The continuation schools found in Prussia give instruction of .a general character, but they emphasize drawing, bookkeeping and such branches as are likely to be of value to those engaged in shop or factory woric For girls they add.embroidery, dressmaking, sewing, iron ing, millinery, mending and cooking. In Ba varia the work of the industrial continuation schools is so specialized for individual trades ar groups of trades that they are really trade con tinuation schools. Dr. Kerschensteiner, the schulrat of Munich, has been a force in de veloping continuation and trade schools in Munich and throughout Bavaria. His aim is always to make the students understand the materials on which' they are wor1cing and to develop in them thought and wise action. It is said that 56 trades are taught in the schools there.
The trade continuation and trade schools proper usually differ .f rom the industrial contin uation school in giving more specialized trade instruction. An illustration of continuation work for boys is the Artisan School, No. 1, in Berlin. The aim is to °give to apprentices and worlcmen, especially dunng their leisure hours, a laiowledge of drawing and the applied sciences and arts which concern their respec tive trades and which serve as the necessary complement to their shop practice.° All .of the drawing, mathematics and sciences are special ized in separate courses directly adapted to some trade. The hours of instruction are in the afternoon and evening of week days and on Sunday morning. All-day courses in trades are also given at this school.
Trade Schools with all-day work in a single trade are numerous, but are not always largely attended. Schools of watchmaking, basketmak ing, cabinetmaking, horseshoeing, toymalcing and other trades have been opened in response to local needs. The following is a partial list of the occupations provided for in the trade schools: Artistic darners, artificial flower makers, bakers, barbers, basketmakers, black smiths, braziers, bookbinders, cabinetmakers, chimney sweeps, cooks, carpenters, confection ers, dressmakers, dyers, embroiderers (hand and machine), engravers, gardeners, garment makers, glaziers, goldsmiths, horseshoers, hair dressers, handsewers, ironworkers, joiners, knit ters, lacemakers, leatherworkers, locksnuths, laundresses, masons, tnodelers, machinesewers, menders, milliners, paperhangers, painters, pho tographers, potters, printers, rugmakers, sad dlers, spinners, stonecutters, stuccoworkers, strawplaiters, shoemakers, tinsmiths, tailors, trunkmakers, woodworkers and carvers, weav ers, wickerworkers, watch- and clockmakers, wagonmakers, wheelwrights.
Trade work for girls in Germany is not as extensively developed as that for boys. The sentiment of the German people, that woman's place is in the home, has caused these institu tions to combine strong housekeeping. features with the trades. These housekeeping-trade schools are doing excellent work, but the trade continuation schools organized for.women are of more general importance in training for defi nite trades. Most of these schools offer three distinct fields to women: (1) The commeraal subjects, which prepare for clerkships or secre tarial work, training stenographers, typewriters, etc.; (2) the domestic industries such as house keeping, cookery, needlework, repairing and ironing, and (3) special trades for women, such as dressmaking, millinery, white work, art needlework, designing, bookbinding, composing and photography. In Berlin the nine municipal continuation schools for girls maintained by the city, and the Victoria Continuation School maintained by private funds, are typical schools of this character. They offer day as well as night work. The Women's Work Schools (Frauenarbeitsschulen) found in many cities, notably in Nuremberg, Bavaria and Reutlingen, Wurtemberg, are day trade schools as is also the Potsdam Trade School for Girls.
The Lette Society of Berlin has done much to foster trade instruction for girls. The aim of the society is the improving of the working class by (1) the removal of obstacles and preju dices in the way of female employment; (2) the fostering of commercial and industrial edu cation; (3) the furnishing information for op portunities for learning trades and securing situations and help where existing institutions are inadequate; (4) the establishment of ex changes for the exhibition and sale of women's handwork; (5) the protection of women against harm, morally or otherwise, especially regarding lodging houses. This society has opened a number of different kinds of schools. The trade courses range from four to six months of all-day work.
The Schools and Courses of Industrial Drawing and Art have made their curricula so practical that they adapt themselves directly to the various trades. There are also, in many instances, workshops in connection with these art schools, in order that the student may have practical experience of the value of his designs and plans. The building and textile trades and such art industries as the making of jewelry, metal and wood working, engraving, gold and silversmithing, painting on glass and china, orna mental designing and decorative painting, are especially considered in these schools.