The biggest difference between German personal pronouns and English personal pronouns is that you have to distinguish among three ways to say you: du, ihr, and Sie. Other personal pronouns, like ich and mich (I and me) or wir and uns (we and us), bear a closer resemblance to English. The genitive case isn’t represented. German has four cases: nominative, accusative, dative, and genitive. The following table breaks them down based on function. About the Book Author Wendy Foster teaches Business English, German, French, and intercultural communication skills.

Meyer v. Nebraska, 262 U.S. 390 (1923), was a U.S. Supreme Court case that held that a 1919 Nebraska law restricting foreign-language education violated the Due Process clause of the Fourteenth Amendment.^[1] The Nebraska law had been passed during World War I, during a period of heightened anti-German sentiment in the U.S. The Court held that the liberties protected by the Fourteenth Amendment applied to foreign-language speakers.

Context and legislation[edit]

World War I witnessed an extensive campaign against all things German, such as the performance of German music at symphony concerts and the meetings of German-American civic associations. Language was a principal focus of legislation at the state and local level. It took many forms, from requiring associations to have charters written in English to a ban on the use of German within the town limits. Some states banned foreign language instruction, while a few banned only German. Some extended their bans into private instruction and even to religious education. A bill to create a Department of Education at the federal level was introduced in October 1918, designed to restrict federal funds to states that enforced English-only education. An internal battle over conducting services and religious instruction in German divided the Lutheran churches.^[2]

On April 9, 1919, Nebraska enacted a statute called 'An act relating to the teaching of foreign languages in the state of Nebraska', commonly known as the Siman Act. It imposed restrictions on both the use of a foreign language as a medium of instruction and on foreign languages as a subject of study. With respect to the use of a foreign language while teaching, it provided that 'No person, individually or as a teacher, shall, in any private, denominational, parochial or public school, teach any subject to any person in any language other than the English language.' With respect to foreign-language education, it prohibited instruction of children who had yet to successfully complete the eighth grade.

Facts and arguments[edit]

On May 25, 1920, Robert T. Meyer, while an instructor in Zion Lutheran School, a one-room schoolhouse in Hampton, Nebraska, taught the subject of reading in the German language to 10-year-old Raymond Parpart, a fourth-grader. The Hamilton County Attorney entered the classroom and discovered Parpart reading from the Bible in German. He charged Meyer with violating the Siman Act.^[3]

Meyer was tried and convicted in the district court for Hamilton County, and was fined $25 (about $320 in 2019 dollars). The Nebraska Supreme Court affirmed his conviction by a vote of 4 to 2. The majority thought the law a proper response to 'the baneful effects' of allowing immigrants to educate their children in their mother tongue, with results 'inimical to our own safety'. The dissent called the Siman Act the work of 'crowd psychology'.^[3]

Meyer appealed to the Supreme Court of the United States. His lead attorney was Arthur Mullen, an Irish-Catholic and a prominent Democrat who had earlier failed in his attempt to obtain an injunction against enforcement of the Siman Act from the Nebraska State Supreme Court. Oral arguments expressed conflicting interpretations of the World War I experience. Mullen attributed the law to 'hatred, national bigotry and racial prejudice engendered by the World War'. Opposing counsel countered that 'it is the ambition of the State to have its entire population 100 percent American'.^[4]

Majority opinion[edit]

In his decision, Justice McReynolds stated that the 'liberty' protected by the Due Process clause '[w]ithout doubt ... denotes not merely freedom from bodily restraint but also the right of the individual to contract, to engage in any of the common occupations of life, to acquire useful knowledge, to marry, establish a home and bring up children, to worship God according to the dictates of his own conscience, and generally to enjoy those privileges long recognized at common law as essential to the orderly pursuit of happiness by free men'.

Analyzing in that context the liberty of the teacher and of parents with respect to their children, McReynolds wrote: 'Practically, education of the young is only possible in schools conducted by especially qualified persons who devote themselves thereto. The calling always has been regarded as useful and honorable, essential, indeed, to the public welfare. Mere knowledge of the German language cannot reasonably be regarded as harmful. Heretofore it has been commonly looked upon as helpful and desirable. Plaintiff in error taught this language in school as part of his occupation. His right thus to teach and the right of parents to engage him so to instruct their children, we think, are within the liberty of the amendment.' And further: 'Evidently the Legislature has attempted materially to interfere with the calling of modern language teachers, with the opportunities of pupils to acquire knowledge, and with the power of parents to control the education of their own.'

And finally: 'That the state may do much, go very far, indeed, in order to improve the quality of its citizens, physically, mentally and morally, is clear; but the individual has certain fundamental rights which must be respected. The protection of the Constitution extends to all, to those who speak other languages as well as to those born with English on the tongue. Perhaps it would be highly advantageous if all had ready understanding of our ordinary speech, but this cannot be coerced by methods which conflict with the Constitution – a desirable end cannot be promoted by prohibited means.'

He allowed that wartime circumstances might justify a different understanding, but that Nebraska had not demonstrated sufficient need 'in time of peace and domestic tranquility' to justify 'the consequent infringement of rights long freely enjoyed'.

Dissent[edit]

Justices Oliver Wendell Holmes and George Sutherland dissented. Their dissenting opinion, written by Holmes, is found in the companion case of Bartels v. State of Iowa.^[5] Holmes wrote that he differed with the majority 'with hesitation and unwillingness' because he thought the law did not impose an undue restriction on the liberty of the teacher since it was not arbitrary, was limited in its application to the teaching of children, and the State had areas where many children might hear only a language other than English spoken at home. 'I think I appreciate the objection to the law, but it appears to me to present a question upon which men reasonably might differ and therefore I am unable to say the Constitution of the United States prevents the experiment being tried.'

In later jurisprudence[edit]

Meyer, along with Pierce v. Society of Sisters (1925), is often cited as one of the first instances in which the U.S. Supreme Court engaged in substantive due process in the area of civil liberties. Laurence Tribe has called them 'the two sturdiest pillars of the substantive due process temple'. He noted that the decisions in these cases did not describe specific acts as constitutionally protected but a broader area of liberty: '[they] described what they were protecting from the standardizing hand of the state in language that spoke of the family as a center of value-formation and value-transmission ... the authority of parents to make basic choices' and not just controlling the subjects one's child is taught.^[6] Substantive due process has since been used as the basis for many far-reaching decisions of the Court, including Roe v. Wade, Planned Parenthood v. Casey, and Lawrence v. Texas. Justice Kennedy speculated in 2000 that both of those cases might have been written differently nowadays: 'Pierce and Meyer, had they been decided in recent times, may well have been grounded upon First Amendment principles protecting freedom of speech, belief, and religion.'^[7]

See also[edit]

References[edit]

1. ^Meyer v. Nebraska, 262U.S.390 (1923).
2. ^Capozzola, Christopher (2008). Uncle Sam Wants You: World War I and the Making of the Modern American Citizen. NY: Oxford University Press. pp. 176–85, 190–3. ISBN978-0-19-533549-1.
3. ^ ^abCapolzzola, 194
4. ^Capozzola, 195
5. ^Bartels v. State of Iowa, 262U.S.404 (1923).
6. ^Tribe, Lawrence (2004). 'Lawrence v. Texas: The 'Fundamental Right' That Dare Not Speak Its Name'. Harvard Law Review. 117 (6): 1893–1955 [p. 1934]. JSTOR4093306.
7. ^Troxel v. Granville, 530U.S.57 (2000) (Kennedy, dissenting).

Further reading[edit]

• Finkelman, Paul (1996). 'German Victims and American Oppressors: The Cultural Background and Legacy of Meyer v. Nebraska'. In Wunder, John R. (ed.). Law and the Great Plains. Greenwood Press. pp. 33–56. ISBN0-313-29680-4. SSRN1533513.
• Ross, William G. (1994). 'The Supreme Court's Invalidation of the Language Laws'. Forging New Freedoms: Nativism, Education, and the Constitution, 1917–1927. Lincoln: University of Nebraska Press. pp. 115–133. ISBN0-8032-3900-9.
• Wiley, Terrence G. (1998). 'The Imposition of World War I Era English-Only Policies and the Fate of German in North America'. In Ricento, Thomas K.; Burnaby, Barbara (eds.). Language and Politics in the United States and Canada: Myths and Realities. Lawrence Erlbaum. ISBN0-8058-2838-9.

External links[edit]

• Text of Meyer v. Nebraska, 262U.S. 390 (1923) is available from: JustiaLibrary of Congress

The nominative, accusative, dative and genitive cases. The declension of nouns, adjectives, articles and numbers.

• 1 The Idea of Case (Fall or Kasus) in German
• 2 Noun Declension
• 3 Declension of Adjectives

We know that verbs are conjugated (I eat vs. he/she eats) but it is rather simple in English; there are not many changes in the conjugation depending on the person and number.

German declension consists of adding an ending to:

according to the case (Fall or Kasus), gender and number.

The Idea of Case (Fall or Kasus) in German

In German there are 4 cases:

• Nominative (Nominativ)
• Accusative (Akkusativ)
• Dative (Dativ)
• Genitive (Genitiv)

Nominative

The nominative is used if

• The word is isolated:

Name*
name

*('Name' is nominative)

• If the word makes up part of the subject:

Mein Name hat 5 Buchstaben*
My name has five letters


*('Mein Name' has the function of a subject and is declined in the nominative)

• If the word forms part of the object of the predicate and the sentence is formed with the copulative verb ( sein, werden or bleiben)*

María ist mein Name*
Maria is my name


*('Ist' is part the verb 'sein' (copulative) and therefore the object is declined in nominative)

Accusative

4 Cases In German Language Translator

Accusative is used if:

• If the word is a direct object in English, it will be accusative in 90% of the cases in German.

Ich sagte meinen Namen*
I said my name


*('sagte' is from the verb 'sagen', which is a verb that is not copulative. For that reason, it is accusative)

Depending on the verb, the objects can be accusative, dative or with a preposition. Fortunately, most cases coincide with English ones all of the time. Be careful!

• If it follows a preposition that is accusative (bis, durch, für, gegen, ohne, um, wider) or comes after a Wechselpräposition that indicates movement.

Ich gehe in die Schule*
I am going to school


*('die Schule' is declined in accusative because it follows the preposition 'in' and going which indicates movement)

Dative

• If the word is part of an Indirect Object in English, it will be dative in German in some 90% of the cases.

Ich schenke dir ein Heft*
I give you a notebook


*('ein Heft' (the thing that is
given) is accusative and whom it is given to is dative)

• If it follows a preposition that is dative: 'ab', 'aus', 'außer', 'bei', 'entgegen', 'entsprechend', 'mit', 'nach', 'seit', von, zu or a Wechselpräposition if it does not indicate movement.

Genitive

• If the word is after the word 'of' in English

Die Zukunft des Buches ist schwer*
The future of the book is difficult


*(In English genitive’s expressed with 'of' or by adding an apostrophe to show possession. 'Des Buches' is translated as 'of the book' or 'the book’s')

• If it follows a preposition that is Genitive (anstatt, aufgrund, außerhalb, dank, statt, während, wegen)

The genitive is not used as often by Germans as the three other previous cases. Often, a noun object is made with the preposition 'von' + Dative and the genitive preposition are sometimes used incorrectly as if they were dative.

You have to keep in mind that one word can fit the rules of different cases simultaneously. For example, it can be a subject while being a part of a noun object and follow a preposition that is dative. Which case would it be then? Nominative because it’s the subject, Genitive, because it’s the noun object or dative because it is after a preposition?

The answer is that the priorities are in this order:

German News In German Language

1. Following a preposition (governing with Accusative, Dative or Genitive)
2. Being part of a genitive object (Genitive)
3. The rest of the rules

Noun Declension

There are 2 types of noun declension: Regular and N-declension.

Regular declension

Applicable to most nouns.

Example: das Gas (the gas)

For more info, visit: Regular declension of nouns

N-declension

Applicable to some masculine nouns and a few neuter ones.

Example: der Name (the name)

For more info, visit: N-Deklination

Declension of Adjectives

There are three types of declension for adjectives: Weak, mixed and strong. Visit the following link if you’d like to see them in detail: Adjective declension.

Weak declension of Adjectives

The most common case for weak declension is the construction: (definite article) + (adjective with weak declension) + (Noun)

Das schöne Sofa
The beautiful sofa

Mixed declension of Adjectives

The most common mixed declension is the structure: (indefinite article) + (adjective with mixed declension) + (Noun)

Ein schönes Sofa
A beautiful sofa

Strong declension of adjectives

The most common case of strong declension is: (strong declension of adjective without article) + (Noun)

Schönes Sofa
Beautiful sofa

Pronoun declension

There are 3 types of declensions for pronouns: weak, mixed and strong but not all pronouns have the three declensions.

If you’d like more in-depth info, we suggest that you visit:
Pronoun declension

Article declension

Definite Articles:

Indefinite Articles:

Number declension

Numbers are declined as well. If you’d like more info, visit the article: Number declension

Next Lessons:

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