Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1912-01-10

MODERN Ian AGEs IN OUR
i. g. PUBLIC SCHOOLS vi I,
By Prof. ]. n. .Lenker, D. d.
REPORT OF NATIONAL COMMITTEE
of TWELVE ON MODERN
&. LANGUAGES.
While the study Of modern languages
In our public schools is q question for
each school district and for each coun-
ty and state, it is also question for
the nation. 1t is one Of the most i'm
portant subjects connected with our
great and: growing American School sys-
tenn. In recent years it has received dig
nified treatment in American School per-
iodicals, in conventions, in graded and
high school plans Of study and in the
public press of various languages, es-
pecially in the German, Norwegian, Dan
ish and Swedish press, The trend seems
to- be strongly in favor Of beginning
modern language study when the child
is In the elementary grades. This is
proved by the Report Of the Commit
tee of Twelve Of the Modern Language
Association of America" from which
we quote the following on the study of
modern languages in elementary grades
as the highest authority on the sub
ject: 1T may also be remarked, fin
ally, that one who wishes to acquire q
modern language thoroughly will always
do we'll to begin in childhood. The lat
er period of youth is distinctly a bad
time to begin. In childhood the organs
Of speech are still in plastic coma
| ton. Good habits are easily formed;
bad habits more easily corrected. The
mind acts more naively, and the memory
is tenacious of whatever interests.
| Forms of expression are readily mast r.
| ed as simple facts. Later in life, in
proportion as the mind grows stronger
it also grows more rigid. The habit OF
analysing and reasoning interferes more
or less with the natural receptivity OF
the child. The flxation of speech habits
| in the mother tongue makes it increas-
ingly difficult to acquire even a moder.
ately good pronunciation, and perfection
is usually out of the question" Recent
American literature on modern language
teaching is abundant and of a high or
| der. 1t proves the nation as a whole
and not only certain school districts
counties and states, is awake on the
science of philology.
INDIANAPOLIS GRADED, SCHOOLS
| AND MODERN LANGUAGES.
The annual report of the Indianapolis
public schools for 190S-09 the best o1
the many reports we have been able tc
! secure, contains so much sane inform.
| alton for Americans on modern langu.
ages, as on other branches, that we will
be pardoned for referring to it again
During the winter of 1909-1910 foul
principals and teachers were appointed
| by the board to visit schools in Europe
each at their own expense, their salaries
being allowed while absent. Upon theil
| return the visitors filed with the boart
of school commissioners written reports
of their visits. They also made report:
in lectures before meetings held FOL
that purpose. The report of Miss Lydis
r. Blaich, who visited the schools IL
Germany, has been printed in neat pam
pIlASS dAu COAId1IS NdludD1S SuS
gestions for American schools. 1t gives
four unique and helpful diagrams. TIL,
commercial schools of Germany receiv,
high praise. Their success is largel,
due. to the efficient way modern langu
lagos are taught in them according t,
|Vieter's new method. The booklet op
ems with these words: "Educationa
Germany has so long been a land Of pill
Igrimaee to the American pedagog tina
it would be surprising indeed If man.
remarkable contrasts existed between
the two countries. Yet there are in
teresting variations due to difference
between the ages, forms of government
national resources, and the geographical
and political environment of these ma
TONS" The closing words, expressive
Of the same sympathetic spirit, are yer,
lifting, and read thus: THE feeling o
the Germans for Americans is one O
admiration and love. The two nations
through their highly developed schoo
|sympathies and national interests an,
ambitions, will certainly make fin
team at the head OF the worlds educa
tional procession; for already they ar
coupled together as a gigantic force II
the worlds evolution" The schools o
Minneapolis should be models for. tn
Northwest as the schools Of .Indianap
oils are for the Central West. It woul
be wise to follow Indianapolis exampl
and have it's principals and; teachers t
visit the Kingdoms of Denmark; Nor
way and Sweden and study their: sys
TENS of schools which rank with tn
best in the world. The schools of thes
north lands in Europe deserve to b
studied by the pedagogs Of the Mort
in the New World. Who will make tn
connection, and introduce the Scandin
avian school system to America and Am
orleans to Scandinavias schools? In
dianapolis is a typical American city il
the Central West and illustrates tn
deep interest Americans are taking il
European systems Of pedagogy and Il
teaching modern languages
GOETHES PRINCIPLE APPLIED II
INDIANAPOLIS SCHOOLS.
In Wilhelm Meisters Wanderjahre
one Of the supervisors Of the Pedagog
ical Province informs Wilhelm that eac
Of the modern languages taught is spok
en- in turn for an entire month. "Thi
practice" continues the supervisor, Il
based on the principle that nothing i
learned outside of the element that i
to be conquered. We regard our pupil
as so many swimmers who perceiv
with establishment that they are lighte
than the element which threatened t.