The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1899-11-15

HdHS anu German literature ana the
language. we cannot fail to enter a
protest against the scheme of the ma
tional German-American Teachers
Association
The name, in the first place, is I'M
lovely. Hyphenated Americanism is
undesirable and unnecessary, even in
titles. There never was and never
should be any reason for an American
ism that parts in the middle One is or
is not an American teacher. We have no
sort of patience with the title Ger
man-Amerfcan teachers" nor that of
any other kind of American teacher
| with a prefix of nationality
To be able to read, write and speak
the German language is an accomplish
ment and convenience But for those
not born to the tongue it is an accom-
plishment to be acquired independent of
the scheme Of popular education along
common school lines. Fact is, there is
into the common schools of the teach
ing of the Spanish language than Of the
German, as it is to be much more init
mately related to our business transac
TONS
| When it comes to the matter of in
PRODUCTION into the world of wealth
and richness stored in German litera-
ture, familiarity with the language is
certainly very desirable for all who can
afford it, but because foreign literatures
are stored with rich treasures it does
not follow that we should introduce the
teaching of all or many, or indeed, a
few foreign tongues into our common
schools.
| The circular before US gives notice
that a convention is to be held next
July in Philadelphia for the purpose Of
promoting the objects set forth. That
| convention should have no encourage
ment so far as the propositions are
concerned which we have debated. The
statement that one purpose is ''to train
up leaders to exercise creative and
directive influence upon the future of
this continent" is obscure. One may
| fancy it to mean a good many things
But whatever it means we fail to under
stand why it is necessary to seek its
accomplishment through the agency of
the German taught in the common
schools.
Whatever our development as peo-
pie. the English tongue should be suf-
f1cient base for common school instruc-
ton. There is something said in a
vague sort of a way, in the circular at
hand, which bears the Endorsement Of
the President of the University of
pennsylvania, upon the educational
value of study of the German language
as IAN integral factor in the intellect
ual development of the American peo-
pie" Unquestionably Familiarity with
German literature and with the store
Of knowledge written into that Ian
guage, as in that of French, Italian and
other tongues, is of high value in the
development Of the mind and the for
LITIGATION of the intellectual powers.
But eonceding all that, it does not fol-
low that we should saddle upon the
common schools the additional burden
suggested.
Let the study of foreign modern Ian
guages be the pleasure or task of those
who pursue academic and collegiate
courses. At least let the teaching of
foreign tongues be confined to the high
schools, where they are already optional
studies. We may doubt if even there
they are Of compromising value, except
to the few who pass out of the high
schools into the colleges and universe
ties, though the present contention is
not concerned with that question. But
we do enter a strong protest against
any further loading up Of common
school courses and especially do we
protest against the Introduction into
the elementary schools of the teaching
Of German, Spanish, French or any
other than the English language, since
| such teaching is unnecessary for the
great mass of pupils, improbable to
ninety-nine hundredths, and would dis
tract from a course of study where
there is already too much given to the
pupil to accomplish.