U. S. DEPARTMENT OF LABOR » A3" M S ' BUREAU 0F NATURALIZATION -s RICHARD K. CAMPBELL. Commiaioner WORK of the PUBLIC SCHOOLS WITH THE DIVISION OF CITIZENSHIP TRAINING FOURTH YEAR ANNUAL REPORT OF RAYMOND F. CRIST i DIRECTOR OF CITIZENSHIP DIVISION OF CITIZENSHIP TRAINING WASHINGTON GOVERNMENT PRINTING OFFICE 1920 37 •* a. JUH 23 J928 LC21 ■If*' 3l ^ WORK OF THE PUBLIC SCHOOLS WITH THE DIVISION OF CITIZENSHIP TRAINING— FOURTH YEAR. AMERICANIZATION ACTIVITIES. Sir: During the fiscal year ended June 30, 1919, the increase in intensive interest in the Americanization work carried on by the Government through this bureau since 1914 has been accentuated in carrying into effect the provisions of the act of Congress of May 9, 1918. This act is the only legislation that authorizes any ad- ministrative branch of the Government to do Americanization work. Americanization, as now administered by the Government, is the establishment of a closer relationship between the alien population of the United States and the Government through the public schools of the country. The broadest contact which the Government has with this element of American society is through the million or more foreigners who annually take steps directly or indirectly to secure American citizenship. Whatever influences ma} T be thrown around the foreigner by the public directty and indirectly through the Gov- ernment, there is nothing upon which an estimate can be made of his awakening Americanism until the foreigner himself gives ex- pression to his innermost feelings. The only gauge by which he can be measured is to be found in the naturalization law if it is found at all. This is in the " declaration of intention " which the law permits an alien of 18 years or upward to make at as early a moment after he arrives in the United States as he desires. With some the declara- tion is made within 30 days. They may be said to represent the element of incoming immigrants who have a definite purpose in mind; that purpose is to cast their lot with the American Nation as individuals and to identify themselves with its political welfare. They have defined ideas as to seeking citizenship in this country. Whatever the actuating motive may be, they early find expression of their desires and intentions through the declaration of intention. Others live here for years, even decades, without forming a definite purpose in their minds to become Americans. They may have feel- ings of friendliness and interest in ever so many of the elements of American institutions, social and economic; they may even have an interest in the political organization, but insufficient enthusiasm aroused in them to pronounce themselves upon this most important of all questions so far as this country is concerned. There may be ties in the homeland of a tangible or an intangible nature. Whatever the influences may be with these, they have been too strong to prevent their arriving at the point of decision. Until five years ago no sense of responsibility, no duty or obliga- tion was felt by the American people toward the foreigner, save by 4 WORK OF THE PUBLIC SCHOOLS a very few. The general feeling was that the immigrant having been permitted to come upon American soil, this privilege transcended all others that any other nation has extended or could extend to him. He was, therefore, allowed to drift, and any advancement which he achieved was viewed with feelings ranging all the way from jealous}^ to patronizing indulgence, with but little deep sympathy. The forces of society were not overly sympathetic with the foreigner, his ambitions, his hopes, his difficulties, or his trials and embarrass- ments. He was a stranger in a strange land, among other strangers, all of whom spoke languages different from one another and yet all were speaking a language different from that of the people with whom they had cast their lot and toward whom they were irresisti- bly drawn by all the natural ties of fellowship. As late as the year 1914 there was no concerted action nor thought of concerted action on the part of the American public either to pro- tect and elevate the standard of citizenry or to shoulder its responsi- bility to its foreign membership. This membership is as integral a part of the American Nation as the Constitution and laws made in harmony therewith. Statisticians report that two-thirds of those who comprise the American Nation are of foreign birth or with foreign parentage in one or both parents. This leaves but one-third of the Nation to lay claim to native birth with full American parentage. This clearly demonstrates the vital relationship of the foreign blood to the national entity. During the past five years a transformation has come over the pub- lic mind. In 1914 the public-school authorities were appealed to for the organization of the public-school system to undertake its share of this responsibility. Without exception officers of the public schools throughout the United States admitted the responsibility upon its presentation and committed the public schools to the national undertaking of spreading the doctrine of Americanism in concert with the desires of the Federal Government through this bureau. There are approximately 2,400 cities in the United States of 2,500 population or over. Many of these are located in the southern part of the United States and contain no appreciable alien population. Practically evei^y community of 2,500 population or over has, how- ever, taken the initial step toward reorganization of its school system to take up this national and local responsibility. There are only a small number of communities of 2,500 population or over where this necessity does not seem to exist, so far as foreign population is concerned. In all of the other places the school systems are pledged to this work and are in the various stages of perfecting their organization. In addition to this there are many communities with a lesser population than 2,500, which have undertaken this work. The school year in 1915 opened with 38 communities pledging their school systems, comprising hundreds of classes, to the spreading of the doctrine of Americanism; and the school year of 1919 closed with 2,240 communities, representing many thousands of classes. u L_ 161660 — 20 (To face page 5.) WITH THE DIVISION OF CITIZENSHIP TRAINING. 5 Table A. — Statement showing net increases, by months, in the number of cities, towns, and rural communities cooperating, directly or indirectly, tvith the bureau in its educational tcork. Date. Places cooperating. Directly. Indirectly. Total Net increase. Julv 1,1918... Jul v 31, 1918.. Aug. 31, 1918.. Sept. 30, 1918. Oct. 31, 1918.. Nov. 30, 1918. Dec. 31, 1918.. Jan. 31, 1919.. Feb. 28, 1919.. Mar. 31, 1919.. Apr. 30, 1919.. May 31,1919.. June 30, 1919.. 931 B53 968 996 007 126 201 242 299 903 903 903 903 905 905 905 905 907 909 930 935 941 1,802 1,802 1,802 1,809 1,836 1,858 1,873 1,901 1,964 2,035 2,131 2,177 2, 240 Total increase. 438 The term "Americanization" has been used and misused. The Americanism of a native American may be at a low ebb, but he can not be Americanized. He may be inspired to higher ideals, but to view him as a candidate for Americanization means to make "Americanization" meaningless. It remains, therefore, for the term to be applied to people not American. The view that prevailed of the function and province of the Bureau of Naturalization at the time of Federal supervision has been enlarged both by law and experience. With the passage of the act of 1906 Federal supervision was exercised only at the point where the applicant was to be admitted to citizenship. The Federal Government laid no particular stress upon the attitude of the for- eigner or his acts surrounding the declaration of his intention to become a citizen, either before the act or for two or more years afterwards. The declaration of intention was looked upon by some as a purely formal act, necessitated by statute, and of no value. With the joining of the public schools and the Federal Government a declaration of intention took a most prominent relationship to the administration of the naturalization law. In the preparation of the alien by the public schools for his citizenship responsibilities it has become the keystone of the arch. It had previously been used by him as a basis for the acquisition of Government land, both State and Federal, for his identification in the securing of employ- ment, and in other ways than merely as a basis for a petition for naturalization. Under the law, on his declaration of intention, he could secure a passport which would protect him in every coun- try of the globe save that of his own allegiance. He was recognized as an American citizen for the purpose of serving on board any vessel of the United States merchant marine, and every seaman declarant was entitled to full protection as an American citizen. The act of May 9, 1918, recognized the duty of the Bureau of Naturalization to send the names of the candidates for citizenship r DIVISION OF CITIZENSHIP TRAINING-BUREAU OF NATURALIZATION-U. S. DEPARTMENT OF LABOR uitfs in which 2240 Communities are cooper-atinA , ,,, &/t ... Public 'Schools with the Division of CitizensAin 7?aimn4 -- W Me > r Of Citizenship Candidates 3 by the U. S. Geological Surve£— b WORK OF THE PUBLIC SCHOOLS to the public schools. It authorized the distribution of free text- books to the candidates who attended these public schools. This act, of course, at once broadened the contact of the Federal Govern- ment with its foreign-born population, directly by the increasing numbers of candidates for citizenship who enrolled and attended the classes organized at the instance of this branch of the Government and indirectly through the attendance of non-candidate foreigners and adult American citizens upon these classes. Previously the declaration of intention was considered to be initi- ated in the office of the clerk of the court who was furnished with all of the preliminary and final forms for this purpose. At once, with the organization of the public schools to educate and train the can- didate for citizenship, the appeal to the noncandidate in the classes caused a broadening of the administrative policy of the Govern- ment. The naturalization forms that theretofore had been given only to the clerks of courts were now supplied to the public schools of the United States. The preliminary work of every sort leading to the filing of the declaration of intention and to the petitioning for naturalization took place in the class rooms. During the past two years, with the continued increase in the public mind of the desire to aid the foreigner and to promote the interests of the Nation industrially, economically, politically, and socially, the contact with the foreign population has expanded be- yond the schools and into industry. There is probably no industry to be found in which foreigners are employed that has not appealed to the Department of Labor through this bureau to aid it in a more enlightened contact with its foreign employees. Entire communities have joined in requesting advice and direction from this bureau in their organization to deal as a municipality through all their indus- trial concerns, their economic and political activities, with the ever increasingly important foreign question. The field of the bureau has therefore extended beyond the narrow original confines where it concerned itself with the alien only after he had declared his intention to become a citizen of the United States. It now reaches to the other side of that point of contact, and, broadly speaking, is in contact with the alien at every point of his life and activities in this country and, as it should be, aids him in manifesting his desire to become naturalized. The limitation upon the activities or manifestations of activity of government in the republican form are to be measured only by public mind. There can be no artificial or preconceived boundary lines between au- thorized government and its people. Those boundaries will be what the people determine them to be. In the activities of this bureau carried on now through the Divi- sion of Citizenship Training the present limitations are as set forth herein. This but states a mere existent fact. The public has com- manded the Government to function upon the broader basic contact with the foreign population than the original conception ; and it is so functioning. Whether it will further and completely expand itself through the Division of Citizenship Training into this broader field of activity remains to be seen. If the public demand is for this broader activity, the expansion will result. If, on the other hand, a newer and more practical avenue of contact should be created, the WITH THE DIVISION OF CITIZENSHIP TRAINING. 7 function of this bureau through the Division of Citizenship Training will of necessity be limited to this field of activity. A forced rela- tionship with the public can not be maintained so long as the practi- cal purposes of government are to be subserved. The presence of these foreign-born residents in our Nation is a constant source of stimulus to the Americanism of our citizens. While there is a strong sentiment prevailing in the minds of some that the foreign population is responsible for the larger part, if not all, of the unpatriotic and disloyal sentiments that have been ex- pressed and crystallized into action, that belief is not borne out by the fact, so far as that body is concerned. Certainly it is a fact that the names upon the roll of honor of the Nation that were cabled back by the American Expeditionary Forces in France give emphatic testimony to the loyalty of the foreign born. The names on the rolls represent all European nationalities. So strongly in evidence were these names that they might well have been the rosters of the dead and wounded of any or all the European countries. The per- centage of distinctly non- Anglo-Saxon names was exceedingly high. These lists still give mute testimony to the fact that the immigrant and the immigrant's son have laid down their lives for the land of their adoption. When the final records are computed they will Un- doubtedly show the presence in the military forces of our Nation of the full quota of those of foreign birth. Their presence in our military and naval forces has worked a transformation with them. It has created an after-war debt and obligation upon the United States. The alien-born soldier has returned to America an educated and trans- formed individual. He is an American in all the senses. The regi- men of the military has taken him bodily, mentally, and spiritually out of the foreign environment. He has been compelled, whether or not it is his will, upon returning to his parents and former associates, to reenter the environment, language, and customs, though not the country, of his origin. It is a responsibility upon this Nation to see to it that he is given what is now his right and heritage — his right by virtue of his contest of arms for the continuance of the life of the institutions of the Nation which he has adopted and which, during the time of political stress, adopted and made use of him. The duty and obligation upon the Nation are to provide the facili- ties for the transformation of the parents of the more than one- fourth of a million American soldiers of foreign birth and language. The means to be provided are to be found only in the operation of the naturalization law. The portion of the naturalization law which the alien-born American soldier's parents, the immigrants, are to invoke, is first, that part which will enable them to become citizens of the United States. The mere formal filing of naturalization papers can no longer be considered as sufficient. That is but the initial step toward a higher standard of life for them. The large field of activity of the naturalization law is now to be found in the public schools owing to the concerted action of the local forces of the communities throughout the United States and the Federal Government as it has functioned through the Department of Labor and is now functioning through the Division of Citizenship Training of this bureau. That is now by far the most active func- tioning branch created by the naturalization law, for the reason that 8 WORK OF THE PUBLIC SCHOOLS it makes possible an observance of the more vital provisions of the naturalization law by the courts; it makes it possible for the courts to defer citizenship to the alien who is not qualified for the respon- sibilities which he would assume and direct' him to the local public school. This has only been possible within the past few years, and is not yet wholly effective throughout the United States. In prob- ably 2,000 communities only do the courts feel that the educational facilities are so effective as to justify the refusal of citizenship to an unqualified alien with the accompaniment of a direction to him to attend the public schools of his community and later return for a fa- vorable hearing upon his petition. The responsibility is upon the Nation to see to it that its facilities are vitalized in every community of the land, for in every community of the land are to be found representatives of the alien population who have worn the uniform of the Stars and Stripes. The facilities are in existence — they are the public schools in every community. They should be organized to provide for the instruction of the adult. This is a necessity, a national necessity now, if this Nation is to dis- charge its responsibility. There are those who feel that citizenship should be withheld from every alien until after a residence of 10 years. This is but partially considering the problem, and is wholly unfair to the one expressing such a view, to the Nation, and to the individual. The duties of this Nation are not alone to be found in the field of international en- deavor for the removal forever of the possibilities of war ; they are to be found with equal weight within the national confines. The adult foreigner now has a just obligation due him from this Nation, because of his services and the services of his fellows during the World War. If there is to be definite and intelligent understanding of international affairs it must begin with an intelligent understand- ing of national questions. National questions can not be compre- hended if there be a failure to comprehend the affairs of the State. If the affairs of the State are to be intelligently understood and dealt with, such a relationship must commence with a comprehen- sive dealing with the affairs of the community. If the affairs of the community are to be actually cared for, this can only be made pos- sible by dealing with those affairs through the medium of one tongue. In the metropolitan centers of this land it is well known that a hundred dialects and languages are to be found in almost any one of them. In this linguistic array only a negligible portion have any comprehensive understanding or extensive use of the English lan- guage. There is but one medium by which this condition may be overcome. That is through the medium of contact. There is and can be only one branch of the Federal Government through which this contact may be built up ; that medium is the Division of Citizenship Training. To raise up by statute any other structure will mean to construct an artificial fabric which must come to this Federal unit to function. The administration of naturalization law as it is now to be found upon the statute books has largely been given over to the public schools of the land. The legislative expression but recognizes a condition. Legislation did not create and establish this order — the public ordained and established it, and the laws of Congress have recognized WITH THE DIVISION OF CITIZENSHIP TRAINING. 9 it. This is as it should be ; for after this supervision had been urged and tentatively tried out by the public schools and the National Gov- ernment in administering the naturalization laws, Congress specif- ically authorized the Government to further promote this work. This relationship is not the result of a concerted effort to bring about pub- lic action, but was originally, and still is, the natural expression of the public desire. Those who feel that a greater period of residence should intervene before citizenship may be obtainable hold these conclusions from a desire to protect our citizenry from accessions of those unqualified for those responsibilities. The public schools of the land offer the pos- sibilities for accomplishing these results, and when fully organized, far better than can ever be expected from the mere lapse of time. Thousands of the least qualified of those admitted to citizenship in the last decade represent those who have lived in our land for the greatest length of time, most of them long enough to rear a family. The greatest appeal to the sympathy of the courts has arisen from the fact that the applicant when he was admitted had children grown, and probably grandchildren, all of whom were born in this country or who themselves had become naturalized citizens. Their desire for their father to be an American citizen was the influencing feature which brought him from his retreat of ignorance, and em- boldened him to make the request for the privilege, though at the time it was conferred he was wholly in ignorance of its meaning. Thus lapse of time has worked no change, nor can it ever be expected to do so. In over 3,200 cities, towns, and small communities the Federal Gov- ernment is in contact with the school organizations through this division. In over 2,200 affirmative pledges have been received, with prospective assurances for the coming year from substantially all of the others, if adequate facilities can be provided this branch of the Government to convey sufficient detailed information through its personnel to these communities. This should be given and can be given at no cost to the citizenry of this country. There is seemingly no need for more than the personal contact which has been given by the naturalization examiners incident to their other naturalization work, for a community to organize itself and lend the personal and financial support to the local school organization, necessary to the organization of citizenship classes for these adult seekers after mem- bership in the body politic. The financial resources have uniformly been forthcoming in the community. States have recently passed laws by which these schools have been made possible, both financially and legally. In some States it has been and still is against the law to devote State funds to the education of adults. The educational institutions of the States are also in some cases open by law only to the minor. This is probably the condition in most States. In those States, however, without the distinct provision of law authorizing the organization and conduct of these classes, the public school systems have been organized during the past four or five years under the influence alone of this national support. Ordinarity their main- tenance is provided from local sources. Notwithstanding this ab- sence of financial provision for their support, the record shows that great potentiality has come from the moral support which the Gov- 10 WORK OF THE PUBLIC SCHOOLS ernment has given, and has resulted in the virtually complete reor- ganization of the public schools of the United States within the past five years. No moneyed aid is given these classes by the Federal Government. Its support, while not in dollars and cents, has been of a concrete, practical, and substantial character ; and great accomplish- ments have been thereby achieved. The public-school system of the Nation is carrying forward a united effort for the removal of the barrier of speech between the foreigner and his acquisition of American citizenship. This high development is directly traceable to the presence in the community of the alien. The public schools have therefore set up the means for accomplishing exactly what is desired by those who would defer the naturalization of the alien. The public schools should be encouraged to increase their efficiency in this work. This means not only that their curricula should contain information and the means for acquir- ing a knowledge of our language — it means that something outside of the mere facilities for the acquisition of facts and the organiza- tion of the mind must be provided. They must be equipped with other facilities for imparting not only knowledge but an interest on the part of the most ignorant and illiterate foreigners in their isolated groups throughout our land, if these individuals are to be enabled to accomplish their development and be transformed into assets and units of safety and reliance. Otherwise they will remain the objectives of those who would inflame and warp minds that from sheer ignorance will listen to and adopt thoughts imparted to them through any irregular medium and from whatever sources — danger- ous to the Nation though they may be — and which are open to him on every hand. The organization of the public schools means to give to the body politic healthy minded, intelligent, and desirable additions to its citizenry through the naturalization laws. In the past they have been inducted into citizenship regardless of the national well-being and regardless of the intelligence or desirability of the candidate. This has been true of at least 75 per cent of the approximately 2,000,000 who have acquired citizenship during the past 10 or 12 years. The record of the next decade should be at least the reverse of this — that not more than 25 per cent should have citizenship thrust upon them in ignorance of what it means, if it be not possible to purify the admissions by 100 per cent. One hundred per cent purity in the admissions to citizenship is undoubtedly what is desired by those who would restrict the admission by a greater period of residence. Time is not the thing to accomplish this. Through the organization of some of the economic forces of the Nation can this alone be done. These forces are now in process of organization. CEREMONIES. Because of the presence of the foreigner greater evidences of patri- otism have been felt and manifested by the citizens of our country. Observances of national holidays have taken on a real and patriotic character. Owing to the participation of the alien born jointly with the native-born citizens Flag Day, Independence Day, and Washing- ton's and Lincoln's Birthdays are no longer simply recreational holi- WITH THE DIVISION OF CITIZENSHIP TRAINING. 11 days. Patriotic ceremonies of the highest order are again characteriz- ing these occasions. The flag has had more manifestations of def- erence and honor during the past four or five years than ever before and wholly and entirely because of the presence of the foreign born. Never before the naturalization of the foreigner came under Federal supervision and the regard for the law was insisted upon by the Federal Government was it the order in the judicial procedure throughout the United States to do homage to the Stars and Stripes. This now is the rule in the halls of the judiciary. The orderly admis- sion of the foreigner to citizenship which has been brought about by Federal supervision has caused this new evidence of regard. On Flag Day there are now thousands of gatherings of the foreign born for the sole purpose of giving patriotic recognition and swearing devo- tion to our national colors. Native and foreign born alike are re- sponsible for these, but the initiative is due to the presence of the foreigner. The public schools are largely responsible for this in- creased evidence of patriotic zeal. The exercises that have grown out of attending public-school classes by the foreigner — the presentation of certificates of graduation and of citizenship — have aroused teachers and other members of the community to the sacredness of their native-born estate, simply because one born in lands across the seas has been discovered striving for this estate. STUDENTS' ESSAYS. Expressions of highest ideals have come from thousands of men and women seekers after American citizenship, and have come for the first time from them upon their acquisition of even a slight knowledge of our language. Indeed it seems to be one of the first desires of the student of our language and institutions to give voice to sentiments which show his gratitude for the enjoyment of this newly acquired ability. The following examples of this are included in their entirety : WHY I BECAME AN AMERICAN. The first American citizens considered freedom their greatest glory and their greatest happiness, and by their loyal patriotism America now stands for union, justice, domestic tranquility, and the blessings of liberty to all its inhabitants. The United States has an invaluable Constitution. Under this highest and most permanent law the citizens govern the country. Each American is a sovereign instead of being a subject, and however poor or humble, they can not be dis- franchised or be deprived of life, liberty, or property without due process of law. Americans have the right to a trial by jury, in public and by counsel ; they have the privilege of the writ of habeas corpus, and can not be inflicted with excessive bail and fines, nor cruel or unusual punishment nor be put twice in jeopardy for the same offense. The freedom of worship is guaranteed to all. Thus Catholic, Protestant, Jew. and Agnostic stand on equal footing. Every citizen may freely speak, write, and publish his sentiments on all subjects. They may peacpabiy assemble and petition the Government or any department thereof, /ind each is guaranteed civil and political rights and can vote and bjg* a voice in the Government. A citizen is bound to be loyal to the TT-"«« States, whether it hurts him or whether it benefits him, and he i* — lfl a Protege and a protector of the glorious Red, White, and Blue. „„ , »...-, The cities, towns, and hamlets -* America are large, beautiful, and healthy. The azure, salubrious lak<-, and the flowery and fragrant parks are alluring. The institutions of learning are high and liberal to the people. The public 12 WORK OF THE PUBLIC SCHOOLS activities charitable to all. The industries and commerce are immense, and the inhabitants are prosperous, enlightened, cleanly, and congenial. America is free from the taint of emperors, kings, and princes. It is only a great democ- racy, exempt of utter poverty and dire oppression, offering opportunities and advantages unequaled elsewhere to its industrious and loyal citizens. It indeed is the land of the free and the home of the brave — a fit and safe place to live in and dedicate one's self to — and every American is bound to give it the sense of his support and the living vitality of his heart of the great ideals which have made America the hope of the world. These are the enviable and cogent reasons that prompted me to become an American. WHY I WISH TO BECOME AN AMERICAN CITIZEN. Reasons for my desire to become an American citizen are very numerous. Having lived in the country for some time, and having enjoyed its benefits and privileges, I feel it my duty to become its citizen and help also in the bearing of its burdens and trials. Its ideals and forms of government appeal to me. Its system of education is the greatest in the world, especially for the workers, and is free not only to its citizens but for all who are wise enough to take advantage of it. We enjoy freedom of religion, speech, and thought, and have a better chance for advancement than we could find anywhere in the world. We carry ourselves with the free and easy swing, as expressed in other coun- tries, and in coming to these shores we have found a haven of refuge and pro- tection for all. The unselfish spirit with which America entered the World War and its work of relief and mercy have taught me to love and respect her. The way in which the war was prosecuted has put into me the American spirit — do it or bust. I have always been able to earn a respectable living, am married to an American-born woman, who is the mother of my American-born son. Should not I, as the head of this American family, become a citizen of the United States of America? These two were the prize winners in an Americanization essay 1 contest conducted by the public schools in conjunction with the chamber of commerce of Rochester, N. Y. These two persons at- tended the citizenship classes in the public schools of that city, and were admitted to citizenship during the past year. These contribu- tions are but meager evidences of what has been produced in the thousands of classes that are now nourishing throughout the country, and in the atmosphere of patriotism in which thousands are being transformed into loyal Americans, even before they become entitled to citizenship through the operation of the law. It is this accom- plishment which is desired by those who would extend the time of probation. The essence of their belief is, however, to be found in candidates for citizenship ,/ho are qualified at the time of admission. FEDERAL FINANCIAL SUPPORT UNNECESSARY. It is only by supporting this work that has been so successfully inaugurated and carried on, at no national expense, but through the expenditure of millions of dollars annually by the various com- munities throughout the Nation, that their desires may be made pos- sible. Tl^ Federal cost of administration is borne by the seekers after citizenship, ^] other costs are maintained by the communities in which the schools ait* ^ Includes activities at Trojsn. 40 WORK OF THE PUBLIC SCHOOLS Table 0. — Foreign-born white males of voting age, 1910, naturalization papers filed in fiscal year ended June SO, 1919, and names furnished, by States and cities or towns — Continued. State and city or town. Populat on, 1910. Foreign-born white males of voting age, 1910. Naturalization papers filed in county from July 1, 1918, to June 30, 1919. Names furnished. Total. Foreign- born white. Total. Natural- ized. Decla- rations. Peti- tions. Declar- ants. Candi- dates' wives. Texas— Continued . El Paso 29, 279 5,669 14,248 111 4,640 63 988 35 123 15 31 155 2 154 34 1,977 15 9 335 4 103 24 84 6 3 79 6 139 2 50 2 3 Fort Worth 73,312 4,309 2,541 963 39 6 36, 981 3,0% 3,139 6,164 149 286 3,503 80 148 1,962 35 63 41 2 2 34 62 19 11 1 1 78,800 6,318 3,466 1,754 255 134 140 80 Laredo 14, 855 2,945 7,330 218 2,341 102 387 13 19 4 8 1 1 3 1 8 2 1 1 New Braunfels 3,165 10,482 676 325 354 182 106 67 6 5 3 3 5 4 3 Palestine 3 7,663 783 582 267 39 3 96,614 14,407 7,354 3,114 333 152 342 3 144 1 11 9 6 4 Taylor 5,314 577 199 109 13 2 9 Victoria 3,673 329 156 98 29 22 11 22 3 1 31 7 1 119 2 11 494 1 Wharton Utah 17 7,522 4,057 25,580 3,439 8, 925 92, 777 1,518 1,303 4,454 725 1,227 19,035 656 703 2,103 394 532 8,675 399 236 1,130 307 231 4,335 28 12 3 Ogden 155 9 22 712 20 5 14 309 56 ParkCity 1 Provo 9 271 Vermont. Bellows Falls 4,883 8,698 1,943 20,468 13,546 4,879 29, 494 67,452 24, 127 33, 190 127,628 38, 874 3,849 1,928 996 1,103 503 470 219 365 4 7 5 4 4 3 3 Bethel 3,938 1,767 60 450 3,564 388 1,115 4,085 770 19 1,505 807 39 250 1,820 200 604 2,040 414 12 930 498 27 130 931 69 349 943 212 6 54 33 2 11 350 2 10 65 15 40 20 Virginia. 6 12 685 1 114 7 54 2 2 98 21 444 9 32 6 Includes activities at Virginia Heights. WITH THE DIVISION OF CITIZENSHIP TRAINING. 41 Table C. — Foreign-born white males of voting age, 1910, naturalization papers filed in fiscal year ended June 30, 1919, and names furnished, by States and cities or towns — Continued. State and city or town. Populat on, 1910. Foreign-born white males of voting age, 1910. Naturalization papers filed in countv from July 1,'1918, to June 30, 1919. Names furnished. Total. Foreign- born white. Total. Natural- ized. Decla- rations. Peti- tions. Declar- ants. Candi- dates' wives. Washington. 13,660 24,298 2_, 051 2,289 396 5,154 5,152 3.627 2,818 1,255 1,439 231 149 23 15 2 6 39 3 21 93 237 96 69 14 Blaine 9 • 1 5 26 17 10 2 Cle Elum. .. 2,749 1,145 705 207 6 o ::::::::::::::::: o 1 Ellensburg 4,209 499 329 204 149 53 9 4 14 142 10 Everett 2 24,814 5, 472 3,294 1,673 320 156 71 8,171 2,407 1,613 480 90 39 3 11 10 17 2 8 3 1,148 748 12 586 293 17 30 5 12 Olvmpia 6,996 829 467 289 sS 17 62 28 65 195 3 1 19 1 1 2.740 1,003 588 293 11 3 4 Roslyns 3,126 237,194 1,556 60,835 934 36,097 301 16,438 45 5,084 22 4,456 1,135 1,398 Shelton 16 6 2 5 784 517 2 7 1 32 2 4 31 3 45 46 1 4 104,402 83,743 21,220 21,463 12,389 12,191 5,495 5,808 1,275 1,240 184 780 191 Tacoma 226 2 9,300 1,129 674 345 109 24 3 1 Walla Walla « 19, 364 899 2,361 1,239 682 45 19 21 1 ..I 1 15 West Virginia. Bluefield 11,188 22,996 9,202 1,200 9,711 1,959 1,014 481 116 543 256 24 242 112 13 109 148 11 32 48 2 Charleston 17 Clarksburg ? 17 630 370 127 54 47 16 15 1 Includes activities at Franklin. - Includes activities at East Everett, Lowell, and Pinehurst. 3 Includes activities at Glendale and Everson. * Includes activities at Earlington. 5 Includes activities at Beekman, Mine No. 5, and Ronald. 6 Includes activities at College Place. 7 Includes activities at Glenn Falls, Hepzibah, Meadowbrook, North View, Re\-noldsville, Tin Plate, and Wilsonburg. 42 WORK OF THE PUBLIC SCHOOLS Table C. — Foreign-born white males of voting age, 1910, naturalization papers filed in fiscal year ended June SO, 1919, and names furnished, by States and cities or towns — Continued. State and city or town. Population, 1910. Foreign-born white males of voting age, 1910. Naturalization papers filed in county from July 1, 1918, to June 30, 1919. Names furnished. Total. Foreign- born white. Total. Natural- ized. Decla- rations Peti- tions. Declar- ants. Candi- dates' wives. West Virginia— Continued. Huntington 31, 161 514 304 175 21 4 9 4 Idanav Jenkifijones Keyser 3,705 1,640 9,150 17,842 2,054 2,354 130 56 20 2 57 57 9 4 9 26 6 1 1 18 9 1 3 Logan Morgantown i 1,113 560 567 278 196 180 7 Parkersburg 2 4 Piedmont 3 Thomas* 25 16 2 Warwood : Wellsburg 6 4,189 2,031 41,641 4,976 577 1,899 2,921 3,561 262 122 55 88 9 52 21 Follansbee Wheeling 5,418 1,846 2,679 1,124 1,413 159 422 54 277 141 Benwood Bridgeport Elm Grove McMechen 213 227 105 147 35 16 Williamson 27 132 70 189 173 81 6 70 26 79 71 20 5 3 Wisconsin. Albany Antigo 7,196 16, 773 11,594 1,499 15,125 841 1,122 3,257 3,475 563 1,573 1,864 874 1,287 1,299 29 65 126 14 43 24 Appleton « 34 Ashland 67 Barron 11 BeloiU 2,395 1,307 654 26 Rockton, 111 Cary 9 82 8 1 64 79 114 5 32 83 3 Chippewa Falls « 8,893 2,155 1,118 836 85 72 33 31 53 Clintonville 5 Cold Spring 1 Cudahy » 3,691 18, 310 18,797 1,684 4,245 3,062 901 2,173 1,585 203 1,411 1,035 22 Eau Claire 121 233 40 103 57 Fonddu Lac 63 5 Grand Rapids i° 6,521 25,236 4,477 1,152 4,056 942 589 2,078 472 368 1,524 263 153 142 49 81 29 Green Bay " 56 De Pere Hurley 309 203 51 98 34 58 13 1,826 145 17 Janesville 13,894 4,717 21,371 30, 417 372 1,997 792 7,642 6,043 979 404 4,141 2, 965 646 327 1,401 1,759 35 Kaukauna 9 Kenosha 12 2,177 162 194 51 859 La Crosse 1 3 84 La Crescent, Minn Little Chute 11 144 9 Madison n 25,531 1,236 3,383' 13,027 14, 610 4,174 2,105 1,174 3J8 152 78 Burke New London 499 2,534 4,027 268 1,258 2,059 200 789 1,544 4 135 45 1 46 15 38 32 38 3 Manitowoc 239 93 62 39 109 Marinette Marion 34 ] Marshfield 5,783 1,095 525 298 37 May ville 124 84 13 Menasha 6,081 5,036 8,689 1,420 1,258 1,985 661 640 1,027 257 421 709 36 Menomonie Merrill Milford 65 95 37 22 24 22 1 Includes activities at Sabraton and Westover. 3 Includes activities at Belpre and South Side. 3 Includes activities at Benyl. 4 Includes activities at Ben Bush, Coketon, and Pearce. 6 Includes activities at Beech Bottom. 6 Includes activities at Kimberly. 7 Includes activities at South Beloit, 111. 8 Includes activities at Cornell and Irving. 9 Includes activities at Fernwood, St. Francis, and Stormy Hill. 10 Includes activities at Bison Village, Port Ed- wards Village, Rudolph, Saratoga, Seneca, and Siegel. 11 Includes activities at Duck Creek. 12 Includes activities at Pleasant Prairie and Som- ers. 13 Includes activities at Onalaska and West Salem. » Includes activities at McFarland and Sun Prairie. WITH THE DIVISION OF CITIZENSHIP TRAINING. 43 .„,, Fnrfwn-born white males of voting a-e, 1910, naturalization papers filed in Xf^!3£5M^, an/namesfurnished, by States and nUes or towns- Continued. 1 Foreign-born white j Population, 1910. males of voting age, 1910. Naturalization papers filed in county from July 1, 1918, to June 30, 1919. Names furnished. Total. Foreign- born white. Total. Natural- ized. 1 Decla- rations. Peti- tions. Declar- ants. Candi- dates' wives. W isconsln— Continued. 373, 857 707 . 111,456 56, 101 26, 155 3,084 1,078 2,924 2,540 Town of Greenfield Town of Lake 3, 797 . 8,737 . 3,346 2,925 '"&', 734' 3,383 681 413 " 'i'iiii' 499 211 203 637" 268 107" 438* 200 """28' 38 '""26" 16 15 18 30 12 Montello Montreal 12 24 2 33,062 ' 3,792 38,002 i 5,637 j 3,968 , 562 889 12,509 1,366 708 534 6,590 753 381 251 2,834 336 258 48 ; 934 32 | 26 227 15 13 778 12 19 7 435 6 15 Sheboygan » 26,398 884 902 ! 6,092 3,973 8,692 40,384 4,850 ""3^836" 8,829 8,740 16,560 889 6,645 1,458 867 182 593 361 Mosel 24 3 32 739 26 24' 17 59 65 21 2,008 425 1,712 13, 772 836 "" 1*158* 1,949 1,548 3,918 1,124 199 856 8,201 461 631* 914 291 1,920 377 117 516 2,735 117 438* 608 218 1,310 80 91 994 28 38 211 3 24 301 22 Two Rivers * Waldo lis" 37" ii 11 191 131 52 51 39 53 Schofield 2,420 1,491 386 ! * 5 9 35 29 23 30 West Allis West Milwaukee Westfield ::;*""" i Wyoming. 2 4 2,639 11,320 561 1,751 968 470 79 24 7 15 5 20 1,892 1 319 843 696 ""8," 237 975 124 43 15 46 9 8 6 27 81 50 5 24 23 3 10 8 Kemmerer 6 Diamondville Koor '""i,"i53 713 378 4,256 5,778 8,408 794 2,684 809 1,654 540 73 9 94 25 14 3 47 272 | 161 6 11 11 34,970,686 8, 930, 642 4,433,654 1,883,743 291,648 ! 94,253 .225,159 108, 395 RECAPITULATION. United States proper. Cities listed Balance. 91,972,266 34,970,686 57,001,580 13,345,545 8,930,642 4, 414, 903 6,646,817 4,433,654 2,213,163 3,034,117 1,883,743 1,150,374 346, 827 291,648 55, 179 107,559 I 94,253 1225,159 13, 306 108, 395 1 includes activities at Lakeside. 2 Includes activities at Canton and Hauger^ • Includes activities at Howard Oroveand Koliier. < Includes activities at Rothschilds. 3 Includes activities at Elmo and Evansville. J Includes activities at Conroy Elkol, Frontier, Glencoe, Oaklev, Quealy, and Sublet. 7 Includes activities at South Superior. 44 WOKK OF THE PUBLIC SCHOOLS Reports have been received from the public school authorities showing the progress of the work of training and instructing the aliens, including those who are not candidates for citizenship as well as those who are. While the functions of the Division of Citi- zenship Training are limited to the promotion of the instruction and training of candidates for citizenship by the public schools, the functions of the public schools are in no sense so limited. Wher- ever a class in citizenship training has been organized by the public schools at the instance of this office, or otherwise, it has been thrown open to all adults, regardless of nationality or primary intentions toward American citizenship. It has not been possible to tabulate and arrange the reports which the school authorities have forwarded showing their work. The tabulation was carried on as long as the growing volume of the work and the limited personnel admitted. One hundred and sixty-six reports from as many communities are presented herewith. Table D. — Report of requests for information received from 166 public-school superintendents as to English and citizenship classes for the foreign-born conducted during school year 1918-19. Number of classes established : Day 68 Evening 772 Total 840 Maximum enrollment : Men 11,854 Women 2,733 Unclassified 1,287 Total 15,874 Number below 31 years : Men 4,847 Women < 1,212 Total 6,059 Number from 31 to 50 years : Men 3,131 Women 567 Total 3,698 Number from 51 to 60 years: Men 295 Women 57 Total 352 Number above 60 years : Men 85 Women 46 Total 131 Number age unclassified 5, 634 Average length of term : 4 months. Number of sessions each week : Majority report 3 sessions a week. Hours per session : Majority report 2 hours per session. WITH THE DIVISION OF CITIZENSHIP TRAINING. 45 NATIONALITIES. Albanians 44 Americans 639 Armenians 19 Australians 108 Austrian Poles 41 Alsatians 2 Belgians 22 Bohemians 13 Brazilians 5 Bulgarians , 10 Bukowinans 1 Canadians 133 Chileans 1 Chinese 3 Croatians 20 Czecho-Slovaks 31 Danes 11 English 106 Esthonians 10 Finns 206 French 637 Galicians 2 Germans 341 Greeks 286 German Russians 573 Hollanders 32 Hungarians 221 Hindoos 1 Irish 60 Italians 1, 499 Icelanders 14 Japanese 3 Lit huanians 133 Moravians 1 Mexicans 70 Norwegians 42 Negroes 4 Poles 1, 29-4 Portuguese 684 Roumanians 64 Russians 292 Russian Poles 28 Ruthenians 1 Scandinavians 7 Scotch 17 Serbians 22 Slavs 167 Slovaks 4 Spaniards 62 Swedes 116 Swiss 2 Syrians 55 Turks 8 Tyrolese 2 Ukrainians 13 Welsh 3 NUMBER NOT SPECIFIED. Afghans. Egyptians. Macedonians. Argentinians. Filipinos. New Zealanders. Bavarians. Indians. Porto Ricans. British West Indians. Jugoslavs. Prussians. Cubans. Koreans. Panamanians. Czechs. Luxemburgers. South Africans. Dalmatians. Magyars. Danish West Indians. Montenegrins. Total number students enrolled as indicated in 166 reports 15. S74 Students whose nationalities are given 8. 209 Students whose nationalities are not given 7,665 Number of citizenship classes in the 166 places : Day classes 68 Evening classes 77l! Total classes 840 An examination of these will disclose most significant facts. Those attending these classes are, in point of numbers: First, Italians; second, Poles; third, Portuguese; fourth, Americans; fifth, French; sixth, German-Russians. Over 4 per cent of those in attend- ance upon these classes are illiterate Americans of adult age. They have come to the only source that has ever been open to them for securing education in company with adults, at such hours as their work would admit. Previously, if they were to acquire the ability to read and write in our language they must subject themselves to an at- tendance in classes in company with children. The organization of the public schools for the promotion of the training of the foreign born in his coming responsibilities of citizenship has pro- vided the means by which the adult illiterate American may over- 46 WORK OF THE PUBLIC SCHOOLS come the deficiency in his mental training caused by the vicissitudes of his life during his tender years. In these classes are to be found American women seeking an education in the common school studies along with native men and men and women of all other nationalities. Out of the 78 nationalities reported, American citizens were fourth in point of numbers attending. Another feature of this "work as presented by these figures is the large number in attendance 31 years of age and upward. More than 40 per cent of those classified by age were shown to be 31 and over, while over 1 per cent were upward of three score years of age. Among these latter were many interesting instances of determination to ac- quire an intelligent American citizenship. One case in particular will suffice. This student was of the Czecho-Slovakian nationality, was G6 years of age, a grandfather with grandchildren in the mili- tary service of our country, and knew nothing of our language. He attended the night schools in St. Paul, Minn., and was affectionately referred to as the " granddaddy " of the class. With the close of the school year he had acquired a speaking vocabularty of nearl} T 600 words in English, and had learned to read and write. What is true of the public schools of St. Paul is true of those of hundreds of other cities and small communities, for which there is no space in a report of this nature to make detailed mention. The theories that the learning of a language is to be confined to the early period of life, or may be accomplished only by the most in- tellectual in the later period of life, have been shown to be fallacious. If the personnel of the division were adequate it would be possible to show the detailed enrollment, the maximum attendance, the num- ber of men and women attending the thousands of classes, to classify and group them by ages and by nationalities, to show the length of their residence in the United States, to show their family conditions, the vocations which they pursue, the new vocations which their edu- cation enables them to engage in, the period of residence prior to the declaration of intention, the portion of the seven-year period elapsing after the declaration of intention was made, the causes which led to the deferring of the declaration of intention and of the petition, the influences which brought them into the public schools, and the causes in their environment which delayed them in taking the step toward American citizenship. In short, if the means were pro- vided for the Division of Citizenship Training it would be possible for the director to report an analysis of the foreign population with its relation to the acquisition or nonacquisition of citizenship, which would enable those earnestly desirous of dealing fairly with this problem from the viewpoint of the Nation, as well as the individual, to do so. Such information would contribute to the general under- standing of the foreigner, and permit of an enlightenment of the public upon this most vital of all questions of human contact. It would open avenues of understanding and of interchange of thought between the native and the foreign members of our society such as can not be accomplished through any other means. Such legislation as will accomplish this is strongly recommended. There is no other branch of the Government that has this broad contact and no other branch of the Government' that has the pos- sibilities for national good. The means to accomplish this should be forthcoming. WITH THE DIVISION OF CITIZENSHIP TRAINING. 47 All who receive American, citizenship through the public schools and the courts working jointly with the Federal Government should receive legal evidence of their American citizenship. This is now given only to the petitioner who is admitted to citizenship. It should also be given to the wife and the children born abroad who acquire American citizenship. Those who receive citizenship through this means should be required to appear publicly and subscribe to the oath of allegiance prescribed by the naturalization laws and regulations. Citizenship should not be given to them until they are qualified. The public schools offer the means through which they all may be qualified. This is particularly vital to the Nation in view of the approaching universal suffrage. Under the operation of the present law the failure of a wife to comprehend the English language does not prevent her from becoming a citizen. DERIVATIVE CITIZENSHIP. As has been shown heretofore in the reports of this bureau and of the Secretary of Labor, but 75 per cent of the applicants have been qualified for admission to citizenship. This is true, notwithstand- ing substantially all of the applicants are men who have had such opportunities to better themselves and acquire a knowledge of our language and of our institutions of Government and to adopt Amer- ican customs as their environments permitted. They have not been passing their lives within the four walls of their homes; they have had a much greater opportunity for contact with the American pub- lic than the foreign-born women. The husband may have gone to the public schools of his community and acquired a practical equip- ment not only of our language, but of such character as is attained through what is usually called a " common-school education." Be- cause he has acquired these qualifications for American citizenship he may be admitted. His admission to citizenship confers a like right upon his wife to exercise the franchise to-day in those States where suffrage is universal. To-morrow when that right is acquired b}' all, the conferring of citizenship upon the wife will also enfran- chise her. Should the citizenry of the country be increased in this manner, and should the franchise be so extended? Generally the foreign-born women reside in an atmosphere and an environment that are wholly foreign. They have no opportunity, as a rule, to come into any sort of contact with American thought. They are as though they had never left their European homelands and were still in their native cities and towns. However much their condition of ignorance of our language, customs, or governmental institutions may be in evidence, they are nevertheless clothed with full American citizenship upon the naturalization of their husbands. With naturalization they acquire the right of franchise. There are approximately 2,000,000 women who will receive citizenship through the naturalization of their husbands within the next few years, and the addition of such a large number of citizens who know nothing whatsoever of their responsibilities presents a grave problem and one which should be given the most attentive consideration by the legislative body. It would seem to be advisable to have some re- strictive measure provided in the admission to citizenship that would condition the admission of a married man to the responsibilities of 48 WORK OF THE PUBLIC SCHOOLS citizenship upon the qualifying of his wife. This restrictive pro- vision should be an educational qualification ; as no other organiza- tion than the public-school systems of this country presents the means for the qualification of women for these responsibilities, the restric- tion would not be one that would work a hardship. This can clearly be seen when it is appreciated that practically the moment the alien declares his intention to become a citizen word is sent to him and his wife, if he be married, of the desire of the Government to further their interests in becoming American citizens. No hardship, there- fore, need be feared as a consequence of such legislative enactment, since the public schools are now virtually organized throughout the county for the distinct purpose of caring for these members of our adult population. This question has been given mature consideration by certain courts in the country, where the judges have realized the relationship of the subject of naturalization to the franchise and appreciated the danger which the problem presents. The accompanying order of court has been entered in the circuit court for Baker County, in the State of Oregon : IN THE MATTER OF FINAL HEARINGS ON PETITIONS FOR NATURALIZATION. It appearing to the court that before an applicant for citizenship can under- standingly take an oath to support the Constitution of the United States and of this State a general knowledge of the provisions of those instruments is essential ; and it appearing that no person can intelligently be well disposed and attached to our Government without knowledge of its character and functions as a government by law and its duties, aims, and purposes as a democracy; and it appearing essential to good citizenship that the individual should have full appreciation of the privileges, rights, and benefits acquired, the trust assumed, and the corresponding duties and obligations accepted by becoming a citizen of the United States, and that to that end the citizen should realize what American ideals are, what Americanism is, and what it means to become an American, and that he should as far as reasonably pos- sible fairly understand the principles upon which our Government is founded and the methods whereby those principles are sustained and the laws there- under enacted and carried into effect ; And it further appearing that many who would become useful citizens and in all things worthy have been hampered and delayed by reason of not being familiar with the language and customs of the country, and that such persons may need assistance in acquiring the aforementioned essential knowledge, and that to that end and to aid and assist such persons therein the Government of the United States, through act of Congress, May 9, 1918, appropriated funds for the publication of a textbook on citizenship for free use of those who desire to so qualify, and that such textbook has been published and that copies thereof are now in the hands of the county school superintendent of Baker County, Oreg., ready for distribution to candidates for citizenship, and that the teachers of the public schools and also said superintendent are willing to assist such applicants free of charge ; And it further appearing that when married men become citizens their wives become so also by virtue of the marriage relation, and that it is therefore important that when a married man becomes a citizen his wife should also be qualified for the like duties of citizenship: It is therefore Ordered, That the clerk of this court be, and hereby is, directed to inform each applicant upon the filing of the declaration or petition of the afore- mentioned facts and requirements, and to hand such applicant a copy of this order, with directions to become familiar therewith, and that such applicant may apply to said county school superintendent for a copy of said textbook and for suggestions and directions as to method of study and as to the teacher from whom assistance may be had ; It is further ordered, That each applicant who is a married man is hereby directed to inform his wife of the foregoing provisions and to qualify with WITH THE DIVISION OF CITIZENSHIP TRAINING. 49 him for such citizenship, and that, unless for sufficient cause shown to the court it is otherwise ordered, the wife of each married man shall attend court with her husband at the time of the final hearing upon his petition for admission to citizenship of the United States. Done in open court this 27th day of May, 1919. Gustav Anderson, Judge. Somewhat similar action has been taken in various other courts. In one judicial district comprising eight counties of New York State the supreme court has required that the wife of the petitioner appear in court with the petitioner at the time of the final hearing. In other places the question has been considered and various steps taken. The reports show that some judges have required a rather complete knowledge of our language and form of government. Some of the tests have been such as merely to show that the wife could speak English, knew the name of the President, and the number of years of his term of office, and other elementary details. Con- tinuances of cases have occurred where dense ignorance of the Eng- lish language is demonstrated by simple questions, such as " Where do you live?" and " How many children have you? " Upon failure to comprehend these questions the conferring of citizenship has been deferred to a later period. Of course, in considering the question of the appearance of the wife some difficulties have been encountered. In numbers of cases sickness of either the wife or the children, domestic duties at the hour of the hearing, the necessity for bringing small children into court or leaving them in the custody of others, represent some of the principal difficulties to the easy observance of this requirement of the courts. In the opinion of one of the judges it is well to have the women appear in court, if for no other reason than that it takes them out of their homes and gives them some idea of what our Government in its actual operation means. After their experiences under these circumstances, even though it be accompanied by some sense of nervousness, the consensus of opinion appears to be that such a requirement is not only wholesome in its effect but quite necessary. Since the local educational authorities are both willing and anxious to afford these women as well as their husbands every educational facility and opportunity, a requirement of an educational nature for admission to citizenship would not seem to be unjust. Certainly if for the mere admittance to the shores of this country educational requirements have been determined to be necessary by the legislative branch of the Government, it would be only consistent that an edu- cational requirement for the admission to that highest and most important of all relationships to the Government should be legis- latively expressed. Of far graver importance is the question of admission to citizenship than that of mere admission to our soil. JUDICIAL RECOGNITION. The judges of courts sitting in naturalization cases are increasingly realizing the advantages to the community as well as to the individual applicant for citizenship which the public schools a? reorganized under the stimulus given by this bureau now present. Announce- ments from the bench are occurring at almost every naturalization 161660—20 4 50 WORK OF THE PUBLIC SCHOOLS proceeding in these places that petitioners for naturalization must be able to read and write the English language intelligently and under- standing^ and have at least a fair understanding of civil government. They assert that if citizenship is to be valued properly by these seekers after the privilege, it must be something they must strive for, and that the time has come to refuse to confer citizenship upon illiterates, even though they be of undoubted loyalty. The following is indicative of the active interest being shown by the courts in promoting a higher standard for naturalization and encouraging preparation for citizenship through education. citizenship instructions. State of North Dakota, County of Traill, ss: In District Court, Judicial District. , take notice that your declaration of intention to become a citi- zen of the United States, made this day of , A. D. 19 — , in this county, judicial district, and State, gives notice to our Government that your intent is to fit yourself for citizenship before the time arrives to make your application for your final adoption. That you will in good faith inquire into and acquaint yourself with not only our form of government but the intent and purpose of its formation and the duties and responsibilities that will be yours if you are finally adopted. That you believe in and will at all times faithfully and energetically uphold the principles of our people and the various govern- mental agencies. That you will be prepared, at the time of hearing of your application for final adoption, to prove to the court before which the hearing is had and to the representatives of the Government of the United States then present that this application is made in good faith and all sincerity and with love and respect for the Government of Avhich you are seeking to become a part. Give this notice your most careful consideration and respect. Cleric of the District Court, Traill County, N. D. By order of : Judge of Said Court. WORK OF NATURALIZATION EXAMINERS. The work of the naturalization examiners in rendering effective the law authorizing the work of promoting the public schools in the education and training of the candidates for citizenship has been of the highest order of efficiency; consequently success has attended their efforts throughout the length and breadth of the land. During the past year 438 new communities pledged the organization of citi- zenship classes to teach the coming Americans the responsibilities of their new estate. Most of these were the direct results of the offi- cial activities of the naturalization examiners. In many instances it has been necessary for the examiners to ac- quaint the entire official family of the community with the fact that the Government had undertaken on a national basis the task of promoting instruction and training of this character by the public schools. It was also necessary for them in many instances to demon- strate that there was a foreign population of sufficient numbers in the community to warrant the organization of classes for their instruc- tion. In other places it was only necessary to offer the suggestion to find that the public mind was ripe for the movement, lacking only the impulse which the presence and support of an officer of the United States Government gave. WITH THE DIVISION OF CITIZENSHIP TRAINING. 51 Many of these visits to the communities where foreigners live were made as a direct result of the filing of applications for citizenship by some of the resident foreigners and were made at the time of the ex- amination of the petitioner and his witnesses. In -others, because there were known to be foreigners resident in some community other than the county seat where the naturalization papers were filed, spe- cial trips were made to these communities for the purpose of arous- ing the local community to its responsibility to its foreign popula- tion, to the end that classes for teaching English and citizenship re- sponsibilities to adults must be organized. The number of visits and the character of them are shown in the following table : Table E. — Brief partial summary of educational work accomplished by field employees of Bureau of yaturalkation from July 1, 1918, to May, 1919. 6m Interviews with — .2 £"8 2^ 3 o •51 £ £ o E District. CO > 3 .0 .2 "3 -^ S: at 3 - -± 3 2 B 9 e o CO a <2 a •ti o § s £ 3-. -^ co § c c §6 C3 O 3 3 o •2 o £5 O op oo - <— .2 .2 o o 8 ° a 3 ■a w C •-.2 "3 o c | "3 >> u. o S.2 C3 O ca o CO 5 a a > Eh w Q S o S U O Z 90 30 12 18 20 3 105 166 586 110 105 178 604 126 194 171 400 5 6 38 205 7 45 6 165 23 93 525 138 268 308 1,295 12 60 97 167 2 ( 4 ) 4 51 10 22 10 14 Pittsburgh^ 213 150 363 380 34 165 127 706 17 22 !£ Chicago 155 73 228 212 170 368 250 1,000 116 28 24 St. Louise 143 130 273 503 116 206 1,083 1,908 234 31 13 St. Pauls 300 850 1,150 1,400 700 850 2,300 5,250 1,150 150 10 Denver 232 114 346 420 54 104 202 780 o4 K 5 479 102 223 139 712 241 296 338 109 63 135 17 1,517 428 2,057 846 50 35 54 58 8 Seattle 10 Total 1,744 2,566 4,310 4,440 1,500 2,068 6,548 14, 556 1,992 468 139 i Not in relation to rendering aid to file naturalization papers, but in securing cooperation in getting em- ployees to attend school. J Includes chief naturalization examiner.-;. 3 Educational work always taken up on regular naturalization trips. 4 Impossible to state. ' Figures not complete. 5 Estimated. This table does not include many visits by examiners for the pur- pose of examining students who are candidates for citizenship to ascertain their qualifications for admission to citizenship and the receipt of the certificate of graduation. Notwithstanding the large number of visits made and territory covered by the examiners on educational work during the period covered, it is a fact that prior to the period their work was almost as completely exacting. There has been an increase in the work due to the specific provisions of the act of May 9, 1918. making it the duty of the bureau to promote the train- ing and education by the public schools. This has caused urgent calls to be received by the examiners, and necessitated special visits solely upon educational business. This table also does not include many interviews with employers of foreign-born labor tending to aid the employers in rendering assist- 52 WOKK OF THE PUBLIC SCHOOLS ance to the employees in securing their naturalization at a minimum expenditure of time and expense both to the employees and the em- ployers. This instruction and aid has prevented the loss of em- ployees' services to the employer, and has removed the employees from the hands of persons who were charging them for such and similar services. This work has" steadily increased, and the demands upon the service have correspondingly grown, as a result of the estab- lishment in upward of 1,200 industrial plants of committees, whereby the applications for citizenship have been greatly increased. The increase in school facilities for adult foreigners has been a great factor in the increase in the educational work. In Detroit, where all facilities possible are being provided, the community has been organized as a unit upon the work of promoting the public schools and supporting them in their teaching of citizenship to the foreigner. Responding to the demand, an examiner was sent to De- troit to explain to representatives of industrial concerns the details regarding the filing of naturalization papers. Representatives of 62 industrial concerns, employing 25,000 nondeclarant foreign-born, were fully instructed by him in this work in five days, with the result that arrangements were made with the courts for taking the declara- tions of intention and filing the petitions for naturalization of these foreigners. This was made possible only by providing facilities for filing upward of 500 declarations of intention a day and a corre- sponding number of petitions. In Chicago the recent increase in the naturalization work amounted to 60 per cent over the period from 1913 to 1916. This increase is due largely to the organization of the city to meet the foreign problem. In addition to having the instruction in industrial plants in the preparation of the declarations of the employees, schools were organized in the industrial plants under the supervision of the public- school authorities. Some of the experiences of these devoted servants of the public — the naturalization examiners — will illustrate the different courses adopted in effecting the organization of these classes. At Hillsboro, 111., the examiner conferred with a number of the prominent citizens upon the subject of the organization of classes for teaching the candidate for citizenship English and civic responsi- bilities. The consensus of opinion of these citizens was that the field offered by Hillsboro was insufficient for these classes, but that efforts should be concentrated upon Taylor Springs, 3 miles from Hillsboro. In a conference held with Mr. H. J. Beckemeyer, super- intendent of schools of Hillsboro, it was ascertained that lie had for some time contemplated the organization of classes for adult for- eigners. His interest in the subject was found to be very great, coupled with the conviction that there were several of his teachers who would be willing to unite with him in the effort. The confer- ence further disclosed that, although there might not be a great many aliens residing within the corporate limits of Hillsboro, from the adjacent settlement known as Schram City and from Hillsboro a sufficient number of adults would certainly be found to justify the organization of the classes in Hillsboro. The superintendent pro- posed to locate the classroom near the boundary line of the two communities. WITH THE DIVISION OF CITIZENSHIP TRAINING. 53 The subject had never been presented to the board of education of Hillsboro, but the superintendent was confident that the board would authorize the use of school buildings and the furnishing of the neces- sary light, heat, and probably the payment of salaries of the teachers required. The superintendent felt certain that if the funds were not available there were several teachers who would join with him in rendering volunteer instruction. As a result of this conference a survey was undertaken, with the purpose of effecting the organiza- tion of these classes during the summer for effective work in the fol- lowing school year. In Rockford, 111., representatives of manufacturing concerns ex- pressed a united desire for a 100 per cent American community. The expression of manufacturers throughout the country has been very clear in the desire to cooperate with all the local forces of the com- munity to the development of its Americanism to 100 per cent. While many have long held the idea that the foreigner should become an American citizen, and originally expressed this feeling as an obliga- tion upon the foreigner which he had been backward in assuming, the thought latterly found to be in most minds is that the responsi- bility for much of this backwardness was a national or local one rather than one chargeable to neglect on the part of the foreigner. It is now generally realized that there has never been any actual interest felt in the welfare of the foreigner. He was availed of by all for the special purpose for which each desired to make use of him. Application to the duties by which the foreigner makes his living had undoubtedly been the all-absorbing force in his life and in his contact with the native. Never before had there been any definite provision or thought taken in behalf of the foreigner to enable him to fit himself for the responsibilities of American citizen- ship. The realization was clear that time was ripe for the organiza- tion of the educational resources of the community so as to include in their field of activity the adult foreigner, regardless of his re- lationship to citizenship. While the activities of this service have been confined entirely to the promotion of the education and instruc- tion of candidates for citizenship by the public schools, the natural consequence of this activity has been the organization of these classes so that adults of any nationality or age, regardless of their attitude toward American citizenship, has resulted. During the last part of this fiscal year an examiner was sent to Detroit, Mich., to endeavor to coordinate the various forces in that city which were devoting time toward the education of foreign-born or were especially fitted to aid in this work. The purpose of this coordination was to embody in the final decision of the community the policy that the teaching of the foreign born to speak, read, and write our common language and to understand our democratic in- stitutions, and promoting friendly contact between the foreign born and Americans, should be recognized as deserving a more united effort and be included among the regular institutional activities of the city. Such coordination has been accomplished with success and w T ith excellent results in many other communities, in some of which no great effort had been exerted in this direction, whereas in others several agencies were acting. In these communities committees were organ- ized, including in their membership the chief executive officer, the 54 WOKK OF THE PUBLIC SCHOOLS judge and clerk of the naturalization court, the county and city superintendents of schools, representatives of industry, labor, com- merce, women's organizations, religious and other leaders of foreign- speaking peoples, patriotic societies, and others. In Detroit, as in practically every one of the larger cities of the United States wherein reside many foreign born, there have been a number of organizations at work. Many of these organizations have been working in the right direction producing results; others less so, often to the extent of treating Americanization more as a " fad " only to get newspaper notoriety for the " workers " than as an urgent, vital, civic duty ; and almost all more or less overlapping in their efforts. In order that the coordinated body in Detroit might be all-inclu- sive, it was necessary to hold innumerable meetings, racial gatherings, and larger meetings attended by representatives of widely varied associations and institutions before the organization took concrete form. As a result, on June 30, 1919, there was created an organization entitled "The Detroit Americanization Conference," whose object, as stated in its constitution, is " to encourage the promotion of the teaching and use of our common language ; the promotion of friendly contact between all of the elements of the community, both foreign born and native born; to enlist all individuals and organizations which can assist the promotion of the purposes of this conference and the general welfare of this community ; to avoid duplication of effort ; to promote efficiency and give every individual and organization an opportunity for patriotic service at home." The membership was divided into a number of standing depart- ments, or subcommittees, some of which covered finance, organization and coordination, publicity and speakers, superintendents and em- ployment managers, home visiting, schools and kindergartens, recrea- tion and celebrations, new American committee, depot work, commu- nity centers, libraries, Boy Scouts, fraternal organizations, housing, and health. In this way the foreign nationalities were organized into one unit, and the good will and enthusiasm of the American born toward the foreign born aroused. Such an organization at once presents possibilities for an approach to the various nationalities to secure the attendance of their nationals upon the public-school classes. The public schools realize keenly how much help they need in the development of their citizenship classes. This is particularly true with regard to the attendance upon these classes. It is concerted action, such as the Detroit Americanization Conference is able to furnish, that will work wonders in increasing and maintaining the attendance. That this is a community as well as a national problem has been recognized by Detroit, and it is now on its way toward an appropriate solution there. As another method of increasing attendance upon public-school citizenship classes by the foreign born, the chief naturalization exam- iner at Chicago sent to the superintendents of schools in the Chicago district a large number of slogans, prepared by way of suggestion, for the public schools to have the drawing classes in the grade and high schools, especially in every foreign-speaking community, make ap- propriate illustrated posters. A desirable discussion of the theme WITH THE DIVISION OF CITIZENSHIP TRAINING. 55 and design is likely to follow in the home that will impress the sub- ject and the slogans on the foreign born in a direct and intimate way. Exhibition of the best posters, publicity by placing them in neighbor- hood store windows, branch post offices, railroad stations, factories, etc., where they may be examined by relatives, friends, the foreign born, will undoubtedly create a subject of conversation and create a desire on the part of some to attend these citizenship classes. The largest and best selection of pesters received in response to this sug- gestion came from the public-school children of Grand Rapids, Mich., accompanied by the following letter to the chief naturalization ex- aminer of that district. Board of Education, Grand Rapids, Mich., June 19, 1919. My I >eak Mb. Wagner : In accordance with a suggestion of yours in a letter of last February to Supt. Greeson, of this city, the children in the art depart- ment of the public schools designed and made many thousands of " learn Eng- lish " posters. I am sending a few of these to you by parcel post. I am sorry I can not send you some of the best ones, but these the teachers mounted on stiff cardboards for exhibition purposes, and they are too heavy to send. I hope the posters may be of service to you even at this late date, but if not .just destroy them. Yours, very truly, Charlotte Wait Calkins, Superintendent of Art. partial list of posters. One Flag — One Language — Learn English Artist unknown. A Good Habit — Study — Learn English Dorothy K. Where Ignorance is Loss — Mend It — Learn Eng- lish. Florence Mitchell. Talk United States (map) Marion. Attention ! — Learn English Gertrude Nober. Attention — English for America — Learn English — Foreign Language X'd Out. Agnes Van D. Diamond. You Can Do Business with Americans in Ameri- can—Talk United States. Evelyn Williams, 13. Attention — Learn English Henrietta Ooesterbroek. English the Key to Citizenship Theodore V., Union School. Be on Time — Learn English Now Dorothy Ottnar. The Gate to Success — Learn English Russel Reigling. One Flag — One Language — Learn English Unknown. It Pays .$ to Learn English June H. Uncle Sam Gives You the Book to Learn English Frances Cummins. Sing America in American Harold Edgerle. It Pays Gold to Learn English Unknown. AGENCIES COOPERATING. In the communities throughout the country with the ever extend- ing field of activities and the increased activities locally, it would not have been possible to have met the public demand by the personal efforts of members of the naturalization service alone. In order, therefore, to do full justice to each of the communities the local organizations of various kinds were enlisted to supplement the work of the examiners and to continue it actively during their absence. Among these are the local organizations of the "War Camp Com- munity Service, the American Legion of Liberty, Rotary Clubs, Daughters of the American Revolution, Women's Christian Temper- ance Union, chamber of commerce, Sons of the American Revolu- tion, Knights of Columbus, Federation of Women's Clubs, Young 56 WORK OF THE PUBLIC SCHOOLS Women's Christian Association, Municipal League, State universi- ties, Social Welfare League, Boy Scouts of America, Jewish Welfare organizations, public library organizations, Spanish American War Veterans, Camp Fire Girls, local chapters of the American Keel Cross, central labor council, Young Men's Christian Association, ministerial federations, Women's League for National Service, Fed- eral Board of Vocational Education, Minute Men, and many clubs of local origin, representatives of mayors, and of particular branches of the local municipal government that were particularly concerned. Both temporary and permanent organizations were created in many parts of the country. These organizations were definitely effected and plans matured for a unified action in the community. Under their stimulus surveys of the local task and its possibilities have been undertaken. Definite relations have been established with the Government through the representatives of this bureau for the conduct of the work coming within the province of this office. In these committees the bureau was represented by a member of the naturalization examining force, and through him the bureau participated in the development of the local activities. Among these places are Seattle, Wash.; Oakland, Calif.; Flint, Mich.; Sheboygan, Wis.; Detroit, Mich.; Chicago, and many others. ISOLATED COMMUNITIES. A further development of the force for extending to isolated parts of the country the facilities for the foreigner seeking citizen- ship to qualify has taken place. This has special reference to mining and logging camps and remote rural sections. This development has been made possible through the active support of the county superintendents of schools and the mining and logging companies. CLASSES IN CHURCHES EMBRACED. In one of the sections of Chicago, through the activities of the naturalization examiner coupled with those of a parish priest, a group of approximately 300 foreigners who were receiving instruc- tion in a foreign language upon our form of government for the purpose of fitting them to answer certain questions were brought under the supervision of the Board of Education of Chicago through the cooperation of Assistant Superintendent William M. Roberts, in charge of the night schools. The parish priest was approached by the representative of this service, who set forth the advantages to his parishioners which would follow their attendance upon the public-school classes with their broader field of education. The fact that the public schools would give the instruction without payment of a fee was undoubt- edly a feature in deciding the student body to vote unanimously to join the public-school classes. The parish priest agreed to furnish the necessary rooms for these classes, the public schools to supply the needed teachers. Under the arrangement previously pursued these foreigners had all been assembled in one vast group and Amer- ican institutions interpreted to them through the medium of a foreign tongue. Under the public schools of Chicago they were at once divided into three groups. The first group represented the WITH THE DIVISION OF CITIZENSHIP TRAINING. 57 beginners who had little or no understanding of English ; the second embraced those with an understanding of English but in need of instruction to perfect themselves in its use; the third represented petitioners for naturalization who were comparatively well versed in the use of American English. This segregation at once demon- strated the great weakness in the one common group method by which they were formerly instructed. By this one activity alone approximately 500 students were brought under the influence of the public schools for free education upon broad lines, and taken from an organization giving them but a narrow instruction in civics and that, too, in a foreign language, and for which they were required to pay a fee. Steps are under way to bring other groups within the reach of the public schools not only of Chicago but in other parts of the country. PACKING-HOUSE CLASSES. One particularly interesting development of the class organizations in Chicago is that which has been brought about in the stockyards vicinity. Three of the largest packing houses established classes for their foreign-born employees in conjunction with the city public- school authorities and the naturalization service. Others are planning to inaugurate similar classes, and the public schools are prepared to appoint teachers, with a supervisor to give his entire time to these citizenship classes in the stockyard district. WOMEN IN CLASSES. As a direct result of the efforts of this service, the foreign women are coming into the citizenship classes, which previously were attended only by men. This work is noted, as these classes maintained in settle- ments are being conducted for men and women who can not attend the classes in the public-school buildings, because of the distance or other impediments. More and more the school authorities throughout the country are locating schools near where the foreign born are to be found, rather than requiring the foreign born to come to the classes in the public-school buildings erected for the instruction of children. The plan to have classes at any place and at any hour of the day or night, which has been advocated by this office, is more and more being adopted. HIGHER QUALIFICATIONS REQUIRED. This report of an examiner is characteristic of many : ******* There has been a good night school in Astoria during the past winter, and the benefits of the school have become very apparent in the court room there. These petitioners who have been in attendance usually pass a good examination, and those who have not attended fail to get through. The fact that good examina- tions are being passed by those petitioners who have attended school has led the court to insist on a higher qualification than heretofore. It has almost come to a condition in that court where a man must go to school or seek the assistance of teaching or he will not get his citizenship papers. Some petitioners, of course, of the English-speaking race, and occasionally one who is not but is unusually apt, qualify without the assistance of the night school. Such cases, however, are the exception rather than the rule. Judge Eakin announced several times from the bench that it would be useless for anyone who could not read the English language to attempt to secure citi- zenship in his court, adding, " * * * and you must not only read but you must 58 WORK OF THE PUBLIC SCHOOLS oe able to read understanding^, so that you know and understand the matter read." The remark was based upon the action of the examiner in handing to numerous petitoners a ballot of the kind used at the election in Oregon on June 8 last, at which time several proposed laws (reconstruction measures) were sub- mitted directly to the people of the State under referendum provisions, for adop- tion or rejection. The petitioner was asked to read the matter on the ballot pertaining to some measure. If he could read it, as soon as he had completed the reading, if the examiner did not, the court asked the meaning of the matter read ; the result of a negative or affirmative majority vote thereon. The court went so far as to ask the petitioners which way they would vote on the measure read and when they had indicated what way they felt their respective bal- lots would have been cast, if they had been permitted to vote at that time, the court sought their reason for such positions, to see if they really understood the measure or comprehended the meaning of its terms, admonishing each petitioner that a vote cast without understanding the measure voted for was poor citizenship and if persisted in permanently by a sufficient number of people was a danger and menace to the Government. At the next hearing the order requiring the attendance of petitioners" wives will be in effect. The requirement will be that the wife take and sign the oath of allegiance in open court with her husband if she be willing so to do, as we have been doing in the Portland Circuit Court for the last few months. Table F. -Naturalization papers filed in some courts in ivhose jurisdictions Americanization activities hare been pronounced. DECLARATIONS OF INTENTION. Court. U. S., Chicago, 111 U. S., Springfield, 111 U. S., Peoria, 111 St., Chicago, 111. (Cir.).... St., Chicago, 111. (Sup.)... St., Waukegan, 111 St., Ottawa, 111 St., Rock Island, 111 St., Joliet, 111 St., Rockford, 111 Cy., Aurora, 111 Sup., Hammond, Ind Sup., Gary, Ind St., Saginaw, W. S., Mich. St., Shebovgan, Wis St., Jersey City, N.J St., Benton, 111 St., Omaha, Neb St., Kansas City, Kans U. S., Philadelphia, Pa. . . . St., Hackensaek, N.J St., Paterson, N. J.. St., Elizabeth, N.J St., Wilkes Barre, Pa U. S., Scranton, Pa U.S., Newark, N.J St., Trenton, N.J U. S., Pittsburgh, Pa St., Ebensburg, Pa St., Uniontown, Pa St., Greensburg, Pa St., Erie, Pa St., Mercer, Pa U. S., Cleveland, Ohio St., Cleveland, Ohio XT. S., Cincinnati, Ohio TJ. S., Dayton, Ohio St., Elvria, Ohio U. S., Toledo, Ohio St., Toledo, Ohio St., Akron, Ohio St., Canton, Ohio St., Youngstown, Ohio U. S., Buflalo, N. Y St., Buffalo, N. Y Quarter Quarter Quarter Quarter Quarter Quarter ended ended ended ended ended ended Mar. 31, June 30, Sept. 30, Dec. 31, Mar. 31, June 30, 1918. 1918. 1918. 1918. 1919. 1919. 570 849 772 838 2,670 1,104 45 34 50 26 105 115 69 52 97 40 196 72 3,721 6,788 3, 268 3,436 7,770 3,165 2,535 6,355 3,242 5,560 10, 673 5,493 43 64 139 143 420 180 61 39 70 44 214 347 126 46 146 74 350 62 61 59 108 71 307 219 198 190 173 311 477 154 61 25 120 38 197 26 130 219 252 90 473 580 81 114 150 93 938 225 79 82 134 66 155 69 143 130 86 97 417 294 888 1,165 1,321 780 1,758 1,424 20 37 45 21 154 229 254 173 362 103 777 287 57 67 170 29 213 105 757 1,000 829 338 1,195 2,270 160 188 306 201 473 341 181 302 210 198 673 414 741 284 291 133 460 686 174. 135 214 70 277 835 247 139 210 93 596 278 . 188 147 136 89 238 1,066 160 159 265 175 1,424 288 931 851 1,083 466 2,554 2,619 109 124 166 51 370 1,237 72 54 61 27 226 169 104 92 68 39 353 203 86 94 96 56 528 342 39 66 51 17 148 281 851 : 1,760 1,391 529 3,966 2,382 905 1,645 1,887 615 3,898 2,390 180 283 322 114 263 158 70 99 94 23 108 51 58 44 96 45 1,361 1,091 50 43 54 18 222 216 155 150 195 95 705 596 162 436 394 182 1,537 918 80 111 106 51 828 599 116 91 •115 1 66 755 499 172 220 139 78 361 1,135 685 1,042 701 i 276 | 1,869 1,224 WITH THE DIVISION OF CITIZENSHIP TRAINING. 59 Table F. — Naturalization papers filed in some courts in tuhose jurisdictions Americani- zation activities have been pronounced — Continued. DECLARATIONS OF INTENTION'— Continued. Court. St., Lockport, N. Y St., Mayville, N. Y U. S., Birmingham, Ala... lacksonville, Fla. . . U.S.. Fort Worth, Tex... St., Worcester. Mass St.. Springfield. Mass U. S., Hartford, Conn U.S., St. Louis, Mo St.. Montesano, Wash U. Sy Seattle. Wash St.. Seattle, Wash I*. S., Spokane, Wash U. S., Tacoma, Wash St., Anaconda. Mont St., Butte, Mont St., Red Lodge, Mont U.S., Butte, Mont St., Astoria, Oregl St.,Coquille, Oreg St., Portland. Ores; U. S., Portland, Oreg St., Coeur d'Alene, Idaho. St., Virginia, Miim St., Marquette. Mich St., Crystal Falls. Mich.... U. S., Boston. Mass Total Quarter Quarter Quarter Quarter Quarter Quarter ended ended ended ended ended ended Mar. 31, June 30, Sept. 3U, Dec. 31, Mar. 31, June 30, 1918. 1918. 1918. 1918. 1919. 1919. 130 72 114 16 457 451 76 37 77 18 301 14 65 37 93 258 375 76 67 7S 33 22 57 40 16 22 2>9 5 43 77 r,7fi 3SS 5S4 206 1,889 581 555 369 564 145 1,131 791 361 227 370 163 643 711 331 445 499 152 795 426 72 57 58 63 221 151 742 551 535 325 727 729 175 327 357 246 534 604 1S6 117 158 96 583 37> 108 95 59 50 348 192 37 27 52 25 229 133 121 112 125 51 526 344 15 19 15 3 52 37 1 69 82 114 13 1 206 96 ""'24" 57 18 6 24 10 23 16 361 330 376 155 415 383 101 134 135 55 238 129 14 121 9 100 47 992 1 235 115 343 39 27 73 37 130 140 16 18 40 14 136 73 3,100 4,023 4,434 2,182 5,080 3,320 24,684 33.776 29, 294 20,335 69,823 46, 648 PETITIONS FOR NATURALIZATION. U.S., Chicago, 111 U. S., Spring-field, 111 U. S.. Peoria. Ill St., Chicago, 111. (Cir.) St., Chicago, 111. (Sup.).... St.,Waukegan,IH St., Ottawa. Ill St., Rock Island, 111 St., Joliet. Ill St.,Rockford.Ill 'v.. Aurora, 111 Sup. , Hammond , Ind Sup., Gary, Ind St., Saginaw, W. S.,Mich. St., Sheboygan, Wis St., Jersey oitv,N. J St., Benton. II! St.. Omaha, Xebr.^ St., Kansas City. Kans U. S., Philadelphia, Pa... St.. Hackensack, X. J St., Paterson, N.J St., Elizabeth, N.J St.. Wilkes Barre, Pa U. S., Scranlon, Pa U. s., Newark, N. J St.. Trenton, N.J U. S., Pittsburgh, Pa St., Ebensburg, Pa St. , Uniontown, Pa St., Greensburg. Pa St., Erie, Pa St.. Mercer, Pa U. S.. Cleveland, Ohio St. , Cleveland , Ohio U. S.. Cincinnati, Ohio U. S. Davlon,Ohio St.,Elvria,Ohio U.S.. Toledo, Ohio St., Toledo, Ohio St., Akron, Ohio 208 190 186 132 436 12 10 26 28 31 20 27 47 21 53 713 820 875 575 1,505 805 1,120 1,141 669 1,521 33 37 40 29 54 20 13 25 25 74 39 70 26 37 59 6 18 26 33 66 17 21 31 32 44 9 6 21 10 32 19 22 21 33 66 15 34 49 28 64 18 30 30 25 40 17 38 54 34 53 421 403 475 312 685 11 23 20 14 32 71 82 90 50 252 33 8 18 9 65 74H 836 609 669 902 63 87 95 97 163 86 110 154 130 186 65 79 87 65 110 139 144 161 S3 164 234 182 174 146 287 71 83 64 44 76 66 65 44 49 169 682 551 465 422 838 40 129 86 31 56 56 42 29 26 96 58 52 29 25 67 35 46 44 36 81 14 28 8 9 34 226 202 212 193 383 199 173 198 104 416 46 61 111 70 111 15 25 21 19 25 19 • 15 41 8 81 15 33 44 * 10 33 64 IS 42 113 15 33 85 35 136 138 517 117 55 1,380 1,683 52 50 88 SI 167 25 75 63 28 43 1,008 43 294 68 1,812 175 302 214 382 219 216 214 1,383 157 90 75 186 89 589 757 155 38 80 32 129 141 60 WOEK OF THE PUBLIC SCHOOLS Table F. — Naturalization papers filed in some courts in whose jurisdictions Americani- zation activities have been pronounced — Continued. PETITIONS FOR NATURALIZATION— Continued. Court. St., Canton, Ohio St., Youngstown, Ohio.. . U.S., Buffalo, N.Y St., Buffalo, N.Y St., Lockport, N.Y St.,Mavville,N.Y U. S., Birmingham. Ala... U. S., Jacksonville/Fla... U. S., Fort Worth, Tex. . . St., Worcester, Mass St., Springfield, Mass U. S., Hartford, Conn U. S., St. Louis, Mo St., Montesano, Wash U. S., Seattle, Wash St. Seattle, Wash U. S., Spokane, Wash U. S., Tacoma, Wash St., Anaconda, Mont St., Butte, Mont St., Red Lodge, Mont. ... U.S., Butte, Mont St., Astoria, Oreg St., Coquille, Oreg St., Portland, Oreg U. S., Portland, Oreg St., Coeur d'Alene, Idaho. St., Virginia, Minn St., Marquette, Mich St., Crystal Falh, Mich... U. S., Bo be able to take advantage of this wonderful opportunity for the fact that all schools of the city were ordered closed by our City Health Department and therefore my opportunity may be entirely gone for the present season, but can assure you that I will be more than glad to take advantage of the same just as soon as I will hear from such a chance again. Thanking you very kindly for your courtesy, and trusting to hear from you again with any possible assistance that you may be able to extend to me to help procure my second naturalization papers as I am very anxious to have them soon as possible in order that I may feel like a full blooded American ought to feel. Your most esteemed and welcome favor of the 21st ulto, came duly to hand, and I want to tell you that I appreciate your kindness very highly and really think that these night schools to help a man obtain the knowledge necessary for him to become a better citizen of this great and glorious Country of ours, is a very beneficial work. Your letter of February 6th reed. I wish to thank you for the trouble you have taken to help me to gain an education and become a worthy American citizen. GENERAL COMMENT. The purpose of this cooperation and stimulation of the activities of the public schools is to give as much of a general education to the foreigner seeking citizenship as possible and not to have them pre- pared for naturalization only to the extent that they may pass the examination in the court upon any line of questioning or any set questions and answers. The original contact of the public schools with this naturalization- educational work has been with the petitioner, who has approxi- mately three months remaining before he may be admitted to citi- zenship. A period of three months manifestly can not qualify an illiterate alien for American citizenship by giving him a knowledge of reading, speaking, and writing our language and an insig;ht into our institutions of government, so that he may understand its principles. It has been the purpose in the conduct of this work to secure the organization of the public schools upon a basis approximating if not fully covering two years of instruction and training of the alien who has declared his intention to become a citizen of the United States. This is the objective of this office, and has been since the inception of the work, as will be seen by reference to the portions WITH THE DIVISION OF CITIZENSHIP TKAINING. 75 of the annual reports of the bureau heretofore made relating to this work. The school authorities in many centers are preparing and organiz- ing their schools upon a two-year basis. The committee sitting in revision of the textbook urge its separation into three parts in order that this may be possible of accomplishment. During the past year, with the cessation of the activities of the Information and Education Service, conferences were had with the chief of that service for the purpose of enabling this division to secure the benefit of the results of the activities of that service. As a consequence of this the division of industries of that service was transferred on May 1. With the transfer of this division approxi- mately 1.800 committees of employers and employees were made available for carrying on the work of promoting the public schools in their instruction of the citizenship candidates. These cni.miittees have been appealed to for the purpose of having them disseminate information regarding the Federal Government among the em- ployees with whom they are associated to aid all who desire to file their naturalization papers in accomplishing their desires. In the development of this work these organizations have been supplied with naturalization forms, and have aided the prospective candidates in their places of employment to gather the information necessary to the filing of a declaration of intention and to petitioning for naturalization. The work which these committees have been doing has been far-reaching in its effect for good in furnishing this aid and in spreading information of the most favorable character regarding our institutions of government. Thousands of aliens who were desirous of filing their naturalization papers but whose environ- ment prevented them from doing so have eagerly seized this means of taking the various steps toward becoming citizens. In addition to this numbers of these committees have been appealed to to aid and support the public schools in the betterment of their plans for the instruction of these seekers after American citizenship. Their influence has been potential in the various communities where they have offered their aid to this end. Labor organizations have more and more turned their attention to the vital relationship of their members to citizenship and have passed resolutions strongly indorsing the work of the Government carried on through this office. The opportunity is now being afforded the noncitizen members in the meetings of the labor organizations all over the country to take steps to secure that status. It has become a part of the estab- lished order of business. Too much praise can not be extended to these bodies of men and women who have labored in the obscurity of their employment and without public recognition, and contrib- uted in a large measure toward the stabilizing of relations between employer and employee, with special reference to the foreign born. In the 2,240 communities where this work has been undertaken by the public schools, some high and efficient organizations have been effected. Committees have been especially organized to carry the message of America to the foreign born; to urge their attendance upon the public schools; to aid them in their desire to become citi- zens; to urge the organization of classes for adults where none had previously existed; to bring under the supervision of the public 76 WORK OF THE PUBLIC SCHOOLS schools privately organized classes, in order that the largest good might come to the public from the expenditure of energy, time, and money in the conduct of these classes ; to effect a higher potentiality in the support and conduct of these classes ; to insure the most com- plete and effective union of the local forces with the Federal Gov- ernment through this office ; to arouse a further extended interest in this problem on the part of the native-born members of the com- munity; to stimulate interest on the part of the foreign adults. Whole community organizations have been effected in many places. In the larger cities there has been a closer relationship in the past year than in any of the preceding years. The two elements that doubtless have contributed most to this closer cordiality have been the textbook and the certificates of graduation. In many of the classes old men and women are now beginning to learn for the first time to read and write. Numbers of instances have been found of old parents in attendance upon the classes in which their sons and daughters were also striving to learn. The prospects throughout the country for an increased campaign by the public schools are everywhere in evidence. Funds more and more nearly adequate to the full support of the classes are being obtained. The study and observation by the schools and the public generally are more in evidence in the clefiniteness of organization, the greater concert of action, and resources for the complete sup- port of the public school classes. The support which the bureau should give to all of these out- side activities has been almost altogether prevented by the increases in other lines of work and the delay in ascertaining at the usual time what allowances would be made in the way of appropriations for the ensuing fiscal year. Because of this uncertainty it was deemed inadvisable to give permanent appointments to those living in various parts of the country for duty in Washington and to call them to the capital only to learn later that Congress had not pro- vided sufficient means to continue them permanently. Under such circumstances their permanent appointment would prove a mani- fest act of injustice. The course chosen by the bureau of making temporary appointments only was the only proper one that could be pursued. This meant the appointment of people who would have but a passing interest in their duties. They did not learn their du- ties and responsibilities with the thoroughness of permanent ap- pointees; the work was more or less perfunctorily performed, and permanence characterized the foundation of the work in all respects, save that of the requirement by the acts of Congress that the bureau perform its definite and certain duties. As a consequence much correspondence remained unattended to for weeks and even months, and with the close of the fiscal year thousands of letters remained unanswered, most of them having been received and remaining unanswered for a longer period than one week. Under the rule which has prevailed regarding correspondence, all matters are to be attended to within 24 hours, or at the most 48 hours. From this it will be seen that the state of the work was nothing short of chaotic. However, the impetus which had been given by the bureau to this work throughout the country has carried it forward notwithstanding the failure to give the usual prompt attention to correspondence. WITH THE DIVISION OF CITIZENSHIP TRAINING. 77 CERTIFICATES OF GRADUATION. The certificates of graduation were not perfected and ready for issuance until in the early part of February. They were, however, requested long in advance by the public-school authorities. They expressed the belief that the issuance of a certificate of graduation would encourage a larger number of students to attend the public- school classes, would maintain their interest throughout the course, and would be highly prized by the recipients. It was appreciated that such a certificate would work a dispatch in the handling of the naturalization cases in the courts. There has been an insistent public demand for a certificate of graduation which would do away with the formal examinations of the candidates for citizenship upon questions which are generally characterized as constitutional-law questions. This comment has also been frequently coupled with the assertion that in all proba- bility very few American citizens could answer the questions which have been asked of the candidates for citizenship by the representa- tives of the Government in their court examinations. While this may be true, and doubtless is true to a degree, it should hardly follow that because there is admittedly ignorance of our institutions of Government on the part of our native citizens such low standards should be perpetuated by admitting to citizenship those born abroad who have no greater understanding of our American institutions of government. The question of the issuance of the certificates of graduation jointly with the public schools having been insistently presented by the school authorities and those desiring a certificate which would be accepted as evidence of satisfactory qualifications on the part of the candidate led to the request upon the department for such authority in June, 1916. This authority was not at that time granted, but sub- sequently to the passage of the act of May 9, 1918, by which act it was made the duty of this bureau to promote the instruction of candidates for citizenship by the public schools, the subject was again presented to the department and the issuance of the certificate was directed. During the two-year period the demand for the issuance of such a certificate was insistently repeated and urged by increasing numbers of organizations in addition to the public schools. The issuance of such a certificate of graduation has therefore been greeted through- out the country with great enthusiasm. There were only 3,168 certificates of graduation presented, because of the lateness in the year of its preparation and issuance. These presentations occurred in largest numbers during the months of Feb- ruary and March. They were distributed in the following districts in the numbers stated : Philadelphia 269 New York Washington St. Louis San Francisco. St. Paul Pittshurgh 140 53 80 545 168 619 Denver _ Chicago- Boston _ Seattle _ 43 949 155 147 Total 3,168 The certificates of graduation prepared and conferred during the past year were not limited to those who had taken a specified course, 78 WORK OF THE PUBLIC SCHOOLS but to those who had qualified for citizenship. One who is well educated and able to speak our language and who desires the course offered by the public schools in citizenship instruction may receive the certificate of graduation within a shorter time than one who is wholly uninformed. The certificate of proficiency which was authorized by the depart- ment will be for the alien declarant to receive at the termination, of the school year, and is one of the aids which are being offered to arouse the interest of the alien and to enable the school author- ities to broaden out the course of study and the time necessary to pursue it. During the past year some of the certificates of graduation have been presented notwithstanding it was known by the school authori- ties that their organization was imperfect and the preparation of the student not as complete and satisfactory as his mental condition required in order to give him the best equipment. The advantage in this will be effected with the acquisition of more experience on the part of the teachers and the perfecting of the courses of instruc- tion until a standard course in citizenship training has been estab- lished throughout the United States. TEACHER TRAINING. Throughout the country the activities of the Government in the promotion of this educational training by the public schools have reacted in various ways to the betterment of the teaching pro- fession. As a direct consequence of these classes the development of teacher training has made big strides. This is particularly true with regard to the training of teachers to instruct foreigners in the language of our country and in our institutions of government. The development of teacher training has been so high in some localities that the superintendents are now supplying teachers for these classes from the teacher training schools. These young teachers are proving a great success in the teaching of English to our new citizens. Teachers' institutes have been held in many of the States in largely increasing numbers. In some States a series of institutes has been held, so intense is the interest now being felt in this national en- terprise. The increased interest in the work of the Government for the training of the coming Americans is reflected in the organization of classes to instruct teachers. In some States this has become so active that the normal schools are adopting this as a part of their teacher-training course. State universities have extended their work in this field and with most promising results. In the State of Oklahoma all the schools are engaged in tnjs work in conjunction with this branch of the Government. From these normal classes there will soon be coming a corps of highly trained teachers who have specialized on the work of teaching English and civics in these classes, working in cooperation with this office. Respectfully submitted. Raymond F. Ceist, Director of Citizenship. Hon. Richd. K. Campbell, Commissioner of Naturalization. ADDENDUM. AIDS AND HINDRANCES TO INCREASED ATTENDANCE. Superintendents of schools in 166 communities report the follow- ing influences favoring and hindrances deterring increase in school attendance, in answer to a questionnaire sent to them in April, 1919: INFLUENCES FAVORING ATTENDANCE. Concerts. — Singing ; orchestra ; graphophone ; entertainments. Sociability. — Socials to particular nationalities (Italians, etc.). Social hour after class. Weekly evening of social activities. Gatherings to bring their friends. Refreshments. Entertain in American homes at Christmas, Easter, etc., by teachers. Personal visits. Contests between men and women. Public ■celebrations and receptions for new citizens under auspices of Americanization committees and chambers of commerce, women's, and other organizations. Illustrated lectures. Motion pictures. Teachers and teaching. — Trained teachers. Better teachers. Man in- structors. Work with them and for them. Personal interest in candidate and his friends. Personal letter of invitation to each student by instructor on special occasions, as when some speaker is to address the class. Preliminary examination of individual members of class by superintendent of schools. Special assistance in filling out applications for citizenship papers. Closer grading. Carefully plan definite work for each session. Work made attractive. Easier text for beginners. Greater variety of studies. Organization and supervision. — Establish both day and evening classes. Ses- sions in spring instead of winter. Full time instead of regular day teachers. Factory classes. Central location. Schools in vicinity of homes. Extra schools and equipment. Better teaching organization. Teachers' meetings. A special director of evening schools and of Americanization in personal contact with each student. Personal visits by teachers, letters, or postal cards written when a student misses three successive nights ; in such cases use reply potsal cards. Teachers paid by industrial plant, school board furnishing building, supplies, and janitor service. Ability of teaching force. Kindergarten for children. Cooperation of school nurse. Maintain a bureau of information in each school to help students in any emergencies. Organize Americanization committees of foreign-born leaders. Establish a local bureau to enlist interest of foreign born through meetings to be addressed in the language understood by the audience. Students' advisory council in running schools. Advertise classes through school children. Notices to applicants for citizenship, telling where they can attend classes. Students visit absentees. Rivalry between schools for attendance rec- ords. Compulsory attendance law. But to bring people to classes. Certificates and medals. Prizes for best answer to " How can I become a better citizen of city and of the U. S. A.? " Certificates for attendance and of graduation. Talks by naturalized citizens to students. Use school auditorium for social meetings. Teaching material. — Federal Textbook and Manual. Special vocabulary for workmen in industry. Use supplementary literature. Nature of material pre- sented to class. Variety of studies. Classes in domestic science for women. Bookkeeping offered. Typewritten questions on Government, history, etc., for reviewing, for answer and discussion in class. Spelling contests. Special class in civics. Practical work essential. Bureau aids. — The fact that work is under Government supervision. Text- book and manual. Certificate of graduation. • Letters of invitation to clashes 79 80 ADDENDUM. 019 635 674 5 mailed to applicants. Applicants should have statement to present to examine! showing time he has attended citizenship classes. Increased attention every- where given to Americanization. Industrial aids. — Cooperation of managers and foremen of factories. Wel- fare departments encourage attendance. Miners' union to encourage attend- ance. Canvass of factory employees. Individual talk in factories. Distribute registration cards. Give student a card each session for delivery to .his fore- man. Weekly attendance kept by factories. Inspection visits to classes by fac- tory officials. Giving one or two hours for instruction, for which they receive full or part time pay. Civic aids. — Cooperation of women's clubs, court clerks, Y. M. C. A., indus- tries, commercial organizations, societies, churches, press, police, and other city departments. Better schools. Send applicants for citizenship notice when they can attend classes. More money for more schools. Naturalization court to ask " Do you go to school?" Higher qualifications required by courts. School principal address civic organizations and women's clubs to secure cooperation. Officials, professional, and business men address classes. Publicity. — Posters and bulletins. Posters in several languages. Posters sent to schools and factories. Posters in public places, shops, Federal building, post office and substations, school buildings, city hall and courthouse. Circular letters. Letters and announcements sent frequently pertaining to formation of classes. Handbills. Circulars printed in high school. Newspaper adver- tising. Newspaper articles. Articles in foreign-language papers. Individual letters. Letters sent by school officials. Letters following bureau letters to declarants. Send personal letters through day or parochial schools. Cards telling of advantages. Personal canvass. Use evening school pupils as solicitors to invite others. Some one explain to foreign born in their language of the opportunity. Help of pupil in day school. Speaking campaign. Personal talks. Teachers call at their homes. School nurse and truant officer invite non-English to attend. Talks at public meetings. Cooperation of industries, commercial organizations, women's societies, churches, aud press. Slips in foreign language in pay envelope. Motion-picture advertising. Religious aids.— Cooperation of churches, including visits of clergymen to the homes of the foreign born. Personal reasons. — Desire for naturalization. Desire for knowledge of Eng- lish. Treat naturalized citizens as Americans. Sympathetic attitude toward foreign attendants on evening schools. Student button on enrollment. Influence by outsiders. Miscellaneous. — Friendly rivalry among foreign born for securing attendance. Call the class a club to get away from school idea. Have club officers keep at- tendance record and make reports. Members go through mock citizenship court. Visits to city-council sessions, office of scale of weights and measures. Over- come objectors to movement. Two-dollar registration fee refunded if student attends 75 per cent of sessions. War conditions offering positions requiring English. HINDRANCES. Influenza. The local industry shut down. Change in shift. Moving from city to city. Adult foreigner shy. Women do not understand that schools are for their benefit. o