Johnson, Robert R. (ed.) / The Wisconsin engineer
Volume 54, Number 4 (January 1950)
Thiede, Hans J.
Hamburg: Ingenieur Schule, p. 14
HAMBURG: ilngenteur I'cIwUe by hans j. thiede Editor's N~ote: Techn ii cal education in postwar Germany can- not be compared directly u'ith that in /lmerica. This article is written by a Cernian engi'neering student in Hamburg, and hc describes the methods and opportunities available to the techni- cal student in Germany twho is interested in obtaining an engi- neering education. Hamburg being an industrial center as well as a seaport always required a great staff of engineers. The situation has changed after the war however, and about five per cent of all engineers and technicians living in Hamburg are unemployed now. Compared with figures from other parts of Western Germany, it does not seem too much as we have a considerably higher percentage in Bavaria for instance (ten per cent). Since there is no technical department at Hamburg University, education in engineering is restricted to tech- nical schools; i.e., the "Ingenieur-Schule", the "Bau- schule", and the "Wagenbein-Schule". To start with is the "Ingenieur-Schule," or Engineer School as you would say. There are four departments at this school: 1) Machine-building 2) Ship-building 3) Electrical Engineering 4) Telegraphy and telephony Each department includes five terms or half-years, and at the end of the fifth term there is an examination by a committee consisting of representatives of the govern- ment and concerned industries. All students having passed this exam get a certificate and are entitled to call them- M"ain buii'0dng which was bombed during the war. Recon- struction can' be seen on the right wing and fifth floor. 14 (photos by Kutrt von Deessen) The engine shed of the Ingenieur Schule. selves "engineer". In order to pick out the most efficient of the applicants, all would-be-students have to submit themselves to an examination in mathematics, physics, chemistry, mechani- cal drawing, and have to write an essay on a given subject of general interest. The school has to do some sort of selection because applications are plenty, even though industry never absorbs as many engineers as the school turns out every half-year. As to the method of learning, we do not have courses from which we are more or less at liberty to choose. We have to take all lessons which are offered to your class. That seems very much on high school lines, but you have to remember that there is a lot of knowledge to acquire in five terms. You take at least eight terms at your Uni- versities. This might justify our method to a certain degree, but since we are in close touch with universities, progress is being made to introduce lecturing at Engineer Schools. As to the subjects in machine building, there are lessons in mathematics, (including differential and integral cal- culus), mechanical drawing, statics, kinematics, hydro- statics, dynamics, electrical engineering, machine parts, physics, motors, steam engines, turbines, lifting engines and production. Here the various methods of technical production, particularly mass production, are talked over, different phases in the making of machine parts, calcula- tions etc. During each term every student has to do some sort of construction job just to show that he has under- (pleare turn to page 27) THE WISCONSIN ENGINEER
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