
 these schools. The course includes the subjects of English, scale-drawing, 
 bench work with tools, lessons on the main characteristics of productive 
 industry in the State, elementary science and elementary practical mathe- 
 matics. These schools prepare boys for entrance to the Technical College, as 
 well as for apprenticeship in the skilled trades. With the Superior Public 
 Schools is grouped a Domestic Science School for girls, which provides a 
 two years' course, and issues a domestic science certificate. If a boy does not 
 pass from the Junior Technical Superior Public School to the Technical 
 Coll.egc he may attend an Evening Trade School, where he will get a lower 
 trades course extending over a period of three years, which is designed to 
 supplement workshop experience and provide the portion of his training that 
 the employer oannot ordinarily give. In the Junior Technical Schools 
 scholarship9 may be won, which will admit the boy to technical education 
 courses if he undertakes to enter into an apprenticeship without unneccssa ry 
 delay. 
 
 * A Ihirrl Technical High School specialising in Agriculture, was opened at Yanco on 
 20th February, 1922. 
 
28 
 
 Tn 1921 there were in the State 46 Evening Continuation Schools, in- 
 cluding 18 Evening Commercial Schools, lY Junior Technical Schools, and 
 11 Evening Domestic Science Bchools for girls. Of Day Continuation or 
 Superior Puhlic Schools there were, in 1921, 1.6 Commercial Superior 
 Public iSchools, 26 Junior Technical Superior 'Schools, and 46 Superior 
 Domestic Science Schools for girls, or, in all, 88 schools. • Of the High 
 Schools there were, in 1921, 25, and ,of the Specialised High Schools 
 in the same year, but 2, viz., ihe Technical High School at IJltimo, 
 and the Hurlstone Agricultural High School. Of Intermediate High and 
 Intermediate District iSchcols 'there were, in the same year, 34. The group 
 of Evening Continuation Schools had an average, attendance of 1,240'2 
 pupils; the group of Junior Technical Schools had an average attendance 
 of 1,015'5 pupils; and the group of Evening Domestic Schools had an average 
 attendance of 4784 pupils. The group of Commercial Superior Public 
 Schools had an average attendance of 5002 pupils; the group of Junior 
 Technical Superior Public Schools had an average attendance of 1,965'8 
 pupils, and the group of Day Domestic Schools had an average attendance 
 of 2,964'3 pupils. The group of High Schools had an average attendance, in 
 1921, of 6,579-6 pupils. The two Specialised High Schools had average 
 attendances of 457'6 in the case of the Technical High School, and 138'6 in 
 the Hurlstone Agricultural High School. The group of Intermediate High 
 and Intermediate District Schools had, in the same year, an average atten- 
 dance of 4,873-5. 
 
 Beyond this scheme of Continuation and High Schools there lies the field 
 of the University, and, alternative to it, a series of colleges comprising the 
 Teachers' College, the Technical College, and the^Hawkesbury Agricultural 
 College. 
 
 A boy passing from the primary school to the high school obtains, at the 
 end of a five years' course, a certificate which admits him to the University, 
 the Teachers' College, the Technical College, or the Hawkesbury Agricul- 
 tural College. All three colleges can also be reached by iheans of an inter- 
 mediate certificate granted, at the end of a three years' course, by the High 
 Schools, the Intermediate High, the Intermediate District Schools, the 
 Agricultural High School, and the Commercial Superior Public Schools. 
 The Technical College Trade Schools can also be reached by means of the 
 certificate issued, after a two years' course, by the Junior Technical Siiperior 
 School, by means of the domestic science certificate issued, after a two years' 
 course, by the Domestic Science Superior School, and by means of the 
 evening school certificate issued, after a two years' cotirse, by the Evening 
 Continuation Schools. The University, after the completion of various stan- 
 dard courses, issues deg-reea in Arts, Science, Law, Medicine, Engineering, 
 Agriculture, Economics, Veterinary Science, Dentistry, and Architecture. 
 The Teachers' College, after courses of two to four years' duration, issues 
 teachers' certificates of three classes. The Technical College, after courses 
 of three and five yenrs' duration, issues certificates of trr.de co&ipetency in 
 forty-eight different avocations, and a diploma in higher trade courses in 
 sixteen avocations. The Hawkesbury Agricultural College issues a diploma 
 in agriculture of general or special reference. 
 
DIAGRAM A. 
 
 EDUCATIOH 5YSTEM , ri.5,W. 
 
 PRIMARY 5CHOOL. 
 
 HIGH 
 SCHOOL . 
 
 mTEI5.MEDl/e<TE. 
 HIQM «.«. DISTRICT 
 SCHOOL . 
 
 AaRICULTUR.<^l. 
 HIGH SOMOOL, 
 
 COMMBR.CiAL 
 SUPE»^.IOB. 
 rVBLIC SCHOOL 
 
 JUHIC7R. 
 TEC:HNlC.A.t. 
 SCHOOL . 
 
 DOMESTIC 
 5CIEHCE 
 5C.HOOU . 
 
 CVEWMQ 
 COHTinUATIOK 
 
 LEAVING 
 
 OOMUTta SCIMCE eVEHINS. SCHOOL 
 CATS. ^ CKTTPICATE. . 
 
 UMIVreSITY. 
 
 otattus. 
 
 AKTS, 
 
 IA.W. 
 
 MCOICINt . 
 
 ACiR.IOIIL.n'X.C.. 
 CCOMOMICS. 
 VETtRIM>.ltY 5CIIIICE. 
 OtMTISTRY. 
 AecHITICTU R e. . 
 
 TtACHEU CritR'ICftlE 
 SV CLASS . 
 2.=^ CLASS ■ 
 
 <9. 
 
 HA.'A'KtSDUE.Y 
 COLLCGC . 
 
 CeKTlPlCATt OT 
 TT&OE COM^TCNCr. 
 
 HIOMER. TKAOe 
 COVK/Ed. 
 
 BIPLOMA III 
 ASUOVLTIKt. 
 
DIAGRAM B< 
 
 Chart showing Objectives of Courses of Instruction given in the Trades Schools 
 
 and Technical Colleges of New South Wales 
 
 The Chan showa courses of tnftmciion leading to quaUricaitona 
 for Iradcftmen. foremen, uversccra. oiauaAets. profeflalunala 
 and •clentiric induairlul experts which are ({Iveo In the Trades 
 ftcbools and Trchnicut CoUctfes conducted by tbc Tectuilcal 
 Gducadon Branch of the Dcparuneol of EducatlOD Id tbe State 
 of New Sooth Wales 
 
 The rntrrscs shown on area* colotired bloe are fflven Id Tecb- 
 nlcul Colleges The cours«» shown on arens coloured red are 
 given In Trades Schools and In sooie cases, also Id Technical 
 Colleges The courses marked with an asterisk are available. 
 by correspondence, to arudenis who are not wMhIn reach of 
 oral classes In Trades Schools and Tecbnlcal College*. 
 
 The chart also Indicates Ibe tiaaUflcaaoiu for adnlaaioo to the tUffereDl course*. 
 
 Tht t.^-.f«« • 
 
 MatbeoMttca 
 Pbyslc* 
 
 Pbyslolofy 
 
 Eooloo 
 
 ttiloBology 
 
 Ceolosy 
 
 Labi>ratory Aaalaianit 
 
 l.t£MLNTAftT ART DHAWIMG. 
 
 (•ha* amloitfuBllT bvi anr fBMnH) 
 iBht> «• pnpamoo if Dtmkd •■«> 
 
 Applml Kn. w •• pitfmnluiy if e» 
 • l«..iin» uf > U>|ikiina Courw 
 
 Prrchand Drawloc 
 
 Model Drawtntf 
 
 QwKBeirtcal Drswtnf 
 
 Pcrapectiv* 
 
 Planl Drawing 
 
 ModcUmt 
 
 Trades Courses 
 
 Laadinf to Jouraayotao'* Cartifkala of Tro<*« Cols' 
 palancy. SludonU oaUriog thoi* courivi must br 
 •itkar appronbcoB or obout to b» approndcod, or 
 joamariaaa- Tbay abould hava tho Carlificalv of th« 
 
 JuBtof Tachakal ar Pra- vocational Schoola. Failiag 
 thai tl|«r ara •ubJMlaH to aa Bmacninalion a* ragarda 
 thaiT praparatory aducatioii by the taacbara io iba 
 irada* »chooJa 
 
 PRIMARY INDUSTKIU 
 
 
 Uh- 
 
 «• ari u>u.>ll) ol lou yt 
 
 rt 
 
 duraliur 
 
 . tnicoitj Io- Ifiiwt •imini 
 
 
 
 or it<( laxd >ml Iraitint 
 
 
 -.Atnr 
 
 ullyit o* WonI tUu>iif 
 
 Afrlmlinrc 
 Car* of AnlmaU 
 
 Parrlcry 
 ■harp and Wool 
 
 I Th. Mw.r 
 
 
 > 
 
 III !ih»r '»>>i-»« 
 
 IV Uolitr bhr.i' 
 
 
 STRUCTURAL AND MECHANICAL TRADES 
 
 Tnidea coufMi of llt« yc^ra' J> 
 ■ ■r) SIM) hi|b«r UMi*. concurnni 
 ■pprvnlwaiUtifL 
 
 ■laebanlUiliig 
 
 BoUar-aaakIng 
 
 OsyAcatylcna Wcldlag 
 
 Dacirleal Flltara 
 
 Talagrapli Mecliaalcs 
 •nbalaltoo Jmilora 
 
 inij Mp|>l(mfnU(|> tx 
 
 Brteklaylng 
 
 Masonry 
 
 Wood- Machinery 
 
 Wood-Tumlng 
 
 Carpaniry 
 
 Joinery 
 
 Plumbing 
 
 ■Ikaci-McfBl Working 
 
 Bonac Dralnsga 
 
 Plastering 
 
 ■ouae PaUillng 
 
 Marbling 
 
 Itecoratton 
 
 Graining 
 
 Slgn-Wrlllng 
 
 Cablnci Making 
 
 Prencb- Polishing 
 
 ShlpboUdlng 
 ■sU-corrlage BaUdlng 
 Moior-Body RuUdlng 
 Noior-Panal Sealing 
 
 Motor Painting 
 Aaroplana Mechanics 
 
 ART TRADES COURSES. 
 
 TruJti rourwi uttiaHf only ol ltlf«« 
 m tlurviiofi. tupfilcmcnnr) la 
 pr«nlH<tbip 1(1 J taatitmM aith 
 
 ModaUIng 
 
 Pottery 
 
 JewaUary 
 
 Jawcllcra' SaleaoMO 
 
 Window Olaplay 
 
 Mmw TIcbet Writing 
 
 Coapoalng 
 
 Utbograpby 
 
 Photography 
 
 Pbolo- BnfraTtaii 
 
 Praaawork 
 
 POOD AND CLOTHING 
 TRADES. 
 
 Tndt* vuurwt tMiOlty only ul iKi 
 jnt*' durmtHNk ■•pplrm«nur> 
 •ppotnncadlip and concwrranf • 
 m-air portion thcraof 
 
 Sroad-aaklog 
 Psafry ■sfclng 
 
 Laatbar •raaalng 
 
 •ooi-ssiang 
 Tailors- CntHog 
 
 HEALTH COURSES 
 
 Thnt rourw* art ^ivti. .niiw Otpan 
 ■Ifni of S>n,i^i,on. ..hi bad tu m>i««i 
 «r>al ptMiLori undo Mun.ctpoi ant 
 ■thvr HuMtf Authuni>«» 
 
 ftoBltary Inspector* 
 
 Pactory Inapcctars 
 
 Pur* Pood Inapaeiora 
 
 ■ Meal Inapecior* 
 
 iiaia ChlldRD leUar 
 
 inapecior* 
 
 Appllod Byglsn* 
 
 WOMEN'S INDUSTRIES. 
 
 Tr«d«a «na dumttiM iuu(^i« 
 
 lary lu appnniHtahip, rha laiwt lo pro- 
 tut* • rrainini lua icmi hing Mid doMMlk 
 pWpoMa 
 
 Doai**ilc SclcDca 
 
 Cookcrv 
 
 BoosalMld ManagatDaoi 
 
 Laundry Worh 
 
 Bona BanltaUoo 
 
 Dr«aa making 
 
 Lodlaa Tallorlag 
 
 MlUlnary 
 
 CbUdrao a and ToUorvd Bats 
 
 Ungarla and Caraai-aablng 
 
 OOMMCRCUL 
 
 n>.M<ou 
 
 • Ifilaa 
 
 Paomaaahlp 
 
 Corraapoodcnca 
 
 Shorthand 
 
 Book-keeping 
 
 Buslneaa Prtnolplaa 
 
 -■-;^^- 
 
 -i**r' 
 
 DIPLOMA ENTRANCE 
 QUAUFYINC COURSE 
 
 Thla t'"^ " ■"landail fof ihi Iram 
 •itfol Ihuar •iihing lo mifr on Diplofna 
 Caurari from Tiadva Cuii<t*>. c- lor 
 ■aoaa mtto ha.t »>■ had M<(t> Sttuioi 
 ^ra.nmf ()nlina'<l| lamiioun u> ihr 
 Ulpluma Cuurvr* >• h|f Ihf l.(atin| 
 CftUlwlt uf Ihr H.gh ScboDi Tb>t 
 
 Ihr Lea.Inf laitJI. 
 
 ArllhmellG 
 
 Algrbra 
 
 Cromrtry 
 
 Trlgonoai*iry 
 
 Pbyalra 
 
 CheBlBiry 
 
 CnglUb 
 
 Frrnrb 
 
 Drawing 
 
 Advanced Trades Courses 
 
 Loading to qualification* r*quif*d by foroBoa and 
 
 .o**rM«>t. lb«a* MurM* abould ba pracadad by • 
 
 poMagc through Ih* oorraspoodiog Irada tnm*. bat 
 
 reuag |oura*r»aa witb auffutoni hnowladg* i* 
 •nabia ibaa lo prac— d Mbtfaclonlr <>*ih ih* woik 
 •r* sdninad 
 
 -^ Diploma Courses 
 
 Th*»* courars ar* inicuJril lu IraJ lo proleaait^mt, (DsDagrni). oi 
 induatrtal tup^ri aiamtmii Tltay nt ih« ttiithrai lourata ul ichnnal 
 •ducatioo given by lh> [trpartinvnl i>l ktluvaliiio Sotnr til lh« 
 dlliloniaa givi-o on lomplcUuu ul Ihrar tnuiaca i airy Icyal rigltl lit 
 praitkr, and utaav ol ihrm air actvpleJ bv piuleaatonal aucivftva 
 aa quaUliLatitin tiii ui*aibv(ahip. 
 
 Kntrao>r lu ihra* (oufara i> noiniativ by thr I m\ln|[ Ccriifi- 
 r*l* ol lliv tli)|h Si huol aTKxn of ^h Matr lluwrvoi llir niorr 
 
 capablr of lb* aiudeota who qualify la th* trade* tvuia** are an 
 a»ui«Rcd Id rrach lb* aiandatd uf roiraor* qnaUtii attuo tur tb* 
 diploma luuia* Iliete ar« mrsoa availabU id <b« l><-|mrUD«ul lot 
 • tudrnli Bcrt.iiit .iinruiuun in ibv lU-ira.aiy riita aubinia t hraa 
 alutlrnlB anJ olbn* arc allowrtl loan liii th« (niiaiuc t laniuialioo 
 held nrly iii «Bi.h vrji I lir Koirante Kkaininaiiou l^ |4J4 i^iU t>« 
 u4 ihr alandard ol ilir lli|[b St.huul l.cavmg I'.rrtiluair in tha 
 aubiirt ta lujuiird 
 
 
 Cbffmiatr) 
 
 1 IndMt'Ml 
 
 Ul Mt<all.'K> 
 
 PbTU<a 
 
 G*o*nl Jidroc* 
 
 Cbamical 
 
 OwUigj 
 
 Ktrihaniial Mining 
 
 llugiii**«iti« t i.f ii>rcriit|t 
 
 Loral 
 iinvatnnieni 
 FjiginvMiot 
 
 Arkhit*t-iur* 
 
 Sam lary 
 Eogia-nag 
 
 Taint r•p^ 
 
 r*l«pboa* 
 tn«io*«riOg 
 
 EbHinnJ 
 
 Applied An 
 
 Aj<at>rnl (W>,fn la> 
 
 *<lirH • 
 «—»■«« .a 1 Alt 
 
2'9 
 
 In his evidence given on the subject of apprenticsship and national 
 education, Mr. Peter Board, the State Under-Secretary and Director of 
 Education, included a diagram showing, graphically, the education system 
 of the State. This conspectus greatly facilitates comprehension of the 
 scheme, and it is now reproduced as diagram " A." 
 
 The purpose of the Technical High School in the New South Wales 
 scherde of education is to prepare its pupils for positions of an adminis- 
 trative and professional character in the world of industry. The distinction 
 between this school and the ordinary highi schools may be at once indicated. 
 Whereas the courses of study in the ordinary high schools include groups 
 of subjects briefly indicated by such titles as the English group, the Mathe- 
 matical group, the Language group, the Science group; the Commercial 
 group, and the Miscellaneous group, the course of study at the specialised 
 high school permits of a modification of the details of at least four of such 
 groups. In the Language group, for instance, it is not necessary for the 
 pupil at Hurlstone Agricultural High School to take Latin, Greek, or 
 Ancient History. In the Science group the pupil at Hurlstone is not 
 obliged to take Theoretical and Practical Geology, Physiology and Hygiene, 
 or Zoology; and at the Technical High School, Botany, Theoretical and 
 Practical Geology, Physiology and Hygiene, and Zoology may be excluded 
 from the- curriculum. At neither school need the pupil concern himself 
 with the Commercial group including Economics, Business Principles and 
 Practice, and Shorthand. In the two Specialised Schools technical subjects 
 more appropriate to their particular purposes take the places of the omitted 
 subjects. 
 
 The place of the Technical College in the State's scheme of general 
 education is indicated clearly in diagram " A." It remains to show what 
 is the system within the Technical College. A diagram " B " has, with that 
 object in view, been prepared for publication with this report by the Superin- 
 tendent of Technical Education, and it is now reproduced on the back of 
 the sheet containing diagram " A." 
 
 The education system of the Technical -College includes fourteen depart- 
 ments of instruction, namely : — 
 
 1. Department of Primary Industries (agriculture, sheep, and wool). 
 
 2. Department of Architecture and Building Trades. 
 
 3. Department of Elementary and Applied Art. 
 
 4. Department of Business Training. 
 
 5. Department of Electrical Engineering. 
 
 6. Deipartment of Mechanical Engineering. 
 
 7. Department of Manufacturing Trades (bread-making, leather- 
 
 dressing and tanning, boot and shoe making). 
 
 8. Department of Mining and Surveying. 
 
 9. Department of Printing. 
 
 10. Department of Sanitation and Hygiene. 
 
 11. Department of Science. 
 
 12. Department of Shipbuilding. 
 
 13. Department of Tailors' Cutting. 
 
 14. Department of Women's Work (domestic science, cooking, dress- 
 
 making, ladies' tailoring, millinery, jwhite work.) 
 
30 
 
 The Department of Primary Industries contains Wo branches, one relating 
 to agriculture and the care of animals and the other relating specifically 
 to sheep and wool. It aims at giving the knowledge required for 
 successful occupation of the land, and technical scientific experience to 
 those engaged in the various branches of work connected with the general 
 and special industries. It includes in its agricultural courses the subjects 
 of agriculture, botany, chemisti7, geology, care of animals, entomology, 
 inspection of meat and animals, practical agricultural chemistry, and 
 farriery. In the sheep and wool courses the included subjects are sheep, 
 sheep-classing, sheep-judging, utility sheep, wool-classing (operations and 
 principles), wool-sorting, wool-scouring, shearing-shed work, marketing, fell- 
 m'ongering, carbonising, the production and uses of wool, station book- 
 keeping, £(nd the estimating of spinning qualities of clean and scoured yields. 
 The curriculum also includes an advanced course. 
 
 The Department of Architecture and Building Trades is as extensive in 
 its range of included subjects, both theoretical and practical, as its title 
 would suggest. In the theoretical group of subjects the College includes 
 architectural design, architectural drawing, architectural styles, archi- 
 tectural engineering or building construction, constructional drawing, con- 
 structional design, quantity surveying, descriptive geometry applied to 
 architecture and to building construction. In its practical or trade courses 
 in this department the College teaches the following subjects with the Trade 
 Drawing and Trade Calculations appropriate to them: Bricklaying, 
 Masonry,' Cabinet-making, Woodworking Machinery, Wood Turning, Car- 
 pentry and Joinery, Plastering, Hand Bailing and Staircasing, House 
 Painting, House Decoration, Graining and Marbling, Signwriting, French 
 Polishing, Carriage Building (Eoad and Motor Body Building), Carriage 
 Building (Rail), and Showcard and Ticket Writing. 
 
 In its Department of Elementary and Applied Art the College teaches 
 Drawing in a comprehensive range of its forms, Modelling, Design, Letter- 
 ing, Pottery, China Painting, Practical Jewellery, Wood Carving, Com- 
 mercial Art, and Window Display. The work of this Department is corre- 
 lated with that of a number of other sections of technical training, particu- 
 larly those which require special instruction in drawing and design. 
 
 In its Department of Business Training the College provides a course in 
 English, designed to prepare students to qualify in that subject for entrance 
 to the diploma courses of the Technical Education Branch; a course in 
 Bookkeeping by double entry ; a course in Shorthand ; a course in Penman- 
 ship and Correspondence; and a course in Elocution. 
 
 lii its Department of Electrical Engineering the College provides instruc-. 
 tion in both theoretical and practical subjects. The practical subjects are 
 taught with appropriate instruction by lectures in Laboratory Work, Draw- 
 ing and Calculations, and Workshop Practice. These subjects include 
 Electrical Engineering proper. Telegraph and Telephone Line Construction, 
 Telegraph and Telephone Engineering. There are trade courses for Elec- 
 trical Fitters, Electrical Mechanics, Sub-Station Juniors, and Telephone 
 and Telegraph Mechanics. These Electrical trade courses include in their 
 various stages Elementary Science, Magnetism and Electricity, Applied 
 Electricity, and Advanced Trade Mathematics. 
 
31 
 
 The Department of Mechanical Engineering provides theoretical instruc- 
 tion in. Applied Mathematics, Descriptive Geometry, Engineering Drawing 
 and Design, Heat Engines, and Mechanical Drawing, and trade courses in 
 Blacksmithing, Boilermaiing, Fitting and Machining, Iron Founding, 
 Motor Construction, Motor Maintenance, Oxy- Acetylene and Electric Weld- 
 ing, and Pattern-making, with appropriate calculations and drawing. 
 
 In its Manufacturing Trades Department the College provides instruc- 
 tion in Bread-making, including a course in Domestic Science, Pastry- 
 making, Ornamenting in Sugar, and the making of Sweets; in Leather 
 Dressing and Tanning, including Theory and Laboratory Work; and in 
 Boot and Shoe Making, with Trade Calculations and Drawing. 
 
 In its Mining Department the College provides courses of instruction in 
 Coal Mining, Metalliferous Mining, and Mine and General Surveying. 
 The Metalliferous Mining course extends over a period of five years, but the 
 Coal-mining course may be completed in four years. A condition of the 
 issue of the Mining Engineering Diploma is- that the student shall have had 
 at least one year's practical experience. The subjects taught by the Tech- 
 nical College in this Department include Mathematics (Algebra and Trigo- 
 nometry), Physics, Chemistry, Mechanical Drawing, Applied Mechanics, 
 Heat Engines, Quantitative Chemistry, Engineering Construction, Mineral- 
 ogy, Geology, Assaying (Fire), Metalliferous Mining, Coal Mining, Mine 
 Surveying, Metallurgy, Economic Geology, Electrical Engineering (Descrip- 
 tive), Electricity as applied to Mining, Mechanical Engineering, and Survey 
 Plan Drawing. The courses are of a practical character, and, so far as 
 Coal Mining is concerned, more particularly suited for men engaged , at 
 collieries who are desirous of preparing themselves for examinations under 
 the Coal Mines Regulation Acts for colliery managers' certificates of com- 
 petency. Instruction of a practical character in Coal Mining includes the 
 subjects of Geology, Search for Coal, Shaft Sinking, Excavating and Blast- 
 ing, Methods of Working, Timbering and Support, Mine Gases and Ven- 
 tilation, Lighting and Safety Lamps, Haulage, Winding, Pumping and 
 Mine Drainage, Elementary Mechanics, Transmission of Power, Coal 
 Screening, Washing and Coking, Coke Making and By-Products. The 
 course for Metalliferous Mining includes general instruction in principles 
 of Mining, Prospecting and Exploration, the Exploitation of Alluvial De- 
 posits, Underground Development and Exploitation, Haulage and Trans- 
 port, Hoisting or Winding, Drainage of Mines, Ventilation and Lighting, 
 Sampling and Estimating Ore Eeserves, and 'Ore Dressing. In Mine Sur- 
 veying the courses include General Principles, Measurement of Distances, 
 the Compass, the Magnetic Needle, Booking, Calculation of Areas and 
 Solids, Geometry, Trigonometry, Logarithms, Surface Surveys, Office Work, 
 Levelling, Field Practice, the Theodolite, Curves, Mensuration (of Earth 
 Works, Coal Fields, and Eeservoirs), Connecting Underground and Surface 
 Surveys, and Levelling. 
 
 In its Department of Printing the Technical College requires the students 
 to take instruction in Composing, Letterpress Work, Lithography, Book- 
 binding, Photo. Engraving, Photography, Printers' English, Printers' Arith- 
 metic, and Drawing and Design. 
 
32 
 
 In its Department of Sanitation and Hygiene there are trade courses, in- 
 cluding Trade Calculations (Arithmetic, Mensuration, Algebra, Logarithms, 
 Trigonometry, and Profit and Loss), Trades Drawing, Plumbing (General 
 and Sanitary), Bragiery, Sheet Steel, Brass and Copper Working, G-al- 
 vanised Iron and Sheet Metal "Working, and Practical Modem House Drain- 
 age. In the Plumbing, Brazing, and Galvanised Metal Work there are also 
 adyanced courses designed to meet the needs of foremen. A higher course 
 of instruction is given in Municipal and Sanitary Engineering. The sub- 
 jects for the diploma course include Mathematics, Descriptive Geometry, 
 Engineering. Drawing and Design, Applied Mechanics, Chemistry, Physics, 
 G«ology, Surveying and Levelling, Quantity Surveying, Building Construc- 
 tion and Drawing, Draining, Sanitary Engineering, and Sanitary Engineer- 
 ing Laboratory Work. 'Certain special courses, other than trades or diploma 
 courses, are also' provided in this department. These courses include : — 
 
 1. Sanitary Engineering, covering subjects such as Practical Lighting, 
 
 Heating, Cooling and Ventilation, Water Supply, Sanitary, Fit- 
 tings and Drainage, Sewerage anj Eefuse Disposal on a small 
 scale. Municipal Sanitation, public Water Supply, Se'.vorage and 
 Sewerage Disposal, Disinfection and ]!fuisanee Prevention, and 
 Experimental Workshop Training and research. 
 
 2. A course arranged to meet the requirements of the local examiners 
 
 for the London Royal Sanitary Institute Certificate as Nuisance 
 Inspector, which is accepted as qualifying for the position of 
 'Sanitary Inspector not only throughout Australia and New Zealand, 
 but also in Britain (except London), Canada, South Africa, India, 
 and Hong Kong. The subjects covered by this course are : — Pra<!- 
 tical (Sanitation, Sanitary Law, Meat Inspection, Physiology 
 (theoretical and practical), Building Construction, Constructional 
 Drawing, and, upon passing the final examination therein, the 
 successful student is entitled to the College Certificate which has 
 the same value in New South Wales as that issued by the London 
 Eoyal Sanitary Institute. 
 
 3. A course arranged so as to meet the requirements of the local 
 
 examiners for the London Eoyal Sanitary Institute Certificate as 
 Pure Pood Inspector, which qualifies for appointment in Britain 
 and the British Dominions. This course is supplemeiitary to the 
 Sanitary Inspectors' course. 
 
 4. A course for those who desire to qualify as Paetory Inspectors, which 
 
 includes the subjects of Practical Sanitation, Sanitary Law, and. a 
 special short course in Machinery, Eire Escape Appliances, &c. 
 
 5. A course arranged to meet the requirements of the Public Service 
 
 Board in relation to applicants for appointment as State Children's 
 Eellef Inspectors. The course includes Practical Sanitation, Sani- 
 tary Law, Infection, &c., and Medical Hygiene, including First Aid 
 Nursing Practice. 
 
 6. A course intended for those wishing to qualify as Inspectors of Meat 
 
 only, and therefore more limited in its scope than that for Sanitary 
 Inspectors. 
 
33 
 
 7. A course qualifying those who desire the position of iHealth Visitors 
 
 and School Nurses (female). It is arranged to meet the require- 
 ments of the London Royal Sanitary Institute as a preliminary 
 training for its examination for the certificate as Health Visitor 
 (female). The subjects include Practical Sanitation, Physiology 
 (theoretical and practical), Sanitary Law, Medical Hygiene, Build- 
 ing Construction, and Constructional Drawing. 
 
 8. A course in Applied Hygiene for school teachers, with a view to 
 
 providing practical instriiction in the laws of health as applicable 
 to school buildings and to school children. The subjects include 
 Practical Sanitation, Physiology (theoretical and practical), and 
 Medical Hygiene. This course has been arranged to meet the 
 requirements of the London Royal Sanitary Institute as a special 
 training for its examination for its certificate of " Hygiene and Its 
 Bearing on School Life." 
 
 In this department, also. Correspondence courses are provided for Sanitary 
 Inspectors and Country Town Drainers and "Water Fitters. 
 
 In its Department of Science, provision is made for the issue of a diploma 
 to Those students who take one of the sectional courses, either Chem^.stry 
 (including inorganic, analytical, organic, and industrial chemistry divisions). 
 Chemical Engineering, Metallurgy (including ferrous and non-ferrous 
 divisions). Geology, Physics, Biology, and General Science. There is an 
 ' entrance examination admitting to the diploma courses, which , is held at 
 the beginning of each year. Students who do not desire to take a diploma 
 course may, subject to certain conditions, enrol for any of the subjects on 
 obtaining permission to do so. • A special course for laboratory assistants 
 is provided for those who do not intend to take the diploma course. This 
 department also provides special courses in Chemistry for Engineemg, 
 Agriculture, and Domestic Science students, and also in , Physiology. Day 
 as well- as evening instruction is provided in order to meet the needs of the 
 students. Under certain specified conditions the University recognises work 
 done in the science or other laboratories of the Technical College. Thus, 
 students who have passed the matriculation examination and have attended 
 Technical College courses in Mathematics, Physics, Chemistry, Descriptive 
 Geometry, Engineering Design, and Geology will be admitted to the first 
 year examination in Engineering. And students who have passed the 
 matriculation examination and attended the courses in M'athem'atics, 
 Physics, Chemistry, Botany, Zoology, and Geology will be admitted, subject 
 to the approval of the Professorial Board, to the first year examination in 
 those subjects in the faculties of Medicine, Arts, and Science. Candidates 
 for admission to the diploma courses in Chemical Engineering, Metallurgy, 
 and Industrial and Analytical sections of Chemistry must be engaged in 
 work that is more or less closely related to such courses. In the case of 
 students intending to enter upon the diploma courses no occupational con- 
 dition is imposed. 
 
 In its .Shipbuilding Department provision is made to meet the needs of 
 those engaged in the shipbuilding industry. The Department ofiers a lower 
 trades course, a higher trades course, and diploma course. The lower trades 
 •55305— B 
 
34 
 
 course provides for apprentices or ttose connected -with the shipbuilding 
 trades, and- may be completed in three stages of one year each. The higher 
 trades course is designed for those who wish to continue their studies of the 
 subjects treated in the lower trades course. Students are required to attend 
 three nights in each week. The subjects of the lower trades course are 
 Drawing, Trade Calculations, Mathematics, and Practical Work. The 
 higher trades course includes Applied Mechanics also. 
 
 In the Tailors' Cutting Department the Technical College provides 
 instruction for those who are actually engaged in the tailoring trade. For 
 ."idmission the students must be not less than 16 years of age, and must 
 have had two years' experience in tailoring. The course extends over a 
 period of three years, and requires a student to attend on two evenings 
 of each week. The subjects taught are Trade Calculations, Geometrical 
 Freehand and Model Drawing, and Practical Work. 
 
 In its Department of Women's Work the Technical College provides 
 instruction in Domestic Science, Cooking, Dressmaking, Ladies' Tailoring, 
 Millinery, and White Work. 
 
 This ambitious scheme of technical instruction the Board does not presume 
 to criticise. The Board is primarily concerned only with craftsmanship and 
 technical or trade instruction as it may relate to craftsmanship. With 
 technical instruction apart from the needs of craftsmen it has no concern 
 whatever. An analysis of the syllabuses outlining the courses which are 
 provided in relation ,to the various sections of technical work done at the 
 State Technical College has been made, at the Board's request, by Mr. 
 Turner for the purpose of enabling the Board to ascertain the degree and 
 extent of the correlation between the State's scheme of technical instruction 
 and the interests of those employed in the industrial arts. With this ques- 
 tion of correlation the Board is, of course, intimately concerned, and upon 
 it the Board must express itself. 
 
 A table showing the results of Mr. Turner's work is published with this 
 report as Appendix C. This table gives the subjects included in the 
 technical school courses in their relation to industries and trades in respect 
 of which the Board now •^vill and hereafter may exercise its functions. 
 Appended to the table are extracts from the syllabuses, which give details of 
 the courses provided for various classes of apprentices. 
 
 All of the various trade schools now carried on by the Technical Education 
 Department are available to young people on entering apprenticeship. 
 These schools are, however, carried on principally at a number of centres 
 in the m.etropolitan area, and are available, in the main, in the evening 
 only. It is recognised by the Superintendent of Technical Education that 
 these schools might be improved by reorganisation into special trade schools 
 to correspond more closely with the practical conditions of apprenticeship. 
 Some reorganisation of the system of technical education in its relation to 
 the trades was actually made in the years 1913 and 1914 as the result of 
 conferences which took place between the Department and representative 
 employers and employees in the skilled industries. It is felt, therefore, that 
 such reorganisation as may now be necessary will not be of the fundamental 
 order of that which was regarded as necessary in 1913 and 1914. The fact, 
 however, that the trade schools are evening schools is, in itself, a cause of 
 
35 
 
 difficulty. " One grave difficulty in the present evening training system, 
 says Mr. Nangle, " is .that out of those vrho commence study a great many 
 fail to continue, not because the education is unattractive or because it is 
 inefficient, but sicply because the boys and girls fail to maintain the 
 energy required for constant night attendance ovor a period of three or 
 more years."* Mr. Nangle's statement is supported by graphs prepared by 
 him, which show attendance at the evening technical courses at its maximum 
 height at about the age of 17 years, but falling sharply in the next and all 
 succeeding years. Correspondingly, there is a serious falling-o£E in attendance 
 in the second and third stages of the evening supplementary trade courses. 
 "The Department of Education," continues Mr. Nangle, "is endeavouring 
 to solve the problem by inducing employers to allow the young workers 
 time off for day-time instruction. The proposal has, with a few notable 
 exceptions, met with very strenuous opposition from the employers."i- Mr. 
 Nangle considers that there is some reason for the unfavourable attitude 
 Adopted by the employers, and that some probable disorganisation of factory 
 work is the cause of the employers' objection to day-time teaching. 
 He demands that a way out of the difficulty be found, and mentions, by 
 way of illustration, an expedient adopted by the Master Plumbers' Associa- 
 tion. Day-time attendance is allowed in the case of plumbers' apprentices 
 over a number of consecutive days during ea<ih educational term. The time 
 thus given to daylight instruction is the equivalent of one night per week 
 per term over the full educational session. 
 
 The same objections have been raised 'in England to the compulsory con- 
 tinuation day school. The Departmental Committee on Jxivenile Education 
 in relation to Employment after the War accordingly tried the issue, and 
 found that persons very eminent in the control of industry anticipated but 
 little difficulty in organising a system that would permit of the absence of 
 the boys for the necessary continuation school work. Prejudice and a lack 
 of appreciation of the value of educational influences during the period of 
 adolescence were regarded by these witnesses as explaining the attitude of 
 those who objected to the education of their junior employees in working 
 hoiirs. The Committee itself found that the generally accepted view was 
 that many of the alleged difficulties were imaginary or could be overcome 
 by an exercise of that organising capacity in which British enterprise had 
 never been lacking, and, as a rule, by some increase in the number of 
 juveniles, or even of adults, employed.:): What the Committee found with 
 regard to juvenile labour generally is not of the same validity with respect 
 to apprentices, but, that the finding is relevant and important, cannot be 
 gainsaid. It is not so simple to increase the number of apprentices as it 
 is to increase the number of juvenile workers in any particular enterprise, 
 nor would it be possible to duplicate apprentice labour without seriously 
 disturbing the proportions which ought to exist between journeymen and 
 apprentices. As against these considerations, however, it is to be borne in 
 mind that the apprentice is essentially a student and learner, and only in 
 
 * "Apprenticeship and Technical Education,'' by James Nangle, O.B.E., P.R.A.S., 
 Apprenticeship Pamphlets, No. 4, p. 6. 
 
 t " Apprenticeship and Technical Education," by James Nangle, O.B.E., P.E..A.S., 
 Apprenticeship Pamphlets No. 4, p. 7. 
 
 J Timen Engineering Supplement, March, 1920, p. 104. 
 
36 
 
 a secondary sense a paid employee. Again, it is unquestionable that if the 
 employer insists upon treating his apprentice as a paid worker rather than 
 as a learner he must eventually do without the really skilled and educated 
 tradesmen upon whom the success of his enterprise depends, and he must 
 answer to the State for ulterior consequences which vnll he shown in the 
 decline of its industrial prosperity. 
 
 " The conception of the juvenile as primarily a little wage-earner must 
 he replaced by the conception of him as primarily a workman and a citizen 
 in the making."* This was one of the responsible pronouncements of the 
 Lewis Report, which added, also, the statement that if continued educatioBr" 
 was to be ah effective instrument of reform it would have to be compulsory, 
 and given in the day-time. " Notwithstanding the good work performed by 
 the continuation schools in the past, there is," says the report, " abundant 
 evidence to carry the conviction that no further substantial advance can be 
 expected on voluntary lines, and that, for a very large proportion of children, 
 anything like serious schooling after a full day's work would be not a benefit, 
 but a cruelty. Continuation classes should, therefore, normally be in the 
 day time, and the hours devoted to them by children in employment should 
 be hours which would otherwise have been spent in that employment. Every 
 employer should be prevented from engaging a child except under conditions 
 which will permit of the child attending the appointed classes at the 
 appointed hours."t 
 
 The reports of the Minister of Public Instruction in New South Wales 
 over a series of years from 1913 frequently revert to this subject. ' " Long 
 hours of daily toil, three nights a week at evening school, one night at least, 
 sometimes two, at drill, and Saturday afternoon parades, all these combined," 
 says the report of 1913, " leave practically no leisure for rest or recreation. 
 If continued education beyond the primary stage is to be general among 
 boys and girls who leave the primary school to go to work, less heroic 
 demands must be made upon them. If measures must be taken to protect 
 them against themselves, other measures are equally necessary to protect 
 them from economic pressure which they are themselves powerless to 
 resist. . . . There is need for some adjustment of the hours of juvenile 
 labour so as to permit of the attendance of adolescents at a continuation 
 school diiring that period of the day which best suits their employers' con- 
 venience."t In his report of 1914 the Minister says: "Attendance at 
 evening continuation schools is kept low by the clashing of school hours with 
 overtime work, the shift system in postal, railway, and telegraph depart- 
 ments, and in mining communities. Punctuality is impossible. When the 
 pupil's home is far removed from work the interval between leaving home 
 and the time for commencing lessons is not long enough to enable him to 
 take his evening meal and travel to school by 'I p.m."§ In his report for the 
 year 1915 the Minister says : " Night school work makes demands which cast 
 a heavy strain upon a growing youth's energy and leisure time. Only the 
 
 * Final Report of the Departmental Committee on Juvenile Education in Relation to 
 Employment after the War, vol. 1, od, 8,512, p. 5. 
 t lb. p. 8. 
 
 t Report of the Minister of Public Instruction, 1913, pp. 37 and 54. 
 § Report of the Minister of Public Instruction, 1914, p. 64. 
 
37 
 
 ambitious youth, is willing to persevere in the pursuits of knowledge when 
 it involves a sacrifice of three evenings a week. The younger and weaker 
 boys seem tb tire after the lesson has proceeded for three-quarters of an 
 hour."* In his report for the year 1916 the Minister says : " Attendance will 
 never be entirely satisfactory until the younger students can receive some 
 of their instruction in the day time. Attendance on three nights a week at 
 a trade school, as well as home work on at least one other night, in addition 
 to the ordinary day work of the boy, makes a demand upon his physique and 
 character that only the most favoured can cope with. . . . There is a 
 growing tendency to admit the necessity for allowing time off to youths to 
 gain supplementary technical skill and knowledge. It appears that legisla- 
 tion will be required to bring about a satisfactory state of things in this 
 regard."t 
 
 In 1918 the Minister reports- that day-time classes for apprentices were 
 carried on throughout the year, and were largely attended by apprentices 
 from the Eailway Department, Commonwealth Naval Department, Sydney 
 Municipal Council, and a number of private firms.:!: 
 
 The Technical College at the present time provides for the day-time 
 training of apprentices in the case of apprentices to plumbino;, carpentry 
 and joinery, fitting and machining, blacksmithing, pattern-making, mould- 
 ing, electrical fitting, electrical mechanics, and the calling of sub-station 
 juniors. There is ample accommodation and equipment at the College and 
 its Trade Schools for day-time training in all trades. Special provision will 
 have to be made so far as the necessary teaching staff is concerned, but it is 
 not considered that any undue difficulty will be experienced in this regard. 
 
 Here, then, is a matter in respect of which there is urgent need for 
 stricter correlation between industry and education. Here, also, is an 
 occasion for the moderation of difficulties arising between industry and 
 education by executive and sub-legislative authority. That the require- 
 ments of the public interest in this regard are well appreciated by the 
 educational authority is apparent from what has already been stated; and 
 that the world of industry has but little to fear from such moderating 
 influences as are likely to be brought to bear upon it in the interests of a 
 better correlation should be clear from the proposals that have already been 
 made by the Superintendent of Technical Education. The scheme pro- 
 pounded by Mr. ITangle contemplates merely the substitution of three hours 
 of day-time training in relief, pro tanto, of tie evening training, and not the 
 entire elimination of evening training. The proposal, in effect, is that half 
 of the training that is now given in the evening should be given in the 
 employers' time.§ 
 
 In respect, 'also, of methods of education, there appears to the Board to 
 be need for a better correlation between the educational authority and the 
 world of industry. A distinction, must be drawn between the Technical 
 CoUege and the Trade 'School, for while the latter provides for a lower 
 trades course only, the former gives, in addition to the trades course, high- 
 
 * Report of the Minister of PuWio Instruction, 191.5, p. 58. 
 + Report of the Minister of Public Tnstraotiou, Ifllfi, p. 103. 
 t Report of the Minister of Public Instruotionj 1918, p. 56. 
 § Transcript, Vol. 8, p 322. 
 
3S 
 
 grade technical instruction of the University type. The apprentice should, 
 of course, be encouraged to qualify for superior administrative vpork, but, 
 inasmuch as the primary concern of the Board in his regard is that he 
 shall have such education as vpill make of him a real craftsman, the atten- 
 tion of the Board must be concentrated upon the trades courses. At the 
 same time,, the principles for which the Board contends in Chapter II of 
 this report must be kept constantly in view. Both the trades courses and 
 the advanced technical schooling that are offered in the Technical College • 
 may be, from the' point of view of the apprentices' interests, too narrowly 
 utilitarian and not sufficiently cultural. Upon this point the Board is not 
 at the moment able to express itself more definitely. It has not yet had 
 an opportunity to consider in detail, and in relation to expert opinion as to 
 the needs of a particular class of apprentices, the value of the trade school 
 instruction offered ty the Technical College and its various branches. It 
 must be content to regard itself as now dealing with but one of the stages 
 of its inquiry, and to indicate the lines upon which it will probably proceed 
 in continuing its work. It is not impossible that a liberal education, i.e., 
 education in its widest form, should be based upon or use as its means a 
 special technical training and the subject-matter of some craft or industrial 
 science, but that a liberal education in this form is not the aim of the Tech- 
 nical Colleges of the State is probable, because, if it were, such a remarkable 
 development in educational method would not long remain unrecognised. 
 Further, the State Superintendent of Technical Education frankly averred 
 to the Board that the evidence which he gave it upon the subjects of appren- 
 ticeship and technical education was entirely connected with the industrial 
 life of the community, and that in it no account had been taken of the need 
 for trade education leading men to an appreciation of the humanities.* 
 Mr. Nangle, however, recognises that development in that direction is 
 necessary.t The education of tradesmen is not the same thing as technical 
 schooling. It must include education for character and citizenship. This 
 distinction was very clearly emphasised by the Under Secretary and Direc- 
 tor of Education.:]: 
 
 It is questionable if, on the basis of evening attendance alone, the trade 
 and technical schools of the State could be other than narrowly utilitarian. 
 The prejudice in favour of a purely utilitarian technical training has been 
 encouraged by the circumstances of the evening school, which emphasises 
 unduly the importance of specialised technical and commercial instruction. 
 This prejudice militates strongly against the employee being treated as an 
 end, and insists upon his being treated merely as a means or as a tool. 
 With the introduction of day-time schooling it should be possible to bring 
 ill such a modification of the system of technical instruction as will make 
 the school requirements of the apprentice more strictly comparable with the 
 educational provision of the technical high schools. Supplementary work- 
 shop training must, of course, be provided in any educational scheme in- 
 
 * " Apprenticeship and Technical Education," by Jaoiea Nangle, O.B.E., F.R.A.S. ; 
 Apprenticeship Pamphlets, No. 4, p. 6. 
 
 + Transcript, Vol. 8, p. 301. 
 
 I " ApprenticpShip and National Education," by Peter Board, C.M.G., M.A. ; 
 Apprenticeship Pamphlets, No. .3, p. lr>. 
 
39 
 
 tended to conserve the interests of apprentices, and the higher and more 
 strictly specialised of the technical courses must be available to employees 
 in the industrial world, but that the needs of the apprentice are met by the 
 trade school courses and the opportunity that is provided for qualifying for 
 higher administrative positions the Board does not admit. The Board does 
 not propose to exercise its powers in this relation at the present moment, 
 but it finds, in the circumstances referred to, occasion for the development 
 of that correlation between education and industry which was instituted in 
 1913-14, and is evidenced by the' existence and work of the consultative 
 committees which advise upon the various courses of instruction. These 
 committees, known as Advisory Committees, are formed for each trade, or 
 group of trades. They comprise representatives nominated by employers 
 and employees, and appointed by the Minister of Public Instruction. The 
 courses of instruction with which the committees are concerned are dis- 
 cussed "by them with the superintendents and heads of departments in the 
 Technical College, with a view to the improvement of equipment and the 
 enhancement of efficiency in teaching. That these committees have given 
 as much attention as was due to the question of the cultural purposes of 
 technical education must be questioned. Upon this point the Board will at 
 a later date make specific inquiry. 
 
 Much "valuable experience with respect to means whereby industry and 
 education can be correlated has been acquired in the course of repatriation 
 work. This work was based upon a general treaty between the education 
 authority and the industrial world. It was devised to meet a national 
 emergency of a particularly grave order, and it has produced results of a 
 moral and material kind the importance of which can hardly bo over- 
 estimated. As an agent of repatriation the educationalist was for the 
 first time given a free hand in the field of industry, and was not only thus 
 permitted to estimate the real requirements of schemes of training, 
 but was also able to demonstrate to the world of industrj- itself how 
 significant those requirements actually were to it. It is difficult to 
 believe that what has been learnt in the course of this experience will not 
 be of permanent value to those engaged in the work of controlling the 
 conditions of apprenticeship. The instructional factory, for example, was 
 not the creation of the repatriation movement, but under that movement 
 its value was more completely demonstrated than it could otherwise have 
 been. A general survey of the local industrial field was made in the 
 interests of the soldiers. Early in 1918 two conferences of experts were 
 called for the purpose of determining what were the proportions of the 
 problem to be faced by the Repatriation Department. One conference was 
 upon the educational aspects of the Department's work, and the other upon 
 its industrial aspects. It was then arranged that the training to be given 
 to enable the returning soldiers to take their places in industries should be 
 provided by the' Education Departments of the various States of the Com- 
 monwealth. At first the Eepatriation Department concerned itself only 
 with those soldiers who were injured or who had claims to consideration 
 because of their scholastic or apprenticeship careers having been interfered 
 with by the call for active service. Later the nlan was extended to cover 
 the casoR of all those who had enlisted while still under 20 ye^rs cf age. In 
 
4o 
 
 April, 1919, the whole scheme of training for industry was reorganised and 
 placed under Mr. James Naiigle as a single Director. Upon the launching 
 of the reorganised scheme it was estimated that a number slightly in excess 
 of 15,000 trainees would have to be provided for as an earnest and 
 dependable body of students. As it happened, by the end of the year 1921 
 some 10,000 men had completed their period of training under the scheme, 
 12,228 men had been approved for training but had failed to begin, or had 
 withdrawn after having commenced training, and 5,269 other men had been 
 dealt with under the scheme before its reorganisation. A complete total of 
 27,497 men was, therefore, approved for training. 
 
 The question of absorption of such a large body of men into civil employ- 
 ment after training gave great concern. The probable number of successful 
 trainees having been estimated, the men were allocated for training in each 
 State in jwoportion to the embarkations for active service from that State, 
 and in callings according to their estimated absorptive capacity. The callings 
 were grouped under the following heads : — Professional, engineering trades, 
 building trades, manufacturing and general, State departments, applied art, 
 and commercial. This bold course was endorsed by Soldiers' Industrial Com- 
 mittees representing employers and employees' organisations throughout 
 the Cornmon wealth, and was attended with a gratifying measure of success. 
 A wise discretion had to be used in selecting men for the callings that 
 appeared to be most suitable to them in accordance with the absorption 
 estimate of the controlling authority. The selection of callings for the 
 injured was particularly difficult work. It was at first thought that it would 
 be necessary to eatablish permanent national workshops in each -State to 
 meet the needs of the injured who failed to reach the standard for admission 
 as ordinary workers, into industries. But this expectation was falsified. 
 With a somewhat lengthened training arranged to meet the needs of par- 
 ticular individuals the requirements of this class will be satisfactorily met. 
 The system of selecting men for callings involved the appointment of a 
 special selection officer for each State. These selection officers grouped 
 applicants into six classes in accordance with certain principles laid down 
 for them by the Director of the training scheme. The classes were : — 
 
 (1) those suitable for professional callings ; 
 
 (2) those suitable for highly-skilled trades; 
 
 (3) those suitable for medium-skilled trades ; 
 
 (4) those suitable for little-skilled trades ; 
 
 (5) those specially suitable for commercial work ; 
 
 (6) those specially suitable for some branch of applied art. 
 
 The selection officers were cautioned against forcing any man, against his 
 will, into training for a particular trade. Medical opinion and advice were 
 available wihen the selections were being made.* 
 
 The necessity for a strict correlation between education and indoiatry in 
 connection with vocational guidance was made abundantly clear by 
 
 • Presidential Address, by James Nangle, O.B.E., r.R.A,S., delivered to the Eoyal 
 Society of New South Wales, May 4, 1921, p. 15-28. 
 
41 
 
 repatriation experience. " The recognition of tlie necessity for this co-opera- 
 tion and the decision to establi&h a relationship between the industrial work 
 of the country and the training operations of the Department was," says 
 Mr. Nangle, " one of the finest things among the many to the credit of 
 those who set the work of the Department into going order. Without this 
 kind of help it .would have been impossible to solve the many problems 
 arising out of a proposal so novel in character and bristling with so many 
 industrial difficulties."* 
 
 The project of training, men for the different trades presented extra- 
 ordinary difficulties. The minimum wage prescribed by awards for em- 
 ployees other than those classified as junior workers or apprentices could not, 
 of course, bo paid to a trainee. It was accordingly determined, as the result 
 of a conference called at the inception of the work, that the period, of train- 
 ing should be divided into two stages, the first stage being called the 
 "student ' period, and. the second the "industrial" period. In the student 
 period the men were to be given intense courses of training for the purpose of 
 enabling them rapidly to acquire some useful degree of skill in practical 
 work; and they were to be paid sustenance at the rate of two guineas per 
 week, with allowances to married men in proportion to their responsibilities. 
 The industrial period w'as to commence when the men had reached a 
 standard of skill equal to an earning capacity of 40 per cent, of the minimum 
 wage of the calling for which they were to be trained. They were then to 
 be placed with employers who would pay them the minimum wage rate, the 
 Department refunding to the employers that proportion of the payment 
 made which was in excess of the value of the assessed efficiency of the man. 
 The iSoldiers' Industrial Committees were responsible for the assessment, 
 and made reassessments at intervals of three months for the purpose of re- 
 adjusting the Department's relations with the employers. A proportion of 
 trainees to journeymen employed by an employer in any of the callings was 
 also fixed between representatives of the Chambers of Manufactures and the 
 Trades and Labour Couneils of the State. The sustenance paid during the 
 student period and the refunds to employers made on behalf of the trainees 
 have "been regarded as in the nature of igifts to the repatriated men.f 
 
 Space and equipment in the State Technical Colleges and Trade Schools 
 not required for ordinary technical education were made available to the 
 Repatriation Department without charge for the training of the soldiers. 
 Additional accommodation, equipment, and teaching service were also given 
 on condition that the expense of such provision should be recouped by the 
 Department of Repatriation. Much valuable accommodation and equipment 
 were thus secured, together with the services of expert advisers and teachers. 
 Special schools more directly under the control of the Repatriation Depart- 
 ment were also opened in the various States, and eventually classes of 
 instruction in almost every calling carried on in the Commonwealth were 
 in full and effective operation. It was the purpose of the Department of 
 Repatriation to make the conditions of training approximate to actual 
 
 • Presidential Aidreas by James Nangle, O.B.E.., F.E.A.S., delivered to the Royal 
 Society of New South Wales, May 4, 1921, p. SI. 
 i lb. pp. 3C-38. 
 
42 
 
 'vrorking conditions. The only difference was that the work was done under 
 the direction of practical teachers whose sole business was the careful 
 instruction of the men under their charge. One consequence of these con- 
 
 -ditions was the manufacture of full-size articles for which a market was 
 necessary. Both employers' and employees' representatives on the Soldiers' 
 Industrial Committees helped in securing markets for the products. Gener- 
 ally, the articles were sold to the trade. This plan proved so satisfactory 
 that eventually it was extended to the building of houses by trainees in the 
 building trades. Special soldiers' classes were, in certain eases, established 
 by the authorities controlling the technical schools in the various iStatcp. and 
 soldiers were also taken into the ordinary classes of those schools; but, 
 generally speaking, all classes in the technical schools • were designed and 
 operated practically as school workshops turning out saleable commodities.* 
 Eepatriation experience has demonstrated the advantage of both employers' 
 and employees' organisations having a voice in the training of those who are 
 to bo the Viforkcrs of the future in the various industrial callings. It has 
 proved the value of disciplinary courses of training specifically designed for 
 such callings, and comprising both trade school instruction and actual 
 workshop training. The training given was, in its very essence, an 
 apprenticeship training, since its second stage was served with an employer 
 under the same conditions as would apply to an apprentice-f 
 
 It is proper to give in any general description of the existing system of 
 technical education within the State some information as to the arrange- 
 ments that are made by the Railway Commissioners of New South Wales 
 for the training of trade apprentices in their workshops. In the course of 
 its inquiry the Board invited the Commissioners to give it their views upon 
 the subject of apprenticeship generally, and particularly upon the ques- 
 
 -iions — 
 
 (a) whether an increase of general education would tend to a reduction 
 
 of the time at present necessary to acquire technical aptitude ; 
 (6) whether a lengthy period of probation was desirable; and 
 -(c) as to the classes of work for which apprenticeship- should be made 
 compulsory. 
 In response to this request the Director of the New South Wales Govem- 
 
 Taent Railway and Tramway Institute, Mr. D. Gumming, appeared before 
 the Board, and gave it such information as to railway practices as was 
 available. The total number of recognised apprentices in the workshops of 
 the two branches of the Service — Railways and Tramways — is about ,1,600. 
 No formal contract, however, exists as between the Commissioners or their 
 deputies and these apprentices, but a systematic training is provided for 
 each class, and the results achieved are equally beneficial to the boys and to 
 the State Railway Department. The boys may leave the service at will, 
 or, if their conduct is unsatisfactory, they may be dispensed with at any 
 time. There is, therefore, no legal apprenticeship in the Railway Service, 
 but the boys in training will, for convenience, be referred to as apprentices 
 in the f oUovring paragraphs with reference to railway training. 
 
 * Presidential Address by James Nangle, O.B.E., F.R.A.S., delivered to the Itoyal 
 Society of New Soutli Wales, May 4, 1921, pp. 38-41. 
 t lb. p. 44. 
 
Upon the subject whether an increase of general education would tend to 
 a reduction of the time necessary to aequire technical aptitude, the Rail- 
 way authorities believe that for a specially high grade of apprentice the 
 leaving certificates of the State High Schools should be the standard 
 required, but that an apprentice attaining that standard should serve a 
 practical training period of three years only. In the average case, the 
 general educational requirements of the apprentice would, in the Com- 
 missioners' opinion, be met by a primary school education, to be followed 
 by a practical training of five years' duration. On the question of probation, 
 the Eailway authorities believe that a period of six months, as provided for 
 in the Railway Act, permits of the necessary determination being arrived 
 at as to the apprentice's aptitude and ability, and is otherwise fair and 
 satisfactory. The Commissioners accept the existing conditions as pre- 
 scribed by awards with respect to apprenticeship in the trades, but they 
 deprecate the practice, not yet proscribed, of demanding premiums from 
 apprentices. The Commissioners recognise the obligation of the employer 
 to teach the apprentice his trade, but think that the value of this in- 
 struction should be regarded as part of the remuneration of the apprentice 
 as an employee. The Commissioners agree with the assimilation of the 
 working conditions of apprentices to those of journeymen in the industries, 
 with a limitation of the proportion of apprentices upon a plan that would 
 admit of a variation of that proportion in the event of journeymen not being 
 available in sufficient numbers. The Railway awards do not require 
 apprentices to follow any course of study outside of their hours of work, 
 and with that policy the Commissioners find themselves in agreement. It 
 is not, the Commissioners think, in the interests of the State that every 
 apprentice should be forced to study after his ordinary day's work, or to 
 undertake duties- of a scholastic nature as part of his day's work in sub- 
 stitution for portion of the ordinary duties now regarded as those of an 
 apprentice.* 
 
 Boys desiring to enter the Railway Service as apprentices are subjected 
 to a medical examination, and, whether in possession of the qualifying cer- 
 tificate, intermediate certificate, or the leaving certificate of the public 
 schools, to an examination by the Staff Board in arithmetic, dictation, and 
 knowledge of trade tools and drawing. The applicant is also i-equired to 
 state whether he has attended technical classes. Preference of appointment 
 is given in accordance with the results of these examinations. The educa- 
 tional test has sometimes the effect of eliminating 80 per cent, of the 
 applicants. Apprentices are taken between the ages of 15 and 16 years 
 generally, and complete their apprenticeship at 21. The rates paid to ap- 
 prentices are 148. in the first year, 21s. in the' second year, 34s. in the third 
 year, 40s. in the fourth year, and 50s. in the fifth year. When the appren- 
 tice attains the age of 21 the minimum adult rate is paid to him, even if he 
 has not completed his five years' apprenticeship. Once having taken up a 
 trade apprentices are not allowed to transfer to another trade except under 
 very special circumstances.f 
 
 • Transcript, vol. 7, pp. 204-207. 
 + lb. pp. 208-211. 
 
44 
 
 The Railway Department has in the Eailway and Tramway Institute a 
 means of providing special technical training for its apprentices. This In- 
 stitute has for its objects the intellectual improvement of its members, and 
 the cultivation of literature, science, and art. The Institute inaintainB 
 classes, libraries, and reading-rooms, provides a system of lectures, en- 
 courages social, intellectual, and physical recreation, and publishes reports, 
 pamphlets, books, and magazines. Until May of the year 1919 the Institute 
 was controlled by an executive council, but it was then, with a view to the 
 further development of its usefulness, turned into a department of the 
 Service, and it is now conducted as such. The control of the Institute and 
 its various branches is vested in a Director, who is advised by a Consul- 
 tative Committee as to the methods and efficiency of the Institute. The 
 Institute, as it is now organised, evidences the policy of the Commissioners 
 to place within the reach of every one of their employees the possibility of 
 attaining to the highest positions that the Service has to offer. For many 
 years prior to 1919 Eailway apprentices were required to attend at the 
 Technical College in- their working time for supplementary workshop 
 training, and in their own time for technical instruction. Classes in rail- 
 way operating, commcrcia], and trndos work were provided in the Rail vay 
 Institute itself; and during the ten years ending with the year 1910 a 
 ' total of 10,.'iT2 students passed through the Eailway Institute classes. In 
 the year 1919 provision was made for the supplementary workshop training 
 being given in a special instructional workshop organised and controlled by 
 the Railway Commissioners. The apprentices were not wholly withdrawn 
 from the Technical Cfillege, nor was it the purpose of the Eailway Depart- 
 ment in establishing the instructional workshop to dissociate itself entirely 
 from the Technical f'oll^e. ATraiifionK'nts are made between the Eailway 
 Department and the Department of Education under which the instruction 
 given in the Railway classes is guaranteed by the Education authority, and 
 qualifies the apprentice to take the certificates of trade competency issued 
 by the Technical College. Prior to 1917 the ijistruction given at the Tech- 
 nical College had not been co-ordinated in any way with that given at the 
 Institute, but in that yea.r arrangements were made which insured that the 
 Institute's students would receive a course of instruction similar to that 
 conducted by the College. During 1917 and 1918 instruction in ■ trade 
 drawing and calculation was given l)y tlie Institute in accordance with the 
 Technical College syllabus, supplementary daylight training being given at 
 the College workshops on one afternoon of each week. In 1919 the Eailway 
 Department, feeling that- its workshops were better equipped with modem 
 machinery than those of the Technical College, withdrew its apprentices 
 from the College workshops, except in the case of woodworking apprentices. 
 In 1920 the Commissioners decided to establish, trades instructional work- 
 shops within the Institute, and promptly made arrangements for the accom- 
 modation of fifty apprentices at one time in a workshop designed and 
 equipped to give instruction in hand machine tool operations in conneation 
 with the majority of the trades. A chemical laboratory has also been 
 established in the central Institute to facilitate the training of openatives 
 in oxy-acetylene and electric welding. Lectures, are given in the theoretical 
 -features of lautogenous welding, the chemistry of paint, and hieat treatment 
 
45 
 
 of metals. The practical work in connection with the subjects mentioned 
 is given in the instructional workshops. The practical training of electrical 
 engineering apprentices in their first and second years is also provided by 
 the Institute, and the remainder of the instruction of such apprentices is 
 provided for, as formerly, by the Technical College. Eailway instructional 
 workshops make it their business to give a training in all of the matters 
 comprised in the Technical College syllabus, and that training, being carried 
 out on departmental material which is intended for practical use, is regarded 
 as being more valuable than the "training upon material which is used for 
 school purposes only. Whereas the Technical 'College syllaibus provides for 
 78 hours of supplementary training in each year, the Institute instruc- 
 tional workshops can give a period of 217 hours because of the fact that 
 the work done by the students goes into every-day use. Apprentices are 
 brought down from country centres for periods of from two to three 
 weeks of instruction in the Railway supplementary instructional work- 
 
 - shop, but this arrangement does not interfere in any way with the in- 
 struction which those apprentices receive in the class rooms in 
 mechanical drawing and mathematics. At Goulbum and Newcastle 
 the apprentices attend the local Technical College for one and a 
 half days in each week for their theoretical training. The theoretical 
 training provided in the Eailway Institute takes the form of lecrtureo in 
 elementary and advanced arithmetic, commercial book-keeping, English, 
 mathematics, shorthand, tjTpewriting, electricity and magnetism, accounts 
 (coaching and goods), locomotive engine driving, safe railway working, 
 station management and train working, telegraphy, the Westinghouse brake, 
 electric car driving, railway ticket examination and collection, applied 
 mechanics, elementary chemistry, mechanical drawing, oxy-acetylene welding 
 and plate-laying. Trade classes are held in mechanical engineering, 
 electrical engineering, and railway carriage construction. The railway 
 engineering course includes classes for fitters, turners, boilermakers, and 
 pattern-makers. -Steam and heat engines are also made a subject in this 
 course. The electrical engineering course includes instruction for electrical 
 fitters, electrical mechanics, and sub-station juniors in the tramways. In 
 mechanical and. electrical engineering the examination is the same as that 
 set for- students at the Technical College, and is conducted by the Technical 
 College authorities. While undergoing training in the instructional work- 
 shop the apprentice commences work at 8 a.m. and finishes at 4.30 p.m. 
 
 . Although these hours are somewhat shorter than those in the ordinary work- 
 shops, the apprentice is paid as if he were engaged upon the work of his 
 avocation for the ordinary hours. A course of one year's intensive training 
 for trafiic and administrative control work is provided for twenty students 
 each year. The students are selected by competitive examination, and 
 instruction is given in traiEo working, safe railway working, station manage- 
 ment, economics, and business administration. Members of this class attend 
 for training from 9 a.m. to 4.30 p.m. on five days a week for eight months 
 
 of the year, and usually, also, attend the University lectures on transport 
 economics, and business administration. At tiie end of their period of 
 training a further competitive examination is held to determine which 
 should receive preference of appointment to vacant administrative positions 
 in the trailrc- branch of the Service. 
 
40 
 
 All teaching at the Institute and its branelies is carried on in sucli a way 
 that a student whose ■work requires him to move from locality to- locality 
 may continue his course. Provision is also made to meet the needs of those 
 who are working alternatively in day and night shifts. Instruction hy 
 correspondence is provided for students in the country districts who are 
 unable to attend classes at the Institute or its branches. The avowed policy 
 of the Railway Commissioners is to encourage, but not to compel, its junior 
 employees to study and improve themselves in all vocational respects. There 
 is little doubt 'but that the Commissioners have succeeded in overcoming 
 the diiBculties attendant upon the training of those whose work has to bo 
 carried out under conditions of factory specialisation with modem high- 
 speed machinery. It is of course essential that the mechanics trained in 
 the Railway Service should be resourceful and self-reliant, and the masters 
 of their jobs under difficult circumstances. Work under country conditions 
 as well as under conditions of emergency, calls for the highest kind of 
 capacity on the part of the mechanic, and it is desirable that Railway men 
 should be trained to the best possible effect. 
 
 It is clear that a very special effort is being put forward by the Railway 
 Commissioners to supply the Railway and Tramway Services of the State 
 with dependable tradesmen, and that the Railway Institute represents a 
 works school of a superior order. It is apparently the policy of the Railway 
 Commissioners eventually to have that works school operating in complete 
 independence of the State Technical College, but it is difficult to see what 
 advantage that policy vnll bring to the Railway Service. The system of 
 education for which the Railway Commissioners are responsible by and 
 through their Railway and Tramway Institute indicates a sincere desire 
 on the part of the Commissioners to advance the interests of those em- 
 ployees in the Railway Service who are prepared to devote their energies 
 and time to self-improvement for purely vocational ends. The suggestion 
 that there is no compulsion upon the young employee to take advantage 
 of the opportunities for vocational training that are offered by the Railway 
 Institute as a department of the Railway Service is one that need not be 
 inquired into too closely. Inasmuch as the training that is given by the 
 Institute is intended to advance the Commissioners' interests as well as 
 those of the student, it is clear that there is very little choice left as between 
 education in the works school and education elsewhere or non-education 
 to the young employee who considers his prospects in the Railway Service. 
 It may be assumed, then, that the Railway Commissioners are offering to 
 a vast body of their employees a method of education which is ordinarily 
 protected from effective criticism of every kind, and that already exhibits 
 obvious deficiencies. Cultural purpose does not figure in the theory of 
 education as adopted by the Railway Commissioners. The Institute is ex- 
 cessively utilitarian. If, then, it should prove, in the view of those respon- 
 sible for the safeguarding of apprentices generally, that the type of educa- 
 tion which is provided by the State Technical High School is the one beet 
 adapted to meet the cultural and trade-theory needs of apprentices, it may 
 prove that Railway apprentices will suffer in comparison with apprentioes 
 outside of the Railway Service. It would be fair neither to the State nor 
 
47 
 
 to the Eailway employee that the Eailvvay Comitiissioners should be left in. 
 the dilemma of having to provide or refuse to their junior employees a 
 secondary education similar to that already provided in a universal way by 
 the Depa-'tment of Education for the whole community of young persons. 
 
 ■ There would appear to bo, in the circumstances, a call for correlation 
 between the education authority and the Eailway Commissioners. The 
 Board has no prejudice whatever against works schools; indeed, it regards 
 them with the highest degree of favour, and it is particularly impressed 
 with the instructional workshop project now being realised by the Eailway 
 Institute. It is concerned with the type of education that is offered to 
 apprentices in the Eailway Service, and it needs to know more of the causes 
 which have produced what seems to bo an estrangement between the State 
 Department of Education and the Eailway industry. 
 
 The problem of the correlation of industry and education at the present 
 time transcends in importance all other problems connected with the sub- 
 ject of apprenticeship. This problem emerges from the moment that an 
 attempt is made to construct a theory with respect to the apprentice's 
 needs. " It would be a mistalte to begin the training of a boy at 13 or 14 
 years of age for some specific calling," says the State Under Secretary and 
 Director of Education. " It is, however, possible,'' he continues, " to deter- 
 mine at this time a choice of certain broad classes of vocation — that is, the 
 boy can, at this period, fairly well determine whether he is likely to take 
 up an industrial occupation or a commercial one, or a professional one, 
 using those terms in their general signification. Having made .T-uch a 
 choice, we can oSer to him a general preparation which will supply him 
 with such fundamental notions and skill as will help him to determine his 
 own fitness for any specific occupation later on, and give him the prepara- 
 tory groundwork for the skill and knowledge that his specific occupation- 
 will later on require."* Mr. Board thinks that in Australia economic con- 
 ditions do not generally force tihe boy of 14 into the industrial market, and 
 he expresses the hope that Australia will not reach a point at which the 
 labour of boys 14 and 15 years of age will be essential to its industries. Upon 
 that assumption he traces the theoretical path of the apprentice in these 
 words : — 
 
 " He passes at the age of about 13 into the Junior Technical School, 
 which is a day school requiring his full-time attendance for two years. 
 While in attendance at this school he will receive instruction in those 
 forms of elementary mathematics that are most closely related to tech- 
 nical occupations. He is asked to study calculations that arise in the 
 skilled manual trades. He will receive in the woodworking room a 
 training in the use of tools, mainly woodworking tools. The object of 
 this work is not to teach him carpentrj^ but to make him familiar with 
 the tools of trade, to give him manipulative skill in the handling of 
 tools, to enable him to appreciate the value of exact measurement and 
 absolute precision in the work he does, and to develop the desire for 
 constructive work of good quality. In this school he will also learn to 
 draw. This instruction includes the taking' of exact measurements, the 
 
 •"Apprenticeship and National JMuoation," by Pet3r Boird, C.M.G., MA." Ap- 
 prenticeship Pamphlets, No. 3, p. 5. 
 
48 
 
 reducing of them to scale, and the making of plajos and elevations to 
 scale as a guide to the work of the bench. It enables the boy to think 
 in three dimensions. Another subject of the course deals with the 
 various industries of the State in such a -way that the pupil becomes 
 familiar with the main characteristics of the principal manufacturing 
 and industrial interests of the State, and he gets that kind of in- 
 telligent outlook which later op. enables him to look beyond the limits 
 of his own special calling, and see the relation in which his work 
 stands to the work of the whole State. This also helps him in direct- 
 ing his interests ap.d iliolinations to some particular work of value. 
 These are the subjects in the Junior Technical School that specially 
 concern his ultimate vocation, but along with these is continued a etudy 
 of English, so that he may not only be a skilled workman, but that he 
 might be provided with material in which to interest himself, and thus 
 afterwards malte his hours of leisure more profitable. 
 
 " Passing from the Junior Technical School usually at the age of 
 15, he then obtains employment, and it is at that point, unfortunately^ 
 that the community, constituting the State, regards itself as having no 
 more responsibility for him. He is thrown on his own resources. If 
 he enters an employment requiring skill, and has the desire to further 
 improve himself, the Evening Trade School is open to him. Here a 
 course of three years' everting instruction can be undertaken. The in- 
 struction he receives in the Trade School is ' not intended^ to be a 
 substitute for the practical training- obtainable in the workshop of 
 his employer. It is intended rather to supplement that experience by 
 giving him the portion of his training that his employer cannot give. 
 At the conclusion of his three years at the Trade .School he may still 
 continue his training by taking up the higher trades courses in the 
 Technical College, this again being supplementary to his daily work at 
 his trade. A step further is even possible. If at the age of 21 he has 
 gone through this higher trade course at, say, engineering, it is possible 
 for him, granting that his general education has been adequate, to 
 qualify for admission to the Engineering iSchool of the University, and 
 have the work he has done in his Technical College training counted 
 towards the professional training of the Engineering School of the 
 University."* 
 
 Mr. Board's assumption with respect to the absence of economic pressure 
 on the Australian boy of 14 may be questioned. The Australian living wage 
 provides for the normal needs of a man, wife, and children of dependent 
 age, which is fixed at under 14 years. Now, the standard so prescribed has 
 not been strictly maintained in this State during the period of great fluctua- 
 tions in money values that has obtained since 1914, and the margin of 
 skilled wages over that standard has, in the same period, . shown a sharp 
 contraction from which there is, as yet, no recovery. It would be, indeed, 
 strange if, in the circumstances, economic pressure did not reach and bear 
 upon the 'boy of 14. Mr. Board would distinguish between Australia and 
 the older countries t>f the world in estimating the position of the Australian 
 
 • "Apprfnticeehip in Industries," ty Peter Board, C.M.G., M.A. Apprenticeship 
 Pamphlets, No. 3, pp. S-7. 
 
49 
 
 boy. The efiects of such a distinction cannot be very substantial. Whether 
 Australia be regarded as a country of primary or secondary industries, the 
 prices of commodities are determined in it and for it by influences of world- 
 wide range. With wheat and butter prices adjusted to world parities, and 
 with the products of local secondary industries practically unprotected, not- 
 withstanding distance and tariffs, the conditions of tha Australian boy of 
 14 tend to conform to those of his fellows in the mother country. The Com- 
 monwealth census of 1911 showed that there were 10,753 male breadwinners 
 of all classes between the ages of 10 and 14 years and 3,T93 female bread- 
 winners of all classes between the same ages. The published results of the 
 Commonwealth census unfortunately do not give the numbers of bread- 
 winners between the ages of 14 and, 16 years, but if local economic conditions 
 are as exigent as they would seem likely to be, from the figures available 
 and eixtraoted by Mr. Sawkins for publication with this report as Appendix 
 D, the boy and girl of between 14 and 16 years of age do not a little to 
 sustain the industries of this country. Evidence of the reasonableness of 
 this criticism is to be found in the experience of the local Department of 
 Education itself. " The Education Department," says Mr. Nangle, " has at 
 present in successful operation all the types of schools to satisfy the require- 
 ments of the period from 14 to 16 years of age, but, unfortunately, the 
 number of boys and girls taking advantage especially of the Junior Com- 
 mercial, Junior Agricultural, Junior Technical, and ordinary Continuation 
 Schools is far below what it ought to be."* Economic pressure undoubtedly 
 does its share in contributing to this state of affairs, and the theory of 
 education for apprentices must be related more closely to the realities of 
 economic life. 
 
 In Scotland, whqre very close attention has been paid to the question of 
 apprenticeship in the engineering, trades, it is considered that, notwith- 
 standing the great advantage that accrues from a boy beginning his appren- 
 ticeship only after he has been carried on at school to the higher age of 15 
 years, and has taken the intermediate certificate of the Scottish Education 
 Department, boys should enter the employment of the firm with which they 
 are going to train immediately on leaving school; and that the period of 
 unsettlement between school and apprenticeship should be abolished. What- 
 ever education a boy may have, and even if his joumeymanship will be 
 acquired before he reaches his majority, he should, it is thought, enter the 
 employment of the firm as an apprentice immediately on leaving school.f 
 
 This is, indeed, the crux of the matter. Whatever ediication a boy may 
 have, there is a suibstantial advantage to be derived from continuity of 
 training and education, and there is a great mischief to be feared from any 
 " interval of oblivion " in the young person's life. A boy in Scotland might, 
 before the commencement of the Education (Scotland) Act, 1918, leave 
 school at 14, but could not be apprenticed to the engineering trades until he 
 had reached his 16th year. By that Act the school-leaving age has been, 
 or vnll he, raised to 15 years or 15 years and 4 months. The difiiculty 
 
 •" Apprenticeship and Technical Education," by James Nangle, O.B.E., F.R.A.S., 
 Apprenticeship Pamphlets, No. 4, p. 6. 
 
 t First Report of the Committee appointed by the Council of the Institution of 
 Engineers and Shipbuilders in Scotland, on Engineering Training, March, 1920, pp. 5 
 and 6. 
 
50 
 
 referred to \viU still exist, but in a less intense form. The difficulty, as it 
 presents itself in New South Wales, is wholly unmitigated. The boy may 
 leave school on obtaining his qualifying certificate, and inasmuch as the 
 junior technical and other secondary schools are unable, in present circum- 
 stances, to offer him sufficient inducements to continue his school v^ork, he 
 must, unless he be caught up in an early apprenticeship, be allowed to drift 
 into a disastrous interval of oblivion to the great prejudice of the whole of 
 his career. For those whose lives are shaped for them by sound moral 
 influences, and whoso economic circumstances are not harsh, the theoretical 
 path is open and highly profitable, but they represent a favoured few. 
 
 With the boy as such, and before he has acquired the status of an appren- 
 tice the Board has no power to deal. Over the apprentice and his master the 
 Board can exercise powers that are regarded by the Executive as appropriate 
 to the purposes of Parliament. It must keep carefully in view the nature 
 and limits of Parliament's purposes. Not having heen given power to 
 enforce general continuation schooling, the Board must provide for the 
 education of apprentices while they are serving as such under contracts with 
 particular masters in the various skilled industries of the State. With the 
 views of the iStatc Under-Secretary and Director of Education as to the 
 comparative disadvantage of instruction given in working hours, and the 
 hardship and doubtful efficacy of supplemental instruction given wholly 
 in the evenings the Board has no quarrel. The plan for the establishment 
 of full-time trade schools or student apprentice schools thoroughly com- 
 mends itself if certain modifications in the proposed time of attendance at 
 those schools be allowed. But can provision for the establishment of such 
 schools and for the compulsory attendance of apprentices at them be included 
 in a reasonable exercise of the powers conferred upon the Board? 
 
 What is known as the " sandwich " system of apprenticeship, in which 
 school and workshop training alternate, is used with very beneficial effects in 
 the intensive training of apprentices as conducted in the Admiralty Dock- 
 yards.* It has also been used in the engineering and shipbuilding industries 
 in Scotland, and its advantages have been strongly commended by the 
 Committee on Engineering Training of the Institution of Engineers and 
 Shipbuilders in Scotland. " This system of combined theoretical and prac- 
 tical training avoids," says the Committee, ''the difficulties met with when 
 either the complete college course or the complete workshop course is taken 
 first. It enables the apprentice to obtain the maximiim of instruction for 
 each- part^-theoret'ical and practical — of his training, owing to the help 
 given him by his growing knowledge of the other, and, while im.proving the' 
 efficiency of the training as a whole, it compresses it within such a total 
 period of time as enables a young man to* qualify himself for responsible 
 work' at a reasonable age."t The Committee, however, thinks that it is' 
 desirable that a boy, on leaving school, should' enter into a contract of 
 apprenticeship with a firm before commencing attendance at day classes. 
 By doing so a proper scheme of training could be agreed upon with the firm, 
 
 * See "The Admiralty Method of Training Dockyard Apprentices," Board of 
 Krlucation, Kducationsi Pamphleta, No. 32, p. 5. 
 
 ■f Second ReCor't of the Committee appointed by the Council of the Institution of 
 Engineers and Shipbuilders in Scotland, on Engineering Training, 1921, p. 4. 
 
and disappoiutment avoided tliiough failure to arrange that the time spent 
 in study should be coiinted as part of the apprenticeship. V7hcre pi>;sible, 
 not less than one year or more than two should be spent in the workshop 
 before proceeding to college.* The Board cannot, however, control boy?. 
 for the purpose of preparing them for apprenticeship, nor can it compel an 
 employer to accept as an apprentice a boy prepared for apprenticeship. The 
 same difficulties do not present themselves in relation to a proposal that the 
 apprentice should be permitted to attend school for theoretical or supple- 
 mentary workshop training under such conditions as will wholly deprive his 
 master of the apprentice's services for long periods of time; but a question 
 might be raised as to the reasonableness of making such a stipulation in the 
 present development of industrial and educational matters within the State. 
 A device for the better training of apprentices which exhibits some bold- 
 ness and originality in its conception has been adopted at the Dublin Day 
 Apprentice School, which was opened at the end of 1919. The purposes of 
 this school were frustrated in the main by the political disturbances of the 
 following years, but some attention may well be given to what has been 
 claimed to be, and what is, a really unique scheme. This scheme was 
 intended to combine the advantages of apprenticeship and of the evening 
 school, and to avoid their disadvantages. Pupils entering the school became, 
 ipso facto, apprenticed, their two years' course counting as two years of 
 apprenticeship, and their studies being carried on during the best hours of 
 the day with body and mind capable of hard work. The pupil was, how- 
 ever, apprenticed to an association of employers or a trade-union, and not to 
 an individual. Wben he left the school he was to be assigned as the 
 apprentice of an individual or of a firm for the remainder of his term. By 
 beginning as the apprentice of an association he avoided all delay due to 
 difficulty in choosing a trade or in finding an employer. At the end of his 
 course he was examined, and allocated, according to his merit as indicated 
 by the examination, to an employer who had vacancies for apprentices. 
 About 100 scholarships were by the scheme to be offered yearly, and were 
 to entitle the holders to free training for two years, the necessary books and 
 instruments, and to pocket-money at the rate of £15 12s. for the first year, 
 and £20 16s. for the second. In the first year two-thirds of the curriculum 
 were to be given up to the subjects of a general education, and one-third 
 to practical and theoretical training in the trade chosen by the pupil. In 
 the second year this arrangement was to be reversed.f One feature of the 
 Dublin scheme seems to have commended itself to the British Trade Union 
 Congress, for at its Fifty-third Annual Convention at Cardiff in 1921 it 
 resolved that apprentices in all trades should be bound to the unions and 
 not to employers. "• < 
 
 Apprenticeships to schools or to trade unions would, indeed, be new 
 forms of apprenticeship, but not necessarily, beyond recognition by the 
 Board of Trade. As variants from the ordinary form of apprenticeship, 
 they are, perhaps, to be regarded as having their greatest importance in 
 the clear indication that they give with respect to the significance of the 
 relationstip. Apprenticeship is the means by which, the country is to be 
 
 * Second Report of the Committee appointed by the Council of the Institution of 
 Engineers and Shipbuilders in Scotland, on Engineering Training, 1921, p. 4. 
 t The Times Educational Supplement, 19th February, 1920, p. 98. 
 
52 
 
 provided with the skilled workmen who are to maintain the industries upon 
 which civilisation itself depends. Training for industry is a national 
 question. Training for industry is, by the theory of the Act under which 
 the Board operates, a subject which should be under State control and 
 supervision. The logical conclusion, then, is that if, because of the- specialisa- 
 tion of indnstries, or for other teasons, the individual master is no longer 
 to be regarded as able to provide the apprentice with the training that he 
 needs, the State itself should assume the obligation of taking and training 
 apprentices. It is not a very long step from the expedient adopted in 
 Dublin to the apprenticing of young people to the State itself. 
 
 It may be that Parliament has not yet recognised the requirements of a 
 true and sound system of apprenticeship, and that some further amend- 
 ment of the law is necessary. Certainly, if effect is to be given to the very 
 moderate proposals of the State Under Secretary and Director of Educa- 
 tion, the Board must have additional powers in relation to pre-apprentice- 
 ship control. It may be necessary that the Board .should have powers given 
 to it to enable it to recognise apprenticeship to schools and to trade unions. 
 But there is an even more important issue: if the State is to have power 
 to control adequately the proportions in which apprentices are to be taken, 
 to safeguard the interests of apprentices when actually engaged in work- 
 shop service, and to maintain some sort of reasonable equilibrium between 
 the shop that is willing and the shop that is unwilling to take apprentices, 
 it must be able to apply to the unwilling employer a sanction for which 
 there is at present no warrant in the law. Inasmuch as industry depends 
 upon the services of skilled workmen of various classes, it should be the 
 duty of ail enterprises to contribute to the effort that must be put forward 
 to recruit those classes. An enterprise that fails to recognise its responsi- 
 bilities is enjoying an unfair advantage, and can continue in existence only 
 at the expense of otlier enterprises which liave a greater appreciation of 
 their duty to the 'State. If, then, a proportion of apprentices to journeymen 
 having been fixed by the Board as appropriate to the conditions of any 
 industry, an employer, when employing the number of journeymen that 
 would entitle him to take an apprentice, fails to do so lie should be subject 
 to a tax. From such a tax a fund might 'be derived that could be used to 
 compensate other employers for the time during which, in the interests of 
 general education and industry, they would be deprived of the services of 
 their apprentices; e.g., to pay the wages of apprentices engaged in general or 
 technical educational work on the "sandwich," or- other system, in relief of 
 the employers to whom the apprentices are actually bound. It is essential, 
 in the public and trad§ interests, that the apprentice should have general 
 education. It is essential that he should be relieved from practical woric 
 or service before or during apprenticeship in order to acquire that general 
 education ; and so loiig as some means be devised by which industry, as a 
 whole, will pay for that general education, the actual master of the appren- 
 tice will not be relatively prejudiced if the State, by regulation and super- 
 vision, ensures that education to the apprentioe. The same propositions 
 may, of course, be made with even more emphasis in relation to the strictly 
 utilitarian forms of technical education. Education, general and technical, 
 is equally necessaiy , in the public, trade, and private interests, and if 
 
53 
 
 industry, as a whole, and the State bear the burden of its cost, then the 
 ciTcumstances under which it is provided will not militate against the 
 master to whom the appren/ti-ee is bound, no matter how much of the 
 apprentice's time may be absorbed in getting that education. 
 
 If an apprentice were bound to the State his complete education would 
 no longer be a 'matter of uncertainty, but insofar as workshop training is 
 concerned, it would be necessary for the State, as his master, to allocate 
 him, by transfer or assignment, to an employer in the industry. "Workshop 
 Wining would then, under State supervision, be systematised, and, under 
 State oo-operfition, be supplemented. That employers would be prepared to 
 accept assignments of apprentices there can be but little doubt, for the 
 alternative open to the employer would be to bear a tax in proportion to the 
 number of journeymen employed by him in the industry in respect of whom 
 he might have, but has not, taken apprentices. 
 
 Until there is some sudh alteration of the law as is now suggested, it will 
 remain for the Board to emphasise the necessity for general education, and 
 to use its existing powers so as to bring about suoh a correlation of educa- 
 tion and industry as will provide apprentices with opportunities for general 
 and technical edncation, and for systematic workshop training in the course 
 of the period during which they are actually serving an apprenticeship. 
 
 That there are real difficulties in the way of the co-operation and correla- 
 tion of industrial and educational influences in the interests of apprentices- 
 was made apparent in the course of the Board's public inquiry. The Boai'd, 
 immediately after opening its inquiry, was informed that the report of tlie 
 Committee of its members which was made the basis of that inquiry, had, 
 owing to a misconception, inspired emploj'ers with a certain alarm. _ A 
 representative employer in making a statement to the Board, said, " At the 
 age between 14 and 18 years lads are passing, as it were, from the educational 
 into the industrial stage. It is, I think, suggested right through the report 
 that the control of youth should be in the hands of the educationalists, 
 ignoring the great interests of the industrialists. You see, a boy at that age 
 is passing from the educational stage into the industrial stage, and the 
 industrialists have a great deal at stake as well as the educationalists; in 
 fact, I think they have more at stake than the latter. ... I think the 
 inclination in the report is to give the educational authorities too much 
 supervision of the youth up to the ago of, say, 18 years. . . . On the 
 broader question of the amount of control which the educational authorities 
 should have, referring to our own State, it should be limited to the extent 
 of what they are capable of doing for a ^-outh; that is, from an educa- 
 tional point of view, in the educational studies. . . , I do not, of 
 course, wish to minimise the value of the educationalists, because I know 
 the advanced industrialists, will always seek advice, and will help the 
 ■educationalists, but they do not want the educationalists to rule.'"* Another 
 Tepresentative employer added the remark, " One very important point, to 
 my mind, anyway, is that any body of educationalists should not come in 
 and control the apprentices in the works."t Public criticism of the appren- 
 
 * Evidence of Mr. W. Wilhamaon, Transcript vol. 1, 1920, pp. 26, 27, 28 41. 
 t Evidence of Mr. J. P. Franki, Transcript vol. 1, 1920, p. 41. See also evidence of 
 E. S. Triggs, vol. 5, 1928, p. 230. 
 
61 
 
 ticesliip sehcmo of the Joint Industrial Council of the Building Industry 
 of Great Britain shows that the attitude adopted by the witnesses referred 
 to is not singular to this State. "'The problem," it says, " which concerns 
 every organisation, whether it be a joint industrial council or a juvenile 
 employment committee, when it formulates an apprenticeship scheme, is 
 how to get employers to use it. It is well known that some education 
 authorities have drawn up schemes of apprenticeship with the best inten- 
 tions possible, but in most cases have failed to make them popular, even in 
 their own localities. There are many reasons for such failure, the principal 
 being, perhaps, that neither employers nor operatives believe that, even 
 were it the function of an education authority to draw up a scheme of 
 apprenticeship, it has the experience, knowledge, or outlook to enable it to 
 do so. In any case, in view of the reception which has been given the 
 scheme of the Joint Industrial Council of the Building Industry, it can 
 confidently be stated that the initiative in this matter has passed, probably 
 for ever, from the education authority to industry, though in the new re- 
 lationship which the scheme establishes between the education authority and 
 the industry there will be much closer co-operation than hitherto, with a 
 corresponding improvement and extension of facilities for technical educa- 
 tion for apprentices in the building trades."* 
 
 * The Timen EnginecriDg Supplement, August, 1921, p. 234. 
 
55 
 
 CHAPTER V. 
 
 AN EXPOSITION OF THE DETERMINATIONS AND 
 DIRECTIONS OF THE BOARD. 
 
 By section. 80 of the Industrial Arbitration Act, 1912-20, the Board is to 
 make certain determinations and directions with respect to apprenticeship 
 in industries, as well as to establish and maintain an apprenticeship regis- 
 ter, -to protect the contracts and interests of apprentices, to insure the 
 attendance of apprentices and learners at Technical or Trade Schools, and 
 to control in all respects apprenticeship in any industry. It is, further, to 
 exercise these functions notwithstanding the provisions of the Apprentices 
 Act, 1901, the Apprentices (Amendment) Act, 1915, the Industrial Arbitra- 
 tion Act, 1912-20, and the ■Common Law relating to apprenticeships. But the 
 Board's activities in these relations are of a pre-legislative character only, 
 for, by the following section, when the Board has exercised its powers and 
 functions, the Governor may make regulations incorporating the deter- 
 minations and directions of the Board, and any matters necessary or con- 
 venient to be prescribed for carrying such determinations and directions 
 into effect. It is not until the regulations made by the Governor are pub- 
 lished that the provisions of awards relating to the matters dealt with by 
 the Board cease to have effect. The determinations and directions of the 
 Board, until incorporated in regulations, have no sanctions of any kind 
 associated with them, but these may be added by the exercise of the 
 Governor's powers under sections 81 and 88 of the Act. Accordingly, the 
 Board has set out its determinations and directions in the form of .a draft 
 of regulations to be made and enacted under the provisions of Part IX of 
 the Act. 
 
 A^ it was obvious that general rules which could not be modified in their 
 incidence might have unexpectedly harsh effects in individual cases, a 
 fundamental condition of the scheme of regulations is that it shall apply to 
 specified industries subject only to a discretion in the Board, conditionally 
 or otherwise, to exempt from the terms of the regulations any industry or 
 master or apprentice.* 
 
 The regulations are limited in their operation to male apprentices-! 
 
 It was considered expedient that the occupations and industries in which 
 apprenticeship is to be a condition of the employment of minors should, in 
 the first place, be restricted to those in which, under the regulative powers 
 of industrial tribunals, apprenticeship had been already provided for.if 
 
 The Board's intention is to review industries, other than those mentioned 
 in the regulations, as soon as it may, with a view to determining whether 
 they are such as call for recognition in the reorganised scheme of appren- 
 ticeship. Without now binding itself upon a: subject collateral only to its 
 main purposes, the Board may indicate certain principles by which it is 
 
 * See Regulation 1, p. iii. + See Eeg. 2,.p. iii. * Sec Eeg. 3,, p. iv. 
 
56 
 
 likely to be guided when dealing witli non-scheduled industries. If it 
 appears, upon inquiry, that individual, trade, or public interests make it 
 'expedient that the educative conditions of any industry should be systema- 
 tised and integrated with some form of general education, the Board will 
 take steps to elaborate with representatives of the industry and with the 
 educational authority the system appropriate in the circumstances, and will 
 add the industry to its schedule of occupations- or industries in which appren- 
 ticeship must be a condition of the employment of minors. 
 
 In its regulation imposing apprenticeship as a condition of the' employ- 
 ment of minors, the Board has added a definition of what is employment 
 in a scheduled industry in the case of minors.'* 
 
 Apprenticeship is regarded by the Board as a training for citizenship as 
 well as for ind'ustry. ,In relation to either purpose the training must be 
 systematic, and adequate facilities for giving such a training must be 
 available. The wellbeing and progress of the apprentice must be comstantly 
 kept in view. A course of general education designed to improve the mind 
 of the apprentice, and to teach him how knowledge may be acquired is one 
 ingredient of the system; technical training in the prineij^es of the crafts 
 and their scientific bases is a second; training for manipulative skill in a 
 complete series of shop processes is a third; and instruction in the care of 
 moral and physical health is a fourth. Method in training is of paramount 
 importance. The indefiniteness of the ordinary contract of apprenticeship in 
 respect of the processes to be taught militates against systematic and 
 methodical training. With repatriation experience available as a guide 
 there can be little question as to methods of teaching modem processes, but 
 for the time being some elasticity in contractual arrangements will be per- 
 missible. As the result of inquiries yet to be mide the processes to be 
 taught as part of the workshop section of an apprentice's training in any 
 industry will be grouped and standardised. Meanwhile, the training of 
 apprentices as a mat"ter of national concern must be real and efiective. 
 Workshops are often enough not designed to provide the training that is 
 necessary, and close supervision of the interests of apprentices is called for. 
 The Board has accordingly provided that the apprentice shall be taught by 
 competent instruction in a gradual and complete manner the craft or occu- 
 pation or calling to which he is bound, and shall be -jiven a reasonable oppor>- 
 tunity to receive, during the period of his apprenticeship, such technical, 
 trade, and general education and training as may be prescribed or directed 
 by the regulations or any order of the Board.f 
 
 Eegistration of the'-contracts of apprentices is provided for in the regu- 
 lations. It is by the terms of section 80 (/) of the Act, the duty and 
 function of the Board to establish and maintain an apprenticeship register 
 and record therein all indentures and other contracts of apprenticeship. "In 
 the case of contracts entered into after the publication of the regulations, 
 registjration must be effected within one week of their execution. All other 
 contracts must be reported to the Board and written e'vidence of them 
 lodged for registration. Verbal contracts of this class are to be reduced into 
 writing for lodgment with the Board.:]; 
 
 * See Keg. 3, p. iv. f Ses lleg. i, p. iv. X See Regs. 5 and 6, p. iv. 
 
Any employer, any adult person, any partnership or association of indi- 
 viduals, or any corporation or association of corporations, or asS'Ociation of 
 individuals and corporations may fee the master of apprentices. The erucial 
 question iii relation to the contract is -whether the obligation to provide the 
 requirements of apprenticeship is assumed by the master. There is nothing 
 in the regulations to prevent the adoption by the Board, at the suggestion 
 of the Department of Education or others, of the expedient tried in the 
 Dublin day school for apprentices. The suggestion of the State Under 
 Secretary ^nd Director of Education with respect to the establishment of 
 full-time trade schools or student apprentice schools* has impressed the 
 Board, and, if the Department of Education will enter into contracts of 
 apprenticeship with boys, efiect can now be given to that suggestion. There 
 is also nothing in the regulations to prevent a union taking apprentices ; and, 
 indeed, in the building trades industries there must be but little likelihood 
 of an efFeetive recruitment of tradesmen unless some such expedient is 
 adopted.f 
 
 The matters that are to be set out in the contract of apprenticeship are 
 specified by the regulations. $ 
 
 The probation of intending apprentices is provided for, and second or 
 later probationary periods are limited to four weeks. § 
 
 The proportion to journeymen in which apprentices may be taken is pre- 
 scribed, and provision is made in the regulations for consideration by the 
 Board of the effects of any accidental or other disturbance of the ratio fixed 
 which may be found to exist at the time of publication of the regulations, 
 or which may occur in the future. || 
 
 Proportions have, as fixed in the past by industrial tribunals and by 
 collective agreements, oscillated round about a provision of one apprentice 
 to three journeymen, and there appears to have been substantial reason for 
 such a limitation. The proportions arrived at may not have been scientific, 
 but they were apparently far from being merely arbitrary. The Board's 
 Statistical Officer, Mr. D. T. Sawkins, has prepared a ahprt memorandum in 
 which some statistical aspects of the question are discussed. This memoran- 
 dum, which is printed as Appendix " E " to this report, shows, inter alia, 
 that the expectation of working life of the average Australian male who 
 attains the age of 21 stands at approximately 344 years, and that the 
 averaige tradesman is similarly placed. In an active industrial life of nearly 
 35 years it would, of course, be possible for the average tradesman to train 
 more than six youths in his trade. If, then, every tradesman were continually 
 engaged in the work pf training apprentices, the skilled industries would be 
 greatly overmanned, for, apart from the requirements of expanding indus- 
 tries, each journeyman would replace himself at least six times in the course 
 of his industrial career. It follows, then, that some limitation of the right to 
 train apprentices may reasonably be imposed after due allowance has been 
 made for the probability that in the best of circumstances nothing like a pro- 
 portion of one apprentice to one journeyman could be maintained. If the 
 
 ♦"Apprenticeship and National Education," by Peter Board, C.M.G., M.A. 
 Apprentieeabip Pamphlets, No. 3, p. 12. " ' 
 
 -f See Reg. 7, p. iv. 
 t See Reg. 8, p. iv. 
 § See Reg. 9, p. v. 
 II See Regs. 10, 11, 12, p. v. 
 
53 
 
 proportion of one apprentice to three journeymen is applied to tlie statistical 
 case, it follows that every three journeymen can produce six apprentices 
 in the course of thirty-five years. Here, again, the probahility of the 
 theoretical result being obtained under practical conditions is to be taken 
 into consideration, and a training- efficiency of something like 50 per 
 cent, has evidently been regarded in the past as likely. As. Mr. Sawkins 
 shows, there are important inferences to be drawn from the proportions that 
 exist between the number of youths of from 14 to 21 years of age and the 
 number of adult males employed in the industries of the State. Signifi- 
 cantly enough, the proportion stands approximately at one youth to each 
 three adult male employees. If, then, it be assumed that all industries can 
 be brought within the rules of apprenticeship, it will follow that a natural 
 proportion of one apprentice to three journeymen will establish itself. 
 
 After extended deliberation the Board has fixed the term of apprentice- 
 ship at five years in the case of boys beginning at or before the age of 17. 
 In the case of all minors, however, it reserves the right to fix the term 
 specially, and in the case of adults it will fix all conditions specially.* It is 
 highly desirable that the general education of young men who are to enter 
 the trades should not be discouraged, and it is shown by the experience of the 
 Commonwealth in repatriation work that apprenticeship can, with profit, 
 be entered upon at higher ages than those most favoured, viz., the ages of 
 15 and 16 years. The opinions of industrial judges of long experience 
 support the view that much is lost to the world of industry when education 
 is sacrificed to trade training.f It was open to the Board to provide, by 
 general rule, for apprenticeships of shorter duration than five years, but, 
 on the balance of considerations, it determined that what was really needed 
 was a means of giving encouragement and full play to educational develop- 
 ment in its scheme. The skilled trades will no longer be closed to youths who 
 have failed to enter them before a certain early age. Indeed, it will be the 
 policy of the Board to encourage, under this rule, the educational develop- 
 ment of boys whose purpose it is to become apprentices. 
 
 The terms of adult apprenticeship will not be exclusively within the 
 control of the Board. For the adult qua apprentice the Board "will, of 
 course, prescribe conditions, but it will remain for the Court of Arbitration 
 to determine whether the apprentice qua adult shall be generally or specially 
 exempted from the terins of awards relating to the industry in which he is 
 engaged. With these several safeguards it is unlikely that the innovation 
 of adult apprenticeships will be the cause of any mischief.^: 
 
 The provisions of the regulations with regard to general and technical 
 education represent a compromise upon the principles to which the Board 
 now declares its adherence. It is the purpose of tlie Board to avoid any 
 disturbance of industry such as would be likely to follow the promulgation 
 of a rule new to industry and giving full effect to its views. The gradual 
 adjustment of industry to the new conception cf apprenticeship is aimed 
 at, for it is the Board's conviction that the results of even a modified form 
 of what is strictly desirable in the way of the compulsory and systematic 
 
 * See "Rwa. 13 and 14, p. v. 
 
 + See " Apprenticeship in Industries," by a Committee of the Board of Trade, 1920, 
 p. 28. 
 J See Beg. 14, p. v. 
 
59 
 
 education of apprentices will speedily be so substantial as to dispel all 
 doubt with regard to the wisdom, of accepting a full measure of day-time 
 schooling. Accordingly apprentices must, in districts specified by the 
 Board, attend or receive instruction from a State Continuation or Trade 
 School or Technical College or Instructional Factory, or any institution 
 for continued or trade or technical education or supplementary workshop 
 training provided by private enterprise or by any master or group or 
 association of masters and approved by the Board, for not less than five 
 hours per week for a period of not less than three years. A'l apprentice 
 who has not yet reached his sixteenth birthday must make his attendance 
 or receive instruction in the master's time. Every other apprentice must, 
 for the purpose. of such attendance, or of receiving such instruction, be 
 allowed three hours in the week of the master's time. • Further, apprentices 
 who, in their own time, satisfactorily complete a full course at, and obtain 
 a certificate of proficiency from, any such school or Technical College or 
 institution are to bo entitled to count the time actually occupied in taking 
 such course as part of the period of apprenticeship, and are to be relieved, 
 pro tanto, from the obligations to attend school and receive instruction 
 partly in the employer's and partly in their own time.* 
 
 Apprentices are, by the regulations, to be entitled to such holidays as are 
 provided for in the awards covering the industry, craft, occupation, or 
 calling in which they are engaged; or, in lieu of such holidays, to payment 
 for an equivalent time at rates proportionate to the overtime rates pre- 
 scribed by such awards in the case' of adults. Apprentices' overtime is to he 
 paid, for at additional wage rates proportional to the overtime rates pre- 
 scribed for journeymen by the awards, but overtime is not to be worked by 
 apprentices under the age of 16 years. The normal working hours for 
 apprentices are to be those worked by journeymen under the awards.f 
 
 The question of the wage rates -which should be paid to apprentices has 
 given the Board much concern. There are certain underlying considera- 
 tions which cannot be overlooked when wage rates are being fixed for 
 apprentices. It is essential, in the first place, that the wages of apprentices 
 should be fair wages when judged from the standpoint of the normal 
 requirements of the boy as a gradually self-supporting unit in his com- 
 munity. It is not reasonable to refuse a full sustenance wage to apprentices, 
 at least after they have attained the age of 16. The boy must be fed and 
 clothed, and havS his fares and some spending money. His parents desire 
 t<5 maintain control over him as long as possible, and may safely be helped 
 to do so up to the age of 16. The standard set for the adult basic wage 
 oarner is such that when related to the case of the boy it must give him a 
 substantial margin above what will provide for his absolute needs. It is 
 not difficult to over-emphasise the claim that the apprentice boy is partly 
 paid in the form of the trade education which is imparted to him by his 
 master. The two characteristic elements of a contract of apprenticeship 
 are the obligation to teach and the obligation to learn; instruction and 
 learning are the primary objects of the contract. There must be two willing 
 parties to that contract, and the effort of the instructor is compensated by 
 the effort of the learner or apprentice. The position of the apprentice is 
 
 * See Kegs. 15 and 16, pj. v and vi. f See Eegc 17, 18, 19, 20, p. vi. 
 
60 
 
 etrictly analogBUs to tluut of tlie craftsman. The craftsman is paid a 
 marginal wage for his exhibition of skill; and the apprentice may be held 
 to be given a marginal consideration in the form of instruction in return 
 for his exhibition of the industry and efiort necessary to acquire trade skill. 
 "The apprentice certainly, under the existing conditions which require him 
 to -work a full day at the trade and then to attend night school to acquire 
 education in, for example, practical geometry, trade calculations, trade 
 drawing, and mechanics, can be in no other position. Under the altered 
 conditions to be established by the Board's regulations the apprentice's case 
 will not be so' strong, for he will be taking his schooling before reaching his 
 sixteenth birthday in the employer's time, and after reaching that age partly 
 in the employer's time and partly in his own. The- difference' in conditions 
 is, however, wholly immaterial in the case of boys of over 16 years 'of age. 
 The effort given in overtime more than counterbalances the concession to 
 be made by the employer. 
 
 The education and training that the apprentice must now have is made a 
 condition of his industrial life, not. only in his own and the employer's, bu-t 
 also in the public interest. When, then, education for industry is provided 
 by the State and under conditions of compulsory schooling, and when that 
 education has as one of its purposes the security of the State by elevating 
 the mind of the craftsman, encouraging him to spend his leisure time 
 profitably, and enabling him to understand the economic, political, and 
 social problems of the State, there can \ie no doubt that the cost of that 
 education must, to some extent, fall to the charge of the State. The State 
 recognises this responsibility by providing schools and processes of educa- 
 tion at wholly unremunerativc rates, but it may soon have to go much 
 further. All employers cannot be compelled to take apprentices, for work- 
 shop conditions may not, in many cases, be euch as are suitable for the 
 training of apprentices. The employers who take apprentices under suitable 
 conditions may, therefore, be placed at a disadvantage if the apprentice is, 
 in the future, to give much of his time to edTication and yet to receive a 
 wage commensurate with his needs. The proportion of the wages due in 
 respect of the time spent in purely educational work will no doubt eventually 
 be paid by the State and recovered in the form of a tax imposed upon every 
 employer of journeymen not training his full proportion of young men for 
 any industry. 
 
 Be that as it may, the wages payable to apprentices must enable the 
 skilled industries to compete with the uneducative occupations for the 
 services of the young, and it is extremely doubtful if they have been able 
 to do so effectively in the past. It is a very mischievous condition of things 
 which makes it probable that boys will be attracted to unedvicative rather 
 than skilled employments because of the superior wage rates prevailing 
 in the uneducative employments. The natural bent of the boy should not be 
 obstructed by the wage attractions of such employments. The Education 
 Committee of the Industrial Council 'of the Building Industry (England) 
 suggests in its report that wage rates should be such as to attract the right 
 kind of youth, and make it possible for the boy of poor parents to take up a 
 skilled occupation, and should be subject to substantial annual increments 
 
61 
 
 so that in the later years of apprenticeship wages should approximate more 
 closely tO' those of the joumeynien.* 
 
 Mr. Sawkina' memorandum upon wages for apprentices (Appendix " A ") 
 gives wage rates in relation to the accepted .etandard of living and the 
 established marginal allowances for skill. With the adult basic wage at 
 £A 5s. the boy's cost of living at 14 is derived at 23s., and at 20 at 51s. 
 Bates intermediate to these sum.^ are set out in respect o£ each intervening 
 year of the boy's age. The basic needs of the apprentice are, therefore, 
 shown to vary from 2Y per cent, of the man's needs at 14, to 60 per cent, 
 of those needs at 20. To these assessments Mr. Sawkins proposes to add a 
 steadily increasing percentage of tlio journeyman's marginal wage as an 
 allowance to the appientice for his accumulating skill Thus, if the increase 
 be nniform in its gradations, the payments for skill will run by regular 
 half-yearly steps from 5 per cent, to 95 per cent, of the journeyman's 
 margin; otherwise these payments will vary according to the rate of the 
 increase in skill as determined by observation. 
 
 These computations show the effect of the application to the case of the 
 apprentice of certain guiding principles as accepted by various wage-fixing 
 anthorities. It remains for the Board to indicate the further considerations 
 by which it has been guided in fixing the rates as set out in Schedule III 
 to the regulations. 
 
 In the first two years of an apprenticeship, commencing at the early age 
 of 14, there is serious need for the maintenance of parental authority over 
 the boy, and there is, therefore, a strong reason for the modification in the 
 interests of that authority of the theoretical wage rights of the juvenile 
 worker. The idea of a standard of living is pushed too far when it is 
 applied to the boy of 14 or 15 years of age at the expense of those parental 
 and other moral controls which are then perhaps doing their most valuable 
 work. The Board, in the interests of parents and children, will not sacrifice 
 its, discretion to any such theory. Analysing the situation further, the 
 Board, therefore, has set itself to find what is the difference between the 
 allowance for the boy of under 14 in the composite basic wage as fixed for 
 adult males, and the theoretical allowance of Mr. .Sawkins' computations; 
 and it concludes that the difference is of the order of 12s. or 13r. 'No exact 
 computation of a difference can be made, but the method of derivation is 
 indicated in the following table : — 
 
 
 Theoretical 
 Needs. 
 
 Allowance in 
 Adult Wage. 
 
 Difference. 
 
 Food 
 
 Clothes 
 
 Shelter 
 
 Fuel, light, and miscellaneous ... 
 
 g. d. 
 11 10 
 S 6 
 S 2 
 4 6 
 
 s. d. 
 
 7 8 
 
 say 2 9 
 
 9 
 
 3. d. 
 
 4 2 
 
 9 
 
 say 3 2 
 
 fay 4 6 
 
 
 23 
 
 
 12 7 
 
 Starting, then, with the postulate that the parents of a boy 14-15 years of age 
 will be glad to contribute to his maintenance to a substantial extent out of 
 
 * The Industrial Council for the Building Industry (Building Trades Parliament) 
 Report of the Education Committee and scheme for the Apprenticeship of Boys to the 
 various Trades within the Industry. « 
 
62 
 
 the allowance made in the hasic wage for a child of under 14, in order to 
 preserve their authority over him, the Board, after adjusting the figure* 
 quoted to bring them into conformity with the current basic wage rate of 
 £4 2s., adopts 15s. as the appropriate wage for the first year, and l7s. 6d. as 
 the appropriate wage for the second year of apprenticeship of the boy who 
 begins his service with a master when he is between 14 and 16 years of age. 
 On this basis the Board has constructed the first of the two scales of wages 
 appearing in Schedule III to the regulations.* The Board sees no reason to 
 regard the needs of the unmarried male of 20 or 21 years of age as being in 
 excess of 50 per cent, of the needs of the basic wage family; and it has ac- 
 cordingly graduated the wages of apprentices who will reach journeyman- 
 ship on the attainment of their majority bstv/een 15s. and £2 5s. In the 
 case of the boy concluding his apprenticeship after attaining his majority 
 the upward limit has been extended to £2 10a. 
 
 Mr. S. "Woodham, of the Board's staff, who compiled Appendix " F " to 
 the Report on Apprenticeship in Industries prepared by a Committee of the 
 Board and published in May, 1920, has, at the Board's request, prepared a 
 conspectus of the rates of wages payable to apprentices under the awards of 
 the industrial tribunals in force at the 31st December, 1921. This con- 
 spectus is published as Appendix '/ F " to this report. The figures .of the 
 conspectus may be compared with the rates of wages now prescribed by the 
 Board only after tlie necessary adjustment to the new standard of £4 2s. per 
 week has been made. There may be sound reasons for the disparity which is 
 found to exist in apprentices' wages under the awards and under the regu- 
 lations. If those reasons are disclosed to the Board occasion for exemption 
 from the terms of the regulations may be established, and the Board will 
 then proceed to formulate special tables of wages appropriate to the indus- 
 tries to be exempted. 
 
 The need for supervision of apprentices in their relations with their 
 masters is recognised, and provision is made for the furnishing of reports to 
 the Board with respect to the teaching given, the service rendered, and any 
 illness whidh may incapacitate the apprentice. Provision is also made for 
 the reference of disputes between apprentices and their masters to th,e Board 
 for determination.f 
 
 At the expiration of the contract of apprenticeship the master is to 
 deliver up to the Board the original evidence of his contract for endorse- 
 ment thereon by the Board of its certificate as to the completion of the 
 apprenticeship. The original contract and certificate are then to be handed 
 to, and become the property of, the apprentice. Cancelled contracts are to 
 be delivered to the Board for endorsement of the fact and date of the can- 
 cellation.+ 
 
 Transfers of apprentices are to be notified to the Board, and the document 
 evidencing the transfer is to be registered within fourteen days of its 
 execution.§ 
 
 See Eeg. 21, Sohertnle III. p. v and p. x. 
 + See Regs. 22, 23, 24, p. vi. 
 t See Regs. 2.5, 26, p. vii. • 
 5 See Beg. 27, p. vii. 
 
63 
 
 Breacli of the terms of any contract of apprenticeship is made a hreach of 
 the regulations, for which a penalty is recoverable.* 
 
 The Board realises that there is much force in the suggestion made to it 
 by severaL representative employers in the course of its public inquiry that 
 the element of compulsion should not be emphasised in the Board's method 
 of controlling the interests of apprentices. It is a mere fantasy to suppose 
 that boys of from 16 to 18 years of age can be compelled to study against 
 their mil. With intelligent methods of control such boys could be made to 
 see the advantage of self-improvement, and will respond readily to the ofiev 
 of opportunities for acquiring vocational skill. Boys must not, however, bo 
 overtaxed if their emulative zest is to be relied upon, and if the inducements 
 that are practicable are to retain for them any powers of attraction. The 
 Committee of the Board, in its report of May, 1920, on the subject of 
 Apprenticeship in Industries, offered some suggestions as to the form which 
 remunerative sanctions attaching to the apprentice's obligations might take. 
 These suggestions are, however, to be regarded as proposals for further legis- 
 lation. To them may now be added a statement of the evident need that 
 exists for the establishment of an Apprentices' Court to be governed in its 
 .procedure and decisions by equity and good conscience, and h^.ving power 
 to hear and determine all questions arising among parties to contracts of 
 apprenticeship, and arising between those parties and the education authority 
 of the State. Meanwhile, the best must be made of the authority that lies 
 in the Board to exercise discipline over the relations of the boy and his 
 master. 
 
 • See Regs. 28, 29, p. vii 
 
64. 
 
 CHAPTER VI. 
 
 THE NEEDS OF THE UNAPPRENTICED CHILD. 
 
 In the course of its inquiry the Board was impressed with the necessity 
 of devising a scheme for the continued education and control of boys and 
 girls engaged in. industries to which a system of apprenticeship is not 
 appropriate. By far the larger proportion of young people between the 
 ages »f 14 and 18, after leaving school, drift into occupations in which no 
 system of apprenticeship exists, and in which the processes at which the 
 junior labour is engaged do not call for any long period of training. In 
 the manufacture, packing, and distribution of most foodstuffs, such as 
 biscuits, jam, aerated waters, and confectionery, in such industries as 
 straw and felt hat making, tin canister making, letterpress machine feed- 
 ing, the manufacture of tobacco, cigar, and cigarettes, rope-making, and 
 many other occupations carried on under the provisions of the Factoiies 
 Act, large numbers of boys and girls between the ages of 14 and 18 are 
 engaged. These occupations may be defined as the_ " dead-end " trades. The 
 junior worker is mostly engaged in one process — generally a machine 
 process — and acquires the necessary efficiency to do the work in a few 
 months' time. The earning power depends largely on output, and very 
 many of the occupations offer, during the critical period of mental develop- 
 ment, between the ages of 14 and 18, much higher earnings than the skilled 
 occupations in which apprenticeship prevails. It has always been realised 
 that one of the worst features of modern industrial life is this drifting of 
 juniors into occupations which, while they may temporarily offer com- 
 paratively high earnings, leave the girls and boys ill-equipped for any 
 occupation as soon as they reach maturity, and deficient in that general 
 knowledge necessary for properly' ordered civic life. It is universally 
 agreed by all who come into contact with this class of labour that it is one 
 of the main sources of low standards of citizenship. In the case of males, 
 the youth, generally from economic pressure, leaves school at the age of 14. 
 Success in his transient occupation depends on manual dexterity, and calls 
 for little intelligence or general knowledge. At the age of 19 or 20 he gives 
 way to some, other junior, and drifts on to the unskilled labour market, 
 unequipped for any fixed occupation, discontented and ignorant. Girls, 
 who, at an early age, are compelled to find some occupation which will 
 ■enable them to add to the family income, suffer the same disabilities. The 
 testimony of all those engaged in community welfare work — clinic nurses, 
 children's relief inspectors, &c. — is that .a great deal 'of the misery in the 
 households of poor people arises from the inability of women to properly 
 manage their domestic affairs. Girls who have had no education since 
 leaving school at about the age of 14 or 15 are, after some years of employ- 
 ment in a factory or workshop, married. They are without any education 
 or training in domestic economy, hygiene, or the care of children. la 
 regard to both male and female juniors in these occupations continued 
 
65 
 
 education, is as urgent, if not more urgent, than in those industries wMch 
 lend themselves to apprenticeship. The Board considered a proposal that 
 it should provide some measure of regulation of this class of labour by 
 increasing the number of occupations in which apprenticeship should be 
 compulsory. It has power to determine in what occupations and industries 
 apprenticeship shall be a condition of industry, and is vested with the duty 
 of protecting the contracts and interests of apprentices and all workers of 
 minor age who are learners, and of ensuring the attendance of appren- 
 tices and learners at technical or trade schools. But these general words 
 on the ordinary rules of interpretation are not sufficient to expand the 
 meaning of "apprentice" beyond that given to it when the Act was passed. 
 The Board, however, is so impressed with the necessity of devising a general 
 scheme of continued education for all boys and girls leaving school before 
 the age of 18 years that, in exercise of its general powers of report on 
 industrial matters, and by reason of information received from various 
 sources in the course of public inquiries on matters relating to apprentice- 
 ship, it recommends that, irrespective of conditions of apprenticeship, such 
 legislation as may be necessary to achieve the following purpose should be 
 enacted : — 
 
 1. The constitution of Vocational Bureaux for the carrying out of the 
 
 following duties — 
 
 (ffi) advising all boys leaving primary and secondary schools, 
 and their parents, of the occupation for which each boy, 
 on his school history, appears to be best adapted, and of 
 the opportunities offering for apprenticeship in different 
 handicrafts, trades, and callings; 
 
 (6) advising such boys and their parents of the facilities 
 offering for continued education, and. encouraging and 
 urging the use of such facilities by both boys and girls 
 under 18 years of age; 
 
 (c) advising the authorities as to the necessity for, and possi- 
 bilities of, extending the . facilities for continued educa- 
 tion and technical training ; 
 
 {d) acting, in conjunction with the Board of Trade, in 
 securing the guidance of youths engaged in unskilled and 
 partially skilled occupations, into skilled occupations, and 
 in securing the attendance of all youths and girls at 
 continuation trade and technical schools and other educa- 
 tional establishments provided for continued education; 
 
 (e) the collection of all data necessary to the discharge of the 
 said duties. 
 
 2. The vesting in the Board of Trade of power to prescribe the condi- 
 
 tions of employment of boys and girls under the age of 18 years' in 
 aU occupations not covered by regulations made with reference to 
 apprmticeship in industries. 
 
 55305— G 
 
66 
 
 APPENDICES. 
 
 Appendix A. 
 
 Rbpokt by Statistical OrmcEE. 
 
 27th April, 1921. 
 Wages for Apprentices, 
 Tho question of the wages proper for apprentices to various occupations may be 
 treated on hnes parallel to those which are used for the treatment of the question of 
 the wages proper for journeymon or journey women in various occupcitions, that is to 
 •ay : — 
 
 (1) The consideration of occupation may, in the first instance, be eliminated, and 
 
 the cost of living according to the accepted standards of living of a male or 
 female at the various ages characteristic of apprentices may be determined; 
 
 (2) the hving wages may be derived from the cost of living, with or without 
 
 modification ; 
 
 (3) the consideration of occupation may now he introduced, and the living wagei 
 
 may be modified accordingly. 
 
 The Coat of Living. 
 The tiling to be done first, according to this plan, is to assess the cost of living of a 
 male or female at ages 14 to 20 last birthday. The cost of living of an adult male as 
 declared by the Board on the 8th October, 1920, was £4 5s., made up as follows : — 
 
 £ s, d. 
 
 Food 1 17 
 
 Rent U 8 
 
 Clothing 16 8 
 
 Fuel arid Light and Miscellaneous Items 16 8 
 
 Total £4 5 
 
 An attempt may be made to estimate by factors the corresponding amounts for (A), a, 
 boy of 14, and (B), a youth of 20, i.?., the initial and final ages under consideration. 
 
 (A). — ^A Boy aged 14 years. 
 Food. — The co-efficients of energy requirements for a boy of 14, and for the Board's 
 standard family, are, by several authorities, as follows, the requirements of a man being 
 the unit : — 
 
 
 Atwater. 
 
 Langworthy. 
 
 Lujk. 
 
 Boy of 14 
 
 0-8 
 2-75 
 
 0-8 ' 
 
 2-78 
 
 1-0 
 
 Board's standard family 
 
 31 "^ 
 
 
 
 Fraction of family for boy of 14... 
 
 0-29 
 
 0-29 
 
 0-32 
 
 The Inter-Allied Food Commission in assessing the food requirements of the United 
 Kingdom decided to use Lusk's co-efficients. The Federal Basic Wage Commiaiion, 
 according to its recent report, however, decided to use Atwater's co-efficients for their 
 purpose.* If the fraction 0'29 be used, the assessment of food for the boy of 14 is 
 IDs. 9d. ; if 0-32 be used it amounts to lis. lOd. Perhaps it would be better to give the 
 boy the benefit of the doubt. ' 
 
 Shelter. — The house for the Board's standard family has three rooms and » kitohen. 
 If a boy of 14 be added to the family, consisting of man, wife, and two average children 
 under 14, an additional room will be needed. The average predominant rent in the 
 five chief towns of New South Wales during 1919 of houses with four rooms and a kitchen 
 was 18s. 4d., and of houses nith three rooms and a kitchen, 15s. Id. Therefore, to 
 accommodate the extra boy, the rent assessment should be increased by about 21J per 
 cent. The assessment of this element in the total cost of living, viz., £4 5s., wag 14s. 8d. ; 
 21^ per cent, of this is 3s. 2d. 
 
 • Hcport of Federal Eoyal Commission on the Basic Wage, 1920, p. 42. 
 
67 
 
 Clothing. — The statistical studies of the United States Bureau of Statistics,* the 
 National Industrial Conference Board, Boston, Massachusetts.t and the Report of the 
 Federal Basic Wage Oomraiesiont are of value in this connection. The latter report 
 does not go beyond iuo age of 10 J years in reference to a boy's requirements, and is 
 much more liberal to the wife than the American budgets. Adapting the ages, the 
 reports seem to me to give roughly the following co-efficients, the requirements of a man 
 being taken as the unit : — 
 
 
 National Industrial 
 
 Conference Board, 
 
 Boston. 
 
 V.S. Bureau ol 
 
 Labour 
 
 Statistics. 
 
 Federal 
 Basic Wage 
 Commission. 
 
 Boy of 14 
 
 •50 
 2-75 
 
 •66 
 2^71 
 
 •60 
 
 Board's standard family 
 
 3-04 
 
 
 
 ^Fraction of family for boy of 14... 
 
 0-19 
 
 0-24 
 
 0-20 
 
 The assessment of the element Clothing in the total cost of living, viz., £4 5a., was 
 16s. 8d. If we take 0-21, or 21 per cent, of this, we have 3s. 6d. 
 
 Food, Shelter, and Clothing. — Summarising the estimates for these three elements of 
 the cost of living, wo have the following : — 
 
 Cost of Living of a Boy aged 14 years relatively to Cost of Living of Board's 
 Standard Family. 
 
 Element. 
 
 Assessment for 
 Standard Family. 
 
 Factor. 
 
 Assessment for 
 Boy aged 14 yearsi 
 
 Food 
 
 £ s. d. 
 1 17 
 14 8 
 16 8 
 
 0-32 
 
 0-215 
 
 0-21 
 
 s. d. 
 11 10 
 
 Shelter 
 
 3 2 
 
 
 3 6 
 
 
 
 Food, Shelter, and Clothing 
 
 3 8 4 
 
 0^27 
 
 18 6 
 
 
 
 Fuel and Light, and Miscellaneous Items. — ^As regards Fuel and Light, it seems fair 
 to apply the composite factor, viz., 0-27, derived above. The main items of Miscellaneous 
 Expenditure of the Australian family are shown on the last page of the Board's deolara- 
 t;ion of the 8th October, 1919. Some of these the Board rejects,, but of those accepted, 
 tobacco is one to which the composite factor for the boy cannot be fairly applied. On 
 the other hand, the application of 0-27 in the case of fares will not give enough for the 
 boy setting out to be a wage-earner. On the whole, then, it may be fair to apply 0-27 
 to the assessment of Fuel and Light and Miscellaneous Items, and thus arrive at an 
 assessment for the boy amounting to 4s. 6d. 
 
 Total Cost of Living. — The total cost of living for the boy of 14 years is thus 23s., or 
 0-27 of the living wage for the adult male. 
 
 (B). — ^A Youth aged 20 years. 
 The requirements of a youth of 20, that is to say, a youth within, on an average, half 
 a year of legal manhood, may, I would suggest, be treated as similar to those of the wage- 
 earning adult female who is, in fact, in 87 per cent, of cases, unmarried. On pages 579 
 and 580 of the Bulletin of the Living Wage for Adult Females, 1919, a process of reason- 
 ing was introduced by which it was shown that the cost of Kving of the adult female was 
 approximately 53 per cent, of that of the standard family. By the same process of 
 reasoning, it may be estimated that the cost of living of the single male, defined as the 
 Board has defined the adult female, but with the modification of sex, is 60 per cent, of 
 that of the Board's standard family. 
 
 As showing that that process of reasoning gives results which are in agreement with 
 the Board's considered judgment, it may be noted that by the Board's declarations of 
 1920 the cost of living of the adult female is assessed at hearly 51 per cent, of the cost 
 , -of living of the adult male, i.e., of the Board's standard family. 
 
 * American Monthly Review of Labour Statistics, November, 1919, p. 8 et seq. 
 t Cost of Living among Wage-earners at Fall River, Mass., October, 1919, p. 7. 
 } Report of Federal Basic Wage Commiaaiou, p. 31. 
 
68 
 
 While it may be regarded as hardly likely that a direct method of assessment of the 
 cost of living of the single male nearly adult would show a ratio difEeringmuoh from the 
 60 per cent, indicated above, the Board may, nevertheless, desire to give this matter 
 fuller study. It may become an important matter of principle in • the ' future. For 
 present purposes it merely forms part of the question of wages for apprentices, and lies 
 too at perhaps the less important end of the scale of ages. But its bearing on the question 
 of women's wages must be considered. In this connection it may be noted that the 
 American tendency is to assess the cost of living of the single female at a higher amoimt 
 than that of the single male, due very largely to a higher allowance for clothing for the 
 female.* This tendencyis reflected in the findings of the Federal Basic Wage Commission, 
 which recently assessed the cost of the husband's clothing at £24, and the cost of the 
 ■vrif e's at f SOf per annum. 
 
 Intermediate Ages. 
 
 When' the assessments at the initial age of 14 years and the' final age of 20 years are 
 settled, there is little difficulty in malring assessments for intermediate ages. If the 
 boy of 14 has already been given Lusk's oo-eificient for food requirements, and if the 
 allowance for shelter is the difference between the rent of the four-roomed hou6e and 
 that of the five-roomed house (the kitchen being counted as a room in both cases), it 
 ■follows that in the earlier years the increase in the cost of Kving is due exclusively to 
 the increases with age, in clothing and miscellaneous needs. Ultimately, of course, the 
 youth should be in a position to pay into his mother's treasury at commercial rates for 
 board and lodging, as provided in an allowance equal to 60 per cent, of the adult male's 
 cost of living. These considerations will be met more or less by curves of the form shown 
 in Diagram I. A uniform annual increase would, of course, Be got by joining'the end 
 poiuts. The scales of wages corresponding to these curves are as follows : — 
 
 Age. Amount. 
 
 A. B, 
 
 14 23/- 23/- 
 
 15 25/- 23/6 
 
 16 28/- 25/- 
 
 17 32/- 28/- 
 
 18 36/6 32/6 
 
 19 43/- 40/- 
 
 20 51/- 51/- 
 
 If the method adopted above for the case of males meets with the Board's approval, 
 I will adapt it to the case of females. 
 
 The Living Wages. 
 
 The second thing to be done according to the plan suggested in the beginning is to 
 derive the living wages from the cost of living. There may be considerations before the 
 Board which will lead it to depart from the assessed cost of living in determining the 
 living wages. On the general question of the cost of living, however, I may introduce 
 a remark. The amount £1 3s. for a boy of 14 may appear high. It is hard to disengage 
 oneself from the habit of regarding a pound as a pound. £1 3s. is, however, 27 per cent, 
 of £4s. 5s. The same percentage of the Harvester Wage of 1907, viz., £2 2s., is lis. 4d. 
 Would this have been an unreasonable sum? For answer one turns to the valuable 
 compendium included in the Committee's Report of 1920, of clauses of awards relating 
 to apprentices, which shows the development of their wages, and one finds that about 
 the years 1909 and 1910 apprentices in many trades started at 10s. per week. In some 
 trades the amount was certainly smaller, but it is clear when one considers the roundness 
 of the amounts 7s. 6d., 10s., multiples of a half-crown, and the like, that if there was 
 any reasoned theory at the bottom of those sums, then it was a very, rough-and-ready 
 one. Moreover, the same record of apprentices' wages shows that the ■ wages or allow- 
 ances to apprentices have not marched with the increase in the cost of living. The 
 policies of the employers, on the one hand, and the unions, on the other, seem to have 
 coalesced in one direction — that of restricting the wages of apprentices, though the 
 guiding motives of this policy may have been different. On the one hand, the objective 
 seems to have been to secure a supply of cheap juvenile labour; on the other, to diminish 
 ultimately, through the lack of inducements to boys, the supply of skilled labour. The 
 unions would seem to have been the better judges of the ultimate effects of the policy. 
 
 The living wages of juveniles should bear a definite relation to the purchasing power 
 of money, otherwise the term "living wages " has no meaning. This can be arranged 
 by stating the living wages for males from ages 14 to 20 years in terms of the living wages 
 for adult males as declared annually by the Board, and similarly for the case of femaleg. 
 
 • American Monthly Review of Labour Statistics, January, 1920, p. 85. 
 t Sepoit ol FederM CommltBlon on the Basic Wage, 1920, p. SO. 
 
69 
 
 For this purpose the scale set in money, of the type shown on page 5 had best be set in 
 percentages of the living wage for adult males. Thus the scale of living wages marked 
 B would be equivalent to the following : — 
 
 Living Wages for Male Juveniles. 
 
 Percentage of Living Wage 
 
 Age. for Adult Males. 
 
 14 27-0 
 
 15 27-7 
 
 16 29-4 
 
 17 32'9 
 
 18 38-2 
 
 19 47-1 
 
 20 60'0 
 
 The percentages thus 'ormally shownimight perhaps be simplified without disadvantage. 
 
 The Occupational Bates. 
 
 The margins for skillias-tftwarded by the Court have not varied according to the changes 
 in the purchasing power of -money. Actually, by the " Margin " judgment of 1916, the 
 margins for skill were made to diminish, even in nominal value, as a result of the increase 
 in the cost of living, for the full increment in the living wage was denied to all- except 
 those earning within a few shillings weekly of the living wage. Therefore, if the margin 
 awarded by the Court in the case of a particular occupation is to be adopted as a basis 
 for determining the apprentice's margin in that occxipation, it is impossible to have an 
 apprentice's wage, i.e., a wage compounded of the living wage plus the margin for skill, 
 which will vary according to the changes in the purchasing power of money. The living 
 wage part will, but the margin part will not. 
 
 What portion of the journeyman's margin should be allowed to the apprentice at 
 different stages in his apprenticeship ? I think that the curve of increase in skill as the 
 years of apprentic-ahip go by is likely to be a straight line (A), and most likely to be a 
 curve partly concave and partly convex (D), rather than a concave curve (B)ora convex 
 curve (C), as shown in Diagram II. The curve is here called concave if it looks concave 
 from the fop of the diagram. A concave curve of that type would mean that during the 
 first few years the apprentice acquired a trifling degree of skill, and that throughout his 
 apprenticeship his skill increased with ever-increasing rapidity. A straight line would 
 mean that if in the whole period of his apprenticeship of, say, five years he acquired 
 10 units of skill, then at the end of one half-year he por.ser.sed 1 unit of skill, at the end 
 bf two half-years he possessed 2 imits of skill, and at the end of three half -yeare he possessed 
 3 units of skill, and so on. A convex curve would mean that his rate of acquisition of 
 skill was greatest at the beginning of his apprenticeship, and that thereafter till the end 
 that rate continually diminished. A curve partly concave and partly convex would mean 
 that he acquired skill Most rapidly at some intermediate period, say, during his sixth 
 half-year, as- in the diagram. 'This hypothesis would conform to the law of diminishing 
 returns after a certain stage. A few simple unmathematical questions answered by 
 experienced foremen would enable the form of this curve to be determined -with sufficient 
 accuracy. Meanwhile, if we assume a uniform- increase of sldll, the percentage of the 
 journeyman's margin which should be allowed during each period of apprenticeship 
 is shown in the following table : — 
 
 Apprentice's Allowance for Skill on Hypothesis »f Uniform Increase. 
 
 Period of Apprenticeship. 
 
 Percenta5;e 
 
 of Jo'imeyman's 
 
 Margin. 
 
 Amoxmt per Week 
 when Jonrneyman'r. 
 Margin is £1 per weelc. 
 
 
 Per cent. 
 5 
 15 
 25 
 35 
 45 
 So 
 65 
 75 
 85 
 95 
 
 S. 
 
 1 
 
 3 
 
 5 
 
 7 
 
 9 
 
 11 
 
 13 
 
 15 
 
 17 
 
 19 
 
 d. 
 
 
 Second , 
 
 
 
 
 Third 
 
 
 
 
 Fourth 
 
 
 
 
 Fifth , 
 
 
 
 
 Sixth 
 
 
 
 
 Seventh , 
 
 
 
 
 Eighth 
 Ninth 
 
 
 
 
 
 n 
 
 Tenth , 
 
 
 
 
 
 
 
70 
 
 Tho minimum wage for an apprentice being a compound of the living wage corresponding 
 to his or her age, and the margin corresporiding to the stage in his or her apprenticeship, 
 wor.ld, therefore, in the case of a male aged 16 last birthday, in the second half-year of 
 his apprenticeship, be, according to the plan indicated, 29-4 per cent, of the living wage 
 for the adult male as declared by the Board of Trade, plus 15 per cent, of the margin 
 above the living wage for the adult male shown by the minimum wage for journeymen in 
 that occupation as awarded by the Industrial Arbitration Court. 
 
 DIAGRAM I. 
 
 Types ol Increase witii Age o! Living Wages ol Juveniles. 
 
 ri 55s. 
 3 50s. 
 f 45s. 
 
 
 ■ 
 
 
 
 
 
 y 
 
 ^_^,' 
 
 Living Wages 
 
 
 
 
 A . 
 
 J 
 
 y 
 
 / 
 
 i 
 
 "3 25s. 
 
 
 __^ 
 
 
 "^ 
 
 
 
 
 
 1 20s. 
 
 CO 
 
 
 
 
 
 
 
 
 
 Age iast 
 Birtliday. 
 
 14 15 
 
 16 
 
 17 18 
 
 19 20 years. 
 
 DIAGRAM II. 
 
 Types of Increase during Apprenticestiip of Skill of Apprentice. 
 
 
 10 
 
 
 
 
 ^— 
 
 
 
 
 
 
 
 v 
 
 
 9 
 
 
 
 
 
 
 
 
 f^ 
 
 / 
 
 
 
 
 8 
 
 
 
 
 
 
 
 i/ 
 
 / 
 
 / 
 
 / 
 
 
 
 Ol 
 
 7 
 
 
 
 
 
 
 /i 
 
 f 
 / 
 
 / 
 
 / 
 
 
 
 ' -s 
 
 « 
 
 
 
 
 
 / 
 
 h 
 
 / 
 
 
 / 
 
 
 
 
 5 
 4 
 
 3 
 S 
 
 1 
 
 
 i 
 
 
 y 
 
 y 
 y 
 
 3- 
 
 
 r 
 
 / 
 
 / 
 
 / 
 
 
 
 ilDdof 
 
 1st 2nd 3rd 4th 5th 6th 7th 8th th 10th Halt-Year ol Period 
 of Apprenticeship. 
 
71 
 
 Appendix B. 
 
 Bequi^tions Pkoposbd fok Building Tbapes. 
 
 Regulations defining the Conditions of Employment of Apprentices in the occupr.tions,- 
 trades, and callings of Carpenters and Joiners, Ship Joiners, Stonemasons, Plumbers, 
 Plasterers, Fibrous-cement Makers and Fixers, Marble and Slate Workers and Granite 
 Polishers, Tuckpointers, Slaters, Tilers and Shinglers, Painters and House Decorators, 
 Metal Ceiling Fixers, Tile Layers, Sawmillers, Bricklayers, and Builders' Labourers. 
 
 1. No minor shall be employed in any of the occupations of Carpenters and Joiners^ 
 Ship Joiners, Stonemasons, Plumbers, Plasterers, Fibrous-cement Makers and Fixers, 
 Marble and Slate Workers and Granite Polishers, Tuckpointers, Slaters, Tilers and Shinglers. 
 Painters and House Decorators, Metal Ceiling Fixers, Tile Layers, Sawmillers, Bricklayers, 
 and Builders' Labourers, except as indentured apprentices or as probationers serving 
 ■with intention to become apprentices. 
 
 2. No minor under the age of fourteen years shall be admitted into any of the said 
 occupations or callings. 
 
 3. Apprenticeship in respect of any of the occupations or calhngs may be to any em- 
 ployer or to any association of employers. 
 
 4. In oases of apprenticeship to an association, the articles of apprenticeship shall 
 be in Form 1 annexed. 
 
 5. In the event of the approBlioeship being to an individual employer the articles 
 shall be in Form 2 annexed. 
 
 6. The member3 of any association of employers shall be jointly, but not .=:everally, 
 liable for the due performance of any contract of apprenticeship made with such association. 
 
 7. Any apprentice to such association shall from time to time work for any employer ' 
 member of the association as may te directed by its authorised officer. 
 
 8. The number of apprentices tn each of the cccupaticns or callings shall bo not more 
 than sufficient to keep up the supply of moohanica necessary to maintain and pro^^de for' 
 the expansion of the industry eoncomed. 
 
 9. Any employer may emplojr an apprentice for three mon'.hs on probation, but no 
 second probationary period in the same occupation shall be ccrved by the proposed ap- 
 prentice for a longer period than four weeks. The time stent on probation shall be^ 
 part of any term of apprenticeship with the same employer. 
 
 10. The" term of apprenticeship shall not exceed five year-, but shell vary according' 
 to the age of the apprentice in manner following : — 
 
 If the age of the apprentice is under 16, the term shall be five years. 
 If the age of the apprentice is between 16 and 17, the term shall be four years. 
 If the age of the apprentice is between 17 and 18, the term shall be three years. 
 If the apprentice is over 1 S, for such period as may bo ordered by the prescribed 
 authority. 
 
 11. In the occupation of Bricklaying the term of apprenticeship shall not exceed three 
 years. 
 
 12. In the occupation of Builders' Labouring the term of apprenticeship shall not 
 exceed two years. On the completion of such apprenticeship the apprentice shall be 
 eligible for apprenticeship in any of the other occupations covered by thcEO regulations 
 for such term as may be appropriate to his age. 
 
 13. Any workman above the age of 21 years may, with the consent of the prescribed 
 authority, enter into a special contract of employment for Ihe purpcco of learning a trade 
 for such term as such authority may authorise in Form 3 hereto. 
 
 14. If proper facilities are available for such purpose, apprentices engaged in all or 
 any of the occupations and callings aforesaid shall, for a pericd of three yearj from 
 the date of apprenticeship, attend a continuation or trad*! school, or technical college, 
 or any institution for continued education approved by the prescribed authority provided 
 by any employer or group or association of employers for not less than six hours per 
 week, and this stipulation shall be deemed to be included in all articles of apprenticeship 
 relating to .the callings or occupations thereby affected. Apprentices v>-ho have not yet 
 reached their sixteenth birthday shall in all cases make such attcnd:.nca in the employer's 
 time. ^ 
 
 15. In the case of any apprentice who has in his own time satisfactorily completed 
 a full-time course at any such school or Technical College, and who has obtained a certificate 
 of proficiency from such school or college, the term of such course shall be counted as part 
 of the term of apprenticeship. 
 
 16. Apprentices shall bo entitled to such holidays, or overtime rates in lieu thereof, 
 as is provided for in the award of the Industrial CourL covering the occupation in which 
 they are engaged. 
 
72 
 
 17. No overtime shaU be worked by any apprentice who is under the age of 17 years. 
 
 18. I£ overtime is worked, the apprentice shaU be paid such proportionate additional 
 wages as apply to journeymen in their trade. 
 
 19. The hours of a normal working week shall be the same as those worked by icumey- 
 men under the award of the Industrial Court gpveming.the industry. 
 
 20. The wages payable during th& period: of apprenticeship shall be those set. out m 
 Schedule 4, 
 
 21. Thiere shall be a register of apprenticeships, in which shall be recorded : 
 [a) The number of the contract; 
 
 (6). the name and address of the apprentice; 
 
 (c) the name and address of the employer; 
 
 (d) a description of the industry in which the apprentice is engaged ; 
 
 (e) the date of birth and age of the apprentice at the commencement of the apprentice- 
 
 ship; 
 (/) the date of commencement and the period of apprenticeship; 
 {g} particulars of the wages to be paid to the apprentice during the difierent; stages 
 
 of the period of apprenticeship ; i i i, i, 
 
 (A) the day of the month and year upon which the foregoing particulars kave • Been 
 so entered. 
 The register shall be submitted by the Registrar for review to the Board at 'the end 
 of each half-year. 
 
 22. Every employer shall from time to time furnish particulars ot the transfer of 
 apprentices to another employer, and in the event of the apprentice leaving the einployer 
 or filling, to complete his contract the Registrar of Apprentices shall be immediately 
 notified. 
 
 23. A copy of every indenture of apprenticeship shall be filed with the Registrar of 
 Apprentices. 
 
 24. In the event of any apprentice absenting himself from work for any cause other 
 than sickness, for a period of one week, the employer shall report the same to the Registrar. 
 
 25. All disputes between apprentices and their employers shall be referred to the Board 
 for determination. 
 
 26. These regulations shall be regarded as modifying pro tanto the existing law with 
 respect to apprentices. 
 
 27(a). There shall be established a Building Trades Apprenticeship Coun-cil. 
 
 (5). Such Council shall be composed of representatives appointed by the association 
 of employers, and representatives appointed by trade unions whose members are engaged 
 in the industry, and representatives of the Department of Public Instruction, 
 (c). The functions of such Council shall be : — 
 (i) To arrange for addresses, and for the distribution of appropriate literature to 
 the boys 'in the schools upon the possibilities, &c., of the trades within, the 
 Industry, i.e., to stimulate the interest of the boys for craftsmanship, 
 (ii) To interview (with their parents) the boys who desire to enter a trade within 
 the industry. The Council should have at their disposal full information in 
 regard to (a) the scholastic attainments of the boy, particularly in respect of 
 the inclination he has shown towards manipulative craft during_ his school 
 career; (h) his health record and physical development; and (c) his tempera- 
 mental qualities, and any special characteristics that may have been observed. 
 The Council will thus be able to advise the applicant as to his suitability for 
 the industry, 
 (iii) To recommend suitable boys to employers who have the right Idnd of vacancy. 
 (iv) To prepare lists of employers who have the necessary facilities for training 
 
 in a given trade, 
 (v) To ensure, by means of visits, regular reports, and occaaional interviews, that 
 the youth is receiving the right kmd of training, both in the workshop and in' 
 the technical institution during his period of apprenticeship, 
 (vi) To consult with the Department of Public Insfiruotion in regard to the equip- 
 ment, selection of instructors, curriculum, &c., in the technical institutions, 
 with particular reference to the cburses to be provided in the continuation sehcols. 
 (vii) Such other functions as may be prescribed hereafter. 
 
 28. Definitions: — "Board" means the New South Wales Board ' of Trade. "Pre- 
 scribed authority " means any officer appointed as such under Regulations made under 
 sections 81 and 88 of the Industrial Arbitration Act, 1912-18. 
 
IFOEMS OT iNDBNTtTEE, 
 
 Form 1, 
 FoKM OF Indentdee for use where apprentice is a minor and the master is en assooiation. 
 
 Tliia indenture, made the day of one 
 
 thousand nine hundred and between 
 
 an infant bom on the day of one thousand nine 
 
 hundred and and residing at in the State of 
 
 New South Wales (hereinafter designated the apprentice), of the first part, and the 
 Executive Oflficers of the Assooiation in the said State, carrying 
 
 on business at in the said State (hereinafter called the master) 
 
 of the second part, Witnesseth as foEows, that is to say : — 
 
 1. The apprentice of his own free will hereby binds himself to serve the master 
 as his apprentice, and to accept training and instruction in the industry or occupation 
 of for the term of years from the 
 
 day of one thousand nine hundred and 
 
 2. The master hereby accepts the apprentice as his apprentice during the same term, 
 and undertakes that he will during the same term, to the best of his power, sMU, and 
 knowledge, train and instruct the apprentice, or cause him to be trained and instructed 
 as a skilled and expert in the industry or occupation of 
 
 now carried on by the master at in 
 
 accordance with regulations or orders applicable to the case of the master and apprentice, 
 and duly made under Part IX of the Industrial Arbitration Act, 1912-18, or any Act 
 or Acts amending the same. 
 
 3. It is further, in consideration of the premises, mutually agreed between the parties 
 to this indenture : — 
 
 (a) That the apprentice will diligently and faithfully obey and serve the master as 
 his apprentice at the said place during the said term, and except in accordance 
 with any provisions for an annual or other holiday or vacation, or for attendance 
 at trade, industrial or technical schools, which may be contained in regulations 
 or orders applicable to the case of the master and apprentice and duly made 
 as aforesaid, will not absent himself from the master's service during the hours 
 prescribed by the master for such service without the master's leave ; 
 
 (6) that the apprentice will not commit or permit or be accessory to any hurt or 
 damage to the master or his property, nor conceal any such hurt or damage if 
 known to him, but shall do everything in his power to prevent the same ; 
 
 (c) that the master will pay to the apprentice every week during the said term 
 
 wages at the rate of per week during the first year thereof, and 
 
 at the rate of per week during the second year thereof, and at 
 
 the rate of per week during the third year thereof, and at the 
 
 rate of per week during the fourth year thereof, and at the 
 
 rate of per week during the fifth year thereof, or wages at such 
 
 other rates per week or during such other periods as may be prescribed by any 
 regulations or orders applicable to the case of the master and apprentice and 
 duly made as aforesaid; 
 
 (d) that the master shall be at liberty to deduct from time to time out of the wages 
 
 to be paid to the apprentice as aforesaid any sum or sums of money for any 
 loss of service occasioned by the voluntary or involuntary absence of the 
 apprentice without the consent of the master, and also for any loss which 
 the master may sustain by reason of the wilful negligence or misconduct of the 
 apprentice, but, save as herein provided, no deductions shall be made from 
 the wages payable under this indenture. If any apprentice deems himself 
 aggrieved by any such deduction he may appeal to the Board of Trade, and 
 the decision of the Board of Trade shall be final and conclusive; 
 
 («) that in case the apprentice shall at any time during the said term be wilfully 
 and persistently disobedient to the lawful orders or commanids of the master 
 or those whom he may please to set over the apprentice in his ssdd business, 
 or be grossly slothful or negligent or shall otherwise grossly misbehave 
 himself, then it shall be lawful for the master to discharge the apprentice 
 from Ms service; 
 
 (/) that the apprentice shall not be deemed to have completed any particular year 
 of his services imless he shall have actually given service to the master upon 
 not less than the ordinary working days , prescribed for the industry by any 
 award of the Court of Industrial Arbitration, or as the result 6f any order 
 made under the Eight Hours (Amendment) Act, 1920 : Provided that time 
 
n 
 
 -spent in attending before the said Board of Trade or at any trade, induatrial, 
 or technical school by permission of the master or in accordance with 
 regulations or orders applicable to the case of the master and apprentice and 
 duly made as aforesaid shaU be regarded as time actually given to the service 
 of the master; 
 - {g) that the apprentice, at the end of the calendar period of any year in whieh he 
 has actually given service to the master upon twenty -six days less than, the 
 ordinary working days prescribed for the industry by any award of the Court 
 of Industrial Arbitration, or as the result of any order made under the Eight- 
 Hours (Amendment) Act, 1920, or in which he has voluntarily absented 
 himself without the master's consent, shall, for every day less than the said 
 number of. working days and for every day of such absence, if the Board 
 shall so order, serve one day, and the calendar period of the succeeding year 
 of his service shall not be deemed to begin until the said additional day or 
 days shall have been served; 
 
 "(h) that the master and apprentice shall faithfully comply with and carry out the 
 conditions and terms of any regulations or orders applicable to their case and' 
 duly made as aforesaid; 
 
 <i) that this indenture may be annulled by the said Board of Trade upon the 
 application of the master or apprentice for good cause shown. 
 
 In witness whereof the said parties to these presents have hereunto set their hands 
 ~aud seals the day and year first above written. 
 
 Signed, sealed, and delivered by the \ 
 master in the presence of, — j 
 
 And by the apprentice in the presence \ 
 
 of,- ■ > ; 
 
 '-The Common Seal o,f the Jfew South" 
 Wales Board of Trade has been 
 hereunto affixed this day 
 
 of 19 , at (in 
 
 accordance with a resolution of the 
 Board passed on the day 
 
 of ,19 )byme,— 
 
 Form 2. 
 
 JPoEM OF Indentttke for use where apprentice is a minor and the master is an individual. 
 
 This indenture made the day of one thousand nine hundred ana 
 
 between an infant bom on the day of one thousand 
 
 mine hundred and and residing at in the State of New South Wales 
 
 ;(hereinafter designated the apprentice), of the first part and of in the 
 
 said State, carrying on business at in the said State (hereinafter called the 
 
 master), of the second part, Witnesseth as follows, that is to say: — ■ 
 
 1. The apprentice of his own free will hereby binds himself to serve the master as 
 his apprentice, and to accept training and instruction in the industry or occupation 
 of for the term of years from the day of one 
 "thousand nine hundred a,nd 
 
 2. The master hereby accepts the apprentice as his apprentice during the same 
 term and undertakes that he will during the same term, to the best of his power, skill, 
 and knowledge, train and instruct the apprentice, or cause him to be trained and 
 instructed as a skilled and expert in the industry or occupation of now 
 carried on by the master at in accordance with regrdations or orders 
 applicable to the case of the master and apprentice, and duly made under Part IX of 
 the Industrial Arbitration Act, 1912-18, or any Act or Acts amending the same. 
 
 ,3. It is further, in consideration of the premises, mutually agreed between the parties 
 to this indenture : — 
 
 (a) that the apprentice will diligently and faithfully obey and serve the master as 
 his apprentice at the said place during the said term, and except in accordance 
 with any provision for an annual or other holiday or vacation, or for attendance 
 at trade, industrial or technical schools which may be contained in regulations 
 or orders applicable to the case of the master and apprentice and duly made as 
 aforesaid, will not absent himself from the master's service during the hours 
 prescribed by the master for such service without the master's leave; 
 
75 
 
 (6) that the apprentice will not commit or permit or be accessory to any hurt or 
 damage to the master or his property, nor conceal any such iiurt or damage if 
 known to him, but shall do everything in his power to prevent the same ; 
 
 (c) that the master will pay to the apprentice every week during the said term 
 wages at the rate of per week during the first year thereof, and at the 
 
 rate of per week during the second year thereof, and at the rate of 
 
 per week during the third year thereof, and at the rate of per week 
 
 during the fourth year thereof, and at the rate of per week during the 
 
 fifth year thereof, or wages at such other rates per week or during such other 
 periods as may be prescribed by any regulations or orders applicable to the 
 case of the master and apprentice and duly made as aforesaid; 
 
 (tJ) that the master shall be at liberty to deduct from time to time out of the wagts 
 to be paid to the apprentice as aforesaid any sum or sums of money for any 
 loss of service occasioned by the voluntary or involuntary absence of the 
 apprentice without the consent of the master, and also for any loss which the 
 master may sustain by reason of the wilful negligence or misconduct of the 
 apprentice, but, save as herein provided, no deductions shall bo made from the 
 wages payable imder this indenture. If any apprentice deems himself aggrieved 
 by any such deduction he may appeal to the Board of Trade, and the decision 
 of the Board of Trade shall be final and conclusive ; 
 
 (c) that in case the apprentice shall at any time during the said term be wilfully 
 and' persistently disobedient to the lawful orders or commands of the master 
 or those whom he may please to set over the apprentice in his said business, 
 or be grossly slothful or negligent or shall otherwise grossly misbehave himself, 
 then it shall be lawful for the master to discharge the apprentice from his 
 service ; 
 
 ( f] that the apprentice shall not be deemed to have completed any particular year 
 of his services unless he shall have actually given service to the master upon 
 not less than the ordinary working days prescribed for the industry by any 
 award of the Court of Industrial Arbitration, or as the result of any order 
 made under the Eight Hours (Amendment) Act, 1920 : Provided that time 
 spent in attending before the said Board of Trade or at any tridc, industrial, 
 or technical school by permission of the master or in accordance with regulations 
 or orders applicable to the case of the master and apprentice and duly made as 
 aforesaid shall be regarded as time actually given to the service of the 
 master ; 
 
 {g) that the apprentice, at the end of the calendar period of any year in which he 
 has actually given service to the master upon twenty-six days less than the 
 ordinary working days prescribed for the industry by any award of the Court 
 of Industrial Arbitration, or as the result of any order made under the Eight 
 Hours (Amendment) Act, 1920, or in which he has voluntarily absented 
 himself without the master's consent, shall, for every day less than the seiid 
 number of working days and for every day of such absence, if the Board shall 
 so order, serve one day, and the calendar period of the succeeding year of his 
 service shall not be deemed to begin until the said additional day or days shall 
 have been served; * 
 
 (A) that the master and apprentice shall faithfully comply with and carry out the 
 conditions and terms of any regulations or orders applicable to their case and 
 duly made as aforesaid ; 
 
 (i) that this indenture may be annulled by the said Board of Trade upon the appUca- 
 tiou of the master or apprentice for good cause shown. 
 
 In witness whereof the said parties to these presents have hereunto sot their hands 
 and seals the day and year first above written. 
 
 Signed, sealed, and dehvered by the\ 
 master in the presence of, — f 
 
 And by the apprentice in the presence \ 
 of— r 
 
 / 
 
 The Common Seal of the New South'" 
 Wales Board of Trade has been 
 hereunto affixed this day of 
 
 ,19 ,at (in accordanoe 
 with a resolution of the Board 
 pasted on the day of 
 
 , 19 ,) by me,— 
 
76 
 
 ■ ,, ,. FOBM^OF' Indbittuee. for use, where- apprentice, is an adult and the 
 M I master is an individual., 
 
 This indenture, made the day of , one thousand nine 
 
 hundred and , between of , in the State of 
 
 New South Wales, an adult (hereinafter designated the apprentice) 
 
 of the first part, and of in the said State, (hereinafter called 
 
 the master) of the second part; and the New South Wales Board of Trade, constituted 
 under tho Industrial Arbitration Act, 1912-18, of the third part, Witnesseth as follows, 
 that is to say : — 
 
 1. Due notice of the proposals to which effect is given in this contract having been 
 published in accordance with regulations made under Part IX of the said Act (as 
 amended), and the said Board of Trade having found, upon inq^uiry, that conditions of 
 competition between employers in the industry of will not be materially 
 disturbed to the detriment of such industry or rendered unfair to any other employer, 
 by the completion of this contract, and that there are no objections to the said contract, 
 which ought, in the public interest, to be sustained, the apprentice hereby binds himself 
 to serve the master as his apprentice, and to accept training and instruction in the 
 industry or occupation of for the term of years from the 
 
 day of one thousand nine hundred and , and the master hereby 
 
 accepts tho apprentice as his apprentice during the said term, and undertakes that he 
 will, during the said term, to tho best of his power, skill, and knowledge, and in accordnoe 
 with regulations or orders applicable to the case of the master and apprentice, and duly 
 made under Part IX of thesaid Act or any Act or Acts amending the same, train 'nd 
 instruct tho apprentice, or cause him to be trained and instructed as a skilled ".nd 
 expert " in the said industry now carried on by the master at 
 
 2. It, is mutually agreed between the parties to this indenture : — 
 
 (a) that the apprentice wiU diligently and (faithfully obey and serve the master as 
 his apprentice as the said place during the said term, and, except in accordance 
 with any provisions for an annual or other holiday or vacation, or for attendance 
 at trade, industrial, or technical schools which may be contained in regulations 
 or orders applicable to the case of the master and apprentice, and duly made 
 as aforesaid, will not absent himself from the master's service, during the 
 hours prescribed by the master for such service, without the master's leave ; 
 
 (6) that the apprentice will not commit or permit or be accessory to any hurt or 
 damage to tho master or his property, nor conceal any such hurt or damage 
 if knownto him, , but. shall do everything in his power to prevent the same; 
 
 (c) that the rnaater will pay to the apprentice o very week during the said term wages 
 at the rate of per week during, the first year thereof, and at the 
 
 rate of per week during the second yeaar thereof, and at the rate of 
 
 per week. during the remainder of the said term, or wages at such other 
 rates per week and during such other periods as may be prescribed by any 
 regulations or orders applicablt to the case of the master and apprentice duly 
 made as aforesaid: 
 .,(tJ) that the master shall bo at liberty to deduct from time to time out of the wages 
 to ba'pai'd to the apprentice as aforesaid any sum or sums of money for any loss 
 of service occasioned by the voluntary or involuntary absence of the apprentice 
 without i;he consent of the master, and also for any loss which the master may 
 sustaiii by reason of- tho wilful negligence or misconduct of the apprentice, but, 
 save as herein provided, no deductions shall be made from the wages payable 
 under^this indenture. If'any apprentice deems himself aggrieved by any such 
 deduction he may appeal to the Board of Trade, and 1 he decision of the Board of, 
 Trade shall be final and oonclusivo ; 
 ''(e) that in case the apprentice shall at any time during, the said term be -wilfuUy 
 and persistently disobedient to the la-wful orders or commands of th» master or 
 those whom he may please to set over the apprentice in his said business, or be 
 grosslv slothful or negligent, or shall otherwise.- grossly misbehave himself^ then 
 it shall bo lawful for the master to discharge the apprentice from his serviqe ; 
 I ( f) that the apprentice shall not bo deemed to have completed any particular year 
 of his services unless he shall have actually given service to the master upon not 
 loss than the ordinary worldng days prescribed for the industry by ajiy award of 
 the Court of Industrial Arbitration, or as the result of any, order made under 
 the Eight Hours (Amendment) Act, 1920 i provided that time spenfcin atteriding 
 before tho said Board of Trade or at any trade, indu3tiial,.or technical school 
 ,by permission of tho master, or in acoordSinoo with regulations oi ordera applibable 
 to*the case of the master and appronti»o and duly made as aforesaid shall be 
 ■xegarded as time actually given to the service of the master; 
 
( j) that the apprentice, at the end of the calendar period of any year in which he 
 has actually given serFJce tu thi; master upon the twenty-six days less than the 
 ordinary worldng days prescribed for the industry by any award of the Couit 
 of Industrial Arbitration, or as the result of any order made under the Eight 
 Hours (Amendment) Act, 1920, or in which he has voluntarily absented himself 
 without the master's consent, shall, for every day less than the said number of 
 working days, and for every day of such absence, if the Board shall so order, 
 serve one day, and the calendar period of the succeeding year of his service 
 shall not be deemed to begin until the said additional day or days shall have 
 been served; 
 
 {h) that the master and apprentice shall faithfully comply with and carry out tho 
 conditions and terms of any regulations or orders applicable to their case and 
 duly made as aforesaid; 
 
 (j) that this indenture may bo annulled by the said Board of Trade upon tho 
 application of tho master or apprentice foi good cause shown. 
 
 In witness whereof the said parties to these presents have hereunto set their hands 
 and seals the day ano year first above written. 
 Signed, sealed, and delivered by tho T 
 
 master }■ » 
 
 in the presence of, — j , • 
 
 And by the apprentice \ 
 
 in the presence of, — J 
 
 The Common Seal of the New South' 
 
 Wales Board of Trade has been 
 
 hereunto affixed this day 
 
 of 19 , at )■ 
 
 {in accordance with a resolution 
 
 of the Board, passed on the 
 
 day of 19 ), by ms, — J 
 
 Schedule 4. 
 Seale of Wages. 
 
 Where the apprenticeship begins between tho ages of 14 and 15 years :- 
 
 £ s. d. 
 
 rirstyear 1.5 
 
 Second year 17 6 
 
 Fifth half -year 12 6 
 
 Sixth „ 17 6 
 
 Seventh „ ." 1 10 
 
 Eighth , 1 15 
 
 Ninth „ 2 2 6 
 
 Tenth „ 2 7 6 
 
 Where the apprenticeship begins' between the ages of 15 and 16 years : — 
 
 £ s. d. 
 
 First year 17 6 
 
 Second year 15 
 
 Fifth half-year 17 6 
 
 Sixth „' 1 12 6 
 
 Seventh „ 1 17 6 
 
 Eighth „ 2 2 6 
 
 Ninth 2. 7: 6 
 
 Tenth , 2 12 6 
 
 Where the apprenticeship begins between the ages ot 16 and 17 years : 
 
 £ s. d. 
 
 First year 15 
 
 Seicond year 1 10 
 
 Fifth half-year 1 17 6 
 
 Sixth „ 2 2 6 
 
 Seventh 2 7 6 
 
 Ei^Wh „ 2 12 6 
 
 Where -Ihe-apprentioeship- begins between tho ages of 17 and 18 years- 
 
 £ s. d.' 
 
 Firstyear 1 10 
 
 Seotod year i 2 
 
 Fifth half-year : 2 12 6 
 
 Sixth „' 2 17 6 
 
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79 
 
 c 
 
 Instruction in Carpentry 
 and Joinery is combinedi 
 
 No special course provided 
 for Mill Joiners. 
 
 No special course provided 
 for Ship Joiners who take 
 the course of Carpentry 
 and Joinery, though there 
 are possible grounds of 
 objection because of the 
 specialised conditions of 
 *iip joinery. 
 
 No course provided. 
 
 
 Instead of Building Trades 
 Drawing, the House Pain- 
 ting course includes Free- 
 hand, model and geomet- 
 rical drawing. 
 
 No special course provid-ed 
 for Ship Painters. 
 
 This course should occupy 
 3 evenings = 6 hours per 
 
 
 if 
 
 
 
 t 
 
 T3 
 
 ^ 
 
 S 
 ■g. 
 
 
 Same as Car- 
 penters. 
 
 
 1 
 
 a 
 
 CO 
 
 
 
 1 ' ^ 
 
 
 3 years, each 
 87 weeks of C 
 hours per 
 week. 
 
 S years, each 
 37 weeks of i 
 hours per 
 week. 
 
 
 Same as Carpentera 
 
 
 Stages I, IT, and III of 
 House Painting and 
 Paper-hanging course, in- 
 cluding lectures and prac- 
 tical exercises in tools, 
 appliances, and materials, 
 colour classification, pre- 
 paration of paints, Ac, iu 
 relation to surfaces to be 
 treated, colour harmony, 
 and contrast, and paper- 
 hanging (sec p. 99). 
 
 Stages I, II, and III, in- 
 cluding lectures and prac- 
 tical exercises in relation 
 to tools, appliances, and 
 materials; plastering for 
 walls and ceilings, cement 
 work, mouldings, pilas- 
 ters and columns (plain 
 and fluted), arches and 
 pediments (see p. 100). 
 
 
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 fL'om diagram, casts, 
 and oruaraenfc and 
 plane and solid geo- 
 metrical (see p. 99). 
 
 Same as Carpenters.... 
 
 Granite Polishers 
 Joiners (House).. 
 Joiners (Mill) 
 Joiners (Ship) .. 
 
 Marble and Slate 
 Workers. 
 
 Metal-ceiling 
 Fixers. 
 
 Painters anJ 
 Decorators 
 (House). 
 
 Piiintors and 
 Docorators 
 (Ship). 
 
 Plasterers 
 
 
 
 
 
 
 
80 
 
 
 
 
 
 
 5.9 
 
 |li| 
 
 
 
 
 
 
 
 
 
 
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 A special coutse 
 hand drawing .at 
 Is contemplated 
 stitutidn for tra 
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 i 
 
 
 
 si 
 
 (day), 
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 le^ En- 
 North 
 ,New- 
 Goul- 
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 id Al- 
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 nights pe- 
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 day per week 
 of 4 hours and 
 2 nights per 
 week of 4 
 hours. 
 
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 II 
 
 tages r, n, III, and IV, 
 including, lectures and 
 practical exercises in rela- 
 tion to tools, materials, 
 gutters, fixings, weights, 
 pumps, drainage, soil and 
 waste pipes, arrangement 
 of sanitary fittings, hot- 
 water supply systems, 
 pipe work; &c. (see p. 
 
 tagcs T, TI, and ITT of 
 Woodworking Machinary 
 course, including lectures 
 and practical exercises in 
 relation to different types 
 of machines and acces- 
 sories, their fixing, speeds 
 and various methods of 
 working; timbers, their 
 identification and uses 
 (see p. 105). 
 
 tages I, II, and III of 
 ■Woodturning course, in- 
 cluding lectures and 
 practical work in ordin- 
 ary, face-plate, chuck 
 and , spiral turning, as 
 applied to various woo5- 
 workiiig trades (seo p. 
 106). 
 
 1 
 
 tages I, 11, and III of 
 "Shipbuilding" as sot 
 out on page 107, 
 
 
 
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 tages I, II, aud III, prac-^ 
 tical exercises in letter- 
 cutting (see p. 147). 
 
 1 
 
 nwriters, ex- 
 is applied to 
 instead of 
 10, and glass 
 
 tages I, II, aud III, in- 
 cluding instruction aud 
 practical exercises in the 
 teohnigue of planning 
 and arrfflglig letters, 
 words .and settteiibeiB ih 
 the various alphabets, 
 and applied to v6oi, 
 calico, glass, and other 
 materials (see p. 148). 
 
 X 
 
 1— 1 
 
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 (see p. 147). 
 
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93 
 
 Appendix C. 
 
 (Pabt n.) 
 
 The following, extracted from the syllabuses published by the Sydney Technical 
 College, gives details of tjie instruction which, under the State system of technical 
 education, is available and applicable to a scheme for the compulsory training of 
 apprentices in different groups of industries : — 
 
 BUILDING GROUP. 
 
 Tbades Drawing." 
 
 In the Building Trades Courses the Trades Drawing consists of drawing out to scale 
 or full size, beforehand, the example of practical work to be carried out in the practical 
 classes. 
 
 Elementary plane and solid geometrical drawing, and the making of freehold, ortho- 
 graphic, and isometric sketches, are included in the insti-uotion. This portion of the 
 instruction has special application to the particular trade that the student is learning. 
 
 Plane and solid geometry are taught from blackboard sketches and demonstrations, 
 and include : — 
 
 Simple problems on lines; proportional division of lines; construction _ of scales. 
 Simple problems on triangles : Application of right-angled triangle to setting out of 
 building; application of triangle in the measurement of distances. Circles: Tangent 
 lines ; tangent circles— application to continuous curves ; inscribed circles— apphoation 
 to simple tracery; segments— application to arch. Polygons: Regular and irregular; 
 sides and diagonals- application to setting out polygonal bay windows ; also to sections 
 in practical work. Projection: Meaning of plan and elevation; cube; plans and 
 elevations of inclined lines, showing true lengths of lines and true angles of inclinations. 
 Prisms, pyramids, cylinders : Application to piUar with pyramidal top ; base and shaft 
 of colunm. Sections : Cube, pyramid, cylinder, prism : Examples shewing value of 
 true shapes and sections in practical work. 
 
 Each intending student of the drawing class must provide himself with the following 
 tools and material before he can commence drawing : — 
 
 One sheet Cartridge Imperial drawing paper. 
 
 T square, 33 in., tapered blade. 
 
 Set squares, one each 45° and 60°, about 10 ia. 
 
 Boxwood Architect's Scale Rule, having -J^-in., J-in., i-in., 1 in., |-in., |-in., IJ-ia., 
 
 and 3-in. Scales. 
 Or Paper Scales. 
 
 Half-dozen or more Drawing Pins. 
 Drawing Pencils, HH & F. 
 Soft Rubber. 
 
 Double jointed Compass with pencil and divider. 
 Protractor. 
 
 Sizes of paper to be used :, — 
 
 Imperial, 30 in. by 22 in. Standard full size. Drawing. 
 J „ 22 in. by 15 in. „ ^ „ „ 
 
 i „ 15 in. by 11 in. „ J 
 
 Drawings should be bordered to the following dimensions : — 
 29J in. by 21J in. For full size sheet. 
 21 J in. by 14i in. „ i „ 
 UJiu. bylOJin. „ i ., 
 
 The J-size sheet to 'be used' for geometrioal problems and sketches. 
 All drawings to be left in pencil. ' 
 
 All drawings are assessed for accuracy, finish and time, and then filed. 
 
 •The Trades iDrawing as here aefc out abides to > brlEklaying, carpentry and ioinery, maaonry, 
 plastering, woodworking machinery, and woddtraning in the " Bnliaing Group," to cabinetmaliing in the 
 " Furniture Group," and to road-carriage building in the " Manufacturing Group." 
 
94 
 
 Tbades Calculatiotts.* 
 
 It is recognised that in teaching trade calculations the applications must be varied^ to 
 suit the needs of each trade, but a common order as set out below is followed in teaching 
 the main principles. These principles are taught, when possible, by the aid of suitable 
 appUcations, and these are correlated with the applications given in the trade theory- 
 lecture following. The use of simple equational formula is taught through all the stages, 
 for example : — 
 
 Where A=Area, L=Length, and B=Breadth, then A=LB, consequently, 
 
 j-= B, and ~= L. 
 
 The order in which the main principles in each stage are given below may be varied to 
 suit the needs of the lecturer in Trade Theory concerned. 
 
 Stage I. 
 
 Arithmetic. — Simple rules of arithmetic includin- addition, substraction, multiplication, 
 division of whole numbers and fractions (vulgar and decimal), percentages, practice, 
 proportion, and square root. 
 
 Mensuration. — Lines, areas, and volumes up to and including rectangular sohds. 
 
 Note. — Algebraical nymbols introduced for purpose of illustrating use in calculation*. 
 
 gell. 
 
 Mensuration.- — All r>olids up to and including pyramids, cones, and spheres. 
 Algebra. — Up to and including elementary simple equations. 
 
 Logarithms. — ^Multiplication and division of all numbers. Powers and roots of whole 
 numbers. 
 
 Stage III. 
 
 Algebra.- — Equations involving fractions and simple factors. 
 Mensuration.- — Truncated and irregular solids. 
 Logarithms. — Extension of the use of logarithmic tables. 
 Trigonometry. — Solution of a right-angled triangle. 
 
 BRICKLAYING. 
 
 Teade Theoey and Peaotioe. 
 
 stage I. 
 Practical Exercises and Lectures on Theory. 
 
 All exercises are drafted to scale, first from drawings and sketches on the blackboard 
 and then worked out practically by the student. 
 Description of the various tools used by the bricklayer. 
 Exercises to test the student in elementary practical operations. 
 
 Excursions are arranged occasionally on Saturday afternoons. Students, under the 
 direction of the teacher, must visit some actual work of bricklaying going on in the city. 
 Lectures on the materials used by the bricklayer — 
 (a) Different kinds of bricks. 
 (6) Sand. 
 ((•) Lime. 
 (d) Cement, 
 (c) Water. 
 Preparation of the different kinds of mortar. 
 Lectures on the principles of bonding in brickwork. 
 Exercises in building a piece of wall in the following thicknesses : — 
 4J inch. 
 9 „ 
 
 14 „ English bond. 
 18 „ 
 23i „ 
 Opportunity is afforded in the above work of illustrating proper size and finish of 
 joints. 
 
 Construction of footings — Lecture describing general principles. 
 Pieces of footing and foundation wall for walls 9 inch, 11 inch, 14 inch, 16 inch, and 
 18 inch in thickness. 
 
 * The Trades Calculutiona as here set out apply to bricklaying, carpentry and joinery, graining and 
 marbling, house-painting and paperhanglng, masonry, plastering, woodworking manhinery, and wood- 
 turning in the "Building Group,^' to cabinctmalilng and Ifrench-polishing in the " Furniture Group," 
 to road-carriage building in the " Manufacturing Group," and to signwriting in the " Miscellaneous 
 Group." 
 
95 
 
 These exercises include the building in of different kinds of dampcourses, pliable 
 and slate, and the placing of the dampcourse in proper relationship to the level of the 
 ground and the floor of the building. 
 
 Building of pieces of cavity walls, 11 inch and 16 inch in thickness, showing different 
 methods of cross bonding. 
 Examples of bonding at comers and intersections of walls to the following thicknesses : — 
 9 inch. 
 W „ 
 18J „ 
 23i „ 
 Reveals for door and window openings in 9 inch, 14 inch, and 18 inch solid walls, and 
 11 inch and 16 inch cavity walls. 
 
 Lay-out and bonding in ordinary fireplace, together with the building of flue and short 
 chimney stack. 
 Relieving arch in 9-inch wall. 
 
 Slacje II. 
 
 Lectures dealing with the methods of construction are given to illustrate the application 
 of the various exercises. 
 
 Local visits are arranged, as opportunity offers, to view brickwork in course of con- 
 struction. 
 
 Scale drawings of the exercises will precede the undertaking of practical work. 
 
 Bonding. 
 
 Acute and obtuse angles and junctions. 
 
 Piers — square, octagon, circular, &c. 
 
 Plinths, string course, panels, pavings, &o. 
 
 Weathering to chimneys. \ 
 
 Proportion of footing in relation to width and height of walls. 
 
 Construction. 
 Open and closed areas) »-, . , 
 
 R,etaining waUs ... ) drawing only. 
 
 Sills in cavity and solid walls showing method of keeping the weather out. 
 Bonding of brick aprons to window sills. 
 Bonding of brick pilaster, and setting out of entass. 
 
 Construction of chimney stacks — circular, square, octagon, &c. ...It-, • i 
 
 Methods of weathering from square base to circular or octagonal shaft ( -^I'^^'^S ^'°-^7- 
 
 Arches. 
 As applied to straight walls. 
 _ Setting out and preparing moulds for building of different kinds as segmental, semi- 
 circular, elliptical, gothic, camber, bulbaose, moulded, &c., showing use of profile and 
 trammels. 
 Intersection of arches showing "" saddles." 
 
 Descriptive. 
 Composition of coloured mortars. 
 Where and how to build in ventilators. 
 Terra-cotta, when and where used. 
 
 Stage III. 
 Arches. 
 
 Parabola, Venetian, rampant, skew, &c. Building of arches of double curvature as 
 segmental, semi-ellipse, Gothic, &c. 
 
 Setting out various brick niches in straight and curved walls. 
 
 Construction of domes and coves. 
 
 Setting out and construction of Roman and Gothic vaulting, showing quoin? in brick- 
 Bonding of obtuse, square, and acute angle brick sills. 
 
 Bonding of cornices showing straight and curved mitres, copings, pediments, orna- 
 mental and curviliueal bnokwork. 
 
 Raking moulds as applied to brickwork. 
 
 Oriels in brickwork, circular, octagonal, &c., corbelling of brick angles. 
 
 Setting out of spiral columns. 
 
 Setting out and construction of ramp and twist in brickwork. 
 
96 
 
 CAKPENTRY AND JOINER Yi 
 
 Teade Theory akd Pbacticb. 
 
 Stage I. 
 (Note. — Practical Exercises, in all Stages, are subject to revision.) 
 
 The drawing and preparation of rods are to precede the practical work. 
 
 1. — Exercises in planing, trenching, &c. 
 2a.' — ^A common tenon and mortise joint. 
 2b.— A haimched tenon and mortise joint. 
 
 " Rods " to be set out by the student, and coupled in with the finished project; same 
 
 applying to other " rods." 
 2c. — A small frame embodying 2a and 2b, " face edges " to be stop-chamfered, except 
 
 bottom rail which will have a continued chamfer on " face edge." 
 3a. — A common dovetail joint. 
 3b. — ^A lapped dove'tail joint. 
 3c. — A small box without lid, applying 3a, also a stopped housing; joint betwe»n •nd 
 
 and partition. 
 
 Doors. 
 4a. — A ledged door. 
 4b. — A ledged and braced door. 
 4c. — A double haunohed tenon. 
 4d. — A framed door, embodying bead and butt, bead and flush, and sunk panels with 
 
 inlay and bolection mouldiags. Joints used comprise the stump tenon, singls 
 
 and double haunched tenons and the mitre. 
 
 Door Frames 
 
 5a. — A solid frame to suit 4d and 7b. 
 5b. — Jamb linings to suit 4d and 7e. 
 5c. — ^The fitting and fixing of hinges. 
 
 g ■ > Segment of a circle. 
 
 The use of folding wedges. 
 
 Centres- 
 
 Sashes. 
 
 7a. — Joint between rail and stile. Methods of scribing. 
 7b. — A fanlight. • 
 
 7o. — A sash with vertical and horizontal bars. Joints comprise common, haunched and 
 stump tenons. 
 
 Sash Frame. 
 8. — A solid frame to match 7c, pivot hung> 
 
 Floors, 
 9^ Ij;-} Joints. 
 9e. — A ground floor — snaked. 
 ^ffij'Zl^ first floor— naked, 
 (iii). — Strutting and sound boarding. 
 9d. — Ceiliag joists. 
 Methods of trimming and strutting. Joints used comprise single and double notching, 
 halving, lap-hajviug, housed, common and tusk tenons, also joints at ends and 
 edges of floor boards. 
 
 !Box-frame and Sashes. 
 10a (i). — A box frame. 
 
 (ii). — Joints. 
 10b (i). — A pair of sashes to suit 10a. 
 
 (ii). — Joints. 
 
 Joints comprise common tenons ; if vertical through bars and ornamental horns are 
 used, haunched tenons; if ornamental horns are not used on stiles, an open 
 mortise and tenon joint will be required; stump tenons if cut bars are need, 
 housing, tongue and groove, mitreing and the cutting of pockets. 
 
197 
 
 Boofs. 
 
 11a. — A lean-to roof, hipped end, rafters tirdsmouthed. 
 B.^A lean-to roof, hipped end, rafters notched on plate, 
 o. — A span roof, hipped end boxed eaves, fasoias, tilting fillets, soffits. 
 D. — A span roof, hipped end, rafters notched on plate. 
 
 E. — A span roof, similar to d with valley incorporated, and ridges at same level. 
 F. — Barge-boards and finials used on lie, 11d or He. 
 o.— A ready method employed in placing bevel lines directly on the roof timbers. 
 
 Note. — After the student has grasped the elements of projection embodied in 11a to l 
 inclusive. Ho can then be discussed with him educatively. 
 
 Finishings. 
 
 12a. — Skirtings. 
 
 B. — Architraves to suit .5a or 5b. 
 
 c. — „ „ 10a. 
 
 including window nosing and cavetto piece under same. 
 13. — Case with drawer. ' 
 
 A.' — Case. I 
 
 14 (i).. — Half -glass door, stiles parallel, two horizontal and two vertical bars, panes of 
 
 equal size. 
 (ii).' — Joints. 
 
 15 (i). — A framed, ledged, and braced door (equal panels), 
 (ii). — Joints. 
 
 16 (i). — A pair of Venetian shutters with hanging stiles and head fitted to a frame, e.f. 
 
 10a. I 
 
 (ii). — Joints. 
 
 ,y'~ > Verandah roofs. 
 Note. — The ordinary straight roofs for verandahs are embodied in Exercises 11a and B. 
 
 Verandah roofs, either — 
 
 a Bull-nose section, with hip and valley. 
 E Concave section „ „ 
 
 c Convex ,, „ „ 
 
 D O.6. 
 18.- — -Centres. 
 A.- — A semi-elliptic centre. 
 
 Ay/ > Gothic centres. 
 B (u).— / 
 19. — Roof trusses. 
 
 (i). — King post truss of wood, 
 (ii). — Joints, &o. 
 
 20 (i). — \A semi-circular headed box frame and sashes, showing square head internal 
 (H). — ^jf with splayed linings and circular outside lining. 
 
 21 (i).— Tools (saws). 
 (ii).^ — ^Planes. 
 
 Practical tests in the upkeep of all tools used in the first and second stages are 
 given, illustrated by diagrams. 
 
 Stage III. 
 
 22. — Simple timberi^ig required in concrete construction. 
 
 23. — Simple timber-framed buUdings. 
 
 24a.- — Jamb linings, framed, panelled and moulded. 
 
 B. — Double-faced architraves, with plinth blocks to same, 
 c. — Double-faced skirtings, showing method of scribing aind tonguing. 
 D. — Grounds, preparation and fixing (descriptive). 
 25a (i). — ^A front door frame and door with side lights, fanlights, with moulpled and 
 dentiUed transom. 
 A (ii). — -Details. 
 
 B (i).- — A front entrance half-glass door, diminished stiles, no bars, raised panel and 
 bolection moulds, quadrants fitted in angles between top raU and stiles, 
 with mould continuous. 
 B (ii).^ — Joints. 
 *55305— D 
 
9S 
 
 Sashes and TrameB. 
 
 26a.- — A segmental headed box frame and saohes. 
 B. — Methods of constructing head of frame and top eash. 
 
 c.^ — A semi-circular headed box frame and sashes, -with splayed linings, complete. 
 D (i). — Various methods of constructing head of frame and top sash, &c. 
 D (ii). — Splayed linings — 2nd method. 
 E. — Venetian windows, boxed frame. 
 Note. — Exercise 26 should be so apportioned to the students that each section would 
 be undertaken. In other cases the selection is left to the teacher. 
 
 27.— A "bull's eye" sash (16 inch diameter, with vertical and horizontal bars), and 
 frame, pivot hung. 
 
 Louvre Ventilators. 
 
 28a. — A triangular frame iitted with louvres. 
 B. — A circular frame fitted with louvres. 
 0. — An elliptic frame fitted with louvres. 
 D. — Various shaped frames fitted with louvres. 
 
 Mouldings. 
 
 29a. — Grecian and Roman Mouldings. 
 
 .'.'■~ >Application of these mouldings in common practice. 
 
 c. — ^Enlargement and Diminishing of Mouldings. 
 30. — An exercise in curved, straight, and dog-legged mitres. 
 
 Floors. 
 31. — Skeleton flooring of composite construction 
 
 ' Trussed Roofs, &,o. 
 
 32a. — Composite roof truss. 
 B. — Mansard roof truss. 
 c- — Saw tooth roof truss. 
 D.- — Application of hipped ends to A and B. 
 E. — Roof gutters of various kinds, showing fall, drips, ces.9pools, &o. 
 
 Skylights, &o. 
 33. — ^A Skylight with kerb. 
 
 B Dormer window. 
 34. — Rough bracketing to ceilings for coves and cornices. 
 
 35. — Builders' Ironmongery — General description of ironmongery, the application and 
 method of fixing. 
 
 GRAINING AND MARBLING. 
 Trade Theory and Practice. 
 Stage I. 
 
 Note. — Students who have not completed six months' apprenticeship in the painting 
 trade are required to take the exercises prescribed in Stage I of the House Painting Course. 
 
 Oruining. — Tools and materials used; preparation of grounds; explanation of the 
 necessity for varying the ground colour according to the tone required in the finished 
 work ; mixing and working of graining colour, or megylp. 
 
 The use of steel and rubber combs in oak graining ; fine and coarse combing, showing 
 difference of grain of wood according to out. 
 
 Over Graining. — Manipulation of tools and demonstration of various methods employed. 
 
 Instruction and practice in the imitation of oak — light, medium and dark; maple, 
 •atinwood, walnut and cedar. 
 
 Students are required to produce at least two examples of each wood in a direct practical 
 manner suitable for everyday trade conditions. 
 
 Stage II. 
 
 Instruction and practice in the graining of oak root, pollard oak, Spanish mahogany, 
 ash, piteh pine, rosewood. The student is required to produce at least two examples 
 of each of these woods. 
 
 Marbling. — Tools and materials used, perparation of grounds, methods of working, 
 scumbling, glazing, &c. 
 
 Different methods of producing and arranging the various veins and masses, laying 
 in, finishing, varnishing, rubbing down, &o. 
 
 Instruction and practice in the imitation of white, sienna, and grey marbles. 
 
99 
 
 Stage III. 
 
 Imtruotion and practice in the imitative rendering of green, red, and black marbles. 
 
 Instruction in the general principles employed in imitating inlaid woods and marbles. 
 
 Monograms and arm\ ie decorative devices in imitation inlay. 
 
 Short lectures are given on the structure, growth, and characteristics of different 
 timbers and marbles. 
 
 Consideration of the adaptability of graining and marbling in modem decorative work. 
 
 Wherever practicable, studies are made from specimens of the actual woods and 
 marbles. 
 
 HOUSE PAINTING AND PAPEEHANGING. 
 Trade Drawing. 
 Freehand. 
 Stage I. 
 Pencil drawing in outline from diagrams and oasts. 
 
 Stage II. 
 
 Drawing and shading from casts and ornament, with enlargements and reductions. 
 
 Stage III (Ornament and Antique). 
 
 Drawing ornament (styles of), heads, hands, feet, and figures from antique models and 
 anatomical figures. 
 
 Geometrical. 
 
 Definitions. 
 
 Problems relating to straight lines. Proportional division of lines. 
 
 The construction of plane and diagonal scales to different linear units. Construction 
 of triangular and quadrangular figures. The construction of regular polygons. Reduction 
 and enlargement of plane figures. Miscellaneous simple problems relating to lines and 
 circles. Elementary construction of the ellipse, and simple problems in plan and elevation 
 directly relating to trade requirements. 
 
 Model. 
 
 Stage I. 
 
 Drawing geometrical solids and common objects in line. The study of foreshortening. 
 Drawing from memory simple common objects, and the models used in class. 
 
 Stage II (Model and Object). 
 
 Further study of the principles of foreshortening. Light and shade. 
 
 Memory drawing. 
 
 Exercises will be worked in line, tone, and wash. 
 
 Trade Theory and Practice 
 ge I. 
 
 (The Instruction includes both Theory and Practice.) 
 
 Description of the principal pigments, oils, thinners, driers, stainers, varnishes, tools, 
 brushes, and appliances in general trade use. 
 
 The preparation and application of paiut in both oil and flat colours. Elementary 
 principles of colour classification — primary, secondary, and tertiary colours matched 
 from a colour chart. Simple experiments in colour harmony and the use of contrasting 
 couplets ; production of tints and shades from given colours ; composition and application 
 of distemper colour ; characteristics and uses of prepared water paints. 
 
 Preparation of paint with regard to the material to be coated; the required variation 
 of ingredients of paint (pigments, vehicles, and driers) according to the absorbency of 
 the surface to be painted. Different treatments necessary for hard and soft woods, sound, 
 old, and perished woods, metals, stone, plaster, &c. ; processes employed for removing 
 old paint from various surfaces, and the value of prepared paint solvent. The preparation 
 of new woodwork, priming, stopping, filling, second coating, &c. 
 
 Preparation of grounds for graining purposes. 
 
 Stage II. 
 
 Lessons in colour harmony and contrast ; colour values and qualities ; influence of the 
 proportioning of masses ; use of triads. 
 
 Specimens of work must te carried out by students on plaster -walls and ceilings. The 
 surfaces must be prepared, primed, &c., in oil colour, and finished in flatting; colours 
 must be in harmonious combination, and suitable for treatment of ceiling, cornice, frieze 
 filling, dado, skirting, &c. 
 
100 
 
 Lessons in the use of stippler, lining fitch, and pencil ; use and care of stencils. 
 
 Practice work upon a section of embossed steel wall, ceiling, and cornice, finished in 
 oil or flatting colours, showing complete scheme in good colour harmony. 
 
 Preparation for elementary staining and varnishing; application of varnishes, japans, 
 and enamels to various surfaces. 
 
 Paperhwnging. — Elementary instruction in trimming edges, matching patterns; jre- 
 parations of pastes; preparation of walls; stripping; sorimming; hanging of common 
 papers. 
 
 Stage III. 
 
 Lectures are given on : — 
 
 The properties of colours, oils, and varnishes used by painters. 
 
 Simple tests of pigments and vehicles used in painting. 
 
 Colour harmony; colour theories and principles of light; illustrations of contrasted, 
 dominant, complimentary, analogous, and perfected harmony. Faults in painting, 
 staining ,vamishing, and enamelling, and how to avoid them ; storage and care of materials, 
 tools, and plant. 
 
 Practical work by the student in : — 
 
 Mixing tints and shades of colour from verbal descriptions. 
 The use of scumbles and glazes. 
 
 Advanced work in enamelling and varnishing, lining, pencilling, gilding, &c. 
 Paperhanging. — ^More advanced work, including hanging of relief materials, fabrics, &o., 
 proportioning; setting out for panelling, borders, ceilings, &c. 
 
 PLASTERING. 
 
 Tkadb Thboby and Peaotice. 
 
 Stage I. 
 
 Practical Exercises. 
 
 Lectures are given at frequent intervals. 
 
 All exercises are drafted to scale, first from drawings and sketches on the blackboard, 
 and then worked out practically by the student. 
 Lectures are given on the different materials used in the trade. 
 
 Description of the various tools in use, and practical demonstrations of their most 
 efficient use. 
 
 Excursions are arranged occasionally on Saturday afternoons — students, under the 
 direction of the teacher, must visit some actual work of plastering going on in the city. 
 Lining out by means of plumb-bob, lines, and square. 
 Preparation of materials used in plastering internal wall surfaces. 
 Examples of plastering internal wall surfaces — 
 
 Kendering. 
 
 Floating. 
 
 Setting — plain and coloured. 
 Exaroples of ceiling plastering — 
 
 Lathing — metal and wood. 
 
 Rendering. 
 
 Floating. 
 
 Setting. 
 Example of plain stucco and cement work — 
 
 Rough casting. 
 
 Small rough cast gable panel. 
 
 Simple mould in plastering with mitres. 
 
 Angle beads, with stops. 
 
 Simple cornice in plaster, with returns, mitres, &c. — internal and external. 
 
 Running of simple moulds on benches. 
 
 Construction of simple moulded capitals and bases. 
 
 Simple wall panel in plastering. 
 
 Pediment in stucco. 
 
 Panel in stucco. 
 
 Semi-arch with ovolo moulding. 
 
 Segment arch with simple architrave moulding. 
 
 Stage II. 
 
 The methods outlined in Stage I are continued, and, wherever necessary, leotnres 
 precede the practical exercises. 
 Students are instructed in the use of plan and detail drawings. 
 
101 
 
 Pilasters and Columns — ^plain and fluted. 
 Setting out and working of columns in internal and external work. Showing methods 
 of obtaining entasis. 
 
 Arches. 
 
 Elliptical arch, setting on and working by means of trammel and rib. 
 Examples of forming V-jointing; plain struck jointing, Sec, with methods of setting 
 out for application to various forms of arches and quoins. 
 
 Examples of vermiculated and rusticated work applied to arches and quoins. 
 Numeral and letter cutting, as applied to the plastering trade. 
 Methods of setting out for and fixing various forms of enrichment. 
 Template and mould-making in its various branches. 
 
 Stage III. 
 
 Pediments. 
 
 Pitched, semi-circular, segmental, and broken. 
 
 Methods of setting out and working from details. ^ 
 
 Samples of — 
 
 Methods of sotting out, running and forming moulded panels to soflfit and spandril 
 of various types of arches. 
 
 Methods of running diminished mouldings to circle on circle, &c. 
 
 Method of setting out and forming niches. 
 
 Balustrade construction in sUn. 
 
 Development and forming of ramp and twist. 
 
 Setting out and forming tracery window and arch work, 
 
 PLUMBING. 
 
 Teades Calculations. 
 
 Tt is recognised that in teaching trade calculations the appUoations must be varied 
 to suit the needs of each trade, but a common order as set out below is followed in teaching 
 the main principles. These principles are taught, when possible, by the aid of suitable 
 applications, and these are correlated with the applications given in the trade theory 
 lecture following. The use of smiple equational formulae will be taught through all the 
 stages, for example : — 
 
 Where A=area, L=length, and Ii=breadth; then A=LB, 
 
 A A 
 
 consequently t- = B and tj = L. 
 
 The order in which the main principles in each stage are given below may be varied 
 to suit the needs of the Lecturer in Trade Theory concerned. 
 
 Stage I. 
 
 Anihmetic. — Simple rules of Arithmetic, including Addition, Subtraction, Multiplication, 
 Division of whole numbers and fractions (vulgar and decimal). Percentages, Practice, 
 Proportion, and Square Root. 
 
 Mensuration. — Lines, Areas, and Volumes, up to and including rectangular solids. 
 
 Note. — Algebraical symbols introduced for purpose of illustrating use in calculations. 
 
 Stage II. 
 Mensuration. — All soUds up to and including Pyramids, Cones, and Spheres. 
 Algebra. — Up to and including Elementary Simple Equations. 
 
 Logarithms. — Multiphcation and Division of all numbers. Powers, rnd Roots of whole 
 numbers. 
 
 Stage III. 
 Algebra. — Equations involving fractions and simple factors. 
 Mensuration. — Truncated and irregular solids. 
 Logarithms. — Extension of the use of logarithmic tables. 
 Trigonometry. — Solution of a right-angled triangle. 
 
 Stage IV. 
 Algebra. — Formulae involving simple quadratic equations. 
 Logarithms. — Use of tables in calculating simple quadratic equations. 
 Profit and Loss. — Costing of labour and material and applications of percentagej and 
 practice for this purpose. 
 
102 
 
 Trades Dbawin-o. 
 
 Each student of the Trades Drawing Class must provide himself with the following 
 tools and material before he can commence drawing : — • 
 Australian Lettering Book. 
 
 One sheet Cartridge drawing paper (Imperial size). 
 One drawing book, about 10 inches by 15 inches. 
 T square, 33 inches, tapered blade. 
 
 Celluloid Set squares, one each 45° and 60°, about 10 inches. 
 Boxwood Architect's Scale Rule, having J-ineh, J-inch, ^-inch, 1-inch, J-inch, 
 
 f-inch, li-inch, and 3-inch scales. 
 Half-dozen or more drawing pins. 
 Drawing pencils, HH and F. 
 Soft rubber. 
 
 Double-jointed compass with pencil and divider. 
 This is a special course of drawing provided for plumbers, gaivanised-iron, sheet- 
 metal workers, and copper-workers. 
 
 The course embraces plane and solid geometry, and scale drawing of trade work. 
 The Geometry includes simple problems on lines, triangles, circles, polygons, and areas, 
 and the projection sections and surfaces of cubic prisms, pyramids, and cylinders. 
 The Geometrical Drawing is taught with application to the different trades. 
 The Scale Drawing consists of plan elevations and sections, and the development of 
 surfaces of examples of practical work in the abovementioned trades. 
 
 Students are also taught to make plans, elevations, and sections of simple buildings, 
 with a view ttf their being able to read architect's drawings. 
 
 Tkadk Thboby and Pbactice, 
 Stage I. 
 Theoiy. 
 
 Excursions are arranged occasionally on Saturday afternoons. Students, under the 
 direction of the teacher, must visit some actual plumbing work being carried out in the 
 city. 
 
 Qualities of metals used by plumbers. 
 
 Making milled and cast-sheet lead. 
 
 Making drawn pipe and traps. 
 
 Making red and whito lead. 
 
 Composition and melting points of solders. 
 
 Fluxes used by plumber in soldering various metals. 
 
 Composition of soil and its application to plumbers' work. 
 
 Various forms of traps ; the object of traps and vent-pipes. 
 
 Joints — difEerenoes between wiped and other solder-made joints. 
 
 Unions and other methods of jointing lead and iron pipes. 
 
 Object and action of cosspopls in gutters, and bell mouths of overflow. 
 
 The tools used by plumbers, and how to keep them in order. 
 
 Weights and thickness in decimal of an inch of sheet lead used in various positions by 
 plumbers. 
 
 Weights and diametere of lead pipes used in water service pipes and in lead waste pipes. 
 
 Cutting out sheet lead for various forms of lead bossing. 
 
 Weights, pressure, and head of water. 
 
 Practical Exercises and Year's Test Work. 
 
 (As per scale drawing, on exercise sheets.) 
 
 Cutting out, planing, rasp chamfer, smudge and shave sheet lead for seaming. 
 Float flat seam on sheet lead. 
 
 Cut out sheet lead, trim, shape, and work 2-inch lead bend in two pieces, finish with 
 soldered seams. 
 
 Mark out sheet lead, work up centre, work up square and circular external comers. 
 
 Make up and solder seams on tee piece. 
 
 Angle wiping circular and square comers. 
 
 Flange wiping j-inch diameter pipe. 
 
 Underhand wiping IJ-inoh diameter pipe. 
 
 Branch wiping |-ineh and IJ-inoh diameter pipe. 
 
 Underhand wiping 1-inch diameter pipe. 
 
 Branch wiping J-inch and 1-inch diameter pipe. 
 
 Miniature flush pipe IJ inches, with wiped joints. 
 
 Chimney apron flashings for island and parapet chimneys. 
 
 Chimney back gutters for island and parapet chimneys. 
 
103 
 
 Preparing and Triping f-inch diameter underhand and branch joints. 
 
 Bossing sheet lead, internal and external breaks from 4-lb. sheet lead. 
 
 Bending, fitting, and wiping trapped and ventilated waste-pipe for lavatory basin. 
 
 Preparing and wiping ij-inch branch and round joints. 
 
 Tools Required for Year's Work. (To be provided by each Student.) : — 
 
 Dresser — boxwood. 1^-inch bobbin — boxwood. 
 
 Bossing stick and mallet — boxwood. IJ-inch followers „ 
 Bending dresser — boxwood. l|-inch lead ball. 
 
 Smudge brush. Small bending pin. 
 
 Shave hook. Moleskin wiping cloths. 
 
 Kne rasp. Hammer. 
 
 Steel compasses. 4-inch lead ladle. 
 
 2-ft. rule. 
 
 Stage II, 
 
 Theory. 
 
 Roof work on various shapes of roofs. 
 
 Development of surface, taking ofE quantities for covering small roofs. 
 
 Gutters. — !Forming drips, setting out various forms of lead gutters, cesspools, overflows, 
 and bell mouths. 
 
 Fixing. — Lead ridging, hips, flats, flashings. 
 
 Weights. — Weight of material required and sizes, falls for work in various positions. 
 
 The effect of capillary attraction on roof fixings. 
 
 Pumps. — Construction and detail of working parts of pumps, general principle of 
 pump work; hydraulic rams and their action. 
 
 Drainage. — Elementary house drainage applied to small buildings, materials, sizes, 
 falls, general arrangement. 
 
 Soil and Waste Pipes. — Materials, sizes, position, grouping of soil and waste pipes, 
 trap syphonage, ventilations, and flushing. 
 
 Sanitary Fittings. — Best forms, material, and position. 
 
 Hot Water Supply Systems. — Fittings, arrangements, material, and precautions 
 necessary. 
 
 Application of rules for calculating the discharge of water from pipes also head and 
 pressure. 
 
 Lining Cisterns. — Material, cutting out, fixing and wiping in various positions. 
 
 Practical Exercises — Year's Test Work. 
 
 (As per scale drawing, on exercise sheets.) 
 Pipe Work— 
 Bossing sheet lead to centre and internal and|extemal comers. 
 Preparing and wiping 2-inch flange joint. 
 
 „ „ 2-inch countersunk joint. 
 
 „ ,, 2-inch round joint. 
 
 „ „ 2 -inch branch joint. 
 
 Bending, fitting, preparing, and wiping 2 in. x IJ in. and 2 -inch round joints, 
 
 2-inoh branch joint, and 2-inch flange joint. 
 Bending 2-inch square bend, and short set, in drawn lead pipe. 
 Preparing and wiping 2-inch branch joint. 
 
 Bending 4J-inch set-off and square bend in 2-inoh drawn lead pipe. 
 Preparing and wiping IJ-inch trap screw in heel of bend. 
 Bending 2-nioh lead P trap in drawn lead pipe. 
 
 Preparing, fitting, and wiping 2-inch branch and 2-inoh round joints. 
 Fitting together as per plan all joints required, and fitting lead taoks and wiping 
 
 to waste-pipe. 
 Bossing external comer 6 inches high in 6-lb. lead. 
 Preparing and wiping three angles, including one 12 -inch upright. 
 Optional. — Practice wiping (special). 
 
 Tools Required for Year's Work. (To be provided by each Student.) : — 
 Dresser — boxwood. 2-feet rule. 
 
 Bending dresser- — boxwood. 2-inch and IJ-inch lead balls. 
 
 Bossing stick and mallet — boxwood. Small bending pin. 
 
 2-inch and IJ-inch bobbins „ Hammer. 
 
 2-inch and IJ-inoh followers „ Smudge brush. 
 
 Shave hook. Card wire. 
 
 Fine rasp. Moleskin cloths. 
 
 Steel compasses. 4-inoh lead ladle. 
 
104= 
 
 SJase 111. 
 
 Flow of water in pipes-, influences of head or pressure, matenaJfe, S'Urfaues,, toais 
 obstruction on the flow of water in pipes, pumps, &o. 
 
 Flow of water in and sizes of gutters and downspout to carry off maximum rainfall. 
 
 Water supply, general arrangement of parts, design of taps, loose valve and screw- 
 down taps, " waste not " valves, including silent flush valves. 
 
 Sanitary work, design, general arrangement, materials, types of fittings, Gietems, &c. 
 
 Elementary house drainage, general arrangement, materials, flow of sewage and 
 pelf -cleansing velocities, sanitary sketches. 
 
 Application of the elementary rules for determining the strengths of metal pipes, 
 cylinders, tanks, &o. 
 
 Hot water supply; arrangement of parts; material and dimensions, epen tank, and 
 cylinder systems. Designing hot water supply to small houses ; hot water sketches. 
 
 Practical Exercises. 
 
 1. Practice bending 3-inch drawn lead pipe. 
 
 2. Practise wiping 3-incli underhand and vertical braneh joints. 
 
 3. PraotiiBB s.heet lead bossing internal and external angles 5 inches. 
 
 Year's Test Work. 
 (As per scale drawimg oaexereise sheets.) 
 
 Sheet lead bossing internal and external angles. 
 
 Bending 3-inoh drawn lead pipe 9-iuch side set-off. 
 
 Bending 3-inch drawn lead pipe to angles sliown. Work out ajid form 3^ in. s 2^ in. 
 collar. 
 
 Prepare and wipe 3-inoh branch joint. 
 
 Cut, fit, prepare, and wipe 3-inch branch joint. 
 
 Prepare and wipe 3-inch round joint. 
 
 Bending 3-inoh drawn lead pipe 2-iuch side set-off, work out and form 3'J in. x 2J ia. 
 collar. 
 
 Repeat wiping on previous 3-inch round joint. 
 
 Cut, fit,, prepare, and wipe 3-inch round joint. 
 
 Bending 3-inch drawn lead pipe ij-inch set-off. 
 
 Prepare and wipe 3-inoh brass ferrule round joint (upright). 
 
 Cut, fit, prepare, and wipe 3-inoh brass ferrule round joint in any position. 
 
 Prepare and wipe 3-inoli branch joint. 
 
 Out, fit, prepare, and wipe 2-inoh trap screw and 3-iuoh branch joint. 
 
 Bending 2-inoh drawn lead pipe square bends and side set-off. 
 
 Cut, fit, prepare, and wipe 2-inch branch and round joints. 
 
 Fit and wipe on all lead tacks. 
 
 Sheet lead bossing, 3-inoh centre, 4 inchfs high, and iatemal and external angle 
 5 inches high. 
 
 Tools Required for Year's Work. (To be provided by each Student.) : — 
 
 Dresser — boxwood. S-inoh and 2-inch lead balls. 
 
 Bending dresser — boxwood. Small bending pia. 
 Bossing stick and mallet — boxwood. Hammer. 
 
 3-inoh and 2-inch bobbins „ Smudge brush. 
 
 Shave hook. Card wire. 
 
 Fine rasp. Molesfcm cloths. 
 
 2-foot rule. 5-inch lead ladle. 
 
 Theory. 
 
 Priiiciples and Arrangement. — Flow of water through various orifices, sizes, and 
 arrangement of pipes to give certain supplies ; effect of contour. 
 
 Sizes and proportion of pumps for man, horse, and steam power hydraulic rams, &c., 
 to lift various quantities toi different heights. 
 
 Cause, effect, and prevention of water hammer in water service pipes. 
 
 Influence of roof area and rainfall on available water supply; capacity of tanks 
 required for rain-water storage ; sizes and fall of gutters ; down spouts, for different 
 sized roofs; quantity of water required for different purposes. 
 
 Arrangements of sanitary fittings, pipes, jointing, and quality of material for larga 
 houses, and public institutions. 
 
105 
 
 Ammgements of hot water oiroiflating systems for estenmvo mansions, totels, &o. ; 
 special fittings used for safety; heating water by Tarions fuels, gas-water heaters, 
 Strengths of pipes, tankSj hot-water cylindeTS, &c.., of different mstak. 
 Action of various waters on metals, and simple tests for lead and other niotals in water, 
 
 Practical Exercises. 
 
 Practice bending set-off in 4-inch drawn lead pipe. 
 Practice wiping 4-inch imderhaud and vertical branch joints. 
 Practice sheet lead bossing, internal and external angles, 6 inches higli. 
 
 Practical Exercises of the Year's Test Work. 
 
 (As per scale drawing on exerdce sheets.) 
 
 Bending 4-inch drawn lead pipe 95°. 
 Bending 4-inoh drawn lead pipe 4J-inch set-off and set. 
 Prepare and wipe 4-inch brajich joint. 
 
 Cut, fit, prepare, and wipe 3-inoh trap screw and 4-inoh branch joint. 
 Prepare and wipe 4-inch round joint. 
 Sheet lead bossing internal and external angles. 
 'Eiendiivg 4-inch drawn lead pipe 6-inch side set-off. 
 JBemSing 4-inch drawn lead pipe, set 176°. 
 Prepare and wipe 4-inch branch joint. 
 Out, fit, prepare, and wipe 4-inoh branch joint. 
 Bending 4-inch drawn lead pipe 100°. 
 Gut, fit, prepare, and wipe (upright branch joint). 
 Prepare and wipe (upright 4-inoh brass ferrule). 
 Cut, fit, prepare, and wipe two 4-inch round joints (any position). 
 Sheet lead bossing V break 6 inches high. 
 Bending 2-inch drawn lead pipe for back vent. 
 
 Cut, fit, prepare,, amd wipe 2-iaoh branch, two 4 in. i 2 in, branches, and 2-inoh round 
 joints. 
 
 Boss up two 4J in. x 2J in. lead collars. 
 
 Prepare and wipe on four lead taoks. 
 
 Cleaning up job and retouching same. 
 
 Slake up from 4-incb drawn lead pipe 4 in. x 2i in. lead trap. 
 
 Note. — This trap must be attempted by students to gain Honors for year's work. 
 
 Tools Required for Year's Work. (To be provided by each Student.) ; — 
 
 DrAcEor — ^boxwood. 4-inch and 2-inch lead balls. 
 
 Bossing stick and mallet — boxwood. Small bending pin. 
 
 4-inch and 2-inch bobbin „ Hammer. 
 
 Shave hook. Smudge brush. 
 
 Fine rasp. ■ Card wire. 
 
 Steel compasses. Moleskin cloths. 
 
 2-foot rule. 5-iuch lead ladle. 
 
 Text-books poe Practical Pittmbisg.— Thos. Box's " mydiaulios " : Claike's " lectures to Plumbers" • 
 l..l»rke's " Tables tor Plumbers " ; Hart's " Hot Water Supply " ; Hart's " External Plumbing " • Oarke'e- 
 ■ Science for Plumbers"; S. Barlow Bennett's " Technical Plumbing " (latest edition). ' 
 
 WOOD-WORKING MACHINERY. 
 
 TkADE ThBOKY and PEACTiCB. 
 
 Stage I. 
 Practical Exercises. 
 
 Take off cutters and reset on jointer (panel planer 1a). 
 
 Grind, balance, sharpen and set cutters on jointer (panel planer 2a). 
 
 Jointer, its parts, adjustments and nse. 
 
 Pane] planer, its palrbs, adjustments and use. 
 
 Adjusting feed roUs and pressure bars of panel planer. 
 
 EaiBE, e%e, iSiiofcnoBS, rebate, chamfer, stop chaanf er, and taper timber. 
 
 Circular saw benches, different types and their use. 
 Alignment of fence and circular saw. 
 
 Hanging tSroxilar saw. 
 
 Packing circular saw. 
 
 Run down, sharpen, and set circular saw (rip). 
 
 Band and jig saws, "their pairts and functions. 
 
 Adjust top wheel, guides, &c., of band saw. 
 
 Run down, sharpen, and set band saw. 
 
 Mortising machinesj different types and their adjustment. 
 
 Take off chain, grind, and re -set. 
 
106 
 
 Take off square chisel and bit, sharpen, and re-set. 
 
 Tenoning machines, adjustments and use. i 
 
 Take off and re-set cutters. 
 
 Mortise and tenon joint as between stile and top rail of door. 
 
 Safety guards. 
 
 Timbers, their identification and use. 
 
 Stage II. 
 Belts, care of; jointing, &c. 
 Bearings, their lubrication and adjustment. 
 Calculations for puUeys to run at required speeds. 
 Shapers, their accessories and use. 
 Grind, sharpen, and set up and work ovolo. 
 Mouldings. 
 
 Types of cutters for moulds. 
 
 Grind, sharpen, set up and work mould with two cutters. 
 „ „ four „ 
 
 „ ,, ,, from two faces. 
 
 Take-off, grind, sharpen and re-set cutters on round cutter head. 
 Adjust rolls, tables, pressure, bars, &c., to combined surfacer and thicknesser. 
 Dress taper chamfer, stop taper chamfer, groove and mould with 2 and 4 cutters on 
 
 jointer. 
 Trfenohing cross grain moulding on different machines. 
 Sharpen and set cross-cut and other circular saws. 
 Set up circular saw for bevelling, rebating, mitring, &c. 
 Grind, sharpen, and set cutters on tenon machine. 
 
 Mortise, tenon and scribe joint as between stile and bottom rail of sash. 
 Adjustment, &o., of different types of 4-sided moulding machines. 
 Grind, sharpen, set up 4-aided moulding machine for square dressing. 
 'Grind, sharpen, set up 4-sided moulding machine for storm inlay moulds, &o. 
 
 Stage III. 
 
 'Grind, sharpen, set up and work mould with ring fence. 
 
 ,, ,, „ slotter cutter. 
 
 „ „ „ Trench spindle. 
 
 „ „ any of the above, stopped, or with template. 
 
 Tempering cutters. 
 
 Circular grooving, rebating, moulding, &c., on jointer. 
 Set up for square turning on tenon machine or jointer. 
 Grind, sharpen, set-up, 4-sided moulding machine — Skirtings. 
 
 „ „ „ „ Architraves. 
 
 „ ,, „ „ Picture rail, or mould. 
 
 „ ,, „ „ Sash Stock. 
 
 ,, „ and work raised panels on different machines. 
 
 ' Sanding machines, different types and their use. 
 Jllake, including setting out, setting up and using all machines, a four-panel door. 
 
 ,, „ „ „ „ door frame and transom. 
 
 „ „ » =,. fanlight. 
 
 „ • „ „ „ „ table. 
 
 WOOD-TURNING. 
 
 Tkade Theory and' Pkaotice. 
 
 Stage I. 
 
 1. CyUndcr. 8. 6 Knials, 2 inch. 
 
 2. Beads. 9. 6 Assorted tool handles. 
 
 3. Fillets and hoUows. 10. Pair Indian, clubs. 
 
 4. Grinding and sharpening tools. 11. 4 each Footstool and cabinet legs. 
 
 5. 12 Pillarettes suitable for verandah. 12. 6 Acorn post tops. 
 
 6. 12 Pillarettes with squares. 13. 6 Ball post tops (3 inch). 
 
 7. Turning and fitting together — 14. 24 Spindles in four patterns. 
 
 3 Pillarettes. 15. 6 Balusters. 
 
 1 Finial. 16. 8 Couch legs, two patterns. 
 
 2 Drawer knobs. 17. 4 Chair legs, „ 
 2 O.G. Feet. 18. 6 Balusters, „ 
 
 1 Ball foot. 19. 4 2-inch Table legs, 
 
 in two rails, 7 in. x 1 in. x 1 in, 20. 4 3-inch Table legs. 
 
21. 
 
 2 Dumb bells. 
 
 22. 
 
 2 Paterae. 
 
 23. 
 
 2 Pedestals. 
 
 24. 
 
 2 Bread boards. 
 
 25. 
 
 2 Cones. 
 
 26. 
 
 3 Mallets (various). 
 
 27. 
 
 4 Egg cups. 
 
 28. 
 
 2 3-inch Vases. 
 
 29. 
 
 2 4-inch Vases. 
 
 30. 
 
 Pillars (three patterns). 
 
 107 
 
 Stage U. 
 
 31. 
 32. 
 33. 
 34. 
 35. 
 36. 
 37. 
 38. 
 39. 
 40. 
 
 ge in. 
 
 2 Columns, " Tuscan." ' 
 
 2 Columns, " Doric " (fluted;. 
 Tablelegs (two patterns). 
 2 Boxes and lids (oupchuek). 
 
 2 Boxes and lids (face plate). 
 
 3 Spheres. 
 
 2 Dumb bells. 
 
 2 4-inch Vases with covers. 
 
 1 Dumb waiter. 
 
 2 Picture frames, and Bolection Mould- 
 
 ings. 
 
 Lectures dealing with the styles and designs of the subjects included in the course 
 are given during the year by the Lecturer in Applied Art. 
 Preliminary examples in Spiral Turning. 
 Examples of Turning in the different periods as appUed to Architecture and Furniture — 
 
 English Renaissance — Ehzabethan, Jacobean, &e. 
 
 French Renaissance — Henri II. and Louis XIV, &o. 
 
 SHIPBUILDING. 
 
 Stage I. 
 
 Drawing and Sketches. — Sheer draught and off -sets for use in the mould loft; structural 
 parts of wood and steel vessels to include keels, longitudinals, margin plates, stringers, 
 diagonals, floors, frames, brackets, gussets, web frames, beams and pillars; stem and 
 stem connections; rudder and propeller posts, and rudders. 
 
 Calculations.— ^WeightB of plates; allowance for liners and rivet-heads; weights of 
 bulkheads and stiffeners; weights of , pillars (solid and hollow) ; Zeds ; channels and 
 angles; simple areas applicable to shipbuilding; Simpson's first and second rule; 
 application of rule for finding volumes. 
 
 Mould Loft.' — Explanations of the use of loft; use of battens and loft tools; lining 
 off base; use of trammels ; laying down off-sets; fairing; uses of waterlines, buttocks, 
 and diagonals ; lifting and tabulating off -sets ; preparing body plan for scrieve board ; 
 construction of templates for erection of structural parts. 
 
 Stage II. 
 
 Drawing. — Sheer draught; structural midship section for steel and wooden vesoels; 
 eheU expansion ; lining-off model ; plotting curves of displacement, vertical centre of 
 buoyancy, metacentre, water-plane areas, and tons per inch. 
 
 C(iZcM!aMtm»..^Applioation of Simpson's Rules for finding Areas and Volumes ; centre 
 of gravity of plain surfaces; centre of buoyancy; metacentre; structural weights; 
 displacement; tons per inch; metacentre height and co-efficients. 
 
 Mould Loft. — Laying-off roimd of beam curve; traces of keelsons, longitudinals, and 
 margilis; floors, frames, and cants; preparation of bevel-boards ; scrieve board; position 
 of ribbands for erecting framing, templates, expansion of longitudinals by method of 
 mocking up; sizes and spacing of rivets; making model from drawing. 
 
 Stage III. 
 
 Drawing. — Lay-out of slipway; slope of keel blocks; details of keel blocks and staging; 
 launch- ways; details of forepoppets, making-up, and wedges; position of shores and 
 keys; deck-plating and planking; doublings; water-tight doors. 
 
 Calculations. — Displacement ; cross cheek ; vertical centre of buoyance ; longitudinal 
 centre of buoyancy; transverse metacentre; longitudinal metacentre; tons per inch; 
 moment to change trim one inch; block and prismatic coefficients; elementary launching 
 calculations; strength of riveted joints. 
 
 MASONRY. 
 Trade Thboey and Peactice. 
 
 Stage 7* 
 Lectures are given at frequent intervals. 
 
 All exeroieeg are drafted to scale first from drawings and sketches en the blackboard 
 »nd then worked out practically by the student. 
 
 Use of the different tools used for freestone, granite, marble, &o. 
 Exeroiees to test student in elementary practical operations. 
 
108 
 
 Lectures on the special features of the different kinds of stones used locally. 
 Principles of bonding in the various kinds of walling. 
 Methods of finishing — 
 
 Pitched and quarry faced. Vermiculated. 
 
 Patent axed. , Margin drafts to be shown as exercise* 
 
 Clean chiselled. require. 
 
 Clean chiselled and rubbed. Kusticated. 
 
 Tooled.- 
 Examples of joints : Dowel, cramped, joggled, grouted. 
 
 Plain window sills. Simple string course^ — chamfered. Simple string course — moulded. 
 Cornice — moulded. Simple moulded pedestal with base die and cornice. Semai-cirde 
 arch. Segmental arch. 
 
 Use of arches to show strength. Improvement by various kinds of jointing of voussoirs. 
 
 Stag,e 11. 
 
 Lectures are periodically given during the course beaidng on the exercises, tools and 
 materials, with special reference to the durability, &c., of the various btiilding stones 
 used in New South Wales. 
 
 Visits to buildings in the course of erection will be arranged, as opportunity ofEers 
 for the purpose of illustrating the oons-truetive features of masonry work. 
 
 Detailed drawings of the exercises are made before the practical work is undertaken. 
 
 Pointed Arches. 
 Relative to doors, windows, and arcadesw 
 
 Columns. 
 
 Classic' — caps and base-q. Plain, fluted and reeded columns. Various methcds of 
 obtaining entasis. 
 
 Pediments. 
 
 Pitched, segmental, semicircular,, and broken. 
 
 Arches of Double Curvature. — Archway Niche. 
 
 ]>etail3 — preparation, full size, and setting out and mould cutting. 
 Jointing up of work — descriptive. 
 ' Quantities — methods of taldng ofi quantities for working stones. 
 
 Stage 111. 
 
 Subjects for practical work, whenever possible, are taken from local examples; details 
 of the subjects shown are drawn full size. 
 
 1 . Door and Window openings, with alternate external and internal, square, circular, 
 
 segmental heads. 
 
 2. Tracery Window. 
 
 3. Barrel vaultingx with return or intersection. 
 
 4. Domes, and Domes on pendentives. 
 o. Simple Gothic groins. 
 
 .6. Ramp and twist for : — Walls, balustrades, stairs. 
 
 CLOTHING GROUP. 
 
 TAILORS' CUTTING. 
 Tkade Theory akd Pbactice. 
 
 Slage I. 
 
 General explanation of cutting; tape, chalk, and square— their uses; the human 
 -figure — normal. 
 
 Methods of Measuring. 
 Standard Drafts — 
 
 Trousers — Standard, narrow legs, wide legs, peg tops, bell bottoms, bow legs, knock 
 
 knees, corpulent, riding, stooping figure, extra erect, open legs. 
 Boys' plain knickers. 
 , G'olf knickersi (strap and buclde, or band). 
 Supplementary exercises in — 
 
 (a) Pocket marking, and split falls, whole falls. 
 \b) Cutting fitting^. 
 
109 
 
 standard step; French, or no collar; roll collar; D.B. lapels left on ; D.B., collar 
 optional; dress; corpulent figure. 
 Coats — 
 
 Sac, standard, 3 seams; sac, long lapels; sac, whole back; sac, D.B.; sac, easy- 
 fitting and machine-made; sac, dinner jacket; S.B., Chesterfield; D.B., over- 
 coat; sac, overcoat; sac, corpulent figure; sac, sloping shoulders; sac, square 
 shoulders; sac, extra erect figure; sac, head forward; sac, round shoulders; 
 sac, Norfolk; sac, yoke; sac, juvenile. 
 Supplementary exercises in — 
 (a) Measuring, 
 (i) Fitting sleeves to Soyes. 
 ((■) Collar cutting. 
 {d) Laying patterns on cloth. 
 
 Stage II. 
 
 Lectures on Anatomy — Special Course. 
 Coats — 
 
 Frock coat — Double-breasted and single-breasted. 
 
 Morning coat — Clerical, single-breasted, and double-breasted. 
 
 Dress coat — Roll, old style, and new style ; step — old style and new style. 
 
 Raglan overcoat, old style and new style. 
 
 Motor overcoat and sac. 
 
 Norfolk styles. 
 
 Yoke sac, inverted pleats. 
 
 Smoking jacket. 
 
 Patrol jacket. 
 Application to above of abnonnahties as defined in Stage I. 
 
 Vests — Clerical 'and Cassock. 
 
 Breeches, Leggings, and Gaiters. 
 
 The use of block patterns for Sao Coats and Vests. 
 
 Stage III. 
 
 Frock overcoat. Austrahan naval and military uniforms. 
 
 Racing coat. , Dressing gown. 
 
 Slip-on overcoat. Eton sac. 
 
 Thornton Inverness. Page jacket. 
 
 Thornton Inverness (sleeved). Sleeved vest. 
 
 Golf cape. Deformities., 
 
 Capes. Alterations. 
 
 Riding sac. Ladies' garments. 
 
 Riding morning coat. 
 
 Books of Heferencb. — " International System of Garment Cutting," by J. P. Thornton ; " Kevicw 
 of London Fashions and Tailors' Teclmical Instructor," by Thornton's Institute ; " Minister's Gazette 
 Fashions," by Minister & Co. ; " Twentieth Century of Ladies' Garment Cutting," by J. C. Hopkins. 
 
 FOOD SUPPLY AND DISTRIBUTION GROUP. 
 
 BREAD-MAKING. 
 Teade Theory and Peaotice. 
 
 The Course, consisting of four stages, extends over a period of four years. 
 
 Stage I is composed of 20 lessons of practical work in the bakehouse, and of 20 lessons 
 in the classroom, made up of 12 lectures and 8 lessons of laboratory instruction. 
 
 The class is divided into two sections, and each section subdivided into groups of not 
 more than ten students. Each group attends one practical lesSon in the bakehouse 
 during one week of each fojtnight, and each section attends one lesson in the classroom 
 during the second week of each fortnight. The sections work on alternate weeks, so 
 that the bakehouse is in continuous use. The number of groups at work in each week 
 depends on the number of students taking the course. It is desirable to have at least 
 three groups a week in the bakehouse. 
 
 The classes for pastrycooks may alternate with the clasees for bread-making. 
 
 The lectures in this preliminary Course, Stage I, consist of three lectures on bread 
 and its chemical components, one lecture on wheat, one lecture on flour, one lecture on 
 malt, thrte lectures on yeast and fermentation, cue lecture on the physics of heat, and 
 two lectures on the process of making bread. 
 
110 
 
 A synopsis of the lectures is briefly as follows : — 
 
 Scientific method of dealing with the subject. Composition of broad, moisture, 
 
 staleness. Fundamental laws of chemistry. 
 Wheat plant : its growth. Types of wheat. Flour : its composition. MiUing. 
 Qualities of baker's flour. Malt : its preparation and properties. 
 Thermometers, fuels, ovens. 
 Ferments — their characters. The ferments, diastase, maltase, zymase, and 
 
 endotryptase. Yeast : its life history. Microscopes. 
 Preparation of yeast. 
 Sterilization. 
 
 Changes in a dough during bread-making. 
 Baking — Sourness in bread. 
 The laboratory instruction deals with simple chemical processes, such as solution and 
 filtration, with starches and sugars, proteins, examination of flour, examination of bread, 
 use of microscope, examination of yeast. 
 
 The Stage I Course in the classroom would be suitable for pastrycooks alternately with 
 their practical work. 
 
 Text-book. — " Chemistry of Bread-making," by J. Grant. Published by Arnold. 
 
 PASTRY-MAKING. 
 Tbade Theory and Pkactioe. 
 
 The class meets twice a week for instruction in the preparation of — 
 
 1 . Chemically serated goods : 6. Meringue goods ; 
 
 2. Fermented goods. 7. Puff-pastings ; 
 
 3. Cream goods; 8. Short-paste goods; and 
 
 4. Cake goods; 9. Biscuits, 
 
 5. Sponge goods ; 
 
 Each student is expected to prepare some class of goods after instruction has been given, 
 been given. 
 
 FURNITURE GROUP. 
 
 CABINETMAKING. 
 
 Tkade Theory and Practice, 
 
 Stage I. 
 
 In addition, elementary instruction in veneering, stringing, and banding is included. 
 
 Practical Exercises. 
 
 1. Exercises in cutting out, planing and general preparation of material, including 
 full description of glue and its preparation and use. 
 
 2. Trenching — ^plain and dovetail. 
 
 2a. Small hanging book-shelves without back, applying Exercises Nos. 1 and 2. 
 Ends of shelves to be dovetail housed. 
 
 3. Stub mortise and tenon. 
 
 3a. Small easel employing Exercise 3. T support at back. 
 
 4. Haunched mortise and tenon. 
 
 4a. Bracket shelf with framed back. Employing Exercise 4. 
 
 5. Fox-tail wedged mortise and tenon. 
 
 5a. Gong stand, employing Exercise 5, to be fitted with caps and feet. 
 
 6. Mortise •and tenon, showing method of grooving stiles and rails for panelled work. 
 6a. Framed-up carcase back for medicine cupboard, employing Exercise 6. 
 
 7. Long and short shoulder mortise and tenon. 
 
 7a. Framed-up door for medicine cupboard, applying long and short shoulder joints 
 as Exercise 7, and inlay mould. 
 
 7 b. Single shoulder, soUd moulded, mitred comers, fielded panel. 
 
 8. Common or through dovetail, various pitches and relative sizes of pin and dove- 
 tails. 
 
 9. Lapped dovetailing. 
 
 10. Lap dovetail, as applied to leg and rail of carcase. 
 
 11. Engineer's tool chest, with dovetailed qorners, employing Exercise No. 8. 
 
 12. Medicine cupboard, employing lapped dovetails as Exercise 9 in the construction 
 of carcase, and incorporating carcase back No. 6a, and panelled door No. 7a. 
 
 13. Hanging wall bracket for hall use with small carcMe, slot screwed together, with 
 brackets under. Shaped back attached to carcase with screws. 
 
 14. Make and fit drawer to suit carcase in Exercise 13. Drawer front to be moulded 
 to detail. 
 
Ill 
 
 15. Trays to bo made to fit neatly inside No. 11 Engineer's tool-olicst, corners to be 
 dovetailed, and upper edges to be rounded and mitred at comers. 
 
 16. Exercises in dowelling, various applications. 
 
 17. Exercises in tongue and groove. 
 
 18. Clamped top for writing table — employing Exercise 17, and showing application 
 of tongue and groove to both long and end grain. Centre portion of top to be rather 
 thinner than outer rim to accommodate lining material. . 
 
 19. Under frame of small writing table — applying Exercise 3. Sizes to accommodate 
 clamped top made to Exercise 18. Bails to have a plough groove run on inside of each 
 to allow of attaching top to frame of table. 
 
 20. Cut out and prepare buttons to detail, bore and countersink, and fix top. 
 Exercise 18, to underframe in writing table. 
 
 Stage II. 
 
 This stage includes veneering, inlay, stringing, and banding, automatic movements 
 in roll-top desk, &c. 
 
 Exercises 2 to 5a include mitre dovetailing and constructional parts. 
 
 1. Dovetail and mitre up two pieces of wood to form a right angle, joints not to be 
 glued up, but to be left dry for inspection. 
 
 2. Bookcase. — Construct pUnth of open bookcMe, employing mitre dovetailing as 
 Exercise No. 1 in each of the front corners. The back rail to be lap dovetailed into the 
 returns, and all to be glued up. 
 
 2a. Separate mouldings are to bo worked by hand and mitred around on the top of 
 plinth, thus cempleting Exercise 2. 
 
 3. Carcase of open bookcase, employing lap dovetails in the construction of top and 
 bottom, shelves to be removable. Carcase ends to he rebated to receive the back panel. 
 
 3a. Prepare four saw-toothed strips ; also cut and fit accurately into the notches the 
 necessary number of cross-rails required to support the adjustable shelves. 
 
 4. Cut out four shaped brackets to detail to support the overhang of top, using bow 
 saw. Clean up with spokeshave, wood file, and glass paper, attach to carcase ends 
 with slotted screws and house into underside of top. 
 
 5. Solid top to be cut out to sizes given and to be moulded on the front edge and 
 two ends by hand, and when cleaned up is to be attached to carcase with screws from 
 the underside. 
 
 5a. Pediment to be cut out, worked to shape, and fixed to the top to complete bookcase. 
 
 6. Mitre-shoot and square to be constructed for use in mitring. 
 
 7. Tongued mitre joints. Cut out material to sizes and mitre up, keeping joints 
 square and true, groove joints, prepare cross-grained tongues to suit the groove, glue 
 up when dry and clean off. Cut out a circular hole, scratch moulding around this on 
 the face and side and rebate the back to receive mirror. 
 
 8. Hat rack utilising mitred mirror. 
 
 Frame made to Exercise 7. Wing pieces to be attached to either side from behind 
 to form break, and introducing both internal and external mitring. Frame to be glued 
 up and attached to upper part to support hats. 
 
 9. Oval frame illustrating various methods of striking out ellipses. Method of 
 preparing templates. Economy in cutting out shaped work, and necessity of allowance 
 for lugs for cramping purposes, the working up of sweep and shaped work, and the moulding 
 and rebating of same. 
 
 10. Shaped mirror frame employing mitred bridle joint in shaped top rail, all to be 
 moulded on face and rebated at back to receive glass and glass back. 
 
 11. Square taper standards , with turned finials and with base mouldings, shaped rail 
 and feet. When finished to have glass movements attached, this will utilise shaped mirror 
 frame made to Exercise 10. 
 
 12. Shaped wall bracket showing method of building up the shaped outer frame and 
 also the means employed in arranging and fixing the splads to suit the oval or various 
 shaped openings. 
 
 . 13. Shaped rail —showing method of cutting and shaping. 
 
 14. Sample leg shaped to detail and showing method of making templates, cutting 
 and working up. 
 
 15. Stool with both sides and ends shaped, as Exercise 13. Legs also shaped as 
 Exercise 14. 
 
 Top to be framed up and shaped to suit underframe; this will be rebated to allow for 
 upholstering work. 
 «''—i6,, Circular top table with circular underframe, shaped legs and scissors stretchers, 
 showing various methods of construction in regard to framing up the top rails, as dove- 
 tailing, mortise and tenon, and checking. 
 
 17. Circular flower-box employuig coopered joints and methods of securing and 
 finishing. 
 
112 
 
 18. Door of small cabinet -with moulded edge and intersecting bars. 
 
 19. Small cupboard, using up door as made in Exercise 18, and having shaped wiBg» 
 and moulded top. 
 
 20. Addition to cupboard as Exercise 19, employing various methods of oonstmotian 
 and showing method of securing shaped spandril. 
 
 Stage III. 
 
 Introduces carcase work of larger dimensions than given in the earlier stages. 
 
 All work to be set out full size previous to making, as in former stages, and rods and 
 templates are to be made -where required. 
 
 Exercises 1 to 18 deal with the independently-constructed sections of a stationery 
 cabinet. 
 
 1. Construct the two framed-up ends for lower carcase of stationery cabinet and 
 trench same to receive carcase bottom. 
 
 2. Prepare soHd construction bottom, top construction rails, drawer rail, and partrng 
 piece. 
 
 3. Dovetail carcase ends, prepare all other constructional joints, and glue carcase 
 together. 
 
 4. Prepare and fit drawer runners and dustboards. 
 
 5. Prepare shelf and bearers and fix in position. 
 
 6. Construct a pair of doors complete with moulded wood panels, astrigal mould, 
 and beads. 
 
 7. Construct two drawers, the bottom to be fitted into drawer slips which are to be 
 > worked up by hand. 
 
 8. Prepare and fix solid spandril under carcase bottom. 
 
 9. Construct framed-up carcase back with muntin, and two panels, and fix in position. 
 
 10. Fit doors into position, care being taken that the carcase is standing perfectly level. 
 
 11. Pit brass butt hinges and lock on doors, and hang into position; fix all handles. 
 
 12. Construct bureau section of stationery cabinet, having solid moulded bottom, and 
 rebated construction top. 
 
 13. Framed-up carcase back, with two panels fitted and fixed to carcase made to 
 Exercise 12. 
 
 14. Framed-up fall to bo constructed and fitted to carcase, panel to be recessed on 
 inside to allow for thickness of lining materia). 
 
 15. Pigeon-hole fittings to be constructed as an independent unit, fitted on ends and 
 top, with small scribing piece, to ensure perfect fitting. 
 
 16. Construct upper carcase (bookcase section) of stationery cabinet with sohd moulded 
 bottom lap dovetailed top, and adjustable shelves on shelf studs. 
 
 17. Frame-up carcase back to bookcase sections with muntin and Hush panels; fit 
 and fix into position.. 
 
 18. Construct entablature and fit to bookcase section. 
 
 19 to 25 deal with the construction of » pedestal writing table in three carcases, the 
 fitting of drawers to same, and panelhng of the drawer fronts by the addition of raised 
 mouldings. 
 
 19. Preparation of material and framing-up of four carcase ends each with munting 
 and two panels, edges of framing to be left square. 
 
 20. Prepare ail constructional parts for two pedestals, as top, bottom, drawer rails, &c., 
 completing all joints, and the gluing together of carcases. 
 
 21. Complete lower portion of work-table by the addition of pUnth and spandril, and 
 the framing up and fixing of two back panels. 
 
 22. Construction of an upper section of work-table complete with drawer runners, dust- 
 boards, neck moulding, &c. 
 
 23. Construct all drawers, fit, and run same into their correct positions. 
 
 24. Run independent mouldings for front of drawers, mitre, fit and secure to fronts 
 those running lengthwise of grain, and fitting only without permanently fixing those 
 running across end grain. 
 
 25. Solid wood top to be prepared and fixed to upper section, and the whole of job to 
 be assembled and overhauled. 
 
 FRENCH-POLISHING. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 Tnsparing stains and staining. 
 Preparing fillers and polish. . 
 Treatment of non-porous and porous timbers. 
 Exercises in filling, skinning, and bodying. 
 Exercises in furniture polishing (elementary). 
 
113 
 
 Stage II. 
 Exercises in furniture polishing (advanced), including wax polishing, dry shininB, 
 full polisling, working colours and matching. 
 
 Treatment of mouldings and carvings, and bright and dull finish. 
 Graining as applied to French-pohshing. 
 Piano polishing (elementary). 
 
 Stage III. 
 Piano polishing (advanced). 
 
 Treatment of and polishing marquetry and inlays, including mctalj and ivorj'. 
 Pull polish and raw on one surface. 
 Enamel polishing. 
 Oil varnish system. 
 Piano finishing (final). 
 Reference mil also bo made to the spraying method as applied to polishing. 
 
 IRON AND SHIPBUILDING GROUP, 
 
 ELECTRICAL ENGINEERING. 
 Trade Calculatiosts." 
 
 Under this name those parts of mathematics are taught which are directly useful to 
 apprentices, and the connection between the mathematical processes and the other 
 work that is being done is constantly and carefully brought out. 
 
 The following details apply to all the Electrical Trade Courses except that the telephone 
 mechanics, in their higher stages, do work which is more directly connected with their 
 special subject. 
 
 preparatory Stage. 
 
 Principlos. 
 
 Suggested Applications. 
 
 Use of common signs ; order in which terms 
 are taken ; brackets. 
 
 Division of quantities into parts, fractions, 
 numerator, denominator, multiplication 
 and division of fractions; common de- 
 nominator, addition and subtraction of 
 fractions. 
 
 Area of squares and rectangles, involving 
 fractions. Square root. 
 
 Decimal notation; place value of figures 
 measurements to ■^, -j-^, ttiW o^ ^I't ! 
 singificant figures in decimals. 
 
 Conversion of v. fraction to decimals, and 
 vice versa ; decimals to nearest rule 
 fractions, say 43 to nearest 64th. 
 
 Averages, ratio, percentages. 
 
 Conversion of Metric to British measures. 
 
 Representation of quantities by symliolB. 
 Symbolical expression. Simple equa 
 tions. Use of formulae. Simple trans 
 position. 
 
 Properties of triangles; classification hy 
 angles, by sides : hase, hypotenuse, 
 Theorem of Pythagoras. Examples of 
 areas of triangles, quadrilaterals, and 
 polygons. • 
 
 The circle ; dia. rad. chord, arc, segment amd 
 sector; area of. 
 
 Definitions of geometrical solids ; volume of 
 cube, prism, pyramid, cone, sphere, 
 development, and surface areas of above 
 solids. 
 
 Use of signs from written examples. 
 
 Areas of rooms, halls, buildings, spacing 
 for lights ; studs, bolts, and screws in 
 machine parts. Resistances in series 
 and parallel. 
 
 Areas of cross section of girders, bars, and 
 
 machine parts; dimension of sides 
 
 from given area. 
 Examples from lectures, converting of 
 
 British to Metric measures, and vice 
 
 versa. 
 Rule measurements to decimals. 
 Tapping sizes for Whitworth threads. 
 
 Area = l.b. ; side of sq. = •\/ A. o yards 
 = 3 a feet = 3 x 12 a inches. Trans- 
 posing s = i f. t* ; vel" =2 g s. 
 
 Area of triangles on same base and between 
 same parallels. Examples from reso- 
 lution of forces. 
 
 Area of conductor to carry given current. 
 
 Volume of machine parts, and simple sur- 
 faces of solids. 
 
 • The Trades Calcul.atlons as here set otit a-pply *o the coireses oIltiEtrHction civen to electrical fitters, 
 electricil mechanics, telegraph mechanics, and telephone moolianics in the Iron and ShlnbuildlnK 
 Group." " ^ 
 
114 
 
 Slage I. 
 
 Eevision of the work done at school or in the Preparatory Stage, with special referenca 
 to the metric system of units. Examples involving the use of the dyne, erg. &c. ; further, 
 examples in the use of formulae, including transposing, square root, and complex fractions. 
 
 The use of decimals to be strongly emhpasised. 
 
 The first four rules in algebra, simpbficatiou and removal of brackets, changing signs, 
 &c. Simple equations and problems thereon. 
 
 Stage II. 
 
 -e i a 
 
 Elementary indices, changing the sign of an index. Values of 10«, 10, 10, 10. 
 Logarithms ; how to use a table of logarithms ; positive and negative characteristics ; 
 
 powers and roots of numbers by logarithms ; values of 10, 10, 10. 
 
 Elements of trigonometry, measurement of angles in degrees and radians. Values 
 of sine, cosine, and tangent. Problems on triangles, use of trigonometrical tables. 
 
 Simultaneous equations and problems thereon. 
 
 Stage III. 
 Ohm's law, relations between E.M.F.. current, and resistance in circuits. 
 Calculation of resistances in series and parallel, resistances needed for ihunts, and 
 rheostats. Quantity estimates for conduit, cable and fittings. 
 
 Sta^e IV. 
 
 Calculations of current and power required for lamps and heaters, calculations- on 
 drop of voltage and loss of power in mains, size of cable to transmit known amounts of 
 power at stated voltages and with given voltage drop, calculations of weight and resistance 
 of wires and cables, rise of resistance with increase of" temperature, rise of temperature 
 from increase of resistance. 
 
 Calculation of current with diiierent grouping of cells. 
 
 CaJculation of wages, percentages, simple profit and loss. 
 
 Use of slide rale and engineers' pocket-books to be encouraged. 
 
 Stages V. and VI. 
 
 Calculations involving units of energy and power. Input, output, and efficiency, 
 B.H.P. of motors given input and efficiency. H.P. of engine required to drive dynamo 
 given, K.W. output and efficiency. Current taken by motor given output or torque, 
 speed, efficiency, and voltage. Ohmic loss in field and armature windings given resistance 
 and current or load; resistance required in starters to limit starting current of motors, 
 K.W. hour and ampere-hour efficiency of batteries ; voltage, current and power required 
 to charge storage batteries at certain rates given voltage limits, ampere hour capacity, 
 number, &c., of cells. Belt pull, width, and speed. ; relative diameter of pulleys for given 
 increase or decrease of speed. ' 
 
 Trades Dbawing.* 
 Outline of Lectures. 
 
 A few lectures arc given at the beginning of the course dealing with the use of the 
 various drawing instruments, the strdtching of drawing paper and securing it to the 
 board, method of sharpening pencils, various weights and types of lines, standard types 
 of lettering and figuring used in engineering drawing. 
 
 All drawings are made on standard half Imperial sized sheets, except in the case of 
 Stages V and VI of the Electrical Fitters' Course, when full Imperial sheets are used. 
 
 Drawings should be bordered to the following dimensions :' — 
 Full-size sheet, 29 x 21 inches. 
 Half-size sheet, 21 x 14 inches. 
 
 A space .5x2 inches must be reserved in the bottom right-hand comer for the title 
 and student's name. 
 
 Drawings in the earlier stages are completed in pencil only; the work done in the 
 higher stages are either inked in or traced. 
 
 Outline of Drawing Exercises. — Preparatory Stage — All Trade Courses. 
 
 The work done in this stage is of an elementary character and is designed to enable 
 the students to become familiar with the use of the various drawing instruments. 
 
 The exercises include figuring, lining, lettering, construction of scale ; and specially 
 selected examples of geometrical drawing, including the projections and sections of 
 simple solids. 
 
 • The Trades Drawing as here set out applies to the courses of instruction given to electrical fitters 
 electrical mechanics, telegraph mechanics, and telephone mochanics in the " Iron and Shipbuilding 
 Group." 
 
115 
 
 Electrical Fitters, Stage I; Electrical Mechanics, Stage II; Svbatation Juniors, Stages III 
 and IV; Telephone Mechanics, Stage II. 
 Conventional methods of showing various materials in section. 
 Principles of projection. 
 
 Drawing to scale from copies and dimensioned sketches of bolts and nuts, limple 
 switches, simple parts of electrical machines, pulleys, couplings, oil-ring bearings, brush 
 holders and commutators. 
 
 Electrical Fitters, Stage III. 
 
 Starting switches for D.C. and A.C. motor control, controllers. 
 
 Switchboard wiring diagrams for control of D.C. and A.C. generators, and feeder circuit*, 
 also for batteries, boosters, &c. 
 
 Arrangement of switch-gear, instruments, cabUng, &c., on switchboard panels. 
 
 General arrangement emd construction of framework supporting panels and of machine 
 beds. 
 
 Electrical Fitters, Stages V and VI. 
 
 Direct current armature winding diagrams. 
 
 Making dimensioned sketches of parts of electrical machines, commutators, brush- 
 gear, swithoes, &c., in detail, and the preparation of working drawings from these. 
 
 Note. — Students are not allowed to make sketches on loose pieces of paper, but must 
 provide themselves with sketch books, the work in which is checked by the teacher. 
 
 A small steel square and a pair each of inside and outside callipers are necessary for 
 the work of tbese stages. 
 
 Electrical Mechanics, Stage IV. 
 
 Wiring diagrams for bell, indicator, and telephone circuits. 
 Wiring diagrams for electric light and power. 
 
 Supply meters and instruments (diagrammatic sketches illustrating principles and 
 coimections). 
 
 Electrical Mechanics, Stages V and VI. 
 
 As for Electrical Fitters, Stage III, with the following in addition : — • 
 The layout and grouping of large lighting and power installations. 
 The making of dimensioned sketches of parts of electrical machines and the preparation 
 of working drawings from these. 
 
 MECHANICAL ENGINEERING. 
 
 Teades Calculations.* 
 
 It is recognised that in teaching trade calculations the appHcations must be varied 
 to suit the needs of each trade, but a common order as set out below is followed in teaching 
 the main principles. These principles are taught, when possible, by the aid of suitable 
 applications, and these are correlated with the applications given in the trade theory 
 lecture following. The use of simple equational formulae is taught through all the 
 stages, for example : — 
 
 Where A = area, L = length, and B = breadth, then A = LB. 
 
 A A 
 
 consequently — = B, and — = L. 
 L B 
 
 The order in which the main principles in each stage are given below may be varied 
 to suit the needs of the Lecturer in Trade Theory concerned. 
 
 Stage I. 
 
 Arithmetic. — Simple rules of Arithmetic, including Addition, Subtraction, Multiphca- 
 tion, Division of whole numbers and fractions (vulgar and decimal). Percentages, Practice, 
 Proportion, and Square Root. 
 
 Mensuration. — Lines, Areas, and Volumes up to and including rectangular solids. 
 
 Note. — Algebraical symbols introduced for purpose of illustrating use in calculations. 
 
 _, Stage II. 
 
 Mensuration. — All solids up to and including Pyramids, Cones, and Spheres. 
 Algebra. — Up to and including elementary simple equations. 
 
 Logarithms. — ^Multiplication and Division of aU numbers. Powers and Boots of whole 
 numbers. 
 
 • The Trades Calculations as here set out apply to hlacksmitlilng, boileimaking, pattern-making, and 
 to fitting and machining in the " Iron and Shipbuilding Group." A special coarse of trades oalculations 
 is preBcrlbed for founding, details of which are given under that heading. 
 
116 
 
 Stage III. 
 
 Algebra. — Equations involving fractiraas and simple factors. 
 Mensuration. — Truncated and irregular solids. 
 Logarithms. — Extension of the use of logarithmic tables. 
 Trigonomdry . — Solution of a right-angled triangle. 
 TEXT-BOOK. — "Mathematics tor Machinists," Burnham. 
 
 Tkades DKA^V1NG.* 
 
 The opening lectures deal with the various instruments used, namely: — Drawing 
 ■ board. Tee square, Set squares, the method of sharpening pencils, and various veights 
 a-nd types of lines used in making drawings and letterings. Pencils required, HH and 
 HHH. All drawings to be of standard sizes, either ; — 
 
 Imperial 30 in. by 22 in. Standard full size drawings, 
 i ,, 22 in. by 15 in. „ J 
 
 t „ 15 in. by 11 in. „ i „ 
 
 Drawings should be bordered to the following dimensions : — 
 29^ in. by* 21 J in. For full size sheet. 
 21J in. by 14J in. „ |- „ „ 
 14| in. by lOJ in. „ i „ „ 
 A space should be reserved in the bottom right-hand corner for title. 
 In the full and • A-size sheets the space to be 5 in. by 2 in. 
 In the J-size sheet the space to be 3 in. by IJ in. 
 The J-size sheet to be used for Geometrical problems and sketches. 
 
 Stage I. 
 
 I.ettering and figuring. Methods of showing various materials in section. Exercises 
 in the use of drawing instruments. 
 
 Exercises in elementary geometrical principles. 
 
 Drawing to scale from copies of simple machine parts, bolts and nuts, pipe joints, 
 simple bearings, knuckle joints, couplings. 
 
 Stage II. 
 More .idvauced drawing to scale from copies of machine and engine parts, e.g., universal 
 joint, stuffing box, and gland, various types of vyces, connecting rod ends. 
 
 Stage III. 
 
 Propar.ition of working drawings and assembling of parts to make general arrange- 
 ment. 
 
 Sketching machine parts. Tracings. 
 
 KUWRESOI-BOOK. — "Engineering Workshop Drawing," H. J. Spooner. 
 
 ELECTRICAL FITTERS. 
 
 Tkade Theory and Practice. 
 
 Preparatory Stage. 
 
 Elementary Science. 
 
 1. Matter: Something which we Imow of by feeling it; and which we know has what 
 we call weight. All substances, as we can perceive them, are forms of matter. Matter 
 can exist in three forms — solid, liquid, and gas. Distinction between these. A matter 
 of physics — determined chiefly by the temperature. Examples. 
 
 2. 'i?he weight of a body. The attraction of gravitation. How to weigh things. The 
 idea of the lever. 
 
 3. How matter can be sot in motion. The idea of a force. How forces are measured. 
 .Laws of motion. 
 
 4. Work : How work is done on 'a body, or by a body. How work is measured. The 
 pound-foot and the erg. 
 
 5. Energy. The energy of a body when still and when in motion. 
 
 6. What is meant by temperature. Melting point of ice. Boiling point of water. 
 Degrees — -Centigrade and Fahrenheit. What happens when water boils. The tempera- 
 true of the air, of a candle flame. Melting point of lead, &o. The melting of ice. Why 
 a pond does not freeze solid. 
 
 7. Chemical classification of matter. Elements, chemical oompoxmds, mixtures and 
 alloys/. Some common elemeilfcs — iron, lead, copper, zinc, carbon, phosphorus, sulphur. 
 
 8. Mixtures : Air, oxygen, and nitrogen. What happens when phosphorus, carbon 
 and sulphur burn in the air or in oxygen. Acid oxides. 
 
 * The Trades Drawing as hero set out applies to.,blacksmithiup!, boilodaaklpg, pattsmmating, Citing 
 and machining, and to founding in the " Iron and Shii^tuUdlng Group." 
 
117 
 
 9. The burning of iron, zinc, copper and lead in air and oxygen. The compounds 
 which result. Basic oxides. 
 
 10. Combination between acid and basic oxides to form salts. Examples of salts. 
 
 11. Carbonate of soda, sodium, sulphate of soda. 
 
 12. Sodium in water : Hydrogen. Composition of water. 
 
 13. Hydrochloric acid: Ohlorine. Clhorides. Sulphuric acid. Action of these 
 acids on metaU 
 
 14. AHoys : Brass, bronze, German silver. 
 
 15. Light. Reflection of light. Concave mirrors. Image produced by a concave 
 mirror. Lenses, image produced by a lens. 
 
 16. Permanent magnets. Attraction for pieces of iron. Action of one magnet on 
 another. Lines of force of a magnet. 
 
 17. The electric current : Produces heat, acts on a magnet, splits up water, ifcc. Tn« 
 electro-magnet. 
 
 Slage I. 
 1. Elementary Mechanics. 
 
 The primary q^uantities, length, mass and time. 
 
 The pound, foot, second, centimeter, and gramme. The C.6.S. system generally. 
 
 The distinction between mass and weight. 
 
 Measurements of the primary quantities, areas and volumes. 
 
 Velocities and acceleration, force, laws of motion, units of force , 
 
 Measurement of forces, balances. 
 
 Law of gravitation, acceleration due to gravity. 
 
 Levers, centre of gravity. 
 
 Work, units of work, measurement of work. 
 
 Power, rate of doing work, units of power. 
 
 Potential or static energy, kinetic energy, principle of conservation of energy. 
 
 Graphical representation of forces and velocities. Resultant and component forces 
 and velocities, parallelogram and triangle of force, and velocities, moment of a force, 
 courplfes,- beams, torque. 
 
 The simple machines, puUeys, inclined plane. Friction. The three states of matter, 
 density and- specific gravity, elasticity. Elementafry hydrostatics and hydraulics, fluid 
 pressure, flow of fluid, flotation. 
 
 Stage II. 
 2. Heat. 
 
 Temperature — ^Thermometer scales. Unit quantity of heat, calorimetry, specific heat, 
 mechanical equivalent of heat, radiation, conduction and convection. 
 
 3. Magnetism. 
 
 Natural and artificial magnets, forces exerted by magnets on one another, magnetic 
 poles, magnetic fields, lines of magnetic force. Coulomb's law, unit magnetic pole, intensity 
 of a magnetic field, magnetic field of a magnet. 
 
 4. Electricity. 
 
 Heating efiect of a current — Fuses (with experiments)^ — Analogies of a current — Mutual 
 actions of currents in conductors — ^Magnetic field of a conductor carrying a current — ^The 
 anorpere, ammeters. 
 
 Production of E.M.F. by dynamo or cell. Resistance — Laws of resistance, the ohm, 
 rheostats, electrical pressure, the volt, voltmeters. The relations between volt, ampere, 
 and ohm — eristances in series and parallel. Electric shock — First-aid treatment for 
 electric shock. 
 
 Statje III. 
 5. Applied Electricity. 
 
 Insulation resistance — Measurements by ohmmeter and voltmeter. 
 
 Description of cables — Measurement of cables. 
 
 Wiring — Explanation of reasons underlying the more important rules of the Ere 
 Underwriters and the Electricity Supply Authorities. Practical house wiring — Wire ' 
 and cable jointing, soldering with iron and blow-lamp, insulating — Heating appliances, 
 switches and incandescent lamps, coil winding (theory and practical). Primary cells — 
 Grouping of cells, description of solenoids, electro-miignets, bells, indicators, and relays, 
 storage batteries. 
 
 Stage IV. 
 Applied Electricity. 
 
 Laws of magnetic circuit — Field magnets of dyraamos, Faraday's law,, Fleming's right- 
 hand rule, elementary dynamo, Faraday's disc dynamo, Baria-w's wheel. Direct current 
 dynamos generally. Excitation <>f dynamos, magnetofr, shunt, series and oompoimd 
 windings. . ,^. _ ^ 
 
118 
 
 Stage V. 
 
 Applied Electricity. 
 
 Armature Winding. 
 
 Difference between ring and drum winding. Lap and wave drum windings, character- 
 istic features of each. Number of circuits through armature, number of collecting points 
 on commutator, current per circuit or per conductor in each type. Calculating the 
 pitches for windings ; pole pitch, back pitch, front pitch, slot pitch, and commutator 
 pitch. Calculation of voltage generated in armature. Alterations of connections of 
 armature windings and fields to change voltages. 
 
 Equalising connections on armatures, their functions and when used. 
 
 Details of the general arrangement of a direct current machine, the magnetic circuit, 
 cores, yoke, pole shoes, field windings; the armature; cores, different kinds and con- 
 struction, shaft, spider, bearings, oil rings and oil, end shields and bearings, ventilation 
 and binding of armatures ; brush holders and brushes, end play devices. 
 
 Commutation, construction and functions of the commutator, and methods employed 
 to ensure good commutation. Care of commutator and brushes. 
 
 Armature reaction, distorting and demagnetising effects of the armature current, and 
 how these effects are overcome. 
 
 Ihterpolos, their construction and functions. Po!a,rity of interpoles relative to main 
 poles in generator and motor. 
 
 Compensating windings, their construction and functions. 
 
 Compound windings. Adjustment of voltage of compound wound generator and sp««d 
 of compound wound motor. 
 
 Motor starters and resistances. 
 
 Stage 71, 
 
 Applied Electricity. 
 
 Direct current generators and motors, how to change the direction of rotation, running 
 generators as motors, and vice versa, ruiming shunt wound generators in parallel. Com- 
 pound wound generators in parallel, function of equaliser. 
 
 Faults in D.C. machines, such as failure to excite, motor will not start, &c. 
 
 Insulation. Classification of materials and their applications. 
 
 Alternating currents. Elementary principles, sine curves, reactance, impedance, 
 Fleming's triangle, power factor. 
 
 Ammeters, voltmeters and wattmeters for D.C. and A.C. 
 
 Supply meters, maximum demand indicators, switchboards. 
 
 List of Expbkiments. 
 I. 
 
 Simple Experiments in Mechanics. 
 
 ge II. 
 
 Experiments in Heat, Magnetism and Electricity. 
 
 Fusing currents of wire of different sizes and of various materials between fuse 
 stads and in various forms of cut-out bases. 
 
 Magnetic field of a conductor carrying a current and of two parallel conductors, with 
 compass needle or filings. 
 
 Mea.suremcnt of a number of resistances with ammeter and voltmeter. 
 Measurement of resistances in series and parallel as above. 
 
 Finding the resistance of unit length of a wire and from that working out its specific 
 resistance. 
 
 Stage III. 
 
 Experiments in Applied Electricity. 
 
 Measurement of insulation by voltmeter. 
 Insulation by ohmeter. 
 
 Measurement of resistance of cables with ammeter and low reading voltmetai. 
 Measurement of sizes of wires and thickness of insulation of cables with micrometar. 
 Cable jointing and insulating. 
 Testing primary ceUs and groups of cells. 
 Measuring field of solenoid with filings. 
 Measuring pull on plunger of solenoid. 
 Measuring pull on electro -magnet. 
 
 Adjusting aiid testing bells, indicators, and relays, measuring minimum current needed, 
 miitance, &c. 
 
119 
 
 Stage IV. 
 
 , Experiments in Applied Electricity. 
 
 Tests on the heating of switch contacts. 
 Testa for release currents of auto cut-outs. 
 
 Measurement of resistance of various kinds of lamps at various voltages, with ammeter 
 and voltmeter. 
 
 Measurement of current taken at normal voltage by various kinds of lamps. 
 Rough measurement of candle power. 
 
 Stage V. 
 
 Experiments in Applied Electricity. 
 
 1. Measure resistance of starter and armature of motor; calculate starting current 
 on first notch, and verify by experiment. Causes of non -starting of motors. 
 
 3. Setting brushes of generator and motor, including sand-papering, staggering, and 
 adjustment in brush-holders ; effect of wrong angle of lead or wrong position of 
 brushes on voltage, speed, and commutation ; effect of variation of load. Setting 
 of brushes for reversible motor. Method of reversing direction of rotation of 
 motor. 
 
 3. Relative speed variation of motor with and without interpoles without sparking. 
 
 Effect of variation of voltage on speed of motors. 
 
 4. Effect of variation of load on speed of shunt, series and compoimd wound motors. 
 
 Effect of breaking field circuit of motor. 
 
 6. Connect and run, shunt, compound, and compound interpole generator and motor 
 
 for clockwise and anti-clockwise rotation. Connections of starter and regulator. 
 C. Measure starting torque of shunt, series, and compound motors. Measure effect 
 of starting current on starting torque with different starters. 
 
 7. Heating of starter rated for a given number of starts per minute when used for high 
 
 rating. 
 
 8. Effect of wrong polarity of one pole of multipolar generator ; effect of one v/eak or 
 
 partly short-circuited field coil, or of wrong polarity of one field coil of a motor. 
 Tests for polarity of fielfi coils. 
 
 Stage VI. 
 
 Experiments in Applied Eloctricity^ 
 
 9. Operation of D.C. machines in parallel. 
 
 10. Locate faults in armature and field — (o) open circuit in coil, (6) short circuit in coil, 
 
 (c) short circuit between coils in same slot, (d) short circuit in commutator, (e) high 
 resistance joints, (/) ground to frame, (<?) complete insulation test of all windings 
 and parts. 
 
 11. Ascertain cause of non-excitation of generator. 
 
 12. Adjustment of speed of compound motor and voltage of compound generator by use 
 
 of series diverter. 
 
 13. Properties and tests of usual insulating materials, including oils and varnishes. 
 
 Thickness by micrometer; physical appearance of good and poor samples ; suita- 
 bility for different purposes ; effect of air, oil, moisture, heat, baking, &c. ; dielectric 
 strength; hydrometer tests. 
 Armature Winding Exercises : — 
 
 14. Instruction in generic types of armature windings. 
 
 15. Convert 4-pole 480-volt wave wound motor to 240- volt motor for same H.P. and speed, 
 
 and connect up and run machine. 
 
 16. Parallel field of 4-pole 480-volt motor to halve speed, voltage, and output. 
 
 ELECTRICAL MECHANICS. 
 
 Trade Theoey and Peactice. ■ 
 
 Preparatory Stage. 
 As for Electrical Fitters (see page 116). 
 
 Stage I. 
 Aa for Electrical Fitters (see page 117). 
 
 Stage II, 
 As for Electrical Fitters (see page 117). 
 
120 
 
 Stttge III, 
 
 Applied Electricity. < 
 
 Insulation resistance; measurement by megger, cbmer, and volt-meter. .Cables, 
 description and resistance of. Elementary wiring of lightiag cironita, .bells, lelays and 
 indicators. Incandescent lamps. Brief description of coii -winding. Primary cells, 
 grouping of cells. Secondary cells, elementary description. Solenoids, electro-magnets 
 and relays. Elementary telephone principles. 
 
 Stage IV. 
 
 Applied Electricity. 
 
 The production of electro-motive force by a dynamo, Faraday's law. Faraday's 
 disc dynamo. Fleming's right and left hand rules. Function of commutator. The 
 magnetic circuit of a dynamo. Excitation of dynamos. I>ynamo as motor. Barlow's 
 wheel. 
 
 Explanation of reasons underlying the more important rules of the Fire Underwriters 
 and the Electricity Supply authorities. These rules are explained as the lectures proceed. 
 
 Lay-out and grouping of large installations in buildings and factories. 
 
 Stage V. 
 Applied Electricity. 
 
 Telephonette systems. Direct current generators and motors. Voltage regulation of 
 B.C. generators. Starters for D.C. motors. Speed regulation and reversal of D.O. motors. 
 Application of different types of D.C. generators and motors. Induction motors, general 
 arrangement of ; outline of usual methods of Starting ; speed control ; reversal of rotation ; 
 application of different types. 
 
 Ventilation and protection of D.C. and A.C. machines. 
 
 Alternators, brief general description of ; excitation ; methods of driving. 
 
 Stage VI. 
 Applied Electricity. 
 
 Watt-hour meters. — Use and description of; priucijftes of operation of chief D-.C. 
 types ; recording mechanism. 
 
 Circuit-breakers, types and applications ; methods of control. 
 
 Principles of switchboard design (low and medium voltages). 
 
 Classification of electrical heating and cooking devices, the advantages of electricity 
 over other fuels. Control. 
 
 The elementary principles of alternating currents. 
 
 List oi Experiments. 
 Stage I. 
 Simple experiment i in mechanics. 
 
 Stage II. 
 
 Experiments in heat, magnetism, and electricity. 
 
 Fusing currents of dilferent siras of wire and of various materials between fuse studs, 
 and in various forma of cut-out bases. 
 
 Magnetic field of a conductor carrying a current and of two parallel conductor's^ with 
 compass needle or .filings. 
 
 Measurement of a number of resistances with ammeter and voltmeter. 
 
 Measurement of resiBtanoes in series and parallel as above. 
 
 Finding the resistance of unit length of a wire, and from that working out its specifie 
 resistance. 
 
 Efficiency of electrical heater for boiling water. Connection between electrical and 
 heat units. 
 
 Watts taken and resistance of an incandescent lamp. 
 
 ijfe III. 
 
 Applied Electricity — Laboratory. 
 
 Measurement of insulation resistance by voltmeter. 
 
 Insulation resistance by Megger or Ohmer. 
 
 Measurement of resistance of cables with ammeter and low-reading voltmeter. 
 
 Measurement of sizes of wires and thickness of insxilation of cables with micrometer. 
 
 Testing primary and secondary ceUs and groups of cells, including polarity test. 
 
 Measuring field of solenoid with filings. 
 
 Measuring pull on plunger of solenoid. 
 
 Measuring pull on electromagnet. 
 
121 
 
 Stage IV. 
 Applied Electricity. 
 
 Adjusting and testing bells, indicators, relays, and telephonxw; measuring minimum 
 current needed, resistance, &c. 
 
 Tests on heating of switch contacts. 
 
 Tests for release currents of circuit breakers. 
 
 Measurement of watts, and candle-power of various kinds of incandescent lamps at 
 various voltages, with ammeter and voltmeter. 
 
 Input to small motor by ammeter and voltmeter, and output by friction-brake. 
 
 Stage V. 
 Tracing out the connections of switchgear. 
 
 Internal and external characteristics of D.C. and A.C. generators. 
 Load characteristics of shunt and compound wound D.C. motors. 
 Reversal of direction of rotation of D.C. and A.C. motora. 
 
 Effects of operating mistakes and wrong connections on the working of machines. 
 Speed variatioa of D.C. motors. 
 Starting torque of D.C. and A.C. motors. 
 
 Stage VI. 
 Frequency of alternator. 
 C!)ompounding a shunt wound generator. 
 Brake test on a motor. 
 Voltage ratio of a starting tranaformer. 
 Testing a maximum demand indicator. 
 
 Connecting up. watt-meters and watt-hour meters with and without instrument 
 transformers. 
 
 WOKKSHOP CoUKSE. 
 
 In Stage I, the Electrical Mechanics do a special course in theoretical and practical 
 woodworking aa applied to wiring of buildings. 
 
 In Stage III, there is a short course in the working of metals. 
 
 BLACKSMITHmC. 
 
 Tbade Theoet. 
 
 During the course, lectures and notes will bo given on the following : — 
 
 Stage I. 
 Blacksmith's work, and how it differs from other mechanical trades. 
 Blacksmith's fire and how to manage it. Drawiiig out iron. 
 Upsetting and bending. Fluxes for iron and stock 
 
 Different methods of annealing steel'. Different methods of tempering steel. Heating 
 steel for forging. Comparison of wrought-iron and steel. ' 
 
 Stage II. 
 Calculating stock for rings, bends, links, &c. Drawing down work under the hammer. 
 Squaring up work. Casehardening (large and small parts). Stock required for forging. 
 
 Stage. III. 
 Weight of f orgings. Method of working up scrap-iron. Different methods of scarfing. 
 Welding heats. Cleaning up a forging. 
 
 Trade Peaotiob. 
 Stage I. 
 
 1. Draw down square point on bar (iron, then mild steel). 
 
 2. With same material double back and re-weld to make same. 
 
 3. Weld round square and flat straight bars. 
 
 4. Make gib-headed keys. 
 
 5. Do angle knee. 
 
 6. Do pair of tongs (different types). 
 
 7. Do T-weld with square material, (I in. square). 
 
 From Exercise 8 and onwards the student to be restricted to within certain limits of 
 area in size, the limit decreasing as the student advances in the course. 
 
 8. Make spanner. 
 
 9. Do T-weld flat material (say IJ in. x J in.). 
 
 10. Do ring square iron (say } in. or 1 in.). 
 
 11. Do bevel hoop. 
 
 12. Do eye-bolt. 
 
 In the preliminary work the student is given an already prepared exercise and is asked 
 to fashion a similar one. As soon as he is able he is required to work from Drawings, 
 
122 
 
 Stage 11. 
 
 13. Make eye-bolt solid eye (say | in. diameter). 
 
 14. Do shackle and pin. 
 
 15. Do weld round T (J in. diameter). Alternative methods to be given. 
 
 16. Do lathe carrier. 
 
 17. Do small link chain (say \ in. diameter), jrith 3 or 4 links in chain. 
 
 18. Do hexagonal nuts and bolts. 
 
 19. Do single and double bossed drag links. 
 
 20. Do gate hinges (solid eyes). 
 
 21. Tools :— Tongs, flatters, &c. 
 
 22. Bossed lever. 
 
 23. Single forked end. 
 
 Stage 111. 
 
 Student can specialise in this stage if he so desires. 
 
 24. Engine forging, valve buckle (various kinds). 
 
 25. Cart, waggon, motor-car, and ship forgings, made both from iron and steel. 
 
 26. Forging of high speed tool steel. 
 
 Note.— Jobs showing application of Oxy-welding to the trade are introduced. 
 
 BOILERMAKING. 
 Trade Theory. 
 During the course lectures and notes will be given on the following : — 
 
 The general construction of boilers illustrated by templates, template making, marking 
 off plates. Principles of boiler construction, proportions of boilers and strength of material 
 used in their construction. 
 
 Stage, II. 
 
 Proportions of riveted joints. Staying flat surfaces. Working and bursting pressures 
 of boiler shells. Working and collapsing pressures of plain and corrugated furnace. 
 
 Stage 111. 
 
 Types of boilers and their performances; care and maintenance of boilers; repairs 
 of boilers and boiler troubles; boiler water scales, &c. ,^ 
 
 Trabb Practice. 
 
 Stage I. 
 Two lessons each week for practical work. 
 
 Class of machinery used in a modem boiler shop. 
 
 1. Parallel cylinder. 
 
 2. Two parallel cylinders, fitting each other. 
 
 3. Parallel cylinder to fit against a surface of one inclination (flanged). 
 
 4. Frustum of a cone. 
 
 5. Tapered or telescopic flue tube. 
 
 6. Steam chest, dome or X piece. 
 
 7. One cylinder penetrating another cylinder, their axes being placed at right angles, 
 one twice the diameter of the other. 
 
 8. Elbow. 
 
 9. Branch pipes (equal diameters). 
 
 10. Branch pipe (sm.iU pipe leading from larger pipe). 
 
 Stags II. 
 
 1. Straight-sided frustum of a cone. 
 
 2. To draw and develop a truncated cone. 
 
 3. Intersection of frustum of a cone and a cylinder, with their axes at right angles. 
 
 4. Three-piece elbow. 
 
 5. Bifurcated or Y pipe. 
 
 6. Ladle or bucket with flanged end. 
 
 7. Egg-end or semi-globe (six plates and crown plate). 
 
 8. Tapered tube to fit within a cylinder. 
 
 9. Cone penetrated by a cylinder, their axes being parallel, and not coincident. 
 .10. Smoke box (single). 
 
123 
 
 Stage III. 
 
 1. Transition piece, round at top and bottom .(one side vertical). 
 
 2. „ round at top, oval at bottom. 
 
 3. „ round at top, and square at base. 
 
 4. „ round at top, square at bottom, with rounded comer. 
 
 5. Anglt-iron knee-piece. _ , . , 
 
 6. Joint section, double-riveted lap, intersecting a single -riveted lap, using J-mcli 
 plate, rivet, and caulk. 
 
 7. Joint section, double-riveted double butt strap, intersecting a double-rivoted 
 lap, using J-inch plate, rivet and caulk. 
 
 7a. Joints to be made -with characteristic faults, which are to be tested where 
 possible. 
 
 8. Flanged end with internal and external flanges, using f-inch to J-inoh plate. 
 
 9. Make and fit manhole door. 
 
 10. Semi-globe (one plate). 
 
 11. Flanged tube plat« for combustion chamber, using g-inch to i-inch plate. 
 
 12. Transition piece from a round horizontal base to a round top, placed vertically. 
 
 13. Ship ventilator. 
 
 14. Make angle -iron ring and weld. 
 
 15. Examples of copper stay work. 
 
 Tbxt-books.— Robert Wilson's " Steam Boilers," 5s. ; Nelson Foley's " Boilermakinc " : Cruickshank's 
 "Boiler Construction"; Hatton's "Steam Boiler Construction"; "Theoretical and Practical BoUer- 
 maker," Samuel Nichols; " Boiler Troubles," National Boiler Insurance Co. 
 
 FITTING AND MACHINING. 
 Tkadb Theory. 
 During the session lectures and notes are given on the following : — 
 
 Stage I. 
 
 Description and use of the various hammers and chisels. 
 
 Manufacture, classification, and use of the various types of files. 
 
 Scrapers. Methods of originating a plane surface. 
 
 Tools used for measuring and comparing such as rules, calipers, squarei, Ac. 
 
 Various forms and proportions of screw threads. Description of hand tools for pro- 
 ducing threads. Various types of keys, cotters and method of fitting. British standard 
 proportion for keys. 
 
 Brief description of the physical and characteristic properties and manufacture of 
 cast iron, wrought iron, mild and tool steel. 
 
 Composition and properties of the principal alloys used in machine construction, such 
 M brass, gun-metal, bronze, white metal (lead base and tin base). 
 
 Drilling machine. Ratchet brace, drills, boring bar, hand and machine reamers ; 
 machine tapping. 
 
 Use of simple drill jigs. 
 
 Harking-ofi tools and appliances used at a marking-ofE table. 
 
 Stage II. 
 
 Machine guards and safety devices. 
 
 Planing, Shaping and Slotting Machines. — General description, details of drives, feed 
 motions. Types of quick return motion. Method of marking off, setting up and 
 securing work to machine tables. Forma of tools used and tool holders. Cutting speeds 
 and feeds. 
 
 Lathes. — Description of a simple screw cutting lathe, function of back gear. Prepara- 
 tion and centring of work for turning. Testing lathe for a parallel cut. Various types of 
 tools and tool holders. Composition and properties of carbon and high speed steels. 
 Cutting speeds and feeds. Use of lubricants and cutting compound. Cutting angles. 
 Alteration of effective angle by tool setting. Taper turning. Calculation of tsvpers and 
 description of taper turning methods. 
 
 Face plate and chuck work, boring and suriacing. 
 
 Screw rutting. — Tools for various forms of threads. Calculation of change wheels. 
 Cutting double, multiple and metric threads. 
 
 Use of precision tools, such as micrometer, vernier, dial and other indicators for testing 
 work in the machine or on marking-ofE table. Limit gauges. Allowance for various 
 kinds of fits. 
 
 Description of modem high-speed lathe, including single pulley drive, gear boxes and 
 nested feed gears. ' ' 
 
 Turret lathes. Distinctive features of the turret lathes. j\dvantages for repetition 
 work. Details of various types of forming tools. Automatic dies. Exampien of turret 
 lathe work. 
 
124 
 
 Stage III. 
 
 Description of plaJu, veitioSil and universal milling machine. 
 
 Various types of milling cutters, cutting angles, hobs, methods of j^harpening, pnncipit 
 of backing off. 
 
 Advantages of built up, form and gang milling cutters for manufacturing purposes. 
 
 Direct, simple and differential indexing. 
 
 Forms and proportions of gear teeth. 
 
 Gear cutting. Calculations for spur, bevel and helical or spiral gears. 
 
 Advantages of jigs and fixtures for manufacturing and mailing interchangeable 
 machine parts. 
 
 Erection of machines and shaftimg. Belt gearing. Care and niaijitcnanee of belting. 
 
 Handling of machinery, lifting tackle. 
 
 Teadb Pbaotice. 
 Stage I. 
 
 ♦pMpping, edge chamfered one-eighth of an inch, the surface reduced ono-sixteenth of 
 an inch. 
 
 The chipped surface of Job 1a, filed and scraped. 
 
 *0n the use of the round nose, diamond point, and cross-cut chisels. 
 
 Filing to correct proportions. 
 
 Drilling keyway cutting, and sunk key fitting. 
 
 ♦Marking off, drilling, tapping, hand screwing and fitting two f in. studs, using bottom 
 side of block for this job. 
 
 Students, during the above introductory work, are given practical instruction in the 
 tempering and dressing of the usual hand tools. 
 
 Making sheet iron template for pipe flange. 
 
 Cuttiug cotterway, filing and fitting cotter. 
 
 Marking off a circular piece of iron and filing it up to a hexagonal standard size, nut f . 
 
 File and scrape guide bar. 
 
 Cutting keywaya in eccentrics. 
 
 Filing and scraping slipper block. 
 
 Making taper pin to fit drilled and reamed hole in shaft. 
 
 Fitting tooth to broken pinion. 
 
 Note. — Students commencing work on a machine in the shop must take a selection of 
 the Introductory Exercises, e.g., (those marked *), before beginning the elementary 
 machine work at the College or Trades School. They may later on undtertake the fitting 
 work in detail. 
 
 Elementary Machine Work. 
 Drilling Machine — 
 
 (1) Marking off and cutting flat plates from rolled sections. 
 
 (2) Marking off and drilling to sketch f -inch holes in cast-iron plate. 
 
 (3) Lathe carrier. 
 Planing Machine — 
 
 (1) Chipping blocks. (3) Pedestal base. 
 
 (2) Guide bars. (4) Angle plate. 
 Shaping Machine — ■ 
 
 (1) Chipping blocks. (3) Pedestal bases. 
 
 (2) Guide bars. (4) Preparation of blocks for vee blocks. 
 Slotting Machine — 
 
 (1) Chipping blocks. (4) Cutting flat plates from rolled sec- 
 
 (2) Pedestal base's. tions. 
 
 (3) Preparation of block for vee blocks. (5) Cutting keyway in pulley. 
 Lathe — 
 
 (1) Mandrel (liin. diameter, 12 in. long, (5) Ball handle (to template). 
 
 turn for, say, 9 in.). (6) Collar for shaft (drill and tap for 
 
 (2) Stud (cut thread with dies). set screw). 
 
 (3) Stud for change wheels. (7) Bolt for guide bars. 
 (3a) Small eccentric shaft. (8) THmble for guide bars. 
 
 (4) Stud for extra change wheel for lathe. 
 
 Students will be given practical instruction in the dressing and tempering of the lathe 
 tools. 
 
 Steel nut for vyce — rough out. • 
 
 Lathe rCarrier — ^tap and fit set screw. 
 Screw jack — rough out mild steel. 
 „ „ cast iron. 
 
125 
 
 Stage II. 
 Screw jack — make cap ijieoe. 
 Lever for drain cock shaft, to template. 
 12 in. 4-jaw independent chuck casting — rough on t. 
 Slot end of Imuckle joint. 
 
 „ ,, ratchet brace. 
 
 „ „ connecting rod. 
 Turn boring bar and make cotter way aaid fit euttfi and cotter (lathe work), 
 Turn boring bar, &o., for drilling machine. 
 Turn eccentrics, ca^t-iron. 
 Turn eccentric straps. 
 Turn, thread, and mill head of steel bolt. 
 Cast-iron change wheel — ^tum and cut teeth. 
 Plane or shape parallel bars. 
 Slot or shape vee blocks. ' 
 
 Practice Jobs in screw cutting right and left, square, vee, buttress, acme thread to fit 
 standard nuts, e.g., 1 J in. diameter and 9 in. long. 
 
 Note. — Not more than twelve hours is allotted to this work, 
 
 Turn to template and cut square thread on vyce screw. 
 
 Cut thread on screwjaok, mild steel. 
 
 Cut left hand thread on chuck jaw screws. 
 
 Lathe driving plate — cast-iron. 
 
 Thread nut for steel vyce — mild steel. 
 
 Thread screw jack, oast-iron. 
 
 Turn two eccentric sheaves from solid. 
 
 Plummer blocks for If in. shaft, all operations, cast-itcn j Inc s:icU. 
 
 Stage III. 
 
 Construction Work. 
 
 Milling to dimensions, parallel. 
 
 Bars (2 off) vee blocks. 
 
 Helical gears, single and double. 
 
 „ „ 2 : 1 ratio, equal and unequal blanks. 
 
 Ratchet brace assembling. 
 
 Reversing link and block (built-up type). 
 
 Bevel gears. 
 
 MiUing gauges 1 to 6 in. 
 
 Note. — It is intended that the gauges riade should form part of the equipment of 
 gauges for the jobs in Stages I, II, and III. These gauges should be both standard aad 
 limit, preferably of the snap type. * 
 
 Cast-iron vyce. Simple back-geared lathe. 
 
 Steel vyce (Peter Wright pattern). Thrust bearing for 2 in -shaft. 
 
 Circular machine vyce. Self-acting boring bar. 
 
 Screw jacks. Overhaul and repair small steam pumps. 
 
 Ratchet brace. Small donkey pump. 
 
 Chuck, 4-jaw, independent. Pour-cylinder petrol engine, 20 h.p. 
 
 Drilling machine, to drill, say, 1 J in. hole. Machining of electric motors. 
 
 Exercises in advanced fitting are on the construction work, and are arranged in con- 
 junction with the machine shop practice. 
 
 Note. — In all construction work students' attention is directed to the application 
 of jigs and special tools suitable for quick production and interchangeabiiity. 
 
 FOUNDING. 
 
 TkADE 0AI.CUI.ATIONS. 
 
 Stage I. 
 
 Arithmetic up to and including square root. 
 
 II. 
 
 Mensuration. — Definitions, supplemented as required. Areas of triangles, quadri- 
 laterals, circles, rings, sectors, and segments. Volumes of such solids as parallelepipeds, 
 prisms, cylinders, pipes, pyramids, cones. Weights of the various forms in east-iron. 
 Casting pressures. 
 
 Sta.ge III. 
 
 Volumes and weights of frustums of pyramids and cones of spheres (soUd and hollow) 
 and wedges. Calculating weight from specific gravity. Working out percentages to 
 
126 
 
 meet specifications, or provide necessary qualities, as in iron and brass castings ; allowance 
 for oxidation. Calculating cost of casting by figuring out time occupied in its production, 
 with cost of material and overhead charges. 
 
 Teade Theort. 
 
 Stage I. 
 
 During the session lectures and notes are given on : — 
 Materials required in moulding. 
 Methods of moulding in green sand practice. 
 Preparation of cores with notes on drying stoves. 
 
 Stage II. 
 
 During the session lectures and notes are given on : — 
 
 Making of moulding boxes, and adapting them to specific work. 
 
 Burning or the uniting of separate pieces of iron by the burning process. 
 
 Preparation of chill moulds and the production of chilled castings. 
 
 Ladles, different types, with their preparation for use. 
 
 Methods of calculating the weight of castings and casting pressures. 
 
 Fans and blowers —their construction and employment. 
 
 Use of plates and blocks in moulding and moulding machines. 
 
 Stage III. 
 During the session lectures and notes are given on : — 
 Dry sand and loam moulding. 
 
 Contraction, expansion, and crystallisation as applied to cast-iron. 
 Constituents of oast-iron, and the influence they exert on the metal. 
 
 Tbade Peactioe. 
 
 Stage I. 
 To be " turned over." 
 Change wheels, flat plates or pieces. 
 Cranks, links. 
 
 Eccentric straps, hand wheels, balls, &c. (jointing exercises). 
 Knuckle and joint (jointing exercises). 
 Small propeller — ^full pattern — (jointing exercises). 
 Sheave (slip joint). 
 Divided patterns (part in each half of box). 
 
 To be " bedded in." 
 
 Change wheels, cranks, and other simple exercisej. 
 
 Sheave (bottom in floor). 
 
 Lathe head (moving). 
 
 Bevel wheel. 
 
 Water-cooled cylinder cover. 
 
 Small facing plato. 
 
 Worm wheel. 
 
 Elbow pipe, with fianged branch (branch moulded up and down). 
 
 Simple box parts. 
 
 Students are early given practice in ramming and putting together of cores, preparing 
 all irons required for each core. 
 
 Casting in iron occurs at least once a term, but casting in lead or similar material is 
 frequently undertaken. 
 
 Stage II. 
 
 Angle plate. 
 
 Bend pipe (using deep joint), loam core. 
 
 Governor (using doop joint). 
 
 Steam trap. 
 
 Tool rest. 
 
 Double-shrouded pinion. 
 
 Sheave (cored rim). 
 
 Lathe saddle. 
 
 Cover for muffle furnace (with handle and obser/ation core). 
 
 Pump. 
 
 Fixed lathe head (fitted with loose pieces). 
 
 Impulse valve. 
 
 Lubricator. 
 
127 
 
 Stage III. 
 Propeller (using single blade and, boss for 3 or 4 blades). 
 Moulding, from old sheave casting. 
 Small lathe bed. 
 
 Marking-off table (using coke bed). 
 Pump pipe (jacketed). 
 
 Pulley (increasing rim from 6 inches to 12 inches). 
 CSroulating pump stand. 
 Tool stand (shell pattern). 
 Tooth wheel (using segment and dry sand cores). 
 
 Dry Sand Work. 
 Pump cylinder (small). 
 Cylinder for vertical engine (small). 
 Muffle furnace (using aoKd pattern, with strips to form the core). 
 
 OXY-ACETYLENE WELDING. 
 
 It is desirable that Students should have a. knowledge of elementary chemistry bejore 
 undertaking this course. 
 
 Properties of acetylene; types of acetylene generators; gas yield per lb. of calcium 
 carbide from various generators. Purification of acetylene. Precaution to bo observed 
 in use of acetylene. Different type of blow-pipes. Choice of system. High or low 
 pressure. Oxygen, its properties. How to determine capacity of cylinders. Reducing 
 valves. Regulation of flame. Properties of metals, considered from autogenous welding 
 point of view. Preparation of welds. Welding sticks, fluxes, 'c&c, for various materials. 
 Plant required for various kinds of welding. Limitation of oxy-acetylcne welding. 
 
 Text-book.-^" Autogenous Welding," Granjon, Eoaenberg, Sichardsoa. ^ 
 
 PATTERNMAKIK G. 
 Tkade Theoky and Pkactice. 
 
 '.I. 
 
 1. Firebar. 10. 2-in. S pipe, skeleton pattern, strickle 
 
 2. Eccentric strap and sheave. and board. 
 
 3. Gland for boiler feed valve. 11. D slide valve. 
 
 4. Bolt. 12. Details of injector nozzle. 
 
 5. Simple bracket. 13. Valve for boiler feed valve, plain. 
 
 6. Cam for stamper battery. 14. Base for parallel vyce. 
 
 - 7. Valve and seat. 15. Plain hand wheel for 1 J boiler feed 
 
 8. Brass bearing for IJ pedestal. valve. 
 
 9. Construction of quarter bend turned 
 
 and pared. 
 
 Stage II. 
 
 1. Line shaft swivel.bearing. 9. Speed cone. 
 
 2. Leg for bench lathe. 10. Condenser valve and core-box for 
 
 3. Piston and core-box, petrol engine. steam cutter. 
 
 4. 12-in. lathe chuck and core boxes. 11. Foot valve chest and core-box for 
 
 5. Fixed jaw for parallel vyce. steam cutter. 
 
 6. Movable jaw for parallel vyce. 12. Hanger for hne shaft. 
 
 7. 13-in. handwheel with six arms. 
 
 8. Plug and core-box for three-way plug 
 cock. 
 
 Stage III. 
 
 1. 20 h.-p. petrol engine exhaust pipe and 7. Screwjaok (second method), 
 core-boxes. 8. Loose head stock for 74-in. lathe. 
 
 2. IJ-in. shaft pedestal. 9. 3-inch stop-valve. 
 
 3. l|-inch boiler feed valve case and 10. Bed-plate and core-boxes for steam 
 core-box. cutter. 
 
 4. Cover and bridge for IJ-in. boiler feed 11. Bed and core-boxes for 7J-in. lathe, 
 valve. 12. Bevel spur wheels. 
 
 5. 3-way plug cock and core-box. 13. Column building. 
 
 6. Screwjack (first method). 14. Marine condenser pattern. 
 
128 
 
 FARRIERY. 
 
 Trade Theory and Practice. 
 
 This course is illustrated by preparations, modelB, casts, drawings, and. anatoniic»l 
 specimens. 
 
 (») The History of Farriery. 
 (6) Anatomy of th? Foot — 
 
 (1) The sensitive foot — The bony column and jbiats with their ligaments, 
 
 tendons, foot pad, CArtilages, laminae, wall, sole and frog, coronary sub- 
 stance. Blood-vessels, nerves, and lymphatics. 
 
 (2) The insensitive foot — ^The homy vval!, sole, and frog. Their growth and 
 
 development, 
 (c) The Physiology of the Foot — 
 
 Circulation (arterial and venous); neive supply; growth and wear of horn; 
 description of the mechanism (expansion) of the foot; the forerKmbs as 
 weight-bearers ; the hind-Umbs as propelteis ; anomalies of size, shape, 
 and position of feet. 
 (fZ) Principles of Shoeing — 
 Management of horses' feet. 
 
 General description of the healthy foot in relation to shoeing; varieties in 
 shape, size, and direction of feet, which render modification in shoeing 
 necessary: description of the various shoes and their use, such as the 
 fullered shoe, stamped, seated^ concaved, concavo-convexed, bar, caulked, 
 racing, and trotting plates, &c., &o. 
 (e) Diseases of the Foot — ■ 
 
 Description of the conditions known as fissure, sand-crack, seedy toe, com, 
 laminitis ot dropped sole, thrush, canker, pyramiditis, side bones, ring- 
 bone,. &c. 
 (/) Surgical Shoeing — 
 
 The best methods to adopt in shoeing for the varions diseasea, devises used in 
 modifying defective action, such as brushing, speedy cutting, clinking, 
 over-reaching, &o. 
 (g) Practical Shoeing — 
 
 Removal of shoes and the dressing of feet. Method of measuring the feet. 
 Use of the various tools of trade ; the selection of nails. The moulding and 
 forging of shoes. Fitting and driving on in all its branches. 
 
 TliXT-BOOKS. — Hunting's " The Art o( Horse-shoeing." " Horse-shoeing and the Hojb»'.3 Poot," 
 by Dollar and Wheatley. 
 
 SUBSTATION JUNIORS. 
 
 Trade Theory and Practice. 
 Chdiine of Lectwes — Preparatory Stage. 
 Elementary Science as for Electrical Fitters (see page 116). 
 
 Stage I. 
 Elementary Science as for Electrical Fitters (see page 116). 
 
 Stage II. 
 Magnetism and Electricity as for Electrical Fitters (see page 117). 
 
 Stages III and IV. 
 Applied Electricity as for Electrical Mechanics (see page 120). 
 
 Stages V and VI. 
 Descriptive Course in Electrical Engineering, 
 
 Electrical machinery, apparatus, and batteries. 
 
 Qualitative description of magnetic circuits in air and iron magnetic induction, 
 ampere tums, reluotstnoe, . permeability, description of magnetic circuits of dynamos 
 and alternators. 
 
 Description of parta of D.C; generators and motors, and auxiliary apparatus such as 
 starters, instruments, and switchboards. ' 
 
 Batteries, boosters, and methods of control. 
 
 Eleiaentary explanation of alternating quantities, sine waves of E.M.F. and current, 
 effective value, definitions of seM-induetion, reactance and impedance. 
 
 Description of alternators, synchronous motors, induction motors, transformers, 
 rotary converters, motor-generators, A.C instraments, and auxiliary apparatus. 
 
129 
 
 TELEGRAPH MECHANICS.* 
 Trade Theory and Peaotiob. 
 
 Oviline of Lectures. Preparatory Stage. 
 Elementary Science as for Electrical Utters (see page 116). , 
 
 Stage I. 
 Elementary Science as for Electrical Fitters (see page 116). 
 
 Stage II. 
 Heat, Magnetism, and Electricity as for Telephone Mechanics (see page 130). 
 
 Stage III. 
 Telegraphy I. 
 
 Instruments. — Simple Morse instruments. The key, polar relay, neutral relay, line 
 detectors, Morse recorders, switches, and resonators. 
 
 Duplex, Quadruplex, and other Instruments. — ^The differential galvanometer, differ- 
 ential polar relay, differential neutral relay, transmitters, pole-changers, rheostats, con- 
 densers, repeaters, ground switches, milliamperemeter, &c. 
 
 Wheatstone automatic instruments, transmitt-ers, receivers, perforators, Gell, Klein- 
 schmitt, and hand. 
 
 Switchboards. — Bar type earth plate and fuse protected, spring jack type, rotary 
 switch, power board and lamp distribution board. 
 
 Stage lY. 
 Telegraphy II. 
 
 The functions of keys, relays, transmitters, receivers, perforators, and other instru- 
 ments. 
 
 Primary and secondary cells and batteries. 
 
 The construction, arrangement, assembly, testing, maintenance, circuits, and care of 
 instruments. 
 
 Stage 7. 
 
 Telegraphy III. 
 Telegraphic Systems. — Simple Morse, duplex, triplex, quadruplex, Wheatstone auto- 
 matic, repeaters, superimposed circuits. 
 
 Stage VI. 
 
 Telegraphy IV. 
 
 Balancing, testing lor resistance and insulation, location of faults, care and treatment 
 of generators, motors, primary and secondary batteries, functions of repeaters, differential 
 and non-inductive winding. Adjustment and care of apparatus. 
 
 Workshop TEAiNmo. 
 
 Lectures on the following : — 
 
 Stage I. 
 
 Types and grades of files, use and manipulation of files for various metals and other 
 substances, Types of drills and countersinks and their use on different materials. 
 
 Taps and dies and their use, various standards of screw-threads, screw plates, gauges, 
 and pitches. Hobs and master taps. 
 
 Speeds for feeding, drilling, and tapping. 
 
 Stage III. 
 
 Giauges, internal, external, slide, vernier, pitch, drill, wire, metal, and micrometer 
 gauge. The foot rule and its subdivisions. The lathe and its functions, names and 
 functions of its various parts. The plain lathe, hand tut ling, and hand-turning tools. 
 
 Stage IV. 
 
 The screw-cutting lathe and its use. SUde rest tools. Screw-cutting with the lathe 
 and by hand. Chasers. 
 
 Screw-cutting Tools. Tool steel and its characteristics, annealing, hardening, and 
 tempering. 
 
 •The' inclusion of this course for telegraph mechanics does not imply that the New South Wales Board 
 of Trade is regarded as having jurisdiction to regulate the training of Commonwealth servants. 
 
 •55305— B 
 
130 
 
 stage V. 
 
 Drills, various types of, making and sharpening of, proper conditions for. Lubricants 
 for dialling. 
 
 Metals. — Iron, mild steel, and other metals and their oharaoteristios, case-hardening. 
 Composition of various alloys. Casting in various metals. 
 
 Grinding. — Surface and internal emery grinders. Carborundum and other abrasives. 
 
 Stage VI. 
 
 Metal press work. Dies for press work. Rolling metal. Dra-wing metal. 
 
 Various workshop equipment. Shafting, hangers, »nd bearings. Speed of shafting. 
 Motive power. 
 
 Practice. 
 
 The following work is done in the workshops and distributed over the various stages : — 
 
 Filing various materials, hardening and tempering; soldering, hard and soft, tapping, 
 drilling, making lathe and other tools ; hand-turning ; making screws with die or screw 
 plate. Working to gauges ; making simple parts of apparatus, repairing and assembling 
 instruments, testing instruments by simple methods ; screw cutting by lathe with slide 
 rest and by hand with chaser ; fiiUng to dimensions ; making taps and dies, drills, diamond 
 point type, making and fitting pivots working to -001 inch. Case-hardening. Working 
 to dimensioned drawings. Working on milling and other workshop machines. • 
 
 TELEPHONE MECHANICS.* 
 Trade Theoey akd Peaotioe. 
 Outline of Lectures — Preparatory Stage. 
 Elementary Science as .for Electrical Fitters. (See page 116). 
 
 Elementary Science as for Electrical Fitters. (See page 116). 
 \ 
 
 Stage II. 
 
 Magnetiem and electricity. 
 
 Magnetism, magnets, the magnetic compass, magnetic lines of force, the magnetic 
 field, laws of magnetism, permanent magnets, retentivity forms of magnets, special 
 attention being given to consequent poles. 
 
 The electric current, effects of a current, heating, magnetic, chemical, and physiological, 
 magnetic field of a current, galvanometers, the measurement of a current, the ampere. 
 
 Resistcnce, what electrical resistcnce is, law for the resistance of a conductor, specific 
 resistance, the ohm. 
 
 Electro-motive force necessary that a current may flow.- The production of E.M.F. 
 by cutting of lines of force by a conductor, Faraday's disc dynamo, primary cells 
 (especially the Meidinger), the volt. 
 
 The relation between the volt, ampere, and ohm. 
 
 Measurement of E.M.F. current and resistance. Instruments. 
 
 Static electricity, electric phenomena produced by friction, attraction, and repulsion, 
 conductors and insulators, electroscopes, electrophorus, distribution of charges, the 
 electrostatic field. 
 
 Leyden jars and condensers, the farad and microfarad. 
 
 The watt, the joule, the kilowatt hour, the coulomb. 
 
 Electro-magnets, bells, meters, telephones. 
 
 Mutual induction, Lenz' law, the Henry, transformers and induction coil. 
 
 Fundamental principles of dynamo -electric machinery. The magneto-generator. 
 
 Secondary cells, their actions and precautions necessary in their use. 
 
 The Laboratory work will include experiments on above, with, among other things, 
 the measurement of resistance with galvanometers, voltmeters, ammeters, and by means 
 of the Wheatstone bridge, including the various forms of bridges used for the measurement 
 of low and medium resistances. Also the measurement of the internal resistance of primary 
 and secondary cells by means of voltmeter and ammeter, and other experiments on the 
 fall of potential method as applied to electrical testing problems. 
 
 I 
 Telephony I. 
 
 Magneto bells, the telephone receiver and transmitter, series telephones, the Bridging 
 telephone and its advantages. The connection of series telephones in scries, and bridging 
 telephones in parallel, and an explanation of the advantages of the latter; the simple 
 telephone switchboard and the location and removal of faults therefrom. 
 
 • The Inclusion of this course for telephone mcchanies does not imply that the New South Wales Board 
 of Trade is regarded as having jurisdiction to regulate the training of Commonwealth servants. 
 
131 
 
 Morse simplex telegraphy and primary batteries used for local and main circuits. 
 The Series and Branching Multiple systems of Magneto Telephony. 
 
 (a) The substation circuit. {d) The telephonists' circuit. 
 
 (6) The different l.-nds of line circuits, (f) The meter circuit. 
 
 (c) The subsoribcri' cord circuit. 
 The handling of Junction Traffic between magneto exchanges. 
 
 (o) Bing-down system. (6) Order wire system. 
 
 The elements of Common Battery Telephony, including the following systems :— 
 
 (n) The Haes. (d) The Dean. 
 
 (6) The Stone. (e) Other systems, 
 
 (c) The Kellogg, e.g.. Chapter 13, McMeen and Miller. 
 Methods of signalhng in Common Battery systems, including : — 
 
 (a) Supervisory and other relays. (c) Bull's-eye. 
 
 (6) Lamps. (d) Other Indicators. 
 
 Common Battery Non-multiple Switchboards, detail of : — 
 
 (o) Line circuit. . (o) Telephonists' circuits. 
 
 (b) Cord circuits. " (d) Substation telephone circuit. 
 
 Common Battery Multiple systems — 
 
 (a) The substation telephone, including (d) Meter circuit. 
 
 direct current instruments. (e) Telephonists' circuit. 
 
 (6) Line circuit. (/) The multiple field and keyboard. 
 
 (c) Subscribers' cord circuit. 
 
 The fundamental principles of the systems used by the Department to be given in an 
 elementary manner, more detailed treatment being afforded in Stage II. 
 
 A more detailed treatment than in Course I of galvanometer, including constructional 
 details and elementary theory, especially of the moviilg-coil type. Also the use of shunts 
 and voltage multiplier. 
 
 The electrical properties of the telephone circuit, including a training more advanced 
 than that given in Course I upon the phenomena of capacity, resistance, mutual and 
 self induction. Details of how these properties are adjusted to give maximum transmission. 
 Different portions of the circuit where loss occurs should be explained, and the modem 
 practice of loading of lines briefly touched upon. The theory of air-spaced telephone 
 tables. 
 
 The phenomena of electro-magnetic and electro-static induction and their influence 
 upon telephone and telegraph systems. The means adopted for their eUminatidn in — • 
 (a) Open wires. (6) Lines in cables. 
 
 The modern composite cable will be described, and the means of eliminating induction 
 therein described. Elementary knowledge of transposition schemes. 
 Superimposed telegraph on telephone circuits. 
 Private branch exchange switchboards. 
 
 (a) The function of a P.B.X. (c) The operators' circuits. 
 
 (6) The subscribers' line circuit. (d) Exohange-bne circuits. 
 
 The protection of lines against electrical hazards and fusing of power circuits. 
 
 Automatic telephony to be briefly touched upon in this year in order to afford sufficient 
 information to enable common faults occurring in automatic telephones and small tele- 
 phones to be rectified. 
 
 Note. — The work in the laboratory and workshop undertaken in this stage is 
 divided between the College laboratory and workshops and the departmental workshops 
 and exchanges. 
 
 The laboratory work will include the application of the ^Vheatstone bridge to the 
 Varley and Murray loop and overlap tests, and the location of faults in aerial Unes and 
 cables. 
 
 The measurement Of high and insulation resistance by reflecting galvanometer and 
 voltmeter. 
 
 The measurement of earth resistance and capacity, and the location of faults on open 
 lines by moans of capacity tests. 
 
 Telephojsy II. 
 
 Lay-out of exchanges, particularly with a view to economy in cabling, &e. The functions 
 and design of main and intermediate distributing frames, and information covering the 
 structural details of the erection of multiple C.B. switchboards. 
 
132 
 
 Detailed description oonceming common battery and automatic system».de»lt with. in 
 Course II, and special attention paid to more complicated junction circuits. 
 
 Trunk line switchboards and all their associated circuits. 
 
 Chief operators' desks, testing desks and. monitors' deskg, and the whole of the circuit* 
 associated therewith. 
 
 The phenomena of electrolysis, and the preventive measures used in «onneetion there- 
 with. 
 
 Power Plant. The fundamental principles of dynamo-electric machinery in detail : — 
 
 Commutators, their care and treatment. Shunt and series dynamos, and the conditions 
 under which each is used. Compound windings and their advantages. Motor generators. 
 Dynamotors. More detailed consideration of secondary cells than that given-in Stage I. 
 Methods of charging, discharging, prevention and cure of sulphating, treatment of individual 
 cells, lead-burning by the oxy-hydrogen process, and the general care and maintenance 
 of secondary batteries. The use of .secondary batteries for exchange apparatus while 
 they are being charged, and the function of choke coils used for the ohmination of dynamo 
 noises. 
 
 Details of alternating machine frequently used in connection with motor-generators. 
 
 Power circuits, power boards, and the maintenance and operation of the whole of the 
 power plant. 
 
 LEATHER GROUP. 
 
 BOOT AND SHOE MAKING. 
 Teade Calculations. 
 
 The course in Trade Calculations embraces Arithmetic, Mensuration, Elementary 
 Geometry, Elementary Algebra, and definitions and the use of simple formulae by the 
 use of tables in Elementary Trigonometry. One hour is given to each subject each week. 
 
 Arithmetic and Mensuration. — Every advantage will be taken of quick methods, 
 illustrated by examples, including vulgar fractions and free use of decimals. 
 
 A " Five-minutes' Quiz " is given during each lesson. .The exercise is marked and- 
 handed to students at the following lessons. Marks gained for " quizes " are recorded 
 in the roll-books. 
 
 Trades Drawing. 
 
 This subject embraces a short course of Geometrical, Freehand, and Model Drawing 
 
 Making. 
 Trade Theory and Practice. 
 
 Correct method of putting in stiffeners and puffs. 
 Preparing and fitting up bottom stuff for lasting. 
 Principle of pulling over by hand for machine. 
 Lasting by hand. 
 Drafting, the effect of hoisting. 
 Preparation of work for Blake maohiae. 
 Preparation of work for Welt machine. 
 Preparation of work for stitching machine. 
 
 Stage 11. 
 Trimming welts and filling in. 
 Beating out welts. 
 
 Rubbing down and preparing for heeling machine. 
 Explanation of different types of work : — 
 
 (a) Welt. (d) Machine sewn. 
 
 (6) Pumps. (e) Screwed work. 
 
 (c) Fairstitch. (/) Pegged work. 
 
 Instruction in operating, mechanical construction, and adjustment of the following. : 
 Sole attaching machine. Heeling machine. 
 
 Blake machines. Slugging. 
 
 Stage III. 
 Sole-laying machine. Stitching machme. 
 
 Hough rounder machine. Welting machine. 
 
 Shank skiver and channel opener. Laying and setting, out of machines. 
 
 Lasting machine. 
 
133 
 
 CliICEINO. 
 
 Trade Theory and Practice. 
 
 Stage' I. 
 Art of olioking. 
 Hides, skins, kips. 
 Anatomical construction of skin : — 
 
 (a) Difference between the inner and outside of skin. 
 
 (6) The direction in which a skin is tight and loose. 
 
 (c) Shade and general characteristics of skins and hides. 
 
 Stage 11. 
 Lining cutting, leather and linen. 
 The direction in which an upper should be tight. 
 Systems, of cutting. 
 
 Substances of each part for particular work. 
 Sorting skins for substance, for different classes of work« 
 Systems of cutting for large and small skins. 
 
 Stage III. 
 Systematic cutting. 
 Subdivision of labour in clicking-room. 
 Setting out of clicking department. 
 Costings. 
 
 FiNISHINQ. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 Inking of heels and edges. 
 Method of preparing surfaces of leather for colouring : — 
 
 {a) Sanding machine. • (c) Painting of bottoms. 
 
 (&) Buffing machine. (d) Padding and brushing. 
 
 Heel padding and brushing. 
 Use of machine tools (seat wheeling, crow wheeling, feathering, fudging). 
 
 Stage II. 
 
 Breasting of heels. Operating stitch separator. 
 
 Scouring breast of heels. Adjustment of stitch separator. 
 
 Scouring heels. Mixing and blending of colours. 
 
 Stage III. 
 Trimming edges. 
 
 Setting and sharpening of knives for edge trimmer. 
 Trimming heels. 
 
 Setting and sharpening of knives for heel trimmer. 
 Laying and setting out of machines. 
 Ei^e setting. 
 Speeds of machines used. 
 
 Pattben-Ctjttikg. 
 
 Trade Theory and practice. 
 
 To be eligible for admission to the pattern-cutting, students are required to pass in 
 clicking, Stages I and IL 
 
 Stage I. 
 
 Measurement of the foot. Allowances to be made. 
 
 Size stick, tape measures. Standard measures. 
 
 A draft or plan of foot. Cutting forme from last. 
 The operation of measuring. 
 
 Stage II. 
 
 ConstEuotion of standard patterns. 
 Construction of boot standards, men's and women's. 
 Constructi,on of shoes standards, men's and women's. 
 Definition of ground line, pitch line, inclination. 
 Backward and forward pitches for difiorent kinds of wor's. 
 
 Cutting forme, solid and mitre method, their distinct advantage for different classes of 
 work. 
 
134 ^ 
 
 CoMtruotion of standard patterns by various methodi, their advantage and dis- 
 advantage. 
 
 Production of standard direct from the last. 
 Cutting and doiigning of diiferent classes- of uppers. 
 
 Stage III. 
 
 Methods of grading. 
 
 Designing of upper in accordance with the style of last. 
 
 The relation between the standard and the sectional parts for different methods of 
 closing. 
 
 Right and left pattern?, their advantage. 
 
 Various fittings for lasts. 
 
 Definition of pitch, spring, range. 
 
 Grading of soles and insoles. 
 
 Various reasons why sole, insole, and upper patterns are graded to certain given 
 measurements, and how to ascertain these measurements. 
 
 , Sttjff -Cutting. 
 
 Trade Theory and Practice. 
 '.I. 
 
 General description of hide. 
 Structure of leather. 
 Method of trimming hides. 
 
 Various parts, bends, butts, middles, shoulders, and bellies, suitability of each for 
 particular work. 
 
 Wettiag and rolling of leather. 
 Lift-cutting and use of knives. * 
 
 Stage II. 
 Heel-building. 
 
 Channelling of insoles end outsoles. 
 Description of cutting machines and speeds. 
 Preparing and fitting up bottom stuff for makers. 
 Ranging of sides into sections, suitability of each for particular work : — 
 
 (a) Bellies. 
 
 (6) Shoulders. 
 
 (c) Butts. 
 Method of securing regularity in substance, and edges of soles. 
 
 Stage III. 
 
 Systems of cutting. Grading of insoles. 
 
 Setting and laying out machines. Systems of costing. 
 
 Grading of soles. 
 
 Text-boois. — " Manufacture oJ Boots and Shoes," by F. Y. Gelding ; " The Boot and Shoa Industry," 
 by J. A. HaTdlnK; " Boot and Shoe Manufacture," by — Plunket. 
 
 LEATHER DRESSING AND TANNING. 
 Teade Theory and Practice. 
 Stage I. 
 
 Structure of Hides and Skins. — Development of skin; the epidermis ; structure of hair; 
 hair sheath ; hyaline layer ; the corium ; connective tissue ; fat colls ; elastic fibres. 
 
 The Origin and Curing of Hides and SIdns. — Drying, salting and Indian plaster cures ; 
 hides and skins from foreign countries, &c. 
 
 Soaking and Softening of Hides and Skins. — Washing and soaking all classes of hides 
 and skins ; softening dry hides, &c. ; chemical methods ; putrefactive bacteria in soaks. 
 
 Water as used in the Tannery. — Impurities of natural water; temporary and permanent 
 hardness; softening processes; effect of impurities in tanning and dyeing. 
 
 Depilation. — Unhairini: with caustic alkalies and alkaline sulphides; lime; caustic 
 soda, sulphides of arsenic and sodium, bacteria in lime; action of dehairing agents; 
 strength of solutions, and time required in lime; solubility of lime, sodium sulphidj, and 
 arsenic sulphides; suspending hides; puddling goat and calf skins; sweating of hides 
 and skins ; painting skins. « 
 
 Deliming, Baling, Puering, and Drenching. — Acids ; ammonium salts ; bates and puers ; 
 artificial bates ; oropon, crodin, &c. ; fleshing and scudding ; swollen and placid pelts. 
 
 Pickling. — Pickling in drum and paddle; salt, and sulphuric acid; salt and alum; 
 pickling sheep pelts lor expoit. 
 
135 
 
 Thei;>ry of Vegetable Tannage.— Vractical experiments ; seotions of liidcs will be teamed 
 by air known Australian tanning agents, and their leather-forming properties examined: 
 myrobalans, valonia, and foreign extracts will be compared with Australian taimmg 
 materials ; acidity of tan-liquors ; Australian, English, and American tanning prooesees. 
 
 Chrome Tannage. — Cihromium compounds required by tanners; Schultz's and other 
 two-bath processes ; one-bath chrome-tanning liquors ; one-bath chrome-tanning process ; 
 washing and neutralising. 
 
 Leather Dressing. — Dyeing black chrome leather; fat liquoring; setting up; ahaying; 
 staking ; seasons ; glazing. 
 
 Laboratory Work. — Simple applications of volumetric analysis to tanning, &c. ; alka- 
 limetry; indicators; standard solutions ; testing of commercial acid sand salts ; weighing ; 
 specific gravity ; hydrometers; testing the acidity of tan liquors, &c. 
 
 Stage II. 
 
 Dyeings. — Suitable tannages ; wattle bark and basils ; wattle bark and calf, goat and 
 hides; mixed tannages ; sumach tannages for book-binding; bleaching and stripping; 
 drum and tray dyeing ; coal-tar dye-stufls; natural" dye-stuffs; acid dyes; basic dyes; 
 direct dyes, &c. ; dissolving djo-stuKs; impurities; mordants; tartar emetic titanium 
 salts; colour and colour matching; colour mixing; primary, secondary, and tertiary 
 colours; dyeing to pattern ; preparing leather for staining; staining or bnish dyeing; 
 iron and copper salts in staining, &c. 
 
 Chrome-tanned Leaihers.. — Experimental work with chrome-tanning liquors : theory 
 of basic liquors ; chrome-tanning light and heavy leathers ; finishing or dressing coie 
 and light leathers. (This is a continuation of work from Stage I.) 
 
 Vegetable-tanned Leathers (continued from Stage I).- — Tanning light a.nd heavy leathers,; 
 mixed tannages suitable for Australian conditions ; drum-tanning ; extraction of tannin 
 from wattle bark; leather-forming properties and tannin values of various tanning 
 materials. 
 
 Dressing of Curried Leathers. — Kip, bag, harness, splits; drum-stuffing; size and 
 finishes ; embossing. 
 
 Laboratory Work. — Testing of basic chrome liquors ; examination of water for dyeing 
 purposes; Kjeldahl method for nitrogen; estimation of various salts, &e., used in the 
 leather industry; sampling, preparing, and analysing vegetable tanning materials; 
 qualitative recognition of tanning materials. 
 
 Stage III. 
 
 Chrome-tanned Leather (continued from Stage II). — ^Tan and brown-coloured chrome- 
 leather; dyeing with acid, basic and direct dyes ; mordants ; fat liquors for brov.-n or tan 
 coloured chrome leather; seasons; finishes, &c. ; combination tannages. 
 
 White Leather.' — ^Alum and salt; formaldehyde; finishing, &c. 
 
 Advanced and Experimental Work. — Vegetable and chromo-tanned sole leather,- 
 vegetable and chrome-tanned light leathers ; quick tannages ; suede leathern ; latest- 
 processes. 
 
 Physical Chemistry of Hide-fibres. — Causes of swelling and contraction ; the essentials 
 of the tanning process; the constitution of matter; the nature of molecules; vapour- 
 pressure ; surface tension ; solution pressure ; jellies : crystals ; osmotic pressure ; 
 electrolytic dissociation; electrolysis; action of acids; salts and alkalies or gelatinous 
 fibres ; physical explanation of swelling. 
 
 The Chemistry of the Tannins. — Sources of tarmins ; general qualities of tannins ; 
 catechol and pyrogallol tannins ; colouring matters. 
 
 Fermentation. — Use of microscope; cutting sections; staining; sterilising liquors; 
 sterilising and antiseptic agents ; enzymes ; bacteria. 
 
 Labobatoky Work. 
 Estimation of Tannin in Bark Extracts, die. (continued from .Stage II). — Analysis of 
 oil fats, &c., as used in the tannery ; analysis of materials used in alum chrome tannages, 
 Ac. ; analysis of vegetable and chrome-tanned leathers ; examination of the constituents 
 of fat liquors and chemical constituents of the skin. 
 
 Waste Products and their Disposal. — Hair; glue-stuffs, fl;eshings ; chemical putrefaction 
 of sewage. 
 
 TiXT-BOOKS recommended :—" Principles of Leather Mamifactiire," by H. E. Proctor; "Leather 
 Indnitrlei Laboratory Book," by H. R. Proctor; " Leather Dressing,'" by M.C. Lamb; " Pnering, Bating, 
 and Drenching of SMM," by J. T. Wood; " The Sheep and Its Skin," by Alfred Seymour Jones. 
 
136 
 
 MANUFACTURING GROUP, 
 
 BOAD-CARRIAGE BTOLDING. 
 Tbade Theoby and Pbactice. 
 
 ^tciige I. 
 Leoturettes are given at intervals on the kinds and qualities ol Timbers, alsD tbs 
 kinds and sharpening of tools used during the Stage. 
 
 Practical Exercises. 
 
 1. Prop stick. 
 
 2. Swingle bar. 
 
 3. Making pair of shafts. 
 
 4. Mortise and tenon joint, with chamfer on each piece of timber. 
 
 5. Double mortise (example of draw pinning' to be given). 
 
 6. Bevel mortise. 
 
 7. Making and framing of a van tail door. 
 
 8. Putting in and tightening screws and bolts. 
 
 9. Planing up a panel. 
 
 10. Scraping a panel. 
 
 11. Sandpapering a panel. 
 
 12. Making square-cornered Beat. 
 
 13. Making tray. 
 
 14. Making seat risers. 
 
 15. Dashboard. 
 
 16. Making axle-bed. 
 
 17. Making a cradle tray (bent floor). 
 ' 18. Wing-boards. 
 
 19. Spring blocks. 
 
 Exercises 1-3 and 16-17 inclusive apply to liorse-drawn vehicles onlj-. 
 
 Exercises 4-15, and 18-19 are suitable for motor-bodies also. 
 
 Slaije II. 
 
 Leoturettes are given on : — Tools, use of and methods of sharpening; Springs; Bal- 
 ancing and method of Hanging ; -Carrying Capacity of Axles suitable for various T»hicl»i ; 
 Setting of Axles. 
 
 Traotical Exercises- 
 
 Grocer's Cart Body : — 
 
 1. Back and front cross pieces. 
 
 2. Summers and bottom sides. 
 
 3. Standards and comer pillars. 
 
 4. Foot-board risers and foot-board. 
 
 5. Top rails, front rail, and wing boards. 
 
 6. Centre side rails. 
 
 7. Tail board. 
 
 8. Shafts and cross-bar, seat board and spring blocks. 
 
 9. Panels — double, got up for varnishing. 
 10. — Assembling parts. 
 
 JEWELLERY. 
 
 ■Teade Deawing. 
 
 Ereehand. 
 
 Stage J. 
 Pencil drawing in outline from diagrams and casts. 
 
 Stage II. 
 Drawing and shading from casts and ornament, with enlargements and reductions. 
 
 * Geometrical. 
 
 Definitions. 
 
 Problems relating to straight Unes. Proportional division of lines. 
 
 The construction of plane and diagonal scales to different linear units. Conduction 
 of triangular and quadrangular figures. The oonstrnotion of regular polygons. 'Rediiotion 
 and enlargement of plane figures. Miscellaneous simple problems relating to lines and 
 circles. Elementary construction of the ellipse, and simple problems in plan and elevat- 
 tion directly relating to trade requirements. 
 
, 137 
 
 Design. 
 • * 8ta-g& I. 
 
 The planning of ornament — which embraces borders, diapers, comers, all-overs, and 
 panel fillings in geometrical,, abstract, ajid oonventional treatments. 
 The principles and grammar of ornament. 
 
 Exercises in first term to be worked in black and white, in second term in two colours, 
 and in third term in any colours. 
 
 Stage II. 
 
 Practical designing, and various treatments of natural, and geometrical forms for 
 deeorative purposes. 
 The historic styles of ornament. 
 
 Stage III. 
 Practical adaptation of design. 
 
 Exercises based upon the conditions and restrictions found in building up and manu- 
 facturing. 
 
 Trade Theory aud Pkaotioe. 
 
 ■ !'■ Stage I. 
 
 The stage embraces lectures on — The sotting out of the bench and correct use and 
 manipulation of'tools and the blow-pipe; trade terms and technicalities; alloying and 
 melting silveraftd silver-solder; soldering, polishing, &e. 
 
 Practical exercises are given • in making and tempering small necessary tools. 
 Forging, drawing, twisting, and Icnurling wire. Making of beads, coronets, and other 
 settings, scrolls, ohenier; various geometrical shapes in flat wire, studs, and other simple 
 combinaKiOns of the above exercises. 
 
 All practical exercises are preceded by a locturette on the subject. 
 
 Metal used — silver. , 
 
 Stage II. 
 
 Lectures dealing with more varied subjects, which come within the scope of workshop 
 practice, are given, and the following subjects are treated. Acids and fluxes, 
 gilding, colouring, casting by various methods. Gold and gold alloys, gold standards, 
 and solders. Melting and toughening of gold alloys. Styles of setting, exercises in 
 wrought work; bracelets, rings, lockets, brooches, pendants, "letting in " of stones, 
 polishiiig, and finisliing. 
 
 MetaLs used — silver, gold. 
 
 Stage III. 
 
 Treatment of lemels, recovery of waste, workshop economy, various kinds of jewellery, 
 and influence of fashion. •■'.•■ :■■■■.■ .. -.-, .;■.,, • 
 
 Practice in this stage is more advanced, and students have an opportunity of applying, 
 their knowledge to gilding, colouring, setting, carving, alloying, casting, &c. 
 - Metals used— gold, silver, and alloys. ' ^ ■ ■ ■' ■ • 
 
 PRINTING GROUP. 
 
 JiNGLiSH Grammar. 
 
 Etymology : Embracing the structulre and classification of Words J ■' tlie diffei*n{- 
 functions, changes, and inflexions to whitth words are subjfcct, with Special attention to 
 the diificulties inherent in modern English^ ■ i ■ 
 
 Syntax and Analysis: The laws of syntax; the structure of sentences; cbriecting 
 faulty English ; composition and .punctuation. 
 
 Spelling, word divisions, compound words, capitals, abbreviations, &o., as appUed 
 to printing. 
 
 Trades Calcdlations. 
 
 Review of elementary arithmetic, embracing common and decimal fractions, problem, 
 by method of unity, percentage, square root, type measurement and point system 
 estimating manuscript, computing type composition, methods of determining amounts 
 and grades of paper and ink for different jobs. How to detail and figure for platen and 
 cylinder prosswork — make-ready and runs — stereos, electros, half-tones, process, &c.,. 
 and bindery operations. 
 
 Elementary principles of faetpry cost-keeping, embracing general estimating, ends. 
 attsiinBd. by cost-keeping,, relations between manufacturing and selling .costs, advaatages 
 of cost system, material and labour compared, methods of recording labour costs, 
 relation of cost books to commercial books, analysis of operation of a factory cost 
 system. 
 
138 
 
 Dkawing and. Design. 
 
 Drawing: Freehand, object, geometrical and perspective; lettering; applied 
 design. • 
 
 BOOKBINDING. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 
 Letterpress Forwarding : Taking to pieces, knocking down, pressing and sawing in ; 
 
 making end papers ; gluing up, rounding and backing, and lacing in of boards ; sprinkling, 
 
 colouring and -burnishing of edges, marbling and edge gilding; head-banding, lining-up 
 
 and banding for raised bands ; covering ; limp binding ; siding and pasting down. 
 
 Stage II. 
 Account Book (Vellum) Binding : Making joints ; gluing up, rounding and pasting 
 down; marbling; making boards; stiffening, clothing up, making and turning backs; 
 placing in boards; pressing; preparing back for setting head, cutting and paring 
 leather; covering — half and full bound; loose canvas and basil covers. 
 
 Stage III. 
 
 Account Book Finishing : Blind rolling, jiggering, marking ofi backs, cleaning off, 
 liquor rolling; lettering pieces ; spacing and lettering; gold and foil blocking; indexing 
 and tabing. 
 
 Letterpress Finishing: Tools required; preparing work; making glaire sizings; 
 marking oii: books; law-bjok finishing; pxtr-i finishing; gouge and line work. 
 
 COMPOSING. 
 
 May be taken by pergonal attendance or correspondence. Tuition by oorroipcndenee 
 is r(!3trioted to apprentice and journeyman compositorj residing at distances from 
 Ijydney which preclude attendance at the Central College. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 Spacine; of words and linos. 
 
 Design: Proportion; shape harmony; tone harmony; arrangement of linos and 
 masses. 
 
 Composition : Principles governing display ; composition of lottor-heads and memo- 
 randums; bill-heads and statements; envelope-cards; business, professional, and 
 visiting card3. 
 
 Stage II. 
 Composition of concer!; and invitation cards; iuonus; programmes, circulars and 
 handbills; advertisements, cover-pages; title-pages. 
 Design and pomposition of booklets. 
 
 Stage III. 
 Bookwork : Order of pages and styles of headings ; margins and trim ; folding and 
 laying-out of pages ; imposition. 
 
 Casting-ofi and composition of tables. 
 Colour harmony. 
 
 LETTERPRESS WORK.' 
 Trade Theory and Practice. 
 Stage I. 
 Platen: Preparing machine for running; printing type formes in black and colour; 
 stereotypes and electrotypes in black and colour; line illustrations in black and colour; 
 printing on bond and special papers; prmting in bronzb and metal leaf; embossing; 
 carton cutting. 
 
 Stage II. 
 Cylinder : Preparing machine for running ; printing type formes in black and colour ; 
 sterootypes and electrotypes in black and colour; line illustrations in black and colour;' 
 imposition ; printing of bookwork in black and colour ; printing of cover-pages. 
 
 Stage III. 
 Colour harmony; making and use of tint blocks; illustration printing in two, three, 
 and four colours ; over-printing. 
 
 LITHOGRAPHY. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 
 The lithographic stone and lithographic plates — zinc and aluminium; principles of 
 
 lithography — ^mechanical artd chemical; transferring — ^hot, cold, and wet stones; 
 
 re-transfers; transfers— copper, photo-litho, and autographic. 
 
aiage II. 
 The nianufaoturo of transfer jjapors; rolling-up — chalk, ink, stipplo, sflcsh, ie; 
 set-ofE3 — dusted, gelatine, &c. ; etching — chalk and flat-work en Etcnc, zinc, r.iid 
 aluminium; zincography — press and maohino; aluminium printing — prcso and mcohino; 
 press — proofing, printing in blaek, ooiours, bronze and metal leai;, maohino — pr.ntint; 
 in black and colouri. 
 
 Stage III. 
 Colour harmony ; machine — printing, chromo, colours, bronze, and metal leaf. 
 
 PHOTO-ENGRAVING. 
 
 Opekatesg. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 Line and half-tone wet-plate negatives; chemicals used; formulas and solutions used 
 in process photography; making up and care of the silver bath; common defects — 
 their cause and remedy. 
 
 Stage II. 
 Lenses; screens of various rulings ; irregular screens ; grain formation; dot formation: 
 theory and use of stops; manufacture of collodions; negative ..Ini stripping; printing 
 on metals ; silver haloids. 
 
 Stage III. 
 Line half -tone dry plate; elementary spectrum analysis; theory of tri-colour repro- 
 duction ; colour filters — Uquid and dry ; aniHne dyes ; bathed plates ; making three and 
 four-colour negatives — direct and indirect; short courses in the chemistry end the 
 optics of photography. 
 
 Etchino. 
 
 Trade Theory and Practicb. 
 
 Stage I. 
 Line-etching; half-tone etching on copper and zine; brush work; local etching; 
 ;udgment of tone values ; proofing. 
 
 Stage II. 
 Colour — Hnework; tints — screen and Day's medium ; vignetting; advanced half-tone 
 etching of portraits and art subjects; Intaglio plates for ofiset printing; tool engra\-ing; 
 description of finishing; machines. 
 
 Stage III. 
 Theory of superposition of trichromatic inks; two, three, and four colour etching fropi 
 monotone and coloured originals; the sharpening and hardening of tools and cutters. 
 
 MISCELLANEOUS GROUP. 
 
 COPPER-WORKING. 
 
 This course covers the instruction in steel, brass, and copper sheet metal not exceeding 
 10 B.W.G. 
 
 All students attending this class (except III Stage plumbing studen*?) are required 
 to enter and attend for two nights per week, and also to attend the one-hour fortnightly 
 Tuesday class, for Trades Calculations. 
 
 Trade Theory and Practice. 
 Stage I. 
 Theory. 
 
 Nature of materials in relation to working, annealing, temperature, and melting point 
 gauges, and weights. 
 
 Composition of spelters, soldering fluxes, and oompoimds. 
 
 Solid drawn and seamed copper and brass pipes. Their relative strength when worked 
 and bent. 
 
 Joints of various kinds as applied to copper and brass pipes. Straight, clamped, 
 branch, flush and flange joints, reinforced joints. 
 
 Suitable weights of material for ordinary and special work. 
 
 Development of back and throat of made bends, &c., rules for obtaining correct length 
 of material. Taking of sets for bends. 
 
 Cones, ovals, and elliptical articles. 
 
 Rules for thinning edges, wiring of clamping seams. 
 
 Planishing, spottine, and close hammering concave, convex, and spherical surfaces, 
 and iin eSec!; on msjais. ' 
 
140 
 
 Practical Exercises. 
 
 Note. — ^Instruction in the use of the tools required is given in conjunction \¥ith each 
 exercise, also the geometry of developtaent when needed. , 
 
 Planishing small pieces of copper and brass. 
 
 Annealing and cleaning metal for working and brazing. 
 
 Grooved seams, thinning edges for straight seams and brazing samo. 
 
 Clamped seams, preparing joints. 
 
 Pitting joints and brazing seams in brass. 
 
 Swelling pipe ends for flush joints and brazing same in horizontal position. 
 
 Working half ball or hemisphere to template and planishing same. 
 
 Bends, working throat and back fitting, brazing and hammering same. 
 
 Templating and working half balls in sections, brazing and planishing same. 
 
 Pipe bending, annealing, fitting same; sharp bends, tapering bends. 
 
 Saucepan worked and planishing, wiring same. 
 
 Saucepan brazed and planishing and wiring. 
 
 Brazing patches in centres of- half balls (hemispheres). 
 
 Oflsets, working and fitting, branching and brazing same. 
 
 The copper working, which forms part of Stage III plumbing course, is given only 
 daring the third term, and consists chiefly of simple exercises in working and brazing 
 bends -and ofisets for down spouts, bfending small solid-drawn pipes for domestic hot-water ' 
 supply, brazing unions on same, and such like work. 
 
 .Tools Required for Year's Work. (To be provided by each Student.) : — 
 
 1 pair Straight snips. 1 pair Compasses. 
 
 1 Square-faced hammer (1 lb.). 1 pair Side-outting plyers. 
 
 1 Peining hammer (1 lb.). 1 2-foot rule. 
 
 Stage II. 
 Practical Exercises. 
 
 Small hot-v/ater oyhndev, brazed and planished bottom, either double-edged or riveted, 
 with connections brazed in. 
 ' Air vessel worked with straight seams in body, and base brazed throughout and 
 planished. 
 
 Three-way piece, 4-inch diameter, of 2-lb. copper brazed on sides and planished. 
 
 Jacket pan, 2-lb. copper, both pan and jacket made in sections, with steam inlet and 
 outlet, all brazed, top joint close riveted, wire and .planished. 
 
 Saucepsm brazed, tinned and planished, finished with lid and handles. 
 
 Kettle made from hemisphere, worked, tinned and planished, finished with lid, spout, 
 .and handle. 
 
 Air vessel, pear-shaped, brazed with straight seams, flanged and planished. 
 
 Oval basin, or bar sink, made in section's, brazed with waste, and planished. 
 
 Tee-piece, with enlarged centre, 6-inch worked, outlets 4 inches, brazed on side and 
 planished. 
 
 Sbige III. ■ 
 
 Practical Exercises. 
 
 E.xercises to suit the individual need of the student will be selected by the teacher 
 -sf com the following : — 
 
 Boof Work. — Heads, finials, square comers, down pipe, off-sets, square, rectangular, 
 
 and round. 
 Hot Water Worlc. — ^Tanks, cylinders, range boilers of different kinds, brazing o£ 
 
 screwed and flanged joints. 
 StUU. — ^Tapered bends, spiral coils, striking out coils, and methods of holding and 
 
 brazing same. 
 Pans. — Hanged and covered pans as used in sugar and other work; steam, coil' 
 
 and jacket pans. 
 Brazed air vessels (cylindrical), with reduced ends, as used in breweries. 
 Covers for regulator valves in brass as used in locomotive work. 
 Steel domes in sections, .ships ventilators riveted in sections, buoy plates, washing 
 
 coppers, riveted. 
 Oval kettles, shaping, planishing, tinning, and finishing. 
 Vases and jardinieres (form only). . , • 
 
 Expansion joints, bulbs and bonds. 
 •Unis, .muUers, copper measures. 
 Large pipe work branch pieces. 
 
141 
 
 PRACTICAL MODERN HOUSE DRAINAGE. 
 
 Tbade Theoky and Practice. 
 
 This bourse covers instruction for Architects, Municipal, Shire, and Sanitary Engineers' 
 
 Plumbers, and those who intend to do praotieal drainage work. Practical lessons in 
 
 drain laying and timbering of trenches are given on Saturday afternoons, hours and 
 
 dates being arranged. 
 
 LECTtTEES. 
 
 Plans. — How to read plans; nioaiiiug of scales, the soSles commonly used in drainage 
 plans ; meaning of elevation, plan, and section dra^rings. 
 
 Levels, &c. — Laying off levels for drains; the- straight-edge, spirit-level, and boning 
 rods; tools generally used in drain-laying; preparing bottom of trench to receive pipes. 
 
 Excavating, Tiinbenng, and Sefilling. — Protecting the trench by timbering; difereut 
 treatment of different soils, as loam, clay, loose and vret sand, &c. ; tunnellitig and tunnel 
 timbering; precautious when near buildings, importance of care in refilling trenches 
 ■and tunnels. 
 
 Drain-laying. — Junctions to sewers; laying and jointing of stoneware pipe; cement 
 joints; bitumen joints; self -fitting joints,' such as Stanford's, Hassal's, &c. ; drains 
 under houses and in soft ground; cast-iron drains, laying and jointing; method of joining 
 stoneware and cast-iron drains; minimum depth below surface for safety. Treatment 
 of subsoil or weeping drains when connected to the house drains or sewer. 
 
 Drainage Details. — The boundary or main disconnecting trap ; the New South Wales 
 type short P. ; the British type, with pit and open and also closed channels ; diminishing 
 of pipes by various methods ; gully traps or sinks ; self -clensmg form and arresting form, 
 and where each should be used; the reflux gully trap; grease or grease interceptor trap; 
 cottage pans and S. trap ; pedestal W.C. ; access eyes and access pipes ; cast-iron drainage 
 details. ' 
 
 Materials. — Salt^glazed stoneware; qualities of lime mortar and cement mortar, and 
 where each should be used; concrete, proportioning mixing, and usage; brick; brick 
 '.bond for junction pits, manholes, i&c, eastnirou .pipes, and Angus Smith's coating. 
 
 Planning of Drains.' — Grouping of runs from different fittings; slope or fall of drains 
 of different sizes; meaning and method of tating falls; grouping of branches at junction 
 plits ; planning of drains and fittings within, and under houses ; stable drains ; urinals 
 of cement, ironite, &c. ; changes of direction by junctions, bends, &c. ; sizes of pipes. 
 
 Hints on Work. — Laying-off work; drain testing by water, smOke, &c. ; clearing of 
 chokages. 
 
 Tkxi-book. — " Australian House Drainage Practice," H. G. Wills. 
 
 DRESSMAKING AND MILLINERY. 
 Tkade Deawino. ' 
 
 Geometrical. 
 
 Definitions. 
 
 Problems relating to straight lines. Proportional division of lines. 
 
 The construction of plane and diagonal scales to different linear units. Construction 
 of triangular and quadrangluar figures. The construction of regular polygons. Reduction 
 and enlargement of plane figures. Miscellaneous simple problems relating to lines and 
 circles. Elementary construction of the ellipse, and simple problems in plan and elevation 
 directly relating to trade requirements. 
 
 Freehand. < 
 
 Stage I. 
 Pencil drawing in outline from diagrams and casts. > 
 
 Plant. 
 
 The study of the principles of growth and construction in Nature. 
 Drawing in pencil from plants, .flowers, and other natural specimens. 
 TDrawing plants from memory. 
 
 Eashiou Work. 
 Figures — line and wash. 
 
 Stage I. 
 The planning of ornament — which embraces borders, diapers, comers, all-overs, and 
 - panel -fillings in geometrical, abstract, and conventional treatments. 
 The principles and grammar of ornament. 
 
 Exercises in first term to be worked in black and white, in second term in two colours, 
 and in third term in any colours. ' 
 
14'2 
 
 Tbadb Theory and Peacticju 
 Making, I. 
 
 Stitches and Processes which must be Worlced in the Exercises in Makinij. 
 
 Stitches. — Tacking, basting, oversewing, running, felling, slip-stitciiing, liomining. 
 Herringboning, whipping, fly-running, machining. 
 
 Seams. — Open, felled, slotted, tucked. 
 
 PZacfefa.— ^kirt : Print, lined woollen, unlined woollen. Sleeve: Bishop, litting. 
 
 Boning. — With easing, Prussian binding for dresses and collars. 
 
 Fastenings. — ^Hooks and eyes, eyelets, loops, buttons, press clasps. 
 
 Protectors {for skirts).' — Biaid or velvet, dress shields. 
 
 Facings.— For buttonholes, collars, sleeves, shaped parts of dress trimmingi. 
 
 Collars. — Dress, rink or fancy. 
 
 Pockets. — Dress. 
 
 Simple Ornament. — Tucks, pleats, box-pleats, frill, kilting, shaped flounce, piping, 
 binding. 
 
 Exercises in Making. 
 
 Taking measures. 
 
 Drafting and cutting out in material a blouse (to student's own measures). 
 
 Making of a blouse. 
 
 Drafting and cutting out in material a skirt. 
 
 Making a skirt. 
 
 Making of a full dress. 
 
 Drafting, cutting out, and making from different designs a full dress. 
 
 Measuring, drafting, cutting out, and making (for different figures) from varied designs 
 » full dress. 
 
 Third-year students to assist in cutting these garments for the first-year students to 
 make. 
 
 In Stage I, students will be required tfc prepare for examination by the end of the y»ar 
 the following : — A bodice and skit complete in all particulars, or one-piece dress. 
 
 ClTTTING AKD DESIGNING, I. 
 
 1. Foundation for bodices. 
 
 2. Bodice (four pieces, with one dart in front). 
 
 3. Bodice (five pieces, with seams to shoulder). 
 
 4. Bodice (four pieces, with two darts). 
 6. Sleeve. 
 
 6 Skirt foundation. 
 
 7 Blouse. 
 
 8. Yokes and berthas. 
 
 9. Sleeves full at top. 
 
 10. Bishop sleeve. 
 
 11. One-piece blouse. 
 
 12. Skirt with shaped flounce. 
 
 13. Skirt with flares. 
 
 14. Skirt with gathers. 
 
 15. Beoapitulation. 
 
 16 to 39. Especially prepared exercises of simple dresses in prevailing fashions. 
 Dtmonstrationa in Form and Colour. 
 
 SlAKmo, II. 
 
 Stitches and Processes which must he worked in the Exercises in Making. 
 
 Stitches. — Buttonholing, French knots, blanket stitch, chain stitch couching, hem stitch 
 Processes. — Pressing, moulding, stretching, shrinking, bindiag, bias cutting, &c. 
 Taxtiles.- — How to buy. Special treatment of various textures, such as crepe, velvet, 
 nap, pile, flowers. 
 
 Exercises, 
 
 1 to 6. Drafting, cutting, and making from different designs for varied figures six 
 
 dresses for adults. 
 7 to 9. Three children's dresses. 
 
 In Stage II, students will be required to prepare for exhibition to the examiner kt ths 
 •nd of the year : — 
 
 One adult's dress. One child's dress. 
 
 A book of drafts, on half -inch scale, showing patterns of fifty garmtnts. 
 
143 
 
 Cutting and Desiqnino, II. 
 
 1. DresB Collars. 
 
 2. Dress Cuffs. 
 
 3. Princess Bobes. 
 
 4. Girl's bodice (three pioco«). 
 
 5. Child's bodice. 
 
 6. Child's sleeve. 
 
 7. Child's skirt. 
 
 8. Bodice (five pieces). 
 
 9. Erening bodices. 
 
 10. Drafting for abnormal figures. 
 
 11. Divided Skirts. 
 
 12 to 36. Especially prepared exercises of dresses, and children's clothes, &c., according 
 
 to prevailing fashions. 
 37 to 39. Recapitulation. 
 
 Making, III. 
 
 Stitches and Processes which must he worked in the Exercises in Making. 
 
 Stitches. — Buttonholing, fanning, rantering. 
 Collars. — Coat with revers, roll or fancy. 
 Pockets. — IHap, slit, patch, welt. 
 
 Materials. — Special treatment/ for various textures, as crepe, velvet, nap, pile, flowers. 
 Processes. — Pressing, moulding, stretching, shrinking, packing, binding, bias cutting. 
 &c. 
 Textiles.- — How to buy. 
 
 CrrxTiNO and Desioning, III. 
 
 1. Eitting-ooat. ' 
 
 2. Semi-sacque coat. . 
 
 3. Sacque coat. 
 
 4. Coat collars. 
 
 5. Coat sleeve. 
 
 6. Capes. 
 
 7. Divided skirts. 
 
 8. Skirts. 
 
 9. Abnormal figures. 
 10. Opera cloaks. 
 
 11 to 39. Cutting patterns of coats and skirts from new plates, and original designs. 
 
 Millinery, I. 
 
 1. Making wire shapes. 
 
 2. Drafting buckram shape, fitting and hand blocking. 
 
 3. Making wire shape and covering with muslin, ready to sew on straw. 
 
 4. Sewing on straw. 
 
 5. Making and fitting head lining. 
 
 6. Stitches used in millinery. , 
 
 7. Colour blending and matching. 
 
 8. Trimming. 
 
 9. Drafting shape for — 
 
 {a) Flat buckram hat. 
 
 (6) Oval and round headwire. 
 
 (s) Drooped hat. 
 
 10. Covering and fitting buckram shape with silk, velvet, and satin. 
 
 11. Pressing velvet, velvet folds under brim. 
 
 12 Bows, rosettes (Alsatian, loop, tied, &c.). Wiring ribbon. 
 
 13. Recapitulation. 
 
 14. Elower mounting, posies, trails, wreaths, &c. 
 
 15. Making velvet, silk and satin bindings. 
 
 16. Hat binding. 
 
 17. Lining straw hats with silk, velvet and lace. 
 
 18. Trimming. 
 
 19. Working straw crown in hand. 
 
 20. Working straw brim in hand. 
 
 21. Drawn lace hat. 
 
 22. Recapitulation. 
 
 r Starting ~) 
 
 23. -I Making >■ Examination hats. 
 
 L Finishing J 
 
MttlilNBRT, II. 
 
 4: Tricing }01d ladies' bormetB. 
 
 5. Making shapes and cutting out widow's bonnets. 
 
 6. Trimming widow's bonnets. 
 
 7. Making shape and preparing nurse's bonnet. 
 
 8. Making veil for nurse's bonnet. 
 
 9. Making nurse's bonnet. 
 
 10. Copying exclusive shapes Irom fashion plates, in buckram. 
 
 11. Make shape and prepare drape for mourning toq^ue. 
 
 12. Making straw hats on spartree foundations. 
 
 13. Mounting bridal veils, coronets, &c. 
 
 14. Wiring lace bows, and designing original novelty mounts, Omam»nts, kc:. 
 
 15. Making drawn chiffon tulle and net hats. 
 
 16. Making transparent and chiffon hats. 
 
 17. Blocking buckram shapes. 
 
 18. Folded chiffon and ninon hats. 
 
 19. Recapitulation. 
 
 f Making "] 
 
 20. -i Trimming y Examination hats. 
 
 [^Finishing J 
 
 MiLUNEEY, III. 
 
 1. Drafting tailored sports hats, four, six, and eight piece crown. 
 
 2. Brim stitching. < 
 
 3. Making brim of sports hats. . 
 
 4. Making crown of sports hat, with and without quilt. 
 
 5. Making sports hat. 
 
 6. Making six-pieced piped crown sporting hat. 
 
 7. Drafting two-piece crown sports hat, with and without stitched brim. . 
 
 8. Drafting child's pieced crown hat, to fit 3, 6, and 9-year old. 
 
 9. Making child's stitched hats. 
 
 10. Drafting detachable stitched hats for washing purposes. 
 
 11. Making detachable washing hats, corded and button attachments. 
 
 12. Recapitulation. 
 
 13. Starting T 
 
 14. Making )- Examination hats. 
 
 15. FinishingJ 
 
 PRACTICAL GALVANISED IRON AND SH^IET-METAL WORKING. 
 (Other than Brass or Copper). 
 
 This Course covers the Instruction in Sheet Metal not exceeding 10 B.W.G. 
 
 All students attending this class (except plumbing students) are required to enter and 
 attend for two nights per week, and also to attend the one-hour fortnightly Tuesday c\m» 
 for Trade Calculations. 
 
 Tools Required for Year's Work. (To be provided by each Student). 
 
 1 Pair straight snips. 1 Peining hammer. 
 
 1 Pair bent snips. 1 2-in. mallet. 
 
 1 Rule. 1 1*1 in. groover. 
 
 1 Marker. 1 Copper bit (1 lb.). 
 
 1 Pair compasses. 1 Rivet set. No. 10. 
 
 Trade Theoey and Peactici;. 
 
 Stage I. 
 
 Theory. 
 
 Composition of solders and fluxes. Galvanising of iron sheet and tinning of sheet 
 iron. Various joints and seams used in sheet-metal work. Weights, snd gauges of 
 sheet metals suitable for difieront works. 
 
14.5 
 
 Practical Exercisea. 
 
 Note. — ^Instradaon is given in the Geometry required in developing the tempTateu tor 
 the following exercises at the time the exercises are given out, and the use of the tools 
 and machines required is explained at the same time. , 
 
 .Articles made from Developed Templates. 
 
 Simple cylinder (down pipe) (1). 
 
 Cone. 
 
 !FruBtum of cone. 
 
 Induct top (perforated). , 
 
 Pyramid and frustum (hexagon). 
 
 Elbow in circular section pipe. 
 „ square „ 
 
 „ rectangle „ 
 
 Lobster-back (9). 
 
 Educt cowl (M.B.W.S. & S. pattern) (10). 
 
 Down pipe clips (11). 
 
 Patting together for vent Nos. 1, 9, 10, aad 11. 
 
 Induct cowl. 
 
 Exercises on Cutting and Ktting of Made Down Ki)es anil Eaves Gutters. 
 
 El'bows and ofi set in circular section pipe. 
 
 „ „ square „ 
 
 „ „ rectangle „ 
 
 Branch pieces in circular section pipe. 
 
 „ „ square „ 
 
 „ ,, rectangle „ 
 
 Nozzle in eaves gutter. 
 Stop ends „ 
 
 External angle in eaves gutter. 
 Internal „ „ 
 
 Baking „ „ 
 
 Return end in eaves gutter. 
 Splash pieces for eaves gutter. '' 
 Btounded elbows and ofi set in square down pipe. 
 
 ,. „ reotemgular down pipe. 
 
 Articles mode from Developed Templates. 
 
 Cistern measuring box. Plunge bath. 
 
 Kxed tubs. Fire elbow in flue pipe. 
 
 Sink (equal taper sides). 
 
 (Stage II. 
 
 Theory. 
 Laying out of gutters, corrugated and plaiiriron with rolls, &c. 
 
 Practical Esereisest 
 NoTE.^ — Instruction is given in the geometry required in developing the templates for 
 the following exercises at the time the exercises are given out, and the use of the tools 
 and machines required is explained at the same time. 
 
 Articles Made from Developed Templates. 
 Hashing piece for vent (cylinder passing through inclined plane). 
 Cone piece for expansion flashing for flue pipe. 
 Development of mouldings. 
 Cistern bead, half rotmd. 
 
 „ square. 
 
 Mitres in moulding, at any angle. 
 Plain rain-water head. i 
 
 0.6. 
 
 Developing frustum of cone without long radius. 
 Hemispherical' dome, horizontal templating. 
 
 „ vertical „ 
 
 Square based domes, with curved vertical section. 
 Polygon 
 
 Dormer coverings. 
 Finial to various designs. 
 Tall-boy chimney cowl (square base and circular top). 
 
146 
 
 Exercises on Cutting, Fitting, and Maldng-up for Koof Work. 
 
 Box-gutter. Ridge-oapping, stop ends. 
 
 Parapet gutter „ mitred hips. 
 
 Valley „ Laying of corrugated iron. 
 
 Secret „ • Rolls on „ 
 
 Stop ends in box-gutters. Flashing of sheet nfetalwork. 
 
 Expansion joint „ „ for tops of windows and doors. 
 
 Drips in gutters. „ for skylights. 
 
 Change of direction. ,, for chimneys. 
 
 Curved eaves-gutter. „ for manholes. 
 Different gutter outlets. 
 
 Flat roof. 
 
 Formation of bays. Drips. 
 
 Rolls. Cover flashing. 
 
 Stop-ends, Section for waU coverings. 
 
 Stage III. 
 The lectures deal with the theory and practice of advanced templating, and the 
 practical work consists in the developing and drawing down full size, by the studeiits, of 
 the various templates described in the course of lectures. 
 
 Exercises to suit the individual need of the student are selected by the Teacher 
 from the following. 
 
 la. Oblique conical sections. 
 
 16. Oblique conical sections and cylinder. 
 
 Ic. Mitring oblique conical sections and cylinder. 
 
 2a. Oblique pyramids and prism. 
 
 26. Oblique pyramid, sections, and prism. 
 
 3a. Oblique and right cylinder. 
 
 36. Section of oblique cylinder on plane. 
 
 4o. Unequal tapering bodies with flat and curved surfaces combined. 
 
 46. Oval unequal tapering bodies. 
 ■* 4c. Egg-shaped oval to circular tapering bodies. 
 
 4cZ. Egg-shaped oval unequal tapering bodies. 
 
 5a. Louvres in circular frames. 
 
 56. Louvres in oval frames. 
 . 6a. Cylindrical bodies of equal or unequal diameters mitring together on angle. 
 
 66. Straight cylindrical bodies penetrating but not on the same axis. 
 
 6c. Mitring of right cone and cylinder. 
 
 6iZ. Conical body mitring to cylindrical body on angle. 
 
 7a. Pyramid and cylinder. 
 
 76. Right cone and prism. 
 
 8. Scrolls, and also raking pediment mouldings, mitred with horizontal return 
 
 mouldings, also louvres as in Exercise 55. 
 
 9. Tapering lobster back; 
 
 Tn.VT-BOOK "Metal Plate Work," by C. T. Millis 
 
 LETTER CUTTING. 
 
 (MONUMENTAL MASONRY.) 
 
 Trade Drawing. 
 
 Geometrical. 
 
 Definitions. 
 
 Problems relating to straight lines. Proportional division of lines; 
 The construction of plane and diagonal scales to different linear units. Construction 
 of triangular and quadrangular figures. The construction of regular polygons. Reduction 
 and enlargement of plane figures. Miscellaneous simple problems relating to lines and 
 circles. Elementary construction of the ellipse, and simple problems in plan and elevation 
 directly relating to trade requirements. 
 
 Freehand. 
 Stage I. 
 Pencil drawing in outline from diagrams and casts. 
 
 Stage II. 
 Drawing and shading from oasts and ornament, with enlargements and reductions. 
 
 Lettering. 
 A review of the history of lettering. 
 Egyptian and Roman alphabets — Capitals and smalls. 
 Roman and Arabic numerals. 
 Italics and Gothic. ' 
 
 Spacing and arrangement. 
 
147 
 
 Design. 
 
 Stage I. 
 The planning of ornament — which emtraoes bordere, diapers, coriic/e, allovcis, and 
 panel fillings in geometrical, abstract, and conventional treatments. 
 The principles and grammar of ornament. 
 
 Exercises in first term to be worked in black and white, in second tcrtu in two colours, 
 and in third term in anv colours. 
 
 Stage II 
 Practical designing, and various treatments of natural and geometrical forms for 
 decorative purposes. 
 
 The historic styles of ornament. 
 
 Modelling. 
 
 Sta()e I (Ornament). 
 Modelling in clay in relief, forms from the cast and nature. 
 
 Stage II. 
 Modelling from the antique and anatomical specimens. 
 
 Plaster Moulding and Casting. .. 
 
 Stage I. 
 Casting from waste moulds and gelatine, &c. Moulding and casting simple objects 
 from Nature and the oast. 
 
 Stage II. 
 Plaster piece moulding, model making, casting details from the human figure, and 
 fibrous plaster work. 
 
 Note. — Moulding and easting will be carried out in all kinds of cements and plaster 
 materials. 
 
 Tkade Theory and Practiob. 
 
 ^ Stage I. 
 
 Egyptian, Block letters, Roman, and Old English cut in sandstone and marble. 
 
 Staje II. 
 Lettering. — Cut in trachyte, granite, &o. 
 
 Stage III. 
 Various sprays, leaves, and enrichments in sandstone, Oamaru, and marble. 
 
 SHOW CARD AND TICKET WRITING. 
 
 (Special Course.) 
 
 Teade Theoey and Peactice. 
 
 Stage I. 
 
 The instruction includes theory and practice in the following : — Fundamental principles 
 of letter formation, the essentials of good lettering, component parts of letters. 
 
 Exercises in drawing. Classic Roman capitals. 
 
 Illustration of the development of " small Roman " letters from the capital forms, 
 showing use of direct " pen forms." 
 
 Tools and materials used by show-card writers, steel and quUl writing pens, the ruling 
 pen, flat brushes, riggers, &o. 
 
 Elementary brush technique. 
 
 Exercises in drawing numerals, principles of spacing letters and words, arrangement 
 of words and numerals in given spaces. Drawing and writing capitals and " lower ease," 
 plain block letters, using the brush " full and flat." 
 
 Practical work, setting out, and writing show cards and tickets of simple character. 
 
 Stage II. 
 
 Instruction in the theory and grammar of lettering, individual treatment of various 
 types, and the development of " style" in lettering. 
 
 Practical exercises in drawiog and writing, slanted or inclined lettering with pens 
 and brushes, italics, round-hand script, heavy script, &c. Modifications and variations 
 of forms due to the influence of the particular tool employed. 
 
 Preparation of colours used in show-card writing. Aniline inks, distemper colours, 
 white pigments, and tints on a white base. Value and use of waterproof colours in spirit, 
 japan, and distemper. 
 
 Use of special tools for various purposes — " single stroke " brushes, " square shaders," 
 .steel marking and shading pens, " single stroke " and reservoir pens, &c. The use of the 
 arm rest. Lining with the brush. 
 
148 
 
 The principles of shading letters. Practical exercises in drawing simple ornamental 
 details for initials, borders, panels, scrolls, &o., also in the elementary principles of colour 
 harmony. The use of simple. colour contrasts in show card work. Planning and manage- 
 ment of words and groups of lettering. 
 
 Exercises in planning and arrangement of words and groups of lettering. Projportion- 
 ing masses of lettering and plain spaces. 
 
 Constrasts of form, size, and weight in lettering. 
 
 Stage III. 
 
 Instruction in drawing and writing, liistoric styles of lettering, modification of .certain 
 types and their adaptability to modern show-card work, practical exercises in writing 
 •show cards, using " single-stroke " brushes and pens. Development of direct brush draw- 
 ing of letter forms, using " single-stroke" methods. 
 
 Rendering of raised, incised, bevelled, and ornamental letter effects, planning of orna- 
 ment and elementary design; studies of plants and other natural objects, and their 
 adaptation to design for brush decoration and stencilling in show-card work. 
 
 Design in line and colour, composition, proportion, and colour harmony. Practical 
 exercises in the preparation and use of stencils, also in the use of stencilled decorative 
 details, wash and spatter work, transparencies, "■ cut outs," the use of bronzes, metals, 
 &c. 
 
 The use of the serogijaph in show-card work. 
 
 SIGNWRITING. 
 
 Trade Theory and Practice. 
 
 Stage I. 
 
 Note. — Students who have not completed six months' apprenticeship in the painting 
 trade are required to take the exercises prescribed in Stage I of the House Painting 
 Course. 
 
 Instruction in the fundamental principles; letter formation; consideration of the 
 essentials of good lettering; component parts of letters — drawing and painting classic 
 Roman capitals, plain block letters, numerals, Roman and plain block small letters or . 
 "lower case." Explanation of the influences which led to the development of these 
 " minor " forms from the " major " or capital forms. " French Roman " letters (capitals 
 and lov/er case). 
 
 Instruction and practice in the use of the writers " pencil " (brush). Principles of 
 brush technique — treatment of " serifs," " spurs," '" outlined letters," &c. Spacing 
 letters and words. Planning and arranging words in given spaces — " condensing " and 
 " extending," or elongating letters. 
 
 Rules for punctuation — -practical exercises by the student in setting out trade signs 
 upon prepared grounds, and writing same in suitable colpurs. 
 
 Stage II. ' 
 
 The theory and grammar of lettering. 
 
 Instruction as to the individual treatment of various types, and the development of 
 " style" in lettering; also practical exercises in drawing and writing slanted or inclined 
 lettering, " italics," " round-hand script," " heavy script," &o. 
 
 Principles of shading letters — raised, incised, blocked, and ornamental letters. 
 
 Planning of ornamental details suitable for sign-painter's work, in conjunction with 
 ."lettering. Arrangement of line borders, simple ornaments, scrolls, ribbons, panel designs, 
 &o. Exercises in colour harmony. 
 
 Instruction in gilding on various surfaces ; preparation of sizes "for gilding on wood 
 and metal. 
 
 Practical signwriting on glass in colours for windows, fascias, pilaster, i>anels, &c. 
 
 Stage III. 
 
 Gilding on glass ; instruction in preparation of size ; methods of procedure ; burnished 
 gold and sUver work; matt effects. 
 
 Practical exercises in plain and decorative work on glass in gold and colours, including 
 the. use of stencils and " rub-outs." 
 
 Designing and executing decorative posters, window signs, bannerettes, &o. 
 
 The preparation of designs and sketches in colour to scale. 
 
 Advanced practical work (full size) on white and coloured papers, using spirit colours 
 distemper colour, bronzes, &o. 
 
 The use of the aerograph in sign andposter writing, &c. 
 
 Lectures and demonstrations will be given on compositions and arrangement of words 
 and groups of lettering; design, ornamental details, borders, ribbons, medallions, &c., 
 used in conjunction with lettering. 
 
 Proportioning of masses of lettering and ornament, symmetry and balance; " orna- 
 , mental" letters; decorative "period" styles; ecclesiastical lettering; poster styles 
 and " single-stroke " letters. . 
 
 Decorative contrasts in lettering ; contrasts of colour, form, size, and weight. 
 
-M9 
 
 Appendix "D." 
 
 Males under Age 25, in New South Wales, at Censu's 1911. 
 
 
 
 Ages. 
 
 
 
 0-9 
 
 10-14 
 
 15-19 
 
 20-24 
 
 All Ages. 
 
 Breadwinnerri — 
 
 1 
 
 ' 1 
 
 1 
 
 5 
 24 
 
 , 392. 
 
 282 
 2,219 
 
 656 
 3,011 
 4,1-93 
 
 2,974 
 
 1,666 
 
 12,456 
 
 . 6,486 
 
 24,643 
 
 25,276 
 
 12 
 
 5,385 
 
 2,454 
 
 12,759 
 
 9,725 
 
 26,771 
 
 28,480 
 
 60 
 
 36,763 
 
 Domestic 
 
 18,898 
 
 Cominercial 
 
 88,208 
 
 ITransport and GoEQnninication 
 
 60,367 
 
 
 171,921 
 
 
 ,199,143 
 
 ludopendent 
 
 5,507 
 
 
 
 Total Breadwinners 
 
 32 
 
 187,482 
 
 10,753 
 
 68,155 
 
 444 
 
 73,513 
 
 8,240 
 1,755 
 
 85,634 
 
 679 
 
 1,367 
 
 580,807 
 
 Dependents 
 
 265,731 
 
 
 11,160 
 
 
 
 Grand Total 
 
 187,514 
 
 79,352 
 
 83,508 
 
 87,880 
 
 857,698 
 
 
 
 Females under Age 25, in New South Wales, at Census 1911. 
 
 
 Arcs. 
 
 Class. 
 
 0-9 
 
 10-14 
 
 15-19 
 
 20-24 
 
 All Ages. 
 
 Breadwinners — 
 
 9 
 11 
 
 '" 2 
 
 124 
 
 1,550 
 
 "363 
 
 6 
 
 1,515 
 
 .233 
 
 .2 
 
 2,083 
 
 12,146 
 
 4,755 
 
 260 
 
 13,240 
 
 985 
 
 16 
 
 4,290 
 
 12,690 
 
 4,160 
 
 327 
 
 9,350 
 
 566 
 
 88 
 
 19,377 
 
 
 54,483 
 
 
 18,112 
 
 
 1,597 
 
 
 36,093 
 
 
 4,950 
 
 Independent 
 
 3,401 
 
 
 
 
 ,22 
 
 182,807 
 
 3.793 
 
 74,500 
 10 
 
 33,485 
 
 47,794 
 140 
 
 31,470 
 
 51,687 
 
 103 
 
 138,013 
 
 Bependenta 
 
 650,480 
 543 
 
 
 
 Grand Total 
 
 182,829 
 
 78,363 
 
 81,419 
 
 83,260 
 
 789^036 
 
 
 
 Appendix E. 
 
 MEMORANDUM BY STATISTICAL OFFICER. 
 
 1st April, 1922. 
 Statistical Note.s on the Propoetiok of Appeentices to JouBNEyMjiH-. 
 
 The Relative Numbers of Juvenile and Adult Workers as Disclosed by the Census, 1911. 
 
 The tabulations of the occupational arrangement of the population disclosed by the 
 recent census are not yet available. The results of the census of 1911 will, however, 
 be sufficient to determine approximately the proportions of juvenile and adult employee*. 
 
 The following table shows approximately the numbers of wage and salary earners, 
 persons assisting but not receiving wages, and wage and salary earners unemployed, 
 on 3rd April, 1911, in the six large occupational groups. The persons assisting and 
 those unemployed formed, in every group but the ' Primary Producers, a very small 
 •proportion of those engaged. The age groups of the -table are divided at the points 
 14, 21, 60, and 65 years. ' The census tabulations are in regular q;uinc[uenmal age periods, 
 so it has 'been necessary to make estimaites of "thoseat age 14. 
 
150 
 
 Table I. — ^Male Wage and Salary Earners, Malea Assisting, and Unemployed Males in 
 the Commonwealtli at the Census of 1911, in the Six Occupational Groups. 
 
 
 Ages. 
 
 
 10-13 
 
 14-20 
 
 21-59 
 
 SO-64 
 
 05 
 
 Unspeci- 
 fied. 
 
 Total. 
 
 
 600 
 
 400 
 
 3,300 
 
 900 
 
 4,700 
 6,200 
 
 9,900 
 
 5,600 
 
 42,900 
 
 2M00 
 
 82,600 
 85,000 
 
 51,300 
 
 24,900 
 
 112,000 
 
 107,800 
 
 270,100 
 247,300 
 
 1,600 
 1,300 
 2,400 
 2,400 
 
 8,700 
 8,100 
 
 1,300 
 1,800 
 2,200 
 1,400 
 
 8,000 
 8,000 
 
 200 
 300 
 600 
 900 
 
 2,100 
 2,600 
 
 64,900 
 
 
 34,300 
 
 Commercial 
 
 163,400 
 
 Transport and Com- 
 munication. 
 Industrial 
 
 134,800 
 376,200 
 
 Primary Producers .. 
 
 357,200 
 
 Total 
 
 16,100 
 
 247,400 
 
 813,400 
 
 24,500 
 
 22,700 
 
 6,700 
 
 1,130,800 
 
 
 
 It' appears from the table that in the total the juveniles aged 14 and over form«d, 
 roundly, 30 per cent, of the adults under the age of 60. This proportion is also character- 
 istic of the Industrial group. There appears, therefore, to be a statistical foundation 
 for that proportion of apprentices to journeymen, namely, 1 to 3, which forms a rough 
 norm of the determinations of the industrial tribunals and the agreements arrived at 
 in the past. 
 
 The following table shows the percentages for each group, and ako the approximate 
 number at age 20 in each group. 
 
 Table JI.- 
 
 -The Proportion of Juvenile to Adult Employees, and the Number of Juvenile 
 Employees in the Commonwealth aged 20 years at Census, 1911. 
 
 Occupational Group. 
 
 Numljor of Juvenile Em- 
 ployees aged 14 years 
 aud over as a Percentage 
 of Number of Adult Em- 
 ployees under age 60. 
 
 Approximate Number of 
 Juvenile Employees in the 
 Commonwealth aged 20 
 years. 
 
 Professional 
 
 Per cent. 
 19 
 22i 
 38i 
 20 
 30J 
 34J 
 
 2,100 
 1,000 
 6,100 
 4,500 
 12,800 
 13,000 
 
 
 
 
 Industrial 
 
 Primary Producers 
 
 
 Total 
 
 30J 
 
 39,500 
 
 
 The number of males at age 20 is approximately the number who passed annually 
 about the year 1911 into the adult group. Some few die or become employers or worker* . 
 on their own account or in some other way pass out of the class under consideration, and 
 vice versa. Migration to or from the Commonwealth will also have its efieet on the total. 
 As regards the number in the separate occupational groups, there is, doubtless, considerable 
 migration among these groups.. The numbers of juveniles correspond of course to the 
 Commonwealth population at the census of 1911, viz., males 2,313,000. The population of 
 males in New South Wales in April, 1921, was 1,071,000, and will soon be roundly 1,100,000. 
 Eor the purpose of making rough estimates applicable to New South Wales at the present 
 time corresponding to the numbers in the third column of Table II, those numbers may 
 be reduced to about 47J per cent. Thus the flow of juvenile employees into the adult 
 class of employees would be estimated at about 19,000 per annum in New South Walea 
 at the present time. This figure will serve to measure the magnitude of the Board'i 
 task. As the results of a new census will, no doubt, soon be pubUshed, it would, in vieir 
 of dislocations caused by the war, hardly be worth while to make estimates for separate 
 occupational groups. 
 
 Expectation of Life in Auatralia. 
 Based on the experience of the years 1901-10, Mr. Knibbs' Life Tables show that the 
 complete expectation of life of the average Australian male who has just reached the 
 age of 21 is very nearly 44 years. If the working life be assumed to cease at age 60, the 
 complete expectation of working life is sUghtly more than 34J years ; if at age 65, then 
 slightly more than 37} years. The expectation of life in some occupations — ^for example, 
 that of the carpenter — ^is considerably greater than the average. On the other hand, in 
 ome occupations where there is a definite risk of more or less intensity the expectation 
 of. ife is less than the average. Thus the greater than average risk of tnberculosii in 
 
151 
 
 some sedentary occupations, gives the clerk, for instance, an expectation somewhat less 
 than the average ; and for another example, the expectation of the painter, owing to hii 
 association with lead, has in the past been about three years less than the average.* The 
 difficulties connected with occupational statistics are so great that so far figures of this 
 kind for Australia are available for but a few occupations which have received particular 
 consideration. Taking the average figures, it may be said that the average tradesman 
 would have time in his, working adult iSe to train perhaps six apprentices, taking only one 
 at a time, if the period of apprenticeship were five years. 
 
 * See Report of the N.S.W. Board of Trade on White Lead as used in the Painting Industry, 
 1921, p. XXX. 
 
 
 
 Appendix F 
 
 • 
 
 
 
 
 
 Kates for Apprentices as Prescribed by Awards as at 3) December, 1921. 
 
 
 Ist 
 
 2nd 
 
 3rd. 
 
 4th 
 
 5th 
 
 6th 
 
 7th 
 
 Aggregate 
 Payment 
 
 
 Year. 
 
 Year. 
 
 Year. 
 
 Year. 
 
 Year. 
 
 Year. 
 
 Year. 
 
 Industry. 
 
 
 
 
 
 
 during 
 
 
 
 
 
 
 Per 
 
 Per 
 
 Per 
 
 Per 
 
 Per 
 
 Per 
 
 Per 
 
 Appren- 
 ticeship. 
 
 
 Week. 
 
 Week, 
 
 Week. 
 
 Week • 
 
 Week. 
 
 Week. 
 B. d. 
 
 Week. 
 
 
 ». d. 
 
 ». d. 
 
 s. d. 
 
 B. d. 
 
 s. d. 
 
 a. d. 
 
 £ B. d. 
 
 BwOimg Trades. 
 
 
 
 
 
 
 
 
 
 Boatbuilders 
 
 11 3 
 
 16 3 
 
 21 3 
 
 26 
 
 30 3 
 
 
 
 288 12 
 
 Brieldayers .' 
 
 12 6 
 
 17 8 
 
 22 6 
 
 30 
 
 40 
 
 
 
 31S 10 
 
 Carpenters — 
 
 
 
 
 House 
 
 13 9 
 
 20 8 
 
 27 8 
 
 34 6 
 31 3 
 30 
 
 44 g 
 37 6 
 40 
 
 
 
 388 12 
 
 344 10 
 318 10 
 
 Ship 
 
 16 3 
 
 21 3 
 
 26 3 
 
 
 
 Kbrous Plaster Fixers ., 
 
 12 6 
 
 17 6 
 
 22 8 
 
 
 
 Granite Folishera 
 
 24 6 
 
 30 
 
 35 
 
 44 
 
 62 
 
 
 
 482 6 
 
 Joiners — 
 
 
 
 Mill and House 
 
 13 9 
 
 20 6 
 
 27 6 
 
 34 8 
 31 3 
 45 
 
 44 
 37 6 
 54 
 
 
 
 366 12 
 344 10 
 500 10 
 
 Ship.. I 
 
 16 3 
 25 
 
 21 3 
 
 26 3 
 37 
 
 
 
 Marble and Slate Workers 
 
 31 6 
 
 
 
 Painters and Decorators (House 
 
 and Ship)?. 
 Metal Ceiling Fixers 
 
 14 7i 
 
 21 4i 
 
 27 10} 
 
 34 4J 
 
 47 4J 
 
 
 
 378 12 6 
 
 IS 
 
 23 
 
 30 
 
 36 
 
 44 
 
 
 
 392 12 
 
 Do Commencing, 18 years and 
 
 24 
 
 28 
 
 34 
 
 t 
 
 t 
 
 
 
 
 over.* 
 
 
 
 
 
 
 
 
 
 Plasterers 
 
 12 6 
 
 17 6 
 
 22 6 
 
 30 
 
 40 
 
 
 
 318 10 
 
 Plumbers- 
 
 
 
 
 
 
 
 ... 
 
 
 Cumberland 
 
 11 
 
 16 
 
 19 
 
 25 
 
 35 
 
 45 
 
 
 392 12 
 
 Newcastle 
 
 13 9 
 
 21 
 
 24 3 
 
 31 
 
 44 3 
 
 
 
 349 1 
 
 Sawmillers— 
 
 
 
 
 
 
 
 
 
 Cumberland and Newcastle ... 
 
 15 
 
 20 6 
 
 26 
 
 31 
 
 36 
 
 
 
 334 2 
 
 Country 
 
 12 
 
 18 
 
 24 
 
 30 
 
 40 
 
 
 
 322 8 
 
 Shipwrights 
 
 16 3 
 
 21 3 
 
 26 3 
 
 31 3 
 
 37 6 
 
 
 
 344 10 
 
 Slaters, Tilers, and Shinglors 
 
 14 9 
 
 20 li 
 
 25 6 
 
 33 7} 
 
 40 3 
 
 
 
 849 1 
 
 StonemaaonsS 
 
 
 
 
 
 
 
 ... 
 
 
 Monumental Masons 
 
 24 "s? 
 
 30"l0J 
 
 4l"'4J 
 
 si'ioi 
 
 66"'23 
 
 
 
 658 "3 9 
 
 Elsewhere excluding Yanco- 
 
 22 
 
 28 
 
 37 6 
 
 47 
 
 60 
 
 
 
 505 14 
 
 winna, South Coast, and 
 
 
 
 
 
 
 
 
 
 Central Tablelands. 
 
 
 
 
 
 
 
 
 
 Tilelayers 
 
 20 
 
 25 
 
 32 6 
 
 45 
 
 65 
 
 
 
 461 10 
 
 Tuokpointers 
 
 10 
 
 15 
 
 20 
 
 30 
 
 
 
 
 106 
 
 Average 
 
 15 11 
 
 21 6 
 
 27 5 
 
 34 8 
 
 44 6 
 
 45 
 
 
 374 4 
 
 ClotUng Tradei.- 
 
 
 
 
 
 
 
 
 
 Chart Tailors 
 
 8 9 
 
 13 9 
 
 18 9 
 
 23 9 
 
 30 
 
 
 
 247 
 243 15 
 
 Costume Makers (Personal 
 
 8 9 
 
 13 9 
 
 18 9 
 
 23 9 
 
 28 9 
 
 
 
 Measurement). 
 
 
 
 
 
 
 ... 
 
 
 Cutters and Trimmers 
 
 17 H 
 
 23 8 
 
 38 3 
 
 58 
 
 
 
 
 856 6 
 
 389 7 
 429 
 
 Cutters (Women's Garments) 
 
 23 8 
 
 31 1 
 
 40 2 
 
 54 10 
 
 
 
 
 Dyers and Cleaners (excluding 
 Yancowinna. . 
 
 24 9 
 
 35 9 
 
 46 9 
 
 57 9 
 
 
 
 
 Newcastle, South Coast, and 
 
 22 6 
 
 32 6 
 
 42 6 
 
 62 6 
 
 
 
 
 390 
 
 Central Tablelands. 
 
 
 
 
 
 
 
 
 Order Tailors 
 
 S 9 
 
 13 9 
 
 18 9 
 
 23 9 
 
 28 9 
 
 
 
 243 15 
 214 10 
 247 
 356 12 8 
 ^78 19 
 
 Pressors 
 
 11 S 
 
 16 3 
 
 22 6 
 
 32 8 
 
 
 
 ... 
 
 Eeady-made Tailors 
 
 8 9 
 
 13 ,9 
 
 18 9 
 
 2.') 9 
 
 3o"'o 
 
 
 
 Shirt Cutters.. 
 
 17 2i 
 
 23 9 
 
 33 3} 
 
 27 6 
 
 57 11 
 
 
 
 
 Textile,WorkersJ 
 
 16 6 
 
 22 
 
 85 9 
 
 44"'o 
 
 
 
 Ji>' Average 
 
 15 3 
 
 21 10 
 
 30 1 
 
 40 5 
 
 32 4 
 
 
 
 317 16 9 
 
 ""' Coca Mining. 
 
 
 
 
 
 
 
 
 
 Mechanics (North)J 
 
 ... 
 
 ... 
 
 ... 
 
 ... 
 
 ... 
 
 
 ... 
 
 Not included in average. t As arranged. f Rates as prescribed by award- in force at 
 
 timeiwhen indentures are entered into. g No provision for apprenticeship in award loindSry. 
 
T5^ 
 
 Rates for Appreutioes as Prescribed by 
 
 Awards as at. 31 Deeembei, 
 
 1921.— 
 
 cont. 
 
 Industry. 
 
 l9t 
 
 Year.. 
 
 2iidf 
 Xeax.. 
 
 3rd; 
 Year. 
 
 4th 
 . Year. 
 
 Sth 
 Year. 
 
 6* 
 Year. 
 
 7th« 
 Year. 
 
 Aggregate 
 Payment* 
 
 dudng- 
 Appren- 
 
 licuahip. 
 
 Per 
 
 Week., 
 
 Per 
 Week. 
 
 For 
 
 Week. 
 
 Per Per 
 Week. Week. 
 
 Per 
 Week. 
 
 Per 
 Week. 
 
 Food Supply and Distribution. 
 Bakers (Hand and Macliine)— 
 
 Korth Coast , 
 
 Cumberland 
 
 Northumberland 
 
 South Coaafr , 
 
 Gauntry ... 
 Butchers — ■ 
 
 ©Umberland 
 
 QountFy 
 
 Moufchumberland 
 
 Confectioners 
 
 Cooks — 
 
 Hotels 
 
 Restaurants 
 
 Eeatanrants in retail shops 
 
 Pastrycooks 
 
 Flour Millers 
 
 Slaughtermen — 
 
 Newcastle Abattoirs 
 
 Nov,t}humberlaud 
 
 Average 
 
 Fum%tur& Trades, 
 
 Broom Makers § 
 
 Brashmakcrs 
 
 Cabinotmakecs — 
 
 MiitbrcsB- making 
 
 All other branches ofIndu«try.. 
 Carpet and Furniture Cover 
 
 Wor Iters. 
 
 Glass Workers 
 
 Pianoforte, &c., Makers 
 
 Picturc-f ranifirs 
 
 Pibhcane and Bamboo Workers .. 
 
 Wickcrworkera 
 
 Average 
 
 22 3 
 
 29 7 
 
 40 9 
 
 52 
 
 
 
 
 
 
 375 18 i 
 
 18 7 
 
 29 21 
 
 35 10 
 
 45 
 
 2i^ 
 
 
 ... 
 
 
 334 19 4 
 
 23 3 
 
 28 3 
 
 37 » 
 
 54 
 
 3 
 
 
 
 
 373 2 
 
 18 6 
 
 33 4i 
 
 48 2 
 
 59 
 
 2 
 
 
 
 
 413 18 10 
 
 22 
 
 30' 
 
 41 
 
 52 
 
 
 
 ... 
 
 
 ... 
 
 377 
 
 29 6 
 
 37 6, 
 
 52 
 
 67 
 
 
 
 82 6 
 
 
 
 698 2 
 
 33 
 
 44 
 
 55 
 
 «6 
 
 
 
 77 3 
 
 ... 
 
 
 715 13 
 
 30 
 
 37 6 
 
 52 6 
 
 67 
 
 6 
 
 82 6 
 
 ... 
 
 ... 
 
 702 
 
 30 
 
 40 
 
 60 
 
 60 
 
 
 
 75 
 
 ... 
 
 
 663 
 
 38 
 
 48 a 
 
 63 4i 
 
 79 
 
 
 
 
 
 
 594 15 
 
 26 10 
 
 33 8 
 
 45 6i 
 
 67 
 
 1 
 
 
 
 ... 
 
 430 2 6 
 
 32 11 
 
 45 li 
 
 59 ii 
 
 asr 
 
 
 
 
 ... 
 
 
 588 IS 
 
 13 6 
 
 20 3 
 
 27 
 
 33 
 
 10 
 
 47 4 
 
 
 
 368 19 8 
 
 15 9 
 
 24. 6 
 
 32 3 
 
 40 
 
 
 
 49 3 
 
 ... 
 
 
 420 11 
 
 36 
 
 4S 
 
 60 
 
 80 
 
 
 
 
 
 
 574 K- 
 
 30 
 
 37 6 
 
 52 6 
 
 67 
 
 
 
 82 6 
 
 
 
 702 0.0 
 
 20 3 
 
 35 3 
 
 47 1 
 
 61 
 
 3 
 
 70 11 
 
 
 ... 1 522 1 11 
 
 16'"4 
 
 22' 'io 
 
 29 "4 
 
 * 
 
 
 V 
 
 
 
 5t2"i2: 10 
 
 25 6 
 
 41 6 
 
 60 
 
 
 
 
 
 
 831 10 
 
 IS 6 
 
 26 
 
 35 
 
 51 
 
 
 
 70 
 
 
 
 521 6' 
 
 16 9 
 
 24 
 
 32 6 
 
 48 
 
 
 
 65 
 
 ... 
 
 
 464 5 
 
 18 6 
 
 24 9 
 
 32 
 
 46 
 
 fi 
 
 60 6 
 
 
 
 473 17 
 
 18 6 
 
 26 6 
 
 36 « 
 
 52 
 
 6 
 
 72 
 
 
 
 535 12 
 
 19 3 
 
 26 9 
 
 36 3 
 
 49 
 
 6 
 
 62 6 
 
 ... 
 
 
 505: 1 
 
 19 
 
 24 6 
 
 32 9 
 
 43 
 
 6 
 
 60 
 
 
 
 467 7 
 
 17 6 
 
 22. 6 
 
 35 
 
 45 
 
 
 
 57 6 
 
 
 
 461 10 
 
 18 10 
 
 26 7 
 
 36 8 
 
 50 
 
 3 
 
 65 3 
 
 
 480 6 9 
 
 ' §rds ordinary time' rate. 
 
 ti ordinary time ratoB. 
 in awacd for industry. 
 
 § No provision for apprenticeship 
 
 Hairdressing. 
 Hairdressers 
 
 Average 
 
 Iron and Shipbuilding Trades. 
 
 Boilormakcr.s 
 
 Brassfliusliers 
 
 Electrical Fitters and MechanioB... 
 
 Kngineers 
 
 Farriers — 
 
 Metropolitan 
 
 Country 
 
 Gas-meter Makers 
 
 MouIdctK 
 
 Sfovenuikrrp 
 
 Structural Steel and Iron Workers 
 
 Tinsmiths ... 
 
 Wire workers '- 
 
 Wire Makers 
 
 Average [... , 
 
 15 6 
 
 22 
 
 9 
 
 38 
 
 6 
 
 55 
 
 a 
 
 
 
 ... 
 
 
 343 17 
 
 15 6 
 
 22 
 
 9 
 
 38 
 
 6 1 55 
 
 6 
 
 ... , ... 
 
 
 343 17 
 
 14 6 
 
 18 
 
 6 
 
 24 
 
 
 
 2» 
 
 6 
 
 39 
 
 
 
 
 
 326 e Q 
 
 15 
 
 19 
 
 
 
 25 
 
 0. 
 
 32 
 
 6 
 
 44 
 
 6 
 
 ... 
 
 
 353 12 
 
 10 2 
 
 17 10 
 
 25 
 
 5 
 
 35 
 
 6 
 
 50 
 
 » 
 
 
 
 363 2 Si 
 
 11 3 
 
 15 
 
 9 
 
 22 
 
 3, 
 
 33 
 
 3 
 
 46 
 
 
 
 ... 
 
 
 334 2 
 
 23 S 
 
 26 
 
 n 
 
 28 
 
 9- 
 
 34 
 
 3 
 
 30 
 
 9 
 
 
 
 395 4 
 
 15 2 
 
 22 
 
 « 
 
 37 
 
 « 
 
 46 
 
 4 
 
 53 
 
 
 
 
 
 454. 2 8 
 
 25 3 
 
 32 
 
 n 
 
 38 
 
 
 
 44 
 
 0' 
 
 67 
 
 3 
 
 »5.7: 3- 
 
 
 585 6 6 
 
 14 9 
 
 19 
 
 8 
 
 24 
 
 8 
 
 32 
 
 6- 
 
 39 
 
 11 
 
 52 7 
 
 
 478-12 4 
 
 10 
 
 26 
 
 
 
 29 
 
 
 
 42 
 
 4 
 
 48 
 
 7 
 
 68. S 
 
 
 606 4 8 
 
 10 
 
 13 
 
 u 
 
 17 
 
 (I' 
 
 22 
 
 
 
 80 
 
 
 
 
 
 239 4 
 
 24 0- 
 
 29 
 
 3 
 
 34 
 
 9^ 
 
 40 
 
 (). 
 
 SO 
 
 a 
 
 
 
 464 15 
 
 18 » 
 
 24 
 
 
 
 32 
 
 0' 
 
 41 
 
 
 
 6« 
 
 
 
 ... 
 
 
 446 11 
 
 20 
 
 28 
 
 
 
 36 
 
 Oi 
 
 44 
 
 O; 
 
 62 
 
 
 
 
 
 468 
 
 17 
 
 22 
 
 5 
 
 28 10 
 
 30 
 
 8. 
 
 46 
 
 
 
 56 
 
 ... 
 
 424 4 10 
 
 • i yiiir. 
 
Iy3 
 
 Rates for Apprentices as 
 
 Presori 
 
 bed by 
 
 Awards as at 31 December, 
 
 1921.- 
 
 COJlt. 
 
 Industry. 
 
 iBt 
 
 Year. 
 
 2nd 
 Year. 
 
 ,8rd 
 Year.' 
 
 4th 
 Year. 
 
 iith 
 Year. 
 
 6th 
 Year. 
 
 7th 
 Year. 
 
 Agirregate 
 Payment 
 during 
 .Appren- 
 ticeship. 
 
 Per 
 
 Week. 
 
 Per 
 Week. 
 
 Per 
 Week. 
 
 Per 
 Week. 
 
 P6r 
 Week. 
 
 .Per 
 Week. 
 
 Per 
 Week. 
 
 Leather Tradm. 
 Bespoke Bootmakers (Cumberland) 
 
 Commencing under 16 
 
 Commencing over 16 and under 
 17.* 
 Boot, Shoe, and Slipper Manu- 
 facturers — 
 Commencing under 16 ... 
 16-17» ... 
 „ 17-18' ... 
 
 at 18» ... 
 Portmanteau, &o., Makers 
 Saddle and Harness Makers 
 Tanners, Curriers, and Fellmongsrs 
 
 Average 
 
 Manufacturing. 
 Agricultural Implement Makers .. 
 
 Coaohmakers (Eail)t 
 
 Coachmakers (Road) — 
 Commencing at 14 years 
 15 
 16» ... 
 
 Cyde and Motor Cycle 
 
 Electroplaters 
 
 Glass Bottle Makers§§ 
 
 Opticians 
 
 Manufacturing Jewellers and 
 Metal Badge Workers ... 
 
 Pottery, &a ; 
 
 Sailmakers, &c 
 
 Tobacco and Cigar Makers* 
 
 Watchmakers 
 
 Average 
 
 12 9 
 19 6 
 
 12 9 
 
 13 
 13 
 17 
 
 13 8 
 
 15 10 
 
 P«r 
 Hour. 
 S| 
 
 Per 
 Week. 
 10 9 
 
 16 
 
 13 1 
 
 5 4 
 
 10 8 
 
 20 6 
 
 24 9 
 
 16 3 
 
 10 6 
 
 19 6 
 28 S 
 
 21 6 
 
 23 9 
 
 Per 
 Hour. 
 
 bi 
 
 Per 
 Week. 
 12 6 
 19 3 
 19 % 
 21 9 
 21 3 
 
 15 8 
 
 ... 14 19 26 10 
 
 28 S 
 36 3 
 
 28 6 
 
 36 6 
 
 36 6 
 
 57 li 
 
 28 fi 
 
 28 6 
 
 29 7 
 
 39 7 
 
 Per 
 
 Hour. 
 
 9 
 
 Per 
 
 Week. 
 
 19 3 
 
 25 3 
 
 32 
 
 28 11 
 
 29 
 
 29"'l 
 10 8 
 
 19 9 
 
 32 7 
 
 33 9 
 tt 
 
 20 11 
 
 36 3 
 44 6 
 
 44 9 
 67 IJ 
 
 36 "9 
 36 9 
 42 3 
 
 37 8 
 
 47 9 
 Per 
 
 Hour. 
 
 lOJ 
 Per 
 
 Week. 
 
 25 3 
 
 
 3 
 
 36 
 37 
 
 39"'3 
 31 6 
 26 5 
 44 7 
 38 
 
 n 
 
 31 4 
 
 44 6 
 55 lot 
 
 44 9 
 67 1} 
 
 44 9 
 44 9 
 60 6 
 
 55 6 
 
 Per 
 Hour. 
 
 1 0} 
 
 Per 
 Week. 
 32 
 38 
 44 6 
 
 46 9 
 
 47 11 
 
 5i"io 
 
 44 7 
 36 Si 
 60 2t 
 
 9 45 9 52 5 
 
 35 lOJ 
 
 57 11 
 
 59 3 
 
 Per 
 Hour. 
 
 Per 
 
 Week. 
 38 
 44 6 
 
 Per 
 Hour. 
 
 Per 
 Week. 
 44 6 
 
 512 10 6 
 479 7 6 
 
 I'.ia 13 6 
 
 486 10 6 
 
 3?0 3 6 
 
 317 10 6 
 
 375 1 
 
 375 1 
 
 593 9 
 
 475 17 1 
 
 474 5 8 
 
 367 15 10 
 
 473 17 
 445 18 
 
 385 4 
 393 13 
 
 583 -9 8 
 404 10 4 
 403 10 10 
 473 1 10 
 450 ■ 9 
 
 462 16 
 
 * Not included in average. f 44 hours per week. 
 
 S Apprentice not attending Technical College. •• } 
 
 Xt I piece work rates. { 
 
 Prwiing. 
 
 X Apprentice attending Technical College. 
 
 riece work rates. tt Srds. piece work rates. 
 Ko award in force. 
 
 Bookbinders 
 
 Compositors (Hand and Machine)— 
 Cumberland and Newcastle 
 Country 
 
 Letterpress Machinists 
 
 lilthographic Workers, Ac 
 
 Process engravers — To be as ar- 
 ranged. 
 
 Stereotypers and Eleotrotypers .. 
 
 14 6 
 
 13 6 
 
 17 6 
 
 13 9 
 
 14 10 
 
 19 6 
 
 18 
 
 
 
 16 
 
 3 
 
 22 
 
 6 
 
 17 
 
 6 
 
 18 
 
 6 
 
 26 
 
 6 
 
 22 
 22 6 
 
 19 10 I 25 3 
 
 29 
 
 27 
 
 36 
 
 30 6 
 29 1 
 
 60 
 
 36 
 
 42 9 
 
 61 
 46 
 47"'o 
 
 47 2 
 
 58 6 
 
 695 8 
 
 422 10 
 390 
 440 1 
 571 2 
 
 496 12 
 
 55 9 486 '19 
 
154 
 
 INDEX. 
 
 absence without master's consent, vi. 
 address to His Excellency the Governor, iii. 
 Admiralty-Dockyard system, 50. 
 adults may enter into special contracts, v, 58. 
 advice as to facilities for continued education, 65. 
 opportunities for apprenticeship, 65. 
 suitable occupations, 65. 
 Advisory Committees and technical instruction, 39. 
 after-care, 18. 
 
 Agrleultaral College (Hawkesbury) 28. 
 agricultural implement makers, viii, 89. 
 appendices, 66-153. 
 application of regulations, iii, 55. 
 
 apprentice entitled to possession of expired contract, vi, 62. 
 may be exempted from regulations, iii, 55. 
 meaning of, 4, 5. 
 
 cannot be expanded, 65. 
 theoretical needs of, 47, 48. 
 Apprentices' Court, need for, '63. 
 apprentices, disputes with masters, vi. 
 
 distinguished from other juvenile workers, 10. 
 in excess of proportion prescribed, v. 
 regulations restricted to male, 55. 
 under 16 not to work overtime, vi. 
 who may take, iv, 57. 
 apprenticeship, adult, v, 58. 
 
 advantages of early, 49. 
 after probation, v, 57. 
 Council, proposed functions of, 23. 
 defects of existing system, 11. 
 economic pressure upon, 47, 48, 49. 
 importance of physical fitness, 13. 
 meaning of, 4, 5, 
 new forms of, 50. 51. 
 probationary period of, 57. 
 " Sandwich " system, 50. 
 special contract in case of adult, v, 58. 
 term of, v, 58. 
 to school or trade union, 51. 
 to the State, 52, 53. 
 Architecture and Building Trades, at Technical College, 29, 30, 78, 93. 
 a>S33iation of individuals may take apprentices, iv, 57. 
 attendance at continuation schools, &c., securing, 65. 
 daytime advocated, 35. 
 evening students fail to continue, 35. 
 for technical instruction, v, vi, 58. 
 in different groups of schools, 28. 
 " award," meaning of, iii, 58, 59. 
 
 bakers, viii, 82, 109. 
 beamsmen, 87. 
 blacksmiths, 84, 121. 
 
 Board determines disputes between masters and apprentices, vi, 62. 
 meaning of, iii. 
 statutory functions of the, 4. 
 Board's comments upon State technical instruction, 38 
 determinations, iii. 
 
 exposition of, 55. 
 pre-legislative character of, 55. 
 powers as to education policy of the State, 11. 
 
 vocational guidance, 15. 
 public inquiry, 1. 
 
 suspended, 2. 
 responsibility for supervision, 13. 
 right to exempt from regulations, 55. 
 
155 
 
 boatbuilders, vii, 78. 
 
 boUermakers, viii, 84, 122. 
 
 bookbinders, viii, 90, 137, 138. 
 
 bootmakers (bespoke), viii, 87. 
 
 boot, shoe, and slipper manufacturers, viii, 87. 
 
 bottle (glass) makers, viii, 89. 
 
 brassflnishors, viii, 84. 
 
 breaches of contract and regulations, 63. 
 
 bricklayers, vii, 78, 94. 
 
 broom-makers, viii, 83. 
 
 brushmakers, viii, 83. 
 
 building trades, at Technical CoUege, 29, 30, 78, 93. 
 
 inquiry, in re, 2. 
 
 scheme drafted for, 3, 71. 
 Bureaux, recommendations for Vocational, 65. 
 Business Training, at Technical College, 29, 30. 
 butchers, viii, 82. 
 
 cabinetmakers, viii, 83, 110. 
 
 calculations, see under " trades calculations." 
 
 callings, application of regulations to, iii, vii, 55. 
 
 cancellation of contract, vii, 62. 
 
 carpenters, vii, 78, 93, 94, 96. 
 
 carpet and furniture cover workers, viii, 83. 
 
 census of occupations needed, 17. 
 
 certlllcate of completed apprenticeship, vii, xi, 62. 
 
 Clickers, 87, 133. 
 
 coachmakers, viii, 89, 136. 
 
 coal-mining mechanics, viii, 82. 
 
 compositors, viii, 90, 137, 138. 
 
 contestioners, viii, 82. 
 
 constitution of Vocational Bureaux, 63. 
 
 continued education, advice as to facilities for, 65. 
 
 need for extending, 65. 
 boya and girls under 18 years, 65. 
 in England, 25, 26, 27. 
 proposed general scheme of, 65. 
 contract of apprenticeship, breach of, 63. 
 
 cancellation of, vii, 62. 
 
 delivery up upon expiration, vii, 02. 
 
 essentials of, iv, 50. 
 
 form of, V, ix, 57. 
 
 parties to report progress, &c., vi, 62. 
 
 special for adults, v, 58. 
 
 to be registered, iv, 56. 
 
 oral, to be reduced to writing, iv, 56. 
 cooks, viii, 82. 
 coppersmiths, 91, 139. 
 correlation of education and industry, 25-54. 
 
 difficulties of, 53. 
 extent of, 78. 
 
 Repatriation experience, 39. 
 costume makers, vii, 81. 
 Court, need for Apprentices', 63. 
 " craft," meaning of, iii. 
 curriers, viii, 88. 
 cutters and trimmers, vii, 81. 
 cycle and motor cycle, viii, 89. 
 
 Day Apprentice School, Dublin, 51. 
 
 continuation schools in England, 25. 
 Daytime instruction adopted by Master Plumbers, 35. 
 advocated, 35, 36. 
 in England, 35, 36. 
 
 Railway Service ,44. 
 need for better correlation, 35. 
 provided in certain oases, 37. 
 
156 
 
 " d«ad-end " trades, 64. 
 definition of " apprentice," 4. 
 
 " award," iii. 
 
 " board," iii. 
 
 " craft," iii. 
 
 " industry," iii. 
 
 " minor," iii, iv, 56. 
 
 " occupation," iii. 
 diagrams showing general and technical education systems, 29. 
 difficulties of academic technical education, 9. 
 
 evening training system, 35. 
 discipline in works schools, 8, 9. 
 disputes between masters and apprentices, vi, 62. 
 distinstions between education and training, 5. 
 
 effect of, 6. 
 Domestic Ssienoe School for girls, 27. 
 Drainers, 91, 141. 
 
 drawing, see under "trades drawing." 
 dressmakers, 91, 141, 142. 
 Dublin Day Apprentice School, 51. 
 dyers and cleaners, vii, 81. 
 
 economic pressure, effect of, 48, 49. 
 education and industry, correlation of, 25-54. 
 distinguished from training, 5. 
 
 system in New Soutli Wales, shown by Diagram "B" 29. 
 of Secondary, 27. 
 
 the State as shown by Diagram " A," 29. 
 systematisation for apprenticeship, 56. 
 Electrical Engineering, at Technical College, 29, 30, 84, 86, 113, 116, 128-132. 
 fitters, viii, 84, 113, 114, 116. 
 mechanics, viii, 84, 119. 
 Electro-platers, viii, 89. 
 
 Elementary and Appliad Art, at Technical College, 29, 30. 
 employment oJ minors, contract for, to be in writing, iv, 56. 
 
 to be lodged, iv. 
 meaning of, 56. 
 
 power to prescribe conditions, 65. 
 restrictions upon, iv, 56. 
 engineering training in Scotland, 12, 50. 
 engineers, viii, 84. 
 engravers (Process), viii, 90, 139. 
 essentials of contract of apprenticeship, iv, 56. 
 evening training, difficulty of, 35. 
 exemption, Board reserves right to grant, 55. 
 effect of rescission of Order of, iii. 
 from prescribed' scale of wages, 62. 
 terms of regulations, iii, 55. 
 
 facilities for education, need for better organisation, 13, 14. 
 
 farriers, viii, 85, 123. 
 
 lellmongers, viii, 88. 
 
 fibrous plaster fixers, vii, 78. 
 
 fitters and turners, 85, 123. 
 
 flourmillers, viii, 83. 
 
 French-polishers, 83, 112. 
 
 functions of proposed Vocational Bureaux, 65. 
 
 future treatment of new educative trades, 55. 
 
 galvanised ironworkers, 91, 144. 
 gas-meter makers, viii, 86. 
 
 girls and boys, power to prescribe conditions of employment, 65. 
 Domestic Science Schools for, 27. , 
 
 glass Ijottlo maksrs, viii, 89. 
 glassworkers, viii, S3. 
 
 Governor, Address to His Excellency the, iii. 
 grainers and marblers, 78, 98. 
 granite polishers, vii, 79. 
 
157 
 
 hairdressers, viii, 83. 
 
 High Schools, function of, 2T. 
 
 holidays, vi, 59. 
 
 payment in lieu of, vi, 59. 
 hours of working same as for journeymen, vi, 59. 
 
 Instructional factories, 12, 13. 
 
 a feature of Repatriation, 19. 
 Workshop Railway Supplementary, 44. 
 "Interval of oblivion," 49. 
 Indentures, form of, ix. 
 
 weakness of present-day, 11. 
 industries affected by proposed regulations, vii, viii, 55. 
 
 application of regulations to, iii, vii, 55* 
 Industry and education, correlation of, 25-54. 
 meaning of, iii. 
 
 need for knowledge of prospects in each, 17. 
 inquiry by the Board, 1-3. 
 
 in respect of the building trades, 2. 
 inspection of Repatriation schools, 3. 
 
 jewellers (manufacturing), 89, 136, 137. 
 
 joiners, vii, 79. 
 
 joint councils acting in aid of the Board, 24. 
 
 of emplbyers and' employees, suggested, 3. 
 journeymen, proportion of apprentices to, v, 57. 
 Junior Technical Schools, functions of, 27. 
 Juvenile Advisory Boards (S. Africa), the work of, 21. 
 
 Employment Committees (England), purpose of, 20. 
 
 power to prescribe conditions of unapprenticed, 05. 
 Juvenile V/orkers, distinction between apprentices and other, 10. 
 
 other than apprentices. Board's authority over, 10, 11. 
 
 labour markets, maintenance of equilibrium in, 17. * 
 
 leather dressers, 88. 
 
 letterpress machinists, viii, 90, 138. 
 
 lithographic workers, viii, 90, 138. 
 
 living wages principle as applied to apprentices, 3, 66-70. 
 
 machinists, making garments to order or chart, 81. 
 Manufacturing Trades at Technical College, 29, 31, 89, 136. 
 marble and slate workers, vii, 79. 
 master, disputes with apprentices, vi, 62. 
 
 may be exempted from regulations, ui, 55. 
 
 obUgation to teach, iv, 56. 
 
 to deliver up contract upon expiration, vii, 62. 
 Mechanical Engineering at Technical CoUfege, 29, 31, 84, 115, 121-128. 
 metal badge workers, viii, 89. 
 metal-ceiling fixers, vii, 79. 
 miUiners, 91, 143. 
 
 Mining and Surveying at Technical College, 29, 31. 
 "minor," meaning of, iii, iv. 
 
 employment of, contract to be in writing, iv. 
 restrictions upon employment of, iv, 56. 
 monumental masons, 92, 146, 147. 
 motor mechanics, 85. 
 moulders, viii, 85, 125, 126. 
 
 obligation to accept training, iv. 
 
 to serve, iv. 
 
 to teach, iv, 56. 
 "occupation," meaning of, iii. 
 
 occupations affected by proposed regulations, iv, vii, viii, 55. 
 application of regulations to, iii, vii, 55. 
 need for index and general census of, 17. 
 opportunities for apprenticeship, 65. 
 opticii^ns, viii, 89. 
 oral contracts to be reduced to writing, iv, 56. 
 
158 
 
 organisation of educational and industrial resources, 13, 14, 
 
 vocational guidance, 15. 
 overtime, 59. 
 
 rates in lieu of holidays, vi, 59. 
 
 to be paid for at additional rates, vi, 59. 
 
 prohibited in certain oases, vi, 69. 
 oxy-acetylene welders, 85, 127. 
 
 pamphlets pubhshed by the Board, 1, 2. 
 
 painters and decorators, vii, 79, 99.- 
 
 parents to be advised of opportunities for boys, 65. 
 
 pastrycooks, viii, 83, 110. 
 
 patternmakers, 85, 115, 116, 127. 
 
 penalty for breach of regulations, vii, 63. 
 
 period of apprenticeship, v, 58. 
 
 physical fltness and apprenticeship, 13. 
 
 pianoforte, &3., maksrs, viii, 83. 
 
 picture framers, viii, 83. 
 
 pith-cana and bamboo v/orkers, viii, 83. 
 
 plasterers, vii, 79, 100. 
 
 plumbers vii, 80, 101, 102. 
 
 portmanteau, &c., makers, viii, 88. 
 
 pottery, viii, 89. 
 
 power to prescribe conditions of employment of unapprenticed juveniles, 65. 
 
 pressors, vii, 82. 
 
 Primary Industries, at Technical College, 29, 30. 
 
 Printing, at Technical College, 29, 31, 90, 137. 
 
 probationary period, v, 57. 
 
 progress of teaching to be reported by contracting parties, vi. 
 
 process engravers, viii, 90, 139. 
 
 proportion of apprentices to journeymen, v, 57, 149. 
 
 Kailway Commlsslonors' policy, 46. 
 Railway Institute, activities of, 44. 
 
 and the Technical College, 44. 
 instructional workshop, 44. 
 quahfioations for entering service, 43. 
 ready-made tailors, vii, 82. 
 registration of boys on leaving school, 16. 
 
 and girls in S. Africa, 22. 
 of existing contracts, iv, 56. 
 regulations, application of proposed, iii, 55. 
 exemption froni terms of, iii. 
 penalty for breach of, vii, 63. 
 reservation of right to exempt from, 55. 
 restricted to male apprentices, 55. 
 specified industries, 55. 
 Repatriation schools inspected, 3. 
 
 training scheme, 39-42. 
 
 difficulties of, 41. 
 Report of Committee published, 2. 
 reports may be required as to teaching and service, vi. 
 
 saddle and harness ma^iers, viii, 88. 
 
 sailmakers, viii, 89. 
 
 " Sandwich " system, 50. 
 
 Sanitation and Hygieno at Technical College, 29, 32. 
 
 sawmillers, &c., vii, 80. 
 
 school. Day Continuation in England, 25. 
 
 Dublin, day apprentice, 51. 
 
 full-time trade, 50. 
 
 functions of Elementary and Secondary, 25. 
 High, 27. 
 Superior Public, 27. 
 
 inspection of Repatriation, 3. 
 
 purposes of Technical High, 29. 
 
 statistics relating to different groups of, 28. 
 
 student-apprentice, 50. 
 
159 
 
 Science at Technical College, 29, 33. 
 
 domestic, for girls, 27. 
 Secondary Education, the system of, 27. 
 selection for industrial work, 15, 16, 18. 
 
 under Repatriation Scheme, 40. 
 service, contracting parties to report as to, vi. 
 shinglers, slaters and tilers, vii, 80. 
 Shipbuilding at Technical College, 29, 33, 107. 
 shipwrights, vii, 80, 107. 
 shirt cutters, vii, 82. 
 show card and ticket writers, 92, 147. 
 signwrlters, 92, 148. 
 slaters, tilers, and shinglers, vii, 80. 
 Soldiers' Industrial Committees, 18, 41, 42. 
 slaughtermen, viii, 83. 
 State's concern with the apprentice, 11. 
 statistics, cost of living, 61, 66. 
 
 living wages, 61, 68. 
 
 occupational rates, 61, 69. 
 
 proportion of apprentices to journeymen, 149. 
 
 wages under existing awards, 62; 151. 
 
 relating to different groups of schools, 28. 
 stereotypers and electrotypers, viii; 90. 
 stonemasons, vii, 81, 107. 
 stovemakers, viii, 86. 
 strain of night school work, 36. 
 straw hat makers, vii, 82. 
 structural steel and ironworkers, viii. 86. 
 substation Juniors, 86, 128. 
 Superior Public schools,, functions of, 27. 
 supervision of apprentices, 12, 13, 62. ' 
 
 syllabuses of Technical College analysed, 34, 78. 
 
 extracts from, 93. 
 systematlsation of education for apprenticeship, 56. 
 
 tailors, vii, 81, 108. 
 
 Tailors' Cutting, at Technical College, 29, 34. 
 
 tanners, viii, 88, 134. 
 
 tax for refusing apprentices, 52. 
 
 Teachers' College, 28. 
 
 Technical College instruction, comment upon, 38. 
 
 correlation with trades, 78. 
 extracts from syllabuses, 93. 
 
 system, 28-34. 
 technical education, difficulties of academic, 9. 
 Technical High Schools, purposes of, 29. 
 technical training, advice as to need for extending, 65. 
 
 attendance in masters' time, vi, 59. 
 
 in the Repatriation Scheme, 19. 
 
 number of hours per week, vi, 59. 
 
 period prescribed for, vi, 58. * 
 
 school versus workshop, 8, 10. 
 telegraph mechanics,. 86, 129. 
 telephone mechanics, 86, 130. 
 term of apprenticeship, v, 58. 
 textile workers, vii. 82. 
 tile-layers, vii, 81. 
 tilers, slaters and shinglers, vii, 80. 
 tinsmiths, viii, 87." 
 tobacco and cigar makers, viii, 89. 
 trades affected by proposed regulations, vii, viii, 55. 
 calculations, boot and shoe making, 132. 
 building, 94. 
 electrical engineering, 113. 
 
 founding, 125. 
 
 mechanical engineering, 115. 
 
 plumbing, 101. 
 
 printing, 137. 
 hipbuilding, 107. 
 
160 
 
 trades correlation with State Teohnieal Instruction, 78. 
 Qourses at Technical College, 93. 
 drawing, building, 93. 
 
 electrical engineering, 114. 
 dressmaking and millinery, 141. 
 jewellery, 136. 
 mechanical engineering, 116. 
 monumental masonry, 146, 147. 
 painting and paperhanging, 99. 
 printing, 138. / 
 
 shipbuilding, ■ 107. 
 theory and practice, 78-148. 
 trade unions, apprenticeship to, 51. 
 training, apprentice obliged to accept, iv. 
 distinguished from education, 5. 
 masters' obUgation as to, iv, 56. 
 transfer of apprentice, vii, 62. 
 tuckpointers, vii, 81. 
 
 unapprentlsed child, needs of, 64. 
 
 requires amendment of law, 05. 
 power to prescribe conditions of employment, 65. 
 uneducative trades, effects of service in, 64. 
 
 need for continued education, 64, 65. 
 University and the High Schools, 27. 
 Degrees issued, 28. 
 
 vocational guidance, after-care, 18. 
 
 and the Board's powers, 15-24. 
 Board's functions, 24. 
 conditions of a scheme of, 16. 
 ^ experience of Repatriation, 18. 
 
 functions proposed for Apprenticeship Council, 23. 
 in England, 20. 
 
 South Africa, 21. 
 information needed for, 16, 17. 
 of youths, 65. 
 
 opinions of Director of Education, 15, 16. 
 organisation of, 15. 
 Vocational Bureaux, functions of proposed, 65. 
 
 recommendations for constitution of, 65. 
 
 wages, vi, X, xi, 59. ^ 
 
 exemption from prescribed scale, 62. 
 overtime rates, vi, 59. . 
 prescribed by Industrial Awards, 151. 
 report by Statistical Officer, 66. 
 watchmakers, viii, 89. 
 wicker workers, viii, 83. 
 wiremakers, viii, 87. 
 wireworkers, viii, 87. • 
 
 women's tailors, vii, 82. 
 Women's Work, at Technical CoUege, 29, 34. 
 woodturners, 80, 106. 
 wood-working machinists, vii, 80, 105. 
 workshop, supplementary instructional (Railway), 44. 
 training should be systematised, 12. 
 versus school, 8, 10. 
 works schools in England, 6. 
 
 maintenance of discipline in, 8, 9. 
 the place of, 8, 9. 
 
 [1 plate.] 
 
 Sydney Donald Campbell, Superintendent, Government Printing OIKoe— 1922- 
 
HD4885.A82A5'l922'"^'-"'«"v 
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