LOCATION OF DALNY.

The accompanying map shows the location of Dalny, on the eastern shore of the Liaotung Peninsula, about 20 miles from Port Arthur and within the territory leased by the Chinese Government to Russia on March 27, 1898, the lease being for a term of twentyfive years, to be subsequently extended by mutual agreement. The lease included 800 square miles of territory and all harbors between Port Arthur and Talienwan, the harbor of Port Arthur and a part of Talienwan to be for the sole use of Russian and Chinese men-ofwar, Russia to have the privilege of extending its Trans-Siberian Railroad through Manchuria to Port Arthur and Talienwan.

INDUSTRIAL SCHOOLS IN GERMANY.

There are 287 industrial schools in Saxony. The population of the Kingdom is 4,202, 216, or one industrial school to every 14,641 people. The schools are divided into the following classes:

1. Advanced industrial schools (Höhere gewerbliche Schulen).

2. Special industrial schools (Gewerbliche Fachschulen).

3. Industrial schools for drawing and painting (Zeichen und Malschulen).

4. Industrial schools for women, girls, and children (Gewerbliche Lehranstalten für Frauen, Madchen, und Kinder).、

5. Industrial primary or continuation schools (Gewerbliche Fortbildungsschulen).

ADVANCED INDUSTRIAL SCHOOLS.

There are 12 schools of this class in Saxony, located in the following cities:

The following curriculum of the advanced industrial school in Chemnitz not only speaks for itself, but is a fair example by which to judge the others. It is divided into five distinct minor schools known as the industrial academy, architecture, machine construction, dyeing, and industrial drawing departments. The industrial academy furnishes four courses-namely, for mechanics, chemists, architects, and electricians. The conditions of admission demand of the student sufficient education to be in possession of the certificate which entitles him to one year's service in the army. In addition to this he must show evidence that he has passed two years in some factory, acquiring practical knowledge of the branch in which.

he desires to theoretically perfect himself in the industrial school. The course of study for mechanics is as follows:

The courses in the other departments are similar to this one.

SPECIAL INDUSTRIAL SCHOOLS.

There are about 150 of these schools in Saxony which are training young men to become expert workmen in the following trades and industries:

The following curriculum of the tin and metal industrial school in Aue, this consular district, is characteristic of what all these

The students devote twenty-eight hours each week to practical work in the tin and metal workshops of the school and factories of the city.

INDUSTRIAL SCHOOLS FOR DRAWING AND PAINTING.

There are 32 of these schools in Saxony, namely, 3 for painters in Dresden and 29 for industrial drawers, etc., in different cities in Saxony. Eighteen are connected with as many public schools throughout the country. The industrial drawing school in Eibenstock enjoys a good reputation. The sample exhibits of the school are exceptionally fine. The most exquisite designs in handmade. lace curtains and bead and silk trimmings in ancient and modern fashions are so tastefully arranged that they can not fail in making. a deep impression upon the apprentices, who see them almost daily. INDUSTRIAL SCHOOLS FOR WOMEN, GIRLS, AND CHILDREN.

There are 21 of these schools in Saxony, namely, 19 for industrial education in general and 2 for lace making. One of the best schools of this class is in Schneeberg, this consular district.

INDUSTRIAL PRIMARY OR CONTINUATION SCHOOLS.

There are 44 of these schools in Saxony. They are intended to give boys and girls who have completed the public school course a chance to prepare themselves in a general way for some trade or particular branch of industry without the express intention of following the same.

In 1882 there were only 22 industrial schools in Saxony; to-day there are 287. This increase tells its own story.

ENGLISH VS. GERMAN INDUSTRIAL SCHOOLS.

In connection with the present school conflict in England, it is interesting to note that that country is closely watching the development of technical education in Germany. Only yesterday Lord Rosebery, in a letter to the board of directors appointed to carry out the plan of building a technical school in London similar to that in BerlinCharlottenburg, gave prominence to the fact that ambitious young Englishmen desirous of obtaining a good technical education were obliged to attend the technical universities in America and Germany.* English industries suffered greatly in the past and were still suffering from the neglect to provide means for such training. The London Daily Mail, under date of June 22, contains an article about German industrial schools which I consider well worth inserting here:

The marvelous expansion of German trade-one of the notable achievements of the nineteenth century-is often referred to as attributable wholly to the fostering effect of bounties. In real truth, many factors have combined to produce the remarkable result.

It is, of course, impossible to locate with certainty the actual effects of any given *See "Technical high school in England," published in ADVANCE SHEETS No. 1701 (July 20, 1903).

cause, but there can be but little doubt that the growth of many immense industries is traceable to the system of education that has directed all the available powers of scientific knowledge and research upon industrial problems.

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In Germany the university has in a measure been displaced from its position as crown of the educational edifice; or, rather, the classical foundations now share their supremacy with institutions of a more modern growth. The universities still maintain their old high rank as training schools in the humanities; but it is in the technical high schools that the keen business men with sound scientific knowledge are to-day receiving their training. Chemists and civil, mechanical, and mining engineers are receiving an educational training that brings them to the problems of business life with practical and technical knowledge. The love of research is joined to the power of initiation-to the qualities, in short, that go to the building up of new industries and the constant expansion of old ones.

* * *

The technical high schools are essentially modern institutions. They date back no farther than the nineteenth century, and their effectiveness is a matter of the last generation. Established as trade schools for the study of special subjects, they have widened their operations until they stand to-day for the application of scientific knowledge in all directions to the special requirements of commercial industry. Of these technical high schools there are now 9 in existence-at Aix la Chapelle, Berlin, Brunswick, Darmstadt, Dresden, Hanover, Karlsruhe, Munich, and Stuttgart-while 2 more are being added at Breslau and Danzig. In these schools there are being trained at the present time nearly 15,000 students, receiving an education directly fitting them for participation in great industrial concerns in the capacity most calculated to promote expansion and progress. Many facts combine to prove the general opinion of the completeness and value of this training. In a period of thirty years the number of technical-school students has been quadrupled. Out of a total of 15,000 students no less than one-sixth represent the youth of foreign nations *—a striking testimony to the excellence of the institutions.

The course of training in these schools is not only severe, but it follows upon a severe preliminary education. No student is admitted as fully qualified who has not passed through the complete nine-year course of the classical gymnasium or "real" school, in itself no mean accomplishment. In each of these cases a preliminary three-year course at a preparatory school has been taken, so that it would be impossible to enter the technical schools much before the age of 18 or 19, and, indeed, the age of admission is fixed at 18. In addition to the preliminary educational training, chemists are required to have worked for three years in an apothecary's establishment; architects must have completed a year of practical work at their profession; and engineering students must have passed the same period in mechanical work at some engineering factory. The usual course of training extends over a period of four years. Every conceivable branch of technical and practical science bearing upon the subject chosen comes within the range of study.

The requirements of the various schools as to attendance upon lectures are elastic and there is very little compulsion upon students. This is the more unnecessary because, in the main, those who elect to undergo the course of training are aware of its severity, and are willing to devote themselves to work and study. Discipline, therefore, is easily maintained, though there are provisions for punishment ranging from reprimand to imprisonment and expulsion. For the rest, the life and habits of the students are much the same as at the universities. The year of enforced military service is either taken before or during the high-school training.

* In the spring of 1902, I wrote to the authorities of the different universities in Germany and ascertained that out of a total of 411 matriculated American students residing in Germany only 58 were attending the technical universities.