he instruction given in a continuation school proper,
is either of a theoretical nature or involves some form of drawing
perhaps, thus rendering any other than an ordinary school room
unnecessary for class use. In the city of Leipzig the situation is
dissimilar to that in some north German cities. Here the classes are
arranged according to the various trades followed, as bookbinders,
printers, lithographers, bakers, metal workers, workers in wood and
stone, etc. There are again in Southern Germany simply schools of
drawing with special reference to the various trades and industries. In
addition to these are classes of a general nature for boys not following
special trades. Such schools however, cannot be found in the smaller
towns or in the country. Certain other Saxon cities have schools of
somewhat similar character.

In the Consular Report, Vol. 54, No. 202, page 447, 1898, Mr. J. C.
Monoghan says, writing under the title Technical Education in Germany:

"The supplementary schools are for the people who have to work, what
Chautauquas, summer schools, and university extension courses are for
others.--Parties in politico-economic circles have found that the system
of common school education under which boys and girls were given an
ordinary education in reading, writing, arithmetic etc., up to their
fourteenth year, was inadequate, partially if not wholly, to the ends
aimed at in such a system. To supply this defect it was urged, and
finally proposed and favorably acted upon, that graduates of the common
schools, boys especially, in some few cases girls too, should continue
to get instruction a certain number of hours a week. This was made
compulsory. Manufacturers, shopkeepers, and mechanics in whose employ
such boys were found, and not the parents, were made responsible for the
boys' attendance. In these schools, as indicated in the foregoing, the
boys get as good an idea as possible of the trade or branch of business
in which they are employed. As a rule, the hours of attendance are early
in the morning or a certain number of afternoons in the week. Sunday
mornings are not thought too sacred for such work. It seems to be an
acknowledgement that the years hitherto given to a boy in which to get
an education, viz., from his sixth to his fourteenth year, are not
enough to prepare him for the struggle for life that he has to enter
upon. Men have told me, successful merchants and agents here, that they
owe more to the ho