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 educational system in the Fatherland to-day, it would perhaps be the highly specialized condition of the technical schools. In approaching our problem we naturally ask ourselves the question as to how far the industrial progress of a country is influenced by technical education. In no time as in our own has so much stress been laid upon the commercial side of our existence. New trades, new industries are springing up; specialization is becoming more far-reaching and more firmly established than ever before; competition is becoming keener; the application of science to the arts is more varied. In this latter field we find Germany in the very fore front, she having developed along these lines to a greater extent than have many of our nations. Illustrations of this application lie all about us,--in the bettered transportation facilities by railroad and by ocean vessel; in the more improved bridge and building construction; in the methods of water supply and drainage; in modes of heat, light, and ventilation; in electric vehicles, sound transmitters, labor-saving machinery; in finely adjusted instruments that bring far away worlds almost within reaching distance; in these and a thousand other ways is made manifest the result of the application of science to the arts. Germany is taking a prominent part in this warfare for industrial supremacy, 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 doubted, especially when one is made aware of the diversity and extent of the schools of a technical character scattered over the Empire.