CHEMISTRY AND THE WEST GERMAN EDUCATION SYSTEM HERBERT M. SCHOEN American Cyanamid Company, Stamford, Connecticut
EVERY year hundreds of American students and professors travel t o Western Germany to study and teach in German universities. Many of them go under the sponsorship of the Fulbright program, as well as other exchange programs and grants. Not only is there opportunity to study specific subjects at a university, but what is more important, a chance to view German life and culture. As a Fulbright grantee during the academic year 19561957, I would like to describe briefly the German educational system with particular em~hasison the studv of chemistry. ELEMENTARY AND SECONDARY SCHOOLS
Prior to considering the German university system, it is advisable to examine the German elementary and secondary school structures, since they differ considerably from ours. After four years of elementary school (ages 6 to 10 years) about one-fifth of the students enter secondary school. The secondary schools are of two types: (1) "Realgymnasium," where modern languages and the sciences are emphasized, and (2) the "Humanistisches Gymnasium," where the emphasis is on the classical languages. The students normally complete these studies a t the age of 19. They must then pass the "abitur"; the remainder leave to study a trade, or perhaps to prepare for a practical or "white collar" profession. Due to the strenuous secondary school curriculum, as well as the fact that the student is somewhat older than his U. S. counterpart, the first year at a German university corresponds more or less t o the junior year
VOLUME 35, NO. 8, AUGUST, 1958
in this country. I n certain fields, such as mechanical engineering, a half year of industrial experience is mquired before enrolling a t a university. This is not the case for students of chemistry. Early in 1957 a meeting of Germans who had visited the United States (as students, on various exchange programs, and as special observers) was held at the British Cultural Center in Braunschweig. The subject under discussion was the comparative merits of the two educational systems. The concensus of opinion was that the German ureuniversitv education excels that of the United ~ t a t e i . The def;ciency is, however, made up a t the university level. These views were naturally of a general nature, since there was considerable difference of opinion as to what constitutes a "good" education. UNIVERSITIES
Western Germany has some 23 universities and technical "high schools" (Hochschule). The term "high school" is misleading, since these schools are ones which specialize in science and technology, as opposed to universities with their many faculties. With the exception of the purely technical bias in the German high schools, the same ground is covered in many universities. Identical degrees in chemistry are awarded in both types of institutions. The older German universities were modeled after the University of Paris. Heidelberg is the oldest, founded in 1386, while the oldest "Technische Hochschule" is Braunschweig, founded in 1745. I n ad-
dition t o universities and technical high schools, there are a number of special colleges and academies a t the same academic level, offering training in agriculture, forestry, medicine, mining, and music. The university year consists of two semesters: The summer semester lasts three months, commencing in April or May. The winter semester begins in October or November and lasts four months. There are no examinations given during or a t the termination of a course. Even though a student is required to register for courses, attendance is not compulsory. The entire means of evaluation hinges on two major oral examine tions, a written thesis, and participation in seminars. Student l i e centers about "Corporation" (fraternities), social, technical, religious, or political clubs. University students have their own administration in the form of the "Allgemeine Studentenausschiisbe" (ASTA) (General Student Ccmmittees). The officers of ASTA are elected from the student body on democratic principles. Romance has not entirely disappeared from university lie, particularly in the smaller university towns. Attendance of a "Corporation" affair is a memorable event. The officers are resplendent in their uniforms, and much of the ceremony is conducted in Latin. The basis of the German university system is one of favoring freedom in choosing courses. When our system of course requirements and compulsory attendance is described t o a German student, he will invariably remark "Oh yes, that's like our elementary school system." I t should be noted that in practice today many subjects taken during the first two years are in reality "required subjects." STUDYING CHEMISTRY
I t is not a simple matter to describe exactly the sequence of courses that a typical student of chemistry follows. As was previously mentioned, he is given considerable freedom in choosing his courses. The following is more or less a composite program compiled on the basis of interviews with students at the Braunschweig Technische Hochschule, as well as reference to the suggested plan of study.' TABLE 1 Courses Taken Prior t o Examination Subject
Hourslweek
Number of semesters
Lectures Inorganic Chemistry 5 Advanced Inorganic Chemistry 2 Physical Chemistry 4 Organio Chemistry 3 Experimental Physics 3 Calculus 3 Laborataries Approx. 35-40 weeks, Inorganic Chemistry 4 6 weeks, all day Physical Chemistry 2 weeks, all day Physics
1 1 2
1 2 2
all day
The first examination (vorexamen) may be taken after a minimum of four semesters. After an additional 1
m
"Braunsohweiger Hochschulfiihrer" 1956-1957.
four semesters the student may take his final examination (hanptpriifung), successful completion leading to a diploma. The diploma may be considered t o lie between the master's and doctor's degrees. If the field of study is chemistry, the title conferred is "Diplom-Chemiker." I n practice, however, it takes somewhat longer than the required minimum of eight semesters to complete these studies. Tahle 1 outlines in detail the course requirements prior to the first examination. After completing these subjects as well as any number of electives desired, the first oral examination is given. The student is examined in each of five subjects: inorganic chemistry, organic chemistry, physical chemistry, physics, and one elective. Upon successful completion the student begins the second phase of his program, taking the subjects outlined in Tahle 2. TABLE 2 Courses Taken After Successful Completion of Examination Subjed
Houmlweek
Organic Chemistry Physical Chemistry Chemical Teehnolow -. Elective Physical Chemistry Organic Chemistry Chemical Technology Elective
:Vumber of semesters
3 4 4 2 Labo~atories 4-6 weeks, all day
Approx. 3 5 4 0 weeks. all day
6-10 weeks, all day
At this point in the program, the final examination may be taken. The examination is oral, and covers the following subjects: inorganic chemistry, organic chemistry, physical chemistry, chemical technology, and one elective. The final requirement, before the diploma is awarded, is the completion of an original research project. This consists of about six months of full-time laboratory work and the writing of a thesis. At this point the student may terminate his studies and seek employment as a "Diplom-Chemiker." It is strongly recommended that he should continue and earn the doctorate. Nearly 90% do so. No additional courses are required for the doctorate; however, a thesis must be written. The full-time theeis research requires at least three to four semesters. An oral examination in chemistry or physical chemistry as well as physics (in most cases) is given. Upon passing this examination the title Dr. rer. nat. (Sc.D.) is conferred. Since chemical engineers are virtually unknown in Germany, the physical chemist often finds his duties in industry to be of a chemical engineering nature. I n view of the present interest and concern in scientific education, it might be well t o examine the educational systems of other nations, with the thought in mind of improving our own system. S i c e each system has advantages as well as disadvantages, it is a matter of integrating the desirable portions of each system into ours. The important point is that Germany is able to achieve the successful training of able chemists via a differentroute. JOURNAL OF CHEMICAL EDUCATION
