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 Report to the Worshipful Clothworkers' C 
 
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REPORT 
 
 TO THE 
 
 OF LONDON 
 
 ON THE 
 
 WEAVma AND OTHER TECHNICAL SCHOOLS 
 
 OF THE CONTINENT 
 
REPORT 
 
 TO THE 
 
 MorsSipW Clot{)b3orfeers* Company 
 
 OF LONDON 
 
 ON THE 
 
 WEAVING AND OTHEE TECHNICAL SCHOOLS 
 OF THE CONTINENT 
 
 Wtti^ <@enttal (Sbiicr&attonij anti ^UQgtetionS a& to 
 
 l^e JSjiSt IMolre of €)rtenatng anU Jfrnprobing ft)t €tp.at 
 
 hiHuiStxitS iSqiartment of t^e ^otkii)itt ColUge of ^citnce, 
 
 ^tttiS, uria of (SetablisiiriQ o&)tr Ctd&mcal ^c^ools 
 
 , ti)voug]&out ti)fe CCountrg. 
 
 WALTER S. Br^LAREN, M.A. 
 
 (Smith and McLaren) of Keighley 
 AND 
 
 JOHN BEAUMONT 
 
 ttZe Industries De^aritneni of ik 
 Science^ Leeds 
 
 (established and endowed by the clothworkers' company) 
 
 Instructor in the Textile Industries Department of ike Yorkshire College of 
 Science^ Leeds 
 
 PUBLISHED FOR 
 
 THE CLOTHWORKERS' COMPANY 
 
 For General Circulation in the Centres of the" Clothworking" Industries of 
 Yorkshire and the South-west of England 
 
 BY 
 
 RIVINGTONS 
 HonHon, %forlr, aiiK Catniinlrg:; 
 
 MDCCCLXXVII 
 
Wtit aEorsfj(pfttl CIotI)i)jorfters' (Compang 
 
 OF LONDON. 
 FRANCIS FARNAN. 
 
 Richard Roberts. 
 
 John Neate. 
 
 Edmund Collingwood Bousfield. 
 
 George Norbury. 
 
 Owen Roberts, M.A. 
 
 C/eri to the Company. 
 
 Clothwoekers' Hall, 
 
 Mincing Lane, London, 
 yanuary 1877- 
 
[Note.— /« July, 1876, the Council of the Yorkshire 
 College of Science appointed their Instructor in Weaving, 
 Mr. John Beaumont, to visit the Continent for the purpose 
 of reporting on the weaving and other technical schools of 
 Belgium, Germany, and France, and the Clothworkeri Com- 
 pany of London, by whom, the Textile Industries Department 
 of the College was endowed and established, undertook to 
 defray the expenses of the tour. He was accompanied by 
 Mr. Walter S. B. McLaren, of Keighley, and the following 
 detailed jReport, giving the result of their inquiries, has been 
 prepared for the information of the Company, who are 
 anxious to gain the best information as to the most effective 
 means of extending and improving Technical Instruction in 
 connection with the Clothworking Industries of Yorkshire 
 and the south-wesi of England.'] 
 
CONTENTS 
 
 PAGE 
 
 Introduction i 
 
 School at Ghent S 
 
 "Professional School" of Verviers 6 
 
 Industrial Societies of France lo 
 
 "Industrial Institute" at Lille 12 
 
 "Professional School" of Reims 15 
 
 German "Trade Schools" 16 
 
 Schools in Vienna 19 
 
 Polytechnic Schools 20 
 
 Collection of Models of Machinery 25 
 
 Weaving Schools 27 
 
 Method of Founding these Schools 28 
 
 Size of the Schools 31 
 
 All Classes of Goods woven 35 
 
 Division of Time 37 
 
 Spinning and Dyeing Taught 40 
 
 Collection of Patterns 42 
 
 The Number of Students and Teachers .... 44 
 
 Scholarships and Diplomas 46 
 
 Prizes at Rouen 48 
 
 Object of Weaving Schools 50 
 
 Success of Weaving Schools 54 
 
 Improvements suggested for the Leeds School . . 55 
 
 Drawing useful 58 
 
 Diplomas should be granted 59 
 
 Necessity for Scholarships 64 
 
 German System of Education 67 
 
vui CONTENTS. 
 
 PAGE 
 
 Swiss System 69 
 
 Government Support of Secondary Education . . 70 
 
 Government Grants for the College of Science. . 74 
 INDUSTRIAL SCHOOLS FOR GIRLS AND YOUNG 
 
 WOMEN 76 
 
 "Professional School" of Brussels 77 
 
 German Schools : Berlin 80 
 
 Ladies' Association in Vienna 82 
 
 Schools in other Towns 83 
 
 Need for such Schools in England 86 
 
 Schools for Dressmaking 87 
 
 APPENDIX 1 91 
 
 APPENDIX II 93 
 
 APPENDIX III 97 
 
INTRODUCTION 
 
 Having been requested by the Council of the 
 Yorkshire College of Science to make a journey 
 on the Continent for the purpose of visiting the 
 weaving and other technical schools of Belgium, 
 Germany, and France, we beg to lay before your 
 Worshipful Company, as patrons and founders 
 of the Textile Industries Department of the 
 College, a Report respecting the various schools 
 we have seen. Knowing it to be the wish of your 
 Worshipful Company that the weaving school 
 of that department should be equal to the best 
 on the Continent, and should be so efficient that 
 it can give a thorough technical education in every 
 branch of weaving to those who attend it, we have 
 endeavoured, in our visit to the continental schools, 
 to notice everything which contributes to their 
 success ; and we hope that the knowledge we have 
 gained may be useful in helping to make the Leeds 
 school such as you would wish it to become. 
 
 In the following Report we have not confined 
 ourseilves merely to a description of the weaving 
 schools which we visited. The whole system of 
 
INTRODUCTION. 
 
 secondary and technical education on the Conti- 
 nent, and especially in Germany, is so closely in- 
 terwoven, that any description of one part without 
 some account of the other would be very imperfect, 
 and an incorrect idea even of that one part would 
 be given. We have therefore referred to some 
 of the other technical schools, and to the German 
 system of secondary education generally. Being 
 convinced, in common with most other persons who 
 have made themselves acquainted with this system, 
 of its completeness and efficiency, we have ven- 
 tured to give some suggestions as to the way in 
 which, we venture to think, English primary, se- 
 condary, and technical education could be so 
 systematised as to approach nearly to the conti- 
 nental system. 
 
 We have also given an account of the way in 
 which technical education for girls is provided in 
 Belgium and Germany, knowing the interest which 
 your Worshipful Company has long taken in the 
 higher education gf girls, and in the belief that 
 the schools recently opened on the Continent for 
 giving them technical instruction in many trades 
 and in other means of supporting themselves in 
 comfort will meet with your approval. 
 
 In the Appendix will be found a list of the 
 weaving schools we visited, and the prospectuses 
 of some of the more important ones. 
 
INTRODUCTION. 
 
 In our tour of six weeks we visited twenty-four 
 weaving schools, and seven polytechnic schools 
 in which weaving is taught. Some of the schools 
 are exclusively for instruction in weaving, while 
 others are merely departments of larger technical 
 schools, as is the case in Leeds. The greater 
 number of these schools are in Germany, and with 
 the exception of three or four, we visited all we 
 heard of in that country. Possibly there may be 
 others of which we did not hear, but if so, they 
 must be comparatively unimportant. In France 
 and Belgium there are others which we did not 
 visit. Those which we visited, however, are favour- 
 able specimens of the whole^ and give a correct 
 idea of the general system adopted in such schools. 
 Had it been possible to devote more time to the 
 inquiry, we should no doubt have had a greater 
 number of interesting details to bring under your 
 notice. 
 
REPORT 
 
 School at Ghent. 
 
 There are a considerable number of weaving 
 schools in Belgium, and of these the schools in 
 Ghent and Verviers are considered to be among 
 the best. In Ghent, weaving forms only one 
 branch of a large technical school which numbers 
 more than eight hundred students. The chief 
 subjects taught are drawing in all its branches, 
 mathematics, mechanics, chemistry, natural philo- 
 sophy, etc. For those who attend the course of 
 textile industry, all the above-mentioned subjects 
 are compulsory, and the course extends over either 
 three or four years, according to the completeness 
 with which the student wishes to study the sub- 
 jects. For the three years' course, the following is 
 the programme : 
 
 First year : Mathematics, natural philosophy, 
 theoretical course of weaving, designing, account- 
 antship. 
 
 Second year : Mechanics, chemistry, practical 
 weaving, machine drawing. 
 
 Third year : Chemistry, industrial economy, 
 technology, spinning, practical weaving. 
 
 B 
 
6 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 The looms belonging to the school are in a 
 " shed," built on purpose for them. Linen appears 
 to be the chief article manufactured on them, 
 though other materials are also used. The school 
 also possesses a number of model steam en^nes, 
 and other models such as furnaces, gasometers, 
 etc., which are used as illustrations for lectures ; 
 and the chemical department of the school appears 
 to be veiy efficiently managed. All the instruction 
 is free. 
 
 " Professional School " at Verviers. 
 
 The weaving school at Verviers is also a de- 
 partment of the " professional school " of that town. 
 Before 1862 there were in Verviers two schools for 
 artizans ; the one founded in 1 843 by M. Lambinet, 
 under the name of the " Artizans' Schoal," and the 
 other founded in 1856 by M. Bona, under the 
 name of the " School for Industrial Design and 
 Weaving." 
 
 The former taught mathematics, geometry, and 
 mechanics ; the latter, as its name implies, taught 
 designing and weaving. In 1862, ho"wever, by an 
 order from the Minister of the Interior, the two 
 schools were united, and were formed into one 
 large free evening school for working men. Within 
 the last two years the school has been removed 
 into a new and more convenient building. As it 
 is only needed in the evening for the professional 
 
"PROFESSIONAL SCHOOL"" AT VERVIERS. 7 
 
 school, the rooms are used during the day for 
 a secondary school for boys, numbering about three 
 hundred scholars. The evening school has about 
 three hundred and fifty students, and is divided into 
 two sections, viz. the section of mechanics, chemistry, 
 and industrial design ; and the section of weaving 
 and industrial design. The only conditions im- 
 posed upon students, who must be more than 
 twelve years of age, are that they shall be able to 
 write correctly, and know the four simple rules of 
 arithmetic. As, however, there may be some who 
 have not even this small amount of education, there 
 is a preparatory course extending over three years 
 for reading, writing, arithmetic, and drawing. For 
 those who are able to take a regular course, which 
 also lasts three years, there is plenty of work. 
 The section for mechanics, chemistry, and indus- 
 trial design, is divided into two branches — the first 
 for chemists and dyers ; the second for machine 
 constructors. The programme of the first includes 
 algebra, geometry, ornamental and mechanical de- 
 signing, elements of mechanics, and the construc- 
 tion of buildings, etc., used for the washing and 
 dyeing of wool, the elements of natural philosophy 
 and chemistry as specially applicable to the in- 
 dustries of the town, and the chemical working and 
 preparation and dyeing of wool. The programme 
 of the second branch includes algebra, geometry, 
 ornamental and mechanical designing, natural 
 philosophy as specially applicable to heating of 
 
 B 2 
 
8 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 boilers, furnaces, drying houses, etc., chemistry as 
 applied to the industries of the town ; washing and 
 dyeing of wool ; mechanics, and the construction of 
 machines. 
 
 The following is the programme of the section of 
 weaving and industrial design : 
 
 First year : Study of looms, natural philosophy, 
 elementary chemistry and algebra, geometry, and 
 industrial design. 
 
 Second year : Simple weaving, mechanics, the 
 chemistry of acids, and other common substances, 
 and mechanical and ornamental drawing. 
 
 Third year : Composition of textile fabrics, 
 lectures on heating, boilers, etc. ; and the composi- 
 tion of designs after approved principles. 
 
 Under the able and energetic directorship of M. 
 Paul Havrez, the school has been in the highest 
 degree successful ; and the combination of subjects 
 in each section has been found beneficial to the 
 students. Those who have attended regularly for 
 three years, and have passed an examination at 
 the end of each year, are entitled to a diploma, to 
 which we shall afterwards refer more particularly. 
 If, however, a person wishes merely to attend one 
 class, such as that of weaving, dyeing, or chemistry 
 (for all of which there are well fitted-up rooms), he 
 may obtain special permission to do so, and is not 
 entered on the ordinary list of students. There 
 can be no doubt that those who attend the full 
 course are the most far-seeing. As M. Havrez 
 
"PROFESSIONAL SCHOOL" AT VERVIERS. 9 
 
 truly said at the opening of the session of the 
 school several years ago, when addressing the 
 weaving students in particular : " You will your- 
 selves see, later, that the physical sciences, 
 chemistry and mechanics, place at the, disposal of 
 those who wish to improve themselves, the general 
 rules which are the result of the experience of past 
 centuries, and which it is not any longer permis- 
 sible for an overlooker to ignore. All the courses 
 which the programmes and rules have imposed on 
 the students of weaving are of as great utility as 
 the course of weaving itself It is_ only after 
 having long examined the utility of these fresh 
 studies, that we have felt obliged to insist upon 
 them as qualifications for the diplomas." "The 
 dyers, weavers, engine minders or stokers, and 
 mechanics of Verviers," said M. Havrez on another 
 occasion, " have henceforth the means of repairing 
 the deficiency in their early education. Provided 
 with scientific principles which alone can safely 
 guide them, our foremen of factories, when any- 
 thing new is brought out, will no longer grope in 
 the dark, but will know well how to avoid mis- 
 takes." This system is not, however, confined to 
 Verviers, but is in operation at Charleroi and other 
 towns, with equally good results. 
 
 In addition to these and other similar schools, 
 there are in Belgium apprentice schools, or work- 
 shops for apprentices. In many of these weaving is 
 taught. They are managed chiefly by the manu- 
 
lO TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 facturers of the different towns, who send work to 
 be done in them. The foundation of these schools 
 is said to have been attended with most beneficial 
 results ; but we had not an opportunity of in- 
 quiring as fully into the system as we could have 
 wished. 
 
 Industrial Societies of France. 
 
 The French weaving schools are almost always 
 in connection with a large technical school, or an 
 "Industrial Society." There is nothing in this 
 country exactly corresponding to these societies, 
 which are to be found in nearly all the chief towns 
 of France. Their membership is not confined to 
 manufacturers or merchants, but is open to almost 
 anyone who pays the small annual subscription 
 which is required. Each society has its I'ooms or 
 club house, in which its meetings are held. Papers 
 are read by the members on any subject connected 
 with the object of the society, and a report is issued, 
 in most cases, once a month, containing such papers 
 and other information as the society thinks fit 
 to publish. These reports are circulated, not only 
 among the members of the society which pub- 
 lishes them, but also among all the other similar 
 societies in France. Thus each knows what fresh 
 information any other may have obtained on sub- 
 jects of common interest. Although these societies 
 are founded by private persons, they, like almost 
 
INDUSTRIAL SOCIETIES OF FRANCE. 1 1 
 
 every other institution on the Continent, receive 
 grants from Government, in addition to the sub- 
 scriptions of their members. If it can be proved 
 that they are doing good work, they are " recog- 
 nised to be of public utility by ministerial decree," 
 and receive a grant proportionate to their services. 
 In consequence of these grants, and of the support 
 of the members, every society has classes for in- 
 struction in various subjects, which are free to all. 
 In those towns which are engaged in textile manu- 
 factures, as is the case with Reims, Rouen, Elbeuf, 
 and Amiens, a weaving school is also opened. The 
 list of classes held by the society for the encourage- 
 ment of commerce and industry at Rouen is as 
 follows : Commercial law, book-keeping and ac- 
 countantship, English, German, hygiene, industrial 
 chemistry, heat as applied to industrial arts, de- 
 signing and ornamentation, theory and composition 
 of ornament, weaving, and modelling. This society 
 also offers a number of valuable prizes for inven- 
 tions, improved methods of manufacture, and essays 
 on various subjects. To these we shall afterwards 
 refer. In addition, there are two prizes for " high 
 morality," of the value of 20?. each, left by the will 
 of M. Dumanoir "in favour of the workman or 
 workwoman, and of the male or female servant 
 recognised as the most deserving in the depart- 
 ment." For the benefit of the manufacturers 
 generally, and also of the weaving students, the 
 societies of Reims and Rouen have large col- 
 
12 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 lections of patterns of cloth of all materials, ar- 
 ranged systematically in books. At Reims the 
 collection dates back to the year 1800, and is both 
 interesting and useful, as showing the various 
 patterns and materials in use during this century. 
 At Rouen the Society obtains from the Tribunal of 
 Commerce the books containing collections of 
 registered patterns, when the patent-right, which 
 attaches to them in virtue of their registration, has 
 expired. Both societies also add to their col- 
 lections yearly. The^ Society of Rouen possesses a 
 good museum containing specimens of all articles 
 manufactured in the Department of the Seine 
 Inferieure. The best weaving schools in connec- 
 tion with these societies are probably those of 
 Reims and Amiens. The latter has recently been 
 much enlarged, and contains about thirty looms 
 of various constructions, besides other machines. 
 M. Gand, the Professor, who js well known for his 
 large and valuable work on weaving, has con- 
 structed many diagrams and models for the pur- 
 pose of assisting his students. 
 
 " Industrial Institute " at Lille. 
 The technical schools, which have departments 
 for teaching weaving, are of more recent origin 
 than the industrial societies. The best we visited 
 are the " Industrial, Agricultural, and Commercial 
 Institute of the North of France," situated in Lille, 
 and the "Municipal Professional School " in Reims. 
 
" IND US TRIAL INSTITUTE "AT LILLE. 1 3 
 
 These, as well as others of the same class, such as 
 the " Higher School of Commerce and Industry of 
 Rouen," are among the indirect results of the late 
 war, and are partly intended to compensate for 
 the loss of the school in Mulhouse. They are 
 different from the " Schools of Arts and Trades " 
 which have been established for a considerable 
 number of years. Of these, that at Chalons is 
 perhaps best known. The present " Industrial 
 Institute " in Lille was founded by the department 
 of the North and the municipal authorities ; and 
 was opened about two years ago. The former 
 building, which, though really large, is yet, for its 
 purposes, comparatively small, is now used as a 
 higher grade municipal school, to which boys are 
 admitted free on leaving the elementary school, 
 provided they can pass an examination. Evening 
 classes, also free, are held in the same building. 
 There is a similar school for girls in another part 
 of the town. 
 
 The Institute has three distinct divisions, namely, 
 the industrial, the agricultural, and the commercial 
 schools. According to the prospectus (a summary 
 of which we append), the object of the Indus- 
 trial School is to train the heads of establish- 
 ments, and the directors or foremen of workshops 
 for the principal industries of the North ; and it 
 addresses itself especially to those young men, 
 who belong to famihes engaged in industrial 
 businesses, and who are thus destined for an in- 
 
14 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 dustrial career. The object of the Agricultural 
 School is to give to the sons of proprietors and 
 farmers the scientific knowledge necessary to apply 
 to agriculture the most approved methods, and to 
 eventually establish there the so-called agricultural 
 industries, such as sugar making, distilling, etc. 
 The Commercial School is designed to train 
 merchants, bankers, and the higher employees in 
 the great commercial houses and financial esta- 
 blishments. The building, when finished, will form 
 a large quadrangle, three sides of which will be 
 composed of workshops, with a few small class- 
 rooms attached, while the fourth side, which is now 
 complete, contains the larger classrooms, lecture 
 theatres and chemical laboratories. Two sides and 
 a half have already been built at a cost of 40,000/. 
 The staff of professors will number more than 
 thirty, besides foremen for the spinning, weaving, 
 and dyeing, and for the joiners' and mechanics' 
 shops. The workshops are the most remarkable 
 part of the Institute. Those for mechanics, black- 
 smiths, and joiners are fitted up with every 
 requisite, and contain lathes, planes, etc., driven 
 by an engine of twenty horse-power. The dyeing 
 department is also elaborately fitted up with hot 
 and cold water, steam, dyeing troughs, furnace, 
 drying machine, etc., and is the most complete of 
 its kind that we have seen. Only a part of the 
 machinery for spinning and weaving has yet 
 been bought ; but when this department is in 
 
" PROFESSIONAL SCHOOL " A T REIMS. 1 5 
 
 working order, it will no doubt be equal to the 
 rest of the school. The intention of the Council 
 of Administration is that every student shall 
 become thoroughly familiar with both the theory 
 and the practice of that which he professes to learn, 
 and that on leaving the Institute he may be able 
 to take his place as master or manager in any 
 industrial establishment. 
 
 "Professional School" at Reims. 
 
 The Municipal Professional School at Reims also 
 deserves special notice. It has only been open 
 one year, and is intended for boys from thirteen to 
 fifteen years of age, who have attended the public 
 schools of the town and district. During the first 
 two years of their course, all study the same sub- 
 jects. In the third year, the students are sepa- 
 rated into the Industrial, Commercial, and Agri- 
 cultural divisions, according to the subjects they 
 wish to follow. Some subjects, however, are com- 
 pulsory for all, such as French literature, English, 
 and German, political economy, and morality, and 
 the laws of health. The weaving school will form 
 an important part of the Industrial division, and 
 a large number of pattern looms have already been 
 bought. As an example of the practical work they 
 propose to do, we may mention that they intend 
 to make a steam engine for themselves, using in 
 the mean time a small one which has been lent 
 them by the town. 
 
l6 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 At Rouen a similar school on a smaller scale 
 has recently been founded. It has also a depart- 
 ment for weaving, which has been fairly successful, 
 considering the short time it has been open. In 
 the south of France — in Lyons and Nismes — there 
 are also weaving schools, but these we did not 
 visit. They are almost entirely for silk and velvet. 
 Throughout the whole of that country, we were 
 told, there is a movement in favour of technical 
 education, and among the subjects which, it is 
 generally agreed, must be taught, theoretically and 
 practically, in schools, weaving takes a leading 
 place. 
 
 German "Trade Schools." 
 
 In Germany technical education is much more 
 fully developed than in either France or Belgium. 
 In addition to the " Gymnasium " and " Real 
 Schule," or literary second grade school, and prac- 
 tical or scientific second grade school, to. which our 
 higher schools very imperfectly correspond, every 
 town has its " Gewerbe Schule," or Trade School, 
 which gives a somewhat more practical education 
 than even the Real Schule. Those who attend 
 the Gewerbe Schule usually go into business after 
 leaving it, but the " Real Schule " and " Gymna- 
 sium" are considered preparatory to the Poly- 
 technic and University respectively. In the manu- 
 facturing towns the real and gewerbe schulen are 
 the most prominent, the latter perhaps taking the 
 
GERMAN " TRADE SCHOOLS." 17 
 
 lead. In Elberfeld a new gewerbe schule has just 
 been built at a cost of about 20,000/., including all 
 the fittings. At Barmen, about twelve years ago, 
 a similar school was erected at a cost of 15,000/. 
 Its programme comprises religion (Protestant), 
 German, English, French, history, geography, ac- 
 countantship, writing, algebra, geometry, higher 
 mathematics, land surveying, mechanics, knowledge 
 of machines, building -construction, natural philo- 
 sophy, chemistry (both practical and theoretical), 
 mineralogy, botany, zoology, free-hand drawing, 
 linear drawing, and singing. It has about four 
 hundred students. The programme at Elberfeld 
 is much the same. The school has about four 
 hundred and fifty day students, and about one 
 hundred and twenty night students, who learn 
 chiefly drawing. 
 
 At Chemnitz a new gewerbe schule is nearly 
 completed, which puts all others into the back- 
 ground. Its cost will be more than 80,000/., 
 and it will accommodate between six and seven 
 hundred students. Its staff of professors will 
 number about , forty. A chemical and physical 
 laboratory, divided into six departments, each for 
 twenty-four students and a teacher, forms one 
 large portion of the building, and is fitted up with 
 every appliance requisite for teaching chemistry and 
 physics. The school possesses a library of nine 
 thousand volumes, upon which is spent 300/. a year, 
 out of an annual grant of 7000/. from Government. 
 
l8 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 At the time of our visit, three of the professors were 
 travelling at the expense of the school ; one of 
 them had been sent to the Brussels Exhibition, 
 the other two were in London. Among the officials 
 is a draughtsman, whose duty it is to be constantly 
 travelling to see new machinery of every sort, and 
 to make large diagrams of what he thinks will be of 
 use to the students. The result is that the school 
 possesses a large and valuable collection of draw- 
 ings of most of the principal machines in use, 
 which are available for the students who study 
 machine construction. The programme is very 
 similar to that at Barmen, but more stress is laid 
 on chemistry and natural philosophy, and on build- 
 ing, than in that town. 
 
 In Berlin there is a " Gewerbe Akademie," which 
 is similar in many respects to a polytechnic school. 
 The highest branches of the same subjects are 
 taught in it ; and, as in all the other technical 
 schools, drawing forms an important feature in the 
 system. It has forty professors and from seven 
 to eight hundred students, who come from all parts 
 of Prussia and Germany. In each of the 'thirteen 
 provinces of Prussia there are eight free scholarships 
 to the Academy, which are competed for by the 
 students of the real and gewerbe schulen. The 
 Academy receives eighteen thalers (2/. I4r.) per 
 month from the State for each free student. The 
 chief feature in the Academy is the collection of 
 
SCHOOLS IN VIENNA. 19 
 
 models of spinning machinery, looms, etc., to which 
 we shall afterwards more particularly refer. Lec- 
 tures on the theory of spinning, weaving, etc., are 
 given four hours a week, and are illustrated by 
 these models. 
 
 Schools in Vienna. 
 
 Vienna possesses a complete system of secondary 
 schools, which varies slightly from the Prussian 
 and German system. The terms Real Schule and 
 Gewerbe Schule do not mean the same thing in 
 Austria as they do in Germany. In the latter 
 country the two schools are distinct, and both are for 
 day students, though in some cases night classes are 
 also held. In Austria, however, the same building 
 is both a real and gewerbe schule, being used for 
 the former during the day-time, when the students 
 pay a small fee ; and for the latter in the evenings 
 from 6.30 to 9.30, and on Sunday mornings from 
 8 to 12, when all the Students are admitted without 
 charge. Each ward of the town has either an upper 
 or a lower real schule, supported by the munici- 
 pality. The best of these is probably that in the 
 ward of Wieden, which has six hundred day and 
 three hundred evening students. There are also 
 two Imperial Upper Real schools. The newest 
 and best, which is in Leopold-Stadt, has been 
 erected at a cost of nearly 75,000/.,. and is fitted 
 up apparently regardless of expense. It has eight 
 
20 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 hundred day scholars, who pay about 3/. \os. a year, 
 and three hundred free evening students. In these 
 schools chemistry, natural philosophy, mathematics, 
 and drawing, seem to be the most important sub- 
 jects. The apprentice law is peculiarly favourable 
 to night classes in Vienna, as every apprentice is 
 compelled to attend an evening school for at least 
 one year of his apprenticeship. As an example of 
 the work done by them, we may mention that we 
 saw a number of the drawings by the students, 
 among which was a large and elaborate design for 
 a stained-glass church window, drawn by a young 
 man who was apprenticed to the trade of glass 
 painting. With such a system in operation, it will 
 not excite surprise that the Viennese should have 
 obtained a high reputation for making ornamental 
 fancy articles. 
 
 Polytechnic Schools. 
 
 Besides all these schools, Germany and Austria 
 are famous for their polytechnic schools, which may 
 be called technical universities. Nearly every im- 
 portant town possesses one. At Aix-la-Chapelle the 
 polytechnic school was built only six years ago ; 
 but so great has been its success, that though it is 
 very large, and complete in every respect, another 
 building of equal size is being erected by its side, 
 which is to form the chemical department, while 
 that part which is now used for chemistry will 
 be made into a museum, or kept for additional 
 
POLYTECHNIC SCHOOLS. 21 
 
 * 
 classrooms. At present there are more than five 
 hundred students, with twenty-four professors and 
 eighteen assistants. The subjects taught are com- 
 prised under the heads of architecture, engineering, 
 land surveying, technical knowledge of machines, 
 chemistry, and metal working. Each department 
 has collections of apparatus or models for illus- 
 trating lectures ; among these the collection of 
 geological specimens is particularly good. We 
 noticed a number of packing cases, which we were 
 told contained models of English patent machines, 
 sent as a present by the British Government at the 
 request of the Prince Imperial of Germany. If 
 this be really so, and we have no reason to doubt 
 the accuracy of our informant, we would suggest 
 that the Government should be invited to extend 
 its liberality to the College of Science and other 
 similar institutions in their own country. 
 
 The town of Hanover possesses a polytechnic, as 
 do also all the capitals of the South German 
 States. At Dresden a new and large school has 
 been built. That at Carlsruhe is well known as 
 one of the best in Germany, while at Stuttgart 
 there is not only a large and well-organised poly- 
 technic, but also a building school of almost equal 
 size. The students at the polytechnic number over 
 five hundred. In winter about nine hundred work- 
 men, such as masons, joiners, engineers, etc., attend 
 the building school, but in summer the numbers 
 are greatly reduced ; as nearly all the students are 
 
 C 
 
22 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 obliged to work for their living. One of the most 
 noteworthy features of the Stuttgart Polytechnic 
 is the system of taking the students excursions 
 during the holidays. For example, last year 
 during the holidays, from the 3rd to the 13th of 
 June, one of the professors of architecture took his 
 students to Bruchsal, Heidelberg, Mainz, Bonn, 
 Cologne, and several other towns, to study ex- 
 amples of the different styles of architecture. In the 
 department of engineering there were a number of 
 short excursions, some of which were to see the 
 building of a railway station. Another excursion 
 in the machine-making department was to Schaff- 
 hausen, and the St. Gothard tunnel. In the depart- 
 ment of mechanical technology excursions were 
 made to many of the surrounding towns where any 
 manufacture is carried on ; and in those of mathe- 
 matics, natural history, and botany, a great number 
 of excursions were made to various places. These 
 no doubt would be of great practical value to the 
 students, as their professors would be able to point 
 out and explain many things which would other- 
 wise have escaped their notice. 
 
 In Bavaria there were formerly three polytechnic 
 schools — at Munich, Augsburg, and Nurnberg. 
 The two latter have recently been reduced to the 
 rank of industrial schools, and the number of their 
 students has somewhat fallen off. The school at 
 Augsburg, however, still retains a very good work- 
 shop fitted up with lathes, planes, etc., for metal 
 
POLYTECHNIC SCHOOLS. 23 
 
 work, and driven by steam power. Attendance in 
 the workshop is compulsory for all students in the 
 mechanical department. Although the Augsburg 
 and Nurnberg schools have somewhat fallen off, 
 that at Munich has greatly increased, till now it has 
 scarcely a rival in the German empire. Every 
 department has a good museum connected with it, 
 and to this great importance is always attached, as 
 it is considered that the students can learn best by 
 having before them specimens or models of any- 
 thing upon which the professor may be lecturing. 
 A weaving school is to be added to this polytechnic. 
 The machinery is to be driven by steam power, and 
 it is expected that the school will be one of the 
 best in Germany. 
 
 In the chief towns of Austria the polytechnic 
 schools occupy the same position as they do in 
 Germany. In Prague there are two, one for Ger- 
 man students, the other for Bohemians. This 
 division has only recently been made, but was 
 found necessary owing chiefly to the objection of 
 the Bohemians to be taught in German. The best 
 polytechnic in Austria is undoubtedly that of 
 Vienna. Until the death of the late ex-emperor 
 the school was patronised by him, and owes much 
 to his generosity. The textile industries depart- 
 ment of its museum is very complete, as it contains 
 specimens of almost every manufactured article in 
 its various stages, from the raw material up to the 
 finished piece of goods. It also possessed a con- 
 
 C 2 
 
24 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 siderable number of looms, some of full size ; others 
 models, which are used by one of the professors, 
 who lectures three days a week on the theory of 
 spinning and weaving. Every other department 
 of the school has an equally good museum ; for it 
 appears to be an acknowledged principle in Ger- 
 man education, that for all the higher branches of 
 scientific and technical education, museums and 
 laboratories or workshops are indispensable. So 
 great is the success of this school that it has forty- 
 two professors and one thousand two hundred 
 students. 
 
 Any account of the continental polytechnic 
 schools which did not include that of Zurich would 
 be very imperfect. It is well known as one of the 
 best and largest. It joins, and may be said to form 
 part of the same building as the university ; and 
 thus has the advantage of sharing with the latter 
 its great collections of geological and zoological 
 specimens, and of mechanical models. It has 
 about seven hundred and fifty students, some of 
 whom are ladies ; for the polytechnic, in common 
 with the university, opens its doors to all those of 
 the required age (seventeen) who can produce a 
 certificate of good conduct, and who pay the 
 annual fee of about 4/. The admission of women, 
 however, is not a peculiarity of Zurich, for most of 
 the continental universities are open to women on 
 the same terms as to men. A weaving school is 
 to be opened at Zurich in .about a year, chiefly for 
 
COLLECTIONS OF MODELS. 25 
 
 the benefit of the silk trade ; but the polytechnic 
 already possesses, in the technological museum, a 
 few looms, and parts of other machinery, connected 
 with textile manufactures. Perhaps the most re- 
 markable of their museums is that belonging to 
 the mechanical department. Besides other things, 
 it contains an astonishing number of models illus- 
 trating the motions of eccentric wheels of every 
 form, which are studied by those students inter- 
 ested in engineering and mechanics. » 
 
 Collections of Models of Machinery. 
 
 Of all the museums which we visited, however, 
 those of the Gewerbe Akademie in Berlin, and of 
 the Conservatoire des Arts et Metiers in Paris, 
 were of greatest interest to us in connection with 
 the main object of our journey. The former con- 
 tains models of almost every machine used in 
 either the cotton or woollen trade. Not only are 
 there models of machines now in use, but also of 
 machines which have long since been superseded* 
 Thus, for instance, there are models of cloth- 
 finishing machines such as are used now, and' also 
 of the very antiquated method of finishing the cloth 
 by means of large horizontal shears. The advan- 
 tage of this great variety is, that the students see 
 what have been the improvements gradually made 
 in machinery; and it enables them to study the 
 principles on which the different machines have 
 
26 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 been worked. Berlin has a large collection of 
 preparing and spinning machinery. In the Con- 
 servatoire in Paris nearly all the models are those 
 of looms. The Conservatoire corresponds, to some 
 extent, to the German polytechnics, but differs 
 from them in two important respects. All the 
 instruction is free, and is given in lectures, which 
 anyone may attend. There is thus none of that 
 class work, and discipline, which are found in a 
 polytechnic ; nor would it be possible to have it, 
 as many of those who attend the lectures are adults, 
 and are engaged in 'various industrial and other 
 trades. There is no practical work, such as there 
 is in most of the polytechnics : those who attend 
 the lectures may be described as an audience, 
 rather than as students. The museums for all the 
 branches of instruction are very complete. They 
 include electrical apparatus, and instruments for 
 every branch of natural philosophy, of agriculture, 
 mechanics, textile manufactures, etc. The last- 
 named department is specially rich in its collection 
 of looms. There are models of looms of every 
 construction from the very earliest times ; illustrat- 
 ing the growth of the art of fancy weaving. There 
 are even a few Indian and Chinese looms, of the most 
 elementary kind, which show the original form of 
 looms. Nearly all the models, even of the earliest 
 looms, have been made within the last thirty 
 years, and the collection is evidently chiefly of 
 recent date. The weak point about the teaching 
 
WEA VING SCHOOLS. 2^ 
 
 of weaving in both these institutions is, that the 
 students do no practical work. In the Conser- 
 vatoire, however, the objection is partly removed 
 by the fact that those most likely to attend the 
 lectures have acquired some knowledge of weaving. 
 In the Akademie of Berlin the lectures are chiefly 
 on the construction of the machinery, with exercises 
 on the planning of machines. These machines 
 form only a small part of the department of 
 machine construction and engineering, but for the 
 purpose for which they are intended, they are 
 probably sufficient. It is in this way that weaving 
 is generally taught in the polytechnic schools. 
 They have not a department for weaving in the 
 same way as the Industrial Institute of Lille ; but 
 the theory of weaving and the construction of 
 machinery are taught as a branch of the larger 
 department of machine construction. 
 
 Weaving Schools. 
 
 The system of technical education in Germany 
 is not, however, confined to the semi-practical work 
 of the polytechnic and gewerbe schule. For each 
 of the most important industries there are special 
 technical schools, to which students can go who 
 are not able to afford the time required at the 
 polytechnic, or who for any other reason do not 
 wish to complete their studies there. The chief of 
 these are for farming, gardening, forestry, mining, 
 
28 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 building, and weaving. As might be Cvpected, 
 the weaving schools of Germany vary greatly in 
 almost every respect. It would be difficult to say 
 that any one has a decided superiority over all the 
 others. The best, however, are those of Chemnitz 
 in Saxony, Miilheim on the Rhine, Crefeld in 
 Westphalia, Reutlingen in Wurtemburg, and Griin- 
 berg in Silesia. The school at Mulhouse in Alsace 
 is one of the best known. Before the war it was 
 very prosperous, and students from all countries 
 came to it. Now it is much reduced ; fewer students 
 come to it ; and, as the Society of Manufacturers by 
 whom it is supported are strongly opposed to the 
 German Government of Alsace, no German stu- 
 dents are admitted. It seems doubtful whether 
 it will recover its former position. 
 
 Method of Founding these Schools. 
 In nearly every case these schools have been 
 founded by the Government and the municipal 
 or other local authorities of the town in which 
 they are situated. Sometimes the manufacturers 
 of the town have been the originators of the school, 
 and generally they help to support and manage it. 
 In Griinberg the school was built in 1864 by the 
 Government and the magistrates, and is under 
 the management of a committee of fifteen, among 
 whom are the chief manufacturers of the town. 
 In Miilheim the school is supported by the State, 
 the burgomaster being chairman of the committee 
 
IVEA VING SCHOOLS. 29 
 
 of management. The school at Einbeck, in the 
 province of Hanover, is under the direction of the 
 Trade Association for Hanover. In Saxony the 
 manufacturers take a leading part in managing 
 and supporting the schools. The present large and 
 handsome school in Chemnitz was built in 1857 by 
 the Saxon Government and the Town Council. It 
 is under the direction of members of the Town 
 Council, the manufacturers of the town, and the 
 director of the gewerbe schule. In Meerane, in 
 the west of Saxony, the school has recently been 
 greatly enlarged by the local manufacturers. At 
 Gross-Schonau, near Zittau, in the east of Saxony, 
 there is also a weaving school, which was founded 
 by subscriptions from the manufacturers in the 
 neighbourhood. Like almost all the other schools, 
 it does not pay its own expenses, and is supported 
 by the Government, the local authorities, and by 
 private subscriptions. The subscribers meet every 
 three years to elect a committee of management. 
 In Wurtemburg and Bavaria the weaving schools 
 are more purely Government institutions. That in 
 Reutlingen was founded in 1855 by the Minister of 
 Trade and Commerce, and is still under his super- 
 vision, though managed by a local directorate. 
 The same is the case with the school at Heiden- 
 heim, founded eleven years ago. The Government 
 appears to have thought that a weaving school 
 would improve the manufactures of the district, 
 and therefore established one in this beautifully 
 
30 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 situated little town. As no suitable building was 
 at liberty, they placed the school in two large rooms 
 of an old ruined castle which overlooks the town, 
 and fitted up a few other rooms which were habit- 
 able for the teachers. This interesting union of the 
 ancient and modern is to be destroyed, as a large 
 new school has just been built, at the joint expense 
 of the Government, the town, and the surrounding 
 district. The weaving school of Passau, in Bavaria, 
 is chiefly supported by the Government. That 
 which is to be opened at Munich will be under 
 the same management as the rest of the polytechnic 
 school. In Vienna the weaving school is under the 
 management of the Gewerbe Schule Commission. 
 It is not, however, a large school, and not equal to 
 the best German schools before mentioned. In 
 Prague there was formerly a class for teaching 
 weaving in connection with the gewerbe schule, 
 but it has been suspended for the present, as the 
 room in which it was held was needed for other 
 purposes. The only weaving schools in Germany, 
 so far as we could learn, which are exceptions to 
 the general rule of receiving State aid, are those of 
 Mulhouse and Barmen. The former belongs to a 
 society of manufacturers, who make good any loss 
 there may be in working it. The latter is in the 
 building of the Art and Trade Society of the town, 
 and is supported by them. This society corresponds 
 very nearly to an English mechanics' institute. It 
 possesses a handsome building, erected at a cost of 
 
WEA VING SCHOOLS. 3 1 
 
 5000/. Its members, who number five hundred and 
 fifty, belong to all classes in the town. The annual 
 subscription is i ^s. They have the ordinary club- 
 rooms for members, and several large classrooms 
 in which drawing is taught, besides the weaving 
 school. These classes are meant chiefly for work- 
 ing men, and are similar to the classes of our 
 mechanics' institutes. The only weaving school 
 which has been permanently closed is that of Elber- 
 feld. Several reasons were given to us for this. 
 The most probable was that the school got into 
 bad order, and students ceased to come to it in 
 sufficient numbers to make it desirable to keep it 
 up. As a general rule, the schools seem in a pros- 
 perous condition, and in most cases the' number of 
 students is increasing. 
 
 Size of the Schools. 
 
 The size of the schools varies very much. In the 
 school at Chemnitz there are fifty-four looms, of 
 which twelve are worked by steam power. In 
 Reutlingen there will soon be seventy, of which 
 twenty-four will be power-looms. In that at Miil- 
 heim there are thirty looms ; in Crefeld eighteen, 
 and in Barmen twenty -four. This last-named 
 school is only open on Sundays and Mondays. 
 In Mulhouse there are twenty-four looms, all driven 
 by steam power. In Gross - Schonau there are 
 twenty-eight looms, only two of which are worked 
 
32 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 by power ; in Heidenheim there are about twenty- 
 four, in Passau sixteen, and in Vienna only eleven. 
 With the exception of Mulhouse, all the schools 
 prefer hand-looms. The best, however, have also 
 power -looms, which are undoubtedly useful for 
 giving the students greater experience, and teach- 
 ing them the construction of different kinds of 
 looms ; but we do not regard them as indispen- 
 sable. With them there is a tendency to weave 
 long webs, which is a waste of time ; besides which, 
 a student is more likely to understand the principle 
 on which a pattern is woven when it is done by 
 hand. The expense of working power-looms is 
 also greater, and renders the sale of the article 
 woven upon them almost necessary to help to 
 defray the cost. The best schools, Chemnitz and 
 Reutlingen for example, have a great variety of 
 hand-looms, such as treadles, machines, and jac- 
 quards, in order to produce patterns, simple and 
 figured, in every material. The looms, however, 
 are not full-sized in all cases. It seems to be 
 desirable to have a few large looms of different 
 constructions, both to teach the students how to 
 work them and to give them some experience in 
 weaving large patterns. But in those schools where 
 the designing and weaving of patterns is best taught, 
 most of the looms are simply for weaving samples, 
 or narrow pieces. As regards this point, the best 
 schools may be divided into two classes — those 
 which only weave patterns, and thus allow the 
 
WE A VI NG SCHOOLS. 33 
 
 Students frequently to change their designs — and 
 those which weave short pieces, and have a suffi- 
 cient number of looms to allow the students to see 
 a variety of patterns and materials, without altering 
 the looms so often. The former method is adopted 
 at Griinberg, and to some extent at Miilheim and 
 Chemnitz. The latter is adopted at Barmen and 
 Crefeld. The former appears decidedly the better 
 one, as it gives the students more practice in 
 arranging their looms for new patterns which they 
 have designed. By the latter they merely become 
 acquainted with the way in which the patterns are 
 woven, and have not the opportunity of weaving 
 their own designs as often as is desirable. A third 
 plan, which is adopted at Mulhouse, Reutlingen, 
 and other schools, is to weave long webs. This 
 seems to have no merit but that of greater economy, 
 and is condemned by those who have tried the other 
 methods. Where a school has only a few power- 
 looms and a large number of hand-looms, there 
 does not seem to be the same objection to using 
 the former for weaving long pieces, because after 
 each student has had only a short turn at the loom 
 the piece will be finished. To weave long pieces on 
 hand-looms appears a very undesirable process in a 
 school. 
 
 The system adopted depends, in nearly every 
 case, upon the way in which the raw material is 
 obtained, and the use which is made of the woven 
 article. In Griinberg the material is bought by 
 
34 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 the school and given to the students ; the patterns 
 they have woven belong to the school when the 
 students leave, and serve as examples for analysis 
 for the next year, along with fresh patterns which 
 are constantly being bought. At Chemnitz and 
 Miilheim the students pay for materials, and keep 
 the pieces they have woven. An entirely different 
 plan is followed at Mulhouse. Cotton is chiefly 
 used there. It is bought in the raw state and spun 
 in the school. As much of the yarn as is needed 
 is used for weaving, and the remainder is sold. 
 If any silk or worsted yarn is needed it is bought 
 ready made. The pieces are all sold, and help to 
 defray the expenses of the school. As nothing is 
 paid to the students for wages, they can generally 
 sell the pieces at cost price, notwithstanding any 
 faults there may be in the weaving. In Reut- 
 lingen there are three divisions of students. The 
 first have almost entirely theoretical work, and are 
 in the school eight hours a day. The second weave 
 entirely on hand-looms, and work twelve hours 
 a day. They are paid for their work, although 
 they pay a fee to be taught ; and if there are faults 
 in their work, they are liable to deductions from 
 what they have earned. The third division weave 
 entirely on power-looms. They must either know 
 how to weave before they come to the school, or 
 have passed through the first or second division. 
 The students of both the second and third divisions 
 weave long webs, which are sold by the school. 
 
WEAVING SCHOOLS. 35 
 
 At Gross-Schonau and Passau manufacturers send 
 material to be woven by the students, and receive 
 it back when finished. In Heidenheim a rather 
 curious plan has been adopted. The teacher buys 
 a certain amount of material, which is made into 
 cloth under his directions. He then takes the 
 patterns thus made to the various manufacturers , 
 and endeavours to sell them. If the manufacturers 
 buy the patterns, they pay him back for what he 
 has laid out, and send him material, which the 
 students weave into pieces of the same pattern as 
 that he has sold. The finished article is then sent 
 to the manufacturer. In this way the material 
 costs nothing to the school. It is plain, however, 
 that by these methods the students have to weave 
 not only long webs, but also whatever patterns 
 and materials the manufacturers may happen to 
 want. It must, however, be far more satisfactory 
 to the student to have all sorts of materials, and to 
 be able to weave any pattern, which he can do in 
 those schools that adopt the system of weaving 
 only samples. 
 
 All Classes of Goods woven. 
 
 None of the schools confine their teaching to 
 the manufacture of only one class of goods. 
 Although each devotes most attention to the 
 material and style of cloth which is chiefly manu- 
 factured in the district in which it is situated, yet 
 
36 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 all teach other branches of weaving. In the 
 largest and best managed schools, the greatest 
 variety of material is generally found. The 
 teachers and students seem to be free from the 
 idea, too prevalent here, that it is only necessary to 
 learn that branch of weaving which is immediately 
 connected with the particular trade the student 
 intends to follow, or which is the chief trade of the 
 district. It is generally recognised that to become 
 thoroughly master of the art of weaving, the stu- 
 dent must be familiar with every branch of it, even 
 though he may only intend to manufacture one 
 class of goods in after years. In consequence of 
 his wider study, he is able to bring into his own 
 trade the ideas and patterns of others ; and thus 
 can produce a greater variety of designs than his 
 neighbour who has only studied the manufacture 
 of one class of material. At Chemnitz, for 
 example, where the chief manufacture of the town 
 is worsted goods, the weaving and designing of 
 worsted, woollen, cotton, silk, and linen is taught. 
 At Crefeld, where silk is largely manufactured, 
 there are also looms for woollen cloth, worsted and 
 cotton fancy table-covers, velvet, ribbons, figured 
 silk, and one for carpets. In Barmen the material 
 in the looms included plain and figured cotton 
 cloth, small woollen shawls, table covers of cotton 
 and worsted mixed, velvet, silk, ribbons, fancy 
 designs for book-marks, woollen fringe, worsted 
 
W£A VING SCHOOLS. 37 
 
 braid, etc. They have also two machines for 
 making tape. In Reutlingen, cotton and linen 
 weaving are chiefly taught ; but there are several 
 looms for woollen and silk. In Griinberg, where 
 woollen goods are made, the school also teaches 
 the manufacture of other materials. So it is in 
 every school, with scarcely an exception. In those 
 schools which give most attention to silk and linen, 
 the patterns are very elaborate. At Barmen, for 
 example, one loom was weaving a picture of a 
 monument erected in memory of those who fell 
 in the late war. This design, which contained 
 more than two hundred picks per inch, was very 
 perfect. At Miilheim the students appear to be 
 fond of weaving for themselves calling cards, and 
 little pictures in silk. Some of the designs for 
 linen tablecloths at Heidenheim, Passau, etc., were 
 very elaborate. It does not follow, however, that 
 in these schools the best work is being done, as it 
 may be more difficult to analyse or arrange for 
 weaving a piece of woollen cloth of unpretentious 
 appearance. 
 
 Division of Time. 
 
 The method of teaching is very similar in all the 
 schools, and is much the same as that adopted in 
 the weaving department of the Yorkshire College 
 of Science. In Chemnitz the students work thirty- 
 
 D 
 
38 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 eight hours a week. Their time is divided as 
 follows : 
 
 First Half-year. Second Half-year. 
 
 Hours per week. Hours per week. 
 
 Analysis, etc., of patterns .. i6 12 
 
 Composition of patterns .... 2 2 
 
 Theory of hand-weaving .... 4 2 
 
 Theory of power -loom weaving 4 8 
 
 Practical weaving 8 8 
 
 Drawing .. 4 4 
 
 In Crefeld the time is thus divided : 
 
 Hours 
 per week. 
 
 Theoretical teaching of weaving 4 
 
 Preparation of drafts 12 
 
 Free-hand drawing 4 
 
 Practical weaving, or ■! 
 
 Technical teaching (analysis, etc.)/ 
 
 The practical weaving is taken alternately with 
 the analysis, etc., so that after the students have 
 been studying the analysis of a certain class of 
 goods they may have some practical experience in 
 weaving them. All students are taught to prepare 
 and cut their cards for the jacquard looms. In 
 the other schools the arrangements are somewhat 
 similar. The chief exceptions are Reutlingen, 
 Miilheim, and Vienna. In Reutlingen, as pre- 
 viously stated, there are three divisions. The first 
 division is almost entirely confined to theoretical 
 work ; the second has only five hours of theoretical 
 work, the rest of the time being occupied at the 
 hand-looms ; the third division is confined to power- 
 
W£A VING SCHOOLS. 39 
 
 loom weaving. These three divisions are quite 
 distinct from each other, and the students do not 
 appear to pass from one to the other. The first 
 division is intended chiefly for the sons of manu- 
 facturers and merchants, and the second and third 
 divisions for those who are to be overlookers, 
 etc. This plan, however, does not seem a good 
 one, as the one division gets too little practical 
 work, and the other two get too much. In Miil- 
 heim more attention is paid to, drawing. As the 
 prospectus of the school states, " drawing is of the 
 utmost importance in the division of figured 
 weaving, as the scholar, by a thorough knowledge 
 of it, is enabled to invent new designs, and also to 
 put them into a suitable form to be practically 
 carried out." This instruction is divided into two 
 parts : i. Free-hand drawing, consisting of drawing 
 from copies, plaster models, and from nature, such 
 as flowers, etc. 2. Instruction in the drawing of 
 designs for practical weaving. In Vienna gre^t 
 importance is also attached to drawing. The in- 
 struction there is divided into two parts, the first 
 for weaving, and the second for drawing, in con- 
 nection with manufacturing. The former subject 
 is taught in the forenoons of Mondays, Wednes- 
 days^ and Fridays, and the latter in the forenoons 
 of Tuesdays, Thursdays, and Saturdays. Work is 
 given out for the students to do at home in the 
 afternoons. On Sundiay mornings and Monday 
 evenings both divisions are open for the benefit of 
 
 D 2 
 
40 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 those engaged in business at other times. Me- 
 chanical, as well as free-hand drawing, is taught, 
 and the work, specimens of which we saw, is well 
 done. 
 
 Spinning and Dyeing Taught, 
 
 Book-keeping is taught in some of the schools. 
 In Crefeld the system comprises five books — for the 
 raw material, weft, warp, weaving, with the cost of 
 the finished article, and dyeing. In Griinberg, 
 Passau, and some other places, the students attend 
 a different school for instruction in those branches 
 of chemistry which are connected with manufac- 
 turing. Two or three hours a week are devoted to 
 this purpose. 
 
 Besides weaving, spinning is taught in some of 
 the . schools. In Mulhouse, however, spinning is 
 taught practically, as the school possesses a set of 
 cotton carding and drawing machinery, with two 
 mules of two hundred spindles each. On these all 
 the cotton yarn they use is spun, and what is not 
 used is sold. Had not the Franco-German war 
 taken place, the school would have been greatly 
 enlarged, and would have been, in fact, a small 
 mill, as all the machinery is worked by power. 
 The school at Einbeck, in Hanover, has the advan- 
 tage of adjoining a small spinning mill, the owner 
 of which is also director of the school. He allows 
 any students who wish to learn spinning to spend 
 part of their time in his mill, and learn all they 
 
WEAVING SCHOOLS. 41 
 
 can. As he dyes most of his wool before spinning 
 it, they also learn something of dyeing. 
 
 In all the schools some instruction is given re- 
 specting the raw material, and the way in which it 
 must be treated. Such instruction is, however, , 
 merely theoretical, and is illustrated by samples of 
 material from the raw state up to the yarn. In some 
 cases there are a few models of preparing and 
 spinning machinery, or of portions of the machines. 
 
 Dyeing is taught at Mulheim, and in this respect 
 it is the most complete of the German schools. 
 Attached to the weaving school is a dye-house, 
 fitted up with all the necessary appliances, and 
 also a laboratory and classroom. Under the 
 direction of a chemist and a dyer, "instruction is 
 given in the theoretical relations of the combined 
 dyes, and also in their preparation and practical 
 application." The students are thus able to dye 
 the yarn which they wish to weave, to any colour 
 that their design may require ; and they can tell 
 by the result whether or not their pattern is in 
 good taste. Besides this, they learn, of course, the 
 effect of the different dyes upon the material, how 
 each should be treated, and how fresh colours or 
 shades can be made* In those schools where the 
 students learn chemistry, some knowledge of 
 dyeing is also obtained, but not in such a thorough 
 way as at Miilheim. 
 
42 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Collection of Patterns, 
 
 There is another point upon which much stress is 
 very properly laid, viz. the collection of patterns of 
 all materials. It is considered that when the 
 student's have access to such collections it educates 
 their taste, and shows them what has been made 
 in former years, and what styles have been most 
 in fashion. They are also able to see the gradual 
 improvement which has taken place in all classes 
 of manufactured goods, and they are helped in 
 their first attempts at designing by getting ideas 
 from the patterns which are before them. One of 
 the best collections is that belonging to the school 
 at Barmen, which consists chiefly of silk damask. 
 At Griinberg there are a great number of patterns, 
 and all the other schools have collections to a 
 larger or smaller extent. Besides patterns, some 
 of the schools possess small libraries of works on 
 weaving, designing, and drawing. That of Vienna 
 has more than one hundred volumes, which are 
 added to yearly, by presents from the Minister of 
 Commerce and the Gewerbe Schule Commission. 
 There are several periodicals on the subject of 
 weaving, which are taken in by some schools. The 
 chief of these are Das Deutsche Wollen Gewerbe, 
 and Das Centralblatt fur die Textil Industrie, 
 both published in German. Le 'jfacquard, and 
 Les Tissus, are French periodicals, published at 
 
IV^A VING SCHOOLS. 43 
 
 Elbeuf, and L'Ornement des Tissus is published 
 in Paris. Les Tissus is published also in English, 
 German, and Italian. It is devoted entirely to 
 the explanation of new designs in cloth which are 
 prepared by M. Bertin, the editor, and his assis- 
 tants. Samples of the cloth are sent along with 
 the journal, and would in a few years form a good 
 collection of Elbeuf goods. 
 
 To give the students some further insight into 
 the practical management of factories, they are in 
 many cases allowed by the manufacturers of the 
 town to visit their mills on stated days. This is 
 undoubtedly a great advantage to the students, for 
 it shows them on a large scale, and from a business 
 point of view, those things which they are doing on 
 a small scale. If during these visits the students 
 are allowed to spend sufScient time in the mills to 
 see thoroughly what is being done, and to become 
 familiar with the different processes through which 
 the material passes, the weak point of the weaving 
 school is removed ; which is, that although the 
 student may get a thorough theoretical training, he 
 does not become familiar with the practical part of 
 the work, in the same way that he would if he were 
 in a mill. In any case, however, if after leaving the 
 school he goes to a mill, either as an apprentice or 
 a manager, the theoretical knowledge he has ob- 
 tained enables him much sooner to grasp all the 
 details of the mill work than if he had gone with- 
 out that preparation. 
 
44 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 The Number of Students and Teachers, 
 
 The number of the students and the amount of 
 the fees vary in every school, and appear to be 
 regulated according to the social position of the 
 students it is desired to attract. The number of 
 teachers appears large in proportion to the students. 
 In Miilheim there are four teachers for weaving and 
 two for dyeing. The students number about sixty, 
 and pay 15/. a year, with 3/. for materials. In 
 Crefeld there are three masters, and forty students 
 who pay 6/. each. In Barmen there are seventy, 
 who come only on Sunday mornings, and pay 
 I J. 6d. a quarter; and about twelve on Mondays, 
 at 9J. a quarter. There are three masters for 
 weaving and four for drawing. At Chemnitz there 
 are five masters for weaving and designing, and 
 forty students, the fee being 13/. \os. ; and 4/. \os. 
 for materials. At Meerane about one hundred 
 students come on Sunday mornings, and week day 
 evenings, for the small sum of threepence a month ; 
 and they are taught by four masters. At Gross- 
 Schonau there are eighteen students at 2.1. t,s., and 
 three masters. At Griinberg the fee is 9/. ; there 
 are thirty-six students, and three masters. During 
 the twelve years this school has been open, there 
 have passed through it two hundred and fifty 
 students. In Vienna about twelve come on week 
 days, and sixty on Sundays ; there are two masters, 
 
WEAVING SCHOOLS. 45 
 
 and the instruction is free to all. In Reutlingen 
 there are four masters, and about forty-five stu- 
 dents. The first division pay 61. los. for a course 
 lasting six months, and are charged extra for 
 materials. The second division pay 3/. for a one 
 year's course, and are paid for their work. The 
 third division pay 4/. los. for a course of six 
 months. Mulhouse formerly had forty students 
 paying 24/., but last year it had only fifteen ; it has 
 five masters. At Einbeck there are two masters, 
 and about twelve students paying 7/. los. each. 
 Heidenheim has ten students at 2/. los., and one 
 master. 
 
 The head master of each school, or, as he is 
 called, the director, nearly always lives at the 
 school. He teaches the theory of weaving, and has 
 masters under him who help the students while 
 they are working at the looms. In some cases 
 the director teaches drawing ; but if not, it is taught 
 either by one of the ordinary masters, or by a special 
 master who is engaged for the purpose. Some of 
 the under masters are merely skilled workmen, who 
 see to the preparing of the material, etc., in order 
 that the time of the students may not be unneces- 
 sarily taken up with work from which they can 
 learn nothing. A glance at the fees shows pretty 
 clearly the social position of the students at each 
 school. At Mulhouse, Chemnitz, and Miilheim, 
 for example, only the sons of manufacturers and 
 merchants can afford to become students. At 
 
46 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Reutlingen the first division is intended for those 
 of the richer class, while the second and third 
 divisions are within the reach of working men. At 
 Heidenheim and Gross-Schonau the fees are low 
 enough to be within the reach of all. At the latter 
 place most of the students are boys who come im- 
 mediately after leaving school. At Meerane and 
 Barmen the schools are chiefly attended by working 
 men and their sons. The school at Vienna, like the 
 schools of the industrial societies of France, is free, 
 and is taken advantage of largely by artizans. 
 Wherever the fees are low enough, the working 
 men take advantage of the schools, and are thus 
 made into skilful workmen and overlookers. The 
 low fees do not drive away the sons of manufac- 
 turers, and the schools which are within the reach 
 of all are, tlierefore, much more popular and useful 
 than those which, from the larger fees charged, are 
 more exclusive. 
 
 Scholarships and Diplomas. 
 
 Where the Government is the chief supporter 
 of the school, a certain number of students are 
 generally admitted free, after passing an examina- 
 tion held either by the managers of the weaving 
 school or of some other school which the student 
 may have attended. The Trade Association of 
 Hanover offers a certain number of scholarships, 
 of ^l. lOJ., to students who attend the school at 
 
SCHOLARSHIPS AND DIPLOMAS. At 
 
 Einbeck. The grant appears to depend on their 
 passing examinations in weaving during their 
 course of study. In Chemnitz, a few of the manu- 
 facturers send free students to their school. Some 
 of the schools, that of Mulhouse for example, grant 
 certificates of proficiency in weaving to the stu- 
 dents who, at the end of their course, are able to 
 pass an examination. The system of granting 
 diplomas and travelling bursaries, which is in 
 operation at Verviers, is better arranged, and more 
 successful than any other we heard of. As before 
 stated, all those who have attended the school for 
 three years, and passed an examination at the end 
 of each year, are entitled to a diploma. Those 
 who have passed highest in the third year, and 
 have gained more than 75 per cent, of the total 
 number of marks, receive also a gold medal. If 
 any one has acquitted himself with sufficient 
 distinction, he receives a travelling scholarship, 
 which enables him to visit other countries, and 
 become acquainted with their industries. On his 
 return home, he has to give an account of what he 
 has seen, and the progress of the special industries 
 he has visited. The three diplomas given are 
 those of " Chemical Dyer," " Mechanical Construc- 
 tor," and "Master Weaver." From 1864 to 1870 
 inclusive, twenty-nine diplomas of Master Weaver 
 were granted. The diplomas are of different 
 grades, according to the manner in which the ex- 
 aminations have been passed. They are severally 
 
48 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 marked, "satisfactory," "with distinction," "with 
 distinction and great success," accompanied by 
 a medal ; and " with great distinction," accompanied 
 by a medal and travelling scholarship. Only one 
 scholarship and two medals had been awarded up 
 to 1870, That these diplomas represent a con- 
 siderable amount of useful knowledge, and are 
 valued accordingly, is evident from the fact that 
 the holders can obtain higher wages, and more 
 regular work, than their fellow workmen. 
 
 Prizes at Rouen. 
 
 In Rouen, as before mentioned, the Society for 
 the Encouragement of Commerce and Industry- 
 gives a number of prizes for inventions, improve- 
 ments in the method of treating articles of manu- 
 facture, and essays or other original works on 
 literature, fine arts, and political economy. Their 
 programme for the next three years divides the 
 prizes into four classes. First, that of physical 
 and natural sciences, in which fourteen prizes are 
 offered of the total value of about 380Z. This 
 includes such subjects as the invention of a thermo- 
 meter registering from 100° to 500° centigrade ; 
 the carbonisation of wood ; the action of hot air 
 on metals ; the extraction of sulphur from sul- 
 phates and natural sulphurets, under such con- 
 ditions as would allow the product to be sold at 
 the same price as Sicilian sulphur; the best 
 
PRIZES. 49 
 
 apparatus for combining the heating and venti- 
 lation of public buildings; and other subjects of 
 the same nature. The second section is for 
 literature and fine arts, in which there are nine 
 prizes of the value of 220/. Such subjects as a 
 memoir of Nicolas Mesnager, negociator of the 
 peace of Utrecht, who was born at Rouen ; and 
 an essay on the arts of Normandy since the period 
 of the Renaissance, are prescribed for competition. 
 In the third section, that of economy and com- 
 merce, there are five prizes of the value of 140/., 
 and nine medals of honour. The subjects are such 
 as the following : The best elementary treatise 
 on the principles which regulate the circulation 
 of money ; the best plan for workmen's houses ; 
 for statistical researches into the working class 
 population of Rouen, their history, condition, and 
 the means of improving it. A medal of honour to 
 the first commercial house established in China, 
 Japan, Australia, or English India which can 
 prove that in one year it has sold produce to the 
 amount of 100,000 francs coming from the in- 
 dustries of the Seine-Inferieure ; and that, too, at 
 a remunerative price, which will allow the business 
 to be carried on. A gold medal, stamped with' the 
 name of the gainer, has been founded, from 1872 
 to 1877, to be given to any person who has intro- 
 duced or developed a new industry in the Depart- 
 ment. The fourth section is that of mechanics and 
 industry. There are seventeen prizes of the value 
 
so TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 of 360/., and nine medals. The subjects chiefly 
 relate to the improvement of the means of carrying 
 on manufactories. They are such as the following : 
 For a new system of economically heating boilers ; 
 for a new process of preventing deposits in boilers ; 
 for a smoke-consuming apparatus easily applied 
 to ordinary furnaces ; for a treatise on the affi- 
 nities which different species of wool and cotton 
 have for dyes ; for the best treatise on the con- 
 struction of industrial buildings ; a gold medal 
 for the firm which has most completely applied 
 to its machinery, guards for the prevention of 
 accidents, and whose premises are best heated and 
 ventilated. Such a system of prizes and medals 
 of honour cannot but be an inducement to the 
 manufacturers and workmen of the department 
 to study the subjects given out for competition, 
 and to invent the necessary machines, and write 
 the proposed essays. It is not likely that all the 
 prizes will be awarded; but whether they are or 
 not, those who compete for them will have been 
 benefited by the study they must give to the 
 various subjects. 
 
 Object of Weaving Schools. 
 
 The object of weaving schools is much misunder- 
 stood in this country. In the minds of many 
 persons there is an idea that they are simply 
 meant to teach workmen the management of a 
 
OBJECT OF WEAVING SCHOOLS. SI 
 
 loom. This is entirely a mistake, for while power- 
 loom weaving is everywhere supplanting ha:nd-loom 
 weaving, in the business of manufacturing, only 
 hand-looms are essential in a weaving school. Nor 
 is the object of the school solely to teach the 
 actual weaver, but also to teach the masters and 
 overlookers, or those who expect to occupy such 
 positions. It is hardly necessary to say that any 
 weaver who could attend a weaving school for a 
 course of six months or a year, would, at once, 
 cease to be a common weaver, and could obtain 
 a situation as an overlooker, at a higher salary, with 
 the greatest ease. As the prospectus of the Miil- 
 heim school states, the school " devotes itself to the 
 task of educating overseers and manufacturers in 
 all branches of weaving, and furnishing young men 
 who wish to become buyers or sellers of manufac- 
 tured goods with an exact knowledge of manu- 
 facturing, and thereby with a correct judgment of 
 goods." 
 
 Another objection is often made, which is much 
 more plausible, and is to this effect : " If a young 
 man wants to learn weaving, let him go to a first- 
 rate mill. He will there see every department of 
 the business in the highest state of efficiency, and 
 managed by skilled men who are able to teach 
 him whatever he wants to know. He will see the 
 newest patterns and the best machinery, and will 
 get an insight into the general management of the 
 business which he could not obtain at a school." 
 
52 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 There is certainly some truth in this ; but the 
 answer is, that the weaving school is not meant 
 to supplant the training received in the mill, but to 
 supplement it in that particular where the latter 
 fails. The proper management of a mill can only 
 be learnt in a mill. The apprentice in a mill will 
 probably see newer patterns than he can see in the 
 weaving school ; that is to say, he will see other 
 men designing and arranging new patterns ; but 
 will he learn to design and arrange them himself, to 
 calculate the warp and weft required to weave them, 
 and to cut the cards or arrange the healds ? In a 
 well managed factory, where everyone has his whole 
 time occupied with his own duties, and where every- 
 thing goes, as it were, by clock-work, no one has 
 time to teach a learner these things. Even if there 
 were the time, there might not be the desire to teach. 
 The jealousy of overlookers is often so great, that 
 instead of helping a person who comes to learn, 
 they not unfrequently do much to hinder him. 
 In proof of this may be cited a letter from a 
 manufacturer in the south of Scotland, in which he 
 speaks of the great difficulty of getting overlookers 
 for carding machines. The jealousy of the over- 
 lookers is frequently so great that they prevent, if 
 possible, anyone from learning the comparatively 
 simple business of card-setting. The consequence 
 is that the supply of overlookers is small, and their 
 wages rise greatly, so that now it is difficult to 
 obtain a good, or even an indifferent, overlooker. 
 
OBJECT OF WEAVING SCHOOLS. 53 
 
 Similar cases will occur to everyone who is ac- 
 quainted with manufacturing. If there is such diffi- 
 culty in getting good overlookers for card-setting, 
 how much more difficulty will there be in getting 
 good weaving overlookers ? The result of the pre- 
 sent system is, that very few succeed in mastering 
 all the branches of their business. Those who suc- 
 ceed do so with infinite trouble, and after many 
 mistalkes ; while the great majority only learn to 
 work in one department, and are thus inefficient 
 workmen all their lives. At a weaving school 
 none of these difficulties are felt ; for there are 
 masters whose whole duty and interest it is to 
 make their scholars as skilful as possible ; and thus 
 a regular supply of good overlookers is turned 
 out. The benefit is thus shared by everyone. 
 The overlookers receive higher wages, and the 
 masters have their work better done. By the 
 training which the masters themselves receive in 
 these schools, they are able to look after their 
 businesses more thoroughly, and to supervise work 
 themselves, for which they would not otherwise be 
 qualified. 
 
 There is another advantage which the school 
 possesses over the mill. In a mill, as a rule, only 
 one class of goods is made, and therefore a young 
 man learning a business there, can only become 
 acquainted with one branch of manufacturing. In 
 a well-conducted school, he will become familiar 
 with all classes of goods, and all materials. He 
 
 E 
 
54 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 will know what style of article is required for each 
 trade, and he will be able to introduce fresh styles 
 and ideas into his own trade, when he goes into 
 business for himself. 
 
 Success of Weaving Schools. 
 
 The fact that so many weaving schools exist in 
 countries where the value of technical education is 
 thoroughly understood, is in itself a sufficient proof 
 of their utility. The Governments of the different 
 countries would not continue to support and enlarge 
 existing schools, and to found others, if their success 
 had not been ascertained. Nor would the leading 
 manufacturers subscribe largely, and help to manage 
 some of the best schools in Germany and France, if 
 they were not convinced that, from a business point 
 of view, they answered their purpose. It is because 
 they are regarded everywhere as profitable busi- 
 ness investments that they are supported, and that 
 the sons of manufacturers, and their workmen 
 attend them. In . the countries we have visited 
 the whole educational system is so thoi'oughly 
 organised by the State, and by municipal and 
 other local authorities, that there is rarely any 
 need, as in Great Britain, for private assistance. 
 In almost every case it is considered that these 
 authorities must undertake the work or it will 
 be left undone. When, therefore, private citizens 
 come forward ii;l such a manner, and devote their 
 
SUCCESS OF WEAVING SCHOOLS. 55 
 
 time and money to these weaving schools, it can 
 only be on account of their great importance to 
 the manufacturing interests of the country. By 
 this we do not mean merely the interests of the 
 millowners of the Continent, but also that of the 
 whole manufacturing population, and especially that 
 of the workmen who have been students in the 
 schools. A weaving school differs from nearly all 
 other schools in this, that it has no value apart 
 from the influence it exercises on the manufac- 
 tures of the country, by turning out manufacturers 
 and workmen technically educated. The study of 
 chemistry, geology, drawing, and other subjects, is 
 interesting in itself, and gives pleasure to the 
 student apart from any profit he may make by it. 
 But no one would study weaving sjmply for plea- 
 sure, or would make the study anything but the 
 means to an end. The existence of the conti- 
 nental weaving schools, therefore, and the number 
 of their students, is ample pfoof that they are the 
 best means for accomplishing the end for which 
 they are established. 
 
 Improvements suggested for the Leeds 
 School. 
 
 We have not expected to find any one school of 
 which we would wish to make the Leeds school a 
 copy. Our object has rather been to notice the 
 various points of superiority which any school might 
 possess, and by uniting them in Leeds, to make 
 
 E 2 
 
S6 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 that school superior to any on the Continent. We 
 believe that such an object is one which will meet 
 with the approval of the Company of Clothworkers. 
 The first requisite is to increase the size of the 
 school. During the short time which the school 
 has been open, it has been successful, and the 
 number pf students has increased. At present the 
 number is too great for the size of the rooms, and 
 there are not enough looms to do justice to all the 
 students. It is not necessary to have seventy 
 looms, as they have at Reutlingen ; for the system 
 of teaching followed in Leeds, of only weaving 
 small patterns, renders such a number unnecessary. 
 It is desirable, however, that many more sample 
 looms of various sizes and constructions should be 
 added. A number of larger looms are also needed, 
 in which different classes of goods of larger pattern 
 can be woven ; and at least one loom of each of 
 the principal constructions should be obtained. A 
 ribbon loom would be especially useful, as it differs 
 in some respects from all others. Such an increase 
 in the number of looms as is needed to put the 
 Leeds school on a proper footing, would, of course, 
 involve an increase in the number of rooms. The 
 rooms for theoretical work should be distinct from 
 those in which the practical weaving is carried on, 
 and should be so fitted up that each student can 
 have a separate place — either a desk or cupboard — 
 for his own work. There should also' be a room 
 in which samples of material and collections of 
 
IMPROVEMENTS IN THE LEEDS SCHOOL. 57 
 
 patterns may be kept, and in which such books 
 on the subject of weaving and designing as can be 
 obtained, may be formed into a small reference 
 library. We do not recommend the use of power- 
 looms. The expense of obtaining and working 
 them is great, involving, as it does, an engine. For 
 real education in the theory of weaving, hand-looms 
 are decidedly superior ; -and the money which the 
 power-looms and engine would cost can be much 
 better employed in obtaining a greater variety of 
 hand-looms, and all kinds of materials. Such an 
 increase in the school would necessitate an increase 
 in the teaching staff. 
 
 A collection of models of machinery used in the 
 textile industries would also be very useful to the 
 students both of weaving and mechanics. It might 
 be difficult to obtain a collection equal to that in 
 the Gewerbe Akademie of Berlin, or in the Con- 
 servatoire of Paris ; but with the help of the Patent 
 Office a good museum could be formed. If it be 
 true that the Government has sent models of 
 English machinery to the Polytechnic of Aix-la- 
 Chapelle, no doubt they would be willing to do the 
 same for Leeds. Instead of forming a large patent 
 museum in London, as is proposed, it would be 
 more useful to distribute the models throughout 
 the country, sending those to Leeds which are 
 connected with the manufacture of wool. 
 
 One of the most important points is to obtain a 
 good collection of patterns of all materials, dating 
 
58 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 as far back as possible. These could no doubt be 
 obtained from merchants who had no further use 
 for their old pattern books, and who would be glad 
 to give them to the College of Science. A fresh 
 supply of patterns should be obtained each year, 
 to let the students see what patterns are being 
 made. Periodicals on weaving should be taken in 
 for their benefit ; such, for example, as The Tex- 
 tile Manufacturer and The English Mechanic. 
 The English translation of Les Tissus should 
 also be obtained, and also L'Ornement des Tissus, 
 a work of great use for designing. Other books 
 of reference in connection with the subject should 
 also be purchased as they are published. 
 
 Drawing Useful. 
 
 It is very desirable that all the students should 
 be able to draw, as otherwise their designs can 
 never be what one would like to see them. Above 
 all things it is necessary that their artistic taste 
 should be cultivated. The stress which foreign 
 schools of every description lay upon drawing 
 shows how important it is considered for persons 
 in every branch of life, and to none more so than 
 to those engaged in designing patterns for the 
 loom. Schools of art have done much for English 
 education in this respect, but the want of taste in 
 so many kinds of English manufactured goods 
 shows how much needs still to be done. A 
 
IMPROVEMENTS IN THE LEEDS SCHOOL. 59 
 
 knowledge of dyeing, and of chemistry as ap^ 
 plied to manufacturing, would also be very useful 
 to the students ; and it would not be difficult 
 to organise a class, at any rate, for the last-men- 
 tioned subject. If dyeing were taught, separate 
 rooms would have to be fitted up for the purpose, 
 with the necessary appliances. Whether this 
 would be practicable, it is not for us to say ; but 
 were such a class in operation, it would be an 
 advantage to the students of weaving. If arrange^ 
 ments could be made by which they would be 
 allowed to visit the manufacturing establishments 
 of the town and neighbourhood, it would also be 
 for their advantage. They could see the various 
 processes being carried out in a more practical and 
 complete way than is possible in a weaving school, 
 and would get a better knowledge of machinery. 
 There is, of course, some inconvenience to the 
 manufacturers in such an arrangement, but they 
 would be compensated for it in the end by a more 
 efficiently trained staff of overlookers and managers 
 being turned out from the school. 
 
 Diplomas should be granted. 
 
 It would no doubt add greatly to the efficiency 
 and popularity of the College of Science if 
 some system of prizes for original work, and 
 diplomas and scholarships, were adopted. All ex- 
 perience shows that it is useless, in the great 
 
6o TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 majority of cases, to expect persons to study 
 merely for the sake of intellectual improvement. 
 They cannot make their studies an end in them- 
 selves ; they must be looked upon as the means 
 to an end. The example of_ our Universities 
 proves this. There, if anywhere, one would expect 
 to find learning pursued for its own sake. But the 
 phenomenon is as rare there as anywhere else, 
 A large number of students go to the Universities 
 merely to qualify themselves' for some profession^ 
 Of the remainder, most study to obtain those 
 honours .in the form of fellowships, scholarships, or 
 degrees, which the University alone can give. It 
 is not necessary that there should be a pecuniary' 
 reward given for their study, though most students 
 can bear witness that such rewards prove an effec- 
 tive stimulus. The honour of a scholarship, or a 
 degree, is the chief thing coveted; for everyone 
 wishes to have the praise of his fellow men, and 
 is proud of having something to show for the work 
 he has done. This feeling operates just as much 
 in those who attend the College of Science as in 
 those who are students at the Universities. Indeed 
 it has additional strength in the case of the former. 
 The majority of the students at the weaving 
 school will probably become overlookers and 
 managers of mills. They very reasonably expect 
 that they will thus be rewarded for the time and 
 labour they have given to their studies, or, failing 
 these appointments, by becoming more efficient 
 
ADVANTAGE OF DIPLOMAS. 6l 
 
 workmen and receiving higher wages. But they 
 must have something to show as a proof that their 
 time in the school has not been wasted. A person 
 may attend the school and yet not profit much 
 by it. But he must not be allowed to claim that 
 he has received as good an education as the 
 industrious student. A diploma should therefore 
 be conferred upon those who pass their examina- 
 tions with the greatest credit, by which they should 
 be entitled to some such designation as " Master 
 Weaver." For those who pass with less distinc- 
 tion, second class diplomas, or certificates, could 
 be awarded. It is not desirable that there should 
 be many grades of these diplomas ; for the public 
 cannot be expected to remeniber the different 
 qualifications necessary for each grade. Probably 
 two are quite sufficient. They should not be 
 easily obtainable, and the highest^ at any rate, 
 should require the study of those subjects which 
 are included in the programme at Verviers. To 
 the few who show remarkable ability, there should 
 be given travelling scholarships, to enable the 
 holder to visit other countries, or to study special 
 subjects at the higher scientific colleges, or the 
 Universities. Such scholarships might be confined 
 to Working men, but the diplomas should be given 
 to all who can obtain them. For the other depart- 
 ments of the College, other diplomas should also 
 be given. 
 
 The advantages which these diplomas and the 
 
62 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 technical education given on the Continent confer 
 on both workmen and masters cannot be better 
 shown than by quoting from a speech of M. Havrez 
 to the students of the Verviers Professional School. 
 " The advantages," said he, " which the overlookers 
 and workmen can obtain from these diplomas are 
 so evident that I need scarcely dwell on the point. 
 You know that when the dull season for industry 
 Gomes, it is the worst workmen, that is to say, the 
 most ignorant, who are first discharged. Besides, 
 the instruction which you must receive to enable you 
 to obtain the diplomas, will increase your wages, 
 because your labour will bring more than that of 
 the ignorant workmen ; and finally because in case 
 of stopping the machinery or giving up business, 
 you will be dimissed last of all, and in all cases 
 for the shortest time possible ; for your employers 
 will be afraid of finding you engaged elsewhere, 
 when the time comes when they wish you to 
 return. Far from fearing the introduction of new 
 machinery, you should wish for it ; knowing that, 
 in order to manage it, there will be needed labour 
 more intelligent, more useful, and more rare. 
 
 " Moreover, are the diplomas not a guarantee for 
 the manufacturers of your courageous perseverance 
 and of your knowledge 1 Some years ago," he 
 went on to say, quoting from the speech of M. Le 
 Hardy de Beaulieu, delivered on a different oc- 
 casion, "there was founded in Lille a course of 
 instruction for firemen or stokers. The young 
 
ADVANTAGE OF DIPLOMAS. 63 
 
 workmen received all the knowledge of heating 
 boilers well, and for keeping them in good con- 
 dition and safety. Those engaged in the working 
 of mines soon perceived that the workmen who 
 came from this school heated the boilers better 
 and with less coal than did other workmen ; and 
 that they escaped many accidents and repairs, 
 and stoppage of machinery. These firemen were 
 therefore much sought after ; and everywhere they 
 were, very properly, able to demand higher wages, 
 because their work was of more value to their 
 employers. Already in Charleroi," continued M. 
 Havrez, "the situations of foremen in collieries, 
 furnaces, and mechanics' shops are only given to 
 those overlookers who have obtained a diploma 
 of Professional School of Charleroi. This apprecia- 
 tion of the utility of industrial science makes us 
 foresee, that a time will come in Verviers when the 
 situations of overlookers and directors will only 
 be reserved for the holders of the diplomas of 
 the Professional School." 
 
 To complete the system of rewards which the 
 College of Science should have at its disposal, 
 prizes should be offered on the same principle as 
 those given by the Industrial Society of Rouen. 
 The students can hardly be expected to do much 
 literary work, or to make discoveries or inventions 
 to qualify them for receiving diplomas ; but, as all 
 such work should be encouraged, these prizes might 
 be offered as extra inducements to study special 
 
64 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 subjects. There appears to be no restriction as to 
 who may compete at Rouen, and perhaps it would 
 be proper, at first, to have no restrictions here. In 
 course of time, however, the competition might be 
 limited to former and present students at the col- 
 lege, and thus another advantage would be gained 
 by those who attend its classes. 
 
 Neckssity for Scholarships. 
 
 There are, no doubt, many young men who 
 would gladly profit by the instruction given in the 
 different classes of the College- of Science, if they 
 had the means of attending it. Being obliged to 
 work for their living, they not only cannot obtain 
 money to pay the class fees, but they could ill 
 afford the money which would be necessary to 
 keep them during their course of study. A double 
 system of scholarships is needed, by which part of 
 the money should go to pay their fees, and the 
 remainder should be devoted to their maintenance. 
 In every province of Prussia there are eight free 
 scholarships to the Gewerbe Akademie of Berlin, 
 which are competed for in the various real and 
 gewerbe schulen in the country. Though the stu- 
 dents pay nothing, the Akademie receives 2/. 14?. a 
 month from the State for each free scholar. In 
 England, the only corresponding scholarships are 
 those given by the. Science and Art Department to 
 South. Kensington, by which any young artizan 
 
NECESSITY FOR SCHOLARSHIPS. 65 
 
 who passes a certain examination receives free edu- 
 cation in one or more subjects in London, and is 
 granted i/. a week for his expenses. This system 
 should, if possible, be made applicable to the 
 College of Science. Instead of giving each stu- 
 dent i/. a week for his expenses, which is more 
 than would be necessary in Leeds, he might only 
 receive a portion of that sum, and the remainder 
 could be paid to the college for his fees. The 
 school at South Kensington, being supported by 
 Government, can, of course, take in free students ; 
 but such a. plan would be impossible in a college 
 supported by voluntary effort. The one thing, 
 however, which must be kept in mind in arranging 
 any system of scholarships, is that part of the 
 money must go to support the student, as compen- 
 sation for the loss he sustains in not being able to 
 work at some trade while pursuing his studies. 
 
 If any such scheme as we have suggested were 
 carried out, the first question would be, where are the 
 young men to get sufficient education to enable them 
 to compete for these scholarships .' The fees of the 
 college might be so much lowered as to be within 
 the reach of all, or they might be abolished alto- 
 gether, and yet only a few working men would be 
 found who were able to take advantage of it. This 
 does not apply merely to those who have arrived 
 at manhood ; the difficulty is as great for those 
 who are still in their teens. One would naturally 
 look to those who attend the evening classes of 
 
66 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 mechanics' institutes as being most likely to com- 
 pete for any scholarships that the college could 
 offer. But the complaint of all those who manage 
 and promote the work of mechanics' institutes is, 
 that the young men cannot learn even elementary 
 science, because they are deficient in the rudiments 
 of education. For example, many of those who 
 come anxious to learn mathematics, cannot do so, 
 because they are comparatively ignorant of arith- 
 metic. Again, those who wish to profit by lectures, 
 and to take notes, are prevented from doing so 
 because they are not sufficiently able to write ; 
 while with others, the text-books that are placed 
 in their hands are of little use, because the students 
 are unable to read them with advantage. So long 
 as this is the case, any attempt to provide even 
 elementary scientific education for the mass of the 
 people can only be partially successful. Those 
 who know what the system of education in Ger- 
 many and Switzerland is, can realise the backward 
 state of this country, and the almost total want of 
 organisation which exists here. In England, it 
 may be said that the mass of the people have no 
 means of giving their children any but the most 
 elementary education, such as is obtained at the 
 public elementary schools ; and this education 
 stops at the age of thirteen or fourteen. A few 
 children may be sent to night schools where there 
 are any, but the majority are left to keep up their 
 learning, or forget it, just as they like. The schools 
 
GERMAN SYSTEM OF EDUCA TION, 67 
 
 for the middle classes are expensive, and often far 
 from satisfactory. They are comparatively small, 
 and in consequence good masters cannot be ob- 
 tained. It is no exaggeration to say that many of 
 those who leave an ordinary middle-class school 
 have not sufficient education to enable them to 
 enter the College of Science. 
 
 German System of Education. 
 
 In Germany and Switzerland a very different 
 system prevails, which results in giving such a 
 training as allows young men all over the country 
 to attend in great numbers those polytechnic and 
 other scientific and industrial schools which are the 
 pride of almost every large town. In North Ger- 
 many, for instance, the plan of education is as 
 follows: From six to fourteen years of age at- 
 tendance at school is compulsory. At six years 
 old the children go to the primary school, and in 
 all cases stay there till they are ten. As a general 
 rule the children of the working classes remain at 
 the primary school till they are fourteen, and during 
 the last two years of their attendance they may 
 work half-time in a mill. In the primary school, 
 however, much more is taught than in our elemen- 
 tary schools, and our sixth standard is not as high 
 as their highest standard. Those children who, at 
 ten years of age, can pass a certain examination 
 may leave the primary school, and go either to the 
 
68 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 " Gymnasium " or classical school, or to the " Real " 
 or practical school. Many of the working people, 
 and all the middle classes, take advantage of these 
 higher schools ; and thus at ten years of age their 
 children begin to get a secondary education. Those 
 children who are intended for professions, or whose 
 parents prefer classical teaching, go to the Gymna- 
 sium, where they may stay, if they wish, till they 
 are eighteen, when they can go either to the 
 teachers' seminary or to the university. Those who 
 are intended for business go to the "real schule," 
 where they may also stay till they are eighteen ; 
 or they may leave it and go to the gewerbe or trade 
 school, where the education is more technical. At 
 eighteen those who wish go to the polytechnic 
 school, where, as in the university, the course lasts 
 for three or four years. For girls there are secondary 
 schools, corresponding in efficiency either to the 
 gymnasium or " real schule." Thus the steps from 
 each school to the one above it are gradual, and the 
 whole system hangs together. The fees, too, are 
 so low, that the whole course is within the reach of 
 the mass of the people, and is taken advantage 
 of by them. There are also many schools for 
 teaching one special trade, such as weaving, mining, 
 farming, sewing, etc., and also singing, which are 
 considered of great use to the various industries of 
 the country. 
 
SWISS SYSTEM OF EDUCATION. 69 
 
 Swiss System. 
 
 In Switzerland the system is slightly different, 
 and if possible more complete. Take, for example, 
 the school system of the little town of Winterthur, 
 in the Canton of Zurich. All the education given 
 there is free, and is compulsory till the scholars are 
 fifteen years old. When they are six they go to 
 the elementary or primary school, where boys and 
 girls are taught together in the same classes. They 
 remain there till the end of their ninth year, when 
 they are separated, the bOys going to the boys' 
 " real " school, and the girls to the girls' " real " 
 school. In the " real," as well as iii the elementary 
 school, flo class consists of more than about sixty 
 scholars, and each class has a room to itself. At 
 the end of their twelfth year the girls are advanced 
 to the secondary school, where they stay till they 
 are fifteen. If they wish to continue their education, 
 they go to the higher girls' school, where they may 
 stay till they are eighteen, after which both the 
 polytechnic and the University of Zurich are open 
 to them equally with men. When the boys have 
 completed their twelfth year, they decide whether 
 they will follow the classical or practical system. 
 If the former, they go to the gymnasium, where 
 they may stay till they are eighteen or nineteen ; 
 and then go to the university. If they choose the 
 practical side, they go to the secondary school till 
 
70 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 they are fifteen. At fifteen, if they wish to con- 
 tinue their education, they either go to the industrial 
 school till they are eighteen, and thence to the 
 polytechnic at Zurich ; or they go to the Techni- 
 cum of Winterthur, which is a lower form of poly- 
 technic, and fits the students specially for the trades 
 of the town. With such a system it is not surprising 
 that the polytechnic and University of Zurich each 
 have about seven hundred students ; and that even 
 those who do not carry their education thus far, 
 begin life with an education superior to that which 
 nine-tenths of young men in England have the 
 means of obtaining. 
 
 Government Support of Secondary 
 Education. 
 
 The explanation of this success is to be found in 
 the fact that all education is controlled and sup- 
 ported by the local authorities and by Government. 
 The municipality or other local authority builds 
 and supports the elementary and secondary schools. 
 The Government supports the universities and 
 polytechnics, and contributes to the gymnasia. 
 In consequence of these public grants, education is 
 given to the students at less than cost price, and in 
 many cases is free. This is not merely the case in 
 Germany and Switzerland, but also in Austria, 
 Belgium, and France. The technical schools are 
 usually supported by the town and Government 
 
STATE AID FOR EDUCATION. 7 1 
 
 jointly. If the English system of education is ever 
 to compete with that on the Continent, the question 
 of giving aid to secondary and technical schools 
 from the Imperial taxes and the local rates must 
 be faced. The general idea here is that the duty 
 of the State with regard to education ceases when 
 the child possesses the keys to higher knowledge,' 
 and that an elementary education is all the State 
 should offer. This theory, however, is not con- 
 sistently carried out. It is violated to some extent 
 by the grants given by the Education ' Department 
 for special subjects, and also for singing, which can 
 hardly be called a necessary branch of education, 
 though very desirable. It is also violated by the 
 grants given by the Science and Art Department' 
 for "drawing in all its branches, and science, when 
 taught to artizans. The provisions in the Ele- 
 mentary Education Act which allow school boards 
 to open secondary schools is also a violation of 
 the principle. These violations, however, are so 
 generally approved of, that the principle is rapidly 
 becoming more honoured in the breach than in the 
 observance. When this is the case, why should not 
 an effort be made to establish the opposite prin- 
 ciple, namely, that it is the duty of the State to 
 provide a complete system of education. In Scot- 
 land, the burgh schools in the chief burghs, which 
 correspond to the English grammar schools, were 
 put under the school boards by the Education Act 
 of 1872. As a foundation for such a system in 
 
 F 2 
 
72 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 England, the grammar schools might have been 
 also put under the school boards, who are the 
 natural authorities to manage all educational en- 
 dowments. Where such schools did not exist, or 
 were insufficient, the board should be allowed to 
 build others, both for boys and girls. The fees in 
 these schools should be low enough to let the 
 higher education be within the reach of all ; and, 
 as has often been suggested, scholarships should be 
 given to the cleverest boys and girls in the ele- 
 mentary schbols to enable and encourage them to 
 continue their education, even up to the University 
 or College of Science. Although such higher 
 schools would be mainly for the poorer inhabitants 
 of towns, it would be unreasonable to object to the 
 children of richer parents attending them, because 
 the chief burden of the rates falls on the rich. If 
 the teaching in these schools was so good that the 
 children of the middle classes came to them instead 
 of going to private schools, as at present, so much 
 the better for the children. It might be a hardship 
 to some masters of private schools, but as education 
 is meant to benefit the children and not the 
 teachers, that need hardly be considered ; especially 
 as such masters would in most cases be successful 
 competitors for positions in these secondary schools. 
 It would be necessary to make these secondary 
 schools like the German " real " school rather than 
 like the gymnasium. The wants of the working and 
 lower middle classes lie in the direction of the 
 former rather than of the latter. At present, in the 
 
STATE AW FOR EDUCATION. 73 
 
 grammar schools which have both classical and 
 commercial sides, the commercial side is pretty- 
 sure to suffer. The masters have a tendency to 
 favour the classical school, because it leads to the 
 University, and savours more of the great English 
 public schools. If justice is to be done to the 
 commercial school, it must be in a separate build- 
 ing, as it is in Germany, and be kept quite separate 
 from its overpowering classical neighbour. Each 
 town will soon find out how many of these 
 secondary schools it needs, and the educational 
 institutions of the country will be put on a more 
 satisfactory foundation. 
 
 The school boards might also be empowered to 
 build industrial technical schools for both boys and 
 girls. In doing this no better model could be 
 found than the Municipal Professional School of 
 Reims. It has been built by the town for the 
 technical education of the sons of the working 
 men. Boys go to it immediately after leaving 
 the elementary school, and stay there three years. 
 During their course they are taught the various 
 branches of a higher education, including English 
 and German, and they are also prepared for their 
 work as weavers, mechanics, clerks, etc. For all' 
 this the fee is 4/. a year, and the town pays the fees 
 of those who are unable to pay for themselves. 
 Admission to such a school should be dependent 
 on passing an examination, and would be looked 
 upon as one of the greatest prizes to be gained in 
 the lower school. 
 
74 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Government Grants for the College of 
 Science. . 
 
 With regard to the means of supporting and ex- 
 tending such institutions as the Yorkshire College 
 of Science, it would scarcely be fair to charge any 
 portion of it on the local rates ; except to this 
 extent, that all the school boards of the riding or 
 county might be allowed to establish scholarships 
 at the college, to be competed for by the young 
 men and women of their districts. The support of 
 the College of Science falls most properly on the 
 Government, in the same way as does that of the 
 polytechnics of the Continent. Everyone on the 
 Continent to whom we spoke of our college, as being 
 founded and supported by voluntary subscriptions, 
 was astonished that such a thing was possible. The 
 continental idea is to let the Government or the 
 local authorities do everything, and the private 
 person nothing at all. Such an idea is, no doubt, 
 as far wrong as the opposite idea, that the Govern- 
 ment should do nothing for higher education. The 
 plan which has been followed more than once, 
 notably in the case of the new Glasgow Univer- 
 sity buildings, seems a good one, namely, that the 
 Government shall give a sum equal to that raised 
 by local subscriptions. A guarantee is thus given 
 that a district really wishes to have a certain col- 
 lege or other building, and has made an effort to 
 
GRANTS FOR THE COLLEGE OF SCIENCE. 7S 
 
 obtain it. It would also be reasonable to expect 
 that the Government should give an annual grant 
 towards the expenses of our College of Science, in 
 the same way as it gives grants to the Scotch 
 Universities. Unfortunately, Parliament watches 
 the increase of the education estimates with greater 
 jealousy than those for the army and navy ; and 
 seems unwilling to grant any increase which is to 
 be devoted to the educational welfare of the people, 
 by means of secondary schools. We believe, how- 
 ever, that a feeling is growing in the country in 
 favour of grants to scientific and technical schools, 
 and that ere long the claims of the Yorkshire 
 College of Science will be recognised. It will then 
 be able to complete that extension which it is 
 understood to be the intention of the Worshipful 
 Company of Clothworkers so generously to com- 
 mence, and will become an institution of which 
 not only the West Riding, but all Yorkshire, may 
 be proud. 
 
76 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 INDUSTRIAL SCHOOLS FOR GIRLS 
 AND YOUNG WOMEN. 
 
 Although the subject of industrial and com- 
 mercial schools for girls does not come directly 
 within the range of this Report, yet, knowing the 
 interest which your Worshipful Company takes in 
 the education of girls, and the help which you give 
 for that object, we wish to call your attention to a 
 system of instruction on the Continent which sup- 
 plies for girls the same want which the technical 
 schools supply for boys. Within the last few years, 
 in many of the chief towns of Germany and in 
 Brussels, schools have been opened with the object 
 of giving to girls a commercial and industrial edu- 
 cation, which will enable them to occupy situations 
 in offices and counting-houses, as well as qualifying 
 them to be designers in porcelain and textile 
 manufactories. The usual branches of dressmaking 
 and fancy work are also taught in these schools, 
 which have, in most cases, been founded and are 
 managed by associations of ladies. They are sup- 
 ported by the subscriptions of friends, and the fees 
 of the students ; though in one or two instances 
 they receive aid from the town. Those which we 
 visited were in Brussels, Berlin, Prague, Vienna, 
 Munich, and Reutlingen. There are, however, 
 others in the chief towns of Germany, 
 
'PROFESSIONAL SCHOOL" FOR GIRLS. 77 
 
 "Professional School" at Brussels. 
 
 The Professional School for girls in Brussels, in 
 the Rue des Marais, was founded in 1865, to im- 
 prove the condition of girls. As the Report truly 
 says : " The creation of the school has satisfied a 
 legitiniate want of the working class ; it has come 
 to fill an important vacancy. Those women who 
 seek the means of existence by work often find 
 themselves under the _ most difficult conditions. 
 Subject to a long apprenticeship ; having gene- 
 rally, as directors of the first steps of their pro- 
 fessional career, employers of small intelligence who 
 are interested in keeping their workwomen in an 
 inferior and dependent position, these women in' 
 most cases only obtain a salary quite insufficient to 
 repay them for their hard work.. It is to ameliorate 
 their condition, to combat their ignorance and their 
 destitution, the sources of all their misery and their 
 degradation — in short, to offer them better chances 
 in life, that the Professional School for girls has 
 been founded. Its object is not merely to furnish 
 a professional education — to familiarise the girls 
 with the practice of the profession or trade they 
 wish to follow. It aims also at preserving and 
 developing the benefits of the instruction received 
 at the primary school." The idea of founding 
 the school originated with a few persons who ap- 
 pealed to the public for help. In a short time 
 
78 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 the number of subscribers reached one hundred and 
 thirty-four, the majority of whom promised sub- 
 scriptions of at least thirty-six francs a year, that 
 sum being at first fixed as the school fee. The 
 municipal council promised an annual subscription 
 of 3600 francs, obtaining thereby the right to send 
 one hundred girls to the school as free scholars. 
 With this income the school was opened, and 
 sixty girls were enrolled. Up till 1868 the school 
 remained a private one, but in that year the muni- 
 cipal authorities declared themselves willing to 
 adopt it as one of the public schools of the town. 
 At their suggestion the Government agreed to sub- 
 sidise it, by which means it has reached its present 
 position. It is still aided by subscriptions, and the 
 ' subscribers, who number three hundred, elect from 
 among themselves a committee to manage it. The 
 instruction is in two courses, general and special. 
 The former includes French, Flemish, arithmetic, 
 history, elements of natural history, natural philo- 
 sophy, and chemistry, as applicable to the wants of 
 life ; questions on education, hygiene, and domestic 
 economy ; writing and ornamental designing, sing- 
 ing and gymnastics. The special course includes 
 commercial knowledge, such as book-keeping, com- 
 mercial arithmetic, commercial law, and English or 
 German ; industrial designing, chiefly such as is 
 applicable to millinery and dressmaking, and the 
 manufacture of porcelain ; painting on porcelain, 
 dressmaking, cutting out, and the getting up of 
 
"PROFESSIONAL SCHOOL" FOR GIRLS. 79 
 
 linen ; the manufacture of artificial flowers ; paint- 
 ing on fans and various stuffs. So popular has the 
 school become that the number now in attendance 
 considerably exceeds three hundred. In 1874 there 
 were two hundred and eighty girls, of whom one 
 hundred and thirty-three paid the fees, eighty-seven 
 were admitted free by the chief subscribers, and 
 sixty were sent free by the town. Several of the 
 neighbouring communes have founded scholarships 
 to the school. As a proof of the quality of the 
 work done in the school, they have received medals 
 for things exhibited in various exhibitions, and a 
 diploma of excellence was awarded to them at the 
 London International Exhibition of 1871. Their 
 report further mentions that some of the most 
 elegant dresses for the court balls have been made 
 in the school. We saw a number of the girls at 
 work, designing and doing embroideryj making 
 flowers, and painting; the work appeared to be 
 tastefully designed and exceedingly well done. 
 At the end of the course those girls who pass 
 an examination obtain certificates of proficiency. 
 The method of examination in dressmaking, for 
 instance, is this : A certain amount of material is 
 given to a girl, which she has to make into a dress 
 and fit on to a lay figure. In judging her work, 
 the taste displayed and the exactness of the fit, 
 etc., are taken into account. As might be expected, 
 the girls and young women who leave the school 
 easily obtain lucrative employment, in whatever 
 
8o TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 business they have been trained to follow, and enter 
 life with a thorough knowledge of their work, which 
 will enable them to push their way in the world. 
 To show the increasing prosperity of the school, 
 we may mention that their receipts have increased 
 from u,200 francs in 1865 to 59,000 francs in 1872, 
 while their expenses have increased from 10,800 
 francs to 37,000 francs during the same years. 
 
 German Schools : Berlin. 
 
 The schools in Germany have been founded 
 in much the same way, and their success has jpeen 
 equally great. With the exception of that in 
 Munich, which was founded in 1873 by the muni- 
 cipality, and under the presidency of the Burgo- 
 master, Dr. Widinmayer, has prospered greatly, 
 all the German schools have been founded by 
 associations of the leading ladies in the various 
 towns, and are managed by them generally with- 
 out any assistance from men. In this they differ 
 from the Brussels school, which appears to have 
 been the work of gentlemen. The association in 
 Berlin, or, as it is called, the " Lette-Verein," has 
 its school at No. 90, Koniggratzerstrasse, and is 
 a union of various committees, under the patronage 
 of the Princess Imperial of Germany. The school 
 is in three divisions, commercial, industrial, and 
 drawing. The list of subjects is much the same as 
 in Brussels, the commercial department being rather 
 
"LETTErVEREIN" IN BERLIN. 8l 
 
 more complete. Telegraphy is also taught, and 
 many young woman are employed in telegraph 
 offices who have been taught there. There are over, 
 two hundred students altogether, who pay fees 
 varying from d^s. to 15J. a month. In the same 
 building is the " Viktoria-Stift," or Victoria Charity, 
 connected with which is a boarding house where 
 pupils at the school, and other young women, can 
 lodge at a low rate. Another department is the 
 Victoria Bazaar, to which any lady in the town can 
 send her fancy work, to be sold for her own benefit. 
 This is largely used by the ladies of Berlin. The 
 conditions on which work is received at the Bazaar 
 are, that the workmanship must be good, and that 
 ' the article has not been washed, and yet is quite 
 clean. Another department of the Association's 
 work is to find employment for women in such 
 situations as governesses, nurses, ladies' assistants,^ 
 clerks, salewomen, cutters-out for tailors and linen 
 warehouses, copyists, etc. ; and large numbers have 
 been helped in this way. There is also the 
 Charlotten Stiftung, or charity for helping the 
 needy daughters of noble and military families. 
 Besides these there is a school for compositors, 
 which is joined to a company under the title of 
 the Berlin Printing Company, 47, Ritterstrasse, 
 started by several gentlemen on purpose to help 
 the school. Each of these departments of the 
 Lette-Verein is managed by a separate committee, 
 on only two of which are there any gentlemen. 
 
82 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Attached to the ischool of the Association is a 
 cooking school, which is largely attended by girls 
 of the middle and upper classes. The food cooked 
 is sold in a restaurant for ladies only, for which 
 the pupils do all the cooking. The cooking school 
 pays its own expenses. The loss on the other 
 schools, etc., is made up by yearly subscriptions, 
 which range from a few shillings to two or three 
 pounds.- They also receive numerous donations. 
 Among these are 150^ from the Princess Im- 
 perial of Germany, and 15/. and 20/. from the 
 Emperor and Empress. 
 
 Ladies' Association in Vienna. 
 
 The Ladies' Industrial Association (Frauen Er- 
 werb Verein) of Vienna, 4, Rahlgasse, is one of the 
 best of these institutions. It was founded about 
 five years ago by Frau von Neuvall, and is now 
 managed by a committee of ladies, with a few 
 gentlemen as an extraordinary council. It is 
 divided into eleven schools ; namely, for commerce, 
 French, English, stenography, drawing, higher 
 working school, sewing, cutting out, point lace 
 work, telegraphy, and general improvement. The 
 fees range froni about 4/. ioj. to i/. a year, and the 
 school is well attended. The committee finds 
 situations for girls who desire them, when they 
 leave the school. There are two ways in which 
 work is found for the girls in the school. They 
 may bring their own work and do it there, or ladies 
 
LADIES' INDUSTRIAL ASSOCIATIONS. 83 
 
 send work to be done. In the former case the 
 girls can get work from shops or from their friends, 
 and so earn money. In the latter case the ladies 
 who send work pay for it being done, and the girls 
 thus receive payment for their, services. Many 
 ladies get their dresses made at the schools, and 
 thus a system of what may be called co-operative 
 dressmaking is established, by which both the 
 employers and the employed benefit. Subscrip- 
 tions are needed here also to meet the loss on the 
 school, but these are easily obtained. 
 
 Schools in other Towns. 
 
 The Frauen Erwerb Verein of Prague has two 
 schools ; the chief one in Herrngasse, No. 6, and a 
 branch at 14, Rosengasse. In the latter place 
 machine knitting, and cutting out, and sewing, are 
 taught. In the former there are the commercial 
 schools, dressmaking school, and schools for tele- 
 graphy, and educating teachers for the kindergarten 
 system. Altogether, there are more than two hun- 
 dred scholars. The schools receive grants from the 
 State, the province of Bohemia, and the town of 
 Prague. They also receive a handsome sum yearly 
 from a performance at the theatre, which is given 
 for their benefit. The management of this school 
 is confined to ladies. 
 
 Although the Munich Frauen Arbeits Schule has 
 been open only since 1873, it has about two hun- 
 
84 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 dred scholars, who learn hand-sewing, knitting, 
 machine-sewing, dressmaking, fancy work, drawing, 
 arithmetic, book-keeping, etc. The fee is three 
 florins a month, but those who are unable to pay- 
 are admitted free. The fact that they have sixty 
 sewing machines Will give some idea of the amount 
 of work done. In connection with this school is a, 
 seminary for teachers of work, where a general 
 education is given, as well as practical instruction 
 in sewing, etc. A higher girls' school is also in the 
 same building, 17, Ober Anger, which is attended by 
 two hundred girls, many of whom are free scholars. 
 
 The only other of these girls' schools which we 
 visited was that in Reutlingen. It is in the same 
 building as the weaving school; but is soon to be 
 removed to more convenient quarters erected for 
 it. Five years ago the school was opened by a 
 lady with only six girls. Now there are more than 
 two hundred, and it is assisted by the town and the 
 State. It has five divisions : plain sewing, such as 
 shirts, collars, etc. ; making of dresses and clothes ; 
 machine sewing ; embroidery ; and fancy woollen 
 goods. All learn drawing. The girls either work 
 for themselves or for the school, in which case they 
 are • paid for what they do. The directors can 
 always sell the articles made, and often receive 
 orders from shops for goods beforehand. The school 
 is bound to niake as much as it can in this way, 
 and the deficit is supplied by the town and State. 
 
 In the Exhibition of German Manufactures, held 
 
LADIES' INDUSTRIAL ASSOCIATIONS. 85 
 
 at Munich this year, a considerable quantity of 
 work done in the different girls' schools was shown. 
 That done in Munich was well able to hold its own 
 against all others for taste, design, and good work- 
 manship. The Frauen Arbeits School is not, how- 
 ever, the only school of the kind in Munich. Very 
 beautiful work w^s exhibited from the Kunst In- 
 dustrie Schule, No. 2, Frauen Platz, and from the 
 girls' department of the Kunst Gewerbe Schule 
 of Munich, These consisted of artificial flowers, 
 paintings on silk from nature, paintings on wood ; 
 designs for tiles, wall papers, cups, plates, fans, and 
 house decorations ; also patterns for damask table- 
 cloths and napkins drawn on point paper. These 
 were marked " Executed for Briine and Lippelt, 
 manufacturers, Briin." It would appear from this 
 that manufacturers in Austria employ girls in the 
 schools of Munich to design patterns for their 
 goods. The advantage which the girls must reap 
 from such a system is incalculable ; for when they 
 leave the school they no doubt continue in the 
 employment of those firms for whom they have 
 made patterns previously, and an honourable and 
 lucrative trade is thus open to them. Excellent 
 work was also exhibited from the girls' school at 
 Reutlingen, and from similar schools at Calw, 
 Stuttgart, and Biberach. We wfere told that there 
 are schools of the same kind at Darmstadt, under 
 the patronage of Princess Alice of Hesse Darm- 
 stadt, and also at Hamburg.. 
 
 G 
 
86 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Need for such Schools in England. 
 
 It is greatly to be regretted that such schools do 
 not exist in this country. They would supply a 
 want which is greatly felt here, especially by that 
 class of girls and women who look upon the posi- 
 tion of a governess as their only means of earning 
 a living. They have the ability and the taste to 
 become designers, but they need the technical 
 instruction, which at present it is almost impossible 
 for them to obtain. They want also the recom- 
 mendation of having studied at some such school, 
 to induce manufacturers to employ them ; but if it 
 were known that they had had such a traiining as 
 the German girls receive, they could easily obtain 
 remunerative employment, in many ways. The 
 great increase in continental fancy work which has 
 come to this country within the last few years is 
 also to be partly attributed to these schools. The 
 continental nations may perhaps have more natural 
 taste than the English, as is asserted by many per- 
 sons ; but without some training, both in designing 
 and working, it would be impossible for them to 
 produce the superior class of fancy work and em- 
 broidery, which annually comes to this country. 
 It would be desirable, too, for girls to be taught 
 the Kindergarten system of education. Now that 
 school boards have to provide for a large number 
 of children who are little more than infants, the 
 Kindergarten system may be more generally carried 
 
LADIES' INDUSTRIAL ASSOCIATIONS. 87 
 
 but. At present its development is checked by the 
 scarcity of teachers ; but if they were to be found, 
 they would soon obtain employment in the honour- 
 able calling they had chosen. The employment of 
 women as clerks is comparatively rare here except 
 in the post-Office service. This arises to a great 
 extent from the fact that no young women are 
 trained for the work. Unlike men, they do not go 
 in when young, and work their way up. If they 
 could be engaged ready trained, they would find a 
 market for their services, and would soon be able 
 to compete with men. 
 
 Schools for Dressmaking. 
 
 The schools for dressmaking and sewing, per- 
 haps, offer the widest field to those who ma:y open 
 them. If the ladies in each of our large towns 
 were to organise a school for sewing and dress- 
 making, for which they should have one or more 
 competent mistresses, there would be no lack of 
 pupils, who would pay a small fee. Those who 
 wished to bring their own work could be allowed to 
 do so ; but the aim of the committee should be to 
 get work from the ladies of the town. They could 
 send dresses and other articles to be made, as is 
 done in Vienna ; and as the committee would not 
 need to make a profit, the work would be much 
 more cheaply done than by any professional dress- 
 maker, the girls receiving at the same time proper 
 
 G 2 
 
88 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 payment. ^ class of trained dressmakers would 
 gradually be formed, who could obtain lucrative 
 employment as forewomen in large establishments. 
 If diplomas, or certificates, were given similar to 
 those in Brussels, a certain dignity would accrue to 
 the holders, and women of more education and 
 better social position would qualify themselves for 
 the position, and would rise from being forewomen 
 to be mistresses of their own businesses, or teachers 
 in other schools. A large number of sewing mis- 
 tresses will be needed for the elementary schools, 
 now being built by school boards ; and for these 
 responsible positions it is of the highest importance 
 that women of education should be obtained. The 
 great aim in the question of opening new pursuits 
 to woman should be not merely to enlarge the 
 number, but especially to add dignity to the call- 
 ing. Nothing lowers the standard of any employ- 
 ment, either as regards the estimation in which, the 
 public hold it, or the payment which those em- 
 ployed receive, so much as flooding the market 
 with unskilled labour. This is what is being done 
 with most of the occupations that are now open to 
 women. The result naturally is that the labour 
 produces very little remuneration, and the women 
 starve upon their small earnings. What is needed 
 is to elevate their trades, by giving a technical 
 education to those employed in them, so that, on 
 account of their greater skill, they may be entitled 
 to receive a higher salary. Those who do some- 
 
SCHOOLS FOR DRESSMAKING. 89 
 
 thing in this direction will have the reward of 
 seeing their work better done, and will have earned 
 the gratitude of thousands of women, for whom 
 their far-sighted benevolence, and sense of justice, 
 have opened up careers of useful and profitable 
 employment. 
 
 We have the honour to be. Gentlemen, 
 Your obedient servants, 
 
 Walter S. B. McLaren. 
 John Beaumont. 
 
LIST OF WEAVING SCHOOLS. 9 1 
 
 APPENDIX I. 
 
 LIST OF POLYTECHNIC AND OTHER 
 
 SCHOOLS IN WHICH WEAVING IS 
 
 TAUGHT. 
 
 Aix-la-Chapelle Polytechnic. 
 
 Berlin Gewerbe Akademie. 
 
 Prague German Polytechnic. 
 
 Prague Bohemian Polytechnic 
 
 Vienna Polytechnic. 
 
 Stuttgart Polytechnic. 
 
 Paris Conservatoire des Arts et Metiers. 
 
 Lille Industrial Institute. 
 Ghent Industrial School. 
 Verviers Professional School. 
 Miilheim Weaving School. 
 Crefeld Weaving School. 
 Elberfeld Private School. 
 Barmen Art and Trade Association. 
 Einbeck Weaving School. 
 Chemnitz Weaving School. 
 Meerane Weaving School. 
 Gross-Schonau Weaving School. 
 Vienna Weaving School. 
 Passau Weaving School. 
 Heidenheim Weaving School. 
 Reutlingen Weaving School. 
 Mulhouse Weaving School. 
 Reims Municipal Professional School. 
 Reims Industrial Society. 
 
92 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Elbeuf Industrial Society. 
 
 Elbeuf Private School (M. Bertin). 
 
 Elbeuf Private School (M. Sorret). 
 
 Rouen Industrial and Commercial School. 
 
 Rouen Industrial Society. 
 
 Amiens Industrial Society. 
 
 The following schools we did not visit : 
 
 Weimar, Laichingen in Wurtemburg, and Hof near 
 Miinchberg, in Bavaria. 
 
 Weaving schools will soon be opened at the Polytechnic 
 of Munich and at Zurich. 
 
INDUSTRIAL INSTITUTE AT LILLE. 93 
 
 APPENDIX II. 
 
 INDUSTRIAL, AGRICULTURAL, AND 
 COMMERCIAL INSTITUTE OF THE 
 NORTH OF FRANCE, LILLE. 
 
 SUMMARY OF FLAN OF STUDIES. 
 
 INDUSTRIAL SCHOOL. 
 Division of Technology. 
 
 Three Sections. 
 
 I. Mechanical Arts. II. Spinning and Weaving. 
 
 III. Chemical Industries. 
 
 First Year, 
 Course common to the Three Sections. 
 Elementary mathematics ; descriptive geometry ; mea- 
 surement of plans, and surveying ; elementary mechanics ; 
 general physics ; general chemistry ; zoology and botany ; 
 geology ; accountantship ; general principles of law ; and 
 English or German. 
 
 Course common to Sections I. and III. 
 Industrial chemistry. 
 
 Special course for Section II. 
 Spinning and weaving ; introduction and first notions on 
 textile materials, and the different operations in spinning 
 and weaving. 
 
 Second Year. 
 
 Course common to the Three Sections. 
 Steam engines ; industrial physics ; industrial construc- 
 tions; industrial and commercial geography; indusfrial 
 hygiene ; political economy ; commercial law ; industrial 
 
94 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 legislation (laws and regulations respecting steam appa- 
 ratus, unhealthy establishments, the employment of 
 children, etc.) ; and EngUsh or German. 
 
 Course common to Sections L and II. 
 , Applied chemistry ; construction of machines. 
 Course common to Sections I. and III. 
 Metallurgy j sugar refining ; and distilling. 
 
 Course common to Sections IT. and III. 
 Bleaching, dyeing, and finishing. 
 
 Special course for Section I. 
 Spinning and weaving (construction of machines) ; 
 agricultural machines ; working of mines ; railways. 
 Special course for Section II. 
 Textile materials studied from the agricultural and com- 
 mercial point of view. Spinning linen, hemp, jute, cotton, 
 wool, silk, etc. Weaving plain and figured goods, eta 
 Special course for Section III. 
 Analytical chemistry ; industrial mineral chemistry ; 
 industrial organic chemistry ; mineralogy ; and geology. 
 
 Division of Civil Engineering. 
 
 This division is a three years' course. It is divided 
 into four sections, viz. constructions, working of 
 mines, chemical industries, and spinning and weaving. 
 The programme of the course is very similar to that 
 of the division of technology, but is somewhat fuller. 
 There are also in both divisions practical exercises. 
 These are : Drawing, six hours a week ; the exercises 
 in drawing are, like all the practical exercises, applied 
 to the different specialities ; thus, the students of weaving 
 are particularly practised in ornamental design. Practice 
 in the workshop and chemical laboratories, two and t 
 half hours daily. Excursions : During the summer, one 
 
INDUSTRIAL INSTITUTE AT LILLE. 95 
 
 afternoon a week is devoted to visits to factories, work- 
 Shops, etc. The students have to present at the end of 
 each excursion a notice of the establishments visited, 
 with sketches made in the place. Examinations are 
 held at stated intervals. 
 
 AGRICULTURAL SCHOOL. 
 First Year. 
 
 Elementary and applied mathematics ; elementary me- 
 chanics; general physics ; general and agricultural che- 
 mistry ; zoology and botany ; agriculture ; accountantship ; 
 general principles of law ; EngUsh or German. 
 
 Second Year. 
 
 Steam engines; industrial and rural constructions 
 (study of materials, execution of works in masonry and 
 in wood or iron, types of industrial and rural buildings, 
 construction of roads) ; analytic chemistry ; industrial 
 and organic chemistry; sugar refining and distilling; 
 mineralogy ; geology ; special agriculture ; hydraulics as 
 applied to agriculture ; agricultural machines ; veterinary 
 art; textile materials; agricultural geography; industrial 
 and commercial geography ; hygiene ; political economy ; 
 commercial and agricultural law; industrial legislation; 
 English or German. 
 
 Practical Exercises. 
 
 Drawing ; practice in the workshop (joinering, etc.) ; 
 chemistry (analysis of materials relating to agriculture, 
 processes for discovering adulteration in manures, etc.) ; 
 excursions (made under the guidance of a special pro- 
 fessor, to allow the students to follow the work which is 
 
96 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 being carried on during the diflferent seasons on the 
 principal farms near Lille) ; practice in cultivation (a 
 special field near Lille is used for diflferent experiments 
 in cultivation, and specially for comparison of the results 
 obtained by the aid of different manures). Examinations 
 are held at stated intervals, 
 
 COMMERCIAL SCHOOL. 
 
 First Year. 
 Elementary mathematics, physics, chemistry, and 
 natural history; accountantship; merchandise (study of 
 materials and manufactured products) ; industrial and 
 commercial geography ; law ; English and German (both 
 obligatory) ; Italian or Spanish (optional). 
 
 Second Year. 
 
 Commercial arithmetic and accountantship; political 
 economy; commercial law; merchandise; commercial 
 geography; history of commerce; fiscal and custom- 
 house legislation ; hygiene ; English and German ; Italian 
 or Spanish. 
 
 Practical Exercises. 
 
 Caligraphy; commercial office (book-keeping, prepa- 
 ration of all documents used in business, and complete 
 series of supposed commercial operations) ; drawing and 
 sketching; practical study of the processes of rapidly 
 testing goods, such as are used in commerce for finding 
 the degree of purity in those articles most exposed to 
 adulteration; excursions (visits to commercial establish- 
 ments, etc.). Examinations held at stated periods. 
 
XVEA VING SCHOOL A T MULHEIM. 97 
 
 APPENDIX III. 
 
 PROSPECTUSES OF THE WEAVING 
 
 SCHOOLS OF MULHEIM, VIENNA, CRE- 
 
 FELD, CHEMNITZ, AND MULHOUSE. 
 
 Prospectus of the Weaving School at 
 
 MULHEIM AM RHEIN (RHENISH PRUSSIA). 
 
 Under State auspices, this establishment has 
 existed for a number of years, with very satisfac- 
 tory results. Under the care of the undersigned 
 trustees it is conducted by tried teachers, and 
 devotes itself to the task of educating overseers 
 and manufacturers in all branches of weaving, and 
 to furnish young men who wish to become buyers 
 or sellers of manufactured goods with an exact 
 knowledge of manufacturing, and thereby with a 
 correct judgment of goods. 
 
 Completely to fulfil this aim, the instruction 
 extends from the weaving of different sorts of 
 simple and mixed stuffs (such as linen, cotton, 
 wool, silk, etc.) to the drawing out of weaving 
 plans for fancy stuffs, and to the independent com- 
 position of patterns. After the arrangement and 
 composition of these have been learned in the 
 under-mentioned order, the scholar will receive 
 advice on the following^ points, very important in 
 the practical exercise of his trade : 
 
 1st. Upon the arrangement and colouring of the 
 
98 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 different classes of raw materials and the dressing 
 of the goods manufactured from them. The esta- 
 blishment possesses a laboratory and a dye-house, 
 in which, under the direction of a chemist and a 
 dyer, instruction is given in the theoretical relations 
 of the combined dyes, and also in the preparation 
 and practical application of them. 
 
 2nd. Upon calculations for patterns, by which 
 the scholar is enabled to fix the arrangement of 
 materials for the article to be manufactured, and to 
 manage it in the most profitable way. 
 
 Note. — The institution has made it a primary 
 principle to make practical men and not theorists. 
 Its aim is therefore not directed towards burdening 
 the scholar with unpractical learning (which too 
 often means only loss of time, and leaves him 
 farther from his proposed object), but rather to lay 
 before him, in a simple, practical manner, that 
 which will enable him to thoroughly understand 
 whatever is of importance, in the special line that 
 he proposes to follow, and will enable him to attain 
 his object, in the shortest possible time, compatible 
 with thorough knowledge. 
 
 Should the scholar wish to turn his attention 
 specially to any one branch of weaving or dyeing, 
 the teaching of the school is arranged so as to 
 enable him to do this, without altering its usual 
 course. 
 
 The course of instruction consists of the following 
 four divisions : 
 
IV£A VING SCHOOL AT MULHEIM. 99 
 
 First Division. 
 
 Introduction. — General instructions in the pre- 
 paration of the raw material for weaving ; of the 
 warp and weft ; of the implements necessary in 
 weaving ; of the loom and its management pre- 
 vious to weaving. 
 
 Second Division. 
 
 Treadle weaving, including decomposition of pat- 
 terns of plain stuffs, in the following gradations : 
 
 1. Principles of the ground material. Decompo- 
 sition of the groundwork into separate cordings, 
 with regular and irregular draughts. 
 
 2. Decomposition of combined stuffs, with two, 
 three, and four, or more warps of similar or different 
 materials with different cordings, with one and 
 several treadle divisions, and with the same or 
 differently alternating wefts. 
 
 3. The drawing out of weaving plans, and prac- 
 tical weaving of plain stuffs. 
 
 Third Division. 
 
 Jacquard weaving, with the decomposition of 
 figured patterns in the following gradations : 
 
 I. Instruction as to the fittings of the jacquard 
 system ; the jacquard machine ; principles of jac- 
 quard weaving ; decomposition and drawing out of 
 plans for simple stuff, with the system of reading 
 off the plans for the card-cutting. 
 
100 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 2. Decomposition and drawing of plans for 
 shaded, perforated, and brocaded stuffs, with one 
 or more warps. 
 
 3. Decomposition and designing of double-faced 
 goods, and other combinations of double stuffs with 
 complicated cordings, such as damasks, lamas, 
 linsey woolseys, taille douce, damask tablecloths, 
 Cashmere shawls, etc., and practical weaving of 
 figured stuffs. 
 
 4. Varieties of velvet stuffs. Decomposition and 
 designing of plush, plain and figured ; cut and un- 
 cut velvet, with single or more sets of leaves. 
 
 5. Gauze, Decomposition and designing of the 
 same, with one or more caulm-divisions with sepa- 
 rate plain-cloth and binding threads. Double gauze. 
 
 6. Ribbons. Decomposition and designing of 
 the same, with \varp and weft fringes, with single, 
 double, and mixed draughts. Analysis of borders, 
 fringes, perforated ribbons, laces, etc. Practical 
 weaving of the same. 
 
 7. Harness weaving of figured stuffs. Drawing 
 of the same, and afterwards independent designing 
 of new patterns by the scholars, (without samples to 
 copy) in each of the different systems of weaving. 
 
 8. Explanation of steam and power-looms ; the 
 taking asunder of the same and putting them 
 together again ; acquiring a fundamental know- 
 ledge of their construction. Practical weaving on 
 the same. 
 
WEAVING SCHOOL AT MULHEIM. lOI 
 
 Fourth Division. 
 
 1. Knowledge of the raw materials. Colouring 
 of the same. 
 
 2. Finishing of the different woven stuffs. 
 
 3. Calculation of the goods to be manufactured. 
 In connection with the weaving school is a school 
 
 of drawing and designing. This is held in the same 
 building, and is conducted by an able teacher. 
 Drawing is of the utmost importance in the divi- 
 sion of figured weaving, as the scholar, by a 
 thorough knowledge of it, is enabled to invent new 
 designs, and also to put them into a suitable form 
 to be practically carried out. 
 
 This instruction is divided into two parts : 
 
 1. Free-hand drawing, consisting of drawing from 
 copies, plaster models, and from nature, such as 
 flowers, etc. 
 
 2. Instructions in the drawing of designs for 
 practical weaving. 
 
 Conditions of Entrance. 
 
 The school fee for the entire course (which 
 with diligence may be completed in about a year, 
 and includes all the processes mentioned in the 
 foregoing prospectus) amounts to 300 marks (about 
 15/.). On entrance into the establishment, either 
 the whole or one half of this must be paid ; in the 
 latter case, the remainder must be discharged in 
 three months. Anyone who does not work through 
 
 H 
 
I02 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 the whole course is, nevertheless, bound to pay the 
 full amount, i. e. 300 marks. 
 
 The patterns for analysis, as well as the neces- 
 sary materials for drawing and writing, magnifying 
 glasses, reed gauge, etc., are supplied by the director, 
 in order that a complete equality may exist. The 
 proximate expenses of these may amount to about 
 60 marks (3/.). 
 
 The holidays consist of eight days at each of the 
 three great festivals, and four weeks in August. . 
 
 The regulations of the weaving school permit the 
 reception of a scholar at any time. 
 
 Announcements of entrance will be received by 
 the director of the establishment, Mr. William 
 Rath, or by any of the undersigned trustees. 
 
 The managers, and also the teachers of the 
 establishment, watch over the diligence and general 
 behaviour of the pupils ; and the director will be 
 most happy, from time to time, to send a report of 
 progress to any of the parents who may desire it. 
 
 BuRGERMEiSTER Blin, Chairman. 
 Christoph Andreae, J UN. 
 Theodor Steinkauler. 
 Lambert Daniels. 
 
 Trustees of the State Weaving School. 
 
 Mulheim-on-the-Rhine, 
 January, 1875. 
 
 Note. — Miilheim is situated about three miles 
 down the Rhine from Cologne. Steamboats leave 
 the bridge of boats every half hour for Miilheim. 
 
WEAVING SCHOOL AT VIENNA. 103 
 
 The Vienna Technical and Weaving 
 School. 
 
 This school, existing under the immediate con- 
 trot of the praiseworthy commission for the 
 management of schools for artizans, aims at afford- 
 ing to young men the opportunity of fitting them- 
 selves for being manufacturers, factory managers, 
 pattern drawers, and foremen in all departments of 
 weaving, and relieving master manufacturers from 
 the necessity of sending their sons, in early youth, 
 to distant and expensive institutions, and of ex- 
 posing them to all the risks which are connected 
 with early separation from home, and change of 
 circumstances. 
 
 The tuition is divided into two distinct depart- 
 ments. 
 
 (a) The weaving school. 
 
 {b) The school for drawing as applied to manu- 
 facturing. 
 
 The hours are so arranged that the scholar can 
 either attend both departments, or, either the 
 weaving school, or the pattern school alone, 
 according to his desire. 
 
 In the weaving school the scholar will be in- 
 structed on Monday, Wednesday, and Friday from 
 8 A.M to 12 A.M. ; in the afternoon he will work out 
 his problems at home, and there will still be 
 enough vacant time at his disposal for him to 
 
 H '2 
 
104 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 attend the afternoon course at a commercial school, 
 or to busy himself with his own private affairs. 
 
 In the school for drawing the hours of instruction 
 are on Tuesday, Thursday, and Saturday, from 
 8 A.M. to 12 A.M. ; 
 
 In both departments instruction for assistants 
 and apprentices is given on Sundays from 8 A.M. 
 to 12 A.M., and on Mondays from 6 P.M. to 9 P.M. 
 
 Industrious apprentices are afforded the oppor- 
 tunity of receiving in their free time the theoretical 
 knowledge so necessary for their department, and 
 for fitting thei^selves to be competent foremen or 
 masters, according to their ability. 
 
 The instruction in weaving is in two courses of 
 one year each, and embraces in the first course : 
 
 Treadle Weaving. 
 
 Knowledge of the loom, its several separate 
 parts, elements, and the tools and materials used in 
 weaving. Various reedings. 
 
 The connection of the healds with the treadles. 
 
 The theory of the primary weaves, as taffeta, croi- 
 set, atlas, and afterwards the weaves of many other 
 cloths, with a description of the heald and treadle 
 finings as a preparation for the following analyses : 
 
 The analyses of patterns of woven stuffs, more 
 especially of plain, striped, and checked patterns. 
 
 Small woven patterns made in the lace bobbin 
 machines, description of these, with instruction in 
 reproducing the designs on paper. 
 
WEAVING SCHOOL AT VIENNA. lOJ 
 
 Weaving of table linen on shafts. 
 
 Piques on shafts. 
 
 Right-hand twills and double cloths on shafts. 
 
 Backed and double cloths. 
 
 Velvets and similar stuffs. 
 
 Gauze. 
 
 In all the foregoing stuffs the scholar has to 
 make all preparations, and must give all informa- 
 tion necessary for the preparation of the material 
 used. The material must be calculated, and its 
 cost reckoned. 
 
 The scholar will, moreover, in this course be 
 made familiar with the jacquard, with the various 
 forms of harness, with the calculation of the design 
 paper required for each cloth, with the reeding of 
 it, etc., and will thus be prepared for the second 
 course. 
 
 Jacquard Weaving 
 
 embraces the analysis of jacquard patterns of 
 different materials, as, for instance : 
 
 Damasks : as 
 
 Atlas, furniture cloths, and damask table linen. 
 
 Overshot or lanced cloths, as shawls, gobelins, etc. 
 
 Piques. 
 
 Double and backed cloths. 
 , Tapestry and velvets. 
 
 Gauze and ribbons. 
 
 For all these cloths the scholar has to make 
 every arrangement, to prepare the machines and 
 material, and to draw the designs. 
 
I06 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Further, the opportunity is given to the scholar 
 of learning, in the preparation of the loom, all 
 necessary handling, as well as tying knots. 
 
 The school term begins in the second half of 
 September, and is well advertised. No scholar is 
 received after the beginning of the course, which 
 lasts ten months. 
 
 Everyone is entitled to admission who has 
 passed his fourteenth year, and can show good 
 school testimonials. Those scholars only receive 
 testimonials who have attended the two years' 
 course uninterruptedly, and have sent their work 
 up for examination at the end of each course. 
 Nothing is given out without payment. The 
 scholars have to prepare their requisites themselves, 
 and to pay for the patterns they get, and the 
 material they use. 
 
 The instruction in drawing, according to the 
 programme approved by the committee of the 
 technical school, embraces the teaching to all the 
 pupils of: 
 
 1. Geometrical and constructive drawing, (a) 
 Rectilineal figures, (b) Curves, {c) Complicated 
 patterns of both. 
 
 2. Free-hand drawing, {a) Outlines. (5) Shaded 
 copies. 
 
 3. Drawing' after plaster models. («) In black. 
 (5) Shaded, and with lights introduced, (c) Colours. 
 
 4. Drawing after flower models, introducing 
 
WEAVING SCHOOL AT VIENNA. 10/ 
 
 drawing after natural flowers. («) In water colours. 
 {b) In given shades. 
 
 5. Colouring, teaching of styles, and the elements 
 of perspective in line and colour. 
 
 6. Painting of designs for special branches of 
 industry, (a) For industrial trades, {b) For prints 
 and tapestry, {c) For embroidery in gold and 
 silk. 
 
 7. Instruction in making patterns for all branches 
 of textile industry. 
 
 There is a library of one hundred and six 
 volumes, more than ninety of which are works on 
 design from ancient to modern times. 
 
 Every good new work that is published is added 
 to the collection. These works serve both as 
 patterns for beginners, and as materials for the 
 compositions of the most advanced students. 
 
 A large collection of the best casts from the 
 museum and from the best studios in Vienna serve 
 as models for the students, and the collection is 
 yearly increased. Former scholars can always 
 attend during school hours, and obtain advice and 
 help. 
 
 The whole instruction is free ; no private lessons 
 are given in drawing. 
 
 L. Antl, Director. 
 
1 08 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 Prospectus of the High School for 
 Weaving at Crefeld. 
 
 This institution is intended to fit the scholars for 
 manufacturers, foremen, and designers, on the fol- 
 lowing plan of instruction : 
 
 I. Theoretical Teaching of Weaving. {Four hours 
 
 •weekly^ 
 
 1. Teaching on weaving materials, especially 
 cotton, flax, wool, silk, and the preparation of them 
 for weaving. 
 
 2. The derivation of the diflferent weaves from 
 the first principles, taffeta, huckaback, and satin ; 
 and the various ways of threading and adjusting 
 them. 
 
 3. Explanation of the different looms and ma- 
 chines. 
 
 II. Technical Teaching. (Twenty-four hours weekly^ 
 
 1. The preparation of the warp and weft before 
 weaving. Twisting, carding, beaming, and spool- 
 ing. 
 
 2. Analysis of stuflls, in preparing which cards 
 and treadles, or carding machines, are used ; as 
 linen, Orleans, cachenet, taffeta, huckaback, satteen, 
 double cloths, satinette, etc. 
 
 3. Analysis of fancy goods. To understand these, 
 descriptions will be given of the uses of the different 
 
WE A VING SCHOOL AT CREFELD. I09 
 
 machines and tools used in jacquard weaving. Then 
 follow the analysis and designing of the most various 
 patterns, as clothing and vesting stuffs, figured mate- 
 rials, for the preparation of which reeds, treadles, or 
 healds are needed ; parasols, piques, cashmeres, 
 matelass^s, broches, double cloths, etc. 
 
 4. Analysis of velvets, (a) Smooth velvet and 
 plush, (b) Small-figured, cut and uncut, velvet ; 
 (c) Figured velvets ; one and more cord, lanced, 
 and with scalloped edges. 
 
 5. Analysis of velvet ribbons. («) Smooth velvet 
 ribbon, fast edged, and with looped threads, {p) 
 Small figured and fancy velvet ribbons, one and 
 more cord, and with fast head-ends. 
 
 6. Analysis of stuff ribbons, (a) Plain and fancy 
 ribbons, ip) Ribbons with weft and warp fringes, 
 (tf) Figured ribbons with quilted warps. 
 
 7. Analysis of gauze in one and more reeds, with 
 different fast taffeta and knot threads, English cord, 
 and double gauze. 
 
 III. Teaching of Preparation of Draughts. (Twelve 
 hours a week.) 
 
 In this course draughts will be prepared both 
 from dictation of the teacher, and from patterns and 
 samples of all kinds of fabrics ; and the scholars 
 will be taught to make patterns themselves of any 
 given kind. 
 
1 10 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 IV. Free-hand Drawing. {Four hours a week) 
 
 Drawing and painting, after copies, models, and 
 nature. 
 
 V. Practical Exercise in the Separate Operations of 
 Weaving. (Twenty-four hours weekly) 
 
 The scholars will be shown and practised indivi- 
 dually by turns in all these operations, under the 
 guidance of the teacher. This instruction follows 
 the technical instruction in weaving, so that the 
 arrangement of various materials found by analysis 
 is illustrated on the machines and tools which are 
 used. 
 
 General Remarks. 
 
 The institution has for teaching a complete 
 weaving apparatus, consisting of the preparatory 
 machines, looms, and power-looms, of all kinds, 
 for illustrating the chief kinds of materials on 
 which practical weaving can be taught. To find 
 illustrations which the institution itself cannot offer, 
 excursions will be conducted by the teachers to 
 neighbouring mills. 
 
 Fees, 40 thaler. 
 
 Poor scholars may have a part of their fees re- 
 mitted. 
 
 New courses begin ist of April and ist of October, 
 and each course is one year. 
 
 Carl Pesch, Director. 
 
WE A VING SCHOOL A T CHEMNITZ. 1 1 1 
 
 Translation of the Prospectus of the High 
 Weaving School at Chemnitz. 
 
 The High Weaving School in Chemnitz has now 
 been in existence since Easter 1867. Thanks to 
 the powerful assistance of the Royal Minister of the 
 Interior of Saxony, and also of the municipality of 
 Chemnitz, the directors have been able to mount 
 looms and all the various machinery required for 
 the different branches of the weaving trade. These 
 have been erected in large and well-lighted build- 
 ings, set apart entirely for the school's own use. 
 
 The school, moreover, possesses its own steam 
 power, by which the variously constructed looms 
 serving the purposes of instruction are set in 
 motion. 
 
 By the acquisition of some new looms and ma- 
 chinery, the directors have been able to fill up 
 several deficiencies which hitherto have been felt, 
 especially in the power-loom weaving department. 
 
 The institution is managed by a staff of expe- 
 rienced masters, under the supervision of the under- 
 "signed directors ; and by giving thorough and 
 extensive instruction, both theoretical and prac- 
 tical, it aims at imparting an efficient knowledge 
 in all the various branches of the weaving trade, to 
 the master-manufacturer as well as to his managing 
 overlooker. At the same time, an opportunity is 
 given to young persons who intend entering the 
 
1 12 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 service of merchants, either as buyers or salesmen, 
 to acquire a thorough understanding of manufac- 
 turing, and consequently a correct judgment of 
 manufactured goods. 
 
 Every Easter and Michaelmas a fresh term for a 
 full year commences, and consequently students 
 may enter for one of them either at Easter or 
 Michaelmas. 
 
 The plan of instruction is so arranged that it 
 would be possible to attend instruction in certain 
 special branches only. But in such cases the 
 directors reserve their decision whether this may 
 be admitted or not. 
 
 The plan of instruction consists of two parts, and 
 comprises : 
 
 (A) First Half-year. 
 
 1. Lectures on weaving material. 
 
 2. Lectures on construction and systems of the 
 various hand-looms and other supplementary ma- 
 chinery belonging to the weaving. 
 
 3. Dissection of plain, and also, as far as possible, 
 of jacquard stuffs. Drawing the designs and making 
 the calculations of the patterns thereof ; and in con- 
 nection with this, instruction about construction of 
 looms, and about the finishing of goods. 
 
 4. Practical exercise in plain weaving. 
 
 5. Composition. 
 
 6. Lectures on machine elements and motion, 
 
WE A VING SCHOOL A T CHEMNITZ. 1 1 3 
 
 and also making out drawings required for the 
 instruction in power-loom weaving. 
 
 7. Instruction in sketching parts of machinery, 
 and free-hand drawing. 
 
 (B) Second Half-year. 
 
 1. Lectures on power-looms, and also on pre- 
 paring and supplementary machines, for power- 
 loom weaving. 
 
 2. Practical exercise in power-loom weaving. 
 
 3. Composition. 
 
 4. Dissection of jacquard stuffs, velvets, gauzes, 
 ribbons, etc. ; and in connection with this, the 
 necessary instruction in the construction of looms, 
 and in the finishing of goods. 
 
 5. Lectures on construction and fitting up of 
 jacquard looms, as well as other complicated 
 looms. 
 
 6. Practical instruction in jacquard weaving, in- 
 cluding velvets, gauzes, ribbons, etc, 
 
 7. Free-hand drawing, composition of coloured 
 patterns, instruction in designing. 
 
 Terms of Admission. 
 
 Applicants for admittance must have passed the 
 regular school standard, and must at least be 
 fourteen years of age. 
 
 As a rule, scholars are only entered for Easter 
 
1 14 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 and Michaelmas, or shortly afterwards. At any 
 other time the special license of the directors is 
 required. The fee for the year is 13/. \os., and 
 9/. is paid in the first half year, and 4^ lOJ. in the 
 second half. The fee for the half year only is q/. 
 
 In cases where scholars only want to attend 
 certain special parts of the lectures and instruc- 
 tions, the fee is to be fixed by the directors. In all 
 cases however the fee has to be paid beforehand. 
 
 The patterns for dissection, and materials for 
 weaving, are provided by the school, the latter ones 
 especially in order to procure uniformity. 1 
 
 As an average deposit for weaving materials 
 in the hand-loom department, 30J. must be paid 
 on admission ; if the scholar uses more, the differ- 
 ence will be charged extra, whereas, on the other 
 hand, anything he saves will be refunded. In 
 exchange for this, the scholar will be allowed to 
 retain all the stuffs he has woven, at the end of 
 the course. 
 
 The cost for the patterns dissected is charged 
 specially to every scholar. 
 
 In the power-loom weaving department the cost 
 of the material is covered by the sale of the goods 
 woven. 
 
 Applications for admittance are to be made 
 to the undersigned directors, producing at the 
 same time the customary legitimations and certi- 
 ficates about the last occupation, etc. 
 
 Every scholar who has attended to all the 
 
IVEA VING SCHO OL AT MULHO USE. 1 1 5 
 
 various parts of instruction for at least half a year, 
 will get a certificate on leaving the school. 
 
 Besides this, every three months certificates are 
 given about diligence, attendance, and progress. 
 
 The directors reserve for themselves the power 
 in special cases to distinguish scholars by premiums 
 or written testimonials. 
 
 The directorate of the High Weaving School, 
 Advocate Alderman Schmidt, 
 
 Chairman. 
 
 Government Councillor and 
 Professor BoTTCHER, 
 
 Director of the Royal High 
 Trade School. 
 
 Alderman Louis VoiGT, 
 
 T. W. SCHOTT, 
 
 Manufacturers. 
 
 Weaving School at Mulhouse. 
 
 Established in 1861, this school is to give young 
 men an opportunity of studying both the theory 
 and practice of weaving all kinds of goods. The 
 number of establishments carrying on, at the same 
 time, both spinning and weaving, being considerable, 
 it has seemed both economical and useful to teach 
 the students of the school of weaving, at the same 
 time, also spinning; all necessary machines and 
 apparatus, both for explanation and practical work, 
 are at the disposal of the students. 
 
1 1 6 TECHNICAL SCHOOLS OF THE CONTINENT. 
 
 The students quitting the school with certificates 
 of proficiency are in a position to be of great service 
 to the mills which engage them. 
 
 The school is managed by a committee of the 
 heads of the chief mills in the neighbourhood on a 
 manufacturing footing, and is a complete model 
 mill, with condensing engine of twelve horse-power. 
 
 The machines in the weaving division comprise 
 power-looms of one, two, three, four, and six 
 shuttles. All the modern improvements, both of 
 French and English make, in jacquards, healds, 
 and pedals, hand-looms, etc., and a complete series 
 of preparing machines, such as winders, warping 
 frames, etc. 
 
 The machines in the spinning division are : 
 beetles, cards, combs, spinning frames, self-acting 
 mules, and hand-slabbing machines. 
 
 Course of Study : First, Theoretical j and Second, 
 Practical. 
 
 The theoretical division embraces the whole 
 theory of manufacture, the uses of various mate- 
 rials, and cost of manufacture ; and is principally 
 made up of the analysis of every kind of cloth and 
 fabric, and the special study of those tissues which 
 are most adapted for our manufacture. 
 
 The practical part comprehends mechanics ap- 
 plied to weaving, and the knowledge of various 
 machines, manual work, and the manufacture of 
 the chief articles already analysed ; the preparing 
 
WE A VING SCHO OL AT MULHO USE.- 1 1 7 
 
 and weaving by the pupil himself of various pat- 
 terns, under the supervision of experienced masters. 
 This course concludes by the study of the best 
 methods of inventing new materials, and the draw- 
 ing of designs. 
 
 Spinning. 
 
 The theoretical part consists of a course upon 
 spinning, and the design of machines ; and ends 
 by the study of the best methods of making new 
 kinds of threads for plain and backed goods, making 
 plans and designs, calculating the cost price, the 
 losses from waste, and the nett cost of the thread. 
 
 The practical course comprehends manual work 
 and practice on the machines. 
 
 Pupils who cannot attend the lectures at the same 
 time as their practical lessons, are allowed to attend 
 afterwards. 
 
 The pupils are expected to occupy their evenings 
 in calculation, and other work given to them. 
 
 Terms of Admission. 
 The students can follow either the course of 
 spinning or that of weaving, according as they 
 desire, or they may attend both. The fee for 
 admission to the theoretical and practical course 
 of spinning, or the theoretical and practical course 
 of weaving, is 600 francs, 300 francs payable at 
 once and 300 francs at the end of three months. 
 The fee for only the theoretical course of either 
 spinning or weaving is 400 francs ; that for the 
 
 I 
 
1 1 8 XECHNICAL SCHOOLS OF THE CONTINENT. 
 
 practical course of either, branch is 450 francs. 
 Those who have followed either the complete 
 course of spinning or that of weaving, can attend 
 the other course for an additional payment of 
 300 francs. 
 
 Each course lasts about a year. 
 
 At the end of the course an examination is held, 
 and certificates of two degrees of merit are given. 
 
 Emil Fries, Director.