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Collection Curiosities

A Reminder of the Resplendent and Repressed Past of German in Cincinnati: An Analysis and Context of Der Amerikanische Leser: Zweites Buch
By Hope Nickel

Cover of the Second German ReaderWalking into the McGuffey House and rounding a few corners into the library, you may notice a reader that doesn’t look like the rest. That’s because when you go to read it, you’ll be greeted by a book written in German rather than English. The collection of McGuffey’s Eclectic Readers held by our museum is one of the largest in the world, and the relatively unique holding of a German version of the Readers reflects that.

Our copy of the second book in the Amerikanische Leser (“American Reader”) series–otherwise known by the English-speaking individual simply as the German Readers series–reveals to us some of its history directly. The front cover and first pages of the book reveal that the author is anonymous. At best, we know that it was written by someone who used “Germanus” as a pseudonym. Beyond that, though, many more people were involved in its creation. Winthrop B. Smith holds the copyright, J. Eggers & Wilde published the piece, and C.F. O’Driscoll stereotyped the book. Winthrop B. Smith was involved extensively in the creation of McGuffey’s Readers, being their publisher and eventually owner of the works’ rights. We also know that the book was “prepared for the public schools of Cincinnati,” according to its title page, and published in 1854.

That said, the following text investigates the growth and prominence of German immigrants in Cincinnati and their influence on the city’s school system that caused the birth of this reader we have in our possession now.

German Immigration to the United States

German immigration to the United States started as early as any other European colonization to the North American continent. The wave of Teutonic travelers to the States, though, surged first in the 1850s as a result of the failed 1848 revolutions in Europe. About one million Germans immigrated to the United States in the decade. (1) Germans flourished in the country, owning breweries, joining the military, publishing newspapers in their native language, and more. Still, they experienced their share of xenophobia and nonetheless could be suppressed for their foreign identity.

Cincinnati was one corner of the “German triangle” of major cities that Germans fled to in the country, with the other two corners of the triangle being St. Louis and Milwaukee. Cincinnati specifically was a popular destination for German immigrants based on a combination of factors, all of which can be attributed to Cincinnati being regarded as the booming Queen City of the West at the time. For example, there were many jobs in the popular industries of meatpacking and shipping available for the immigrants, (2) but there were also many skilled Germans who filled positions in more specialized industries, such as brewing and tailoring. (3) As more Germans arrived, the relatively inexpensive housing north of the Miami and Erie Canal–among other factors–caused the Over-the-Rhine German enclave to be created in the northern region of the city. (4) By 1850, at least 60% of Cincinnati’s population was German. (5)

German Schools and Language in Cincinnati

Along with the Germans came their language. Many areas of public life in Cincinnati used the German language as their means of communication. German was used in newspapers, banks, stores, churches, schools, and more. (6) As the front cover of the Amerikanische Leser tells us, there were even public schools in Cincinnati that taught German by 1854, the year this reader was published. How did the incorporation of German into the city’s public school system come about?

It is first important to understand the German values, concepts, and efforts regarding education that were imported alongside language. Concepts such as kindergartens and gymnasiums that are in American schools today come from German ideas. (7) Other German ideas on education that are expressed in the saying “was Hänschen nicht lernt, lernt Hans nimmer” (“what young Hans doesn’t learn, Hans never learns”) also influenced the curriculum of Cincinnati public schools to put an emphasis on intensive learning for young students. (8)

Long before German was introduced to the city’s public school system, German immigrants made their own schools for their children with German as the primary language. Going back to the colonial age of America, the German settlers created the most amount of schools compared to any other non-English ethnic group, with most of such institutions conducting their classes exclusively in German and as parochial schools. (9) However, German slowly started to melt into the predominantly English-speaking country as German schools became obsolete with the rise of German-English schools. (10) 

Sample Pages of the Second German ReaderThe first truly German-English school in Cincinnati was created in 1835, that being the German-English Primary School of the Catholic Church on West Fifth Street, which taught German to students every day. (11) A few years later in 1840, Section 4021 of the Ohio Statutes passed and provided for the formal and encouraged implementation of German in Ohio public schools.(12) Two more Cincinnatian German-English schools opened in 1840 alone by this statute. However, the Cincinnati Board of Education at this time treated German education adherents with ignorance and sometimes outright discrimination. (13)

Despite the wants of the German community, German-English schools prepared German-speaking students to enter English-speaking schools as a form of assimilation. (14) Rather than using this transition to completely erase younger generations' connection to German, the language’s diffusion into the public English-speaking school system in the form of new German departments grew throughout the 1850s, replacing the German-English public schools. (15) Even as early as 1845, the more liberal-minded Cincinnatian came to appreciate teaching German to the average public school student and not just to German children. (16) This book in particular seems to be published in response to the 1852 outcry from the German community to standardize and better the German curriculum in public schools, of which there were actions taken by the School Board to do so in the fall of 1853. (17)

Repression and Revitalization of the German Language in Cincinnati and its Schools

While discrimination in Cincinnati against Germans and their culture existed for many decades before World War I–perhaps reaching its fever pitch with the Riots of 1855 between nativists and German-Americans–it was the era of this global war that ultimately caused the downfall of German instruction in schools. While there was a valiant and uniquely strong fight to retain German instruction in the city’s schools during the First World War, (18) Cincinnati ultimately folded. 

Pushes to eliminate German instruction was one victim of the “selective hysteria” observed by Cincinnatians towards German culture as a result of the war, which caused the ban of German to escalate across Cincinnati public schools starting in February 1918. (19) Additionally, most or all of the remaining Cincinnati-based private German-American schools closed during the war. (20) By 1919, the Ake Law banned all German instruction below grade eight for the entire state of Ohio, but despite this period of restriction, German instruction returned to Cincinnati public high schools in 1926. (21) 

After a period of repression, German began to flourish again in Cincinnati schools with the opening of the German-English Bilingual Alternative School in 1974. (22) The legacy of a strong and pervasive German culture in Cincinnati lives on in present-day examples, like the Fairview-Clifton German Language School, and reminders of the region’s past, such as our copy of the Amerikanische Leser

Feel free to come down to the Museum and use the Amerikanische Leser to teach yourself some German! 

(1) “The Germans in America: Chronology,” European Division, Library of Congress, last modified April 23, 2014.
(2) “Germans in Hamilton County, Ohio,” FamilySearch, last modified October 16, 2023.
(3) “German 1830’s – 1950’s,” Immigrant Waves, Cincinnati: A City of Immigrants, Struggling Toward Acceptance and Equality, accessed May 3, 2024; H.W. Dierecke, Cincinnati und sein Deutschthum: eine Geschichte der Entwickelung Cincinnati's und seines Deutschthums, mit biographischen Skizzen und Illustrationen (Cincinnati: Queen City Publishing Company, 1901), 85-86.
(4) Charles Theodore Greve, Centennial History of Cincinnati and Representative Citizens, vol. 1 (Cincinnati: Biographical Publishing Company, 1904), 686.
(5) City of Immigrants, “German 1830’s – 1950’s.”
(6) City of Immigrants, “German 1830’s – 1950’s.”
(7) “A New Surge of Growth,” Immigration and Relocation in U.S. History: German, Library of Congress, accessed May 3, 2024.
(8) Isaac M. Martin, History of the schools of Cincinnati and other educational institutions, public and private (Cincinnati: Board of Education, 1900), 75.
(9) Carolyn Ruth Toth, “A history of German-English bilingual education: The continuing Cincinnati tradition” (PhD diss., University of Cincinnati, 1988), 1-2.
(10) Toth, “German-English bilingual education,” i; Martin, History of the schools of Cincinnati, 84.
(11) Martin, History of the schools of Cincinnati, 84.
(12) Martin, History of the schools of Cincinnati, 84.
(13) Martin, History of the schools of Cincinnati, 85-86.
(14) Martin, History of the schools of Cincinnati, 86-87.
(15) Martin, History of the schools of Cincinnati, 88-91.
(16) Martin, History of the schools of Cincinnati, 88.
(17) Martin, History of the schools of Cincinnati, 89.
(18) Scott A. Merriman, “Persecution of the German Language in Cincinnati and the Ake Law in Ohio, 1917-1919,” Journal of the Association for History and Computing 1, no. 2 (November 1998).
(19) Merriman, “Persecution of the German Language.”
(20) Toth, “German-English bilingual education,” abstract.
(21) Merriman, “Persecution of the German Language.”
(22) Toth, “German-English bilingual education,” abstract.

Past Curiosities

Boot Jack

Note: A fascinating aspect of everyday household objects is how they frequently incorporated contemporary fashion with function. This column shares one of McGuffey House and Museum’s many collection curiosities.

A Bootjack

It is winter 1833. Oxford’s weather is rainy and raw. Professor McGuffey enters through the front door of his new house on Spring Street after a long day teaching and preparing class lectures in Old Main. Careful not to track in mud from the unpaved walks and street, not to mention the ire of Harriet McGuffey, William Holmes McGuffey pauses over a simple yet invaluable household object. It is a bug-like artifact by the fire place known simply as a boot jack. Produced by numerous local foundries during the 19th century, boot jacks were used to easily remove boots hands-free.

The boot jack in McGuffey House and Museum is the most common “cricket” style because of the two antennas coming out of the top of its head forming a “U” shape. One heel is placed inside the antennas and the other foot is placed on the insect’s flat back. Then, by putting your weight on your back foot and lifting your front heel, the boot jack removes the boot without having to bend over. Bear in mind men’s boots did not have laces, and few things proved more challenging than removing wet boots.

A person uses the bootjack to remove a work boot

The designs showed pride not only in how the items worked, but also how they looked. Boot jack models ranged from detailed insects, as seen in the museum, to depictions of comic strip characters from comics such as “Foxy Grandpa.” Many boot jacks that were patented in the 19th century were never put into mass production. Those that were manufactured only had a limited output, making them somewhat rare today. Next time you visit the museum feel free to take your boots off and stay a while.

Text by Rachel Dimeff, Miami Class of 2021 and Steve Gordon, Administrator; Photos by Chandler Williams, Miami Class of 2021

First Grade Report Card for Henry Heath McGuffey (b. 1928)

This report card records First Grade for Henry Heath McGuffey (b. 1928), great-nephew of William Holmes McGuffey. Dearborn School was the school at Greenfield Village in Dearborn, Michigan. This historical village, essentially a re-assembled homage created by Henry Ford to celebrate America's past, included William Holmes McGuffey's log cabin birthplace that had been moved from Washington County, PA. Interesting to note that nearly a century after McGuffey authored the first four Eclectic Readers, his great nephew would attend the school erected in honor of his great uncle.

Front and back cover of report card

Transcript: Front and back cover of report card

Back cover contains signatures of parent for first and second period, with assignment of Grade 2, dated 6-21-35 and signed. Below that, the following paragraphs.

To parents: If further information is desired, you are invited to make inquiry of the teacher. Kindly remember that such conference cannot beheld while school is in progress.

Your signature indicates that you have inspected this card--not that you approve or disapprove. Plese return card promptly.

Punctual and regular attendance is required. Sickness constitutes the only legitimate excuse for absence. On returning to school after absence the pupil should bring with him a written statement giving definitely the cause of absence. A verbal report by parent to teacher or principal is sufficient.

Your cooperation will be appreciated.

Front cover contains the following:

PUBLIC SCHOOLS of Dearborn, Michigan

Greenfield Village School

Report card of Henry Mac Guffey (sic)

Grade first

To parents:

We give two separate reports. The first indicates the progress made by the pupil in the formation of the essential traits of character and attitude of mind that makes for good citizenship. Upon these depend the future of democracy and the stability of government. In this training we recognize that the school shares responsibility with the home. The second report indicates the progress in the regular studies.

Ray H. Adams, Superintendent

 


 

Inside pages of Grade Report Card

Transcript: Interior of report card

On left, grids of grades beneath 6 categories, plus attendance record at bottom. All grades are top marks of G (good) or F (fair)

Heading: Citizenship: Habits and attitudes desirable for good citizenship

I. Obedience. Willingness to follow directions; respect for law and order

II. Dependability. Honesty; keeping of promises; promptness; loyalty; willingness to cooperate; self control

III. Courtesy. Courtesy to associates and to teachers; respect for rights of others; fair play; cheerfulness

IV. Cleanliness. Of person; of clothes; of behavior; of speech

V. Thrift. Respect for property; care of books, furniture, and building; care of own property; consideration for the property of others; recognition of the value of time

VI. Effort

Attendance record, with attendance across 4 quarters of 74, 156, 240, 156 and absences of 4, 4, 20, and 49

On right, scholarship grades ranging from As to Cs, and teacher's signature

Grades awarded in categories of Music, Penmanship, Reading, Numbers, Spelling

Teacher's signature: B. Cadaret

Peter Bruner

Peter Bruner: Novel in Death, Not in Life (PDF)

Manuscript by Kaylie Schunk, Masters in History candidate at Miami University and student aide at McGuffey House and Museum, 2018


Introduction

Full length studio portrait of Peter Bruner, wearig his silk top hat, photographed by Frank L Bader

by Sara Eagin, McGuffey Museum Intern, 2006

Peter Bruner was born a slave in 1845 in Winchester, Kentucky, just east of Lexington.

Peter repeatedly tried to run away, and finally succeeded by joining the Union Army at Camp Nelson, Kentucky in 1864. Now emancipated, he joined Company C, 12th Regiment U.S. Colored Heavy Artillery.

In 1866, he was mustered out of the army and came to Oxford to live with an aunt and uncle. When the Western Female Seminary burned down in 1871 he was hired to assist with the cleanup and rebuilding.

He then went to work for Oxford College and was so popular with the faculty and students that they threw him and his wife a party for their 25th wedding anniversary in 1893. One of his favorite gifts that he received was the silk top hat that is on display today. He wore it for every formal occasion the rest of his life, and today there are a number of pictures of him wearing the hat.

After a number of years at Oxford College, Bruner was offered a janitorial position on Miami’s campus under Dr. Thompson. On the Bruner’s 50th wedding anniversary, the University held a party for them, and Peter wore his silk top hat.

Although Peter could not read or write, he dictated his life story to his daughter, who wrote the book A Slave's Adventures Toward Freedom, published ca. 1920.

In 1938 Bruner was named Oxford’s Mayor for a Day. Soon after he died on April 7th, 1938 at age 92. He asked that after his death his hat be returned to Miami University.

William Holmes McGuffey House and Museum

We aim to collect, preserve, interpret, and exhibit materials relating to the life of William Holmes McGuffey, the McGuffey Eclectic Reader series, the history of Miami University, and 19th-century domestic life and architecture of southwest Ohio.

Hours of Operation

Thursday - Saturday
1:00pm - 5:00pm

McGuffey House and Museum observes Miami University closings and other special events.

Summer Hours 2024

Thursday - Saturday 1:00 PM - 5:00 PM

Closed

Saturday, May 25 for Memorial Day
Thursday-Saturday July 4-6 Independence Day