In face of poblems of pollution or neglect of humanity in the recent social life,the study of industrialization is shifting from the analytical standpoint of "economic growth" to that of "economic development" taking not only economic factors but non-economic ones into consideration. Therefore, industrialization should be studied in the dimensions of formation of the industrialized society. The formation of the industrialized society accompanies a change of social sense of value. From this point of view, the transition from the medieval society to the industrialized society was that frorn quality-consciousness to quantity-consciousness. The superiority of the latter gave a great impetus to the technical progress based on scientitic technique, not on empirical technique current in the medieval society. According to Werner Conze, the German economic historian, the age after the industrial revolution is "das technik-industriellen Zeitalter" We intend to treat industrialization and education from the following standpoint. If the industrialized society is marked by the superiority of quantiy-consciousness and the technique, what is the way of the education of technique which is a symbol of that society? It can be said that there are two kinds of causal nexes between formation of the industrialized society and education of technique: 1) the education of technique promotes the formation of the industrialized society or 2) vice versa. We cannot generalize only one of these two causal nexes exclusively, for either of them has its grounds, according to the forms of formation of the industrialized society. We may rather say that industrialization and the education of technique are interdependent. Further, in connection with the education of technique, we should consider the following questions: 1) What was the motive to the eduicaton of technique? 2) What part did the state play in its diffusion? 3) Through which means wae it done?; Through which process was it entered into school education? 4) What was the relation between the education of technique and general education? In the following research report, we will treat England, Germany and Japan, and in due consideration of specific characters of each country, ask what forms of the education of technique they have adopted in the process of formation of the industrialized societies.

View full abstract

Zweck dieses Aufsatzes ist es, im Rahmen des gemeinsamen Themas der 43. Generaltagung "Industrialisierung und Bildung" die Entwicklung der modernen technischen Fachbildung im Stadium der Fruhindustrialisierung in Preuβen zu erlautern. Es ist zu beachten, daβ besonders im preussischen Fall die Modernisierungs-und Systematisierungsbemuhungen auf dem Gebiet der technischen Bildung einen wesentlichen, unentbehrlichen Bestandteil der staatlich gelenkten Gewerbeforderung in der ersten Halfte des 19. Jahrhunderts bildeten. Gemeint ist hierbei die technische Bildung im weiteren Sinn. In diesem Aufsatz wird also versucht, nicht nur die technische Schulbildung zu behandeln, sondern auch die anderen technischen Informations-und Belehrungsanstalten ohne Schulunterricht zu berucksichtigen, obwohl das Hauptgewicht auf die erster gelegt wird. Im Mittelpunkt des Interesses stehen vor allem jene vielseitigen, industriebefordernden Organisationstatigkeiten, die der preussische Staatsbeamte P.C.W. Beuth uber Viertel-jahrhundert von dem Gewerbe-Department aus entwickelte. Zunachst wird das Grundprinzip der preussischen Gewerbeforderung nach den Stein-Hardenbergischen Reformen analysiert, und daraus wird eine gehobene Synthese des Merkantilismus und Liberalismus in der preussischen Gewerbepolitik herausgebracht. Dann folgt die skizzenhafte Darstellung der drei Organisationen, die in den zwanziger Jahren des 19. Jahrhunderts von Beuth reformiert bzw. gegrundet und unter seiner einfluβreichsten Fuhrung in eine organische Einheit zusammengefasst wurder: Technische Deputation fur Gewerbe im Handelsministerium, Verein zur Beforderung des Gewerbefleisses in Preuβen und polytechnische Schulen. Ee wird hier betrachtet, welche strategische Stellung die genannten Anstalten in der preussischen Gewerbeforderung, namentlich in der technischen Bildung genommen haben. Die Entwicklung der technischen Fachschulbildung im eigentlichen Sinn, also die der preussischen Polytechniken, wird gesondert im nachsten Abschnitt ausfuhrlich behandelt, wobei unsere Betrachtung ausschlieβlich auf das Berliner Gewerbeinstitut und die preussischen Provinzial-Gewerbeschulen konzentriert wird da in Preuβen diese Gewerbefachschulen die bedeutsamste Neuschopfung fur die technische Bildung im modernen Sinn bilden. Crundungsverhaltnisse der Schulen, der Lehrplan und seine Veranderungen, Wachstum der Schulerzahl, Erweiterung des Schulumfangs und Rangerhohug zu der Technischen Hochschule sollen im Zusammenhang mit dem jeweiligen Stand und dem Fortschreiten der Industrialisierung beobachtet werden. Schlieβlich werden einige Charakteristika und Ergebnisse der technischen Bildung in Preuβen zusammenfassend dargelegt.

View full abstract

This paper attempts to analyze the historical relationship between industriallization in England by means of considering the influences of the Great Exhibitions on English technical education. The recent products of comparative historical approaches by English sociologists, c.g. Musgrave, Shipman, Vaughan and Archer, are very helpful in this study. The author's analysis focuses on two points: (1) the driving forces of technical education and the place of industiralization among these forces, (2) the basic character of English technical education from the structural point of view. The main conclusions of this paper are as follows. (1) England's pre-eminence in the Industrial Revolution had little to do with her educational system. Many inventions which gave England an overwhelming lead were produced by the experienced artisans in their workshops. (2) The London Exhibition of 1851 was a tremendous triumph for England, but to the far-sighted eye there were few grunds of complacency. Playfair, Cole and other leaders of the Society of Arts appealed the need of administrative reconstruction of technical education, which resulted in the formation of Science and Art Department in 1853. (3) At the Paris Exhibition of 1867, the foreign competitors excelled England in many branches of industry. The fear of losing the economic advantage led in effect to enactment of the Elementary Education Act of 1870 and to appointment of the commissions to inquire into the whole problems affecting the improvement of technical education. (4) Due to the prevailing spirit of laissez-faire,State intervention in technical education wals delayed. The main agency of technical education after the Great Exhibition, Science and Art Department, authorized by its Minute of 1859 a new system of examination in science and payment by result. While the means of technical education were manifold, the Department's policy of grant-in-aid stimulated the development of science schools (classes). The character of the English technical education was marked by its liberalization. For example, technology entered into universities in harmony with its traditional liberal education and technical education in the Secondary stage became almost science education. On the other hand, great trust was placed in the well-tried method of practical training in the industry.

View full abstract

1. Research results to date. Besides various individual studies such as those by Mitsutomo Yuasa and Ryoichi Iwauchi, there are the products of collaborative research in the history of science education of the Japan History of Science Association, such as, "An Outline of the History of Science and Technology in Japan" (Education, vol. 1, no. 2) and The Role of Education in the Social and Economic Development of Japan (1959) issued by the Japan National UN-ESCO Commission. The last mentioned is particularly suggestive for the present topic. In this respect I would like to offer specific examples from the Osaka area which have heretofore been relatively negleted. 2. Preparatory stage in the change from a traditional to an industrialized society (Bakumatsu period). It must not be forgotten that a fundamental condition of Tokugawa feudal society from its earliest period was a major connection with foreign civilization and an accumulation of 'Western learning.' One can't neglect the autonomous influence represented by the young samurai class, in preparing the way for change, who felt the pressure of the West and whose method of training and scholarly outlook differed in important respects from those in China, as well as the activities of the middlelevel men. Since it was from these groups that the modern bureaucratic technonogists and leading technologists of the take-off period appeared, one must give credit to the birth and historical development of Western-style industries in the south-western han and to the scientific and technological knowledge gained in the Nagasaki naval training school. 3. Beginnings of an industrialized society and the early stages of education in science and technology (1868-1885). Building on the human and material resources of the old han, the Meiji government rapidly adobted a policy of modernization under the slogan "enrich the country, strengthen the army." In this process special attention was given to the modernization of education. Educational policy was harmonized with the direction of industrial development. Because of the urgent need to train modern technologists, students were sent abroad and nation participated in exhibitions. In particular, remarkable success was achicved through the hiring of foreign engineers (in both public and private enterprises) who developed the first educational institutions for science and technology - the Engineering Academy (Kogakuryo), which later became the Dublic Works University (Kobu daigaku). Here the skills were taught which were needed for independence in the technological field. Related to this also was the well-known school system of compulsory education started in 1872 whose significance I would like to refer to later, I should also like to touch on the subject of government managed factories which influenced the development of private industries, in particular the content and consequences in the training in weapons technology in the army and navy (for example, at the Bureau of the Mint and the Ordnance Factory in Osaka). 4. Industrial development and the change in scientific and technological education (1886 to World War I). In the 1890's Japan's industrialization made great atrides with the first industrial revolution centering on the spinning industry. After 1900 a second industrial revolution was experienced with heavy industry as central. If you consider that the percentage of those attending school reached 50% in the 1890's and 98% after 1902, half the laborers in various industries from the end of Meiji into the early Taisho periods had not attended school. Thus it is necessary to examine the contribution of compulsory education to industrialization. During this period, in step with the many-sided development of industrialization, educational institutions for science and technology were expanded in keeping with the requirements for greater

(View PDF for the rest of the abstract.)

View full abstract

To sum up, there are two points, we may say, to pick up from the above reports as most significant: 1. The scientific and technical education was achieved with the most outstanding effectiveness through a policy adopted by a government based on a realistic standpoint. This was precisely the case with Germany where it was felt as urgent to realise industrialization in a very short time and catch up with the more advanced nations like Britain. To attain to this goal, they took a severe means, that is, the introduction of the prussian traditional method of training which had been practiced in the army. In Germany the scientific and technical education played a most important part as a prerequisite for realizing industrialization. This type of education was not introduced into Britain where industrialization started rudimentally. This was partly the reason why industrialization was slowed down in Britain since the latter half of the nineteenth century and her economic growth was surpassed by that of Germany and the U. S. Emphasis on the scientific and technical education as a main cause for achieving industrialization most quickly and effectively is quite instructive in understanding the developing countries of today. 2. However, while we admit the importance of scientific and technical education in prompting industrialization, there is another quite different point of view concerning its role. The world history has those terrible experiences in the first half of the twentieth century from which Germany suffered most bitterly. The traditional attitude the British people have toward liberal education is to be highly estimated in this connection. Though it failed to promote a rapid industrialization in Britain, it fostered social attitude to maintain human rights and democracy. In Japan, the scientific and technical education was planned for the militaristic purpose, which succeeded in making her an industrial power once but finally dragging her down to the miserable defeat in her war of agression. These two points we have discussed are what should be carefully taken into consideration by the present industrializing countries. This is a lesson we can learn from the world history.

View full abstract