e N4£uU! i mm OF TH£ tfucation Department Bulletin Published fortnightly by the University of the State of New York Entered as second-class matter June 24, 1908, at the Post Office at Albany, N. Y., under the act of July 16, 1894 No. 4Qi ALBANY, N. Y. March 15, 1911 HAUPTGEWERBESCHULE AT HAMBURG REPORT ON THE INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA WITH REFERENCES TO HARBURG AND BLANKANESE BY Harry B. Smith ALBANY UNIVERSITY OF THE STATE OF NEW YORK I91 1 D455r-Fi 1-3000 V I V L*j\J CATION Regents of the University With years when terms expire 1913 Whitelaw Reid M.A. LL.D. D.C.L. Chancellor New York 1917 St Clair McKelway M.A. LL.D .Vice Chancellor Brooklyn 1919 Daniel Beach Ph.D. LL.D. - r- - - - Watkins 1914 Pliny T. Sexton LL.B. LL.D. ----- Palmyra 1912 T. Guilford Smith M.A. C.E. LL.D. - - - Buffalo 1922 Chester S. Lord M.A. LL.D. ----- New York 1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 1918 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 1911 Edward Lauterb a ch M.A. LL.D. - - - - New York 1920 Eugene A. Philbin LL.B. LL.D. - - - - New York 1916 Lucian L. Shedden LL.B. LL.D. - - - - Plattsburg 1921 Francis M. Carpenter ------- Mount Kisco Commissioner of Education . Andrew S. Draper LL.B. LL.D. Assistant Commissioners Augustus S. Downing M.A. Pd.D. LL.D. First Assistant Charles F. Wheelock B.S. LL.D. Second Assistant Thomas E. Finegan M.A. Pd.D. Third Assistant Director of State Library James I. Wyer, Jr, M.L.S. z' Director of Science and State Museum John M. Clarke Ph.D. D.Sc. LL.D Chiefs of Divisions Administration, George M. Wiley M.A. Attendance, James D. Sullivan Educational Extension, William R. Eastman M.A M.L.S. Examinations, Harlan H. Horner B.A. Inspections, Frank H. Wood M.A. Law, Frank B. Gilbert B.A. School Libraries, Charles E. Fitch L.H.D. Statistics, Hiram C. Case Trades Schools, Arthur D. Dean B.S. Visual Instruction, Alfred W. Abrams Ph.B. c fJnaT savivr *r QNnwoa STATE OF NEW YORK EDUCATION DEPARTMENT commissioner’s ROOM Three or four years ago a young man who said he wa^ superin- tendent of the schools at Waterloo, N. Y., introduced himself to me upon a New York Central Railway train, and said he had taken the train in order to talk with me about his ambition to' increase his knowledge of educational work bearing upon industries. He very soon convinced me that he alr^dyd^d considerable knowledge in that line, but he wanted to' go tp EJij^ipe and study the public senti- ment, the plans of organizing and methods of procedure, the details of equipment, and all the ins and outs of what was being done to develop more efficient workmen and thereby add to the balance and strength of nations, as well as to the happiness of people. He in- terested me very much. He desired my help to secure an appoint- ment which would the better enable him to realize his thought. I gave him such aid as I could, and subsequently discussed the sub- ject with him at length on two or three occasions. As a result, he gave up his work at Waterloo and spent a year in as thorough an inquiry into the whole matter as has probably been made by any American teacher. He not only spent months in Europe, but he went on to Asia and around the world. From time to time he wrote me of his progress, and I made suggestions to him as to his further doings. This bulletin portrays the result of his studies in one of the great cities of Germany and one of the great commercial centers of the world. There he gained very exact knowledge of a subject which is much confused in the minds of American teachers, and he tells of what he saw in a way that will well repay reading by any who are really interested. The general subject has been for many years much under dis- cussion in this State, and I approve the publication of this paper in the hope that teachers into whose hands it shall fall will read it from beginning to end with some care, for I think they will be benefited by doing so. A. S. Draper Commissioner of Education Albany, Nezu York December i, ipio 4008:17 Digitized by the Internet Archive in 2017 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/reportonindustriOOsmit Education Department Bulletin Published fortnightly by the University of the State of New York Entered as second-class matter June 24, 1908, at the Post Office at Albany, N. Y., under the act of July 16, 1894 No. 491 ALBANY, N. Y. March 15, 1911 REPORT ON THE INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA WITH REFERENCES TO HARBURG AND BLANKANESE BY Harry B. Smith S i INTRODUCTION The object of this report is to give as simply and concisely as possible a sketch of the organization and general working of the industrial continuation schools of Hamburg and Altona, touching to some considerable extent upon those minor details that are con- tributing to their success, but are not usually dealt with in broader and more philosophical reports on German education. No effort will be made to approach this problem from its psychological stand- point or to present any deep, economic principles. Except for a brief history of the foundation of these schools and references to the interrelation between trade schools and trade-unions or boards of trade, the body of the report deals almost exclusively with the everyday internal workings of the schools, having always in view those points that should be most useful to similar schools in the United States. The information is drawn at first hand from a residence of seven months in Hamburg and Altona, during which time the writer took three courses as a student in the industrial schools and visited a thousand classes here and in other parts of Prussia. One of the most valuable courses was that given by Director Weckwerk of the hauptgewerbeschule, Hamburg, in which the students were teachers in the public schools and were learning the practical pedagogy of trade school education with a view to becoming industrial teachers. 6 NEW YORK STATE EDUCATION DEPARTMENT Of the classes visited, 379 presented one or more points worthy of a place in the notes. Other sources of information were con- sultations with Inspector Kasten of the Hamburg schools, Director Trenkner of the Altona gewerbeschule, a course in the application of bookkeeping to various trades by Director Trenkner, visits and talks with the directors of the various other schools and with special teachers in the different classes of trade schools, a series of visits made in company with the visiting committee of the Al- tona butchers trade-union and a similar series in Hamburg with Inspector Kasten and a committee of the trade school board. In- formation was also obtained by attendance at local public meetings for the consideration of educational improvement, attendance at the Leipzig commercial school conference and finally visits and questions to teachers, employers, workmen, apprentices and others interested in the work of industrial education. Special acknowledgment should be made to the following gentle- men, not only for their unfailing courtesy, but for their time and advice, which were given freely both in a series of class visits and in private interviews : Inspector A. Kasten, Hamburg ; Director Dr Prof. Borbein, realgymnasium, Altona; Director Trenkner, Al- tona; Director Weckwerk, Hamburg; Director Smarje, kaufmann- ischeschule, Altona; Director Mittlesdorf, kunstgewerbeschule, Al- tona; Herr Knobloch, mechanical drawing, Altona; Herr Mayer, decorative painter, Hamburg. Acknowledgment is also due Schulrat Wagner of Altona for kindness in . obtaining permission for special visitations and to Frau H. Kramer of Altona and Frau Paula Oakes of Hamburg for their assistance in the study of schools for girls. Thanks are also due the members of Director Trenkner’s class for teachers because of their kindness in arranging visits to their classrooms and for furnishing notebooks, courses of study and samples of students’ work when desired. Prof. Dr Schiith of Altona was of great assistance in translation from German into English and the teachers in the public schools and continuation schools in Hamburg and Altona were unfailingly courteous and helpful and ready to render any service in their power. Because of the helpfulness and extreme kindness of all these connected with the school systems of these two cities, and because these cities are geographically one, but politically different, this location proved to be one of the most favorable in all Germany for a study of the various phases of trade continuation school problems. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 7 HISTORICAL SKETCH Hamburg and Altona, while forming one city of over a million inhabitants, are really two cities with two distinct systems of schools. Hamburg is a free city with powers almost republican and its social and economical conditions are more like those of the United States than those of Altona, which is in Prussia and there- fore subject to the central educational government at Berlin. The history, however, of all trade continuation schools in Germany is much the same and that of the Hamburg schools is fairly typical of those in Altona and the other cities of Prussia. The Hamburg continuation schools began with a Sunday school, meeting for four hours Sunday forenoons to continue the general education of pupils leaving the common school before complet- ing the work of these schools. This school gradually extended into a night school, and the number of evenings and number of hours per evening increased until there were various classes from 5 to 9 p. m. six evenings in the week, in addition to the Sunday morning classes. The growth of these classes and the gradual introduction of specific instruction and separate divisions for the different trades extended the schools into day schools, not only to provide more hours of teaching, but because the popularity of this instruction had increased so much that masters were willing to allow their apprentices certain hours of the day for school purposes. Parallel with this instruction, which was largely theoretical, or at most semitechnical, arose trade-union schools supported by the masters and devoted to strictly technical instruction in one particu- lar trade. Financial support from the city and a most advantageous arrangement of program induced many of these schools to combine with the general continuation schools to form a system wdierein the apprentice received his technical training under the master in the trade-union school, going at the same time to the regular con- tinuation school for general and theoretical education. The out- come of this arrangement was twofold — it cemented the union of trade schools and continuation schools into a system in which the influence of the teacher was extended into the trade school and the practical advice of the trade-union committee was important in directing the course of education in the public continuation school ; it also gave impetus to practical handwork in the general school and hastened the increase of shops, studios and laboratories under direction of the regular school teachers. This trend toward hand- 8 NEW YORK STATE EDUCATION DEPARTMENT work education made technical features necessary in the common continuation schools, and this in turn has resulted in a faculty of professional teachers and professional craftsmen working side by side for the advancement of the student and the betterment of one another. The continuation school of today is therefore a day school, evening school and Sunday school, a school of general classes taught by common school teachers, of semitechnical classes taught by professional teachers with a special technical education, and of technical classes, shops and allied schools under the direction of strictly practical men. It is a school whose graduates are going out demanding more education and calling into being a technical middle school and head trade school for the instruction of journey- men, who in turn have demanded the master courses set by the Chamber of Commerce, until there is a connected chain from the elementary apprentice class to the master’s examination and from the entering class of the trade school to the technical high school, which is really a university and owes its origin to other influences. SUPERVISION AND GOVERNMENT These modern continuation schools of Altona and Hamburg, while developing practically the same principles of education, have grown up under two very different systems of supervision and government. In Hamburg, attendance upon such schools is volun- tary and the system is entirely local ; in Altona, attendance is com- pulsory and the schools are units in the great Prussian educational system. The city of Hamburg has a special elective board of trade school education which was formerly a branch of the general school board, but has grown more and more independent as the con- tinuation schools grew in number and the powers and duties of this board increased. Today they have the same president as the general school board, but are otherwise independent, except that these two boards must work in harmony because in many cases the same teachers are employed in both schools, the same buildings are in use for day and evening classes and a misunderstanding between the boards would be fatal to both systems. Because of this close interrelationship and because the principal of a building during the regular session is not always the same man as the prin- cipal of that building when in use by the evening school and under the direction of a different board, it would be better for the city and more conducive to harmony among all teachers if these con- INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 9 tinuation schools that have not a separate building and a director devoted exclusively to their work were placed under the same board as the regular schools but with a separate subcommittee. This would be more satisfactory to the directors and to most of the teachers, but the committee, having advanced the schools to such perfection, naturally desires to retain its independence. The industrial school board is divided into subcommittees for trade schools, commercial schools, technical middle schools, and others. Directly under these subcommittees come the supervising and administrative officers. All evening schools of the regular con- tinuation schools and various day classes held in public school buildings are grouped together under an inspector, a strong, efficient industrial school man ; he is also the representative of the general continuation schools, and confers with the authorities governing the independent and union schools attached to the regular system. The commercial continuation schools for boys and girls, which are carried on in public school buildings, are also under this inspector, but under a separate subcommittee. The inspector works con- stantly hand in hand with the director of the head trade school, which handles a majority of the day classes and shop or laboratory instruction. The director of this school reports to the same sub- committee on trade schools. These two officers therefore divide between them practically all the supervision of elementary con- tinuation schools. Each of the various other schools of the middle technical grade has its special director reporting to his subcommittee and each school of the elementary grade has its own director reporting to the inspector, or head director. In addition to the above, each class of schools has a regularly elected advisory committee of business men, who visit the schools, advise as to courses of study, look after attendance and the relations between the schools and the employers of apprentices. Passing over into Altona we find a very complete system reach- ing back to Berlin. At the head stands the Ministry of Com- merce and Trade under which comes the State Bureau of Trades in six divisions — trade, business, continuation and trade schools, skilled work and fine arts, textile trades, and commerce. Under the third section of the bureau comes the regierungs president for that division of the province of Schleswig-Holstein in which Al- tona lies, the city magistrat and the director of trade schools, the two latter being considered city officials. The commercial schools IO NEW YORK STATE EDUCATION DEPARTMENT are under a separate director and these four officials, with a trade school committee of ten men, have the direction of all trade con- tinuation schools. The personnel of the committee is as follows : i magistrat, a city official; i schulrat, a provincial school officer; i director, a city official ; 3 city deputies, political officers ; 3 citi- zens; 1 representative from'the Ministry of Commerce and Trade. This committee is for the entire continuation school system of Altona and meets whenever necessary. DIVISION OF TRADE SCHOOLS The division of trade schools in Altona is very simple. All trade continuation schools are classified as gewerbeschulen and are under one director; the commercial classes are all in one public school building and under a separate director, who is also director of the same school building in the daytime, when it is used as a middle school. The artistic trades are in their separate building, the kunstgewerbeschule, with day and evening classes under a competent director and the highest work is done in the machinen- bauschule and navigationschule, which are advanced types of tech- nical schools directly under the central government. In Hamburg, however, the division is more complicated because of the size of the city and the voluntary nature of school attend- ance. At the bottom of the ladder stand the trade and continuation schools for apprentices and journeymen, divided into a vorschule for unprepared students, handwerkergewerbeschule for trades, kauf- mannischegewerbeschule for commercial subjects, fachschulen for single trades or single apprentices, and haushaltungschule for the household industries. The vorschule is not subdivided, but the handwerkergewerbeschule is again divided into gewerbeschule for evening and theoretical work, hauptgewerbeschule for day and laboratory work, tagesgewerbeschule, an advanced step of the hauptgewerbeschule, as is also the wagenbauschule, and finally the weibliche handelsbfleisseneschule, or commercial schools for girls. These schools are laid out to carry on work for three or four half-year terms. One step in advance come the technical middle schools for journeymen doing lower grades of technical work. These schools have a two-year course and produce the noncommis- sioned officers for the technical army. They are the baugewerk- schule for masons, bricklayers, carpenters, iron contractors, con- tractor and builders, excavators etc. ; the technikum with special departments for machine building, shipbuilding, electrotechnics, ships machinery, ships engineering and marine machinery building. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA II On a plane with these schools, but of a very different nature, is the kunstgewerbeschule for the finer arts and decoration, and above all stands the master course issued by the Hamburg Chamber of Commerce and conducted under its direction, in twenty separate divisions, leading to a theoretical and practical examination with- out which no master’s license will be granted. BUILDINGS The housing of all the schools, the provision for shops and laboratories at minimum expense and the dovetailing of industrial and common school classes in the same building has been accom- plished in Hamburg and Altona in a simple and practical manner. The attitude of the school authorities in Hamburg regarding buildings is the same as their attitude regarding shops, laboratories and equipment. They attempt to use the least possible space at minimum cost without being niggardly and to utilize anything and everything in the shape of room that comes to their hands. New space is fitted at once into simple and practical shape and the schools are allowed to grow as needed ; no> effort is made to force a large number of improvements upon the people at once or to build and equip expensive and elaborate schools or laboratories. Many good points can be learned from noting the skill with which they have seized upon some old abandoned building and turned it into a series of workshops for busy and enthusiastic workers. In all Hamburg there is only one building of any size that is devoted exclusively to industrial education, and no building devoted entirely to the ordinary continuation schools. The building referred to is the hauptgewerbeschule, a substantial three-story brick building in the center of the city, well, but by no means lavishly, fitted up and not to be compared with many of our educational palaces. In this building are housed the head trade school, the building trades school, the technikum, the machine-building school and the school for the finer arts, each with its own director and spe- cially allotted space. There are also several branches of the head trade school that are located in outlying buildings, the most im- portant being at Berliner Thor, where two one and a half-story plain cement buildings, heated by stoves, have been erected and equipped as drawing rooms, workshops and classrooms. A very ordinary three-story private house has also been fitted out as a branch school and is in use by certain of the single trade classes, mostly as workshops, and the upper floor of one of the trade-union buildings has been divided off into workshops for the glaziers, 12 NEW YORK STATE EDUCATION DEPARTMENT which is one of the single trade schools affiliated with the general trade system. The practical school for barbers, a similarly affili- ated school, is held in the gymnasium of one of the public day schools and the ingenuity and simplicity of its equipment will be considered in some detail under “ Shops.” Certain special advanced classes in the gewerbeschule and classes of ordinary teachers attending lectures upon industrial pedagogy meet in classrooms provided on the top floor of an army office building in the barracks compound and part of a private house has been fitted up as an evening school for lady hairdressers, and still another as a school for milkboys. In a similar manner, a number of semipublic trade classes are located in various parts of the city and the remainder of the work is carried on in the regular public school buildings when not in use by the day schools. Of these buildings, one is used as the hauptgewerbeschule for evening and Sunday schools with ten branches, nine in common school buildings in various parts of the city and one in part of the new normal school. As far as possible these schools have the same principal for day and evening classes, or a day school teacher in that building as director of its night school; but in some in- stances there are two distinct sets of teachers as well as students, each set responsible to a different board and working for a different ideal but using the same building, desks, equipment etc. with sur- prisingly little friction. This is also true of the schools in Altona, especially the com- mercial schools, but a majority of the trade school classes, both day and evening, are held in the gewerbeschule, a former public school building, which is now devoted entirely to the continuation schools. The kunstgewerbeschule in Altona also has its own build- ing, the old Sunday school building, but there is good evidence of the spirit of utilizing anything in sight. One of the buildings now used for the overflow continuation school classes was originally a row of cheap two-story brick dwellings which had been made over later into offices for the waterworks and finally passed on to the schools. Several rooms of the government machine building school have been allotted to the kunstgewerbeschule for the use of its stonecutters, lithographers, engravers and printers, and an aban- doned church has been secured by the same school and turned to most excellent use. The lower floor of this church has been divided by board partitions into rooms of various shapes and sizes cor- responding to dining rooms, bedrooms, reception rooms, and offices. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA These are painted, papered, decorated and even frescoed by the students in accordance with certain color schemes laid down by the master to fit each style of room. The upper floor is left as one large auditorium, gable-roofed and with heavy beam work on one end. This is divided into sections by lines on the wall and decorated with all the various designs of ceiling decoration, corner patterns, wall and window designs used in the more pretentious private and public buildings. One set of decorations is immediately removed to make room for the next and class after class has devoted to practise upon this old building time, money and skill that would have been worth thousands of dollars in the general run of trade. Here is a real laboratory, a true workshop in a building that most American villages would consider out of the question for school purposes, where the pupils prepare their work at common wooden tables, climb ordinary carpenters’ ladders, work on rough plank scafifolds, and eat their lunches sitting on boxes or wood-bottomed chairs drawn up to a wrought-iron heater. LABORATORIES AND WORKSHOPS There are of course several excellently fitted out laboratories and workshops in Hamburg and Altona, but this church workshop is typical of the spirit of industry that makes equipment a secondary consideration. In France, Austria, Belgium, Holland and to some extent in other countries, regular workshops, completely fitted out for teaching the handwork entire, are attached to the ordinary con- tinuation schools, which are not really continuation schools, as that term is used in Germany, but industrial schools occupying the entire time of the pupils and substituted for the ordinary public schools. Many such schools are devoted to the theory and practice of a single trade and turn out journeymen who have served no other apprenticeship. The city of Munich has connected with each trade school a work- shop much on this plan and finds it of particular advantage where the apprentice is on piecework in the regular shop or factory, and must depend upon the handwork in school to give him a well- rounded technical education. It adds very materially, however, to the cost of the school, more than doubles the cost of teaching and makes it much more difficult to find successful teachers. The artisans are mostly opposed to it in Germany because they fear, unnecessarily, the introduction of the French system and believe the apprentices learn better in the regular shop, at the same time furnishing increased available labor to the master. 14 NEW YORK STATE EDUCATION DEPARTMENT The general principle of German industrial education is to have the trade school supplement the regular shop, giving what the shop can not give and not usurping the actual shop instruction. This is the principle of Hamburg and Altona, and the object is ever to utilize the practical knowledge the apprentices gain and not to duplicate this instruction in the school. There is, however, a de- cided leaning toward the other system in the matter of workshops for the artistic trades, painter, decorator, tapestry designer etc., and in the allied monotechnic union school. Of the first men- tioned, the shops at Berliner Thor are the most interesting and most complete. These concrete buildings, which have been men- tioned before, are fitted out with the plainest and most useful tables and benches, ordinary wall cupboards for models and paints, sets of plain, narrow drawers for storing drawings, unpainted stands, easels, and drawing boards. Here the pupils are given the prin- ciples of mechanical and free-hand drawing followed by color scheme work, the application of this to actual decoration and design, conventionalizing, stenciling, wall paper making and imitation, imi- tation of oilcloth, tile and stone on paper, imitation of marbles and wood on oilcloth, stained glass windows on paper, graining, curtain making, upholstery and tapestry design, drapery and similar work under the supervision of experts. There are also a few strictly mechanical shops, or more correctly, laboratories, as the work is done with models and not with full-sized materials. Altona has two of these, one for masons and bricklayers and one for carpenters and builders. Hamburg has the same and, in addition, accommodates street pavement layers, gutter workers, stone setters, clay and plaster workers. The Altona shops are located in two small rooms in the cellar of the trade school and are directed by practical men. The masons and builders, after completing the course in drawing, will sketch in the rough whatever is to be built: walls, bridges, domes, arches, ceilings, columns, various methods of wall joining, buttresses and chimney work and other essentials. When these have been ap- proved they are drawn to scale for building. With these drawings the apprentice descends to the laboratory and with miniature bricks and stones proceeds actually to construct models of the same. A heavy square board serves as foundation, and he uses mortar and plaster and cuts the bricks and stones exactly as in actual masonry. Wooden scaffolding is built up for central dome work exactly and to the scale drawing as in regular construction ; upon this are laid INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 15 the stones or bricks, the scaffolding is removed and tests are made of the building’s stability. A practical sketch in color is made of the completed work and the model is torn down to make room for the next. The carpenters and builders follow precisely the same plan. The scale drawing of window, roof, house or church is used in the workshop for the construction and erection of every indi- vidual beam and brace that would enter into the construction of a full-sized building. The best of these models are often preserved and become the permanent stock of the department. Either of the above courses, with its allied theory, occupies three years, but there are also courses of three half-years, such as the one for street pavement layers. This course is also based upon drawing, a finished scale sketch being made of every new subject. The smallest details are considered, together with the general prin- ciples, and we find lessons on the various methods of joining at corners, side streets entering a main street, streets crossing at right angles, streets entering or crossing at other angles, not only carefully drawn to show the proper relations between the various rows of bricks, but between each individual brick at corners or along angular joints. The students are set to find small defects in drawing as, for instance, where the corners of more than three stones come together in one joint, or where the lengths of the stones on a side street entering at an angle has not been correctly in- creased to form a rightangular crossing along the main street. They are taught circular and oval construction for parking, gutter work, street car track construction, sewer crossings and are given the reasons underlying every phase of the subject. Thus they are taught that wagons do more damage to pavements when mov- ing on a turn than when moving straight ahead. These drawings are then used as the basis of laboratory work with miniature paving blocks which are cut, rounded and set exactly as in the regular work. While this work is eminently practical, it differs from the mono- technic trade shops in that the work done there is actual work and may be placed on the market with the product of regular shops. Of these schools the most important in Hamburg and Altona are those for glaziers, barbers, bakers, upholsterers, painters and book- binders. The writer has a book bound in black morocco leather lettered in gold by hand, a product of the Altona bookbinders school shop, and he was shaved in a very creditable manner in the barbers practice school. iO NEW YORK STATE EDUCATION DEPARTMENT As has been said before, this barbers school is held in the gym- nasium of a girls public school. Three teachers, practical barbers, are employed from 5 to 7 each evening to give instruction in shav- ing and hair cutting, and a large number of poor children, laborers and others desiring a free shave or hair cut, present themselves as laboratory material. So numerous are these that many are turned away each evening at 7 o’clock unattended to, and yet a large class of busy apprentices have been working two hours in an attempt to serve every customer. Promptly at 5 o’clock the hall is cleared of its gymnasium apparatus which the apprentices push back into regular places against the wall. Simple, unpainted, long wooden benches, with folding legs, are then set up in two parallel rows. From a wooden cupboard in one corner, the tools and aprons are brought out, the patrons are admitted, seated at regular intervals on the benches, and three teachers take their places between the rows where they can walk up and down watching and directing the work of every pupil. The master gives the signal. There is snip- ping of shears and school has opened. Shaving, hair cutting, mus- tache and beard trimming and dressing is the course for the first year; the pupil furnishes his own apron, shears and razor, but all the other utensils are owned by the school. At the close of the lesson the pupils put away the utensils and benches, the floor is swept, folding tables are set up and the first class gives way to the second, the wig makers and hair workers, who meet from 7 to 9 under the direction of four or five experts. Those who have com- pleted the second year, including switch work and hairdressing, are also present from 7 to 9 learning hair singeing, fancy hair and mustache dressing. The work in wig making is preceded by a special, course in drawing. The general principles of wig making are first worked out on the .blackboard before the class, and then applied to a particular wig by the students. Each student finally makes a scale drawing on the cloth, cuts this out as a basis for the wig and, using a dummy head furnished by the school and hair paid for by the pupil, proceeds to construct a marketable wig, working under the direction of a teacher. At 9 o’clock every- thing is returned to its place ; when the hall is left it is ready for the gymnastic work of the morrow. These pupils come one night a week to the trade-union shop and visit the regular continuation school two hours per week for theory; there are 172 of them and the total cost is about $800 per year, or $4.65 per apprentice, divided between tuition, city and trade-union — not a serious finan- cial burden. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 1 7 Besides this apprentice school, there are three other special schools for barbers, one for journeymen and masters in woman’s hairdressing, one for wig making only, each supported by its special union, and finally a school for master barbers, a three-year course, which can not be attended until after three years’ experience in a general trade. One other workshop which has come into existence because the introduction of piecework has narrowed the growth of the apprentice, will serve to illustrate the teaching of a purely me- chanical trade. This is the trade school for glaziers, whose home is an old house. The theoretical work — German, bookkeeping, drawing and trade drawing, citizenship and tradescraft — are taught in the public continuation school, and the cutting and setting of glass to any measure or design, setting in lead, fancy windows, picture framing and designing for picture or window work, are taught in the shop. Professional teachers in the school teach the names of woods, uses, polishing, importation and buying, dura- bility and adaptability (bending, etc.), names of glass, manu- facture, selection, names of color, buying glass and stained glass window designing. The practical teacher in the shop applies this knowledge as soon as it is usable. First, a measurement is made to fill an order, then a design is drawn, a pattern is cut, a com- pleted drawing of the window is made using this design, it is colored, glass is selected and cut, the glass is then set in lead, being laid exactly over the corresponding part of the drawing, piece by piece, until the whole is completed. This is then taken into' the framing room and framed; the stained glass window is complete. This work has been done in three rooms on the top floor of an old house, fitted with plain benches, glass racks and tool chests; inexpensive homemade apparatus and frames are used both in glass and woodworking and a lead grooving and cutting machine is the only purchased machinery in the school. MODELS AND APPARATUS It is certainly evident by this time that these schools are not given to large quantities of expensive apparatus. The benches, tables, chairs, cupboards and general furnishings of the glazier school are of the plainest and most practical patterns like those described in the laboratories of Berliner Thor, and the models and tools are very generally furnished by the students themselves. Models for such classes as shipbuilders are bought from special 1 8 NEW YORK STATE EDUCATION DEPARTMENT firms or are made by experts after drawings furnished by the teachers, and the drawing models for certain free-hand work, stuffed birds, mounted specimens and skeletons, stencils, wire plant-forms, pressed and waxed plants, are purchased from regular supply houses. These, however, are but a small part of the entire collection of models, most of which come as presents from the students. Wooden models of roof work, scaffolding, bridge work, towers, houses and churches are made by the pupils and presented to the school. A few apprentices become expert enough to make the finest kind of ship and machine models in their outside shops and present them to the school. One exceptionally bright and ambitious pupil has presented his school with a set of full-sized models for all sorts of plumbing work, pipe joining, spouts, eaves, etc. which he had made working overtime in the shop where he earns his daily bread. Forms in iron and other metal, plaster, clay and wood, paper and papier-mache are turned out easily in the regular school shops whenever desired, and this continual interchange of interest, one shop producing for another, has a material educa- tional value for the school as a whole. Maps and charts, time and tariff tables, reports and blanks for commercial use are sometimes bought but more often furnished free. Such charts, for example, as the colored charts used by the butchers classes, must be purchased. These charts give all the outlines for the cutting of different animals, names of cuts, examples on cost, expense and waste, division for sale, cost of each piece, calculation of the final reckoning of gain and per cent of gain. On the other hand, material relating to the government industry and large private companies is always obtained free, and books, papers, blanks, drawing boards, and even instruments, are frequently presented to the school by masters, trade-unions, book companies, firms and friends. It is important that these charts, price, tables and business forms be accurate and clear and be passed upon by a committee of practical men because they are not generally used in the monotechnic schools, but in the regular continuation school classes. GENERAL COURSE OF STUDY In the general course of study are given all the subjects uni- formly prescribed for apprentices. It includes German, writing, arithmetic, geometry, algebra, geometrical construction, trig- onometry, free-hand drawing, trade drawing for machine builders. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 19 locksmiths, plumbers, mechanics, and the building trades, circular drawing and projections, bookkeeping, commercial law and elemen- tary drawing for unprepared boys. Each of these subjects is subdivided and applied directly to the work of the different trades. Thus reading and writing for electricians would deal with the principles and history of electricity, whereas arithmetic for plumb- ers would apply the fundamental principles to specific examples taken from the plumbing trade. To these subjects would be added various details agreed upon between the school and the trade-union and an effort would be made to have each separate trade in a class by itself. TRADES REPRESENTED That it is impossible to have each trade in a class by itself in any but the largest cities, will be easily seen by a glance at the following list of trades represented in the continuation schools of Hamburg and Altona, and at the second list showing the additional trades often found in the artistic trade schools. The trades represented are : asphalt layer, bandager, barber, 'hairdresser, woodcarver, cooper and caskmaker, printer, brush- maker, chemical dyer, chemist, electrician, turner, bicycle builder, fine mechanic, optician, gardener, glazier, glass painter, goldsmith and silversmith, jeweler, engraver, bucklemaker, incandescent-film maker, steam fitter, hatmaker, tinker, tinsmith, candymaker, cop- persmith, painter, lacquerer, leather worker, lithographer, photog- rapher, photolithographer, machine builder, mason, gas and water plumber, wire drawer, moulder and puddler, modelmaker, musi- cian, pianomaker, tassel and fringe maker, saddler and strapmaker, boatbuilder, plumber, locksmith, blacksmith, tailor, chimney sweep, typemaker, typesetter, shoemaker, sailmaker, stone lithographer, stonecutter, stonemason, wagonbuilder and wheelwright, stuccoer and plasterer, upholsterer, building carpenter, furniture carpenter, cabinetmaker, potter and over setter, watchmaker, dentist, cigar- maker, brass and bronze worker, 'apprentices in machine shop, fur- rier, apprentices and journeymen in tapestry factories and gold woodwork factories, besides the vast number of callings repre- sented in the commercial branches, such as butcher, grocer, gen- eral merchant, milkman, hotel employee, messenger boy, ferryman, servant, cook, and a hundred other lines of business. In the kunstgewerbeschule are found sculptor, tilemaker, metal chaser, wagon decorator, bookbinder, worker in grilled iron and kindred trades on the borderland between the artisan and the artist. 20 NEW YORK STATE EDUCATION DEPARTMENT SCHOOL HOURS AND PROGRAM Manifestly one of the greatest difficulties in handling students in so many different vocations is to provide a .satisfactory daily program. In this one respect, perhaps, more than in any other the school consults the wishes of the union and employers. It is a fundamental principle in continuation school education that the apprentice should attend school partly on his own time, that is, evenings and Sundays, and partly upon time allowed him by his employer. If an employer is sufficiently interested in the educa- tion of his apprentices to allow them two or four hours a week for school purposes, he will be equally interested in the school and in assuring himself that the subjects therein given are a suffi- cient return for the time and money expended. It is easy enough to prepare for the evening and Sunday classes ; the greatest con- cern is to arrange so that pupils will not attend day and evening classes on the same day or crowd the work into one end of the week. It is also easy to arrange for those pupils who attend school all day, but much care and frequent conferences between school- men and employers are required to complete a satisfactory school program for apprentices who are working part of the day and evening and attending school as well. The head trade school is open every day from 8 a. m. to 9 p. m. and from 8.30 to 12.30 Sunday morning. The classes held in public school buildings are from 7 to 9 p. m. with extra classes from 5 to 6 and 6 to 7 in certain branches. In Altona the kunst- gewerbeschule is open from 8 to 12 and 2 to 5 except in the short winter months, and from 9 to 12 and 1 to 4; this school is also open evenings from 5 to 7 and from 7 to 9, and Sundays from 8 to 12 o’clock noon. The gewerbeschule holds classes from 7 a. m. to 9 p. m. although the desire of the Prussian minister is to have no classes after 8 o’clock in the evening. The commercial continua- tion school in Altona has classes Monday, Tuesday, Thursday and Friday from 2 to 5 p. m. and every evening. The care that is taken to secure the best distribution ‘of classes between these hours largely determines the success of the school. Thus the locksmiths and similar trades attending 8 hours weekly go two evenings from 6 to 8 and Sundays from 8.30 to 12.30, the employers excusing them early two days of the week, but being unwilling to allow more time. The plumbers and allied trades- men excuse their apprentices one day a week at 3 o’clock rather than break into two days. These pupils are in class from 3 to 7 INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 21 one day, and Sunday from 8.30 a. m. to 12.30 p. m. Again, younger toy apprentices who naturally grow tired near the close of the day and are unable to stand both day and evening work, are excused to attend school evenings from 5 to 7, and certain workers in a large tapestry factory who are not excused till 6 p. m. attend from 6.15 to 8.15. The nature of the vocation and its business hours must also be taken into account. Thus the carpenters, who work from 7.30 a. m. to 6 p. m. at manual labor, can attend school from 7 to 9, whereas the watchmakers working at a bench, or the book- keeper and clerk, must be allowed some classes in the daytime. In the same way a messenger boy, who is out of doors all day, should be given more evening classes than a shopboy or hotel boy who remains indoors, and the classes for the hotel boy should be ar- ranged in the morning when there is usually a lull in the business and those of the shopboy, as for instance, grocer or fish handler, should come early in the afternoon when they can best be spared. A milk handler would naturally object to sending his boy in the morning; a caterer would as naturally refuse to send his waiters from 5 to 7 or 7 to 9 in the evening. The butchers in Hamburg objected to Monday, Tuesday and Saturday school for their ap- prentices, as they are market days, and their wishes were immedi- ately acceded to ; the cafe men requested school on Monday, it being their poorest day. Again, the school authorities desired •classes for tinkers two days in the week from 5 to 7, but deferred to the wishes of the master tinkers who' preferred one day from 3 to 7 because their boys never worked well on the days they were excused early. Not only does the hour and the day enter into consideration, but also the time of year. Thus, the carpenters and masons wished school from 4 to 9 in winter only, when it becomes dark at 4 p. m. The school authorities conceded 12 hours per week in winter and 6 hours per week in summer, but this was not accepted. A large meeting of workers had been called to discuss this subject but the question had not been decided when this report closed. There are a few tradesmen, such as street pavement layers and gardeners, who have nothing to do in the winter and ought to confine their schooling to certain months, but that these are few will be readily seen by the total number of hours devoted to con- tinuation school instruction. There were 1184 hours so spent in winter and 1052 in summer, there being 3447 winter pupils and 2911 in summer. 22 NEW YORK STATE EDUCATION DEPARTMENT INTERNAL DIVISIONS AND JOINED CLASSES In order to provide classes at the various hours necessary and to increase proficiency by classifying students according to their abili- ties, the classes as far as possible are divided into sections of students showing different degrees of aptitude. Thus the tinsmiths are divided into four classes for theoretical work according to their abilities and previous education, while coppersmiths, watch- makers, etc. set their own pace by the quickness with which they complete their work, and soon divide into a large number of groups. After the first six months the drawing classes are very largely determined by the ability and tastes of the apprentices, while in the upper classes the free-hand drawing is entirely individual, as it is also in such technical drawing as patternmaking except that the same designs are repeated. On the other hand, there are a large number of combined classes, either because there are not sufficient students in one vocation to fill a class or because the work is the same for several different trades. We find a united class of factory workers, railroad men, iron workers, moulders and puddlers, boiler workers, etc. joined for German and arith- metic, joined in the general principles of tradesoraft but taught its particular application in separate divisions, and entirely sepa- rated for drawing. Glaziers, tapestry workers and upholsterers, wall paper makers, art masons, painters, and others are joined for drawing. The free-hand work from models, mounted speci- mens, and skins, conventionalizing the same, stencil cutting and general design are taught in common. Transferring this design to wall paper, plaster, glass, cutting in wood or stone, frescoing, curtain tapestry and carpet designing and all such special work is done in separate groups, even smaller than the trade class. The masons and carpenters have arithmetic, German and citizenship together, while masons, stonesetters and pavement layers go still further, having plane, square and cubic measure, measurements of fields and plots, amounts of dirt removed or needed for leveling, grading, dips and terraces, work surrounding irregular areas, ponds, parks, park walks and walls identically the same in all trades. Bakers and butchers have theoretical work in common, but the designing of cakes, candies, imitation fruits, etc. has no value for any trade but that for bakers and must be taught to them alone. In this manner the whole course of study is built up, the classes are joined or divided, and their places in the daily program determined. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 23 COURSE OF STUDY It should be of particular interest to- know exactly what such a finished course of study is like, that is, exactly what, to the smallest details, is considered important in the wider building or apprentices in continuation schools. It would be nearly impossible and certainly useless to give a large number of courses of study; but no better way can be found of gaining a general understanding of the work and ideals pervading a German continuation school than to study carefully a few typical courses of study. For this purpose four courses are presented here: the general six-months course in drawing that precedes and forms the background for all mechanical work; the course laid out in Altona for carpenters, as representative of the ordinary trades ; the Hamburg course for decorative painters, as representative of the artistic trade ; and a course for grocers, representing the commercial branches. The first of these courses was made out especially for this report by the drawing teacher, Herr Knobloch ; the second and third are copies of private courses made for this purpose through the kind- ness of Director Trenkner and Inspector Hasten, and the last is taken directly from an annual report. The courses, which were all in German and contained many technical words and expres- sions, have been translated rather to give the reader a clear and definite idea of the aim of the whole instruction than to offer a course for adoption or an English translation of German mechan- ical terms. PRELIMINARY COURSE FOR BOYS Circle drawing. The subjects of Lachner’s first book and in addition direct and oblique projection of a few other bodies and a few joined bodies. Free-hand drawing. Drawing and painting of plants, flowers, fruits, stuffed animals and perspective portrayal of different subjects. This teaching is both class and individual. TRADE DRAWING FOR THE BUILDING TRADES First or elementary step A Geometrical constructions 1 Polygon construction Pentagon, in circle of given radius upon a given line as a side Hexagon, in a circle Nine and fifteen-sided figure, in a circle 24 NEW YORK STATE EDUCATION DEPARTMENT Heptagon, in circle of given radius upon given line as a side Octagon, in a circle of given radius upon given line as a side 2 » The circle (radius, diameter, semicircle, quadrant, secant, chord, tangent, sector and segment) 3 Curves The ellipse (length of both axes given; use the four constructions) The parabola The hyperbola The spiral of Archimedes and the Ionic spiral The “ evolvente ” The oval The cycloid curve The characteristic arch curves Semicircle arch Flattened or shallow arch Higher arch Pointed arch High pointed arch Depressed arch (arch under pressure), three con- structions Tudor arch or depressed pointed arch, two con- structions Arch of one base, two constructions Cornice arch, the donkey-back Round and pointed horseshoe arches B Gothic measurement forms i Fish bladder “ Passe ” or yoke Horns C Divisions of architectural plates and their arrangement accord- ing to size and importance 1 Rectilineal Small plate, nut, plate, groove, rabbit 2 Curvilinear Rivets, bolts, grooves, quarter bolt Moulding, grooved ledge, trochilus D Familiarizing the students with the use of various measure- ments and units of measure INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 25 E Free-hand drawing from models 1 Frieze, corner pieces, rosettes etc. 2 Various wood joints F Technical script, block type with “ quellstoft,’’ cork, crayon and brush Second or middle step Masons and carpenters have separate instruction Representative geometrical principles from trade models, avoid- ing deeper scientific principles and reasonings A For middle and upper step 1 Prism, cylinder, pyramid, rule, spindle, conssinet 2 Combination of the above forms 3 Intersections of these forms 4 Truncation 5 Cross sections 6 Isometric and axeometric representations 7 Practical applications and uses 8 Development of curved stairways 9 Roof work 10 Frequent modeling in cardboard B Division for masons 1 Measurements of the normal German brick (three- quarters, top piece, quarter, large and small building brick) Note. The following examples should first be laid out or built up by using small model bricks, sketched, and afterwards,, when necessary, clean finished drawings made. In the latter process many important points may be brought to the students’ notice. 2 Running layers, binding layers, rounding layers, plain and cross binding or joining, and most important of all, Polish, Hollandish, English and Gothic joining 3 Finishing off a wall end with three-quarter brick 4 Finishing off a wall end with binding brick 5 The right angle wall corner Binding with three-quarter brick Binding with large and small building brick 6 A partition wall joined at right angles to a front wall by three-quarter brick and by building brick 7 Two walls crossing at right angles 8 The walls join to form an obtuse angle 9 The walls join to form an acute angle 10 Pillars — right angled, eight angled, round Columns, models and patterns 11 Chimney building and ventilator work 26 NEW YORK STATE EDUCATION DEPARTMENT C Division for carpenters i Wood joining To lengthen a timber, blunt, oblique and obtuse joints, with cramp iron or bracket and splint, with straight blade, hooked blade, oblique blade, ridged blade, di- rect hooked blade with oblique cut, swallowtail with parapet Crossing — simple overlaying and cutting End joining — oblique blade, hooked blade, one-sided swallowtail form blade, swallowtail blade with para- pet, oblique tenon, breast mortise Corner joints — oblique corner blade and hooked bind- ing, horizontal binding at right angles, mortise and tenon, hooked mortise and tenon Joining of a horizontal beam into one standing obliquely, mortise and tenon, swallowtail with pincer mortise Joining an oblique lying beam into one perpendicular and one horizontal, the gun mortise Joining two oblique lying beams, razor mortise and tenon Dressing of wood Third or upper step A Division for masons 1 Facing of tile, quarry stone and broken-stone walls 2 Building of cornices and mantels 3 .Frame construction Building of door and window openings 4 Construction of simple arch and vault work The Prussian capping, cylindrical vault Bohemian vault, the cross vault (groined arch) 5 Scaffold work and frame construction Advance students can be employed with the following: 6 Developing working drawings for simple buildings, stalls, sheds and godowns, outbuildings and additions, work- man’s houses, etc. from sketches of ground plan, front elevation and cross section B Division for carpenters 1 Simple and complex roof timbering and reinforcement 2 Simple and complex explosive and mine timbering 3 Simple and complex cranes INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 27 4 Beam joining and dovetailing from sketches 5 Representation of wood and iron framework in walls from previously given building drawings 6 Sketching to measure to details of beam construction 7 Roof construction, saddle roof, peak, mortise work, man- sard, desk-top roof, Holland roof 8 Simple stairway construction The instruction is divided into four successive classes as follows : elementary step, class 4, or first school year; middle step, classes 3 and 2, second and third school year; upper step, class 1, fourth school year. In the winter semester there is six hours instruction weekly, two hours constructive drawing or descriptive geometry, four hours trade drawing, with two hours modeling included. Many industrious students, in extra classes, take 6 to 8 hours general and trade drawing weekly in addition to the required course, and 6 to 8 hours summer drawing course. Note. In the third and fourth school year two hours per week are set aside for model ing and model making. COURSE FOR CARPENTER AND JOINER The carpenters are instructed in three successive classes, first, middle and advanced step, in each of which the necessary parallel classes are organized. The entire course covers four years, and the subjects are as follows: trade science and citizenship, German, arithmetic, geometry, and in middle and upper classes, bookkeeping. From the school time two hours weekly is to be devoted to trade science and citizenship, together with German, and two hours weekly to arithmetic, geometry and bookkeeping. Besides the above, every class must have at least two hours weekly of instruction in drawing. First or elementary step A Trade science and citizenship. The instruction in these sub- jects shall make the student familiar with all his rights and duties as a trade worker, citizen of the city and of the state and shall familiarize him with all tools and working utensils, materials and trade customs. In every class about one-half hour per week is to be devoted to this work, which may be materially advanced by combining it with reading instruction. The main points are as follows : 1 City statutes, school ordinances for trade continuation schools, the labor book, the time of instruction, teaching relations and con- 28 NEW YORK STATE EDUCATION DEPARTMENT tracts with trades, social and political history of the legislation of the German Empire, blessings and efficiency of workers’ insurance laws, general handling of sick insurance and accident protective orders for woodworkers. Review of the entire subject. 2 General discussion of the carpenter shop. The outfit, lighting, heating, cleaning, general rules of protection against fire and acci- dent, first aid to the injured and other accident assistance. The Samaritan Society and Red Cross. 3 Important points in the teaching of good health from the pamphlet on health and treatment of tuberculosis and alcoholism. 4 The wood. The tree and its parts, trunk, planting and growing of trees, the decay and felling of trees, rafts, gums, transportation. Working the trunk up into whole timber and cut timber, planks, boards, beams, laths and veneer. The woods used by the building and furniture carpenter. The following to be noted especially: pine, kiefer or fir, common red pine or hemlock, white and silver pine, larch pine, yew, pitch pine. Leaved trees : oak, maple, ash, beech, birch, silver birch, elm, chestnut, walnut, pear, linden, alder, poplar, redwood, mahogany, acasia and ebony. The greatest importance in discussing the above is to be laid on the following points : characteristics by which each may be recognized, peculiar- ities, where grown, trade and transportation, price, physical and chemical property, form and density, pliability for bending and rigidity, wearing qualities, resistance to water, air and fire, color, smell and heating power. 5 Weakness and sickness of wood, external and internal growths, knots, double splint, cuts and fissures, boils, red, white, limb, and ring rot, spots, weathering and wormholes. 6 The wood-injuring insects and other enemies of wood: bugs, beetles, psilura monacha, mushrooms, parasites. 7 Other work material of the carpenter: glue, alcohol, shellac, oil, lacquer and oil colors, stain varnish, sandpaper and other smoothing material, polish, cement, putty, veneer and artistic veneer. 8 The administration of the city of Altona, history, business and trade conditions of the city from the textbooks of Hoft Ehlres and Trenkner. B German i Reading. The instruction is based upon the reading book of Schmarje and Trenkner and the Trade Reading Book for Wood- workers. It is the object of this work in reading to advance the following : preparation for intelligent reading, mind and character INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 29 building, love of Fatherland and to enliven and enlarge the scope of other branches of instruction, especially tradescraft and citizen- ship, as before mentioned. In the Schmarje-Trenkner book, selec- tions for the elementary step may be made from the following articles : a In the province of religious life and custom: no. 31 Child thankfulness and ungratefulness no. 32 You shall love and obey your parents no. 43 If all should come right no. 54 For my son b From nature study: no. 56 Wood and its history no. 8i The lamp, past and present no. 83 Petroleum c For knowledge of lands and their people, Fatherland and home city: no. 64 Joachim Nettelbeck no. 24 How Altona was founded no. 26 Der schwedenbrant in Altona d From the work: no. 1 14 Work e The calling and its standing: no. 40 Choosing a trade no. 45 The best letter of recommendation f Handwork, industry and knowledge : no. 30 What a good hand workman may become no. 93 The handworkers’ apprentice g Trade and exchange: no. 42 My first ride on the railway no. 107 On the harbor in Hamburg no. 108 The Altona fish traffic h Health and welfare: no. 71 The man with the machine no. 72 The dwelling of man and the air no. 73 About food no. 74 Washing and bathing i The state and statescraft: no. 100 Laws for the protection of the German laborer and their effect From the trade reading book for the building trades the follow- ing may be selected : 30 NEW YORK STATE EDUCATION DEPARTMENT no. 8 With the different woods no. 9 The oak and the storm no. io Felling, drying and seasoning and cutting of wood no. 12 Worm-eaten wood 2 Grammar and spelling instruction Note. This instruction is to be given at every opportunity’in connection with reading and with the preparation and correction of written work. In addition, the following sub- jects are to be especially drilled. a Inflection of nouns in connection with the three articles of gender, the possessive and demonstrative pronouns and indefinite numerals b Inflection of nouns with adjectives c Inflection of personal pronouns d Practice with prepositions ( 1 ) Accusative (2) Dative (aus, bei, mit, etc.) (3) Genitive (wahrend, wegen) (4) Dative and accusative with and without the meaning of space e Practice with a few of the most common governing adjectives / Forming the passive of verbs g Practice with few important transitive verbs h Reflexive verbs (sich, with the accusative) i Practice with impersonal verbs governing the accusative j Practice with intransitive verbs governing the dative k Reflexive verbs governing the dative (sicherlauben, etc.) / Impersonal verbs governing the dative in Verbs governing the accusative of the thing and dative of the person 11 Dass, das zu senden, zusenden, etc. 3 Written work Every week a corrected and rewritten composition. The work shall include private letter writing, simple business letters and correspondence and the simplest coast, railroad and mercantile formulas according to the following plan : a Master carpenter G opens a business; write an advertisement circular b He seeks through the newspaper to hire an apprentice who shall apply in person with his school certificate and a sketch of his life, written by himself ; write the adver- tisement c The student shall write a sketch of his own life INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 31 d The master notifies the trade continuation school and state sick insurance authorities of his employment of this ap- prentice c The apprentice writes a letter to his parents / The master recommends himself to the public through the newspapers g He seeks a journeyman through newspaper advertisement ; the advertisement and the journeyman’s letter to the office of the paper h Journeyman’s letter of application i The master orders wares, material and tools - j The merchant fills out the order : (1) bill of lading; (2) accompanying letter; (3) bill k Answer of the master upon receipt of the goods; letter of acknowledgment 1 The master sends the amount of the bill by mail ; post and money orders m The apprentice congratulates his father on his birthday n Customer A sends order by letter to Master G o Master answers upon receipt of the order p Master G sends the wares ordered (see topic /) q The customer acknowledges receipt of the wares r The apprentice sends washing home ; packet post rules s After long interval he begs for the return of his washing; post card t Customer B orders by mail u Master seeks from A information concerning the business standing of B v Answer of customer A w Master G fills out the order x B is not satisfied ; he complains y Master G answers the complaint 2 G’s demand for payment aa Answer to the same bb Second demand for payment cc B sends part payment (1) money order; (2) accompanying letter dd Receipt for the amount paid ee B sends the remainder; receipt in full // G must move his store; moving-van agent H applies for the job 32 NEW YORK STATE EDUCATION DEPARTMENT gg Circular stating the change of business address hh Master G needs more capital to enlarge his business (i) note; (2) security ii A journeyman leaves his employ (1) workbook; (2) recommendation jj G writes to an employment agency for a new man ; post card with attached answer kk The apprentice has holiday leave and notifies his parents of his coming 11 He writes from home requesting his master to extend his leave C Arithmetic and geometry Every mathematics period begins with mental arithmetic. The subjects for work in written arithmetic must relate to the car- penters trade in every possible way and extend to the addition and subtraction of simple and complex numbers, the four funda- mental operations in simple, common and decimal fractions, prac- tice in arithmetical rules, easy examples in percentage and interest. The German systems of counting, money, measure and weights, are to be especially emphasized. Every quarter there are to be two class examinations in arithmetic, corrected and rewritten. Lessons on reduced scales of measurement and transferring from one scale to another. Angles and their measurements. The tri- angle, its various kinds, properties and measurements. Completion of the geometrical construction lessons, 1 to 103. Every quarter two lessons in finished geometrical drawing. Second or middle step A Trade science and citizenship 1 Tools and machines in carpenter shopwork. The bench and the bench tools, the ordinary tools and work appliances, the power-supplying machinery, gearing and transmitting ma- chinery and the working machines. Refer in these connections to the division, descriptions, relations, prices, uses, handling and operation and those physical laws which are concerned in their working. Care in the use of tools and operation of ma- chinery, first aid to the injured, accident policies of the wood- workers trades-union are important. 2 Review of the work in materials, first step d and g. The materials which are used for polishing and beautifying wood surfaces and those used for binding and gluing purposes. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 33 3 The by-products of wood; resin, oil, coal, charcoal burn- ing and other methods of producing charcoal. 4 Divisions of woodworking; planing, graining, staining and coloring, polishing, painting and lacquering, waxing and rub- bing, imitations etc. With this also comes the description and the nature and purpose of the above operations. 5 Most complete description of the purpose, efficiency and operation of the different wood joinings, according to the width and length of material. Joining of frames and panels. Corner joints in one plane and in two planes. 6 Short discussion of ornamental forms, their origin and uses. Convex moldings, quarter round, quarter concave, full round, groove, cornice, small plate, plate, the crumpled corner, rosettes and buttons, diamond square, columns and pillars, pil- laster, and furniture feet. 7 Discussion of normal measurements for table, chairs, cup- boards, etc. 8 Handwork in eariler times, the organization of trades in the neighborhood, and the history of the state’s trade ordinances. 9 The laws pertaining to trade insurance and workman’s in- surance and the regulations concerning trade protection and tradesman’s protection. 10 The journeyman’s examination, the journeyman, the workman’s contract. 11 The government of the kreis (governmental districts) province and state. B German i Reading. From the reading book of Schmarje and Trenkner, the following pieces are for selection: a In the province of social and religious life : no'. 29 From “ The greeting ” no. 103 The hole in the sleeve no. 1 12 One man — one word b From nature study: no. 84 Fire and burning no. 85 What is a chemical union? no. 1 18 Anthracite coal no. 1 19 Iron 34 NEW YORK STATE EDUCATION DEPARTMENT c Countries, people, homeland and native village: no. 63 Life in a German city in the middle of the 1 8th century no. 67 War pictures from the year 1813 no. 132 Emperor Frederick III d From the work: no. 1 15 The workman’s pay no. 124 Trade intercourse and partnership e Calling and position or rank: no. 27 Benjamin Franklin to a young friend no. 39 John Maynard / Handwork, industry and skill : no. 4 Agriculture and handwork among the old Germans no. 17 The handworker tradesman in olden times no. 90 The lesson of handwork no. 92 Why must the independent handworker learn to keep books? g Trade and exchange: no. 10 Board of Trade no. 38 Development of steam navigation no. 78 German trade life at the beginning of the 19th century li Health and welfare : no. 75 Bacteria no. 77 A false friend i The state and statescraft : no. 100 The laws relating to the protection of the German laborer and their practice no. 109 Concerning the state no. no Rights and duties of the citizen no. 70 Trade courts and businessmen’s courts no. in Extracts from history of state trade laws From the trade reading book for the building trades select: no. 7 “ Urwaldfrieden ” no. 13 The house sponge no. 43 The cabinetmaker 2 Grammatical and spelling instruction. Review and en- largement on the work for the elementary step; simple punc- tuation. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 35 3 Written work. A short written lesson once a week. So- cial letters, business correspondence, various formulas, peti- tions and requests to governing boards. At this time original compositions and articles relating to specific branches of tradescraft and citizenship may be expected of the student. The teaching' plan for written work is as follows : a Master carpenter F opens a business. Pupils will write advertisement circulars; notice to the authorities b He orders wood from a lumber dealer. The order; the addressed envelope c The lumber dealer accepts the commission. Record of acceptance, answer to the order d He sends the lumber. Bill of lading with return re- ceipt attached ; accompanying letter, items and bill ; receipt; freight order e The carpenter sends money. Letter regarding pay- ment; post money order / Customer A orders some furniture from the carpenter. Order g The dealer advises with a business friend concerning A. Letter asking for this information h The business friend answers. Letter i The order can not be filled at the appointed time. Let- ter of apology j The apprentice is released because of chronic illness. Notice of illness and release sent to the continuation school, to* the treasurer for the sick and to the in- surance authorities for aged and individuals k Apprentice D takes up the apprenticeship. Notice to the continuation school, treasurer for the sick and aged and invalids’ insurance company. Contract ; workbook / The apprentice sends washing home. Packet post and address m The goods sent A do not suit. Letter of complaint n Answer to the same o Customer B fails to make payment. First and second request for payment; collection by post p The master moves his business. Circular of notice; summons of furniture mover q Rent contract 2 36 NEW YORK STATE EDUCATION DEPARTMENT r The master borrows a sum of money to enlarge his business. Note j Business friend E takes the oath of citizenship. Cer- tificate of citizenship t The master advertises in the paper for a journeyman u Journeyman G applies. Letter of request; personal life history v He is accepted. Contract w Apprentice H finishes his apprenticeship and is granted a certificate x Apprentice H seeks postponement of military service y Master receives the notification and estimate for in- come tax. He feels himself rated too high and pro- tests. Tax protest C Arithmetic and geometry Mental arithmetic as in the elementary step. More difficult ex- amples based upon the work covered by the elementary step. Com- plete subject of percentage, interest, merchants’ accounting, rebate, discount and firm and corporation accounting. Form of calcula- tions, exact accounting for all costs and their apportionment to various branches of business. Every quarter, two short examina- tions in reckoning, corrected and recopied. Detailed consideration and reckoning of all four-cornered figures. The regular polygons. Consideration and measurement of cubes, prisms and cylinders. The following problems of the work in construction for the ele- mentary step must be reviewed; nos. n, 15-18, 23, 24, 41, 48, 50, 69, 70, 72-77, 80, 81 and 95. Complete in addition the problems in construction, 104 to 168 inclusive. Every quarter, two short examinations. D Bookkeeping. About 30 hours work. Lessons 1 to 12 in the teaching plan of simple bookkeeping, including all the practical examples pertaining to this work. Third or senior step A Tradescraft and citizenship 1 Divisions of carpentry a For building workers : floors, windows, doors, wall panels, ceilings, store fixtures, etc. In the consideration of the above, as well as in the following steps of the carpenter’s trade, the art or kinds, the purpose and the manufacture of each, is to be completely described. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 37 b For cabinet makers : tables ; art and purpose for which each style is adapted and its particular measurements. Manu- facture, peculiarities, divisions, and normal measure- ments. c Chairs and seating furniture: kinds, purpose of each, pecul- iarities, manufacture, divisions and normal measurements. d Clothespresses, bookcases, etc. : same as b and c. e Thorough review of the important paragraphs found in the work of the elementary and middle step. / The handworkers trade-union. g In opening, building up and running a business, what special laws must a handworker always take into consideration? From Trenkner’s “ Business Knowledge.” h Private and governmental methods and suits for the collec- tion of debts. Complaint through the courts. Trade- union’s court of arbitration. Trade court. Review of the general subjects of courts and their working. i Stock companies. j Coinage — measure, weights, credit and banking. / The journeyman and master examination. m Simple political economy. n Constitution and government of the German Empire. Mili- tary duty. War and navy department. Taxes, customs, duties. German colonies. B German i Reading. From the reading book of Schmarje and Trenkner the following pieces are to be selected for the senior step a From the province of customs and religious life: no. 55 About clothing no. 102 Old Gold no. 104 The blessing of duty b From nature study: no. 8 The German forests no. 37 The elasticity of steam no. 79 The telegraph no. 80 The telephone c Knowledge of lands and peoples, Fatherland and home: no. 2 Germany no. 25 Germany in the Thirty Years’ War no. 59 Conquests of Frederick the Great in the Seven Years’ War 38 NEW YORK STATE EDUCATION DEPARTMENT no. 96 Rebuilding the German Empire no. 120 Germany and the Hohenzollern no. 130 We Germans fear God d From the province of work: no. 105 About prosperity e Calling and standing : no. 53 The entrance into business / Handwork, industry, art and skill : no. 15 Unions and guilds in the middle ages no. 16 Fight of the guilds against the patricians no. 87 The little motor of the trades no. 86 The electric motor as motive power no. 91 Handworkers unions g Trade and commerce: no. 12 1 The German colonies no. 123 About money no. 1 17 Stock companies h Health and welfare: The care of the dead no. 127 Miss Randers i State and statescraft: no. 129 Concerning taxes and imposts no. 68 The wonderful order of the states no. 69 The administration of justice no. 98 The state constitution From the Trade Reading Book for the Building Trades the fol- lowing selections are to be read : no. 11 The wood in interior finishings no. 20 The Roman art of building no. 22 The Gothic art of building 2 Grammatical and orthographical instruction Review and enlargement of the work set down for the elementary and middle steps. Punctuation. 3 Written work. A written exercise is to be handed in once a week. Besides smaller original compositions on subjects related to the calling, tradescraft and statescraft, the student is to prepare papers on subjects relating to business, memorials, governing boards, and formulas. He should fill out blanks and prepare papers such as result from the work given in bookkeeping. C Arithmetic and geometry INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 39 Mental arithmetic in every period. Emphasizing and enlarging the work of the elementary and middle steps from the book of Ernst Loose, pages 51 to 69. Reckoning of costs, same text, pages 123 to 142. Every quarter, two complete compositions corrected. Repetition of the lessons in constructive geometry given in the elementary step, and from the middle step, exercises 108, 124, 148, 154 and 162. Complete the work from 169 to 21 1. Repeat and con/plete the work on plane measurements and the measurements of solids. Every quarter, two exercises completed and corrected. D Bookkeeping Review the work of the middle step. Complete lessons 13 to 18 of the teaching plan for single entry bookkeeping. The exercises on the booking of various business transactions as given in the carpenters’ teaching plan, laid out by Director Trenkner. COURSE FOR BUILDING CARPENTERS A Elementary step The elementary step for building carpenters is exactly the same as that for general carpenters and cabinetmakers. B Middle step The building carpenter has the same instruction in projection as the cabinetmaker and the following work in addition is to receive special stress. The most important wood joints, axeometrically and isometrically projected. Profiles of mantels, cornices, shelves, door jams, doorcases, doorcase tops, thresholds, window jams and window seats, paneling and wainscoting, corner joints and various parts of plans for windows and doors in front elevation, ground plan and side elevation. Ornamentation and coloring as in the other classes*. C Upper step Details of doors and windows, isometrically projected. Details of natural wood and open beam ceilings, isometrically projected. Drawings of various room doors, cross section and scaled. Meas- urements of sliding doors, cross door, panel door with stop, six- panel door with stop. Double doors and house doors. Simple and double window construction, ornaments and coloring. COURSES FOR ARTISTIC PAINTERS In the spring of 1903 an agreement was made between the painter and lacquerer trade-union and the school authorities for the estab- lishment of trade classes for these apprentices. On every week 40 NEW YORK STATE EDUCATION DEPARTMENT day of the winter months the apprentices were bound to attend school from 4 to 7 or 9 p. m., as directed. Under these conditions the classes were started in January 1904. It was soon apparent that good work by the decorative painters could be done only by daylight. In 1906 the former agreement was changed so that the union bound itself to send these boys for two full days in every week from 8 a. m. to 12 m. and from 2 to 7 p. m. from October 15th to February 28th in every year. The tuition for this half year was $5, including free paint boards, easels and colors. The following plan is for this 18 hours of work: The first year : 2 hours business correspondence — for week students, 3 hours; 2 to 3 hours arithmetic; 2 hours penmanship; 3 hours linear drawing, and 9 hours free-hand drawing. The second year : 2 to 3 hours business correspondence ; 2 to 3 hours arithmetic; of the 12 or 14 hours left over, one-half is to be devoted to decorative painting and one-quarter each to free- hand drawing and wood painting. The third year : 2 hours tradescraft and citizenship ; 2 hours surface measurements and price reckoning; the remaining time divided as in the second year. The fourth year : 2 hours bookkeeping ; 2 hours business law and citizenship; of the remaining 14 hours, one-third for wood and marble painting and two-thirds for decorative painting. Students completing the work in three years are given in the third year 3 hours tradescraft and citizenship, 3 hours calculation and book- keeping, and 12 hours divided as in the fourth year. The lacquerer apprentices must attend school two afternoons each week from 1 to 7. They take part in the theoretical instruc- tion given the painters’ apprentices. In the last three years the lacquerers are divided into special trade classes, one-half time being devoted to trade instruction, one-quarter to free-hand drawing and one-quarter to wood painting. Glass sign painters and similar apprentices who are taught with the decorative painters, will have the work always related and referred to their special lines. Lettering and special firm painting are optional in the evening. There is also free optional instruc- tion in free-hand drawing, arithmetic and German from 7 to 9 p. m. The detailed course of study is as follows : First year A Business correspondence. Strengthening and grounding in German. Instruction in ordinary business lettering, sign writing and INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 41 other inscriptions. Frequent review of the prepositions and similar grammatical points by constant reference to the most frequent mis- takes. Punctuation, exclamation point and hyphen. Post and freight business, money, accounting, receipt, demand for payment. Ordinary goods, bill of sale, inquiry anent buying. Even the simplest work of these apprentices is full of mistakes in German and grammar ; nevertheless, it is not recommended that the gram- matical instruction, as such, be put to the front, but examples are to be chosen so that this instruction comes in conspicuously before the student and makes him feel the need of it. B Trade reckoning. Whole numbers and decimal fractions, coinage, mass, weight, time. Receipts and expenditures, cost of living (dwelling, clothes, food, incidentals). Income, by the hour, day, week, month and year. Laws of workman’s insurance. Reckoning profit for given length of time. The student personally is to be made the main point considered and all reckoning is to be related to him and his trade. Selections from Friedman’*s arith- metic. C Penmanship. The elements of penmanship and letters; their union into words. Advanced students in penmanship in words and sentences may take up the Gothic letters, practising with pen, to- gether with signs and business inscription. D Lineal drawing. The most important geometrical construc- tions, right-angular and circular divisions, ellipse construction and the relation of these to ceiling and wall divisions. The use of splints is absolutely forbidden. E Free-hand drawing. Drawing from plane surface models, pressed leaves, butterflies etc. Conventionalizing nature studies. Use of conventionalized form to complete simple filling patterns and friezes. Cutting the stencils for these patterns, use of the same in stenciling wall patterns, papers and friezes. In all nature studies the largest scale possible is to be used, strong outlines, clearly de- fined ribs and nerves in leaves and flowers, sharp definition between different colors so that the arrangement in a stencil, the building of openings, and holding strips become as simple as possible. When possible, the apprentice should work with only one color, effecting color scheme by using tone paper or one-color tapestry as the back- ground. Later, drawing from rolled, curved or drooping leaves from wire models ; studies in cuttings and living plants, dry and wax preparations. 42 NEW YORK STATE EDUCATION DEPARTMENT Second year A Business correspondence. Important points in the laws of trade. Duties of apprentices. Journeyman examination. Duties of the journeyman. Seeking positions and applications. Memor- ials to governing boards. Biography. Advertising circulars, open- ing of business, rejection of goods, lawful demand for payment and order for payment. B Business arithmetic. Common and decimal fractions in computations. Interest, profit and loss calculations, rebates, divi- sions and partnerships and stock companies accounts. C Decorative painting. Practice in drawing light and heavy lines and bands. Outlining walls and ceilings with simple lines, giving the wall and ceiling tones. Drawing simple cornices, mantels, outlined in geometrical motive. Stencil friezes from geometrical or simple plant motives in one-color tone either upon the ceiling or wall color tone. At all times, color practice from a given wall paper or tapestry or from some color assigned by the teacher. Practice in the selection of tones for lines and friezes. Color sketches that contain a finished design are first to be made in a scale of one- twentieth to one-tenth, then carried out in natural size. Stencils in charcoal drawing, tracing and cutting. Lessons: kitchen, roof, cupboards and pantries, toilets, steps and landings, simple rooms, common school classrooms etc. D Free-hand drawing. Introduction to bodily form. After the study of leaf and plant cuttings, the laws of perspective are to be developed by using simple forms and models. After this work in outline drawing follows the study of such objects and implements as are desirable for teaching sharply defined lights and shadows. At first only the umbra and silhouette in black or one color; then attention to the peculiarity and tone worth. Portrayal in charcoal, chalk, pencil, brush, or one color in varying steps. No washed colors or erasing, but sharply defined surfaces. No completed work in still life. Wood painting. Practice in groundwork and graining as set by the teacher. Use of the necessary tools. Third year A Tradescraft and citizenship. Description of the tools, imple- ments and the scaffolding and the work of decorative and ordinary painters. Use and care of tools and utensils, especially brushes. The different scaffold work, buck, pole and ladder apparatus, hang- ing platforms, etc. Rules for the protection and care of apparatus. Description of buildings, sketches and design. Description of the INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 43 most important methods of applying paint, using textbook on this subject. Painting in ordinary and in oil colors on wood, polished surfaces, and metals. Lacquering on wood and lead. The master as a unit of the trade-union. Trade-union and association methods, that is, parlimentary law etc. B Plane surface measurements and price calculations. Length and surface measures. Measurement of plane surfaces. Square, rectangle and right-angular measurements. Triangle, trapezium circle, polygon, floor, walls, ceiling, simple and double windows, doors, frames, and drapery fixtures. Mantels, designed from cylinders, cones and balls. Eaves, water pipes, columns, cornices, vault design. Calculations of measurements from working drawing. Foundations of price reckoning. Material, wages, expenses and profits. The apprentice must receive a grounding in all the difficulties that influence prices so that he understands the care and difficulties that fall to the lot of a master. C Decorative painting. Continuation of the exercises of the second year, wall plans in simple line outline, with stencil, friezes etc. Corners and panels. Wall and tapestry stenciling. Simple roof and ceiling work. The exercises are somewhat more compli- cated, two to three color tones in the stenciling and painting. Ex- ercises : rooms, stores, beer halls, clubrooms, vestibules, offices, steps, and halls are to be given by the teacher. Sketching one- twentieth, one-tenth or one-fifth fully completed. In stenciling, geometrical and plant life motives, as well as others suitable from animal life, may be used as far as the student has proceeded in free- hand drawing. The work in free-hand drawing is to be improved and related to the other work as far as possible, and employed at all times. D Free-hand drawing. Special observation of light and color on usable examples, articles, animals and plants. Portrayal with the least possible color of plant surfaces set off by light and shadow. Use of free-hand drawing work in stencil and frieze patterns and conventionalized designs. E Wood and marble painting. Continuation of the work of the second year. Framework and filling-in patterns of different kinds of wood. Marble painting and imitation. Practice from nature. Fourth year A Drawing. Colors ; where they come from, preparation, care of imitation. Lead poisoning. Lacquer, glues. Sketches from the history of decorative painting, Egyptian, Pompeiian, Raphael. 44 NEW YORK STATE EDUCATION DEPARTMENT B Tradescraft and citizenship — The master as citizen. State of Hamburg and German constitution. It is positively necessary that the student makes his own at least the important principles in the knowledge of color; this to be done by short dictations and frequent questions. C Bookkeeping. Ground plan of one method of simple business bookkeeping. Daybook, ledger, cashbook, inventory and exchange. Laws for proof and safety. Tenders. Hasten and Minetti “ Book- keeping for Painters.” D Decorative painting. More difficult problems in handling ceilings and walls. In this work the friezes and stenciling are to be made richer in form and color, and the students are especially to handle difficulties arising from wall surface division by doorways, niches, pillars etc. The division of the ceiling by projecting walls and other irregularities of the ground plan are also to be considered. In the free brush work some place may be given to the construction of leaves, flowers and similar details ; still life and color and por- trayal of animal life, landscapes, medallions and the human figure do not belong to the scope of students’ work and are to be avoided. To the foregoing work add social room for hotel, bedroom, gym- nasium, schoolroom, simple music room etc. E Wood and marble painting. Completion of the former ex- ercises and work for further study in the arts of wood and mantel handling. Syenite and granite. Lacquerer classes The lacquerer apprentices of the second, third and fourth years are divided into their respective separate classes. They attend school two days each week from i to 4 p. m. They have the theo- retical work in common with the painter apprentices of their re- spective years. The remaining time from 1 to 5 or 6 p. m. is de- voted to the practical work. A Trade instruction. Two-thirds of the 8 or 10 hours will be devoted to practice in free-hand line drawing, with slider on fellies or wheels, right-angle lining, largest possible surface, corresponding to the needs of wagon lacquerers, lead lacquerers, or furniture ornamenters. Small ornamental details, corner work and designs in geometrical and free outline. A few examples in heralds and mono- grams. For advanced students. Setting forth of business and delivery wagons with border decorations and lettering. Development of color feeling. These lessons are to be sketched to small scale and later worked out in natural size. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 45 B Wood painting. One-third of 8 to io hours devoted to prac- tice in graining and portrayal of important woods. Free-hand drawing and lettering; drawing the large and small letters in the Latin alphabet, union into words, block type. Development from letters into monograms. Studies of leaves, flowers and prepared specimens and their value for ornamental decoration. / Optional classes These classes are given in the evening only. A Free-hand drawing. The same principles used in the re- quired work are used here. The evening classes merely afford more time for practice. B Lettering and sign painting. Further building in the required work and in round script, practice in the Latin printing alphabet, large and small, development of a few important printing scripts and block type in order to strengthen the appreciation for read- ability, color, blending and harmony, beauty and the completed whole. The student learns to' work with the least possible color and materials and to avoid brilliant colors, shadows and double lines. The relation between the script and the bordering or decora- tion is to be explained. Profession and trade insignias are to be seldom used and never as artistic centers but more as decoration for surface patterns and stenciling, and are to be always secondary to the lettering. C German. From specially chosen examples from the work on the painters’ trade, certain paragraphs of grammar are to be reviewed. Practice in written and oral expression. Letters and post cards of apprentices to relatives. Description of painting work and of rooms that have been or are to be decorated. D Arithmetic. Decimal fractions and their application. Sur- face measure, percentage, profit and loss. Course of study in signs, shields, and designs for painter apprentices. First division. They begin with the drawing of lines and practice with brush work in size and color. Arrangement of ornaments according to previously assigned spacing. Color mixing according to problems outlined. Script painting for spaces assigned. Script drawing. Simple, usable, Gothic and Latin script and the practical application of the same. Second division. Color mixing from set problems. Color harmony. Painting from set spacing and given examples. Draw- ing from examples, enlarging and coloring. Independent prepara- tion of mixed colors. Preparation of a few sketches for friezes. 46 NEW YORK STATE EDUCATION DEPARTMENT Sketching for wall and ceiling decoration. Drawing modern script and painting the same. Development of placards and posters in painting. Courses of study for classes in free-hand drawing: Summer half-year - — plant ornaments. Simple, divided, com- bined leaf forms. Leaf foreshortening and cutting. Flower forms and stems. Leaf preparation and preservation. Winter half-year — geometrical ornaments. Conventionalize a few butterflies, birds and small animals. Perspective drawing of simple subjects. An exact division of subjects, week for week, is not possible be- cause the various talents and advancements of the students make a uniform progress impossible; this teaching is therefore mostly individual and not subject to outline. COMMERCIAL COURSES *EOR THE GROCER (The German system of grading classes is exactly opposite to the Ameri- can system; thus in commercial schools class IV is the lowest and class I is the highest.) German three, six hours per week. Class IV. Reading from a large number of selected pieces. The main object is to secure good pronunciation and enun- ciation. To secure memory and oral fluency, certain im- portant selections are to be reproduced by the students. A special reading book by J. Schmarje is used. Grammar includes a complete review of the declension of nouns, pro- nouns, adjectives and much practice in the correct use of im- perative prepositions, governing verbs and adjectives. The sub- ject for written work is to be taken from the grocers’ trades. Dictation relating to the everyday affairs of a grocery store will alternate with individual work from the experiences of the ap- prentice. Finally, by use of the blackboard, written examples, and suitable quotations, the students are to be gradually intro- duced into the phraseology of the grocery. Practice is given in the correct use of commercial terms and in the business vocabulary of the grocery trade. The work is to be sequential and to stimulate interest in the grocery business. A Examples 1 Letter to an old friend; aim to secure a position as appren- tice ; special attention to be given personal and possessive pronouns. 2 Answer of the friend. 3 Letter to an incoming proprietor. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 47 4 Answer of the proprietor, directing apprentice to come to isee him. The aim in these cases (3 and 4) is to secure a correct, polite form. B Announcing sale of a grocery business by A; questions of the purchaser Byanswer to his question; considering security from third party C. ^Class III. The reading practice gives occasion for oraj. repro- duction of what has been read, especially for clear and connected statements. General review of grammar, taking up only the main points, and particularly those liable to give pupils most trouble, as prepositions, governing verbs and adjectives, and pronuncia- tion ; explanation of all words and terms especially connected with grocery business. The written work will be restricted to the writing of letters covering all possible relations that might arise in the grocery business, both wholesale and retail, and to practice on written business forms. As a guide Edert’s “ Mercantile Plans ” is used. The instruction in German is directed toward the fixing of the fundamental principles of general commercial prac- tice. In the second half of the year the following chapters of Max Behm’s “General Commercial Principles” are taken up: (1) all that has to do with indexing, cataloging, registering and record- ing in a business office; (2) the postal affairs; (3) shipping of goods. Class II. The use of the reading book in this class is restricted. Political economy is given special attention. The written work introduces practical business correspondence ; for example, ad- vertisements, offering of goods for sale, ordering of goods, letters of credit, circulars, letters of information, letters demanding pay- ment, correspondence with an agent as between debtor and creditor, seeking of employment, references, contracts, and the presenting of requests. In this written work the independent work of the pupils is to be sought. Edert’s “ Mercantile Plans ” is used as a guide. From Max Behm’s “ General Commercial Principles ” will be taken up anything connected with customs, money and exchange. Commercial penmanship Class IV. The aim is to acquire a skilful and beautiful handwrit- ing. Practice is given in the German and Latin alphabets, first with the letters singly and then in words. In the last half year follows writing of longer sentences and paragraphs related to the grocer’s calling, such as bills, receipts, and addresses. 48 NEW YORK STATE EDUCATION DEPARTMENT Class III. Practice is given in the writing of longer articles, the chief aim being legibility and neatness ; filling out of business forms and blanks and discussion of same; filling out of entrybook by J. Schmarje; practice of ovals and other ornamental types by such students as are especially gifted for such work. Arithmetic Class IV. The four fundamentals in whole numbers, common and decimal fractions. Emphasis is laid on accuracy and complete- ness as well as on the correct use of arithmetical rules. Simple rule of three, easy lessons in partnership, alligation and division, and from square and cubic measure only that which relates espe- cially to the grocery business. For exercises part I of Prof. M. Lowe’s “ Lessons in Business Arithmetic ” is used, the more diffi- cult problems being omitted in this grade. Afterwards the simpler lessons in percentage from Lowe, part II, with examples taken from the grocers’ business, might also be taken up in this class. Class III. The study of interest (Lowe, part II, p. 19-39) and percentage (Lowe, part I, sec. 9). From partnership the more difficult problems (Lowe, part I, sec. 10 and Lowe, part II, p. 18- 19), as well as division (Lowe, part I, sec. 11, and part II, p. 19). Class II. From Lowe, part II, study the chapters on discount, stocks, and compound interest and the payment of debts. Further, Lowe, part III, introduction into current accounts. Bookkeeping Class III. Opening of an inventory, explanation of the terms “ inventory ” and “ balance ” ; working out of a short “ geschafts- ganges ” with the simplest entries after simple bookkeeping. Fur- ther, “ geschaftsganges,” yearly balance with profit and the same with diminished profit (business expenses through brokerage and commission); loss; account current of the proprietor; increase of capital. Special stress is laid on independent work. Class II. Taking as a basis a short “ geschaftsganges ” worked out for two months and following the rules of double entry book- keeping, the following are discussed and written up : inventory, daybook, cashbook, journal, ledger, monthly balance, general balance and yearly balance. In oral work, chief emphasis is laid on finding out the correct account (debit and credit). In the second half-year follows the independent work of a “ geschafts- ganges.” INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 49 Commercial geography Class II. The geographical possibilities and conditions, both physical and political, of the grocery business and its commerce; the great German coal fields and agricultural centers; the most important agricultural products ; the great German steamship lines and their routes of trade; the great European nations, their colonies, important exports and trade in food products ; the great commercial centers outside of Europe which are noted for their food trade with Germany. The connection between the physical features of a country and the occupations of its inhabitants with its export products and commercial possibilities, is particularly noted. Stenography Class II. The instruction in stenography will be given in the last semester according to the Stolze-Schrey system and the in- struction book by Ahrens and Petersen. Special stress on the con- sonant signs arranged in groups and of the vowels symbolically represented through these. The use of combinations of consecutive vowels and consonants. Practice of a few special rules of writing; at the same time to acquire in connection with related material the prefixes, suffixes, and contractions that will be needed later in the business. Foreign language Courses in foreign languages are elective. Attention is called to the importance of a practical mastery of the foreign language as it is used in business life. To this end there is as great a re- striction as possible in grammatical rules and much practice in oral and written expressions, translation of letters, and business cor- respondence and conversation. Students from all classes and courses may take this work. Commercial instruction Commercial instruction in class I is characterized by a further repetition of the material acquired in the former classes and minute dealings of exchange. Further banking, stock exchange and board of trades ; stocks and bonds ; a few of the most im- portant terms of commercial law, board of trade and of the con- stitution. TEACHERS More important by far than these courses of study are the teachers who are to present this work in a manner so practical 50 NEW YORK STATE EDUCATION DEPARTMENT - as to appeal to the most ardent tradesman and at the same time with stimulated interest and according to the correct rules of pedagogy. A general sketch of the Hamburg faculty is here given, followed by a more detailed account of the selection, instruction and division of teachers. Each of the four schools in the main trade school building is under its own director, a man of special skill and experience in his particular branches, and the head trade school itself is under Prof. Dr Weckwerk, previously mentioned. All other public continua- tion schools are under Inspector Kasten, and each of the union trade schools has its separately chosen director responsible to the union. The head trade school for evening and Sunday schools is under a director chosen by the inspector, and each of the ten schools held in public school buildings has its own director. Five are directors in the same building during the day; of the remain- ing five, three have the advanced license and are teachers in high schools and only two are ordinary day school teachers. In these ten evening schools are employed 223 teachers, of whom 45 are tradesmen, 5 rectors in day schools, 9 teachers in high schools and 164 common school teachers or special language teach- ers. Of these 223 men, 40 are employed only half-yearly, 10 in summer and 30 in winter; and of these 40, only 14 are tradesmen of whom 10 teach in winter and 4 in summer. Thus we see that in the evening schools where nearly all theory is taught there are 178 professional teachers to 45 tradesmen, and of these 178 teachers only 26 2 re employed half-yearly, while 20 of the 26 are employed in the winter half-year when day schools are in full session. In general, we may say that in all trade schools the pro- fessional teacher is used for theory and as far as possible for the elementary technical work, the advanced technical work and certain advanced theory being left to the mechanic. In the elementary classes the professional teacher is needed for methods and disci- pline and he can easily master the technical side of the work. As soon as the technical side supersedes the pedagogical, the mechanic replaces the teacher. Mechanics exclusively are used in the work- shops and laboratories and in the union trade schools, and the ad- vanced theory is taught either by a professional teacher who has been through the course in practical training or by a workman who has attended the course in pedagogy. Thus trade drawing, draw- ing in upper classes and some few elementary classes, tradescraft, and ship and machinery design are usually taught by experts. The INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 51 teachers of artistic painting, decorating, and frescoing are artists and have their private studios, often in the school building. Hav- ing taken the course in pedagogy, they teach as a side line. In the plumbers’ school of Hamburg, German, writing, bookkeeping, tradescraft and certain work in the lower t professional teachers while the trade drawing, design' sHopwof ■B®WWM. on JMES wine, design, shopwork and/ upper classes are under mechanics from the technikum. All the practical work in the street pavers’ classes is done by a me- chanic who is employed only two months in winter when street work is stopped ; but in the Harburg school for bakers very ex- cellent work is being done by a day school teacher who has made a study of the bakery business for this purpose. The actual work is done in the bakery, but this teacher discusses potash and yeast, what they are, how to make them, how they affect food ; simple chemistry ; special baking powders ; conditions producing chalk in bread ; and all sorts of weight and price calculation. This illus- trates what is meant by the advanced classes in theory which are usually taught by a tradesman. In the school -in Altona for the building trades, arithmetic, Ger- man, elementary drawing, citizenship and the beginning classes in tradescraft are taught by professional teachers ; mechanical draw- ing, patternmaking, construction and shop are under the mechani- cal builders. First year drawing for plumbers is taught by a day school teacher. Second year work in technical theory, arrange- ment of water pipes, flow of water, measurements, and general orders are well taught by a day school teacher who has taken the course under an engineer from the technikum. Third year work is taught entirely by professional plumbers. Even in the commercial schools the same division is found. The first half-year of bookkeeping is left to a day school teacher ; the second half-year to a professional bookkeeper. Correspondence I has a tradesman ; correspondence II has a day teacher who has made special preparation. Only in the most advanced schools like the technikum and the shipbuilding school is there an entire faculty of mechanical teachers, and here the festangestellt or permanently hired teachers are in the majority. In the continuation schools the permanently fixed teachers are a minority, the greater number being employed from year to year by the hour. The permanent teachers received from $1000 to $1750 per year, the usual increase being $150 every three years. Those who are paid by the hour receive 62F2 cents per hour the first three 52 NEW YORK STATE EDUCATION DEPARTMENT years and 75 cents per hour after the third year. College graduates, engineers, or modern language teachers receive 75 cents per hour, increasing to 94 cents per hour after three years. In Altona the teachers are paid $27.50 per year-hour when hired by the year, and 75 cents per hour when hired by the hour ; nearly ail are day school men and are very carefully selected. Candidates send written ap- plication to the director who communicates at once with the schulrat to ascertain their standing in the public schools. From this infor- mation he prepares a list and visits these men in their classes, after- wards selecting the most suitable for the vacancies to be filled. They are usually over 30 years of age, as experience has shown that younger men are not successful in the trade schools. They are required to sign a contract to teach four hours per week or less, at the pleasure of the director and to enter a preparatory class. The one drawback to this plan is the opposition of the day school rectors, who do not approve of their teachers working evenings; but experience has proved that the ordinary teacher can teach up to 8 or 10 hours per week in the continuation schools without affecting the other work, and their contract permits them to stop at 4 hours, although there is no law limiting their evening work as is the case in Hamburg. Rectors of day schools are selected where- ever possible and mechanics are in demand, but very scarce, as they must be especially adapted for teaching. The tradesman teacher does excellent work in practice and theory with one pupil, but they neither like the work nor achieve much success in class teaching. The preparatory class which all teachers enter is conducted by the director and continues for one year, developing the pedagogical side of industrial education, aims and spirit of the work and the more specific sides of certain subjects, such as bookkeeping. No teacher is employed until he has satisfactorily completed this work, and his chances then are much increased if he has voluntarily interested himself in the technical side of the work. Besides visiting the technical classes of the school, many teachers attend regular courses of lectures on technical instruction which are held in various cities of Prussia for three, four and six weeks at a time by the central government. Others visit shops to get accurate information in ad- vance of their classes, take work provided by the trade-unions, at- tend classes in building, carpentry and machine construction schools and occasionally work in some trade or business. All of this work, however, is voluntary; no teachers are sent into shops, stores and schools at the school expense to acquire knowledge for use in INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 53 teaching. In this respect, Altona can not rival Hamburg, where the selection and training of teachers has been raised to a science. For the training of teachers the city provides four special classes which are open to any candidate for a teaching position in the con- tinuation school upon application to the inspector or director. From the registration lists, the inspector selects his names and for- ward s them to the oberschulbehiirde controlling the public day schools, which returns a record for each name, showing the teacher’s education, certificates granted, ability, success as a teacher and the reports of the inspector, all of which are kept in a permanent record. To this record are later added the candidate’s class record, ability, personality and attendance as reported by the special teacher and observed by the inspector. From this completed record the teachers are selected, after finishing one year’s preparatory study. TRAINING THE ELEMENTARY TEACHER IN MECHANICAL BRANCHES The largest number of names on this list represents the day school teachers and comes from the registration in a technological course for increasing the efficiency of such teachers in practical trades. The course was started in 1906 upon the joint recom- mendation of the inspector and director, and placed in charge of Herr Oberlehrer Engineer Siefkin, one of the best instructors in the technikum. The members of this class receive free as text- books “ Sketches from Lectures on Machine Technology,” by the teacher. The tools and apparatus needed for descriptions in the lectures of the course are loaned, as needed, by the firm of Ortmann & Herbst. In order to base the course upon those things that are most practical and necessary and to avoid all matter that tends to interfere with the main objects of the work, a large variety of single sheets, prospectuses, cuts and catalogs showing the newest and most essential features of every trade, are handed out gratis, hav- ing been furnished free by different firms upon request of Herr Siefkin. In order to illustrate and explain the plants for the handling and transporting of molten metal, bronze, tin plate, rolled plate, slagg, fuel, etc. the teacher prepared no lantern slides of rolling and stamping mills, which are used for one lecture of the course, open to outsiders, and held in the city museum hall loaned for that purpose. By request of Schulrat Prof. Dr Stuhlman, the upper classes of the technikum were invited to the last lecture and appeared in full numbers. They represent the future expert teachers in the con- 54 NEW YORK STATE EDUCATION DEPARTMENT tinuation schools. Practical expeditions conducted by the instructor are also a feature of the course. During the last year the follow- ing places of business have been visited and studied : J. H. & H. Menk, metal and iron works ; Hamburg mint ; Ferdinand Stripp, tin and lacquerware factory; D. H. W. Schultz & Son, bronzeware factory; Gebruder Lamberg & Co., rolled tin plate; C. H. E. Eggers & Co., money cases and cash register factory; enamel fac- tory in Bergdorf ; Blohm & Volfs, shipyard and machine factory; Ferdinand Muller, bronze and brass factory ; Ortmann & Herbst, machine factory. The owners of these plants were more than will- ing to throw open their factories, and often assisted in the explana- tion to the class. At the suggestion of Herr Siefkin, the trade school board per- mitted thirty-six of his students to accompany him upon a trip into the South to visit the Peiner rolling mills and Llseder smelting works, the city voting a certain sum for the two days’ trip. The teachers and students reported much profit from the trip, and that every courtesy and assistance in studying these vast works was shown them. Since a perfect equipment for technical teaching and an intelligent attendance upon the foregoing technological course demand that the teacher be able to sketch quickly and accurately simple tools and machines, upon the suggestion of Director Weckwerk and In- spector Kasten, the board decided to establish a course in practical sketching. This work was also' allotted to Herr Siefkin for two hours weekly, Wednesday from 4.30 to 6.30 in the head trade school, and extended over six winter months. The course was free and 32 men availed themselves of this instruction, 26 from trade schools and 6 advance students in the head school. Acting upon suggestions from the same two gentlemen, there was started a sec- ond course giving special attention to practice in the drawing of tools, implements, and vessels needed for instruction in the boys elementary classes. This class met four hours weekly for six months under direction of drawing inspector F. Burns, director of the Ludwig strasse gewerbeschule, and had 23 teachers attending. Still another class, designed to increase the efficiency of the new teachers in the tinkers trade school, is to be formed upon Inspector Kasten’s advice. This class deals with the building technic neces- sary for the teaching of tradescraft and trade drawing in classes 1 and 2, and is similar to one under Diplom Engineer Steinbach, a teacher in the building trade school, who conducts a biweekly six INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 55 months’ course for technikers on methods in building plumbing, roof metal work and mechanics. During the year the teachers in the tinkers school, together with Inspector Kasten, visited many fac- tories including, among others, Gebruder Ebel’s zinc press factory and the installation and pneumatic pipe factory of K. A. Gut- knecht. Ivor are these courses and visits, good as they are, considered en- tirely sufficient. Two elementary teachers have been sent into the workshops to work, one in a shop for locksmiths and the other in a plumbing and tinsmith’s establishment. Here they do the regular daily work of the trade, bringing specimens of their work to the school and often making the models needed for instruction. They are rapidly put through the paces of an apprentice and are then returned to teach the theory and bookwork as allied to practice in the lower trade classes of the school. They advise and consult with the other teachers and make the most valuable instructors for elementary trade courses. The mechanics are not entirely in favor of this method, fearing it will lead to the adoption of school work- shops and a decrease of the apprenticeship system. The inspector picked a fine boy from the graduating class and sent him into the workshops for special work and to make models for the school. Later this young man will be placed in the peda- gogical course “ Training the Mechanic in Pedagogy,” and will be- come a valuable teacher of elementary classes. TRAINING THE MECHANIC IN PEDAGOGY This class for training the practical workman in educational principles is conducted by Director Prof. Dr Weckwerk of the head trade school. All mechanics who are prospective teachers must attend its Wednesday night sessions from 7 to 9, where they receive instruction on the aims and ideals of the school, methods, the particular aim of each division of the school, order, attention, questioning, and timesaving methods, supplemented by visits to various classes and excursions through the school. Occasionally the fore part of an hour will be devoted to a lecture and the latter part to visiting a class or classes where the instruction of the lec- ture is being given a practical application. Again a series of visits are made, the director explaining the continuity of the work and the relation between the gewerbeschule, the technikum and other more advanced schools. During these visits, and in fact at all times, the mechanical and professional teachers consult, each supplying in- §6 NEW YORK STATE EDUCATION DEPARTMENT formation that is needed by the other. As an evidence of the per- sonal interest taken by mechanics in improving themselves as teachers, may be mentioned the fact that this class on its tours of inspection frequently met technikers visiting the classes on their own initiative, inspecting the work, questioning the professional teachers and gathering all possible information. They even familiarize themselves with certain of the commercial branches in order to understand better the theoretical side. TRAINING THE COMMERCIAL TEACHER For supplying training in commercial branches to mechanical teachers and more especially to day school teachers who are being fitted as instructors in the continuation commercial schools, a very excellent course has been established. An elementary teacher of unusual promise was selected by the inspector and sent to the Banker Verein Bank for six months’ practical work. He was then transferred to a wholesale house for six months, and later to an import and export company, where he remained for an entire year. Next he was sent for some months into the office of a shipping and transfer company, and finished up with four to six weeks in a large department store. This man is now the head teacher of banking, bookkeeping and commercial arithmetic and also the in- structor in a one-year course in practical commercial work for all elementary teachers who desire to teach in the commercial trade school. The class in which the writer participated was held in the armory and consisted of twenty-five intelligent young day school teachers. The teacher had a quick businesslike manner that per- vaded the entire work of the class. The study for this period in- cluded exchange, letters of credit, discounts and foreign paper. The schulebehiirde had allowed this teacher his salary during the time of his apprenticeship in these business houses, but anyone who observed the speed and assurance with which he presented topic after topic from both the practical and pedagogical side, would have no doubt of the ample returns made to the city for the money so expended. PUPILS If the preparation of teachers is important, the preparation of pupils is more so. The vast majority of continuation school pupils receive their elementary education in the volkschule or common free school, and to form an intelligent idea of what this education is, it will be necessary to say a few words about these schools. INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 57 In Altona there are two grades of schools below the higher pay schools, the volkschule and the mittleschule. The former has a course of study similar to the first six years of our ordinary union schools, with religion and gymnastics added as regular subjects. The mittleschule includes all this to a higher degree, with history, science, modern language and elementary algebra and geometry added; the course extends over nine years and a small tuition is charged. The Hamburg volkschule is a combination of these two, containing all these subjects condensed into a seven years’ course of study with an extra advanced year called “ selecta.” These classes begin with 8 so that 3, 2 and 1 are the highest standards. Drawing, with the emphasis laid on the accuracy of portrayal in general work rather than upon color and impression, and geometrical construc- tion are prominent features of the work in all schools. Graduates of a mittleschule may attend a realschule, or still higher institution, for one year more and pass the einjahrige ex- amen, entitling them to serve only one year in the army instead of three; but even this indorsement has little effect upon the trade school pupils. Of all apprentices registered in carpentry, two-fifths are from class III of the volkschule, the remaining three-fifths from classes II and I and none from the higher schools. There are 405 locksmiths and small metal workers and not one has the einjahrige examen. Only 25 come from selecta, the fourth year of a six-year course, or fifth year of a nine-year course in higher schools. Two hundred and eighteen are from class I of the Ham- burg volkschule, the third year of a six-year course, or fourth year of a nine-year course in higher schools. One hundred and nineteen come from class II of the Hamburg volkschule, or the third year of a higher school; 33 come from class III of the volkschule, or lower; 8 come from village schools and 2 from a one-class country school. The tinsmiths show much the same previous education, einjahrige, o; selecta, 17; volkschule I, 165; volkschule II, 93; volkschule III, or lower, 45 ; villages, 1 ; country, o. Even in the commercial school the same previous training is found, but there is a greater percentage from the higher volk- schule classes. The French I class contained 16 boys, all of whom were from the volkschule, and a majority from selecta. The arithmetic III class contained 13 boys, 6 of whom were from selecta and all but 1 from the volkschule; the bookkeeping I class contained 18 boys — fine looking and very orderly — mostly from selecta; all but 1 were NEW YORK STATE EDUCATION DEPARTMENT 58 from the volkschule; the German I class contained 14 boys, 13 of whom were from the volkeschule and 1 from the realschule. It is also of interest to note the general lines of business whose apprentices frequent the commercial schools most. Thus in the French III class the majority come from counting and importing houses, very few from firms doing strictly local business, and none from stores. In the French II class of the second half year in school are boys from importing, exporting, banking and shipping houses, one wholesale clerk, one gardener and no retailer. German III has 20 boys of whom only 2 are in retail work. Correspondence II has 8 boys, all from import and export firms. The percentage of retail clerks is rather higher than appears here and Hamburg’s position as one of the largest ports in Europe naturally raises the number from import and export houses and shipping firms. In the classes for girls the percentage of retailers is large and the work practically the same as given to young men. Contrary to the fixed German custom, men and women in the commercial continuation schools are instructed in the same building and under the same government, but the classes are never coeducational, and, with very few exceptions, the teachers are men. The girls are fully equal to the boys in everything except mental arithmetic, and during their school course are earning from $5 to $12.50 per month in business houses. This is a very good showing when it is remembered that, after completing school, girls start on the low wages of $10 to $18.75 P er month and that their increases are slow. In deportment and interest the girls excel the boys. In general, attention and in- terest vary with the teacher exactly the same as they do in any other school, but are best in the laboratories and poorest in the drawing classes, although the trouble here is due much more to their phlegmatic dispositions than to any acute indifference. There were professional teachers and mechanical teachers who had ex- cellent order and attention, and both classes of teachers who had •some disorder and idleness; it seemed to depend upon the person- ality of the teacher entirely and it was not conspicuous that either class was superior to the other. The same indifference was surprisingly apparent when the ap- prentices were consulted regarding their work in the school. This was more marked in Altona than in the voluntary schools of Ham- burg, but there was a general apathy among a large number of boys questioned, as to whether they came to school or not. Only INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 59 one really objected to being forced into school; the usual answer was that he did not care, he would just as soon come as not as long as he got his time allowed for it. There were a few in both cities who spoke highly of the school work and of the opportunity so to advance themselves ; but this number was less than might be ex- pected and the same indifference is also manifested in the further upbuilding of the students after leaving the continuation school, as only io per cent of the masons and carpenters go into the building trades school, 5 per cent of the mechanics go on in the machine builders school and less than 5 per cent of the others find their way into various advanced technical schools. These very facts, how- ever, emphasize the need of the continuation schools, the schools for the beginners ; and that they are primarily for the apprentices and are so considered the following table shows : Total number of students 2474 Apprentices 2408 Journeymen 44 Independent workmen 2 Unclassified 1 1 Teachers and students 9 These 2474 pupils are also divided as follows : Teachers and scholars 9 Laborers 114 Unclassified 1 1 Specific trades 2340 The largest of these specific trades here represented is that of machine builder, with 491 ; but locksmiths and tinsmiths each have over 400 and masons number 379. Eight trades are represented by one apprentice each, namely, watchmaker, photographer, en- graver (the others attend the kunstgewerschule), sailmaker, candy- maker, glazier (special school), brushmaker and cooper. In gen- eral, the representation is small in any one trade ; only 8 of the 67 trades have 50 or more apprentices in the school. These are fig- ures for Hamburg (those for Altona are not of so much interest, as all apprentices there are compelled to attend school) and the total increase is not all that might be expected. 1905 1906 Winter Summer Winter Summer 3041 2506 3281 2769 6o NEW YORK STATE EDUCATION DEPARTMENT The present numbers are 3447 and 2911 and it is estimated that compulsory education would nearly double these figures. Taken as a whole, the German student is a very satisfactory and orderly pupil, not overenthusiastic or ambitious, but doing excellent work and steadily advancing the standards of the great industrial army. CLASSES FOR WOMEN Whatever may be said of the other classes in the continuation schools, there can be no doubt of the interest and enthusiasm dis- played by the pupils in those special classes established for the wives and daughters of tradesmen and shopkeepers. These women, who are known as the handworker frauen, come from every con- ceivable trade and business to attend a course of 2 to 4 hours weekly established jointly by the trade-unions interested in the school and by the city authorities. The curriculum includes book- keeping, business arithmetic, commercial practice, all forms of bus- iness paper, banking, shipping, and other subjects and is intended to give these women a thorough elementary business education in order that they may assist their husbands and fathers in conducting their work along sound, business principles. Through their influence many a shiftless business has been systematized and put on a paying basis and many a mechanic or laborer has found the practical prin- ciples of finance applied to his household a great incentive to saving. These classes in both Altona and Hamburg are one of the best pay- ing investments of the schools. The course in Altona is entirely free and the attendance voluntary; the director himself instructs the class and the schoolroom was filled at every meeting with fine look- ing, intelligent, ambitious women from 18 to 35 who gave perfect attention and learned with surprising rapidity. BLANKS, RECORDS, AND REPORTS Not only are these various classes organized to fill a want but they are organized and conducted according to a system, which in itself is an education to students who come in contact with it. Every student upon entry fills out a registration blank giving the name, age, occupation, employer, school and class recently attended and all other information necessary to the records of the institution ; he receives an assignment card, which is necessary for entering the classes designated for him, and a zeugnisbuch, in which his school records are to be kept. The Altona book, which is a good ex- ample, contains the following form : INDUSTRIAL SCHOOLS OF HAMBURG AND ALTONA 6l 0 GENERAL REPORT ATTENDANCE SUBJECTS SIGNATURES c T3 Absence be C a e .H TJ u c$ H