Students pursuing studies above the elementary primary course in public schools and

Classes of schools.

colleges, 1901.

CHAPTER XIV.

CONSULAR REPORTS ON EDUCATION."

CONTENTS.-Hebrew school of agriculture-German colonial school-Commercial education in Saxony-Commercial education in continental Europe-Instruction for teachers in commercial schools--Industrial schools in Germany--Technical university in England-Cost of German public elementary schools-Practical medicine in Germany-Colonial education in Italian AfricaTrade schools in Germany-School savings' banks-Influence of technical education-Foreign students at German universities-Schools for agriculture in Quebec-Foreigners in German polytechnica-Education and elimination of crime-Industrial education in Europe-Mr. Moseley's industrial inquiry-The prison population of Japan-The public schools of the German Empire and of Prussia-Discrimination against foreign students in Germany-The book trade in Germany-Commercial and industrial education in England-Commercial education for girls in Germany-Industrial supplementary schools in Germany-Agricultural schools in Spain-Admission of women to a German university-America and Germany as teachers-Medical supervision of schools in Berlin and Paris-Public schools in Russia-New system of measuring criminalsCommercial university for Berlin-Schools in Russia.

HEBREW SCHOOL OF AGRICULTURE IN GERMANY.

The school at Ahlem, near Hanover, is an interesting ethnological experiment, as it is the purpose of its founder to reawaken among the Jewish classes a taste for the various handicrafts and the agricultural pursuits of their ancestors. The theoretical and manual instruction gives the pupils the opportunity of making themselves capable, self-supporting artisans.

The institution was founded by the philanthropist Mr. A. M. Simon, and is supported from funds supplied by him and contributions by others interested in the work. While the German element predominates, among the students there are boys and girls enrolled from Austria, Russia, and Roumania. A home is provided for Jewish children of the poorest classes, many of whom are orphans.

The school was opened in June, 1893, with 9 pupils. In 1895 the number had increased to 50, and at present there are 92 boys and 26 girls. The instruction given the boys combines the common branches of the elementary and grammar schools, with training in the use of carpenter's tools, etc. At the age of 14 the boys commence an apprenticeship of three years, during which time they receive a general course in horticulture and agriculture. The theoretical instruction given to the apprentices is considered of secondary importance, and is stopped entirely when the work in field and garden requires attention.

The girls' building has accommodations for 80 pupils, and includes laundry, kitchen, sewing rooms, storerooms, etc. The girls are given the same instruction, up to the

a This chapter contains information regarding educational affairs in foreign countries as reported to the Department of State by United States consuls. These reports have been in part transmitted direct to the Bureau of Education by the State Department for publication and in part reprinted from the publications of the Department of Commerce and Labor.

The technical educational terms used by the consuls in their reports have been in most cases retained, and must be understood to have generally the signification which attaches to them in the countries to which they refer.

age of 14, that they would receive at a public school, and in addition a thorough training in all manner of household work. The pupils are constantly under Hebrew religious influence.

A number of the students after leaving Ahlem have found good positions as gardeners near New York and Philadelphia, and their employers are reported to be well satisfied with their services.

The institution may serve as a model worthy of imitation for directing individual charities into proper channels and centralizing private efforts, thus conferring not only temporary aid upon the poor and needy, but a lasting benefit upon society in general. JAY WHITE, Consul.

HANOVER [GERMANY], April 28, 1903.

GERMAN COLONIAL SCHOOL AT WITZENHAUSEN.

In Consular Reports Nos. 230 and 256 short notices appear concerning this school. The importance of this institution, however, would seem to justify further details in regard to it. The Deutsche Kolonialzeitung, under date of April 2, contains an article from which I have taken the following facts:

The colonial school was founded in 1899 at Witzenhausen, with the express purpose of preparing practical farmers and planters, stock raisers, and wine and fruit growers who might become settlers in the German colonies. Since that time more than three years have passed and the school has had an opportunity to demonstrate its utility.

Fifty-four students of the institution have already gone out into different parts of the world. Some of them have independent positions, and some are employed in large commercial houses or are voluntarily serving as apprentices with farmers and stock raisers. Students of the school are to be found in South Africa, southern Brazil, Samoa, Sumatra, East and West Africa, Mexico, Paraguay, etc. Two have become farm-land inspectors-the one for the whole district of Lindi, in East Africa, and the other for the district of Dar-es-Salaam; another is manager of a large farm in southwest Africa. The Vietor Commercial and Plantation Company and the Douglass Cotton Plantation Company, in Bremen, have several former students of the school in their service. Another is general manager of a large plantation in Asuncion, Paraguay, and another has been appointed by the German Government to superintend the planting of gardens and forests on the hills surrounding Tsintau, in Kyao-chau. One young man has established himself as a planter in Samoa and another is looking after the interests of a plantation company in that island. Still another is an American custom-house officer in the Philippines. There is one tobacco planter in Sumatra, one coffee grower in Mexico, and one merchant and stock raiser in the Orange River Colony, in South Africa. In addition, the colonial school has sent out young men to Kamerun, Bismarck Islands, etc., as clerks in the Government service.

The instruction in the school is theoretical and practical. The course lasts two years. It is so arranged that the theoretical instruction comes in the winter and the practical instruction in the summer. The subjects chosen for lectures are those which will add to the pupil's knowledge of tropical plants and agriculture and of colonial enterprises and politics. The curriculum of study contains such branches of learning as chemistry, botany, and physics. The institution is well supplied with laboratories and has gardens for the study of forestry and vine growing. Students

are compelled to learn English, while all other languages are elective.

The blacksmiths, cabinetmakers, shoemakers, and carpenters of the little town of Witzenhausen have opened up their shops to the students, who work as apprentices,

so to speak, during the hours set apart for such work. The principles of all these trades are so thoroughly taught that the young colonist will be able in case of necessity to turn his hand to anything. A large farm has been purchased for the use of the school, where agriculture is studied in all its details. Gardens, vineyards, and even forest nurseries are in charge of the students. They have assisted in planting over 70,000 young trees during the past two years.

An old cloister in Witzenhausen has been purchased and fitted up with dormitories and all modern appliances for the use of the students. They associate daily with the teachers, who personally look after the welfare of their charges. The school is attended at present by 59 students. The youngest is 17 and the oldest 27 years of age.

EIBENSTOCK [GERMANY], May 23, 1903.

ERNEST L. HARRIS,
Commercial Agent.

PROGRESS OF COMMERCIAL EDUCATION IN SAXONY.

In Advance Sheets No. 915 I described the state of commercial education in Saxony as it was in 1900. Since that time 7 new commercial schools have been added to the list, making in all a total of 58 up to date.

The commercial school in Eibenstock has made good progress. In August, 1900, the Saxon Government issued a decree which provided a better supervision of the commercial schools on the part of the chambers of commerce, and, what is of much greater importance, it provided that every merchant or manufacturer must pay $1 for every $1,000 of his income into the treasury of the commercial school located in his city. This system has placed every commercial school in Saxony on a solid financial basis.

In Eibenstock the board of directors has provided a small fund to be spent annually in purchasing new books for the student's library, which already consists of 100 well-selected volumes. The director has received permission to retain after school hours all tardy and disobedient apprentices. The teacher receives extra compensation for the time thus spent, and the plan, on the whole, has been found to work exceedingly well.

In 1902, during a six weeks' vacation of the director of the Eibenstock commercial school, I was asked to give instruction in a number of classes. I consented to do so, and the director and school board expressed their thanks in the school catalogue for 1903, recently published.

EIBENSTOCK [GERMANY], July 14, 1903.

ERNEST L. HARRIS,
Commercial Agent.

COMMERCIAL EDUCATION IN CONTINENTAL EUROPE.

SWITZERLAND.

Commercial education has developed very rapidly in Switzerland during the past ten years. The merchant unions have been active in this respect, and in many cases have received Government aid. The Government also gives stipends to especially bright students to enable them to continue their studies at some higher institution of learning.

The first commercial school in Switzerland was established in 1855, in Zurich, in connection with the cantonal school of that city. In 1856 a similar one was founded in St. Gall, and another in Berne during 1857. In 1900 there were seven commercial ED 1903-40

schools which received Government subventions—namely, Berne, Chaux-de-Fonds, Geneva, Nauenburg, Solothurn, Winterthur, and Lucerne. These schools are attended annually by about 500 pupils. The assistance given by the State amounts to $12,000 a year, $1,000 of which is in stipends. It is to be expected that these schools will shortly be extended to all the other cities of importance in the country. Switzerland, in point of population, industries, and commerce, may be favorably compared with the Kingdom of Saxony. This little kingdom, however, stands in the front rank of nations as far as commercial education is concerned, having 51 finely organized commercial schools.

The subjects taught in the commercial schools of Switzerland cover all the branches employed in training young men for business life. The subjects of materials of commerce, commercial geography, commercial law, and political economy are also taught. Special attention is paid to languages. The salaries of teachers amount to from $540 to $870 per annum. Apprentices in some of the Cantons (for example, Basel and St. Gall) are admitted free of tuition. Foreigners are also admitted, but are obliged to pay double tuition. Examinations are held and diplomas given at the end of each

year.

In some of the cities in Switzerland-for instance, Berne, Biel, and Zurich-commercial classes have been organized in the higher schools for girls (Höhere Mädchenschulen). These departments receive no State aid.

The primary commercial schools in Switzerland-that is, those which are to be compared with schools of this class in Germany, which I described in the last report of this series-are attended by the following number of apprentices: The attendance in the obligatory primary commercial schools, including girls, is about 20,000 in round numbers. The attendance in the voluntary primary commercial schools is 25,000. The subjects taught in the Swiss primary commercial schools or classes are arithmetic, reading, geography, and elementary bookkeeping. In 1890 the merchant unions in Switzerland expended about $30,000 for this class of schools; in addition, the Government granted $10,000. Instruction is usually given either in the early morning or after business hours in the evening. The public-school teachers are generally enlisted to give instruction and receive as extra compensation about $50 per quarter.

NETHERLANDS.

There are three public commercial schools supported by the State-in Amsterdam, Rotterdam, and Enschede. The school in Amsterdam is independent, while the other two are connected with the public schools of Rotterdam and Enschede. The following table, with subjects and number of hours per week, explains itself: