712 PRACTICAL EDUCATION. 



planning to enter the professions are separated from the others 

 to go then or later on to what corresponds to our high schools; 

 it is practically a social separation, and the two divisions practi- 

 cally never meet again. Tlie others, including the " needy " 

 ones, are then grounded in the use of tools on a system par- 

 taking partly of manual training methods and partly of definite 

 handicraft instruction with the rudiments of mechanics. The 

 girls of the same social status do simple clerking, a " needle " 

 trade and house-keeping. These suhjects are not taught in the 

 ordinary class-rooms. In the " common " school in the new 

 Siebold Strasse, excellent and completely-ecjuipped workrooms 

 exist for all these subjects together, with two fine bakeries 

 e(juipped with the last word in modern ovens ; in the grounds is 

 a large school garden for both vegetables and flowers with 

 poultry runs, the instruction being given by the caretaker, whO' 

 lives with his family (as in all (ierman schools) on the school 

 premises. The boy in his last year as a pupil in the elementary 

 or ordinary school course, who has made up his mind as to the 

 trade he likes, usually finds employment either by en{|uiries con- 

 ducted by himself or instituted by one of his parents; notices 

 from employers requiring juvenile helpers, with or without pay, 

 are addressed to the Principal* of the primary school, who affixes 

 them to the school notice board. The parents seek the advice 

 of the Principal, who consults the official census of occupations 

 and employment, supplied him by the Ministerial Department of 

 Trades and Industries, but refrains (by instruction) from ex- 

 erting any influence on the choice of a trade. 



The management of vocational education for juveniles be- 

 yond the age of fourteen is vested in a board distinct from that 

 managing the ordinary elementary or primary school, and con- 

 sisting of employers, master and journeymen members of the 

 various trades guilds, reprcseiUatives of varicnis public commer- 

 cial bodies, one or more educational officials, and often the 

 principal teachers. This ensures that the interests of all 

 concerned receive consideration, namely, workers, employers and 

 teachers. 



The system of teaching and the system of control both indi- 

 cate clearly that the trades schools of Holland have supplied 

 the model for the day trade continuation classes of Munich, the 

 main difference being that the Dutch boy gets his vocational 

 training before he goes to employment, and from age 14 to age 

 17, continuing, after employment, in evening classes; while the 

 German boy begins as soon after 10 years of age as possible, 

 and when he has obtained employment, and continues until he 

 has obtained from his guildf at least the journeyman's certifi- 

 cate of Geselle, usually between the ages of 21 to 2-,. The 

 Munich system has spread to Austria, and is being established 



* Direktor in German. 



t The German Trade Union which inchides both employers (if quali- 

 fied) and men. 



