Honolulu star-bulletin. [volume] (Honolulu [Oahu, Hawaii]) 1912-2010, 1914-05-06
INDUSTRIAL EDUCATION M GERMANY

Germany has a system OF vocational training
which includes means Of benefting youth who
are compelled to begin earning their livelihood
When they complete the compulsory period Of
ordinary schooling. BY providing such means
the undesirable, condition is avoided which the
newly appointed superintendent of public in
stiuction for Hawaii indicated in his qualifying
thesis furnished to the governor--that of mixing
ineffective practice with agricultural and me.
ehanical tools with the scholastic curricula to
the disadvantage Of the latter, the Ineffective.
ness being duet the lack Of Especially qualified
teachers and the inadequacy of field of opera
ton.
From consular reports on industrial education
IN Germany. recently published by the federal
bureau Of education, some interesting facts are
assembled below According to Ralph G. Busser.
United States consul at Erfnrt the Industrial
schools Of Germany may be classified as fol.
lows; 4, general trade schools; ? special trade
schools; 3, engineering and scientific schools
The general trade schools embrace the indus
trial continuation schools, or part-time schools
ior young people between the ages of Ia and
Tor - aud is who have finished their gen
efal education IN the common schools and are
employed in the industries as apprentices, help
efs, or other manual workers; the mechanics
schools with sulday morning and weekday even
ing classes Tor the technical and Theoretical in.
strnction Of joulneymen; and the industrial art
schools for the better education of artisans and
mechanics IN the theory, art and technique Of
their respective crafts
The special trade schools provide specialized
technical and manual training in particular
trades, aiming to take the place of ordinary
apprenticeship, in whole on in part, BY prepar-
ing the learner for pursuit Of the trade as mas.
ter, 1ourneyman or skilled apprentice They are
generally understood to include the special
schools for different industries which exist.
Each Of the engineering and scientific schools
makes speciality Of some Of the following tech.
nleal professions Civil, mechanical, electrical
and marine engineering; architecture shipbuild-
ing navigation, forestry mining and lnetaihirgy,
chemistry, pharmacy and general science Arch
lecture is also the principal course in the schools
ior builders which are classed as special trade
schools because all of the building trades are
there taught
Most OF the trade schools in Germany have
been organized either by the respective trade
guilds, or other Industrial associations, or by the
city or town in which they are located. Others
higher technical schools and the Industrial art
we're established by private endowment. The
schools are in most cases either state or munic-
ipal Institutions. Other than srate schools may
receive state aid by complying with certain re.
quirements designed to bring about uniformity
in the system at large In Prussia the proper
ton contributed by the state depends largely
upon the size and financial condition of the COM
munity-to the larger cities with more than go.
900 population, not more than one.third of the
total outlay, and to the smaller cities from one
half to tw0-thirds, exclusive of the buildings
and operating expenses connected with them
The total expenditures in Prussia for the in
dnstrial continuation schools amounted in 1911
to $500, 192, OF which - per cent was borne
BY the municipalities, 81 per cent by the state
2 per cent by associations and guilds and II per
cent by employers contributions, consisting of
the obligatory tuition fees tonly S1sor 81 year
for each student paid for their employees, to-
gether with amounts donated by some Of them
voluntarily.
Mexico Is the land of the onal That settles