Stellen Sie diese Fragen mal den Lehrern Ihres Kindes :-)

Deutschland verblödet?
USA verblöden?
Fragen für 13-Jährige von 1895 machen im Internet Furore

Oft hören wir die Behauptung “Deutschland verblödet!” Oder wir hören, daß früher Schüler mehr lernten, konnten, wussten. Auch Amerikaner hören dies.

1895 wurden jungen Menschen – 13-jährigen bis 14-jährigen – die unten gelisteten Prüfungsfragen gestellt, wenn sie nach 8 Jahren Schule die 8. Klasse abschließen wollten und auf  die “High School” gehen wollten. Die Prüfung fand statt in Salina, Kansas, USA. Die Fragen wurden entdeckt im Heimatarchiv und von der dortigen Zeitung abgedruckt und im März 2009 in einem Blog veröffentlicht, darauf verlinkte dieses Blog, das Sie eben lesen, bisher zweimal auf die Fragen, erstmals im April 2009:  Schulexamen 8. Klasse von 1895 – Hätten Sie’s gewusst? und am 11. Februar 2010: Lehrpersonal entlassen – Unis zusammengestrichen – Bildung geschrumpft – England.

Am 13. Februar veröffentlicht die amerikanische Site Lew Rockwell diese Fragen und verbindet sie mit beachtenswerten Gedanken.

Ich habe den Beitrag komplett abgebildet.

• Die Prüfungsfragen für 13-Jährige im Jahre 1895 sind es wert an vielen Stellen für die Nachwelt erhalten zu sein.
• Wir lesen auch einen Hinweis auf den Zustand des heutigen amerikanischen öffentlichen Bildungssystems.
• Wir finden interessante Hinweise für heutige Eltern. Diese Hinweise sind im Original ganz unten zu finden und gleich in Blau, in deutscher sehr freier Übersetzung von mir, darunter ist auch das Original abgebildet.

Falls Sie Kinder der achten Klasse in einer öffentlichen Schule haben sollten dann möchten Sie vielleicht erwägen diesen Fragenkatalog zu Ihrem nächsten Elternabend mitzunehmen und dort zu fragen ob die Schüler auf einem Sprachniveau lernen, das es ihnen erlaubt intelligente Antworten zu geben. Wenn Sie sich sogar noch mutiger fühlen könnten Sie den Lehrer befragen ob er fähig ist die Art von Antworten zu geben, die einst von 13-Jährigen in Kansas erwartet wurde.
Ihnen wird wahrscheinlich gesagt werden, dass die Themen dieses früheren Tests eigentümlich für die Zeit und den Ort seien, an dem er verlangt wurde; und dass Jugendliche des 19. Jahrhunderts wahrscheinlich unfähig wären den Gewinner von “Wer wird Superstar” zu nennen oder einen Satz zu schreiben, der den Ausdruck “voll super, Alte, eij” enthält oder diese kreativen sprachlichen Leistungen zu vollbringen:

• die klirrende Kelte lügt weil  Ärdärwermung
  
• die Wände in Deutschland war 1989 allz tahs Folk demonstrierte “Wir sind das Volk”
• Die Hämmer, die waisen,  schlürfen Schampus aus der Regierungstraufe.
  

If you have any eighth-grade children in government schools, you might consider taking this set of questions to your next parent-teacher conference and ask if the students are learning at a substantive level that would allow them to provide intelligent answers. If you feel even more courageous, you might ask the teacher whether he/she is capable of giving the kinds of responses once expected of thirteen year-olds in Kansas. You will probably be told that the subject matter of this earlier test is peculiar to the time and place in which it was given; and that nineteenth-century teenagers would likely be unable to name the first winner on the “American Idol” program, or to write a sentence that includes the phrase “fer sure, dude”, or to locate the site (sight? cite?) of Neverland Ranch!

Lesen wir Lew Rockwell und betrachten wir die Schulfragen für 13-Jährige im Jahre 1895:

Don’t let schooling interfere with your education.

~ Mark Twain

I sometimes grow weary listening to people complaining that the government schools are doing a terrible job. I have many objections to this horrid system, but I must give it credit for accomplishing its actual – but unstated – purpose, namely, to dumb-down the minds of people so as to make them unquestioning and obedient vassals of the established order. There is nothing so disruptive to the status quo as a society of self-directed, independent-minded people both capable of and insistent on informed, analytical thought. It has been the purpose of government schools to assure that such conditions do not arise; to continue to produce a society of capable workers but who, nonetheless, have passive and contented minds.

The contrast between systems of learning that focus on helping students become epistemologically independent and competent, and the government schools, is often difficult to make other than by anecdotal examples. When I was in the eighth-grade in a government school, we were required to study Latin. That revelation, standing by itself, conveys little to a listener. Only occasionally am I able to find some past curricular evidence with which to compare modern school offerings.

Thanks to the Internet, however, I have rediscovered an interesting item that helps make my point. It is an eighth grade exam that students in Salina, Kansas, were required to pass in order to advance to high school (i.e., the ninth grade). The exam was given in 1895, and consists of the following subject areas and questions.

“Grammar (Time, one hour)

1. Give nine rules for the use of Capital Letters.

2. Name the Parts of Speech and define those that have no modifications.

3. Define Verse, Stanza and Paragraph.

4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.

5. Define Case, Illustrate each Case.

6. What is Punctuation? Give rules for principal marks of Punctuation.

7–10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

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Arithmetic (Time, 1.25 hours)

1. Name and define the Fundamental Rules of Arithmetic.

2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?

3. If a load of wheat weighs 3942 lbs., what is it worth at 50cts. per bu, deducting 1050 lbs. for tare?

4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?

5. Find cost of 6720 lbs. coal at $6.00 per ton.

6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.

7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $.20 per inch?

8. Find bank discount on $300 for 90 days (no grace) at 10 percent.

9. What is the cost of a square farm at $15 per acre, the distance around which is 640 rods?

10. Write a Bank Check, a Promissory Note, and a Receipt.

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U.S. History (Time, 45 minutes)

1. Give the epochs into which U.S. History is divided.

2. Give an account of the discovery of America by Columbus.

3. Relate the causes and results of the Revolutionary War.

4. Show the territorial growth of the United States.

5. Tell what you can of the history of Kansas.

6. Describe three of the most prominent battles of the Rebellion.

7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?

8. Name events connected with the following dates: 1607, 1620, 1800, 1849, and 1865.

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Orthography (Time, one hour)

1. What is meant by the following: Alphabet, phonetic orthography, etymology, syllabication?

2. What are elementary sounds? How classified?

3. What are the following, and give examples of each: Trigraph, subvocals, diphthong, cognate letters, linguals?

4. Give four substitutes for caret “u.”

5. Give two rules for spelling words with final “e.” Name two exceptions under each rule.

6. Give two rules of silent letters in spelling. Illustrate each.

7. Define the following prefixes and use in connection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, super.

8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.

9. Use the following correctly in sentences: Cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.

10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.

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Geography (Time, one hour)

1. What is climate? Upon what does climate depend?

2. How do you account for the extremes of climate in Kansas?

3. Of what use are rivers? Of what use is the ocean?

4. Describe the mountains of N.A.

5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fermandez, Aspinwall and Orinoco.

6. Name and locate the principal trade centers of the U.S.

7. Name all the republics of Europe and give capital of each.

8. Why is the Atlantic Coast colder than the Pacific in the same latitude?

9. Describe the process by which the water of the ocean returns to the sources of rivers.

10. Describe the movements of the earth. Give inclination of the earth.

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1. Where are the saliva, gastric juice, and bile secreted? What is the use of each in digestion?

2. How does nutrition reach the circulation?

3. What is the function of the liver? Of the kidneys?

4. How would you stop the flow of blood from an artery in the case of laceration?

5. Give some general directions that you think would be beneficial to preserve the human body in a state of health.”

If you have any eighth-grade children in government schools, you might consider taking this set of questions to your next parent-teacher conference and ask if the students are learning at a substantive level that would allow them to provide intelligent answers. If you feel even more courageous, you might ask the teacher whether he/she is capable of giving the kinds of responses once expected of thirteen year-olds in Kansas. You will probably be told that the subject matter of this earlier test is peculiar to the time and place in which it was given; and that nineteenth-century teenagers would likely be unable to name the first winner on the “American Idol” program, or to write a sentence that includes the phrase “fer sure, dude”, or to locate the site (sight? cite?) of Neverland Ranch!

February 13, 2010

Butler Shaffer [send him e-mail] teaches at the Southwestern University School of Law. He is the author of the newly-released In Restraint of Trade: The Business Campaign Against Competition, 1918–1938 and of Calculated Chaos: Institutional Threats to Peace and Human Survival. His latest book is Boundaries of Order.