locality. An extensive field is
thus comprehended under the term "technical education". Then, too,
Germany as a nation must needs better her condition in order that she
may prove self-sustaining. The country is not a wealthy one, and if in
trade, in manufacture, and in commerce, she is to compete, and that
successfully, with the world powers, strength must be gained along such
lines as those opening through technical education.

The hope is entertained that the following pages may prove of value, not
alone to the student of technical education as it exists in Germany, but
particularly to those who are endeavoring to institute and develop
industrial and technical training in this country. The possibility along
these lines is exceedingly great and the interest and attention of
thinking people is focused here. They look to this form of education as
a partial solution of some of the most obstinate problems now
confronting us.

CONTENTS

PAGE

INTRODUCTION v

CONTENTS vii

PUBLISHER'S NOTE viii

SECTION I. Classification of Schools 5

SECTION II. Continuation Schools (Fortbildungsschulen) 16

SECTION III. Trade Schools (Fachschulen) 41

SECTION IV. Secondary Technical Schools
(Gewerbliche Mittelschulen) 61

Schools for the Building Trades
(Baugewerkschulen) 61

Schools for Foremen (Werkmeisterschulen) 69

Schools for the Textile Trades (Gewerbeschulen) 74

Industrial Schools of Bavaria (Industrie Schulen) 82

SECTION V. Higher Technical Schools (Technische Hochschulen) 85

SECTION VI. Schools of Industrial Arts or Art Trade Schools
(Kunstgewerbeschulen) 98

SECTION VII. Bibliography 105

Technical Education in Germany

BY PROF. ARTHUR HENRY CHAMBERLAIN

I

If one were to point out the most distinctive feature of the