12. The railways of France. Ten lectures.

13. Life contingencies, and the theory and practice of life assurance. Twenty lectures.

14. The finance of life assurance, and special points in life-assurance administration. Three lectures.

In 1900 this school was attended by more than 400 students, ranging between the ages of 23 and 28 years. Forty per cent of this number heard lectures in the department of commerce and industry, as follows:

This school has been attended with such success that it promises to become in London what the Handelshochschulen of Leipzig and Cologne have become to those cities. The railroads in England are taking such an interest in the school that many of them send their clerical employees to London, at the expense of the railway company, in order that they may attend certain lecture courses. The founding of this school undoubtedly marks an epoch in the history of commercial education in England.

University of Birmingham.-On the 1st of October, 1902, the commercial department in this institution was formally opened. In regard to the aim and scope of the programme, the latest catalogue says:

The instruction provided by the faculty of commerce furnishes a systematic training, extending over a period of three years. It consists of courses of study of two kinds. Some deal with subjects which are primarily of concern to the future man of business, but which are, nevertheless, capable of being made the instruments of a true education. Others deal with subjects which have long been recognized as elements of liberal culture, and yet are peculiarly valuable for those who are to be engaged in commerce and manufacture. While certain parts of the curriculum are believed to be serviceable for all classes of business men, and are prescribed for all students in the faculty, other parts are so arranged as to allow a large freedom of choice, in accordance with the prospects, interests, and aptitudes of the individual students.

The subjects which deal with commerce are as follows:

The British Empire, with particular regard to existing circumstances in the colonies and dependencies.

The United States, Germany, Russia, France, other European countries, South America, etc.

Commercial history.

Commercial geography.

Business policy in its main principles, as indicated by industrial and commercial experience.

Public finance.

Bookkeeping.

Executorship, accounts, including probate and residuary accounts.

Bankruptcy, liquidation, and receivership accounts.

The preparation of accounts for income-tax returns and appeals.

ED 1903-42

TECHNICAL EDUCATION.

Advanced technical education has been neglected. Leading English statesmen, however, have always been more or less aware of their country's deficiency in this respect. As long ago as 1865 the Government requested her diplomatic representatives to prepare papers on the subject of technical education in foreign countries. Some speeches were made in Parliament on the subject and a resolution was passed favoring the establishment of a technical university at Government expense, but nothing came of it. Up to date England has been without an institution of this kind. The technical courses given in Kensington, Leeds, Glasgow, Belfast, Galway, etc., in no wise make good this glaring deficiency, and it was only recently decided to establish in London a polytechnicum modeled after the one in Charlottenburg, Germany.

*

*

In 1877 a movement was started in England to organize industrial schools for textiles. The trade journals of the country began an aggressive campaign in favor of the scheme, and such schools were finally established in Leeds, Glasgow, Stroud, Dewsbury, Bradford, and Huddersfield. A trade journal at that time contained the following instructive article, which a lapse of twenty-seven years has only confirmed: That State which possesses the best industrial schools will be master of the world's markets. * It is technical education which has enabled France to supply us with a considerable portion of printed cretonnes, calicoes, and other textile fabrics, together with bronzes and articles in which artistic art is involved; it is technical education which enables Saxony to send us yarns, which enables Belgium to supplant our spinners to a great extent in both woolen and worsted yarns; it is technical education which has taught the chemists of Germany to supply this country with four-fifths of all the aniline dyestuffs used by our dyers and printers. They obtain nearly all their supplies of raw materials froin London, Hull, and Leith, whence they are shipped via Rotterdam up the Rhine, only to be returned to this country in the shape of dyes ready for use. Two of these establishments employ between them about 25,000 hands and about 60 technical trained chemists. They have suites of laboratories for investigation, research, and for testing colors, dyes, etc. The success of these and similar works abroad is due to the superior scientific skill employed in them, both as regards principals and assistants, and not to a cheaper system of labor than that which exists in England. A thorough study of the subject one is working in is the true way to success.

Much is being done in England, however, for primary [technical] education. The annual Government expenditure for this purpose amounts to $4,000,000, and this sum is greatly increased by the yearly donations of the ancient guilds of the city of London and donations from other sources. The youth of London and of other large cities and industrial centers may receive technical education to-day in almost any known trade or industry.

EIBENSTOCK, GERMANY, September 4, 1903.

ERNEST L. HARRIS,
Commercial Agent,

COMMERCIAL EDUCATION FOR GIRLS IN GERMANY.

COLOGNE.

In the advanced school for girls during the past year the first class numbered 23 and the second class 30 pupils. The course specially given during the summer semes ter of 1902, for the purpose of preparing girls to become teachers in commercial schools, was attended by 5 pupils. After examinations 4 accepted positions in business houses, in order to learn the practical side of business life, while the fifth was selected as a teacher in a commercial school.

The school year just commenced shows an attendance of 21 new pupils. The number of applications, however, was much larger, but the school authorities found that a great many either did not have a sufficient knowledge of the necessary elementary branches or had not reached the required age.

For the time being the school has suspended the education of girl teachers for commercial schools, for the reason that the Prussian Government has not determined the subjects to be taught and how best to provide for the girls which the schools turn out.

A museum, containing many articles of manufacture and materials of commerce, presented by interested merchants and manufacturers, has been established in connection with the school. The teachers have found this museum of great assistance to them and depend upon it to a large extent in giving instruction from the practical standpoint.

The primary commercial school for girls was established by the women of Cologne, and is under the management of a committee appointed for that purpose. The number of girl pupils averages about 200. The subjects taught are as follows:

The ages of the pupils vary between 14 and 19 years. There are 6 male and 10 female teachers.

DÜSSELDORF.

The women's commercial school was founded by the women of Düsseldorf in 1896. The curriculum is divided into two courses, each lasting one year. The total attendance in 1902 amounted to 66 girl pupils. On the 1st of last April the Women's Union severed its connection with the commercial school, and its management has now passed entirely into the hands of the Düsseldorf Chamber of Commerce.

BERLIN.

In February, 1902, the Commercial Charitable Union for Women Employees approached the Berlin Chamber of Commerce with the proposition that the commercial schools for girls which the union had founded should pass to the management of the chamber of commerce. The commercial schools founded by the charitable union consisted of a commercial school, with instruction during the day for young girls who were unemployed, a continuation or primary school, with instruction during the evening for girl assistants, and a school for teaching typewriting.

These schools had become too large to be managed properly by the charitable union; the total attendance at the three schools had reached 800. The chamber of commerce took over the control of the three schools on October 1, 1902.

There were many reasons which influenced the chamber of commerce to take this step. The advent of women into the bureaus of merchants and manufacturers as bookkeepers, stenographers, etc., is characteristic of the present time; and the fact that there are more women than men, and that the number of unmarried women is on the increase, especially in the large cities of the Empire, makes it apparent that the plan of employing girls in business houses should be encouraged from a moral as well as from a social standpoint. The Berlin Chamber of Commerce takes the ground that the better young women are trained to fill such positions the better will they be able to serve their principals, and their remuneration and social standing will be improved accordingly.

CASSEL.

The municipal authorities of Cassel have decided that girl apprentices and assistants in the business houses of the city should attend the two years' course of

instruction given in the primary commercial school for boys. The school year 1903-4 opened with 23 girl pupils.

MUNICH.

In the Riemerschmidt Commercial School 603 girls applied for admission in 1902, of which number 139 were rejected. This school was established by private enterprise, the city of Munich assuming control of it about two years ago. The following figures show the growth of the school:

The subjects taught include English, French, stenography, typewriting, history, and vocal music.

RÉSUMÉ.

It will be seen from these statements that there is an educational movement beginning in Germany which is fraught with far-reaching consequences. Berlin has set the pace, and the other cities will not be long in following suit. The same methods which have been applied with such remarkable success to the training of boy apprentices in the industrial and commercial schools of the Empire are now to be adopted for the education and training of girls who may seek to better their condition in life. They will then swell the ranks of that trained army of experts which has accomplished more than any other one factor to make German commerce and industries what they are to-day.

EIBENSTOCK, GERMANY, September 18, 1903.

ERNEST L. HARRIS,

Commercial Agent.

EDUCATIONAL SYSTEM OF LIBERIA.

Within the last five years the educational progress of Liberia has been very rapid, and to-day conditions will compare favorably with those of any country with similar opportunities. The credit for this gratifying situation is due primarily to the interest and efforts of the officials of the Liberian Government, aided by the Colonization Society of the city of Washington, D. C., the New York Colonization Society, and the Boston Board of the College of Liberia. These several forces have directed the educational system of the Republic with such intelligent effort that in many sections the public school system is equal in effectiveness to that of many sections of the United States.

In the towns of Monrovia, Clay, Ashland, Cape Palmas, Edina, and Greenville the schools will compare favorably with some of the American city primary schools. In every civilized settlement there is a Government school. It is now proposed to open a school in every large native settlement near the cities.

Liberia College was closed for two or three years prior to 1898. The legislature of that year passed an act making a liberal appropriation for its support and empowered the local board to resume work, and the college was reopened in 1899. Its work has gone on improving each year, until now it has four regular college classes. The senior class to be graduated soon is composed of six most promising negro youths. The sophomore class contains six young women-daughters of prominent

families. These are the first females ever entered at Liberia College. The entire number of students in the college is 160, of whom 110 are in the preparatory department.

In addition to the schools conducted by the Government, a number of educational institutions are conducted by the representatives of various churches and societies of the United States and other countries, among which are those of the Protestant Episcopal Church at Cape Palmas and Cape Mount; the Methodist Episcopal Church at Monrovia and at White Plains; the Lutherans at Muellenburg Station, on the St. Paul River, and those of the Presbyterians, Baptists, and African Methodist Episcopal Church.

The one thing lacking to complete the system is a first-class industrial school, where experiments in agriculture, dairying, cattle raising, etc., could be made. Such an institution would be far-reaching in its effect on the advancement of the African people. JAMES ROBERT SPURGEON,

MONROVIA, LIBERIA, August 15, 1903.

Chargé d'Affaires.

INDUSTRIAL SUPPLEMENTARY SCHOOLS IN GERMANY.

[In its issue of October 1, 1903, Handel und Gewerbe says, under the above title:] The fourth session of the German society, “Trade and Industry," passed the following resolutions:

1. The establishment of a compulsory industrial continuation or supplementary school is of pressing necessity, owing to economic, social, and educational reasons. Further developing industrial instruction is a necessary factor in industrial education. 2. It is necessary that compulsory attendance at these schools be made general by law, and, if they are to produce good results, at least four to six hours weekly should be devoted to study. The development of the schools, in particular, should be left

to law.

3. Such schools are to serve industrial life and to satisfy the demands made on young men by professional life.

In its broader sense, therefore, every industrial school should have the character of a professional school. If possible, the classes should be arranged by professions, and only those belonging to the same or related industries, according to their previous training, should be placed in the same class. The entire system of teaching must be based, as far as the teaching force and material taught are concerned, upon the callings or trades of the students.

4. The importance of industrial training, in addition to teaching in the workshop, regard for the stage of development reached by the pupil, and his lessened capacity for receptivity on account of weariness induced in the shop, demands that as far as possible instruction be given during the day.

5. Industrial instruction demands skillful teachers and should be intrusted only to such as possess the necessary industrial training coupled with a capacity for teaching. So far as practically educated artisans comply with these qualifications, they are to be preferred for giving instruction. Opportunities should be given them to assimilate pedagogical ideas. However, sufficiently informed teachers, who, when opportunities were offered, placed themselves in touch with practical ideas, may, and should, be intrusted with this kind of instruction.

6. Supplementary schools of guilds and societies of artisans, managed like the State schools, would be of great assistance.

7. In the management of these schools the cooperation of artisans will strengthen the work materially.

8. It need not be feared that the establishment of these schools will be detrimental to existing private professional schools; it is to be supposed rather that a benefit will accrue by a proper limitation.

9. In these schools it will be possible to separate the young worker from the apprentice.