Industrial school

Industrial schools were founded in 1779 in Bohemia by Bishop Ferdinand Kindermann von Schulstein , others were established in the following years in Germany ( Rudolf Steiner , Friedrich Adolf Sauer ), Austria and, occasionally, in Switzerland . There should be v. a. Children from the lower classes are brought up and trained for work so that they would later be equipped for working life in the developing industrial society : boys learned spinning, gardening or tree care , girls knitting, sewing, crocheting or mending and cooking. At the beginning of the 19th century, every factory in Austria had orphanages or foundling houses .

In Switzerland, on the other hand , the term industrial school was usually understood to be a cantonal school oriented towards mathematics and natural sciences ( Realgymnasium , e.g. Rämibühl in Zurich from 1832 ).

school-system

Similar to the philanthropists Ludwig Gerhard Wagemann (1746–1804) and Heinrich Philipp Sextro , Johann Heinrich Pestalozzi also attached great importance to combining manual work with school education and knowledge transfer. "Industrial educators", including Philipp Emanuel von Fellenberg , rely on incessant activity so that idleness and vice are prevented and the poor are "refined". A central industrial school was set up in Würzburg in 1811 to train teachers for industrial schools.

Criticism of industrial schools

The industrial schools did not prevail because the institutions fell into disrepute as institutions promoting child labor and social exploitation . In truth, the children were kept busy and the imparting of knowledge and skills was usually limited to the directly related activity. They often worked from 5:00 a.m. to 7:00 p.m. or 9:00 p.m. in the evening. The guards punished any "wrongdoing" with severe flogging . The “father duty” and the “father power” for the orphans were often taken over by the manufacturer. Until they came of age , the children were often defenselessly exposed to exploitation. Few enlightened educators, pastors or officials of the time criticized the strong focus on industrial production and economic profit. This school system later merged with other school systems.

literature

Wolfram Hauer: Local school development and urban living environment: The school system in Tübingen from its beginnings in the late Middle Ages to 1806 . Steiner, Stuttgart 2003, ISBN 3-515-07777-4 .
Wolfgang Marquardt: History and structural analysis of the industrial school. Work education , industrial lessons, child labor in lower schools (approx. 1770–1850 / 1870). Diss. Phil. TU Hannover 1975 (not on sale; available at the German National Library at Frankfurt am Main; standard work).
Markus Meumann: Foundlings , orphanages, infanticide in the early modern period. Unsupervised children in early modern society (= Ancien Regime, Enlightenment and Revolution. Volume 29). Oldenbourg Wissenschaft, Munich 1994 ISBN 3486560999 .
Jürgen Schallmann: Arms and Poverty in Göttingen 1860-1914 (= studies on the history of the city of Göttingen. Volume 25). Vandenhoeck & Ruprecht, Göttingen 2014 ISBN 3525854277 .

Web links

Literature on industrial schools in the catalog of the German National Library

Individual evidence

↑ Meike S. Baader, Florian Esser, Wolfgang Schröer: Childhoods in the Modern Age. A history of worry, Campus Verlag, Frankfurt aM / New York 2014
↑ in: Göttingen magazine for industry and poor care. Ed. LG Wagemann. Vandenhoeck and Ruprecht , Göttingen No. 1.1788 / 89 to 6.1803.1 = 21 numbers. Microfiche Olms, Hildesheim 1997-1997; Reprint: Topos, Vaduz 1982
^ In the "Würzburgischen" Franz Ludwig von Erthal had already set up an industrial school on May 26th, 1789. Max Döllner : Development history of the city of Neustadt an der Aisch until 1933. 1950; 2nd Edition. Ph. CW Schmidt, Neustadt an der Aisch 1978, ISBN 3-87707-013-2 , p. 498.
^ Thomas Tippach: Würzburg - Aspects of Centrality. In: Ulrich Wagner (Hrsg.): History of the city of Würzburg. 4 volumes, Volume I – III / 2 (I: From the beginnings to the outbreak of the Peasant War. 2001, ISBN 3-8062-1465-4 ; II: From the Peasant War 1525 to the transition to the Kingdom of Bavaria 1814. 2004, ISBN 3 -8062-1477-8 ; III / 1–2: From the transition to Bavaria to the 21st century. 2007, ISBN 978-3-8062-1478-9 ), Theiss, Stuttgart 2001–2007, Volume III (2007), Pp. 369-393 and 1296-1298, here: p. 372.

[1] Meike S. Baader, Florian Esser, Wolfgang Schröer: Childhoods in the Modern Age. A history of worry, Campus Verlag, Frankfurt aM / New York 2014

[2] : Göttingen magazine for industry and poor care. Ed. LG Wagemann. Vandenhoeck and Ruprecht , Göttingen No. 1.1788 / 89 to 6.1803.1 = 21 numbers. Microfiche Olms, Hildesheim 1997-1997; Reprint: Topos, Vaduz 1982

[3] In the "Würzburgischen" Franz Ludwig von Erthal had already set up an industrial school on May 26th, 1789. Max Döllner : Development history of the city of Neustadt an der Aisch until 1933. 1950; 2nd Edition. Ph. CW Schmidt, Neustadt an der Aisch 1978, ISBN 3-87707-013-2 , p. 498.

[4] Thomas Tippach: Würzburg - Aspects of Centrality. In: Ulrich Wagner (Hrsg.): History of the city of Würzburg. 4 volumes, Volume I – III / 2 (I: From the beginnings to the outbreak of the Peasant War. 2001, ISBN 3-8062-1465-4 ; II: From the Peasant War 1525 to the transition to the Kingdom of Bavaria 1814. 2004, ISBN 3 -8062-1477-8 ; III / 1–2: From the transition to Bavaria to the 21st century. 2007, ISBN 978-3-8062-1478-9 ), Theiss, Stuttgart 2001–2007, Volume III (2007), Pp. 369-393 and 1296-1298, here: p. 372.