Former Position: Ministerialrat in the Prussian Ministry of Education in
Berlin; member of the teaching staff of Berlin University.
Faculty: Political science (government). - Specialist in educational
policy, school legislation, school administration.
, Applies for a teaching position in a college or a university:
1) in a Department of Political Science for such matters as
theory of government, comparative government, European government,
comparative constitutional and administrative law;
2) ina Department of Education for such matters as education-
al policy, school legislation, school administration, school finance
(on a comparative basis).
- Survey on courses that could be given: pp. 3 to 5.
Personal status:
born 1889 - married, one son
nationality: German - religion: Protestant
Address: 612 West 112 Street, New York City (Tel. Cathedral 8 - 3998).
Short biographical note in "Wer ist's"(Berlin 1935) p. 926.
1899 - 1908 Secondary School (Humanistisches Gymnasium) in Schneidemtth] and
Berlin
1908 - 1912 Studies in law and political science at the universities of Frei-
burg, Geneva, and Berlin
Main field of study: constitutional and administrative law,
‘theory of government (esp. under Prof. Anschitz)
| 1912 First state examination in law and political science passed
1912 - 1914 State-controlled practical law training, as a Gerichtsreferendar,
at several courts of law
1914 - 1918 During the war Red Cross attendant in the German army; later ad-
ministrative official in Brussels (department of schools)
1918 - 1920 Continuation and conclusion of the legal training period
1920 Second (final) state examination passed; appointed judge (Gerichts-
assessor) at the Landgericht I Berlin
EE A A A A a hc Si te
1920 - 1921 Member of the Provincial School Board in Magdeburg. In charge of
all matters relating to the administration of secondary
‘ schools
1921 - 1922 Regierungsassessor
1922 - 1923 Regierungsrat
1924 - 1933 Ministerialrat J
In charge of all matters relating to school legislation and
educational policy, to school organization, school administra-
tion, and school finance (secondary schools and elementary
schools), especially with the reorganization of Prussian
school law and school administration under the Republic.
Author of a series of school laws and legislative projects, of
the Prussian Memorial to the Federal School Law of 1927, etc.
Representative of the Prussian Ministry of Education in federal
school committees, in Parliament and its committees, at
the Reich's Supreme Court, in Boards of trustees for schools,
etc,
in the Prussian Ministry of Education
Nee eee? See”
Assistant to the Minister of Education in charge of general con-
stitutional, political, and administrative questions; his
delegate to the council for the reform of the Prussian admin-
istration.
Legal adviser to the late minister of education, Professor C.H.
Becker.
1929 - 1933 Authorized delegate of Prussia to the Reichsrat (Federal Council)
1943 July 1 Removed from office in consequence of the political change of 1943
Teaching Experience
SE EE ee ES ce Se
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Member of the teaching staff ("Beauftragter Dozent") of Berlin University
(1931 - 1933): |
| 1) in the Department of Political Science courses and seminar
on such subjects as
Tendencies and theories of constitutional and administrative
law (shown in the light of cases taken from school law)
The relationship between state and schools, as a legal and
sociological problem
Federal school law
School law and educational policy
2) in the Department of Education (Padagogisches Seminar,
under the direction of Professor Eduard Spranger) seminar on such
topics as
The state, the churches and the schools
The rights of parents in public education
The constitutional and sociological relations between
schools and public administration
Various lectures at the Deutsche Hochschule filr Politik in Berlin (1924 - 1933)
on problems of educational policy
Various courses and lectures at the Verwaltungsakademie in Berlin (1925 - 1933)
on problems of school administration
Member of the State Examination Board for candidates for the higher civil
service ("Regierungsreferendare") (1926 - 1930)
Seminar on problems of political science for undergraduates at the "Staatliche
Bildungsanstalt"in Berlin-Lichterfelde (1930 - 1933)
run 23:82:84 3-02 8
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A. Books.
"Die Schule in der Reichsverfassung." Berlin. Reimar Hobbing. 1929.
228 pages
A scientific analysis on the school provisions of the Weimar
Constitution of 1919
"Preussisches Schulrecht." Berlin. Carl Heymann, 1933. 2 half vols.
1215 pp.
A systematic interpretation of Prussian school law, as a partof
general administrative law
"Aktenstucke zum Reichsvolksschulgesetz.'
1928. 178 pp.
A collection of documentary records for federal school laws
(drafts, memorials, etc.)
"HShere Schule und Reichsvolksschulgesetz." Berlin. Weidmann, 1929.
A lecture on the problem of denominational secondary schools,
given at the Berliner Gesellschaft fllr Wissenschaft und
Erziehung
t
Leipzig. Quelle & Meyer,
Editor of the"Weidmannsche Taschenausgaben filr die preussische Schulver-
waltung." Berlin. Weidmann, 1924 - 1933. 75 vols,
B,. Contributions.
ey ar om, ell ;
Die Schule in der Reichsverfassung," in Nipperdey, Die Grundrechte und
Grundpflichten der Deutschen. Berlin, 1929 - 1931, Vol. III
Oe. 1 Tis
An abbreviated edition of the monograph mentioned above
"Die staatsrechtlichen Grundlagen des deutschen Unterrichtswesens"” in
Anschutz and Thoma, Handbuch des deutschen Staatsrechts. Tubingen,
J.C.B, Mohr, 1931 - 1932. Vol. II pp. 690 ff.
An analysis of the constitutional basis of the German school
system, as a contribution to the leading German handbook of
political science.
"Probleme der preussischen Schulverwaltung, in Grimme, Wesen und Wege
der Schulreform. Berlin, Weidmann. 1930. pp. 273 ff.
A survey on the most important problems of school administra-
tion
Section "Schulrecht,” in Webler, Jahrbuch des Jugendrechts. Berlin.
Carl Heymann. 1928 - 1933. Vol. III - V.
An annual bibliographical compilation of literature, legis-
lation, and jurisdiction referring to school law
"Schulrecht, Schrifttum der letzten zehn Jahre,” in Verwaltungsarchiv
vol. 36; pp. 365 ff.
A collective review of the entire German literature on prob-
lems of school law and educational policy as published after
the war
C, Laws and Regulations, compiled and annotated,
Die Grundschule. 2nd ed. 1926, ,
Der Studienrat. 4 vols. 1925 ff.
Die Aufbauschule. 2nd ed. 1929.
Der Personalabbau im preuss. Schulwesen, 192,
Der Studienassessor, 3rd ed. 1927.
Religionsunterricht. 1929,
Schiilerheime. 2nd ed. 1928. |
Survey of laws, regulations, enactments, etc., with commenta-
ries
D. Various articles in the following periodicals:
Verwaltungsarchiv - Reichs- und Preuss. Verwaltungsblatt - Staats- und
Selbstverwaltung - Zentralblatt fur die gesamte Unterrichtsverwaltung in
Preussen - Pddagogisches Zentralblatt - Kommunale Rundschau - Deutsches
Philologenblatt - Allgemeine Deutsche Lehrerzeitung - Leipziger Lehrer-
zeitung - Preussisches Volksschularchiv - Der Schulverband
E, At present, a scientific study on "Principles of Educational Policy" is be-
ing prepared. Outlines of the book are given below,
"
Courses % © be O f fered 1, &a Department of
rout > 26 #2 science
bs tutroduect ion t oO roeoizitisa i Science,
Nature, content, and applications of political science. Its rela-
tion to other social sciences. Nature and functions of the state, its
origin, State and society. Outlines of a history of political thought.
Elements of organization, methods, and aims of the different political
systems, on a comparative basis. The aim of the course is to give the
student a first idea of the nature of political problems, and a general
survey on the scope and contents of political science.
eS taAeery of ..CGoeverenen t.
An advanced course dealing with the principles and problems of gov-
ernment in general. The question of the origin of government. Theories
as to the ends and purposes of ancient and modern government. The con-
stitution and its problems. Separation of powers. Legislation, The
constitutional basis of jurisdiction. Problems of executive organization
and administration. The relationship of the state to the different
branches of public life (economics, culture, etc.). This course em-
phasizes the general principles underlying the governmental institutions
of the different countries, supposing a knowledge of American government,
and based upon a comparison between the governments of this country and
that of the more important European states.
53.Comparative Government.
A study of the government of the United States as compared with the
different types of government in other countries. The aim of the course
is to make the student repeat what he had learnt of American government
on @ broader basis by comparing the particular governmental system as
developed in this country with the systems of other countries. The study
of European and other political systems, thus, not serving as a purpose
in itself but meant to help the student to understand the very meaning of
the American governmental institutions.
4,European Government,
A study of the constitutions and governments of the more important
European states. Outlines of the constitutional history of Europe.
History of European political thought. The actual governmental systems
of England, France, Italy, Germany, and Russia. Outlines of the consti-
tutional law of these countries. Types and tendencies of government in
modern Europe.
aot POCODRiene® On4 Prineipies of Public Aé@emd oe
(7 ee ee ee
The aim of thie course is to make evident the problems and princi-
ples underlying every system of public administration. On a comparative
basis, starting from the problems of public administration in the United
States, the origin and the conditions may be shown under which the execu-
tive branch of government is acting, the rules dominating its activities,
the boundaries and restrictions of administrative action, the relationship
between administration and other parts of government. The course is meant
to help students to understand administrative problems from the principal
rather than the practical side.
6.Comparative Public Administration.
A comparative study on the administrative systems of the United
States, Great Britain, France, Italy, and Germany. History and actual
status of public administration in these countries as compared with each
other. Outlines of the administrative law in the different countries.
Civil service systems.
7 Seminar in various subjects such as History of the Declaration of Rights
- Local government in Europe - State and churches.
Coureses toa be avytered6 in a De par +e n t o Ff
Bueaueat=2eoR
l1Principles of Educational Policy (on 4 comparative
basis)
An advanced course giving a summary of the relationship between
state and education, in general as well as in the different countries.
Education in the constitutions - Public and private schools - The prob-
lem of freedom of instruction - State and churches in education - Educa-
tion in the Concordats - The problem of denominational schools - Parents'
rights and state rights in education - Federal, state, and local govern-
ment in education - Outlines of the problem of school finance - The
problem of an autonomy of education. -- Schools considered, in this
course, as institutions in society and state, i.e. from the sociological
and political viewpoint rather than from the pedagogical one.
e-vVompearative Sehkoci oF o@oaenrteeat i on
A study on the school organization in the United States as compared
with that of European and other countries. The sociological, political,
and pedagogical problems involved in school organization.
5,.-Comparative eesool tLi@emgiseliatio ua.
A study on school legislation, starting from the general questions
school legislation is faced with. How these questions are answered in
the school laws of the different countries. Relationship between school’
legislation and political system.
' Principles of SBSchool A@ministrat ion (ona
comparative basis)
A study on the general problems underlying systems of school admin-
istration in the different countries. The main questions of school ad-
ministration in the United States as compared with school administration
in England, France, Italy, Germany, Russia. School administration and
state administration. Outlines of school finance.
* VLeoarperative school finance @e.
General principles in school finance. School finance in the United
States (outlines) as compared with the systems in some other countries
(England, France, Germany, Italy, Holland, Belgium). School finances and
the general financial system. School finances as a part of educational
policy.
%& The probiem of €4en Ominaticocnali e#tucat ion.
A ptudy on the relationship of denominations and education.
History of the problem (on a comparative basis); the process of secular-
ization as a social and political problem. The general relationship be-
tween state and denominations as the basis of the problem. School prob-
lems in the Concordats. The denominational school. Religious and
secular education, Public and private schools.
fe DOmiI na FP in problems o f educational pO Li oy
aiming at a deeper understanding and a more detailed analysis of some
sections of educational policy; e.g. the problem of private schools in
England, Holland, and Germany ~ the problem of educational autonomy - the
secularization of schooling in the United States - the relationship of
state and teachers in the different countries - school supervision in the
different political systems - history of the idea of “liberté d'enseigne-
ment" - history of the schools as institutions, etc.
EL ee ee ee
Some reviews on publications (extracts).
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- translated -
1) Dr. Wende, in "Zentralblatt filr die gesamte Unterrichtsverwaltung in
Preussen" (official periodical of the central board of education) vol.1933
we, Fs Tret |
"For years urgently wished for, by all who, in theory or practice,
contributed to the formation of a new "Schulrecht," a book has appeared
that seems to refute Hugo Preuss’ statement: ‘There does not exist any
school law in this country' .. . It is only 4 few years that school law
has been recognized as a subject for university students and as an in-
dependent line of scientific research for our scholars; and not long be-
fore this, through the medium of the widely-known '‘Weidmann'sche Tasche-
nausgaben,' a systematic survey was made of all the scattered material
relating to the various subdivisions of the matter, an achievement which
also must be credited to the efforts of Walter Landé&. A first comprehen-
sive treatment of the matter, as far as 'Reichsschulrecht' (Federal
School Law) were concerned, was then to be found in the same author's
book on ‘Die Schule in der Reichsverfassung' ... In this ... develop-
ment Landé's book occupies a significant place ... The author's profound
knowledge, his thoroughness and application exhibited here are deserving
of the highest admiration and are not likely to be surpassed in any
reasonable length of time.... This work for the first time attempts to
explain all the essential questions of school law, many of which have
never been discussed before .,. Because of its summarizing parts, as
well as the systematic way of treating the matter, Landé's book will
prove to be a milestone on the road on which school law is progressing
to become a new field of scholarly enterprise ... "
2) Dr. von Rohrscheidt in "Preussisches Volksschularchiv" vol. 1933 pp.28 ff.:
"The author, in his present work, offers a systematic treatise on
and a commentary of the entire Prussian School Law, His command of the
material is astonishing; his interpretation, of the legal as well as the
formal aspects, is at the same time comprehensive and profound. With an
admirable precision all material from jurisdiction and administration has
been carefully examined, and then decided upon ... Special mention must
be made of the clear outline, which can be taken in at a glance and
enables the reader to find his way, as if following Ariadne' thread,
through the labyrinth of his material ... This book is the outcome of
lifelong studies and worthy of unreserved appreciation, from all men of
practice and science, for it is not only the highly trained scholar, but
also the warm-hearted friend of school law who is offering his best... "
3) Regierungsdirektor Kummerow in "Monatsschrift filr hShere Schulen" vol, 1933
po. 154 ff, | |
"The two volumes are the product of many years of practical experi-
ence and profound scientific studies in the field of Prussian and German
school law. Its greatest merit is that here, for the first time, school
law has been raised to the level of an independent scientific discipline
,.. Landé's work is the first that might claim comprehensiveness, as a
collection of all valid regulations; it comprises all types of schools,
including continuation and vocational schools ... The book, however, ex-
ceeds the scope of a reference book. Its real significance lies in the
fact that it presents & systematic treatment of these laws and regula-
time. so
~
4) Allgemeine deutsche Lehrerzeitung vol. 1933:
"Ministerialrat Landé, of the Education Ministry, has taken upon
himself the painful, but praiseworthy task of compiling and discussing
the now valid laws and regulations of the entire school law. Anybody who
knows how insufficiently this matter had as yet been studied will be
surprised at the amount of work that has been done here so successfully...
This standard work on school law will serve to ... a better understanding
of and careful inquiry into a long neglected subject ... "
5) Professor Dr. Poetzsch = Heffter (Kiel University), in "Verwaltungsarchiv"
vol. 36 pp. 383 ff.:
"Tandé, in his preface, is right in pointing out that in all the
general commentaries on the Constitution we miss a detailed discussion of
school problems, Their importance, however, in politics, legislation,
and administration calls for a special treatment. The author, further-
more, reminds us that educational questions have been treated by the
legislative bodies without paying due regard to the restrictions imposed
by the constitution. This disrespect for constitutional principles was
made particularly evident in the parliamentary debates on the proposed
Federal School Law. This departure from constitutional principles has
been done under the pretense that the phrasing of the respective articles
in the Constitution was vague and subject to different interpretations.
Lande, however, set himself the task of laying open the legal basis of
school legislation as presented by the Constitution. Footing on an
intimate knowledge of legislative measures and governmental practice,
Landé won high credit for bringing this task very near to an end. Any
further commentary on those parts of the Constitution that deal with
education will have to closely follow him... It is fully justified that
this excellent book, which appeared as early as in 1929, has found a
large public and unanimous appreciation."
6) Professor Dr. Peters (University of Berlin), in "Monatsschrift fllr hdhere
Schulen” vol. 1930 pp. 73 ff.:
",,. There is hardly another part of our Constitution that is as
passionately discussed by large sections of our people as the provisions
outlining the educational system are at present. This is all the more
cause to appreciate an objective account of the facts ... Without doubt
we must credit Landé with having supplied this long-needed information.
He has fulfilled his task in an admirably objective and remarkably
sagacious manner. The book possesses clearness of style and power of
logic to such a degree that even readers who had no particular training
on the field of political science will be able to enjoy it. Without
exaggeration we must state: the work in question surpasses all other
books on the subject ... "
7) Regierungsrat Block, in "Bldtter filr Schulrecht" vol. 1929 pp. 61 ff.,
Ts S09 to 2502
"This highly significant book, which contains the first comprehen-
Sive exposition and interpretation of the educational principles embodied
in the Constitution, is of fundamental importance for the science of
school law and for educational politics as well ... These are not words
from a person representing party interests, but from a scholar having all
the scientific equipment necessary for his task, and possessing a profound
knowledge of school law, present and past. This enables him to treat the
laws now valid in a very comprehensive way making use of all the material.
In this way the essence of school law is so clearly and completely inter-
preted to all who desire to know, that it cannot possibly be misrepre-
sented, either consciously or unconsciously, in the future ... "
8) Dr. Eduard Spranger, professor of philosophy and education at Berlin Uni-
versity calls Landé "the greatest living expert of school law and all
problems related to it" (Spranger, Pddagogik, in Aus 50 Jahren deutscher
Wissenschaft, Berlin 1930, p. 100.)
= = &
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For several years, I have been occupied with a scientific analysis of the
problems of educational policy in all its different aspects. This work has grown
out of fourteen years of practical experience in school legislation, school admin-
istration, and educational policy on one side, and out of lectures and courses at
Berlin University and other institutions on the other, A considerable amount of
material covering all the more important countries of the Western world has been
assembled, and about one-third of the book has been written down, |
Educational policy is defined as the complex of all attitudes and activi-
ties of public agencies (as local communities, state, and union, etc.) and social
factors (as denominations, family, teaching profession, etc.) in the field of edu-
cation. Starting from this conception, the book will deal with the matter in two
main parts,
The first part considers educational policy as growing out of a natural
tension, be it virtual or actual, between the body politic and the purely social
(non-political) groups. The whole of educational policy may thus be conceived as
an antagonistic interplay between state and society in general - state and denomi-
nations - state and family - state and teaching profession - state and schools as
institutions - state and individual.
1. State vs. society in general, as contending each other the
supremacy in education (the problem of public and private schools). Analysis of
these two types of schools; their essential difference. The idea of freedom of
instruction; its historical development. Systems of school legislation in their
different attitude toward private schools; details of their legal status. Various
conceptions of the idea of a private school, stressing its various functions.
2, State vs. denominations. The general relation between state and
churches as the background of the problem of denominational education, Schooling
by origin a church concern. The process of secularization, leading to public
schools, Education, however, remaining controversial between government and the
denominations. Schooling as figuring in two systems of law, state law and ecclesi-
astical law, Education in the Concordats, Religious education. Religious instruc-
tion in public schools. Faculties (schools) of theology in state and endowed
universities, Denominational, undenominational, interdenominational schools.
3. State vs, family. The problem of parents' rights and state
rights in education. Analysis of the problem in itself. History of the idea of
parental rights in education. Private schools as parents' schools. The problem of
compulsory education. Limits of the school sphere. Parents’ participation in
school administration. Sociological and political analysis of the different sides
of the problem,
a a - 2
4, State vs. teaching profession. Description and analysis of the
relationship between the state and the teachers as a professional group. Effects
of these relations on educational policy. Teachers' rights vs. commnity rights.
5. State vs. schools as institutions the latter claiming, more or
less, autonomy from society and state. The problem of educational autonomy.
6, State vs. individual. Individualistic features in educational
policy. Compulsory education as an obligation imposed on the individual. The in-
dividual as entitled to reclaiming education from the community according to his
ability. The problem of pupils' rights.
The second part of the book deals with the political implications in
school organization and school administration. Federation vs. state vs. local ZOovV-
ernment in education. Political principles as implied in essential features (not
in technical details) of school administration and school finance. Types of school
systems (in different countries and periods) with regard to underlying political
principles.
The main purposes of the book are:
1. To survey the problems and facts of educational policy in the
more important Western countries in such a way that the common principles and
tendencies underlying all these educational systems become obvious; thus the book
intends to supplement a number of valuable studies on similar subjects which, how-
ever, are mainly limited to single countries.
2. To approach the problems of educational policy from the politi-
cal and social aspect rather than from the pedagogical one; and thus supplementing
& number of valuable studies on similar subjects which, however, are mainly limited
to the educational point of view.
5. To analyze educational policy as such, i,e. to study the laws of
its development as inherent in its very structure; thus the method is that of a
critical evaluation of the underlying philosophical and logical concepts rather
than that of deriving norms and prescriptions for educational policy from some for-
given educational philosophy; the book thus supplements such valuable studies as
those of Lorenz von Stein (Bildungswesen), Kerschensteiner (Theorie der Bildungs-
organistaion), and N, Hans (Principles of educational policy).
WALTER LANDE
. MINISTERIALRAT Se D.
612 West 112 Street
New York City
Tel. Cathedral 8 — 3998
Dr. Alvin Johnson
President of the New School
for Social Research
66 West 12 Street
New York City, N. Ye
Dear Sir:
Having been in this country for five months, I should esteem it
a great favor to be given the opportunity of meeting youe
I was a member of the Prussian Ministry of Educatioh, for twelve
years, and a lecturer at Berlin University, until I had to resign, in 1933,
My special field of knowledge embraces such matters as educational policy,
school legislation, and school administration. My publications wave been
dealing with German school law and educational ttolicy; in the last years,
however, I have been dealing with these problems on a comparative basis,
preparing a scientific analysis of the principles of educational policy
‘based on a comparative study of the relationship between state and education
in the different countries.
May I refer, as to the details, to the record enclosed herewith.
I should be very glad if you were kind enough to give me the op- .
portunity of meeting you and asking your most valuable advice about my go=
ing on with my work in this country. Will you be so kind to let me know
whether I may come and see yOUy, and what time would be convenient to you.
Sincerely yours
ht tte. kaw
‘2s
Dear Dr. Lendés
I shali be very glad to see you
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Dr. Belt &2 Lande
612 test ligth Street
New York, 4.Y.
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