is not sufficiently evident to the pupil, and which therefore are tedious to him; be-
fore he can reach technical instruction he is tired of the work. Moreover, it is the
wish of a workman, and more particularly of an older workman, to acquire some
skill in drawing, or to gain information thru an easy course of instruction con-
cerning some definite department of machine construction, but to be spared German,
arithmetic, and mathematics. This is not only comprehensible, but to a certain ex-
tent justified, the more so as at present everyone can find opportunity, even outside
of the school, to perfect himself in the mother tongue and in arithmetic.

These considerations indicate that our recently planned reorganization of technical
night courses in conformity with the American system is calculated to be of benefit.a

CONCLUSION.

The Reiseberichte close with the report of Councilor Oppermann, as appendix. It
contains general accounts of the journey to America, the character of American cities
and of American scenery, American railroad management, American economic con-
ditions with special reference to agriculture and the industries, the conditions of
labor, the general character of the St. Louis Exposition, and the return to Germany.
Aside from its general literary and scientific value it contains, however, nothing
additional bearing on the interests with which this synopsis is concerned.

CONTENTS OF THE "REISEBERICHTE."

I. GENERAL.

A. REPORT OF DOCTOR DUNKER, COUNCILOR OF INDUSTRY, BERLIN.

American secondary schools in their relation to commerce and industry:

1. The American common school system.

2. The American high schools..

3. Manual training in high schools..

B. REPORT OF DOCTOR KUYPERS, CITY SCHOOL SUPERINTENDENT, DÜSSELDORF.

4. Commercial schools...

5. General remarks concerning American education..

Elementary schools and the training of teachers:

1. Introductory remarks..

2. Kindergartens

3. Elementary schools..

(a) Historical review.

(b) Organization....

(c) Methods and aims

(d) Teachers and pupils..

(e) Branches of study

4. Training of teachers.....

5. Critical estimate and conclusion..

C. REPORT OF H. BACK, DIRECTOR OF INDUSTRIAL SCHOOL, FRANKFORT ON THE MAIN.

Training of industrial workers:

1. Introductory remarks..

2. Industrial production by wholesale, special machines, and division of labor.

3. Views concerning the want of skilled artizans...

4. What is done by captains of industry to prepare well-trained laborers?.

5. Some legal provisions of States concerning apprentices.

6. Position of organized labor with reference to industrial education.

7. Other agencies for the promotion of apprentice education

8. The social position of the American artizan..

9. Concluding remarks...

44

46

47

47

48

50

51

54

56

61

65

67

73

74

77

79

81

89

94

II. INSTRUCTION IN INDUSTRIAL ART AND DRAWING.

A. REPORT OF DR. ING. MUTH ESIUS, COUNCILOR OF INDUSTRY, BERLIN.

1. Industrial art at the World's Fair at St. Louis.

(a) Industrial art outside of Germany.

(b) German industrial art...................

2. The success of Germany at the World's Fair in St. Louis..

3. The present condition of American industrial art....

4. Instruction in art and technical instruction in America.

B. REPORT OF E. THORMÄLEN, DIRECTOR OF SCHOOL OF INDUSTRIAL ART AND OF TRADE
SCHOOL, MAGDEBURG.

1. Industrial art at the World's Fair, St. Louis..

2. Education in industrial art in the United States...

Page.

99

99

111

128

130

134

144
151

C. REPORT OF PROF. C. SCHICK, DIRECTOR OF TECHNICAL SCHOOL, CASSEL.

D. REPORT OF VON CZIHAK, INDUSTRIAL SCHOOL COUNCILOR, BERLIN (FORMERLY OF

1. Introductory remarks.

DÜSSELDORF).

2. Common schools in the United States

3. Manual training

4. Drawing as a study

5. Technical instruction.

6. Instruction in art ..

7. Instruction in architecture

8. Trade schools

9. American industrial art..

10. Concluding remarks

III. MACHINE CONSTRUCTION AND THE METAL INDUSTRY.

A. REPORT OF PROFESSOR GÖTTE, COUNCILOR OF INDUSTRY, BERLIN.

Schools for the training of officials and artizans of the metal industry compared with similar
institutions of Prussia:

1. Origin of such institutions..

2. Kinds of school..

3. Course of study-

(a) In technological schools.

(b) In trade schools

(c) In evening schools..

4. Buildings and equipment..

5. Teachers

6. Supporters and authorities of these schools.

7. Cost of such education.

8. Concluding remarks.....

9. Appendixes: (a) Massachusetts Institute of Technology, (b) Worcester Polytechnic
Institute, (c) Stevens Institute of Technology, (d) School of Engineering of Columbia
University, (e) Sibley College, (ƒ) College of Engineering of the University of Illinois,
(g) Technological Department of Drexel Institute, (h) Technical Department of Pratt
Institute, (i) New York Trade School. The organization and course of study of each
of these 9 institutions are given......

180

185

188

193

198

200

204

207

212

214

217

218

222

227

229

230

231

233

234

235

236

B. REPORT OF BECKERT, ROYAL INDUSTRIAL SCHOOL COUNCILOR, SCHLESWIG.

C. REPORT OF E. BEIL, DIRECTOR OF THE HARDWARE AND CUTLERY SCHOOL,
SCHMALKALDEN.

1. Introductory remarks....

2. Tools and machine tools at the World's Fair, St. Louis..
3. Observations in American workshops and tool industries..
4. The American manner of production and means employed.
5. The success of the American tool industry and its causes..
6. Concluding remarks...

7. Appendixes: 15 full quarto photogravures of American machine tools and hardware......................

IV. SHIPBUILDING.

Page.

296

298

300

394

321

325

327

REPORT OF SELLENTIN, DIRECTOR OF THE SCHOOL OF SHIPBUILDING AND MACHINE
CONSTRUCTION, KIEL.

1. Introductory remarks..

2. Technological instruction, with especial reference to shipbuilding schools

3. American methods of using shipbuilding materials, and their influence upon cost of building.
4. Concluding remarks

5. Appendixes: Courses of study of the Manual Training School of Washington University (St.
Louis), the Spring Garden Institute (Philadelphia), the Armour Institute of Technology
(Chicago), and the evening courses in shipbuilding of the Franklin Institute (Philadel-
phia). Methods of technical drawing. Time allotment of the different subjects of
instruction in the departments of machine construction in certain higher technological
institutions, compared with that found in similar Prussian institutions. The Hampton
Normal and Agricultural Institute.......

V. THE TEXTILE INDUSTRY.

329
330

338

344

345

REPORT OF PROFESSOR GÜRTLER, COUNCILOR OF INDUSTRY, BERLIN.

1. The textile industry at the World's Fair at St. Louis

2. Textile schools in North America..

3. Visits to textile factories

363
368
372

VI. CERAMICS.

REPORT OF DOCTOR PUKALL, DIRECTOR OF THE ROYAL CERAMIC SCHOOL, BUNZLAU.

1. Ceramics and glass at the World's Fair at St. Louis, including the exhibits of all the leading
nations..

6. American economical life, especially agriculture and industry.

7. Visit to American industrial centers.

8. Protection to laborers and industrial supervision in the United States

INDEX.

A.

Aachen, Germany, technical college, 36.

Academies of art, schools for illustrators, 31.

Accuracy neglected in drawing, 28.

Act, Morrill, of 1862, 35.

Admission, requirements of, to engineering schools, 38.

Aim of American kindergarten, 17; of school, to stimulate, show the way, 14.
Alis-Chalmers Company, 42.

Alley, blind, American school is not, 10.

America, a slumbering giant as yet, 41; discusses educational problems, 11; gives an example to the
world, 34; has boards of education and a bureau of education, 10; has opened new paths in industrial
art, 30; lacks an artistic past, 32; lacks European point of view, 27; opened new paths in teaching
drawing, 34; is the land of contrasts, 26; scarcely discovered when Luther demanded compulsory
education, 16.

American educacional system imprest by German suggestions, 22.

American people, character of, 41; permeated with technical spirit, 31; sober-minded, healthy and
vigorous, 41; sound at heart, 41.

Americans, energetic, resourceful and superficial, 12; energetically at work to advance, 23; love their
country, 41; want a modern school, 14.

Amos Tuck School of Dartmouth College, 22.

Armour Institute, Chicago, 32.

Art instruction, develops rapidly, 25, 34; the human figure in, 27.

Art schools, after the European model, 29; lack teachers of high standing, 29; prepare drawing teachers,
29; typical ones, 29.

Art students, majority are women, 29.

Association, innocent, promoted by coeducation, 23; National Teachers', 9.

Attitude, American, toward other nations, 12; of trade unions toward industrial education, 42; which
honors labor, 21.

Back, Director H., 41, 44.

Baldwin Locomotive Works, 42.

Baron de Hirsch Trade School, 43.

Beckert, Councilor, 38.

Beil, Director E., 40.

B.

Belief, naive, in superiority of American institutions, 12; religious, of pupils not inquired into, 10.
Boys, clever, turned into cheap clerks, 22; should be educated by men, 14; working at the lathe, had
been listening to Cicero, 21.

Brown, Elmer Ellsworth, Commissioner of Education, 5.

Buildings of normal schools of noble style, 24.

Bureau of Education, origin, 9; its publications, 15; a characteristic feature of the United States, 10.

C.

Character, corporate, of Harvard, Yale, and Columbia, 10; fundamental Anglo-Saxon, 10; general, of
technical schools, 35; national, of American schools, 10; of American people, 41; of drawings made
in technical colleges, 36; of high school, a double one, 19; of instruction in engineering schools, 38.
Characteristics, of the nation exemplified in school, 16; of normal schools, 24; of trade schools, 44.
Chemistry, strong emphasis on, 36; too much time allotted, 36.

Class instruction contrasted with individual instruction, 23.

Class rooms, laterally lighted, in art schools, 32.

Coeducation, a democratic measure, 23; has tendency to elevate both sexes, 14; in American schools, 14;
opinion of Dr. Dunker, 23; should cease at the age of 12, 14.

Collections of musical instruments and other appliances, 32.

Colleges, modified their courses, 19; normal, giving degrees, 25; of commerce, 22; technical, in America,
35.