Chicago eagle. [volume] (Chicago, Ill.) 1889-19??, 1893-02-04

schools, and, while learning some
German, have learned much English
TO their great future benefit and to
the great benefit of the native popu-
lation. The German children in the
public schools are aS thoroughly
American in SympathieS, views and
aspirations as the Anglo Americans
The influence of the schools largely
reacts upon the parents through the
children, and, where formerly Ger
man was spoken altogether by par
cntS and children within the family,
now both speak English to crafty
the strong preference of the children.
1t is all-important In the spirit of our
free intelligence. Ii they establish
schools of their own and even achieve
a nigh culture in them. rs Germans
have done where their language is
not taught in the public schools 10
is apt TO de-Americanize them, and
being educated into foreign ways of
viewing and acting, 1t our citizens
will look back, when German was
first introduced 1 believe il was In
the Franklin SchooD, at time when
numerous private schools on the
North Side tlouriShed, the parents
very soon took their children from
these institutions and sent them to
the public schools. Again, some of
my colleagues say: German should
he taught, but take it out OF the
primary grades. Now | beg TO
differ with them. The true place
to begin the study OF the
German language is in the lowest
primary grade the first school year.
1t is also claimed that parents object
to have their children take German.
Now, allow me to give an example.
Last September the principals of all
schools were furnished with blanks
TO give the pupils, who were TO take
them home and have their parents
state whether their children were TO
take instruction in German. Under
the new rule German was TO bc in
trodueed in any school where seventy
! five or moro pupils wished 60 enter
German classes. DR.. Zimmerma mn
/ presented these blanas TO the prin-
cipal Of the Lewis School, at Engle-
wood, requesting her to distribute
them among her scholars. She said
to Mr.. Zimmerman: There is no
use trying TO introduce German in
this school, being located in an
! American district, and that there
will not be twenty-five children ask
for German instruction. She was
told that under the rules Of the board
she was obliged to distribute the
blanks, and did so reluctantly What
was the result? over 400 pupils in
that school applied for German in
structiOn, most Of them not Of Ger
man parentagc, but American. IAlsi-
ness men have experienced that in a
community Of so large Il population
Of German nationality, it Is Of as
great practical value and Importance
to be conyersant with the German
language in this city as it is to ac-
quire knowledge in French in the city
OF New Orleans, where that nation
ality IS 50 largely represented. have
been in the manufacturing business
in this city for many years, aud nat
urally come in contact with a great
many business men, and thousands Of
times have heard regrets from these
men that they are not c0nvcrsant
with the German language. and many
have often remarked that they would
be greatly icnetitcd in business If
they had been taught German in their
school days. Let me. in conclusion
quote another authority. not "a Ger.
man educator, but good. patriotic
native American, John H. Pcaslee,
late superintendent Of the Public
schools in Cincinnati In lecture
delivered before the National Ger
man-American Teachers Association
be- says. i was born aud educated m
thc country apart from cities, in one
OF The old New England states. Pre-.
vious 70 coming West l bad never
known Of any other language being
taught 90 The children of che public
sfhools than that of my mother
tongue except Ia Che High schools
where a uttlo latin and tircck -
iIrurh hHs tiuahl Iuiaslun thau