New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1873-10-13

| There are in France rs establel ments, private
aud public Of this nature, In when there az D,
children. OF whom 1900 merely YagTahts OF
There the children OF every category vaxaDVius' 10,
gars. young criminals mingled toeet1er, nos
great evil and aggrayates the position OF uose tn
dren who are often more unfortunate tban ebPa0'''
and il must, at whatovc cost, be done away win
The state putting itseftn the place OF the parents un
dcrtakcs the OF these children. In doin& so,
II places them among these unwhOlsOmc surroundings
where they are compelled to live 1--we, eight ten, ana
even twelve years. with other children who haze gFr.dv
reached decree OF corruption aud welcomes which
makes tnelr influence most formidable. Tue State must
Interfere sooner in their behalf and without waiting
Tor tue evil TO be pas remedy it must apply the primer
PIE OF obligation Ia them, creating special scholastic ana
industrial establishments where, without inearring the
fisk of demoralzng contact they may edu
cation OF which tuey have been deprived. These chill
dren require establishments 81 Strictly preventive
character, without punitive element, where they
shall protected against the contagious influence OF
evil Tney must have, not prlsOns but schools 40 we
nave already said. No doubt whatever can be enter.
tanned to the danger which menac@ society
from the administrative measure NbcA P.',s tlese
children IN the midst OF me unWholceOMe lhueLCes
We have described Tue most enlightened sohHun.'
the wisest regulation, ana the most h+tht Hup'l
vision, whether exercised by t1e directors % uese
Establishments or ny tue prison administrators cannot
lessen the peru OF this cOrruping contact. Tue ohF
ehect1al means OF putting AN END 10 the e - to spa
rate these children nom those arr ddy ctili"' anu %
create Tor them new popular eduos, Viai :, 90,
men where they can oD'ah tbe dolDic De'eu. -. S.,
outdry and professional, that H. industrial, .AucatOu
without mourning the dangers we nav, P'lh'' "l'. H.,
Ths lnsuiclrnCy III tue means Oi eduCatloh pIOFuo"
By the law III behalf OF he category OF children NJ"
under consideration Is evident ~ ha5 Deeh lu,lt au.n
ted among our neiglDOrs Ia England and htrs ~
"a, wherever
turned TO their conpltOn. There the SEPARATION We
propose has been made, and special d1hshmcAts
have founded. TIE estabis nmeBts, " whcn We
suaIl speak iurther on, nave ieeelfea IN E&.,hu to
Of Industrial Schools, to indicate that tho cb-
learn trade there NJ the same time 40 the elements
OF primary instruction.
Our French establishments for correctional education,
Otherwise called agricultural colonies, were created
solely to supply the want which was felt OF MAKING
first separation In our prisons between the adults and
progress, OF which France may justly claim the honor.
We had our excellent law OF 1850 IN relation % young
prisoners, special houses for Children PROVISIONAL
liberation, aud patronage, when IA Engand Toe children
were still mixed IN the prisons with criminal aIlits, '.
only 1904 that tie separation was made IN mat
country, and the English have Acknowledged tnat Tue
adoption OF the pracuce by them was owns 10 our eA
ample, Ind thai their relOrmatOres were founded IA
imitation OF Penitentary Colonies Bat having once
entered on this course aIteI US tney nav nac se'
In advance. They soon perceived tue necessity OF
i'm evil aourses and those whose errors were caused D.
want OF a good education, including IN that
term religious well secular instruction. Three
years after having separated the children from the
adults, they separated these neglected children from
the young criminals by lnstitutng Tor them ndustfai
schools {" English Efforts to Prevent Criibr," b.
Charles Lord, esq since ten years the number Of r.
formatOrieswhic mad previously been increasing eYrey
yearhas remained stationary, the number Delng Lteh
as now 65 whereas the industrial schools nave, ddrhg
that period, multiplied rapidly In 1850 there were 40 OF
these, 80 in 1855 81 IA 1870 and at the end OF lo1 cue
number had reached 100 Similar establishments strictly
preventive in character have also been oanlel IA me
United States. Each state OF tue Union "A'h lOinea
the movement for reform has opened asy ins aOd t-
fuges this OF children, where, besides shelter
ami toOd they receive tne instruction ~ Hihcn 'hsS
deficient, and often learn trade, which ~li gi,o
Fronohmen, in our turn, ought to imsate the example
by founding industrial schools. -, -, ,.,.,,, ~,
object Of the new nsuuuOn-to gave the children adj
mted TO IL education which snOud enable them lO
provide for themselves by their labor and 10 become
useful members OF euc mature VI ~.
essential organization It snould gave 6otl elementary
instruction and Industrial training. Inc elementary
instruction should be the as that OF the primary
schools. Tie same programme should be followed tbe
studies should be subjected To thelsaue tests inc pup
OF the industrial schools should compete with those oil
other schools, public and private, VIZ, for the eert-
Gates OF instruction, II the school is private one or
for the savings bank Credits atested by the little paaS
books, If ii is public establishment Hose wh9 as
tinguish themselves in these examinations should %
entitled to gratmous admission 70 our schools for eoo-
mercia instruction. The industrial school would thus
schools and the State would thus insure all the adyan-
tages of complete primary education to The children
VINO would their share III the benefit OF obligatory
instruction; and we dwell on THIS similarity because,
according TO our conception they Should De iS Sy
schools, and not peDltentiary establishments ms
wOuld ne the first part OF their education 40 PRIMARY
education should Dc added industrial Teaching Il
ehds education is not complete until lie has beon made
fit provide for himself by learning trade or bust
ness The apprentice school thus becomes tue compile
ment OF the primary school, The CITY OF Paris Ices
Gently ms uted an apprentice choOl ana mas tnu3 De-
gun make practical the idea that general Instruction
must DO completed By Industrial teachlng EsfOus es-
tabshments, similar in knd exist already both IN P.r
aud in the departments known under the name OF pro
fessiona schools. The industrial school iOulue: tor
special object, would unite the two classes % tue esab
lshmens, 4. the primary and professional scnOo Dut
with this special characteristics. that It would be d.
signed children VINO would not hope for auinitaEor
to the apprentice schools Whch Is we coupe
ton Of primary studies, for the apprentice school,
in accordance 10 the idea which led % ITS institutional u
destined f0r ana can Only OS usSlu 70 s4on cii Gu ~
have already received good primary instruction., and
are thus prepared acquire general professional Auow
edge, which qualify them for the poston O Tore
in the workshops ana Tor DecOhlug clcub
stances them-masters in their turn Tle children
admitted 10 the industrial schools nave on me contrary
received only very Imperfect primary Instruction. ana
Ssh ae e Of r. admission to primary schools and
the age fer learning a trade. They must therefore,
have the them Tor making up lot lost tlne,
aud for acquiring the instruction Of the school and tnAs
OF the workshop together Hence the double character
l,l1.btn farm
We do nor enter into the details Of the organization OF
work and the different trades 60 le taught II shOhd
be ike that OF Otner similar est@ois hments TO tie
for study should alternate WIN the tAo lot @erA' =
larger a smaller sbate being gwen 10 t4c lyfhie, IN
proportion as the pupis llsrueton las De1A 'bO4o Va
The school once founded II would be e'sary 10
regulate the conditions Of on VITO reSpec, 10 o
ial.t!y 81 ahu ~, -, No., III -, tbe ohove
mentioned causes, would remain deprNed the dement's
OF instruction. whether general or professional, unless
IL forced upon them, II Is necessry 1at gs class
Tae English law first established four catcgorics, the
children belonging 10 any one OF which NAV DC sohs 10
a. destitnte .tb hoso assocaing with tney other
bad company. 10 these four categoe.' meant 10 M
clue the classes VI deserted or Ndgrdhs Shuicu
the law its paterua character. adds thre2 others
isnaOle by imprisonment provided be be nos convicted
Of felony; the child dlsoDedent " his pafes lIhes9
children the French law sends to house OF Correction,
IL the parents desire IT. The third class comprises tns
insubOrdnate wOrk-nOuse children whom also, IN
France the Administration of Public Assistance, repre-
senting paternal Authority, has right % send 10
house Of correctional education Act relating 10 Indus
trial schools. Passed Aug. 10. 1885.
These various eateSories OF ohie comprise all those
for whom the industrial school IL designed. 10 wOulJ
therefore. receive children taken mp Tor vagtncs ~
begging those without means OF support those associ
atsg with people OF il-fame, nsubOrcuate children,
and those udicialy convicted under tho age Of -.
far as 70 the moral conditions
As to the age, the English law fixes a the latest
period for chd's Abundance 70 the school and rs -
the extreme limit Of his stay N It, There Nold remain
only fix the earliest 40 Wllc emilia can Dc
admitted. Without wishing 70 Limits strictly tina MINI
mum, We think that The Industrial school, intended
solely to fill mp gap IN system OF national cadca
ton, ought not TO take in children roo young. Tn or
might be the limit. until which time they would have
the resource OF the primary school.
Here objection presents Itself prompted by the fear