“Education is the leading of human souls to what is best, and making what is best out of them; and these two objects are always attainable together, and by the same means. The training which makes men happiest in themselves also makes them most serviceable to others.”—Ruskin.

The apprentice instruction classes inaugurated by the Railway Department in the workshops at the four main centres, have been in existence for two years, and the results already attained encourage high hopes for the future success of the scheme.

A brief description of what is being done in the training of apprentices at Hillside, and of the progress made by them, may be of interest to readers of the Magazine.

When the classes were commenced it was found that the attainments of those to be taught varied considerably. Some had retained only a hazy recollection of their primary school subjects; others had already made a noteworthy advance by taking night classes at the Technical College. It was found necessary, in order to suit those who had forgotten their primary school arithmetic, to cover the ground again in the fundamental rules, vulgar fractions, decimals, proportion, percentages and mensuration. To increase the interest in, and the value of, mensuration work, the problems set are made practical (wherever possible), parts being used which the apprentices would later on meet with in their own line or trade. Similarly, in freehand sketching, parts are supplied to the apprentices for the purpose of sketching—which is done in many cases, to dimension.

Then, in the matter of geometrical drawing, simple problems are carried through and form the basis of work in some of the other branches.

In mechanical drawing blue prints provide the foundation of all work. Apprentices are required to copy these and afterwards to make prints other than those shown. Here again apprentices deal only with blue prints pertaining to their own special sphere of labour. For instance, the carpenter apprentices confine themselves to copying prints that come into their line of work. The tinsmith apprentices, after a short course in mechanical drawing, go on with pattern drawing, whilst boilermaker apprentices are given work along the same lines. (A supply of cancelled blue prints was received and filed, and parts likely to be of use for instructional purposes were duly set aside.) The more advanced workers are later given practice in inking in and in tracing. Instruction is also given as to the meaning of abbreviations commonly used on blue prints; also general terms used in the various trades. (It is safe to say that at the end of their course all apprentices will have an adequate idea of the interpretation of any blue print that may be set before them.)

Examinations are held at intervals and the marks gained are duly placed on record. In many cases however, the results do not show the quality of the work done by the apprentices during the term; many keen and intelligent workers scoring considerably less than was expected of them.

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It was a source of disappointment to many fourth and fifth year apprentices that they were unable to participate in the regular course of instruction given to their juniors. For their benefit a series of shop talks by the different foremen were organised. These practical lecturettes were given once a fortnight to the apprentices of different trades, and much useful information was thereby imparted.

The accompanying illustration shows a view of the apprentice instruction room (measuring 30ft. × 30ft.), contained in the new Social Hall Building at Hillside.

A gratifying feature of the apprentice classes here briefly described, is the enthusiasm with which individual apprentices work to make themselves thoroughly acquainted with every phase of their particular trades. This enthusiasm, it is safe to predict, will reflect itself in more contented and efficient service for the Department in the years to come.

“Man should not try to do better than good, for fear lest worse than bad might follow.”—Kipling.