' OE ah san Zeina es ry ¥ ie Nese bee aa Pos Y SX aie ay tr. ; geal) nea 4 i 5 Pee Constructive Program for ake is . 5 : | | Americanization in Ohio| — A graphic illustration of the per cent in each county of the forei en pee ve whites who are illiterate. There are 66,887 in the stale. ae | BRO AAG 43 . 2 i HANCOCK SS SNS WN AOE \S Ss ‘ SS SEE . . \ & STATE oF OHIO SAA: MPAA 4 The a ee of the Ohio Branch of the Council of National Defense, proposing a Constructive Program Americanization in Ohio Prepared at request of the Joint Committee on German Propaganda of the 83rd General Assembly CoLtumsus, Ounu1o: Tue F, J. Heer Printine Co, 1919 Bound at the State Bindery, ox Legislation for Americanization HAT can the General Assembly do to carry out an Americanization program in Ohio? It was in reply to the request of the Joint Committee on German Propaganda that this report was prepared by the Ohio Branch of the Council of National Defense. The Council not only had turned up evidences of German propaganda but was able to get at the root of it and determine the causes. To eliminate the conditions responsible for this propaganda, and similar activities, the Council sets forth in this report three constructive lines of action as follows: FIRST: To include the study of United States History, American government, and citizenship in the courses for the seventh and eighth grades. (Senate Bill 140— Senator H. J. Ritter.) SECOND: To require attendance at school of non-English speak- ing and illiterate minors. (House Bill 301 — Rep. H. J. Jones. ) THIRD: To establish a committee for a period lasting until the close of the next legislature to carry on Americanization work and patriotic education. (House Bill 469— Rep. Geo. S. Myers.) This report is published by the Ohio Branch of the Council of Na- tional Defense as presented to the Joint Committee on German Propa- ganda. The members of the committee are: Senator H. J. Ritter, chair- man; Senator H. Ross Ake, Senator George W. Holl, Representative John W. Gorrell, Representative George S. Myers and Representative R. C. Dunn. The Ritter and Myers bills above mentioned were introduced by members of the Joint Committee while the other measure already had been prepared and was found adequate to cover those phases of the recommendations of the Council of National Defense. The Extent of German Propaganda i in ~ Qhio During the War HROUGHOUT the war Anti-American propaganda was en- countered in certain’ sections of Ohio. Occasionally this seemed to be somewhat organized but more generally it ap- peared to be merely the expression of individual opinions. In sections’ where work with which we were connected met any» Anti-American activity the apparent leaders were in many cases ministers or other. religious leaders of denominations opposed to war or composed largely of first or second generation immigrants from enemy country. In occasional cases such a leader was outspoken in his oppos- tion ‘to war activities of the state and nation, but in a greater number of cases the position assumed was simply one of inactivity and non- participation in war measures rather than of active opposition. ,, Ofcourse during the war period the charge of “Pro-Germanism” was often made without any basis of fact and caused suspicion to be directed toward persons thoroughly patriotic. The charge of being ‘‘Pro-German” was often made against viola- tors of the provisions of the Food Control Act, but in only a compara- tively few cases. could such-a charge be sustained, and in not a single case did we ask for ere of any violator of. the Food Act. ee Armed Resistance By Food Hoarders Failed to © \ -‘Materialize When the Show Down Came .. During the spting of 1918 when it was necessary to secure the marketing of -all wheat, a few farmers had to be served with formal - notice to. market their grain, but this withholding of breadstuffs was in the majority of ‘cases due to ‘ ‘pure contrariness” or resentment. at gov- ertimental interference.’ At one time a rumor reached our office that in one community a number of farmers born “in Germany or of German descent were withholding their wheat, but careful investigation proved that the rumor was false. In a few cases we were notified rather directly.as to what would happen in one or two German communities if we molested hoarded foodstuffs, but in every case an investigation was promptly made and the threatened armed resistance failed to ma- terialize. In some of the industrial communities foreigners of various nation- alities undertook early in the war to secure considerable amounts of food- stuffs to prevent inconvenience from possible shortage. This seemed A ae , - 3) to be due generally to ignorance or lack of interest in the results of the war, and not to any active desire to hamper the United States and her allies. How Conscientious Objectors Were Handled To Prevent Spread of Their Opposition In connection with the handling of so-called ‘‘conscientious ob- jectors” we felt that if was a mistake to send these men into rural com- munities to work, owing to the opportunity it gave them freely to ex- press their opposition to the war and also the effect generally produced by their presence with friends or fellow religionists in the community. We recommended, as a more satisfactory plan, that any of these men sent from camp to work be assigned in squads under military dis- cipline to assist in the construction of military depots and other similar government undertaking. We have not undertaken to discuss German propaganda before and during the war as disclosed by investigations of the Department of Justice for the reason that the war activities carried on under our gen- eral supervision were along entirely different lines of work. 597,245 Foreign Born Persons at Root of Illiteracy NY study which takes into consideration the number of for- eign-born in Ohio, the diversity of races and nationalities, and our failure to assimilate in any satisfactory way these immigrants leads one to marvel that we could have come through our war experience without Anti-Americanism a hundredfold more pronounced. The latest available population figures by nationality are found in the United States Census Reports for 1910, and those figures show that in Ohio at that time 597,245, or 12.5 per cent. of the total population (4,767,121) were foreign-born whites. 333,985, or 7.0 per cent. of the total population. were born in enemy countries — Germany or Austria-Hungary. In 8 of the 14 cities with a population in 1910 of 25,000 or over, the proportion of foreign-born whites varied from one in eight to three in eight. Those cities with the per cent of foreign-born whites are: Ne Tei aera ac (oS. emrceeoae eke teen 3-8: -Toledlov2:. 3:25 sea ee 19.0 (Slemelamce. src r he Ras oceacie te B49 — Cat tOM paieane ante eleeaterertts orale ere eee 1772 EO IMNOSEOW Mateos cass aedle eb acte cceecutea Sil cay Gamcintiaibire gen aie ate Gee nena 15.6 TOT MEE ore ncn oe Caan Pate gs SO 19.2= Daytone 72 oot tc se serch nie mie 11.9 In 10 Fair Sized Cities Aliens Vary From One in Eight to Two in Eight In 10 of 13 cities with a population in 1910 of 10,000 to 25,000, the foreign-born varied from one in eight to two in eight. Those cities with the per cent of foreign born whites are: Nes Tpastt laa, div cerca een ly rete ete rere Ob C7? Bella iney ts: tinted sehr ere 16.4 TealcatmaGdiny, oxi us ares 25.7. Sandusky hic 5. \csuseanere ee tetas 16.2 Stetibenville, tivew onic Snes ae 25.2. » Manshelel = <5). iar dollen iia eee 13.3 eat Joe caret ok wate ck tee t, : 20°62 4 Massillon scoot wee eae eee 12.4 Auliia ince ar) corer ia ties certs alos 17.6 © Warren. +...) fh48 se ae eee 12.2 Even of greater significance are the figures relative to per cent born in enemy countries — Germany and Austria-Hungary. The pro- portion was one in ten or greater in 6 of the 14 cities of 25,000 popula- tion or over and in 4 of the 13 cities of 10,000 to 25,000 population. The cities with the per cent born in Germany or Austria-Hungary fol- low: 6 ls of ali al pean ey Mele a a ae ea seen CUCU a timeemn Se cert Gey, eee ens 10.0 MATT IHS soe sesamin Reeissod Wl ts a lO PORNO aoe tee hb NS Se Ae hed ts 16.0 ROPERS PO NVEN, ait ched itin ald woinidiee s eek, PeAOUISICY Scie y Pir ic en ge 1S UES Gy oe SCA Se a ee £8 gs Fall 29) 00 a aR en ae 11.0 PAU co) TE Arann Sa Sera eae Hix MAB HGH se cits 2 st los gern Ghee ate 10.4 In some of the counties without large centers of population the conditions are likewise worthy of attention on the part of the committee. “Pro-Germanism” Found In Some Counties Among Second Generation of Immigrants “Pro-Germanism” was found in some counties where the percentage of foreign-born was low but where there was) a large number of second- generation immigrants (native-born of. foreign parentage). We neg- lected to Americanize our immigrants of the previous generation but al- lowed German propaganda to be carried on — hence lack of loyalty in the second generation. v For the information of the committee we have entered below data from the 1910 census showing for each county in the state the total population, per cent foreign-born, per cent native-born of foreign par- entage, and per cent born in enemy countries — Germany and Austria- Hungary — where that figure is two per cent or more: Per Cent Per Cent Native-born Born in Per Cent of Foreign Germany or Total Foreign-born or Mixed Austria- Courty Population. Whites. Parentage. Hungary* SS ee ZED 0.5 ete: ENIICSSL

108 , 253 ebb acIs AG Seti e acre Geen aa 52,766 SIS CIS Woe een, ee ec 57 , 035 ERIS raga ec See See ce 21,871 AWGN ai WAU et Se ea ee a 29,119 WHIMEGEY Reis gayi eee eas 13,096 Wlarineniuncdes a ener h ook 24,497 WCESDINONORS oo occ Bn hs 45 ,422 IV Baiiak ets See Oe Cee nee 38 ,058 MARE ATOR fee nr en A Sake a 25 198 RAS OE eee oe oh Ge OES 46 , 330 Mae iaaid Gln ree oe 20,760 Per Cent Native-born Per Cent Born in Per Cent of Foreign Germany or Foreign-born. or Mixed Austria- Whites. Parentage. Hungary* a0 11.0 ie 5.6 18.0 3.4 ayaa 16.4 * 14.0 22.0 6.8 18.4 22.9 10.9 14.8 22.8 3.6 9.2 19.3 3.4 1.6 7.8 DEF, 17.3 0.8 4.0 2.6 8.1 oo 11.9 oo4 14.6 3.5 1375 6.9 18.3 Sea Laud * Percentage not entered if under two per cent. Upon the state map No. 1 has been entered the percentage which the foreign-born formed in 1910 of the total population of each county. Figures are entered only for counties having three or more per cent for- eign-born. More Than Half of Foreign Born in Ohio Came From Enemy Country — Germany or Austria More than one-half (55.9 per cent) of the foreign-born in Ohio in I910 were born in enemy country — Germany or Austria-Hungary. The country of birth of the 597,245 foreign-born in Ohio according to the T91O census was as follows: Geet ONA es ins iceess. Mice, ata 175,091 Poustiia=Huneary osc... 2s el. 158,768 NOOSE? ESPEN Fey ie a Se 48,756 Pin Us ial 5 eas ae ae es 43 335 Aa | ORG Ae al ae A 41,620 ig ii Ty ee ee ae en See 40,057 TESTE te ot SS aie 23,191 Witmer lands. 28, ek ca 10.988 TE 0, DS ar a a 10,704 RICA Wi Rn oy oe ee se 9,376 eb pelth | aah ere Mehl ata ee 5 p22 PEPPER aa Sh ieee Thee S 4 836 Sail ahi Ges coe nth ed «cea 3,988 No a ae a co Re 8,976 Ratigianig. «it an ee oo ee 3,974 Se ae, RE ek ie ee 2505 PROMO Ueki Se soca teih cates a 2,278 dL Fea Rea tf Gale Cod Shee 1,837 Bie TaN te, 3 pte 1,525 Allother ‘countries... a... ssc. 4,868 10 No. 1. Percentage of Foreign Born Whites by Last Census Figures AUGLAIZE Bremconire HARRISON 3. 5" FAIRFIELOLS Lamcarves Oe PIC KAWAY ghnoeo HIGHLAND a4 STATE OF OHIO 8 per cent or more of whites are foreign born From 5 to 8 per cent of whites are Less than 5 per cent of whites foreign born PaaS | are ‘oreign born II Nearly Half Foreign Born Males of Voting Age in the State Males Are Not Naturalized of voting age (21 years and over) numbered 1,484,265 in Ohio in 1910. One-fifth of these men (20.8 per cent) were foreign- born white. The census classification was as follows: Be Pree MeN IMTS: i 0. RCS he ne He Ma on bas oe oeah ee 841 , 556 Native-born of foreign or mixed parentage................5. 294, 448 RerMeMRr LIE ea WEES oho ee eo Whe Sa be, he yd oa vk eee ns Se 308,478 Rae NNER RNA ey Poth vate ale sie A chee ee Taek 39,188 Beers ies Cat), NETS se Migs Cis ee pee gee BR cece ene S se eedtte 600 The citizenship status of 34,648 foreign-born males of voting age was not reported, but of the 273,830 for which information was secured 142 465, 17,509, 113,856, or 52.0 per cent, were naturalized. or 6.4 per cent, had first papers only. or 41.6 per cent, were aliens. Great Mass of Foreign Born Unable to Speak English, U. S. Investigation Shows Data relative to ability of foreign-born to speak English are not available for Ohio, but reference to the reports of the United States Immigration Commission discloses the following for foreign-born wage earners in representative manufacturing and mining localities through- out the United States: 246,673 03 2 28.6 59.6 Co 48.3 “Tale foreign-born of non-English speaking races were studied. per cent could speak English. per cent of those in the U. S. less than 5 years could speak English. per cent of those in the U. S. from 5 to 9 years could speak English. per cent of those in the U. S. 10 years or longer could speak 7 per cent of those who came to the U. S. before they were 14 years of age could speak English. per cent of those who came to the U. S. after they were 14 years of age could speak English. of Two Cities” Shows Unfitness of Many Men of Voting Age To Be Citizens Practically all of our industrial cities have made tremendous growth since IQIO, but with the increase in population it is doubtful whether there has been much change with reference to proportionate number of foreign-born and literacy and citizenship of such foreign-born. The 1910 census shows the following facts for a certain industrial town having at the present time a population of ten or twelve thousand: I2 Total: population. (1910) 3.v see eee eee 4,972 ; ‘Foreign-born, white tees eeeeessee....3,866, or 77.8 per cent Males of" votitetage = 7) ae eee 2,972 ; Native-born, “white?;..4:) ete. ieee 107 Native-born, white, foreign parentage.... 49 Foreign-born, white Negro Only 107 of the 2,814 foreign-born males of voting age were naturalized. 24.6 per cent of all persons ro years of age or over were illiterate. 27.1 per cent of all males of voting age were illiterate. The 1910 census shows for another Ohio city the following: Total population -(1910)- ce ae ee 22,391 , ‘Foreign-born: whitees ea eact oe ke eee 5,214, or 23.2 per cent Males-of Votitie Se6 ooh, .d.deec oat. eae ee 7,875 Native-born , swittte 2 as eae ee ee 3,341 Native-born, white, foreign parentage.... 1,189 Foreign-born. whiter... ooc.c, he eee ee 3,103 NESt0)- 2.15 tn wey ve ere aR Ta ees 236 Chinese; Japanese: 6teo ss oe al ee 6 Only 589 of the 3,103 foreign-born males of voting age were naturalized. 5.4 per cent. of all persons 10 years of age ot over were illiterate. 8.2 per cent of all males of voting age were illiterate. Three Phases of Work Are Urged As First Constructive Steps AKING into consideration the conditions in Ohio, the Special Committee on Americanization working under the general direction of the Ohio Branch, Council of National Defense, recommends legislation looking toward three more or less dis- tinct phases of work, as follows: 1. Requiring inclusion in the prescribed course of study for the seventh and eighth grades of United States history, American government and citizenship. Z. Requiring attendance at school of non-English speaking and illiterate minors. 3. Providing for the development of Americanization work and the encouragement of patriotic education and as- similation of foreign born residents. An explanation of each of these measures may be of interest: Civics: The report of the United States Commissioner of Edu- cation gives the enrollment of pupils in Ohio public and private schools in IQI5 as 1,056,257, distributed as follows: BR eye nO Oe ee oh io 1) bhava oe 942.937 pecondary schools (high ‘schools: 2370-42002. .i. occ. 92.451 Higher schools (colleges, universities, normal schools €iG2). 2s = 202869 Most Boys and Girls Quit School Without Being Tauzht Fundamentals of Our Government That is, 89.3 per cent of the pupils were enrolled in the primary and grammar schools, 8. 7 per cent in high schools and 2.0 per cent in col- leges, universities, and normal schools. Of course, with a growing popu- lation the percentage reaching high school would be somewhat higher than is indicated by the enrollment for any single year, but for this state it is a conservative estimate that at least four out of five of our young people quit school in the grades — that is, either upon completion of the eighth grade ot at some stage below that point. Civics is now taught in a few grade schools but the subject is not included in the prescribed graded course of study, which means that a great majority of boys and girls are leaving school without having had any careful instruction in the fundamentals of American government. The bill covering the matter drafted by the Special Americanization Committee was submitted to your Special Committee on German Propa- 13 14 ganda and your chairman, Mr. Ritter, has kindly introduced it as Senate Bill No. 140. The bill follows: Section 1. That sections 7645 and 7762 of the General Code be amended to read as follows: Sec. 7645. Boards of educations are required to prescribe a graded course of study for all schools under their control in the branches named in section 7648, subject to the approval of the superintendent of public instruction.. The course of study mentioned in this section shall include American government and citizenship in the seventh and eighth grades. Sec. 7762. All parents, guardians and other persons who have care of children, shall instruct them, or cause them to be instructed in read- ing, spelling, writing, English grammar, geography, * * * arithmetic, United States history, American government and citizenship. Native Illiterates and Foreign Born Illiterates Form Two Distinct Classes to Be Educated Non-English speaking and wliterate minors: Two somewhat distinct problems in illiteracy are found in Ohio; first, the illiteracy among the native white population in a few counties, and second, the illiteracy among the foreign-born population. Of the 124,774 illiterates 10 years of age or over, according to the I9IO census, 66,887, or 53.6 per cent of the total illiterates, were foreign- born. : Map No. 2 illustrates the illiteracy problem among the native white population and Map No. 3 the problem of the foreign-born illiterates. The 1910 census shows that while certain counties whose population consists largely of native-born have a high percentage of illiteracy the state as a whole has a very low percentage of illiteracy among native whites but a high percentage among foreign-born, as follows: 5 per cent of native-born whites 10 years of age or over are illiterate. 5 per cent of foreign-born whites 10 years of age or over are illiterate. 1 per cent of Negroes 10 years of age or over are illiterate. As, it: 11, The table below shows for each of the cities with a population of 25,000 or over in 1910 the percentage of the population 10 years of age or over who were illiterate in each of the three indicated population groups: Native- Foreign- Native- Foreign= * born born born born City White White Negro City White White Negro ME EIS se: she 24 A 11.6 Bader eimai. escent APE 7.8 526 Ganon rat cath «tc A 15.4 PAR IY SMI ohce bob trae sere 2 11.5 28 Gneiwmnatt' 22. 8 9.6) 64.8." GNewark sut.ecs Ata) Ur: Mord Cleveland ..-.. 2 10.5 4.1 Springfield .... oO 9.7 8.5 Columbus <.... ih 12.6 Rin Toled@mesec. a th 9.6 4.3 Dayieii sss ee a) 10.6 9.5 Youngstown .. -4 17.8 yates Elamitton) mess ..n “ff 4.8> 10.2 © ‘Zanesvalleesiess 9 13.7 teat Native Born White Illiterates Aged 10 or Over DO ey s ASHTABULA CUYAHOGA Blinn (@) 2 TRUMBULL LORAIN Ss o4 —_) MAHONING 0.6 GAMA J Yyluyypiyy HANCOCK 0.7 1.2 ete CRAWFORD 0.7 Manner a RICHLAND L COLUMBIANA . Leon TUSCARAWAS 16 4 , COBH OtTON YY HARRISON Yo Yyy CY Lies Vy oe per cent or more of native korn Bee ESS) whites are illiterate o ae YA From 2 to 5 per cent of native born [aap Less than 2 per cent of native Z whites are illiterate J born whites are illiterate | No. 3. Foreign Born White Illiterates Aged 10 ~ or Over SS “ STATE. oF OHIO 15 per cent or more of foreign born ots whites are illiterate Less than 8 per cent of foreign From 8 to 15 per cent of foreign born t. born whites are illiterate whites are illiterate 17 We have entered below similar data for each of the counties of the state: Native- Foreign- Native- Foreign- born born born born City White White Negro City White White Negro Adams Dee DOM (0 ealsiGkino. .o 45k 8 8.3 6.5 VANTEC ee 1.2 7.4 Sah ban berets! eee 1 ee 5.6 726 Ashiand=7.3.'<. 1.0 ied bene) 8) eee b's) 2 iy, ee ee 4 Te 6.7 Ashtabula 5 12'.2 DS CUmeMETIGAS' W Netty atte 9 9.5 4.4 FW 50.61) CS ea 4.6 RTC dbs Adison, 3.2. 2.6 toe 26 agelaizerae sans 1.8 5.8 (a)° Mahoning ..-. 6 18.0 6.1 Belmont.o...2 2, 251 bop © bBo (Maton ecanin on dbl ae es Brown .. Aeo DLAs ee 1S. 0ee sMedttia van est. eal 4.2 (a) Butlers fee e 1.0 Grillepes eli Gila: Mercer te tt aoa 2.8 (Al Sey [Oi a3)! Ee aeaeeene 1.3 Bivsh Gh pies WLORCET: ra Wate os 1.8 2:8: (a) Champaign ... 1g 10.9 Gen Mi aniiiewss aso. 1.4 katoi bs Leal | Clarise seus 2s’... 8 9.7 oc. —Dontoe: dee aed: 12.6 (a) Coermpnt ines. 1.9 4.2 13.3 . Montgomery .. 1.0 10E 2 Sales (Glintonsetery ac. Ze Dre eel ane = aM One ane saceccas 2.0 eons a) Columbiana ... 3 12.3 G.0~ Morrow ii... 1.0 8.1 (a) Coshocton .... 2.6 11.6 (a) Muskingum ... 1.5 14.8 9.4 Craw iord. 3)... “ate 8.1 Ca yer aN OGh once ron 2 2.9 15.9 (a) Cuyahoga ..... 2 10.2 2 OED 2 2 oe ee a ite ied (a) 1S Ed 4 ae Oe a 2.1 27.9 a cat 4 PASSLG iii ne age 3.2 Lae eb 0 Behance... 3 lee ya! baie CGMS Y Sse S 2.4 1351 9.4 Delaware... 9 C4 Hoo. - Pickaway a... 3.3 14.0 16 |S gee tenia hee ee Pe foo. alo: LP ikee ae, . eee 132+ 2.21% Haiheld. ic <: 2.4 8.6 Oo Portame sf Aso: 6 18.5 5 Bavetter 7 ec.. 3.5 Dios Jato 4 Preble Sauies ae Iba. Orel iee es Tete epamikdatie sso « ie 12.9 ob SPthanis soe 2. 1.9 9.7 (a Bitton cee. « « ileal Seal Ch) ees Cie hilandamesare eh 7.0 ane CF wags x 5.9 DO seve 469" s 2 ROSS Sore. ... 5 4.9 (io gee 8 | ej he! i i oe 8.0 (a) >> Sandusky... Pet 9.8 5. Greene .... 155 Ver is. 8 SBeotew. 6.0.5 5.9 hich aye Guernsey ..... iff aoeo 9.8 Seneca 9 Use 10: Peainitton 7... i ore pide ‘Shellivey sk A. 1.9 12.8 6. Fiancoclk .. 2... 1.2 Ans 5.9. Statk 6 13.0 5 PLAT AME stats): 123 ave, igs Sammit’ ccs... 2» hy xr 8 PASEO Pia. 5c ce 14 1758. 10.9 Trumbull 8 Si al 16 ea 1.4 ere Tag (a) ewe lcocara wast. 1.8 IE BUD) ar 187 Hightand ...:. Be CASear Lo Ne ee niOnuer ce. ot 1.6 10.2 5 mocking a0. Sits. Teak pelusth> WVarnowVerts cs .s 1.6 8.6 11.9 Holmes ....... Seg ie Ca)-—3 Vinton Wy. 5.5 Cars tae Faron. 0... 05 Ok 14.0 y “Wagreny ttt 1.4 Bese Llep Jackson? ... <.. 6.9 16.5 17.6 Washington 2A Saoues LE Jefferson ...... ieey 20.0 igen, ca Waa ete a2) 9.8 (a) BOM 6 oon Beh Lal 9.0 dade) GWWANISINS. soc <3 0 7.2 (a) PAROS od aos oie: 4 12.6 Geer Wig als vou Tacs 6 $20.8 12-0 Lawrence ..... 7.9 14:8 20.7 “Wyandot .:... 1.4 4.4 (a) Note: — (a) Per cent omitted because of smallness of numbers. Unless Foreign Born Are Educated at Once Illiteracy Problem Will Grow More Acute Unless definite steps are taken to instruct the illiterate foreign-born the problem will grow more acute as an increasing proportion of our immigrants have been coming from Southern and Eastern, Europe where educational and economic conditions are such that a very large propor- tion of the population is illiterate. What the flow or source of immigra- tion may be after the war is, of course, unknown, but it is fair to assume that the proportion originating in Northern and Western Europe will not be greater than it was immediately preceding the war. The table shows the general source of immigration to the United States for each of the four decades within the period July 1, 1871, to June 30, 1910, and also for the four year period July 1, 1910, to June BO; TOTA* . : re : | Per cent of Total Number of Immigrants Immigration Soe be2 | a re ee e€T10c sein u c Bow tH c Sw ya OoUne Onfo !| OVHw!] OFF ASsy | 2BLS | ASSE | Azsge| asses Spe | ge25 | fees | eels) Beas SS ED 6 558 SeoHmM | 93a | 9 oma TAT ICLBRO 8 Gia as lam 2,812,191 | 2,071,374 200,955 Tt 1 Peet BIO Ge. ness ves oe 5, 2460187) 98, 779 815c) 959,951 72.0 18.3 PEL SEQODE 2 nth Geos Sieh 3,687,564 | 1,643,613 | 1,942,164 44.8 52.8 MAO Tors tesa oi od 8 8,795,386 | 1,910,700 | 6,302,709 21.8 71.9 1911-1914 (4 years)...| 4,133,631 710,700-| 2,953,906 | 17.2 71.5 It will be noted from this table that a comparison of immigration during the decade ending in 1910 with the decade ending in 1890 shows that while from Northern and Western Europe the number of immi- grants was reduced almost fifty per cent the immigration from Southern and Eastern Europe was increased almost sevenfold. The significance, from the ‘point of illiteracy, of the shift in origin of immigration to the United States can be seen by an examination of available figures for the twelve year period ending June 30, IgI0. More Than One-Fourth of Immigrants to U. S. Can Neither Read Nor Write Any Language More than one-fourth (26.7 per cent) of the total number of immi- grants could neither read nor write. From Southern and Eastern Eu- rope the South Italians furnished the largest number of immigrants and 53.9 per cent were illiterate; the Polish were next in number and 35.4 per cent were illiterate. 19 Among races from Northern and Western Europe the percentage of illiteracy for the Scandinavians was 0.4 per cent, for English 1.0 per cent, for Irish 2.6 per cent, and for Scotch 0.7 per cent. Information as to proportion of immigrants speaking English. is not available for Ohio, but a study: of immigration in the principal manu- facturing and mining centers throughout the United States made by the United States Immigration Commission a few years ago included 507,256 wage earners. Of that number 293,541, or 57.9 per cent, were foreign- born. Included in the foreign-born were 246,673 of non-English speak- ing races, and of that number 47.8 per cent, or almost one-half, were unable to speak English. Bill Would Strike At Core of Trouble By Putting Illiterate Minors In School The Ohio Branch, Council of National Defense, through its Special Committee on Americanization, drafted a bill requiring the attendance at school of non-English speaking and illiterate minors. Before this was introduced, however, a similar bill was introduced by Mr. Jones of Trum- bull (H. B. No. 301). Mr. Jones kindly accepted certain minor amend- ments which include all recommendations of the Special Committee on Americanization. The bill follows: Section 1. Every person between sixteen and twenty-one years of age who does not possess such ability to speak, read or write the English language, as is required, for the completion of the sixth grade of the public schools of the district in which such person resides shall attend a public, private or a parochial school, or a part-time day school as provided for in section 7767 of the Genefal Code, or an evening school as provided for in section 7679 of the General Code, or some school main- tained by an employer, as hereinafter provided in the city or school district in which such person resides, for not less than four hours per week throughout the entire time such school is in session, or until such time as such person can pass a satisfactory sixth grade test in English and such test in civics and history as the state superintendent of public instruction shall prescribe, such tests to be given under the direction of the superintendent of public schools in the schoo! district in which such person resides; provided that no such person be required to attend, if the executive health officer of the city, village or district, where such person resides, or, if there be no health officer, a licensed physician ap- pointed by the board of education, shall deem = such person to be physicall’, or mentally unfit to attend. Section 2. Any person subject to the provisions of this act, who wilfully violates any of the provisions of this act shall be punished by a fine of not exceeding five dollars. Section 3. Every person having in his control any person subject -to the provisions of this act shall cause such person to attend a school as hereby required; and if such person fails for six school sessions 20 within a period of one month to cause such person so to attend, unless the executive officer of the board of health or physician appointed by the board of education shall certify that such person’s physical, mental or social condition is such as to render his attendance at school harmful or impracticable, such person shall upon complaint by a truant officer be punished by a fine of not more than twenty dollars. Section 4. Whoever induces or attempts to induce such person to absent himself unlawfully from school or employs such person except as is provided by law, or harbors such person who, while school is in session, is absent unlawfully therefrom, shall be punished by a fine of not more than fifty dollars. Section 5. The public school authorities of city exempted village and rural school districts shall provide for the conduct of such courses as are required by this act and shall furnish such rooms, equipment and teaching force as may be necessary to give full effect to the intent thereof. Section 6. The employer of any person subject to the provisions of this act shall procure from such person and display in the place where such person is employed the weekly record of regular attendance at a school prescribed herein, and it shall be unlawful for any person to employ any person subject to the provisions of this act until and unless he procures and displays such weekly record as herein provided. It shall be the duty of the teacher or principal of the school which such person attends to provide each week such person with a true record of attendance. Section 7. Any employer may meet the requirement of this act by conducting a class or classes for teaching English and civics to foreign-born in shop, store, plant or factory under the supervision of the local school authorities, and any person subject to the provisions of this act may satisfy the requirements by attendance upon such classes. Section 8. Mayors, justices of the peace, police judges and mu- nicipal court judges shall have final jurisdiction to try the offense pre- scribed in this act. Ohio Foreign Born Must Be Brought Into Touch With Americans and American Ideals Americanization: This term has come into common use during the war, although it is rather difficult to define it in any exact way. Mr. Lane, Secretary of the Interior, gives two definitions of the term — “Americanization is the making of an American out of one who was not born here by making him come to see that the institutions, policies, and aspirations of America are those that suit him best,” and again, “Americanization is the realization by one who is here, whether of for- eign or native birth, that this is the land best worth living in and being a part of.” To teach the immigrant to speak English, to teach him to read and write, and to teach him the principles of our government are not suffi- cient. We have, by giving such instruction, merely “opened the door” and established a means of communication. We must bring him into 2i touch in a vital way with our very lives. Instead of holding the immi- grants in racial groups .and thus preventing assimilation they’ must be’ brought into close touch with American institutions and with Americans. To guard against future trouble we must win to loyal sympathy with the United States not only our immigrants but many of the second gen-: eration. This last would not have been necessary if we had been ‘alive to the situation in previous years. tes o The Ohio Branch, Council of National Defense, has been actively engaged in Americanization work for the past year. Through its special committee it has sought to arouse interest and stimulate Americanization ' activities in places where need is greatest. In carrying out this work it has prepared and given wide distribution to a series of six leaflets. Bulletins Tell Story of Americanization and How To Make Immigrants Feel At Home The subjects presented in these bulletins are I. “What is Americanization ?” II. “A Practical Americanization Program for Ohio Cities.” III. “Americanization in Industries.” , IV. “Americanization Through the Public Library.” . V. “English Speech for Foreign Tongues; a Few Hints for Teachers.” VI. “Teaching English to Immigrants : Methods and Materials.” Some Suggestions on The text of the first bulletin follows: What Is Americanization? There are in the cities of Ohio hun- dreds of thousands of men and women born in foreign countries. The census of 1910, out of a population of 4,767,121 gave Ohio 598,374 foreign—born persons, with 1,024,393 born in this country of foreign parents. This means that iat that date over one-third of the people of the state were either immigrants or only one generation removed, that nearly one-third of the population first learned to speak in some language other than English. This foreign population is concentrated in industrial towns where in 1910 the percentage of foreign- born varied from 78.5 in East Youngs— town, 37.8 in Lorain, and 34.9 in-Cleve- land, to 19.2 in Akron, 14.9 in Dayton, and 9 per cent in Columbus. In the first four years after the census, 1,000,000. foreigners came to the United - States. annually, and Ohio, with its rapidly growing mining and~ iron: activities, drew a large number of them.: War industries sincé 1914 have greatly » increased concentration of this popula-° tion, and so present day figures, if wé had them, would be far more startling than those of 1910. Many of these: “strangers within our gates” know no English, understand little of the customs of America, and live their lives apart from the life around them. They ‘are often grouped in immigrant colonies where they live a life and speak a lan- guage of the old world. They live in America but are not a part of it, , In most cases this is not due to their desire to live apart from American life and customs. The immigrant wants to’ ) become one with America. His motive in coming to America has probably been as pure as that of the earlier English colonist. He left his home and came to America for economic opportunities in a new country, for freedom from oppres- sion and extortion, for homes and school and citizenship in a free repub- lic. The Pilgrims of 1620 did not come for greater purposes than these. Moreover, the immigrants now among us have worked hard to make America great. At first filling the ranks of unskilled labor they have in thousands of instances acquired special skill and have risen to places of distinction. Their work has gone into the building of a nation. They have helped very greatly in bearing the burdens and_responsi- bilities of America in the making. But the foreign-born, one and all, should be given the opportunity to bring them- selves into harmony with the spirit of America. This cannot take place while they live apart; speak a foreign tongue and remain in ignorance of American ideals and institutions. They must become Americanized. Americanization is the bringing to- gether of the old and new America. It is the interpretation of America to the foreign-born and the interpretation of the foreign-born to America. Americanization is going on when the native-born American says to the im- migrant: “We Americans honestly wel- come you to the opportunities that a free land can offer. This democracy of ours is a partnership of all men who believe in equality of opportunity, in the abolition of iclass distinctions, and in the sweeping aside of racial and religious prejudices. I want to learn from you of the reasons why you came _ to America. I believe that many things that you have brought to us are well worth having. Your music, literature, science, art, and many of your customs should enrich the culture of this nation. I want to know you better and to under- stand you, “Moreover, I want to make you feel at home here with us. I shall give you the chance to learn our language. I 22 shall give you the opportunity of be- coming an American citizen. I shall assist you to know a wider group than your own nationality. “We want to make America a vast fellowship of free men. Let us under- stand each other; let us get together.” Americanization is going on when the foreign-born says to the native-born: “I want to know you better, too. My children shall go to American schools and learn the English language. I have no desire to keep alive in your country a part of the nation I left behind. I have chosen America as a home for me and mine. I find it hard to learn a new language so late in life, but others have learned it, I will do so too. I shall keep some of my culture,—my music, my great. literature, my art,—for they are not alone of the country from which I came,—they are of the world, but I shall learn to appreciate your culture, too. I have given up my allegiance to the foreign ruler. I shall become a citizen of your republic. . I shall attend your schools, read your books and your papers. I shall become a part of this great free nation.” Americanization is not a one-sided process. It can only succeed when the American recognizes the worth of the newcomer and seeks to bring out his full value as a responsible citizen. Amer- icanization is not charity or patronage; it is an attempt. to unify all the people of this nation through mutual under- standing and trust. When every native- born American understands this, the task of assimilating the foreign-born will be easily accomplished. For Amer- icanization is simply getting together. This “get together” spirit should be applied by every Ohio city in a practical program of Americanization. Some of the things that such a program should include are: The formation of an organization or committee: broadly rep- resentatative of the entire community,— business men, educators, clergymen of all religions; provision for schools for the teaching of English and citizenship; community centers where all nation- alities may meet for friendly association, 23 and great patriotic meetings where the community where: an Americanization whole city may express in an outward problem exists. way a real unity of purpose. All of WHAT IS YOUR COMMUNITY these things can be done in every Ohio» _ DOING? State Committee Would Carry Forward Work of American- ization and Patriotic Education The Special Committee on Americanization, believing that it is of the highest importance to stimulate such work throughout the state, have prepared a, bill which was presented to your Special Committee on Ger- man Propaganda, and it has since been introduced by Mr. Myers, a member of your committee, as H. B. No. 469. The bill follows : Section 1. There is hereby established an Americanization com- mittee for the purpose of carrying on the Americanization and patriotic education work begun by the council of national defense, and of co- operating with the agencies of the federal government in furthering the study and application of Americanization and patriotic education work in this state. Section 2. The Americanization committee shall consist of five members, one of whom shall be the state superintendent of public in- struction, and the other four of whom shall be appointed by the governor. Such committee shall terminate its existence at the close of the next regular session of the general assembly unless continued by that body. The members shall receive no compensation but shall be allowed their necessary traveling and other expenses while engaged in the work of the committee. Section 3. It shall be the duty of the Americanization committee to promote such programs for Americanization and patriotic education work as it may formulate; to’ cooperate with the federal agencies in the promotion of Americanization and patriotic education; to aid in the correlation of aims and work carried on by local bodies and private in- dividuals and organizations; and to study the plans and methods which are proposed or are in use in this work. It shall be the duty of the committee to employ such methods, subject to existing laws as, in its judgment, will tend to bring into sympathetic and mutually helpful rela- tions the state and its residents of foreign origin, to protect immigrants from exploitation and abuse, to stimulate their acquisition and mastery of the English language, to develop their understanding of American government, institutions, and ideals, and, in general, to promote their assimilation and naturalization. For the above purposes, the committee shall have authority to co-operate with other offices, boards, bureaus, commissions, and departments of the state, and with all public agencies, federal, state and municipal. Section 4. The committee shall choose its own chairman, shall employ a director and such assistants as may be necessary, shall define their duties and fix their compensation. The expenses of an employe, when traveling in the interest of the committee, shall be paid from the funds hereinafter appropriated. The compensation of director and other assistants and traveling and other expenses shall be paid out on the warrant of the auditor of state on vouchers signed by the director approved by the chairman of the committee, 24 Section 5. There is hereby appropriated out of any moneys in the state treasury to the credit of the general revenue fund and not otherwise appropriated, the sum of $25,000 for the purpose of carrying out the provisions of this act. Control of Immigrant Banks and Agencies Urged to Prevent Exploitation of Ignorant . Among the many obstacles retarding assimilation of our immigrants are certain types of organizations which derive their profit largely by reason of the immigrants being unable to speak English and. being in ignorance of -American institutions. Among such organizatioms are so- called immigrant banks and steamship agencies organized by leaders of groups of foreigners. These banks and agencies rgnder certain personal services for the immigrant but the tendency in the great majority: gf cases is to prevent Americanization in order to retain a hold’on the-immigrants. A greater degree of control over such establishments on the part of the state should be provided at once. - = Respectfully submitted FRED C. CRroxTON, Vice Charman, Ohio Branch, Council of National Defense. JULIETTE SESSIONS, Associate Director of Americanization. 0 a a 0 o 9 z ie} re) = w a The Ohio State University INI MMU 3 2435 00155 9384 JK17580803 001 REPORT AMERICANIZATION IN OHIO