The morning times., 1895-09-01

working, stone and marble cutting, vii
low working, pottery brass working, glass
industry, guusmithing, locksnithing, watch
making, iron and steel industry, musical
instrument making, of jewel manufactur-
ing, and of leather working"
INDUSTRIAL EDyCATIONIN IN BELGIUM
In Belgium the aim of technical and in
dustrial schools is even more closely spe-
cialized, and has for it's object trade pro-
ficiency, rathet than all-round educa-
ton" Such schools are designed to train
the artisan, rather than TO develop the
man. Considered as mere trade
schools, it is their strong point that time is
not lost In acquiring facts which. have
no bearing on the life work" But it is
added in their favor that great variety
Of teaching in all branches is offered"
comprising courses as purely theoretical
and scientific as American colleges afford"
Another notable characteristic OF Industrial
training in Belgium is the care taken to
adapt it to local needs and the special re-
quiraments of local industries Thus at
Ostend, where the fishery industry pre-
dominates, the schools are given partcu-
lar attention TO all that relates to fisheries
ship building, etc; at Client, a center OF
cotton and linen manufaCtu re- textile
education is the chief feature; at Charleroi,
in the coal region, the instruction is suited
to miners, and so on.
PRACTICAL RESULTS IN FRANCE.
In France, industrial training has had a,
perceptible effect in increasing the number
Of school children engaging in mechanical
work. Pupils who have either wholly or
in part completed the courses Of study in
the advanced primary schools (abuut the
same grade as the American high SCHOOL,
are more and more taking up purely
industrial occupations for a livelihood The
effect of manual training, which has been
steadily developing during the last ten
years, has been to augment the proper
ton from l1.90 per cent in 1884, and %
percent. in 1887, TO 28.39 per cent. in
1890" number OF these schools, like
those OF Austria and Belgium, make
speciality OF trade or technical training in
response to the particular Industrial needs
Of the region where they are situated"
In 1890 over &c per cent. OF the boys leaving
these schools either passed ou to technical
schools of Il higher grade or entered purely
industrial occupations in a technical capa-
city" In Paris there are a large number OF
schools for teaching particular trades, and
the general tendency OF industrial educa-
ton in France may be said to set strongly
in the direction OF specialized instruction.
GERMANY's ADVANCED SYSTEM
Although Germany permitted Austria
France Sweden, and Switzerland to antici-
pate her lin the esta blishment ana extension
OF system OF manual training" she has
facilities for the special teaching Of trades
leaves little TO be desired. Attention has al
ready been directed TO the admirable ystem
OF commercial schools in Germany, which
has given that country a great advantage
in foreign trade; the basis FOR the usefulness
OF these is found in the great number ~
special schools for tIe training OF artisans.
Germany, In fact, may be said to have mas
tered Jue problem ef improving and extead
ing her manufactures and securing skilled
agents to make their merits known abroad.
In both cases the result has been achieved
by means Of education. Consular reports on
the technical and trade schools Of Germany
bear testimony to The fact that to quote
Consul Monaghan, they are the quintes-
sencc of praCticabiity The manager VINO
wants a boy trained by pTacticed, skillrul
workman gets him The whole educat ional
system OF Germany is at once comprehensive
and thorough There is no break" SAYS
Commissioner Wright, lin the continuity
Of a pupils studies in passing from a lower
TO a higher grade. This popularity or the
German school system dinereutiates it
from that Of al other nations With refer
ence 10 the practical work OF the technical
schools OF Germany Consular Agent Neuer,
OF Gera, says The advancement OF Ger
man commerce in all parts OF the world is
generally admitted, and, while cheap Ger
man labor, as well as the weighty govern
mental aid, may partly account FOR this
fact, it is oIess the superior schooling which
opens TO this country new markets Our
merchants ought TO adopt the same methods
20 strengthen our manufacturing indus
tries"
PROGRESS IN OTHER COUNTRIES.
About fifteen years ago Great Britain
took alarm at the fact that Germany was
competing with increasing success for
the foreign trade of the world" and the
result has been the rapid multiplication
OF special trade schools. Italy is always
taking an active part in the general move
ment, and busy little Switzerland, more.
LAlcilA bGI gIeAAS uEb 4tNNELl4EtAA lLe Ill
portance to her industries, and granted
State aid which has given a great i'm
petus to industrial education throughout
the country, " the number of trade schools
having nearly doubled A striking feature
Of these schools is 1.-The well considered
specialization of the instruction which
they imPart."
THELEsSONF FOR THE UNITEDS STATES.
In whatever direction we turn IN Europe
the lesson TO be learned is the same-that the
main object of industrial education sto Sc
cure the greatest excellence in particular
trades. II we are to compete with European
countries in the markets OF the world, it
would seemto beobvious that we mustadopt
the same methods In other words, we must
have trade schools OF high grade for prac-
tical instruction in every branch OF manu-
faCtUres in order to secure the greatest
economy in processes and the highest degree
Of excellence in the finished product. Give
our working man the same facilities of
education a those his foreign rivals enjoy
and his natural aptitude and energy viii
do the rest.
TNKONE PARR NnTFS