Cop- 3> 
 
 U.S. --OFFICE OF EDUCA- 
 TION- -CI V IS MM ~>F 
 INTERNATIONAL EDUCATION 
 
 EDUCATION IN THE GER- 
 MAN FEDERAL REPUBLIC. 
 
• r 
 
Return this book on or before the 
 Latest Date stamped below. 
 
 University of Illinois Library_ 
 
 
 L161— H41 
 
iAmfam mUm Gwnm Yohwl Kcf-uHto 
 
 U.S. DEPARTMENT OF 
 
 HEALTH, EDUCATION, AND WELFARE 
 
 \ Office of Education 
 
 Division of International Education 
 

 
 / 
 
 I 
 
 Oldenburg V oBremen 
 LOWER SAXONY 
 
 >\ 
 
 Osnabrlick 
 
 f^V— 
 
 % Miinster L- •*•' 
 
 o 
 Bielefeld 
 
 ' w /7 ^HANNOVER 
 
 \ 
 
 rtfcu^ e l sen ' ( ' rcn en 
 fSSENO^nnBTMiiNn 
 
 .V 
 
 /isburgo S^TMUND ^ 
 
 /Krefeld DUSSELDORF ^ J 
 
 s> o <& QWuppertal , <b / 
 ^M.GIadbach o So|j P e P n <? ^ 
 
 <v _„. ./igen -^ 
 
 2 ^ KOLN ^ 
 
 V H o^Bonn 0/ *-' 
 
 ^ 
 
 
 A- \ 
 
 \RHINELAND - w 'esb'aden FRANKFURT ~S 
 
 J Mamz v <V I 
 
 /° Trier PALATINATE-* °*""?*« 
 
 o|^annheim 
 
 Heidelberg 
 
 S 
 
 *saar \ Ludwigshafen 
 *-**v Saarbriicken , 
 
 o Karlsruhe R E «v, ^ 
 
 / BADEN - 
 
 C 
 
 / > 
 
 ' ) 
 
 ovr 
 Kassel 
 
 o, V o Niirnberg 
 
 "** (Nuremberg) 
 
 / _; £ STUTTGART 
 
 / r 
 
 
 \1 ' M v /- 
 
 Regensburg ''-V. '<5\ 
 
 O ''/„'\ ill 
 
 / .WU R TT E M B v E R G .^ 
 
 /=:■&; v* ,« '\ Au 
 
 t Freiburg 7 - «*>""* 1 
 
 4 
 
 V 
 
 r* 1 
 
 {Freiburg, k ' - 
 
 Augsburg 
 
 y 
 
 *V **•>•%« 
 
 MUNCHEN 
 
 IMUNICH ) 
 
 < 
 
 
 ^ 
 
November 1954 
 
 EDUCATION IN THE GERMAN FEDERAL REPUBLIC 
 
 By Gordon W. Prange 
 Consultant in Comparative Education 
 
 and Alina M. Lindegren 
 Specialist in Comparative Education 
 Division of International Education 
 
 CONTENTS 
 
 Page 
 
 Introduction 3 
 
 Elementary Schools . 5 
 
 Middle Schools . 8 
 
 Secondary Schools ................. .^ .... . 12 
 
 Classical Gymnasium . . . 13 
 
 Real gymnasium 14 
 
 Oberrealschule 15 
 
 Aufbauschule 16 
 
 "Wirtschaf tsoberschule 17 
 
 Frauenoberschule 19 
 
 Vocational Schools 21 
 
 Higher Education 26 
 
 Appendix 33 
 
 Graphs 33 
 
 Selected Bibliography „ . 40 
 
LIST OF TABLES 
 
 Page 
 
 1 . Curriculum of the Volksschule 7 
 
 2 . Curriculum of the 6- Year Middle School 9 
 
 3 . Curriculum of the 4- Year Realschule 10 
 
 4 . Curriculum of the 3- Year Middle School 11 
 
 5 . Program of Study for the Classical Gymnasium * 14 
 
 6. Program of Study for the Modern Language Gymnasium 15 
 
 7. Program of Study for the Gymnasium for Mathematics and Science 16 
 
 8. Program of Study for the 7- Year Auf bauschule in Hesse 17 
 
 9. Program of Study for the 3-Year Wirtschaftsoberschule in Hesse 18 
 
 10. Program of Study for the Frauenoberschule 19 
 
 11 . Curriculum for the 2- Year Handelsschule 23 
 
 12. Curriculum for the 1-Year Hoehere Handelsschule 24 
 
 13. Universities and Other Institutions of Higher Learning in West 
 
 Germany in 1951-1952 30 
 
 LIST OF GRAPHS 
 
 1. Organizations of Elementary and Secondary Schools in West Germany. ; 20 
 
 2. Minimum Requirements for the Degree of Doctor of Philosophy for 
 
 a German Student 34 
 
 3. Minimum Requirements for the Degree of Doctor of Philosophy for 
 
 an American Student 35 
 
 4. Minimum Requirements for a German Student Studying Medicine 36 
 
 5. Minimum Requirements for an American Student Studying Medicins 37 
 
 6. Minimum Requirements for a German Student Studying Dentistry 38 
 
 7. Minimum Requirements for an American Student Studying Dentistry. .. .39 
 
INTRODUCTION 
 
 The fundamental division of Germany between the East Zone of occupation 
 under Soviet Russia and the three Western Zones of occupation under Great 
 Britain,, France and the United States imposes at the outset certain condition- 
 ing factors and limitations on any study of the educational system of that 
 country The Soviet Union has reorganized the school system in the East Zone 
 so that it is at present completely communist dominated and has little in 
 common with the school system of the three Western Zones and those in the three 
 Allied sectors of Berlin. Hence the school system in East Germany will not be 
 included in this survey. The problem of school reform has been approached 
 somewhat differently in each of the three Zones of West Germany but the basic 
 organization,, purpose and goals of education are somewhat the same. 
 
 This study aims to present a bird's eye view of elementary s secondary 
 and higher education in West Germany today. The hope is that it will aid in a 
 better understanding of the German school system and provide some assistance 
 in the interpretation of German education. 
 
 The German Federal Republic (Deutsche Bundesrepublik) is divided into 
 ten independent states or Laender each having its own government., parliament^ 
 and laws. The ten states are united together in the German Federal Republic 5 
 the government of which is located in Bonn. In the order of their geographic 
 size they ares 
 
 1. Bavaria (Bayern) 
 
 2. Lower Saxony (Niedersachsen) 
 
 3. Baden Wuerttemberg 
 
 in North Rhine -Westphalia (Nordrhein-Westfalen) 
 
 !?. Hesse (Hessen) 
 
 6. Rhineland-Palatinate (Rheinland-Pfalz) 
 
 7. Schle swig-Hols tein 
 
 8 . Hamburg 
 9» Bremen 
 
 10, Berlin-West Sector; American., British., French 
 
 The entire German educational system faced a desperate situation in 19h5 
 at the end of World War II. Thousands of university professors., elementary and 
 secondary teacher s 5 and students had been inducted into the armed services^ 
 leaving the instructional staffs and student bodies mere shadows of their former 
 selves. In the last years of the war academic standards and attendance records 
 suffered severely „ Destruction of school buildings^ libraries^ research • 
 institutes,, and educational facilities in general was widespread. The task of 
 rehabilitating the schools and universities of so large a country^ torn as it 
 was from border to border by the chaos and confusion of war, was monumental indeed, 
 
The years since 19U5>> however, have witnessed constructive reforms and 
 steady progress in virtually all levels of German education. As 
 reorganization and reconstruction continue some of the material pre- 
 sented in this preliminary study will undoubtedly be subject to further 
 change „ 
 
 Education today in the German Federal Republic is the responsi- 
 bility of the individual states and not of the federal government. 
 The educational system in each of the ten states of West Germany is 
 highly centralized under the state ministry of education. The legis- 
 lation and administration of all schools and universities, therefore, is 
 in the hands of the various states. Under such a system certain phases 
 of education may vary considerably from one part of the country to the 
 other. In the main essentials, however, the separate states follow 
 along rather well-defined and established patterns. 
 
 There is wide variety in the curricula of German schools, depend- 
 ing on the type of school a student attends and the goal he has set for 
 his life's work. Thus the course of study in a vocational school, which 
 prepares a student for a trade, differs widely from that offered in the 
 gymnasium., which prepares a student to enter a university. The aim of 
 curriculum reform is to give the German student a broader approach to life 
 and to help him become a thinking member of the society in which he lives. 
 Then, too, National Socialist concepts, teachings and methods have been 
 rejected £,nd in their place, efforts are being made to establish a school 
 system which emphasizes an understanding of freedom and the democratic way 
 of life. 
 
 In attempts to revise their educational system, the Germans are 
 plagued with a serious questions What should be the main emphasis? 
 Should they devote most of their attention to developing an intellectual 
 elite, or should they give as many young people as possible a chance for 
 higher education? The problem is under careful study but as of this 
 writing opinion is divided. 
 
 At present the German school year begins at Easter in all states 
 except Bavaria*, where it begins in the autumn. Compulsory full=time 
 attendance for normal children starts at the age of 6. In most states of 
 West Germany it lasts 8 years, but in Berlin, Bremen, Hamburg, and 
 Schle swig-Hols te in <, the period is 9 years. Other states are also con- 
 sidering the extension of elementary education to 9 years. The school 
 day generally begins at 8 a.m. and continues until 1 p.m. or shortly 
 thereafter. Due to destruction by the war there is a serious shortage 
 of school buildings. Many children, therefore, are forced to attend 
 school on a double shift system. 
 
 
ELEMENTARY SCHOOLS 
 
 Kindergartens (Kindergaerten) 
 
 Nursery schools and kindergartens are conducted in cities and larger 
 villages for children from 3 to 6 years of age. They do not usually belong 
 to the regular school system. Kindergartens are supported by communities., 
 church and labor organizations 5 industry., and in some instances by private 
 individuals. Attendance is voluntary,, Some kindergartens are attached to 
 a primary school. In such cases they are called school kindergartens 
 (Schul kindergaerten) „=/ 
 
 Volksschule 
 
 The Volksschule is the basic elementary school in West Germany. It is 
 an 8=year school and accepts all normal children for at least h years., in 
 the age group from 6 to 10 years. The first h years are called the Grund- 
 schul e (foundation school). The curriculum of the Grundschule provides the 
 pupil with the fundamentals of the three Rs 5 local history and geography 
 (Heimatkunde) j religion^ music,, art., and gymnastics. It is quite uniform 
 throughout the various states of the German Federal Republic 
 
 After k years of elementary schooling a number of possibilities are 
 open to the pupil. He may continue in the Volksschule and complete its 
 upper division (Volksschuloberstufe) ,, enter the middle school (Die Mittei- 
 schule) for from 3 to 6 years intermediate schoolings or transfer to a 
 secondary school for academic training. Approximately 81 per cent remain 
 in the upper division of the Volksschule. When these pupils complete the 
 8-year Volksschule many enter a vocational school to learn a trade (p. 21). 
 During the last k years of the Volksschule^ the pupil continues with the sub- 
 jects of the Grundschule with general history,, geography,, and natural science 
 added to the curriculum. Table I presents the program of study for both 
 boys and girls in the Volksschule. 
 
 In the cities of Berlin,, Bremen,, and Hamburg., where the Grundschule 
 continues through the first 6 classes 5 the upper division of the elementary 
 school is called the practical upper division (Praktische Oberstufe). 
 
 Some of the Volksschulen offer - work in special classes called 
 "Aufbauklassen" for their more capable pupils. They are parallel classes 
 begun in the fifth or seventh year of schooling and continue until the 
 
 l/ Franz Hilker. "Deutsche Bundesrepublik" in Die Schulen in Westeuropa 3 
 edited by Erich Hylla and W. L. Wrinkle. Im Auftrage der Hochschule 
 fur Internationale Padagogische Forschung, Chris tian-Verlag, Bad Nauheim^ 
 1953, p. 313. 
 
end of elementary instruction. They generally include a foreign language 
 and have more advanced teaching goals than the regular classes of the 
 Volksschule. 
 
 Special Schools! (Sonclerschulen) are established throughout West 
 Germany to provide elo r uontary training for children who are physically, 
 mentally,, or emotionally handicapped. Hilfsschulen (helping schools) and 
 Hilfsklassen exist for those who are mentally backward but who are capable 
 of profiting from elementary training. There are also special schools for 
 the blind 5 the deaf, the crippled, the mentally retarded, epileptics, and 
 disturbed or delinquent children. Teachers in all of these schools are 
 generally elementary school teachers who have had special training in the 
 teaching of the handicapped. 
 
Table 1» - Curriculum of the Volksschulei' 
 
 1/ 
 
 A. For Boys 
 
 Subject 
 
 Number of hours per week in each school year 
 2. 3. h. To £T^ 77 8„ 9 
 
 Religion 
 
 German 
 
 Social science & history 
 
 Citizenship & geography 
 
 Natural science 
 
 Arithmetic & mathematics 
 
 Physical education 
 
 Music 
 
 Drawing 
 
 Manual training 
 
 Foreign language 
 
 Occupations, 
 
 Total 
 
 0-3 
 9 
 
 3 
 
 0-1 
 
 1 
 
 2-3 
 9 
 
 h 
 2 
 1 
 
 24» 
 
 10 
 
 5 
 
 2 
 
 1 
 1 
 
 2-1* 
 
 10 
 
 2 
 7 
 
 11 
 
 (3) 
 1* 
 
 18-22 22-23 2U-26 26-28 28-33 30-33 30-33 30-33 30=33 
 
 B. For Girls 
 
 Subject 
 
 Number of hours per week in each s c hool year 
 2. 3. h. 5„ 6. 7. 8. 9, 
 
 Religion 
 
 German 
 
 Social science & history 
 
 Citizenship & geography 
 
 Natural science 
 
 Arithmetic & mathematics 
 
 Physical education 
 
 Music 
 
 Drawing 
 
 Needle work 
 
 Foreign language 
 
 Home economics 
 
 Occupations 
 
 Total 
 
 0-3 
 9 
 
 5 
 
 3 
 
 0-1 
 1 
 
 2-3 
 9 
 
 h 
 
 2 
 1 
 
 2-1* 
 9 
 
 h 
 
 5 
 2 
 1 
 1 
 (2) 
 
 2-h 
 9 
 
 5 
 2 
 2 
 2 
 (2) 
 
 3-1+ 
 
 6-8 
 
 2 
 
 2 
 
 2 
 li-5 
 
 2 
 
 2 
 
 2 
 
 2 
 (2=6) 
 
 3-1* 
 
 6-8 
 2 
 2 
 2 
 
 2 
 2 
 2 
 2 
 
 2-1* 
 5-8 
 2-3 
 
 2 
 2 
 
 ll 
 
 °2 
 2 
 2 
 
 2-3 
 
 2-li 
 .5-7 
 2-3 
 
 2 ) 
 2 < 
 
 3 
 
 2 
 2-3 
 
 (2-6) (2-1*) (2-h) 
 
 (3) 
 h 
 
 h 
 
 18-22 22-23 2i*-28 26-30 28-33 30-33 30-33 30-33 30-33 
 
 1/ Franz Hilker. "Deutsche Bundesrepublik" in Die Schulen in West eurcpa. 
 edited by Erich Hylla and W. L. Wrinkle, Im Auftrage der Hochschule fur 
 Internationale Padagogische Forschung. Chris tian-Verlag, Bad Nauheim_, 
 1953c Po 33h. 
 
MEDDLE SCHOOLS (METTELSCHULEN) 
 
 Four per cent of the students finishing the Grundschule enter a 
 middle school. This is a full-time intermediate or lower secondary school 
 paralleling the upper elementary system. Though a good deal of attention 
 has been given to the development and improvement of intermediate educa- 
 tion, many of these schools are still in the formative stage of development. 
 The major objective of intermediate education is to steer a middle ground 
 between general practical training for students who specialize in a given 
 trade or craft, and the more strictly academic instruction for students who 
 may transfer to a secondary school, in preparation for university study. 
 The main purpose of the middle school is to widen the scope of the pupils' 
 general education, and to prepare those with a practical turn of mind for 
 positions in trade, industry, commerce, or in the administrative service of 
 the state or community. As an adjunct of the Volksschule, the middle 
 school continues until the end of the l6th year of a pupil's life, or 10th 
 year of schooling. 
 
 The diploma awarded upon graduation from the middle school is called 
 the certificate of middle maturity (Zeugnis der Mittleren Reife) . The 
 holder of this certificate may enter the 11th class (Obersekunda - actually 
 class 7) of a regular secondary school. If such a student has a language 
 deficiency, however, it must be made up. Middle school teachers (Mittel- 
 schullehrer) are generally selected from among the better qualified 
 elementary school teachers who have had at least 2 years of private studies 
 leading to the qualifying examination for middle school teachers. 
 
 latest Germany has a variety of middle schools. Basically, however ., 
 there are three main types? (l) those that offer a 6-year course of 
 instruction based on the li-year Grundschule. (2) those offering a [|~year 
 curriculum based on 6 years of elementary schooling, and (3) those offer- 
 ing a 3-year period of study based on 7 years of elementary instruction. 
 
 The 6° Year Middle School — At present there are 6-year middle schools 
 in Hesse, Niedersachsen, Nordrhein-Westfalen, Rheinland-Pfalz, and Baden- 
 "Wuerttembergo Although they have existed for many years, their organization, 
 purpose, and program of study are still under discussion. A representative 
 curriculum of the 6- year middle school for boys and girls follows as Table 2. 
 
Table 2. - Curriculum of the 6-Year Middle Schooli/ 
 
 
 
 
 A. For 
 
 Boys 
 
 
 
 
 Subject 
 
 
 
 Number of 
 
 hours per 
 
 week in 
 
 each school 
 
 year 
 
 T7 
 
 6. ,. 
 
 7» 
 
 3. 
 
 9. 
 
 10 
 
 Religion 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 German 
 
 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 History & social science 
 
 6 
 
 2 
 
 2 
 
 2 
 
 2 
 
 3 
 
 Geography- 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 First modern language 
 
 6 
 
 U-5 
 
 Ii-5 
 
 3-5 
 
 3-5 
 
 3-5 
 
 Second modern language 
 
 - 
 
 - 
 
 (3-5) 
 
 (3-5) 
 
 (3-5) 
 
 (3-5) 
 
 Arithmetic & mathematics 
 
 h 
 
 k-S 
 
 U-5 
 
 5-6 
 
 5-6 
 
 5-6 
 
 Natural science 
 
 
 2 
 
 2-3 
 
 2-3 
 
 3-1* 
 
 3-ii 
 
 3-h 
 
 Drawing 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Manual training 
 
 
 (2) 
 
 (2) 
 
 (2) 
 
 (2) 
 
 (2) 
 
 (2) 
 
 Gardening 
 
 
 - 
 
 = 
 
 (1=2) 
 
 (1-2) 
 
 (1-2) 
 
 (1=2) 
 
 Music 
 
 
 2 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 Physical education 
 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 Shorthand 
 
 Total 
 
 - 
 
 - 
 
 - 
 
 (1) 
 
 (1) 
 
 - 
 
 
 29 
 
 30 
 
 30 
 
 32 
 
 32 
 
 32 
 
 
 
 
 B. For 
 
 Girls 
 
 
 
 
 
 
 
 Number of 
 
 hours per 
 
 week in 
 
 each school 
 
 year 
 
 
 5. 
 
 6„ 
 
 7o 
 
 8 
 
 9. 
 
 10, 
 
 Religion 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 German 
 
 
 6 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 History & social science 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Geography 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 First modern language 
 
 6 
 
 a-5 
 
 U-5 
 
 3=5 
 
 3-5 
 
 >$ 
 
 Second modern language 
 
 =, 
 
 = 
 
 (3-5) 
 
 (3-5) 
 
 0^) 
 
 (3-5) 
 
 Arithmetic & mathematics 
 
 3 
 
 3-ii 
 
 3-il 
 
 h-$ 
 
 U-5 
 
 U=5 
 
 Natural Science 
 
 
 2 
 
 2 
 
 2=3 
 
 2-3 
 
 2-3 
 
 2-3 
 
 Drawing 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Manual training 
 
 
 - 
 
 - 
 
 - 
 
 (1) 
 
 (1) 
 
 (1) 
 
 Gardening 
 
 
 - 
 
 => 
 
 = 
 
 (1-2) 
 
 (1-2) 
 
 (1-2) 
 
 Needlework 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Housekeeping 
 
 
 - 
 
 =» 
 
 = 
 
 . 
 
 (3-10 
 
 (3-U) 
 
 Music 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Physical education 
 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 Shorthand 
 
 Total 
 
 - 
 
 - 
 
 - 
 
 (1) 
 
 (1) 
 
 
 
 30 
 
 30 
 
 31 
 
 31 
 
 31 
 
 31 
 
 1/ Franz Hilker. ' 
 
 'Deutsche 
 
 Bundesrepublik" in Die ! 
 
 Bchulen in Westeuropa, 
 
 Edited by Erich 
 
 Hylla and W. 
 
 Lo Wrinkl 
 
 e c Im Auftrage der Hochschule 
 
 fur 
 
 Internationale Padagogische Forschung. 
 1953, p. 335. 
 
 Christian-Verlag 3 Bad Nauheirru 
 
10 
 
 The It -Year Middle School —Middle schools with the U-year course of study- 
 begin in the 7th year and finish at the end of the 10th school year. In Hesse 
 and Nordrhein-Westfalen, such schools are called Realschulen. In Berlin, 
 Hamburg^ and Bremen,, they are known as the Technische Oberstufe. These U-year 
 Middle Schools seek to give the student a general education and help prepare him 
 for responsible positions in economic, governmental, and social fields. The 
 curriculum given in Table 3 is taken from the study plan of the state of Hesse. 
 
 Table 3. - Curriculum for the U-Year Realschulel/ 
 
 
 
 
 
 
 
 
 
 
 
 
 Numb 
 
 er of hours a 
 
 week per 
 
 school 
 
 year 
 
 
 
 
 Boys 
 
 
 
 Gir] 
 
 -S 
 
 
 
 7. 
 
 . 8. 
 
 9. 
 
 10. 
 
 7. 
 
 8. 
 
 9. 
 
 10. 
 
 Religion 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Social science 
 
 3-h 
 
 3-U 
 
 U 
 
 u 
 
 3-U 
 
 3-U 
 
 U 
 
 u 
 
 German 
 
 h-$ 
 
 U-5 
 
 U 
 
 u 
 
 U-5 
 
 U-5 
 
 U 
 
 u 
 
 History 
 
 h-$ 
 
 U-5 
 
 U 
 
 u 
 
 2 
 
 3 
 
 
 
 Geography- 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 3 
 
 3 
 
 First modern language 
 
 3-a 
 
 3 
 
 3 
 
 3 
 
 3-U 
 
 3 
 
 3 
 
 3 
 
 Second modern language 
 
 (3-5) 
 
 (3-5) 
 
 (U) 
 
 (3) 
 
 (3-5) 
 
 (U) 
 
 (U) 
 
 (3) 
 
 (elective) 
 
 
 
 
 
 
 
 
 
 Mathematics 
 
 3-U 
 
 3 
 
 3-U 
 
 3-U 
 
 3 
 
 3 
 
 3 
 
 3 
 
 Natural science 
 
 2-3 
 
 3 
 
 3-U 
 
 3-U 
 
 2 
 
 3 
 
 3 
 
 3 
 
 Art (manual training 
 
 
 
 
 
 
 
 
 
 & needlework) 
 
 3 
 
 3 
 
 3 
 
 3 
 
 U 
 
 U 
 
 U 
 
 U 
 
 Music & Physical edu- 
 
 
 
 
 
 
 
 
 
 cation 
 
 U 
 
 U 
 
 3 
 
 3 
 
 U 
 
 U 
 
 U 
 
 3 
 
 Gardening 
 
 _ 
 
 - 
 
 (1) 
 
 (1) 
 
 - 
 
 - 
 
 (1) 
 
 (1) 
 
 Shorthand & typing 
 
 - 
 
 - 
 
 (1) 
 
 (2) 
 
 - 
 
 » 
 
 (1) 
 
 (2) 
 
 Homemaking 
 
 - 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 (U) 
 
 Total 
 
 30-3U 
 
 30-3U 
 
 30-3U 
 
 30-3U 
 
 30-3U 
 
 30-3U 
 
 30-3U 
 
 30-3U 
 
 1/ Franz Hilker. "Deutsche Bundesrepublik* 
 
 in Die 
 
 Schulen 
 
 in Westeuropa, 
 
 edited 
 
 by Erich Hylla and W. L. Wrinkle. Im Auftrage der Hochschule TiSr" Inter- 
 nationale P^dagogische Forschung. Chris tian-Verlag, Bad Nauheim^ 1953? p. 336, 
 
 The 3° Year Middle School— The 3-year middle school is prominent in Bavaria 
 and has been in existence in that state for a long time. It begins with the 8th 
 school year and continues through the 10th. The curriculum is divided into 
 three groupss "compulsory subjects" (Kernfaecher)i "compulsory electives" 
 (Wahlpflichtfaecher)5 and "electives" (Wahlf aecher) The purpose of the com= 
 puisory subjects is to round out the student's general education begun in the 
 Volksschule. The "compulsory electives" are more specialized and are divided 
 into four groups, one of which the student must choose: I - General (allegemein) t 
 II - Economic or Commercial (wirtschaftskundlich), III - Agricultural (landwirts 
 chaftlich) s IV - Industrial (gewerblich). The electives, a more restricted group 
 of subjects., may be selected by the student as he pleases. The program of 
 studies for boys and girls is somewhat different. The curriculum shown in Table 
 U is from the Bavarian 3-year middle school for boys. 
 
 >: 
 
11 
 
 Table h. - Curriculum of the 3 -Year Middle School- 
 
 
 
 
 For 
 
 Boys 
 
 
 
 
 
 
 
 
 A. COMPUISORY SUBJECTS 
 
 
 Number 
 
 of hours 
 
 a week per sc 
 
 :hool 
 
 year 
 
 
 8 th 
 
 school year 
 
 9 th school 
 
 year 
 
 10 th 
 
 school year 
 
 Religion 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 German 
 
 
 
 5 
 
 
 
 
 1* 
 
 
 
 k 
 
 
 History & social science 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Geography 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 English 
 
 
 
 5 
 
 
 
 
 Ii • 
 
 
 
 h 
 
 
 Mathematics 
 
 
 
 3 
 
 
 
 
 3 
 
 
 
 3 
 
 
 Physics 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Chemistry 
 
 
 
 - 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Hygiene 
 
 
 
 - 
 
 
 
 
 - 
 
 
 
 m 
 
 
 Music 
 
 
 
 1 
 
 
 
 
 1 
 
 
 
 1 
 
 
 Physical education 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Total 
 
 
 
 2k 
 
 
 
 
 21* 
 
 
 
 2li 
 
 
 B. COMPULSORY ELECTTVES 
 
 ill 
 
 II 
 
 III 
 
 iy 
 
 I 
 
 II 
 
 in 
 
 IV 
 
 I 
 
 II III 
 
 TV 
 
 Arithmetic (bookkeeping) 
 
 3 
 
 T 
 
 3 
 
 3 
 
 3 
 
 It 
 
 3 
 
 3 
 
 3 
 
 k 3 
 
 3 
 
 Biology 
 
 * 
 
 - 
 
 2 
 
 - 
 
 2 
 
 - 
 
 - 
 
 - 
 
 2 
 
 _ 
 
 - 
 
 Shorthand 
 
 2 
 
 2 
 
 - 
 
 - 
 
 1 
 
 1 
 
 1 
 
 - 
 
 1 
 
 1 - 
 
 ** 
 
 Drawing 
 
 2 
 
 - 
 
 - 
 
 2 
 
 2 
 
 - 
 
 - 
 
 2 
 
 2 
 
 „ 
 
 2 
 
 Economics 
 
 - 
 
 2 
 
 2 
 
 1 
 
 - 
 
 2 
 
 1 
 
 1 
 
 - 
 
 2 1 
 
 1 
 
 Commercial correspondence 
 
 - 
 
 - 
 
 • 
 
 - 
 
 - 
 
 2 
 
 - 
 
 - 
 
 - 
 
 2 - 
 
 «3 
 
 (typing) 
 
 
 
 
 
 
 
 
 
 
 
 
 Chemistry & geology 
 
 
 
 
 
 
 
 2 
 
 - 
 
 - 
 
 - 1 
 
 - 
 
 Commercial science 
 
 - 
 
 - 
 
 - 
 
 - 
 
 _ 
 
 - 
 
 2 
 
 - 
 
 - 
 
 „ 
 
 « 
 
 Vocational instruction 
 
 - 
 
 - 
 
 - 
 
 2 
 
 - 
 
 - 
 
 - 
 
 k 
 
 - 
 
 - 1* 
 
 k 
 
 Total 
 
 7 
 
 ~F 
 
 7 
 
 8 
 
 8 
 
 9 
 
 9 
 
 10 
 
 8 
 
 9 9 
 
 10 
 
 C. ELECTIVES 
 
 
 
 
 
 
 
 
 
 
 
 
 French 
 
 
 
 - 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Drawing 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Appliance construction 
 
 
 
 3 
 
 
 
 
 3 
 
 
 
 3 
 
 
 Instrumental instruction 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Shorthand 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Typing 
 
 
 
 2 
 
 
 
 
 2 
 
 
 
 2 
 
 
 Script writing 
 
 
 
 1 
 
 
 
 
 1 
 
 
 
 1 
 
 
 1/ Franz Hilker. "Deutsche Bunde; 
 
 srepublik" 
 
 in Die 
 
 Schul 
 
 en in 
 
 Westeuropa 5 
 
 
 edited by Erich Hylla ; 
 
 and W. 
 
 L 
 
 . Wrinkle. 
 
 Im 
 
 Auftrage 
 
 i der 
 
 Hochschule fur- 
 
 
 Internationale Padagogische Forschungo Christian-Verlag^ Bad Nauheim, 
 1953. P. 337. 
 2/ I, General 3 II, Commercial j HI, Agricultural! IV, Industrial„ 
 
12 
 
 SECONDARY SCHOOLS (HOEHERE SCHULEN) 
 
 About 15 per cent of the students who complete the first h years of the- 
 Volksschule enter a secondary school. They are generally students with the 
 highest academic achievement. About one-fourth of the students who enter 
 secondary school complete its full course of studies. Those who do are quali- 
 fied to enter a university or other institution of higher learning. Many, 
 however, finish only the tenth grade, while others enter a vocational school. 
 A serious attempt has been made in some quarters to make the secondary school 
 available to more students. The city of Bremen, for example, which has long 
 been a leader in school reform, has introduced a program that will enable all 
 children to acquire a good secondary education A/ 
 
 Secondary schools are a vital part of the German school system, empha- 
 sizing intellectual development. Their goals have frequently been stated 
 as follows? to widen the student's intellectual horizon, to introduce him to 
 scientific and scholarly methods of thought, to encourage his desire to learn, 
 and to develop the powers of sound judgment and critical evaluation. Second- 
 ary education prepares German youth for the more responsible positions in 
 contemporary German society. Leading to the certificate of maturity, it gives 
 the student the requisite background for university study and the pursuit cf 
 such professions as medicine, dentistry, law, pharmacy, secondary school 
 teaching, university teaching, and related fields. 
 
 Though changes have been made in the field of German secondary educa- 
 tion, reforms have not been as extensive as in the elementary field. For 
 example, some observers feel that the curriculum does not pay enough attention 
 to the current situation. New emphasis, however, has been placed on the 
 social sciences and, in particular, on the teaching of history. The main 
 stress is on classical and modern languages, mathematics, science., music and 
 art, with German culture an essential part of the curriculum. / 
 
 There are today a great variety of secondary schools in West Germany, 
 with courses of instruction ranging in duration from 5 to 9 years. Essen- 
 tially, however, they can be classified into three general types depending on 
 the major emphasis in the curriculum. The first type is called the classical 
 gymnasium, humanistic gymnasium or simply gymnasium, and emphasizes Latin and 
 Greeks the second type, frequently called the modern language gymnasium but 
 more generally known as the Realgymnasium,, emphasizes modern languages^ the 
 third type* sometimes called ttie gymnasium for Mathematics and Science but 
 more commonly known as the Oberrealschule, emphasizes Mathematics and Science. 
 
 1/ Fred H. Tone and Warninghoff . "The Bremen School Reform" in The Educa- 
 tio nal Forum , Vol. XIV, No. 3* Part I, March 1950, pp. 331-337. 
 
 </ Henry P. Pilgert. The West German Educational System , Historical Division 
 Office of the Executive .Secretary, Office of the U. 3. High Commissioner 
 for Germany, 1953.? p. kl. 
 
13 
 
 The term "Oberschule" was introduced quite extensively in recent years. It 
 was intended to apply to all secondary schools but generally has been used 
 to designate only the second and third types described above. 
 
 The traditional German secondary school presented a 9-year curriculum 
 based on h years of work in the Grundschule, In 1937 the Nazis reduced this 
 program to 8 years. After the War,, however, most states restored the 9-year 
 curriculum. 
 
 At the end of the secondary school the student must take a thorough 
 oral and written final examination, called the Reifepruefung (Maturity 
 Examination), or Abitur. The diploma issued upon graduation from a second^ 
 ary school is the certificate of maturity (Zeugnis der Reife or Reif ezeugnis) . 
 This credential is of great value to the student. It not only signifies the 
 successful completion of his secondary education but it qualifies him' to 
 enter a university or other institution of higher learning. 
 
 The Classical Gymnasium 
 
 ( Altsprachliches or Humanistiches Gymnasiu m) 
 
 The classical gymnasium has long been an essential part of German 
 education. In the normal course of events one enters a gymnasium after com- 
 pleting the U-year Grundschule. It is also possible, as noted previously ^ to 
 transfer to a gymnasium from the middle school at the end of the 10th year 
 when the student has been awarded the certificate of middle maturity (p. 8), 
 
 The classical gymnasium provides the student with systematic and thorough 
 instruction in such subjects as religion., German, history and the newly intro- 
 duced social studies, geography, mathematics, physics, chemistry, biology and 
 music. As the name implies, emphasis is on the classical languages. Latin is 
 the first foreign language, with either English or French the second, Greek 
 the third, and the fourth an elective chosen from among several other languages. 
 There are some exceptions to this general pattern. Sometimes Greek can be the 
 second language instead of English or French, Also, girls may follow either 
 the above plan or an arrangement in this orders (l) modern language, (2) Latin, 
 (3) Greek and (U) another elective with a corresponding change in the number 
 of hours devoted to it. Table 5 gives the program with the number of hours of 
 instruction per week of a typical 9-year classical gymnasium. 
 
Ill 
 
 Table 5. - Program of Study for the Classical Gymnasium^ 
 
 
 
 
 
 
 
 
 
 
 
 Subject 
 
 Numb 
 
 er of 
 
 hours per 
 
 week 
 
 in each 
 
 school ye 
 
 ar 
 
 5. 
 
 6. 
 
 7. 
 
 8. 
 
 9. 
 
 10. 
 
 11. 
 
 12. 
 
 13. 
 
 Religion 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 German 
 
 5-6 
 
 h 
 
 a 
 
 u 
 
 a 
 
 1* 
 
 ll 
 
 u 
 
 u 
 
 History and social science 
 
 - 
 
 0-2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Geography 
 
 2 
 
 2 
 
 2 
 
 2 
 
 1 
 
 2 
 
 2 
 
 1 
 
 1 
 
 First foreign language (Latin) 
 
 6-7 
 
 6-7 
 
 6 
 
 5 
 
 5 
 
 U-5 
 
 5 
 
 5 
 
 5 
 
 Second foreign language (modern) 
 
 - 
 
 - 
 
 U-5 
 
 3 
 
 3 
 
 3 
 
 2-3 
 
 2-3 
 
 2-3 
 
 Third foreign language (Greek) 
 
 - 
 
 - 
 
 0-5 
 
 5-6 
 
 5-6 
 
 5-6 
 
 5-6 
 
 5-6 
 
 5-6 
 
 Fourth foreign language( optional) 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 (2) 
 
 (2) 
 
 (2) 
 
 Mathematics 
 
 h 
 
 k 
 
 fc 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 Physics 
 
 - 
 
 - 
 
 - 
 
 2 
 
 2-3 
 
 1-2 
 
 1-2 
 
 1-2 
 
 1-2 
 
 Chemistry 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 2 
 
 1-2 
 
 1-2 
 
 1-2 
 
 Biology 
 
 2 
 
 2 
 
 2 
 
 0-1 
 
 1 
 
 1-2 
 
 1-2 
 
 1 
 
 •\ 
 
 Music 
 
 2 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1-2 
 
 1-2 
 
 1-2 
 
 1-2 
 
 Art 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 1-2 
 
 1-2 
 
 1-2 
 
 1-2 
 
 Physical education 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Total 
 
 28 
 
 28 
 
 32 
 
 31* 
 
 3U 
 
 31; 
 
 31* 
 
 33 
 
 3U 
 
 1/ Fran? Hilker, "Deutsche Bunde; 
 
 srepublik" 
 
 in Die Schulen 
 
 in Westeuropa 
 
 -— ril — r 
 
 , edited 
 
 by Erich Hylla and W. L. T tfrinkle. Im Auftrage der Hochschule fur Inter- 
 nationale Padagogische Forschung. Chris tian-Verlag, Bad Nauheim, 1953' 
 Po 338-339. 
 
 The Realgymnasiu m 
 
 ( Modem Language Gymnasium - Neusprachliches Gymnasium ) 
 
 The realgymnasium, or modern language gymnasium, emphasizes modern 
 languages, principally French and English. It also retains Latin. The order in 
 which these languages are studied varies, but in most instances Latin is offered 
 as a second foreign language. There are schools of this type, however, with 
 Latin as the first foreign language. In other instances Latin could be the 
 third foreign language. The other subjects of the curriculum follow the pattern 
 of those offered in the classical gymnasium with particular emphasis upon math- 
 ematics and science, and some emphasis in the social studies. 
 
15 
 
 Table 6. - Program of Study for the Modern Language Gymnasium^/ 
 
 
 Subject 
 
 
 Number of 
 
 hours 
 
 per 
 
 week fo 
 
 r eac 
 
 h school year 
 
 5o 
 
 6. 
 
 7. 
 
 8. 
 
 9e 
 
 10, 
 
 11. 12. 
 
 13. 
 
 Religion 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 2 
 
 2 
 
 German 
 
 
 5-6 
 
 $-6 
 
 1* 
 
 3-Ji 
 
 3-U 
 
 3-U 
 
 3-1* 3-1* 
 
 3-1* 
 
 History and social science 
 
 
 0-1 
 
 1-2 
 
 2 
 
 2-3 
 
 2-3 
 
 2-3 
 
 2 2 
 
 2-3 
 
 Geography 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 1-2 
 
 1-2 1-2 
 
 1-2 
 
 First foreign language(modern) 
 
 5-6 
 
 5-6 
 
 U-5 
 
 ii 
 
 U 
 
 3-1* 
 
 3-1 3=U 
 
 3-1* 
 
 Second foreign language(Latin) 
 
 - 
 
 - 
 
 5-6 
 
 U-6 
 
 U-5 
 
 3-5 
 
 3-1* 3-1* 
 
 3 
 
 Third foreign language (modern) 
 
 - 
 
 - 
 
 - 
 
 o-b 
 
 o-U 
 
 1* 
 
 1* i* 
 
 3-U 
 
 Mathematics 
 
 
 h-$ 
 
 hrS 
 
 It 
 
 3-1* 
 
 3-1* 
 
 3-1* 
 
 3-1* 3-1* 
 
 3-U 
 
 Physic s 
 
 
 - 
 
 _ 
 
 - 
 
 1-2 
 
 1-2 
 
 1-2 
 
 2 • 1-2 
 
 2 
 
 Chemistry 
 
 
 - 
 
 _ 
 
 - 
 
 - 
 
 1-2 
 
 1-2 
 
 1-2 1-2 
 
 1-2 
 
 Biology 
 
 
 2 
 
 2 
 
 2 
 
 1-2 
 
 J 
 
 1 
 
 1-2 1-2 
 
 i 
 
 Music 
 
 
 2 
 
 2 
 
 1-2 
 
 1-2 
 
 1 
 
 1 
 
 1-2 1-2 
 
 1-2 
 
 Art 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 1-2 
 
 1-2 
 
 1 1 
 
 JL 
 
 Physical Education 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 2 
 
 2 
 
 Total 
 
 28-30 29-30 31-33 30-3U 
 
 30-3U 
 
 32 
 
 31* 31-31* 30-31* 
 
 1/ Franz Hilker, "Deutsche 
 
 Bundesre 
 
 publik" 
 
 in Die Schulen in 
 
 Westeuropa, edited 
 
 by Erich Hylla and W. L. 
 
 Winkle o 
 
 Im Auf trage 
 
 der 
 
 Hochschule f 
 
 Sr Inter- 
 
 
 nationale Padagogische Fors( 
 
 :hung. 
 
 Chris 
 
 tian-Verlag 
 
 3 Ead Nauheim., 1953. P 
 
 . 339. 
 
 The Qberrealschule 
 Gymnas ium for Mathematics and Science 
 ( Mathematisch-naturwissenschaf tli ches Gymnasium ) 
 
 The Oberrealschule or gymnasium for mathematics and science is the third 
 main type of secondary school. It requires two modern languages „ Latin can be 
 selected as an elective during the last 3 years of secondary education., or in 
 some states (Rheinland-Pfalz)^ can be chosen in the place of a second modem 
 language. In this type of gymnasium,, the general curriculum is somewhat the 
 same as that found in the classical and modern language gymnasium. A comparison 
 cf Table 7 9 which follows,, with Tables 5 and 6 will show., however., "that there is 
 less emphasis on languages and far more attention given to mathematics and 
 science than in the other two secondary schools. 
 
16 
 
 Table 7. - Program of Study for the Gymnasium for Mathematics and Science^ / 
 
 c k ■ + Number of hours per week for each school year 
 
 5ubJect 5. 6. 7. 8. 9. 10. 11. 12. 13. 
 
 Religion 222 22 22 22 
 
 German 5-6 5-6 h 3-1* 3-U 3-h 3-1 3-1* h 
 
 History and social science 0-1 1-2 2 2 2 2-3 2-3 2-3 2-3 
 
 Geography 2 2 2 2 1-2 1-2 1-2 1-2 1-2 
 
 First foreign language(English) 5-6 5-6 k-5 h 3 3 3 3 2-3 
 
 Second foreign language (Latin) - - 5-6 5-6 3-U 3-U 2=3 2-3 2-3 
 
 Mathematics l*-5 U-5 1* U-5 l*-5 U-5 l*-5 1-5 i*-5 
 
 Physics - - - 0-2 2-3 2-3 2-3 2-3 2-3 
 
 Chemistry ----22 2 2 2 
 
 Biology 2 2 2 1-2 1-2 1-2 1-2 1-2 1-2 
 
 Music 222 1-2111 11 
 
 Art 2 2 2 2 1-2 1-2 1-2 1-2 1-2 
 
 Physical education .222 2 2 2 2 2 2 
 
 Total 28 29 31-33 30-32 30-33 32-33 31-33 31-33 30-33 
 
 1/ Franz Hilker. "Deutsche Bundesrepublik" in Die Schulen in Westeuropa , 
 edited by Erich Hylla and W. R. "Wrinkle. Im Auftrage der Hochschule fur 
 Internationale Padagogische Forschung. Christian-Verlag, Bad Nauheim, 
 1953, p. 31*0. 
 
 The Aufoauschule— another form of secondary school—was established in the 
 nineteen twenties under the German Republic to make it possible for students to 
 transfer from the Volksschule on completion of its class 6 to a higher school. 
 Aufbauschulen are generally located in the smaller rural communities. They are 
 usually boarding schools and are attended mostly by children from the agricul- 
 tural districts. They provide country children with the secondary education re- 
 quired for university study. 
 
 Immediately after the end of World War II the Aufbauschule. which had a 
 6=year curriculum under the National Socialists, was re-established in West 
 Germany as a shorter form (Kurzform) of secondary school. Today., however, the 
 course of instruction is generally 7 years, providing a wide variety of sub- 
 jects, with English and Latin, respectively, as the first and second language. 
 The 7-year curriculum is followed in Bavaria and Hesse, although a 6- year 
 curriculum prevails in Berlin and Hamburg. The curriculum in Bavaria places 
 special emphasis on music and art. Table 8 gives the study program of the 
 7 -year Aufbauschule in Hesse. 
 
17 
 
 Table 8, 
 
 The Program of Study for the 7-Year Aufbauschule in Hesse^ 
 
 1/ 
 
 
 
 
 
 
 
 
 
 Subject 
 
 
 Number of 
 
 hours p< 
 
 3r week 
 
 for eac 
 
 :h school 
 
 year 
 
 
 
 
 
 
 
 
 
 7. 
 
 8. 
 
 9. 
 
 10 c 
 
 11. 
 
 12. 
 
 13. 
 
 Religion 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 German 
 
 5-6 
 
 w 
 
 a-5 
 
 U-5 
 
 h-5 
 
 U-5 
 
 U=5 
 
 History and social science 
 
 2-3 
 
 2-3 
 
 2-3 
 
 2-3 
 
 2-3 
 
 2=3 
 
 2-3 
 
 Geography 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 First foreign language 
 
 6 
 
 U-5 
 
 3-1* 
 
 3-1* 
 
 3~h 
 
 3-1* 
 
 3-1* 
 
 Second foreign language 
 
 - 
 
 5 
 
 b-5 
 
 3-5 
 
 3-$ 
 
 3-5 
 
 3-5 
 
 Mathematics 
 
 k-6 
 
 it 
 
 3-5 
 
 3-5 
 
 3-5 
 
 3-S 
 
 >$ 
 
 Physics 
 
 „ 
 
 0=1 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Chemistry 
 
 - 
 
 - 
 
 - 
 
 1-2 
 
 1-2 
 
 1-2 
 
 1=2 
 
 Biology 
 
 2 
 
 2 
 
 2 
 
 1-2 
 
 112 
 
 1-2 ■ 
 
 1-2 
 
 Music 
 
 2 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 Art 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Physical Education 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Practical -work- -needlework 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Total 
 
 32 
 
 3li 
 
 3U 
 
 3U 
 
 3k 
 
 3lt 
 
 31* 
 
 1/ Franz Hilker. "Deutsche 
 
 Bunde 
 
 srepublik" 
 
 in Die 
 
 Schulen 
 
 in Weg 
 
 jteuropa,, 
 
 i 
 
 edited by Erich Hylla and W. L. Wrinkle. Im Auftrage der Hochschule fur 
 
 Internationale Padagogische Forschung, 
 1953, p. 3Ul. 
 
 Christian-Verlag 5 Bad Nauheim, 
 
 The Wirtschaf tsoberschule was also established in the nineteen twenties , 
 to give the student training in commerce and at the same time enable him to 
 continue his general education. The school does not,, however,, prepare the 
 student for a particular trade or profession. The course of instruction in the 
 Wirtschaf tsoberschule is 3 years., beginning with the 11th school year. Candi- 
 dates for admission may transfer from the regular secondary schools (Gymnasium) 
 or present a proper leaving certificate (Abgangszeugnis) from a regular middle 
 school. 
 
 On successful completion of the 3=year course the student is awarded a 
 certificate of maturity (Reifezeugnis) . With this diploma he may pursue any of 
 several goals? (1) enter a commercial college (Handelschochschule)i (2) enroll 
 in the Faculty of Economics at a regular university j or (3) go into business 
 where after a 2 years 1 apprenticeship he may qualify for an administrative 
 position., Table 9 gives the study program of the 3-year Wirtschaftsoberschule 
 in Hesse. 
 
18 
 
 Table 9. = Program of Study for the 3-Year Wirtschaf tsoberschule in Hesse. 
 
 1/ 
 
 
 
 
 
 
 
 
 
 Subject 
 
 Hours 
 
 a week per 
 
 school year 
 
 
 
 
 
 
 
 
 
 11. 
 
 
 
 12. 
 
 13. 
 
 I. 
 
 ECONOMICS (COMMERCE) 
 
 
 
 
 
 
 
 Commercial science 
 
 k 
 
 
 
 3 
 
 3 
 
 
 Commercial law 
 
 - 
 
 
 
 1 
 
 1 
 
 
 Bookkeeping 
 
 3 
 
 
 
 3 
 
 3 
 
 
 Commercial arithmetic 
 
 2 
 
 
 
 2 
 
 2 
 
 
 Economic geography 
 
 2 
 
 
 
 2 
 
 2 
 
 
 Economics 
 
 2 
 
 
 
 2 
 
 2 
 
 
 Mbrkshop 
 
 tm 
 
 
 
 - 
 
 2 
 
 
 Political instruction 
 
 1 
 
 
 
 1 
 
 1 
 
 
 Economic and cultural history 
 
 2 
 
 
 
 2 
 
 2 
 
 Ho 
 
 LANGUAGES 
 
 
 
 
 
 
 
 German 
 
 h 
 
 
 
 h 
 
 It 
 
 
 English 
 
 h 
 
 
 
 h 
 
 u 
 
 
 French 
 
 3 
 
 
 
 3 
 
 3 
 
 
 Electivess Spanish, Portuguese, 
 
 (2) 
 
 
 
 (2) 
 
 (2) 
 
 
 Rus sian 
 
 
 
 
 
 
 III. 
 
 SCIENCE AND MATHEMATICS 
 
 
 
 
 
 
 
 Chemical and physical technology 
 
 2 
 
 
 
 2 
 
 2 
 
 
 Mathematics 
 
 3 
 
 
 
 3 
 
 3 
 
 IV. 
 
 TECHNICAL SUBJECTS 
 
 
 
 
 
 
 
 Shorthand 
 
 3 
 
 
 
 2 
 
 1 
 
 
 Typing 
 
 2 
 
 
 
 2 
 
 1 
 
 
 English shorthand 
 
 - 
 
 
 
 (2) 
 
 - 
 
 
 French shorthand 
 
 - 
 
 
 
 3; • 
 
 (2) 
 
 Vo 
 
 SPORT 
 
 2 
 
 
 
 2 
 
 2 
 
 
 Total 
 
 la 
 
 
 
 Uo 
 
 Uo 
 
 l/ Franz Hilker. "Deutsche Bundesrepublik" 
 
 in Die 
 
 Schulen 
 
 in Wes 
 
 ;teurcpa 5 
 
 edited by Erich Hylla and W. L. Wrinkle. Im Auf trage der Hochschule 
 fur Internationale Padagogische Forschung. Chris tian-Verlag., Bad 
 Nauheira. v 19p3> p. 3U1-3U2. 
 
19 
 
 The Frauenoberschule is an upper secondary school for girls, which 
 begins with the completion of the tenth school year,, Pupils who have 
 finished the 6-year middle school for girls, sometimes called the Lyzeum, may 
 enter the Frauenoberschule. Its 3-year curriculum combines scientific and 
 cultural subjects with instruction in homemakingo This school was in exist- 
 ence under the German Republic 1918-1933 and during the National Socialist 
 regime, 1933-19^5° It is diminishing somewhat in importance in present day 
 Germany, since its certificate of maturity does not satisfy the educational 
 requirements for university study. In fact, this type of school was dis- 
 continued in Hesse in 19h$» The study program of the Frauenoberschule for 
 Nordrhein-Westfalen follows; 
 
 Table 10 « - Program of Studies for the Frauenoberschule ^ 
 
 
 
 
 Number o: 
 
 C hours 
 
 per 
 
 week for 
 
 each 
 
 school year 
 
 Subject 
 
 Course 
 
 in Music 
 
 Cour 
 
 'se in 
 
 Science 
 
 
 and 
 
 Art 
 
 
 
 and 
 
 Home Economics 
 
 
 11. 
 
 12. 
 
 
 13. 
 
 lie 
 
 12. 
 
 13 o 
 
 Religion 
 
 
 2 
 
 2 
 
 
 2 
 
 
 
 2 
 
 2 
 
 German 
 
 
 It 
 
 h 
 
 
 h 
 
 h 
 
 k 
 
 k 
 
 History and social science 
 
 
 2 
 
 3 
 
 
 3 
 
 2 
 
 3 
 
 3 
 
 Geography 
 
 
 2 
 
 2 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Theory of education 
 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 2 
 
 First foreign language(Snglish) 
 
 (3) 
 
 (3) 
 
 
 (U) 
 
 (3) 
 
 (3) 
 
 (3) 
 
 Second foreign language (French) 
 
 (3) 
 
 (3) 
 
 
 (U) 
 
 (3) 
 
 (3) 
 
 (3) 
 
 Mathematics 
 
 
 2 
 
 2 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Physics 
 
 
 - 
 
 _ 
 
 
 - 
 
 1 
 
 1 
 
 2 
 
 Chemistry and nutrition 
 
 
 1 
 
 1 
 
 
 2 
 
 2 
 
 3 
 
 2 
 
 Biology and hygiene 
 
 
 1 
 
 1 
 
 
 1 
 
 3 
 
 2 
 
 2 
 
 House and Garden 
 
 
 5 
 
 $ 
 
 
 - 
 
 $ 
 
 $ 
 
 6 
 
 Music 
 
 
 3 
 
 2 
 
 
 3 
 
 2 
 
 2 
 
 2 
 
 Needlewor k 
 
 
 h 
 
 h 
 
 
 k 
 
 3 
 
 3 
 
 -. 
 
 •Art and creative work 
 
 
 k 
 
 h 
 
 
 k 
 
 2 
 
 2 
 
 2 
 
 Physical education 
 
 
 2 
 
 2 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Total 
 
 36 
 
 36 
 
 
 3h 
 
 36 
 
 31 
 
 36 
 
 l/ Franz Hilker, "Deutsche 
 
 Bunde srepublik" 
 
 in 
 
 Die 
 
 Schulen 
 
 in Wes 
 
 teuropac, 
 
 edited by Erich Hylla and W. L. Wrinkle „ Im Auftrage der Hochschule fur 
 Internationale pRdagogische Forschung. Christian -Verlag, Bad Nauheim, 
 19$3 , p. 3U3o 
 
- 20 - 
 
 U 
 
 <H ^ 
 U d) 
 
 en >h 
 
 0) 
 
 CO 
 
 •H 
 
 c 
 
 faO 
 
 (L) 
 N 
 
 0) 
 «h 
 
 •H 
 
 
 K 
 
 -P 
 •H 
 
 rH 
 -P 
 
 cd 
 
 S 
 
 *h 
 o 
 
 <D 
 -P 
 
 cd 
 
 u 
 
 •H 
 
 U 
 
 •H 
 
 -P 
 rH 
 d) 
 
 O 
 
 ■H rH 
 u <y 
 
 CO >H 
 
 0) 
 
 M 
 
 CO 
 rH 
 
 t— 
 H 
 
 H 
 
 LT\ 
 
 rH 
 
 rH 
 
 C\J 
 
 o 
 
 ON CO 
 
 fr- 
 
 \D 
 
 H 
 
 OJ 
 
 O 
 
 rH 
 
 ON 
 
 ao 
 
 c— 
 
 MD 
 
 LT\ 
 
 m 
 
 cvj 
 
 O 
 
 o 
 xi 
 u 
 
 CO 
 
 >> 
 u 
 
 cd 
 
 p 
 
 C 
 
 § 
 0) 
 H 
 
 W 
 
 cd 
 
 rH 
 
 Pi 
 
 o 
 
 a> 
 
 p 
 cd 
 o 
 
 •H 
 
 Ch 
 •H 
 P 
 
 rH 
 D 
 O 
 
 P 
 
 •H 
 
 rH 
 P 
 
 d 
 S 
 
 OJ 
 
 d 
 
 T3 
 
 CO 
 
 hH 
 o 
 o 
 
 o 
 
 CO 
 
 w 
 
 rJ 
 
 Q 
 Q 
 H 
 
 0) 
 
 I 
 
 I 
 
 -3" 
 
 u 
 cd 
 0) 
 
 >H 
 
 CO 
 O 
 
 CO O W D kh H 
 
 <; D fc w < d 
 
 ctJ cd 
 08 
 
 >H >H 
 
 I I 
 
 t- vo 
 
 O 
 
 CJ> 
 CO 
 
 0«HKKW<i-JW0WDrHH 
 
 ->4- 
 
 K 
 < 
 P 
 
 KW^.-qO^SS^COrHDS 
 
 -e- 
 u 
 w 
 
 CO 
 
 O^SS^cqhdS 
 
 O 
 O 
 
 « 
 o 
 
 CO 
 
 « 
 
 <; 
 
 En 
 W 
 
 s 
 w 
 
 
 
 rH 
 
 u 
 m 
 
 00 
 
 M 
 
 rH 
 
 o 
 > 
 
 mojrHoONCOt— voir\_H/ooc\jrH 
 
 rH rH rH H 
 
 COt— VOLTN^J-onCMHOONCOt—^O 
 
21 
 
 VOCATIONAL SCBDOLS 
 
 The vocational schools of West Germany representing the practical and 
 technical branches of German secondary education, are designed for all stu- 
 dents who wish to learn a trade or profession, who must enroll for part-time 
 instruction as supplementary schooling during an apprenticeship, who want to 
 attend a full-time vocational school, or who wish to develop their skill and 
 knowledge further by enrolling in an advanced vocational school. Nearly 80 
 per cent of all students, both boys and girls, who finish the 8-year Volks- 
 schule attend a vocational school in one form or another. In the year ±9h9$ 
 almost 1,1*00,000 students attended vocational schools.^/ 
 
 In the past one of the foundation stones of German industry has been 
 her number of highly skilled laborers and trained technicians., Today West 
 Germany needs them as much as ever, for her economy is largely dependent on 
 the quality of the industrial products manufactured in her shops and fac- 
 tories. The fact too that the war reduced the number of skilled workers in 
 the 25~ to U5>-year age group puts an even higher premium on graduates of 
 vocational schools. These schools therefore play an important role in modern 
 German society, 
 
 Germany has a well organized and highly specialized vocational school 
 system with a large number and variety of vocational schools. Basically, 
 however, these schools fall into three major classifications? (1) the trade 
 school (Berufsschule), (2) the technical trade school (Beruf sfachschule), 
 and (3) the technical school (Fachsschule) , 
 
 The Trade School (Beruf sschule )-- This is a part-time vocational school 
 attended by apprentices required to continue instruction during apprentice- 
 ship. It is sometimes called a continuation school (Fortbildungsschule) 
 because it carries on the general schooling begun in the . Volks^chule. The 
 term Fortbildungsschule was used widely" duri \ the period of the Weimar 
 Republic, particularly in south Germany where the term took deep root. At 
 present, the tendency is to use the xrord Berufsschule almost exclusively. 
 
 Attendance at a trade school is usually for 3 years with a minimum of 
 2 years. Because attendance is compulsory up to the age of 18, it is also 
 referred to as a compulsory trade school ( Beruf spflichtschule) --one that the 
 apprentice and other pupils of compulsory school age must attend on leaving 
 the Volksschule unless they are registered at some other type of school such 
 as a middle school, a regular secondary school, or a different form of voca- 
 tional school. The program of study is from 6 to 10 hours weekly and varies 
 according to the different states. 
 
 1/ Robert Wefelmeyer. "Deutsche BundesBepublik" in Pro bl erne des Beruf lichen 
 Bildungswesens , herausgegeben von Harold Robinson et al. Stuttgart, 
 Verlag A. Muller, 195l, p. 7lu 
 
22 
 
 The curriculum of the trade school is specialized--agricultural, indus- 
 trial., and the like. Even within the same craft it can vary from one locality 
 to the next. Since German school reformers believe that the training of an 
 expert workman cannot be the sole function of vocational schools, the school 
 aims to develop a sense cf civic and social responsibility in each student and 
 to help him become an independent thinker. Even so, the main emphasis is on 
 vocational training. 
 
 There are more Beruf sschulen than any other type of secondary schools 
 in West Germany,, Only the most representative can be treated here. Agricultural 
 trade s chool s, sometimes known as rural continuation schools (laendliche Fort= 
 bildungsschulen) prepare students for a future career in agriculture. They are 
 in many cases closely connected with the volksschule, often using its accommo- 
 dations. Attended primarily by sons and daughters of farmers and agricultural 
 workers, their object is to connect the teaching in the Volksschule with a 
 fundamental practical knowledge of agriculture and rural life, work on the land 
 being the core of the curriculum. About two-thirds of the classes are held 
 during the winter months . Agricultural trade schools are divided into numerous 
 branches and specialties such as general farming, wine culture, fruit growing^ 
 horticulture, poultry farming, bee-keeping, and dairying. They generally offer 
 
 a 2-year course. 
 
 i 
 
 The industrial (gewerbliche) trade schools are organized along the lines 
 of the various trades in "West Germany . Among the more prominent types are 
 those in the fields of building and construction., textiles, mining, metal and 
 wood work, locksmi thing, tailoring, automotive work and machinery, art products, 
 and the production of foodstuffs. Larger schools of this type also have 
 classes for unskilled laborers. The curriculum includes, among other subjects, 
 occupations, citizenship, arithmetic, bookkeeping, elements cf the trade under 
 study, and technical drawing . Large industries often support these schools for 
 their apprenticed employees. The schools then are sometimes called Werks- 
 beruf sschulen. 
 
 The commercial (kaufmaennische) trade schools help to prepare young 
 people for careers in the business world. Their internal organization generally 
 varies according to the locality, but the program of instruction usually in- 
 cludes such subjects as commercial science, German, business correspondence, 
 arithmetic, bookkeeping, economic geography, citizenship, penmanship, and short- 
 hand. 
 
 Berufsschulen in which girls can follow courses in household work and 
 dressmaking are established in virtually all of the larger towns. Their course 
 of instruction is built mainly around such subjects as social conduct, cooking, 
 nutrition., sewing, laundry, housekeeping, household bookkeeping, child care, 
 nursing, singing and physical education. 
 
 The Technical Trade School (Beruf sfachschule) — This school also called 
 the Berufsvorschule represents the technical branch of German vocational 
 secondary education. Technical trade schools differ from the trade school in 
 a number of important respects? (l) attendance is not compulsoryj (2) they are 
 full-time vocational schools with courses of study varying from 1 to 3 years | 
 (3) class meetings are held daily with an average of from 30 to 36 hours a week^ 
 
23 
 
 (h) students generally devote all of their time to classes and a full curriculum. 
 with only a few schools permitting students simultaneously to engage in outside 
 practical worlq {$) in the vocational training of young apprentices these schools 
 do not follow the same pattern as the trade schools; (6) they are on a higher 
 plane than the trade schools j and (7) do not enroll as many students. 
 
 Admission to the technical trade school varies according to the type of 
 school and the part of West Germany in which it is located. Some schools admit 
 students upon the completion of the 8-year Volksschule while others require 
 10 years of previous education in addition to some practical worko 
 
 The Wirtschaf tsoberschule described imong secondary schools on page 17 
 is a special type of technical trade school o Another special type., which has 
 been established in Wuerttemberg for students in the industrial field, is the 
 "Technische Aufbauschule". This school admits students of high achievement who 
 have finished an industrial trade school and completed their ap prentice ship 
 These "Technische Aufbauschulen" offer a 2~year general course of study which 
 also leads to the maturity examination and qualification to enter a technical 
 school of higher education such as a Technische Hochschule. 
 
 Like the other branches of German secondary education^, there are many 
 kinds of technical trade schools^ with variations throughout West Germany,, The 
 commercial schools are among the oldest and most widespread. They comprise com- 
 mercial lower secondary schools ( Handel sschul en) and commercial upper secondary 
 schools (Hoehere Handelsschulen) . The commercial lower secondary school admits 
 students on completion of the elementary school, Though its 2-year curriculum 
 is centered primarily on vocational subjects., the student can choose either 
 English or French as a foreign language and is introduced to a course in Social 
 Studies. The Handelsschule has a curriculum somewhat as shown in Table 12. 
 
 Table 11. - Curriculum of the 2-Year Handelsschule!/ 
 
 Number of hours a week per sem ester 
 Subject T TT TTT T „ _. 
 
 II. III. IV. To- 
 
 Commercial science U 2j. k k 16 
 
 Commercial correspondence k h 3 3 13 
 
 Commercial arithmetic 2 2 3 3 II 
 
 Bookkeeping k k h h 16 
 
 German k . k k "k 16 
 
 Foreign language 2 2 2 2 8 
 
 (English or French) 
 
 Social studies 2 2 - h 
 
 Economic geography - 2 2 It 
 
 Merchandise 6 6 6 6 2k 
 Penmanship, shorthand and 
 
 typing 2 2 2 _ 2 " 8 
 
 Total 30 30 30 30 "T2CT 
 
 1/ Franz Hilker. "Deutsche Bundesrepublik* 1 in Die Schulen in Westeuropa, 
 edited by Erich Hylla and W. L. Wrinkle. InfAuftrage "der Hochsl^huTe ~f{ir 
 Internationale Padagogische Forschung. Christian-Verlag, Bad Nauheim 5 
 1953, p.3li6. 
 
9h 
 
 Although commercial upper secondary schools admit stuaents of high 
 achievement who have finished at least the 9th year in a middle or secondary 
 school, they prefer students who have finished the 10th class and possess the 
 certificate of middle maturity (p. 8). The 1-year program of studies of a 
 typical Hoehere Handelsschule is shown in Table 12, 
 
 Table 12. - Curriculum of the 1-Year Hoehere Handelsschulei' 
 
 Subject 
 
 Number of hours a week per semester 
 I . IT , Tbtal 
 
 Commercial science and commer- 
 cial correspondence $ $ 10 
 Commercial arithmetic h h 8 
 Bookkeeping 3 U 7 
 German 2 2 h 
 Social Science 2 2 k 
 Economic geography 2 2 h 
 English h h 8 
 French h h 8 
 Economic history 112 
 Penmanship, shorthand and typing 6 6 12 
 Physical education 2 2 U 
 
 Total 35 36 71 
 
 l/ Franz Hilker, "Deutsche Bundesrepublik" in Die Schulen in l.esteuropa ^ 
 edited by Erich Hylla and W. L. Wrinkle. Im Auftrage der Hochschule fur 
 Internationale Padagogische Forschung. Christian-Verlag, Bad Nauheim, 
 1953, p. 3ii7, 
 
 Trade Schools for Girls (Weibliche Beruf sfachschulen ) are of three 
 principal kinds. There are (l) the 1-year homemaking school (Haushaltungs- 
 schule), (2) the 1-1/2 to 2-year school for the care of children and for house- 
 hold assistants (Schu] frier "lor"" und Haushaltsgehilfinnen), and 
 (3) the 2- to 3-year trade or .v > school (llaedcherigewerbe oder Frauen- 
 arbeitsschule) , 
 
 The homemaking school is the best-known and most widespread throughout 
 Vest Germany. It can be found in virtually every urban area of any size. It 
 meets about 35 hours weekly and offers courses in such subjects as house and 
 garden work, handicraft, health education, care of children and the sick 
 Social problems, German, commercial correspondence, arithmetic and household 
 bookkeeping are also included in the curriculum, The school for the care of 
 children and household assistants is most often connected with the regular 
 homemaking schools. The latter, however, have a broader and more intensive 
 course of stv 
 
 In WUerttemberg the women's work school (Frauenarbeitsschule) occupies; 
 a special place in vocational training for girls. In some cases completion 
 of the course of stud; leai s to the journe; 1 1' s examination (Gesellenprufu 
 
25 
 
 Technical Trade Schools a nd Schools of Applied Ar t (Techn ische und 
 Kunstgewerbeschulen ) often represent a mixture of full- time vocational and ad- 
 vanced technical schools. Their courses of study are generally a combination 
 of practical and theoretical subjects,, In this branch are 2-year technical 
 schools with departments for building and construction,, metal work, and applied 
 art (Wiesbaden). There are also schools which emphasize preparation for such 
 crafts as weaving, ceramics, glass, wood, ivory work, gold smithing,, and watch- 
 making. These last named schools generally have a 3~year course of study 
 concluding with a journeyman' s examination,, 
 
 Technical School (Fachschule )- — The word Fachschule was previously used 
 to designate a full-time vocational school of the same type as the technical 
 trade school. For the most part the term Fachschule or Meisterschule, as it 
 is sometimes called, has now come to mean an advanced full- time vocational 
 school. Admission to the technical school is generally granted only to stu- 
 dents who have completed a trade school or a technical trade school. In some 
 cases students are also required to have had previous practical training in 
 their profession. In some instances attendance may be combined with practical 
 work in the student's profession or trade. 
 
 The purpose of the technical school is to give the student a thorough 
 education in the field of his special interest and thus raise the standard of 
 his theoretical and practical knowledge. Instruction, therefore,, is systematic ; 
 thorough, and advanced. It is not, however, on university level or of the type 
 that one would receive at a Technische Hochschule. When he graduates, the 
 student is equipped to do highly skilled work, to accept leadership or super- 
 visory positions of responsibility, to train the coming generation as specialized 
 technicians, and if his marks warrant the certification of "good 1 ' 1 he is qualified 
 to enter an institution of university rank. 
 
 West Germany has a great variety of technical schools. Among the most 
 representative are those in the fields of industry, building installations. 
 mining, metal and wood work, textiles, brewing, commerce, shipbuilding, admin- 
 istration and agriculture. The Building and Engineering School (Bau-und- 
 Ingenieurschule) in Bremen has a curriculum of £ semesters for students whose 
 previous schooling is the equivalent of completion of The Tenth class of a 
 regular secondary school. The Art School (Kunstschule) known in other parts of 
 Germany as a Werkkuns tschule, has classes in painting,, gold and silversmithing 5 
 and graphics. As a rule the curriculum is for 6 semesters, but the class in 
 graphics is a full 8-semester course. 
 
 Bremen also has a number of technical schools for women. The Sfelfare or 
 Social Service School (ifcnlfahrtsschule) has a 2-year course of study as dees 
 the School for Kindergarten Teachers (Fachschule fuer Kindergaertnerinnen) a 
 also has. a Home Economics School for Girls (Hauswirtschaftliche Frauenfachschul 
 and a school for the Training of Nurses for Children (Schule fuer Kinderpfleg- 
 erinnen) , 
 
26 
 
 HIGHER EDUCATION 
 
 Higher education in the West German Federal Republic includes 
 universities, institutes of technology, schools of theology, art academies, 
 state schools for music, and others listed at the end of this account. Though 
 all of these schools play a significant role in German higher education our 
 chief emphasis will be on the universities,. 
 
 The German universities were in a deplorable state at the end of Ubrld 
 War lie Under the Nazis the freedom to te h (Lehrfreiheit) , the freedom to 
 learn (Lernfreiheit) , and the freedom to do independent and objective re- 
 search (Forschungsfreiheit) were seriously curtailed. Coupled with intellec- 
 tual deterioration was the prodigious physical destruction brought by war. 
 The University of Kiel was completely demolished, Munich was at least half 
 bombed out,, and Hamburg lost 600,000 volumes from its library. Only a few 
 universities such as Heidelberg, Erlangen, Goettingen and Tuebingen escaped 
 damage. The rest suffered destruction of from !?0 to 80 per cent. The decimal 
 tion of both student bodies and faculties was calamitous. 
 
 Despite formidable handicaps German universities began functioning 
 immediately after the war. The six universities in the British Zone 
 (Goettingen, Bonn, Cologne, Muenster, Hamburg, and Kiel) bsgan operating befort 
 the end of 19U$ . By May 19U6, attendance at universities in the American 2 
 (Heidelberg , Marburg, Erlangen, Frankfurt, "iuerzburg, and Munich) was 20,01+0 
 students, »• By the beginning of 19U8 the universities of "West Germany had an 
 enrollment of from $0 to £00 per cent greater 1 than before the war.^' 
 
 New schools too have been established. In Berlin, the famous Friedrich 
 WLlhelms University located in the Russian sector, was so thoroughly oommunizgi 
 after the war that a new university (the Free University of Berlin) was ■ 
 in the American sector on November 8, 19U8 , By 1952 it had grown into an 
 impressive institution staffed by approximately 300 faculty members and at- 
 tended by 6,000 students. The Hochschule fuer Arbeit, Politik and Wirtschaft 
 (Institute for Labor, Politics, and Economics) at Wilhelmshaven in the BritisB 
 "one, was founded in 19^9 .•. and granted full academic status on March 17, 1953. 
 In the French Zone, the Johannes Gutenberg University of Mainz was re-estab. 
 by the French on May 22, 19^6, nearly a century and a half after having beer. 
 closed since 1807. 
 
 Reform in German higher education has been a slow and uneven process 
 with each of the three Zones in the West attacking the problem in its own v 
 The recent trend is in the direction of broader curricula, designed to ir 
 grate the social sciences and humanities with the sciences and technical 
 subjects which have long dominated German higher education. Where the reva 
 outlook is effective, the new emphasis is upon the training of well-rour.c 
 general education rather than on narrow specialization. 
 
 5/ Robert J. Havinghurst. "Higher Education in Germany," in The Journal 
 Higher Education, Vol, XIX, No. 1, January 19^8. p. 13. 
 
2? 
 
 In the British sector of Berlin the "studium generale, " embodying the 
 broad aims of the new program is now compulsory at the Technische Hochschule. 
 A similar attempt to overcome the old order is apparent in the program of the 
 Free University of Berlin, xiAiere the students have far-reaching rights and 
 responsibilities. Another institution reflecting the desire to train students 
 
 broader lines, encourage student self- government, and closer professor- 
 student relations is the new Hochschule fuer Arbeit, Politik and Wirtschaft at 
 WUhelmshaven „ 
 
 The majority of German universities have five or six basic faculties 
 which for the most part correspond to the various "colleges" in the universi- 
 ties of the United States. Thus Heidelberg, one of the most famous of the 
 "German" universities in Europe, has the following five faculties 2 (l) Theol- 
 ogische Fakultaet (Faculty of Theology), (2) Juristische Fakultaet (Faculty 
 of Law), (3) Medizinische Fakultaet (Faculty of Medicine— including Dentistry 
 and Pharmacy)^ (k) Philosophische Fakultaet (Faculty of Philosophy— Liberal 
 Arts), and (?) Naturwissenschaftlich-Mathematische Fakultaet (Faculty of 
 Natural Sciences and Mathematics) The Universities of Erlangen, Freiburg and 
 Wuerzturg, have the same faculties as Heidelberg, except that the Faculty 
 Law in Freiburg and Wuerzburg is called the Rechts-und Staatswissenschaftliche 
 Fakultaet (Faculty of Law and Political Science),, 
 
 Among universities with six faculties are the new University of Mainz 
 in the French Zone and the University of Tuebingen. Their faculties are the 
 same as those of the University of Heidelberg except that they both have two 
 faculties of theology--one in Catholic theology, the other in Evangelical, 
 
 A few universities have as many as seven faculties. The University 
 cf Bonn has two faculties of Theology (Catholic and Evangelical), and Fa: 
 ties of Law, Medicine, Philosophy, Mathematics-Natural Science, and Agriculture 
 (Landwirtschaftliche Fakultaet). The University of Goettingen also has seven 
 Faculties, almost the same as the University of Bonn, except that it has only 
 one Faculty of Theology but an additional Faculty of Forestry (Forstliche 
 Fakultaet) . 
 
 The main requirement for admission to an institution of higher educa- 
 tion in West Germany is the presentation by the student of his Reifezeugr 
 showing satisfactory passing of the Abitur cr Reifepruefung on completion of a 
 secondary school. The Free University of Berlin requires in addition the sa 
 factory passing of an entrance examination given by the university concerned, 
 while the state of Hesse requires that an admission interview be held with 
 student. 
 
 At the time of his registration the student receives a Study Book 
 (Studienbuch). This is an important document containing much valuable infc 
 mation concerning the student's university status such as the time and basis of 
 his admission to the university, his faculty, the courses in which he was 
 registered during each semester of attendance, and the names of his professors. 
 
 
28 
 
 Bxaminatiors and Degrees 
 
 German universities give no semester or year examinations. Studies of- 
 fered in their individual faculties lead to State, doctoral, and diploma exami- 
 nations™ State examinations are given by the State to meet its needs for 
 personnel in education, law. medicine and pharmacy. The highest academic de- 
 gree conferred by a university faculty is the degree of doctor. For students 
 who do not wish to take a State or doctoral examination diploma examinations 
 have been arranged in individual subjects. Some examinations comprise two 
 parts, a preliminary examination (Vorprtifung) and a main or final examination 
 taken a number of semesters later. 
 
 The following degrees and diplomas oifered at the University of Bonn, 
 according to its 1952 Studienf uhrer , are typical. The period of study may vary 
 somewhat. Thus the doctorate in philosophy may be attained at some universitil 
 after 6 semesters. 
 
 Theology . The degree of Doctor of Theology (Doktor der Theologie - Dr. 
 theol.) may be attained in each of the two faculties of Catholic and Evangeli- 
 cal Theology after at least 8 semesters of university study. 
 
 Faculty of Law and Politic al S ci ence . The degree of Diploaa Economist 
 (Diplomvolkswirt) may be attained after 6 semesters of university study. The 
 degree of Doctor of Economics (Doktor der V/irtechaf -oswissenschaften - Dr. rer. 
 pol,) requires 8 semesters, and that of Doctor of Law (Doktor der Rechie - Dr. 
 jur.) 7 semesters. 
 
 Facult y of Medicine . The degree of Doctor of Medicine (Doktor der 
 zin - Dr. med.j may be attained after 14 semesters of university attendance and 
 that of Doctor of Dental Medicine (Doktor der Zahnmedizin - Dr. med. dent.) 
 after 8 semesters. 
 
 Faculty of Philoso phy. The degree of Doctor of Philosophy (Doktor der 
 Philosophic - Dr. phil.) may be attained after 8 semesters of university sti 
 The degree of Diploma Psychologist (Diplompsychoiog) also requires 8 semesters. 
 
 F aculty of Mathematics- Natural S cience, The degree of Doctor of Natural 
 Sciences (Doktor der Naturwissenschaf ten"- Dr. rer. nat.) may be attained, a: 
 8 semesters of university study. The degrees of Diploma Chemist (Diplomcherrike 
 Diploma Physicist (Diplomphysiker), Diploma Physico Chemist (Diplomphysico- 
 Chemiker) 3 Diploma Mathematician (Diploamathematiker), Diploma Geologist (D 
 geolog), and Diploma Biologist (Diplombiolog) each requires B s< srs of 
 university attendance . 
 
 Fac ulty of Agriculture . The degrees offered by the Faculty if Agric 
 turs are Diploma Agriculturist (Diplomlandwirt) which requires 6 semesters of 
 university study, and the degrees of Diploma Engineer (Diplomingenieur) and 
 Doctor of Engineering (Dr. Ing.) each of which requires 8 semesters of uni"v 
 sity attendance. 
 
2 9 
 
 Some idea of the organization of German Technical Universities or 
 Institutes of Technology and the types of degrees they award may be obtained 
 from the following summary for winter semester 1952-53 for the Technische 
 Uni versi taet Berl in-Charlo ttenbur g . 
 
 1. Facul ty of Gen eral Engineering (Fakultaet fuer Allgemeine 
 ingenieurwis sen schaf ten ) 
 
 Diploma Engineer (Diplom-Ingenieur) (Diplo Ing e ) 
 Diploma Mathematician (Diplom-Mathematiker) (Dipl. Matho) 
 Diploma Physicist ( Diplo m-Physiker) (Diplo Phys ) 
 Diploma Chemist (Diplom-Chemiker) (Diplo Chem ) 
 Doctor of Natural Sciences (Dokt r der Naturwissen schaf ten) 
 (Dr. rer„ nat.) 
 Doctor of Engineering (Doktor-Ingenieur) (Dr c Ing„) 
 
 2„ Faculty of Architecture (Fakultaet fuer Architektur) 
 Diploma Engineer (Diplom-Ingenieur) (Diplo Ing.) 
 
 3o Faculty of Civil Engineering (Fakultaet fuer Bauingenleurwesen) 
 
 h° Facu lty of Mechanical Engineerin g (Fakultaet fuer Maschinenwesen) 
 Diploma Engineer (Diplom-Ingenieur) (Dipl. Ing c ) 
 
 5„ Faculty of Agriculture (Fakultaet fuer Landbau) 
 
 Diploma Engineer in Sugar Refining (Diplom-Zuckerfabrikingenieur) 
 
 (Dipl. Zfb.-Ing.) 
 
 Diploma Agriculturist (Diplom-Landwirt) (Diplo Ldw«) 
 
 Diploma Gardener( Diplo m=Gaertner (Dipl. Gtn ) 
 
 Diploma Brewer (Diplom-Brauereiingenieur) (Dipl. Br. Ing.) 
 
 Diploma Distiller (Diplom-Brennereiingenieur) (Diplo Br c Ing.) 
 
 Doctor of Agriculture (Doktor der Landwirtschaf t) (Dr. agr.) 
 
 6„ Faculty of Mining and Smelting (Fakultaet fuer Bergbau und 
 Hu e t ten we sen) 
 Diploma Engineer (Diplom-Ingenieur (Dipl. Ing») 
 
 7o Faculty of Economics (Fakultaet fuer Wirtschaf tswissenschaften) 
 Diploma Merchant (Diplom-Kaufmann) (Dipl. Kfm„) 
 Doctor of Economics (Doktor der Wirtschaf tswissenschaften) 
 (Dr. rer. pol.) 
 
 As already indicated (p„27). this school also has a Faculty of Humanities which 
 does not grant degrees. Its courses -provide a humanistic background for 
 students preparing for degrees in the other faculties. 
 
 Instituti ons of higher education Following is a list of universities 
 and other institutions of higher education in West Germany in 1951-1952 as 
 given on pages 133=136 in The West German Educational gystem a by Henry P. 
 Pilgert, issued in 1953 by the Historical Division. Office of the Executive 
 Secretary., Office of the High Commissioner for Germany* 
 
30 
 
 Table 13. - Universities and Other Institutions of Higher Learning in 
 
 West" Germany in 1951-1952 
 
 Location 
 
 Berlin 
 
 Bonn 
 
 Cologne 
 
 Erlangen 
 
 Frankfurt 
 
 Freiburg 
 
 Goettingen 
 
 Hamburg 
 
 Heidelberg 
 
 Kiel 
 
 Mainz 
 
 Marburg 
 
 Munich 
 
 Muenster 
 
 Tuebingen 
 
 Wuerzburg 
 
 Institution 
 
 Number of students 
 Summer of 19 5l 
 
 Universities 
 
 Freie Universitaet 
 
 Rheinische Friedrich-Wilhelms -Universitaet 
 
 Universitaet 
 
 Friedrich-Alexander-Universitaet 
 
 Johann- Wolf gang -Goethe-Uriver si taet 
 
 Alb er 1>Ludwig s-Uni v er si t a e t 
 
 Georg-August Universitaet 
 
 Universitaet 
 
 Ruprecht-Karl-Universitaet 
 
 Christian-Albrechts-Universitaet 
 
 Job. annes-Gutenberg-Univer sitae t 
 
 Ph&lipp 5-U nive r s i tae t 
 
 Ludwig-Maximilians Universitaet 
 
 Westfaeiische Landes Universitaet 
 
 Eberhard-Karls-Universitaet 
 
 Julius-Maximilians-Universitaet 
 
 5,915 
 6,828 
 5,997 
 3,555 
 1,923 
 k,kQ9 
 3,9U9 
 U,531 
 U,255 
 3,183 
 I*, 230 
 3,55h 
 10,563 
 5,356 
 U,lli6 
 2.773 
 
 Aachen 
 
 Berlin 
 
 Braunschweig 
 
 Darmstadt 
 
 Hanover 
 
 Karlsruhe 
 
 Munich 
 
 Stuttgart 
 
 Technical Universities ( Institutes of Technology ) 
 
 Rheinisch- Westfaeiische Technische Hochschule 
 
 Technische Universitaet 
 
 Technische Hochschule Carolo Wilhelmina 
 
 Technische Hochschule 
 
 Technische Hochschule 
 
 Technische Hochschule Fridericiana 
 
 Technische Hochschule (with Agriculture and 
 
 Brewery Departments m Weihenstephan) 
 Technische Hochschule 
 
 3,66U 
 3,199 
 2 5 /i02 
 2,781 
 2,lii7 
 3,9U7 
 
 U.012 
 
 3:75a 
 
 Other Institutions of Higher Learning 
 
 Political Sciencesg 
 
 Berlin 
 
 Mun 
 
 Deutsche Hochschule fuer Politik 
 Hochschule fuer pclitische Wissenschaften 
 
 506 
 
 Social Sciences? 
 
 Mannheim. 
 Nuremberg 
 
 Wilhemshaven 
 
 Wirtschaf ts-Hochschule 68u 
 Hochschule fuer Wirtschaf ts und 
 
 So zial wissenschaften 957 
 
 Hochschule fuer Arbeit., Politik und Wirtschaf t 208 
 
31 
 
 Location 
 
 Institution 
 
 Number of students 
 Summer of 195l 
 
 Theology? 
 
 Bamberg 
 
 Berlin 
 
 Bethel 
 
 Dillingen 
 
 Eichstaett 
 
 Freising 
 
 Hamburg 
 
 Neuendettelsau 
 
 Paderborn 
 
 Passau 
 
 Regensburg 
 
 Trier 
 
 Wupper tal 
 
 Fine Artsg 
 
 Berlin 
 
 Dusseldcrf 
 
 Frankfurt 
 
 Freiburg 
 
 Kassel 
 
 Munich 
 
 Nuremberg 
 
 Stuttgart 
 
 Musics 
 
 Berlin 
 
 Cologne 
 
 Detmold 
 
 Frankfurt 
 
 Freiburg 
 
 Hamburg 
 
 Karlsruhe 
 
 Luebeck 
 
 Munich 
 Stuttgart 
 
 Sports? 
 
 Cologne 
 
 Philosophisch=Theclogische Hochschule 
 Kirchliche Hochschule 
 
 Theologische Schule (Kirchliche Hochschule) 
 Philosophisch- Theologische Hochschule 
 Bishoefliche Philosophisch- Theologische 
 
 Hochschule 
 Philosophisch-Theologische Hochschule 
 Kirchliche Hochschule 
 Augustana-Hochschule 
 Philosophisch-Theologische Hochschule 
 Philo sophisch-Theologische Hochschule 
 Philosophisch-Theologische Hochschule 
 Theologische Fakultaet 
 Kirchliche Hochschule 
 
 Hochschule fuer bildende Kuenste 
 
 Staatliche Kunstakademie 
 
 Staedelschule^ Staatliche Hochschule fuer 
 
 bildende Kuenste 
 Staatliche Akademie der biidenden Kuenste 
 Staatliche Werkakademie 
 Hochschule der biidenden Kuenste 
 Akademie der biidenden Kuenste 
 Staatliche Akademie der biidenden Kuenste 
 
 Hochschule fuer Musik 
 Staatliche Hochschule fuer Musik 
 Nordwestdeutsche Musikakademie 
 Staatliche Hochschule fuer Musik 
 Staatliche Hochschule fuer Musik 
 Staatliche Hochschule fuer Musik 
 Badische Hochschule und Konservatorium 
 
 fuer Musik 
 Schleswig-Holsteinische Musikakademie 
 Staatliche Hochschule fuer Musik 
 Staatliche Hochschule fuer Musik 
 
 90ii 
 
 1+18 
 
 200 
 
 71 
 
 197 
 137 
 106 
 80 
 396 
 I48 
 8^0 
 
 lli6 
 
 616 
 
 h2l 
 
 6ii0 
 h03 
 
 230 
 
 Spo r tho c hschule 
 
 25.9 
 
32 
 
 t »*4,.- T«-«t«+4 M Number of students 
 Location Institution __ „ »«h, 
 Summer of 1951 
 
 Miscellaneous Fields? 
 
 Pedagogy? Berlin, Paedagogische Hcchschule 883 
 
 Frankfurt am Main, Hochschule fuer Inter- 
 nationale Padagogische Forschung -— 
 Minings Clausthal, Bergakademie 6? 2 
 Medical Sciences Dusseldorf, Medizinische Akademie Ul6 
 Natural and 
 
 Medical Sciences, 
 
 Agricultures Giessen, Justus Liebig-Hochschule 1,001 
 
 Veterinary? Hanover, Tieraerztliche Hochschule h&9 
 
 Horticultures Hanover, Hcchschule fuer Gartenbau und 
 
 Landeskultur 233 
 
 Administration and 
 
 Diplomacy g Speyer, Hochschule fuer Verwaltungswis- 
 
 senschaf ten 
 Agricultures Stuttgart, Landwir tschaf tliche Hochschule U66 
 
 
 
 
33 
 
 APPENDIX 
 
 Graphs 
 
 To give further perspective to the problem of German education a 
 series of graphs has been prepared which provides a rapid and compre- 
 hensive survey of the schooling required for a German student who wishes 
 to attain the degree of Doctor of Philosophy (Graph 2), or who wishes to 
 become a physician (Graph k) , or a dentist (Graph 6). Each graph traces 
 the various steps in a German student's education from the time he 
 enters elementary school until he completes his university training. 
 Graphs No. 3 } $, and 7 show the schooling required for American students 
 who wish to achieve the same goals in the United States. Each graph 
 represents the minimum requirements for the degree concerned. 
 
34 
 
 Graph 2.— MINIMUN REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 
 
 FOR A GERMAN STUDENT 
 
 /ge 
 
 School 
 Year Grade or Semester 
 
 Educational 
 Level 
 
 Examination, Diploma, Degree 
 
 22 
 
 Eighth Semester 
 17 Seventh Semester 
 
 Many universities require 
 8 semesters 
 
 Sixth Semester 
 21 16 Fifth Semester 
 
 Fourth Semester 
 20 15 Third Semester 
 
 Doctor of Philosophy (Doktor 
 der Philosophie - Dr. phil.) 
 Examination and thesis 
 
 19 
 
 14 
 
 Second Semester 
 First Semester 
 
 University 
 
 18 
 17 
 
 13 
 12 
 
 Oberprima — 01 
 Unte r pr ima — U I 
 
 
 Certificate of Maturity 
 (Reif ezeugnis ) Necessary 
 for university admission 
 
 16 
 
 11 
 
 Obersekunda- 
 
 -Oil 
 
 
 
 15 
 
 10 
 
 Untersekunda— UII 
 
 
 Gymnasium 
 
 14 
 
 9 
 
 Obertertia— 
 
 -OIII 
 
 
 Real gymnasium 
 
 13 
 
 8 
 
 Untertertia- 
 
 -UIII 
 
 
 Oberrealschule 
 
 12 
 
 7 
 
 Quarta~-IV 
 
 
 
 
 11 
 
 6 
 
 Quinta— V 
 
 
 
 
 10 
 
 5 
 
 Sexta — VI 
 
 
 Secondary 
 
 
 9 
 
 4 
 
 Class 4 
 
 
 
 Transfer to the secondary 
 school 
 
 8 
 7 
 
 3 
 2 
 
 Class 3 
 Class 2 
 
 
 
 ' Grundschule 
 
 (Foundation school) 
 
 6 
 
 1 
 
 Class 1 
 
 
 Elementary 
 
 . . . 
 
35 
 
 Grpah 3. —MINIMUM REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 
 
 FOR AN AMERICAN STUDENT 
 
 El 
 
 16 
 
 A§e 
 
 School 
 Tear 
 
 Grade of Semester 
 
 Educational 
 Level 
 
 Examination, Diploma, Degree 
 
 24 
 
 19 
 
 Sixth Semester 
 Fifth Semester 
 
 
 Doctor of Philosophy (Ph.D.) 
 Thesis and examination 
 
 23 
 
 18 
 
 Fourth Semester 
 Third Semester 
 
 
 Prelim. Exam, to determine 
 qualification for Doctorate 
 
 22 
 
 17 
 
 Second Semester 
 First Semester 
 
 Graduate School 
 
 Master's degree (M.Ao or M.S.) 
 Exam. Thesis at some schools 
 
 Eighth Semester 
 Seventh Semester 
 
 Senior 
 
 Bachelor of Arts (B.A.), or 
 Bachelor of Science (B.S„) 
 
 
 
 Sixth Semester 
 
 
 20 
 
 15 
 
 Fifth Semester 
 Fourth Semester 
 
 Junior 
 
 19 
 
 14 
 
 Third Semester 
 Second Semester 
 
 Sophomore 
 
 18 
 
 13 
 
 First Semester 
 
 University 
 
 17 
 
 12 
 
 Twelfth Grade 
 
 Senior High 
 
 16 
 
 11 
 
 Eleventh Grade 
 
 School 
 
 15 
 
 10 
 
 Tenth Grade 
 
 
 14 
 
 9 
 
 Ninth Grade 
 
 Junior High 
 
 13 
 
 8 
 
 Eighth Grade 
 
 School 
 
 12 
 
 7 
 
 Seventh Grade 
 
 Secondary 
 
 11 
 
 6 
 
 Sixth Grade 
 
 
 10 
 
 5 
 
 Fifth Grade 
 
 
 9 
 
 4 
 
 Fourth Grade 
 
 
 8 
 
 3 
 
 Third Grade 
 
 
 7 
 
 2 
 
 Second Grade 
 
 
 6 
 
 1 
 
 First Grade 
 
 Elementary 
 
 High School Diploma. Neces- 
 sary for admission to 
 university- 
 
 Transfer to the secondary 
 school. Some elementary 
 schools continue through 
 grade 8 
 
■ i i 
 
 36 
 
 Graph -4— MINIMUM REQUIREMENTS FOR A GERMAN STUDENT STUDYING MEDICINE 
 
 £chool Educational . 
 Age Year Grade or Semester Level Examination, Diploma, Degree 
 
 Univ. attendance 
 not required 
 
 Doctor of Medicine - Dr. med. Thesis and 
 examination. No time limitation. 
 
 Clin: c or 
 25 £0 l-3'ear Internship Hospital 
 
 License to practice as Physician 
 (Approbation als Arzt) 
 
 State Examination in Medicine 
 
 24 
 
 19 
 
 Eleventh Semester] 
 
 
 (Arztliche Prtlfung) 
 
 
 
 Tenth Semester ] 
 
 
 
 23 
 
 18 
 
 Ninth Semester 
 Eighth Semester 
 
 31inical 
 ) Study 
 
 
 22 
 
 17 
 
 Seventh Semester ] 
 Sixth Semester 
 
 
 Preliminary Examination in Medicine 
 
 21 
 
 16 
 
 Fifth Semester 
 
 
 (Arztliche Vorprilfung) 
 
 
 
 Fourth Semester 
 
 
 
 20 15 Third Semester , Pre- clinical 
 
 ) Study 
 .. Second Semester ) 
 19 14 First Semester ) University 
 
 18 
 
 13 
 
 Oberprima — ( 
 
 31 
 
 17 
 
 12 
 
 Unterprima— 
 
 -UI 
 
 16 
 
 11 
 
 Obersekunda- 
 
 —on 
 
 15 
 
 10 
 
 Untersekunda — UII 
 
 14 
 
 9 
 
 Obertertia— 
 
 -OIII 
 
 13 
 
 8 
 
 Untertertia- 
 
 -uni 
 
 12 
 
 7 
 
 Quarta— IV 
 
 
 11 
 
 6 
 
 Quinta — V 
 
 
 10 
 
 5 
 
 Sexta— VII 
 
 Secondary 
 
 9 
 
 4 
 
 Class 4 
 
 
 8 
 
 3 
 
 Class 3 
 
 
 7 
 
 2 
 
 Class 2 
 
 
 6 
 
 1 
 
 Class 1 
 
 Elementary 
 
 Certificate of Maturity (Reifezeugnis) 
 Necessary for university admission 
 
 Gymnasium 
 Realgymnas ium 
 Oberrealschule 
 
 Transfer to secondary school 
 
 Grundschule 
 
 (Foundation school) 
 
37 
 
 Graph 5.-- MINIMUM REQUIREMENTS FOR AN AMERICAN STUDENT STUDYING MEDICINE 
 
 School 
 Age Year 
 
 Grade or Semester 
 
 Educational 
 Level 
 
 Examination, Diploma, Degree 
 
 26 21 
 25 20 
 
 24 19 
 
 23 18 
 
 22 17 
 
 21 16 
 
 Second Year 
 First Year 
 
 Hospital 
 Internship 
 
 igin Practice of Medicine after 1 
 or 2 years of Internship and suc- 
 cess in State Board Exam. 
 
 Eighth Semester 
 Seventh Semester 
 
 Sixth Semester 
 Fifth Semester 
 
 Fourth Semester 
 Third Semester 
 
 Second Semester 
 First Semester 
 
 Doctor of Medicine (M. D.) 
 
 Medical School 
 
 20 15 
 
 19 
 
 18 
 
 17 
 
 16 
 
 15 
 
 14 
 
 13 
 
 12 
 
 11 
 
 10 
 
 9 
 
 8 
 
 7 
 
 6 
 
 14 
 
 13 
 
 Sixth Semester 
 Fifth Semester 
 
 Fourth Semester 
 Third Semester 
 
 Second Semester 
 First Semester 
 
 Pre-medical 
 Course 
 
 University 
 
 Admitted on transcript to Medical 
 School. Ten schools now (1954) 
 require 4 years of pre-medical 
 study for admission 
 
 12 Twelfth Grade 
 11 Eleventh Grade 
 10 Tenth Grade 
 
 Senior High 
 School 
 
 High School Diploma. Necessary 
 for admission to university 
 
 Ninth Grade 
 Eighth Grade 
 Seventh Grade 
 
 Junior High 
 School 
 
 Secondary 
 
 6 Sixth Grade 
 
 5 Fifth Grade 
 
 4 Fourth Grade 
 
 3 Third Grade 
 
 2 Second Grade 
 
 1 First Grade 
 
 Transfer to the secondary school 
 Some elementary schools con- 
 tinue through grade 8 
 
 Elementary 
 
38 
 }raph 6-— MINmUM REQUIREMENTS FOR A GERLIAN STUDENT STUDYING DENTISTR V 
 
 k c 
 
 Jchool 
 Year 
 
 Grade or Semester 
 
 Educational 
 
 Level Examination, Di ploic Degree 
 
 Doctor of Dental hedicine (Doktor 
 der Zahnheil'imde - Dr. med. dent.) 
 
 State Exam.- Qualifies for license 
 
 
 17 
 
 Seventh Semester) 
 
 
 tc practice as Dentist (Zahnarzt) 
 
 ] 
 
 16 
 
 Sixth Semester ) 
 Fifth Semester ) 
 
 Clinical 
 Study 
 
 
 iO 
 
 
 Fourth Semester 
 ber 
 
 
 Preliminary Exarninatior Av > Dentis- 
 try (Zahn&rztliche Voxprlifung) 
 
 19 
 
 i-i 
 
 Sec ".ter 
 Firs ' - ester 
 
 Pre- clinical 
 
 Study 
 University 
 
 
 17 
 
 • 
 
 J 
 
 12 
 
 Oberpr iroa — 1 
 
 Unterprima--UI 
 
 
 Certificate of Maturity 
 (Reifezeugnis) Necessary 
 for university admission 
 
 16 
 
 11 
 
 Cbers." - — Oil 
 
 
 
 
 10 
 
 Untersekunda — UII 
 
 
 Gymnasium 
 
 14 
 
 9 
 
 Obertertia — OHI 
 
 
 Real gymnasium 
 
 13 
 
 8 
 
 Untertia— UIII 
 
 
 Oberrealschule 
 
 2 
 
 n 
 
 l 
 
 Juarta— IV 
 
 
 
 
 6 
 
 Q" • V 
 
 
 
 
 5 
 
 -VI 
 
 Secondary 
 
 
 9 
 
 4 
 
 Class 4 
 
 
 Transfer to the secondary school 
 
 7 
 
 ' 3 
 2 
 
 Glass 3 
 oiass c 
 
 
 Grundschule 
 
 (Foundation school) 
 
 6 
 
 1 
 
 Glass 1 
 
 Elementary 
 
 
 1/ S 
 
 tate R: 
 
 tann nation in Dentis 
 
 try (Zahnarzt 
 
 lie he Prttfung ) . 
 
39 
 Graph 7. -—MINIMUM REQUIREMENTS FOR AN AMERICAN STUDENT STUDYING DENTISTRY 
 
 School 
 Age Year Grade or Semester 
 
 Educational 
 
 Level Examination^ Diploma, Degree 
 
 Eighth Semester 
 23 18 Seventh Semester 
 
 Sixth Semester 
 22 17 Fifth Semester 
 
 State Board Examination 
 
 Doctor of Dental Surgery (D.DoSo) 
 Or Doctor of Dental Medicine 
 (DcMoDo) 
 
 21 
 
 16 
 
 Fourth Semester 
 Third Semester 
 
 20 
 
 15 
 
 Second Semester 
 First Semester 
 
 Dental School 
 
 
 
 Fourth Semester 
 
 
 Dental Aptitude Examination required 
 
 19 
 
 14 
 
 Third Semester 
 Second Semester 
 
 Pre- Dental 
 Course 
 
 by most Dental Schools 
 
 18 
 
 13 
 
 First Semester 
 
 University 
 
 
 17 
 
 12 
 
 Twelfth Grade 
 
 Senior High 
 
 High School Diplorap . Necessary 
 for admission to university 
 
 16 
 
 11 
 
 Eleventh Grade 
 
 School 
 
 
 15 
 
 10 
 
 Tenth Grade 
 
 
 . 
 
 14 
 
 9 
 
 Ninth Grade 
 
 Junior High 
 
 
 13 
 
 8 
 
 Eighth Grade 
 
 School 
 
 
 12 
 
 7 
 
 Seventh Grade 
 
 Secondary 
 
 
 11 
 
 6 
 
 Sixth Grade 
 
 
 Transfer to the secondary school 
 Some elementary schools continue- 
 
 10 
 
 5 
 
 Fifth Grade 
 
 
 through grade 8 
 
 9 
 
 4 
 
 Fourth Grade 
 
 
 
 8 
 
 3 
 
 Third Grade 
 
 
 
 7 
 
 2 
 
 Second Grade 
 
 
 
 6 
 
 1 
 
 First Grade 
 
 Elementary 
 
 
A SELECTED BIBLIOGRAPHY 
 Official and Semi-Official Publications 
 
 Catalogues, examination regulations, and reports from the various universities 
 and institutes of technology in West Germany. 
 
 Deutschland Heute (Mit Einem Geleitwort Von Bundeskanzler Dr. Konrad Adenauer). 
 Herausgegeben Vom Presse Und Information samt Der Bundesregierung. 1953. 
 
 Deutschland im Wiederaufbau ; Taetigkeitsbericht der Bundesregierung fuer das 
 Jahr 1951. Bonn, 1952. 
 
 i i 
 
 Grace Alonzo. Basic Elements of Educational Reconstruction in Germany . 
 
 Commission on the Occupied Areas, American Council on Education. 
 
 Washington, 19h9 > 
 
 Handbook of Education Statistics (U.S. Occupied Area of Germany). Education 
 and Cultural Relations Division, Office of Military Government for Germany, 
 July, 19h9. 
 
 Lindegren, Alina M. Education in Germany. United States Department of the 
 Interior, Office of Education, Bulletin No. 15. Washington? Government 
 Printing Office, 1939. 
 
 Pilgert, Henry P. The West German Educational System . Historical Division, 
 Office of the Executive Secretary, Office of the U. S. High Commissioner for 
 Germany, 1953. 
 
 Postwar Changes in German Education, U.S. Zone and U. S. Sector Berlin ; 
 
 The Situation in Early 19U6, Postwar Legislation and Decrees, Chanres Since 
 Early 19it6, Changes Pending July 1951 . Frankfurt Education Branch, Education 
 and Cultural Relations Division, 1951. 
 
 Special Report . Education and Cultural Relations Office of Military Government 
 for Germany (U.S.), September, 19 U8. 
 
 University Reform in Germany . Report by a German Commission . London g 
 His Majesty's Stationery Office, 19h9» 
 
41 
 
 Books and Pamphlets 
 
 Chambers, M, M. (editor). Universities of the World Outside U.SoA . 
 American Council on Education, Washington, B a C, 1950 „ 
 
 Hartshorne, E. Y. German Universities and National Socialism . London, 1937 . 
 
 Hilker, Franz;. "Deutsche Bundesrepublik" in Die Schulen in Westeuropa, 
 edited by Erich Hylla and W. L. Wrinkle. Im Auftrage der Hochschule fuer 
 Internationale P&dagogische Forschung. Christian- Verlag, Bad Nauhei% 
 1953, pp. 301-395. 
 
 Hylla, Erich and Wrinkle, W L, Die Schulen in Westeuropa . Im Auftrage der 
 Hochschule fuer Internationale Paedagogische Forschung, Bad Nauheinu 
 Chris tian-Verlag, 1953. 
 
 Kuehne, U (editor). Handbuch fuer d as Berufs u nd Fac hschulwesen Im Auf- 
 trage des Zentralinstitats fuer Erziehung und Unterrieht in Berlin. 
 Leipzig? Quelle und Meyer, 1929. 
 
 Lippert, Elizabeth. Geschichte der Deutschen Lehrerbildung und der Dfeut s-?her 
 Binheits sc b.ule . Frankfurt am Mains Hirschgraber,., 1947. 
 
 Loeffler, Eugen. Das Oef fentliche Bildungswes en in D eutschiand , Berlins 
 Eo So Mittler & Son, 1931. 
 
 Mehnert, Klaus and Srhulte, Heinrich (editors). Deuts chland-Jah i'buch 195? , 
 Bssens Rheinisch-Westfaelisches Verlagskontor, 1953 c. 
 
 Moehlman, Arthur Henry and Roueek, Joseph S. Comp arative Educ ation. 
 New York? Dryden Press Inc., 1952. 
 
 Richter, Werner. Re-Educating Germany ., Translated by Paul Lehmann. 
 Chicago: University of Ciiicago Press, 1945. 
 
 Robinson, Harold, et al. Probleme Des Beruflichen Bildungswese ns . 
 Stuttgart; Reinhold A. Mueller, 1951. 
 
 Schneider, Frisdrich, Das Neunte Schuljahr . Stuttgart: Reinhold A. Mueller, 
 1953 o 
 
 Sternberger, Adolf. The Social Sciences in Western Germany. Washington'. 
 Library of Congress, European Affairs Division, 1953. 
 
 Wenke, Hans. E ducation in Western Ge rmany. Washington? Library of Congress, 
 European Affairs Division, 1953. 
 
 Wenke, Hans. "Germany", in The Yearbook of Education 19 52. Edited by 
 J. A. Lauwerys and N. Hans. London? Evans Brothers Ltd. pp. 352-385. 
 See also the Yearbooks for 1948, 1950, 1951, and 1953. 
 
42 
 
 Articles 
 
 Chris tofferson, II. C. "Educational Reconstruction in Land :iesse 3 Germany," 
 The Educational Forum, Vol. XIII, No. 3 (March 1949), pp. 313-319. 
 
 Cottrell, Donald P. "Higher Education and the Problem of Germany Today," 
 Th e Educational Forum, Vol. XII, No. 3 (March, 1948), pp. 267-275. 
 
 Dickerman, Watson. "Adult Education in the German Universities," The Journal 
 of High er Educati on, Vol. XXIV, No. 5 (May 1953), pp. 241-248, 280. 
 
 Havighurst, Robert J, "Higher Education in Germany," The Journal of 
 High er Education , Vol. XLX, No. 1 (January, 1948), pp. 13-20. 
 
 Hopkins, Thomas I. "Educational Progress in Germany," Teachers College 
 Record , Vol LI, No. 1 (October, 1949), pp. 14-21. 
 
 Kohr, Leopold. "Educational Reform Plans in Germany and Austria," 
 The Educational Forum , Vol. XH, No. 3 (March, 1948), pp. 261-266. 
 
 Scherer, George A. C. "The Bavarian Teacher-Training Program," The School 
 Review . A Journal of Secondary Education , Vol. LXI, No. 7 (October, 1953), 
 pp. 421-425. 
 
 Tilden, Arnold. "Teacher Education in Postwar Germany," Educational 
 Administration and Supervision , Vol. XXXVI, No. 3, (March, 1950), 
 pp. 139-149. 
 
 Tone, Fred H. and Warninghoff, Hans. "The Bremen School Reform," 
 The Educational Forum , Vol. XIV, No. 3 (March, 1950), pp. 331-337. 
 
 Viehweg, Wilhelm. "The School and Democracy in Germany," The Journal of 
 General Education, Vol. I, No. 2 (January, 1947), pp. 143-150. 
 

 
 
UNIVERStTY OF ILLINOIS-URBANA 
 
 3 0112 069142344