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HISTORY OF THE ENGLISH-GERMAN SCHOOLS IN
BALTIMORE
By ERNEST J. BECKER
Nobody knows just how many fami-
lies in Baltimore still speak German
regularly today. Probably not many.
The steady decline of immigration
from the old country in the present
century; the first world war; inter-
marriage with non-Germans, or with
persons of German descent who had
lost the art of German speech—these
and many other causes have con-
tributed to a progressive decrease
in the number of families in which
German is the regular medium of
communication.
To the overwhelming majority of
our people today German is just an-
other foreign language. And as the
years roll on and the older people who
today still cling to the parent speech
die off, that condition is likely to
become increasingly evident.
The situation was far different up
to and well into the new century.
Here, too, reliable statistics are lack-
ing. But it's been stated on good au-
thority that about a fourth of Balti-
more families in 1890 spoke German
in their homes and business; and it's
safe to say, I think, that following
the period of greatly increased immi-
gration in the mid-1800s pretty nearly
as many people of all ages spoke Ger-
man as spoke English only. Many of
us older people, ourselves the second
or third generation of German-Ameri-
cans, learned to speak German before
we learned English, and have gone
through life with the rare gift of being
equally, or nearly equally, at home in
two languages.
In the 1870s, when the use of Ger-
man as an everyday language was at
its height, the demand for instruction
in it in the public schools became in-
sistent. In other cities, notably Phila-
delphia, English-German schools had
been in operation for many years; and
with that argument the German-
American got what they wanted here.
In 1873 a resolution was reported
by the Joint Committee on Educa-
tion of the City Council of Baltimore,
and unanimously adopted by both
branches, requesting the Board of
School Commissioners "to consider
the propriety of introducing the study
of the German language in the public
schools of the city." The matter was
referred to a special committee of the
Board, in connection with the Super-
intendent, who made a full and thor-
ough examination of the methods of
instruction in the German language
pursued in other cities in connection
with the public schools. They re-
ported that it was inexpedient to in-
troduce the study in the Grammar
Schools, as then organized and graded,
without impairing their success in the
English branches; and that the best
method to accomplish the desired
object was to establish separate
schools, under the supervision of the
Board, in which the English and Ger-
man languages could be simulta-
neously taught. The report of this
committee was fully considered by
the Board and it was deemed expe-
dient to adopt its recommendations
and establish English-German schools,
separate from the other schools now
in operation. By way of testing public
demand for this kind of instruction,
only one school was established, to
which all were admitted who desired
a knowledge of German "simulta-
neously with their English studies."¹
Almost immediately upon its estab-
lishment several hundred pupils ap-
plied for admission in the new school,
1
Report of Board of School Commissioners, Nov. 1, 1874.
[13]
and were duly enrolled; and the early
establishment of additional schools
was at once indicated. "Instruction
is given to pupils in both languages
every day. The benefit to them is
twofold: first, to the children of Eng-
lish parents who wish to obtain a
knowledge of German; and secondly
to those of German parents who wish
to receive instruction in the English
language as well as their own. The
great advantages of a knowledge of
the German language for business
purposes are apparent to everyone;
and if we can furnish the foundation
for this knowledge in the lower de-
partment of our schools, it will be
much easier for the pupils to acquire
greater efficiency as they are ad-
vanced. . . . The success (of these
schools) will depend very much upon
public sentiment with reference to the
subject.
Our purpose it to furnish the best
teachers, and every possible facility
which will assist them in their work.
...
In other cities they have grown
rapidly in public favor, and a large
proportion of pupils in attendance at
the public schools are availing them-
selves of the opportunity thus offered.
... If a like success follow in this
city, it will indicate that we are not
mistaken in supposing that the people
earnestly wish the establishment of
such schools for the public benefit."²
In the following year two additional
schools were established. "These
schools," said the School Board,
"have thus far been eminently suc-
cessful, and have met with public
favor to such an extent that we find
it difficult to meet the large demand
for admission."³
About 1500 pupils entered within a
few weeks after the schools were
opened. Of these, all but five were
"pay" pupils from choice: that is,
they paid a book fee of $4 per annum.
By 1875 four English-German
schools were in regular session:
Number 1: Biddle St., near Fremont.
12
teachers; 575 pupils.
Number 2: 174 Hamburg St.
13 teachers; 558 pupils.
Number 3: Trinity St. near Exeter.
13
teachers; 615 pupils.
Number 4: Aisquith St. near Fayette.
2 teachers; 67 pupils.
In 1876 another school (Number 5)
was opened on Fremont St. near Lom-
bard. The total attendance in the five
schools had reached 2,963, an increase
of 1,332 pupils. "The schools," says
the School Board, "have been emi-
nently successful, and have grown in
public favor so rapidly that it has been
impossible to furnish proper accom-
modations. The attendance, 89.6, is
higher than in any other department
of the schools." Said the Superintend-
ent, Dr. Henry E. Shepherd, "these
schools have been a marked success.
Considerable efficiency is acquired in
the German language, as I can testify
from careful examination of the classes
and observation of their progress. It is
my hope that they may accomplish
all that their most sanguine advocates
could desire, and tend to diffuse a
thorough knowledge of the German
tongue, so valuable an acquisition
to the scholar, the man of business,
the student of literature and the
philologist."
4
In 1878 a movement was started to
make the English-German schools
"tax free." As no public schools were
ever taxed, this probably means that
pupils were to be freed from the $4
tuition and book tax hitherto in force.
In 1879 the name of the English-
German schools was changed to
"Public Schools." The purpose of the
change was probably to meet opposi-
tion which had sprung up in various
quarters to the general idea of teach-
ing any language but English in the
public schools at the tax-payers' ex-
pense. Schönrich has this to say
about the matter:
5
Of course, the schools met opposition from
the beginning. As long as they could be
2
Ibid.
3
Report of Board of School Commissioners, Nov. 1, 1875.
4
Report of School Commissioners, 1876.
5
Baltimore, seine Vergangenheit u. Gegenwart (1887): Karl Otto Schönrich, Artide "Schulwesen,"
sect. II.
[14]
considered an experiment of very doubtful
effectiveness, they were treated with scornful
indifference. But when they began to attract
favorable notice; when pupils from them were
found to give a good account of themselves
in the examinations for high school—this de-
spite the fact that the instruction in German
reduced the teaching time for regular subjects;
and when the schools seemed to be gaining a
permanent place for themselves, then the oppo-
sition began to get really busy. The chief argu-
ment advanced against these schools was the
mistaken assumption that they might become
instruments of "Germanization"; whereas they
could in the true sense of the word be con-
sidered promoters of Americanization. Various
forms of persecution were brought to bear, but
the friends of progress were equal to them, ably
aided by the German press of the city.
After 1885 all opposition seems to
have disappeared.
In 1880 there were still only five
schools, with 3440 pupils and 77
teachers. The principals received a
salary of $1500, the Vice-Principals
$1008, and the "male assistants"
$600. What the female assistants re-
ceived is not recorded.
In his report for the year 1880 Su-
perintendent Shepherd states: "These
schools have received a new designa-
tion during the present year, which is
not only ambiguous but equivocal and
misleading. I have no especial com-
ment to make hi regard to their con-
dition. The teachers are generally
entitled to commendation for the zeal
and assiduity with which they have
labored. In some instances their
work has been executed with remark-
able intelligence, and they are by no
means to be censured for failing to
accomplish results which the very
conditions under which they labor
render impossible of attainment."
6
From these remarks it is obvious
that the Superintendent was not
pleased either with the change of
name or with the working conditions
in the schools. He was especially dis-
pleased with the work of several
teachers of German who had pre-
viously run private schools of their
own and who themselves had very
poor command of English.
In the same report Assistant Su-
perintendent Henry A. Wise states:
"In some of the schools there is a
great disproportion in the number of
English teachers to the number of
German—the rule requiring that there
be about an equal number of each
having been disregarded. In one
school there are 9 English teachers
and only 4 German teachers. Some of
the teachers, eligible and competent
only to give instruction in English,
give instruction in German also; this,
too, in the lower primary grades, re-
quiring oral instruction in German."
By 1883 the enrollment in the five
schools had reached 3869. Number 2,
to be sure, had been given a new
building, corner Charles and Ostend
Streets, but already it was "so
crowded as to be uncomfortable."
An addition was recommended. This
addition was provided in 1884. Com-
menting on conditions in School Num-
ber 5 the Board's report states:
"There are 900 pupils in a building
intended to accommodate 600. In
consequence, it is uncomfortably over-
crowded." The location was consid-
ered undesirable in consequence of its
proximity to factories "in one or
more of which recent explosions of
boilers occurred, causing a panic in
the school which would have proved
a serious disaster except for the
excellent control of the teachers."
7
In 1885 the enrollment figure had
risen to 4,616, with 105 teachers but
still only five buildings. In Number
5, despite explosions, there were over
1000 pupils. It had now become cus-
tomary to rent houses to accommo-
date the overflow, but that didn't help
much. Some classes from Number 5
were held in other schools. Said Su-
perintendent Wise about Number 5:
"Eight of the rooms are not fit for
classrooms on account of size and im-
perfect lighting and ventilation.
8
In March, 1886, a course of study
in German for grades 1 to 8 was
adopted. "It is suggested that con-
6
Report of Board of School Commissioners, 1879.
7
Report of Board of School Commissioners, 1884.
8
Report of Board of School Commissioners, 1885.
[15]
versation form an essential feature of
the German course in all grades, and
every effort should be made towards
giving the pupils the ability to speak
and write German correctly. The
amount given in the textbooks is
quite sufficient. The scope of these
schools hardly includes a special
study of theoretical grammar; and to
speak to the children of grammatical
laws which they cannot possibly un-
derstand and which are of practically
no use to them seems a waste of
time."
The course included for all grades:
Reading and oral spelling.
Writing.
Language (on model of English).
Arithmetic.
Memorizing.
The textbook was by L. R. Klemm,
Supervising Principal, German De-
partment, Public Schools, Cleveland,
Ohio. There was a different book
(called "Kreis") for each of the eight
grades. The first Kreis consisted of
"Fibel"; the eighth of an epitome of
German literature. It was good stuff.
In 1887 the name of the schools was
very sensibly changed back to Eng-
lish-German. There were still only
five of them, with makeshift arrange-
ments to take care to some extent of
the overflow. In 1888 and 1889 the
enrollment rose to 5030. There were
114 teachers—97 female—and condi-
tions were rapidly becoming impossi-
ble. But the School Board remained
optimistic. "These schools continue
to increase in number of pupils and
excellence of instruction," said Presi-
dent Morris of the School Board.
"The erection of a new building for
No. 5 will furnish desirable accommo-
dations for pupils and teachers who
have been suffering great inconve-
nience in the old house on Fremont
Street."
In 1900 this new building for No. 5
was finally completed and occupied.
It was located on the old Waesche
property on Lexington Street near
Fremont.
President Morris has this to say
about the English-German schools in
general at this time: "These schools
were organized seventeen years ago
as a part of our school system. It
was at first intended that such in-
struction (i. e. in German) should be
given in all the schools where a suffi-
cient number of the pupils desired it
to justify the appointment of a spe-
cial teacher. But afterwards it was
determined that it would be better
and less expensive to establish special
schools. . . . These schools are com-
posed of pupils in the primary and
grammar grades, and instruction is
given daily in the English and Ger-
man languages. This parallel course
of study is approved by many educa-
tors, who think that this daily in-
struction to the pupils in the German
language does not interfere with the
English studies, but that each assists
the other. There are others, how-
ever, who have a different opinion and
think that the instruction given in
these schools is of but little practical
value, and that it interferes with the
English studies; that therefore it
should not be given. There are also
many who are opposed to giving in-
struction in a foreign language at the
public expense, and think that the
true policy is to furnish only English
instruction. Public sentiment in our
city seems to be favorable to the con-
tinuance of these schools, and it is
our duty to make them as satisfactory
as possible."
9
By 1893 the number of pupils in
attendance at the English-German
German schools had risen to 5,439,
reresenting about 10% of the total
number of pupils enrolled in the ele-
mentary and grammar schools of the
city. The six regular school buildings
were still inadequate to the needs of
the situation, and many classes were
held, as before, in rented buildings
and rooms.
This condition continued to grow
worse with every year; the Superin-
tendent reported regularly each year,
9
Report of School Commissioners, 1891.
[16]
in almost the same words, that the
schools "have a larger number of
pupils on roll than their buildings will
properly accommodate and it is im-
portant to correct this condition."
By 1897 the population of Baltimore
had increased to 455,427, with over
63,000 in the public schools. Of these,
6,780 were in English-German schools,
now increased to seven. But they
were rapidly losing their special char-
acter, the Superintendent complaining
of "the loose manner in which pupils
are allowed to go to English-German
schools is injurious to discipline and
instruction, and causes a waste of
school space."
10
The problem of proper accommo-
dations continued unsolved during
the next four years. During that pe-
riod no reference was made by the
School Board or by any school offi-
cial as to the effectiveness of the Ger-
man instruction in the English-Ger-
man schools, or to the desirability of
continuing the study of German
parallel with that of English. It is
quite evident, however, that the spe-
cial character of the English-German
schools was gradually being lost, al-
though German was still being taught
in them. By 1899 the enrollment was
6931.
In 1901 the new Superintendent of
Public Instruction, Mr. James H.
Van Sickle, instituted the "group
system" of school organization, and
the English-German schools were ap-
parently merged with other groups.
Dr. Charles A. A. J. Miller, Principal
of Group S, became the chief super-
visory officer in the German language
field.
Superintendent Van Sickle's early
reports contain no recommendations
regarding the future of these schools.
But his report of January, 1903, in-
dicated that they were still function-
ing. He says: "The success of the
English-German school under a plan
which gives the English branches
much less than the full time suggests
similar adjustments in other depart-
ments of school work, notably indus-
trial arts. . . . Thirteen schools are
either wholly or in part English-Ger-
man schools. Children who attend
them are usually of German parent-
age, have their time divided between
English and German instruction.
The correlation of work in the two
languages is such that the English
branches do not seem to suffer in the
least from neglect. Pupils . . . com-
plete the elementary course in the
regular time allotted to it. Judging
by the record of these schools, where,
if anywhere, the curriculum may be
said to be crowded, it is not the num-
ber of studies in the program of a
school that retards the progress of
pupils, but the monotony and dullness
which sometimes characterize school
work."
After 1904, no reference is made
specifically to English-German schools
in the official reports of the School
Board and the Superintendent. How-
ever, they continued in somewhat
modified form until the war period in
1917, when all German instruction
practically came to a stop in the pub-
lic schools. Today, no foreign lan-
guage is taught in the elementary
schools of the city. Such instruction
begins in the ninth grade junior high,
and extends as an elective through
the senior high school period. The
number of pupils electing German in
these schools dropped to nearly zero
during and for some years after the
first world war; picked up again and
was on the increase until the out-
break of the present war. What the
effect of that situation on the study
of German will be remains to be seen.
But the old English-German schools
are completely dead.
10
Superintendent's report, 1896.
[17]
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