they having been established in 1868. Advanced courses are offered in mechanical engineering, chemical engineering, building construction, and commercial education. The school at Würzburg 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. 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 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.