Higher Technical Schools
Technische Hochschulen

We have at this point in our study reached the schools of highest rank offering training of a technical character, called variously technical high schools, technical colleges, or polytechnics, the Technische Hochschulen. These schools are not high schools in the sense that the term would be applied to our American institutions, but are rather schools of collegiate grade, ranking in fact, as the title indicates in the university class. While not exactly comparable to our engineering schools, they approach more nearly these than they do any other of our American educational institutions.

Before the beginning of the century just closed it was apparent to some German minds more far seeing than the rest, that schools of a higher than secondary rank must be inaugurated to offer training in the sciences; give opportunity to show the application of science to the arts; and prepare young men to grapple with scientific industrial problems such as were constantly springing up. Should the university attempt such work? An effort was made looking toward this end. It was at once evident that here was not the place to begin. The university was an institution in and of itself. Its methods, curriculum and aim were fixed, owing to long established customs. It had a certain work to perform, its own peculiar function to fulfill, and traditional and classical tendency were too strong to be checked in their movement, or to allow a branch stream to flow in and thus add to or modify the existing content.

The war for industrial supremacy, between England and Germany particularly, was a prominent factor leading up to the establishment of technical schools in the latter country. Germany saw the necessity for heroic action, and her people, anxious to improve from the standpoint of her industries at home not only, but that they might rival and surpass their neighbors across the “Silver Streak” readily took up the cry for advanced scientific training. This then was the object of the Technische Hochschulen:[2]

“They were intended to secure for science a foothold in the workshop, to assist with the light of reasoned theory the progress of arts and industry, till then fettered by many a prejudice and hindered through lack of knowledge; on the other hand, they sought to raise that part of the nation engaged in industry to such a love of culture as would secure to it its due measure of public respect.”

The dates of the founding of the now existing Technische Hochschulen vary somewhat, certain of the schools growing out of a foundation which at the beginning was of a low or intermediate grade. Several of the schools have passed through a period of transition or reorganization state during the course of their existence. The institution, and time of establishment of each are as follows.

Berlin,	1799
Carlsruhe,	1825
Munich,	1827
Dresden,	1828
Stuttgart,	1829
Brunswick,	1835
Darmstadt,	1868
Aachen,	1870
Hannover,	1879

In 1799 was instituted in Berlin the Bauakademie, a State institution whose purpose was set forth in the royal decree thus:

“To train in theoretical and practical knowledge capable surveyors, architects, civil engineers, and masons, principally for the King’s dominions, but foreigners may find admittance if no disadvantage accrue thereby to the King’s subjects.”

Later, in 1821, Gewerbeschule came into existence, and in 1879 the union of these two formed the Berlin Technische Hochschule which is located in Charlottenburg, a suburb of the city. Owing to the high standards of this institution, it is styled the KÖnigliche Technische Hochschule. Since its reorganization the plans of the other schools of like character have been modified in accordance with the Berlin scheme.

The preparation necessary for admission to the Hochschulen is equivalent to that demanded by the university proper. The age of admission probably never drops below seventeen, the average age being considerably greater. Men of mature years and of wide experience and training avail themselves to the privileges offered. The courses are from three to four years in length.[3] “The new universities thus developed have the purpose of affording higher instruction for the technical positions in state and community service, as well as in industrial life, and of cultivating sciences and arts which are intimately connected with the field of technology (Berlin provisory statute, 1879). They prove themselves equal to universities in the following points: they claim for their matriculated students the same preparatory education required by the old universities, namely, nine years at a classical high school; they grant and insist upon perfect freedom in teaching and learning; and are under the direction of rectors elected for one year, instead of having principals chosen for life as in secondary schools.”

It may be said here that an exception to the rule of the annual election of the administrative officers, is furnished in the example of the Munich school, which retains a permanent Director as the custom prevailed in times past.

Unless otherwise qualified, students must have prepared in the Industrieschule, the Gymnasium, the Real-Gymnasium or in the trade or building schools. In lieu of this an examination is demanded. Twenty-four is the minimum age of graduation.

In tracing the development of these schools from unpretentious beginnings to their present high standards of excellence, we see that more and more they have become unified in purpose and similar in curricula. In the early days too, the qualifications for admission, their dynamic government, and educational standards were lower and more diversified than we find them to-day. Sustained by the State and each administered by its board or council, they are doing a work which cannot be excelled by the universities themselves.The organization of departments of work offered is approximately the same in all schools. In Berlin there are six departments:

• first, general school of applied science;
• second, general construction engineering;
• third, machine construction;
• fourth, naval engineering;
• fifth, chemistry and mining engineering;
• sixth, architecture.

Special attention is given certain subjects in one or another of these schools; civil or mechanical engineering, building construction, industrial chemistry, etc. An agricultural department is maintained at Munich, and a forestry department at Carlsruhe. That a knowledge of the application of electricity is considered essential in our modern methods is shown in the fact that all students in departments of machine construction engage in the study of electro-technics.

The courses of study are to-day upon more of an elective basis than formerly although even now the results of the work of Nebenius are clearly seen. The success of the Hochschulen is due to the efforts of Nebenius more than to any other one man. His ideas were worked out at Carlsruhe and in greater or lesser degree incorporated into all the schools. It was insisted by him that a proper foundation must be laid before any successful special technical training can be had. Preliminary work must be mastered and a natural sequence of studies followed. To this end a fixed graduated course is recommended, the student to be promoted as ability may determine. The one course plan however has been substituted for the several.[4]

The following table compiled from various sources will give some idea of the extent of the work as carried on in Berlin. The school has a library of 54,000 volumes; a student body of upwards of 4,500 and a modern equipment throughout.

Departments	No. of courses	SUBJECTS	No. of Professors and Instructors
General Science	58	Mechanics, Physics and general science studies; literature, French, English, Italian, law, political science.	33
Civil Engineering	34	Mechanics, railway construction, bridges, canals, harbors, hydraulics, drainage, land surveying.	13
Mechanical Engineering	54	Kinematics, machine construction, mechanical technology, machine design, water, steam and electrical machines, electro-technics, electro-mechanics, electrical and railway works.	23
Naval Engineering	19	Theory of ship building, classification of ships, designing of warships, boilers, machine construction, practical ship building.	6
Chemistry and Metallurgy	51	Organic and inorganic chemistry including physical, electro and technological chemistry, crystallography, metallurgy, foundry work, cements, botany, chemistry of plants and foods.	27
Architecture	56	History of art, architecture and ornament; building construction, designing of buildings in different materials and for various purposes, preparation of estimates, etc.	36

The rivalry existing among the various schools is in some respects a point to be commended. Then, too, the idea taking form in the Hochschulen and being more fully appreciated by the educationalists of our own country, that each school should specialize along some particular line, is worthy of attention. Energy is saved thereby, and students may have the advantage of increased facilities in equipment and instruction. Many Americans are studying in these schools, possibly more in Munich than elsewhere. While thorough in their treatment of subjects, the practical side of the work is too much lost sight of in the theoretical treatment. Testing and applied work are certainly given considerable attention however. To quote Dean Victor C. Alderson of the Armour Institute, Chicago, who says in reference to testing:

The degree of Doctor of Engineering is conferred by these institutions, and that their work has been highly instrumental in developing the country cannot be doubted, especially in the line of applied chemistry in which branch of engineering Germany leads the nations. How closely the development of the industries of Germany are related to the work of the Technische Hochschulen it is difficult to say, but that these schools have shown through the accomplishments of their graduates that high standards of moral and intellectual training can be had in other than the traditional universities, and that as efficient social service can be rendered through the application of science to the arts and industries as by means of the languages, cannot be doubted.