DOI Heft:
No. 224 (November 1911)
DOI Artikel:Levetus, A. S.: Schools for weaving in Austria
DOI Seite / Zitierlink:https://doi.org/10.11588/diglit.21155#0156
Austrian Schools for IVeaving
knit ing pa se
niMi 11 mi mi mi in i n
menterie, and all
kindred trades
are taught, in the
^SS^SSSSSN^^ latter only weav"
■■ ing as an applied
™"™*"""""™~*~— —— .however, the
broad, general
aim is to train
the scholars for
practical life and
love of work.
The value ot
nature as a
source of design
K»«C'H£viC'HKlC'"Ki ^^^^^^^^^^*S*y***/*S'' is becoming more
and more recog-
nised, and no-
where has its
study yielded
<l\t* miu J|l**Kfc«ir»*Ufc«»fc*Hfc *Hfc*1P» better fruit than
mill miji m\» nllf mH«Ui m\H V\* W» V& in Austria, where
.HHHHHBHHIB
the love of orna-
ment is inherent
in her peoples. It
figs. 8-1 [. desigms for machine-knitted trimmings. bv a second-year student at
the school for weaving, asch was England that
that these subjects are quite as important to the
future weavers as to the jeweller and the potter.
For the craftsman who has to apply the designs
of others ought at least to know how to apply his
own. These may not be of any great merit from
the point of view of art, but at any rate in learning to
understand the mechanism of his own designs he
will learn to appreciate those of others. The
training given at all the Fachschulen is calculated
to engender in the pupils a pleasure in their
work, a love of labour for its own sake, born of an
intimate understanding of its intrinsic worth.
In all the schools of weaving the mornings are
devoted to the study of nature and designing—that
is, the application of nature to design—and the after-
noons to the study of the machinery which is to
reproduce them. That is to say, the curriculum pro-
vides that theory and practice shall go hand in hand.
Broadly speaking there are two classes of
weaving schools—the Fachschulen fiir Textil-
industrie and the Fachschulen fiir Weberei. To
the former category belongs the central school in
Vienna, referred to above ; the latter includes all
the provincial schools. In the former, besides
applied art, the technical processes of weaving,
■34
FIG. 12. DESIGN FOR COTTON DAMASK. AN EIGHT-
HOURS TIME STUDY liY A SECOND-YEAR STUDENT
AT THE TEXTILE SCHOOL, LANDSKRON
knit ing pa se
niMi 11 mi mi mi in i n
menterie, and all
kindred trades
are taught, in the
^SS^SSSSSN^^ latter only weav"
■■ ing as an applied
™"™*"""""™~*~— —— .however, the
broad, general
aim is to train
the scholars for
practical life and
love of work.
The value ot
nature as a
source of design
K»«C'H£viC'HKlC'"Ki ^^^^^^^^^^*S*y***/*S'' is becoming more
and more recog-
nised, and no-
where has its
study yielded
<l\t* miu J|l**Kfc«ir»*Ufc«»fc*Hfc *Hfc*1P» better fruit than
mill miji m\» nllf mH«Ui m\H V\* W» V& in Austria, where
.HHHHHBHHIB
the love of orna-
ment is inherent
in her peoples. It
figs. 8-1 [. desigms for machine-knitted trimmings. bv a second-year student at
the school for weaving, asch was England that
that these subjects are quite as important to the
future weavers as to the jeweller and the potter.
For the craftsman who has to apply the designs
of others ought at least to know how to apply his
own. These may not be of any great merit from
the point of view of art, but at any rate in learning to
understand the mechanism of his own designs he
will learn to appreciate those of others. The
training given at all the Fachschulen is calculated
to engender in the pupils a pleasure in their
work, a love of labour for its own sake, born of an
intimate understanding of its intrinsic worth.
In all the schools of weaving the mornings are
devoted to the study of nature and designing—that
is, the application of nature to design—and the after-
noons to the study of the machinery which is to
reproduce them. That is to say, the curriculum pro-
vides that theory and practice shall go hand in hand.
Broadly speaking there are two classes of
weaving schools—the Fachschulen fiir Textil-
industrie and the Fachschulen fiir Weberei. To
the former category belongs the central school in
Vienna, referred to above ; the latter includes all
the provincial schools. In the former, besides
applied art, the technical processes of weaving,
■34
FIG. 12. DESIGN FOR COTTON DAMASK. AN EIGHT-
HOURS TIME STUDY liY A SECOND-YEAR STUDENT
AT THE TEXTILE SCHOOL, LANDSKRON