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THE CONDITION AND TENDENCIES
OF
Technical Education in Germany
BY
ARTHUR HENRY CHAMBERLAIN
Professor of Education and Principal of the Normal School
of Manual Training, Art, and Domestic Economy,
Throop Polytechnic Institute, Pasadena, California:
Author of "Educative Hand-Work Manuals"
and "A Bibliography of Manual Arts"
[Illustration]
SYRACUSE, N. Y.
C. W. BARDEEN, PUBLISHER
1908
Copyright, 1908, by C. W. BARDEEN
INTRODUCTION
The question of the technical phases of education is, with any nation, a
vital one. Perhaps this is true of Germany as it is of no other European
country. This may be mainly due to one of several causes. First, as to
the length of time technical education has had a place in the German
schools. In some form or another, and in a greater or lesser degree,
such instruction has been in vogue for many years, and has in no small
measure become part and parcel of the educational fabric of the nation.
Again, throughout the various German States, the work is rather widely
differentiated, this owing in part to the fact that the varying lines of
industry in adjacent localities even, give color and bent to the
technical education of any particular 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