Page:The New International Encyclopædia 1st ed. v. 10.djvu/690

* INDUSTRIAL REVOLUTION. 604 INERTIA. tlic steam-engine to furnish jinwer for the blast. The adoption in the woolen industry of the iiu- pruveiiients in cotton nmnufacture extended the new system greatly. As a result of all these ehanj,'es, En{;ilsh coinmerte, forei{.'n and domes- tic, developed rapidly; sliippinj; increased, {jood roads were built, and an era of canal-building set in. Industry shifted from the rural towns to the large cities of the north of Kngland. where labor was concentrated in factories, with the ellect of improving llie orgaiiizalioii of labor, and of nuiking practicable numberless subsidiary la- bor-saving devices. Immense fortunes were made by those who were able to make use of trie im- jiriived methods; populatiim grew rapidly with the increased chances of employment. Kroni 1791 to 1821 tlu- population of England increased 4.3 per cent. The period was, however, marked by a great deal of hardship to the working classes. The opciiliclcl farmers, dis|)laccd by indosurca, flocked to the cities and lielpcd to reduce wages, at times, to a starvation level. The introduc- tion of machinery deprived the hand workers of their means of livelihood : the crowding to- gether of population in the large cities resulted in untold evils, moral and physical; the new- life in the factory was not yet subjected to the regulations afterwards found to be imperatively necessary. The cmpliiyniirit in faclcirics of wom- en and cliildrcn, with all its atlcnilatit evils, be- came common in all the manufactiring towns. The general eflcit of the rcvoluljun. however, was to give England a century's start over her rivals in the competitive race. The foundations for the prosperity of England to-day were laid by the thorough change in industry. Consult: Toynbee, fiiduKlrial Rcrnlulion ((itb ed.. London, 1002) : Held, Zirci liiUhcr ztir sorialni (Ir- schichlc EnijlandK (Tx'ipzig, 1881). See Fac- TOHIE.S AN"n THE FACTORY .Sy.STEM. INDUSTRIAL SCHOOLS. This term, now passing iiul <if gnicnil use. has been variously and loosely applied to a large class of schools, mainly of a philanthro|iic. reformatory, or ex- fM-rimental nature, in which industrial work lias been taught to boys and girls at a compar.it ively early age. This kind of school has been repre- sented perhaps more fully than elsewhere in England, where the 'Ragged School' is a promi- nent type. The primary purpose of such schools is generally other than industrial, and the aim of the industrial instruction varies from the mere desire to keep boys off the streets to the serious effort to teach a trade. These institu- tions have not. Iiowever. filled the purpose of real trade schools, mainly on account of the early age of the pupils, and the short period of instruc- tion. Simple operations like broom and brush making, chair-seating, or basketry, have been prominent in such schools: tailoring, shoemak- ing, and wood-working less so. Industrial classes, which represent the same characteristics as the ahove, are often a feature of orphan asylums or homes for juvenile defectives. On the whole, this type of school has not demonstrated any impor- tant function in training for industrial work, and its place in the social order, as has been pointed out, is mainly pathological. In the early dis- cussion on the introduction of manual training into the common schools, the term 'Industrial Education' was very often applied to this sub- ject. See Tecii.mcai. EmcAilox ; Manial Thai.n- INO; Geoiu;e .Iimor Uki-i iu.K'. INDY, ilN'd*', Tall Maiiie Tii lioDoitE Vin- cent, ij' (1851 — ). A French composer and pi- anist, born in Paris. He copied closely the nu-th od and style of Ucrlioz. and, like Uerlio/.. lii- genius incliiu'd strongly toward symphonic art. Ii was his mother who gave him his iirst practical instruction, and at fourteen years of age he was reckoned a master of the |>iano. From 182 to IStia he studied under Dii'-mer, afliM- which ho studied theory under Lavigiiac, and attendid the lectures of -Marmontcl. In 1870 he enlisted in the army, and at the conclusion of the Franco-Prus- sian War took up his studies under Cfsar Franck. In 1873 he became a member of the organ class at the Conservatory. Afterwards he was engaged as second kctlle-drumna'r and choir- master of the Socid-te des Concerts <lu CliAtelet, a post which he accepted as nuich fur the stuily of the orchestra as for a means of livelihood. ](i lf-8,') he took over the management of the So ciOtO Nationale de .Iusique. and when C/-s;ir Franck became president of it, he acted as seen tary, together with Chatisson, and )iractically managed all its alTairs. Hesides his ajiixiintment of inspector of music in the city schools of Paris^ he received the decoration of chevalier of the Legion of Honor, and was given charge of vari- ous import.nni choral swieties. He was a thor- ough disciple of Wagner, and by some has been charged with imitating too closely the German master. His T,cH-molif.h(mic poem ^Yflllcn»tri>l, of which the second part. / I'iccolomini, was first produced by PasdeUmp in 1874; Symphonir mir un air montufixurd fnitnain; and Ln fori'! en- rJwntfc (ISDfi). His one-act comic o|iera Al- Irndcz-iuoi sous Vorme (1882) was pradiially a failure, but he retrieved himself in 18'.t.5 with the nuisic drama Fcrvaal, of which he wrote both words and music. INEBRIETY. See IxTOXlCATio.v. INED-UCABILIA (Xeo-Lat. nom. pi., not educablc. from l.at. in-, not + Xeo-Lat. edii- riihilis, educablc. from Lat. cdiicrre, to educate, from e, out + ducrrc. to lead). A division of mammals, proposed by (iill, embracing the ro- dents, edentates, insectivores, and bats, based upon the character that in all these the cerebrum i? small, and does not covit the olfactory lobes or cerebellum, as in other Euthcria. This di- vision does not enter into current classi)ication«. It is. nevertheless, approved as marking a fact of interest. INEQUALITY (Lat. Ina-f/ualita.i, from in- (rquiiH.t. uiicipial. from in-, not + (rr'shi-A (Lat., sluggishness, from in< r.s. idle, from in-, not 4- nrs. art ). A general property of matter of which we become conscious through (air niuscle-son'es whenever by our muscl»s we change the motion of matter, e.g. throw or stop a ball, open a door, stop a revolv-