: 3732 py 1 entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the act of August 24, 1912 Published fortnightly No. 681 ALBANY, N. Y. March i, 1919 IMMIGRANT EDUCATION This bulletin aims to set forth briefly the program and pohcy of the Education Department relative to immigrant education. It proposes to present to Am.ericanization workers certain ideas and ideals fundamental to their work, and to indicate a definite, com- prehensive program, which shall centralize all existing Americaniza- tion agencies and enlist their cooperation. The statistics concerning the number of non-English speaking and illiterate persons in the State show the need of such a program. Although the training of teachers for instructing immigrants in the English language and in the principles of citizenship has been the chief aim of the Department in dealing with the problem up to this time, it now proposes to extend its work by promoting the education of all illiterates, native as well as foreign-born, so that all may be united by the bonds of a common language, common standards, and common ideals. Its first duty is to help the native- born to a living realization of all that Americanism means, and its- second duty is to help the foreign-born gain the vision and live it. To show the widespread and enthusiastic approval of immigrant education by the people of the State and to indicate the scope of its program, the Department presents in this bulletin recent legislation concerning immigrant education in New York State. A reading list, which includes sources, references, methods and texts, is also included as a guide for further study and investigation. William C. Smith Supervisor of Immigrant Education, New York State Department of Education Clara B. Springsteed Assistant G76r-Jei9-40oo (7-5472) Monograph AMERICANIZATION IN THE CONCRETE " We want to interpret America in terms of fair play ; in terms of the square deal. We want in the end to interpret America in healthier babies that have enough milk to drink. We want to interpret America in boys and girls and men and women that can read and write. We want to interpret America in better housing conditions and decent wages, in hours that will allow a father to know his own family. That is Americanization in the concrete — reduced to practical terms. This is the spirit of the Declaration of Independence put into terms that are social and economic, and I ask you to help us." — Franklin K. Lane ^. Of D, SEP 15 1919 ^'^p WHAT EVERY AMERICANIZATION WORKER SHOULD KNOW 1 The background of the life of the foreign-born. a Geography of the native land • b Main features in its history c Social and political life d Religious life e Education / Racial characteristics 2 The reasons for coming to America. a Economic b Social c Political d Religious e Military 3 The means by which the foreign-born may best satisfy the longing which brought him here. a Finding the work he is best fitted to do b Learning the language of America c Becoming acquainted with American laws, customs and standards of living d Becoming a citizen e Learning to know the outside agencies which can help him and enlarge his vision / Cooperating with the native American to promote and uphold real Americanism 4 The most successful ways and means of teaching English and the principles of American citizenship to the foreign-born. 5 The value and beauty of all that the foreign-born brings us in his " gifts of mind, heart and hand." 6 The ideals of our democracy as set forth in the constitution. a Political life; "A government of the people, by the people and for the people " b Social life ; "A man's a man for a' that " c Industrial life ; "A square deal " d Religious life ; " Freedom to worship God " 7 The ideals of our democracy as determined by the united purpose of foreign-born and native-born to create a new and better America. 8 The necessity of the foreign-born joining hands with the native- born to make these ideals of our democracy a living reality. STATISTICS igio census Total population of New York State 9 113 614 Total number of foreign-born 2 748 01 1 Total number of illiterates, 10 years of age-and over. . . , 406020 Foreign-born whites, 10 years of age and over, illiterates 362 025 Foreign-born whites, 10 years of age and over, unable to speak English 597 oi^ These figures impress the vital need of an immediate carrying out of a comprehensive Americanization program in New York State. The Americanization work of the State Department of Education has as its main objectives: 1 To eliminate illiteracy 2 To carry the message of democracy and American ideals to non-English speaking and illiterate residents of New York State 3 To bring about friendly cooperation between the various foreign groups and the native-born 4 To make America safe for democracy in every community Increased interest in Americanization is an outgrowth of the war with the startling revelations of the draft concerning the number of non-English speaking and illiterate persons in our population. Americanization challenges us as members of a democracy to prove our right to the name. A real democracy must be based upon a common language, common purpose, a common ideal and an intelli- gent electorate. This thought was well expressed by Dr John H. Finley when he said: " We must recognize that thousands of aliens in this State are but waiting for an opportunity to acquire the common tongue of our social and civic life. Teaching the common language of America is incontestably the first duty of a democratic state. It is the duty of the school to teach the common language not only because it is the very cement of all social and political fabric, but because it is a possession which every man, woman and child must have to attain real citizenship. In many communities of the State, public schools and private associations are doing much to help the alien illiterates to acquire the tongue of this democracy. " Should not the State now, seriously, vigorously, and specifically, undertake to reduce adult illiteracy as it has with such success reduced child illiteracy? Every argument for training a child into a knowledge of English and citizenship is equally good for the alien who is ignorant of our language, customs and ideals, but who wishes to become a worthy American citizen." Since it is evident that teachers must have special training to carry on this work, the State Department of Education, in coopera- tion with colleges and normal schools and with local school authori- ties, is giving short unit courses on " principles and methods of immigrant education," in some of the larger cities of the State and in smaller districts where the number of foreign-born makes the need of this instruction imperative. The first institutes, as they have been called, were held during July and August, 191 8, in Buffalo, Rochester, Syracuse, Albany and New York City. More than 1000 teachers and social workers took advantage of this opportunity to make themselves more capable of understanding the foreigner and of helping him. Similar institutes have been held during the winter of 191 8- 19 at Hempstead, Roslyn, Babylon, Huntington, Yonkers, New York City, Albany, Utica, Syracuse, Buffalo and Watertown. The State now has about 2500 persons trained and equipped to carry out its program. Summer sessions will be held at Syracuse University, New York State College for Teachers, Teachers College of Colum- bia University, and Hunter College. Wherever institutes are held and the whole district thoroughly organized for the work, immediate results are evidenced in the start- ing of factory classes, the forming of new classes in night schools, and in the homes or community centers. OUTLINE OF THE SHORT UNIT COURSE Aim. The aim of the course is to interpret the meaning of Americanization, to furnish to persons interested in Americaniza- tion a definite background for further study and practice, to develop competent teachers to give the immigrant instru-ction in the English language and to familiarize him with American customs, laws and standards of living. Length of the course. The course usually consists of fifteen sessions of two hours each, which fulfils the Regents requirement for one point. Two lectures are given at each session. Scope of the vi^ork. The subjects under discussion include: eth- nological aspects of the immigrant, state and federal plans for Americanization, economic aspects of immigration and their inter- pretation, organization and supervision of English and citizenship 6 classes, methods of teaching Enghsh to foreigners, aids in develop- ing a good pronunciation, methods of teaching civics and preparing for naturalization, Americanization through the library, and means of cooperation by all existing agencies of Americanization. Instructors. The instructors in these courses are all persons of intensive training and wide experience as students and teachers in this line of work. The instructors are selected from the ranks of local educational authorities and also from the following list : William C. Smith, Supervisor of Immigrant Education, New York State Department of Education, Albany Clara B. Springsteed, Assistant in Immigrant Education, New York State Department of Education, Albany Charles Towne, Supervisor of Immigrant Education, Boston, Mass. H. D. Rickard, Principal of Putnam School, Syracuse Charles E. Finch, Director of Immigrant Education, Rochester Dr Edward Steiner, Grinnell College, Iowa • Dr David Hutchinson, Professor of Civics and Government, State College for Teachers, Albany Adam Walker, Professor of Sociology and Economics, State College for Teachers, Albany Harriet P. Dow, Field Secretary, Yorkville Neighborhood Asso- ciation, New York City Elas Alsberg, National Council of Jewish Women, New York City Allen T. Burns, Director, Study of Americanization, Carnegie Corporation, New York City Mrs V. A. Simkhovitch, Director, Greenwich House, New York City H. A. Miller, Secretary, Mid-European Union, Washington, D. C. Reginald Heber Smith, former Counsel in Chief, Boston Legal Aid Society Nathan Peyser, Executive Director, Educational Alliance, New York City Mrs Nellie Michaelson, Rochester John J. Mahoney, Principal, State Normal School, Lowell, Mass. Merten A. Sturges, Chief Examiner, Bureau of Naturalization, New York City William McAndrew, Associate Superintendent of Schools, New York City E. E. Bach, Director of Americanization Bureau, Pennsylvania George Eisler, American House, Cincinnati, Ohio M, A. Ravage, Author and Publicist, New York City Henry H. Goldberger, Lecturer, Teachers College, New York City Julian K. Grove, Specialist in Immigrant Education, New York City Robert T. Hill, War Camp Community Service, New York City John Collier, People's Institute, New York City Pierre Vampiere, University of Michigan, Ann Arbor, Mich. Dr Caroline Hedger, Social Welfare Worker in Chicago Stock Yards, Chicago, 111. Margery Quigley, Endicott Public Library, Endicott Mrs Helen Horvath, Specialist in Work with Foreign-born Women, Cleveland, Ohio Dr George E. Smith, Deputy Superintendent of Schools, Buffalo Henry E. Jenkins, District Superintendent of Schools, New York City Esther E. Lape, Section of Aliens, Council of Women's Organi- zations, New York City Qualifications for the course. Any person who has a high school education or its equivalent, who speaks English clearly and dis- tinctly, and who is vitally interested in the problems of Americaniza- tion is eligible to the course. Visitors. Visitors who are unable to attend the course regularly or pursue it for credit are welcome to any or all of the lectures. Credit. The University of the State of New York will certify the attendance and satisfactory completion of the course. School authorities will give preference to those holding this certificate when considering applicants for work with foreign-born adults. Requirements of the course. 1 Regular attendance at 80 per cent of the sessions of the course. 2 A carefully prepared notebook containing notes on all the lec- tures given at the institute. This notebook must be submitted for examination at the end of the course. 3 Book reviews as assigned by the local director. 4 A paper which indicates definite research and original thought. 5 A final examination which will be a real test of the main lines of thought presented at the institute. Practical demonstrations. Wherever possible opportunities for visiting evening, factory and neighborhood classes are given to 8 students of the course in order that they may observe various methods in operation and judge of their efficacy. Volunteer work. The local directors of institutes organize and supervise factory, home and neighborhood classes which are taught by volunteers from the Americanization course in session. AMERICANIZATION INSTITUTE TOPICS FOR STUDY AND RESEARCH I919 1 Organizing classes 2 The problems of the evening school 3 The factory class 4 Home instruction — its difficulties and possibilities 5 The direct method 6 The Gouin method 7 Methods in teaching English to the foreign-born 8 Aids in developing a good pronunciation 9 Methods of preparing for naturalization 10 A comparison of traits of different nationalities in America 11 The approach to the immigrant 12 The assimilation to the immigrant 13 The immigrant's share in construction work on our railways 14 Peonage 15 The Padrone: Italian; Greek 16 The economic effects of returned immigrants upon Italy 17 How to become a naturalized citizen 18 How American citizenship may be lost 19 Naturalization treaties between the United States and foreign states 20 The claims of foreign governments on naturalized citizens of the United States 21 The status of aliens in the military, naval and merchant service of the United States 22 The citizenship of women 23 The citizenship of minor children 24 The legal effect of a declaration of intention on women and minor children 25 The status of the alien woman in her native land 26- A comparative study of the alien woman in America (a) The woman in industry, (b) The woman in the home 27 The Americanization of the alien woman 28 Immigration after the war 29 The attitude of the foreign-born American to reconstruction 30 SociaHzing classes for immigrants 31 Americanizing as an after-war poHcy 32 Illiteracy in New York State 33 The district or zone system of immigrant education in New York State 34 The immigrant's reaction to the war LEGISLATION AFFECTING EDUCATION OF THE ' FOREIGN-BORN IN NEW YORK STATE Laws of igi8, Chapter 409 An act to amend the Education Law, in regard to the maintenance of night schools in cities and school districts. The People of the State of New York, represented in Senate and Assembly, do enact as follozvs: Section i Section 311 of article 11 of chapter 21 of the Laws of 1909, entitled "An act relating to education, constituting chapter 16 of the Consolidated Laws," as amended, is hereby amended by substituting therefor a new section to read as follows : § 311 Kindergartens; night schools. The board of education of each school district and of each city may maintain kindergartens which shall be free to resident children between the ages of four and six years. Night schools wherein the common branches and such additional subjects as may be adapted to students applying 'for instruction are taught on three nights each week, for two hours each night, shall be maintained by the board of education : 1 In each city of the first class throughout the duration of the day school term. 2 In each city of the second class on at least one hundred nights. 3 In each city of the third class on at least eighty nights. 4 In each city not subject to the foregoing provisions and in each school district where twenty or more minors between the ages of sixteen and twenty-one years are required to attend school, or where twenty or more persons over the age of sixteen years make application for instruction in a night school, for at least seventy- five nights. All night schools shall be free to all persons residing in the districts or city. § 2 This act shall take effect September i, 191 8. lO Laws of igi8, Chapter 415 An act to amend the Education Law, to require the attendance at school of non-EngUsh speaking and ilHterate minors. The People of the State of Nezu York, represented in Senate and Assembly, do enact as follozvs; Section i Article 23 of chapter 21 of tHe Laws of 1909, entitled "An act relating to education, constituting chapter 16 of the con- solidated laws," as amended by chapter 140 of the Laws of 1910 is hereby amended by adding thereto a new section, to read as follows : § 637 Attendance of illiterate minors, i Every minor, between sixteen and twenty-one years of age, who does not possess such ability to speak, read and write the English language, as is required, for the completion of the fifth grade of the public or private schools of the city or school district in which he resides, shall attend some day or evening school or some school maintained by an employer as hereinafter provided in subdivision six of this act, in the city or district in which he resides throughout the entire time such school is in session ; provided that no such minor be required to attend, if the commissioner of health, or the executive officer of the board or department of health of the city, town, village or district, where such minor resides, or an officer thereof designated by such board, department or commissioner shall deem such minor physically or mentally unfit to attend. 2 Any minor subject to the provisions of this section, who wilfully violates any provisions of this section, shall be punished by a fine of not exceeding five dollars. 3 Every person having in his control any minor subject to the provisions of this section shall cause such minor to attend a school as hereby required; and if such person fails for six sessions within a period of one month to cavise such minor to so attend school, unless the commissioner of health or the executive officer of the board or department of health of the city, town, village or district where such minor resides or an officer thereof designated by such board, department or commissioner shall certify that such minor's physical or mental condition is such as to render his attendance at school harmful or impracticable, such person shall, upon complaint by a truant officer and conviction thereof, be punished by a fine of not more than twenty dollars. 4 Whoever induces or attempts to induce such minor to absent himself unlawfully from school or employs such minor except as II is provided by law, or harbors such who, while school is in session, is absent unlawfully therefrom, shall be punished by a fine of not more than fifty dollars. 5 The employer of any minor subject to the provisions of this section shall procure from such minor and display in the place where such minor is employed the weekly record of regular attend- ance upon a school and it shall be unlawful for any person to employ any minor subject to the provisions of this section until and unless he procures and displays said weekly record as herein provided. It shall be the duty of the teacher or principal of the school upon which he (such minor) attends to provide each week such minor with a true record of attendance. 6 Any employer may meet the requirements of this act by con- ducting a class or classes for teaching English and civics to foreign- born in shop, store, plant or factory, under the supervision of the local school authorities, and any minor subject to the provisions of this act may satisfy the requirement by attendance upon such classes. § 2 This act shall take effect September i, 1918. Laws of 19 19, Chapter 617 An act to amend the Education Law, in relation to providing instruction to illiterates and non-English speaking persons over sixteen years of age, and making an appropriation therefor. The People of the State of Netv York, represented in Senate and Assembly, do enact as follozvs: Section i Section 94 of chapter 21 of the Laws of 1909, entitled "An act relating to education, constituting chapter 6 of the Con- solidated Laws," as amended by chapter 140 of the Laws of 1910, is hereby amended by inserting therein, after subdivision ii-a, two new subdivisions to be respectively, subdivision ii-b and subdivision ii-c, to read as follows: II -b The Commissioner of Education is hereby authorized to divide the State into zones and to appoint directors thereof, teachers, and such other employees as may be necessary to promote and extend educational facilities for the education of illiterates and of non-English speaking persons. ii-c The board of estimate and apportionment of a city, the council of a city, or the common council of a city, the board of supervisors of a county, the board of trustees of an incorporated village, the town board of a town, may make appropriations to aid 12 and promote the extension of education among the illiterates and non-English speaking persons within the jurisdiction of these respec- tive bodies. § 2 The sum of one hundred thousand dollars ($100,000) or so much thereof as may be necessary is hereby appropriated to the Commissioner of Education for carrying out the provisions of this act. § 3 This act shall take effect immediately. Concurrent Resolution of the Senate and Assembly Proposing an amendment to section i of article 2 of the constitution, in relation to qualification of voters. Section i Resolved (if the Senate concur), That section i of article 2 of the constitution be amended to read as follows : Section i Every citizen of the age of twenty-one years, who shall have been a citizen for ninety days, and an inhabitant of this State one year next preceding an election, and for the last four months a resident of the county and for the last thirty days a resident of the election district in which he or she may offer his or her vote, shall be entitled to vote at such election in the election district of which he or she shall at the time be a resident, and not elsewhere, for all officers that now are or hereafter may be elected by the people, and upon all questions which may be submitted to the vote of the people, provided however that a citizen by marriage shall have been an inhabitant of the United States for five years ; and provided that in time of war no elector in the actual military service of the State, or of the United States, in the army or navy thereof, shall be deprived of his or her vote by reason of his or her absence from such election district ; and the Legislature shall have power to provide the manner in which and the time and place at which such absent electors may vote, and for the return and canvass of their votes [in the election districts in which they respectively reside] . Notwithstanding the foregoing provisions, after January first, one thousand nine hundred and tzventy-two, no person shall be- come entitled to vote by attaining majority, by naturalisation or otherzuise, unless such person is also able, except for physical dis- ability, to read and zi'rite EnglisJi; and suitable lazus shall be passed by the Legislature to enforce this provision. § 2 Resolved (if the Senate concur), That the foregoing amend- ment be referred to the Legislature to be chosen at the next general N EW YOR.K STATE POPULATION BY COUNTIES AND DISTRICTS. iic ILL1TER.ATES * « . - STATISTICS POPULfkTION OF NEW YORK FOR.BIGN bOR.N WON-EMGLISH iPE^KI^I(4 foVFt TEN YEfVRS) ILLITERMES ( - ILLITIRMEi FOREIGN BORH( " ALIEHS. ^TATE CENSUS OF I9IS PUTNAM WeSTCHfiTTR- D]ST % 3.tZ\~5A0 n 254,208 NZ'*/ -iOKK 2.2^2. 72s A i 65 00/ KINGS A 78 (4J C(CHMOfU> • 2650 QUEENS 222177 13 election of senators, and in conformity with section i of article 14 of the constitution be published for three months previous to the time of such election. PLANS FOR FUTURE AMERICANIZATION WORK IN NEW YORK STATE It is proposed to divide the State into fifteen zones (see accom- panying map). These zones have been worked out on the following basis: (i) purposes of administration (local), (2) number of illiterates and non-English speaking in each district (8 to 12,000), (3) natural geographical divisions. It is proposed to organize under a director or supervisor a representative group of local Americanization committees, repre- senting all the activities and forces functioning in Americanization service ; for example, public schools, civic bodies, chambers of com- merce, Rotary clubs, women's organizations, industries, foreign societies and leaders, social and civic forces including Y. M. C. A., Y. W. C. A., K. of C, Y. M. H. A. etc. The function of this director will be to administer the State's activities through the local forces, to coordinate the local activities "behind the public school extension program, to arouse and focus public attention and enlist volunteer activity upon constructive Americanization, to supervise the teachers trained in institutions, through local cooperation of public school authorities, and to ar- range local training centers when and where needed. The zone plan involves the following program of immigrant ■education : 1 Opening of evening schools 2 Extension and stimulation of evening school activities 3 Promotion of factory classes 4 Promotion of home classes 5 Promotion of community classes 6 Promotion of citizenship classes 7 Promotion of history and civics instruction 8 Participation by the foreign-born in the advantages which the State offers in agricultural lines: home demonstrations (Cornell), liealth education, visual instruction, vocational instruction and guid- ance, and civic activities Various phases of this program have been successfully demon- strated in whole or in part in Syracuse, Rochester, Buffalo, Water- town, Albany and New York City and also in the northern counties. ^4 Each zone involves the following types of Americanization work: (i) educational, (2) industrial, (3) social. Governor Smith said in his Assembly message : " Ignorance is the greatest ally of our poor citizenship. 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Macmillan 1906 Steiner, E. A. On the trail of the immigrant. Russell 1906 Nationalizing America. Revell 1916 i8 Introducing the American spirit. Revell 1915 The immigrant tide. Revell 1909 From alien to citizen. Revell 1914 The confession of a hyphenated American. Revell 1916 The broken wall. Revell 191 1 Against the current. Revell 1910 Parable of the cherries. Revell 1913 Stern, E. G. My mother and I. Macmillan 191 7 Sweet, E. E. Portuguese life in town and country. Putnam 1902 Sweet, Henry. The sounds of English ; and introduction to pho- netics. Oxford. Clarendon Press 1910 Primer of spoken English. Oxford.. Clarendon Press 191 1 Primer of phonetics. Oxford. Clarendon Press 1892 Practical study of languages. Holt 1900 History of language. Macmillan 1900 Szlupas, John. Lithuania in retrospect and prospect. Lithuanian Press Assn. of America. 191 5 Talbot, Winthrop. Adult illiteracy. Gov't Printing Off: 1916 Americanization. W. H. Wilson Co. 1917 Taylor, A. H. E. The future of the southern Slavs. Dodd 191 7 Towne, E. T. Social problems ; a study of present day social con- ditions. Macmillan 1916 Tupper, E. W. Foreign-born neighbors. Tailor Press 1914 United States Senate, 61 st Congress, 3d session. Senate docu- ments. Gov't Printing Off. 191 1 Van Dyne, Fred. Citizenship of the United States. Rochester Lawyers' Co-op. Pub. Co. 1904 Law of naturalization of the United States. Wash. 1907 Villari, Luigi. Italian life in town and country. Newnes 1905 Wald, Lillian. House on Henry street. Holt 191 5 Warne, F. J. Tide of immigration. Appleton 1906 Immigrant invasion. Dodd 1913 Slav invasion and the mine workers. Lippincott 1904 Willoughby, W. W. American constitution system. Century 1904 Whalpley, J. D. Problem of the immigrant. Chapman & Hall 1905 Woodburn, J. A. & Moran, T. F. Citizen and the republic. Long- mans 1918 Woods, R. A. City wilderness. Boston. 1898 Americans in progress. Houghton 1902 19 Texts Andronis, N. C. The fundamentals of the EngHsh language for non-English-speaking people. Pein & Sons 191 5 Austin, Ruth. Lessons in English for foreign women. Amer. Book Co. 1913 Banks, J. E. English for adult students of foreign born. Banks 1914 Besligeturian, Azniv. Foreigners' guide to English. World Book Co. 1914 Chancellor, W. E. Standard short course for English schools. Amer. Book Co. 191 4 Reading and language lessons for evening schools. Amer. Book Co. 1914 Christoff, A. T. Practical reader and guide book. Maunder- Dougherty Co. 191 5 Clark, H. F. Foreigners' manual of English. W. B. Harrison 1892 Cooley, A. W. & Webster, W. F. The new Webster-Cooley course in English. Houghton 1909 Faustino, Madeline & Wagner, M. F. A new reader for evening schools. Hinds 1909 Field, W. S. & Coveney, M. E. English for new Americans. Silver 1911 Franc, Alissa. Use your government. Button 1918 Giambalvo, J. G. How to become a citizen of the United States. Giambalvo 191 3 Harrington, W. H. & Cunningham, C. J. A first book for non- English speaking people. Heath 1904 Language lessons to accompany the first book for non-English speaking people. Heath 1904 Hill, M. H. & Davis, Philip. Civics for new Americans. Houghton 1915 Houghton, Frederick. First lessons in English for foreigners. Amer. Book Co. 191 1. Jimperieff, Mary. Progressive lessons in English for foreigners. Ginn 191 5 Kallmeyer, Charles. How to become a citizen of the U. S. A. Kallmeyer 191 7 McBrien, J. L. America first. Amer. Book Co. 1916 Markowitz, A. J. & Starr, Samuel. Every day language lessons, Amer. Book Co. 1914 • 20 Mintz, F. S. The new American citizen. Macmillan 1909 A first reader for new Americans. Macmillan 1910 O'Brien, S. R. English for foreigners. Houghton 1909 Price, Isaac. Direct method of teaching English to foreigners, Bealtys & Co. 1913 Prior, Anna & Ryan, A. I. How to learn English. Macmillan 191 1 Richman, Julia & Wallach, I. R. Good citizenship. Amer. Book Co. 1908 Roberts, Peter, Civics for coming Americans. Assoc. Press 1917 The new immigration. Macmillan 1912 Immigrant races in North America. Y. M. C. A. Press 1910 English for coming Americans. Y. M. C. A. 1909 Sharpe, M, F, A first reader for foreigners. Amer. Book Co. 191 1 Plain facts for future citizens. Amer. Book Co. 1914 Shearer, J. W, Pronouncing speller for foreigners. Jenkins Co. 1914 Turkington, G. A, My country. Ginn 1918 Voight, Frank. How to become a naturalized citizen. Boyer Bros. 1914 Wallach, Mrs Isabel. A first book in English for foreigners. Silver 1906 A second book in English for foreigners. Silver 1910 Webster, H. H. Americanization and citizenship. Houghton 1919 Methods Bagster-Collins, E. W, The teaching of German in secondary schools. Macmillan 1914 Berlitz, M, D, Methode Berlitz pour Conseignment des langues Moderns. M. D. Berlitz 1918 Beverly, Clara, Oral English. Atkinson Meutzer & Co. 1914 Bolenius, E. M. Teaching of oral English. Lippincott 1914 Brebner, Mary. Method of teaching modern languages. Cambridge Univ. Press 1909 Breul, Karl. Teaching of modern languages and the training of teachers. Cambridge Univ. Press 1909 Carpenter, G. R.; Baker, F. L. & Scott, F. N. The teaching of English in elementary and secondary schools. Longmans 1913 Cooley, A. W, Language teaching in the grades. Houghton 1913 Goldwasser, I. E, Method and methods in the teaching of English, Heath 1913 21 Gouin, Francis. The art of teaching and studying languages. Scribner 1892 Handschin, C. H. Teaching of modern languages in the United States. Gov't Printing Off. 1913 Jesperson, Otto. How to teach a foreign language. Macmillan 1914 Krause, C. A. Direct method in modern languages. Scribner 1916 Leiper, M. A. Teaching language through agriculture and domestic science. Gov't Printing Off. 1912 Mahoney, J. J. & Herlihy, C. M. First steps in Americanization. Houghton 1 91 8 Modern Language Association of America. Report of committee of twelve. Gov't Printing Off. 1899. Montgomery, G. R. Talking English ; a pronouncing manual for teaching the English language. Montgomery 191 5 McDonald, R. A. Provisions for modern English speaking immi- grants. Columbia Univ. 191 5 Pamphlets Pamphlets and circulars may be obtained from the following departments and organizations : Bureau of Education, Washington, D. C. Bureau of Naturalization, Washington, D. C. Council of Jewish Women, 146 Henry st., New York, N. Y. Inter-racial Council, 120 Broadway, New York, N. Y. National Americanization Committee, 29 W. 39th st., New York, N. Y. National Catholic War Council, 930-32 14th st., Washington, D. C. National Security League, 19 W. 44th st.. New York, N. Y. North American Civic League, Boston, Mass. Y. M. C. A. Y. W. C. A. 020 773 306 4