four hundred pupils in 1870. At the same time there were about two hundred and fifty in attendance at the DiesterwegInstitut in East Baltimore. There was a Hebrew GermanEnglish school in existence for fifteen years, with about one hundred and fifty pupils in 1870. Then there were a large number of German Catholic schools, the Alfonsus, St. Johannes, and others, with about six hundred pupils. The total number of pupils in the German schools of Baltimore in 1870 is estimated at over five thousand. The advantages of the best German over the public schools at that time was that the pupils were taught to think, and not held to learn by rote. Commonly when the German boys passed into the city high schools they found the competition for honors easy.

There were also several good German schools for girls in Baltimore, particularly the Reinhardt-Schule and the school of Fräulein Küster. The former was related to all others as was the Zions-Schule to its rivals. The Reinhardt School was founded in 1861 by the two sisters Marianne and Mathilde Reinhardt; after the latter's death Fräulein Bertha Reinhardt took her place and subsequently served for many years as principal, until the closing of the school. The number of pupils at the beginning was nine, and it gradually increased to one hundred and fifty. The school was closed in 1891 because of the failing health of Fräulein Marianne Reinhardt, who for some years previously had been unable to continue. There were always more children of American than of German parentage in the school. Both German and English were used in the class-room as parallel languages, just as in the Zions-Schule; French was taught from the third grade on to graduation; the pedagogical methods of the school were German. The pupils were not of the earliest age, but were given the more advanced and

finished part of their education.' The other German school, that of Fräulein Küster, took younger pupils. The example of Baltimore is but one of many that might be brought to bear, showing the activity of the Germans in this country along educational lines when in the same localities the native population was still indifferent.

A magnificent foundation for a private school was provided by Jacob Tome, born in Manheim, Lancaster County, Pennsylvania, in 1810, the son of German Lutherans. Since his settlement at Port Deposit, Maryland, in 1833, he had acquired great wealth in the lumber and grain trade. He became a leading financier and promoter of enterprises in his state like Martin Baum of Cincinnati at an earlier day. General Grant offered him the position of Secretary of the Treasury, which he declined.' He was a trustee of Dickinson College, and in 1884 made the college the gift of a science building. Five years later he founded the Jacob Tome Institute, with the object of providing an advanced education for the children of poor parents who were unable to pay for it. The original donation was two hundred and fifty thousand dollars, but this was increased by the terms of the benefactor's will to three million dollars, making the school one of the richest of the kind in the world. The character of the institution has since changed to that of a high-class preparatory school of the class of Phillips Academy (Exeter and Andover) or the Lawrenceville Preparatory School.3

1 Some of the names of the American pupils were as follows: Misses Basshor, Briscoe, Buchler, Butler, the Misses Carey, Miss Carter (principal of St. Timothy's School, Catonsville); Misses Cathcart, Clark, Crawford, Cuyler, Darrell, Davison, Dixon, Easter, Gould, Grafflin, Hazlehurst, Hill, Hopkins, Horwitz, Hunter, Jamison, Lansdale, Lynn, Page, Price, Robbins, Rogers, Rugby, Schwartze, Smith, Waters, Webster, West, and Whitman. These names were furnished the writer by Miss Bertha Reinhardt.

2 Cf. Lamb, Dictionary of American Biography.

> The present director of the "Tome School for Boys," Dr. Thomas Stock

A glance at the statistics of German schools in the United States will prove conclusively that the study of German is not disappearing in this country among the Germans themselves. There are hundreds of parochial and private German schools in the country, mostly founded by the Lutheran and Catholic denominations. The Lutheran synods together have over twenty-one hundred schools, about twenty-five hundred teachers, and over one hundred thousand pupils.' In all of these the German language is given a prominent place, not, however, to the exclusion of English. The colleges and universities of our country are more and more requiring German for graduation, or even for entrance. Twenty-five years ago French was considered the polite language throughout the country, and to-day, in some parts of the East, French is still preferred to German, but the existence of the "German Belt" gives the study of German the advantage. The sales of the leading publishers of the modern language books to-day seem to show that the study of German is ham Baker (Ph.D. Johns Hopkins University), has a thorough acquaintance with German schools from personal observation, and has said in a recent address: "Notwithstanding the criticisms which are made of the German schools, there is no doubt that the scientific supremacy which Germany holds is based on her common schools. Before entering the university the German has received the kind of drill which will control his entire career. He has learned the inviolability of scientific accuracy. He has acquired that power of attention to details which has made German scientific work exhaustive and thorough. Above all he has amassed an amount of information which would stagger the ordinary American boy. But the German schools have proceeded from what might be called a more liberal source than our American schools. They have been developed from the Latin school of the Middle Ages. They are saturated with traditions of high scholarship." (The Education of Boys, Commencement Address, Johns Hopkins University, June 8, 1909. Printed in Johns Hopkins University Circulars.)

1 Cf. Henoch, Handbuch des Deutschtums im Auslande, pp. 181-221. (Berlin, 1904.) The names of the schools and long lists of teachers' names are given in this work. Cf. also Viereck, Zwei Jahrhunderte deutschen Unterrichts.

now increasing more rapidly in the East than French in the West,' that therefore the study of German is gaining, while French is losing ground. The teachers of German have formed a coöperative association known as the "Lehrerbund," a union of the teachers of German in universities and secondary schools throughout the United States. Annual conventions (Lehrertage) have been held, and the common concerns and interests of their profession have been discussed and more clearly defined. More and more the German-American becomes conscious of the advantages that are derived from the ability to use two languages. The study of German is aided greatly by the attitude of American scholars, so well represented in the words of President Daniel C. Gilman: "As Latin was the language of the scholar during the Middle Ages, so the knowledge of German is now indispensable for any one who claims the name of a student and scholar."

The reform method of teaching modern languages, which has taken possession of the German Realschule with

1 The writer bases this statement upon replies received in answer to his queries from the leading publishers of modern language books in the United States.

2 While men of German blood predominate as professors of the German language and literature, some of the most eminent and influential teachers of the subject are of native American birth, examples of the veteran class being William H. Carpenter (Columbia), Starr W. Cutting (Chicago), W. H. Carruth (Kansas), J. T. Hatfield (Northwestern), W. T. Hewett (Cornell), M. D. Learned (Pennsylvania), L. A. McLouth (New York University), A. H. Palmer (Yale), Calvin Thomas (Columbia), H. S. White (Harvard), Henry Wood (Johns Hopkins). The German element in the same class is represented by H. C. G. Brandt (Hamilton), Hermann Collitz (Johns Hopkins), G. O. Curme (Northwestern), R. W. Deering (Western Reserve), Hanno Deiler (Tulane), Kuno Francke (Harvard), Julius Goebel (Illinois), Otto Heller (Washington Univ., St. Louis), Gustav Gruener (Yale), George Hempl (Leland Stanford), A. R. Hohlfeld (Wisconsin), K. D. Jessen (Bryn Mawr), H. K. Schilling (California), H. Schönfeld (G. Washington), H. C. G. Von Jagemann (Harvard), C. Von Klenze (Brown), Ernst Voss (Wisconsin).

wonderful results, has also come to America. Its main principle, that of teaching German as a living language, i. e., employing the aid of the eye and the ear of the student and engaging his interest and attention to the utmost to enable him to use the language as a native, i. e., to speak and write as well as read it, is being successfully applied in schools and colleges of the United States. The reform method, though modified to suit our needs, has been a wonderful means of reawakening our study of the art of teaching modern languages.

There is a German educational influence still going on, the full extent of which cannot now be measured. It is that of vocational teaching. The world generally recognizes that Germany's present power if not supremacy in the commercial world is due to her schools. All countries, including proud Britannia, are making efforts to import the secret of success from Germany's trade-schools. These include not only the higher technical colleges, such as the one at Charlottenburg, but the lower trade-schools, on private, trade, and government foundations, which day and night instruct the ambitious German youth of every class in the methods of improving both himself and his particular branch of industry. Our consular reports' are loudly sounding the praises and defining the methods of these educational factors. Vocational teaching shows a young man what is demanded of him in the world and gives him his place. The immediate effect in our own country seems to be a broadening of manual training instruction, its entry into the public school system more intensively than before, the establishment of trade-schools on the German model, and even the

1 Cf. e. g., Special Consular Reports, vol. xxxiii. (Washington, 1905.) Industrial Education and Industrial Conditions in Germany, Deputy Consul Meyer, Chemnitz, Germany.