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]
[4] “Programm der Königl. Technischen Hochschule zu Hannover, 1901-1902, page 90. Den Hörern bleibt die Wahl der Lehrfächer frei überlassen, für ein geordnetes Studium empfiehlt sich aber die Beachtung der folgenden Studien und Stundenpläne.”
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:
“Professors regard this work as professional practice, just as doctors, who are professors in medical schools, have an outside practice. The technical school allows the professors free use of the laboratories, but assumes no responsibility for the accuracy of the results or opinions expressed.”
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.