The sun. [volume] (New York [N.Y.]) 1833-1916, 1898-11-13
kcoLrs PRATIouEs DE coMMEnon.
WEEKLY svMpEn or Nouns
jst Y,ar, sd Ysay. IA y,ar'

1t is not intended that the training thus ac-
s ehooI to sno sonr shsoi at one once R TitS tso Q, sb one
trained workman. and the official syllabus dis
tlnetly disclaims any such pretence In the fol-
*it Is not to be expected that an apprentice.
on entering q trade shop, should at once reap
he has received at school or that Ne should
receive the same wages as Q workman already
Injured Il 70 rt the to Se q T reg 5ssu tSe days. n%Sss,, TSFk x.,I e
edge, OF his craft, but, ID the amount Of work
acquires a theoretical practical knowledge OF
and his trade. but only a trade shop can teach
petit oarrier to finish the second stage Of Ills
apprenticeship. Though many trade PROCESSES
will be new to him the principle underlying
edge, infaiibily outstrip those fellow appTen-
tiSes who have not had the advantages Of a
in SUI. ming up the, condition Of industrial
ed!uSeation IN fTsnGs; Mr.; Perry says; -.
be said 70 have passed through the four stages
OF differentiation. predomlnance, Independence
BY, the ordinary municipal ecoie Profession
nellie the second stage by the State schools. OF
NE hler eealss y9 aTStI6 and A sSSiett re III the s third By
control Of the Ministry Of Commerce. and.
finally the fourth stage AZ by the eomparatiyely
convert some of. the more important ecoies
RrSfessi9nnelles intE eeo,ss P%rati99es; It Isl
luCp worthy Oh nOl6 tnHJ NJ. raul JoC0uem0rt.
Inspector General OF technical education. in
his report On the occasion Of the Paris, Exhibi-
III sl9n tho OF 4a aSss, expressed s19msfssd the opinion that
become Coolies. primaries proiessionnsiles.
ecoles primaries professfonneiles are destined.
sooner sooner or later, to BE converted into eeoies
fR Il @oals sp %ssrh pret Sl tRss sss G two iRiS spss q
school should continue to exist side by side, and
that. while both recognize the predominance OF
trQhn fnanhinD fhA n ahnntd hA aAAatnl,
adapted to the more liberal and varied, the
other to the more restricted 1pd mechanical
In its bearing upon the English educational
system the writer concludes his treatise with
this statement:
IF there is any drawback to the enormous
increase of supplemental technical instruction
in this country. it would appear to consist In
may Blind us to the truth, that such instruction,
however extended. can, from an international
e eolns 81 ylswil IN as t aa dseq neVsr rep Ssis's ne saIIa
adyantageso of a regular and systematic school
if est ? cam amy re mare t fhsn a,n g1nlysIEsisy 81 s. tss sion
7 sca9t favor with which ne principle Of
may be said TO be due to reasons partly Ola
practical and partly OF an educational order.
can only be learned In the trade shop. and on the
other. that the mechanical drudgery which this
type Of school involves is contrary to the true
yelopment and Improvement Of such sehoolsfn
France. these views appear to need some modi-
form OF practical skill can only be learned In the
trade shop must depend on Inc actual state of
s f54 fnstseeei said II to thif be if the sNt eass ia as o is;
building trades. the shop can hardly be said
70 be any longer a school Of practical Workman
may be claimed for them that they not only
methods OF Workshop practice. but that they
have a powerful influence In improving these
methods themselves, inasmuch as the work OF
light d Of the best and latest scientific priipsefipiisnsc.
authoritiss have Ell been Sn' Inspired BY a ' een EfSaon
that 1t is for the interest OF the country that not
S Snly ISr'% as a and aISss na sbSSIs Of s.s worflbs 1od but
! The 'i%Pgrtsnqs s0 attached d to ssG the fe sfni q a
further shown by the recent institution Of the
at Cluny for, candidates whose mathe-
s ss@ AND g se IL the f ERSsi0 dHr |: " Sgtisl To-
IN England. though workmen have man
places Of sqpplementary instruction open to
complete industrial education. 30 far a. the
OF general education is concerned, IL
ron, one OF the ,6coles nationales proiesSion-
nnelles, in which the principle OF apprenticeship
literary subjects, is creator than that given to
ss $Y, S II iTfS s rs 'Ssss q san $slsfg ,1 bss ! ss fEI l.a.
education is a somewhat Illogical one:
While In theory We forbid the employment OF
public money for trade instruction In schools,
such money is, in practice, spent by municipal
for the support OF trade classes and In
restricted to the use of trade appren-
If the history Of the recent progress In
French technical instruction has any lesson to
teach. II would appear to be that, the time has
consistent policy as regards Industrial educa-
and by giving greater prominence TO prac-
Jlcal. special and scholastic. as opposed to
to render our system OF technical
instruction, so far as IL is intended to help US to
meet foreign trade competition. 'un enseiqRe-
lnent reJitabtenent proJesSionnel.'"