378 REPORT OF NATIONAL MUSEUM, 1903. 



tliat a vivid interest in German j)edagogy i« asserting itself more and more, and that 

 German langnage and literature are crowding out other foreign iutiuences. He went 

 ao far as to say, "(ierman in.lluenee has already altered the raeial charaeter of our 

 people. ' ' 



In Volume II of the report of the Commissioner of Education for 

 the 3'ear 1897-9S (Washington, 1899), in tlie chapter entitled Foreign- 

 ers in Universities of Europe," page 1702, and in other places of this 

 great work, may be found the following statements: American students 

 preferably attend Jena, Leipzig, Heidelberg, and Berlin, owing to the 

 courses at these universities. In 1895, 3,362 foreigners were matricu- 

 lated at German universities, of whom 514 were Americans, but it is 

 estimated that at least an equal nimiber studied by attending lectures, 

 so that altogether an annual quota of over 1,0(>0 Americans may be 

 estimated. At the same time only 108 Americans were matriculated 

 in Austrian institutions and 65 in Swiss institutions. In 1895 Berlin 

 had 159 Americans out of -1,018 students, Leipzig 53 out of 2,798, 

 Gottingen 30 out of 878; Paris, on the other hand, had only 32 out 

 of 10,915.« 



James Bryce (American Commonwealth, 3d ed., II, 1899, p. 682) 

 says, giving reasons therefore, that "extremely few" of the American 

 students go to Oxford or Cambridge in England. With reference to 

 France, it is stated in an article by F. C. Newcombe, "Opportunities 

 for biological study in Paris and the requirements for the new doc- 

 torate," in Science (May 11, 1900, p. 740): 



Why do these men in American universities advise their students to go to Ger- 

 many? Why are the scientifie lil)raries in this country so much better stocked with 

 German literature than witli French literature? I can not help feeling, though I 

 have no statistics, that on the whole (Termany has, within the past forty years, pro- 

 duced more scientitic men and more scientific literature than has France. It is doubt- 

 less true that we neglect unduly French scientific literature in this country, but it 

 is probably also true that to-day, as forty years ago, we justly look to Germany as 

 the seat of the leading spirits in the progress of biological science. 



E. D. Perry, professor of Greek in Columbia University, says:* 

 "It is the glory of Germany that she has seen more clearly than 

 other nations how true it is that the highest scientific training is none 

 too good for her public servants." Compare his very plain statement 

 concerning the influence of the German university on the develop- 

 ment of American imiversities, pages 288 and 289. Although S. 

 Sherwood (University of the State of New York, Regents' Bulletin 

 No. 11, Albany, 1893, p. 269) ascribes to the "revolutionary France 

 the greater influence in shaping the character of the entire modern 

 system of education of Europe and America, nevertheless he freely 

 admits that the German systems are now "models for the world." 

 In a very interesting manner H. A. Hinsdale, professor of peda- 



«The bad influence of Paris on the students has been described in Nation, p. 149 

 August 23, 1900. 



b Education in the United States, edited by N. M. Butler, I, 1900, p. 306. 



