ドイツの産業学校運動 : 民衆学校発達の一側面についての考察

抄録

The movement for the school of Industry in Germany made a new epoch in Bohemia under the leaderschip of Ferdinand Kindermann since 1777, and pervaded rapidly througout the whole land. And some books were published by progressive clergymen or phylanthropists, for the purpose of discussing the industrial training for the people. In this movement, conspicuous changes took place in the educational situation of some elementary schools. That is, the spinning industry was introduced into these schools and the garden of schools was set up in the country. Now, the boys and girls of these schools became what is called, 'Industrialkinder' who studied spinning, knitting, gardening, silkworm-culture and bee-culture as well as traditional subjects. The territorial nations of Germany of 17th and 18th century practiced the forcible mercantile policy which aimed at introducing and penetrating the new industries into their native lands. And in the latter half of the 18th century, we can find two conspicuous facts in its social and economic history. The one is the development of ' Verlagssystem' which reigned the spinning room or the little workshop of poor famers, daily workers, and domestic industry workers. It heightened the demand for industrial laborers, and brought about the early process of new class difference in the countries. The other is the increase of the vagabonds and the poor, who emerged in the process of the dissolution of feudalistic orders. So that, (1) the industrial pedagogy of the 18th century which was proposed by F. Kindermann, A. Wagemann and others was a plan to cultivate the productive power of nation which backed up 'the people training' of Mercantilism. (2) In these days, the poor, daily workers, and poor families of army were the main source of labor for industries. But many of them had not any particular skill and will as a requisite of a wage earner, so the school of industry aimed at satisfying the needs of 'Verlagssystem' with its industrial training, and controlling the thoughts and acts of pupils to be suitable for that system. And after all, these schools were not only the institute for education, but also the working house in the manufacture age.