1950年代顏水龍主持「南投縣工藝研究班」之始末及其成果之研究

The History of Establishment of ＂Nantou Handicraft Seminar＂ by Shui-Long Yen in 1950s and His Achievements

本研究以文獻蒐集分析與8位受訪者的訪談調查等方法，探討1950年代南投縣政府為推動地方工藝產業，委派顏水龍舉辦三次工藝講習會、設立「南投縣工藝研究班」、改制為「南投縣工藝研習所」之間的背景緣由、發展沿革、組織架構、分科訓練等活動事蹟，藉此了解顏水龍在戰後台灣工藝產業發展與工藝人才培育的理念與成果分析。本研究結果發現，1954年7月南投縣政府設立「南投縣工藝研究班」，顏水龍擔任班主任，設立竹工、木工、車床、雕刻、籐工、陶瓷、編織等七個科別，招收國小畢業生給以一至兩年期的專業訓練，1954-59年前後共招生五屆，結業學員總計321名。1959年7月，由「台灣手工業推廣中心」支援，改組為「南投工藝研習所」。整體而言，顏水龍在1950年代經營運作「南投縣工藝研究班」的成果，對台灣工藝人才培育的創新理念，突破傳統工藝師徒制三年四個月的學習方式，以學校教育體制，聘請當時一流的工藝師資，導入專業分科教學與環境設備，讓受訓學員在一至兩年期間可以獲得扎實的工藝技術與謀生能力。其身體力行的精神，立下台灣工藝教育劃時代的典範，其貢獻卓著且影響深遠。

By collection and analysis of literature and interview survey of eight interviewees' oral accounts, this study investigates the causes, development history, organizational structure and training in regard to “Nantou Handicraft Seminar＂, which was founded by Shui-Long Yen after holding three handicraft workshops under the appointment by Nantou County government for the sake of promoting local handicraft industry, and which was then changed into “Nantou Handicraft Institute＂. In this way, it gets to know Shui-Long Yen's missions and achievements in post-war handicraft industry development and handicraft talent cultivation of Taiwan. This study finds that “Nantou Handicraft Seminar＂ was established by Nantou County government in July 1954. At that time, Shui-Long Yen acted as director of the seminar. Seven departments including bamboo handicraft, carpentry, lathe, sculpture, rattan weaving, ceramics and knitting were offered. Primary school graduates were recruited to accept one to two-year professional training. From 1954 to 1959, five sessions of students were enrolled and a total of 321 students completed their courses of school. In July 1959, under the support from “Taiwan Handicraft Promotion Center＂, the seminar was reorganized as “Nantou Handicraft Institute＂. On the whole, Yen Shui-Long had made great contributions to the operation of “Nantou Handicraft Seminar＂ in 1950s. He changed traditional handicraft apprenticeship which lasted three years and four months, adopted school education system to hire top-class handicraft teachers, and introduced professional instruction and environmental facilities so that students could possess steady handicraft technique and earning capacity after a one or two-year learning. And his spirits of devoting to innovative ideas of Taiwanese handicraft talent cultivation set an epoch-making example for Taiwan handicraft education and exert profound influences.