MAK

Volltext: Modern art education, its practical and aesthetic character educationally considered : being part of the Austrian official report on the Vienna world's fair of 1873

104 
ART EDUCATION. 
of Public Instruction, last year adclressed a detailed report on tlie 
“ ficoles d’Apprentis ” to the Prefect of the Seine, in which he 
made certain propositions calculated to remedy the existing 
defects. This very interesting document shows that its author 
has studied the question most thoroughly in its relation to France, 
and that, by a fearless exposure of existing evils, he hopes to open 
the way to better results. Not without justice does the author 
remark, in describing the slave-like uses made of the apprentices on 
the part of the masters, “ The tree is cut down to gather the fruit,” 
and “The fruit is destroyed in the flower.” The sad tnith of 
these words lias indeed been experienced elsewhere than in France, 
especially in Vienna; and efforts are now making everywhere to 
check this evil. Severe measures, however, cannot be carried 
through by the government, as these would conflict with the lib- 
erty of trade. The enactments that are made can therefore aim 
onlj' at the welfare of the future, without bringing immediate gain 
to the present. 
After giving a detailed description of the existing schools for 
persons engaged in industrial pursuits, such as the “ Pensionats ” 
and “ Externats d’apprentis,” the “ ficoles professionelles,” 
“£coles industrielles,” &c., as regards their organization as well 
as their results, the author of the document in question passes 
on to a full review of the question of prizes and competitions, 
their advantages or disadvantages to instruction. 
In the year 1847, the municipal administration established pre- 
miums for the pupils, with the intention of increasing the interest 
in the schools. It soon became evident, however, that it was 
difficult, in view of the unequal preparation of the pupils, to 
reward talent as well as industry; and therefore, instead of the 
prizes, scholarships were created (1854). But, unfortunately, the 
speculation of the masters again induced them to enact a most 
injudicious part; and thus the advantages to the community 
remained problematic. Numerous evening classes were then 
opened (1864), so as to provide increased facilities for the 
advancement of the education. of artisans ; and by these evening 
classes the number of public drawing-sehools was carried up to 
thirty-three. 1 Competitions with prizes were established, which 
1 In 1851 tliere were only six.
	        
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