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thorough treatment of the theory of mechanical engineering and 
machine construction. 
About the year 1850, the inner reorganisation of the high schools 
showed itself outwardly in many ways; schools were thus reorganised 
3s ,polytechnic schools“ in Hanover in 1847, in Dresden in 
1851 (preceded by that of Stuttgart in 1840, followed by that of 
Brunswick in 1862). Of equal importance were the new regulations 
for the Architectural Academy and the Industrial Institute in Berlin, in the 
years 1849 and 1850. About the same time the appointment of privat- 
docents was introduced into some of the technical institutions of 
Germany and Austria, und simultaneously the principle of liberty of 
:eaching and learning was established to a larger extent. 
In the year 1868 the ,Polytechnikum® (or Polytechnic High 
School), with its academical organisation, was opened in Munich, and 
was to take the place of the old Polytechnic School. The Darmstadt 
Technical School, which had been a higher industrial school till 
.864, was reorganised as a Polytechnic Institution in 1869. The Tech- 
aical High School in Aachen was opened in 1870, while in the following 
gear the same qualification was bestowed on the Dresden ,Poly- 
technikum®, which was removed in 1875 to new and suitable 
yuildines. 
Between 1875 and 1880 the Polytechnic School in Hanover was 
-econstituted as a High School, the Stuttgart one in 1876. 
The Polytechnic School in Brunswick, reorganised in 1872 as a 
technical high school“, was quartered in its new home in 1877. By 
he combination of the Berlin Architectural and Industrial Academy, 
in 1879, into a Technical High School, and by its removal to the new 
building in Charlottenburg (1884). its outward development was 
completed. 
Important for this last period of the transformation of various 
nstitutions into High Schools, which we may date from about 1870, is 
the closer connection of the nine Schools among themselves. 
This connection resulted in the furtherance of the students’ liberty in 
selecting their schools, by giving them credit in one institution for 
the time of study passed in another, and by the mutual validity of 
the examinations in each school. Especially in more recent times, 
‘he equivalent value of these examinations extends also to those for 
certificated engineer, while, at least partly, they rank with the State 
sxaminations. Appointments of teachers from one school to another