The Condition and Tendencies of Technical Education in Germany

Chapter IV: Section VII: Bibliography 105 (2)

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| 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 | 4 | 4 | 2 | 2 || 5 | 3 | 2 | -- Arithmetic | 4 | 1 | -- | -- || 5 | 2 | -- | -- Bookkeeping | -- | -- | -- | 2 || -- | -- | -- | 3 Descriptive Geometry | -- | 3 | -- | -- || -- | -- | -- | -- Mathematics | 8 | 6 | 4 | 2 || 7 | 6 | 5 | 2 Experimental Physics | -- | -- | -- | -- || 4 | 2 | -- | -- Physics and Electricity | 4 | 3 | 2 | 2 || -- | 4 | 3 | 3 Experimental Chemistry | 2 | -- | -- | -- || 2 | -- | -- | -- Penmanship | 2 | -- | -- | -- || 1 | -- | -- | -- Drawing | 12 | -- | -- | -- || 17 | -- | -- | -- Machine Drawing | -- | 6 | 8 | 8 || -- | 10 | 8 | 14 Projection | -- | -- | -- | -- || -- | 2 | -- | -- Mechanics | -- | 4 | 4 | 4 || -- | 5 | 5 | 2 Technology of mechanics, | | | | || | | | smelting and refining | -- | -- | 6 | 4 || -- | 2 | 6 | 4 Theory of machines | -- | 6 | -- | -- || -- | 6 | -- | -- Steam boilers and hoist | | | | || | | | machines | -- | -- | 6 | -- || -- | -- | 7 | -- Steam engines and hydraulics | | | | || | | | and small motors | -- | -- | -- | 6 || -- | -- | -- | 8 Heating | -- | 3 | -- | -- || -- | -- | -- | -- Theory of building | | | | || | | | construction | -- | -- | 4 | -- || -- | -- | 2 | 2 Practice in the work shop for| | | | || | | | machinery construction | -- | -- | -- | -- || -- | -- | 4 | 4 Estimated wages | -- | -- | -- | 6 || -- | -- | -- | -- First aid to the injured | -- | -- | 1 | -- || -- | 1 | -- | -- +-----+------+-----+------++-----+------+-----+------ Total | 36 | 36 | 37 | 36 || 41 | 43 | 42 | 42

The following table showing the occupations of one time students at three of the Prussian schools was compiled in April, 1898. This table may be found on page 883 of the Seventeenth Annual Report of the Commissioner of Labor of the United States.

Columns:

A Duisburg: Graduates from Sept. 29, 1883 to April 10, 1898 B Dortmund: Graduates from Sept. 29, 1892 to April 10, 1898 C Magdeburg: Graduates from Sept. 29, 1893 to April 10, 1898

-------------------------------------------+-----+-----+-----+ OCCUPATION | A | B | C | -------------------------------------------+-----+-----+-----+ Heads of establishments | 54 | 1 | 1 | Other officers of establishments | 237 | 107 | 11 | Machine builders and foremen | 39 | 18 | 1 | Wage-workers | 34 | 9 | | Owners of establishments or shops | 10 | 3 | | Draftsmen and technical experts in offices | 86 | 55 | 83 | Assistant Chemists | 3 | | | Students at other schools | 11 | 1 | 2 | Other than technical work | 4 | 1 | | Military service | 16 | 23 | | Deceased | 11 | | | Unknown | 26 | 21 | 5 | | --- | --- | --- | Total | 531 | 239 | 103 | -------------------------------------------+-----+-----+-----+

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 aspects, there existing at the present time no less than seventy-nine such institutions. The fourfold classification of these schools which follow, seems to be in accordance with the spirit of the work attempted.

First; the superior weaving school (Hoehere Webschulen).

Second; the secondary weaving schools (Webschulen).

Third; the apprentice shops for weaving and knitting (Webereilehrwerkstaetten).

Fourth; instruction by traveling or itinerant masters. (Wanderlehrer)

Not only does Germany rank high in the character of her textile schools, but instruction is exceedingly wide spread. Then again all lines of the industry are taken up, from the most elementary to the most technical processes known. It will thus be seen that men are trained for the lower as well as for the higher branches of the art. In the highest classes of institutions weaving is almost exclusively carried on. The general Government assumes the control of these schools notwithstanding that in the beginning, many such institutions were put on foot through the initiative of associations and guilds. In each of the several classes the work is both theoretical and practical. The age of admission is usually fourteen years and the course of two years duration.

The Webschulen train, not for specialists as do the schools just mentioned, but rather aim to turn out foremen and bosses. The apprenticeship shops come more closely in touch with the workmen of small means and those using hand machinery, while the Wanderlehrer schools are moveable. In the latter instance, the home becomes the school when the teacher is present; that is a competent instructor is employed to travel from place to place, visiting the small factories or home manufacturers, and giving such instruction as he deems wise and necessary. Much good work is still done in the rural homes of Germany, and through the means mentioned the standards are kept up.

The work of these textile schools is largely specialized, depending upon the the location of the school. In some localities wool, in others linen or cotton, or again in others silk will be given the chief attention. Both theory and practice have a place in the school instruction. Work in the various courses includes a study at first hand of the materials used, cost of production, relative values, various processes of manipulation, chemistry, drawing, designing, painting, lectures on fabrics, elements of weaving and machinery used, and original design and practical work.

The distribution of textile schools is shown in the following table.

----------------------+---+---+----+----+---+---+-----------------------
| Superior Textile
|
| | Secondary Weaving
| |
| | | Primary Weaving
| | |
| | | | Weaving, Knitting and Trimming
| | | |
| | | | | Spinning, Weaving and Knitting
STATE | | | | |
| | | | | | Spinning and Weaving
| | | | | |
| | | | | | | Primary Knitting
| | | | | | |
----------------------+---+---+----+----+---+---+-----------------------
Alsace-Lorraine | | | | | | 1 |
Bavaria | | 3 | | | | |
Hesse | | 1 | | | | |
Prussia | 8 | 8 | 22 | | | |
Reuss-Greitz | | 1 | | | | |
Reuss-Schleitz | | 1 | | | | |
Saxe-Weimar-Eisenach | | | | | | | 1
Saxony | | | | 27 | | |
Wurttemberg | | | | | 1 | |
----------------------+---+---+----+----+---+---+-----------------------

The Prussian superior textile schools are located as follows:

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 class. The age of admission is sixteen years, a secondary education being necessary to entrance. Several courses are offered as follows:

knitting, one year;
weaving, one and one-half years;
designing, two years;
passementerie making, one year;
dyeing, one year;
embroidery, one-fourth year.

There are day, evening and Sunday classes. The accompanying table shows the subjects taught in each course and the number of hours given to each subject, reckoned on the basis of the entire length of course.

---------------------------+-------------------------------------------- | For manufacturers and | superintendents, 1 1/2 yrs. | | | Designing, 2 yrs. | | | | | Knitting, 1 yr. | | | SUBJECTS | | | | Passementerie making, 1 yr. | | | | | | | | | Dyeing, 1 yr. ---------------------------+----+----+----+----+----------------------- Theory of weaving | 4 | 3 | 6 | 6 | 2 Design transfer | 13 | 9 | 3 | 8 | Materials | 1 |1/2 | 1 | 1 | Hand and power looms | 3 | 2 | | | Motors | 1 | | | | Preparing apparatus | 1 | | | | Finishing apparatus | 1 | | | | Practical exercises | 8 | 6 | 18 | 12 | 33 Dyeing | 2 | | 2 | 2 | Analysis and production of | | | | | knitting goods | | | 4 | | Chemistry of fibers | | | | | 2 Chemistry and physics | | | | | 4 Drawing | 8 | 23 | 2 | 5 | Arithmetic and bookkeeping | 2 | | 3 | 3 | Jurisprudence | 2 | | 1 | 1 | Lecture | | | 2 | | ---------------------------+----+----+----+----+-----------------------

In many instances the weaving schools have in connection with them departments for dyeing and finishing. In such cases much attention is given to color blending and harmony and to chemistry as well.

GEWERBESCHULEN

Extended mention will not be made of the Gewerbeschulen, as the point of distinction between such schools and the Fachschulen was set forth under the last section. They partake of the character of trade schools, but are more general in their tendencies. While both theoretical and practical work are given, the former is not always applied theory, the Gewerbeschulen being based upon, what we in America speak of, as the educational side of trade instruction. These schools are attended by boys and men fourteen to twenty-four years of age,--individuals representing the various trades. The courses cover a period of three years. Both State and local moneys go to the support of these schools.

The Gewerbliche Fachschule of Cologne is somewhat distinctive. It instructs chiefly the sons of tradesmen and superior artisans. There are three departments in the school:

First--that of engineering and architectural drawing.

Second--modeling department.

Third--the department of decoration, housepainting, etc.

The session covers both winter and summer months, the winter term, as in other cases, being the better attended. Other typical Gewerbeschulen are located at Grenzhausen and at Reimscheid. Applicants for admission must have prepared in the Volksschule or elementary school. The programme comprises the German language, French, English, literature, plane and descriptive geometry, physics, chemistry, drawing, mechanics, machine construction. The preparation here obtained fits the participants to enter the higher schools, or to act as foremen and masters. These schools also lead up to the industrial schools of Bavaria, of which we shall now speak.

INDUSTRIAL SCHOOLS OF BAVARIA

(Industrieschulen)

The industrial schools of the Bavarian Kingdom stand out as a distinct class of educational institutions. Here, since 1872, there has been a clean cut system, presided over by a Minister of Education. While the quality and character of the work done are quite similar to that taken up in the secondary schools elsewhere, the institutions are in some respects more exactly defined and supervision and instruction in the schools of weaving, woodcarving, basketmaking, pottery, violin making, etc., is frequently superior to that in some other locality.

The age of admission is sixteen years, two years being the usual length of course; the education of the Real-Schule is a requisite, or failing this, an examination must be taken. In 1901-1902 the Munich schools had an enrollment of 241 students, distributed as follows: mechanical engineering 124; chemical engineering 27; architecture 62; commercial 28. The graduates are fitted to occupy positions of trust and prominence in the various industrial pursuits of the country and to enter the technical colleges.

The Industrieschulen of Bavaria are four in number, located at

Augsburg
Kaiserslautern
Munich
Nuremberg

they having been established in 1868. Advanced courses are offered in mechanical engineering, chemical engineering, building construction, and commercial education. The school at Wuerzburg is of a somewhat superior order, although secondary in its tendencies, machinery construction and electro-technics being given attention.

In the mechanical engineering course the following subjects are studied:

elementary mathematics
descriptive geometry
calculus
surveying
physics
German
French
English
mechanics
machine work
machine construction
mechanical drawing
practical work.

In the chemistry course the curriculum is made up of

mathematics
physics
chemistry
mineralogy
German
French
English
machine construction
laboratory work.

The building construction course offers language, mechanical drawing and architecture.

HIGHER TECHNICAL SCHOOLS

Technische Hochschulen

We have at this point in our study reached the schools of highest rank offering training of a technical character, called variously technical high schools, technical colleges, or polytechnics, the Technische Hochschulen. These schools are not high schools in the sense that the term would be applied to our American institutions, but are rather schools of collegiate grade, ranking in fact, as the title indicates in the university class. While not exactly comparable to our engineering schools, they approach more nearly these than they do any other of our American educational institutions.

Before the beginning of the century just closed it was apparent to some German minds more far seeing than the rest, that schools of a higher than secondary rank must be inaugurated to offer training in the sciences; give opportunity to show the application of science to the arts; and prepare young men to grapple with scientific industrial problems such as were constantly springing up. Should the university attempt such work? An effort was made looking toward this end. It was at once evident that here was not the place to begin. The university was an institution in and of itself. Its methods, curriculum and aim were fixed, owing to long established customs. It had a certain work to perform, its own peculiar function to fulfill, and traditional and classical tendency were too strong to be checked in their movement, or to allow a branch stream to flow in and thus add to or modify the existing content.

The war for industrial supremacy, between England and Germany particularly, was a prominent factor leading up to the establishment of technical schools in the latter country. Germany saw the necessity for heroic action, and her people, anxious to improve from the standpoint of her industries at home not only, but that they might rival and surpass their neighbors across the "Silver Streak" readily took up the cry for advanced scientific training. This then was the object of the Technische Hochschulen:[2]

"They were intended to secure for science a foothold in the workshop, to assist with the light of reasoned theory the progress of arts and industry, till then fettered by many a prejudice and hindered through lack of knowledge; on the other hand, 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 respect."

[Footnote 2: Note on the earlier History of the Technical High School in Germany by A. E. Twentyman in Special Reports on Educational Subjects, London, Vol 9, page 468.]

The dates of the founding of the now existing Technische Hochschulen vary somewhat, certain of the schools growing out of a foundation which at the beginning was of a low or intermediate grade. Several of the schools have passed through a period of transition or reorganization state during the course of their existence. The institution, and time of establishment of each are as follows.

Berlin, 1799
Carlsruhe, 1825
Munich, 1827
Dresden, 1828
Stuttgart, 1829
Brunswick, 1835
Darmstadt, 1868
Aachen, 1870
Hannover, 1879

In 1799 was instituted in Berlin the Bauakademie, a State institution whose purpose was set forth in the royal decree thus:

"To train in theoretical and practical knowledge capable surveyors, architects, civil engineers, and masons, principally for the King's dominions, but foreigners may find admittance if no disadvantage accrue thereby to the King's subjects."

Later, in 1821, Gewerbeschule came into existence, and in 1879 the union of these two formed the Berlin Technische Hochschule which is located in Charlottenburg, a suburb of the city. Owing to the high standards of this institution, it is styled the Koenigliche Technische Hochschule. Since its reorganization the plans of the other schools of like character have been modified in accordance with the Berlin scheme.

The preparation necessary for admission to the Hochschulen is equivalent to that demanded by the university proper. The age of admission probably never drops below seventeen, the average age being considerably greater. Men of mature years and of wide experience and training avail themselves to the privileges offered. The courses are from three to four years in length.

[3] "The new universities thus developed have the purpose of affording higher instruction for the technical positions in state and community service, as well as in industrial life, and of cultivating sciences and arts which are intimately connected with the field of technology (Berlin provisory statute, 1879). They prove themselves equal to universities in the following points: they claim for their matriculated students the same preparatory education required by the old universities, namely, nine years at a classical high school; they grant and insist upon perfect freedom in teaching and learning; and are under the direction of rectors elected for one year, instead of having principals chosen for life as in secondary schools."

[Footnote 3: Report of the United States Commissioner of Education, 1897-1898, page 70.]

It may be said here that an exception to the rule of the annual election of the administrative officers, is furnished in the example of the Munich school, which retains a permanent Director as the custom prevailed in times past.

Unless otherwise qualified, students must have prepared in the Industrieschule, the Gymnasium, the Real-Gymnasium or in the trade or building schools. In lieu of this an examination is demanded. Twenty-four is the minimum age of graduation.

In tracing the development of these schools from unpretentious beginnings to their present high standards of excellence, we see that more and more they have become unified in purpose and similar in curricula. In the early days too, the qualifications for admission, their dynamic government, and educational standards were lower and more diversified than we find them to-day. Sustained by the State and each administered by its board or council, they are doing a work which cannot be excelled by the universities themselves.

The organization of departments of work offered is approximately the same in all schools. In Berlin there are six departments:

first, general school of applied science;
second, general construction engineering;
third, machine construction;
fourth, naval engineering;
fifth, chemistry and mining engineering;
sixth, architecture.

Special attention is given certain subjects in one or another of these schools; civil or mechanical engineering, building construction, industrial chemistry, etc. An agricultural department is maintained at Munich, and a forestry department at Carlsruhe. 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-technics.

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 seen. The success of the Hochschulen is due to the efforts of Nebenius more than to any other one man. His ideas were worked out at Carlsruhe and in greater or lesser degree incorporated into all the schools. It was insisted by him that a proper foundation must be laid before any successful special technical training can be had. Preliminary work must be mastered and a natural sequence of studies followed. To this end a fixed graduated course is recommended, the student to be promoted as ability may determine. The one course plan however has been substituted for the several.[4]

[Footnote 4: "Programm der Koenigl. Technischen Hochschule zu Hannover, 1901-1902, page 90. Den Hoerern bleibt die Wahl der Lehrfaecher frei ueberlassen, fuer ein geordnetes Studium empfiehlt sich aber die Beachtung der folgenden Studien und Stundenplaene."]

The following table compiled from various sources will give some idea of the extent of the work as carried on in Berlin. The school has a library of 54,000 volumes; a student body of upwards of 4,500 and a modern equipment throughout.

The rivalry existing among the various schools is in some respects a point to be commended. Then, too, the idea taking form in the Hochschulen and being more fully appreciated by the educationalists of our own country, that each school should specialize along some particular line, is worthy of attention. Energy is saved thereby, and students may have the advantage of increased facilities in equipment and instruction. Many Americans are studying in these schools, possibly more in Munich than elsewhere. While thorough in their treatment of subjects, the practical side of the work is too much lost sight of in the theoretical treatment. Testing and applied work are certainly given considerable attention however. To quote Dean Victor C. Alderson of the Armour Institute, Chicago, who says in reference to testing:

"Professors regard this work as professional practice, just as
doctors, who are professors in medical schools, have an outside
practice. The technical school allows the professors free use of
the laboratories, but assumes no responsibility for the accuracy
of the results or opinions expressed."

The degree of Doctor of Engineering is conferred by these institutions, and that their work has been highly instrumental in developing the country cannot be doubted, especially in the line of applied chemistry in which branch of engineering Germany leads the nations. How closely the development of the industries of Germany are related to the work of the Technische Hochschulen it is difficult to say, 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 universities, and that as efficient social service can be rendered through the application of science to the arts and industries as by means of the languages, cannot be doubted.

SCHOOLS OF INDUSTRIAL ART OR ART TRADE SCHOOLS

The Kunstgewerbeschulen are schools of art. The causes leading to their inception are clearly set forth in a paragraph contained in the 1902 Report of the United States Commissioner of Labor. It reads:

"The international museums of 1851, 1855 and 1862, in England, Austria and Germany, respectively called attention to the fact that with all their technical excellence the industrial products of Germany possessed few qualities of artistic finish and design. France showed what could be done in this direction. Her products easily held first rank in this respect, her eminence being the result of centuries of training in this field. Since Colbert's time industrial art education has been emphasized in the training of French workmen, and the accumulated skill and taste due to this training, has left its impress on French products. The German states at once set about to remedy this weakness in this respect, 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 institutions".

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 differences. In Leipzig, Saxony, for example the Kunstgewerbeschule aims at the graphic arts mainly. In Berlin, Dresden, Carlsruhe, and certain other cities these schools train for sculptors and painters, and the term "Akademie" is frequently applied to these institutions. They are in fact, art trade schools whose main purpose, while yet industrial, is also the instilling of an artistic feeling into industrial work. They reach on and out from the trade school and up to the institutions for the teaching of the fine arts. They are then a middle grade of applied art schools.

The genesis of the industrial art schools really lies in the establishment of museums of industrial art. The museums were an inspiring and energizing force, for here the best work could be exhibited and studied. The municipality and general government financed the movement for the museums. Schools sprang up in connection with the museums and later, independent art schools were established.

A moderate fee is charged those who pursue work here, twenty to forty marks yearly. Candidates must have had practical experience in the line of work they propose to take up, and both these schools and the so-called industrial drawing courses assume a certain proficiency on the part of the candidates; a proficiency in general subjects and in drawing particularly. An examination is given those who cannot present the desired credentials. The length of the courses in these schools is usually three years. The classes are both day and evening, 8 A. M. to 4 P. M. and from 5 to 10 P. M. In some instances Sunday sessions are held also.

The courses consist of architectural designing in wood and metal, metal engraving and chasing, modeling, steel engraving and etching, design for fabrics, pattern designing, artistic embroidery, decorative painting, enamel painting, designing and painting figures and plants. The work throughout is both theoretical and practical in its nature, the instruction gained in the class being applied in the shop. The subjects of instruction and time devoted to each differ according to the course pursued. As an example of the programme offered, the following, taken from the architectural draftsman's course in the Munich school is given; the figures show the number of hours per week devoted to each subject.

First year,
linear drawing 7
ornament drawing 9
modelling of ornament and of the human
figure 21
history of art 1
style 1
geometry and projections 3

Second year,
architectural drawing 7
drawing and modeling of the human
figure and modeling of ornaments 20
history of art 1
style 1
perspective and shadows 2
anatomy, xylography, architecture,
sculpture, or chasing 10

Third year,
architectural drawing 7
drawing and modeling of the human figure
and modeling of ornaments 10
anatomy 1
xylography, architecture, sculpture or
chasing 24

The Bauschule are only for those who wish proficiency in architectural studies.

What the Industrial Hall at Carlsruhe, the Industrial Art Museum at Berlin, and the National Museum at Munich are to the art schools proper, the open drawing halls are to the industrial drawing courses. Here, as in the museums, are kept models and designs of rare merit and students may pursue work under competent instruction. Such halls are established in Bavaria, Hesse, Prussia, Saxony and Wurttemberg.

In these art courses skill and originality are aimed at equally. 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 latter.

It is needless to speak further of the museums. The art products there exhibited give much incentive to students, as well as a feeling for the best from the standpoint of the beautiful and artistic, and all who visit them are consciously or unconsciously influenced for the better.

The following table shows the distribution of industrial art schools throughout the various States.

_Alsace-Lorraine_, Muelhausen, Strasburg.
_Anhalt_, Dessau.
_Baden_, Carlsruhe, Pforzheim.
_Bremen_,
_Bavaria_, Kaiserslautern, Munich, Nuremberg.
_Hamburg_,
_Hesse_, Mentz, Offenbach.
_Prussia_, Aix-la-Chappelle, Barmen, Berlin, Breslau, Cassel,
Cologne, Duesseldorf, Elberfeld, Frankfort-on the-Main, Hanau,
Hanover, Iserlohn, Koenigsberg, Magdeburg.
_Saxony_, Dresden, Leipzig, Plauen.
_Wurttemberg_, Stuttgart.

VII

BIBLIOGRAPHY

Beobachtungen und Vergleiche ueber Einrichtungen fuer Gewerbliche Erziehung, 1901.--Dr. G. Kerschensteiner.

Das Gewerbeschulwesen.--Carl Melchior.

Denkschriften ueber die Entwickelung der Gewerblichen Fachschulen und der Fortbildungsschulen in Preussen.--Lueders.

Encyklopaedisches Handbuch der Paedagogik.--W. Rein.

English Technical Instruction Commission, 1896. Report on the Recent Progress of Technical Education in Germany.

Fortbildungsschule in unserer Zeit.--J. B. Meyer.

German Higher Schools.--James E. Russell.

German Technical Schools, 1901.--Victor C. Alderson.

Gewerbliche Fortbildungsschulen Deutschlands.--R. Nagel.

Handwoerterbuch der Staatswissenschaften, 1900.--Conrad.

Hoeherer Polytechnischer Unterricht in Deutschland, etc.--Carl Koristka.

Industrial Education.--Philip Magnus.

Jahresbericht der Koeniglichen Industrieschule und Baugewerkschule zu Muenchen, 1898-1899.

Jahresbericht der Technischen Staatslehranstalten zu Chemnitz, 1890.

Jahresbericht ueber die Berliner Fortbildungsschule, 1890-1891.

Kunstgewerbe als Beruf, 1901.

Note on the Earlier History of the Technical High Schools in Germany.--A. E. Twentyman.

Special Reports on Educational Subjects, London, 1902, Vol. 9, page 465.

Paches' Handbook, 1899.

Problems in Prussian Secondary Education for Boys.--Michael E. Sadler.

Special Reports on Educational Subjects, London, 1898, Vol. 3.

Programm der Koeniglichen Fachschule zu Iserlohn Metal Industrie.

Report of the United States Commissioner of Education, 1889-1890, page 1209-1212.

Same, 1894-1895, Vol. 1, page 345-380.

Supplementary and Industrial Schools in Germany.

Same, 1895-1896, Vol. 1, page 138.

Same, 1897-1898, Vol. 1, page 69. German Technical Colleges.

Report of the United States Commissioner of Labor, 1892, Eighth Annual.

Industrial Education in Germany.

Same, 1902, Seventeenth Annual.

Trade and Technical Education in Germany, page 871.

Second Report of the Royal Commission on Technical Education, London, 1884, Vol. 1.

The Educational Foundations of Trade and Industry, 1902.--Fabian Ware.

The Continuation Schools in Berlin.--Dr. H. Bertram.

Special Reports on Educational Subjects, London, 1902, Vol. 9, page 451.

United States Consular Reports. Description of the School of Carpentry and Cabinetmaking in Magdeburg, Prussia, No. 238, July, 1900.--Wm. Diederich.

Same. School of Marine Machinists, Flensburg, Prussia. No. 174, March, 1895.

Same. Technical and Merchant Schools 56:208, page 78.--J. C. Monoghan.

Same. Technical Education in Germany. 54:202, page 447.--J. C. Monoghan.

PUBLISHER'S NOTE

This book was published under some disadvantages, as it was delayed by the removal of our office to a larger place of business, and by a printers' strike, which resulted in four changes in foremen. This, 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 responsible. Besides typographical blunders easily recognized the following are noted:

Page 13, next line to last for _Air_ read _Art_.

19, 5th line, for _enable_ read _ennoble_.

23, 4th line from below, for _committee_ read _communities_.

25, 5th line, for _development_ read _deportment_.

63, 7th line, for _models_ read _modes_.

72, next to last line, the 1 should be in _second_ half of first
year, making the totals 41 and 43 instead of 42 and 42.

79, in table, Knitting should have _1 yr._ instead of _2 yrs._, and
the line beginning _Machinery_ is to be omitted.

81, 4th line from below, insert _to_ before _enter_.

93, last part of paragraph, read "The one course plan however has
been substituted for the several."

Transcriber's Note: The table below lists all corrections applied to the original text.

p. viii: for _development_ read _department_ -> _deportment_ p. 007: make any one clasification -> classification p. 010: Conrad's Handworterbuch -> Handwoerterbuch p. 011: Wurtemburg industrial -> Wurttemburg p. 012: other conditions (examinations) or these schools -> of p. 012: Ages ranges from fourteen to thirty -> range p. 012: the only instition -> institution p. 013: [errata] Pure Air -> Art p. 014: Technischeschulen -> Technische Schulen p. 016: Continuation Schools or Fortbilbungsschulen -> Fortbildungsschulen p. 016: Fortbildtngsshulen -> Fortbildungsschulen p. 017: [extra comma] at this age, forced to -> age forced p. 017: a statsment made by Mr. Michael N. Sadler-> statement p. 018: [quote added] "Among the great number p. 019: [errata] in the arts which enable -> ennoble p. 019: born under a luckler star -> luckier p. 020: continuation of Fortbildungsschulen -> or p. 023: adapt their instrnction -> instruction p. 023: [errata] Here the committee must meet -> communities p. 025: [errata] character and development of the boys -> deportment p. 027: higher mathemematics, mechanics, physics -> mathematics p. 028: is carried suffciently far -> sufficiently p. 028: classes are arranged acording to -> according p. 029: smaller towns or in the conntry -> country p. 029: university extention courses -> extension p. 031: similar to Fortbildungsschulen in Leipsig -> Leipzig p. 031: schools have seen a marvelous developement -> development p. 032: attended by journeyman and apprentices -> journeymen p. 032: good manners (gute sitten) -> Sitten p. 033: [normalized] throughout various parts of the empire -> Empire p. 033: [extra comma] under eighteen years of age, might -> age might p. 033: [extra comma] the employer, must -> employer must p. 033: Baden. compulsory school laws -> Baden, compulsory p. 034: to be determined eventually be -> by p. 035: worthy of note that she delares -> declares p. 039: that the Forthildungsschule -> Fortbildungsschule p. 039: foundation of most of the Faceschulen -> Fachschulen p. 046: Wagonmakers and Wheelrights -> Wheelwrights p. 047: Free hand drawing -> Free-hand p. 056: becomes the property ot the father -> of p. 057: The Lehrwerkstatten or apprentice shops -> Lehrwerkstaetten p. 059: fulfil certain teohnical qualifications -> technical p. 059: practical iu the highest degree -> in p. 062: [missing letter] The governing power is in ome cases -> some p. 063: [errata] laws of building; models of heat -> modes p. 067: Buxtehede -> Buxtehude p. 067: Magdeberg -> Magdeburg p. 068: Orchatz -> Oschatz p. 068: Zitteau -> Zittau p. 069: [normalized] schools of this class in the empire -> Empire p. 070: the elementary ranches in the curriculm -> curriculum p. 071: Inserlohn -> Iserlohn p. 071: Mlttweida -> Mittweida p. 071: compiled from tables appearing the Report -> appearing in the p. 074: [missing letters] Webereilehrwerkstae en -> Webereilehrwerkstaetten p. 074: itinerant masters. (Wenderlehrer) -> Wanderlehrer p. 074: lines of the indnstry -> industry p. 075: In each of the several classses -> classes p. 077: Grefeld -> Crefeld p. 079: [errata] Knitting, 2 yrs. -> Knitting, 1yr. p. 079: [errata, removed line] Machinery | | | 3 | 6 | 2 p. 081: superior artizans -> artisans p. 081: prepared in the Volkschule -> Volksschule p. 081: [errata] the participants enter -> participants to enter p. 085: [added chapter number] V p. 086: show the aplication of science -> application p. 087: in the atter country -> latter p. 087: the necessity or heroic action -> for heroic p. 087: due measure of public respsct -> respect p. 087: by A. E. Twentymen -> by A. E. Twentyman p. 088: Dresden, 1826 -> 1828 p. 088: principally for the Kiugs dominions -> King's p. 089: styled the Koeniglische Technische Hochschule -> Koenigliche p. 090: Berlin provisory statue -> statute p. 091: State and and each administered -> State and each p. 092: The organization of deparments of work -> departments p. 093: [errata] For the one course plan however -> The one p. 093: [errata] have been substituted -> has p. 093: [errata] substituted the several -> substituted for the p. 093: Program der Koenigl. Technischen Hochschule -> Programm p. 093: Den Horern bleibt die Wahl -> Hoerern p. 093: frei ueberlassen, Fuer ein geordnetes -> ueberlassen, fuer p. 098: Kunstgewerbsechulen are schools of art -> Kunstgewerbeschulen p. 104: Alcace-Lorraine, Muelhausen, Strasburg -> Alsace p. 104: Prussia, Aix-la Chapelle -> Aix-la-Chappelle p. 105: Enrichtungen fuer -> Einrichtungen p. 105: Gewerbliche Erzichnung -> Erziehung p. 105: Dr. G. Kerschenteuer -> Kerschensteiner p. 105: Denkschriften ueber die Entiwickelung -> Entwickelung p. 105: Fortbildungschulen in Prussen -> Fortbildungsschulen in Preussen p. 105: Encyklopaedischer Handbuch -> Encyklopaedisches p. 105: Handbuch der Paedogik -> Paedagogik p. 105: in unserer zeit -> Zeit p. 105: [removed in] Fortbildungsschulen in Deutschlands p. 106: [removed comma] Jahresbericht der Koeniglichen, Industrieschule p. 106: Technischen Stattslehranstalten -> Staatslehranstalten p. 107: Program der Koeniglichen Fachschule -> Programm p. 108: School of Marine Machinists, Fleusburg, Prussia -> Flensburg

Comments

The Condition and Tendencies of Technical Education in GermanyChapter IV: Section VII: Bibliography 105 (2)

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