Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1885-06-21
TRAINING FOR woRKMEN.
TIE INDUSTRIAL SCHOOLS


What They Nave DONE Abssnd-Hepers OF
Ne Esssish Csmmssssen- Their tnsrsane.
uss IN Thw Cssnsn.
New York Times
The subject Of industrial and tecbni-
cal education is becoming ore OF the
important social problems OF che
times, and It's solution is being eagerly
sought for by thoughtful, far-seeing men
and women who recognize the need OF
founding some system of trade-educa-
ton which shall tend tc increase the
standard value Of the national produc.
sicns BY the higher technical training OF
the average workman and the more
widespread diffusion Of general
knowledge Of the elementary prin-
ciples Of manual and tool labor
smong the youth Of the working classes.
The ROYAL Commission of England on
Technical Education, after thorough
examination OF the various systems OF
industrial training as prscticed in the
principal countries Of Europe, have
made the most comprehensive and val
liable report on this subject which has
been presented in modern times, while
the educational conference Of the In
tcrnational Health Exhibition, held last
year in London, gives the opinions and
conclusions Of many Of the representa-
tive educators Of both Europe and
America.
Technical education, properly speak
ing, relates only TO the higher depart
ments Of industries, the application OF
artistic ideas and execution 10 the diff
ferent trades and manufactures-the
perfteting Of the ordinary work of the
common workman. II is skilled labor
only which marks the wide difference
between the rude door-hinges of coarse
workmanship and those fashioned by
the workman Of the thirteenth century,
which stretch in beautiful arabesque
designs across the panels Of the great
western door Of the Cathedral OF Notre
Dame, in Paris.
At the present day, France, Belgium,
Austria, and Germany take the lead
in industrial as well as in higher tech
picaI education, and are the only ma
tons which have made it all general.
and even national, in its application TO
the masses Of the working population.
II is almost wholly due to this fact
that the French workman is the most
intelligent and efficient Of any in the
world, while, owing to her superior in
dustries. the result Of trained skilled
labor, France occupies the foremost
rank among the nations for thrift, en-
terprise, and financial prosperity. The
almost universal teaching of drawing
in France, which forms the basis of all
trades and manufactures and the con-
Meeting link between art and the work.
shop, has exerted great influence in
the development of art industries. The
vast number OF evening schools for APP
prentices and workmen give superior
instruction in drawing and modelling.
In Paris sixty-five evening art schools
are supported by the municipality
alone, besides the numerous schools
carried on by religious orders, work.
ingmen's societies, and private enter
prise. In consequence Of this almost
every workman in France is
good draughtsman. In addition to
this, evening lectures or occurs"
on almost every subject Of in
terest in art, science, and literature az
ford gratwtous instruction TO the work.
men. The crowded schools Of drawing,
wood-caryjng, and painting,
with the best models and
casts, and under the charge of teachers
full Of enthusiasm for the w6Vk, give
an impetus TO those trades and menu
features which are closely connected
with art which is without a parallel
elsewhere. This course of evening in
struction is one Of the most practical
Of the industrial education
system Of France, as it affords an OPP
portunity for the technical training of
the workmen and apprentices who are
during the day.
Especially since the close Of The war
with Germany has France distinguished
herself in this direction. Immediately
following the surrender Of Sedan we
find the people Of Paris presenting
to NJ. Leon Say, then Pr a1ac,
OF the Seine. which set forth rho rrcent
nseu, ~ VIC" % .. .acfY Present revcrses,
" :" loved and multiplied means o.
industrial training for workmen. and
apprentices. Then followed . great
popular movement in this direction.
Misunderstanding was established in nearly
all the elementary schools of Paris and
the larger provincial cities. Appren-
ticeship schools were founded to supply
the want felt by the less general GUS
tom of apprenticeship, and provide a
progressive system Of workshop in
struction, usually combined with an
elementary literary education and ex-
tending over a period Of three years.
All the vast variety Of industries III
wood and iron are taught in these ap'
premiership schools, and pupils upon
leaving are competent at once to gain
living as carpenters, locksmiths, paint
ers, designers, &C., or to enter one o.
the numerous higher technical schools
to be trained as foremen, superintend
ents, or engineers.
In Austria, which ranks next t.
France in industrial advance, eighty-fou
trade schools are already established
which may be classed under the follow
ing heads: First, schools for weaving
second. wood and iron trades; third
ceramics and glass trades; fourth
metal industries and fifth, toys an
various small industries. The latte
class of industries are principally con
fined to the mountainous districts ofth
Tyrol. II will be seen that weavin
schools take the first rank in Austria
rs this is an industry which employs
vast number Of work-people {
both sexes. There are in Austri
alone twenty-five weaving schools
teaching the manufacture Of silk, WOO
cotton, and flax. The local needs an
resources Of different localities in mo
casss determine the character Of q
school. Thus the first trade scho
established in Germany was for Il