cause they seem to be printed for the immigrants and do not appeal to the young German Americans. I pity people who have read the war news only in the English language. They have missed much. While over in Europe Germans are fighting to the death with the sword for their culture, should not Germans in America fight better with their tongue and pen to defend and develop that culture and its language in the rising generation here in America? The children of German parents are overlooked, neglected, by the home, the school and the press and therefore I want to do a little to help them, if possible, to better appreciate the invaluable treasures of their birthright.

This I gladly do, because many German children will doubtless have experiences like I had when at school in 1872 in old Pennsylvania. It was my first year at Susquehanna University at Selinsgrove. I heard a German boy at commencement deliver a speech in English on Bismarck and the German-French war, when my interest in the Germans was awakened and stirred for the first time. I will never forget my boy's experience there. I thought what a wonder that a German could be such a great man as the orator pictured Bismarck to be. Now I doubt if any other race but the Germans could produce a Bismarck.

If not already, there may come a time when young people will read or hear of Von Hindenburg, Von Kluck, the Emden, Eitel Fritz, Liege, Antwerp, Warsaw, Riga, Serbia, Dardanelles, Gallipoli, or something else in this greatest of all wars and their German mind and blood will be touched and stirred. They will then wish to learn more about their own people. It is hoped they will have the chance to visit the Fatherland as I had, for

"He who would the Germans understand

Must visit first their Fatherland."

CHARACTERISTICS OF GERMAN CULTURE.

The German type of human life, civilization or culture differs from that of the Slav, Celt, Roman, Greek, Jew, Chinaman, African, or Indian, in its depth and breadth, in uniting the theoretical and the practical, in harmoniously developing the basic principles of human progress, liberty, truth and life in their fullest and broadest application; and in defending and strengthening, singly and in mutual helpfulness to each other, the four fundamental institutions of progress, the family, school, church and state, as the German mind and soul grasp them. Back of the German navy are German industry and trade, but back of these is the German culture, the expression of the German individual and national soul and life. German culture is located in the center of Europe, the cultural continent of the world, and must defend itself on all sides or be crushed. The very existence of that culture is now threatened. This, therefore, is indeed a cultural war in more senses than one. Russia will not allow this culture to spread on land eastward, nor will England and France permit it the freedom of the seas to spread westward. Yet it is spreading over the earth.

STANDS AND GROWS BY OWN MERIT.

As far as I know there has never been an effort to force German culture upon any person or any people. Multitudes yearly cross seas to Germany's schools, universities and factories to study different phases of it. They return pleased and benefited, and others in growing numbers travel the same road of their own free will. No nationality or competent person is excluded. Few are disappointed. Often, however, did the Romans, French and Slavs try to force their culture on the Germans and failed. Millions of German emigrants are in all parts of the world and they are thankful if they can preserve their culture wherever they settle, to say nothing of enforcing it on others. The German lives and lets live. He will not coerce others nor will he let others coerce him.

GERMAN CULTURE AND AUSTRIA-HUNGARY.

The aged emperor, Francis Joseph, after six months of continuous severe warfare, expressed his highest appreciation of the united loyal support for all races of his dual monarchy. He wrote that his soldiers had provided for the victims of the battlefield with a touching devotion and given a splendid test of their lofty patriotism. All internal quarrels and dissentions have indefinitely been put aside. Croatians are fighting with the same valor and enthusiasm as Czechs, Rumanians, Poles, Magyars and Germans.

Austria-Hungary is ruled by one of the oldest sovereign families of Europe, the House of Hapsburg. It has eight million more people than have Great Britain and Ireland. It is the largest nation in Europe after Russia and Germany. It is the most difficult nation to rule, because of its high culture and its many races and tongues. The government, however, has been a great success and has well served Europe in its critical position, bordering on the Balkan and Turkish nations. It is heroically bearing its part of the war. Otherwise, the Russians might now be in Constantinople. The German culture and language lead, but they give others their privileges and rights. Young people little realize the debt the world owes to Austria-Hungary. The murder of the heir and heiress to its historic throne started the war in the east, which from the start has been more an eastern than a western war. In this light should young people study it. All honor to Emperor Francis Joseph and his loyal people. They know and appreciate German culture.

GERMAN CULTURE AND AMERICA.

It is claimed that half the white population of the United States have German blood in their veins. The Pennsylvania Germans and the New York Dutch, in the keystone and empire states of our union, did as much for America as did the English of New England and of Virginia. The mother tongue of foreign white stock in the United States according to the census of 1910, was: German, 9,187,007; Irish, 4,655,985; Scandinavian, 2,862,646; English, 2,476,825; Italians, 2,151,422; Polish, 1,707,640; Russian, 95,137 and French, 117,825, from France. These figures prove the Germans are doing well in keeping up their mother tongue, notwithstanding many complaints to the contrary. There are over one million children in public and private schools studying German. The direct or conversational method is growing in favor and the German class room is being equipped with "Realien" as in Germany and the reading and conversational matter are up to date. Pupils grow tired of reading about the ancient wars of Cæsar in a dead language, the modern world-war in German being far more interesting. The leading culture of modern times ought to be studied in preference to ancient cultures.

GERMAN CULTURE AND ITS LANGUAGE.

German culture and the German language should be taught together. This can be done the best for the young people in the graded and country schools one hour daily as the law provides. I heard in a high school a boy say in September, following the outbreak of the war, that he dropped the study of German because after the war there would not be a German left to talk German. I replied, "Then German would be a dead language and Americans would study it more than they do now as a living language." There will be English left, he was sure. German and Scandinavian should be taught in all English lands, because they are the basic languages of English, even if no people in America spoke them. In the high schools it is too late to begin the study of a modern language.

GOVERNMENTS OF GERMANY AND UNITED STATES COMPARED.

Germany's constitution of 1871 is a liberal one, based on universal suffrage, for which thanks are due to Bismarck. The legislative power of the German confederation of 26 states is vested in the Reichstag and Bundesrat,

that is the council of the confederation. Bills receiving majority of votes in both houses are proclaimed law by the Emperor, who has no power of veto. The Reichstag is elected "in a general election and by direct secret ballot." Every member is bound to regard himself as a representative of the people as a whole and not merely of his immediate constituents. A citizen of one state spending the season in another state can vote. This has bound the empire together. In cases the Reichstag and Bundesrat have charge, not only of the postoffices and post roads, but also of the telegraph affairs, and railways and canals, and in addition, of the Police Regulations, as to medical and veterinary matters in all the states. Germany has uniform legislature as to the whole domain of civil and criminal law. The Bundesrat members are appointed by the states, each having at least one. There are 61 votes in all, Prussia having 17. Three states are republics. Any state could change its form to a republic if desired. The presidency of the Confederation is entrusted to the King of Prussia, whose powers are less than those of the United States, for he has no veto power. The president of the United States needs only consent of th Senate to conclude treaties with foreign Powers, the German rule must have consent of both houses. Our President is commander-in-chief of the whole army and navy, but the German emperor is commander-in-chief of all the troops only in time of war. In peace for example Bavaria is entirely independent. Our President draws a salary and has an official residence and perquisites; the Emperor not, but only receives a salary as King of Prussia from that state. It is as if the governor of New York state became President of the United States. The emperor's duties are about the same as those of the President of the United States. He is not a monarch so far as Germany is concerned, but merely the President of the Confederated states. German emperor is, as the constitution explicitly declares, merely a title, but the nice distinction between the "German Emperor" and the former "Emperor of Germany", who was the monarch of the old empire, is often overlooked. If it had not been for the old association it is quite conceivable that the title "German Emperor" would not have been bestowed in 1871 on the President of the Confederated German States.

The new empire was not the result of a revolution or of general dissatisfaction of the people with their form of government. On the other hand they had never been more contented. It was merely the result of their intense desire to forget the outward bond of union within which they would be able to live in peace and to achieve progress. The earlier attempts at founding an empire had failed, notably in 1848, because the leaders of the movement had tried to obliterate State lines, and had offered the crown of an emperor of Germany to the King of Prussia at the expense of all his fellow German sovereigns. The predecessor of Emperor William I. had it in his power to become the real monarch of Germany, but he spurned it, as it would have meant the annihilation of all the other states. Americans today likewise would not do away with their state governments. This exhibits the unselfish characteristics of the Hohenzollern princes. Emperor William I. renounced much for the sake of German national unity, so did the rulers of the various states. Bismarck once said no one sacrificed so much for the union of Germany as his royal master. Dr. Edmund Von Mach, in "Boston Transcript", Oct. 21, 1914.

DENMARK'S NEUTRALITY IN 1807.

In 1807 England thought it had a right to suspect that Russia and France, in conference with secret articles of the Tilsit peace negotiations, intended to force Denmark into an alliance with themselves and to use the Danish fleet for French purposes.

Crown Prince Fredrik of Denmark, who, in place of his insane father, was at the head of the government, being ignorant of the suspected designs as well as of the suspicion, was at the time with 20,000 men of his army in

Holstein to watch Marshall Bernadotte who had taken possession of the free cities of Hamburg, Lübeck and Bremen.

England fearing that Napoleon would use the Danish fleet to execute the long-planned landing in England, and afraid also of being cut off from all traffic with the countries on the Baltic, decided to take extreme measures, thinking herself justified in doing so by the danger which she considered threatened her very existence. She armed a fleet of 23 ships of the line, 9 frigates and 500 transport vessels with 30,000 soldiers and sent them to Denmark.

On August 8, 1807, England's special envoy, Jackson, appeared at Kiel and told the Danish Crown Prince that England was forced to ask Denmark to conclude at once a close alliance with England, and as a proof of her good faith immediately to deliver her whole war-fleet to England, who would intern it in an English harbor and return it after peace had been concluded; in case of refusal she would bombard the capital and take the fleet as spoils of war.

The Crown Prince indignantly refused this demand, at once repaired to Copenhagen and proceeded to put the city in a state of defense. Unfortunately there were only 5,000 troops in the capital, but several thousand citizens volunteered. When the measures for the defense were fairly under way the Crown Prince, together with the royal family, left Copenhagen and returned to Kiel.

On August 16th the English troops were landed a few miles north of Copenhagen; on August 29th the Danish militia was cut to pieces, and on September 2nd, after an ultimatum had been rejected, the bombardment of the city began. It lasted for three days when peace negotiations were opened. The city by that time was a picture of ruin and desolation. Twenty-eight streets with 400 buildings, including the Church of our Lady, were in ashes, 2,000 houses damaged and about 2,000 people killed. Peace was concluded on September 7th, according to which the whole Danish fleet was handed over to England and the citadel and the "Holm" of Copenhagen were to remain in English possession for six weeks until all material could be carried away. The Danish fleet consisted of 18 ships of the line, 15 frigates, six brigs and 25 gunboats, which England took and kept.

The question is, was England acting within her rights or did she commit an outrage for which there was no excuse? England undoubtedly thought she was justified in acting as she did, and who would doubt that she would act again as she acted then, if once more she believed her very existence threatened?

As we have shown in No. 1 of THE CRUCIBLE the Supreme Court of the United States has decided that a nation's own welfare precedes that of any other nation, and that in extreme cases treaties are but "scraps of paper."

Our readers are requested to compare the case of England against Denmark with the one of Germany against Belgium, and to kindly point out to us the difference, if they see any. "The Crucible", Richmond, Va.

Modern Language Law Upheld in Nebraska

Nebraska Supreme Court says, Schoolboards are Servants of the People and Must Comply with the Law.

The Law in Question (Mockett Law).

"An act to provide for and to regulate the teaching of modern European Languages as an elective study in the schools of the State of Nebraska."

Section 1. "In every high school, city or metropolitan school in this state the proper authorities of such school districts shall upon the written request when made at least three months before the opening of the fall term

of such school by the parents or guardians of fifty pupils above the fourth grade then attending such school, employ competent teachers and provide for the teaching therein above the fourth grade, as an elective course of study, of such modern European language as may be designated in such request. Provided that not more than five hours each week and not less than one period each day shall be devoted to the teaching of any such modern European language in any elementary or grade school."

Section 2. All Laws or parts of laws inconsistent herewith are hereby repealed. The supreme court of Nebraska unanimously hold that German or other modern European languages must be taught in public schools above the fourth grade as an elective study when fifty parents or guardians of pupils petition. The court has affirmed the judgment of the judge of the district court given in a Nebraska City case instituted by Charles Thayer. The lower court issued a writ of mandamus compelling the school board to teach German. The school board appealed the case to the supreme court of Nebraska where prominent attorneys on both sides presented argument. German organizations employed some of the attorneys to uphold the law.

The Supreme Court holds that the law is valid and does not conflict with the constitution. The law must be taken as it stands; a petition signed by the parents of fifty pupils is sufficient. The court holds that in this matter the schoolboard has no discretion; its members are servants of the people and must comply with the law. The judgement of the lower court is affirmed and the mandamus stands.

History of the Case.

The case originated in Nebraska City, Otoe County, where there is a strong German population. In May 1915 a petition was filed with the schoolboard by the parents of more than fifty pupils of the Sixth Street school to have German taught, but the board refused to comply. The previous year a similar petition had been presented to the board, but the board refused to act on the ground that the petitions were not filed as required by law three months prior to the opening of the fall term.

Last year the petitioners got busy early and presented their petitions in May, but still the board refused to act. Thereupon application was made to the district court of Nebraska City for a writ of mandamus, to compel the board to comply with the petition.

The school board had sought to place a special interpretation upon the iaw, holding that signing the petition must be considered equivalent to electing for the children to take the study. They undertook to discredit the petition along this line. They employed canvassers, not in order to find out how many children of the district would probably take the study, but in order to present the ruling of the board to the petitioners, that by having their names on the petition, they would make German a compulsory study for their children and to ascertain whether the petitioners understood this.

They had canvassers at work for six weeks, until they had secured from all but fifteen of the petitioners signatures to printed statements saying that they (the petitioners) had not so understood the law and failing to elect the study of German for their children by failing to fill in the names of the children in the space provided.

Thus the board in answering the application for a writ, alleged that the petitioners would not by the board's refusal be deprived of the privilege to have German taught to their children, or at least that less than fifty, the number mentioned in the law, would be so deprived.

The board's further defense was that the school in question is a common school and its course of study includes English, but not German, in harmony with the course of study recommended by the state department of education applicable to schools of that class, that the school is conducted according to long established public policy of the state, particularly as expressed and