The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1880-10-06

y
street Of the I'd instant for the purpose o!
calling tho attention Of our PuDlic-scnoo'
Hoard 10 the matter Of inquiring into the
feasibility Of establishing la Richmond an
elementary techwical school. When we con-
slider that the chief element OF our pros
perjtv now, and very much more 80 In the
future, hes ia our manufacturing indus
,r,es- u Il not hard to understand The abso-
lutte necessity, to the fullest extent In our
nower. a. having at hand the means re-
ouired TO make those who are to become
our artisans every way efficient. We hear
that n number OF our public-spirited men
have under adylsement the early organiza-
ton Of an industrial institute, which viii
provide for those already engaged IN trades.
We want to grow as a city; we must then
do what Is necessary to insure that growth,
and we know OF no aids more fruitful In re-
suits than those Indicated In the following
Industrial Education.
Automatic and labor-saying machinery
has DESTROYED the apprenticeship system
which for ages supplied industrial training
la
| its place Is being severely felt both In the
limited States and Europe. The formation
of trades unions. and their action In limit
| ing the number of apprentices in the work
shops. must be regarded as the inevitable
ou,g growth IRON conditions brought about
chiefly by the introduction OF new ma
chinery.
Combining our observations to this coun-
| try. il NAV be said that, in the earlier his
tory of our public-scho0l system, and un'
der circumstances altogether different from
those which have recently prevailed. me-
cbanics as a class we're prone to encourage
their bows TO remain at school until they
passed the critical age when they had pa
tience to learn q trade but II is notso now.
At the present time mechanics as class
would be very glad 10 have their boys IN
the shop as apprentices hut Tor the
danger OF being thrown out OF work them
selves; and it is In justice to their families
and 10 themselves that they baye been COM
pelled to resort through trades unions to
the limitation OF apprentices in the shops
which are now fitted up with so much au-
tomato machinery. While the assumption
that this Iabor-saving machine, which has
reyolutiOniZed the labor system, both in the
field and in the shop, is destined TO work
more harm than good IN the world cannot
be sustained, it is not entirely groundless,
for it is evident that society has been un-
able to accommodate itself TO the rapid evo-
buttons in the mechanic arts which mark the
present age.
Nothing can be devised to take the place
OF the old apprenticeship system, with the
Dromise Of CORES ponding results. by reason
OF the changed and changing conditions OF
the industrial world; yet 1t has become
great public necessity, in this as in other
countries, to provide some means Tor the
industrial education OF rising generations.
In reply to the question, What can be
done for the industrial education OF rising
generations il may be said that 1t rests with
the people, through their respective State
and municipal governments. to take the
matter i'm hand Technical schools. some
what after the diverse patterns OF those in
Belgium, Switzerland, Germany, France,
and other European countries, should take
the place OF large proportion OF ttose
now patronzed. In Germany Il ere
are many schools where general
preparatory scientific and technical edu-
cation is given, and many trade schools,
some OF the polytechnic order. and Others
devoted 10 particular trades, such as weay-
ing, dyeing, carpentry. &c. There are
schools in France, and in other countries,
we believe, where primary instruction is
impaired both in ordinary scholastic stu
dies and the mechanic arts, the pupils being
required to divide certain hours OF each
day between their books and some kind OF
handiwork. Schools Of all these types are
sadly needed in the United States to educate
youth in diverse employmeDts.
One great difficulty in the way OF estab-
fishing systems OF industrial education
with bepefcent results would he to lift the
W bole matter of public education above
partisan, political influence. But this being
a state and not United States matter, it is
not probable that such reform in public
education could be carried out except in
States wherein the intelligence and patriot
ism OF the people would overcome the diff
Guilty referred TO at the outset; and their
shining example, crowned with success,
as it would surety be, would influence the
people of other States. No legal obstacles
would intervene, for it is obvious that the
same considerations which authorize tax
alton for public literary instruction would
Justify it for public industrial instruction.