,,the ,,condition ,,and ,,tendencies ,,of ,technical ,education in ,germany ,,by ,,arthur ,,henry ,,chamberlain ,professor of ,education and ,principal of the ,normal ,school of ,manual ,training1 ,art1 and ,domestic ,economy1 ,throop ,polytechnic ,institute1 ,pasadena1 ,california3 ,author of ,educative ,hand-,work ,manuals and ,a ,bibliography of ,manual ,arts ,illustration ,,syracuse1 ,n4 ,y4 ,c4 ,w4 ,,bardeen1 ,,publisher #aijh ,copyright1 #aijh1 by ,c4 ,w4 ,,bardeen ,,introduction ,the question of the technical phases of education is1 with any nation1 a vital one4 ,perhaps this is true of ,germany as it is of no other ,european country4 ,this may be mainly due to one of several causes4 ,first1 as to the length of time technical education has had a place in the ,german schools4 ,in some form or another1 and in a greater or lesser degree1 such instruction has been in vogue for many years1 and has in no small measure become part and parcel of the educational fabric of the nation4 ,again1 throughout the various ,german ,states1 the work is rather widely differentiated1 this owing in part to the fact that the varying lines of industry in adjacent localities even1 give color and bent to the technical education of any particular locality4 ,an extensive field is thus comprehended under the term technical education4 ,then1 too1 ,germany as a nation must needs better her condition in order that she may prove self-sustaining4 ,the country is not a wealthy one1 and if in trade1 in manufacture1 and in commerce1 she is to compete1 and that successfully1 with the world powers1 strength must be gained along such lines as those opening through technical education4 ,the hope is entertained that the following pages may prove of value1 not alone to the student of technical education as it exists in ,germany1 but particularly to those who are endeavoring to institute and develop industrial and technical training in this country4 ,the possibility along these lines is exceedingly great and the interest and attention of thinking people is focused here4 ,they look to this form of education as a partial solution of some of the most obstinate problems now confronting us4 ,,contents ,,page ,,introduction v ,,contents vii ,,publisher',s ,,note viii ,,section ,i4 ,classification of ,schools #e ,,section ,,ii4 ,continuation ,schools 7,fortbildungsschulen7 #af ,,section ,,iii4 ,trade ,schools 7,fachschulen7 #da ,,section ,,iv4 ,secondary ,technical ,schools 7,gewerbliche ,mittelschulen7 #fa ,schools for the ,building ,trades 7,baugewerkschulen7 #fa ,schools for ,foremen 7,werkmeisterschulen7 #fi ,schools for the ,textile ,trades 7,gewerbeschulen7 #gd ,industrial ,schools of ,bavaria 7,industrie ,schulen7 #hb ,,section ,v4 ,higher ,technical ,schools 7,technische ,hochschulen7 #he ,,section ,,vi4 ,schools of ,industrial ,arts or ,art ,trade ,schools 7,kunstgewerbeschulen7 #ih ,,section ,,vii4 ,bibliography #aje ,technical ,education in ,germany ,,by ,,prof4 ,,arthur ,,henry ,,chamberlain ,i ,if one were to point out the most distinctive feature of the educational system in the ,fatherland to-day1 it would perhaps be the highly specialized condition of the technical schools4 ,in approaching our problem we naturally ask ourselves the question as to how far the industrial progress of a country is influenced by technical education4 ,in no time as in our own has so much stress been laid upon the commercial side of our existence4 ,new trades1 new industries are springing up2 specialization is becoming more far-reaching and more firmly established than ever before2 competition is becoming keener2 the application of science to the arts is more varied4 ,in this latter field we find ,germany in the very fore front1 she having developed along these lines to a greater extent than have many of our nations4 ,illustrations of this application lie all about us1--in the bettered transportation facilities by railroad and by ocean vessel2 in the more improved bridge and building construction2 in the methods of water supply and drainage2 in modes of heat1 light1 and ventilation2 in electric vehicles1 sound transmitters1 labor-saving machinery2 in finely adjusted instruments that bring far away worlds almost within reaching distance2 in these and a thousand other ways is made manifest the result of the application of science to the arts4 ,germany is taking a prominent part in this warfare for industrial supremacy1 and that she expects her technical schools to be largely instrumental in answering many of the problems of the present and the future cannot be doubted1 especially when one is made aware of the diversity and extent of the schools of a technical character scattered over the ,empire4 ,it will be readily understood from the foregoing how difficult a matter it is to make any one classification that will cover in an adequate manner the various types of existing institutions4 ,frequently a school is found which in some respects is distinctive4 ,to place such a school in this or that category would of course do violence to the classification1 while to form a new class only serves to further complicate and bewilder4 ,again1 various of the institutions mentioned may offer such a differentiated schedule or be made up of so many parallel departments as to entitle them to admission into two or more of the classes given4 ,another point of difficulty lies in the fact that the term technical would in ,germany be somewhat more sweeping than with us in ,america4 ,we do not class technical training with so-called manual training or handwork of the elementary schools4 ,in our present study however1 we shall find that while in the main we are dealing with the technical training of boys from fourteen to eighteen years of age1--comparable in a measure to our high or secondary school courses1 we shall also include the industrial1 vocational1 or trade training of men and boys alike1 as well as work in the more simplified forms of handicraft1 as carried on in the lower or elementary school4 ,reference will also be made to the instruction of a higher order1--such for example as makes for engineers4 ,these facts will be illuminated as the study proceeds4 ,in reading into these schools their real significance1 several points must be kept constantly in mind4 ,at an early age the ,german youth is supposed to have solved the problem of his likes and dislikes1 his abilities and shortcomings2 to have gained such a perspective of his probable chances for future success1 as to choose the line of work or occupation he shall follow4 ,it is only fair to state1 however1 that circumstances have much to do with such decision1 viz1--the occupation of the father1 the financial outlook of the family1 the industrial demands of the locality1 the particular educational opportunities offered1--these and like problems entering in as vital elements4 ,then too1 the founding and sustaining of a technical school is a matter to be noted4 ,this may be in the hands of the general government1 of the state1 of the municipality1 or may be looked after by private enterprise4 ,the ,guilds1 ,vereins or ,associations may organize1 equip and foster schools of such character as train directly for their particular lines of work4 ,it must be stated however in this connection1 that there seems to be a strong tendency at the present time toward the centralizing of control in the states4 ,this has been brought about in large measure through the ever-increasing willingness on the part of the state to give financial backing to the schools1 and thus has quite naturally arisen the desire and necessity on the part of the state1 that it have a controlling voice in the school administration4 ,herein lies one of the main differences between such education in ,germany and that of our own country4 ,conrad's ,handwoerterbuch der ,staatswissenschaften1 #aijj1 in an article entitled ,gewerblicher ,unterricht1 gives the following table on state expenditure for trade and technical instruction in recent years3 ,prussia3 ,marks #adb1jjj 7#cc1gif7 in #ahgd2 ,marks #dge1jjj 7#aad1jej7 in #ahhe2 ,marks #d1fgb1jjj 7#a1aaa1icf7 in #ahii4 ,saxony3 ,marks #bce1jjj 7#fj1bad7 in #ahgc2 ,marks #egj1jjj 7#ace1ffj7 in #ahhe2 ,marks #a1ach1jjj 7#bgj1hdd7 in #ahih4 ,wurttemburg industrial continuation school3 ,marks1 #eh1jjj 7#ac1hjd7 in #ahfi2 ,marks #abi1jjj 7#cj1gjb7 in #ahgi2 ,marks #afd1jjj 7#ci1jcb7 in #ahhi2 ,marks #bjh1jjj 7#di1ejd7 in #ahig4 ,the cost of the state per capita of the population of the expenditures was as follows3 ,prussia1 ,pfennigs #ae 7#c #a_/b cts47 in #ahii2 ,saxony1 ,pfennigs #bi 7#g cts47 in #ahih2 ,hesse1 ,pfennigs #bb 7#e cts47 in #ahih4 ,the cost per ,marks #a1jjj 7#bcf7 of the entire state expenditures was ,marks #b4bg 7#ed cts47 in ,prussia in #ahii1 and ,marks #e4hh 7#a4dj7 in ,saxony in #ahih4 ,in general the ,german schools are classified upon a basis of the grade of instruction given rather than upon the character of the subjects taught4 ,primary education is compulsory1 that is to say1 all children are compelled by law to attend school from their sixth to their fourteenth year4 ,it is at this point that we find our difficulty4 ,to quote ,dr4 ,alwin ,pabst of ,leipzig 7who speaks of conditions governing technical schools73 ,the age of admission1 length of course1 fees and other conditions 7examinations7 of these schools differ widely4 ,ages range from fourteen to thirty years or over2 length of course1 one to four or five years2 fees perhaps twenty to thirty marks per year4 ,the ,fortbildungsschule is the only institution in which no fee is charged4 7,taken from a personal letter47 ,several classifications commend themselves for use4 ,each has its weaknesses and breaks down at some point1 owing to the conditions previously mentioned4 ,in order the better to illustrate this difficulty ,i shall give these various possible classifications4 ,the first refers chiefly to the scheme of secondary education and was the one first chosen and later discarded4 ,it was suggested mainly by ,sir ,philip ,magnus's work on ,industrial ,education and the ,report of the ,industrial ,commission1 ,vol4 #a4 #a4 ,industrieschulen ,gewerbeschulen #b4 ,trade ,schools ,fachschulen #c4 ,building ,trade ,schools #d4 ,secondary ,technical ,schools ,higher ,technical ,foremen ,building ,weaving ,drawing #e4 ,industrial ,art ,schools 7,kunstgewerbe7 ,pure ,art ,applied ,art #f4 ,polytechnics or ,technische ,hochschulen #g4 ,continuation ,schools--,fortbildungsschulen ,another classification1 suggested in most part by a ,german authority is as follows3 #a4 ,fortbildungsschulen--,continuation schools #b4 ,industrie--or ,fachschulen--,special ,trade ,schools #c4 ,gewerbeschulen #d4 ,technische ,schulen #e4 ,technische ,hochschulen #f4 ,baugewerkschulen--,school for ,architects #g4 ,kunstgewerbeschulen--,schools of ,art ,in the ,seventeenth ,annual ,report of the ,u4 ,s4 ,commissioner of ,labor for #aijb we find the following3 #a4 ,technical ,colleges #b4 ,secondary or ,intermediate ,technical ,schools #c4 ,schools and ,museums of ,industrial ,art #d4 ,schools for ,foremen #e4 ,schools for the ,textile ,trades #f4 ,trade and ,industrial ,continuation ,schools #g4 ,industrial ,drawing ,courses #h4 ,other ,institutions for ,industrial ,education4 ,the order followed in the present study is finally given below4 ,it is one not to be found elsewhere1 but more closely resembles that of ,dr4 ,pabst 7the second classification7 and that found in the ,seventeenth ,annual ,report of the ,commissioner of ,labor4 ,it has undoubtedly its weak points1 but ,i feel it is the best that can be made however1 as it is based upon data recently published1 and the results of correspondence with ,german school authorities1 in addition to a not very extended knowledge gained through personal contact with the ,german schools4 ,it may be taken therefore1 as bringing the work down to the present time3 #a4 ,continuation ,schools or ,fortbildungsschulen #b4 ,trade ,schools or ,fachschulen #c4 ,secondary or ,intermediate ,technical ,schools or ,gewerbliche ,mittelschulen #d4 ,technical ,colleges or ,technische ,hochschulen #e4 ,school and ,museums of ,industrial ,art1 or ,kunstgewerbeschulen ,,ii ,,continuation ,,schools ,,fortbildungsschulen ,since at the age of fourteen years the ,german youth is no longer under the control of the compulsory school law1 the value of the system of continuation schools is realized4 ,of necessity the great mass of boys are at this age1 forced to enter some gainful pursuit4 ,it was clearly evident to the ,german people that boys should not be cut off from school education at this early age4 ,dr4 ,james ,h4 ,russell in his ,german ,higher ,schools says3 ,the elementary and secondary schools are quite independent of each other--not one boy in ten thousand finds his way from the highest class of the elementary school into the ,gymnasium4 ,it is evident that year by year an increasingly large number of boys discontinue their education at the close of the elementary school1 for a statement made by ,mr4 ,michael ,n4 ,sadler1 7,vol4 ,,iii of ,special ,reports on ,educational ,subjects1 ,london71 some years prior to the above writing1 would seem to indicate a lesser percentage of dropping out than that proposed by ,dr4 ,russell4 ,the desire then for more extended educational advantages must have been early felt1 and there sprang into existence what has since developed into one of the most significant features and far-reaching factors in the ,german scheme1--the continuation school4 ,i quote from ,mr4 ,h4 ,bertram who writes of the continuation schools in ,berlin1 ,december1 #ahii3 ,amid the development of civilization among the nations the idea of the continuation school is making its way with increasing strength4 ,urgently required by the conditions of social organization1 and in its turn acting on them1 the new institution appears in many forms4 ,it claims its place side by side with the ,church and the ,school4 ,among the great number of those who enter early upon the practical business of life1 to whom the primary school has offered a start there awakens1 sooner or later1 the desire to share in the stores of knowledge which human intelligence has won1 in the insight into the working of the forces of nature1 which it has acquired and applied to industry1 in the arts which ennoble and support human action2 in short to participate in the spiritual treasures which are1 as it were1 the birthright of those born under a luckier star4 ,this desire1 which opens to the diligent the way to material prosperity and inner contentment1 seems for society as a whole an important incentive to industrial progress1 and turns the discontent of the slaves of machinery into happiness of men conscious of their own success4 ,the more the old order changes which held the work people in the narrow bonds of tradition1 the more is customary prescription replaced by education and independent judgment1 by insight into existing conditions1 by special excellence within a particular sphere4 ,for this reason1 the elementary school1 however efficient and methodically correct its action may be1 cannot suffice for the happiness of the masses1 nor for the preservation of society4 ,the instruction must come into close contact with the life of the future citizen1 and must be at the command of everyone desirous to learn1 as long as he seeks it4 ,but the seeker1 born amid such conditions as these1 needs guidance4 ,public libraries1 newspapers1 magazines help him the more he pushes forward1 but without expert assistance he hardly finds the beginning of the path4 ,this is the object of the ,continuation ,school4 ,it is somewhat difficult to define the limits and scope of the continuation or ,fortbildungsschulen4 ,conditions vary in the different ,german states and especially do they vary in the various kinds of continuation schools4 ,definition is made even more doubtful when we find that the limits of certain schools overlap4 ,it may be said that students are regularly admitted from fourteen to sixteen years of age4 ,not infrequently however1 boys and men of more mature years take advantage of the courses offered4 ,instruction is carried on during the week-day evenings from six to eight o'clock and on ,sunday mornings4 ,prussia leads the other states in the number and character of her supplementary schools1 the system having its fullest expression in ,berlin4 ,the fact became early apparent that preparation1 whatever line the boy was to follow1 was necessary1 and this thought is confirmed in the many skilled laborers in ,germany to-day4 ,in ,prussia1 as elsewhere1 it was found that boys many times left the common school before they became proficient in any line of book work4 ,the causes were various2 poverty1 indifference1 sickness1 overcrowding1 poor enforcement of the compulsory attendance laws1--all these conspired to make supplementary schools necessary4 ,in the older provinces very little attention was given the continuation school prior to #ahge1 and almost as much could be said of those provinces which were acquired in #ahff4 ,in #ahdd a report issued by the ,department of ,public ,instruction makes mention of the usefulness of such schools1 while two years later a second report has only slightly more to say on the subject4 ,this lack of interest may be attributed in large measure to the non-financial support of these schools by the government4 ,several problems had to be faced in working out the scheme4 ,certain definite relations between the primary and continuation schools must be observed2 those coming into the latter with an inadequate underschool knowledge must be looked after2 provision must be made for students of lesser as well as of more mature years2 all classes of occupation must be given attention2 these and many other difficult questions were to be met and overcome4 ,three principles1 says ,mr4 ,bertram1 have contributed to the solution of this problem--free choices between the courses provided1 free enjoyment of the preparatory courses without fee1 and the selection of the teachers according to their attainments in a particular branch and their ability to adapt their instruction to the needs of the pupils or participants in the course4 ,in certain sections1 ,nassau and ,hanover for example1 state aid came early to the continuation school4 ,in #ahgd an increased appropriation resulted in the betterment of the schools then existing and in the further establishment of like institutions4 ,here the communities must meet the cost of building1 heating1 lighting etc41 and one-half of all the expenses not covered by the actual tuition4 ,since #ahgh there is a fairly general acceptance throughout the ,empire of the statute providing that all employes under eighteen years of age must be allowed to attend a continuation school1 the period of attendance to be determined by competent authority4 ,this naturally leads the ,public ,instruction ,department to be free in its financial support4 ,it will be understood that in most cases six hours per week is the attendance required and that only those who have left the ,volksschule or lower school and are not attending any higher institution are admitted4 ,in ,saxony a somewhat different condition exists4 ,children who have not made satisfactory progress in the ,volksschule must1 perforce1 attend the continuation school for two years4 ,the writer of this paper was thoroughly impressed with the work of the ,sunday classes as seen in ,leipzig1 ,saxony1 during the summer of #ahii4 ,his first introduction to such work was made1 when on joining a group of boys1 several of them carrying draughting-boards1 he was conducted by them to their school4 ,the general character and deportment of the boys1 the spirit and enthusiasm manifested by them1 and the thoughtful and intelligent quality of the work produced1 fully justified in his own mind1 the validity and worth of the ,sunday class instruction4 ,as between the schools located in the cities and those in the smaller towns and country places1 there is some slight difference4 ,they may be classified as 7a7 rural or 7b7 city schools1 on account of their location4 ,the distinction lies rather in the arrangement of their curricula1 the needs of the students in the particular locality being kept in mind4 ,in the rural schools the programme of studies is somewhat general1 comprising the ,german language1 arithmetic1 mensuration1 nature study2 and in some instances may be added to these1 geography1 ,german history1 drawing1 gymnastics and music4 ,this programme is elective to the extent that the capacity and previous education of the pupil are considered1 and too1 the ability of the teacher1 local conditions and the time spent by the individual student4 ,such schools are admonished not to take on the character of technical institutions1 but rather to continue the general education begun in the ,volksschulen4 ,only under certain conditions is less than four hours per week of instruction permissible4 ,in ,prussia the city continuation schools are of two grades1 each grade made up of a number of classes4 ,in the lower grade schools1 instruction is given in accordance with the particular trade or calling the pupil is to follow4 ,in the upper grade1 work is much the same1 proficiency being the chief additional feature4 ,when six hours of work is the minimum1 language1 arithmetic1 elementary geometry and drawing1 form the body of the course2 while penmanship1 geography1 history1 grammar and nature study all are taken up in connection with the reading work4 ,business forms are not overlooked4 ,in the more fully equipped schools where the teachers are prepared for such branches1 higher mathematics1 mechanics1 physics and advanced drawing are taken up4 ,if1 as before stated1 the various types of continuation schools overlap1 the same is true regarding the trade and industrial continuation schools4 ,while in many instances the work in the latter schools is of a general character1 aiming to supplement or round out the education of the pupil1 we find that many of the original schools of this class have developed into a form of special or trade school4 ,this is brought about through pressure from without1 as it were4 ,when a certain industry predominates in a locality supporting a continuation school1 it is only fair to suppose that the work done1 general though it may be1 will be colored to some extent at least1 by the demands of such industry4 ,if this process of merging is carried sufficiently far1 as is in many cases done1 the school may lose almost or entirely its original trend1 and from a ,fortbildungsschule1 fall into the class of trade or ,fachschulen4 ,in the main then1 the instruction given in a continuation school proper1 is either of a theoretical nature or involves some form of drawing perhaps1 thus rendering any other than an ordinary school room unnecessary for class use4 ,in the city of ,leipzig the situation is dissimilar to that in some north ,german cities4 ,here the classes are arranged according to the various trades followed1 as bookbinders1 printers1 lithographers1 bakers1 metal workers1 workers in wood and stone1 etc4 ,there are again in ,southern ,germany simply schools of drawing with special reference to the various trades and industries4 ,in addition to these are classes of a general nature for boys not following special trades4 ,such schools however1 cannot be found in the smaller towns or in the country4 ,certain other ,saxon cities have schools of somewhat similar character4 ,in the ,consular ,report1 ,vol4 #ed1 ,no4 #bjb1 page #ddg1 #ahih1 ,mr4 ,j4 ,c4 ,monoghan says1 writing under the title ,technical ,education in ,germany3 ,the supplementary schools are for the people who have to work1 what ,chautauquas1 summer schools1 and university extension courses are for others4--,parties in politico-economic circles have found that the system of common school education under which boys and girls were given an ordinary education in reading1 writing1 arithmetic etc41 up to their fourteenth year1 was inadequate1 partially if not wholly1 to the ends aimed at in such a system4 ,to supply this defect it was urged1 and finally proposed and favorably acted upon1 that graduates of the common schools1 boys especially1 in some few cases girls too1 should continue to get instruction a certain number of hours a week4 ,this was made compulsory4 ,manufacturers1 shopkeepers1 and mechanics in whose employ such boys were found1 and not the parents1 were made responsible for the boys' attendance4 ,in these schools1 as indicated in the foregoing1 the boys get as good an idea as possible of the trade or branch of business in which they are employed4 ,as a rule1 the hours of attendance are early in the morning or a certain number of afternoons in the week4 ,sunday mornings are not thought too sacred for such work4 ,it seems to be an acknowledgement that the years hitherto given to a boy in which to get an education1 viz41 from his sixth to his fourteenth year1 are not enough to prepare him for the struggle for life that he has to enter upon4 ,men have told me1 successful merchants and agents here1 that they owe more to the hours spent in the developing or supplementary schools from the practical character of the instruction given and the information imparted1 than to the many years spent in the common schools4 ,while one is hardly willing to believe this1 there can be no doubt of the good work done1 and being done1 by the schools referred to4 ,the ,handwerkschulen in ,berlin are very similar to ,fortbildungsschulen in ,leipzig for example4 ,these schools have seen a marvelous development during the past few years4 ,they have a technical quality1 giving much attention to drawing4 ,the sessions are in the evening1 eight hours per week1 the fee being six marks the half year4 ,they are attended by journeymen and apprentices who come recommended by their employers4 ,in connection with these schools various ,sunday classes are conducted throughout the city1 each center specializing along certain trade lines4 ,the ,berlin ,handwerker ,verein is a type of continuation school1 sustained not by the state but by an association4 ,the ,verein1 founded in #ahei1 has for its object the promotion of general culture1 a partial knowledge at least of the several callings represented1 and good manners 7gute ,sitten74 ,the moral and ethical elements are not lacking4 ,here public lectures of real merit are given1 together with music1 gymnastics1 and instruction in general and technical subjects4 ,boys of good character1 over seventeen years of age1 are admitted4 ,the families of the boys in attendance are also allowed to avail themselves of such general exercises1 lectures1 music1 etc41 as the school offers4 ,what may also be styled as belonging in a sense in the continuation school category is the ,german ,association for the ,diffusion of ,popular ,education1 with headquarters in ,berlin4 ,branches of this association are scattered throughout various parts of the ,empire4 ,in the year #ahfi1 the industrial code provided that all boys under eighteen years of age might1 at the discretion of the local authorities1 be compelled to attend school4 ,it is thus evident that the local or ,state authority was here consulted1 rather than the ,general ,government4 ,at the present time however1 when the adjustment of this matter is not in the hands of local authority1 the employer must1 if those engaged with him desire so to do1 allow such boys to attend school at their option4 ,in some ,states however1 ,saxony1 ,bavaria1 ,hesse and ,baden1 compulsory school laws are in force among all boys fourteen to eighteen years of age4 ,at present the law of #ahia is active and the portion touching our problem is here given3 ,employers are required to give the necessary time1 to be determined eventually by the competent authorities1 to their workingmen under eighteen years of age who attend an educational establishment recognized by the communal administration or by the ,state as an adult's school4 ,instruction shall not be given on ,sunday except where the hours are so fixed that the pupils are not prevented from attending the principal religious exercise or a religious exercise of their faith especially conducted for them with the consent of the ecclesiastical authorities4 ,the central administration may1 until ,october #a1 #ahid1 accord exemptions from the last provision to adult schools already in existence1 attendance upon which is not obligatory4 ,for purposes of this law schools giving instruction in manual work and domestic duties to women shall be considered as adult schools4 ,this citation points out that the ,sunday class work must not conflict with the religious services4 ,there is a strong sentiment in many places in favor of a repeal of such laws as prohibit ,sunday classes at such times as church services are held4 ,many of the clergy are opposed to the extending of ,sunday continuation schools1 while for the most part the government authorities are favorable to such extension4 ,as regards the compulsory age limit1 ,prussia of all the ,german states is following out the option given the individual ,states4 ,it is worthy of note that she declares 7while declining to accept the law7 that where freedom is allowed1 boys are more likely to continue in school after their eighteenth year4 ,it is insisted also that with the restrictions removed1 a deeper interest is excited in the school studies4 ,the statement is made however that in ,prussia two thirds of the industrial continuation schools have compulsory attendance laws in force as the local authorities may determine4 ,certain it is that much stress is laid upon the ethical side of instruction in the continuation schools and it is agreed that the compulsory school should not transplant the regular continuation school1 except where it seems absolutely necessary to do so4 ,in ,bavaria for example1 where the age limit by law is thirteen1 the compulsory school has a place for the time being at least4 ,in ,berlin1 a century ago1 ,sunday afternoon classes were inaugurated1 with a programme no more varied than that furnished by the three ,r's4 ,apprentices not equipped with sufficient school training were forced to attend the schools4 ,in #ahfi the power was wrested from the trade guilds and the elective system resulted1 later producing the ,elementary ,continuation ,school4 ,the local city government founded at a later date three such schools1 and in these a more diversified curriculum was operated1 adding to the three ,r's1 ,german composition and literature1 modern languages1 natural science1 political science1 law1 bookkeeping and drawing4 ,for various reasons these schools were not attended by a full measure of success and the city authorities formulated the plan of placing the continuation schools in some of the higher institutions of learning1 courses to be operative in winter only4 ,later1 from the preparatory school1 which fitted for the continuation school proper1 grew up the technical continuation school4 ,there are at the present twelve schools of the continuation type in ,berlin4 ,a large attendance is desired1 for with large classes groups of various intellectual standards may be formed4 ,the student is free to elect subjects--as between certain languages1 mathematics or art studies4 ,the ,director of the school1 by keeping in touch with the employers in the various trades and shops1 can thus control the attendance and shape the course of the lines of work offered4 ,some ten years since1 two special lines of instruction were withdrawn from the continuation school proper--the carpenters' school and the ,gewerbesaal1 comprising work in drawing and theory involved in machine construction and the like4 ,courses for turners are offered in the carpenters' schools4 ,in ,berlin there are in excess of nine centers for the last named school and ten centers for the ,gewerbesaal1 the winter classes running up to #bjjj and #hej pupils respectively4 ,this example serves to illustrate the fact mentioned in a previous connection1 viz41 that the ,fortbildungsschule was in some cases merged into a special school1 for here in reality a ,fach or trade institution has developed from the original continuation school4 ,this practice has been going on more or less extensively among the various schools2 and in ,berlin especially1 the continuation school has been the foundation of most of the ,fachschulen4 ,something more will be said in this connection in the section under trade schools4 ,regarding the continuation schools for girls and women a word may be added4 ,as with the boys' schools1 so these designed for girls were put on foot1 partly at least1 from an ethical standpoint4 ,girls spending their days in the factory and shop were in need of a refining influence1 and this the continuation school afforded4 ,courses were offered in the ,german language1 arithmetic1 sewing and dressmaking4 ,the efforts made to give girls this training were not entirely successful4 ,so many objections to ,sunday work were brought forward that it was discontinued4 ,the burdens of the day fell so heavily upon the girls that they were not ambitious to attend evening classes4 ,at the present time the schools are more largely attended by girls who1 during the day1 remain in the family1 and in the school take up the household arts1 sewing1 cutting out1 and the like1 and also languages1 mathematics1 geography1 etc41 gymnastics and music1 shorthand and typewriting4 ,it is hoped soon to introduce cookery in all girls' schools4 ,drawing is given much attention4 ,there are in ,berlin1 nine municipal continuation schools for girls1 which are1 as the name indicates1 maintained by the city4 ,,iii ,,trade ,,schools#a ,as has been indicated in another connection1 the classification of trade schools as such1 is somewhat uncertain4 ,it has been shown that many of the present schools for special trades have evolved from the continuation schools of the past4 ,in the transition state it is sometimes quite difficult to definitely place a certain school1 whether in the trade continuation1 or trade group proper1 or to class it with the ,industrieschulen4 ,the trade continuation schools have largely superseded the regular trade schools1 in many localities at least1 and where this condition exists1 trade instruction seems to be losing ground1 here the ,fortbildungsschulen on the one hand1 and regular apprenticeships on the other1 coming in to supplant trade teaching4 ,footnote #a3 ,the two previous articles were published in the ,school ,bulletin for ,july and ,august1 #aijf4 ,the seeming contradictory statements made here must be interpreted in the spirit rather than in the letter1 if the full meaning and significance of the trade school is to be grasped4 ,trades are taught as formerly4 ,the point made is that while the trade school1 per se1 is doing its work1 boys are1 more and more1 being trained for their trades in the so-called trades continuation schools and as apprentices in the shops4 ,the latter form of training will be spoken of elsewhere in this section of the paper4 ,we have noted in following the work of the continuation school1 that the attempt has been mainly toward the teaching of theoretical subjects1 the practical lines being carried forward in the regular daily occupations of the individuals4 ,hence the trade is not held specifically in mind1 although the desired end is always kept in view4 ,in the trade schools on the other hand1 the work is largely of a practical nature1 dealing with some particular occupation4 ,the foregoing statement may be taken as fairly representing the ,fachschule point of view1 but it should be observed that while these schools are special trade schools1 training for example iron workers1 or joiners1 or tailors1 there is a differentiation within the general class4 ,i refer to the ,gewerbeschulen1 where theoretical lessons are sometimes taught4 ,these schools will be given mention in the secondary group4 ,admission to the trade schools is gained usually at fourteen years of age1 the length of each course covering a period of three years4 ,the schools are in receipt of financial aid from both state and local governments4 ,to simplify our study1 we shall consider only such institutions as deal with a single trade each1 leaving the schools for the building trades and the like1 and those dealing with industrial art and drawing to be treated elsewhere4 ,specialization has been carried so far that the following lists of schools1 each training for its own particular trade or calling1 may be given4 ,the list is arranged alphabetically and without reference to the relative importance of the various vocations1 or to the number of schools4 ,such schools are now found pretty generally in the larger cities throughout the ,empire4 ,some of these are day schools2 some evening schools1 and others again offer both day and evening courses and ,sunday instruction4 ,,single ,,trade ,,schools ,schools for ,bakers ,barbers and ,hairdressers ,basketmakers1 ,wickerworkers1 and ,strawplaiters ,blacksmiths ,bookbinders ,carpenters and ,cabinetmakers ,chimney ,sweeps ,confectioners ,coopers ,gardeners ,glaziers ,joiners ,marine ,machinists ,masons ,painters ,paperhangers and ,decorators ,plumbers ,photographers ,potters ,printers ,saddlers1 ,trimmers and ,trunkmakers ,shoemakers ,tailors ,tinsmiths ,toymakers ,upholsterers ,wagonmakers and ,wheelwrights ,watch and ,clockmakers ,woodcarvers ,some of the above named institutions are in certain localities styled apprenticeship schools4 ,these train workmen and foremen of a minor degree4 ,shop work is offered1 and in some cases pure and applied art as well4 ,the evening work of the so-called ,artisans' ,schools of ,berlin1 are deserving of special mention4 ,there are two such institutions1 called respectively school number one and school number two4 ,the first was established in #ahhj2 the second in #ahib4 ,the aim of these schools is to give to tradesmen and apprentices in their leisure hours such a knowledge of drawing1 the arts and sciences1 as will find an application in their own lines of work4 ,the grade of instruction varies from quite elementary work to that for advanced students1 the latter being obliged to present evidence of fitness before entering4 ,the following courses are offered1 the figures indicating the number of hours per week devoted to each4 ,arithmetic #b ,algebra #b ,geometry #b ,trigonometry #b ,analytical geometry and calculus #a ,mathematical problems involving physics and mechanics #b ,descriptive geometry #d ,bookkeeping #b ,physics #d ,mechanics #b ,electro-technics #d ,chemistry #d ,chemistry and pharmacy #d ,free-hand drawing #b-d ,aquarelle #d ,projection #d ,ornament #d ,trade drawing according to occupation #d ,modeling in wax and clay #d ,decorative painting #d ,in addition to the foregoing1 school number two offers3 ,chasing #d ,practical wrought-iron work #d ,sketching and calculating the elements of machinery #b ,the courses continue for two years4 ,it is interesting to note that whereas certain enactments are in force regarding the ,sunday sessions of the ,fortbildungsschulen1 there are no such restrictions placed upon the ,fachschulen1 ,sunday morning classes being held at the discretion of the school authorities4 ,let us refer to our table of single trade schools as given above4 ,the statements which follow have in most cases been taken from data relating to the schools of ,berlin1 and may be said to fairly represent the general existing conditions throughout the ,empire4 ,in the school for bakers1 instruction is given one day weekly for two and one half hours4 ,the theoretical work 7which in common with all such work in the regular trade schools1 is related directly to the particular trade under discussion7 is made up of chemistry and bookkeeping4 ,in the barbers' and hairdressers' schools1 instruction is carried on six days each week1 four hours daily1 the school continuing six months of the year1 covering the winter period4 ,each class receives fourteen hours instruction per week4 ,while the bakers' school is supported by the guild1 the barbers' school is jointly maintained by state1 city and guild4 ,the curriculum includes shaving1 hair cutting1 and hair dressing1 wig making1 and ladies' hair dressing4 ,a tuition of three marks is charged for the term1 in the case of apprentices1 and six marks for journeymen2 a charge five times as great is made for ladies' hair dressing1 and for the surgical lectures1 ten marks4 ,the guild1 state and municipality maintain the school for basketmakers and wickerworkers4 ,apprentices receive instruction free1 four marks each semester being charged the journeymen and adults4 ,attendance is compulsory on the part of apprentices of guild members4 ,four hours work per week are given1 on ,saturdays4 ,the annual expenses of the school1 are about five hundred and fifty dollars4 ,four courses are offered1 as follows3 first1 general basket making and wicker furniture2 second1 making of small wicker furniture2 third1 large wicker furniture2 fourth1 fine and artistic wicker working4 ,in the blacksmiths' school the instruction is for two hours1 one day each week4 ,theoretical work in horseshoeing1 and drawing related to the course are taught4 ,the city and guild support the school for bookbinders4 ,the students are both apprentices and journeymen4 ,they work week day evenings and ,sunday mornings4 ,the purpose is not to produce tradesmen1 but rather to make more proficient those engaged in some form of bookbinding1 and to this end applicants must have had experience amounting to two years work before entering the school4 ,all students must be grounded in the general elements underlying the trade before they are allowed to take up any phase as a specialty4 ,no fee is charged the apprentices of guild members2 others pay five marks per term2 journeymen pay nine marks per term4 ,in the cabinetmakers' school1 all lines of work pertaining to the trade are taken up1 drawing and designing for trade purposes2 free-hand drawing2 modeling1 carving2 properties of woods1 etc4 ,instruction is given week day evenings and ,sunday forenoons4 ,four marks are charged for the first term in the drawing course and for each subsequent term1 two marks4 ,the subjects taken up are3 chemistry1 free-hand drawing1 projection1 trade drawing1 perspective and shadows1 drawing from cast1 modeling and wood carving1 joinery4 ,the school is under public control4 ,in most of the remaining trade schools1 instruction is pretty generally given on week day evenings and ,sunday mornings1 the apprentices of guild members paying no fee1 a small charge being made for outsiders4 ,the support comes from city1 state and guild in most cases4 ,in the school for masons however1 there is a preparatory course and also a carpenters' course1 the whole covering a three years term4 ,in this school the instruction is thorough1 covering plans1 drawings and specifications2 stone1 brick1 and wood construction2 foundations1 arches1 staircases1 roofs1 and the like4 ,almost without exception in all these schools the winter attendance is greater than that in the summer4 ,certain individual schools throughout the ,empire deserve special mention1 the ,royal ,fachschule of ,iserlohn1 the first in ,prussia1 being a notable example4 ,here handwork is combined with industrial art adapted to metal work4 ,boys who entered the trade were1 in the early days of the school1 found to be in need of both theoretical and practical work1 so each has a place in the curriculum4 ,the length of the course is three years1 covering the trades of designers1 wood carvers1 moulders1 founders1 turners1 chasers1 engravers1 gilders1 and etchers4 ,here are taught drawing in all its branches2 modeling in wax and clay2 history of art and metal work2 elements of chemistry and physics2 mathematics2 ,german4 ,practical work in the department in which the student is engaged1 is given1 the student stating on entrance what subject he desires to take up4 ,the time of instruction is from eight to twelve1 in the winter season1 and from seven to eleven in the summer4 ,the afternoon session is from two to six4 ,in the engineering trade school1 three hours per day are devoted to ornamental drawing1 ,german1 physics and arithmetic4 ,as the instruction is planned for working people it is largely theoretical4 ,the ,reimscheid school is of the apprenticeship order4 ,attention is given the making of edge tools and such other implements as are manufactured in the district4 ,all students take drawing and design as applied to iron work4 ,they are made acquainted with the different kinds of iron work that can be carried on in the home2 are schooled in the use of the tools made2 learn regarding the markets at which they are sold1 and the various methods of their manufacture4 ,thus a general understanding of the principles underlying his trade is given the boy and he becomes acquainted with the commercial side of his calling while undergoing the necessary preparation in manipulation4 ,the theoretical work is given in the morning and what shop practice is offered is in the afternoon from two to seven4 ,the tuition is twenty dollars per year4 ,the ,pottery ,trade ,school at ,hohr ,grenzhausen1 ,prussia1 is under ,state control4 ,there are day and evening classes1 the former attended for the most part by the sons of manufacturers2 the evening classes by men and women who are employed otherwise during the day4 ,there are ,sunday classes also4 ,decorated stoneware is given much attention4 ,the day class boys enter with a fairly good knowledge of drawing and have perhaps attended the ,fortbildungsschule4 ,drawing1 descriptive geometry1 modeling in clay and wax1 new forms of vessels and original ornamentation1 painting1 designing and decorative art1 manufacture of earthenware1 lectures and study of collections1 make up the curriculum4 ,any original model made becomes the property of the father of the boy1 or of the person financially supporting such boy during his attendance at school4 ,two duplicates of the model must be left at the school4 ,the courses are three years1 daily sessions1 ,saturdays excepted4 ,the fees are nominal1 being only five dollars per year for the day classes1 thirty hours weekly1 and one dollar for evening work1 two hours weekly4 ,pupils living outside the municipality pay six dollars per year for day instruction4 ,the ,furtwangen1 or ,black ,forest schools are made up of several divisions1 giving rather a high class of instruction4 ,clock making1 wood carving1 and straw plaiting1 are largely carried on4 ,this paper would not be complete without some mention of the system of apprenticeship in vogue in ,germany4 ,the ,lehrwerkstaetten or apprentice shops play a considerable part in the industrial life of the ,empire4 ,in some instances they are maintained in connection with the trade schools1 or again1 are semi-private or separate shops4 ,the apprenticeship shops on the one hand1 and the continuation schools upon the other1 are doing much of the work formerly undertaken by the trade schools proper4 ,while manufacturing upon a larger scale is recognized as possessing advantages over the smaller productive plants1 it has seemed wise to hold to the handicrafts1 in a measure at least4 ,the apprentice system helps to preserve the traditions and sentiments of the ,german people1 by handing down these handicrafts4 ,the associations1 vereins1 and guilds of past time1 are to-day1 through the aid of legislation1 coming to the fore1 and bringing with them many boys trained in the shops under the masters4 ,to show the power and scope of the guild1 and in some cases it is incumbent upon a community to form a guild whether or no1 let me give the following quotation3 ,persons carrying on trades on their own account can form guilds for the advancement of their common trade interests4 ,the object of the guild shall be3 #a4 the cultivation of an esprit de corps and professional pride among the members of a trade2 #b4 the maintenance of amicable relations between employers and their employes1 and the securing of work for unemployed journeymen and their shelter during the period of their nonemployment2 #c4 the detailed regulations of the conditions of apprenticeship and the care for the technical and moral education of apprentices2 #d4 the adjustment of disputes between guild members and their apprentices1 as contemplated by the law of ,july #bj1 #ahij1 concerning industrial arbitration4 ,the shops offer about the same lines of work as do the private concerns1 aiming however to be more systematic and to cover a wider scope4 ,it is asserted by some that the instruction gained in the shop is superficial1 and not to be compared with that obtained from the traveling master-workmen4 ,when the shop is connected with some enterprise or manufacturing interest1 a master-workman has one apprentice only under his charge1 for which he receives from the state some thirty-five dollars yearly1 the boy being given board1 lodging and proper training4 ,the master must have attained the age of twenty-four years1 and must fulfil certain technical qualifications4 ,the instruction is practical in the highest degree and thus follows the lead of the trade schools in letter and spirit4 ,the fees are mainly paid in by guild members1 and those not members even1 provided such reside in the district and are connected with the trade for which the school stands4 ,local and state aid is furnished4 ,while the period of apprenticeship may extend over four years1 three years is the usual term4 ,,iv ,,art ,,trade ,,schools ,the various types of institutions taken up under this head are of an intermediate grade1 standing half way between the trade school on the one hand and the higher technical institutions upon the other4 ,indeed1 they contain many elements in common with the lower group1 their scope however being broader and more general or indirect1 theoretical work finding a place in their curricula4 ,owing to a similarity in the instruction given1 several classes of schools seem to demand a hearing under this section4 ,we shall begin with the more general trade schools omitted from our previous study4 ,,schools ,,for ,,the ,,building ,,trades 7,baugewerkschulen7 ,the schools for the building trades1 of which there are a half hundred in the ,empire1 are very similar in character throughout4 ,the ,munich school1 established in #ahbc1 was the first of its kind4 ,their aim1 as indicated in the title1 is the giving of training in the trades connected with the various building operations4 ,the majority of these schools offer a course two years in length4 ,the age of admission is fourteen to sixteen years4 ,it is a requisite under some boards1 that applicants have had practical experience in the line to be followed1 at least two half-years and in some cases two full years1 before entrance to the school4 ,they must have also a fair general knowledge of their own language1 and of reading and writing as well4 ,the candidate must be a graduate of the ,volksschule or must subject himself to an examination4 ,the fees in these schools vary from fifty to two hundred marks per year4 ,these are day sessions only4 ,the governing power is in some cases vested in the municipality1 frequently in the ,state1 and again in private enterprise4 ,while those who go out from these schools may1 some of them at least1 follow the trades as regular laborers1 others again are qualified as master-workmen and leaders in their craft4 ,construction in wood1 stone1 iron and metals2 laws of building2 modes of heat1 light and ventilation2 plumbing2 interior fittings2 these and other occupations are taken up4 ,the sessions of most schools extend over the winter months only1 the students being actively engaged in their several trades during the summer season4 ,these schools holding continuous sessions1 are sparsely attended during the summer4 ,when theoretical work is given1 such subjects are included as bookkeeping1 descriptive geometry1 physics and mechanics1 ,german1 free-hand and mechanical drawing1 design1 principles of architecture4 ,the practical programme comprehends a study of building materials and the procuring and working of the same2 relative strengths and adaptability to purpose2 models of construction2 ornamentation2 architecture and design2 estimates2 chemical properties of materials2 supports1 trusses1 arches and the like4 ,in the more advanced institutions1 algebra1 surveying1 mechanics1 study of machines and chemistry may be added to the theoretical list given1 while the practical studies are more intensive1 and of a somewhat higher order4 ,special departments for engineering1 7,tiefbauabteilungen7 preparing men to occupy positions as superintendents1 managers of public works1 construction directors1 etc41 are sustained in some instances4 ,such schools are of an inferior engineering type1 and deal with problems of advanced work as related to the construction of roads1 water works and railroads2 municipal engineering2 bridge construction2 electro-technics4 ,the theoretical lines are similar to those pursued in other courses4 ,the schools to which we have just referred illustrate well the statement made in a previous connection1 that the grade of instruction rather than the character of the subjects taught1 determines the classification of schools into groups4 ,three classes of trade instruction have just been mentioned1 and might well be styled lower1 middle and upper schools for trade teaching4 ,another point of interest lies in the fact1 that while we have been speaking of theoretical and practical subjects as forming the curricula of the schools for the building trades1 the distinction should rather be drawn on the line of traditional book subjects and applied or laboratory practice4 ,practical work1 per se1 is not carried on in the school4 ,thus we have a close connection between theory and practice2 more closely perhaps than is found to exist in other trades4 ,the following table shows the distribution of building trade schools throughout the ,empire1 the cities in which such schools are located being given4 ,anhalt ,zerbst ,baden ,carlsruhe ,kaiserslautern ,munich ,bavaria ,nuremburg ,ratisbon ,wuerzburg ,brunswick ,holzminden ,hamburg ,hesse ,luebeck ,neustadt ,mecklenburg-,schwerin ,sternberg ,mecklenburg-,strelitz ,strelitz ,oldenburg ,varel ,aix-la-,chappelle ,berlin ,breslau ,buxtehude ,cassel ,cologne ,deutsch-,krone ,eckernfoerde ,erfurt ,frankfort-on-the-,oder ,prussia ,goerlitz ,hildesheim ,hoexter ,idstein ,kattowitz ,koenigsberg ,magdeburg ,muenster ,nienburg ,posen ,stettin ,reuss-,schleitz ,gera ,saxe-,coburg-,gotha ,coburg ,weimar ,saxe-,weimar-,eisenach ,stadt-,sulza ,chemnitz ,dresden ,grossenhain ,saxony ,leipzig ,oschatz ,plauen ,rosswein ,zittau ,schwarzburg-,sondershausen ,arnstadt ,wurttemberg ,stuttgart ,,schools ,,for ,,foremen 7,werkmeisterschulen7 ,the ,werkmeisterschulen or schools for foremen1 are quite prominent in the scheme of secondary instruction4 ,the courses given in these schools are of a general character1 for the most part practical1 and the institution1 as the name implies1 fits men to occupy positions as foremen and overseers4 ,machine construction is the chief industry for which these schools train4 ,the first school of this character was opened in #ahee at ,chemnitz1 ,saxony4 ,there are at present twenty-one schools of this class in the ,empire4 ,sixteen is the regular age of admission4 ,candidates must have an elementary education on presenting themselves4 ,two years is the average length of course1 including both winter and summer terms4 ,a requisite for admission also is practical experience in the trade1 hence little other than theoretical instruction is given4 ,to the objection made by some1 to extending the course over two years of residence and of including the elementary branches in the curriculum 7such opposition favoring a reduction in time given to preparation7 the answer comes that the school should give a well grounded education1 such as will fit the participant for all the functions of his social and industrial life4 ,fifty to sixty marks is charged yearly for tuition fees4 ,certain of these schools have both evening and ,sunday classes1 the tuition being twenty marks yearly for week day evenings1 eight to nine forty-five1 and ,sundays1 eight to ten in the forenoon4 ,table showing location of schools for foremen3 ,anhalt ,dessau ,baden ,mannheim ,bavaria ,four ,mechanische ,fachschulen ,hamburg ,altona ,cologne ,dortmund ,duisburg ,elberfeld-,barmen ,prussia ,gleiwitz ,gorlitz ,hanover ,magdeburg ,iserlohn ,reimscheid ,chemnitz ,saxony ,mittweida ,leipzig ,the following data were compiled from tables appearing in the ,report of the ,commissioner of ,labor of the ,united ,states1 for #aijb4 ,the hours per week allowed each subject taught in the schools of machinery construction1 at ,duisburg and ,dortmund1 ,prussia1 are given4 ,,duisburg ,,dortmund ---------------------------------------- -------- ,,first ,,year ,,second ,,year ,,first ,,year ,,second ,,year ---------------------------------------- ---- ,first,second,first,second,first,second, first,second ,half ,half ,half ,half ,half ,half ,half ,half ---------------------------------------- --------------------------------- ,german language and law #d #d #b #b #e #c #b -- ,arithmetic #d #a -- -- #e #b -- -- ,bookkeeping -- -- -- #b -- -- -- #c ,descriptive ,geometry -- #c -- -- -- -- -- -- ,mathematics #h #f #d #b #g #f #e #b ,experimental ,physics -- -- -- -- #d #b -- -- ,physics and ,electricity #d #c #b #b -- #d #c #c ,experimental ,chemistry #b -- -- -- #b -- -- -- ,penmanship #b -- -- -- #a -- -- -- ,drawing #ab -- -- -- #ag -- -- -- ,machine ,drawing -- #f #h #h -- #aj #h #ad ,projection -- -- -- -- -- #b -- -- ,mechanics -- #d #d #d -- #e #e #b ,technology of mechanics1 smelting and refining -- -- #f #d -- #b #f #d ,theory of machines -- #f -- -- -- #f -- -- ,steam boilers and hoist machines -- -- #f -- -- -- #g -- ,steam engines and hydraulics and small motors -- -- -- #f -- -- -- #h ,heating -- #c -- -- -- -- -- -- ,theory of building construction -- -- #d -- -- -- #b #b ,practice in the work shop for machinery construction -- -- -- -- -- -- #d #d ,estimated wages -- -- -- #f -- -- -- -- ,first aid to the injured -- -- #a -- -- #a -- -- ---------------------------------------- ---- ,total #cf #cf #cg #cf #da #dc #db #db ,the following table showing the occupations of one time students at three of the ,prussian schools was compiled in ,april1 #ahih4 ,this table may be found on page #hhc of the ,seventeenth ,annual ,report of the ,commissioner of ,labor of the ,united ,states4 ,columns3 ,a ,duisburg3 ,graduates from ,sept4 #bi1 #ahhc to ,april #aj1 #ahih ,b ,dortmund3 ,graduates from ,sept4 #bi1 #ahib to ,april #aj1 #ahih ,c ,magdeburg3 ,graduates from ,sept4 #bi1 #ahic to ,april #aj1 #ahih ---------------------------------------- ------------------ ,,occupation ,a ,b ,c ---------------------------------------- ------------------ ,heads of establishments #ed #a #a ,other officers of establishments #bcg #ajg #aa ,machine builders and foremen #ci #ah #a ,wage-workers #cd #i ,owners of establishments or shops #aj #c ,draftsmen and technical experts in offices #hf #ee #hc ,assistant ,chemists #c ,students at other schools #aa #a #b ,other than technical work #d #a ,military service #af #bc ,deceased #aa ,unknown #bf #ba #e --- --- --- ,total #eca #bci #ajc ---------------------------------------- ------------------ ,,schools ,,for ,,the ,,textile ,,trades ,one of the most interesting groups of trade schools are those for the promotion of the textile industry in its various aspects1 there existing at the present time no less than seventy-nine such institutions4 ,the fourfold classification of these schools which follow1 seems to be in accordance with the spirit of the work attempted4 ,first2 the superior weaving school 7,hoehere ,webschulen74 ,second2 the secondary weaving schools 7,webschulen74 ,third2 the apprentice shops for weaving and knitting 7,webereilehrwerkstaetten74 ,fourth2 instruction by traveling or itinerant masters4 7,wanderlehrer7 ,not only does ,germany rank high in the character of her textile schools1 but instruction is exceedingly wide spread4 ,then again all lines of the industry are taken up1 from the most elementary to the most technical processes known4 ,it will thus be seen that men are trained for the lower as well as for the higher branches of the art4 ,in the highest classes of institutions weaving is almost exclusively carried on4 ,the general ,government assumes the control of these schools notwithstanding that in the beginning1 many such institutions were put on foot through the initiative of associations and guilds4 ,in each of the several classes the work is both theoretical and practical4 ,the age of admission is usually fourteen years and the course of two years duration4 ,the ,webschulen train1 not for specialists as do the schools just mentioned1 but rather aim to turn out foremen and bosses4 ,the apprenticeship shops come more closely in touch with the workmen of small means and those using hand machinery1 while the ,wanderlehrer schools are moveable4 ,in the latter instance1 the home becomes the school when the teacher is present2 that is a competent instructor is employed to travel from place to place1 visiting the small factories or home manufacturers1 and giving such instruction as he deems wise and necessary4 ,much good work is still done in the rural homes of ,germany1 and through the means mentioned the standards are kept up4 ,the work of these textile schools is largely specialized1 depending upon the the location of the school4 ,in some localities wool1 in others linen or cotton1 or again in others silk will be given the chief attention4 ,both theory and practice have a place in the school instruction4 ,work in the various courses includes a study at first hand of the materials used1 cost of production1 relative values1 various processes of manipulation1 chemistry1 drawing1 designing1 painting1 lectures on fabrics1 elements of weaving and machinery used1 and original design and practical work4 ,the distribution of textile schools is shown in the following table4 ---------------------------------------- ------------------------- ,superior ,textile ,secondary ,weaving ,primary ,weaving ,weaving1 ,knitting and ,trimming ,spinning1 ,weaving and ,knitting ,,state ,spinning and ,weaving ,primary ,knitting ---------------------------------------- ------------------------- ,alsace-,lorraine #a ,bavaria #c ,hesse #a ,prussia #h #h #bb ,reuss-,greitz #a ,reuss-,schleitz #a ,saxe-,weimar-,eisenach #a ,saxony #bg ,wurttemberg #a ---------------------------------------- ------------------------- ,the ,prussian superior textile schools are located as follows3 ,aix-la-,chappelle ,bremen ,berlin ,crefeld ,cottbus ,muelheim-on-,rhine ,muenchen-,gladbach ,sorau ,the ,berlin textile schools may be taken as fairly representing the higher and more completely equipped institutions of this class4 ,the age of admission is sixteen years1 a secondary education being necessary to entrance4 ,several courses are offered as follows3 knitting1 one year2 weaving1 one and one-half years2 designing1 two years2 passementerie making1 one year2 dyeing1 one year2 embroidery1 one-fourth year4 ,there are day1 evening and ,sunday classes4 ,the accompanying table shows the subjects taught in each course and the number of hours given to each subject1 reckoned on the basis of the entire length of course4 ---------------------------------------- ------------------------------- ,for manufacturers and superintendents1 #a #a_/b yrs4 ,designing1 #b yrs4 ,knitting1 #a yr4 ,,subjects ,passementerie making1 #a yr4 ,dyeing1 #a yr4 ---------------------------------------- -------------------------- ,theory of weaving #d #c #f #f #b ,design transfer #ac #i #c #h ,materials #a #a_/b #a #a ,hand and power looms #c #b ,motors #a ,preparing apparatus #a ,finishing apparatus #a ,practical exercises #h #f #ah #ab #cc ,dyeing #b #b #b ,analysis and production of knitting goods #d ,chemistry of fibers #b ,chemistry and physics #d ,drawing #h #bc #b #e ,arithmetic and bookkeeping #b #c #c ,jurisprudence #b #a #a ,lecture #b ---------------------------------------- -------------------------- ,in many instances the weaving schools have in connection with them departments for dyeing and finishing4 ,in such cases much attention is given to color blending and harmony and to chemistry as well4 ,,gewerbeschulen ,extended mention will not be made of the ,gewerbeschulen1 as the point of distinction between such schools and the ,fachschulen was set forth under the last section4 ,they partake of the character of trade schools1 but are more general in their tendencies4 ,while both theoretical and practical work are given1 the former is not always applied theory1 the ,gewerbeschulen being based upon1 what we in ,america speak of1 as the educational side of trade instruction4 ,these schools are attended by boys and men fourteen to twenty-four years of age1--individuals representing the various trades4 ,the courses cover a period of three years4 ,both ,state and local moneys go to the support of these schools4 ,the ,gewerbliche ,fachschule of ,cologne is somewhat distinctive4 ,it instructs chiefly the sons of tradesmen and superior artisans4 ,there are three departments in the school3 ,first--that of engineering and architectural drawing4 ,second--modeling department4 ,third--the department of decoration1 housepainting1 etc4 ,the session covers both winter and summer months1 the winter term1 as in other cases1 being the better attended4 ,other typical ,gewerbeschulen are located at ,grenzhausen and at ,reimscheid4 ,applicants for admission must have prepared in the ,volksschule or elementary school4 ,the programme comprises the ,german language1 ,french1 ,english1 literature1 plane and descriptive geometry1 physics1 chemistry1 drawing1 mechanics1 machine construction4 ,the preparation here obtained fits the participants to enter the higher schools1 or to act as foremen and masters4 ,these schools also lead up to the industrial schools of ,bavaria1 of which we shall now speak4 ,,industrial ,,schools ,,of ,,bavaria 7,industrieschulen7 ,the industrial schools of the ,bavarian ,kingdom stand out as a distinct class of educational institutions4 ,here1 since #ahgb1 there has been a clean cut system1 presided over by a ,minister of ,education4 ,while the quality and character of the work done are quite similar to that taken up in the secondary schools elsewhere1 the institutions are in some respects more exactly defined and supervision and instruction in the schools of weaving1 woodcarving1 basketmaking1 pottery1 violin making1 etc41 is frequently superior to that in some other locality4 ,the age of admission is sixteen years1 two years being the usual length of course2 the education of the ,real-,schule is a requisite1 or failing this1 an examination must be taken4 ,in #aija-aijb the ,munich schools had an enrollment of #bda students1 distributed as follows3 mechanical engineering #abd2 chemical engineering #bg2 architecture #fb2 commercial #bh4 ,the graduates are fitted to occupy positions of trust and prominence in the various industrial pursuits of the country and to enter the technical colleges4 ,the ,industrieschulen of ,bavaria are four in number1 located at ,augsburg ,kaiserslautern ,munich ,nuremberg they having been established in #ahfh4 ,advanced courses are offered in mechanical engineering1 chemical engineering1 building construction1 and commercial education4 ,the school at ,wuerzburg is of a somewhat superior order1 although secondary in its tendencies1 machinery construction and electro-technics being given attention4 ,in the mechanical engineering course the following subjects are studied3 elementary mathematics descriptive geometry calculus surveying physics ,german ,french ,english mechanics machine work machine construction mechanical drawing practical work4 ,in the chemistry course the curriculum is made up of mathematics physics chemistry mineralogy ,german ,french ,english machine construction laboratory work4 ,the building construction course offers language1 mechanical drawing and architecture4 ,v ,,higher ,,technical ,,schools ,technische ,hochschulen ,we have at this point in our study reached the schools of highest rank offering training of a technical character1 called variously technical high schools1 technical colleges1 or polytechnics1 the ,technische ,hochschulen4 ,these schools are not high schools in the sense that the term would be applied to our ,american institutions1 but are rather schools of collegiate grade1 ranking in fact1 as the title indicates in the university class4 ,while not exactly comparable to our engineering schools1 they approach more nearly these than they do any other of our ,american educational institutions4 ,before the beginning of the century just closed it was apparent to some ,german minds more far seeing than the rest1 that schools of a higher than secondary rank must be inaugurated to offer training in the sciences2 give opportunity to show the application of science to the arts2 and prepare young men to grapple with scientific industrial problems such as were constantly springing up4 ,should the university attempt such work8 ,an effort was made looking toward this end4 ,it was at once evident that here was not the place to begin4 ,the university was an institution in and of itself4 ,its methods1 curriculum and aim were fixed1 owing to long established customs4 ,it had a certain work to perform1 its own peculiar function to fulfill1 and traditional and classical tendency were too strong to be checked in their movement1 or to allow a branch stream to flow in and thus add to or modify the existing content4 ,the war for industrial supremacy1 between ,england and ,germany particularly1 was a prominent factor leading up to the establishment of technical schools in the latter country4 ,germany saw the necessity for heroic action1 and her people1 anxious to improve from the standpoint of her industries at home not only1 but that they might rival and surpass their neighbors across the ,silver ,streak readily took up the cry for advanced scientific training4 ,this then was the object of the ,technische ,hochschulen3#b ,they were intended to secure for science a foothold in the workshop1 to assist with the light of reasoned theory the progress of arts and industry1 till then fettered by many a prejudice and hindered through lack of knowledge2 on the other hand1 they sought to raise that part of the nation engaged in industry to such a love of culture as would secure to it its due measure of public respect4 ,footnote #b3 ,note on the earlier ,history of the ,technical ,high ,school in ,germany by ,a4 ,e4 ,twentyman in ,special ,reports on ,educational ,subjects1 ,london1 ,vol #i1 page #dfh4 ,the dates of the founding of the now existing ,technische ,hochschulen vary somewhat1 certain of the schools growing out of a foundation which at the beginning was of a low or intermediate grade4 ,several of the schools have passed through a period of transition or reorganization state during the course of their existence4 ,the institution1 and time of establishment of each are as follows4 ,berlin1 #agii ,carlsruhe1 #ahbe ,munich1 #ahbg ,dresden1 #ahbh ,stuttgart1 #ahbi ,brunswick1 #ahce ,darmstadt1 #ahfh ,aachen1 #ahgj ,hannover1 #ahgi ,in #agii was instituted in ,berlin the ,bauakademie1 a ,state institution whose purpose was set forth in the royal decree thus3 ,to train in theoretical and practical knowledge capable surveyors1 architects1 civil engineers1 and masons1 principally for the ,king's dominions1 but foreigners may find admittance if no disadvantage accrue thereby to the ,king's subjects4 ,later1 in #ahba1 ,gewerbeschule came into existence1 and in #ahgi the union of these two formed the ,berlin ,technische ,hochschule which is located in ,charlottenburg1 a suburb of the city4 ,owing to the high standards of this institution1 it is styled the ,koenigliche ,technische ,hochschule4 ,since its reorganization the plans of the other schools of like character have been modified in accordance with the ,berlin scheme4 ,the preparation necessary for admission to the ,hochschulen is equivalent to that demanded by the university proper4 ,the age of admission probably never drops below seventeen1 the average age being considerably greater4 ,men of mature years and of wide experience and training avail themselves to the privileges offered4 ,the courses are from three to four years in length4 #c ,the new universities thus developed have the purpose of affording higher instruction for the technical positions in state and community service1 as well as in industrial life1 and of cultivating sciences and arts which are intimately connected with the field of technology 7,berlin provisory statute1 #ahgi74 ,they prove themselves equal to universities in the following points3 they claim for their matriculated students the same preparatory education required by the old universities1 namely1 nine years at a classical high school2 they grant and insist upon perfect freedom in teaching and learning2 and are under the direction of rectors elected for one year1 instead of having principals chosen for life as in secondary schools4 ,footnote #c3 ,report of the ,united ,states ,commissioner of ,education1 #ahig-ahih1 page #gj4 ,it may be said here that an exception to the rule of the annual election of the administrative officers1 is furnished in the example of the ,munich school1 which retains a permanent ,director as the custom prevailed in times past4 ,unless otherwise qualified1 students must have prepared in the ,industrieschule1 the ,gymnasium1 the ,real-,gymnasium or in the trade or building schools4 ,in lieu of this an examination is demanded4 ,twenty-four is the minimum age of graduation4 ,in tracing the development of these schools from unpretentious beginnings to their present high standards of excellence1 we see that more and more they have become unified in purpose and similar in curricula4 ,in the early days too1 the qualifications for admission1 their dynamic government1 and educational standards were lower and more diversified than we find them to-day4 ,sustained by the ,state and each administered by its board or council1 they are doing a work which cannot be excelled by the universities themselves4 ,the organization of departments of work offered is approximately the same in all schools4 ,in ,berlin there are six departments3 first1 general school of applied science2 second1 general construction engineering2 third1 machine construction2 fourth1 naval engineering2 fifth1 chemistry and mining engineering2 sixth1 architecture4 ,special attention is given certain subjects in one or another of these schools2 civil or mechanical engineering1 building construction1 industrial chemistry1 etc4 ,an agricultural department is maintained at ,munich1 and a forestry department at ,carlsruhe4 ,that a knowledge of the application of electricity is considered essential in our modern methods is shown in the fact that all students in departments of machine construction engage in the study of electro-technics4 ,the courses of study are to-day upon more of an elective basis than formerly although even now the results of the work of ,nebenius are clearly seen4 ,the success of the ,hochschulen is due to the efforts of ,nebenius more than to any other one man4 ,his ideas were worked out at ,carlsruhe and in greater or lesser degree incorporated into all the schools4 ,it was insisted by him that a proper foundation must be laid before any successful special technical training can be had4 ,preliminary work must be mastered and a natural sequence of studies followed4 ,to this end a fixed graduated course is recommended1 the student to be promoted as ability may determine4 ,the one course plan however has been substituted for the several4#d ,footnote #d3 ,programm der ,koenigl4 ,technischen ,hochschule zu ,hannover1 #aija-aijb1 page #ij4 ,den ,hoerern bleibt die ,wahl der ,lehrfaecher frei ueberlassen1 fuer ein geordnetes ,studium empfiehlt sich aber die ,beachtung der folgenden ,studien und ,stundenplaene4 ,the following table compiled from various sources will give some idea of the extent of the work as carried on in ,berlin4 ,the school has a library of #ed1jjj volumes2 a student body of upwards of #d1ejj and a modern equipment throughout4 ---------------------------------------- -------------------------------- ,departments ,no4 ,,subjects ,no4 of of ,professors courses and ,instructors ---------------------------------------- -------------------------------- ,general #eh ,mechanics1 ,physics and general #cc ,science science studies2 literature1 ,french1 ,english1 ,italian1 law1 political science4 ---------------------------------------- -------------------------------- ,civil #cd ,mechanics1 railway construction1 #ac ,engineering bridges1 canals1 harbors1 hydraulics1 drainage1 land surveying4 ---------------------------------------- -------------------------------- ,mechanical #ed ,kinematics1 machine construction1 #bc ,engineering mechanical technology1 machine design1 water1 steam and electrical machines1 electro-technics1 electro-mechanics1 electrical and railway works4 ---------------------------------------- -------------------------------- ,naval #ai ,theory of ship building1 #f ,engineering classification of ships1 designing of warships1 boilers1 machine construction1 practical ship building4 ---------------------------------------- -------------------------------- ,chemistry #ea ,organic and inorganic chemistry #bg and including physical1 electro and ,metallurgy technological chemistry1 crystallography1 metallurgy1 foundry work1 cements1 botany1 chemistry of plants and foods4 ---------------------------------------- -------------------------------- ,architecture #fe ,history of art1 architecture and #cf ornament2 building construction1 designing of buildings in different materials and for various purposes1 preparation of estimates1 etc4 ---------------------------------------- -------------------------------- ,the rivalry existing among the various schools is in some respects a point to be commended4 ,then1 too1 the idea taking form in the ,hochschulen and being more fully appreciated by the educationalists of our own country1 that each school should specialize along some particular line1 is worthy of attention4 ,energy is saved thereby1 and students may have the advantage of increased facilities in equipment and instruction4 ,many ,americans are studying in these schools1 possibly more in ,munich than elsewhere4 ,while thorough in their treatment of subjects1 the practical side of the work is too much lost sight of in the theoretical treatment4 ,testing and applied work are certainly given considerable attention however4 ,to quote ,dean ,victor ,c4 ,alderson of the ,armour ,institute1 ,chicago1 who says in reference to testing3 ,professors regard this work as professional practice1 just as doctors1 who are professors in medical schools1 have an outside practice4 ,the technical school allows the professors free use of the laboratories1 but assumes no responsibility for the accuracy of the results or opinions expressed4 ,the degree of ,doctor of ,engineering is conferred by these institutions1 and that their work has been highly instrumental in developing the country cannot be doubted1 especially in the line of applied chemistry in which branch of engineering ,germany leads the nations4 ,how closely the development of the industries of ,germany are related to the work of the ,technische ,hochschulen it is difficult to say1 but that these schools have shown through the accomplishments of their graduates that high standards of moral and intellectual training can be had in other than the traditional universities1 and that as efficient social service can be rendered through the application of science to the arts and industries as by means of the languages1 cannot be doubted4 ,,vi ,,schools ,,of ,,industrial ,,art ,,or ,,art ,,trade ,,schools ,the ,kunstgewerbeschulen are schools of art4 ,the causes leading to their inception are clearly set forth in a paragraph contained in the #aijb ,report of the ,united ,states ,commissioner of ,labor4 ,it reads3 ,the international museums of #ahea1 #ahee and #ahfb1 in ,england1 ,austria and ,germany1 respectively called attention to the fact that with all their technical excellence the industrial products of ,germany possessed few qualities of artistic finish and design4 ,france showed what could be done in this direction4 ,her products easily held first rank in this respect1 her eminence being the result of centuries of training in this field4 ,since ,colbert's time industrial art education has been emphasized in the training of ,french workmen1 and the accumulated skill and taste due to this training1 has left its impress on ,french products4 ,the ,german states at once set about to remedy this weakness in this respect1 and since that time have so persistently established museums and schools for industrial art training that now there is no important city in the ,empire which does not possess one or more of these institutions4 ,considerable variety exists among the various types of art schools and even among those belonging in the same class and separated as to location we find differences4 ,in ,leipzig1 ,saxony1 for example the ,kunstgewerbeschule aims at the graphic arts mainly4 ,in ,berlin1 ,dresden1 ,carlsruhe1 and certain other cities these schools train for sculptors and painters1 and the term ,akademie is frequently applied to these institutions4 ,they are in fact1 art trade schools whose main purpose1 while yet industrial1 is also the instilling of an artistic feeling into industrial work4 ,they reach on and out from the trade school and up to the institutions for the teaching of the fine arts4 ,they are then a middle grade of applied art schools4 ,the genesis of the industrial art schools really lies in the establishment of museums of industrial art4 ,the museums were an inspiring and energizing force1 for here the best work could be exhibited and studied4 ,the municipality and general government financed the movement for the museums4 ,schools sprang up in connection with the museums and later1 independent art schools were established4 ,a moderate fee is charged those who pursue work here1 twenty to forty marks yearly4 ,candidates must have had practical experience in the line of work they propose to take up1 and both these schools and the so-called industrial drawing courses assume a certain proficiency on the part of the candidates2 a proficiency in general subjects and in drawing particularly4 ,an examination is given those who cannot present the desired credentials4 ,the length of the courses in these schools is usually three years4 ,the classes are both day and evening1 #h ,a4 ,m4 to #d ,p4 ,m4 and from #e to #aj ,p4 ,m4 ,in some instances ,sunday sessions are held also4 ,the courses consist of architectural designing in wood and metal1 metal engraving and chasing1 modeling1 steel engraving and etching1 design for fabrics1 pattern designing1 artistic embroidery1 decorative painting1 enamel painting1 designing and painting figures and plants4 ,the work throughout is both theoretical and practical in its nature1 the instruction gained in the class being applied in the shop4 ,the subjects of instruction and time devoted to each differ according to the course pursued4 ,as an example of the programme offered1 the following1 taken from the architectural draftsman's course in the ,munich school is given2 the figures show the number of hours per week devoted to each subject4 ,first year1 linear drawing #g ornament drawing #i modelling of ornament and of the human figure #ba history of art #a style #a geometry and projections #c ,second year1 architectural drawing #g drawing and modeling of the human figure and modeling of ornaments #bj history of art #a style #a perspective and shadows #b anatomy1 xylography1 architecture1 sculpture1 or chasing #aj ,third year1 architectural drawing #g drawing and modeling of the human figure and modeling of ornaments #aj anatomy #a xylography1 architecture1 sculpture or chasing #bd ,the ,bauschule are only for those who wish proficiency in architectural studies4 ,what the ,industrial ,hall at ,carlsruhe1 the ,industrial ,art ,museum at ,berlin1 and the ,national ,museum at ,munich are to the art schools proper1 the open drawing halls are to the industrial drawing courses4 ,here1 as in the museums1 are kept models and designs of rare merit and students may pursue work under competent instruction4 ,such halls are established in ,bavaria1 ,hesse1 ,prussia1 ,saxony and ,wurttemberg4 ,in these art courses skill and originality are aimed at equally4 ,the relation existing between the art work and the trade or industry with which it is connected is such as to make more valuable the latter4 ,it is needless to speak further of the museums4 ,the art products there exhibited give much incentive to students1 as well as a feeling for the best from the standpoint of the beautiful and artistic1 and all who visit them are consciously or unconsciously influenced for the better4 ,the following table shows the distribution of industrial art schools throughout the various ,states4 ,alsace-,lorraine1 ,muelhausen1 ,strasburg4 ,anhalt1 ,dessau4 ,baden1 ,carlsruhe1 ,pforzheim4 ,bremen1 ,bavaria1 ,kaiserslautern1 ,munich1 ,nuremberg4 ,hamburg1 ,hesse1 ,mentz1 ,offenbach4 ,prussia1 ,aix-la-,chappelle1 ,barmen1 ,berlin1 ,breslau1 ,cassel1 ,cologne1 ,duesseldorf1 ,elberfeld1 ,frankfort-on the-,main1 ,hanau1 ,hanover1 ,iserlohn1 ,koenigsberg1 ,magdeburg4 ,saxony1 ,dresden1 ,leipzig1 ,plauen4 ,wurttemberg1 ,stuttgart4 ,,vii ,,bibliography ,beobachtungen und ,vergleiche ueber ,einrichtungen fuer ,gewerbliche ,erziehung1 #aija4--;,dr4 ,g4 ,kerschensteiner4 ,das ,gewerbeschulwesen4--,carl ,melchior4 ,denkschriften ueber die ,entwickelung der ,gewerblichen ,fachschulen und der ,fortbildungsschulen in ,preussen4--,lueders4 ,encyklopaedisches ,handbuch der ,paedagogik4--,w4 ,rein4 ,english ,technical ,instruction ,commission1 #ahif4 ,report on the ,recent ,progress of ,technical ,education in ,germany4 ,fortbildungsschule in unserer ,zeit4--,j4 ,b4 ,meyer4 ,german ,higher ,schools4--,james ,e4 ,russell4 ,german ,technical ,schools1 #aija4--,victor ,c4 ,alderson4 ,gewerbliche ,fortbildungsschulen ,deutschlands4--,r4 ,nagel4 ,handwoerterbuch der ,staatswissenschaften1 #aijj4--;,conrad4 ,hoeherer ,polytechnischer ,unterricht in ,deutschland1 etc4--,carl ,koristka4 ,industrial ,education4--,philip ,magnus4 ,jahresbericht der ,koeniglichen ,industrieschule und ,baugewerkschule zu ,muenchen1 #ahih-ahii4 ,jahresbericht der ,technischen ,staatslehranstalten zu ,chemnitz1 #ahij4 ,jahresbericht ueber die ,berliner ,fortbildungsschule1 #ahij-ahia4 ,kunstgewerbe als ,beruf1 #aija4 ,note on the ,earlier ,history of the ,technical ,high ,schools in ,germany4--,a4 ,e4 ,twentyman4 ,special ,reports on ,educational ,subjects1 ,london1 #aijb1 ,vol4 #i1 page #dfe4 ,paches' ,handbook1 #ahii4 ,problems in ,prussian ,secondary ,education for ,boys4--,michael ,e4 ,sadler4 ,special ,reports on ,educational ,subjects1 ,london1 #ahih1 ,vol4 #c4 ,programm der ,koeniglichen ,fachschule zu ,iserlohn ,metal ,industrie4 ,report of the ,united ,states ,commissioner of ,education1 #ahhi-ahij1 page #abji-abab4 ,same1 #ahid-ahie1 ,vol4 #a1 page #cde-chj4 ,supplementary and ,industrial ,schools in ,germany4 ,same1 #ahie-ahif1 ,vol4 #a1 page #ach4 ,same1 #ahig-ahih1 ,vol4 #a1 page #fi4 ,german ,technical ,colleges4 ,report of the ,united ,states ,commissioner of ,labor1 #ahib1 ,eighth ,annual4 ,industrial ,education in ,germany4 ,same1 #aijb1 ,seventeenth ,annual4 ,trade and ,technical ,education in ,germany1 page #hga4 ,second ,report of the ,royal ,commission on ,technical ,education1 ,london1 #ahhd1 ,vol4 #a4 ,the ,educational ,foundations of ,trade and ,industry1 #aijb4--;,fabian ,ware4 ,the ,continuation ,schools in ,berlin4--,dr4 ,h4 ,bertram4 ,special ,reports on ,educational ,subjects1 ,london1 #aijb1 ,vol4 #i1 page #dea4 ,united ,states ,consular ,reports4 ,description of the ,school of ,carpentry and ,cabinetmaking in ,magdeburg1 ,prussia1 ,no4 #bch1 ,july1 #aijj4--,wm4 ,diederich4 ,same4 ,school of ,marine ,machinists1 ,flensburg1 ,prussia4 ,no4 #agd1 ,march1 #ahie4 ,same4 ,technical and ,merchant ,schools #ef3bjh1 page #gh4--;,j4 ,c4 ,monoghan4 ,same4 ,technical ,education in ,germany4 #ed3bjb1 page #ddg4--;,j4 ,c4 ,monoghan4 ,,publisher',s ,,note ,this book was published under some disadvantages1 as it was delayed by the removal of our office to a larger place of business1 and by a printers' strike1 which resulted in four changes in foremen4 ,this1 together with the fact that the author was upon the ,pacific coast and proof was delayed and sometimes lost has led to errors for which he is not responsible4 ,besides typographical blunders easily recognized the following are noted3 ,page #ac1 next line to last for ,air read ,art4 #ai1 #eth line1 for enable read ennoble4 #bc1 #dth line from below1 for committee read communities4 #be1 #eth line1 for development read deportment4 #fc1 #gth line1 for models read modes4 #gb1 next to last line1 the #a should be in second half of first year1 making the totals #da and #dc instead of #db and #db4 #gi1 in table1 ,knitting should have #a yr4 instead of #b yrs41 and the line beginning ,machinery is to be omitted4 #ha1 #dth line from below1 insert to before enter4 #ic1 last part of paragraph1 read ,the one course plan however has been substituted for the several4 ,transcriber's ,note3 ,the table below lists all corrections applied to the original text4 p4 viii3 for development read department - deportment p4 #jjg3 make any one clasification - classification p4 #jaj3 ,conrad's ,handworterbuch - ,handwoerterbuch p4 #jaa3 ,wurtemburg industrial - ,wurttemburg p4 #jab3 other conditions 7examinations7 or these schools - of p4 #jab3 ,ages ranges from fourteen to thirty - range p4 #jab3 the only instition - institution p4 #jac3 errata ,pure ,air - ,art p4 #jad3 ,technischeschulen - ,technische ,schulen p4 #jaf3 ,continuation ,schools or ,fortbilbungsschulen - ,fortbildungsschulen p4 #jaf3 ,fortbildtngsshulen - ,fortbildungsschulen p4 #jag3 extra comma at this age1 forced to - age forced p4 #jag3 a statsment made by ,mr4 ,michael ,n4 ,sadler- statement p4 #jah3 quote added ,among the great number p4 #jai3 errata in the arts which enable - ennoble p4 #jai3 born under a luckler star - luckier p4 #jbj3 continuation of ,fortbildungsschulen - or p4 #jbc3 adapt their instrnction - instruction p4 #jbc3 errata ,here the committee must meet - communities p4 #jbe3 errata character and development of the boys - deportment p4 #jbg3 higher mathemematics1 mechanics1 physics - mathematics p4 #jbh3 is carried suffciently far - sufficiently p4 #jbh3 classes are arranged acording to - according p4 #jbi3 smaller towns or in the conntry - country p4 #jbi3 university extention courses - extension p4 #jca3 similar to ,fortbildungsschulen in ,leipsig - ,leipzig p4 #jca3 schools have seen a marvelous developement - development p4 #jcb3 attended by journeyman and apprentices - journeymen p4 #jcb3 good manners 7gute sitten7 - ,sitten p4 #jcc3 normalized throughout various parts of the empire - ,empire p4 #jcc3 extra comma under eighteen years of age1 might - age might p4 #jcc3 extra comma the employer1 must - employer must p4 #jcc3 ,baden4 compulsory school laws - ,baden1 compulsory p4 #jcd3 to be determined eventually be - by p4 #jce3 worthy of note that she delares - declares p4 #jci3 that the ,forthildungsschule - ,fortbildungsschule p4 #jci3 foundation of most of the ,faceschulen - ,fachschulen p4 #jdf3 ,wagonmakers and ,wheelrights - ,wheelwrights p4 #jdg3 ,free hand drawing - ,free-hand p4 #jef3 becomes the property ot the father - of p4 #jeg3 ,the ,lehrwerkstatten or apprentice shops - ,lehrwerkstaetten p4 #jei3 fulfil certain teohnical qualifications - technical p4 #jei3 practical iu the highest degree - in p4 #jfb3 missing letter ,the governing power is in ome cases - some p4 #jfc3 errata laws of building2 models of heat - modes p4 #jfg3 ,buxtehede - ,buxtehude p4 #jfg3 ,magdeberg - ,magdeburg p4 #jfh3 ,orchatz - ,oschatz p4 #jfh3 ,zitteau - ,zittau p4 #jfi3 normalized schools of this class in the empire - ,empire p4 #jgj3 the elementary ranches in the curriculm - curriculum p4 #jga3 ,inserlohn - ,iserlohn p4 #jga3 ,mlttweida - ,mittweida p4 #jga3 compiled from tables appearing the ,report - appearing in the p4 #jgd3 missing letters ,webereilehrwerkstae en - ,webereilehrwerkstaetten p4 #jgd3 itinerant masters4 7,wenderlehrer7 - ,wanderlehrer p4 #jgd3 lines of the indnstry - industry p4 #jge3 ,in each of the several classses - classes p4 #jgg3 ,grefeld - ,crefeld p4 #jgi3 errata ,knitting1 #b yrs4 - ,knitting1 #ayr4 p4 #jgi3 errata1 removed line ,machinery #c #f #b p4 #jha3 superior artizans - artisans p4 #jha3 prepared in the ,volkschule - ,volksschule p4 #jha3 errata the participants enter - participants to enter p4 #jhe3 added chapter number ,v p4 #jhf3 show the aplication of science - application p4 #jhg3 in the atter country - latter p4 #jhg3 the necessity or heroic action - for heroic p4 #jhg3 due measure of public respsct - respect p4 #jhg3 by ,a4 ,e4 ,twentymen - by ,a4 ,e4 ,twentyman p4 #jhh3 ,dresden1 #ahbf - #ahbh p4 #jhh3 principally for the ,kiugs dominions - ,king's p4 #jhi3 styled the ,koeniglische ,technische ,hochschule - ,koenigliche p4 #jij3 ,berlin provisory statue - statute p4 #jia3 ,state and and each administered - ,state and each p4 #jib3 ,the organization of deparments of work - departments p4 #jic3 errata ,for the one course plan however - ,the one p4 #jic3 errata have been substituted - has p4 #jic3 errata substituted the several - substituted for the p4 #jic3 ,program der ,koenigl4 ,technischen ,hochschule - ,programm p4 #jic3 ,den ,horern bleibt die ,wahl - ,hoerern p4 #jic3 frei ueberlassen1 ,fuer ein geordnetes - ueberlassen1 fuer p4 #jih3 ,kunstgewerbsechulen are schools of art - ,kunstgewerbeschulen p4 #ajd3 ,alcace-,lorraine1 ,muelhausen1 ,strasburg - ,alsace p4 #ajd3 ,prussia1 ,aix-la ,chapelle - ,aix-la-,chappelle p4 #aje3 ,enrichtungen fuer - ,einrichtungen p4 #aje3 ,gewerbliche ,erzichnung - ,erziehung p4 #aje3 ,dr4 ,g4 ,kerschenteuer - ,kerschensteiner p4 #aje3 ,denkschriften ueber die ,entiwickelung - ,entwickelung p4 #aje3 ,fortbildungschulen in ,prussen - ,fortbildungsschulen in ,preussen p4 #aje3 ,encyklopaedischer ,handbuch - ,encyklopaedisches p4 #aje3 ,handbuch der ,paedogik - ,paedagogik p4 #aje3 in unserer zeit - ,zeit p4 #aje3 removed in ,fortbildungsschulen in ,deutschlands p4 #ajf3 removed comma ,jahresbericht der ,koeniglichen1 ,industrieschule p4 #ajf3 ,technischen ,stattslehranstalten - ,staatslehranstalten p4 #ajg3 ,program der ,koeniglichen ,fachschule - ,programm p4 #ajh3 ,school of ,marine ,machinists1 ,fleusburg1 ,prussia - ,flensburg