BULLETIN OF THE UNIVERSITY OF UTAH Vol. 10 March. 1920 No. 16 SUGGESTIONS FOR AMERICANIZATION TEACHERS BY R. D. HARRIMAN EXTENSION DIVISION SERIES Vol. I No. 3 Published by the University of Utah Salt Lake City SUGGESTIONS FOR AMERICANIZATION TEACHERS BY R. D. HARRIMAN Published by the University of Utah Salt Lake City University of Utah Press -S^2- o; •t D. %W 2« 1920 THE NECESSARY BACKGROUND FOR EFFICIENT AMERICANIZATION WORK. Americanization means more than the teaching of English and Citizenship. It has a significance far greater than we have here- tofore realized. In many ways it is a fundamental preparation against the onslaught of every anti-American element. Our failure to realize this and our comparative indifference have rendered the problem all the more acute. A thoroughly efficient teacher must have understanding of and sympathy for his students. This is especially true in the case of foreign students. Misunderstanding on the part of the teacher pro- duces misunderstanding on the part of the foreigner and the whole purpose of the work may be lost. For most teachers this necessary understanding of the foreigner, his past, his present, and his future, will have to come from more or less extensive reading. Although it is of course possible for a teacher to read all of the material which has been and is being published concerning Americanization work, there is certain material which should be read as fundamental. With that thought in mind, the following selected bibliography has been prepared — a bibliography, however, which is only suggestive. I. General Works on Immigration. 1. Commons, John Rogers. — Races and Immigrants in Amer- ica, New York, The Macmillan Co., 1908. 2. Fairchild, H. P. — Immigration, a World Movement and its American Significance, New York, The MacMillan Co., 1913. 3. Hall, Prescott Farnsworth. — Immigration and its Effects upon the United States, New York, H. Holt and Co., 1906. 4. Hourwich, I. A. — Immigration and Labor ; the Economic Aspects of European Immigration to the U. S. New York, G. P. Putnam's Sons, 1912. 5. Jenks, J. W. and Lauck, W. J. — The Immigration Problem, 4 ed. New York, Funk and Wagnalls Co., 1917. 6. Roberts, Peter. — The New Immigration; a Study of the Industrial and Social Life of Southeastern Europeans in America. New York, The MacMillan Co., 1913. 7. Ross, Edward A. — The Old World in the New. New York, The Century Co., 1914. 8. Warne, Frank J. — The Tide of Immigration. New York, D. Appleton and Co., 1916. II. General Works on the Immigrant. 1. Abbott, Grace. — The Immigrant and the Community. New York, The Century Co., 1917. 2. Addams, Jane. — Twenty Years at Hull House. New York, Macmillan Co., 1910. 3. Antin, Mary. — The Promised Land. Boston, Houghton Mifflin Co., 1912. 4. Brandenburg, Broughton. — Imported Americans. New- York,, F. A. Stokes Co., 1904. 5. Steiner, Edward A. — From Alien to Citizen. Chicago, Fleming H. Revell Co., 1914. 6. Steiner, Edward A. — The Immigrant Tide. Chicago, Flem- ing H. Revell Co., 1909. 7. Steiner, Edward A. — On the Trail of the Immigrant. 4 ed. Chicago, Fleming H. Revell Co., 1906. in. Naturalization. 1. Franklin, F. G. — The Legislative History of Naturaliza- tion in the U. S. from the Revolutionary War to 1861. Chicago, University of Chicago, 1906. 2. Syllabus of the Naturalization Law. — A pamphlet prepared in the Bureau of Naturalization, U. S. Dept. of Labor. IV. Americanization. 1. Steiner, E. A. — Nationalizing America. Chicago, Fleming H. Revell Co., 1916. 2. Talbot, Winthrop. — Americanization. New York, H. W. Wilson Co., 1917. Following is a suggested outline of a reading course. I. History of Immigration. Jenks and Lauck, pp. 320-400. Commons, pp. 1-106. Fairchild, pp. 1-122. II. Causes of Immigration. Jenks and Lauck, pp. 10-23. Fairchild, pp. 144-162. III. Races in America. Jenks and Lauck, pp. 214-260. Commons, pp. 63-106. Fairchild, pp. 123-143. Ross, passim. IV. The Effects of Immigration. 1. Economic. Ross, pp. 195-227. Jenks and Lauck, pp. 70-126. Commons, pp. 135-159. 2. Social. Abbott, pp. 138-195. Ross, pp. 228-258. Jenks and Lauck, pp. 24-68. Roberts, pp. 173-247. Commons, pp. 160-178. Fairchilds, pp. 274-340; pp. 361-363. 3. Political. Abbott, pp. 247-266. Ross, pp. 259-281. Roberts, pp. 248-264. Commons, pp. 179-197. Fairchild, pp. 363-368. 4. Industrial. Abbott, pp. 196-220. Jenks and Lauck, pp. 147-211. Roberts, pp. 49-108. Commons, pp. 107-134. Fairchild, pp. 341-361. V. The Home Life and Standards of Living of the Immigrant. Roberts, pp. 109-172. Fairchild, pp. 213-273. Jenks and Lauck, pp.' 127-146. Abbott, pp. 55-80. VI. Assimilation and Hindrances to Assimilation. Roberts, pp. 292-340. Commons, pp. 198-238. Jenks and Lauck, pp. 261-317. Abbott, pp. 282-298. Ross, pp. 292-304. VII. Naturalization. Syllabus of the Naturalization Law. VIII. The Education of the Immigrant. Abbott, 221-247. Roberts, 278-340. IX. The Immigrant Problem. Roberts, pp. 341-359. Fairchild, pp. 369-402. Jenks and Lauck, pp. 451-466. It is also suggested that the teacher use Poole's Index an I Reader's Guide to find material in current publications. CLASSIFICATION OF STUDENTS. Among the problems with which the teacher of Americaniza- tion will have to grapple, one of the first is the proper classifica- tion of students. Unless the number of students is large, it will be impossible always to make an entirely satisfactory classification. But in every case the attempt should be made. 1. Classification by Race. As the student progresses in his work, this classification by race is and should be unnecessary if the principles of Americanism have been grasped by him. Unfortu- nately, at the earlier stages it may be deemed advisable to keep apart those races which have in their old home developed an antip- athy toward each other. There is, however, an additional reason for this classification. If it is possible, beginning classes may be composed entirely of one nationality. This tends, of course ,to make the student feel more at home in the new environment of an American classroom. Then, too, the problem which one has to solve is probably common to all and may be more easily perceived by the teacher. In any case it is well to remember that a general grouping by races such as Scandinavian, Teutonic, Slavic and Latin will render the teaching of phonetics much more simple and thorough. 2. Classification by Sex. Although the working vocabulary of a man and a woman may largely overlap, the work of each involves a vocabulary not at all common to both. Since the learn- ing of English should come through the use of words and phrases necessary to their daily work, it is readily seen that wherever pos- sible such a classification should be made. 3. Classification by Knowledge of English and by Previous Education. In general, the students should be grouped into (a) beginners, (b) intermediates, and (c) advanced, (a) The beginners should be further grouped into (1) those educated in their own language, (2) those uneducated in their own language. Further division may be made into those who understand English slightly and those who do not. (b) The intermediates and the advanced should be grouped on the basis of their ability to talk, to read, and to write. Naturally, this third classification will have to be adapted to fit the needs of the smaller classes and some sacrifices of group- ing will have to be made. While the teacher should keep in mind the principles of this classification, he should also remember that he should make it to conform to the students and not make them conform to it. In every class there will necessarily be constant changing of classification of students as the more apt ones become worthy of being placed in a more advanced group. The teacher should not hesitate to put students into other classes when neces- sary. In some cases the attachment of the student for a certain teacher may require delicacy and tact in accomplishing the change. 4. Classification by Age and Mentality. It is probably unnec- essary to do more than remind the teacher that it would be unwise to have in the same class students unlike in age or mentality. Classes composed of such extremes demand far too much from the teacher, without the same chances for success. 5. Size of Class. Under no circumstances should the class be too large. The number is directly dependent upon the teacher's ability to handle successfully the group of students. Somewhere between fifteen and twenty-five will probably be found the suitable number. Classes in the home should, of course, be smaller. GENERAL SUGGESTIONS. It matters little how proficient a teacher may be in his own line of work or with his own type of pupils, if he fails to realize that he must adapt himself to an entirely new situation in Ameri- canization work. His success with American children is due, in part at least, to the fact that he knows in general their previous and present environment, their problems, and their desires. ?Iis success in Americanization work will depend upon the same things. The following suggestions should always be in his mind : 1. Cultivate and show a friendly attitude. 2. Acquaint yourself with the life of 3^our students in the old world both by systematic reading and by conversation with your students. 3. Acquaint yourself with the specific needs of your class. 4. Put yourself in his place. Can you imagine your own feel- ing in a strange land attempting to learn a strange language from a strange teacher who may be very dull, especially after a day's hard work? 5. Be definite in your plans for your work and in carrying them out. 6. Take as little class time yourself as is possible. The student needs every moment. 7. Drill and Repetition should be your watchword. Your task is to remove the monotony from such a necessary operation. If you become bored, what about the student? 8. Do not become stereotyped in your methods or your teach- ing. Adapt yourself to your students. 9. Make your students feel at ease in the class so they may participate freely whether in concert or in individual work. METHODS IN TEACHING OF ENGLISH. A. Conversation. 1. The 'Visual' or 'Objective' Method. This method should be used with beginners. By its use nouns, adjectives, and prepo- sitional relations may be easily taught. The phrases — 'What is this'?, 'This is a book', 'This is a large book', 'The book is under the table', illustrate the main points in this method. 2. The 'Dramatic' Method. This method serves to teach verbs of action, and also possibly pronouns. The teacher performs the act as he repeats the sentence, e. g., 'I open the door'. 'I shut the door'. The drill in concert and individually by the class should follow the teacher's act. Many texts have this method further de- veloped into the Theme method, where a succession of acts lead to the final act or theme, e. g., The Roberts Method, the Ford- Dewitt Method, etc. 3. Incidental Methods. Although these two methods serve as the basis for almost all conversational methods, yet there are many ways of supplementing them successfully. The ingenuity of the teacher must help largely in varying the mode of attack, so to speak, in order that interest may not lag. (a) The 'Question and Answ^er' Method. Whether it be conversation or reading, this method can easily be put into practice. The teacher asks questions about the subject under consideration and the student answers, (b) The 'Filling in Blanks' Method. In this Avay different tenses of the verb, the pronouns, the adverbs and perhaps other forms may be taught, e. g., 'Today I write, Yesterday I ' I can- not put this book in my pocket, it is large. I have the book, have the book, (c) The 'Laboratory' Method. Here the pupil is taught in the very environment in which the vocabulary being taught will function. Although this could be carried out only in the shop or home, etc., the class room may be made a potential laboratory by the presence of the tools, etc. (d) The 'Pictorial' Method. This is in reality a makeshift for the 'Laboratory' Method. There is always a danger that vagueness will result from too free a use of this method, (e) The 'Obeying Commands' Method. This is a variant of the 'Dramatic' Method — where the student performs the action as an indication of his understanding the command. In the 'Dramatic' Method the action precedes the expression of the act. It is scarcely necessary to enlarge upon the topic of methods. No one method should be used to the exclusion of the others. The main purpose in the use of any method is first to have the pupil associate in the mind the thing or the act or the idea with the Eng- lish word, second to impress it upon'his memory, third to have him make use of it. The teacher must always be awake to the fact that he will fail in one of these three aims unless he is alert and ready to change his tactics at all times. 10 No definite statement as to the size of vocabulary can be made. The teacher must decide. In many cases, he will be surprised at the small number of new words which can be retained. He must always avoid the possibility of causing the student to become dis- mayed and discouraged. On the other hand, the student should be kept busy. The work should not be so easy that he feels it is a waste of time. The vocabulary itself must be chosen for the im- mediate and practical wants of the student. The text book used should have a vocabulary fitted for the student. A child's primer is not at all suited to a man or woman. In teaching conversation the teacher should realize that the student may be somewhat bashful in the new environment of the classroom. Acquaintance with the environment, the teacher, and other students will gradually efface this. In many cases the student may be not at all averse to individual recitation, but until the teacher is sure of the attitude of the student, he should have the class recite in concert. B. Reading. 1. Purpose. Many teachers in this work make a vital mistake in the teaching of reading. They fail to distinguish between the American student who speaks and understands English and the foreign student who does not. The aim in teaching reading to these two groups is quite different. In the first case, reading is primarily an end in itself and secondarily an aid in teaching correct English both spoken and written. In the second case, reading is primarily an aid to the teaching of spoken English and secondarily an end in itself. But even here many teachers do not realize that reading does not and should not mean reading aloud. To teach reading merely by having one student read aloud while the others follow the text, means possible failure in the aim of the course. This does not mean, however, that reading aloud may not and should not be used at all, but merely that it is not the sole or even the best method. 2. Methods in teaching reading. The foreigner is often over- whelmed by the difficulties in learning to read. It is by no means a simple process for him. Not only must he obtain thought from a strange tongue but he must express that thought in this strange tongue. Moreover he must pronounce the word which expresses the thought, and here the pitfalls resulting from poor teaching of 11 reading often catch and hold him. For example, if in reading the word 'rough' his eye has been trained before his ear, he will say 'thruff for 'through', 'thuff for 'though', 'cuff for 'cough', 'buff for 'bough', etc. If he has learned to read 'mended', why shouldn't he say 'walk-ed' and not 'walkt'? On the other hand if he has already learned that the idea expressed in the spoken language by 'walkt' is expressed by 'walked' in the written language, he will soon train his eye to fit his ear-training rather than corrupt his tongue-train- ing by way of his eye. Reading may soon become a bore to the student unless the instructor keeps the attention of all. Listening to another foreigner misread the lesson is hardly good pedagogy. There are various ways of meeting this difficulty. Sight cards may be prepared with the words of the lesson printed in large enough letters that the whole class may read the words when flashed before their eyes by the teacher. Or the teacher may print or write upon the board the words of the lesson and call upon all in concert or one at a time to pronounce the word at which he points. If the teacher asks a student to read aloud, the others should not follow his reading by eye, but rather by ear and should then be asked to repeat the thought expressed by the reader. Or the student may be asked to bring some article of interest which he will read in the same way to the class. The ability of the class will have to determine the use of this method. Since the aim in reading for its own sake is to obtain the thought from the printed page, it is a good idea to have the students read silently, then tell what they have read. This will serve not only to teach the student to read for and by himself but to express what he has read. The teacher should always remember that the student should be introduced to a new word or new thought by way of his ear and not his eye. This means that the reading lesson must be preceded by an introduction of new terms and a conversation on the subject of the text. The teacher must know every new word and thought in the lesson before he meets his class so that he can conduct it without a text book. The teacher who is tied to his text book when teaching has failed to prepare himself for the task. 3. Text Used. It is impossible to name a text book which is suitable for all classes. Some are good for certain types, nation- 12 alities, localities, occupations, etc., but not any one of them will be exactly suitable. On the other hand nearly any one of them is good in the hands of a good teacher. In other words the teacher must expect to supplement the text book, however good it may be. But there are certain things which the text selected must contain. It must have a vocabulary suitable to the needs of the class. This does not mean that if there is no good text published for coal min- ing foreigners, no other text can be used. A book containing a general vocabulary common to the needs of every man or woman may easily have its vocabulary increased by the teacher to fit the needs of his students. But under all circumstances, the vocabulary whether general or special, must be composed of the words of every day use in the student's life. Again, whatever material is used, must be varied, interesting, and usable. A child's primer is sadly out of place in a grown man's hands. But, at the same time, the text must pass gradually from easy expressions to the more diffi- cult. More difficult should not mean too complicated or too in- volved for ready understanding as is the case in some text books. Supplementary material for reading should always be fur- nished by the teacher. Familiar signs occur everywhere the student goes and in many instances, should be known by him for his own protection, e. g., 'Look out for the cars', 'Stop', 'Keep to the right', 'Wet paint', 'Exit', and innumerable others which are invaluable. The newspaper furnishes material for classes in all stages — weather conditions, advertisements, help wanted, etc., etc. The teacher can succeed in making reading much more varied and interesting by the use of such material. C. Spelling. Spelling is the bugbear of most Americans whether they admit it or not. Our system (?) of spelling has too many rules in the first place and too many exceptions to the rules in the second place. The teaching of spelling to the foreigner should depend upon its functioning in his work. Most of the students will have little or no use for an extended course in spelling. They should, however, be taught to learn their vocabulary correctly as they progress, but to spend much time on spelling for its own sake is unwise. Terms which he will use in letter writing should of course be drilled upon, until the correct spelling becomes automatic. In many instances the word correctly spelled must be learned by itself but often simple rules which are workable can be given the student as an aid. 13 D. Grammar. Many of the students, at least of European origin who have had some education, may ask for instruction in formal grammar. This should be given, however, only to advanced students who de- sire it. But in all other classes grammar should be taught indi- rectly and not directly. Under no circumstances should grammati- cal terms and definitions be used or taught. Correct usage should be taught by proper drills upon word form and idioms correctly used. On the other hand, the teacher should take care not to be too pedantic. Although it is still correct to say, 'It is V, 'It is me' is in common use and even recommended by some English author- ities. The teacher will often find it necessary to allow such express sions to be used without correction. But correct usage can easily be taught in conjunction with each day's lesson and, in fact, should always be taught. The pronouns, gender, the present tense of the indicative, the plural of nouns, the comparison of adjectives, the past tense, the future tense, the imperative, the progressive forms, the emphatic forms, the inter- rogative forms, prefixes, and suffixes, can all be taught through varying the thought to suit the needs. 'I have a book.' 'I have two ?' 'Today I sing.' 'Yesterday I ?' 'Tomorrow I ?' 'The boy has (my, his, your) book.' 'I talk.' 'He talks.' 'The pencil is long.' 'This pencil is longer.' 'I write.' 'Are you writing?', etc. E. Writing. Although the need of writing may be comparatively small in the life of the foreigner, since his letters to relatives will probably be in his native tongue, there are some needs of writing which are very important. First of all he should be taught to write his name and address. He then should be taught to write the words of his lesson as an aid to his spoken English. He should be taught to fill in the blanks of postal money orders, library cards, declaration of intention of naturalization, application for license, and other appli- cations of which he may have use. It is also wise to teach him how to write a simple business letter— asking for a job or for informa- tion, etc. If the teacher is not careful the idea of penmanship may become uppermost. Penmanship should be taught only to more advanced students who may need and wish the instruction. 14 F. Phonics. It is usually very easy for an American to detect a foreigner by the way in which he speaks English. This, of course, is equally true when the tables are turned and the American betrays his origin by his pronunciation of French, Italian or any other language foreign to him. Only when the speech processes are the same, no difficulty in pronunciation of English confronts the foreigner. Most of the effort made by the foreigner to pronounce as he hears will result only in various degrees of approximation. The Frenchman will naturally say 'zee', the German 'dee' for 'the', and yet be unaware that he has failed to say 'the.' Not always will his examples come from lips properly pronouncing the word, and faulty imitation renders bad still worse. The teacher must serve as a model. This means, then, that the teacher cannot simply pronounce and repronounce the words — even to boredom — while the student in would-be imitation mispro- nounces and remispronounces — also to boredom. The first require- ment is an understanding of the mechanism of his own tongue and other speech organs. It is of course impossible here to do more than outline some suggestions. Countless pronunciation may not and probably will not cause the foreigner to say 'the' — but to show him the position of the tongue and to require him to make the sound however awkwardly, will soon render his tongue more docile. Although it is unnecessary to indicate to teachers the division of our sounds into consonants and vowels or to define them, it apparently is necessary to note the differences in a way quite unlike the usual differentiation. We speak unfortunately of long a (a) and short a (a) as if they belonged together, likewise long e (e) and short (e). The problem confronting a teacher of foreigners de- mands a different arrangement. Any student of French or Italian will recognize the differentia- tion of vowels into open and close. Those who have not had the experience of another language must reconstruct their ideas along some such lines as the following. 15 (a) Open and Close Vowels. Open Vowels Close Vowels 1. i— it, hid e — eat, heed 2. e — sell, met a — sale, mate 3. 00 — foot, u — full oo — food, u— rule 4. a — cat, mat a — care, mare This grouping does not represent all of the vowel sounds but merely those which occur in both positions (i. e. open and close). It will soon be noticed that the open vowels above represented cause dif- ficulty for the foreigner. (b) Long and Short Vowels. Here the distinction is brought about by difference in stress. For example compare the *a' in 'senate' and the 'a' in *ate.' The *o' in 'old' and the *o' in 'obey.' It is readily seen that there is a tendency toward laxity and a consequent weakening in the pro- nunciation of the unstressed vowel. (c) Diphthongal Vowels. 1. Vowels with a glide. The vowels in such words as 'mane', 'mean', 'mine', 'coin', all have a tendency to make use of an 'i' sound. The quality of the vowels which we might more nearly correctly represent a^, e^, a^ and 6^ respectively vary in their length, depend- ent upon the speaker. This off-glide is usually neither known to nor recognized by the foreigner. The on-glide as in 'use', (in reality *yoo') should also be remembered. 2. Labialized Vowels. The proper pronunciation of 'o' in English is very often missed by the foreigner because of his failure to note that our sound is composed of an 'o' sound (with which he is probably familiar in his own language) plus a slight rounding and protruding of the lips. For example, in the word 'note', an exaggeration of our pronunciation gives 'no oot' or 'no oot'. 3. The *ou' in 'house' is really a combination of approximately 'a' and 'do'. The teacher can easily press home these points by exaggeration in the early stages or when necessary. (d) Neutral Vowels. Two of the most difficult sounds for foreigners are those repre- sented by the vowel sounds in 'up' and 'fir.' In the first the tongue is low while in the second it is back and high. The teacher should acquaint himself with the position of his own tongue so as to describe it if necessary to the students. 16 (e) Obscure Vowels. In all of the unaccented syllables of a word, the tendency is to pronounce the vowels obscurely either as 'i' or 'u' — for example — 'horsiis', for 'horses', 'forist', for 'forest', 'ivent' or 'iivent' for 'event'. (That is 'e' but not accented.) The teacher himself is probably guilty of a great many of these variations in our spoken English. (f) The Consonants. The teacher should acquaint himself with the distinctions in consonants, their places of articulation, their manner of formation, etc. In the introductory of the New International Dictionary will be found, a section on 'A Guide to Pronunciation' which will be of great help to the teacher in teaching phonics to the students. It is of course impossible here to do more than suggest some of the faulty pronunciations which may be expected and which should be corrected. SOUNDS WHICH CAUSE DIFFICULTY FOR THE FOREIGNER AND WHICH NEED FREQUENT CORRECTION. A. Labial Sounds. 1. Confusion of 'p' and 'b' — 'bin' for 'pin', 'pin' for 'been'. 2. Confusion of 'w' and 'v' — 'vill' for 'will', 'wery' for 'very'. 3. Confusion of 'v' and 'f — 'efer' for 'ever', 'haf for 'have'. 4. Omission of 'w' in words beginning 'woo', — 'ood' for 'wood'. 1. Confusion of 't' and 'd'— 'liddle' for 'little', 'colt' for 'cold'. B. Dental Sounds. 1. Confusion of 't' and 'd'— 'liddle' for 'little,' 'colt' for 'cold.' 2. Tendency to pronounce 'th' like 't' or 'f — 'tink' for 'think', 'fing' for 'thing'. 3. Tendency to pronounce 'th' like 'd' or 'z' — 'dose' or 'zose' for 'those'. 4. Tendency to pronounce 'j' like 'ch' — 'chust' for 'just'. 5. Confusion of 's' sounds — 'shtay' for 'stay', 'becauss' for 'because'. C. Liquid Sounds. 1. Confusion of 'r' and '1' — 'raw' for 'law' and 'law' for 'raw'. This is especially true among Asiatic races. ^ 2. Tendency to pronounce 'r' like 'w' — 'twain' for 'train'. 17 D. Guttural Sounds. 1. Mispronunciation of 'ng'. In some words like 'singer', a 'g' is added to the *ng' sound making it rhyme with 'finger'. In other words like 'finger', the 'g' sound which follows the 'ng' sound is wrongly omitted mak- ing it rhyme with 'singer'. In words ending in *ing' the sound is replaced by 'in' as 'tryin' for 'trying'. 2. Mispronunciation of 'nk'. Here the sound produced is apt to be 'ng', as 'thing' for 'think'. The teacher can easily correct this by showing how the explosion of the breath occurs in the pronunciation of the 'nk'. 3. Confusion of 'ks' with 'gs' — *ekks' for 'eggs'. 4. Omission of initial 'h'. E. Vowel Sounds. 1. Confusion of 'i' and 'e' — 'beat' for 'bit'. 2. Mispronunciation of 'e'. 3. Mispronunciation of 'a' — this is one of the most difficult vowel sounds for the foreigner. 4. Mispronunciation of 'u' — this is another very difficult sound. 5. Confusion of 'oo' and 'do' — 'pool' for 'pull'. 6. Mispronunciation of 'ir', 'er', 'or', 'ur' (as in 'girl', 'fern', 'word' and 'burn'). It is necessary for the teacher always to be on the alert for mispronunciation. It is then of prime importance that he show the foreigner how to place his vocal organs so as to approximate the sound as well as possible. An exaggeration of the sound will often make the student realize his former mistake. If the teacher is unaware of the process which he himself is performing in order to pronounce a sound, it will be impossible for him to make the for- eigner understand how to make the sound. In the case of confusion of sounds, two lists of words should be given so that the student can realize the difference. For example to illustrate the confusion of 'i' and 'e'. bit beat mit meat sit seat fit feet 18 On the other hand, whatever words are used to teach the sounds should be familiar to the student. Phonics should never be taught by the use of words strange to the eye and ear. Moreover, the tendency may be to overemphasize this part of the work. While it is absolutely necessary that each lesson should contribute to the teaching of phonics, that part of the work should never crowd out some other more important phase of the work. APPORTIONMENT OF TIME In determining how much time should be given to the various phases of the work, the teacher should always keep in mind the fact that the main purpose is to teach the foreigner how to talk English, then to read English and finally to write English. This means that the basic work must be conversation. Any well balanced program should contain the following: Conversation, Reading, and Writing; while Spelling, Grammar, Phonics, Penmanship should all be taught incidentally as elements in each of the three main phases of the work. The time to be devoted to each of these three phases must be determined by the teacher as the needs of the class dictate. The basic work of each of the phases is conversation. The reading les- son must continue the work of the conversation lesson and for that reason should be on the same topic as the conversation with what- ever additions may seem advisable ; likewise, in the writing lesson, the fixing process for vocabulary understanding and use should be continued. The repetition of the theme of the lesson each time through a different medium of teaching should cause the student to master the lesson well; but students should not be bored through repetition. Too much emphasis can not be placed upon the use of con- versation through the entire lesson. Grammar, phonics, spelling, penmanship should all be subservient to conversation, reading, and writing; and the last two should be subservient to conversation. In arranging his work the teacher should plan the new vocab- ulary, the new construction, the new pronunciations that he expects to present that evening, and everything he does should tend to an explanation of those points. There will always be an opportunity to bring in extraneous material, but too much of it means less chance to press home the important features. 19 TEACHING CITIZENSHIP TO FOREIGNERS The purpose of this work is not only to acquaint the foreigner with American institutions and ideals, but also to make it possible for him to enter actively into his American life. To permit a class in citizenship to deteriorate into a reading class, or into naturalization examinations means failure of the purpose of the work. For students who wish to be prepared to pass the naturaliza- tion examinations, a separate class should be formed. But for those who are not yet aware of what American citizenship really stands for, and who are not yet ready to assume its responsibilities and privileges, other classes should be formed which will carry that message to them. Two kinds of such classes should be formed, one of elementary instruction for those who have only a small knowledge of Eng- lish, one of advanced instruction for those who have a speaking and reading knowledge of English. In both classes however, the starting point should be the same, namely, the immediate environ- ment of the student. As a member of the community he has certain duties, to himself, to his family, and to his fellowman, and these relations should be presented to him clearly. After his relations to the community have been discussed, his relations with the state and nation should be taken up. The following "Outline of Syllabus for Elementary Civics for Immigrants" which is given in a 'Citizen- ship Syllabus' published by the New York State Department of Education, Albany, N. Y., 1916, will furnish a good example of the proper type of work. I. The Citizen, How He Lives. 1. Food. 2. Clothing. 3. Water. 4. Home. 5. Family. II. The Citizen's Community. What it Does for Him. 1. Fire Protection. 2. Police Protection. 3. Health Protection. 4. Public Streets. 5. Public Signs. 6. Recreation. III. The Citizen's Work. Work and Citizenship. 1. How to secure work. 2. How to advance in your work. 3. What to do with the money which you earn. 20 IV. The Citizen's Country. The U. S. 1. The Country of U. S. 2. America's Great Men. 3. The American Flag. 4. HoHdays and National An- niversaries. V. Becoming a Citizen. Ideals of American Citizenship. 1. American citizenship. 2. How to become a citizen. 3. The American People. This outline which is developed in more detail in the above publication will serve to show what sort of instruction should be given. The advanced class should have material of the same sort but in more detail. The methods in presenting this material are many, and a \ariety of methods will keep up the interest. Class discussion is a necessary feature, but may be difficult during the early stages. Objective material should always be used. Text books may be used, l)ut there is always a danger of permitting the reading of the lesson aloud to pass as accomplishment of the purpose of the lesson. \\'herever possible the laboratory method should be used — espec- ially to impress the lesson on the minds of the students. Such centers as the public library, the post office, the city council, the courts, the legislature, the newspapers, etc., should be visited by the class and discussed. It is also possible to secure moving pic- tures which will furnish topics of interest for discussion. The class will enjoy talks by men of prominence. The speaker, however, must understand the limitations of his audience and use language familiar to them. No greater returns in teaching can be found than in a citizen- ship class well taught. Entered as Second Class Matter Jane, 1906, at the Post Office at Salt Lake City. Utah, Under Act of July 16, 1891. Published by the University of Utah 4