Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1885-06-21

living al a distance from the large cities,
they were unable TO understand the
cause of this sudden depression IN tneii
business and went on making lace 'na'
no one would buy until they were re-
duced, in many cases, to actual starva-
ton.
The wrctched condition Of these poor
peasants aroused the attention OF thc
Government to the necessity OF dong
something to better their condition
Instead Of raising q fund to relieve
them temporarily, as Is usually the
case in this country, the Austrian
Government took practical measures
for their relief, which resulted in the
establishment Of lace-making as a
part of the Vienna Art School, IN
which large numbers Of these peasant
girls are trained for three months in the
art Of designing as well as the most adj
yanced and modern methods OF lace
making. After this thorough instrue-
ton they return home and become IN
turn the teachers Of their neighoors.
The consequence of this has been a
marked improvement in lace designing
and making and a corresponding return
of prosperity to the suffering peasants.
In France, where industrial and tech
nical education has attained its fullest
development and become an integral
part of the social life Of the nation. its
practical results can best be studied
and its value determined. BY foster
ing and encouraging the highest in
dustrial and artistic capabilities of the
masses Of the working classes she
has freed herself from the curse
Of pauperism, that social plague
spot of other European coun-
tries. The happy, respectable class
of artisans in Paris often causes the
stranger to exclaim: "There are no
poor here" And it is true that no de-
graded lower class exists in Paris as
we see them in the slums and alleys Of
London and Liverpool, and even in GER
tain quarters Of New York.
In the United States little attention
has hitherto been given to the subject
of industrial education. The need Of
skilled and trained labor, however, to
cooperate in the development Of the
country's vast natural and material
resources, which will in the future con-
stitute the real source Of its wealth and
prosperity, is every day becoming more
imperative. In the large cities there is
a growing class whose future moral and
social well-being as well as usefulness
depend almost entirely upon the facili-
ties for their industrial and technical
education which the next twenty years
will develop. With institutions differ
ing widely from those Of any European
country, it would not be advisable to
adopt any Of the existing systems in
their entirety, but the present state of
advance made in popular education,
and the consequent intelligence of the
working classes, afford an admirable
basis for the introduction Of some sys-
TEN Of industrial education which shall
be suited to our peculiar needs and ca.
pabilities.
A careful study of the principles OBJ
served by the best systems of industrial
education in Europe clearly proves this
fact, that the higher technical instruc-
ton of the workman is as impracticable
without an elementary or intermediate
training as a university education with
out preparatory course. In order to
engraft technical education firmly upon
the social life and customs of the coun-
try, and make its benefits lasting and
widespread, it must begin with the
primary school and become progress
sive system of thorough practical train
ing from the infant school, through the
Intermediate grades Of the elementary
or grammar schools, up to the higher
technical and special trade and poly
technic schools. The primary school
should in all cases be the kindergarten,
modelled after the genuine system of
Froebel. which awakens the child's
powers Of observation, and trains the
hand to skill and precision and the eye
to niceties Of form and color and con-
struction.
The elementary industrial instruction
II .he use Of tools and the general prin-
ciples and operations Of manual labor
should form a part Of the curriculum OF
the public schools, and thus the litera-
~ and industrial education Of the child
could be carried on together, as has re-
Gently been done in one Of the public
schools Of Philadelphia with the most
encouraging results. This school, under
the direction of Mr.. Charles &. Leland,
was opened in May, 1881, with an apprO-
priation of $500 from the funds OF
the School Board. 1t began with $50
pupils. chosen from the different public
schools. All were obliged TO begin
with simple lessons in designing. As
soon as a pupil could make a good
chasing he was allowed TO take up any
branch of work taught in the school,
the industries taught being wood-carv.
ing, modelling in clay, the rudiments Of
decorative oil-painting, carpentry, cab
Matchmaking, inlaying, scroll-sawing
and sheet leather work.
The opinion of the teachers in TIM
grammar schools is that, far from inter
fering with the regular school studies
this technical instruction seems to al(
them materially. This elementary in
struction in the public schools shout,
be disciplinary rather than professional
not de- ned SO much to teach trad
as to impart a general knowledge an
familiarity with the use of such tools a
are required in almost all kinds o
work in which the pupil may after
ward engage. The idea is to initial
the pupil in all the interesting an
fascinating activities of manual and too
labor, with which the youth of on
large cities are often so unfamiliar
Upon the solid foundation furnished b
the public schools the special trade an