TaÌˆgliches Cincinnatier volksblatt. [volume] (Cincinnati [Ohio]) 1885-1919, 1917-05-07


reasons which led to the introduction
ot German teaching.
1t Is now seventy seven year
: that German Is taught in our schools
At that time no german Empire wai
in existence and no emperor or kaiser
The standing OF Germany in tile world
was entirely based on her achievements
in the different branches OF learning.
The course Of study in our schools being
limited, at that time, to the tlree RS"
the Germans Of those days considered
such education insufficient and main
tanned private schools for their children
in which German was taught to keep
them in touch with the cultural life Of
their former home While they un.
! grudgingly contributed TO tie support
Of their schools they did not fail 20
discover, with the loyal spirit for their
new home, that these schools were
unsatisfactory in this respect that they
bred clannisli spirit Their aim was
not TO make Germans out vi their
children but 90 inlue them with a true
and thorough American spirit and they
recognized that this could only be
accomplished by sending their children
T. the public schools which. by contact
with the children OF American parents
would transform them into full Ameri-
cans. With this view they petitioned
the Legislature about seventy eight
years ago TO introduce optional German
instruction in the public schools.
This demand was finally granted but
not without serious opposition. Some
legislators advanced tile opinion. which
is even heard 10 this day, that the duty
OF public schools was entirely and
satisfactorily performed by teaching the
three Rs, all other studies we're con-
sidered unnecessary. Our reaetionnariss
OF to-day call them iads. The Com
inittse that spoke Tor the Germans
had among their members men trained
in the science Of teaching and explained
to the Legislature that German, far
rom being an unnecessary burden 10
the pupils, was a most valuable aid
10 the requirement oi perfect, English
Comparison being an important mental
the study Of German induces !
children to compare the German idiom !
With the English and thus brings them
10 give more heed TO correct Eng
ish expression. In usnslsting from
German into English they are taught :
% regard the fine shades OF meaning,
md to aim at correctness Of expression.
Tliis every educator who deserves the "
ialne Of such will acknowledge as
orrect statement OF the principles OF
and the experience Of our Gin :
innau schools has justified these views y
\ hile there Is q great complaint ali :
ver the country that children use :
.nglish words incorrectly and are :, !.
rude in their expression, no such :
eject has been noticed in our schools, :
q al least not TO the same extent as
lSewhere This 10 owing 70 their "
raining in German which enables them "
0 penetrate into the true meaning OF =. :.
nglish words. This has ben sppreeia- 4
I'd by parents who are not Of foreign :.
escent, by sending their children TO te
ie German classes. II IL ia alleged -
iat German is only desired by those Of =
nat nationality, our statistics prove - :.
iis TO be an error. A eonsidsr-W "
ble pereentage Of hspupiis o.
a the Germsa depsrtment9 %
re not Germans :.
When the petition TO teach German =,
I'd beer granted, our public schools q,
once felt the wholesome influenee
CIV, that Is German, methods OF ~,
aching quiekened the intellect Of the T.
iidren. Teaching that heretofore had ,,,;
en- a temporary expedient for making ar
living became q profession. no
The German citizens did not consider 81,
cir task as completed when their re- In
est was granted They continued ~
cir efforts 10 perfect our school nj,
stem. II was q German, DIR. I'm N.
ker, who in ths Sixties, as 4 member !,
the sehooIboard. made penmanship mo
ecial branch with tbs result that good o.,
iting became one Of the creditable ,,;
Itures Of our schools. BY the per n,
fering demand Of Germans educated 40,
the polytsehnical institutions OF ret
sir home country drawing WAS added NO,
the curriculum Of our schools, and no,
was owing 10 the efforts OF German .sn
; ysicsl culture Societies tTurnersl that hny
are now another COM oIs
ndable feature of our system. IA.
rhis enumeration Of the great bene' Der
that the German language and the le,
rman interest In our schools has ldt
omplished, ought 10 leave the item mil
expense out Of consideration, but It Srj
so trifling that 1t certainly ought ara
70 be motive for abolishing Ger. 2
n instruction. The costs for the OO(
nentary schools are stated to DO ei
-