Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1911-11-29
4l1,285 (O.4 per cent?; 1900: $751;.

4ll,285 (0.4 per cent?; 1900: $751;
385 CO.'S per cent?; 1890: 357, $50
COS per cent?; 1880: $4,000 (0.3
per cent. The above is the real Am
erica and suggests it's racial, ma
tional and lingual component parts.
The white people Of foreign-bor
parents, nearly all Of whom have
been influenced in Europe by German
and Scandinavian culture, show the
largest gains. This is an argument
in facts and figures for maintaining
the German and Scandinavian langu-
ages in the United States. We are
becoming not New England or a
New Germany, but 'New Europe"
While studying this document I
was reminded that at school l had
to argue against fellow students who
claimed they would see the day when
no other language than English
would be spoken in America. The
impression was abroad then that a
person could not learn two langu-
ages, and that learning English i'm
piled we necessarily had to- forget
every other language. Both the for
eign-born and American-born are be-
ginning to think differently today.
They see it is possible to learn two
languages, even if one is English.
The United States is the home of
more Scandinavians and Germans
than any other foreign country and
if they retain their languages here
| they will be an example and help to
their countrymen in other foreign
lands. No doubt our future German
and Scandinavian immigrants will be
better in. English, but at the same
time more loyal to their mother
tongues. Both should, and doubtless
will be, encouraged both in Europe
and America.
Since the dead languages are los
ing in the American schools, and the
old American element of our popula-
ton have little interest, in modern
Languages if the forei thorn citizens
remain Indifferent, our schools in
many localities will become langu-
ageless, having neither dead no,
modern languages in the graded anc
country schools. Passive indifference
| will lead to the conclusion that there
is no interest in the work and thu
task is too difficult for the schoo
alone to perform. The opposite, NJ
doubt, is the case. Few, if any
branches of study have more enthu
siastic backing than modern langu
ages, in general, in the world as ;
: whole, and in particular, in many 10
calities. Let us briefly mention
few institutions that will give contin
ued and efficient help to the effort
: of the public schools in teachin
. modern languages.
HELPS IN WORK OF TEACHIN'
Il GERMAN AND SCANDIN- '
Il AVIAN IN PUBLIC
II SCHOOLS.
Isl The first we mention is the Scar
i dinavian and German home, -fathe
i; mother, brothers and sisters Lar
RI guage is one strong bond of fami]
l. unity. Those who speak and teac
r these languages find a wider do,
n opened to the homes and hearts
n the people. Nearly all homes ha'
er the keenest interest in keeping I
Is their languages and if the school ali
l. them, it will be appreciated. Mar
l. teachers make the mistake Of avoi'
y ing speaking the language of Il
te home, trying instead to teach the
m English. Parents and teache
u should cooperate in teaching DO
r tongues, instead Of teaching on
m English. Then pupils will make pr
he gress in the study of the language
n their parents. The Pennsylvani
80 Germans have retained their lang
70 age for nearly 200 years thru
81 country home influence Of parent U
81 on child. Foreign born parents h
rs the teacher in their English wo
SO more than the teacher does the ps
Sc, ents in their task. The teacher sho,
o.: help-the parent in this line more th