The Vocational Aspect of Secondary and Further

Education

ISSN: 0305-7879 (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rjve19

Background to the teaching of plumbing

T. Swash

To cite this article: T. Swash (1957) Background to the teaching of plumbing, The Vocational
Aspect of Secondary and Further Education, 9:19, 137-143, DOI: 10.1080/03057875780000181

To link to this article: https://doi.org/10.1080/03057875780000181

Published online: 30 Jul 2007.

Submit your article to this journal

Article views: 1095

View related articles

Full Terms & Conditions of access and use can be found at

https://www.tandfonline.com/action/journalInformation?journalCode=rjve20
 B A C K G R O U N D TO THE T E A C H I N G OF P L U M B I N G

By T. SWASH
Assistant, City of Liverpool College of Building

C O M P A R E D WITH MASONRYAND CARPENTRY,plumbing may have to show few

monuments of its glory as an ancient and honourable craft, but it must be
admitted that the durability of many famous buildings has been assisted by the
skilful use of metals by plumbers throughout the ages. Examples of plumbing
craftsmanship carried out during the Roman occupation of this country can
still be seen in the City of Bath, while many specimens of early leaden cisterns,
pipes, trap6 and rainwater heads are carefully cherished by those to whom they
belong.
The Worshipful Company of Plumbers is one of the most ancient of the
Livery Companies of the City of London, having received the first grant of its
Ordinances in 1365 during the reign of Edward nI. In 1588, during the reign of
Elizabeth I, the Company obtained a Grant of Arms with the motto 'Justicia
et Pax' and a Crest depicting St. Michael the Archangel.t
Throughout the years the Company has shown great interest in the well-
being and education of the craft, this being especially so following the Public
Health Act of 1875.
The great industrial development during this period, with the consequent
housing of large numbers of people in concentrated areas, brought an awareness
that skilfully designed and installed water and sanitary services were essential
to the health and comfort of the community. The plumbing industry appreciated
the responsibility that it shared with others, and assisted in every possible
manner when water and sanitary design were being discussed. Books written
by plumbers ~ during the period contain recommendations that are considered
sound practice even today, thus showing the perspicacity of these persons and
their interest in their craft.
The importance to public health of having well-designed plumbing installed
only by competent craftsmen was publicly discussed at the Congress of the
Medical Association held in Liverpool in 1883. In the following year the subject
was again discussed at the International Health Congress held in London, and
it was recommended by the gathering of architects, sanitary engineers and
plumbers that there should be some form of registration in the plumbing
industry.
The recommendation was put into effect in 1886 when the Worshipful
Company of Plumbers inaugurated a voluntary scheme for the registration of
plumbers who were able to give evidence of their competence and who were
prepared to undertake the responsibilities attached to registration.
138 Background to the Teaching of Plumbing
The scheme has continued since that year, but in 1909 the management of the
register and the furtherance of the aims and objects attached thereto was
handed over by the Worshipful Company to the General Council of the
Registered Plumbers' Association. The Company still retains the right of being
the only certifying body for the registration of plumbers in the United Kingdom,
with the authority to confer the diploma of 'R.P.' and this is only granted on
the recommendation of the Council. 3
Right from the commencement of this scheme, classes were organised to
educate the plumber in the theory and practice of his craft. This instruction is
now of course given in the technical schools and colleges.
In 1907 the Institute of Plumbers was founded and since that date has helped
considerably in the promotion of technical education. Although originally an
organisation chiefly for master plumbers the institute has now changed its
constitution and the new category of membership caters for all qualified
plumbers and students.
The plumbing craft can be proud of its record in fostering technical education
for its members. What other building craft offers as much further education as
plumbing? A student having passed the City and Guilds Final examination in
Plumbers' Work may take further courses to enable him to sit the following
City and Guilds examinations:
1. Welding and Hard Metal Work for Plumbers.
2. Sanitary and Domestic Engineering in relation to Plumbers' Work.
There is also the Technical and Administrative Diploma of the Institute of
Plumbers, the Foremanship examination of the Plumbing Industry Further
Education Council, and a Higher National Certificate in Building (Sanitary
Engineering). A first-class pass in the City and Guilds Sanitary Domestic
Engineering examination entitles a student to membership of the Royal Society
of Health, and excuses him from certain parts of the examination to be taken
when applying for associate membership of the Institute of Public Health
Engineers.
This gives some idea of how the plumbing industry has tried to help itself and
its members. Courses offered have always been designed to train the craftsman
and technician as now recommended in the government White Paper on Tech-
nical Education. Teachers have a great part to play, for from them must come
encouragement to the student to keep on as far as his individual ability will
take him. Plumbing has a great past, and the teachers of this subject must play
their part in ensuring that the future will be no less significant in maintaining
the health and well-being of ever-increasing populations and in solving problems
associated with ever-decreasing living space in our complex population.
It is written that the name of the craft is derived from the Latin word
'plumbum' meaning lead, and the plumber a worker in lead. This is far from
true today, for many other metals, materials and even plastics have now taken
their place in plumbing installations. It is essential that teachers of plumbing
 r. SWASh 139

should be thoroughly conversant with these materials if students are to be

adequately instructed. It should be the aim of technical colleges not only to
cater for the apprentice, but to offer courses of special instruction to the mature
craftsman, should the request be made. Sufficient space and suitable equipment
must be provided, and many eolteges would do welt to give this matter every
attention.
A brief examination of the pages of almost any text-book on plumbing will
give some idea of the immense scope of this craft. One will find chapters devoted
to roofwork, sanitation, drainage, gas-fitting, hot and cold water supply, space
heating and ventilation--all of which come within the province of the plumber.
It must be remembered that there is the variation in design required for ship
services and the ability to adapt the skills to chemical installations. To be
competent the plumber must be well-informed and extremely versatile.
In roofwork it is no longer sufficient for the plumber to be skilled in the art
of 'bossing' sheet lead. With the increasing use of copper and aluminium
sheets, a greater knowledge of the geometry of surface development and welt
intersection is essential. The ability to join each of these metals by welding is
also necessary.
Although in practice most joint wiping on lead pipes is done with the aid of a
blow-lamp, some examining bodies still insist on the use of pot and ladle, and
while this is so, such skill must still be taught. Many of the class instruction
hours are devoted to this training, often in the opinion of the teacher, to the
detriment of the instruction regarding more modern and frequently used craft
techniques. Plumbers have to be trained in the bending and welding of the
various diameters of copper and mild steel tubing, when such tubes are specified
for water, gas and sanitary services. Examining bodies set bending and welding
tests in their practical examinations and candidates must be adept both in hard
and soft metals to obtain a pass. The plumbing trade union is continually
encouraging its members to become proficient welders, and it is hoped that in
the near future certificates of competency will be granted to plumbers who
satisfactorily pass a Welding test. 4
With the increasing use of plastics in plumbing comes the necessity of teaching
n e w skills and techniques. The plumber, although acquainted with the bending
and joining of many metals, must be taught the properties of these new materials.
The college of which I am a member of staff was quick to appreciate this, and
pioneered a course in 'Plastics for Plumbers' which has become very popular.
It is pleasant to note the interest shown by the plumbers attending, and the
effort made by them to become adept. Surely this indicates that they are aware
that unless they become conversant with plastics, this part of their craft could
be filched by others.
I have mentioned earlier the immense scope of this craft, the many sections
into which the work is divided and the necessity of the plumber being versatile
in the practical manipulation of many metals and materials. To be fully com-
petent he should of course be sound in the theory of his craft and because of the
140 Background to the Teaching of Plumbing
extensive range of subject-matter to be taught--the theoretical syllabus should
be carefully broken down into suitable schemes of work, one for each year of
the course. These schemes must be designed to ensure that the instruction is laid
on sound basic principles, is progressive, up-to-date and amply covered. They
should be adopted in all colleges but especially so in establishments where
students are passed to another college for the final part of their training. It is
only by schemes of work freely circulated that one may visualise the whole
teaching programme, ensure that overlapping is avoided, and that the student
will be encouraged by enjoying a gradual build-up of the subject-matter.
Variations to these schemes of work (especially in the early years of the course)
should be passed on to other teachers who are concerned.
It is when compiling schemes of work that one notices how essential it is for
the plumbing student to understand simple scientific principles, if he is to fully
comprehend the theory of his craft. Science is as important to the plumber as
geometry to the carpenter or mason. Even in the early years of the course when
the physical properties of metals are taught, expansion and contraction can be
shown, thereby helping the student to understand the reason for expansion
joints in pipe lines, as he will later understand the necessity of design when roof
covering, and the action of bi-metal controls.
The simple demonstration and calculation of atmospheric pressure using the
mercury barometer is surely essential before teaching the working details of
pumps and siphons, and what useful knowledge this can be when discussing
why normal atmospheric pressure should be retained in drain, soil and waste
pipes, especially in these days of one pipe and single-stack systems of soil and
waste conveyance. Knowledge of the gas laws is the key to natural and artificial
ventilation and is also very necessary if students are to understand the safety
precautions required for the handling of steel cylinders containing compressed
gases.
Density of materials, especially liquids, gives the introduction to unit and
total water pressure with the consequent strength of materials to withstand the
various head pressures. Teaching the three ways of heat transference, especially
movement by convection in liquids, requires the student to recall lessons in
density, for even in the early stages of theoretical training the student must
understand that it is the difference in density between hot and cold water that
is the motive force for gravity circulation in heating and domestic hot-water
systems. Later, the student will be required to set these differences in density
against frictional resistance of piping in order to ascertain if the design of the
system could be more reasonably pipe sized by the introduction of a circulating
pump.
I hope, from the few instances I have cited, that it may be seen how simple
scientific experiment can open up a whole field of theoretical instruction; one
science lesson properly taught laying down the basic reasoning for many
theoretical lectures. Providing the principle is adequately demonstrated it serves
as a useful medium to which student and teacher may constantly refer. Of recent
 T. SWASH 141

years I have had emphasised to me the value of this method of teaching. To cite
an example---while teaching a class of journeymen, many of whom had no
previous technical education, I was delighted to find how much they knew of the
various parts of siphon cisterns, but disappointed at their lack of knowledge of
the fundamental principle on which siphons worked. After demonstrating
atmospheric pressure and showing a simple siphon in operation, it was very
pleasant to hear the discussion that followed and to note how the various
designs of hand-operated and automatic siphons could then be understood.
The mature minds of these journeymen soon appreciated the reasoning of the
simple science demonstration given, and their industrial experience quickly
enabled them to make full use of the information when further cases of applica-
tion arose. They themselves referred back to the demonstration when the
necessity of providing anti-siphon pipes in certain sanitary design was being
explained. I remember how at the time it set me comparing the teaching of
apprentices with the teaching of journeymen. The apprentice having the orthodox
method of teaching, i.e. the scientific principle first and then its application to
the design and functioning of plumbing apparatus--the journeyman, having
seen the design and functioning of apparatus without knowing the real reason
for it working. It became obvious to me that there is no age limit to craft
learning, that industrial experience and enthusiasm are of great assistance in
understanding the fundamentals of craft theory.
Only a few examples of the value of applied physics in the teaching of
plumbing theory have been given. Many more would be required to cover the
work adequately. A little chemistry will also be useful to the student of
plumbing, especially for understanding the combustion of the various fuels, the
necessity for simple ventilation and flue gas removal. Whilst dealing with
combustion, the reason for the three flame settings on a welding blow pipe
might be mentioned. It is very important in welding practice that the student
understands that it is the properties of the neutral set flame that permit welding
of some metals without the use of flux. Chemistry will be required to teach the
reasons why we have hard and soft waters and will assist the instruction on
methods of reducing hardness should this be necessary.
Like all building craft students the plumber is concerned with calculations
regarding area and volume, and needs a knowledge of algebra---enough to
transform formulae will probably suffice. Most of the formulae concerning fluid
flow through pipes and channels require a knowledge of logarithms for their
solution and particular care must be taken to see that plumbing students
thoroughly understand logarithms if they are to use the formulae successfully.
I have endeavoured to show that the craft of plumbing has always had a part
to play in the service of building. Even in mediaeval times when sanitary design
was practically non-existent, there was the weathering of roofs, rainwater
conveyance and some piped water supplies. With the industrial progress of the
country beginning about 1750 the scope of the craft increased. The building of
workshops and factories, towns and cities, necessitated copious supplies of hot
142 Background to the Teaching of Plumbing
and cold fresh water for the personal comfort and hygience of the community.
The collection, conveyance and safe disposal of soil and sullage water was also
necessary if public health was to be maintained. About the same period came
the introduction of gas for lighting and heating and later the circulation of heated
water in pipes so that an equable temperature might be maintained in the
various types of building. All this work was originally absorbed into the craft
of plumbing, thereby making it the engineering service of the building industry.
In recent years the lighting, heating, and gas installations in building have
become so specialised as to permit the formation of new industries with their
own specialist personnel. Even so, it must be remembered that apart from
lighting--which in modern times is by electricity--the teaching of space heating
and gas installations is still maintained in the plumbing syllabus and both are
taught. It is a fact that plumbers in various parts of the country still install and
maintain these services, so retaining them as part of their craft. The plumbing
industry is wide in its scope and very necessary for the well-being and comfort
of the community. There is much to be learnt, practised and taught. The industry
has always understood this, and after originally pioneering its own technical
education, has continued to sponsor and support education through the colleges.
This interest through the years has meant that the craft has never been short of
well-qualified and responsible personnel, and no ditficulty has ever been found
in supplying the colleges with full- or part-time teachers. As early as 1906,
teachers of plumbing in London formed an association so that they might meet
and discuss matters to their mutual advantage. This small association grew, and
today it is a National Association of Plumbing Teachers with around 300
members. Meetings are held at least once a month, in London or in the provinces.
Activities at meetings include lectures, film shows, demonstrations and visits to
works. All are designed to create discussion and help the teacher with subject-
matter and teaching techniques.
The regard that plumbers have for their craft is very evident and is no doubt
one of the reasons why the proportion of City and Guilds finalists to course
intake is higher in plumbing than in any other craft in the building industry.

Table showing a comparison of numbers of apprentices recruited to the main building

crafts in 1952-53, with numbers taking the City and Guilds of London Institute Final
Craft Examination in 1956.

NO,
Examination results Col. 3 as a percentage
Craft recruited of Col. 2
Gt. Britain) Sat Passed Sat Passed

Plumbing 3,453 1,344 966 38 "9 27"9

Carpentry and Joinery 6,700 2,281 1,241 34-0 18 "5
Brickwork 4,595 769 394 16.7 8"5
Masonry 436 35 22 8.0 5.0
Plastering 1,135 50 33 4-4 2"9
 T. SWASH 143

It is to be hoped that industry will maintain this regard and enthusiasm and
that colleges will be kept supplied with the type of student who will profit by the
teaching, and thus continue the fine trade traditions of this most important
building craft.

REFERENCES
1. CHAMPNESS, SIR W. (1946). Journal of the National Registration of Plumbers, Vol. I,
No. 1, pp. 3-4.
2. HELLYER, S. S. (1881). Lectures on the Science and Art of Sanitary Plumbing ~B. T.
Batsford).
DAVIES, P. J. (1885). Practical Plumbing (E. F. N. Spon Ltd.).
CLARKE, J. W R I G H T (1888). Plumbing Practice (B. T. Batsford).
M A G U I R E , W. R. (1890). Domestic Sanitary Drainage and Plumbing (Kegan, Paul,
Trench, Trubner & Co. Ltd.).
3. - - (1954). 'Origin of the Association', Objects, Constitution and Rules of the Registered
Plumbers Association, p. 3.
4. - - (1957). 'Certificates of Competence in Welding. National Joint Council for the
Plumbing Industry', Plumbing Trade Journal, Vol. 37, No. 3, p. 34.