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Technical Education in a Saxon Town.

H. M. FELKIN.

PUBUSHED FOB THE OITT AKD GUILDS OF LONDON mSITFUTB
FOB THE ADVANQEMENT OF TBOHNIOAL EDUCATION.

6. EEQAH PAUL 1 CO., 1, PATBBHOBTla BQlTABS.

A.U BfffUf itwerMd

e cA^..^-*. uus:i . 2^. lO

x^jMMC colics
DEC 12 1921

Ti^tf Statiatiea and Flatu of Inatruotion gwen in this Volume are all

tak&n from Official Seports.

Ghbunitz, Kabtbn Stbabsb,
April, 1881. .

H.M.F.

PREFACE,

In publishing the following account of the Techni-
cal and other Schools at Chemnitz, in Saxony, the
Council of the City and Guilds of London Institute
have desired to give some idea of the magnitude of
the efforts that are now being made in a compara-
tively small German town, to bring the education of
artisans into close relationship with the practical
requirements of their daily work. The author,
having resided for some years in Chemnitz, has had
exceptional opportunities of becoming acquainted
with the details of the courses of study, and of the
expense of maintenance of the several schools re-
ferred to in his book ; and, as a native of Nottingham,
he has been able to compare German with English
workmen, and to accurately estimate the value of
systematic technical teaching in cheapening and im-
proving manufactured products.

The Council believe that the fiill and detailed
description of the schools of a single manufacturing

town, which is given in this little work, will be in
many ways more useful to those who are interested
in the development of similar schools in England,
than a more superficial and less complete account of
German education generally; and the more so, since
much that the author has written with respect to
Chemnitz is known to be true of other towns in
Germany.

There can be no doubt that England is awaken*
ing, none too soon, to the importance of educating,
with special reference to their future careers, those
who are to be engaged in industrial operations. In
every walk of life it may be assumed that the success
of the individual depends quite as much on the
character and extent of his special technical training
as on his earlier and more general education. In
certain professions, this truth has been long since
recognised ; in others, it has only now begun to be
understood ; but it is admitted on all sides that the
future development of the trade and commerce of
this country will greatly depend on the success of
the efforts that are now being made to provide
efficient technical schools and colleges, in which
primary and secondary education may be adequately
supplemented.

Both here and abroad, it is generally felt that the
old apprenticeship system is no longer suflScient

to make operatives fully eonyersant with the
" mysteries " of their craft. The introduction of
machinery into nearly every branch of industry has
greatly changed the character of the relationship
that formerly existed between the master and his
apprentice ; and the application of science to indus-
trial operations has, in not a few cases, transferred
from the foreman or works'-manager to the practical
science teacher the key to these mysteries, and has
rendered necessary, for workmen of every grade, a
different kind of training from that which was con-
sidered sufficient not many years ago.

The perusal of Mr. Felkin's small work, whilst
showing what kind of provision is being now made
in Germany to meet these new wants, may help
those who are endeavouring to promote technical
education in England to avoid errors resulting from
inexperience, to appreciate the educational require-
ments of manufacturers and artisans, and to under-
stand the best means of providing for these require*
ments.

What will strike every one who carefully examined
the figures contained in the following pages, is the
great cost of a well-organised system of techni-
cal instruction, adapted to the different kinds of
manufactures and to the several grades of workmen.
The townsfolk of Chemnitz are to be congratulated

on having thought so little of the expense, in com-
parison with the results to be realised. It remains
to be seen whether, for the sake of increasing the
industrial prosperity of this country, the people of
England will be willing to make corresponding
sacrifices.

Qbssbam ColleoBj LofdoNi

May, 18dL

Technical Education in a Saxon Town.

Pabt I.
GENERAL EDUCATION.

Having resided at Chemnitz^ in Saxony, since 1861, I have
had exceptional opportunities of becoming acquainted with
its numerous educational institutions. During a recent visit
to Nottingham, my native town, I was requested by friends
interested in technical education to give an account of the
various schools and institutions devoted to this object in the
town in which I have so long resided. As, however, to
describe these schools alone, without reference to the other
more general educational establishments of Chemnitz, is
calculated to give but a one-sided view, and to cause them
to be looked at as isolated institutions, I have thought it
would be of more practical value and would lead to juster
views to give an account, as detailed as may be consistent
with the limits of this paper, of all the schools, general and
technical, of the town, thus showing the educational equip-
ments which are deemed necessary, and have been already
completed, in a German town of 89,000 inhabitants.

To do this properly would require more of time and know-
ledge than is at present at my disposal. Especially, to give
a correct idea of the quality of the education imparted, would
necessitate the consideration of a mass of detail which would
be appreciated only by specialists, and would be wearying to
the general reader. I shall therefore try to give in outline
a sketch of each school, with its object and place in the general
1

system. For, although they have grown with the town and
have been added one after another as the want was felt, the
schools are so graded and interwoven with one another, that
whilst all are necessary, none are superfluous, and they con-
sequently form together a united whole, suited to the require-
ments of the population of the town.

In forming a judgment of any system of schools, they
must be looked at in relation to the wants of the people for
whom they are intended. In the many references to foreign
schools one sees in English newspapers and pamphlets^ this
point is often overlooked, and schools specially suited to one
place or class of people, or to particular requirements, are
held up to general admiration altogether apart from the
wants they are intended to satisfy. Luther preached once
an admirable sermon on marriage duties to a hospital of old
toothless men and women ; it was intrinsically good, but out
of place. I will avoid this fault, and as Chemnitz is a large
manufacturing town, like Nottingham, resembling it too in
the fact that hosiery is one of its staple manufactures, and,
moreover, as the town of Chemnitz has already taken away
the glove trade from Nottingham, and is, in the opinion of
many, slowly undermining the trade in cotton hosiery too, it
cannot but be important to the people of Nottingham to know
something of the educational advantages which have enabled
the Saxons to do this. For, in the writer's opinion, neither
in physique nor in energy and natural ability are these Saxons
equal to Englishmen. On the contrary, the human raw
material in Saxony is inferior to that of the midland counties,
and yet the weaker race takes the bread out of the mouth of
the stronger, and competes with it in the markets of the
world. What enables it to do this ? The answer to this ques-
tion will partly be found in the educational advantages which
the people of Chenmitz and of other German towns un-
doubtedly possess.

Before proceeding to the main part of my subject, a short
account of Chemnitz maybe interesting. When I first knew
it, now nearly twenty years ago, it contained a little over

40,000 inhabitants, and has, in spite of bad years, continued
steadily to increase, as the following figures prove : —

On December 1st, 1864, population was 64,827.

68,673.

»» ^» 1867,

1871,

>> >> 1875,

5» 91 1879,

68,229.
78,209.
89,224.

It is the third largest town in Saxony. Dresden, the capital,
is the largest, and Leipzic is the second, being the great
commercial city, not only of Saxony, but of central Ger-
many, while Chemnitz is the principal manufacturing town.
It is the centre of a large number of smaller towns and
villages lying in the valleys which run up between the moun-
tains in the immediate neighbourhood, and the produce and
manufactures of these places mostly pass through the town.
They each have their own special industry connected with, and
dependent on, the main industries in Chemnitz, so that although
(he town has a population of 89,000, it represents the industry
of probably double that number carried on and spread over
a large area of ground, partly in factoriesi and partly in the
homes of the workpeople, for house industry is still largely
pursued in the country districts. The town is situated in a
long valley in the lower range of the Erz mountains, about
50 miles from Dresden and 40 from Leipzic, and lies about
550 metres above the level of the sea. One or two small
streams flow through it which come down from the moun-
tains, and it is from these, as dyeworks were gradually
established, that the prosperity of the place took its rise.

The country to the north gradually slopes down to the
great open plain which extends more or less from Leipzic to
the North Sea. The mountains rise on the south, and are
full of picturesque but not very fruitful valleys, reminding
one of Yorkshire and Lancashire — the running water supply-
ing power to the numerous spinning-mills, weaving factories,
&c., in the little towns and villages, which serve commercially
as feeders to Chemnitz. The climate is mountainous in its
ch6u:acter, hot in summer, cold in winter^ and this northern

slope of the Erz moimtains being expoBed to the norths north-
west, and west, makes it extremely variable and trjring. The
climate being thus unfavourable to agricultore, and the land
being for the most part poor, the inhabitants of this northern
range of the Erz mountains are dependent upon industries^
manufactures, and mining for their subsistence ; and out of
their very poverty and destitution have built up industries
which now hold their own in the markets of the world. One
thing especially has favoui'ed this growth in past times — the
magnificent forests of pines which once covered these hills and
mountains, and are still very extensive. Wood in former
times was the only fuel, and is so to some extent even now,
and being plentiful and cheap, was used for building weaving-
looms, stocking-frames, for making toys and many other
articles. Of late years extensive coalfields have been opened
up in the neighbourhood of Zwickau and Oelsnitz, towns only
a few miles distant from Chemnitz, which supply Saxony and
Bavaria, besides other countries.

Chemnitz is thus, as far as situation goes, well calculated
to become a large manufacturing centre, and is without doubt
the future Manchester of Germany, as it is now of Saxony.
It is a large railway centre, the lines converging there
nearly all belonging to the State ; and a few years ago, when
the State railway works were moved to Chemnitz, some 5,000
inhabitants were added to the population of the town. Pro-
fessor Stuart, in his late valuable address, referring to Chem-
nitz, did not seem to consider its position in Germany as
comparable to that of Nottingham in England. In this I
think he is mistaken ; it is relativel}'^ a far more important
town ; and from its central position in Europe, the vicinity
of extensive coalfields, and the necessity of a large sur-
rounding population finding subsistence in it, and also from
the cheapness of labour, it is calculated to become in the
future a great centre of industry. The Government has
wisely fostered the growth of the town and its trade in every
possible way, by establisliing technical schools and granting
assistance to other schools, and by having established there

a military centre. It is also curreutly reported that the
Government has in past times advanced capital to develop
more than one large manufacturing concern.

The industries of the town may be classed under four main
heads : —

Macliine-building of all kinds.

Cotton and wool-spinning.

Weaving,

Hosiery and glove manufactures.

To this variety of trades, and to the fact that it is not de-
pendent on merely one staple industry, the prosperity of
the town is mainly due. There are, besides these, other
auxiliary trades, such as dyeing, bleaching, trimming, finish-
ing, &c., giving employment to a large number of people.

In the machine-building trades a large number of work-
people are employed in making all kinds of machines — locomo-
tives, steam-engines, cotton, wool, linen, and jute spinning-
frames, also weaving-looms, brewing machines, and in the
making of tools — in fact, of almost every kind of article made
from iron, excepting agricultural implements, ordnance, and
arms of precision. At the present time there are—

46 concerns for building general machinery.
10 „ ,, ,, weaving looms.

,S „ ,, „ hosiery frames.
10 dealers in machinery.

7 9j knitting frames.

The largest of these, that founded by the late Mr. Bichard
Hartmann, is the only locomotive building establishment
in Saxony. It was turned into a company in 1869, and has
employed —

Average
Weekly Wages.

From 1st April, 1869, to 30th June, 1870, 2,410 workmen, earning £0 13 OJ

„ 1st July, 1870, „ 1871, 2,211

„ 1871, „ 1872, 2,739

„ 1872, „ 1873, 2,817

„ 1873, „ 1874, 2,829

„ 1874, „ 1875, 2,693

15 6

16 10}

18 li^

17 10|

Arengt
WWaa

Weekly Wages.
From lit July, 1876, to 30th June, 1876, 2,228 workmen, earning £0 16 2

1876, „ 1877, 1,806 ., „ 16 11

1877, „ 1878, 1,842 „ „ 16 3

1878, „ 1879, 1,730 „ „ 16 4^

The principal markets for this industry are, besides the
home German trade, Bussia^ Austria, Holland, &c.
The cotton and wool spinning branch is represented by

7 mills in Chemnitz.
11 ,, the immediate neighbourhood.

But bv far the greater number of mills are in the villages
round about the town, and in the Zschopauer and other valleys
within a radius of fifteen or twenty miles. These mills, like
those in Lancashire and Yorkshire, were built originally to be
worked by water-power only, but are now supplemented by
steam. There are thirty-seven yam merchants and dealers
in the town, who sell the produce of these mills, and who in
many cases find the wool, engage to take the whole production
of the mill, and pay the owner so much for spinning tho
yam. Many small mills with limited capital are worked on

this system.

The weaving industry is the oldest one in the town and
district. There are now eighty-two concerns, including seven-
teen for fancy goods. In the earlier years of the industry,
from 1820 to 1830, principally cotton goods were woven, and
entirely on hand-looms, in the homes of the weavers. In
1863 there were, according to the Report of the Chemnitz
Chamber of Commerce, 1,973 hand and jacquard looms,
employing as many weavers, and making damasks,
tablecloths, bed-coverlets, dress goods of silk and thread,
woollen and half-woollen stuiffs, &c.; and in 1865 there existed
seventeen firms, owning 786 power-looms, or 240 more than
in 1864.

The home industry is rapidly declining, and is being sup*
planted by power looms in factories. At the present time
goods are sent to most European countries excepting England,
to South America, Mexico, Turkey, the Levant, Havanna, &c.

During the last few years jute lias been extensively used for
furniture stuffs, tablecloths, &c., and a large increasing trade
been done in these articles.

In the hosiery trade there are altogether sixty-four firms
in Chemnitz itself, twenty-six of these are glove-makers, and
the remaining thirty-eight hosiery manufacturers, besides
a large number of other firms in Stollberg, Limbach,
Burgstadt, and other towns in the immediate vicinity. The
development of this industry has been most remarkable, and
has taken place almost entirely during the last thirty years,
and to such an extent that Chemnitz has proved itself a
formidable and successful competitor to Nottuigham, not
only in the United States of America and all other export
markets, but in the English market itself. The quantities
of Saxon goods, both hosiery and gloves, poured into the
London market, would surprise some Nottingham manufac-
turers, and astonish still more the stocking-makers and their
leaders. The comparative cheapness of labour, owing partly
to the absence of artificial means of keeping up wages, and
the intelligence of manufacturers in adapting themselves to
the demands of the trade account for this. The manufac-
turers are now bestirring themselves to obtain a footing in
the English colonial market, a trade from which they have
hitherto been shut out, except in so far as they have reached
it through the large London houses. A Chemnitz gentleman,
Mr. Bahse, formerly resident some time in Nottingham, has
been sent out to the Sydney Exhibition by the Chemnitz
Chamber of Commerce, to superintend the Saxon exhibits,
to collect information, to open accounts, and so to lead to a
direct business, and he is to stay for the Melbourne one later
on. He took samples with him of various classes of goods,
and has since sent home reports on them for the benefit of
manufacturers.

The glove trade may be said to have been transferred from
Nottingham to Chemnitz, and is now in a more flourishing
condition than it was ever known to be before, so that factors
axe simply told to deliver all they can produce, and wages

for special dassea of goods have risen so that good hands can
even earn up to 408. per week. The loss of the glove trade
to Nottingham is a striking example of the way in which
England is being robbed in detail of her industrial supremacy.
The hosiery trade has been in a transition state for twenty
years past, and is being turned from a home industry into a
factory one, owing to the introduction of power machinery,
and the substitution of iron for wooden frames. When the
writer first came to Chemnitz, in 1860, there were literally
no iron frames in the district, excepting circular ones ; the
goods were all manufactured in the surrounding villages;
middlemen, or factors, as they are called, collected the
goods, and delivered them to the merchant in Ohemnitz,
who distributed them to the various export markets. One or
two factories existed containing circular machinery, and a
few power rib frames.

According to the Chamber of Commerce Eeport of 1863,
there were in Chemnitz and in about thirty of the surrounding
villages, the following number of frames, viz. : —

About 27,dOO wooden hand looms.

420 ,, )) ^^ looms.

99 iron ,, looms.

495 ** Ketten ** looms for gloves.
803 French circulars.
4,268 heads ,,

49 wide plain and rib rotaries.

teut more than 18,000 of the wooden hand ones were standing
in 1862, owing to the American crisis, then just at its height.
About that time the power loom patented by Messrs. Paget,
of Loughborough, was introduced, and has, with improve-
ments since put to it, gradually spread itself all over the
country. The wooden frames are dying out, and large
factories have been built and fitted with power machinery
of difierent systems and of the most modem construction.
Almost every large merchant has now such a factory fuU of
machinery obtained from Nottingham, or from some builder
in Chemnitz. This change has placed the industry on a par
with that of Nottingham, and the establishment at the same
time of the technical school at limbach, has enabled a

class of young men to be educated for the trade^ who haye
been made acquainted with modern machinery and systems
of manufacturing, and have been carefully trained for various
situations as foremen^ managers, clerks, and takers-in. Mean-
while, too, the sons of manufacturers have been preparing
themselves to take their fathers' places. These younger men
now coming into the trade are, thanks to this technical
education, of a different stamp from those of twenty years
ago, and are already exercising a marked influence on the
development of the trade. The same may be said of the
Weaving School, to be described later on, and of its effect on
the weaving trade, which has gone through the same change
as described in the hosiery trade.

Having thus obtained a general idea of the industries of
the town and district, we can form some conception of the
requirements necessary for general and technical education,
to enable these industries not only to hold their own, but to
continue to progress in the future as they have done in the
past. To remain stationary is to recede, and in a world of
progress the statu quo soon becomes the statu quo ante.

We will now see what has really been done to provide
suitable technical instruction for those engaged in these
several Industries at Chemnitz. The schools of Chemnitz,
both general and technical, are all public ones. Private
adventure schools do not exist. Those relating to general
education, both elementary and secondary, are municipal
institutions and under municipal management, and are, with
similar schools all over Saxony, placed under the Minister
for '^Cultus" and Education. The technical schools are
either State institutions or belong to some public body, and
are under the oversight of the Home Minister.

The following is a general outline of all the schools : —

Schools devoted to General Education.
(Under the Education Minister.)

1. TheEoyal Gymzuusium, or Classical School.

2. The Municipal Ee^l School of 1st Order.

3. The Public Mercantile School.

SoUOOLt DIYOnD TO GlNXBAXi EDUCATION— •MM^MIMMf.

4. The Munioipal Higher Boti' School (A).
«• » >, „ GirV „ m.

®* »» »f >f »» >» (^«

7. „ Ist District Municipal School (hoys), Theater Straese.

8. ,, 2nd „ ,, ,, (boys and girle), Waisen Straaee.

9. „ 3rd ,, ,, „ „ Bemabach Platz.

10. „ 4th „ „ „ „ Korner „

11. ,f Roman Catholic School.

12. ,, Orphanag^e House „

13. „ Nicolai School.

Technical and Trade Schools.
(Under the Home Minister.)

1st. The Koyal State Technical Educational Lurtitutionii, comprising —

^A.^ The Higher Technical School.

(B.) „ Eoyal Builders' ,,

(c.) „ ,, Foremen's „

(d.) „ „ Technical Drawing SchooL
2nd. The Higher Weaving School.
3rd. „ Hosiery School (at Limbach)
4th. f, Agricultuial School.
5th. ff School for Hand Weavers.
Cth. ,, ,, TaQors.

7th. „ «*Fortbildung8" (Trade) School (Maloe).
8th. „ „ (Trade) School (Feniales).

I will now proceed to describe each of these schools
separately^ and will endeavour to omit all details likely to
be uninteresting to the reader.

The Boyal Gymnasium, or Classical School^ is the highest
institution in the town devoted to general education ; it was
founded on 13th October, 1868 ; and is a State institution.
At the end of February, 1879, it was attended by 357
pupils, who reside, if natives of Chemnitz, with their parents,
otherwise in suitable lodgings under the supervision of the
rector or masters. The personnel of the school consists of

The Hector.

The Suh-Bector
17 Head Masters
1 Drawing Master

1 Assistant Master

1 Teacher Qymnastics

2 Clerks, &c.

Instruction is given in 13 classes. The building in
which this school is housed was opened in October^ 1872,
and is one of the finest public buildings in the town, situated
on the Kassberg, a hill overlooking the town, on a com-
manding site, about seven or eight minutes' walk from the

market-place. It was^ when first bailt^ 63 mdtres long and
20 deep, three storeys high^ and stood on a raised basement.
Some two years ago it was enlarged by adding three windows
to each wingy and it is already too small for the reqiurements
of the district, and wiU again be enlarged in two years' time.
Provision has wisely been made for future wants^ the land
on which it stands comprising some 5^700 square metres. The
building was erected at a cost of about £9,450, to which, if
we add the cost of the Gymnastic Hall, viz., £1,050, and
the value of the land, £2,853, we have a total of £13,353,
which represents, with the addition just mentioned, a capital of
at least £15,000 to £16,000 sterling. Its object is to furnish
a first-class classical education for those who intend to devote
themselves to the learned professions, or to become teachers ;
but it is also attended by many who intend to devote them-
selves to mercantile pursuits.

The curriculum comprises— Religion, Hebrew, Greek,
LatiD, German, French, English, Algebra, Geometry,
Physics, History, Singing, Drawing, Gymnastics, and Mathe-
matical Geography. It is attended principally by boys from
Chemnitz and the towns in the immediate neighbourhood.
Boys are received into the school when ten years old, if
they have received a fair previous education. There is a
fine large hall for gymnastics, and a healthy esprit
de corps prevails and is encouraged amongst the boys.
The fees are in all classes alike — £6 yearly. If any boy
is unable to pass through one class in two years, he is
obliged to leave the school. This school is preparatory to
the seminaries and the university, and affording as it does a
liberal classical education, it is specially useful in a purely
manufacturing town like Chemnitz, where money-making is
apt to be looked upon as the sole end of life. Its culti-
vating influence is already bearing fruit. The " Aula,'' or
large hall — one of the handsomest in the town— is often used
for public lectures of a high class.

This school is empowered by Government to grant so-
called ^'one-year volunteer certificates,'' the meaning of

which may require a little explanation. The German com-
pulsory military sendoe is for three years. But 9uoh yonag
men as are competent to pass a certain examination, proving^
that they have reoeii^ed a good education, are allowed to
volunteer to do the service in one year, and are called " one-
year volunteers." This is a great concession and aUeviation
to well-educated young men, enabling them to get through
in one year what otherwise would require three. The
certificates of certain of the higher grade schools, such, as
of this School and of the " Real *' Schools of 1st Order, are
accepted by the military authorities as sufficient to absolve
students from the necessity of passing the examination. It
follows therefore that the power to grant these certificates
marks the rank of a school

The Eeal School. — We now come to the Municipal
"Beal** School of First Order, and many readers will
wonder what new-fangled German school is this, and some
may perhaps think it is to supply only an imaginary waDt.
The word Beal has no exact equivalent in the English
language, and we shall have to adopt it as the Germans
have done before us. It impUes a school, if of the first
order, of the same grade and standing as the gymnasium.
The education is, however, based on natural sciences and
modern lauguages, as against classics in the latter. It
is the natural outcome of the wants of the middle classes
of the present day. What is the use of wasting the
time and energies of a boy in learning Latin and Greek,
&c., who has to enter a business life at 15 or 16 while
some knowledge of modem languages would be invaluable f
This question has of late been much discussed in England.
In Germany it was practically settled years ago, and the re-
sult is the Eeal School. The Beal School was first instituted
in Prussia, and was not introduced into Saxony till after the
war of 1866, and the entrance of the latter country into the
North German Confederation, when the Prussian military
system was adopted in Saxony.

Tlie Real School in Chemnitz is a large massive huilding
in the centre of the tovn; it was huilt inl869, and is monici-
pal properly. It cost as follows : —

Land BEtimated at £1,600

Braiding cOBt 13,266

Fittings, &o 3,000

£17,766

The fees are £6 per annum, and a small fee on entering and
leaving. They are not safBcient to pay the ezpenses of the
School, which receives £900 grant from the State yearly. In
1788 the deficiency required to be made up by the town was
£1,269. Sb. Od. The total expenses in 1878 were £4,834, of
which sum £4,221 was for the salaries of the teachers. The
school is under the management of a committee composed
of one siadrath, or aldermanj two town-councillors, and the
director of the school-
In 1879 the staff consisted of a Director, 18 Head and
2 Assistant Masters, 1 Drawing Master, 1 French Master
2 Qymnastio Masters, 1 Writing Master, and 1 Stenograph
Master.

The school was attended by 437 pnpUs, mostly from

Chemnitz and its suburbs, belonging; to the middle classes.
There are eight classes, arranged as follows : —

Upper Prima 1a
TJnder „ 1b
Upper Secunda 2a
Under „ 2b

Tertia 3

Quarta 4

Quinta 6

Sexta 6

The curriculum comprises the following subject^ : — Re-
ligion, German language, French, English, history, geo-
graphy, natural history, chemistry, physics, arithmetic,
geometry, projection, freehand drawing, singing and gym-
nastics, besides certain specialities which are not obligatory.
Boys who have attended one of the higher or district muni-
cipal schools are received at 10 or 11 years of age, and
remain either through the whole course and then ejiter
some trade or profession, or proceed to some technical school.
It serves as a preparatory school for the technical State
institutions, or for the Polytechnic in Dresden, or for the
Mining Academy in Freiberg, the Weaving School in
Chemnitz, or for any of the higher technical schools either in
or out of Saxony. The education given is of a thoroughly
sound and practical character.

The Public Mercantile School. — This School was
founded in 1848, and from small beginnings and modest pre-
tensions has grown to be a most important institution. Up to
a short time ago it was compelled to put up with an old house
rented for the purpose. The attendance increased so rapidly,
and the usefulness of the school was so manifest, that an appeal
was made to the merchants, &c., of the town to find funds for a
suitable building. This was done by means of shares, liber-
ally subscribed for by all the principal firms in the town. This
School is consequently neither a State nor a municipal
institution, but is the property of the shareholders. The
new building was opened in October, 1879, and cost as
follows : —

Land £950

Building 3,260

Fittings 1,300

£5,600

It is under the management of a coramittee of six
merchants and the director.

It is divided into an upper and lower division. The upper
one is for the sons of merchants and tradespeople who intend
devoting themselves to a commercial career and have passed
their 14th year. These have to undergo a preliminary ex-
amination, but boys who have passed the higher municipal
school are able to enter at once. Those who attend this
division have to devote their whole time to study. The school
has a three years' course, and is now authorized to grant '^ one
year volunteer certificates.'*

The lower or apprentices' division is for the benefit of ap-
prentices in the various businesses in the town^ and they
attend afternoon and evening classes suitably adapted to
their wants and to the time at their disposal.

Each division has three classes. At Easter, 1879, there
were in the upper division 56 pupils, and in the lower divi-
sion 85 pupils ; arid during 1878-79 there were 167 pupils in
the school, as against 191 in the previous year. The stafi^ con-
sists of the director, a French and English master, a mathe-
matical master, a drawing teacher, and three others for various
subjects, making altogether eight. Instruction is given in
the upper division, in mercantile science, in mercantile law,
political economy, bookkeeping, correspondence, mercantile
arithmetic, chemical and mechanical technology, mercantile
geography, history, arithmetic, geometry, German, French,
English and freehand drawing. The hours devoted to study
are 36 weekly in Glasses 1 and 2, and 35 weekly in the 3rd
Glass.

In the lower division, for apprentices, is taught mercantile
science, bookkeeping and correspondence, mercantile arith-
metic, French, English, mercantile history and calligraphy
Thirteen hours weekly are given to these studies.

The object of this school is thus to provide a suitable edu-
cation for those who intend to devote themselves to a purely
commercial career, as merchants, bankers, bookkeepers, ac-
countants, bankers' clerks, correspondents, &c. A boy havinf^

been educated at one of the municipal schools up io his 14th
year and having then passed with credit a three years' course
at this school, would be qualified to take a fair position in a
counting-house or office which offered itself, and could com-
mand a small salary at once. There is a similar school at
Leipsic and one at Dresden^ both haying a more extended
curriculum, and enjoying deserred reputations.

The Public Municipal Schools. — ^These comprise three
higher and six district schools ; they are splendid institationa
and justly celebrated throughout Germany. They are based
on the education law of 1835 and on the new law of 1873.
They are elementary schools in the strict sense of the word,
yet I hardly like to use this term in describing them, as it
is apt to suggest to an English reader's mind British-national,
Board, and such like schools, which are very different both in
scale and magnitude from these. To describe them folly would
require an article to itself. They are what the Board schools
of England will be in 15 or 20 years' time. They provide
for the education of all the children in the town between the
ages of 6 and 14. Private adventure schools do not exist,
and consequently attendance at the elementary schools is
compulsory. To enter the gymnasium and Ee^ schools,
boys are permitted to leave at the age of 10.

These schools form the basis of all education, secondary
and higher, and the majority of pupils receive no other
instruction whatever. Up to a year or two ago these schools
were divided into upper, middle and lower citizens' schools,
with a different scale of fees for each grade. As the town
increased, however, and the distances become greater, more
schools were required, and it was decided to build two new
higher schools and to purchase the old Polytechnic from the
State for a third one, and the whole system was reorganised.
The middle schools were abolished, district schools, vi^ith an
upper and lower division, were established in various parts
of the town for the middle and lower classes, making use, of
course, of existing buildings, and the higher schools were

retained for the upper middle class. The courses of iustruc-
tion were enlarged and revised, and everything was put on
the best footing.

They are under municipal management. The School Board
is composed of—

The Biirgenneister.

Three Stadtrathe or paid Aldermen.

Four Town Councillorg.

One Pastor.

Three Directors chosen out of the nine Directors of the Schools.

These, with all similar schools, are imder the Minister for
Cultus and Education.

The school finances are entirely separate from the general
finances of the town ; a separate school budget is presented
and published annually, and the expenses are met by the fees
of the children and by a general school rate levied in the
form of an income-tax on the inhabitants of the town.

The following statistics give a general view of these
schools — compiled from official sources — and are the latest
obtainable : —

To avoid misconception it may here be remarked that for all Slate,
municipal, and school purposes in Saxony incomes are taxed ; the levy is
made on incomes ais low as 5«. a week. Even domestic servants have to pay
income-tax.

W
o

p^
w

«H • 1

ATnount

paid for

Salaries o

Teachers

O "!*•

iO rH CO ©^

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00 00 O CO

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g o

o £

5250

•

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timal
value

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heatrestrass
aiservjtrasse
msbacher P
mer Platz..

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•73

19
The scale of school fees is : —

4 Lowest

classes. 3 Middle. 3 Highest
Higher boys' school.... 48/. 54/. 60^ per Annum.

I, Division. n. Bivisioxi.

District Schools I. and II. class, 26/5 . . |
. „ I, 1II» ,» IV. „ 21/7.. > 7/8 per annum.

The present system of elementary education^ of which
these schools are the outcome, is founded on the law of 1835 •
This law was amended and supplemented by that of 1873, to
meet the altered and increased necessities of the times, and
the " Fortbildung " schools, which will be explained here-
after were founded under the latter. The system is uniform
throughout Saxony, the courses of instruction being the
same, in so far the law prescribes a minimum which the
smallest village school must attain to. This, however, does
not interfere with the expansiveness of the system, nor hinder
larger villages and towns from going far beyond this mini-
mum, and providing, as the towns really do, a first-class
education for the rising generation.

The first paragraph of the law of the 26th April, 1873,
says : —

" The object of the elementary school is to provide for the
youth of the country, by instruction, exercise and education,
the principles of moral-religious culture, and the general
knowledge required in daily life, as well as readiness in
applying that knowledge." In Ohenmitz the district schools
have six classes, and the children must attend from the com-
pletion of their 6th to the end of their 14th year, and
then must attend for two years longer the " Fortbildung "
school. The higher boys' school has eight classes. One of
the higher girls' schools has also eight classes, and the other
ten classes ; the latter having two additional " selecta '* for
girls from 14 to 16 years of age.

The new District Schools built within the last two or three
years are model establishments in style, organization,
arrangement and ventilation. They are not so large as those

earlier built^ it having been found by experience that
800 to 900 children is the maximum number suitable for one
school under one director. The largest building, that on the
Waisenstrasse, containing nearly 4,000 pupils, was built about
20 years ago, and is so arranged that when all the children
are engaged in writing the light comes in at the left-hand
side. All these schools, and this fact the reader will specially
note, are built on the class-room system, the plans and
organization of the schools permitting no other. Each class
of about 40 to 50 has its own teacher and room. There is no
learning lessons in school — that is done at home, and the
instruction given rivd voce and with the help of the black-
board goes on during the whole time the children are in
school, so that they are in direct mental communication with
the teacher during school hours. The order, quietude, disci-
pline and attention thus secured are most remarkable. The
rigid carrying-out of the class-room system, together
with the mode of imparting instruction and the constant
regular (compulsory) attendance, are the secrets of the success
of these schools. Everything is taught (with one important
exception) in such a manner, that it is mentally grasped by
the pupil, and there is a minimum of learning by rote. A
friend of mine, a scientific gentleman residing at Leeds, who
made a journey of school investigation in France, Germany
and Switzerland, on visiting these schuols was much struck
with this fact, and remarked that, excepting religion, literally
nothing was taught by rote ; but it appeared to him that re-
ligion was so taught, and I can confirm this, as far as my own
experience is concerned. The school system is denominational,
and theoretically realises approximatively Dr. Arnold's idea,
that the area of the Church should be co-equal withthat of the
State. The theory is, or was a few years ago in Saxony, which
is a Lutheran State, that every child born in geographical
Saxony is born into the Lutheran Church and State. Within
a week or two of birth the child is (compulsorily) baptised ; at
6 years of age it enters the school and is taught religion and
Lutheranism; at 14 it is supposed to be ready for confirmei-

tion^ the pastor taking the children in hand at about 13 years
of age to prepare them for it. They are then confirmed and
become members of the Church, and are thus duly manufac-
tured, one might express it, into machine-made Lutheran
Christians. The attempt has thus been tried under favourable
circumstances to teach religion by a State system, and although
the system has shown good results and fair success in secular
respects, it is very doubtful whether it has succeeded in this.
The State cannot command a supply of religious-minded and
trusted teachers as it can of anything else, and the teachers,
very properly, are chosen for the general qualifications, and not
for religious ones. It has consequently broken down on this
one point, as any State system of religious education must do.
These schools are under State inspection. The country is
divided into school districts, and each district has its resident
State Inspector, who makes an annual report to the Education
Minister. The Chemnitz district comprises the town itself
and a number of towns and villages adjacent, and contains
25,033 children, in December, 1878, with a population of
152,000 inhabitants.

The amount invested in the school buildings, about
£116,000, does not represent their total cost or value. It is
the estimated official value taken extremely low, and the land
is not included. In England these buildings would represent a
considerably larger amount, and even in Chemnitz, if they had
to be built now and land acquired, it probably could not be
done under £160,000 to £180,000 sterling. I subjoin to this
notice of these schools the following summary of the aims,
'^ zieie/' which the district schools are to attain, obtained from
an official source. It will give the thoughtful reader a very
good idea of the education afforded in these schools, and if, as
he reads, he will bear in mind the standard required by the
English Eevised Code, he will vividly realise how much we are
still behind our German neigbours in elementary education : —
Aims (Ziele) or the Standard of District Schools.
Eelioiotjs Instruction : — ^Beligion and Revelation ;
Grounds of Faith and Morals; The idea of God

' t ■■ I

■>? in

r zr.

i-m^ i~

a£ Apisdes; The

'inlj rjBci^f. ttp to Class HI., and is

^T-^f ' — J-3« Hi«cr>cy and Dtridans ; principal stress
,j*jt. <-M. fjtUnlaX'mg the areas of spaces and the

^ ».».<»*« ',/ kodks ; Elements of Geometry.

y"'-^^**^ be able to read fluently, with proper
^jioit stmI ©uphony, to be attained by a proper

wj*wUDding of the subject ; Proper atticulatkai.

k *Mi (• not to bo confined to readine a few Unes.

•^Tiow from Memory of pstssa^es feom. standard

^ ihon, as also an lutroductivja to G«Biaaa Litosinze -
trscts, prose and VQ*try, «o«mife«»4 to nBanaryvand
ihort AooouAt of Uv,f» <rf wifehmfaai maHumL

Fona and contents of these extracts explained, as
also the dilBferent kinds of poetry, and, as far as possible,
in historical connection.
GhtAMMAR : — Orthography and Syntax; complex sentences
with adjuncts. Explanatory and conditional adjuncts.
Proper mode of forming sentences ; analysis of them
out of books. Parsing ; Yerbs ; Pronouns, &c., and
other matters. Very carefully and fully taught, the
language being difficult.

Sttlb (Oomposition) : — limitation in substance and form.

Difficult narratives, partly historical.

Descriptions.

Comparisons mostlyofareaUstio character. Changes
in the formB of narratives, in conversation, &c.
Letters, Short poems.

Themes worked out.

Poetry turned into prose.

Letters, addresses, and forms used in business lan-
guage.

Arithmetic:' — Must work through and be complete
master of Berthelt's Arithmetic up to the 5th and 6th
chapters, i^., as far as Yulgar and Decimal Fractions,
Bule of Three, and Simple Literest, &c.

History : — Greek gods and heroes. Boman history ;
Bomulus to time of Augustus and Christ's birth. Old
German history ; Memoirs. The Wandering of the
Nations ; Huns ; Constantino ; Mahometanism. From
Charlemagne to the age of Chivalry. From Crusades
to Present Time. French Bevolution, &c.

"Anschaung": — Teaching to observe, think, and to
reason is the foundation of all German teaching.
It is given in the two lowest classes by itself, and
then merged in the different subjects taught. It is
the most important of all kinds of instruction^ and forma
the child's mind and develops his powers of observation.

Singing : — jN^otes, time, musical signs, all taught. Part

amongst the Heathen, Jewish, Mahomedan, and
Christian nations.

Laws of Fraud and Perjury explained ; Laws of
Evangelical Parochial Life explained; The State;
Eulers and Subjects ; Masters and Workmen ; Mean-
ing of Marriage and Civfl Marriage ; Moral Purity ;
Value of Honour; Ambition and Pride ; Self-mastery;
Virtue and Vice.
2nd Part. — God the Spirit, The Son, and Lawgiver
of the World ; Denying God ; Waiting for Faith ;
Evil in the World ; The Person of Jesus Christ ;
Principles of Christianity ; Example of Christ ; The
Holy Ghost ; The Christian Church ; Death ; Immor-
tality; Prayer, and Blessing of it; The Lord's
Prayer in its internal connection.

ScBiFTURE Knowledge: — Principally learning passages
from the Bible, and being able to answer word for
word questions ; Must know concerning name, origin,
arrangements, translation, &c., of the Bible; His-
torical Books of Old Testament ; History of Israel ;
Doctrinal, Prophetical, Apocryphal Books ex-
plained ; Historical Books of New Testament ; Short
Outline of Christ^s Life; Lives of Apostles; The
Epistles.

Bible History is only taught up to Class III., and is
then merged in Scripture History.

Geometry : — ^Its History and Divisions ; principal stress
is laid on calculating the areas of spaces and the
volumes of bodies ; Elements of Geometry.

Beading : — Must be able to read fluently, with proper
accent and euphony, to be attained by a proper
understanding of the subject; Proper articulation.
This is not to be confined to reading a few lines.

Becitation from Memory of passages from standard
authors, as also an Introduction to German Literature ;
Extracts, prose and poetry, committed to memory, and
a short aocount of lives of celebrated authors.

Form and contents of these extracts explained, as
also the diiSerent kinds of poetry, and, as far as possible,
in historical connection.
GFeammar : — Orthography and Syntax; complex sentences
with adjuncts. Explanatory and conditional adjuncts.
Proper mode of forming sentences ; analysis of them
out of books. Parsing ; Yerbs ; Pronouns, &c., and
other matters. Very carefully and fully taught, the
language being difficult.

Stylb (Oomposition) : — limitation in substance and form.

Difficult narratives, partly historical.

Descriptions.

Comparisons mostlyofarealistio character. Changes
in the f (nrms of narratives, in conversation, &c.
Letters^ Short poems.

Themes worked out.

Poetry turned into prose.

Letters, addresses^ and forms used in business lan-
guage.

Arithmetic:' — Must work through and be complete
master of Berthelt's Arithmetic up to the 5th and 6th
chapters, t.^., as far as Yulgar and Decimal Fractions,
Bule of Three, and Simple Interest, &c.

History : — Greek gods and heroes. Boman history ;
Bomulus to time of Augustus and Christ's birth. Old
German history ; Memoirs. The Wandering of the
Nations ; Huns ; Constantine ; Mahometanism. From
Charlemagne to the age of Chivalry. From Crusades
to Present Time. French Bevolution, &c.

"Anschaung": — Teaching to observe, think, and to
reason is the foundation of all German teaching.
It is given in the two lowest classes by itself, and
then merged in the different subjects taught. It is
the most important of all kinds of imtruction^ and forms
the child's mind and develops his powers of observation.

Singing : — j^otes, time, musical signs, all taught. Part

and choral singing. National songs taught in choral

and two parts.
Natural History and Physical Science are taught in

their outlines^ and filled in as^ far as is possible in

botany, mineralogy, and zoology. The forces of

nature, magnetism, electricity, principle of gravity,

centripetal and centrifugal forces are explained, and

their relations.
GEOQRAPHY,and with it Astronomy. Physical geography and

its relations to the heayenly bodies : special knowledge

required as to that of the scholar'sown country andState.
Writing : — Every child must write with ease, fluency,

and cleanliness in German and Latin characters.

The excellence obtained is most remarkable, and to be

realised must be seen.
Gymnastics are taught in every school. Each one has
its hall attached with apparatus, and instruction is

given by qualified teachers between other lessons.

The Public Municipal Schools. — The " Fortbildung "
schools before mentioned are adjunct schools attached to the
district ones. They were founded by the law of 1873.
*' Fort " signifies continued, and " bildung" culture. It is
therefore a compulsory carrying-on of the education already
given, for two years longer for four hours weekly in the
same school in evening classes. Its object at present is not
so much to carry on the education higher up, as to con*
solidate that already received, that it may not so easily be
lost. It is entirely for children of the working classes, and
is doing good service. Children who have gone into higher
schools and have passed certain grades in them are absolved
from compulsory attendance in these schools.

Before leaving the subject of these Elementary Schools, I
subjoin the statistics of them for the whole of Saxony, taken
from the report issued by the Department of State for
Education. From them it will be seen that the system is so
perfectly carried out as practically to do away with all pri-
vate and other schools, there being 9s against 2,134 public,

only 99 private elementary ones, and in all Saxony only 88
tutors and governesses in private families. The schools in
consequence are mixed in their character^ as all public ones
generally are, children of high and low, rich and poor, re-
fined and vulgar, meeting together. This has its ad-
vantages, but also its disadvantages ; it levels the lower classes
up and exerts a refining influence on them, but it tends to
level the higher classes down, and to lower the tone of refine-
ment and feeling amongst them. Opinions differ as to
whether this is compensated for by other advantages.

Stein, the great Prussian statesman, said, ^' What is put
into the schools of a country comes out in the manhood of
the nation afterwards.'*

These schools are moulding the future of the country for
good or for evil. I do not hold them up to servile admi-
ration in England ; I am fully alive to their faults, but
they certainly show that, educationally, the country is
alive to its duty, and fairly performing it with success. The
very uniformity of the system tends to one great fault, uni-
formity in the product, or a want of originality, one might
almost say of freshness, in the mental characteristics of the
rising generation. The system tends to repress indi-
viduality and to develop one type. The difficulty in
teaching religion itself (not the things about religion) I have
already pointed out ; and the other point which seems to in-
dicate some degree of deficiency is, in the formation of
character, and this is partly the result of the two former.
The want of personal independence of character and firmness
of purpose has often been commented on, as a weak point,
amongst the Saxons. They are " gemiithlich '* or easy-going,
and the percentage of suicides, which is greater in Saxony
than in any other European State, seems to corroborate this,
aild points to a great moral fact.* The best minds amongst

• Another outcome of this system is well brought out by the following
criticism of a learned Pastor, who has had much experience of Elementary
Schools in Saxony, especially in the country districts. He says : —

The generation that is growing up is *< Yerzogen und TJngehorsam," spoilt

the leaders in educational matters are fully alive to all this^
and are striving to provide remedies. T^esp points^ non-
intellectual in their character, touch the moral side of
human nature, and it is most di^cult to covfxe to any clear
conclusion as to how far the system has succeeded or
failed to accomplish the object set forth by the law of giving
the pupils *' the principles of moral-religious culture/' That
the system has succeeded fully in its other mission of giving
them ^Hhe general knowledge required in daily life, and
readiness in applying that knowledge/' there is no doubt
whatever, nor is it to be denied that, in the main, whatever
of goodness, virtue, manliness, is to be found in the natioiiy
is owing to its elevating cuid cultivating influence.

The Public Elementary Schools. — ^Nicolai School.

The Nicolai School is a small elementary one, belongip.g
to a suburb, and has three teachers, and m^y be classed as a
district school, and is too imimportant to reg^uire further
notice.

The Boman Catholic ^CH00L is an elementary one for
the children of Boman Catholics, who numbered, in 1875^

and munanageable ; and one very prominent cause of it is the more perfect
organization of the schools now as compared with thirty years ago. The
classes now hay$ forty or fifty pupils in each, and the instruction is divided
up between different teachers. At 7 a.m., the bell rings, and the writing
teacher appears; at 8 it rings again and he vanishes, and another teacher ap-
pears ; at 9 religion is given till 10 by a third teacher ; and lastly, fifm
10 till 11, something else by someone else.

What was it formerly P — ^the teacher had sixty in his class, and taught the
class all subjects for five or six years, from 7 o'clock tiU IX, with certain in-
tervals of recreation.

The latter teacher knew his pupils and was known by them, and he formed
their characters. He was obliged to maintain discipline, or he could not have
taught them at all ; and often teachers who had eighty in class were more
successful than those wh* had sixty on the modem more perfectly or-
ganized plan. With fewer pupils in each class Uie teacher cannot obtain
that influence over them and insight into their character as in the older
one. The constant change gives him no chance, and as he only has to main-
tain discipline for one hour^ and he does not require to develop the higher
powers required to master and control sixty or seventy pupils all the day.

The Pastor, therefore, strongly advocates that for the first four years at
least, in Priniary Schools, the four ^ main subjects should be given by one
and the same teacher, and only special subjects by teachers — but he does not
advise the classes bemg enlarg^a beyond their present size.

2^085, and who object to use the Municipal Schools. This
school has three teachers^ and is under a committee of four
Catholics and the priest, who is also Local School Inspector,
and gives the religious instruction as well.

I dose this first division of my subject with the
following : —

Statistics of the Elbmbntart Schools, Deaf and Dumb Inbtitutioit,
AND Private Schools, on December 1st, 1878, in Saxont.

Nnmber of
Schools.

Number of
PupilB.

Number of
Clafises.

Number «f

Teachers*

Places.

Number of Actual
Teachers (Active) .♦

•

Public filementary
Scbools

Fortbildimgs schnlen

School at Bodenbadi

Special Seminary
Schools

Deaf and Dumb
Institutions ....

Private Elementary
Schools sanc-
tioned by State..
Ditto Fort-
bildungs schulen

Private Teachers &
Governesses in
Houses

2,134

1,866

17
2

99
10

451,324

68,604
69

1,919

301

7,576
1,261

9,663

2,621
2

[.6,649

include
29

5,396

dinth
33

266

1,424

esemin
6

331

6,820

aries,
39

696

4,129

531,043

12,385

6,678

6,712

1,831

7,643

* Inoloding 1,296 Needlework (Female) Teachers.

been educated at one of the municipal schools up to his 14th
year and having then passed with credit a three years' course
at this school, would be qualified to take a fair position in a
counting-house or office which offered itself, and could com*
mand a small salary at once. There is a similar school at
Leipsio and one at Dresden, both having a more extended
curriculum, and enjoying deseiTed reputations.

The Public Municipal Schools. — ^These comprise three
higher and six district schools ; they are splendid institutions
and justly celebrated throughout Germany. They are based
on the education law of 1835 and on the new law of 1873.
They are elementary schools in the strict sense of the word,
yet I hardly like to use this term in describing them, as it
is apt to suggest to an English reader's mind British-national,
Board, and such like schools, which are very different both in
scale and magnitude from these. To describe them fully would
require an article to itself. They are what the Board schools
of England will be in 15 or 20 years' time. They provide
for the education of all the children in the town between the
ages of 6 and 14. Private adventure schools do not exist,
and consequently attendance at the elementary schools is
compulsory. To enter the gymnasium and BeU schools,
boys are permitted' to leave at the age of 10.

These schools form the basis of all education, secondary
and higher, and the majority of pupils receive no other
instruction whatever. Up to a year or two ago these schools
were divided into upper, middle and lower citizens' schools,
with a different scale of fees for each grade. As the town
increased, however, and the distances become greater, more
schools were required, and it was decided to build two new
higher schools and to purchase the old Polytechnic from the
State for a third one, and the whole system was reorganised.
The middle schools were abolished, district schools, with an
upper and lower division, were established in various parts
of the town for the middle and lower classes, making use, of
course, of existing buildings, and the higher schools were

retained for the upper middle class. The courses of instruc-
tion were enlarged and revised, and everything was put on
the best footing.

They are under municipal management. The School Board
is composed of —

The Biirgenneister.

Three Stadtrathe or paid Aldermen.

Four Town CQuncillors.

One Pastor.

Three Directors chosen out of the nine Directors of the Schools.

These, with all similar schools, are under the Minister for
Cultus and Education.

The following statistics give a general view of these
schools — compiled from official sources — and are the latest
obtainable : —

been educated at one of the municipal schools up to his 14th
year and having then passed with credit a three years' course
at this school, would be qualified to take a fair position in a
counting-house or office which offered itself, and could com*
mand a small salary at once. There is a similar school at
Leipsic and one at Dresden, both haying a more extended
curriculum, and enjoying deseiTed reputations.

These schools form the basis of all education, secondary
and higher, and the majority of pupils receive no other
instruction whatever. Up to a year or two ago these schools
were divided into upper, middle and lower citizens' schools,
with a different scale of fees for each grade. As the town
increased, however, and the distances become greater, more
schools were required, and it was decided to build two new
higher schools and to purchase the old Polytechnic from the
State for a third one, and the whole system was reorganised.
The middle schools were abolished, district schools, with an
upper and lower division, were established in various parts
of the town for the middle and lower classes, making use, of
course, of existing buildings, and the higher schools were

retained for the upper middle class. The courses of instruc-
tion were enlarged and revised^ and everything was put on
the best footing.

They are under municipal management. The School Board
is composed of—

The Biirgermeister.

Three Stadtrathe or paid Aldermen.

Four Town CQuncillors.

One Pastor.

Three Directors chosen out of the nine Directors of the Schools.

These, with all similar schools, are under the Minister for
Cultus and Education.

The following statistics give a general view of these
schools — compiled from official sources — and are the latest
obtainable : —

To avoid misconception it may here be remarked that for all Slate,
municipal, and school purposes in Saxony incomes are taxed ; the levy is
made on incomes as low as 5«. a week. Even domestic servants have to pay
income-tax.

This technical education is being accomplished in Chem-
nitz and the district by this State Institution^ in conjunction
with the special Technical Schools for the weaving and
hosiery trades, and excepting one important deficiency, which
will be referred to later on, covers pretty much the whole
ground, and affords a young man every opportunity after he
has left school to prepare himself to enter any one of the indus*
tries of the town and neighbourhood.

Buildings. — The new buildings in which these schools are
located were completed in October, 1877, and are situated on
the Schiller Flatz, not far from the railway station ; the finest
and most suitable site in the town. They comprise two
massive buildings, each four storeys high ; the main one front-
ing the Schiller Platz, with two wings running from it to the
back^ on each side, contains the general school, with the Boyal
Foremen's and Building Schools. The Laboratory at the back,
also a four-storeyed building, runs parallel to the main one,
and contains the chemical technological school : together they
form a square, the middle of which is a large court, laid out

on by great firms and in such large establishments as we now see. Bat a
change was coming o*er the spirit of the dream, another day waA
dawning, fraught with still greater issues to the journeymen, for instead of
the old system of mastership and craftsman, there grew up qidte another kind
of mastership and of hiring. The master had already begun to be less the
craftsman and more of the employer. Capital was fast becoming the great
motive power. Streams were first utilized, then steam; complicated
machinery was being substituted for hand labour in many of tho growing in-
dustries of the time ; the master no longer worked at the trade himself — ^he
directed and found the capital. The number of persons employed was also
greatly augmented ; instead of the old fealty between master and men there
came estrangement more and more, until sometimes the workpeople scarcely
ever saw their veritable employer. Under these circumstances the conditions
of apprenticeship were completely changed, not suddenly, but gradually,
until the apprentice became merely tho boy worker, with less wages but
more solemn engagements than a journeyman. The master to whom he was
bound no longer taught him his trade ; he was, so to speak, pitchforked into the
workshop to pick up his trade as best he could, or to learn it from the many
journeymen who were there employed. It was no one*s duty to teach him :
there was no pay and no responsibility. And it must bo remembered that it
formed no part of the journeyman's contract of hiring or of service to teach
the master^ B apprentices ; it was his duty to work, not to instruct, to per-
form his own labour, and not to give nis own labour and the mysteries
of his craft to a stranger for no recompense or reward, unless, indeed, it
was the prospective reward of being shouldered out of the workshop by
the very boy to whom he had imparted all his knowledge and skill."

in grass-plots and garden beds, and in tlie centre is tbe main
chimney with its boiler house, communicating underground
with the steam, heating, ventUation shafts, &o. of both build-
ings and wings. The following plan shows the position of
the buildings.

No doubt, in time, when the need is felt, the Hotel
Bcichold and land on which it stands will be acquired
for the Institutions, thus giving them a double frontage,
— the present cne to the Schiller PlatZj and the other on

tbe Albert Strasse, facing the new railw&y Btation. The cost
of these boildings was : —

Land £U,TO0

Main building *2,621

Laboratory 20,010

Chimney and Boilers, &i- 4,703

£81,043

And they contain space and rooms as follows :—

making a total of 130 rooms, including cellars, and 8,8!
square metres of space, excluding corridors, staircases, pass-
ages, £c. The main building I need not further describe,
as the accompanying engraving of the front will give the
reader an idea of its general style and character, and the
plans of each storey show the arrangem^it of class rooms, &c.

L TECHNICAL IN

Each room is numbered, and by referring to the list ^f
rooms, it is at once seen what each is used for, and a few
minutes' study of these plans, with the list attached, will give
a good idea of the internal arrangement of the place. The
same remarks apply to the laboratory, of whioh I give a
sketch, with the inner court, and plans of each storey, with
list of rooms. The class rooms are large, airy, and well
lighted ; and the corridors and main staircases are large and
handsome : almost palatial in character. Water is laid on in
every room, and the corridors as well as rooms are all heated
by steam, and ventilated on the well-known system of
Sulzer Bros., in Winterthur. In the centre of the court is
the boiler house, and from thence the steam is conveyed in
pipes to each building. The steam is taken up to the top storey
first, and descends to the lowest in its course, taking with it
the waste water. In each room, as its size may require, ^re
one or two large circular stoves, about 2 J feet in diameter
and 8 feet high ; the steam pipes coming from the outside
are coiled round and round inside these, which are half filled
with water. The steam enters at the top and goes out at the
bottom, heating both pipes and water. At the bottom of the
stove there is a current of fresh air, introduced from the cor-
ridor outside ; this passes through the stove and is warmed
before entering the room. At the top of the room there are
two ventilators, one on each side, which draw oS the bad air
through the chimney draft ; there is thus constantly a passage
of air through the room ; it enters at the bottom of the stove,
is warmed, and passes out at the top through the ventilator.

The class rooms are all so arranged that the light comes
in from the left-hand side. Each school has a special room
containing its own sets of machines, models of machines, and
parts of them, collections of appliances, materials, &c., both for
the mechanical and architectural divisions, and these form
the nucleus of a museum of mechanical and building appli-
ances. Amongst other things in the mechanical museum
room is a beautiful miniature locomotive, made and presented
by the late Mr. Hartmann as an acknowledgment of his

appreciation of the value of the Institutioii. It cost over
£1^000. There are suites of rooms for the Director and
teachers ; and on the ground floor three or four rooms are filled
with an increasing and valuable technical library, to which
a reading room is attached, available at suitable times to

the general public. On the upper storey is the " Aula,** or
theatre, as it would be called at Cambridge, a handsome
lecture hall, used only on special occasions. It is used at
times by scientific bodies in the town and for public lectures
of a scientific kind.

List of Booms in Main Building.

Souterrain.

51 to 63. 13 cellars, workrooms, washhouse, engine-house for
gas motor, &c.

Parterre {Ground Floor),
64, Lecture room for Course 3.

65. „ ff a ^'

66. Room for Teachers (private).

67. Drawing room. Course 2.

68. „ j> » ■*■•

69. Museum of architectural models, casts, &c.

70. Lecture room. Course 1.

71. Teachers* room.

72. Librarian's „

73. Reading „

74. Room for maps and works of art.

75. „ Library.

76. Lecture room. Course 1.

77. Cabinet for teachers.

78. Drawing room. Course 1.

79. For geometrical instruments and objects, &c.

80. Cabinet for teachers.

81. Lecture room. Course 1.

■EOOKD 7LO0K.

37. ,

Firat Storey.

82. Modelling room.

83. Drawing „

84. Teachers* cabinet.

85. Drawing room. Course 3.

86. Combination room.

87. Workroom with models^ &c., for G. S.

88. liccture room. Course 1 •

89. Conversations class.

90. Director's room.

91. Bureau.

92. Conference room.

93. Archive „

94 and 95. Lecture and drawing room. Course 3.

96. Workroom, &c.

97. Lecture room. Course 2.

98 and 101. Teachers' cabinets.

99 and 100. Lecture and drawing rooms. Course 2.
102. Technological museum.

Second Storey.

103 and 104. Lecture rooms. Course 2 and 3.

105. Conversation class.

106. Drawing room. Course 2.

107. Combination room, also for the entrance examinations.
108 and 1086. Drawing and lecture room. Course 2,

109. Teachers' cabinet, &c.

110. Drawing room. Course 3.
Ill and 112. Aula,

113. Drawing room. Course 3.

114. Workroom and teachers* cabinet.

115. Meeting room.

116. Lecture room. Course 1.

117 and 120. Teachers' cabinets.

118 and 119. Lecture and drawing room. Course 1.
120. Lecture room. Course 3.

Third Storetf.

122 and 123. Booms for exhibitions^ &c.

124. Booms for modelling instruction.

125. ,y ;, casts and drawing from cast.

126 and 129. Drawing room and cabinet for examples.

127 and 128. Gallery to Aula.

130. Beserved room used by a local museum.
Lavatory for school, servants, &c.

Building j-or Laboratory. — The Laboratory, most ela-
borately and, technically speaking, most luxuriously fur-
nished, is in many respects the more interesting building
of the two. The plans annexed will give a clear idea of
its arrangement, as well as of the thoroughness and care
with which every detail has been studied. By many
competent judges it is considered a model institution,
and, for its size, the most complete in its appointments in
Germany. It is fitted up with every chemical apparatus
and instrumental and mechanical appliance which the most
completely appointed laboratory can be expected to possess ;
and during its erection several of the professors were sent to
various countries to study similar ones and their experience was
made available. Dr. Weinhold, Professor of Physics, spent
sometimein London duringtbe late exhibition of philosophical
and scientific instruments, and visited all the best laboratories
there. Other Professors went to Paris and Vienna, and
neither expense nor pains has been spared to enrich it with
every modem appliance. In the lecture rooms for general
chemistry and physics, gas, hot water, cold water, steam, and a
powerful electrical current, are all laid on and at the lecturer's
constant disposal, and by turning a tap or cock at once avail-
able ; by pressing aknob the shutters go up and the room is dark-
ened. Next to each lecture room and communicating with it
at the back of the lecturer's demonstrating counter, is the pro-
fessor's work room, and here travels on rails between the two a
moveable table, so that the necessary experiments can be
prepared beforehand in the work room. The door can be

I h i

-ffl-

opened and the table is pushed in and stands ready for use
at his side. In the souterraine (vaulted) are the necessary
rooms and appliances, retorts, &c., for working with fire. A
gas motor is fixed in one and works the electrical machine
with which the whole place is supplied with a current, and
this can be set in motion any moment. In a suitable place
in the building a space about 15 square feet has been left
free, through the whole height of the building ; in this the
Professor of Physics has hung his earthquake pendulum and
other appliances connected with his special science. There is
a museum room for each department, viz., general chemistry,
technical chemistry, mineralogy, and physics, and these
four rooms are arranged with the respective lecture and work
rooms en suite, so that the professor and students can at once
obtain any specimens required in the courses of study.

List of Eooms in the Laboratory.

Souterrain,

1. Room for gas meters.

2. & 2a. Eooms for stocks of materials.

3. Booms for galvanic batteries.

4. „ working with fire.

5. „ apparatus heated by steam alone.

6. Mechanical work room.

7 & 8. Booms for working with fire.
9. Booms for photometrical experiments.

10. ,, analysing gases.

11. „ coals, &c.

12. „ earthquake pendulum.

13. Wash kitchen.

14 to 15 by c, &c. Booms for utensils, &c.| &c.

Parterre (Oround Floor).

16. Boom for stocks of chemicals.
17 Museum for general chemistry.
18. Workroom for pupils of first course.

18. a &b. General experiments room to above.

19. liocture room — ^general chemistry.

20. Workroom for professor general chemistry.

21. J, J, a teacher.
22- Not used.

23. Work room — teacher of mineralogy.

24. Museum.

25. Lecture room „ „

26. Boom for exact experiments and work.

27. Waitmg room.

First Storey.

28. Museum for technical chemistry.

29. Workroom for pupils Foremen's school.
29a. ,, teacher „ ^,

29b. Experiments ,, generally^ Foremen's school.
29c. Boom for spectrum analysis.

30. Lecture room for technical chemistry.

31. Workroom for assistants for physics.
32 & 33. f, teachers of ,,

34. Lecture room for physics. Foremen's school.

35. Preparation „ to above.

36. Lecture „ physics — technical school.
37 & 376 &38. Museum for physics.

Second Storey.

39. Lumber room.

40. Eoom for apparatus.

41. Workroom for assistant for chemistry.

42. Weighing room.

43. Workroom for pupils.

43a. Boom for elementary analysis.
43S.

44. General experimenting room for pupik of Sfnd itnd 3rd

courses — ^technical school.

45. Microscopical, &c., room.

<L 0|

1!9

[=1 <

11 « I*

46. Workroom for the teacher, technical chemistry.

47. Study „ „

48. Museum, physics, dwellmg for teacher, &c.

Statb Technical Educational Institutions. — These
buildings contain the following schools, comprised under
the name of

The State Technical Educational Institutions.

a The Higher Technical School with 153 students.
h „ Eoyal Building „ „ 170 „

c „ „ Foremen „ ,, 230 ,,

d „ „ Drawing „ „ 111

Total 664
Less entered twice over 12

i»

Total 662

in 1869 ; and the staff at the same time consisted of

1 Director,

1 Vice-director,
10 Professors,
22 Head masters,

5 Assistant masters. Total 39.

And 13 clerks, laboratory assistants, &c.

Each school has different aims^ to be described later on.
The students live either at home or in lodgings, and attend
the lecture classes, laboratory, &c., at the hours fixed in the
school plan. They are under the supervision of the director
and masters during school hours only. They have much
work to do at home, and if anxious to do it conscientiously,
they must study hard, and find all their time fully occupied.
Any improper conduct out of school hours, coming to the
knowledge of the masters, is at once reported to the parents
or guardians. It depends almost entirely on the ability,
diligence, and working capacity of each student what use is
made of the education here given. If diligent and fairly
capable, his success is sure; if idle, he will soon have to leave,
it being a general rule, that if any student^ after remaining
in the same ** course " for double the usual time, is still unfitted
to enter the next higher one, he must leave altogether.

Pupils, not natives of Chemnitz, can obtain board and

lodging in suitable families recommended by the director, and
often in the families of teachers themselves, at an expense
varying according to the comforts required, from £25 to £45
ayeax^

The courses of instruction are so arranged in classes that
there is no loss of teaching power. Though the divisions in
the higher technical school are clearly marked, the instruc-
tion is combined in certain subjects which form the ground-
work of all. It is only when the students are sufficiently
advanced that the instruction becomes special, and branches
off. The result is economy of teaching power combined
with efficiency, the distinct objects which each school aims
at attaining being kept constantly in view.

The main school is, of course, the higher technical one,
with its three divisions, mechanical, chemical, and archi-
tectural, and is the backbone of the institution. The
reader must not think it is a sort of popular mechanics'
institute, with a fine large music-hall and one or two small
class-rooms underneath, and a natural history cabinetattached,
where dilettanti pupils attend a few evening classes in the
hope of finding a royal road to scientific knowledge. On the
contrary, it is a place of real hard study, and good work is
being done in it both by masters and students. There is
nothing amateur about it, but everything is done thoroughly.
For this there are several guarantees. First, the pupils. I refer
now specially to those attending the higher technical school,
who are broken into work before thoy enter, the conditions
of entrance being so onerous that only those who are trained
and accustomed to intellectual work can obtain admittance.
Then, the students feel that their future career is entirely
dependent on the result of the efforts they are making, and
that the character of the certificate obtained on leaving will
have an important bearing on their chances of remunerative
employment when they enter practical life; and lastly,
the rule before referred to, that any student remain-
ing in any one course doable the usual time without being
qualified to enter the next higher one must leave the school,

acts as a stimulus to industry^ and keeps the young men
seriously to their work. Scientific and technical instruction
can only be carried higher up, step by step^ as the pupil is
perfectly grounded and has mastered his subject. He cannot,
therefore, in an organised system, such as prevails in this
school, be transferred from a lower to a higher course imless
the lower one is " passed." Hence the efficacy of the above
rule, which effectually keeps both teachers and students ^^ up
to the mark.*' At Easter and Michaelmas the pupils receive
a "oensur" or report on their behaviour, attendance^
industry, and attainments, and only such as obtain in all
mbjects at least '^ suflBcient " can enter on the next course.
On finally leaving, they receive a summary of these, which at
once stamps the student's position, besides giving the number
of absences from classes. Thus a young man applying for a
situation in some machine-building establishment would say :
'^ I have gone through the higher technical school at
' Chemnitz,'* and would produce his final certificate or
" censur," and if he did not do so, he would be asked for it.
This, if a good one, and if he had gone through aU three
courses with success, would, at any rate in Germany, be a
first-rate recommendation, as it is expressly stated in the
certificate that he has accomplished the " Lehrziel " or
object contemplated by the school. That this is really
accomplished is proved by the fact that the greater number
of pupils who do enter go through the three courses, and
remain till they have passed the last one.

The higher technical school affords, says the prospectus,

through its systematically arranged courses of instruction,

' combined with experimental work, the means of scientific

" education to those who intend to devote themselves in

'^ practical life to one of the mechanical or chemical industries,

" or to the profession of architect.**

According to the calling the pupils may have chosen,
instruction is given in three divisions.

The mechanical technological school for future manu-
facturers, technical managers, '^ technickers ** in the

different branches of the machine-building, spinning,
weaving, and other similar industries.
The chemical technological school for the same classes of
persons in the various chemical industries.

The ai*chitectural school for future architects.

Instruction in the general sciences and in languages is
given to the pupils of all three divisions together ; on the
other hand, in those subjects which take a particular direction
and lead to special industries, it is given only in the particu-
lar division. Agreeably with this, the instruction in the first
" course " is mostly for all together ; while in the second and
third "courses'' the students are divided off according to
their future calling. This will be clearly seen by studying
the plan of the " courses " of instruction given later on.

The 1st course of all three divisions comprises 3 half-years.
» 2iid „ ,f J, 2 ,,

„ 3rd ,y of the two first diyisioiiB ,, 2 ,^
„ drd ,, ,) architects „ „ 1 ,,

The Higher Technical School. — Students in the archi-
tectural division must after their first half-year give a
summer half-ye&r in practical work in some building occupa-
tion, and also have done the same for half a year before
entering. The three courses in all the divisions require
therefore about 3^ to 4 J years to be gone through. Pupils
must be at least 15 years of age and have the sanction
of parents or guardians. Students attending only special
classes must give satisfactory proof that their time is fully
occupied.

In order to enter the first course, students must have
received an education enabling them to pass the upper-second
class of a gymnasium or real school of first order, and this
can be proved by the production of the one year volunteer
certificate, or by the student undergoing an examination on
entrance. Students entering in the first course when partly
over, or in a higher one, must give proof that their previous
acquirements qualify them to take part in the instruction
given. At Easter and Michaelmas the students leaving, can

obtain a certificate of tlieir acquirements^ and if they have
passed through the third course with success^ a testimonial to
that effect that they have accomplished the full object
the institution professes to attain. The institute is also em-
powered to grant the one year volunteer certificate to anj'
student qualifying who had not previously obtained it.
Older persons in independent circumstances can obtain per-
mission from the Director, in conjunction with the particular
teachers, to attend special courses of lectures. They are
called " Hospitanten," and are not under the general laws
of the institution, and can obtain, if desired, on leaving a
certificate stating what classes and how long they have
attended. The right, however, is reserved to withdraw this
permission at any time, if circumstances seem to require it.

The school fee in aU divisions and " courses " is alike,
viz., 60 marks or £3 per half-year.

Worthy pupils without means can obtain a remission of the
fees. The cost of books, drawing materials, &c., amounts to
about 40s. or 60s. a year. The following is

The Plan of Instruction of thk Classes.

A is the division for students of the Mechanical Techno-
logical School. B is the division for students of the Chemical
Technological School. C is the division for students of the
Architectural Technological School.

FiEOT OoTJRSR. 3 Half-years.

German language ...
Descriptive geometry
Mathematics

Physics

General chemistry. . .
Freehand drawing. . .
Art of building and archi-
tectural drawing
Preparatory exercise in

architectural drawing
Instruction in building

materials...

Freehand drawing

Art of building and archi

tectural drawing
Construction of buildings..
Descriptive geometry
Coloured drawings of

machines and geometrical

bodies
Practical geometry

General chemistry

Practical chemical work in

laboratory

Further, the following sub-
jects are taught but not
obligatory : —
Geography \ all

History I for

Mercantile arithmetic >A B
French
English

I lor

ic VAE

Summer
First half.

Weekly
hours.

«'4

3
3

Winter
Second half.

Weekly
hours.

A&B

3
3

Summer
Third half.

Weekly
hours.

A&B6

3
2
3
3

SbOOITD CoTTBSB — 2 HAUF-YEARa

German language and literary history

J. HjoiCS ••• ••• ••• •••

Chemical technology ...
Mathematics ...

Descriptive geometry ...
Mechanics ... ... ...,

Machine drawing

Practical geometry

Technological chemistry (inorganic).,.

Analytical „

Practical „ (working in laboratory)

Mineralogy ... ... ... •••

Mechanics

Machine drawing (parts of machines and

models)
Mechanics of the construction of buildings..

Art of building ... ...

Designing plans of buildings

Freehand drawing

Styles of architecture (columns, &c.)

History of „

Railway, roads and waterworks, aqueduct

construction... ... ..• •••

Practical geometry

Further, the following subjects are non-
obligatory : —

History ... ... ... .»-

Bookkeeping and correspondence ••«

French...

Fnglish

•«»

• • •
• . •

. . .

Winter.

First half.

year.

Weekly
hours.

Smnmer.

First half.

year.

Weekly
hours.

A/ 2

B) 2

C ( 2

A( 8

Art. of

BuUd.,
A

4
2

Beienoe of o

10
2

^dajT

A / 3

B) 2

&) 3

3(3

Thibd CoimsE — 2 Half^Ykabs.

First
half.

Hours

per
Week.

• • I

Fob all Pupils A B & 0.

German language...
Mechanical technology ...

For a & B.

Political economy ...

Metallurgy

Fob a alone. i

Mathematics continued to analytical geometry... .
Mechanics . . •

Art of building machines. . .
Machines of various kinds
Construction of machines, and plans of parts and
the whole • • • • • • • • •

For B alone.

Physics ... ..•

Technological chemistry (organic)
Practical „ work in laboratory

Machine drawing ... ... ... • • •

Machinerj' in general

For C alone.

" Propaidentik *' of political economy
History of sculpture and painting
Legal building regulations
Heating and ventilation . . .
Freehand drawing
Decorative ornamentation
Preparation of estimates ...
Designing plans of buildings

Further non-obligatory subjects : —

French
English

2
4

4
2

4
2
4
4

2
2
16
2
4

2
1
1
2
2
4
2
14

Second

half.

Hours

per
Week.

2
4

4
4

The pupils attending the architectural school have further
the opportunity of attending during the second half-year in
the second course, and during the third course, the following
classes in the Foremen's School, according to choice : —

Classes for instruction in building mills for corn,-N

sawing, powder, &c.
Spinning in cotton, flax, wool, cashmere, &c.

2 •

Weaving „ „ „ § |

Paper manufacturing I ^ O

Tool-building for machinery j ^^

Brewery mechanics j p5 'p
Finishing apparatus, &c. * S

Waterworks ^

Fire-extinguishing apparatus

Pupils in the upper course of the architectural division are
allowed to attend the modelling classes in the Royal Draw-
ing School.

Most of the pupils in this higher technical school stay all
through the three courses till they have obtained a fair
certificate. They enter when about 16 or 17, as before that
age they have not finished at the gymnasium or real school,
and remain about 3^ to 4^ years. This brings them to
about 21. Their military duty has then to be performed, and
then they enter into active life.

Eespecting the architectural division, it may be remarked
that its object is to educate architects for ordinary building
purposes. In Dresden there is the Architectural Academy,
with higher aims, in which the students make a purely
academical course, which qualifies for the State examination.
The Chemnitz School does not attempt this, and has
purposely kept a lower aim in view, in order not to clash
with Dresden. In Dresden the students must have com-
pleted the real, or gymnasial course before entering, and
consequently are about 20 years old. The course there is
five or six years, so that a young man who completes this
4

course is 25 or 26 years old before lie can begin .pr(xeiical
work. The Chemnitz' less ambitions course is finished at
20 or 21. This is followed by the one year's military
seryice, at the conclusion of which ihe young man can enter
his profession. If^ however, he wishes it, a student from
Chemnitz can leave, and enter the second course at Dresden,
and so go on and complete his education there, preparing
himself to be an architect of monumental works and buildings
of high art. The Chemnitz School is sufficient, if made
proper use of by the student, to start him fairly in an
ordinary town.

The higher teohnioal school proper we have now done
with, and turn our attention to the adjunct, viz., the Royal
Foremen School.

The Royal Foremen School has for its object to
give to future machinists, millers, dyers, bleachers, tanners,
brewers, soap, sugar, and chemical manufacturers, &c., as
well as to such young men as intend becoming foremen and
managers in weaving and spinning mills, machine building
estabEshments, &c., the opportunity of obtaining the
theoretical knowledge required in their future career.

The instruction is comprised in three continuous " courses*'
of half a year each, together IJ years ; and in this relatively
short time the pupils acquire only what is particularly neces-
sary in their practical occupations. This school has not for
its object to give an extended scientific culture.

According to the profession of the pupils, the instruction is
eiven in two divisions, each completely separated. For
machinists, there is a mechanical division; for chemical
workers, a chemical division; and only in some general
subjects, such as freehand drawing, German language, book-
keeping, are the courses combined, and then in so far only
as the number of pupils may permit. The conditions of
entrance are, that the students must be 16 years of age, and
be sufficiently educated to be able to read, write, and reckon
in the four rules of arithmetic fluently and accurately. The

education of a district school ia Chemnitz would be practically
sufficient. A very important and additional condition is that
the pupils must have worked in their trade or calling prac-
tically for at least two years before entering.

The students are required to give their whole time to
their school work, and have plenty of preparation to do at
home. They are under the general laws of the institution.
The fees are 30 marks, or 30s. for each course, besides
expenses of materials, amounting to about 15s. Worthy, but
poor students, can not only obtain a remission of fees, but in
special cases are helped by pecuniary assistance from the State.
This school is one of the most important in Chemnitz, and
is, as its name implies, for the sons of the poorer classes,
and not of the wealthy. The condition that each pupil shall
have worked two years at his occupation before entering,
gives the keynote to the idea which led to its foundation,
viz., the giving the necessary theoretical knowledge to such
capable industrious young workmen in manufacturing firms
as will enable them to become foremen, and in time, if they
show real capacity, practical managers, &e. A lad, say, at
14 leaves the district school, and goes to Hartman's or
Zimmermann's Machine Building Establishment, lie works
as an apprentice, and attends at the same time the evening
" Fort-bilding " School. His master sees he has a talent
for mechanics, is industrious and anxious to learn. After
two or three years, as it may suit employment in the work-
shop, he is sent to the Foremen's School, and is taught the
theory and principles of that which he has seen in practice ;
and if he takes due advantage of his instruction, he is fitted
to become a foreman, possibly ultimately a manager, or even
more. It forms the necessary link which enables a young
man who has the stuff, as they say, in him to raise himself to
a higher position, and to secure for himself his rightful place
in the social scale. It also benefits the country by bringing
out of the common ruck the more valuable and rarer ability
to be used for the benefit of the particular industry. Fur-
ther, it keeps the industries of the district and country well

supplied with a class of men^ between the common workmen
and the masters, who are absolutely necessary here in securing
the success of any industry, for the " hands," or working
men, require much more supervision and direction here than,
in England.

ThisBoyal Foremen School is almost unique of its kind in
Germany. Fifteen years ago Professor Bottcher told me
that at that time he believed it was the only one existing, but
it is possible that since then others have been established.

The courses of instruction are quite distinct from those of the
higher technical school, and are given in separate classes and
class-rooms. The school has its own collection of machinery
and models, and in the chemical division, of scientific instru-
ments and apparatus. The class of pupils is socially also
quite different from that attending the higher technical
school, and does not come into contact with them. Many
who attend do not get beyond the second course, being
obliged to go through the first and second courses (one or
both) twice over, their previous education having often been
insufficient. The students consequently get well " sorted
over *' before they can enter the last and highest course.

The Foremen's School. — The following is the plan of
Classes : —

A Meohanical division
B Chemical
C Mechanical

... Michaelmas to Easter half-year.
... Easter to Michaelmas „

First course.

Second

course.

Third (

course.

Hours per

week.

A&O

A&C

Arithmetic

...

•. •

• . •

. • •

Geometry

...

. • •

...

•••

Physics

...

Geometrical drawing, &c.

...

• ft •

...

Freehand „

German language

General chemistry

•••

. •.

•••

Mathematics & mechanics

• • •

...

Machinery in general

• • •

. • •

Mechanical technology ...

• ••

• • J

• • •

Machine drawing ...

• • •

• . •

Surveying and water

measurements

• • •

• *•

• • .

Technical chemistry

• ••

...

Practical „ in

Laboratory

• • •

•••

...

20 .

Mineralogy

• • •

...

. • •

• • •

Book-keeping

• • •

...

• • •

Architectural drawing . . .

• • •

...

• • •

...

In addition^ all students in the 2nd and 3rd courses have
the opportunity of attending the following special classes : —

On mills (com, sawing, &c.), and their
construction . • . . . . . •

Spinning (cotton, wool, flax, jute, &c.) 4

Weaying „ „ „ „ 4

Waterworks, &c. . . . . . . 2

Tool-building for machinery . . . . 2

Brewing, mechanics, and machinery . . 2
Finishing in printing and calico

works, &c 2

Paper manufacture . . . . . . 2

Fire extinguishing apparatus .. .. 2

2 hours weekly. Winter half-year.

Summer

>»

Winter

Thb Royal Building School, also an adjunct of the State
technical educational institutions, offers through its systema-
tically arranged courses of instruction, the means of education
to those who wish to prepare themselves for anyof the branches
of the building trade. Those who have not this special object
in view can only attend particular classes as far as they may
be still imfiUed. The instruction is given and completed in
four winter courses, hitherto it was only in three. About a
year ago, the Home Minister sanctioned a fourth one, with
the object of rearranging the hours for the different classes
and to enable more time to be devoted to drawing.

Pupils entering must be 16 years of age, and must have
passed the lower second class of a real school 1st order, or
gymnasium, or have the one year volunteer certificate.
Others who have not done this must pass an examination on
entrance, and have the qualifications showing that they have
passed a higher citizen's school. The students must, as in
the Foremen's School, give their whole time, and have been
employed for two half years previously to entrance in prac-
tical building. In special cases, one of these half years' work
can be done between the winter courses, so that the whole
course of practical and theoretical education comprises about
three or three and a-half years. The students are under the
discipline of the school as in the Foremen's School ; and the
rule is applicable here also, that any student who goes through
the same course twice without acquiring sufficient proficiency
to enter the next higher course must leave the school.

The fees are 30s. for each course or half-year, and expenses
of materials come to about 25s. Worthy, but poor students,
can obtain remission of the fees and obtain pecuniary assist-
ance from the State, as in the case of the Foremen's School.

The following table shows the subjects of instruction, and
the time devoted to each, in this school : —

Flan o/Cla>s8$8.

General principles of building ...

Elements of form and arohitectursJ
drawing ...

Freehand drawing

Mathematics and arithmetic

Geometry

Descriptive geometry and per-
spective ...

German language ...

Construction, first, in stone

second, in wood
third, in metal

Legal building regulations

Designing plans of buildings

Jr iiyBiCS ... ... ... •.,

Preparation of estimates

History of the art of building . , .

Mechanics

Heating and ventilation

Land surveying, &c.

Book-keeping

Fu-st
course.

Hours
weekly.

Second
course.

Hours

weekly.

6
6
5
5

8
4

4
4
4

2
4
4
4

• •

1
5

Third
course.

Hours
weekly.

Fourth
course.

Hours
weekly.

4
4

2
2
2

12
2
3
2

I ...
16

1 or 2

The school is a parallel one in almost every respect to the
Royal Foremen's School^ and is for young workmen who
have worked manually in their profession and want to educate
themselves theoretically and systematically ; and the students
are mostly young stonemasons, house decorators, carpenters,
joiners, and specially those handworkers who intend devoting
themselves to the more ornamental parts of the trade.

The previous education of the students having been very
various and in many cases insufficient, many, as in the Fore-
men's School, do not succeed in going tHrough the four
courses, some being obliged to leave at the end of the second^
and a good number at the end of the third. The courses are
only winter ones, and the young men work and earn as much
as they can in summer, and often save enough, with a little

assistance from friends, to support themselves in winter while
attending this school ; and the fees being extremely low, they
are thus enabled to fit themselves for higher positions in
their respective trades.

The Royal Drawing School. — ^This school is an evening
adjunct for teaching art in its various branches, and is attended
by pupils from the mercantile and other schools in the town ;
the pupils, in fact, are drawn from all classes. Instruction
is given four evenings weekly in freehand drawing — drawing
from the cast and models, in machine drawing, in '* working
drawings," and in architectural drawings. The fees are low,
and bring: the school within the reach of all.

We have now described all the Schools in detail which consti-
tute the State Technical Educational Institutions. They are
essentially State and non-local in character, though for Saxony
they are in their right locality, Chemnitz being the industrial
and manufacturing centre of the country. The expense is
borne mainly by the State, as the fees of the pupils — £3 a
half-year for the higher technical, and 30s. a half-year for
the Foremen and Builders' Schools — ^are not sufficient to pay
one-tenth of the expenses. The burden would be far more
than the town, already one of the most heavily taxed in
Germany, could bear. Nor does the town itself derive the
sole benefit from the schools, nor even the principal advan-
tage, as will be seen from the fact, that of the 540 students
attending the higher technical Foremen's and Building
Schools in the year (leaving out the Drawing School, which
is an evening one only),

81 or 15 per cent, of the number were from Chemnitz.
305 ,, 56| ,, ,, ,, ,, ,, the rest of Saxony.

386

>»

71f

?»

Saxons.

121

22i

»»

>»

other Germans .

»>

>»

non-German.

540

100

But this does not detract from the influence of the schools in
developing the industries of the town and district, for many
of the students who are drawn from other places remain and
settle in some one of the branches of the town's industries.
Technical institutions such as those already described ought
to exist in the Midland counties — at Nottingham, for instance
— for the benefit of the surroimding districts ; and Derby,
Leicester, Loughborough, Lincoln, and all the other neigh-
bouring towns would participate in tlie advantages offered.

Before turning to our next school, I must not omit to men-
tion, that every year a number of the teachers receive from
the State an allowance or grant for travelling purposes dur-
ing the summer vacation, for the special purpose of visiting
some country, or city, or exhibition, connected with their
special branch, and thus are enabled to keep themselves au
fait with all the newest developments in science and inven-
tions in different industries. Thus, during the autunm of 1878,
says the report issued at Easter, 1879, a number of the teachers
received "travelling grants: '' the director and three professors
were sent to the Paris Exhibition, one on a journey of in-
struction to Berlin, and one on a journey of health.

Many of the professors spend much time in scientific inves-
tigations and give lectures in the town.

The State Technical Educational Institution, — The
Government has just given to the Institution, at a cost of
about £600, a machine for tearing and testing iron and other
metals, to ascertain their tenacity. It is the only one in
Saxony. A further grant of £600 was made la^t year
for a gas motor to work it and other machines. There is also
a curious collection of broken axles in the museum, from
railway locomotives and carriages. Every axle broken in the
country in railway service, has to be sent here, where they
are described, and labelled, and the cause of the breakage
noted. The collection, it is thought, may prove of value
hereafter.

Thb Higher Weaving School. — We now come to the
Higher Weaving School, founded in May, 1856, which has
been of great benefit to the trade of the town and district.
Similar schools exist in the neighbouring towns of Glauohan
and Meerane, besides schools for a similar object, with
a less extended course of instruction in Lossnitz, Oederan,
Mittweida, Hainichen, nnd Fran kenb erg, places adjacent
to Chemnitz, where the weavin^i industry is mainly carried
on. That in Chemnitz is tbc largest and most important,
and is in many respects a model institution, combining
practioal and theoretical instruction in a course of one
year, sufhcient to enable a young man to acquire knowledge
enough, with experience in working looms, to enter some
business or manufactory. Thepresentbuildingerectedabout
10 years ago, is in the centre of the town, close by the " Beal
School," andisafine substantial structure, three storeys high.

The class rooms are lofty and well lighted ; and on the base-
ment is a large room containing fifteen power looms, each of
different construction, driven by a small steam-engine. On
the first and second storeys are two similar large rooms, con-
tainJngforty-threehand looms. Each of these isalsoof different
construction, producing some variety of work, and the pupils

work on them in a regular course, beginning with, the simplest
and gradually advancing ; during the first half-year on the
hand, and the last half on the power looms. There is variety
enough to produce all kinds of textile fabrics, from the finest
silk handkerchiefs to the coarsest carpet, and from all ma-
terials. Mr. Gill the then president of the Associated Cham-
bers of Commerce for Scotland, a gentleman in the weaving
trade, when visiting this school with me more than 10 years
ago, was delighted with it, and told me he found there,
varieties of looms he had heard described but had never seen
in any other place.*

The land on which this school is built was granted by the
town, and is about £500 in value. The building itself cost
£4,000, and was paid for by the town also, but the State pays
the town 6 per cent, on the capital ; 5 per cent, as interest,
and 1 per cent, for repairs ; the looms and appurtenances are
valued at £1,500, making a total of £6,000. It is town pro-
perty, and entered as such in the land registry. The town
and State each grant £150 annually to the school. This and
the fees of the pupils barely meet the expenses of the institution,
and the deficiency has to be made up either by the town or
State from year to year. The course is for one year, and the
fee charged to each pupil is £13. 10s. Od., besides some small
sum for materials and books. The school is under the
management of a committee, comprised of two aldermen or
stadrcitke, for the town, the director of the Higher Technical
School, for the State, and a manufacturer in the trade, for the

* I would here call special attention to the immense advantage gained Ly
a young man who is to be a future master, manager or foreman , and who has
parsed through this school, in being practically acquainted with every class
of vrork made upon the loom. In the same way, in the Mechanical School,
by learning the construction, not only of the particular loom used in his own
branch of the trade, but also of every class of loom, whether adapted to pro-
duce the finest cambric or the coarsest carpet.

In an industry like the Nottingham lace trade, for example, how invaluable
it would be to the youth who has to gain his livelihood therein, whether he
proposes to work the machine, or to build it, or merely qualify himself as
factory manager, if he could be scientifically grounded in the use or in the
construction of the machines employed in each branch of the trade, thereby
learning the specialities of each.

trade. There are four teachers^ one of whom is resident, and
two are for practical weaving. At Easter, 1879, there were 40
students finishing their course. The attendance Taries firom
30 to 50 annually. The conditions of entrance are not onerous ;
students must be 14 years old, and must have reoeiyed a fair
education. The object of this school is (I quote from the pro-
spectus), by means of careful technical education and practical
working on looms, to educate yotmg men for their future
career, who intend to devote themselves to the weaving trade
in any of its branches, either as manufacturers, buyers, man-
agers, salesmen, &c. ; to give them exact knowledge of the
details of the manufacture, so as to enable them to become
competent judges of goods and their value. It thus aims at
educating the brains of the trade, the men who in future are
to carry it on, and not^the workmen. Nor does it attempt to
teach how to build looms, hand or power. That is taught in
its proper place, in the mechanical technological division of
the Higher Technical School, as a branch of machine building
generally. The school is attended by yotmg men from all
parts of Europe. The large manufacturers of Bradford,
Suddersfield, Saltaire, Sfc, send their sons here became there are
no institutions of the same kind in England,

The curriculum is as follows, in two divisions : —

Division A. Fikst Half-ybak. Thirty-eight

Hours "Weekly.

Class I. On weaving materials.
,, 2. On construction and Bystems of different hand looms and auxiliary

frames.
, , 3 . The axialysing of woven fabrics and method of obtaining the patterns,

costing, finishing, &c.
,, 4. Practical weaving on diflferent looms.
,, 6. Composition of fabrics, patterns, &c.
„ 6. On the elements of power looms. Drawings for instruction in power

loom weaving.
7. Freehand drawing and instruction in sketching parts of looms and

machinery.

§
%

lit

Theory of
machanical
wearing.

Ditto.

TUE8DAT.

Working on
power looms.

Ditto.

; =

% i"^

§!^t

, ;

(>2

Division B. Second Half-Ybak. Thirty-Eight

Hours "Weekly.

CIms 1. On power looms and preparatory machines.

2. Practical working on power looms.

3. Composition of fabrics, patterns, &c.

4. Analysing of Jacquard stuffs, in silks, gauzes, bands,
in connection with the necessary arrangement of looms
and finish.

5. On the construction of Jacquard looms, as well as of
other complicated arrangements in looms.

6 . Practical instruction in Jacquard weaving in all materials.

7. Freehand drawing and composition of coloured patterns, &c.

»»

The Technical Hosiery School in Limbach. — ^This is
a school similar to the Weaving School just described. Lim-
bach is a small town about eight miles from Chemnitz, in which
hosiery and gloves are extensively made. The real centre of
the trade is at Chemnitz, and it was owing to special influences
that the school became located at Limbach instead of at
Chemnitz, its natural place, and where it would have been
far more usefiil and successful. The history of its origin, I
need not detail farther than by mentioning, that the need and
idea of founding such an one having been mooted and discussed
for many years, it was resolved by the inhabitants to com-
memorate a visit of the late King John of Saxony to Limbach,
by opening a subscription for the purpose of founding a
School of Hosiery, and in a few days over £1,000 was raised.
This^ with additional sums given by Chemnitz and other
towns, was sufficient to start the undertaking, and the want
of such an institution having long been felt, its success was
assured. It was opened on 6th April, 1869, and began with
20 pupils. The school is under the control of the Home
Minister, and enjoys State support as well as assistance from
the town of Limbach. It is managed by a Committee of nine
members, mostly manufacturers in the trade at Limbach,
representing both branches.

The course is for one year. The fees for the course are
£9 for Saxons, and £15 for Non-Saxons. These fees are not
sufficient to cover the expenses of the school ; many hosiery

and glove firms in both towns subscribe handsome sums
annually, and these, with the State and municipal grants
before mentioned, just suffice.

The technical and theoretical instruction is given by the
Director, Herr Willkom, and one master ; and there are two
teachers for practical working on the frames.

The school is in one respect different from all the others,
being now an independent corporate body and possessed of
legal rights, and belongs consequently to no other public
body, but constitutes one of itself. It cost —

Land £180

Building 900

Machines 1,000

Total .. .. £2,080

Many of the machines and frames have been presented to
the school by friends and firms in the trade, and additions
are constantly being made. It has a few power looms, but
at present no steam-engine, which, however, as time goes on,
and its usefulness becomes more appreciated, will doubtless
be added. There is already the nucleus of a museum of
hosiery machinery, which must ultimately become valuable
and interesting. At present it contains —

21 Iron and wooden hand looms.

7 Plain mechanical „

11 French circular frames.

4 English „ „

6 Knitting frames.

4 Hand "ketten" (tricot) frames.

1 Power wide ditto.

2 Turning off frames.
() Seaming „

A library is also being formed, and a collection of copies of all
patent rights. All new patents published are taken as they
appear.

The pupils, as in the Weaving School, have to give their
whole time to school duties ; they must be 15 years old,
and have received such an education as is afforded by a good

district school^ and be able to read and write fluently and
correctly, and to reckon in the four rules of arithinetic. The
following is the

School Plan of Instruction.
Division A. For Pupils of less favourable Education.

Arithmetic 5 hours weekly.

Geometry and geometrical and mechanical

drawing . . . . . . . * • • 6 „ ,,

Physics and mechanics . . . . . . 2 ,, „

Technology of spinning, in summer only 8 „ „

,, ,, hosiery weaving .. ..6 ,, „

Practical working of frames, palling to

pieces and rebmlding 14 „ „

Freehand drawing 2 „ „

Book-keeping by single entry . . . , 2 „ „

Division B. For Pupils with a better Education.

Arithmetic . . . . . . . • . . 3 hours weekly.

Drawing machinery .. .. ..4 ,, „

Mechanics . . . . . . . . . . 2 „ „

Technology of spinning* in summer only 3 „ ,,

„ ,, hosiery weaving ,. ..6 ,, „

Practical working the frames, pulling

to pieces and rebuilding . . . . 16 ,, „

Freehand drawing 2 „ „

Book-keeping 2 ,, „

This school up to the present time has enabled a consider-
able number of young men to fit themselves for middle class
positions, such as takers in, travellers, sub-managers, and
managers in factories and the finishing departments of the
trade. No attempt is made to give instruction in the building
of hosiery machinery, only in the different classes of
machines used, in the mode of working, and in the varieties and
kinds of work produced ; and as the detail in the trade is very
great, there being a considerable variety of machines for special
objects, owing to labour being much subdivided, those students
who attend are, as far as the means of the school allow, taught
how practically to work the machines, and at the same tim^
an insight is given them into the mechanical principles upon
which each system is founded. They are also taught how to

make different classes of goods in cotton^ merino, wool^ and
silky and to discriminate qualities, styles of make and fineness^
so that when the student enters some firm for three or four
years' apprenticeship, he has already obtained a knowledge of
the elements of the trade, and is not only fitted to some extent for
practical work at once, but can educate himself rapidly for any
position he sees within his reach. In short, a young man is
taught systematically with a great variety of machines at hig
disposal what he otherwise must pick up in the warehouse or
factory, by odds and ends, during a long wearisome apprentice-
ship, in a desultory manner. It is an attempt to provide a
remedy for the break-down of the old apprenticeship system,
which is now practically, as far as learning the trade goes, a
sham and a mockery* In the short time allowed in this school,
very much cannot be accomplished, but a lad can obtain, by
attention and industry, such an insight into the manufacture
as is sufficient to start him on his career. The school is com-
paratively in its infancy, and will require some years yet
before it can rank with the Weaving School, or take that
position in the trade it ought to occupy. If located in Chemnitz,
the attendance would, no doubt, increase more rapidly ; more
interest would be taken in it generally, and its progress would
be proportionally greater.

The hosiery trade is in a double transition state. From a
manual house industry, it is becoming a power industry in
factories, and from a plain staple trade, it is turning into a
fancy season one. This change, almost accomplished in
England, is progressing in Saxony. The "manufacturer
of the future" will have to make fancy goods from power
machinery to suit a season's trade and to catch the passing
fashion of the day. Whoever docs this best and cheapest —
whether at Nottingham, Chemnitz, or Troyes — will get the
trade. Nottingham, which has hitherto had the supremacy,
now complains that Chemnitz is taking the trade away, owing
to the cheapness of Saxon labour. This, no doubt, is a main
cause, but is it the only one P Cheap labour may enable the

Ghemnitzers to get the trade, but cheap labour alone, with the
6

existing outlook, will not enable them to keep it ; for without
trained intelligence and technical knowledge on the part of
the workmen, and enterprise among the manufacturers, it
would soon revert back again. In future, manufacturers and
their responsible men will require a far more extended
technical training than in the past, and if labour is cheap in
Saxony and the trade there has its Technical School educating
young men, how necessary it is that the people of Nottingham,
fighting against these odds; should strain every nerve and
omit no means to hold their own !

An institution, therefore, of this kind, but on a more ex-
tended scale, is much needed in Nottingham, and with the
means and wealth at the disposal of the trade ought to be
founded at once. There should be a Higher Dmsion of the
school for the sons of manufacturers, &c., and a two years*
course of technical instruction, theoretical and .practical, for
youths from 14 to 16 or from 15 to 17 years of age. During
this time, the previous general education of the pupil should
be continued; and thus, then, instead of a 5 to 7 years'
apprenticeship, 2 or 3 years' would suflBce. Further, a Lower
Division should be established for boys with less means, for
sons of persons in secondary situations in the trade, with a
one year's course, adapted to their probable future career.
And lastly, an Adjunct Foremen's School is wanted, with a
course of two half-years (perhaps winter half-years) for young
workmen who wish to obtain the necessary theoretical know-
ledge of frames and experience in mechanical drawing as will
fit them to become foremen and overlookers.

The building once found and furnished by the trade, the
school could be made in the main self-supporting. The
machines, &c., required by the pupils to learn on need not
be new, and might be contributed by the different firms at
comparatively little cost, and in this way an historical museum
showing the gradual development of the trade would be formed.
The most difficult thing in the first instance would be to find
suitable teachers — ^men combining the necessary technical
knowledge and experience of the trade, with experience of

teaching.'* If such a school were ever founded^ care should
betaken that it is really used by the town and district and by
those for whom it is intended.

The Agricultural School was founded in November^
1877, by the District Agricultural Society of Schloss
Chemnitz, and has the object in view of giving general
instruction bearing on agriculture and modem systems of
farming. It is for the sons of small farmers. Five per cent-
only of the landowners in Saxony have fEums of over 100
acres^ the remaining 95 per cent, are middle-men and smaller
holders. The children of these men are educated in the
small village elementary schools till the age of 14, and then
leave school The Agricultural School carries on their edu-
cation, adding some of the elementary sciences bearing on
their future life, and it also endeavours to teach them how to
carry on their farming in a business-like manner. It is under
the Home Minister, and enjoys a small State grant, and is
managed by a local committee chosen by the above-named
society. Pupils are taken from 14 to 25 years of age, and
instruction is given in two winter courses of half a year eacL
The school opened with about 20 pupils ; in the second half-
year about 48 attended ; and this winter (1879) over 60 came,
and the rooms are quite full ; indeed, so many applied that a
summer course will be given this year, and doubtless con-
tinued. The fees are 40«. the course, and the instruction is
given by the director and seven teachers. There are two
classes, and 36 hours' teaching weekly, as follows: —

Class U. Class I.

Hours Hours

Weekly. Weekly.

Gennan language 4 4

(Geography and history 2 2

Arithmetio 3

Geometry and surreying 2 2

Caligraphy 2

•

The action of the City Guilds Institute in promoting Technical Glasses

Geometrical and technical dra^^ing
Freehand drawing • .

Gymnastics
Zoology and botany
Mineralogy, &c. . . . . . .

Fhynics, chemistry, and meteorology
In Farming : Breeding . .

Planting, nnrsery, gardening, &c.

Management, cost, book-keeping,
&c., of farms ..

Class II.

Glass I.

Hours

Weekly.

The school has only just made a start, and promises to
become useful. There seems to be need of such an one^ and
there are already many applicants for entrance. There are
five or six similar schools in other parts of Saxony.

The School for Hand Weavers. — This school, founded
in 1867, is to teach young weavers their trade, and to enable
such as have capacity for it to qualify themselves to become
foremen, underclerks, &c. It is supported by the fees of the
pupils, and receives a small State grants as well as assistance
from the town and weavers' guild. It is under the care of a
special committee ; the fees are sixpence a month, except to
indigent lads, who are admitted free. Instruction is given
by 5 teachers, in 9 classes, as follows : —

2 Glasses in theoretical meclianical weaving. ) By power and

2 „ practical „ „ j hand.

With 4 power looms, and 8 hand looms, each loom being of different

construction.
2 Classes in mechanical weaving, with 4 looms of different constrac*

tion, and in mounting them, &c.
1 Class in pattern drawing.
1 „ „ analysis.

1 „ „ book-keeping.

The school is open on Sundays, and in the evenings of
week-days.

The Tailors' School, founded 1st July, 1873, is an even-
ing school for assistants and apprentices, who are taught the
practical part of their trade. It is open once or twice a week.
Apprentices receive instruction gratis^

The Trade "Fortbildung" School was founded many
years ago by the " Operatives' Society/' to give young persons

of all professions and trades the opportunity of enjoying
further education (after leaving school) in matters generally
relating to, and of use in, their future careers. Originally, it
was a Sunday school, but was re-organized in 1877, and
extended to the week days ; and in the Society's report for
1878-79, it is stated that the first year after this change,
which might be considered a test one, was most successful.

The school hours are 10 to 12 a.m. 1 o„-.Java

1 „ 3 p.m. ) "'"^*^y^»
7J „ 9 J „ Mondays.

The fees are 2s. per year, besides an entrance fee of 2s. The
instruction is given by 44 teachers, all, with exception of
special drawing masters, belonging to the district schools ; and
special attention is paid to the practical use of ornamentation
in the various handicrafts. The society possesses a museum
located in the higher technical school of a practical character,
with various objects of modern invention, and is used by the
school. There is also a library attached, containing about
1,100 volumes. Boys who attend this school are absolved
by an order of the Educational Department from attending
the "Fortbildung'* Schools attached to the district schools,
and previously described. This is the cause of the large
attendance at this school. The following table shows the
subjects of instruction, and the number of classes and pupils: —

No. of Classes. No. of Pupils.

German 12 439

Arithmetic 12 444

Book-keepings 5 175

History and geography 2 67

Geometry 1 2i

Physics 1 26

Stenography 3 81

French 3 107

Foremen's course 1 24

Freehand drawing 11 277

Geometrical „ 5 122

DescriptiYe geometry 2 46

58 1,828

The Girls' *' Fortbilduno " School. — This Institution
also was founded by the Operatives* Society, and, under the

same management^ is a similar school for girls, and with a
like object. Instruction is given three or four days weekly^
from 4 to 6 o'clock pan., in history, mercantile arithmetic,
German, correspondence, book-keeping, &c., and the fee is
4«. 6rf. per quarter. Early in 1879 it was attended by 65
pupils.

The reader who has patiently gone through this somewhat
detailed account of these various schools, will be in a position
to form a clear and general idea of what is being done in an
industrial town of 90,000 inhabitants in Germany for their
general and technical education; and on comparing this
account of the schools with the little sketch of the town and
its industries, given at the opening of this paper, he can
judge if the education here provided is sufficient in degree,
suitable in character, and cultivating in its effects. He can
further compare it with the educational equipment of similar
towns in England. For my own part, I do not hold this
system of instruction up to blind admiration, to be servilely
copied, nor do I consider that technical education is the
universal panacea for bad trade. My sole object in writing
this paper has been to give information, leaving each reader
to draw his own conclusions, and I have been careful to give
the facts impartially. Nor do I wish to try and convert to
the side of technical education those who do not at present
believe in it. Stress of foreign competition, protective tariff %y
and other natural causes, will do that more efficiently than any
argument.*

Snt much undoubtedly can be learned from a careful study
of foreign schools; and in a town like Nottinghami
where so much is being done in organising new educational
institutions, valuable hints may be obtained. In considering
the expenses of these schools, and the burden involved in

* The first lace machine has left Nottingham for Flanen, in Saxony. More
are to follow. How many will be in Saxony in ten years' time, I leave
the reader to surmise. Twenty years or more ago this Teiy same experiment
was tried with lace frames, and failed, as technical knowledge was insufficient
amongst the workmen. Now it is sufficient, and the suocess is assured.

their maintenance^ it must be borne in mind that Saxony is a
poor country, with a semi-Siberian climate^ and especially
that Chemnitz is generally imderstood to be the second
heaviest taxed town in Germany. This heavy taxation is,
no doubt, partly the result of this system of education and
partly of the rapid growth of the town. Why then, it may
be asked, do the Chemnitz people cheerfully put this burden
on their backs, disliking taxes quite as much as other people
do ? It is because they feel the absolute necessity of maintain-
ing their educational institutions in their completeness. "Nov
must it be forgotten that the cost represents relatively a
much larger amount in Chemnitz than in England, owing to
the cheapness of labour — skilled labour of the highest order,
and also of teaching. If these teachers were salaried, and
the buildings paid for, at English rates, the amounts would
certainly be 33 J to 50 per cent, higher. The fact, however,
is clearly realised in Saxony that this educational outlay,
serious as it is, is necessary to the development of trade and
to the prosperity of the people, and will repay itself a
hundred-fold in this and the next generations. It is a ques-
tion of prisons, reformatories, and the like, versus elementary
schools; of workhouses, emigration, &c., versus trade and
technical schools ; and, finally, of poor rates t^ersus school
rates. And the Saxons— Government, municipalities, and
people, for all are at one on this question — are shrewd enough
to choose to put their money into the latter investment
instead of the former, knowing that it will pay best in the
long run. So eager are the people and towns and com-
munes for educational establishments, that the Government
have often to put the drag on. Only just lately, in a debate
in the Saxon Chamber, the Government representative said
that Real schools of the second order were "springing
up like mushrooms everywhere,'* more than are really
needed.

The following summary gives a general view of the
Educational equipment of the town of Chemnitz, leaving

out minor schools for special objects^ not bearing on the
main question : —

GsNEBAL Education : —

Cost. Pupils. Teachers.

District Schools £80,241 9,827 185

,, Fortbildungs Schools .. — 993 —

Higher Citizens' Schools .. •• 36^166 1,573 68

Gymnasium Schools 13,353 357 24

Real School 17,7^5 437 27

Public Mercantile Schools .. .. 6,500 167 8

£153,025 13,354 302

Technical Education :—

State Institution 81,943 641* 62

Higher Weaving School .. .. 6,000 40 4

Agricultural School . • . . . . — 60 6

Trade FortbUdungs School .. .. — 1,828

n ))

„ (girls) .. — 66

£87,943 2,534 61

Add General Educational above .. 153,025 13,364 302

Total £240,968 16,888 363

Of this total of nearly a quarter of a million, £95,296
belongs to the State, and £145,672 to the town.

The amounts paid for the maintenance of these schools
I have not ascertained, though it would only require a little
trouble to do so, but some idea of the expense can be formed
from the fact that the salaries of the teachers in the district
and higher citizens' schools amounted in 1878 to £23,780
alone.

The outlay is large, but the system is economically worked,
as the schools fit into one another, and do not trench on one
another's ground. There are no two schools competing
against eacK other, and consequently no loss of teaching
power. This will be seen by a review of the whole system,
which will also enable the reader to see how the schools
are graduated, and supplement one another.

In primary education, the district and higher citizens*
schools are the basis of the system, and are arranged in size,
number, and locality to take in the exact number of children

* Ezdnding JDrawing School— an evening one.

whicli the town records show will be required, and as the
population increases and the town extends new districts are
added. The system is expansive — sufficient for present
wants, and equal to new requirements as they appear.

In secondary education, the gymnasium, real, and mercantile
public schools meet all the necessary requirements of the
town, and the higher citizens' and district schools specially
prepare pupils for them. The fifth class of the former runs
underneath the lowest class of either the gymnasium or real
schools, so that boys who have passed this fifth class can enter
these schools at once ; while boys who have passed through
the full course of either the district or higher citizens' schools
can enter the mercantile school. These schools, especially the
gymnasium and real school, while giving a really first-class
general education complete in itself, sufficient to prepare any
young man for good and well-educated society and general
business life, prepare their students for entrance into the
next higher range of educational institutions — viz., the
higher technical schools, seminaries for training teachers
for mining and other academies, and, finally, the imiversity,
according to the future calling the student has chosen.

Lastly, technical education is provided for as described, and

is adapted to the wants of the town and its special trades, and

is so arranged that the lower schools3 as just explained, lead

up to the various technical courses, and lay the basis for
them.

Deficiencies. — ^In the foregoing summary of the schools
of Chemnitz, it may have been observed that there is a sin-
gular deficiency of schools for the higher education of girls,
as compared with those which already exist, and are being
now established in England. Some attempt has been made
to meet this deficiency by the addition of two higher "selecta **
classes, as they are called, for girls of 14 to 16, in the higher
citizens' (girls) school, under Dr. Holscher's directorship.
This is a step in the right direction, and will doubtless be

adopted in time in the parallel school on the Annenn-Strasse.

The town owes many thants to this gentleman's energetic
and intelligent alterations in the system of girls' schools, and
to his adoption of more sensible principles in the higher
citizens' schools during the last ten years. He has carried
out, under proper limitations^ the idea that the training of
the mental powers and moral character is the true object of
the school, rather than the mere acquisition of knowledge.
To cultivate the mind, in preference to cramming it with
positive knowledge, is his leading principle.

Agam, in the technical department, no provision is made
for teaching the various operatives, male and female, their
different trades. The school for hand weavers is the only one
of the kind, and is, as far as it goes, the right sort of thing.

The apprenticeship system still exists and nominally does the
work, and no doubt in such handicrafts as shoe-making, tailor-
ing, &c., accomplishes its object after a fashion. B ut in the main
industries carried on in factories, the apprenticeship system is
breaking up in the manner described by Mr. Howell in the
extract before quoted. The lads are literally ** pitchforked"
into the workshop, factory or dye-yard, to pick up as best
they can the rudiments of their work, and badly is it done.
The class of workmen now growing uj) are not to be com-
pared with their predecessors. No remedy for this has, up to
the present, been attempted. The need has not been so pressing,
and all available energy and intelligence have been consumed
in building up the industries themselves and the present
educational system. Saxony, as an industrial country on any
scale, has existed only for 30 years, and it will take another
generation before this large and important question of artizan
technical education can be dealt with.

Excepting these two points of failure, due provision seems
to have been made for all. I have omitted to state that there
are a number of kindergarten schools in various parts of the
town. Also that private lessons are given by many of the
teachers and professors in the town, during evening hours, in
their special studies. Languages, music, singing and special
sciences are much taught in this way.

Before closing this paper, it will be interesting to trace
various typical careers and classes througli the different schools.
The lowest classes, children of working men, little shopkeepers,
and the like, attend the district schools, from the age of 6 to
14 or 16, they then are apprenticed or get work, continuing
to attend one or other of the " fortbildung *' schools for two
years longer in the evenings twice a week. Aftsr working
at their trade for two years, they have the chance, if special
ability is shown, of attending the Foremen's, Building, or
Drawing Schools, supposing their trade or profession requires
it.

The lower middle classes send their children to the higher
division of the district school, and even to the higher citizens'
schools, and follow mostly the course of the class below. The
middle and wealthier ones send their children to the higher
citizens' schools. They stay till the 5th class is passed, and
then either complete the course up to 15 or 16 years of age,
or branch off, as their parents decide, to the gymnasium or
real schools. Thus, a boy who is to become a lawyer or
medical man, would complete the full gymnasial course, and
afterwards go to the university ; or if he were to become a
teacher, to one of the seminaries. The pupils who are
intended for the learned professions, would attend mostly
higher district schools — the gymnasium and University. On
the other hand, the future manufacturers, architects, machine
builders, &c., go first to the higher district school, then either
to the real school or gymnasium till 16, then to the higher
technical school till 20 or 21 ; they then undergo one
year's military service, which makes strong men out of
boys, and fits them for the battle of life. Future trades-
men, larger shopkeepers, and othersj go through the higher
citizens' school the full course, and then to the mercantile
school. The changes in varying the courses may be rung
indefinitely, and are practically varied according to the indi-
vidual position and prospects of each child. The schools are,
in short, so graded that they can be and are passed through,
from the lowest district school in varying courses up to the

Uniyersity; as well as to the highest teclinical institutions and
academies in the kingdom.

My task, a pleasant one^ is finished, and if I have done
anything, however trifling, to help on, as regards technical
education, the '^new apprenticeship,*' my labour is amply
rewarded. Here, at any rate, is a picture, in hard and cold
lines it is true, of such a new apprenticeship for the middle
classes. If England is to maintain her proud position as the
greatest industrial nation in the world she will, nolens volens,
have to bend herself to this question and solve it, both for
manufacturers and artizans. We have only to look on it as
a piece of work, necessary, laborious and enduring, to be done
as a duty to our country, and though, as the poet says —

Die Kunst ist lang, das Leben kurz, das TJrtheil schwierig,

the end will soon be accomplished.

Watorlow & Soi.« Limited, Printers, Londo?i AVall, Londoa
and 48, ParJiamont Street, WestmiiMiciv

CITY ft GUILDS OF LONDON INSTITUTE

FOR THE ADVANCEMENT OF TECHNICAL EDUCATIONr

PRESIDENT.
{Not yet eleeUd.)

VICE-PRESIDENTS.

THE BIGHT HON. LORD SELBORNE, F.B.S., LoBO Ohiscbllob.
F. J. BEA3IWBLL. F.R.S.. M. Iwst. O.B.
SIB 8. H. WATEBLOW, 3jlbt., Ald., M.P.

CHAIRMAN OF COUNCIL.
THE BIGHT HON. LOBD SELBOBNB, F.B.S*

CHAIRMAN OP THE EXECUTIVE COMMITTEE'^
F. J. BBABIWELL, F.B.S., M. Iitbt. C.E.

TREASURER.
SIB S. H. WATEBLOW, Babt., Ald., M.P.

OOUNCIL.

The Rt. Hon. the Lord Mayor*
1 he President of the Royal Society*
The President of the Chemcal Society*
The President of the Institution of

Civil Engineers*
The Chairman of the Council of the
Society of Arts*
Bt. Hon. Sir R. A. Cross, Bart., M.P.,*
(Liveryman of the Clothworkera' Com-
pany)
Mr. Samuel Morley, M.P.,* Liveryman

of the Fishmongers' Company)
Ck>rporation cf London,

Alderman Sir Wm. A. Rose*
Mr. Joseph Beck*
Alderman Sir Thomas DaUn*
2£ereer^ Company.

Mr. Norman Watney* (Master)
George Palmer, Jun.*
Ohas. Powell
„ A. V. Palmer
Draptri? Company,

Mr. W. H. Dalton* (Master)
T. Dry

W. Chapman*
„ H. Trower
Hi^mongen* Company,

VLt, J. Homblower (Primewarden)
W. C. Venning*
J. Travers Smith
„ J. Samuel*
QoldtmWi^ Company,

Alderman Sir Thomas Gabriel, Bart.
Mr, A. W. Oadesden

George Matthey, F.B.S.*
F. J. Bramwell, F.B.S.,* (Chair-
man of Executive Committee)

• >

Salten* Company,

Mr. F. Le Gros Glarki F.B.S.
„ B. B. Woodd*

Ironmonaen* Company,
Mr. H. B. Price*

„ J. P. Homer
Clothworker^ Company,
Mr. C. J. Bloxam

„ J. Bazley Wnite

„ James Wyld*
Rev. T. Wiltshire*
Colonel John Brittcn*^
Mr. F. Faman

Dsen* Company.

Mr. E. C. Bobins*
„ H. W. Jewesbuiy

LeatherseUtn* Company,
Mr. E. Viney*

Tewterera* Company,

Mr. C. Sawbridige*
Baker** Company,

Mr. T.Webber*

Armourers* and BrazUrt* Company,
Mr. C. J. Shoppee*
„ B. A. HiU

Cai^penUre* Company.

Mr. Alderman w. Lawrence, M.P.*

Cordtoainert^ Company,
Mr. W. Heath*

C9open? Company,

Mr. A. Chantler*
Plaiiterert? Company,

Mr.F.B. Carxitt*
Needlemaker^ Company,

Mr. J. 0. Paridnaon*

HONORARY SECRETARIES.

JOHN WATNEY, F.8.A.
W. P. SAWYEB.
OWEN BOBBBTS, M.A*

DIRECTOR AND SECRETARY.
PHILIP MAGNUS, B.Sc, B.A.

•Mmbert oftkt XaBeciOite CommitiM^

CITY & GUILDS OF LONDON INSTITUTE.

I.— City Technical Science Classes.

Pending the erection of the City and Guilds of London Technical
College, Finsbury, instruction is given in Chemistiy and Physics,
as applied to Arts and Manufactures, at the Oowper Street
Schools, Finsbury.

The instruction consists chiefly of laboratory work, and is
adapted to the requirements of Apprentices, Artisans, Foremen,
' Managers of Works and others^

The principal subjects in ivhich instruction has as yet been
given are: — Chemistry of Coal-Tar Products, Brewing, Spirit
Distilling and allied industries. Photography, Fuel, Electro-
Metallurgy, Steam, Motor Machinery, Weighing Appliances,
Electrical Instrument Making, Electric Lighting.

IT.-^Technical Art School, 122-4, Kennington Park Koad.

Day and Evening Classes are held in Wood Engraving, Design-
ing, Modelling, Painting from Life and Antique.

These classes are adapted to the requirements of those who are
engaged, or who are about to engage, in Art industries. For
Prospectus and particulars apply at the Schools.

III. — ^Artizans' Institute, Castle Street, Leicester Square.
About to be removed to the new Technical College, Finsbury.

Instruction in Zinc and Tin Plate work, Plumbers' work,
Carpentry, Masons' work, Bricklaying, Building Construction,
Modelling, &c.

iV. — iioROLOGiOAL INSTITUTE, in connection with tte City and

Guilds of London Institute.

Practical Instruction in the different branches of Watch and
Clock Making. Students are taught the theoretical and practical
piinciples of the trade. An apprenticeship class meets daily under
the direction of Mr. Curzon and Mr. Bickley. Lessons in the
principles of Physics and Mechanics as applied to Watch-making,
are given by Professor Perry and Mr. Fell. Extra classes are
held in the evening for those who are occupied during the day.

y. — School of Art, Wood Carving, Soitth Kensington, in
connection with the City and Guilds Institute.

Instruction daily, under Sr. Bulleti

VI. — University College and King's College, London.

Free tickets of admission for artisans are given by the Com-
mittee to the classes on Chemical Technology, under Professor
Graham, and to the workshops in connection with the Mechanical
Engineering Classes, under Professor Kennedy, at University
College ; and to the class and laboratory instruction in Metallurgy,
under Professor Huntington, and to the courses of Practical Fine
Art, under Professor Delamotte, at King's College.

Vn.— Technological Examinations.

Examinations are held annually throughout the country in various
branches of Technology, such as Alkali manufacture, Cotton,
Cloth, Paper, Telegraphy, Watch-making, Photography, Carriage-
building, Gas, Glass, Mechanical Engineering, Oils, Printing
Tools.

In order to encourage the formation of classes for the study
of these subjects in manufacturing districts, grants are made to
registered teachers on the results of the Examination of their
Pupils.

Frizes of £5^ £3, £2, Silver and Bronze Medals and Certificates
are awarded in each subject to Candidates who show sufficient
merit.

Full particulars of the conditions under which grants are
made^ and of the subjects of examination, will be found in
the '* Programme of Technological Examinations," published
annually.

. VIII. — ^A Centbal Institution is about to be erected In
Exhibition Eoad, South Kensington, for the training of technical
Teachers and the instruction oi Foremen, Managers of Works,
Manufacturers and others, in the application of spepial branches
of Science and Art to industrial operations.

For further particular^, prospectuses and programmes of any
of the above courses, application should be made to the Director
and Secretaty of the Institute, Gresham College, London, RC.

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