158 
On Teehnical Education . 
[March, 
the very poorest. Young men are now warned by their 
friends to avoid the highest class of brain-work, and even to 
shun the learned professions, “ because they do not pay.” 
I meet with books containing the records of original research, 
yet for which the author has received less than the wages 
of a stone-breaker for the time employed. I meet with 
inventions which ruin the inventor and enrich his followers. 
Verily the manual labourer has scant cause to envy the 
brain-worker. 
VI. ON TECHNICAL EDUCATION. 
By Robert Galloway, M.R.I.A. 
(Continued from page 97.) 
,NE of the distinguishing features in the Educational 
System in Germany is the definite school system 
which is carried out in every part of that kingdom, 
under a fixed order of administration. This complete and 
perfect organisation of the different educational institutions 
in that country astonished the French Commissioners.* 
They say in their Report — “ The most striking character- 
istic of the German institutions for national education 
is the general whole — the arrangement of all the establish- 
ments, which, from the primary school to the highest facul- 
ties in the university, offer the different classes of citizens a 
series of degrees of instruction which they may need or 
have the capacity to acquire.” 
Our school system, on the other hand, if it can be called 
one, is altogether unorganised ; it is in a chaotic state, and 
yet it must be admitted that any national system of educa- 
tion — to be efficient — must be arranged on some well under- 
stood plan in which the objeCt to be attained must be kept 
* In 1862 the French Government appointed a Commission to visit Germany 
and other countries for the purpose of collecting the most precise information 
with regard to the systems of education adopted in the different countries they 
visited.° The Report the Commission drew up on the subject the English 
Government afteiwards had translated and published in the form of a Blue 
Book. 
