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a vol. XII Novintake 16, 1914 No. 11
(Entered as secon lass matter December 11, 1912, at the post office at Urbana, Illinois, under
* **:::::::::::::::::::::: *-*****
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ILLINOIs MINERS AND MECHANICs
R.Y. wiLLIAMS, Director
BULLETIN No. 3
ENGLISH for FOREIGNERs
PETER Roberts AND others
* * * * *
published by The university of Illinois
- URBANA, illinois . .
*~~
The Illinois Miners’ and Mechanies’ Institutes were established
by Act of the State Legislature, Senate Bill No. 259, approved May
25, 1911. An appropriation of $15,000.00 per annum to carry out
this authorization was included in House Bill No. 895, approved June
30, 1913. *
The purpose of the Institutes, as stated in the Act, is “to prevent
accidents in mines and other industrial plants and to conserve the
resources of the state.” & *
In the development of this purpose, any and all means may be
employed which promise “to promote the technical efficiency of all
persons working in and about the mines and other industrial plants
and to assist them to better overcome the increasing difficulties of
mining and other industrial employments.”
The administration of the Institutes is vested in the Trustees of
the University. The Trustees have appointed a Director and have
placed the Institutes under the general supervision of the Department
of Mining Engineering of the University of Illinois.
For copies of bulletins, or other information, address the Direc-
tor, Illinois Miners’ and Mechanics’ Institutes, Urbana, Illinois.
Publications of the Institutes:
Bulletin 1. Education of Mine Employees, by H. H. Stoek. 1914.
136 pp., 6 pls.
Bulletin 2. Outline of Proposed Methods. 1914. 27 pp.
Bulletin 3. English for Foreigners, by Peter Roberts and others.
1914. 52 pp.
Circular 1. Education of Foreign Miners. 1914. * 8 pp., 3 ple.
Circular 2. Table of Mine Gases.
Instruction Pamphlet 1. Methods of Mining Coal. 1914. 96 pp.,
30 pla.
Instruction Pamphlet 2. Mine Gases and Safety Lamps. 1914. 58
pp., 15 pls.
Instruction Pamphlet 3. Ventilation. 1914. 64 pp., 20 pls.
(Other subjects in preparation).
ILLINOIS MINERS’ AND MECHANICS’
INSTITUTES
R. Y. WILLIAMS, DIRECTOR
BULLETIN No. 3
ENGLISH FOR FOREIGNERS
BY
PETER ROBERTS AND OTHERS
PUBLISHED BY THE UNIVERSITY OF ILLINOIS
URBANA, ILLINOIS

TABLE OF CONTENTS
INTRODUCTORY CHAPTER PAGE
Program of the conference and short course, July 14 to 17,
1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Institute plans for assisting foreigners during the fiscal year,
1915 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Change in the character of mining communities. . . . . . . . . . . 6
REPORT OF THE CONFERENCE, July 14, 1914. . . . . . . . . . . . . . . . . . . . 8
THE ETHNIC FACTORS IN IMMIGRANTS TO NORTH AMERICA. . . . . . 24
THE FOREIGNER AS AN ASSET TO INDUSTRIAL COMMUNITIES. . . . . 32
1. Economic gain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
2. Gain in population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3. Language, customs and habits. . . . . . . . . . . . . . . . . . . . . . . . 34
THE ROBERTS’ METHOD OF TEACHING ENGLISH TO FOREIGNERS. . . 37
1. Description of the Roberts’ method. . . . . . . . . . . . . . . . . . . 37
2. Requirements in teachers teaching English. . . . . . . . . . . . . 42
3. How to start work for foreigners. . . . . . . . . . . . . . . . . . . . . . 48
cHANGE
JOHN gºtianº
ENGLISH FOR FOREIGNERS.
INTRODUCTORY CHAPTER.
In arranging the conference and short course on ‘‘The education
of non-English speaking people” at the summer session of the Uni-
versity, July 14 to 17, the Illinois Miners’ and Mechanics’ Institutes
desired to bring this important subject to the attention of coal opera-
tors, miners, teachers, and public spirited men and women whose in-
terest is centered in communities where a large portion of the popu-
lation is made up of foreigners. It was the special aim to submit
for discussion certain approved methods for carrying on this work,
in order that the best results might be obtained through a uniformity
in practice. The interest manifested at this conference showed that
the time was propitious for the inauguration of a propaganda to help
the communities of foreign speaking people in Illinois.
In order that the short course might have a special application
to conditions in Illinois, a rapid survey of the State was made in
June, 1914, by Peter Roberts and the Director of the Institutes. The
foreign communities of Gillespie, Benld, Staunton, Marion, Herrin
and Freeman were investigated, and teachers, miners and employers
were interviewed.
Program of the Conference and Short Course, 1914.
July 14 10:00 to 12:00 a.m. Conference, R. Y. Williams in charge:
“Helping communities of foreign speaking people.” Prof.
R. E. Hieronymus, Community Adviser, U. of I. ; Dr. Peter
Roberts, Secretary, International Committee, Y. M. C. A.;
Mr. John H. Ross, Superintendent, Superior Coal Co., Mr.
John H. Walker, President, Illinois Federation of Labor;
Dr. C. H. Johnston, Prof. of Education, U. of I.; Dr. F. E.
Held, Asst. in German, U. of I.
July 14 1:30 to 4:00 p.m. Conference. “Teaching English to
foreign speaking men,” with demonstrations. Dr. Roberts.
July 15 8:00 to 9:00 a.m. “Requirements in teachers teaching for-
eigners.” Dr. Roberts.
July 15 7:30 to 9:30 p.m. Stereopticon lecture on “The foreigner
and his needs,” with discussion during the last hour on
‘‘How best to meet these needs,” Dr. Roberts.
5
6 ILLINOIS MINERS’ AND MECHANICs’ INSTITUTES
July 16 8:00 to 9:00 a.m. “Ethnic factors in immigrants to North
America.” Dr. Roberts.
July 16 4:00 to 5:00 p.m. ‘‘How to start work for foreigners.”
Dr. Roberts.
July 17 8:00 to 9:00 a.m. “The foreigner as an asset to indus-
trial communities.” Dr. Roberts.
In publishing the results of this conference and the lectures by
Dr. Roberts the Institutes desire to spread the information as to the
needs of the foreigner and the best methods of meeting these needs
to every one in Illinois who is interested in this humanitarian en-
deavor.
Institute plans for assisting foreigners during the fiscal year, 1915.
Because of the present small appropriation, the Institutes have
been able to appoint only 4 instructors, and the greater part of their
time has been devoted to the conduct of regular night schools for
English-speaking miners who desire to increase their technical effi-
ciency about the mines. These instructors, however, have all been
in attendance at the conference and short course, have heard and dis-
cussed Dr. Roberts’ lectures, and have been trained in the Roberts’
method of teaching foreigners, having supplemented this training by
conducting, twice each week during the latter part of July and August,
classes among foreign employees at the shops of the Big Four Rail-
road at Urbana, Illinois. -
In case it is the desire of any community or of any person to
start classes for teaching English to foreigners, the Institutes will be
glad to help inaugurate the work by detailing one of the instructors
to assist the local teacher in acquiring the Roberts’ method and to
conduct one or two classes before foreigners in order to show the
details of the application of the method. Arrangements for such
cooperation should be made through the Director, Illinois Miners’ and
Mechanics’ Institutes, Urbana, Illinois.
Change in the character of mining communitiesš
According to the census of 1890, less than ten per cent of the
mining population in Illinois were immigrants from southeastern
Europe.
During the decade 1890 to 1900 there was a change in the racial
composition of the mine workers in Illinois due to the development
§ For a more complete discussion of this subject, see Ill. Miners’ and Me-
chanics’ Institutes Bulletin 1, Education of Mine Employees, by H. H. Stoek,
pages 13-24.
ROBERTS-ENGLISH FOR FOREIGNERS 7
of two additional sources of labor supply: (1) An influx of mine
workers from other coal fields of the United States; (2) The arrival
of immigrants from southern and eastern Europe. The migration
from other fields in this country was made up principally of the
English, Irish, Scotch, Welsh and Germans, who left the mines of
Pennsylvania and other eastern mining states because of labor dis-
putes and the pressure of races of more recent immigration who were
entering the industry in those states. The European races which at
the time were securing employment in the middle west were north
and south Italians, Lithuanians, Poles, Russians, French and French
Belgians, and a few Magyars.
After the year 1900, the movement of immigrant races of southern
and eastern Europe into the middle west steadily continued, and was
especially marked during the period 1902 to 1907, on account of the
extraordinary development and the opening of new mining districts.
During this period a movement of the races of older immigration out
of the mines of the middle west to other mining localities, especially
those of Kansas and Oklahoma, under the pressure of the recent ar-
rivals, was also noticeable. In 1910 it was estimated that slightly more
than one-half of the total number of employees in the coal mines of
Ohio, Indiana and Illinois were of foreign birth, and that almost
three-fourths of those foreign-born belonged to races of southern and
eastern Europe.
The situation at the present, therefore, as regards the racial classi-
fication of mining employees, is in strong contrast to that prior to
1900, and it is evident that since that year there has been a constant
and increasing influx of races from southern and eastern Europe into
the mines of Illinois.
An element of danger to those working in the mines is the fact
that many of the recent immigrants do not speak or understand Eng-
lish with any degree of fluency and almost none are able to read or
write the language. Because of these facts it is probable that the
instructions of those in authority are frequently misunderstood. A
mine manager, for example, tells an immigrant miner, in English of
course, that his roof needs propping. The miner seems to understand,
but does not, and in consequence a fall of top may result in injury
to the miner. Printed signs used to indicate the presence of gas or
other peril, are unintelligible to many of the foreigners.
8 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
REPORT OF THE CONFERENCE, JULY 14, 1914.
Chairman, R. Y. WILLIAMs.
DIRECTOR, ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
The conference opened at 10:00 a.m.
The chairman, after a few remarks outlining the activities of
the Illinois Miners’ and Mechanics’ Institutes and explaining the
purposes of the conference, introduced Dr. Peter Roberts, member of
the International Committee of the Young Men’s Christian Associa-
tion.
f
DR. ROBERTS: r
A healthy body is one in which every function is performed with-
out consciousness on the part of the subject. Whenever one becomes
conscious of the part performed by an organ, then its action is not
right—it demands attention. -
The normal man is anxious to bring his organism to the highest
point of efficiency within the range of the powers he possesses. He
studies carefully his gifts, knows what he can best do, secures equip-
ment to do his work, keeps on hand the necessary materials, and is
always on the lookout for ideas, plans and methods, by which he hopes
to reach the goal—the maximum efficiency of the organism in his
control.
A community which claims to be civilized should conform to those
two concepts. It is one in which every function of the municipal or-
ganism is performed without friction and against which there is no
protest on the part of the members. Civilization is the art of living
together in peace and good will and can be attained only when the
several departments of the municipality are performing their work
in a normal way.
Each community, therefore, ought to have an objective and do
its best to attain that objective by the right use of its powers. It
ought to get the best men to do its work, the best tools in the hands
of its workers, the best material to carry out its plans, the best plans
and methods known, and a consciousness that in public as well as
private affairs maximum efficiency ought to be the goal. That is the
ideal which each community should strive to realize in order to be
in line with twentieth century civilization. -
It is very apparent that many communities where foreigners live
are far from realizing this ideal. There are three reasons for this
failure. - -
ROBERTS-ENGLISH FOR FOREIGNERS 9
1. The absence of right ideas regarding the various people mak-
ing up the community. The town may contain representatives from
four to five or even ten nationalities. The men in control are all
English speaking, mostly native-born, and they think that the “for-
eigners’’ should not be entitled to the same privileges and rights as
are enjoyed by the people whose mother tongue is English. This
injustice permeates all departments of municipal life. In the council
the foreigners have no representative; the board of health gives them
little attention; in the municipal court they are at a disadvantage
for they do not understand and the judge will not always try to
secure interpreters who will interpret aright; the foreign quarters
are invaded by constables who make their raids, and by petty poli-
ticians who manufacture votes; municipal parasites fatten on the
foreigners; and the license commissioners pay no attention to the
protests of the “Huns’’ who do not want “booze.” The result is
dissatisfaction and discontent in the foreign quarter and, still worse,
wrong conception of democracy. Resentment is engendered. The for-
eigners feel that there is a discrimination against them, that they are
looked upon as something less than human, and that their rights are
not acknowledged. Wherever conditions of this character obtain, it
is not a harmonious community. It is much the same as if a member
of the body were neglected and held in dishonor. A great teacher
centuries ago said: “The body is one and has many members, and
if one member suffers all the members suffer with it, or if one member
is honored, all the members rejoice with it.” This simple but all
important truth seems to be forgotten by many communities. For-
eigners are human and their rights cannot be ignored with impunity.
It has been an old habit of man to think that the “foreigner’’
is an inferior person. The Greek and the Jew, the Roman and the
Arab, looked with disdain upon peoples who were not of their line-
age. That old habit still clings to men; it is to be found in many
communities, and it accounts for the wrongs inflicted upon foreigners.
The fundamental principle of the equality of man will not be real-
ized until all communities acknowledge the equality of the races send-
ing men to the United States.
2. The mistake of not giving these men a voice in the manage-
ment of the community. There are small towns of 1,000 to 30,000
population where the foreigners and their families comprise the major
part of the inhabitants. They pay the major part of the taxes, their
children form the bulk of the school population, and yet they have
no voice in the management of the town or in the affairs of the public
school. This is not democratic and if the foreigners do not make a
protest it does not mean that they approve of the oligarchical form
10 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
of government. Political parasites have said, “What do the for-
eigners know about politics. They know nothing of our government
and ought not to have a voice in it.” I lived in a mining town where
the foreigners comprised 43 per cent of the population and for ten
years that municipality was run by men who did no work, who did
not own a dollar’s worth of property, but who flourished by “work-
ing’’ the foreigners. It is a wrong to these men, who save their
money, buy properties, build houses, cultivate gardens, and raise fami-
lies, to deprive them of a voice in municipal affairs, and it is a mis-
take to imagine that there are not among them men who for common
sense and sane practical judgment are far superior to the average
Ward heeler whose sole purpose in politics is to make a living.
The question is often asked: “Should these men be given a voice
in the town government before they are made citizens?” The answer
should be ‘‘Yes,’’ for the same reason that women are given the vote
on certain questions in municipal affairs. It is a mistake for English
speaking men to believe that the Slavs know nothing of municipal
government. Slavs come from villages which have a larger degree
of democracy than is found in many industrial towns in America.
The plan in their country is for the men in the village to come to-
gether, select a man from among them to be the chief and entrust to
him the affairs of the commune, they holding themselves ever ready
to assist in every possible way. That is, on a small scale, an example
of the town meeting of New England, and is the same in character
as the old Saxon Witenagemot, which lies at the basis of popular
government among the English-speaking peoples of the world. Every
industrial community would be strengthened if the foreigners who
own property were given a vote in municipal affairs and if repres-
entatives from among them were given seats in common council and
on School boards, so that they may have a voice in the management
of the town.
This would also be a training to these men in democracy. The
foreigner who has purchased a home, who raises a family, who has
cast his lot in a community, is a fit candidate for the electorate. If
he is given a voice in municipal affairs, he will soon learn to fall in
line with the march of democracy. After he has exercised his right
of the franchise in the municipality, he can later be given a voice in
the affairs of the state and nation. In this way the town and the
city would become training centers to aliens anxious to become citi-
zens of this great nation. -
3. The mistake of not assembling the best ideas of the foreigners
in municipal affairs. One of the most important problems in con-
2 3
nection with democracy has been the “Shame of the Cities.” Munici-
ROBERTS-ENGLISH FOR FOREIGNERS 11
pal government has been too often the arena where cunning rogues
have grown rich at the expense of their fellow citizens. One of the
chief reasons for this has been the absence of the right ideal of gov-
ernment management. Americans who travel in Europe see that many
cities are better governed there than in the United States: commis-
sions are being sent over to study their forms of city government;
but few people have realized that among the men who have come here
from communities in foreign lands there are many who know how
affairs are conducted there and who could give ideas that would
materially help in the solution of our municipal problems.
Every community is a cooperative effort on the part of its mem-
bers to serve the best interest of all the people. The Italian is fairly
well versed in cooperation and in his native country many enter-
prises are carried on by groups of men who have learned to trust
each other and work in harmony. Nevertheless intelligent Italians in
our municipalities have seldom been asked to advise as to the best
way to carry out municipal cooperative enterprises. One of the best
governed towns in Pennsylvania is Rosetta, which is made up wholly
of Italians, who brought with them from Italy the ideas which they
have put into operation.
One of the gravest charges against the management of many of
our industrial communities is extravagance. Men who do not Own
a dollar’s worth of real estate delight to spend tens of thousands of
other peoples’ money. There are mining towns where expenditures
of public moneys have been made out of all proportion to the need
of the community. There is one quality which the foreigner brings
with him that will be an antidote for this tendency to extravagant
expenditure. He is thrifty and if he is given a place on the manag-
ing boards of municipalities, he will exercise thrift in the use of the
money which must in every instance come out of the pockets of the
workers of the municipality.
If these three points are considered by communities where for-
eigners live, the day will soon come when each center will be a place
of contentment to foreigners, because they will soon become conscious
that they are taken into the fellowship of the town and are trusted
as worthy members of it. º
To bring about the realization of this ideal, the first step should
be to teach the foreigner the English language.
Editor’s Note—After introducing the subject of ‘‘Helping communities of
foreign-speaking people,” Dr. Roberts explained the main features of his meth-
od for teaching English to coming Americans. For the convenience of the
reader of this Bulletin, this explanation has been combined with the chapter on
‘‘The Roberts’ method of teaching English to foreigners,’’ and is found on
pages 37 to 42.
12 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
The Chairman introduced Mr. John H. Ross, Superintendent,
Superior Coal Co., Gillespie, Ill.
MR. ROSS:
We ought to encourage this work of helping communities of for-
eign speaking people. The Superior Coal Company is willing to as-
sist in all things which tend to the welfare of the foreigners in its
employ. During the twenty-three years which I have spent in the
mines, I have come in contact with many miners who could not talk
the English language. Recently there have come to our coal mines
great numbers of non-English speaking men and at present fully 40%
of the employees at one of our three mines are foreign born. These
men do not know anything about mining and come to us for help.
Possibly there is not as large a percent of foreign speaking men
in our community as in other places for we have tried to sift them
out. In no case do we hire a foreigner who cannot speak a word of
the English language. That is our rule; and yet it was only two
weeks ago that we found a man working in our mines who had never
been officially employed. Such a fellow gets into trouble since he
cannot understand or be told what to do. If you ask him for his
name he does not know it, neither does he know where he comes from
or where he lives. &
The following statement shows the number and nationality of
men employed during the period April 21, 1913, to April 1, 1914:
SUPERIOR COAL COMPANY
STATEMENT SHowING NATIONALITY OF MEN EMPLOYED
April 21, 1913 to April 1, 1914
American 607
Austrian - 168
Italian 162
Scotch .... 122
Lithuanian 114
Irish 76
German 65
English 45
Slavish 42
Russian - 26
Bohemian - 18
French 17
Polish 10
Belgian 8
Greek 7
Welsh 16
Hungarian 4
Hired for Coal Washer 14
Total employed 1521
ROBERTS-ENGLISH FOR FOREIGNERS 13
The following statement shows the number and nationality of
men in the employ of the Superior Coal Co. on April 1, 1914:
STATEMENT SHOWING NUMBER OF MEN EMPLOYED AND NATIONALITY OF SAME.
April 1, 1914.
Mine No. 1 Mine No. 3 Mime No. 3 Total
American 166 134 242 542
Scotch 113 - 37 103 253
English 34 18 12 64
Irish 26 48 13 87
Welsh 2 0 4 6
341 237 374 952
Italian 175 127 164 466
Austrian 39 31 2 72
German 46 77 22 145
260 235 188 683
Hungarian 78 13 6 97
Bohemian 0 12 0 12
78 25 6 109
Russian 21 128 0 149
Lithuanian 0 67 34 101
French 8 8 - 8 24
29 203 42 274
Polish 0 0 3 3
Slavish 0 0 31 31
Swedes - 0 0 4. 4
Greek 0 0. 2 2
0 0 40 40
Total Employees 708 700 650 2058
It is very interesting to note the large number of Americans hired
during this period of nearly one year; especially is this noteworthy
since we found that we had fewer Americans on April 1, 1914 than
we had one year ago. We are now having our mine managers report
the number and nationality of the men who are leaving our employ-
ment as well as record those hired, so that in the future we will be
able to know just where we stand as to the nationality of our workmen.
One of the most noticeable characteristics of the non-English speak-
ing miner is his humility. While asking for work, he makes a very
good first impression on the employer. After receiving employment,
he toils well and pushes himself ahead. If he is your friend, he will
stand by you; but if someone stirs him up, that same kindness which
14 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
was shown you will be entirely changed and he will cause other for-
eign employees to follow his lead against you. When stirred up, he
is uncontrollable. In general, however, the foreigner is the most hum-
ble workman with whom we have to deal. He does not seek favor
in the eyes of the public, but asks merely to be let alone.
Another characteristic of the foreigner that impresses one very
strongly is his cunning. He is not entirely ignorant, as some people
would have us believe. The European foreigner has many good quali-
ties and when educated he becomes a good American citizen. There-
fore, I assert that the foreign-speaking miner ought to be educated.
Another distinctive feature of the foreigner is that he comes to
us to stay. This is not the case with the American who is much more
itinerate. An investigation among our employees showed that, of 155
Americans who came to us for work, 150 had left within a few months.
This report further found that the foreigner soon after his arrival
purchased property, perhaps a farm, and that he settled down with
the idea that this place was to be his home.
The most important characteristic of the foreigner who is at pres-
ent coming to our mines is his ignorance of our language and our
customs, and his lack of industrial knowledge. His life in Europe
has been spent mainly in agricultural pursuits, and he has no fa-
miliarity with coal mining. Such a man is a factor of danger in our
mines, and it is imperative that he be taught the English language
as the first step in making him a safe and efficient workman. I am
therefore in hearty accord with this movement for helping communi-
ties of foreign speaking people, and consider that the methods out-
lined by Dr. Roberts will prove effective.
As a concluding remark, I would urge that in any organization
for the instruction of foreigners in any community, the woman should
be offered the same opportunities to learn our language as the men.
She should be included in this plan of education because it is she who
trains the mind of the coming generation. Furthermore, she is often
able to give good advice to her husband and assist him in learning the
language.
The Chairman introduced Mr. George H. Busiek, Superintendent
of Public Schools, Belleville, Illinois.
MR. BUSIEK:
In Belleville where we have, I think, a pretty good school system
and where I am pretty well acquainted, we have a great many for-
eigners. A number of children and quite a number of young men
come to our public schools. The foreigners love these schools. The
ROBERTS-ENGLISH FOR FOREIGNERS 15
little boys and girls are very bright and take much pleasure in coming
to us. The parents like to have their children learn and often visit
the school to show their appreciation. Some father has a little con-
fectionary or a fruit stand and often sends candy and fruit to the
teacher. They say “Teacher makes love to child, she teaches child
English.” I don’t like to take these things; but as these people in-
sist, candies and fruits must come into the school room where “teacher
makes love to child.”
When something was said regarding the holding of a night school,
the Board of Education equipped the school building with electric
lights and agreed to furnish the services of the janitor, etc. We soon
had an enrollment of over 200 adults. Over 100 of these took be-
ginner’s English. Of course these students were all business men,
not children; and I was at a loss to know how to proceed as we
realized that children’s books were not at all adapted to training
mature minds. Such sentences as “Lucy has a dog,’’ ‘‘John has a
cart,” etc., were not what was wanted. As a result of this lack of
proper methods, our night school students were constantly dropping
Out. -
When Mr. Williams came down to open his night school for the
coal mine employees in our community, we temporarily discontinued
our classes in English and assisted in conducting the technical work
for miners. But I made up my mind to find out more about methods
for teaching English to foreigners. When this conference was an-
nounced, therefore, I was glad to come to Urbana.
I am strongly of the opinion that it is our duty to render to these
foreigners all the help and assistance that we can, both for their sake
and for the sake of the community. The community, like a machine,
can work at its best only when all parts are in good condition.
The Chairman introduced Mr. Clarence Bonnell, Instructor at
Harrisburg Township High School, Harrisburg, Illinois.
MR. BONNELL:
I have been assisting at the night schools in Harrisburg for some
time. At first these evening classes were conducted for the purpose
of teaching rescue and first aid work, and were largely responsible
for the organization of the Saline County Mine Safety Association.
Last spring, Mr. Williams paid us a visit and made preliminary ar-
rangements for conducting night schools for mine employees under
the Illinois Miners’ and Mechanics’ Institutes. Most of the men in
attendance have had a general schooling.
16 ILLINOIS MINERS’ AND MECHANICs’ INSTITUTES
While I admit that I do not know very much about the foreign
element in our community, I can appreciate certain phases of the
work because of my contact with the mining men who have attended
the evening classes. I know that the number of foreigners is in-
creasing rapidly. I feel that the following two considerations are
important:
1. What is the best method of teaching foreigners? I can see
the application of the Roberts’ Method, and believe it should be suc-
cessful. I can appreciate the difficulty Mr. Busiek had in using
children’s books for adult minds. As Dr. Roberts’ Method has proved
successful elsewhere, there is no reason why it cannot be applied with
equal success at Harrisburg.
2. What arrangements should be made for putting this method
into practice? This will doubtless be explained in the lecture sched-
uled for Thursday afternoon entitled “How to start work for for-
eigners.” But I would like to state that foreigners are always sus-
picious of anything which is taken up by company men. It is probable
that cooperation with the public or high schools in any community
would be more successful than a movement started by the officials
of a coal company.
In making these arrangements, consideration should be given to
the antagonism that the people of one nationality may have against
another in the same community, and an effort should be made to
overcome the feeling of some Americans that the foreigner should be
kept in ignorance of our language and customs.
The Chairman introduced Dr. Robert E. Hieronymus, Community
Advisor of the University of Illinois, Urbana, Illinois.
MR. HIERONYMUS:
As Community Advisor of the University of Illinois, I have been
asked to consider the importance in industrial communities of teaching
English to foreign-born adults and to point out a method by which
the teachers in high and public schools can be of service.
In this, as in many other kinds of welfare work, we should recog-
nize and give credit to the pioneer efforts of the Young Men's Chris-
tian Association. This institution has from the very beginning been
in sympathetic touch with various phases of education. Little did
George Williams in 1844 dream that the club of men who met with
him in England would be the forerunner of a world wide movement.
His general plan was based on doing the little things that were close
at hand in a kindly spirit of service. That should be our attitude in
ROBERTS-ENGLISH FOR FOREIGNERS 17
reaching the foreigners in our industrial communities, and I believe
that this can be done through cooperation with our public schools
better than by the Y. M. C. A. who already has come face to face
with more problems than it can handle. -
The importance of this work cannot be overestimated. I have
recently visited Harrisburg, Herrin, Belleville, Benld, Gillespie and
other mining towns and have had an opportunity to observe many
of the needs of these communities. Without hesitaition I would say
that our greatest duty to these towns is to provide means whereby
the foreign-born adult may receive help in acquiring a knowledge of
the English language. The men need to learn our language in order
that they may become efficient workmen in the industry in which
they are engaged. They need to acquire a knowledge of our customs
and manners in order that they may become good citizens. They
should be able to talk English in the home in order that their children,
who are learning our language in school, may not be educated away
from them. What is true for the adult man is also true for the woman.
The public schools are in a position to do a vast amount of work
along this line. They are now teaching the boys and girls the Eng-
lish language and are so successful in it that the children are dis-
carding the tongue of their fathers and mothers. I might add that
this has brought about a situation that has one serious defect—the
children look upon their parents as “foreigners’’ and do all in their
power to get away from the home influence which should be youth’s
greatest asset. It seems perfectly practicable that in these same schools
where the children get their learning the parents also ought to be
allowed to come to learn. -
In addition to the evening classes, the women teachers should
enter the home of the foreigner. No other person would receive as
cordial a welcome in the home as would the school teacher who could
avail herself of this intimate opportunity to explain what the for-
eigners should do and what they should become in order that they
may develop into better citizens in the community. “.
There are, of course, difficulties to be overcome. In some com-
munities the school boards are averse to opening the building to even-
ing classes. Some schools have no arrangement for blackboards or
for lights. Often there is available no fund for paying teachers or
for light and extra janitor service. The people in some towns claim
that foreigners are a detriment to the community because most of
their money is either hoarded or sent to the old country. Frequently
we meet with little or no encouragement; but don’t give up. Do
what can be done, no matter how little, and it will be found that
many towns will receive untold benefit from this movement.
18 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
The Illinois Miners’ and Mechanics’ Institutes, under whose aus-
pices you are now being interested, is planning to stimulate interest
along these lines, and I know that their plans call for a cooperation
with the school teachers in industrial communities. If the General
Assembly should deem it wise to increase the appropriation of this
department, it will be possible to establish many cooperative night
Schools for foreigners on the same footing as the miners’ schools now
in existence, where the Institutes employ the teachers and where the
public schools furnish the building and light, heat and janitor serv-
ice. Such a plan tends to overrule the general objection that free
night schools lay a burden on a particular community which does not
reap the expected benefit because the students often leave after the
instruction has been given.
Those in attendance at this conference should make a special in-
vestigation of the method used in the cooperative work that the In-
stitutes are doing with the public schools. Much has already been
accomplished through this method of teaching the English language.
An experience at Aurora shows the great interest which may be
aroused among the foreigners in a single community. It was ex-
pected when the evening class was opened that possibly 30 to 40 would
respond. But from the first night the class grew constantly until 300
to 330 were in attendance and many had to be turned away. If suffi-
cient encouragement be given to this endeavor, we may expect large
results in the future; and foreign people, who may be stubborn and
difficult to lead, may be drawn into a real desire to reach good citi-
zenship in their adopted country.
Actual Demonstration of Teaching Foreigners.
At this point in the deliberations, four Italians were introduced
to the conference as a typical class of foreigners who desired to learn
English. These men were members of a section gang of the Big Four
Railroad and lived in a box-car near the Urbana Shops.
Dr. Roberts demonstrated the actual details of the application of
his method by teaching these men the first lesson of the Domestic
Series, “Getting up in the Morning.’” In this lesson there were 17
sentences and 50 different words. It required only 28 minutes for
these Italians to master the oral part of this lesson, so that, when
Dr. Roberts suggested a sentence by the appropriate motions, each
member of the class could repeat the words.
Those in attendance at the conference were quick to recognize
the success of the application of the method and to express their ap-
preciation of the demonstration.
ROBERTS-ENGLISH FOR FOREIGNERS 19
The Chairman introduced Dr. Charles H. Johnston, Professor of
Secondary Education, University of Illinois. -
DR. JOHNSTON:
I have been asked to discuss Dr. Roberts’ method in the light of
the mental process at work in acquiring a foreign language. This
may be done under the following heads:
1. One must acquire the habitual reaction of automatically as-
sociating a foreign symbol (sound or written word), not through some
intermediary. - -
Dr. Roberts’ whole method is that of consistently establishing
the connection between meanings and simple words, phrases and short
sentences, which are the selected language symbols the foreigner will
meet and need at every turn.
2. The distinctions between hearing, reading, speaking or writ-
ing a foreign language are not important. Each kind of facility obeys
the same laws and must be mastered in essentially the same way.
Dr. Roberts well interlaces these different exercises and reinforces
each by the others, varying the otherwise too intense and monotonous
hour practice.
3. Getting a foreign language is a “synthetic’’ process. Just
as a child gets axioms as wholes by exactly the same method as he
gets words; so with a foreign language, one gets the general sense
of a passage often without necessarily recognizing the separate single
symbols.
This “larger unit’’ practice of Dr. Roberts in having his earnest
students talk the language the first day is psychologically justifiable.
4. One must figure how to break down the “resistance” of the
native speech centre—not to give it a chance during the whole lan-
guage exercise to assert itself. It must not serve at all as an inter-
mediary to the meaning. -
The vigor of the practice periods and the continuous focalization
of the learners on “talking English” with Dr. Roberts serves ad-
mirably in breaking down this “resistance.” Indeed this feature is
most striking in the lessons.
5. Therefore thought must always be directly expressed by the
symbol—not translated. Translation only exercises the old not the
new language. - -
Dr. Roberts does not believe in translation. For the purpose in
hand his use of ordinary English in the ordinary business of ad-
justing himself to new conditions is, it seems to me, entirely right.
6. The new speech centre must have its own “set of experi-
ences.” These must be vivid and vital to give the sprachgefühl. The
&
20 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
real environment of the things or actions talked about must be actu-
ally present.
7. The rate of learning depends upon
(a) intensity of absorption in the new art and
(b) suitable environment and appropriate objects of thought.
8. Traces of the new habit acquired as above will abide a very
long time and can be recovered with ease later.
9. A month’s proper teaching under conditions analogous to
foreign residence will overcome the first and strongest resistance of
the native speech centre, give the learner a momentum in his pro-
gress.
10. Phonetic script is valueless unless the learner has philolog-
ical training.
11. One foreign language at a time. -
12. Make the euphony sense of sentence structure (Mr. Robert’s
“Intuitive Grammar”) serve as the corrective for faulty grammatical
usages.
In all these points Dr. Roberts’ practice is consistent with our
psychological formulations of practice under ideal conditions. He is
doing a magnificent work and giving us a bold and convincing ex-
ample of how to teach language effectively, economically and inter-
estingly.
The Chairman introduced Miss Augusta Krieger, Teacher of
German, Highland Park High School, Highland Park, Illinois.
MISS KRIEGER:
I used the same method as Dr. Roberts. I was chosen to teach
because I could teach both English and German. I had no grades
and used only general courses in German. I teach much in the same
manner as Dr. Roberts, bringing in all motions possible. To get the
matter into the heads of the students I carry out the motions. I
bring in a saw, nails, hammer, board, etc., and proceed to go through
all the necessary motions. I have them read and write as well as
act in connection with the lessons. I found the results very satis-
factory. Then I would draw pictures of lions, giraffes, etc. on the
board. Their vocabulary is increased in much the same way as Dr.
Roberts increases that of his students. I sent in to Sears Roebuck &
Co. for catalogs. We then used all the pictures in them. This was
very helpful. It is hard to get the school buildings for this work as
the people protest against their use. Most of the students in these
ROBERTS-ENGLISH FOR FOREIGNERS . 21
classes are men. I know that one must feel like a log after working
out that kind of a lesson, but I have no doubt but that it works out
satisfactorily. -
The Chairman asked for a general discussion.
DR. ROBERTS:
One man uses cardboards to illustrate the lessons. He cuts out
all the pictures pertaining to one lesson. He gets these pictures from
the Montgomery & Ward catalogs and pastes them upon the card-
boards. I advise that the teacher use nothing but the mother tongue
to the foreigners. To teach this brother it is best to have men who
know nothing of the foreigners’ language. If he knows it and does
not refrain from using it he will never get the desired results. The
method used in one place prohibited the use of any word in the for-
eigner’s own tongue. For each word he was fined the sum of five
cents. This plan was actually carried out and it worked with suc-
CéSS.
MISS KRIEGER:
How do you treat the problem of suspending the school? What
steps would you advise for its continuance? This year my classes
were to be stopped, but were not because of the reason that a list of
25 signatures was obtained and I was allowed to continue but I un-
derstand that no classes are to be carried on next year.
DR. ROBERTS:
Local boards are not conscious of the problems in these foreign
communities. Steps like Miss Krieger has taken are usually resorted
to in our difficulties. Like Prof. Hieronymus I believe in the public
school helping in this work. The directors of the public schools should
give permission to use the rooms of the public schools. In one place
we had to disinfect the room after its use. In Jamestown the parents
protested against the use of the books by the foreigners in fear that
the children might bring something alive home. Many other examples
could be given along this line. The school staff should feel that they
have a duty as far as this education is concerned. The school directors
should feel that they have a responsibility for the education of the
foreign children in their community. We go to the school board and
say, “Will you give us the use of the school rooms?’” We should
ask them to give us, in connection with the use of the rooms, light,
heat and janitor service. We then furnish the teachers and do the
a’
22 ILLINOIs MINERS’ AND MECHANICs’ INSTITUTES
work. We often have trouble with the janitor. We paid one man
in Detroit $1.50 per day and still he was grouchy and insisted that
every one enter by the back door.
Our schools certainly ought to be open to the foreign speaking
people. Under the State Law of Massachusetts no foreigner over
the age of 18 could enter the night schools. I believe it was then
changed to 21 and all over 21 years of age were excluded. A petition
was circulated later and the limit was raised to 25 years of age.
What about the law in Illinois? Are there any restrictions in Illinois
and what are they? We ought if possible to have an explanation as
to what ought to be done to enlarge along this line.
MR. BUSIEK:
We are not governed at all by the State on this point. At Belle-
ville we opened the school house to all men, 7 as well as 50 years of
age, and every one seemed satisfied. I was very glad to see how well
dressed these young foreigners were, how proud they were, how in-
terested they were in the sentences which pertain to dress, and how
much more quickly they responded to these. It goes to prove that
they get best those things which most vitally interest them. Then
we saw the eagerness with which the response came from two of the
men who had had a little English. They hardly gave the others a
chance.
DR. ROBERTS:
These lessons ought to be suggestive to the students. There is a
connection between each lesson. They suggest things they ought to
have and do. Many do not wash themselves. These lessons are all
suggestive of higher life, for instance, the lesson, “Getting Wood
to Light the Fire.” Be sure to review the lessons. Life suggests
itself in everything and suggests to them certain things they ought to
do. All actions suggested in the lessons should be fully carried out.
If we had the lessons pertaining to “Getting Wood to Light the Fire,”
I should have the wood and all the objects necessary to carry out
the actions.
MR. WILLIAMS :
The prospects for an active cooperation with School Boards
throughout the State are really very bright. All the boards seem de-
sirous of putting their school rooms to the greatest possible use. At
Staunton, Benld, Belleville, Collinsville, Harrisburg and Herrin, the
superintendents realize that a great deal more efficiency can be gotten
ROBERTS-ENGLISH FOR FOREIGNERS 23
from the use of the school buildings. Mr. Schutte of Herrin will not
be satisfied until his school is open day and night, six days a week,
winter and summer. I really believe that if we can publish the re-
sults of our conference, the difficulties which have been noticed in
some towns will be decreased.
Mr. John H. Walker, President of the Illinois State Federation
of Labor, has been unable to be present at this conference, but writes,
‘‘I would be glad to render any assistance I could in helping the
foreign speaking people of our State, particularly in the mining com-
munity, to learn the English language; and I shall be glad to do
whatever I can in any way.”
The interest that has been taken in this conference is a great
encouragement to us in our desire to stimulate the education of non-
English speaking people in Illinois. We trust that real and abiding
good will result from our deliberations on this important subject.
24 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
THE ETHNIC FACTORS IN IMMIGRANTS TO NORTH
AMERICA.
BY PETER ROBERTS.
There is not a civilized or semicivilized country on the globe that
has not heard the call of America for labor. In response to the call,
enterprising men have left the shores of the old and come to the new
world. There arrived at Ellis Island, this year, a group of 30 Kurds,
who came from the heart of Turkey to America. Before they took
ship they had to travel 20 days on horse-back, in order to reach the
port where they took ship to start on a journey of 4,000 miles to the
United States. They were destined to Chelsa, Mass., and expected
to find work in a tannery, for they knew how to dress leather, and
were finally deported under the contract labor law.
When the Ford Motor Company wanted photographs represent-
ing types of its employees, it found it comparatively easy to gét types
of 52 different varieties of people among its employees, but its chief
difficulty came when attempting to find a typical American among
the 15,000 men in the plant. They called an expert to advise with
them, and, behold, the expert himself was a foreigner.
Not in the history of the world has there been such a mixing of
nations as is now going on in America. Nothing like it took place in
the campaigns of Alexander or of Julius Caesar. There is mixing
going on in every country of the old world for there is not a kingdom
or a people on the continent which has not in it a commingling of
blood making up the whole. But in most of these the elements are
few as compared with those in America. In the British Isles, the
ethnic elements can be counted on the fingers of one hand, the chief
factors being Celt, Normans, Saxon and Teuton. Austria Hungary has
about twelve nations in its make-up, the chief factors being German,
Slav, Magyar and Roumanian. Possibly the country most like Amer-
ica is Russia, in whose ethnic groups are found the people of the
Caucasus, the tribes of Asia and of Siberia, and the large Slavic popu-
lation. The difference between Russia and the United States is that
the tribes making up the Russia Empire were conquered by the sword,
while those in America have entered peaceably and of their own ac-
cord. The conquered nations of Russia still occupy the land on which
their fathers lived, they retain the customs of their ancestors and
preserve the national heritage intact; but in America the ethnic fac-
tors have come to a new country, they have no traditions to preserve,
ROBERTS-ENGLISH FOR FOREIGNERS 25
and it is to their interest to throw off the old and become an integral
part of the new. In Russia the conquered nations are pretty much
like the parts of a blocked quilt; the several blocks making up the
whole retain their place and color, they do not fuse, there is no hope
of homogeneity in the whole. It is very different in America. Here
the nations are like so many rivulets, forming tributaries flowing into
a great inland sea. The waters which flowed into the sea yesterday
cannot be discerned; those that flow in tomorrow will soon be lost;
everything mixes in this great inland sea. If an expert in ethno-
graphical grouping should try to differentiate the distinct parts that
flow into this sea, he would find that what he is sure of today is gone
tomorrow. As soon as the ethnic factors reach this country they be-
gin to lose their identity and the trend is decidedly to homogeneity.
It is true of North America that the most conspicuous elements
making up the population are few. The Asiatic factor, for example,
is small and is found largely on the Pacific Coast. The total number
of these peoples when compared with the nation as a whole is insig-
nificant. They do not number all told more than a quarter of a mil-
lion. All the Chinese, Japanese, Koreans and Hindus in the country
would amount to one-fifth of one percent of the population of the
United States. If this small number of Asiatics were freely absorbed
into the population, the tinge would not be perceptible.
The total foreign-born of European origin in our population is
nearly 13,500,000. This is largely made up of Teutonic, Celtic, Slavic,
Italic, Tartar, and Chaldean stock. These people and their descend-
ants form more than half the population of the United States.
It is difficult to estimate the proportion of the several ethnic fac-
tors. Up to the present the Teutonic element has predominated, the
second in importance being the Slavic. In the last two decades the
Slavs have arrived in such numbers that possibly they are today as
numerous as the colored factor in the population of the country. The
Italic is also profuse and represents perhaps no fewer than 5,000,000
in North America. . The other elements are more easily estimated.
The Chaldean, represented by the Jews and Syrians, are possibly
2,000,000. The Tartar, represented by the Magyars and Finns, are
nearly one million. The Lettic and the Illyrian number each a few
hundred thousand. These elements make up the bulk of the nation
but their proportion is constantly changing and they are ever in the
process of fusing. An expert anthropologist would be baffled in an
attempt to distinguish between the Slavic and the Italic types of the
second or third generation, or to tell either of them from the Illyrian
and Chaldean. These factors blend like the colors of the rainbow,
26 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
and it is only to be hoped that the blending will be as symbolic of
promise as is the myth attached to the rainbow.
The one great thought which has caused considerable apprehen-
sion in the minds of a large number of people is the change in the
character of the accretions added in the last quarter of the century.
Up to the early eighties the immigrants came almost wholly from the
northwest of Europe. About that time a perceptible change took
place. The peoples of southeastern Europe began to enter. They
formed at first a small percentage of the total stream, but gradually
increased until for the last decade they have formed sixty to seventy-
five percent of the total European immigration of the United States.
This change can be very clearly presented by taking the center of
emigration from Europe according to the country which the emi-
grants leave. Before 1840 this center was the British Isles. A decade
later it moved to the border of the North Sea; then during succeed-
ing decades it moved steadily in a southeast direction, until today it
is in the neighborhood of the northern part of the Black Sea. The
course of the center of emigration is in the opposite direction to that
of the empire. -
Another fact which is important in this connection is that the
economic level of Europe inclines in the same direction as that
traversed by the center of emigration during the last century. This
level is highest in the British Isles and falls lower and lower toward
the Black Sea. The reason that the peoples of Europe emigrate to
the United States is that the economic level of this country is higher
than that of the countries which they leave. As long as this continues
to be the case the flow will be to America, for as men of old sought
the most fertile spots to live in, so men of modern times seek those
countries where the means of subsistence can be easiest and best se-
cured.
The vast proportion of the blood entering into the making of this
nation is of Aryan origin. More than ninety-five per cent of the white
peoples of the United States are of that origin. The Tartar, Chaldean
and Asiatic infusion is less than five per cent. This means that the
various streams flowing into the body politic come from the same
original stock. The supposition is that they marched in successive
relays upon the continent of Europe, each group working out its civil-
ization as native power and environment enabled them to do it. There
is a great difference today between the Teutonic off-shoot and the
Slavic, but it is probable that the Slav has in him the potentials of
the Teuton, providing he has the right environment and the necessary
time to develop. This can hardly be denied if one considers Tolstoy
RoBERTs—ENGLISH FOR FOREIGNERs 27
and Turgenet, Stobenoff and Peter the Great, Steinovitch and Bornin-
ski, and a thousand other names of men who have immortalized them-
selves by their contributions to science and art, and in whose veins
flowed pure Slavic blood. The same may be said of the Italic stream.
Italy, France and Spain have been the home of artists, statesmen,
poets and singers long before the Teuton intellect blossomed and it
was to these lands that the sons of Teutonic stock went for their in-
spiration and tuition. Emerson said that Pluto the Greek has domi-
nated the thinking of Europe for nineteen centuries, and, although
the Hellenic stock has been very seriously debased, the people who
have managed the affairs of the Turkish empire for centuries, and
have largely done the business of the Balkan states, have in them
mentality that can hardly be looked upon as calculated to effect de-
generacy in the American stock. In the case of Hebrews, Armenians,
Syrians and Persians one should remember the names of Darius, Neb-
uchadnezzer, Isaiah and Moses—names which are associated with the
foundations of civilization at a time when the ancestors of the peoples
who today make America were dwellers in the forest and fought with
the wolf and the leper for the cave which was their common dwelling
place. The more that is known of the peoples who come to America,
the less hold has racial prejudice and antipathy upon the mind. Hu-
manity is humanity. All are made of the same clay, and common
justice as well as municipal comity suggests that Americans should
look upon the foreigners without prejudice and give to them the honor
due for the part they have played in the civilization of the world.
The chief argument against the mingling of races is that it leads
to degeneracy. It is stated that the blood is thinned and that the
iron is taken out of it. It is pointed out that the downfall of Greece,
of Rome, and of Israel was due to the fact, that the doors had been
opened to nations that were barbaric. No explanation is given in this
argument as to how Rome, Greece and Israel rose. It was the in-
fusion of foreign blood into the native stock that made possible the
progress of these peoples. This is equally true of modern nations.
England and Germany are not of unmixed blood. In England, the
Celts and the Normans as well as the Angles and Saxons make up the
nation. Among those who have taken the lead in the advancement of
Germany, there was a strong infusion of Lettic blood, and the Poles,
which have been incorporated since the beginning of the last century,
form a considerable part of the nation. The question of blood is not
as important as the social environment in which you plant the new
elements and the way they are treated. It was not blood that ruined
Israel, but rather the mixing of cults, the sacrificing of sons and
daughters to Moloch, and the introducing of the abominations of the
28 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
heathem. It was the luxury of the Orient that ruined Greece. It
was the loss of all moral worth and a loss of faith in all spiritual
realities that ruined Rome. Blood will not ruin a nation. Social in-
stitutions which strike at the root of family life, of purity, of veracity,
of loyalty and of self-respect; a lack of faith in anything but what
is seen; the belief that all life is summed up in “eat, drink, and be
merry, for tomorrow we die’’—these are the deadly roots, and wherever
they have flourished nations have perished.
Many Slavs and Italians are coming into this nation, and if
these people get right ideas, right moral values, right political con-
cepts, and examples of justice, purity, liberty and freedom, there is
no danger that the influence will be degenerating. The foreigner will
reflect the character of the community in which he lives, and if the
English-speaking people in every industry live a decent and respect-
able life, the foreigners will be anxious to comply with the same stand-
ard. If, on the other hand, the crook is permitted to work his will
upon these immigrants, if rank social injustice is common in the land,
if the press preaches day after day class hatred and prejudice, if
criminals are placed in positions of honor, if loudness is tolorated in
public places, if wretched housing conditions are given foreigners and
fair play is denied them in their work, if justice is impossible in
courts of justice, and if impositions are practiced on them in com-
munities, these foreigners may present grave difficulties in civic man-
agement.
Men who are helping or are disposed to help the foreigners should,
for the following reasons, understand something about the races of
men coming here.
1. Each nation has a national heritage and each member of that
nation is proud of the achievements of its people. They should be
given their proper social name and should not be classified under some
generic term which has no justification in ethnology. A Magyar thinks
it an insult to be called a Slav, a Russian is insulted when you call
him a Hun, an Italian does not like to be called a Dago, and when
the same term is applied to the Greek it is an affront. An Australian
wants to be classified as an Australian and resents being called Eng-
lish, the Canadian feels exactly the same. They are all British, but
each wants his specific denomination according to the land of his
birth. We have Slavs in exactly the same condition. A Pole resents
being called a Slovak, and the Ruthenian does not want to be called
a Pole. A Roumanian is proud of his people and so is a Servian. All
these people are Slavs, but they prefer to be called by the name of
the distinct group to which they belong. It is a mistake to imagine
ROBERTS-ENGLISH FOR FOREIGNERS 29
that every foreigner coming to America forgets his ancestry and his
nationality. The immigrant has an asset in his national heritage and
he should preserve it. He will be a better man by doing so and will
serve better the land of his adoption. If he is deprived of his national
asset, he has nothing to take its place. American life will be richer
and better if these people keep in mind the characteristics worth
emulating in their own people; and if they can embody these they
will contribute something to the life of America.
2. It will broaden every man coming in touch with the foreigners
to know something of the several people in the community in which
he lives. The old habit of looking down on every man who speaks
a different language than that of our people is in our blood, and
centuries of civilization has not been able to get it out of there. To
the Jews all the world were Gentiles outside the pale of the chosen
people. To the Greeks, all others were heathen. In every nation
there is a consciousness of its own importance, and a faith that it is
a little better than any other people. This racial prejudice and sus-
picion is found in the American mind notwithstanding the Declaration
of Independence which was given the world when the nation was
born. If the communities which are made up largely of foreigners
are to prosper, race prejudice should be done away with and the best
means of doing this is by knowing the people better. The story is
told of a traveler who, in the twilight of the morning, saw in the
distance coming toward him a man who appeared big and like an
ogre. The traveler was inclined to go some other way, but he re-
membered that he had a gun with him. Looking again at the man
he did not believe he was nearly as big or as much like an ogre as he
had thought at first. So with his gun he decided he need not be
afraid, and he went on. As he came nearer to the stranger he thought
there was something very familiar about the man, and laying aside
his weapon he went forward and was astonished to come face to face
with his brother. That has been the actual experience of hundreds of
men in this work for foreigners. They looked upon them as some-
thing inhuman; then they got a little closer and said, “Well, the
foreigner is not a bad fellow after all,” and when they later looked
into his eyes and into his soul they said, “He is my brother, made
out of the same common clay as I.’”
It is considered a wise thing by men of means to send their sons
to the continent to complete their education when they are through
college. The idea is to broaden the young man’s view of life and
of human nature, and to bring him face to face with what other people
and nations have done for the civilization of the world. When he
stood in the shadow of monuments that are hoary with age, and has
30 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
studied masterpieces of art, and has learned to bow before cathedrals
and legislative chambers where the greatest state-builders of the world
have stood and spoken the young man comes home better fitted to do
the work of America. It is not given to most people in the United
States to go to the continent, but those who remain here can get
something of that broad culture if they know the people who come
from continental Europe and if they learn from them what is excel-
lent in their history.
It should be remembered that it will be impossible to believe in
the equality of man until the equality of nations is acknowledged.
He, who regards any of the nations now sending their sons to our
shores as not exactly meeting his idea of the human, will never look
upon men as equal. He lacks the very basis upon which such a con-
ception must rest. The solvent of the multiplicity of peoples coming
to our country must come from the idea of the equality of the nations
and from the belief that humanity comprehended all peoples of all
types and creeds. -
3. A study, of the people and a knowledge of their achievements
will give the workers for immigrants an insight into their characters.
As far as possible it is wise to do work according to national group-
ings, and the reason for this is the distinction between peoples. For
example, the Finn and the Italian differ as widely as the frozen north
differs from the sunny south. The one is a cousin of the Chinese
and partakes of his stoical, passive and phlegmatic temperament; the
other is bright and cheerful, mercurial and explosive, easily moved
and pleased. These two people, if put in the same class, will not
work together harmoniously. Furthermore, men of the same nation-
ality differ greatly. Some say that a Pole is a Pole; but there is a
great difference between them. The German Pole and the Russian
Pole are two different people. They came originally from the same
parent stock, but a century of German Hierocracy has made of the
one a splendid type of man, while a century of exploitation, oppres-
sion, and poverty has made of the other an inferior type. The same
is true of the Italian. The North Italian is a very different man from
the South Italian. The one is educated, trained and has habits of
civilization which help him greatly in the process of amalgamation in
America. But the South Italian has little education, he has been
exploited century after century, and there has been little justice in
the land for the poor and oppressed. The result has been two very
different personalities although they are classed under the same name.
A person who studies the characteristics of the foreigners should
not be so absorbed by their shortcomings as to neglect their good
qualities. An Italian writer in a recent article on America said that
ROBERTS-ENGLISH FOR FOREIGNERS 31
*T
Americans were yet in the barbaric stage. The student may take a
similar narrow view of immigrants unless he remembers that no human
being is perfect. He will do better work if he bears in mind that his
hope is that tomorrow will find him better than he is today.
4. It is well for the worker to become acquainted with the re-
ligious faith of the men in whom he is interested. The four leading
creeds of the men coming to the United States are: Roman Catholic,
Protestant, Jewish and Greek Orthodox. In knowing these creeds, he
should look upon them as media by which hundreds of thousands of
men found their way into spiritual realities and ideals which have
been a tower of strength. He should know the difference in the sev-
eral faiths, not for the purpose of expressing preference for one over
the others, but for the purpose of sympathy with the efforts of the
various churches to bring the blessings of religion to the lives of men
who have difficulties and sorrows, and who possess souls with the
potencies of immortality. Society in its industrial, social and moral
life must rest upon ethical truths, and the best media for the cultiva-
tion of virtues are the religious organizations of the world. A worker
can encourage and sympathize with men of various creeds when he
knows something of the work each creed has done for the world, and
it is his privilege to urge men to be faithful to the church of their
choice.
32 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
THE FOREIGNER AS AN ASSET TO INDUSTRIAL
COMMUNITIES.
BY PETER ROBERTS.
Within recent years communities have become conscious of their
obligation to strive to secure rational conditions of living in a political
unit; and employers of labor have come to recognize their duty to
contribute something to the material comfort of the town in which
they operate. There are, however, scores of towns which spend $1,000
On a Fourth of July celebration rather than appropriate that sum to
increase the efficiency of the teaching force. Many mining communi-
ties prefer to get $5,000 a year from saloon licenses and to fill the
Streets with drunkards, rather than pay that amount of money in taxa-
tion and keep shameful drunkenness from the eyes of the boys and
girls. There may be corporations in Illinois which shirk their just
proportion of taxation, with the result that there is not sufficient
money to keep the public school open more than six months in the
year. All these actions are barbaric and do not conform to twentieth
century standards. They remind one of the conditions described in
Buckle’s “History of European Civilization” when people fled into
churches to pray when they should have cleaned up the streets and
made impossible the plagues and fevers which wrought ravages among
the inhabitants. Any body of men who begrudge the sum necessary
for the education of youth is penny wise and pound foolish. The
great need of every community is a group of public-spirited men
moved to action by motives which have an ideal community as the
objective.
There is not an industrial community in the North Atlantic and
North Central states exempt from foreigners. Every industry needs
men to do its chores and the foreigner is the man employed for that
purpose. A stranger, standing on the corner of a street in a New
England town and seeing a crew of foreigners sweeping the street,
asked a man standing near: “How is it that these foreigners sweep
the streets?” “Because,” answered the man “no white man would
do a job like that.” In the Westinghouse Electric Plant of East
Pittsburg, foreigners of all European countries are found, and the
same is the case with the plants of the American Locomotive Com-
pany. As Mr. John Ross said: ‘‘We cannot get along today without
the foreigner.” t
ROBERTS-ENGLISH FOR ForLIGNERs 33
There are three lines along which the worth of the foreigner to
industrial communities may be estimated.
1. Economic gain.
The wealth of a community depends upon the percentage of work-
ers to the population. This does not mean that a community is rich
when its children of 14 years of age are among the army of workers.
It means, rather, that in a town with 1,000 adult males, if the 1,000
men are at work 300 days in the year producing goods for consump-
tion, conditions will be far better than if only 500 of the 1,000 adults
are working and the other 500 are idle. The foreigners are workers.
More males than females come; among the Italians 70% of the im-
migrants are males. These men come at an average age of 23 years—
the age of greatest productivity. As soon as they come to a town
they look for work, and their service makes the wheels of industry in
that town go around faster and better. g
Statements have been made as to the contribution of foreigners to
the industrial wealth of the nation. Mulhall in his statistical computa-
tion of the value of real property in the United States says it amounts
to about $75,000,000,000, two-thirds of which is due to immigration.
Many have said that the industries of America would never have been
developed if it had not been for the influx of foreigners. For ex-
ample, the tonnage of coal produced in the United States for the last
50 years has been doubled each decade, largely because foreigners
came and entered the mines.
America, therefore should acknowledge its debt to the foreigners.
They come as full grown men, their raising has cost this country
nothing, they put their shoulders willingly under the industrial load
the nation carries, and every one who does honest work is an asset
to an industrial community.
2. Gain in population.
Every American is pleased to learn that the latest estimate of
the population of the United States is 100,000,000. It is a pardon-
able weakness in a citizen of a thriving city to exaggerate when he
gives the population of his town. Scores of people say: “The figure
of the last census is way off. When it was taken many of our people
were away. It is 25% too low.” It is not safe to compare the figures
of a board of trade bent on booming its town with those of the census.
This is all due to the fact that people like big numbers and desire to
see that of which they are a part grow. It is a sign of health and
prosperity and vigor.
The increase of population in the United States is due largely
to immigration. Since 1820, more than 30,000,000 have come into the
34 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
country. When the 19th century opened there were four people in
Great Britain to every one in the United States; but at the close of
that century the population of America was nearly twice that of the
mother country. By a method of computing the percentage of the
population due to immigration, the compiler of the 1900 census esti-
mated that 52 percent of the population was due to immigration.
Whether or not these figures are exact it is known that immigration
has greatly increased the population of the United States.
This increase of population adds to the value of real estate in
the country." Very few realize that immigration and the busy stork
raise the value of the farm lands of the country $5,500,000 every
twenty-four hours. Every time a child is born in Chicago real estate
goes up $400, and it goes up $500 every time a foreigner is added
to the population of that city. The value of real estate in every city
depends upon the number of people living there. The territory where
Chicago now stands was a wilderness 100 years ago, and it would
be worse than a wilderness tomorrow, if the 2,000,000 people living
there should take their departure to some other part of the world.
The gain in population and the increased value of real estate due
to the incoming immigrant should be acknowledged by every member
of an industrial community. No matter how small a town is, every
addition to its population should be welcomed. The gain may not
be as apparent as in thriving industrial towns such as Gary, Ind., or
Moline, Ill., but it is there, and it ought to add to the appreciation
of foreigners. The swamp lands of Cape Cod, the lowlands of New
Jersey, and the abandoned farms of New England, have been re-
claimed and brought into use by foreigners, and society is the better
for this. Where similar work is done in town or country, we should
be generous enough to give the foreigner the credit due him for the
appreciation of land and the improvement affected by him in places
where he lives.
3. The languages, customs and habits of the foreigners can en-
rich a community.
The isolation of a country is a bad thing. The most important
reason that made China sleep the sleep of centuries was her policy
of shutting out all foreigners. The Orient had by many inventions
and principles foreshadowed the beginning of western civilization, but
somehow it fell into profound slumber and was awakened only by the
roar of cannon in the nineteenth century. Contact with western civil-
ization is now leading the people of Asia into renewed life and effort.
Isolation is just as bad for the individual. A hermit life is not
a normal one. The man who thinks that he can do best work by
standing alone is mistaken. He can progress only when he climbs
ROBERTS-ENGLISH FOR FOREIGNERS: 35
on the shoulders of past generations and from that vantage ground
can look forward to the future. He can gain breadth and depth only
by keeping in touch with men who are doing work along the line in
which he is interested. Exchange of thought is a blessing; mind
clashing with mind in argument, discussion and investigation, makes
possible the advancement of the race.
The same is true of a community. The cardinal mistake which
the communities of the mountain whites of West Virginia, Kentucky
and Tennessee, committed was to isolate themselves apart from the
world and live wholly to themselves. Some of the best blood that
Scotland ever sent across the sea settled in the mountains and, with
true Scotch resolution, stayed there until the world forgot them and
they seemed to have forgotten the world. No literature found its
way there; no schools were founded; they had their Bible and were
a people of one book; they married among themselves. The result is
that the mountain whites of the south are a degenerate people; they
have been a law to themselves, and the task of bringing to them the
civilization of the twentieth century is costing this country men and
money, and will cost much more before the evil effect of isolation and
inbreeding is removed.
In every community where foreigners settle, there is little dan-
ger of isolation. Representatives of twelve different nations mean
twelve different windows through which the composite rays of civili-
zation can enter. The one great danger of American life has been
isolation. Many Americans thought that the United States had noth-
ing to learn from Europe. This opinion has been revised recently
and a number of commissions have been sent to study certain phases
of European life, such as their monetary system, their methods of co-
operation, their industrial insurance, their continuation schools, etc.
Civilization is the result of all people cooperating to speed the day
when man will acquire greater control of the forces of nature.
The languages used by the foreigners can be made to enrich the
life of the community. If active means were taken to conserve the
Slavic tongue which is used by more than 200,000,000 persons, Amer-
ica would gain by having as citizens groups of men who would be in
close sympathetic touch with the great Slavic peoples. The same may
be said of the Italian tongue, which is rapidly becoming the language
of much of South America. The wealth of languages coming to
America ought to be conserved by the communities in which the for-
eigners are living.
America will gain also by taking kindly to the varieties of ap-
petizing and wholesome food which these people eat. Hungarian gou-
lash has taken its place along with Irish stew; macaroni, Italian style,
36 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
is becoming popular in leading hotels; paclava is winning its way,
and if tasted in Turkish restaurants it will never be forgotten; chop
suey is the favorite dish in many towns. A visit to a Syrian, Chinese,
Italian or Russian store will disclose many articles of diet which can-
not be obtained in American stores. Many of the palatable and
nourishing foods used by the foreigners would be relished on an
American table. There is no animal so omnivorous as man and he
is better able to survive because of it. The larger the variety of food
he can draw upon the better, and if he can introduce dishes now used
by foreigners he will add to the variety of food now used in this
country. -
. It will also benefit a community to get acquainted with the cus-
toms and habits of the foreigners. In some localities the folk dances
and the folk songs which these people bring with them are exhibited
in annual festivities, and all the people who have witnessed such per-
formances have been delighted. It must be admitted that the people
of Southeastern Europe know better than Americans do how to enjoy
themselves in simple play or in social gatherings.
There is much musical talent among the foreigners. The Lithu-
anians have a wealth of song little known to many in this country,
and it can best be interpreted by the people of that race. One is
astonished again and again at the outcrop of talent in some foreigner's
child, and it is only when the unusual comes to the surface that the
community pays any attention to the latent power of those people.
It would be a wise investment for a community to make a conscious
effort to develop the talent of foreigners by arranging for concerts
and dramas in the tongues spoken by the foreigners. The more the
spirit life of a community is expressed in song and poetry, the happier
will be the people of that locality. If attention is given to developing
talent among the foreigners the result will be a richer and a better
community life.
If the aliens are given credit for what they do toward the up-
building of the nation, much of the prejudice and antagonism now
existing between peoples of various races will be dispelled, and the
foreigners will be looked upon as a real asset in industrial communi-
ties.
ROBERTS-ENGLISH FOR FOREIGNERS 37
THE ROBERTS’ METHOD OF TEACHING ENGLISH TO
FOREIGNERS
BY PETER ROBERTS.
1. DESCRIPTION OF THE ROBERTS’ METHOD.
The best way to learn a language is to live among people who
speak the language. Six months residence in Paris is better than
six years of French in an American school. Many young men learn
French in school following a method far removed from that used in
learning their mother tongue; in the pride of their knowledge they
visit Paris and are mortified when the Parisian cannot understand
what they say. They can read Moliere and Fontaine, but they can-
not enjoy a French play or be comfortable in a salon. The em-
barrassment and the discomfort are due to the neglect of training the
ear to the sounds of the French tongue and of exercising the vocal
organs in reproducing them. To learn a language by the use of the
eye and the hand is as futile as to learn to swim by standing on shore
and watching others plunge into the water. -
The method used in teaching English to the man of foreign tongue
should resemble that used in the home where children are taught their
mother tongue. No matter what home is visited, the results are the
same. A Russian child of four summers can talk his mother tongue
just as fluently as the four year old son of an English home can talk
English. The task of learning is never wearisome either to pupil or
teacher. On the contrary, it is the source of untold merriment. If
there can be introduced a tenth of this joy and glee into the class of
adults learning a foreign tongue, tasks which may be irksome and
taxing will become pleasant and enjoyable.
The Roberts’ method of teaching English to foreign-speaking men
rests upon three fundamental principles.
I. The ear is the organ of language. This point cannot be over
emphasized. In the classroom every sentence should fall upon
the ear of the pupil first, then it should be pronounced repeatedly
and finally it should be read and written. The student should always
remember to use his ears, not only in the classroom, but wherever he
may be. The foreigner learning English in America is living in an
atmosphere where helps come to him from all sides. If he is con-
Scious of his advantage and alive to the opportunities surrounding
him, he will find a teacher in every job, a preceptor on every street
corner, and a guide in every journey. The teacher should impress
38 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
the pupils with the importance of using the ear and should arrange
the instruction so it appeals to this organ of language above the other
organs used in the classroom. The eye and the hand should supple-
ment the ear, but should not precede or substitute it.
II. The subject matter of the English lessons always deals with
the common every-day eacperience of the pupils. It is a mistake to
attempt to teach foreign-speaking men our language by using a lesson
which describes the beauties of nature or the excellencies of character.
These may come in later, but in the first steps of instruction the lessons
should be in the simplest English dealing with the daily experiences
of the men. The aim should be to clothe these experiences with a
new garment of language. It should be remembered in this connec-
tion that the experiences of adults are very different from those of
the child. “Mary has a little doll” is not interesting to a young
woman who earns her living by cooking, or washing, or in a factory.
“John flies a kite’’ is not the experience of a man who works in a
mine, or a steel plant, or a foundry. Foreigners once enjoyed these
things as our children do, but they have laid aside childish things
and are men and women of mature judgment and experience. The
primers of the Public School are not designed for this work, and,
furthermore, they are books which appeal to the eye and not to the
ear. A book in the hand of a foreigner beginning to learn English
is a snare because the students are to use the eye instead of the ear.
In the first thirty lessons no book should be used. The lessons should
be printed on sheets, which should be given to the pupils only one
by one after each lesson has been learned. As every lesson pertains
to some experience in his daily life, the pupil begins to talk about it
before he reads and writes it.
III. Every lesson is constructed along lines which make it easy
for the pupils to learn it. The following quotation from Lincoln’s
address at Gettysburg may be quickly learned and easily remembered:
“Fourscore and seven years ago our fathers brought forth upon this
continent a new nation, conceived in liberty, and dedicated to the
proposition that all men are created equal. Now we are engaged in
a great civil war, testing whether that nation, or any nation so con-
ceived and so dedicated, can long endure. We are met on a great
battlefield of that field as a final resting place for those who here
gave their lives that that nation might live. It is altogether fitting
and proper that we should do this.” This can easily be memorized,
whereas the following would be very difficult:—“The ball was hot,
and the frog stood on its nose; the songster went to market and the
she-bear danced around the fire made of cabbage leaves; up jumped
the whale and peeped into the china shop; the horse fell and the man
ROBERTS-ENGLISH FOR FOREIGNERS 39
said “no soap;’ so they married and the Beckuanoes and the Lilipu-
tians dug in the coal pit; now the Bojilios and the Bromdinagians
fight and the jelly-fish fell into the soup, where the butterflies fanned
the air. So we run and the goose-berry patch bloomed, but up bobs
jumbo and the clown cried, but the rhodomantus turned turtle, and
the mice burned their tails in the Babylonian fiery furnace. The
party got into the wagon, the jerrymanders were in the hall, and
now the beauty sleeps in the well.” It would take one a long time
to commit to memory such a jumble. In the Roberts’ system there-
fore, every lesson is formed in accordance with the laws of mnemonics,
and the suggestions to teachers are based on the same laws. The re-
sult is that the memory is relieved of strain and the pupil is better
able to concentrate his mind upon the sound.
Based on the three principles mentioned above, a ‘‘Preparatory
Course’’ has been developed as the first group of lessons in English
for foreigners. This course comprises thirty lessons divided into three
series: the Domestic, the Industrial and the Commercial. The first
deals with the experiences of the man in his home life and clothes
these experiences in a new garment of language; the second takes
up his work life and should as far as possible be related to the man’s
particular occupation; the third pertains to his means of communi-
cating with the world around him. The following are the subjects
dealt with in the thirty lessons:
Series A. Domestic
1 Getting up in the morning.
2 Getting wood to light the fire.
3 Lighting the fire.
4 Preparing breakfast.
5 Table utensils.
6 Eating breakfast.
7 The man washing.
8 A family of eight.
9 Welcoming a visitor.
10 Going to bed.
Series B. Industrial
1 Going to work.
2 Beginning the day’s work.
3 Shining shoes.
4 The miner going to work.
5 The railroad laborer at work.
6 The laborer in the steel works.
7 A man looking for work.
8 Quitting a job.
9 A man injured.
10 Finishing the day’s work.
40 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
Series C. Commercial
Writing a letter. ſ
Buying and using stamps.
Going to the station for a railroad ticket.
Taking the train for New Haven.
Pay day.
Biome expenses.
Buying a hat.
Taking money to the bank.
Sending money home.
Buying a lot and building a house.
l--
The complete text of the first lesson in the Domestic Series is as
follows:
This lesson comprises seventeen sentences.
awake I awake from sleep.
open I open my eyes.
look I look for my watch.
find I find my watch.
See
is
must get up
I see what time it is.
It is six o'clock.
I must get up. -
throw back I throw back. the bed clothes.
get out I get out of bed.
put on I put on my pants.
put on I put on my stockings and shoes.
wash I wash myself.
comb I comb my hair.
put on I put on my collar and necktie.
put on I put on my vest and coat.
open I open the door of my bedroom.
go down I go down stairs.
No lesson should be
too long. The mind can take in only so much, just as a vessel holds
only so much. If two quarts are poured into a vessel that holds only
three pints, some of the commodity will be spilled. If an attempt is
made to teach a lesson that is too long, some of the matter will go
to waste. An adjustment of the lesson to the capacity of the average
pupil is necessary in order to get the best result, and no lesson should
be longer than twenty sentences.
The arrangement of the sentences gives the successive steps in
the experience. That is the way one dresses morning after morning.
Every other experience can be similarly arranged. Man is a creature
of habit and without thinking he does a number of things in the same
order every day. If we were to ask him why he puts on the left
shoe first or why he buttons the right side of his collar first he could
give no reason but that it is what he does every morning. The lesson
describes the successive steps taken in the operation, and makes it
easy for the pupil to learn.
ROBERTS-ENGLISH FOR FOREIGNERS 41
An objection has been made that ‘‘some very important articles
in dressing are omitted.” It is true that these articles may not be
mentioned in the lesson, but the interested teacher will not omit them.
The first night he will teach what is on the sheet, but when he re-
views the lesson at a later date, he will mention every common article
of apparel. This subject is explained more fully in the chapter on
requirements in teachers, page 44. -
Another objection has been made that “The foreigner does not
wear a collar and tie.” This may be true, but the nearer he ap-
proaches the American standard the surer he is of doing so. The
object of the lesson should be not only to teach English but also to
raise the standard of living by suggestion. Mention is made in later
lessons of “piano,” “music,’’ ‘‘parlor,’’ ‘‘a clean house,” etc., all
of which may appear inappropriate in view of the way many of these
people live. But as the effort should be to help the men to a higher
standard of living, these suggestions are not only justified but bene-
ficial.
The number of different words in this first lesson is fifty, and
the student who has mastered them feels that he has made progress.
If the lesson is taught properly, the student will get more than sixty
words by the end of the session, as is explained more fully on page 44.
It will be observed that the lessons are taught by sentences and
not by separate words for the unit of language is the sentence. Thus,
the pupil obtains his introduction to our language in simple sentences
which clothe familiar expressions, and after mastering the lesson he
will rehearse it every time he encounters the experience.
The same general principles apply also in the Industrial Series.
There are certain experiences common to all workers. Looking for
a job, coming home from and going to work, going to the first aid
station with an injured man, etc., may be used in teaching any group
of men. Lessons also should be prepared bearing more directly on
the particular industry in which men in the class are employed. For
example, special lessons should be formed for men engaged in coal
mining, foundry work, work around blast furnaces, etc. The men
will be more interested in such lessons and will appreciate the prac-
tical value of their endeavors. - .
The Commercial Series is especially valuable to non-English
speaking people. One of the important reasons for the exploitation
of the foreigner is the limitation put upon his trading. There are
thousands of foreign-speaking colonies in the land where foreigners
are unable to go to the English stores for simple articles used in the
home and are entirely at the mercy of the storekeeper who speaks
their tongue. The men and women often cannot go. It would mean
42 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
a great deal to these peoples if their sphere of purchase could be
enlarged and if they could enjoy the benefit of wholesome competition.
Many foreigners go from place to place in quest of work. If they
were assisted so that they could ask and reply to simple questions, a
real service would be rendered to humanity. It is only as these people
are enabled to express their wants and to touch the varied sides of
American life, that they will realize the hope this country holds out
to every honest and sincere person who comes here in quest of larger
and better opportunities. The main gateway leading to these benefits
is a knowledge of the English language.
2. REQUIREMENTS IN TEACHERS TEACHING FOREIGNERS.
The equipment needed by the teacher is a blackboard, crayon,
copies of the lesson to be taught, the chart and a place to hang it, the
objects referred to in the lesson, a newspaper or a sheet of paper
to cover the lesson in review, and a pointer. These should be pro-
vided before the class meets.
The teacher should be perfectly familiar with the lesson. It is
simple. He can read it any way he has a mind to, but this will not
do away with the necessity of careful preparation. It is a mistake
to think that he can teach a group of foreigners English without care-
fully preparing before he appears before them. He should know the
lesson every word of it; that is the only condition of masterfully
imparting it to the pupils. The teacher, who does not prepare hesi-
tates, makes mistakes which he has to correct, and makes an unfavor-
able impression upon the class. If he wants to succeed in the work
of teaching foreigners, he must work conscientiously.
The lessons are to be taught in such a manner as to carry out
the ideas outlined on pages 37 to 39. The lesson sheet is after the
model given on page 40; and on the reverse side the lesson in the same
form is put in script type, so that the student may copy it when
writing out the lesson.
The verb belonging to each sentence is put on the left-hand side
opposite the sentence. This is for the sake of emphasis, because the
verb is the life of every sentence; it is the pivot upon which every-
thing turns, and it is the part of speech which has greatest inflections
and is most difficult to master. It is necessary to rivet the verb of
each sentence in the mind, for upon it the teacher will play and help
the pupil to master the use of words and the formation of sentences.
Every lesson should be divided into three parts, which will af-
ford two resting stations. In the above lesson the first part should
be taught in the following manner:
ROBERTS-ENGLISH FOR FOREIGNERS 43
The verbs should be taught so that the pupils can rehearse them
in order—‘‘awake,’’ ‘‘open,’’ ‘‘look,’’ ‘‘find,’’ ‘‘see.”
As soon as the verbs are known, the teacher should pronounce the
verb ‘‘awake” and then say the sentence: “I awake from sleep,”
illustrating it by an appropriate gesture. This should be repeated
three or four times. Then the teacher should say “open,” follow
it with the sentence: “I open my eyes,” and fitting the action to
the word. This should be repeated as with the first sentence. Then
he should pronounce the first and second sentences. He should pro-
ceed in the same manner with “look,” “find,” and “see,” repeating
them as often as he finds it necessary, but joining each step to the
previous one, until the class is able to say the five sentences at his
suggestion in gesture and in the motion of the lips as if he were
uttering the words.
The teacher should take up the second part of the lesson in the
same way, moving forward step by step, as in the first part, until the
pupils are able to rehearse it at his suggestion in gesture. Then he
should attach this to the first part and begin ‘‘I awake from sleep’’ and
go as far as “I put on my stockings and shoes.” These two parts should
be gone over three or four times, until the pupils are able to rehearse
the whole at the teacher’s suggestion in action. The third part should
be treated in the same manner.
The average class of foreign-speaking men will learn the lesson
in about 30 minutes and will be able to go through it at the sugges-
tion of the teacher fairly well.
This is the first step in teaching and is known as oral instruction.
The next step is reading. The teacher should hang up a chart
on which is printed the lesson and the class see the words for the
first time. They read the lesson in concert. This is repeated three
or four times. Then the teacher should pass up and down the chart
from place to place to test the ability of the class to read the sentences.
The next step is writing. The teacher should give a leaflet to
each pupil containing the lesson which they have learned. The pupils
should read the printed page once. Then they should turn over the
sheet and on the reverse side they will see the lesson in script form.
They will now copy this and the teacher will pass from student to
student, correcting and suggesting improvement, and giving encour-
agement to the pupils.
The fourth step is review. The teacher covers the sentences on
the chart with a newspaper, leaving visible the verbs. He then asks
what is the first sentence. The class will not know what he means.
All he has to do is to illustrate the first sentence by gesture and the
response will come immediately. The class now understands what the
44 ILLINOIs MINERS’ AND MECHANICS’ INSTITUTES
review means and will respond to the question “what next?’’ ‘‘then
what follows?’’ ‘‘and then what?” while the teacher interjects such
words as “good,” “that’s it,” “first rate,” “excellent;” “that sen-
tence once more,’’ ‘‘splendid,” “try it again,” etc. It is in this way
that the pupils get more than the lesson, for it will not be long when
they will be able to use aright the subjective comments interjected
by the teacher in the process of the review.
The fifth and last step in teaching each lesson is grammar prac-
tise. This does not mean the teaching of grammar, the most abstract
of sciences, as is done by grammarians. The teacher should avoid
definitions and abstractions as he does pitfalls when walking; but he
should give the pupils practice in certain forms, so that they will get
the instinct of grammar. Let him begin with the personal pronouns,
‘‘I,’’ ‘‘you,” “he,” “we” “you,” “they.” The first lesson uses
“I” wholly. The class should be asked to go through the lesson
putting “you” in place of ‘‘I.” This will give the pupils a lesson
in the possessive and reflexive pronouns. The men will see the rea-
son for this but it will require considerable practise before they are
able to carry through the exercise correctly. The use of the third
person singular will then follow. This requires the singular form of
the verb and will present considerable difficulty to the students. In
the preparatory course in English for Coming Americans, lessons in
grammar should be carefully planned and carried out by the teacher.
After the second lesson, time should be taken in each session for
review of the lesson given two nights previous. When the third lesson
is being taught, the first should be reviewed; when the fourth is
taught the second should be reviewed, etc. When the teacher reviews,
it should be by the question and answer form. In reviewing lesson
one, he should say: “When did you get up 3’’ ‘‘At six o'clock.”
“Tell me how you dress.’’ ‘‘I put on my pants, my stockings and
shoes.’’ ‘‘Did you wash?’’ ‘‘Yes, I washed my hands and face.”
“What clothes did you put on after you washed?’’ ‘‘I put on my
collar and necktie and my coat and vest.’’ ‘‘How did you leave the
room?’’ ‘‘I opened the door and went down stairs.”
The teacher can also vary the exercise by putting the verb
“open’’ on the blackboard, then make the gesture, fitting the sentence:
‘‘I open my eyes.” Then let him take the knob of the door and open
it and ask “What am I doing.” Then let him open the window,
open a book, open the drawer, open his hand, etc. This will give the
pupil an idea how he can use the verb and will suggest to him the
possible use of other verbs, which the teacher will illustrate as he
goes on teaching lesson after lesson. ,
ROBERTS-ENGLISH FOR FOREIGNERS 45
The instructor should never be weary of repeating. The secret
of success is repetition, until the pupil gets the correct accent and
is able to utter the sentence aright. The teacher should also speak
deliberately and clearly. It is just as easy for the pupil to get the
right as the wrong pronunciation. If the teacher is patient, talks
plainly and encourages the pupils, they will soon talk as he talks.
Each lesson should also be illustrated. Every object referred to in
the lesson should be procured and used in class as the teacher gives
the lesson. The sentence ‘‘I find my watch’’ ought never be taught
unless the instructor finds a watch and exhibits it. “I comb my hair.’’
should be accompanied by the action. No teacher can do his work
well unless he is able to act. The whole of the lesson should be as
a panorama before his mind and so possess him that he cannot teach
it save as every sentence finds expression in fitting action. If he
cannot act before the class, he had better not teach. Merely to pro-
nounce the words, “I awake from sleep,” is not enough. This sen-
tence describes an action and the ingenious teacher should make it
clear to the class what he means, though he makes himself ludicrous
in the effort. The teacher should be ready to make himself all things
to the men under his instruction, if thereby he will make them un-
derstand, talk, and intelligently grasp his spirit as well as his in-
struction. And the fact that the teacher knows nothing of the lan-
guage of the man he teaches will not be a hindrance to him. It will
rather help the class in the object it has in view. Men who teach,
knowing the language of the pupils, are ever in danger of conversing
with the scholars in that tongue and the students use it in addressing
the teacher. If he knows nothing of this language, both parties are
under pressure to use the English language if they want to communi-
cate with each other. At first, the teacher and students will depend
upon the universal language of loving sympathy and kindly patience.
Every foreigner appreciates these qualities and will return them fifty
fold. Mutual affection and esteem smooth the avenues of communi-
cation and they are indispensible if the class is to be a success.
For the guidance of teachers, the Young Men’s Christian Asso-
ciation has outlined the following ten points which are necessary for
SUICCéSS :
ATTITUDE. Don’t measure the foreigner by the coat he wears.
A man may have great thoughts though he eats garlic and cabbage.
Foreigners in congested tenements and dirty bunk houses have trod
the aisles of cathedrals hoary with centuries of worship. The “fif-
teen decisive battles of the world’’ were fought by these men’s fathers.
They know life and have bravely launched on America’s unknown
46 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
sea. Honor this man of a more ancient civilization than ours and
don’t think yourself his superior.
PREPARATION. Horses know chaff and foreigners detect shams.
Wheat is food in the well-baked loaf. Know the Roberts system and
get each lesson well in hand before you appear before the class. If
you are interested, the men will be. Digress if you must, but don’t
forget the goal. Watch chances for hints on citizenship, current
events, our institutions, etc., but beware of shooting over the heads
of your pupils. - -
PUNCTUALITY. It costs a lot to be regular and prompt, but it
pays and is contagious. Be more than a teacher to your class—a
model in qualities that win. The belated teacher will soon want a
class, the prompt one will need an assistant.
CHEERFULNESS. Make the class hour a cheerful one. Greet the
men with a smile—it may be the first they have seen that day. When
fun flows, don’t shut it off—regulate it. An hour and a quarter may
seem short, but it’s better to close with eager faces than with drowsy
intellects.
METHOD. The beaten path is the frequented one, and the well-
grounded lesson is the reviewed one. “Less haste, more speed,” holds
good here. Review past lessons by question and answer, but always
mix gray matter with the review. Beware of the star member in the
group; let his light shine—to illuminate the rest and not over shadow
them. Encourage the backward, give him personal attention. If
you have two grades, they need two teachers—get an assistant.
ATTENDANCE. Carelessness never ripens into success—keep a roll
on which the names, addresses and attendance of each pupil are en-
tered. If one is absent, find out the cause. Send him a postal card,
but a personal call is better. Don’t say, “One less makes no differ-
ence;’’ that one may have his hand on the rope that rings the death
knell.
INTIMACY. Know your group individually. The rind of the
orange is sour—you must go inside for the juice. Sit with the men
and learn their problems, and you’ll be surprised how sweet it is to
help the man lower down.
BROADNESS. Know the yearnings of the foreigner’s heart—they
cannot be measured by his earnings. Heed his needs and be ready
to meet them. Hints on health, hygiene, conduct, dress, morality, etc.,
will be appreciated. Arrange for lectures by capable men which will
edify, entertain and stimulate. Work for the whole man and not for
his brain only. Let him know that you believe in Jesus Christ as
the answer to the soul's need. -
ExAMPLE. Truth incarnated is better than truth inculcated. A
good teacher gets honor, but a good man wins love. Your position
ſ ROBERTS-ENGLISH FOR FOREIGNERS 47
or standing will not impress the foreigner, but your life may settle
the current of his for eternity.
CoopFRATION. The oyster is good—out of its shell. If this work
is good, tell the other fellow about it. A good thing in one town is
equally good in another. America wants men of conviction and cour-
age to make future Americans of foreigners. Commercialism will not
do this, intelligent sympathy will. The new Crusade is against foreign
colonies on American soil. The United States must be homogeneous
to subdue the continent and you can help to make it so.
We have prepared readers for the men who will graduate from
the simple course outlined in the previous lecture. Many men who
have completed the preparatory course will not care to go further.
They can talk a little and are able to make their wants known and
understand the foreman. Others however will be desirous of securing
a greater knowledge of the language, and for them readers have been
specially prepared. In taking the men through a reader the teacher
should ever guard against the temptation of teaching book English,
rather than of developing conversational English. Many foreigners
who can read fairly well, are often unable to express themselves in
simple sentences because of lack of practice in conversation. As long
as the student is in a class for the purpose of learning the English
language, no effort should be spared to lead him to the practical use
of our tongue. For this purpose, the teacher should never forget to
lay greatest emphasis on conversation. Whatever is taught should
also form the topic of conversation; whatever can be thrown into
dramatic form should be done so, the pupils playing the necessary
parts. -
Most men who will continue their studies will want their natural-
ization papers. Here the teacher will find a prolific source of con-
versation. The form of Government, the duties of the several officers
in the municipality or the township, the duties of the State and Fed-
eral officers, the items of news which daily occur illustrating the sev-
eral powers conferred upon them, all these will afford good material
for imparting knowledge and interesting topics to discuss in class.
The art of diatetics was used to advantage of old to quicken men’s
thoughts. It may well be used today in the classes to impart knowl-
edge and to help foreigners to acquire facility of expression in the
English language.
In this work pictures have been used to good advantage. To tell
what one sees in a picture is an appeal to the imagination, as well as
to one’s knowledge of the language used. Cartoons have been used
with great interest in this way, while the standard pictures, reprints
48 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
of which can be easily procured, have never failed to be of interest
to the pupils.
The wise teacher will know his pupils and will adjust the lessons
to their need. He will know the peculiarity of each and will watch
for the weak spots, that he may kindly strengthen them. Tact and
sympathy are never failing qualities, and the man who lives to help
his brother man will never count the cost when leading a group of
men into the knowledge of his mother tongue.
3. How TO START WORK FOR FOREIGNERS.
The foreigner is approachable along three lines of his life, the
industrial, the social and the religious.
I. The approach along the industrial life.
The immigrant entering American industries is under a great
disadvantage. In Washington, Pa., a man in the glass works was
employed for 6 months and was unable to understand a word of Eng-
lish. There was no other man in the plant able to talk with him.
Can any one imagine the life of that man during this time, working
each day, and no one to talk to? The foreman said he was very sorry
to lose him because he was a good workman; but at the end of six
months the man left the plant and went to another part of the coun-
try where he could find some of his own people. Let any one try to
make his want known to a man with whom he cannot talk and he will
have some idea of the hardships these men are under in trying to
make a living. When Mr. Shepley, the President of the West Toronto
Association visited the Continent he met an American. The man ran
up to him, shook hands vigorously and said, “I am glad to see a white
man once again.” What these men experience in their various lines
of employment is known only to themselves. It is a very uncomfortable
situation to be in, and one from which every reasonable man tries
to find relief. º
The foreman and superintendent of a plant are inconvenienced
if they are not able to communicate with their employees; it is not
a satisfactory situation. It is one of the greatest compliments to the
genius for organizations in America, that employers have been able
to marshall the labor force of many different nationalities and as-
tonish the world by a great industrial progress. The tower of Babel
came to a stand still when the tongues of the men building it were
confused, but in the Ford Motor Company plant there are 52 differ-
ent varieties of people, and they turn out 1000 automobiles in a day
of 8 hours. Some of the admirers of Mr. Ford say that if he had been
in Babel at the time that tower was started he would have finished
ROBERTS-ENGLISH FOR FOREIGNERS 49
the job. The only way the Ford people are able to get work out of
these men is by a minute division of labor. There are men whose
only work is to put 8 bolts in place on each machine, and the men
next to them are employed to put 8 burrs on the bolts. They do
this continuously for 8 hours a day. Other men are engaged in
manipulating 2 little ladles from which they pour molton metal to
form the bearing of a shaft. Other men push cylinders from one
place to another, and still other men spend 8 hours with a hammer
and chisel to clipp off the waste material. These men do their work
well, and yet they know no English. They do it possibly as well as
if they were able to talk English; but suppose something were to go
wrong, then the disadvantage would be instantly felt. The men work-
ing together on this operation of fixing molten metal on the bearing
are often of different tongues, and they can not communicate with
one another. This may tend to efficiency estimated in production, but
it is not human. Man is more than a machine. If he cannot com-
municate with his fellow men, he will soon become something less than
man. Even in the Ford plant the Company has announced that all
its employees must learn the English language. The heads of the
departments have been advised to have all their men understand one
language in common, and in order to speed the process the order has
gone forth that no one in future will be employed in the Ford plant
unless he speaks the English language. Employers more and more
feel their obligation to their foreign speaking employees. They know
that when an ear cannot understand the instructions given, and the
tongue cannot communicate with others, and element of danger is in-
creased, so that synchronous with the slogan ‘‘safety first” is heard
the other, “learn English.”
The need of a common language, the effort to eliminate risk, the
need which the workers feel, and the sentiment of employers favoring
practical schemes of serving the foreign speaking men, make it com-
paratively easy to open the door of opportunity to do this work.
Companies are willing to cooperate in a practical program of work
for foreign speaking men. If a teacher desires to teach English to
the men at any plant, he should endeavor to obtain the interest of
the employer. To do this, he should be able to explain the proposed
plan of work, to show the method of instruction and to point out in-
cidentally the bearing of the work upon the industry in question.
Some definite plan of cooperation should be laid before the superin-
tendent. The teacher should work out a program similar to the fol-
lowing:
A. He should find out what nationalities work in the plant and
what is their number as compared with the total number of employees.
50 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
This information ought to be in the office files of the company, but,
if not, it can be secured easily from the leaders of the several de-
partments, or possible from the straw bosses of the plant. It may
be that the information which is required may be of value to the
employer, and he will be glad to secure it. -
B. In the second place the teacher should find out where the
foreign speaking men work in the plant; and if possible he should
visit that department. He should get acquainted with the foreman
and try to interest him in the work for foreign speaking men. He
should also find the leading foreigner in that group and tell him the
plans for helping his fellow countrymen, asking his advice about the
work and soliciting his help.
C. The teacher should have cards printed in the language of the
men in the plant to explain the purpose of organizing a class in Eng-
lish. These cards should be distributed among the employees by the
foremen or the straw bosses. On the lower section of the card there
should be a perforated line, below which is a place for a man to write
his name. These cards should be signed by the men and returned to
the foreman. If the men cannot read, an interpreter should be asked
to explain the work and to urge the men to come and join the Eng-
lish class. The fact that a man is not able to read or write in his
mother tongue is no barrier to his learning the English language.
D. When a group of 10 to 15 men have signed the cards, the
consideration of a meeting place should be taken up with the em-
ployer. If the men can meet in the plant, or in a building attached
to the plant, arrangements should be perfected accordingly. If this
cannot be done, a suitable place outside the plant should be found, in
close proximity to the locality where the foreigners live. The ques-
tion of rent, janitor’s service, heat, light, etc., should be investigated,
an estimate of the entire cost of carrying on the work should be
submitted to the employer, and an appropriation to cover this cost
should be discussed.
E. If the work is started under the auspices and with the finan-
cial support of the company, it would be advisable for the teacher
to keep the authorities of the plant in touch with the progress that
is being made. This could best be done by submitting each month a
report of the work.
II. The approach, along the social life.
It may be that the teacher will not be able to obtain a hearing
with the employer and cannot reach the foreigners through the in-
dustrial plant in which they are employed. He should then try to
approach along the social life. In every foreign speaking colony the
people have their social life. The foreigner would not be human if
ROBERTS-ENGLISH FOR FOREIGNERS 51
he did not have this, for man is a social being and society is based
upon this very power. One of the important discoveries that will re-
sult from an investigation of a foreign speaking colony is the multi-
plicity of lodges, clubs, organizations, etc., among these men. There
will probably be an organization for mutual benefit; an organization
for physical exercises, like the Turnverein among the Germans, and
there will be educational societies, literary clubs, dramatic clubs, po-
litical organizations, dance clubs, etc. It is only by investigation that
the number of these bodies can be ascertained, and they will exist
among the men of all nationalities. In connection with one of these
organizations it is often possible to stimulate an interest in classes for
the study of English.
The way to proceed is as follows:
A. The teacher should distinguish between the many clubs and
should find out the character of the particular club with which he
desires to cooperate. Some organizations are more disposed than
others to a project of this kind. The National Slovak Society and the
National Polish Alliance have statements in their Constitution ad-
vising their members to study the English language, to take out nat-
uralization papers, and to become citizens of the United States. Edu-
cational clubs, literary societies, and library associations, are made up
of men who are anxious to improve themselves, and would be inclined
to avail themselves of the opportunity to take lessons in English.
B. In the second place he should find out who is the president
or secretary of the society with which he desired to take up the work.
He should interview this officer, explain the purpose, show the method
of procedure, and state the cost of the lessons. Nothing should be
hidden from this officer, in order that he may not imagine there is a
“nigger in the wood pile.” The leader among the foreign speaking
men is a man of influence; and the teacher can often win him by
being perfectly frank in the presentation of the work.
C. If the leading foreigner is disposed to favor the plan, the
teacher should make arrangements to appear before the society or
club and to present the subject to the men when they are assembled
in a body. He should make it plain that he is not there to make
money out of them, but that he proposes to help them to adjust them-
selves to America. After presenting the facts, he should offer to
answer any questions which may be in the minds of the men present.
Then he should retire and let them discuss the matter.
D. The teacher should have blank cards such as have been de-
scribed for presenting the work at industrial plants, and if the society
is willing to take up the work, he should distribute these cards among
the men. Every one who wants to join should sign a card, and hand it
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52 ILLINOIS MINERS’ AND MECHANICS’ INSTITUTES
to the president or secretary. If the number of men anxious to learn
is large enough to form a class, the matter of a meeting place should
be discussed. The hall in which they are in the habit of meeting is
often the best place. In some districts the public school board is
willing to cooperate by furnishing a room, janitor’s service, heat and
light. This is a desirable arrangement and one in line with public
service. Many successful classes have been carried on in boarding
houses. In general, the meeting place should be within convenient
distance of the place where the majority of the men live.
III. The approach along the religious life.
The four leading creeds of immigrants to America are Roman
Catholic, Greek Orthodox, Jewish, and Protestant. Estimated ac-
cording to their numerical importance, the Roman Catholics represent
60% of the immigrants; the Protestants 25%, the Jews 10%, and
the Greek Orthodox and others 5%. There are some Mohammedans
and some followers of Confucius but their number is very small. It
is important to ascertain the predominating religious faith of the
foreign speaking men if classes in English are to be established. This
is especially true in a community large enough to have organized
religious services and spiritual leaders. A teacher who desires to
cooperate with the priests or pastors should proceed as follows:
A. He should visit the religious leader of the men and explain
that the motive is humanitarian, the object being to help the men
adjust their life to the country to which they have come. The teacher
should describe the method and should make an appeal for coopera-
tion. It is often possible to hold the classes in the Parochial School,
or in the Parish Vestry or in a hall attached to the Church.
B. If the Priest or Minister is willing to cooperate the teacher
should appoint a night when the school will begin, should secure such
assistants as may be necessary to do the teaching, and should get the
necessary equipment, such as blackboard, charts, lessons, utensils, etc.
He should endeavor to have the Priest or Minister present when the
men start work.
C. As the work progresses the teacher should keep an accurate
record of attendance and should give a weekly or monthly statement
to the Priest or Minister. These regular reports will do much to
cultivate the interest of the religious leader.
D. It may be that there are societies connected with the Church.
In order to gain access to these the teacher should find out when they
meet, and should obtain from the Priest or Minister the privilege of
addressing them. If work can be started under the auspices of a
society of this nature, the men will often take greater interest than
if the classes were held in direct cooperation with the church.