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 ILLINOIS LIBRARY 
 
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 DEPARTMENT OF THE INTERIOR 
 BUREAU OF EDUCATION 
 
 BULLETIN, 1920, No. 12 
 
 TRAINING TEACHERS FOR 
 AMERICANIZATION 
 
 A COURSE OF STUDY FOR NORMAL SCHOOLS 
 AND TEACHERS' INSTITUTES 
 
 By JOHN J. MAHONEY 
 
 STATE SUPERVISOR OF AMERICANIZATION 
 FOR MASSACHUSETTS 
 
 WITH A CHAPTER ON 
 
 INDUSTRIAL CLASSES 
 
 By FRANCES K. WETMORE 
 
 OP THE PUBUC SCHOOLS OF CHICAGO 
 AND ON 
 
 HOME AND NEIGHBORHOOD CLASSES 
 
 By HELEN WINKLER and ELSA ALSBERG 
 
 OF THE COUNCIL OF JEWISH WOMEN 
 
 WASmNCTON 
 
 GOVERNMENT PRINTING OFFICE 
 
 1920
 
 ,i
 
 DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 BULLETIN. 1920. No. 12 
 
 TRAINING TEACHERS FOR 
 AMERICANIZATION 
 
 A COURSE OF STUDY FOR NORMAL SCHOOLS 
 AND TEACHERS' INSTITUTED 
 
 By JOHN J. MAHONE^' 
 
 STATE SUPERVISOR OF AMERICANIZATION 
 FOR MASSACHUSETTS 
 
 WITH A CHAPTER ON 
 
 INDUSTRIAL CLASSES 
 
 By FRANCES K. WETMORE 
 OF THE PUBLIC SCHOOLS OF CHICAGO 
 
 AND ON 
 
 HOME AND NEIGHBORHOOD CLASSES 
 
 By HELEN WINKLER and ELSA ALSBERG 
 
 OF THE COUNCIL OF JEWISH WOMEN 
 
 WASHINGTON 
 
 GOVERNMENT I'RINTING OFnCE 
 
 1920
 
 ADDITIONAL (OriKS 
 
 l>F THIS PLnUCATIdX MAY nE PROCCRtli FR'-M 
 
 THE SIPERIXTKNDENT OF DOCVMEXTS 
 
 GOVERNMENT PRI>-TINO OFnCE 
 
 \v\-inrxoToN. i\ r. 
 
 AT 
 
 1(1 CKXTS I'Ki: I <>iv
 
 
 contp:nts. 
 
 Page. 
 
 lA'tter of ininsmittal ."> 
 
 rrt'fut-e 
 
 Chapter I. — rrellmliuiry statemont 7 
 
 A. Why tearh»T training . 7 
 
 B. Tht» s«-«>|u« »>f this »-«)iirso 8 
 
 C. The itit'thiKi of itri'.MMitation 9 
 
 D. OI»servatiou ami practice 10 
 
 E. The lueniiinjr «tf Tart 1 10 
 
 V. ('oiitribiilions to this course 11 
 
 riiapter II. — The course in detail 12 
 
 Part 1. America, Americtuiism, Americanization 12 
 
 Tart '2. Orfranization of Americanization activities 17 
 
 Part :?. IntriMluction 22 
 
 Part 4. Iiiiiniirrant l)nckgrouncls and racial characteristics 33 
 
 Part r>. An outline of the Americanization movement 38 
 
 Chapter III. — Imlustrial or factory classes 43 
 
 Classrooms and equii>ment , 43 
 
 Methods of instrutlion 4r» 
 
 Chapter IV. — The home and neighborhood teacher 49 
 
 Community obligations 49 
 
 The home teacher act of California 51 
 
 Fun<tion and aim of the home and neighborho<Kl teacher 52 
 
 Approach and class group organization 53 
 
 Methods of the home and neighborhood teacher 54 
 
 Sug;:estions 54 
 
 Quaiiticntions of the teacher 55 
 
 Equipment for the home teacher 56 
 
 Hoards of (Hlucation 57 
 
 Kesults of home and neighborhood teaching 58 
 
 An'ENUix. — IJeport of committee uu teacher training lu Americinazatiou_ 59 
 
 S 
 
 \fj.j\j-^j:^
 
 LETTER OF TRANSIMTTTAL. 
 
 DErAltTMKNT Or TllK IxTKIUttK, 
 
 lUlKEAlI OF EdI'CATION, 
 
 WtiaJtiuytan^ Decemhii' 7, 1!U0. 
 
 Sir: In tho work of Amerinini/ation, wliiolk is, in the broad sense, 
 almost entirely ediicatiitnal, the teacher is of first importance. Not 
 every person who can do <;ood work as a teacher of a «;raile or of 
 j)articular subjects in a school for children or youth can do ecpially 
 jrood work as a teacher of classes of adult forei^rn-horn persons. 
 The preparation for the two tasks must he (juite diircieut. In the 
 prej>aration (►f teachers of classes of children and youth in our puidic 
 and private schools we have had much experience, and as a result 
 are in possi'ssion of some well-understood and jrenerally accepted 
 l)rinciples and methods of procedure. For the preparation of teach- 
 ers of classes of ailult foreij;n-l)orn persons who are unable to speak, 
 read, and write English, and who know little or n()thin<r of America 
 or American ideals, history, manners, customs, and laws, we have 
 had very little experience, and there are few established and accei)ted 
 principles or methods of procedure. Any directions or su^<re.stit)ns, 
 therefore, based on clear thinking and a reasonable amount of per- 
 sonal experience and observation can not fail to })rove helpful to th().se 
 who are en<;a^ed in this task of training teachers for this work, 
 scores of thou.sands of whom will be needed as soon as the Federal 
 Government and States nuike any adequate provision for its support. 
 The manuscript transmitted herewith, prei)ared by John J. Mahoney, 
 State Supervisor of Americanization for the State of Massachusetts, 
 with the assistance of Frances K. Wetmore, of the public schools of 
 Chicajro, and Helen AVinkler and Elsa Alsberj;^, of the Council of 
 .Jewish ^^'(»men. contains many such directions and su^jrcstions. I 
 theref<»re reconnnend that it be published as a bulletin of the Bureau 
 of Eilucation. 
 
 Resi)ect fully submitted. 
 
 P. P. Claxton, 
 
 Commissioner. 
 
 The Seckltaky of the Inti:rior.
 
 1»RKFACE. 4 
 
 The first step in any eflfective Amt'iicanization of our people of 
 forei<;n birth is the teach in<^ of the Knj^lish hinj;iia«:e, hut it is itUe 
 to open classes for sikIi instruction until we first have teachers 
 qualifuMl to teach thcni pn)[)erly. Not only must normal schools 
 and colle«;es everywhere be encuurageil to institute courses of teacher- 
 training for this task, but short-course teachers' institutes must be 
 held to reach a large number of prospective teachers quickly. 
 
 To provide the necessary material for such courses, John .1. Nfa- 
 honey, who has had much experience in trainin«^ teachers for work 
 nmonj; the foreign born, was asketl to prepare the accomjjanyinp 
 manuscript upon Training Teachers for Americanization. Mr. Ma- 
 honey has handled his task in such a wa}' that his sugfjestive course 
 of study may easily be exi)anded into a fidl course for a semester or 
 a year, or it may be used as an intensive short-unit course or the 
 basis for institutes or lecture courses. In the preparation of this 
 manuscript Mr. Mahoney had valuai)Ie assistance from Misses Wet- ^ 
 
 more, Winkler, and Alsberg, and tiieir associates. 
 
 Teachers of the non-English speaking chisses should, wherever 
 possible, take at least a short-unit course. Hundreds of volunteers 
 have taken up the work throughout the country, however, as a 
 patriotic duty who have not had tiie opportunity of studying their 
 subject. Mr. Mahoney 's work will be of great benefit to these teach- 
 ers, even though it must be used bv them as a home-.studv course. 
 
 There is included as an api)endix to the present work the report 
 <if a special committee on the training of teachers for Americaniza- 
 tion which was appointed during the Americanization conference of 
 May, 1919. Mr. Mahoney 's book follows closely the recommenda- 
 tions of this committee of leading exj)erts in this field of education. 
 
 Fhki) C. Rtti.kr, 
 Director of Americanization ^ liureau of Education. 
 
 6 
 
 i
 
 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 Chapter I. 
 PRELIMINARY STATEMENT. 
 
 A. WHY rKA(HEK TRAINING? 
 
 The sclioolin«: of i\w immi^rrant in the past has been, spe:ikin«r 
 hroadly, an unsuccessful i)eif(>rniiince. Tlie reasons therefor are 
 niaiiy and are not to be char^^ed ajrainst the schools alone. One 
 of the princi]>al reasons, without a doubt, was the slowness on the 
 part of the public and not infre(|tu'ntly on the part of school people 
 theniselxes, to appreciate the fact that the teachin*; of the adult ini- 
 nii«rrant is a hi«rhly specialized piece of work, re(iuiiin'T: not only 
 special aptitude but special traininjr as well. For years the evenin<r 
 school was but a subordinate part of the educational system, and it 
 was felt that anyone could teach an evenin<r-school class. At first 
 the teaching of En<rlish and allied subjects was committed to the 
 hands of nonprofessionals, who not infrecjuently worked for the 
 night's wa<ro — and for nothinj; else. Suitable teaching; materials 
 wiMf almost wholly lacking'. It is not sti'anire, with such condi- 
 tions, that the schools failcil to hold even those who wished to learn. 
 Mori' recently we find the trained dav-school teacher workin<; in 
 the immi<rrant classes. And while this is no unmixed blessinfj, 
 inasmuch as it means a double burden for teachers already burdened 
 enou^di. it is an improvement over what has obtained hitherto. It 
 is (piite true that not every jjood teacher of children proves to be a 
 <r<»od teacher of adult immi<rrants. It is also true that teachers 
 trained in normal-.school methods have often made the mistake of 
 tryin;: to use these methods without adaptation in their eveninfr- 
 school instruction. The trained teacher in the evenini; school 
 nevertheless has marked a step ujiward in the eHiciency of evenin*;- 
 school work. Since 191.5, however, there has come to the Ameri- 
 can peoi)le, and especially to the school administrator, a lar«rer 
 vision us to the solution of the Americanization problem. No lonjrer 
 is the .schooling of the inuni^rant to be an overtime task performed 
 
 7
 
 8 TRAININC. TKACHERS FOR AMERICANIZATION. 
 
 i)V toachors with onlv a casual traiuin^r. I^av schools for linmi- 
 •grants, factory classes for iminijrrants. afternoon classes foi- inmii- 
 «;rant wonicn — these and others are all to fin<l place in the plan of 
 Americanization (lurin<j the next few years. And the teachers in 
 these classes must he s|)ecin( ally trained. There is a distinct peda- 
 «;o<:y in this work with adult iniini;:rants and a very distinct inethod- 
 olojry. The teacher of the inimifrrant must he ac(|uainted with these. 
 She must have a kiu)wled«re of the important aims in her work, 
 namely: (1) What she is to teach; (2) how she is to teach; (3) 
 what standard of achievement she may e.\j>ect. 
 
 She must know more specifically also what her aims should l)e in 
 the task of teachinjr immigrants to talk Kn<;lish and how this can 
 l>cst he done: to icad lsn;rli>^h an<l how this can Ix'st he ilone: to 
 write Kn<rlish and how this can hest be done. Similarly with the 
 other subjects that arc includetl in the innni<rrant*s proj^ram. 
 Finally, and of <;reatest importance, she must ai)preciate that her 
 hii; task is .\mericanization — the niakin<j of Americans — and must 
 undei*stand just what that means and how it can best be brought 
 about. All this means that the teacher must po to school, to Icaru 
 another le-s-son in her biisiness of teaching. Colleges, normal schools, 
 Stat»> departments of education, large city .scho<»l systems, all should 
 take it upon them.selves to put the work of teacher training in this 
 new field on an established basis. It is very far from being on an 
 established basis now. 
 
 An investigation recently made by the Carnegie Corporation indi- 
 cates that the time is ripe for great progress in teacher training. 
 Two years ago only a very few colleges or universities offered 
 teacher-training courses. T..ast summer at least 12 did so. During 
 the past year also State boards of education and State councils of 
 national defense were very active. And here and there, as at Ivos 
 .\ngeles, normal schools offered work in immigrant instruction as 
 part of the year's program. The present school year (1010-'2n) has 
 already made a promising beginning. Not only State departments 
 of education and a few colleges and normal .schools, but also city 
 school systems and city Americanization committ»'es have instituted 
 teacher-training activities. The way is prepared for a strong educa- 
 tional drive in this field of professional endeavor. 
 
 B. THE SCOPE OF THIS COURSE. 
 
 The course here presented is divided into five parts, with the gen- 
 eral idea that if given as a whole it will cover approximately .30 
 hours of le«ture,s and discussions and about 21 hours of observation 
 and practice. There is no idea of intimating, however, that it should 
 l)e presented just as it stands to every group of student-teachers.
 
 PK£U-MJ>'AKY STATEMENT- 9 
 
 The idea is rather to present a " blanket course," which shouKl be 
 adapted to tlie needs of special situations. Two jxjinttj should be 
 broufirlit out in this coiuii'ttioii : 
 
 1. leacher-tiainin^' facilities are set up to-(hiy by various agencies. 
 Anion*; tht-ni are: (1) C'oiicgejj and univeisities; (2) nornml schools 
 antl collejres; (.H) State dcpaitiiicni- of cvhuation ; (4) city sdiool 
 systems: (.'») various semij»ublir a«,'encies. 1 he character and tlie 
 extent of the work ollered by these dillVrent institutions vary. C'o- 
 luniliui I'niversity, for instamx', throu«rh (ohunbia House, presents 
 a very ctunjilete pn>trrani of Am erica niiuit ion courses, includin<x those 
 that ini«rht be re«rar<leil as strictly professional in the sense that they 
 prepare for cUssroom te^ichinjr. i he State departments of educjUion. 
 on tlie other Imnd. are incline*! to specialize on the iiLstitute idea, 
 and the inti-nsive short-unit (x>ui"se as a necessary short cut. Normal 
 scluHiLs iui\e olleied and will oiler the Saturday morniufr course of a 
 dozen or 15 lectun's juid conferences. Obviously a«luptations must 
 be made if the material herewith submitted is to be used most eco- 
 iiomi<aHy. A short-unit (xiurse of five or six conferences, for in- 
 stancx*. can do little more than cover part 3. A Siiturday morning 
 course of 15 confei-ences mijrht concentrate on parts 1, 3, and -L Or 
 again, the subject of Innnigrant Backgrounds (jjart 4) might be 
 presenter 1 as a unit without any reference to the other phases of the 
 work outlinetl. Finally, in a college course any one of these several 
 parts might be expanded into the work of a full or half course for 
 a semester or a full year. 'I'he adaptations possible are many. They 
 should be made in e^el•y case. There is no special virtue in main- 
 taining thLs coui"se just as it stands. 
 
 2. 'i'he term " teachei- training " has been consistently used. It 
 should be a]#pai'eiit, however, that there is a crying need to-day not 
 only for teachers but for sui)eivisors and organisers as well. Much 
 of the material suggesteil in this course is intemled to meei the needs 
 of people who wish to arrive at a thorough understantling of the 
 problem of Americanization and to studv wavs and means of 
 organizing Americanization activities. Parts 1, 2, and 5 are intended 
 especially for work in this advanced field. 
 
 C. THE METHOD OF PRESENTATION. 
 
 The course is presente<l in the form of a skeleton oiitline, with 
 uunierous references. The thought iieie is that students sh^ll gather 
 infoi'matiou from these refeiences 8U<1 <liscuss this information in 
 the cla.ssroom jieriod. It will l»e notetl tlmt few books of references 
 ai* list^ed. the reason l>eing that .so far \ei-y few professional biMjks 
 on Americanization have been written. Helpful matoiial exists veiy 
 largely in the form of pauij>hlets, bulletins, and reports. These are 
 cited f<»r the student s assistancx?. The instructor of a teacher-train- 
 2584'— 20 2
 
 10 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 iii^ class should reiiu'inWer. 1i(»wo\(M', that refoiviict's in Americani- 
 zation that tnav he of value to-dav may he of little value tomorrow. 
 Aniericani/.ation will develop rapidly as a sm-ial movement durin«r 
 the next few years. Teacher traiiieis must keep in touch with the 
 literature of the movement as it ai)i>ears. 
 
 I). OHSKHV ATION AM) I'K ACTKE. 
 
 The <;reatest weakness hitherto in all attempts at teacher training 
 in the field of Americanization has l)een the lack of opportunities 
 (tiTeretl for ohservation ami [iractice. This has heen unavoidahle in 
 the past. The short-unit course, consisting; of a half-dozen lectures, 
 has heen the most that could be attenipted usually. And the summer 
 .school courses, thonirh longer, have not usually olfered ohservation 
 and practice facilities because of the ditliculty of operatin«r cla.sses 
 for immi<;rants durin<; the stiniiner months. The past year, however, 
 has seen a notable increase in the number of institutions that include 
 observation and practice work in their teacher-trainin«r coui'se. From 
 now on it is to be hoped that every couree that pretends to Ije ade- 
 (|uate will include these activities. NO real teacher trainin«; can In; 
 accomplished otherwise. 
 
 The course outlined in Chapter II is intended to include 24 hours 
 of observation and practice. This may be intori)iTted as covering 
 a period of six weeks. The exi<j:encies of a particular situation may 
 demand that students be assi<rned to practice stations before the 
 subject of teachin<x methods has been thoroughly covered. To meet 
 such a situation the su<r«restion is nuule that part '^ be ])resented to 
 students in a preliminary way at the very outset. This will enable 
 them to observe and practice to better purpose. Later on part 3 may 
 be presented apain in review. The discussions will then l>e more 
 fruitful, because students will brinjr to the class their own teachinjr 
 problems. 
 
 E. THE MEANING OF P.VRT 1. 
 
 Tart 1 is an attempt to set forth a few fundamental thinjrs that 
 every worker in Americanization shotdd know. To date we have 
 been accustomed to think of Americanization largely as a matter of 
 schoolinjr- And the teachin*j of Enjrlish has occupied most of our 
 thou'jht as a factor in the schoolin«r proces.s. Obviously, American- 
 ization is something more than dealin<r with the immiprrant in scliool. 
 And obviously, too. the school is taking only the first step in Ameri- 
 canization when it breaks down thelan<rua^e i)arrier. The American- 
 ization leader and the Americanization teacher mu-t know soniethinfr 
 mf)re than how to teach one subject or another to immigrants. She 
 must know what Americanization really means, in its larger as-
 
 PRELIMINARY STATEMENT. 11 
 
 pects. She must know America and what America stands for ami 
 must be able to interpret America to the immij^rant in hin«]:ua«^e that 
 he will understand. She must know, too, what citizenship really 
 means — not tiiat citizenshij) which is measured in terms of the iiii- 
 nii«rrant's knowled^^* of naturalization reiiuirements, hut that citi- 
 zenship wliich is the expression of the tinners of the American spirit 
 that the ^ood citizen believes in, swears by, and loves. She must 
 know how to conmiunicate her knowledj^e in such a way that jrood 
 citizenship will l>e tht- actual fruit of her teaciiinj 
 
 ^'A- 
 
 F. CONTKIHUTIONS TO THIS COURSE. 
 
 The outline, submitted in the several chapters that follow, repre- 
 sents the w(uk of several people workin<r under direction. It has 
 been th()U<:ht best to «rive a separate chapter to tiie industrial phase 
 of the problem treated by Miss Wetmore. and another chapter to 
 the analysis of home and neighljorhood teaching, presented by Miss 
 Winlvler and Mi.ss Alsberg. In the development of Chapter II, im- 
 me<liately following, Charles M. llerlihy, assistant superintendent of 
 schools in Cambridge, Mass., collaborated very effectively. The sec- 
 tion on immigrant background, in Chapter II, is the contribution 
 of Mrs. Charleii D. Kingsley, of Cambridge, who has made extensive 
 investigations in tiiis field. These acknowledgments are noted with 
 the keenest realization that without the cooperation of the people 
 named this coui*iJe would have been hardly possible.
 
 ( hapter II. 
 THE COl USE IN DETAIL. 
 
 PART 1. AMEUICA. AMERICANISM. AMERICANIZATION. 
 
 I. Amoriciuii/ation in its most roinproluMisive nieaniiif;. 
 
 The attitude of the worker in Americanization — ripht and wronj^ 
 metliods. 
 
 licferrnveH. 
 
 AiiuTlcn, AiiuM-icimlsiii, Aiiiciitiiiii/.jilioii. l'. S. r.iin'Mii of KiluciUion. 
 Bulletin. 
 
 The Spirit of .Vinerioanizatioii. .Teiiiis. MiniiPapolis Cmiiik-II of Ameri- 
 ca iiizntion. 
 
 Coiinmiiiity .\iiieri(ani7.atloii. I'.iitlfr. ("liapler 1. V. S. I'miim of E«luca- 
 tlon, Hnliptin. 1019. No. 70. 
 
 Adilressos aiul w ritinp.s of Franres K«»lior. ( So*' hihllojrrnphy In "Ameri- 
 canization." Taihot.) 
 
 For other references on tliis inpic see comprelienslvo bihliopraph.v in 
 "Americanization." Talhot. Wilson Co., New York. 
 
 See nlso " Fifteen Points " below. 
 
 TI. Tlic Americanization of i-liililtcn in out- schools. 
 
 1tefrv( itcca. 
 
 Amoricanisin nt its Source. McAndrew. I^iternr.v T>ii:est, May IT. 1010. 
 The Lawrence plan for education in citizenship. .lohn .1. ^lalmney and 
 
 H. II. ('hanil)erlin. National Security I^njruo. T.«'aflet No. 1. 
 Department of Superintendence, N. K. .\.. Chlcapo, 1010. Pr()c»xMllnp8. 
 
 III. .Vmericanization and the schooling of the a(hilt immigrant. 
 
 licfercnccH. 
 
 First steps in Americanization. Mahoney and Ilerlihy. Chapter I. 
 Community .Vmericanization, Putler. Chapter T. 
 
 TV. Wliat is .Vmericanism? "Wlio is the good citizen? (This sug- 
 jrestive outline for study and discussion.) 
 {a) Our religious inheritances and abiding convictions. 
 {h) America, the land of opportunity. 
 (c) The true meaning of e<iualit3'. 
 {d) The meaning and the worth of liljerty. 
 
 12
 
 THE COURSE IN DETAIL. 13 
 
 IV. "What is Americanism? Who is the ^xkI citizen? — Continued. 
 (/ ) The Aineiican attitude toward Inud work and honest hibor. 
 (/) America's willin^aiess to sacrifice for an ideal. 
 (ff) Ivi«^hts and duties, privilejres and oMijiations. 
 (/<) Tlie good citizen's belief in obedience to law. 
 (/) His adherence to the principles of majority ride. 
 (j) His acceptance of the repiesentative form of ffoverimient, 
 
 with all that it ini|)lies. 
 (A) Public oflice a public trust. 
 
 (/) Americanism and Internationalism — the true relationship. 
 (vi) American democracy — its promise and its ])erils: 
 
 (1) rolitical democracy — "a jrovernment of the i)eople. by 
 
 the people, for the people." 
 
 (2) Social denuK'racy — "a man's a man for a' that." 
 (8) Industrial democ-racy — "the s(|uare deal all round.*" 
 
 (/<) Manifestations of un American America. 
 
 (o) How shall we teach Aniericanism and citizenshiii? 
 
 /References. 
 
 Auiericanisin Conference, Washington, I). ('. l'n>c«HMlin«s. pp. l:iG-128. 
 
 Americanisms. Angelo I'atri. hi Ut*<l Cross Ma;razine. .Tuly. UHO. 
 
 Fear tJod and take your own part. Roosevelt. I>oran f'o. 
 
 The democracy of tomorrow. Howe. In I'rivilefres and democracy in 
 America. Scrlbner. 
 
 The land where hate shouhl die. McCarthy. In Heart sonps and home 
 songs. Little, IJrown & Co. 
 
 The spirit of democracy. Powell. Rand, McNally vV: Co. 
 
 Americanism. Talbot, pp. l-CO. 
 
 The fundamentals of citizenship. National Catholic War Council, Wash- 
 ington, D. C. 
 
 A student in arms. Hankey. Chapters 2 and 4. 
 
 The Americian's creed. Tyler. 
 
 Americanism and Americanization. Selections from the writings of Theo- 
 dore Roosevelt. (Carnegie Library of I'ittsburgh. Monthly Hulletin. 
 Feb., 1919. pp. 81-86.) 
 
 The American spirit. Addrcs.ses in war time. Lane. I^ederick \. 
 Stokes Co. 
 
 FIFTEEN POINTS FOR WORKERS IN AMERICANIZATION. 
 
 A Si'GCJKSTivK Summary. 
 
 Note. — Thi.s summary is entered here for the purpo.se of o:ivin«r 
 the .student a few preliminary principles and points of view. More 
 li«:ht will be thrown upon them as the course develops. 
 
 (1) Americanization — to pive the term its most comprehensive 
 meaninjr — is the business of makinjr «rood American citizens, the busi- 
 ness of acquaintin*r everyone who iidiabits American soil with both 
 physical and sj)iritual America, to the end that this acciiuiintance
 
 14 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 may result in a stunly loyalty to American institutions and Ameri- 
 can itleals, aixl the habit of livinjj the life of the <roo(l American citi- 
 zen. Keally to Ameriianize America, we must reach the mitive born 
 and the injini;rrant, the adidt and the chihl in school: and incident- 
 ally, our task of Aniericanizinir the newcomer will lie rendeivd com- 
 |»:iratively easy if we can but succeed tirst in Americanizing our- 
 selves. 
 
 (•J) To ncconii)lisli this end. we must come to a new realization of 
 what Americanism ically is. of the thin«rs that the <rood citizen l)e- 
 lieves in, swears by, and loves. And thesi' thinpi must l>e analyzed 
 and interpreted in terms tliat touch the life of the uvera*;e man. 
 \N'hat is demo<Tacv'^ \\'hat are our American ide^is. iileals, aspira- 
 tions, principles of povenmient. and abiding; l)eliefs^ We must know 
 these. And further. We mu.st lind out how t<J teach them so that this 
 t(>achin<j may Hnd expression in rijrht conduct. Here is a task we 
 nuist face an<l do, if our American democracy is to endure. 
 
 ('•)) The Americanization of the imniifrrant has Invn thotijjht of 
 •renerallv as a niattei* of schoolini^ alone. It is much more than this. 
 The immi<rrant is becoming either Americanized or anarchized by 
 every experience which he underj^oes, every condition to which he 
 is subjected. Americanization is in a measure the prol)lem <»f the 
 school. Tint it is aho a matter of prevention of exploitation, of pood 
 housing, of clean milk for babies, of adecjuate wa<res, of s;itisfactory 
 industrial conditions, of the spirit of nei*rhlM)rliness Wtween Ameri- 
 cans, old and new. Ever^-thinj; that touches the immigrant's life is 
 an instruiupntality for his Ameriianization f)r the reverse. Hence 
 the need for the entire community thioui^h all its or«ranized af^encies 
 to take a hand in the induction of our late arrivals into the corporate 
 life of America. 
 
 (4) The Americanism to \ye taupht is not a static Americanism, 
 belon«rinir exclusively to the native born. America and the .Vmeri- 
 i-an spirit are dynamic, ever-chan^inp concepts. It is not solely the 
 Americanism of the Puritan that we would teach. It is that plus 
 tlie precituis contributicms that have come, and are coming, and will 
 come to us throu<rli the spiritual heritaires of the many races that 
 .seek our shores. The process of Americanization is a reciprocal one. 
 We irive — but we receive as well. 
 
 The successful worker in Americanization is the one who ap- 
 l>roaches his task with a healthy fe<>lin*r of respect for the immi- 
 CTant. and with some humility of siiirit. 
 
 (5) Americanism can not be imposed from without. .Vmericaniza- 
 tion is best hnndle<i when the immi«rrant Ixn^omes assimilated throu^jh 
 his own efforts and through his own lively desire. The community 
 shotdd aim to make American citizenship n iroal to W prized, and 
 should facilitate in every possible way the process of acquiring; it.
 
 THE COURSE IN DETAIL. 15 
 
 It follows that all sciiomes for compuhory Americanization must fail. 
 It ill becomes the American people, wiio have loni; neglected the 
 immi«;rant. to turn to coercion without first exhausting every en- 
 coura<;in^ means. 
 
 (C) Americanization does not imply that the imiui^'rant mu.st give 
 up his ciierisiietl spiritual herita^'es. His lan^Miage, his religion, his 
 social cu.^toins he may retain, and yet beconu- a good American. 
 Americanization is a giving, not a taking away. The wi.^e worker 
 in Americanization will atihere to the policy " llamls olF;" 
 
 (7) The teaching of a foreign language to school chilthen and the 
 conducting of foreign language newspapers are matters tiiat should 
 be handled with common sense. The Great War has made a great 
 many people hystcriciil. The Americunizer, of all people, needs to 
 remain sane. 
 
 (s) Hlanket .statements about the immigrant are unsafe and mis- 
 leading. There is no immigrant. There are immigrants and im- 
 migrants, of every nationality, and of every degree of rej)ute, ju.st 
 as in the ca.se of native l»oin. Does the immigrant lend him.self 
 readily to the Americanization process? Some nationalities do; 
 some are not so receptive. Is the immigrant a menace? There are 
 undesiiabies among our newcomers, as among our native born. 
 There are also the chosen from many lands. Individuals diller, and 
 races dilTer also. The person who Avould deal with immigrants must 
 know racial l)ackgrounds and characteristics. Tlie.se diiler. There 
 is no magic process that can be applied to all national groups with 
 any a.ssurance of the same result. The approach to any group must 
 l>e based upon the psychology of the folk, their customs, beliefs, and 
 apperceptive bases. One can not gain the confidence of and help 
 tho.se whom he does not know, and those in whom he does not believe. 
 
 (9) Five things are necessary to make effective the great Ameri- 
 canization movement that is sweeping the country to-day: {(t) The 
 vital interest antl suj)port of the public; {h) authoritative leader- 
 ship; (c) an intelligent coordination of Avorking agencies under 
 public direction; {d) good teachers; {e) adequate i)ublic funds. 
 
 The Americanization of the immigrant has failed up to date be- 
 cau.se we have lacked all of these. 
 
 (10) The schooling of the immigrant is a public function, and 
 should be carried on under the supervision of public educational 
 authorities whether in evening, neighborhood, or industrial classes. 
 To accomplish this task properly, however, public educational au- 
 thorities nuKst appreciate that the schooling of the immigrant is no 
 "side show," to be conducted as before the CJreat War, when any(me 
 could teach, and when almost anycme did. It is a highly specialized 
 l)iece of work, and must be handled accordingly.
 
 16 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 (11) Ajjencies other tlian the puhlic schools shoiihl l>e encoura<je<l 
 to cooperate in the whoolinj: of the iniini<rraiit. lii<lnstrv hjis an 
 obli«;ation. aiul classes in inihistrv may well find place. St>, too, with 
 home ami niothei-s' classes, whether comluctetl in a school, the quar- 
 ters of a bcniipuhlic apency, or in the home itself. lint in so far as 
 can be broiiL'ht abont, the respoiusibility for the «reneral policy and 
 the character of the teachiiiir in those classes should Ik' lo<l«Ted in the 
 public s<h(K)Is. 
 
 ( 1*J) ("«K>{)eratin<; ;i;rencies shotdd work with the i«lea of carrying 
 out thoKC special functions which they are Ix'st e<|uipj>e<l to han«lle. 
 Self-adverti.st^ment and an unwillin«rncss to coof)erate have too tiften 
 conspired to do more harm than pood in Americanization schemes. 
 
 (13) The teachin<r of Enirlish is the first .step in Americanization. 
 The public must come to reali/.e that this is (»ne of the most diflicidt 
 pieces of work that any teacher is called upon to do. The public 
 must make it possible to secure for this work teachers who are 
 adtNjuat^ly traineil. ^^ e have only l>epun to break «rroun<l in this 
 field. 
 
 ( 14) After the teaching of Enplish. comes education in citizenship. 
 This is very poorly handled to-day. If we are poinjr to make fr(xwl 
 American citizens out of the millions who are with us but not of us. 
 it is hiirh time that the whole machinery designed to brinjr this to 
 pass be thoroughly ins|)e<"ted and overhauled. 
 
 (15) In the final analysis the major part of the burden of Ameri- 
 canizing the inimiirrnnt iTsts on the shoulders of the teacher. Her 
 task is a mcaniiiL'ful one, and she shoidd approach it as one who 
 enpajres not for hire. She must l>e an American bK» j>er cent pure. 
 She must l)e sane, and sympathetic, and able to see thinps whole. 
 She must l)e ready to pive and pive, and reckon not the return. Hut 
 the return will come, if she remembers — as she must renieml)er — that 
 she may not pive over pivinp. 
 
 MURK EXTENDED KEFEKEN( ES IN AMKKK ANISM AND CITIZE.NSHIP. 
 
 I. Books written for children in elementary jind in hi«rh schools. 
 
 T am Jiti .Vnierfcnn. Hr.vnnt. Ilnu^rliton MKlliti C«>. (Sultahle for iise with 
 
 jhIuU linniijmints. ) 
 My country. Turkii;;rtnn. Ciiin A: <"... i \ -i.i. mli.) fi.\t f.n- ii^.- witii :i.l- 
 
 vancpfl a«lult imniitrrunt.H.) 
 The liberty ri>ud«>r. Sheridan. SunlHirn. < Ai> iiis{iiriu;; text fur us«' with 
 
 nflv»ii<e<l adult Iniini;:r!Uit«i. ) 
 Tlie patriotic reader. Peiiiis. I{ou?iit<iii Mifflin Co. 
 Yon nr»» the hope of the world. Haspdorn. Mamdilan. 
 Stories of patriotism. I>eniniinc jind IWud^. Houghton Mifliin Co. 
 I.,«««t we forjjet. Tlionipson. Silver. Burdett & Co. 
 Tlir man witliout a cinuitry. Hale. 
 Poein.s of .\nierican historj*. Stevenson. Houghton MifTlin Co.
 
 THE COURSE IN DETAIL. 17 
 
 I. Books written f(»r ihiklnn in elementary and in higli schools. — 
 Continued. 
 
 M»'ssa;,'e u» (Jurclu. Hiililmnl. 
 
 Hen>et» uf »*ver.vduy life. C<>e. Glnn A: To. 
 
 Tlie "iiiiiit of tltMinKTiK y. I'owcll. Uaml. McNally & <'(i. 
 
 Tla- Aiiu-riraii spirit ol tleuimrafy. MIIKt. Wcirld Hook Co. 
 
 Uli\ lufs of a Ue«l Cross man. Service. 
 
 X«>TE. — Practically all of the fore<roin«j texts are snital)le for 
 use with ailxanceil classes of adult imniiirrants. Thev all set 
 forth the ideals and principles of Aniericanisni and citizenship 
 liereinhefore noted. It need hardly be .said that thev should not 
 Ih? read in class from l)e«rinnin<r to end. The wise teacher will 
 make purposeful selections in each. Many of the selections that 
 mijrht not he rend l>v the cliild or the adult inimi«rraiit with profit 
 nii«:li( wi'li l»e read to the class by the teacher. 
 
 II. Hooks suitable for students in this course. (Not intended for use 
 
 with inunijirants.) 
 
 DeiiKXTai y. ( Iii'eiilaw. 
 
 AiuericHti uleal.s. Forster and IMer.si)u. 
 
 DeiiuKTucy t«>-il»y. Gau.<i8. 
 
 Liberty, i>oai«-e, aii<l justice. (Uiversklo literature series.) Hnu^rhtou 
 
 Mitfliu C«.. 
 The |iroiiiise<l laiul. -\iitln. 
 The inukiii^ of an Aiuerican. lUl.s. 
 The Kreut tradition. (Jrcenlaw and Hanford. 
 See aiao bihIioKrapliy in "Ainericanization." Talbot. 
 
 PART 2. ORGANIZ.VTION OF AMERICANIZATION ACTIVITIES. 
 
 AMERICANIZATION THROUGH THE PUBLIC SCHOOL. 
 
 I. How to pet attendance. 
 
 (a) By mea^^^ of widespread publicity. 
 
 Note. — Unsatisfactory attendance in the past has l)een due 
 larjrely to the iiuliliereiue of the public and poor •"salesmanship" 
 on the part of school authorities. 
 
 (b) Suggestive tj^>es of publicity: 
 
 (1) The American news[)ai)er — chief function to stimulate 
 the interest of the native born. 
 
 Referiitccs. 
 
 Newspjiper articles Issued by tiic .VnnTicauization Coniuiittee of Akron, 
 Ohio; Lawrence. Ma.ss. ; Toledtt. Ohio; Los .\n>reles, Calif.; Chkajro, 111.; 
 and other places. 
 
 (2) Immijriiints"' newspajxTs: (a) Daily or weekly news- 
 papers available in every lan<rua<^e; {h) utilize coop- 
 erative spirit of the publishers; (t) make publicity 
 material attractive. 
 
 2.'584''— 20 ."i
 
 18 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 I. How to get atleiulance — Contiimed. 
 
 liefercncca. 
 
 Aiiiii ii Miiization ((inforoncc, Washington, D. C... l'r<)<i-((liui:s. pp. 
 2«»1»-1.'14. L'liltttl Stiitf.-* Iluri'nu <»f Ivlu<atl<>ii. IMvision «»f Iiiiinlirnint 
 Kducatloii. Bullt'tin, lUlll. 
 
 First Mteiw In Ainrriniiiizatiun. Chapter II. 
 
 (3) Motion picture theaters: Use in format ional slides in 
 the vernacuhir if j)ossihU\ 
 
 References. 
 Aiiioricanization. Royal Pixon. 
 
 (4) The < lerjxy : ('/) Active cooperation invahiable; (/>) 
 
 importance of a prop«'r uiulerstandig at tlie outset. 
 
 Itefcrrnrrs. 
 New Hampshire rotincll «»f Pefence. 191S. .Vnierlcanlzjitlon bulletins. 
 
 First Steps ill AnuTicanization. Chapter II. 
 
 (')) Posters and leaflets in Knjilish and in the vernacnlar of 
 the immigrants. 
 
 ReferrnecM. 
 
 Messapes in Americanism. Pntri. Delaware AmericanlzJitlon 
 
 Committee. 1918. 
 Americanizinp a cit.v. I)etr»»ii l'>i>:iitl <>r Coiumcuv Itcpoit. l'.»l(). 
 D»weli, Mass.. ChanilH-r of Conuiierce. Lcallcts, lltl".». 
 Lawrence. Mass.. Americanization Committee. leaflets. 1918. 
 
 (G) Day-school ptipils. (a) IIow to enlist their interest: 
 (I) Americanization cluhs: (2) competition between 
 classes and schools: i-^) oflicial recognition of sncces.sfiil 
 work. 
 
 (7) Day-school teachers: (a) The kindergartner as a factor 
 in organization of classes for women. 
 
 Referenrr. 
 
 p-lrst steps ill .\mericaiiizati<>ii, pp. 15-29. 
 
 II. IIow to hold attendance. 
 
 (a) Speedy class organization. (See Part ■\.) 
 
 (ft) Sound teaching methods which assure knowledge of steady 
 
 progress for pupils. (See p. '^.) 
 (c) 8o<ialize<l school environment. (See p. '^.) 
 (fl) Right adaptation of the program of school work t«): (1) 
 
 Interests and needs of pupils.
 
 THE COURSE IK DETAIL. 19 
 
 ITT. Organization of factory classes. 
 
 (a) Securiii«; tooperatioii of employers. 
 
 (Z/) »*^ecuiing (.oopemtiini of fort'iiii'ii. 
 
 {(•) l\eco»;nition l»y oniployiT of school ;ittt'ii<l:mce. 
 
 (d) The several stheiiu'.s for io(jpeiutit>ii iKtweiii s<'hooL3 an«l 
 factories. 
 
 Hi / ( II III I ». 
 
 See Chapter III. 
 
 See jmrt .% of this course. 
 
 .\iiieriaini7.atiou (\infereiui'. WaKhliiert<»n, D. C, proceedlngB. 
 
 N»'\v Iluinp.shiro Siati- Hoiird <»f I'Mixatinii, n-pori on Imlusirial Auiiii- 
 
 oiiiix-alioii, ISMS. 
 N'fW York State IX'iHirtiiM'iit of }->luc-utiuii, iv|M>rt8 of Division of liuiai- 
 
 prant 1-Mucutioii, I9I8. 
 Tlu' o|M'ratioii oT liiciory chis.vies in Akii>n, (iJiin. Aimin uni/.iiimn roni- 
 
 iiiilitv. lUilh-Un. 
 The oiKTutlon of factory chis.s«'s at the AnnTican Iluhher Co., Cainbrl«lt;e, 
 
 Mass. (Write for inforiiuition.) 
 The ojn'raiion nf factory clashes at the Ford Motor Co. (Write fttr 
 
 iiiforniatiou. ) 
 See also " Iialustrial Ainericauizatlon " in inoutlily bulletin, "Auiericani- 
 
 zatiun " Lssued by U. S. Bureau of I-^ucatioii, 
 Tlie Solvay pmct-ss. C. H. Taull. 
 
 IV. The organization of si>eoial classes for women. 
 {<i) School classes. 
 (6) Home and neigh borliootl classes. 
 
 N(tTK. — The home en\ iroiiment of tlie.se agencies is especially 
 conducive to successful work. The teaching, whenever possible, 
 should be done by a trained teacher under supervision of the 
 public school authorities. 
 
 (e) Factory classes for women. 
 
 RefereHces. 
 
 See special ctiapter in this cuur.se. 
 
 Aniericanizint; our new women citizens. In Life and Labor, May, IftlS. 
 
 .\nieri«anizatinii of alien women. In Humanitarian, Au^rust. liUS. 
 
 .\m«*ricanization aims of Council of Jewish Women, New Vorli City. Bul- 
 letin, May, IIMS. 
 
 California Stalt' Couuubisiuu of luuuiicration and liouisiug. Reiwrts. 
 1918, VJVJ. 
 
 What wonu-n's clubs can do. Feileratltm of Women's Clubs, .March, lidii. 
 Hnlleiin. 
 
 TeMchlnj: Kn>;li8b to adult women. Jn Survey, March 15, V.iVJ. 
 
 The Am<'rJ<-Mnization of women. Franc»*M Kellor. L'uited Stiites Chamber 
 of C«ujiiier<e, New Yorit City. Jlullciin. 
 
 Women's .Municipal League of Hoslon. HulleUu for IDlfl. 
 
 See references to this topic in part 5.
 
 20 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 AMERICANIZATION THROl(;H tOMMlNlTY AGENCIES. 
 
 I. Activities of iinmijrrant jrroups. 
 
 (a) Self-organized racial «rn)ii|)s in tlicir duhs, fraternal so- 
 cieties, etc. 
 
 (6) School authorities to j)ro\ ide teachers ami teaching ma- 
 terial. 
 
 References. 
 
 Opeek-.Vinerlcan Review, April. 191 S. 
 .\uiorl«'!iiii74itlon Conferem-e rrcK-e^Hllnps, pnfrea 285-293. 
 
 II. C^)^umInity centers. 
 
 (o) Americanization committees to arran«re for — 
 
 (1) Puhlic ineetinirs at which ohl ami new .Vmericans may 
 commin<;:le. 
 
 (2) IjiM'tures on Americanism and its interpretations for 
 the immigri'sint. 
 
 (3) Special nationality programs for demonstrations of 
 racial customs in song and dance as conducted in the 
 home land. 
 
 (4) Special nationality clubs as supplementary adjuncts to 
 the school work. 
 
 (5) Cosmopolitan councils in which representatives of dif- 
 ferent nationalities have an opportunity for working 
 together along such lines as "civic betterment," etc. 
 
 References. 
 
 A ooniniunlty center. Jackson. United States Bureau of Education. Bul- 
 letin. 191S. No. n. 
 
 The Americanization of Hungarians. Jn Americanization Bulletin, Octo- 
 t)er 5, 1918. 
 
 Americanization C!onference. Washington, D. C, Proceedings. Pages 
 77-,S0. 
 
 A tentative program for community centers. Chicago Board of Education, 
 Januarj-, 1919. 
 
 III. Community singing — pageantry — public celebrations. 
 
 (a) Public meetings for "new citizens/' Annual public recep- 
 tion and welcome to citizens newly naturalized. 
 
 (b) Special holiday programs. Patriotic holiday celebrations 
 with references to the part which has been played by the 
 immigrant in the development of our national life. 
 
 (r) Xeighliorhood meetings, motion-picture entertainments, pa- 
 triotic addresses, etc., as part of a civic program to arouse 
 the interests of the foreign born in Americanization.
 
 THE COURSE IN DETAIL. 21 
 
 III. Connniinity singing — Pageantr}' — Public celebrations — Con. 
 
 Itcferences. 
 
 The connminity <lninia n-* nii .\iii*'rleanizlii;; force. MacKay. In .\nierlcan 
 
 City. S«'pt»-iulMr, 1918. 
 AiiKTiraiilziiiiitii roiifi'rtMKv, Washlngtou. I). C. Proceed ings, pp. 3U9-318. 
 
 IW Right hou.sing conditions for immigrant settlements. 
 (</) The critical importance of gooil housing. 
 (b) Campaign to interest the pul)lic in the unsatisfactory hous- 
 ing conditions of the immigrant. 
 
 Itcfcrincc«. 
 
 C'ominissltiii of liiuni^nilioti nixl UmisiiiK, ('aliforiiia. Publications. 
 .Viiierirani/.aiioii Conference, Washington, I>. t". Proceedings, pp. ;^2*>-3,15. 
 
 V. The public library. 
 
 ((/) A(l\erti.siiig the binary througii foreign-language leaflets. 
 
 (b) Organizing lii)rary visits. 
 
 (c) The value of simple reading material in the vernacular. 
 
 i?c/cretice«. 
 
 Anierieanizatlon, Boston Public Library. Bulletin. 
 ,\niericanization of foreifniers. Maine Public Library. Bulletin. 
 The Library .lournal, (Ktobrr. lUlS, and .\pril. 1919. 
 !kltt.*v««ichuseit.s Frt-e Public Library ('onunis.sion. Heixjrts, 1918-1919. 
 .\nierican Library Association. Keport.s, 1918-1919. 
 
 VI. Public health nurse. 
 
 (d) Opportunities for training the immigrant to an apprecia- 
 tion of gootl health standards. 
 
 (b) The nui^se's strategic i)osition in Americanization work. 
 
 Reference. 
 Americanization Conference, Washington, D. C. Proceedings, pp. 381-384. 
 
 All. Prevention of exploitation. 
 
 (a) Exploitation the cause of most serious misunderstandings 
 of America. 
 
 (b) Provision for legal protection and advice by State and local 
 agencies. 
 
 (c) Opportunities in school classes with advanced pupils to pre- 
 sent the fundamental rights of a citizen in a democracy. 
 
 References. 
 
 Massat<hus«^tts Coiniiiission on Innni;rrali<>M. Report, 1914. 
 Massachusetts Bureau of luiinl^ration. Report, 1918. 
 .\ni«'ricaiuzutlon C<»nference, Washington, D. C. Procet»<llngs. pp. 200-277. 
 Immigration and labor supply. Leschovler. In Atlantic Monthly. April, 1919.
 
 22 TRAINING TKACHERS FOR AMKRICANIZATION. 
 
 \'III. Coonlinatinjj the work of pnl>lic ami private* aurncies. 
 
 References. 
 
 Th»* F>«lPral-StMt»» progniin. Ma-s. Sinii' Rmtril <if Kilii<!iiii>ii I»(|Miit- 
 
 UM'iit of I'nlveralty Kxtt>nsi4Hi. 
 Se«» als<» '■ Flftt'ou rolnt« " In thU <-<>urs«'. 
 
 X(YrF.. — The subject matter suppesteti in this section is very 
 adeqiiatoly covered in the volume just issued l)y the I'nited States 
 liureau of Education, entitled "('cimnuinity An>ericani/.ati<»n,*' 
 by I'. C\ Hutler, Kedeial Director of Ainerii ani/ation. This 
 pami)hlet is reiummended as a basic text for part li. 
 
 TART ;{. INTRODUCTION. 
 
 Tart ''\ is intended specilically for the ehissrooni teacher. Tlie idea 
 is to set beft)re her the aims, content. uietho<ls, and devices in the 
 teaching of immi<rrants. Obviously no attempt to do this can be 
 really worth while unless the lectures or conferences suppestetl by the 
 material that follows be accompanied by observation work, or 
 practice teachinp, or both. It is recommen(l«'d that wherever po.ssible 
 the teacher-training course include provision for these activities. 
 The lectures and conferences may then l)e based largely on data 
 •rathered from actual classroom situations. 
 
 Observation shouM always be purposeful. "With the idea of 
 making it so, the following points are presented. Students who visit 
 for observation should be asked to reix)rt Avhat they see and hear, 
 using some such outline as the following: 
 
 I. Attitude of class: 
 
 (</) Are the students busy or only attentive? 
 (/>) Is the spirit of the class alert and interested in learning? 
 (c) Do the students evidence a feeling of pleasant satisfaction? 
 {(i) Is there a friendly feeling of cooi>erative elfort l»etween 
 
 teacher and students? 
 (' ) Is there an atmosphere of equality and neighl>orliness? 
 
 II. C'lassr(K»m e<jnipment: 
 
 ((/) Is the furniture comfortable? 
 
 (6) Are the lighting, heating, and ventilation conditions satis- 
 factory ? 
 
 (c) Is the blackboard space adequate? 
 
 (d) Are the pictures, signs, bulletin l)oards, etc., interesting and 
 inspiring? 
 
 (e) Are the textbooks adapted to the needs and abilities of the 
 students?
 
 THE COURSE IN DETAIL. 23 
 
 111. Conversation work: 
 
 (a) Which f<jnns of the direct method are used? 
 
 (b) Is the choice of lesson material of interest to the students? 
 
 (c) Does the teacher succeed in <rcttinjr the students to talk^ 
 
 (d) How much attention is paid to correct Enj^lish pronuncia- 
 tion^ 
 
 {e) Docs the theme development procccil naturally? 
 
 (/) How many nt'W words arc hcin^ tau<;ht i 
 
 {(/) Is the drill work sullicient and interesting? 
 1\'. Jveadin^': 
 
 (a) Is the text adapted to the ahilitics of the students? 
 
 {h) How nuich silenl reading is re<|uired^ 
 
 (r) Do the students read to the class { 
 
 (</) Does the teacher read to the students^ 
 
 {(•) Is the reading' period too Ioiil' or too short? 
 
 V. Writinjr. 
 
 (a) Does the leather teach penmanship as such? 
 
 (/>) Have the students ri^dit models for practice work? 
 (c) Is the period too long or too short? 
 
 VI. History, civics, arithmetic. 
 
 («) Is the lesson material selected with reference to the abilities 
 
 and needs of the class? 
 {b) Is a correlation maile between the lesson material and the 
 
 daily expciicnces and interests of the students^ 
 (r) Is the work in KuLdish neglected for these subjects? 
 {(i) Do the students (piestion about the dilliculties in the lesson? 
 
 (e) What references are made by the teacher to the immigrant's 
 backgrountl ? 
 
 THE TEACHING PROBLEM IX AMERICANIZATION. 
 
 I. Classification of students. 
 
 {a) Suggested division: (1) Beginners: (2) intermediates; (3) 
 advanced. 
 
 (b) Basis for this division in terms of ability to speak English, 
 to read English, and to write English. 
 
 (c) Other factors in classification: (1) The factor of race; (2) 
 the factor of sex: (3) the factor of literacy or illiteracy in 
 native language. 
 
 {d) Suggestions as to the application of the above to concrete 
 situations: (1) Cautions as to the limits of their application; 
 (2) the right attitude toward the immigrant's preferences 
 an<l prejudices. 
 
 (e) The necessity for flexibility in grading.
 
 24 TR.UXIXr. TEACHERS FOR AMERICANIZATION. 
 
 I. Classification of students — Continued. 
 
 Rrfrrmrm. 
 
 Hiuv ii> touch Kiitclislt to ftM-t'lKners. CithlluTpT. I'p. J."), lit*. 
 
 First .st«'|»« '" Aim'riciinFriitfon. )ra?inni>.v am! II»»rIlh.v. Chapter H. 
 
 >f;iss. Botirrl of KilncntJon. I>»*pnrtuiont of f'nlTprslty KxtPnjdon. Tcaoh- 
 
 t*r's liiiiiiU">«'t<. I'p' '. •"• 
 Tl>»' tcarliiug of Knplish to th*? ron?i{jii iM.ni. < ;..li!li»T_fr. 1 s I".iii»mii nf 
 
 Hilunition. IlulUHhi. li>lU, No. 80. 
 
 II. Aims (l)(';;iiin(M*'s (lassos) : 
 
 {n) To teach the students to talk, to read, and to write En«;lisii : 
 (1) Kelativi' importance of these thn>e phases of iikstrvution. 
 {h) More specilicall\ : 
 
 (1) To teach students how to talk in simple sentences about 
 their daily experiences. 
 
 (2) To teach students how to read and understand English 
 that is simple and practical in content. 
 
 (3) To teach students how to write the simplest facts of 
 identification ai>d [xMsonal history. 
 
 (4) 'JO make a l>e<rinnin<r in teachinj^ Americanism, 
 (c) Lesson material as related to the above aims: 
 
 (1) Does the content of the conversation lesson appeal to 
 the student's interests and provide him with si>ecific 
 help for his daily conversation? 
 
 (2) Does the lesson material in readin<^ and writin": satisfy 
 his immediate needs as an adult who learns Enjxlish for 
 practical i)urposes? 
 
 References. 
 
 How to tench EiiglLsh tu furei^piers. Goldl»eri;er, p. 17. 
 First steps in .Vniericatiization. Mahoney nn<l Ilorllhy, Chapters 2 ami '\. 
 A course of study and syllabus for teacliin)? English to non-En^ish-spenlc- 
 iuj; uilults. (k>ldl>er^er and Browiu 
 
 III. .Vims (intermediate class). 
 
 (a) To teach students liow to talk correctly about a wider raiijie 
 
 of subjects than those in the class for l)e<rinners. 
 (h) To teach them how to read simple En<j;lish on a variety of 
 
 subjects touching on everyday c.xjHTience.s. 
 (c) To teach them how to spell common words. 
 {d) To teach them liow to write a sim}>le letter, i^rsonal or bu-i- 
 
 ness. 
 (<•) To furnish an elementary knowleilj^e of .Vmerioin history 
 
 and citi/.en.shiii and the fuinlaiiiental standards of healthfnl 
 
 living in .\merican communities. 
 (/) To inculcate Americanism, in terms of attituiles, habits, and 
 
 abiding convictions. (Seep. 1.)
 
 THE COURSE IN DETAIL. 25 
 
 ITT. Aims (internuMliate tla.s.s) — Continued. 
 
 RefcrcnccK. 
 
 First »ieiJB In Amerirnnlzalion. M«lio«ey aud Herilliy. rha|i«ers 3 and 4. 
 Course of Ktudy ami t^^llabus. t!oldbt'r;a.*r awl I?ro\vii. jt|>. :M, Xi, 3r>. 
 
 IV. Aims (atlvuiictMl class). 
 
 {(t) To eni'ourap' sttulents to five expres-^inn of ujtiiiioii on sub- 
 jects of vital interest. 
 
 (h) To eliminate as far as possible common jrranimatical errors 
 from the students* speech and writing': (1 ) Tlie necessity for 
 moderation here. 
 
 (r) To eliminate as far as possible forei^Mi idioms ami foici^rn 
 accent: (1) T\w necessity lor moderation licie. 
 
 (<h To emphasize what is "jood in our newspapers. ma^Mzines. 
 and literature: to form the library habit. 
 
 (e) To prepare a jjood foundation for naturalization throujrh 
 the study of American history, civics, and problems of our 
 national life. 
 
 (/) To inculcate a pride in America, and the desire and the pur- 
 pose to be a good American. (See pt. 1.) 
 
 Hefei-ettce». 
 
 A ccmrse «if stud.v and syllabus. Coldherper nnd Brown, pp. 39, 48. 
 .\iiierlfaiiizati«»n Conference, WasliinKton, D. C. Froceedln;;s. p. 27. 
 -V sujTL'Hsied i»ri>eraiu for Anierlcaniziitiou. (Jential Fed«'ratl«iii of 
 \V..nu-ii's Club.s. Bulk'tiu, I'JIS. 
 
 V. The pro|>er atmosphere in the Americanization school. 
 
 {(i) The importance of a cheerful environment, especially in 
 
 evening: school classes: (1) Suitable furniture, adecpiate 
 
 light in or. etc. 
 (h) The necessity of casting aside traditional day-.school iileas 
 
 as to organization: (1) Clubs instead of ilas.ses, etc. 
 (r) The principle <»f ifint', and its many applications to work 
 
 with adult immigrants. 
 (d) The teacher's attitude toward a gronp of adult immigrants. 
 
 Refercucen. 
 
 Aineri< aiiuuititui ("liufeivnc*', WashiutJton, D. C l*r«M-»*eUin;;s. i»|i. T7-'>4. 
 
 Kirst 8tei>s In Anicrlcunizatittn. i>i». :{7-44. 
 
 Tin- teacliin;; «>f Kii;:lisli in (lie fnn'i^'ii burn. Cluiptcr I. 
 
 VT. Metho<1 (Ijeginnei-s' clas.ses). 
 
 (a) The child's problems in learning the native langiiagc: 
 (1) Wealth of concepts: (•>) lack of language .symbols for 
 e.xpression of c<)ncei)ts. 
 2584°— 20 J
 
 26 TRAIXIXG TEACHERS FOR AMKRICAXIZATION. 
 
 y\. Mi'IIumN ( l)eg:innei*s' classes) — Continued, 
 
 (/>) The adult's problems in learning; a new lan^ua«re: (1) 
 ^^'ealth of concepts: (*J) wealth of lanj^uajre syinl><)ls in 
 iiatixe tongue: {'.\) neeil for learniii"; new lan^'ua«re syinlK)ls. 
 
 (c) The iiulirect method: (1) Thinkin«j inv()l\c> expre.s.sion in 
 
 natixe ton'jue — tran>lation a necessiirv step: (-) inhibition 
 
 of frtH' expression in new lan«rua«re caused by roundalM)Ut 
 
 pHH-cdure; (:i) laborious study of vocabiihiiy and ^rranmiai- 
 
 . involved. 
 
 (</) The direct method: (1) Assures trainin<; in the habit of 
 associatinjjf new lanjrua«re symbols directly wiili objects, 
 acts, experiences, iiml icU-as, 
 
 h'rii I inciS. 
 
 TIh' iirt "f tenchliiK and studying; lan;;nn):es. JJonln. (Basic n'ference 
 
 l><M>k. ) 
 Tlic It'arliiii? of En;rlish to tlio forrlini l>orn. (loIdln'ru'tT. < lijipItT II. 
 
 .KIso supph'Hieiit. 
 -XnuTinuiIzatloii Conference. Washlnpton. I>. ('. rriKv«'«linKs, pp. 31-41. 
 
 (< ) Phases of the direct method: 
 
 (1) \'isual or objective: (a) New associations ma<le by use 
 of objects: (h) value in teachin*; names of objects and 
 their modified. 
 (•J) Dramatic: 
 
 {n) New associations made l)v actin;; out verbs and 
 
 ex|)ressions of movement. 
 {h) \'alue in teachiu"; verl)S. participial nouns, and 
 expression of movement. 
 
 (3) Vernacular: 
 
 (ff) Device for expeditinfi exjdanations of diflicult 
 words, phrases, and idioms. 
 
 (h) A'alue of teacher's knowled<re of the most common 
 idiomatic expressions in the vernacular <tf the 
 pupils. 
 
 (c) Serious disadvantajre in too frequent use of ver- 
 nacular. 
 
 (4) Lai)oratorv: 
 
 (a) Broadeninjr scope of objective material by takinji 
 a class on an excursion to places of civic and his- 
 toric interest outside the classroom. 
 
 {b) Stren«rthenin«j bund of understanding; In'twi^en 
 teacher and pupil under conditi()ns which are dif- 
 ferent from classroom work. 
 (."») T'tilization of above phases in teachiu"- liy direct 
 
 method.
 
 THE CXJTRSE IX DETAIL. 27 
 
 VI. Mrtluxis (beginners' classes) — Continued. 
 
 Rifcrcncts. 
 
 Hou to teurli I'^irUkIi to forrtjOMTs*. p^. r»-lL 
 
 hirst st»-i>s ill AiiHTi<aiil/.ailoii. pp. !»! 111. 
 
 A course of .study ami .s.vllalius. pp. li-lU. 
 
 Tlio leac-liInK of KuKll.sh to thr forvljru born. Chapter 2. 
 
 (G) I)iivct metljod as exemplitietl in the **tl»enje": 
 
 (a) **A jjunerul act detineil l»y a scricb of particular 
 acts." 
 
 (b) Nature anil development of ii tiieme: 
 
 ( 1 ) TJjeme subject. 
 
 (2) A series of sentences in whidi the Mihjctl is 
 iiesrril»e<< and dcveloj>e(i around a *" unit 
 thoiijrht."' 
 
 (3) Tiie \crli in each sentence tiie pi\<)tal part of 
 the theme development. 
 
 (4) Oral development in which tiie ptipil sees, 
 heai's, under.stands. speaks, acts, reads. 
 
 (5) Written development through readinjr. copy- 
 ing, dictation. 
 
 References. 
 
 Teaching aud stud,vLn^ UD^uuges. Gouin. Parts 1 and 2. 
 Teacher's handlxtok. Aluss. Dept. of I'tiiversity Extension, pp. G, 7. 8, 9. 
 Ttip it-nchinp of Riiclish to the fordpn horn. (Joldbertier. Chapter 2. 
 Knpiish less4Hii5 in iiaper making. I'muU. As-^wiated IiKiustru's of Massa- 
 
 chusett.s. 
 Ku^Ufii for ofHniut: Americans. hU>se M. f>'Toolt-. Aiuericaii Hul»her Co., 
 
 Cambridge, Maaa. 
 
 VII. The use of reading texts (beginners' classes). 
 
 (a) Correlation of the subject matter of reading lesson with con- 
 versation lesson. 
 
 (6) Limitation of use of textbooks in early stages. 
 
 (r) Problems in reading for adult immigrant; (1) To learn the 
 thought: (if) to exj>ress the thougiit. 
 
 ((f) Helps from teacher in ascertaining the thought : (1) Mean- 
 ing of words in text developed in conversation lesson; ('J) 
 questions and discns.sions. 
 
 (e) Helps in oral reading. 
 
 Rrference^. 
 
 Tlie teachint: of English t<> thi* furei;ni horn. (Johlherfier. Chapter 2. 
 
 First steps in Anierifiiniration. pp. 112-120. 
 
 Mas«. Iltrnrd of FkliKiitkui. IK-pt. of I'niverslty Extension. Teaclier's 
 handh<M)k. 
 
 U»-l«'nn<«-s ill • 'llu,* hoxiie teacher." Commission of Inuni;;ration ami 
 Ilousiui,', Culiforuia.
 
 28 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 \"1I. Tlu' !»>><.' of roadin*^ texts (Wg^innoTs' classes) — Continued. 
 
 (/) Phonics: (1) ^'aluc in conversation and readinjr; ('J) Dan- 
 *rvr of overemphasis on plionics; {■\) Selections basetl on 
 utility: (4) Drill limited to words within the students' com- 
 prehension. 
 
 Refcrctircn. 
 
 First steps In .ViiuTlonnlzntlon. pp. 119-122. 
 
 How to t«Mu-!i Kimllsli t'> forolfniprs. pp. 14-17. 
 
 Mass. iK'pi. of I'niviTsiiy Kxtt'usloii. pp. 10-24. Teacher's hniullxwk. 
 
 (ff) An examination of readinp: texts: 
 (1) Standards in texts: 
 
 (n) Content adapted to the abilities, interests, and prac- 
 
 ti<al needs of the adult immigrant. 
 (b) Provision for suOicient review assignments, 
 (r) Text carefully «rraded in dilliculty. 
 (d) T^ar«re type. 
 
 (<) Fre(|uent. tellintr photographic illustrations. 
 XoTK. — Examine several of best-known texts on basis of the fore- 
 
 poinjx <"riteria. 
 
 References. 
 .\ itiUise of study and syllabus, p. 49. 
 First steps in Aiucricanization, p. 138. 
 
 \'III. Writin<r (befiinners" classes). 
 
 {a) First work in writinj:^: (1) Address, and facts of 
 j)ersonal identification; (2) copyino; and tracinjx of 
 teacher's model; (.'5) special study of ditlicult let- 
 ters for individual pui)ils. 
 (6) Dictation: (1) Sentences selected from theme; (2) 
 importance of correlation; (3) value of board work 
 by pupils. 
 
 i2f^rrr«ce«. 
 Fe«i«'ral Board for Vocational Education, Washington, D. C. English 1— 
 
 Hullotin. 
 How to teach Enclish to foreigners, pp. 20-21. 
 First steps in Americanization, pp. 126-13*i 
 
 TX. Important teachin<:j principles applied (be<j:inners' classes). 
 (a) Interest: 
 
 (1) As affected by proper selection of material. 
 
 (2) As affected by teacher's preparation: 
 
 (a) Kijrht choice of conversation lesson. 
 
 (/>) Choice of objective material. 
 
 (c) List of new words. 
 
 (fi) List of phonic sounds. 
 
 (e) Theme. 
 
 (/) Dictation sentences. 
 
 (ff) Choice of readinjr lesson.
 
 THL LULKbt IX DETAIL. -9 
 
 IX. Impoitunt teuchinjj i)iiiRiple> api)lic(.l. etc. — Continued. 
 
 (6) Apperc-eptioii. The teacliin'r appeal tliittu«j:h tlie 
 utilization of what the inimi^rrant knows and loves, 
 (c) Class activity : 
 
 (1 ) lni|H)rtaiiee of voluntary, active attention in 
 the learnin<r process. 
 ('J) Disadvantajjfes of lesson.- in which the teacher does Itio 
 
 much taiivinjr and explaining:. 
 (.'M Helps from concert work in a hejrinners' elas.s. 
 {(i) Ilahit fonnation: 
 
 (1) Importance of re\ iew and tlrill. 
 
 (2) He.st means of developing! ri;.dit habits: 
 (</) Provide strong! motive ami initiative. 
 
 (h) Make certain that the pupils understand just what 
 
 is to he learned. 
 (c) Make drill work interestin«r hy spontaneity and 
 
 variety of i)resentation. 
 
 Re fc relief. 
 First stops ill AinoiicMiiizatioii, iii>. 4G-68. 
 
 X. Illustrative lesson units for hejiinners. 
 
 (a) Sujrjiested division of time per session. 
 (h) I.resson units in detail. 
 
 Ifcfficnce. 
 Tlie teacliiug of Engli.sb t<> tlic foreijrn Imhh. Goldlierger. Ciiapter 3. 
 
 XI. Le.sson subjects (Intermediate class). 
 
 (a) Conversation: 
 
 (1) Scope of subjects broadened to include topics of civic 
 and community interests. 
 
 (2) Need of continuous practice in talkinji. 
 (6) Phonics: 
 
 (1) Choice of ]i)honics based on special needs of the particu- 
 lar nationalities in the class. 
 
 (c) Readin<r: 
 
 ( 1 ) Textbooks with wid*' \ aiiety of readinjr subjects, but not 
 too difficult in sentences, structure, and vocabulary. 
 
 (2) Newspaper i-eadinj?. 
 
 (;i) Silent reading: as a test for power of understandin«r. 
 
 (d) AVritin^: 
 
 (1) Some time to i»e devoted to training in improving the 
 pennnmship of the pupils.
 
 30 TRAIN IXG TEACHERS FOR AMERICANIZATION. 
 
 XI. Lesson subjects (iiitermetliute class) — Coiitinuetl. 
 (</) Writing — C'oiitinuetl, 
 
 (2) More attention ilevoteil to correct spelling than in the 
 (lass for lH'«;inners. 
 
 (3) Simple s<H-ial and l)usiness letters. 
 
 (4) Dictation selecteil from the conversation ami reading 
 lej^;ons. 
 
 (e) lli.^loiy of the United State<: 
 
 (1) Seleition of a minimum of facts descrihinji the im- 
 portant eras in our history. 
 
 (2) Value of freijuent reference to the imjiortance of the 
 part which has l>een playetl hy the immi«;rant in our 
 history. 
 
 (3) Im|K)rtance of illustratetl lectures. 
 
 (4) lu'coirnition of llie achievements of the " foreifrner" in 
 the ranks of the United States Army and Navy in the 
 recent A\'orld War. 
 
 (/) Uivics: 
 
 (1) Discussions in civics limited to the functions of those 
 governmental agencies with which the student is fa- 
 miliar, e. ^'., i)ostman, policeman, fireman, health de- 
 partment inspector, etc. 
 
 (2) Training in civics to teach the immigrant that he has 
 responsil)i]ities as a resident and a citizen in his own 
 conununity. (See under the Socialized School.) 
 
 ('^) Ilcahh standards in home, factory, and in public jilaces. 
 (4) Awakening of a desire for citizenship tiirough the 
 
 knowledge of our American ideals in social, political, 
 
 and industrial life. 
 
 References. 
 
 A course of study and syllabus. Goldherper ntid Brown, pp. .W-39. 
 The Hofhestrr pljin of Inimlpmnt fnlucifion. Finch. 
 Aiii»'ri< aiiizatidii and citizi-ushlp. Webster. 
 Knfrlish for forelKoers. Book 11. O'Brieu. 
 Plain facts for futun- citizens. Sharpe. 
 Clvlfs for new Americans. Hill auti Davis. 
 
 The fnndam»«ntals of citizenship. National Catholic War ('oun<ll, Wash- 
 in^'ton. I). C. 
 
 XI I. I><»sson subjects (advanced class). 
 (a) Oral language: 
 
 (1) Training in learning to speak English correctly: 
 Conversation on subjects of interest to the students. 
 
 (2) Study of functional English grammar as illustrating 
 the i)rin<-iples of corrc( t si)eech. 
 
 (3) A'alue of debates and cla.««s di.sctissions as mediums for 
 training in oral expression.
 
 THE COURSE IN DETAIL. 31 
 
 XII. Lesson subjects (julvaiieetl class) — Continued. 
 (h) Written lanfrua«re : 
 
 (1) Spelling' — tniinin«r in si)ellin«r and in tlie use of the dic- 
 tionary. Use of spellinj^ lists of the most common 
 words, e. p., Ayei*s S[)ellin^ Test. 
 (U) Social letters. Importance of utilizing: immifrnuit's 
 
 experienrcs and needs in this work. 
 (3) Business lettei*s: 
 
 (a) Ix'tters of application for positions. 
 
 (b) I^'tter to " mail order" houses. 
 
 (c) Ix'tters of intpiiry to public oflicials, 
 
 (c) Current events. (Connect with oral lan<ruage.) 
 
 (1 ) Iveadinj/ and di.scussions ba.sed on newspaper and nuiji;i 
 
 /iiie aititles of public interest, 
 (li) Debates on topics of current interest. Education in 
 AnuMi<anism. (See Part 1.) 
 ((/) History: 
 
 (1) Special study <»f the reasons why the United States 
 entere<l the World AVar. 
 
 (2) Illustrations in the history of the United States or other 
 issues in which our ideals of freedom and justice were 
 upheld. 
 
 (3) Summary of the imjxjrtant facts in each of the l>ijf eras 
 of our history. 
 
 (4) Study of the lives of our national heroes as examplars 
 of Americanism. 
 
 (c) Civics: 
 
 (1) The duties of a citizen in the local community. 
 
 (2) The orpmization of local gjovernment. 
 
 (3) The benefits derived from the State government. 
 
 (4) Organization of State government and the reasons for 
 State taxation. 
 
 (5) Benefits derived by the citizens from the National Gov- 
 ernment. 
 
 (G) The organization of our National Government in AVash- 
 
 ington. 
 (7) Intensive study of the requirements for naturalization. 
 
 References. 
 See Part 1. 
 
 Till* new Anierl<aii citizen. Mintz. 
 Civics f«ir AnK'ri<ans in tljc niakin;:. ria.ss. 
 My country. Tiirliin;rton. 
 You are the hoiie <tf the world. Ilajedoon. 
 
 Civic Ivlucatiiin Associiition, Huflfalo, N. Y. New citizens' liiindtuioii. 
 Tin* fundamental.s of citlzensbip. Nntioiuil Catliolic War Council, Wasli- 
 injjton, D. C.
 
 32 TRAINING TEACHETRS FOR AMERICANIZATION. 
 
 XIII. The soiialize<l school. 
 
 (a) The school as an Americanization center: 
 
 (1) Provision of op|>ort unities for the jx'iforinance of 
 Bocial activities. 
 
 (2) ()|)portiinities for frien<lly deimMTati*- cominiiijjlinjr of 
 the native and foriMfrn lK)rn. 
 
 {f}) T'tili/:iti<>M of the pfonunent srwial instincts of the iinriii- 
 
 <n'rtnt. 
 (c) \'!iiieties of activities possihle in school Imildinjrs. 
 (1) Classroom: 
 
 (a) Class an<l solo sinking of native and American 
 
 songs. 
 (/>) Ke<itations in the vernacular and in English. 
 
 (c) Chalk sketching on the hlacklv^)ards. 
 
 (d) Exhibits of drawing, painting, handicrafts, etc., 
 
 done out of school. 
 (*2) In the school hnll : 
 
 (a) Lectures in the vernacular and in English. 
 
 (Health, sanitation, work of various departments 
 
 of the Government, etc.) 
 (?)) Illustrated historical and geographical talks. 
 
 (c) Motion pictures. 
 
 (d) Vocal and instrumental concerts. 
 
 (f) Social dancing (properly sui>ervised). 
 (/) Costume parties (exhibitions of the native dress cos- 
 tume) of tlie students. 
 
 References. 
 
 First stojis in .Xm^^riraniz.ition. t>i>. ."7-43. 
 
 .•\merl<'Hni7,atinn Conferenoe, Wnshinjrtnn, D. C. Proceedings, pp. 77-84. 
 Wide use of school bnildinp. Perry. 
 
 XIV. Who is the successful teacher of immigrants? 
 
 (u) Personality: (1) Courteous, alert, possessing a sense of 
 humor. 
 
 (b) Attitude: (1) Sympathetic, understanding, free from 
 conde.sceiisiou. 
 
 (c) Knowledge : 
 
 (1) A thcnough undeistanding of Americanism. 
 
 (2) A knowledge of immigrant backgroimds and char- 
 acteristics. 
 
 (d) Training: 
 
 (I) A grasp of the methodology necessary in the 
 early stages of immigraiit instruction.
 
 THE COURSE IN DETAIL. 33 
 
 XIV. Who is the siicce<isfiil teacher of iimni^rraiits? — Coiitiimecl. 
 (^/) Traininfr — Continui'd. 
 
 ()i) Skill in applyin*; «reiuMaI priiu'iples to concrete 
 
 situations. 
 {'■i) Initiative in orj^aiiizinj: tlu' materials of instruc- 
 tion. 
 NoTK. — The subject matter sujr^'cstcd in i)art 3 is very ade- 
 <Hiatcly c<)vcrc<l in Mr. (i(»Klbcr«rtM's bulletin eutitletl " 'I lie 
 Tcachin*; of Kuf^lish to the Forci<_'n liorn," recently issued 
 by the I'nited States Bureau of Kducation. This bulletin 
 is recommended as a basic text for part 3. A bulletin very 
 receutly issued by the "Service Citizens" of Delaware, 
 un<ler the title of "Six Months of Americanization in Dela- 
 ware," is also very helpful. This latter bulletin u»ay l>e 
 secured by applyinjr to the executive secretary of the " Serv- 
 ice Citizens" of Delaware, at AVilmin<rton. 
 
 PART 4. IM.MIGRANT BACKGROUNDS AND RACIAL 
 CHARACTERISTICS. 
 
 I. \ alue of a teacher's approach to the immigrant tlirou<rh her 
 
 lvnowled<re ()f the pixotal facts of his racial iidieritance in 
 history, ^'overmuent. relijxion, home life and occupations, politi- 
 cal aspirations, art, music, etc. 
 
 lieferences. 
 
 First steps in Americanization. Malioney uml Herlihy. Cliapter III, 
 Section 2. 
 
 Old lionies of new -Vniericans. Francis E. Clark. Introduction. 
 
 Our Italian fellow citizens. Francis E. Clark. Introduction. 
 
 The scli(M»l und the immigrant. H. A. Miller. (Cleveland Survey.) 
 Chapter IV. Introduction. 
 
 Leadership of the new .Vinerica. Archibald McClure. Introduction, 
 pp. 18-19. 
 
 The new inunlKnttion. IVter Rctberts. Chapter XXI, p. 308. 
 
 InnniKnint force.^. W. l*. Shriver. Chapter II, i)p. .31>-41. 
 
 On the trail of the ini mi arrant. E. A. Steiner, Chapter I. 
 
 The goal of .Xinericanization work. Albert E. Jenks. In Survey, Janu- 
 ary 11, lOlJi. 
 
 II. Americanization as aifected by i)resent political and economic 
 conditions in the home countries. 
 
 ReferetK'es. 
 
 Americanization conference, Washington, I>. «'. Proceedings. i'a|)er by 
 
 Herbert A. Miller. 
 Twenty years at Hull House. .Fane .Vddanis. Chapter XVII. Echoes of 
 
 the Russian revolution.
 
 34 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 111. Type study of tlie l)ack«_M-ouiul and racial characteristics of one 
 race. 
 
 The Ita/ianc: 
 
 (1) Pliysiral features of the country as influencing: its 
 civilization. 
 
 (2) Salient facts in its history, inchulinjr its «rreatness in 
 literature, art. music, etc. 
 
 (n) Kind of •r<>venin;ent and division int(» classes, li any, 
 with special reference to ^'roups from which our immi- 
 «r rants come. 
 
 (4) Kea.sons for emi«rration. 
 
 (5) Opportunities for education. 
 
 (6) Home life, reliirion. occupations, amusements, etc. 
 
 (7) Kacial characteristics. 
 
 (»p('n my heart and you will see 
 (;ravtHl insidr of it " Italy," 
 Such lovers old are I and she — 
 So It always wa-S >*<> ever shall be. 
 — On the title-page of "Italy To-day.'* by King and OKey. 
 
 References. 
 
 Italy today. Kinp nnd O'Key. (English authors.) 
 
 The Italians of to-diiy. Ulclianl Bauot. ( Kntrlish author. ) See especially 
 ('liai)ter II and the last chapter. 
 
 The Italian in America. Lord, Trenor, and Barrows. 
 
 Italian life in town and country. Ltngl Villari. 
 
 Oiir Italian fellow citizens. Francis E. Clark. 
 
 In their old homes and their new. 
 
 United Italy. F. M. Underwood. See especially Chapters I. VIII. XIII. 
 XIX. XV. 
 
 -\ history of Italian Uinty. (Volundnnus but excellent.) 
 
 Italy of the Italians. H»'len Zininiern. (.\ conip«'ndium for easy use.) 
 
 New lives for old. William Carleton. 
 
 The sch*>oImaster "if a fjreat city. .Vul'cIo Patrl. 
 
 The immitrranf ; a drama. Percy MaeKaye. 
 
 General works with eliapters or .se<'tions on Italy: (1) I^^adership of the 
 new America. Archibald McClur-. Tart II, Chapter XII. (2) On 
 the trail of the imini;:rant. Edward A. Steiner. Chapter XVII. (3) 
 Races and lmnd;:raiits in .\merica. .John H. Comnjons. Chapter IV, 
 pp. 70-79. (4) Ininii^rrant fones. Win. V. Shriver. Chapter II, pp. 
 39-41. (.')) The school and the Immierant. H. A. Miller. In Cleve- 
 land Survey, Chapter IV. (C>) The iniini^'ration proJ.N'in. .Tenks and 
 T4»uck. Chapter VI, pp. 83-90. (7 » The immigrant invasion. Warne. 
 Chapter III.
 
 THK CX)URSE IN DETAIL. 35 
 
 IV. Statistics or otlur inatt'iial sho\viu«r the a«la|)tal»ility <tf the ilif- 
 f«'iiiit races in tlie |)r(tci*>s of assimilation. 
 
 JicfcrciuTS^ 
 
 The iimul^'ratinii problom. Ji'iik.s «i»i</ I^iuck. rhai»ttM- IH, p. 'M; Chapter 
 
 XV, p. yi7. TahUw «iii pp. 41»'.>-ira 
 Iiuiiii>;ratloii. Falrrhlhi. pp. :«»7-4ir>. 
 
 KauvM aiul iiiinii;:ninl.s in Amt'rU-a. .1. U. C.'uiniitons. Tan 1\. 
 Tli«* tide «>f iinnii^ralitiii. Kniiik .1. Wariii'. Chapter XXIX. 
 Tht' lu-w iiniiilu'niUiiu. I'eUr 1U»Imti.>v Chapter V, 
 The Italian in Auu'iica. I.oitl. 'l"r«ii«>r, and lliirrnw ■^. CliMpltr XI. 
 Ainerleanl/-ation. W, TanM>t. pp. 89. 1(W, 14.\ ]."»(). IM. 
 
 \'. Ho(»ks or inuguzines dealing with racial backgrounds and charac- 
 teriytics. 
 
 Rt'ffrvHceay. 
 
 (1) (jKNEK.VL. 
 
 Leadership in tlie new .Vnu'rica. .MeClure. 
 
 Ua(v8 and Innni^nints in America. Cuinnious. 
 
 On the trail of the iniiniin'ant. Steiner. 
 
 Tiie iniujigraut tiilf. iSteiuer. 
 
 (>ld homes of new Americaus, Clark. 
 
 Americans in proces.s. Woods. 
 
 ( (ne wa.v out- W. Carlton. 
 
 Lives of undistinguislied Americans. Holt. 
 
 Scum o' tlie earth and other poems. Scliaurtler. 
 
 Twfiity years at Hull House. Addams. Chapter XI and throughout the 
 
 book. 
 The school and the immifiraut. Miller. Chapter I\'. 
 Inunigrant forces. Shriver. Chapter II. 
 .Miens or Americans. Grose. Chapters IV and V. 
 Tlie immi^rrant invasion. Warne. Chapter VII. 
 Tlie immigrant, an ass«'t and a liability. Haskln. Chapter VII. 
 The immigration problem. Jenks and Lauck. Chai»ters II and VI. 
 
 MAOAZIXES. 
 
 Literary Dige.st. October, 1918, tJirough June, 1019, articles on various 
 nationalities. 
 
 Xational (Jeographic Magazine, Deceml>er, 191S. A monogrnph on Euro- 
 pean nationalities. Various articles on races and nations. See their 
 liie. 
 
 The Outlook, .\ugust and September, 11)1.". A series of articles on '"My 
 immigrant neiglihors," by (lertrude liarnnm. 
 
 (2) Spkci.\t. N.\tion.\mtiks. 
 
 (a) Northern Kurope. 
 
 FIM-.VNl). 
 
 Finland and the Finns. Arthur Reode. 
 
 Tlie land of l.iHMt lakes. lOiiicst Vcnuig. 
 
 Finland to-day. (Jt-orge IliMiwIck. 
 
 Kah'vala (the Finnish e|>l<-). Traiishittsl liy Cr«\vf«iid or Klrby.
 
 36 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 V. Books or nia^azines lU'aHiijr with lacial hack^nouiuls. ftc. — 
 C\>ntimiecl. 
 
 LITHVANIA. 
 
 The history i>r tlit> Mtliiianlan niitiiMi aiul its pri'seut iiatiuuul aspirations. 
 Kuiii^'aK A. .Insaitis. 
 
 SCANDINAVIA. 
 
 The luakiiiK <>f an Ain«'ri«'a!i. .lafoh Hits. 
 
 O pionwrs. Wllla S. C'ntln'r. 
 
 Sauuliimvin of tlio Scandliinvians. Henr.v O. I/f«ch. 
 
 (/*) Mjil'llf and Soiitliern Europe. 
 
 THF. SLAVS. 
 
 IMir fi'llow Slavif i-ltlzons. K. I{ai<-li. 
 
 Old homes of new Americans. Francis K. Clark. 
 
 POLAND. 
 
 Sliort history of Poland. .Tnlia Orvis. 
 
 Poland. Mio kni;:ht anion;; nations. Van Norman. 
 
 Poland of to-day and yesterday. N. O. Winter. 
 
 Poland, a study <if the land, peoplo, and literature. George Brandos. 
 
 Ku.ssian realities and problems. Komau l>mo\vski. Chaptrr <in •• p.ilnnd, 
 
 old and new." 
 Novels by Sienklewlcs: (1) With fire and sword; (2) The deluge; Pan 
 
 Michael. 
 
 VKRAINIA. 
 
 rkraiiif's claims to freedom. Kuthenian National Union. 
 
 CZECHOSLOVAKIA. 
 
 The case for T'.oheiniaii IndopiMidenrc E. Renes. 
 Hohenua under Hapsltur;; inisrule. Thomas Capek, 
 The Slovaks of Hungary. Thomas Capek. 
 Bohemia's hoijes and aspirations. Pergles. (.\ pamphlet.) 
 
 JTJGO-SI-\VIA (INCLUDING THK SERBS, CROATIANS. 8IX)VENES. MONTENEGRINS). 
 
 National fteopraphlc Magazine, December, 1918. 
 
 Se«> b(»oks under " (Jeneral." 
 
 See books under " Slavs." 
 
 Montenegrins in history, politics, and war. .Mex. Devlne. 
 
 The Serbs: Guardians of the gate. T.affan. 
 
 Serbia in light and darkness. Father Vellmirovlc. 
 
 RUSSIA. 
 
 .\n Interpretation of the Russian people. T.es Wiener. 
 
 Russia, the cotjiitry of extremes. Mmc. W. JarintzofT. (Voluminous liut 
 
 pithy.) 
 Russia. Singleton, 
 potential Russia. Child. 
 
 The Russian Empire of to-day and yesterday. Winter. 
 Some Russian heroes. Sonia Howe. 
 The little grandmother of the Russian revolution. K. Hreshkovsky. Trans- 
 
 late<l bv A. S. niackwell.
 
 THE COURSE IN DETAIL. 37 
 
 V. Books or magaziiie-^ ileiiliii«r ^vith larial Imckgroimds, etc. — 
 Continued. 
 
 MAGYARS. 
 
 St*e biKkks uiuliT " (ii'iu-ral," uikKt IluiiKariaas. 
 
 Al'8THIAN8. 
 Karl Hittt'i-, a lil<if;rapli\ . F. S«lit'vill. 
 
 THK .IKWS. 
 
 TIh' .lows of Itussia ami !*«ilaii<l. FrhMllaialor. 
 
 Thi' iiiiiniKiHiil .It'W ill Aiiu-ricii. ImIimimmI .luiiics aiiil Dthcm. 
 
 The lit*. .Mary Aiitiii. ( Paini>lil»'t form puhlislH'd l»y Atlantic Monthly 
 
 Press.) 
 Bloprapliii's. Uussian I'olish : Tiio proniis<'<l land. Maiv .\iiiin. My 
 
 niotluM- and I. K. Sloni. Out of tiic shadow. U. Coiicn. (hi«' of tluMu. 
 
 K. lia.sjinovltz. Ilnii^raiian : I'roin ali»'n to citizen. 10. A. Steiner. 
 
 Uunianian : \i\ .\nieri(an in tli«> nniking. M. E. Ravage. 
 
 CJkakco- Latin. 
 
 ITALY. 
 
 See books under Topic 3. 
 
 PORTUGAL. 
 
 Portugal old and youn;:. \ historical study by Young. 
 
 Portugal of the Portuguese. Bell. 
 
 Portugal and its peoidc Koeliel. 
 
 The new map of Africa. II. .\. (;ibi)on. Chapter XIII. (Portuguese 
 
 Colonies. ) 
 National (JiHjgraphic Magazine, .luly, 1019. Article on tlie Azores. 
 
 ORKECE. 
 
 Grei'oe and the Creeks. Z. D. Ferriman. 
 Gre«*k life in t<»wn and country. W. Miller. 
 Greece in the nineteenth century. Lewis Sargeant. 
 Gree<-e »)f the twentieth century. Martin. 
 Greece of the Hellenes. Lucy M. Garnett. 
 Greeks in America. Tliomas liurge.ss. 
 Michael Anagnos. Frank Sanborn. 
 
 AIJJANIA. 
 
 Alliania past and lueseni. CoiistaMline A. riietrlzc. 
 Alliaiila. the foiiriilllng state of 10uroi»e. W. Peacock. 
 
 UOl'MANIA. 
 
 Greater Uoumaida. I». Mitrany. 
 
 (r) In Turkey or outside of Europe.
 
 38 TKAlXlNii TEACHERS FOR AMERICANIZATION. 
 
 V. Books or ina<raziue.s tU'iiliii*: ^iih racial back«:iouiids, etc. — 
 CoiitiniUHl. 
 
 TniKe<ly <»f Armenin. H. I'apaziai\. 
 
 AniH'tiitt, II iiinityr iialioii. .M. C. (Jalnirllan. 
 
 Snii^s of .VniH'iiia. KillttMj l>y .1. S. Blackwoll. 
 
 Help till' lu'ur t-ast, Ullilmny. ("liaptiT on - Hiiinaii assets." 
 
 SVUIA. 
 
 A far Journey. A. Ullihnny. 
 
 Tlie Syrian Christ. A. RililtHny. 
 
 11. Ip tin- near rasL A. Uilibaiiy. Chapter ou " liuiuan atjseu." 
 
 TVBKEY. 
 
 Turkey and the Turks. W. S. Mnnroo. 
 Turkish life In town and country. 1.. Gamett. 
 Turkey of the (ittornnns. 1.. (^.arnett. 
 
 PART 5. AN OUTLINE OF THE AMERICANIZATION MOVEMENT. 
 
 (A) .THE IMMIGRANT TIOE. 
 
 1. Cau.sos of oini^M-atioii : {(i) Kconomic (h) (lesire for social im- 
 provement, (r) political, (rf) reli<_Mous. 
 
 Jieferenrca. 
 
 The lmnii;:rant prohleni. .lenks and Ljiuck. 
 
 The Immigrant tide. Steiner. 
 
 The lininicrant in>-a8i(>ti. Wame. 
 
 Ab.siract.^ of rei)urls of I'lderal Iniiiilixration Commission, ToiOMe 1. 
 
 IT. Sources of immigration: (o) ForJi/r period. — United Kin^'<lom, 
 ScaiHlinavia. Netherlan.ls, IVl<rium, France, Switzerland, 
 Atistria-iliinpirv. Russia. Italy. (b) Later peiiod. — (ireece, 
 Balkan States, l\)rtugal, Poland, Kouuiaiiia. 
 
 References. 
 
 The new imniipratlon. Roberts. 
 
 Tide of immigration. Warne. 
 
 .Vhsf rafts of rejiorts of Commission on Tnimljrration, volnme 1. 
 
 III. Survey of stati.stics of immi<rrati<m with reference to distribu- 
 tion of immi'.'Tflnts tliron<rh«»Mt the I'nited States, their partici- 
 pation in (.iir industrial life, and their adaptability to assimi- 
 lation. 
 
 Ref< re%ce. 
 
 Abstracts of Report of Immigration Coninils.slon, volume 1. 
 
 lmiiii;:rafion. Hall. 
 
 Innuigration and labor. Commons.
 
 THE COURSE IX DETAIL. 39 
 
 IV. legislation prior to 1915. 
 
 References. 
 
 AliHtructM tit Uf|Hirt of Iiiiiiii^'nitiiiii ('(iiiiiuisKion, volume 1. 
 
 \ . Karly attempts to t'diuati.' tlu> iiiiniijrraiil. 
 ('/) The evening' .school : 
 
 (1) The oj)ei:ition ol ihi* eompulsorv-attcndaiice law for 
 illiterate minors. (Massachusetts.) 
 
 (2) The lu'jxiiinin^rs of the attempt to professionalize teach- 
 in«x in evenin<r schools. 
 
 lief en net m. 
 
 Seh»M»l iv|>«irts prior to 101.1 of sucli cities iis the follnwiii;: : Hoston. Cuin- 
 l)rl(lw, LawrciKt>, Worcester, Ourdiier (Mass.); .New Vi»rk rii\. 
 Syniciise, Koclieslcr, etc. 
 
 New York Smic ( 'niiuiiissidii of Iiiiiiiijiratioii. Kcpdit. liMH». 
 
 (3) Inadequacy of early attempts in evenin«r schools: 
 
 (a) Financial support pitifully small. 
 
 (b) Lack of interest on part of j)ul)lic. 
 
 (c) T^ntrained teachers, unsuitahle texts, pooi- tenchinj; 
 methods, poor housinir facilities. 
 
 (fl) Little positive attempt to secure or follow u|) 
 attendanee. 
 
 Rtfrrrnces. 
 
 Massadmsetts Coiiuuis.sion on Iiiniiiirration. Report, 1914. 
 The Relj«»<il ami tlie iininigrant. IT. A. Miller. Cleveland. 
 
 (b) Other a<rencies: 
 
 (1) I'^arly attempts in settlement houses. 
 
 (2) ^^'<lrk of industrial committees of Younif Men's Chris- 
 tian Association. 
 
 (3) Work of Council of Jewish Women, North American 
 Civic Leajrue for Immifrrants, the Immi<rrant Aid So- 
 ciety, the Xational Slovak Society (Pittsburgh), and 
 others. 
 
 (4) Educational activities usually hampered by lack of 
 trained teachers. 
 
 (5) Early attem|)ts at organization of lesson material in 
 Dr. Peter Roberts's '* Lessons in English for Coming 
 Citizens."
 
 40 TRAINING TEIACHERS FOR AMKRICAXIZATION. 
 
 (B) BEGINNINGS AND DEVELOPMENT OK THE AMEKiCANlZATlON MOVEMENT. 
 
 I. "Aiiu'rira First'' rampnijrns. 
 
 Ittfcrrncc*. 
 
 Ki'|M>rts of the "Amorlcn First " niiiipaitnis n»inluct«Ml In r>etroit, H«»fh»'sti'r, 
 
 Hiisti'M. iiiiil ('lt'v«'luml. 
 rnltrd Slnt«'s Hiiri-aiu of K«liiriitloii. I'.arly |-.i...it- ..ti AmiMlrnnizaiion 
 
 niinpitl^ns. II. II. Wh«*titoii. 
 rnltoil StHt»*s rhniiilirr of Coinmerrt', .Now York rity. l'ami»lilots on 
 
 AnH>rlciinl7.atlon. 
 
 II. .Viiu'ricaiu/ation ns affecttMl hy tlu' war. 
 
 {(i) Aftivities of State councils of defense. 
 
 Ifcfrrcuccs. 
 
 l'\\h\U'',\\ii>w< of tlio Aniorionnirntlon connnitlt'os of tin* oonnoils of \<\v 
 Hiinipsliin'. ronnoctlnit. (Uiio. IVnnsylvanln, lH»la\van*. 
 
 National f«>nft'rence, Washington, D. ('.. 1018. RejMjrt on ••AHierlfaniza- 
 tlon as a war inoasurp." 
 
 (h) Disclosures of immi<rrant illiteracy in the American Army. 
 
 Reference. 
 I'ncle Sam's adoptwl neph««ws. Kimlpo. /n Han»*''"s. .Inly. I'.Ms. 
 
 (r) Awakening; of public interest in the need of an extensive 
 national policy for education of the adult iminiirrant. 
 
 //c/crrncf.<f. 
 
 I)«>partnu^m <>f tin' Inti-rior, \V:isliin;.'ton, D. ( ". .\nn'ric;i-.\nn'riranisni- 
 
 AnuTicanization. Hnlletln. 
 Vnltetl States Buroau of Kflucation. Americanization l>nll«-tlns, l»eulnnins 
 
 SoptemluT, 15)18. 
 
 (d) XationaKVjuei'icaiii/ation Committee, Xew York City. Pnl)- 
 lications, 
 
 III. Industrial Americanization. (See Chap. 111.) 
 
 (</) Early attempts in the factories of the Ford Motor Car Co.. 
 Detroit, and D. .V. ."richer Co.. New York. 
 
 Refcrmrrn. 
 
 Publications of the Ford Hn^liiih .scbooL 
 
 When* >::irni»'nts and .\m«'rleaus are made. I>. A. Sk-her Co.. New York. 
 
 (h) Development of the factory cla.ss idea: 
 
 (1) On factory time. 
 
 (2) On i)art time. 
 
 (.3) On employees' time. 
 
 (4) Cooperation with public school authorities.
 
 THE COVBSE IN DETAIL. 41 
 
 III. Tndiistiial AiuericHiiizatioii. (See Chap. Ill) — Continued. 
 
 Am'nc.iiiiz;m.-ii Conference. Waishln^io i. I>. e'., I'Jll). I'r.H-.fdintcs. 
 Auiorinuiizutitiii in iinlu>iry. A-oiK-uileil Intluslries of .MjissmhusiMts (I'.llSK 
 MHS.siiibiisetts Itiireau of Iniinl^'rutluu, 11)10. Ut>iMtrt. 
 An Anjerininlxatinn ftirtt>ry. !i\ Outhnik, Fel»ruary 23, \\)\^. 
 
 W . Auierieanixution ami the iinnii^rant woman. (See special chap- 
 ter on thi.s topic.) 
 
 RefertiH^!*. 
 
 Study al»> the workin;: out of this i»roFilem in Ciillfonila f>y tli«» Comnils- 
 
 8iuu of Immigration ami Iloiisin?. 
 .VMUTli-anization Confon'Uit'. Washington. I>. C. I'roct't'illnus. See espe- 
 
 tlally i):iiH»r by Mls.s Dow. 
 Wonians .Muuiiiiml Leajrue of Hoston. lteix)rt, 1919. 
 
 \ . Present statii> of the Aniericani/.ation movement from the stand- 
 point of — 
 {a) Federal activities: 
 
 (1) Functions and activities of tlie Americanization Divi- 
 sion, United States Bureau of Education. 
 
 (2) The bo^innin*rs of nati(mal responsibility and national 
 leadership. 
 
 (.'?) Functions and activities of the Bureau of Naturalization. 
 
 (4) Need of close cooperation between Federal ajj^encies. 
 
 (5) Recent and pending Federal legislation in Americani- 
 tion. 
 
 References. 
 
 Publicatiuu.-i of Americanization l>ivision and of Bureau of Naturalization. 
 Americanizatiou Conference, Wasshiuytou, D. C, 1919. Truceediugs. 
 
 (h) State activities : 
 
 (1) Study State i)lans and recent State le«rislati(m in these 
 typical States: Xew Hani})shire, Massachusetts, Rhode 
 Island, NeAv York, Pennsylvania. Delaware, and Cali- 
 fornia. 
 
 References. 
 
 State AmericauizjUiou. Butler. Bureau of Education, Bulletin, 192(t, Xi>. 77. 
 
 Ma88. Board of Education. Department of University Extension. Ameri- 
 canization pultlicatious. 1918-19. 
 
 New Ilampsldre Board of Education. .Vmericauization i»ul»lications, 1919. 
 
 New York Slate Departnient of Education, .\nicricanization bulletins. 
 1918-19. 
 
 Culifornia ronuidsslon on InmiiKration and Housing. Americanization 
 publications. 
 
 Tcnnsylvania Council of Natiomil Defense. Americanization publications. 
 
 Connnlssloner of I'liblic RclwNds, Uluxle Island. Americanization circulars. 
 
 Issuetl by the Service Citizens of Delaware. Bulletin No. 2, Seiit., 1919.
 
 42 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 V, Present status of tlio Americanization movement, etc. — Continued. 
 {() City activities: 
 
 (1) Stuily city plans conducted by l)oards of education and 
 Americanization cominitteos in such cities as tliese: 
 lioston, lA)well, Fall Kiver, Cambrid^'c. l^iwrence, 
 Hartford, luxhester. liulTab). Syracuse, Detroit. Cleve- 
 land, St. Louis. Cincinnati. Chicajro, Erie, Akron. Min- 
 neapolis, Tolevlo. Los Angeles, Oakland. Wilnun«rton 
 (Delaware), 
 
 (2) P'or others see issues of Americanization Bulletin, U. S. 
 Bureau of Education. 
 
 (3) Note the be«rinnin;rs of — 
 (a) Teacher training'. 
 
 (/>) The idea of community responsibility. 
 {d) Activities and functions of semipublic ajrcncies. 
 
 (1) Studv activities and functions of such ajrencies as these: 
 Y. M. C. A.: Y. W. C. A.: National Catiiolic War Coun- 
 cil: Council of Jewish A\'onicii : Tiie Educational Alli- 
 ance (New York City) ; public libraries: visitinjr nurses; 
 various women's orjranizations: immijrrant aid societies; 
 immi«:rant or«ranizations, etc. 
 
 References. 
 
 Ainorlcaiiizatioii Coiiferonce. Washintnoii. !>. ('., 191'.». rro<e<tlinjrs. 
 
 National C'atliolk- War Council, Wasliinjrton, D. C. Americanization publi- 
 cations. 
 
 Ininiifrrant Education Society, New York City. I'ultlicationff. 
 
 North American Civic Leajiue for Immigrants, Iloston. Hulletlns. 
 
 HeiKirts of these immigrant .societies: Armenian Colonial Association. 837 
 I^ Salle St., Chicago; Swe<llsh National Association. 14.3 D.-arlwm St., 
 Clilcapo; and other Kinillar organizations. 
 
 {e) Looking ahead. 
 
 Reference. 
 
 Americanization Conference, Wa.shinptou, D. C. IToce^nllnps. rai>ers by 
 
 Mr. Thomi).s<in and Mr. Bell. 
 Community Americanization. Butler. Bureau of l>lucation, Bulletin, 
 
 11)19, No. 76.
 
 Chapter III. 
 INDUSTRIAI. OK FACTOKV CLASSES. 
 
 By Francks K. Wktmokk. 
 
 Tt is only witliin a f»'W years tliat imliistry lias rrali/ctl tlio advaii- 
 ta«]jes (U'rived l>v !><)th employer and employee from well-or«;ani/.ed, 
 well-taii«:ht classes in Kn«;lish and citizenship for the non-Kn^lish 
 S|)eakin<; employees. A few pro«rressive firms established their own 
 classes and proved bt\vond question that there were fewer accidents, 
 less lnl>or turnover, and more efficient work when one conunon 
 lan«niajre was spoken. Amonj; the firms early realizing the value of 
 these classes were the Henry Ford factory, of Detroit, Mich., and the 
 Dudley (t. Sicher factory, of New York City. The Ford factory 
 prove<l it could reduce accidents 54 per cent by the teachinj^ of 
 Kn<]:lish to the forei<rn-born emj)loyee. The Dudley Sicher factory 
 records show a marked increase in the efHciency of their employees, 
 directly due to the inau<^uration of the English classes. Moreover, 
 the si)eakinp of one lan<j:ua«re eliminates the "straw boss," frecjuently 
 a source of trouble and misunderstandinof in the industry, and not 
 infrequently an exploiter of the employee. 
 
 The emjilovee is eager to avail himself of the opportunity these 
 classed present, when he realizes that it means a better chance of 
 promotion, through a familiarity with the vocabulary used in other 
 dei)artmonts, as well the names of tools, materials, and processes of 
 construction used in his own department of the factory. -lie realizes 
 also that through a better understanding of the English language 
 he comes in closer touch with American life, customs, and institutions. 
 
 It is obvious that 10 hours of industrial toil are not conducive to 
 scholastic work, and that classes held in the imlustries provide an 
 excellent, if not the best i)o.ssil)le opportunity for the large niunber 
 of our foreign-born industrial workers to learn Eu'dish. 
 
 'to' 
 
 CLASSROOMS AND EQUIPMENT. 
 
 Among the first considerations in establishing a class in aji industry 
 is that of proper space. The place for tlie classroom should be 
 sele<ted in relation to — (a) Size; {i) Light and air; (c) Location: 
 and (//) Permanency. 
 
 43
 
 44 TnAIXIXG TEACHERS FOR A.MERU'ANlZATloN. 
 
 (rt) The size of the space prox itle*! f<»r the (las.s imihi be adeciuate 
 for the iiuinWr of students attemliii*; the < lass. A «rroiip of men and 
 women will not* long attend a eluss with insuflicient room or nncom- 
 fortahle seats. 
 
 (b) There should he sufficient liirlit t<» ciialde the student to see 
 the hlackhoard or the printi^l pa^re without effort, and there shoidd 
 l)e enou«rh fresh air to enaMe the jrroup to keep alert and alive to the 
 work presented. 
 
 (r) 'J'hc location of the cla.«;s should be somewhat secluded, .so the 
 student will not feel conspicuous or a subject of ridicule to his fellow 
 workers. .V man or wonmn hesitates to enter and fre<|uently refu.ses 
 to remain in a class held in a larpe room or <'orridor where there is 
 fre(|uent passin«r and where he is observed and pointed out by his 
 En*jlish-speakin«; coworker. 
 
 (d) The space should be selected with some idea of permanency. 
 Chancre of location always has a tendency to scatter a «rroup. A man 
 or woman usually becomes discourajred when forced to search for 
 the space newly assi<rned to the class. 
 
 This is partially due, possibly, to timidity, and sometimes to the 
 limited time at his disposal for classroom work. So much is this 
 true, however, that the difference between an open and closed df>or 
 to a classroom has made the difference l>etween success and failure 
 with a class of non-En<rlish-speakin«i: adults. 
 
 The c<|nij>ment necessary for an industrial-plant class is very 
 simple. There should be {a) comfortable seats, (A) a table or ade- 
 f|uate space for writiufr. (<") paper and pencils, (d) a lar«:e black- 
 board for illustratin«r and writing, {e) lesson leaflets and later 
 books, (/) a map of the United States, (v) the T'nited States flap. 
 
 This will usually prove sufficient e(iui])ment for an industrial cla.ss, 
 with the simple material which the teacher will bring to illustrate 
 her lesson. 
 
 Given space and equipment, the time assigned for the class is the 
 next consideration. There are three arrangements of time possible: 
 (1) The class held on company time: (2) the class held on the men's 
 own time: (.T) the class held on half company time and half the 
 men's time. 
 
 The type of industry will suggest somewhat, at lea.st. the best 
 arrangement of time. Where the entire machinery of a floor must l>e 
 shut down when a ntnnber of men leave their places, it presents a 
 more difficult problem than where the work of the individual is a 
 little less closely related to the work of the entire group. However, 
 it has always proved an advantage for the comi)any to show suffi- 
 cient interest and encouragement in the class to share at lea.st the 
 time with the employee.
 
 INDUSTRIAL, OR FACTORY CLASSES. 45 
 
 Moreover, it has hw^on definitely proved that the emi»h)yer shares 
 in the l>eneiit derived from tiie ehiss throujrh the inereaseil efficiency 
 of tlie employee. It has heen recently ^^tated by one lar«;e lirm where 
 the men are allowed one hour on company time, twice each week, for 
 a class in Knjrlish and citizenship, that the protluct of the company 
 was not lessenetl by the time «^iven the men, but rather increasetl 
 throu«rh increased efficiency. 
 
 Many of the most satisfactory classes are conducted wholly on 
 company time. Noon has proved a successful hour for holdinj^ 
 classes in many industries, provided additional time is jjiven for 
 luncheon. The hour immediately after work has l)een chosen by 
 many industries as a satisfactory time, especially when work stops 
 at 'l.'M) or 4.'M), or a new shift comes on at that hour. It has proved 
 advantaj^eous in many cases where the class is held after workinj^ 
 hours to serve coffee and sandwiches or doughnuts to the men before 
 they attend the cla.ss, as the man's vitality is lowered that hour. 
 
 When the space has been selected, the ecpiipment provided, and the 
 time api)ointed, the next consideration is the or«;anization of the 
 <jroup. Kxperience proves that for satisfactory work the clas.ses 
 mu^t be kept >Uiall in number, and there must be an attempt at ^rad- 
 in^. at least acconling to degree of literacy in their native lan<^uage 
 and their ability to use the English langua«;e. Separate classes for 
 men and women have usually proved expedient only where they work 
 in separate dejiartments in the inilustry. Where they work side 
 by side, as in the clothin<r trades, for example, they come very natur- 
 ally into the classroom tojrether. 
 
 The subject matter presented must be of real interest and relate 
 itself to the experience of the men and women composing the group, 
 if the class is hmg to exist. Material from a Hrst, second, or third- 
 grade primer is of very little interest or importance to a man or 
 woman engaged in the problems of intlustrial life. 
 
 METHODS OF INSTRUCTION. 
 
 A desire to converse in English is usually the first incentive which 
 prompts a man or woman to attend an English class. Therefore 
 simple lessons giving them a vocabulary which will enable them to 
 converse about the actual necessities of their everyday life, such as 
 their food, their clothes, their home, etc., is the first requirement 
 for a non-English speaking man or woman. 
 
 ^^^len this vocabulary is acquired lessons should be presented deal- 
 ing with industrial life, hours of work, the vocabulary of the particu- 
 lar industry in which they are employed; such as names of tools, the 
 names of materials, and processes of construction, safety signs, and 
 signals. A book has recently been i)rei)ared by one large industry for
 
 46 TRAINING TEACHEBS FOB AMERICANIZATION. 
 
 the use of the lueu in tlieir plaiii. It lontaiiii; exceUent illustrations 
 of the tools, parts of niurhinery, safety si^iis, warniuj^s, etc, ncconi- 
 panied by a text. This is a su«;«!:estioii as to the type of material 
 most useful ami of <xreatest interest to men and most appreciate*! 
 by them. 
 
 Books of niles and veji;ulation.s for the partiiular iutlwstry can be 
 niTaniri'<l in simple lessons for the class, proving of invaliiaMo Ihmk'- 
 lit to the men and to the lirni, in preventinj^ accidents ami other 
 ways. In many industries the hooks of rules which were, published in 
 live or six ilill'erent lan<;ua«r*'s l)efore the establislmient of the Kn*;- 
 lish classes are now pubiisheil in but one lan;:ua<^e^Kn«rlish ; and 
 the book serves as a textlKM)k for the men ami women attendin<z the 
 classes. This shouhl l>e followed by suflieieut practical aritiimetic 
 to enable the i>upils to ct)mi>ute their wa«;e in American UKjney, to 
 make out a fandly budget, as well as to make out bank checks, de- 
 posit and withdrawal slip-^, and money oiders. 
 
 A series of lessons in American citizenship .should bo a })art of the 
 work of each class, antl should consist not only of the history of our 
 country and ovir form of government but much of the actual work 
 of goveninjent, as it touches each individual in his everyday life 
 and exjierience. lie should know of the different departments of 
 (jQvernment and how they function for the benefit of each individ- 
 ual, ami how he may call these departments to his aid when neces- 
 sary. The man and w(»man should know s<^)me of the simple laws 
 and ordinances, how they are made, and how they work. lie should 
 know the jirocess of M)tin<_' and his resix)nsibility in casting a Uillot. 
 He should also know of the public institutions in which he, as a citi- 
 zen, has a share, as, for example, the public libiai-y. 
 
 In all instruction, conservation of the stuilents' time must Ik' con- 
 sidered. At Wst, the men and women attending these class<'s have 
 only a limited time to devote to the learning of i\ new language. 
 Every minute of time is valual)le niid must l)e utilized to the l>e.st 
 possible advantage to them. 
 
 The method employed in this teaching should be what is termed the 
 direct or natural method, or the direct association of the name with 
 the object or action: that is, wherever a noun is given, the oI>ject i.s 
 presented to the class while the name is given. When the verb is 
 given, the action accompanies the word, as, walking before the chuss 
 while tlie word "walk" is pronounced. Tt is well to introduce pic- 
 tures whenever they will assist in making the meaning of a word or 
 expression clear, llie small picture which can l)e held in the hand to 
 illustrate the lesson is of value, and the stereojiticon and moving pic- 
 tures have great pas.sibilities- wherever it is iMactical to introduce 
 them. With ihe duvlight I:int(M-n much of the tlifTicultv of faitorv 
 use is removed.
 
 INDUSTRIAL OR FACTORY CXASSES. 47 
 
 As the spoken word and object are imme<liately associated in the 
 introihiction of a lesson, tlie next step must l>e the association of the 
 written or printed wortl with the spoken word or readinj;. The re- 
 producin*; of tlie written won! or writin<^ soon follows. 
 
 Cooperation is the keynote of success in industrial ilas>es. In 
 many places the active ccMjperation of the association of commerce 
 or rotary cluh and similar or^'ani/.ations in stimul:itin«j; the <>r«^ani- 
 zation of classes has proved of <rreat value. 
 
 It is important to have a representative appointed from the oftice 
 force of each industry as Americanization director. This representa- 
 tive not only adjusts (pie.stions relative to space, time, and etjuip- 
 ment, hut sujr^ests the names of tools, materials, and processes of 
 construction which it would be desirable for the members of the class 
 to underslantl. He should find out for the teacher why a man is 
 absent from the class and assi.st in adju.stinj; conditions so he may 
 return. 
 
 It is also of advantajre to appoint a committee from the cla>s to 
 cooperate with the teacher and Americanization director, to sufr^est 
 to the teacher lines of interest ami of desired information on the 
 part of tlie «rroup. This committee also acts as a force in arousinj; 
 interest and cooperation amon«r their fellow workers. The best and 
 most practical sujzjrestions fre(piently come from the members of the 
 class. These men and women are usually thorou<;hly in earnest in 
 this work and have definite ideas as to what practical value the class 
 can be to them, as, for examjde, when a man who has learneil some 
 English asks assistance in letter writing: or in computing his weekly 
 wa«ie, etc. 
 
 The factory clas.<es iiave proved in many cases a means toward 
 closer cooperation and better understandin<r in the industry where 
 they are held. An occasional social hour has a tendency toward fur- 
 therin«r this end. 
 
 In its last analysis this educational opportunity for the foreign- 
 born adult is a public concern and should be linked with tlie public- 
 school system. The teacher and supervisor should be furnished by 
 the board of education with standards and principles determined by 
 that bo<ly. This is the only way in which we can expect the work 
 to become tliorou<rhly standardized or i)ut on a permanent fai-reach- 
 ing basis. 
 
 Xeverthele.ss, while the principles and standards of work must be 
 universal, this work re<iuires an unusual adaptability and ailjust- 
 ment in detail. Each industry presents some new problem, and tliere 
 nni.st l)e a careful adjustment in the detail of work to that particular 
 factory.
 
 48 THA1\IN« TEACHERS FOB AMHRK'ANIZATlON. 
 
 Fortunately tlie day has pa-stni wiion it \va> tluiiii;lit anyone could 
 teacli a f(>rfi«rn-l)orn man or woman to speak Kn«;li>h. Ilie teaeher 
 of to-day must Ix' well e<]uippetl for her task. To be most suctiess- 
 ful she must |x>s«»ss not only a witle pednirojjical experientie and a 
 km)\vied<;e of the techniipie of this particular form of tcaihinj;. hut 
 an adaptahility and adjustment to industrial conditions and to human 
 relationships. She must re<*o«rnize the f<»rei«;n-l>orn man or woman 
 hoth as an iiulividual and in relation to his MH-ijd relati<»nships or 
 ha<'k;rround. She nujst apju'eeiate the meaning of «lemoeracy ami 
 slie mu.st have vision.
 
 Chapter TV. 
 THE HOME AND NEIdUBOUHOOD TEACHER. 
 
 IJy HuJCN Winki>;b and Klsa Aij?iikkc. 
 
 The liistoiy of till' VuitiMl Stati-s from its earlic-t In'^innings 
 (•ini)liasizes tlu' ^a'lK'ially attt'j>tt'tl siicioldjriral ])riii(ipU' that t'xery 
 civilization \v<»ith while ivsLs upon the solidarity of the home as the 
 unit of societ \ . The «;eniiine tulture of a people may he measured 
 hy its eslinmte of the family. Whatever tends to disrupt the family 
 solidarity is a disrupting' factor in society. 
 
 To the children of an immigrant family, the <lay school offers the 
 oj>poi-t unity to learn Kn«:lish and to understand the laws, customs, 
 history, and institutions of the United States. Their j)arents, be- 
 cause ()f their economic stru<r^le and the lack of adcvjuate e«lucational 
 facilities, freiiuently remain forei;,ni. The condition that provides 
 for an American education for the child but makes no similar pro- 
 vision for the fathers and mothers results in the loss of parental in- 
 fluence which tends to disrupt the family, the unit of society. This 
 is the very condition that to-day causes the spirit of lawlessness that 
 is increasin<r the ranks of delinquent children and is retarding their 
 development into sane and useful citizens. 
 
 Manifestly, therefore, it is the business of the community and of 
 the indi\ iduals composin": it to otl'er the mother in the home a reason- 
 able oj)port unity to learn Kii<rlishj to understand the life of her 
 chihlren and the meaning of America, in order to help her to estab- 
 lish American stamlards in the home. 
 
 COMMUNITY OBLIGATIONS. 
 
 If the community, now sud<leidy rnn<lo cons<ious by the war of its 
 educational obligation toward all of its m<MiilM'!s. is to meet its obli- 
 gation, the lirst re<|uisite is to un<lerstand fully their neeils. An un- 
 derstanding of the alien jxirtion of the populatioi\ presupposes a 
 knowle(lge which can be aetpiired only by direct contact. Such 
 j-onlacl. MS in ail j>ersonal relationships, is pf»ssil)!e oidy when the 
 attitude that induces it is one of sincere neighl)orliness iind fellow- 
 sliip. i'hrough this dire<-t contract the older Ameri<-an gets an appre- 
 ciation of the newcomers Old World background. The immigrant's 
 
 •19
 
 60 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 intellectual, relijrioiis, social, political, ami economic status together 
 constitute his OKI World hackjrround and make up the national and 
 racial characteristics that include his contrihution to the country of 
 his adoption. Through this neighi)orIy a|)proach of the Ainerit-an. 
 the immigrant, now exchuled frt)m contact with Americans, gets the 
 right introihiction to American life and some realization of his ex- 
 |K'cted participation in it. 
 
 It is a truism that a connnon language is a fundamental unifying 
 force. A speaking, reading, aiul writing knowledge of English is 
 a rock-bottom need for exchange of thought in this country by which 
 the alien gets an understanding of America, its la\cs, customs, and 
 in.stitutions, its economic opportunities and its civic privileges and 
 responsibilities. 
 
 In many communities various agencies, i)oth public and volun- 
 tary, including organized national, racial, and religious Imdies, have 
 been seriously at work tilling to some extent the varying needs of 
 different groups according to their special alliliations and educational 
 desires. Every city, however, looks upon its i)ublic-scluK)l system as 
 its one democratic medium in which are ccmtered the educational 
 responsibilities of the city. 
 
 Tlie public, aroused by the war and influenced by the efforts of its 
 various agencies, religious, racial, and national, to meet the whole 
 community's educational needs, is now urging ujwn the public-school 
 system its obligation to extend its facilities to give to the alien indus 
 trial worker in the factory and to the alien mother in the home an 
 opportunity to learn English. With some knowledge of the lan- 
 guage, the mother gets an appreciation of American standards of 
 living so that she may maintain the solidarity of the home and 
 ins-till into the family life a spirit of mutual res|>ect and reverence, 
 while the whole family enters into a fuller jiarticipation in the life 
 of the conmiunity. 
 
 The pui)lic school has a special duty to the mother at home, with 
 her ceaseless daily round of family cares and resi)onsibilities, her 
 exceedinglv limited leisure, her natural shvness and extreme sensi- 
 tiveness, and the feeling of helplessness and isolation imj)ose<l uj>on 
 her by ignorance of the three R's — of which her child of eight has 
 already accjuired knowledge. Obviously, the mother does not and 
 can not attend evening school. Her education in English must pro- 
 ceed by different means. 
 
 The most earnest and successful teachers of children have always 
 recognized the need of becoming intimately accpiainted with the 
 home, both to understand the background of the school children and 
 to secure the cooperation of the home. The recognition of the need 
 of close c(K>peration between school and home has, in logical seijuence. 
 advanced another .step in the recognition of the need to place greater
 
 THE HOME AND NEIGHBORHOOD TEACHER. 51 
 
 emphasis upon tiie eilucatiun uf the moilier and upon the l)est means 
 to help her o\ei((>nie her «j:reatest liamlicap — illiter:u\ . This recog- 
 nition leil to various practical experiments in many cities throutjh 
 which tiie idea was tinally ilevehiped of '* the home and neighborhood 
 . teaclier" as an intejrral part of the public-s<-htK)l system. 
 
 THE HOME-TEACHER ACT OF CALIFORNIA. 
 
 To put the home and nei^hlK)rhood teacher plan upon a workable 
 basis as a public-school effort, the State Commission of linmi^-ratinn 
 and lIousin«; of California succeeded in ha\ in«r the lejrisiature pass 
 the honie-teacher act in 11)1/). A 3'ear before its passa<;e the board 
 of education of the cit}' of I^os Angeles ()[)ened its first public school 
 daytime class for forei^rn mothers. In acconlance with the pro- 
 visions of the home-teacher act, the first lumie teacher be^an work 
 in im.'). That was the bejxinnin^ of the development of the nei<i;hb()r- 
 hootl school and its concomitant socialized processes, furnishing an 
 ideal educational backjj^round for special adult work. These schools 
 of Los An«reles were desijrneil esi)ecially to hel[) the <^reat bulk of the 
 foreign-born po[)ulati()n to ac([uire a knowledge of the EnjjjlLsh lan- 
 «rua«re as a necessary tool in the <;reat democratization [jrocess. To 
 this end intimate nei<j:hl>orliood classes for atlults have i)een placed 
 ch>se to the compact alien «jr()ups. These forei<j:n <rroui)s include at 
 least .'5'"^ nationalities, amon^^ them a goodly proi)ortion of Mexicans, 
 totally illiterate and with the lowest living standards. In 1915 the 
 estimated inunigrant population of Los Angeles was 28,650 out of a 
 total population of 35().()00. 
 
 During the i)ast three years home and neighborhood classes have 
 been developing under the [)ublic-school system of Los Angeles until 
 to-day they include the following types: Classes for mothers meeting 
 moridng. afternoon, or evening in .schoolhouses, cottages, or neigh- 
 Ixjrhood centers; factory classes for men or women, meeting in 
 factories, Pullman car departments, paper mills, car barns, laundries, 
 canneries, and nurseries; classes in boarding houses of large non- v 
 American groups of laborers; classes in hospitals. These class 
 gnjups are covered by 21 home teachers in 15 school districts in 24: 
 public .schools and their annexes. 
 
 The latest addition to the neighborhood school is the "cottage 
 school.*' sijoni^oifd and financed since May, 1010. by the Ix)s Angeles 
 Federation of Parent-Teacher Associati<tns. The report for the first 
 six months of this school shows that the total enrollment in Septem- 
 l»er, 1919, was 87 adults with an average attendance during the simi- 
 mer months of 40. The total number of families represented in the 
 enrollment was 75, or three-fifths of the 125 families within easy 
 access of the cottage. The expense of conducting this cottage has
 
 52 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 been low compared with the miiiihers reached and the i)erinanent re- 
 sults ohtaincd. 
 
 On the basis of this latest addition to the iiei;rhl)orho<Ml school, as 
 well as upon those conducted durin<; the past three veal's, the super- 
 visor of adidt elcnicntarv education of I^>s Anjieles savs that the 
 department of educatinn j)ursues (he plan "because it is based delib- 
 erately on the needs, desires, and (•han<;es in fortune of the human 
 adult life it attempts to serve," and "because of the conviction in 
 the minds of most of its workers that such a plan of approach and 
 procetlure is most valid"; and "because the department has l)een 
 compelled to maintain a maxinnmi of activity at a minimum of ex- 
 pense. It has been a linancial necessity to see that each project, larjrc 
 or small, be a poin«; institution in the social sense." 
 
 FUNCTION AND AIM OF THE HOME AND NEIGHBORHOOD 
 
 TEACHER. 
 
 The siiccessfid application of the home teacher effort in California 
 and especially in Ix)s An<reles, with its very complex alien problem, 
 concomitantly witli the exj^eriencc piined thronph the application 
 of the idea as a cooperative effoi't of private a«jencies, and school 
 i)()ards in a number of other large cities. East and West, have helped 
 to define the function, aims, and methods of the home and neighbor- 
 hood teacher as an integral part of the i)ul)lic-school system. 
 
 The function of the home and neighborhood teacher is to connect 
 the school with the home, shifting the emphasis from the child to the 
 mother, bringing to the mother a knowledge of English and of those 
 fundamentals necessary to American standards of living. 
 
 The home :iii<l neighborhood teacher is definitely a jjart of the 
 school system, connected with a definite school and responsible to a 
 definite school principal. She is the socializing force of the school. 
 Iler endeavor is to foster Americanization for the whole family by 
 iiel!)ing the alien mother to understand America, the America of 
 which her children are rapidly becoming a part, in order that the 
 family unit may be maintained upon American standards. 
 
 In this process of the develo])ment of American standards in the 
 foreign home the alien mother gets a better knowledge of sanitation 
 and personal hygiene: an understanding of American customs and 
 institutions and a realization of the position of the ])ul)lic school as 
 a civic agencv serving all in the community alike, and for which all 
 the residents are resj)onsible: the reasons for compulsory school 
 attendance of children and tiie recpiirements of citizenship. 
 
 To sum up. the comprehensive purpose of the home and neigh- 
 borhood teacher is to maintain family solidarity by gi\'ing the 
 mother an opj^ort unity to get a knowledge of those fundamentals 
 essential to participation in American life.
 
 THE HOME AND NEIGHBORHOOD TEACHER. 53 
 
 APPROACH AM) CLASS GROUP ORGANIZATION. 
 
 The whole effort of the home and neighborhood teacher nnplies 
 frienilly jx^i-sonal contact of the Ameri<an with her alien sister. 
 The honio;;eneous classes for mothers are organized by the home 
 and nei<rhborhootl teacher, who is helped in her approach to the 
 forei^'ii families by her knowlcd<;c of their lan<riia<„'e ami a sym- 
 pathetic understamlin^ of their ( )ld \\'orl(l backj^roiiml and present 
 IH'rplexities. Hy s^'stematic home visitin*;, usually at first in the 
 homes of the children of her school, accurate statistical information 
 concernin«r the literacy, living; and working conilitions of the mother, 
 and the interest in citizenship of all the adults in the family are 
 secureil. From this accurate information the exact educational 
 needs of the adults are deduced in order to develop facilities to 
 meet the special requirements of the mothers and to interest the 
 other adult mcml>ers of the family in already existin<^ public educa- 
 tional facilities. 
 
 The mothers usually prefer to meet in some inconspicuous center 
 in their immediate nei<rhborhood in the early afternoon hours, after 
 they have completed the mornin<^ duties and before the older chil- 
 dren return from the afternoon school session and before prepara- 
 tions for supper must be under way for the returnin<r wa<;e earners. 
 Sometimes late mornin<jr classes, as well as early afternoon classes, 
 are convenient. Usually, too, it is necessary to make some jirovision 
 for the children untler school a<re who must accompany their mothers 
 and who recjuire nursery care if the mothers are to avail themselves 
 of the facilities offered by these organized groups for the study of 
 English. 
 
 The board of education of Los Angeles has nurseries in some of 
 its civic center schools, but other school boards are not so well pre- 
 pared to undertake the care of the children accompanying their 
 mothei*s to the classes. This difficulty can be met, as it is met in 
 many instances, by the home and neighborhood teacher's coopera- 
 tion with day nurseries ami voluntary women's organizations inter- 
 ested in the Americanization of the alien homes. Through the 
 friendly contacts estal)lished in the individual homes, mothers' 
 groups especially organized for the study of English l)ecome by 
 their very nature the Americanizing centers of the neighborhood, 
 •■ affording a mutual giving and taking of contributions from both 
 newer and older Americans in the interest of the common weal." ' 
 
 The home and neighl)orh()od teacher, through her visiting, dis- 
 covers the most convenient and accei)table meeting place for each 
 • lass group. The.se meeting places vary according to the type and 
 
 ' From tho dcflnitloD of .\m<'rtcanizutlon of the .Vmerlciiiilzatlon Study of tin' Carn«ffU' 
 i "oi [Miration
 
 54 TRAINING TEACHERS FOR AMKRlCANlZATION. 
 
 ppneral tharacter of the nei«jhlH»rluM»<l. H<niio«r»'ruHMis pronps of 
 iiiotluTs. Icaininjr l''n^li>li, niv ln-iii;: iimiiitanu'tl to-day in distrift 
 liluaiies, Suiulay sthoul rooms, coiniminity ceiitors, tenements, model 
 flats, cottages, lalK>r camps, ami s<»mt'times in s<'1hk)1 biiiitlings and 
 sometime-s in small centers developed l)v the nei«jhlK)rhood. Some 
 communities which recognize that slnness makes the mothers re- 
 hutant to enter formal s<-hool buildings, designate these neighbor- 
 hootl center classrooms as anne-\es to the nearest public-school build- 
 ings. Kxperience also shows that the nudtiplicity of the foreign 
 mother's duties makes it imi)ossil)le for her to attend class more than 
 twice a week and that the (lass sessions should not keep the mothers 
 away from home for more than two hours. 
 
 When the alien nn)thers have once formed the habit of class at- 
 tendance, they welcome a continuation of the classes without a 
 break in the summer time. Indeed they frequently find it easier to 
 attend classes during the summer months than at other seasons of 
 the year. 
 
 METHODS OF THE HOME .VND NEIGHBORHOOD TEACHER. 
 
 The home an<l neighborhood teacher is the connecting link between 
 home and school. Ih'r natural introduction into the home therefore 
 is through the child in the .«;chool. Often a visit in one home leads 
 to an intnxluction to neiglil>oring homes. 'JTie main purpose of the 
 visiting is not to reach the child, hut tlie mother who creates its 
 home. .Vs the home and neighi>orhood teacher makes her friendly 
 contacts with the mothers. an<l her influence in the neighborhood 
 grows, she .secures the confidence of the foreign Avomen and finally 
 organizes them into class groups for the study of Knglish and civics. 
 
 In organizing these neighl>orhood groups the home and neighbor- 
 hood tei»cher accomplishes her purpose with the least difficulty when 
 the groups include, at first, women mainly of like race or nationality, 
 with approximately the same degree of literacy or the lack of it. 
 The grouping <m the basis of nationality or race follows a funda- 
 mental law in elementary e<luration. namely, to pro«-ccd from the 
 known to the unknown. When the woman, hitherto isolated, finds 
 herself with women of her own nationality and on the same plane 
 of literacy with them, she soon loses her shyness. This first step 
 out of her complete isolation paves the way for the foreign mother 
 to enter more fidly into the life of her family, her neighl>orhood, 
 and her community. 
 
 SUGGESTIONS. 
 
 The first ne<e.ssity of the alien woman is to learn to s/unk Engli.^^h. 
 This means abilitv to converse suflicientlv to meet tlie direct needs
 
 THE HOME AND NEIGHBORHOOD TEACHER. 55 
 
 connected witli lur daily life. Corivct pronunciation and idiomatic 
 expii'ssion should not be stiesseil at this point, if the pupil'?; interest 
 IS to «rro\v. Reading and \vritin«r, wliile they must be tau<riit simul- 
 taneously with speakin«; Kurdish, are of lesser importance in the 
 first lesson.s until the mother has aeijuired a suflicient vocabulary to 
 meet iier more urjrent immediate needs.* 
 
 The process of makin«r home contaets to organize cla.ss groups and 
 the teaehin^ of the jrroups re<iuire, to^'ether with enthusiasm and 
 optimism for the task, inhnite patience. iii«j:enuity. and t:ict and the 
 closest '* follow-up." 
 
 -Vn intimate ac(|uaintance with the typical characteristics of the 
 neighborhood (including; the standards of livinj; of its national 
 •rroups, and some command of the lan<;ua«;e of at least the predomi- 
 natin<; ^'roup, are mo.st desirable. Speaking En«;lish should be the 
 constant aim of the home and nei^dd)orhood teacher. 
 
 In planning; the course of instruction the home and nei<.diborhood 
 teacher .shoidd include, very informally, lessons that will jrradually 
 pre|)are the woman to exercise intelli<;ently her ri<;ht to vote when 
 automatically throu«j:h her husband's naturalization she, too, be- 
 comes a citizen. 
 
 Whole.Mtme recreation as a peda<;o^ical principle is of ever greater 
 imp<>rtance in this kind of teachinnj than in the more formal class- 
 room curricula. With this in view, the recreational and social 
 facilities of the nearest school buildin<^ can be used to the utmost 
 advantajjfe to the whole nei«rhborhood as well as to these class j^roups. 
 
 QUALIFIC.VTIONS OF THE TEACHER. 
 
 Tiie home and neijihl)orhood teacher represents a new phase of the 
 teachin«r profession and recpiires special qualifications. They are 
 twofold in their nature. 
 
 1. As an instructor, she needs special trainino; to appreciate how 
 to deal with the adult mind of the mother, frequently totally illiterate 
 ami lacking; all educational discipline. The mother's main point of 
 interest is not the ac<juisition of the new^ lan^zua^e but the need of 
 possessin«r the key to <rive her an understandin<; of life in the new 
 country with its unfamiliar conditions. 
 
 2. As a social worker, the home and nei«rbl)orhood teacher must 
 have a sincere interest in and a sympathetic understand in <; of the 
 foreifrn-l3orn and a knowled<re of the mothers' old-world back<rround 
 and new-world perplexities. In her work the teacher should have 
 some command of the lan«rua^e of the predominating <rroup in the 
 district as well as some knowled</e of life in the countries from which 
 the various jrroups have come. She must have tact in her approach 
 
 'Refer to H. II. Ooldt>ergpr'« miinual, • How to Teach English to Foreigners."
 
 66 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 and the ability to make frieiuls readily in the delicate ta^ik of home 
 visiting. lU-r altitu<le must be free fn»m erititisni while at the 
 same time, to further lu-r aim, she is taking advantage of all the con- 
 ditions she meets. 
 
 ^^'ith these «|ualili«atii)ns the home antl nei^hborluMxl teacher, with 
 Kii^riish as her lirst oltjective, imperceptibly and persistently in- 
 tt'r|)rets to the mothei*s the American p(»iii( of view without causinj; 
 unihie conflicts in their ment.il MUitudc. 
 
 EQUIPMENT FOR THE HOME TEACHER. 
 
 A suitable location and cliccrful rof)ms for the class proups must 
 Ih' available. Tiie rooms should be maile very attractive on a simple 
 plan that the women nuiy copy in their honu's. Sf)nu^ nursery ])ro- 
 vision for the children under school age, who of necessity accom- 
 pany their mothers, is imperative. 
 
 While some jxood te.xtbo()k.s are available, they are valuable princi- 
 pally as ;;uides to the teacher. The home and neifrhborhood teacher 
 must have the in«j:enuity and resourcefulness to j^repare special les- 
 sons to meet the needs and desires of special groups. She must also 
 have the means of j)rovidiii<r printed charts and pictures and 
 mimeo<jfraphcd separate daily lessons, prepared by herself, for the 
 use of the mothers accordiu"; to their needs and desires. 
 
 The daily lessons carefully prepared, should be based upon the inter- 
 ests of each specific class. Tlie subject matter and treatment depend 
 not only upon the racial or national j^eculiarities of each proup. but 
 also upon the ordinary activities of its members. Thus, one ^roup 
 ■will be interested in doinp: manual work, such as the makinjr of a 
 child's parment or some part of it, as the means of learnin<r dress- 
 makin«r terms and American ways of dressing. Another •rroup will 
 ask for direct instriiction in readiu'r snid writing' Kn^dish. If the 
 mend)ers are the wives of small shoi)keepers they will want to l>e 
 able to make bills and to list articles in the shop: they will be in- 
 terested in learninpf elementary arithmetic and simple banking trans- 
 actions. Others in the group will In? interested to learn to converse 
 in English in order to do their household purchasing. Classes of 
 very young mothers will wish to learn Kngli.sh to discuss the care 
 of their babies. 
 
 Whatever the content of the lessons, experience shows that each 
 le.'^son, when on a separate sheet which the mothers can take home 
 after cla.ss, is usually more thoroughly mastered than a le.s.'^n in a 
 textbook. A\'hatever the subje<-t matter, pictures and charts help 
 materially in fixing the text in the minds of the pupils. There must 
 be variety of material and methods of presentation in a series of 
 lessons based on a definite plan.
 
 THE HOME AND >:EIGHBORHOOD TEACHER. 57 
 
 Amoii^ the \vell-kiu)\vn te\tl)ooki» tliat ure especially useful as a 
 guide to the liDUie anil nei«?liborhood teacher are " Knjijlish for Com- 
 ing ("itizeiLs," by H. 11. (ioKll)erj;er: " Knglish for Forei«;n Women," 
 by Kutii Austin; "The Well liaby Primer," by Can>Iine Hedger, 
 M- D. ; ^A Su^^'estod Course of Study and Syllal)us for Teaching 
 Knglisli to Forei<:ners/' by Samuel .1. lirown, ('onntH-ti<ut Board of 
 Education, llarlfcinl: and " Manual for llonu* I'eachers,"' California 
 State Comnii>sion of Immigration and Housing. 
 
 Mu'^t eivsontial to the success of the home and neighborhood teacher 
 is the connection with a sclund principal upon whose understanding 
 and intereiit she can dcpcn<l. Such a princij)al will otier her the 
 resources of the sch(K)l and will at all times be ready to provide the 
 recreation that stabilizes the groups and deepens the interest in the 
 work by the sociability it fosters. 
 
 UO.MiDS OK EDUCATION. 
 
 During the past few years, the public has become thoroughly aware 
 of the limitations of tlie piiblir night school that lias left milli(»ns of 
 our alien p<»pulation in a state of illiteracy. Simultaneously private 
 agencies ha\e bei'n doing pioneer work in attacking this overwhelm- 
 ing problem. Their sympathetic understanding of the foreigner led 
 them to recognize that illiteracy was his greatest handicap and liter- 
 acy in Knglish his fundamental need. Voluntary agencies ever}'- 
 where attacked illiteracy as best they could, trying at the same time 
 to i)ring an American atmosphere into the foreign home. Insufficient 
 comnninity support materially limited the scope of the effort of 
 private agencies and the lack of connection with the public school 
 system left the ell'ort iinstandardized and sporadic and lessened its 
 effectixeness and autlioi*itativeness. 
 
 IIowe\er, this pioneer enileavor influenced public opinion and 
 finally led to a recognition on the part of school boards that the 
 night 9clu)ol as such must be supplcnu'nted by day-time classes in 
 plants and factories for alien industrial workers and by home and 
 neighlKjrIiood classes to link home and school, bringing a knowledge 
 of the Knglish language iind American standards of living to the 
 mothers whf) are the homemakers. 
 
 With Federal and State school authorities now fostering the plan, 
 school boards in a number of cities are preparing their organization 
 to inchule the honu' and neighborhood teacher. 
 
 The rating and .s;dary basis of such teachers should be in accord- 
 ance with the service they are rendering and at least equal to the 
 rating and salary of day-time teachers of children. From the j)oint 
 Af view of school budget, there is ecciuomy in the plai» becaui^e of the 
 concentration of clfort. the extension of the lield. multiplication of
 
 58 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 groups ami their steaily allt'iulance, upctn whicli restb ultimate 
 Kuocess. 
 
 At the prosont time there are but few opportunities for the spe- 
 eialized training of lionie and neighborhood teachers. Short-unit 
 lecture courses in a few universities, normal schools, and State insti- 
 tutes are l>eing ollered. For the most part, teachers of the adult illit- 
 erate aliens are drawn from the ranks of the daytime teachers of 
 children and secure their special training in the field. This short- 
 coming will be overcome as soon as communities realize that all adult 
 alien education is a highly specialized e(hicalion lield of the puljlic- 
 school system, an important fieUl that beare directly up(m the welfare 
 and wholesome development of the community and therefore retjuir- 
 ing expert direction. 
 
 RESULTS OF HOME AND NEIGHBORHOOD TEACHING. 
 
 The school is the one democratic civic agency that all foreign-born 
 people know and trust. It carries the educational obligation of the 
 whole community and in no way savors of philanthropy. Therefore, 
 home and neighl)orhood teaching can be fully elFective and of per- 
 manent value only when boards of education make it an integral part 
 of the pui)lic-school system. When thus administered, home and 
 neighborhood teaching shows the following results: 
 
 1. By bringing a knowledge of English and fostering American 
 staiulards in the homes, without a ruthless disregard of Old World 
 customs and habits, the integrity of the family as the social unit of 
 society is maintained. 
 
 2. Better standards of sanitation and hvgiene in the liomes react 
 favorably upon communitv health. 
 
 ;i. A knowledge of American customs and institutions brings an 
 intelligent response to civic demands. 
 
 4. Citizens of to-morrow with some true knowledge of ideals of 
 democracy take out their citizenship papers with enthusiasm, in some 
 degree prepared to meet their civic duties, privileges, and responsi- 
 bilities. With such preparation the attainment of American citizen- 
 ship ceases to have merely utilitarian value. 
 
 In conclusion: '* If the teacher be wise and large minded, she can 
 not only help the alien to absorb what we have to give, but can bring 
 back to us a fund of knowledge concerning him. und open a channel 
 for what he and his civilization have to offer us."" 
 
 • From till- Maniinl for Homo Teacherti of the California State CommiBslon of Iminl- 
 ^niUon and Housing;.
 
 APPENDIX. 
 
 HEPORT OF COMMITTEE ON TEACHER TRAINING IN 
 
 AMERICANIZATION. 
 
 I. PRKAMMLK. 
 
 A Nuinmal t"ont»'i«'ii<«' on .\iii«i inini/uiiKMi, iin'»'tlii;; at tliP National Capital, 
 May lli to ir». lull), makes ili«-s*' i <•< iiiiiiii«iMlati<iiis lit-uriiiL' ii|Kin the pn-paru- 
 tion of all public tt'acii«'i-8 : 
 
 TIh? uriKiiial desinu lu making education a public service support***! by taxa- 
 tion of all tin- i^itplf was. and the |ires«Mit f)uriK>sc should h«'. that tlie schools 
 will pn-parc cili/.eus for a dciiKK-racy. 
 
 Tlil8 duty should be the pn^emlnent, not the secondary or incidental, purpose 
 uf ail public teiicbing. 
 
 Wc urm* uiKin ail normal schools, colloiros. and other agencies concerne<l with 
 the tralniiii: t>f tfjnhcrs ihat c<*urs«'s l>e trivcn aindiiK diit'<-tly at the iMiulpmcnt 
 of all public-school teacliers, whether of children or of adults, to train citizens 
 In the si>e<4tic knmvleilpe and duties which lead to realization of the hifrhest 
 Americanism. 
 
 For u detinite program lookinp toward the training of Americanization 
 workers we recommend that attention be given to preparing (n) lejiders and 
 organizers; and (6) teachers of innnigrants and of adult illiterates, whether 
 in Itulustry. home, or school. 
 
 \Vi» r.Momineiid that these workers be trained by (a) State departments of 
 education; {b) local educational authorities; (c) universities and colleges; 
 and (d) city and State normal and training schools. 
 
 We rec-uumiend to educational Iniarils and to pjitriotic organizations that they 
 investigate and report to the puiiiic the progress of the training of teachers 
 of Americanization. We reconunend that the.se organizations take means 
 actively to iMicoiirage the i>reparation of such teachers in institutions and locali- 
 ties heretofore witliout this s<'rvice. 
 
 II. 8UGOE.STED FrXCTION.S OF THE .SEVERAL TEACIIER-TRAIXIXG AOENCIE8 
 
 XAMEI) ABO\'E. 
 
 A. rOTXEGES AND UNIVERSITIES. 
 
 Colleges and nrdversities should look upon it «.«! their special function to 
 train leaders and organizers in Ameriraiiization activities. Courses adapted 
 to this end shoubi be «>ffer«'«l either as part of the year's program or through 
 the meiliuni of tin- summer session. No such course or «"onrNes can be con- 
 sidered really a«lef|uate uidess they give first-haml experien<-<' in the teaching 
 of the Imndgranr. <"olleges arid universities should equip themselves to handle 
 this activity In a practical way. 
 
 H. CITY AND STATE NOBMAL SCHOOLS AND TILVININO SCHOOLS. 
 
 The function nf these institutions is undoubtedly iii»' preparation of t»iieliers 
 in the tieUl nf .\meri<anl/.ation. This should !»*• dune primarily as a phase of 
 
 59
 
 60 TRAINING TEACHERS FOR AMERICANIZATION. 
 
 the ri'ifular year's work. Hui, when this is not fi-iisjliie. tliese Institutions 
 should offer extension iimrses of the Satunlay niorninj: tyi»e. In so far as 
 )iossible, observation and practire should tlnil i)latv in ilies«« courses. 
 
 C. STATE I>nrARTMENTS OF rOlTATION. 
 
 Tlie siHH'ial function of State dci<:irtnuMils ui" c»|ii«:itl.>n ns teachcr-tralninK 
 au'encl«»s lies in tlie orpmi/.ation of tcai licrs" Instltules for tlie iiuriK»se t)f licli>- 
 in;: teachers in sw^rviiv. Actinp in c<x»|M»ration wltli normal wlnxds and wltli 
 l«Hal 8Ch(M)l authorities, this apency should detenulne the chanicter of extensittn 
 «'ours*>s t)f various kinds, their leiipth, tlie niiuireuients for Jidnilsslon, the 
 basis for certifying teachers, and so on. It should lurnish instructors capidde 
 of conducting such ouirses when calleil uixm to do »o. In addition the State 
 department should K*ve assistance, throuKh Its staff of exp<'rts. to «-on«munltle8 
 t«M» small to enpise expert suiM'rvisloii. And, lliially, the State <lepartn)ent 
 shoultl. from time to time, investi;:ate and re|M»rt upon the pro^^ress of the 
 tnilnlnK of teachers for Amerlcanlzatiitn work, and take measures to en- 
 courage this preparation In Institutions and h>calitles where It Is uot given. 
 
 D. THK KKDERAL BITIEAU OF EDUCATION. 
 
 The Fodeml Rnreau has the ohlipntion upon It of " hendlnp up "* tencher- 
 traininj; activities tlimu^hout the country. It should he a «learinK house from 
 whi«h bulletins shoultl emanate from time to time s«'ttlng forth the latest and 
 best exiierlnients in teacher training. Two things are of primary Importance 
 In solving the problem of Americanization — sjine. authoritative leadership, and 
 money, and both should come from Fe<leral agencies. The numey lacking, the 
 (•bligallon to assume leadership yet remains. 
 
 III. OUTLINE OF THE CONTEXT OF A COURSE INTENDED TO COVER AT LEAST 
 30 HOURS OF CLASSROOM WOKK AND -•4 HOUKS OF OIlSKItV.VTlON AND 
 
 PR^VCTICE. 
 
 ( Tn be Adapteil. ) 
 
 PART I. THE SCOPE. THK ORGANMZATION. AM) THE MEAM.NO OF THE AMEBUA.M- 
 
 ZATION MOVEMENT. 
 
 (Lectures, Rej^ort.s and Discuss inns/» 
 
 (fl) The immifirnnt tide. ]R90-W1.'k — SlpiiiHcant statistics; causes of the ebb 
 and flow; attempts to handle the problem duriii;: Ibis period; the evening 
 .schooKs their acx-omplishments and failures; the <outributions of various 
 private agencies; the lack of public Interest and public support. 
 
 (6) The beginning and development of the Anieriennization moremenl. — The 
 "America flrst " campaigns In Rochester, Detroit, Cleveland. Roston, and other 
 places; Americanization as afTe<ie<l by the war; the activity's of State councils 
 of national defense; the formulation of Federal, State, and city plans and cam- 
 paigns; the contributions of semlpuhllc agencle.s — National .\merlcanlzatlon 
 Committ«v, rnite«l States Chamber of <\)mmerce. North Anu'rlcan Civic I.^ague 
 for Immigrants. Immigrant AI<1 Society. Y. M. C. A.. Y. W. C. A.. Interracial 
 Council, etc.. an analy.sls of Americanization legislation operating and i>endlng. 
 
 (c) Fundamrntnl pnUeieH and vinrpointx. — The ImiKirtance of guidance and 
 control by ptd>llc authorities; the legitimate functions and activities of various 
 nonpublic agencies ; the larger asi»ects of the Americanization movenjent ;
 
 APPENDIX. 61 
 
 Amorimnlzntion and tho pchoolingr question ; the policy of rompulann/ Anicri- 
 raiiizittloii ; the f<irei^,'ii-ltiii;;iiam* ((lU'stion ; fort'l^^n-laii^ruiiK"* pn-ss and s<1i<k.»I ; 
 Auierimiilzatioii and our uative-horii ; "Who i8 the good citizen?" (see under 
 Pt. Ill) ; th»' inunlKraiit — an aswt or a liahillty. 
 
 ((/) Imlutitiitil Anirrutinizatioti.' T\\o n'conl (if what has hoon accomplished 
 in this th'ld ; the plan of industrial Anu'ricanization in tlu' nfiH-iai srlu-uir; 
 hrtwidiT phHst>s iif industrial Auierk-anizatlon — uechlent pri'veiitlon, health, 
 recreation, etc. 
 
 («•) Aiinri4aui:in4/ Ihr immigrant troiiuin. — Home and motluTs' classes; the 
 Culiforida plan; the aciivitli's of wciinen's cluhs in this lifld ; the Cnuiuii of 
 Jewish Women; the Interiuith»iuil Institute; the Women's Municipal I><»a»fue 
 (Hoston); dillicultles encountertKl, and points of view that should olitain. 
 
 (/) Antrru(nii:<ili<tn and thv < om»/i»ai7//.- AnuTicanlzalion tlirnuf^li activities 
 of innnlKrant >:roups; the couuuunity center i<lea ; comiuiinity sin;:inK, jta^eantry, 
 and puhlic celehratlons; Americanization and tiie housing proldeni ; American- 
 ization and the schtM»l nurse; lepil aid for the immigrant; Amerlcatdzatlou and 
 the puhlic lihniry. etc. 
 
 TAKT 3. IMMIUK.VNT BACKGROUNDS; RACIAL CHARACTEK18TICH AND CONTRIBUTIONS. 
 
 (I..ectures, Book Uevi»'ws, and Discussions.) 
 
 («) Statistics .showinp the adaptai)llity of the different races to the process 
 of assimilation: hund^rration illiteracy as a factor. 
 
 (b) Americanization as affecte«l hy political and «'Conomlc conditions in 
 the home country; the importance of a knowledge of the immi;;rant's point of 
 vh'w ; the approach to the immigrant; racial ideas and herita;?es; how dealt 
 with; the question of naturalization. 
 
 (t) Book reviews on the literature of this subject. 
 
 PART 3. AMERICANISM — WHAT IS IT7 
 
 (Lectures, Discussions, Book Reviews.) 
 
 (fl) An analysis nf American idesils, beliefs, attitudes, and pt)ints of view in 
 terms that touch the inuuiicrani's exi)erience; American democracy — its pronuse 
 and its i>erils ; the land «»f promise — its lights and shadows; the privilef^es 
 and opp<jrt unities, the duties and obligations of the good citizen ; the meaning 
 of "equality '" : the m-inl of c-apable leaders and intellijrent followers; the prin- 
 ciple (if majority rule; the ideal of adherence to lawful authority; the habit 
 of cooiK'ratlon. 
 
 (6) A survey of the literature setting forth the ideals of Americanism. 
 
 PART 4. THK IMMItiR-VNT I.N THE SCHOOL. 
 
 (Lectures, Ccmferences, and Practice Teaching.) 
 
 (a) Ainift, methods, and materials in the tiaihinij of Kn<jlish. — The j>lace 
 of conversation, reading, and writing; a criticism and evaluation of the several 
 methods now commoidy u.sed ; principles underlying the selection of content, 
 and the adajttation ..f content to the iuhmIh of dilTerent types of class«'s; the 
 strengths and the weaknesses of ti'Sts commonly use«l ; the orgaidzatlon of 
 les.son material ; special methods in reading, phoidcs, writing.
 
 62 TRAINING TEACHEBS FOR A.MERICANIZATION. 
 
 (ft) Important tcar/Ung principles applied. — The loss4in's lenptii ; skill iu 
 tirlll ; cliiss-aclivlly r. toacbiT-activlty ; roachliie tho imiiii);rant*s hi-art ; social- 
 izing the instruction. 
 
 {(•) Oriianizntinu i,f / /«.y,s»'.v. - ltast»s for clas-sUhnition, hy luitioiuililN , hy sox, 
 «*tc. ; how to Kft att»MHluncc; how lo hold It; fruitful publicity; nunilicr of ws- 
 sions ; su;:tr«'sto«l staiKlanls of achlevpuieiit ; time Hchctlulcs. 
 
 {d^ Mmx. melhwls. and materials in intrmicdiatc and advanced clas»ea. — 
 Ti-xtlinoks analyzed and i rillii/.fd ; incnlfiithm Ainrrlcanlsin thiiiu^li Idstory; 
 civics; throni;!! partici|tation in scliiHd and coininuiuty a<"livUlcs; Anit-ritunisni 
 through rciidlnjrs, lectures, and motion pictures; Americanism througli f^>R- 
 ra|)hy ; tlie 8oclHli7.e<l school; the school center; training in citlzeusiiip looking 
 titwani naturalization. 
 
 (c) ^^'lto iJt the f/oof/ teacher of tfw adult itntnifjrantt — A standard based on 
 these factors: (1) Her personality and attitude; (2) her knowle<lKe of Ameri- 
 canism and loyalty to its ideals; (3> her s|n>cial preiNiration for the task; and 
 (4) her appUnUlon of pood teachinc principles. 
 RcsiK'tt fully NuliuiiUt'd. 
 
 John .1. .Mahonky. Chairman, 
 State Supcrri-Mor of Anteriranization for Mafftarhutfctlfi, 
 
 I'riiicipul Stdti \onmil Srhool. l.oirrll, .Uax.v. 
 A. K. .Tknks, 
 Director Ainerieanization Trainini), ['nircrsity of Minnesota. 
 
 IHIV H. T.KSCOHIF.R, 
 
 Director A nirrirunizntion /Mri>iV<n, I'nirersitii of Wisconsin. 
 
 Wii.i,i.\M Mc.Vndrkws. 
 Assnr^ate Superintendent of Sehooix, Nete York Cittl. 
 <Jkor<;k E. Smith. 
 thinitii Siijii rintendent of SiIioiiIh, BuffQlo, h. X. 
 
 l"ilANCKS K. WeTMORE. 
 
 J'ublic Schools of Chicago. 
 E. V. Wiijcs, 
 
 Director Clorelaml Auk ricanizatiftn Council; 
 
 formerly Assistant Superintendent of Schools, Akron, Ohio. 
 
 o