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"IT K
AMERICANIZATION "751?
,‘P 3 3
A DISCUSSION OF PRESENT CONDITIONS
WITH RECOMMENDATIONS FOR THE TEACHING OF
N ON-AMERICAN S


A REPORT MADE BY
CHARLES H. PAULL
__ T0 ._
THE SOLVAY PROCESS COMPANY
1 9 1 8
AMERICANIZATION
A DISCUSSION OF PRESENT CONDITIONS
WITH RECOMMENDATIONS FOR THE TEACHING OF
N ON -AM ERICAN S


A REPORT MADE BY
CHARLES H. PAULL
-TO -:
THE SOLVAY PROCESS COMPANY
1 9 1 8
Section I
C‘
8‘
‘i
6‘
I‘
(6
II
III
IV
VI
VII
VIII
IX
TABLE OF CONTENTS
Pages
Deﬁnition and Scope of Americanization. . . . 5- 8
Types of Agencies Offering Education
for Non-Americans . . . . . . . . . . . . . . . . . . . . . 9-16
Methods of Administering Education in
Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 7
Methods of Securing Attendance . . . . . . . . . . 18-20
Location and Equipment of School Building 21-22
Selection and Organization of Teaching
Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23-26
Organization of Course of Study . . . . . . . . .27-29
Relation of the English School to Other
Activities of the Industry . . . . . . . . . . . . . . .30-32
Reaction of Americanization on Labor. . . . .33-34
Recommendations for the Organization of a
a School for Non-Americans in Connection
with ThewSolyaywRrocess Company . . . . . . . . 35-37
~‘ _~¢1_‘-!H ' ,3 .\ '1
‘TM-i1) 1L \4} L)‘ I‘
PREFACE
The following report is the outcome of a survey undertaken
for The Solvay Process Company of Syracuse during the spring
and summer of 1917. In making the survey the writer visited
a carefully selected number of educational agencies which would
be thoroughly representative of work being done in various locali-
ties. This plan seemed more desirable than visiting promis-
cuously a much larger number of agencies where aims and
methods would unavoidably be duplicated. Industries and other
educational agencies were visited in the following states:
Massachusetts, Rhode Island, New York, Pennsylvania, Ohio and
Michigan. In addition to the material gathered from directors
of schools for teaching new Americans, the writer is also indebted
to several experts in labor and education for valuable suggestions.
Although the purpose of this report makes it deal most ex’
tensively with classroom activities, it is not intended to minimize
either the number or importance of other elements in the process
of Americanization. On the other hand, it should be understood
that a knowledge of our language must come very early in any
deﬁnite scheme for Americanization.
In organizing the material forthe report, the aim has been
to show ( 1) existing conditions, not only within the industry but
in connection with all other agencies in Americanization work;
(2) to show the relative merits of aims and methods at present
in use; (3) to deduce certain fundamentals of education for non-
Americans which will be of particular value in Solvay.
I
Deﬁnition and Scope of Americanization
The term Americanization has been used in such a number of
relations in connection with various educational projects that its
meaning has become exceedingly general. However, the aim of
most schemes for educating new Americans has included part or
all of three elements: -
1. The teaching of English.
2. Deﬁnite preparation for taking out second papers in
citizenship.
3. Preparation of the individual for larger expression
of himself in his home, his work, and his community.
In teaching English, the endeavor has been to develop two
vocabularies, which may be termed vocational and avocational
vocabularies. By vocational vocabulary we mean those words
which will be of value to the workman in his particular occupa-
tion. They are such words as are used in giving orders, issuing
precautions and the statement of general directions in connection
with the man’s work. In the avocational vocabulary are included
words which are in common use in the household and upon the
street, and which the new American would meet in the reading of
simple English. In the better schemes for teaching English, both
these vocabularies are offered the student, though unfortunately,
in the past, non-industrial agencies have almost Without‘ exception
failed to realize the importance of the vocational vocabulary.
This has been particularly true of the public schools.
In the preparation of men for the examination given before
they are granted their second papers of naturalization there has
been a marked tendency to conﬁne courses to subject matter
which is most apt to help the individual in the naturalization
court. In a measure, public schools are growing away from this
fault, and are attempting in some degree to add training which
would be included under the third head. In preparing the indi-
vidual for citizenship, we cannot lose sight of the fact that the
5
taking-out of his papers is by far the least important step. He
should learn something deﬁnite concerning American ideals. He
should understand that he can improve the conditions under which
he is living. He should be taught the elements of househould
hygiene. There should be a change in his attitude towards his
work. He will grow to understand that the relation between
capital and labor is one of reciprocal advantages, and that each
should be of economic advantage to the other. Perhaps the
greatest advancement has been made in assisting the new Ameri-
can to appreciate the needs of his community by work which has
been done in a number of cities in developing cosmopolitan clubs.
Through these clubs men of various nationalities have been led
to take an active part in community wlife, and in assisting their
fellows. This form of activity should be the culmination of all
citizenship work. It is not enough to teach men to read and speak
English, nor is it sufﬁcient that they are able to answer the some-
what mechanical questions which are put to them in the naturali-
zation court. They must eventually, if they are to realize the ‘
real ideals of citizenship, take an intelligent part in the develop-
ment of their own homes and of the community.
With this understanding of the interpretation of Americani-
zation, it is evident that the schoolroom cannot furnish all the
education which a man needs to become a potential citizen. In
the work of Americanization which a number'of industries have
undertaken it is becoming evident that every contact which the
individual has with his employment may be made a vital element
in his education. His foreman may become one of his teachers
by a casual word dropped now and then, or in many cases, simply
by example. The welfare work which the industry may be carry-
ing on should also be brought into deﬁnite cooperation with the
instructions offered in the classroom. The man who learns cer-
tain rules of cleanliness is far more apt to observe them if a
visiting nurse has demonstrated their application in his home.
He may learn valuable lessons through the social contact which he
obtains in a recreational enterprise which is put on foot through
his company or his community.
The safety department of an industry should also become a
factor in Americanization. While we are apt to interpret safety
6
work in terms of the industry, it is of just as much value to the
individual. To be careless is to be a poor citizen. To be made
to feel that industry has no interest in its employees beyond their
work and wages tends to develop a spirit of laissez faire which is
thoroughly un-American. Lessons on safety precautions are just
as essential in a class for new Americans as are lessons in the
history of our Government. 'In the relation of the safety depart-
ment of an industry to its school, there should always be an
attempt to gain personal contact with the employee. He must
feel eventually that safety regulations can best be enforced by
himself. The interests of the industry are the interests of the
employee. Much of the detail of this work has been unattempted,
and still remains to be developed by pioneer industries.
While Americanization work has grown along the three lines
which have been suggested, most schemes have been developed
with certain limitations. In a majority of instances, non-indus-
trial agencies have taken the attitude that education for new
Americans must be largely general, and have failed to appreciate
how much they were losing when they ignored the vocational in-
terests of the individual. The result has too often been that the
school or other organization has looked upon local industries as
being wholly unappreciative of educational values, while indus-
tries, on the other hand, have considered Americanization
schemes as being more or less impractical. There has been, and
still is, a misinterpretation of the aims of Americanization work
on the part of some industries which have undertaken it. They
have seen the problem only from the viewpoint of the workroom.
and in some instances, seem to have used their educational sys-
tem for purposes of publicity, as well as for raising the efficiency
of their workmen. On the other hand, while it is essential that
the non-Americans gain a vocabulary and knowledge which will be
of value to them in their homes, they must also be assisted in
making themselves more efficient in their employment; hence a
scheme in which the viewpoints both of the public institution and
the industry are combined has the qualities of real permanency.
A few industries appear to be looking ahead of the present
Americanization activities to what might be called “post-Ameri-
canization courses.” These courses would have a strictly voca-
7
tional end and prepare employees, particularly those of non-
English origin, for advancement in the industry in which they
are employed.
The part-time school has many of the elements of such a
course, and also certain apprenticeship systems which are at
present in operation. The one fault which most of these schemes
possess at present is that there is either no Americanization
course available in connection with the industry, or else that a
point of transition is not offered by which the student in the Am-
ericanization work may take more advanced studies.
II
Types of Agencies Offering Education for Non-Americans
At present there are four types of agencies which offer edu-
cation to non-Americans:
1. Y. M. C. A. and other semi-public institutions.
2. Local Board of Education.
3. State Board of Education.
4. Local industries.
The Y. M. C. A. still is the most characteristic agency for
Americanization in states along the Atlantic coast, and its work
extends inland to communities where large numbers of non-Am-
ericans have congregated. Its method of approach to this work
has been largely from the social standpoint, through cooperation
with local industries, and in a measure with the public schools.
In a number of Eastern cities the industrial secretary of the
Y. M. G. A. has made his office a clearinghouse for the Americani-
zation activities of the communityl. As far as possible he en-
courages local educational agencies to carry on the work, though
classes are often held in the Y. M. C. A. There is, at present, no
other directing agency which appreciates the many-sided aspect
of Americanization as well as the Y. M. C. A. Besides organizing
classes, the Y. M. C. A. has developed the social instincts of the
new Americans by offering them various entertainments, such
as motion picture lectures and patriotic gatheringsz, and through
cosmopolitan clubs’‘, which have been organized under their direc-
tion. In this way, the Y. M. C. A. has aimed to develop the
people to an appreciation of their own powers and responsibilities.
It is a frequent verdict among people who have worked with non-
Americans, that, after all, they are little different from our own
people, except that they do not understand our language and ideals.
We are too apt to assume that they differ in mental caliber as well.
Probably one reason for the Y. M. C. A. being so active in the
lie. Lawrence, Providence, etc. .
2An excellent example of this work may be found in Lawrence, Massachusetts.
aProvidence, Rhode Island; Lawrence, Massachusetts.
9
Atlantic Coast States is the fact that particularly in New England
the local Boards of Education have been exceedingly conservative
in their attitude toward the education of non-English-speaking
people.
In inland Eastern states the local Board of Education is in
general the most characteristic agent in offering education to
non-Americans. Perhaps no other agency has made more un-
fortunate mistakes than the public educator. In the earliest
history of his activities, which generally took the form of evening
schools, he approached the adult with the same attitude of mind
as he approached the child who is about to learn English. This
practice led to many absurdities, and unfortunately, in some com-
munities, is still leading to such absurdities, though through the
agitation of the more farsighted school men cities are offering a
much ' more desirable type of education for adults. ﬁlowever,
there is a great deal of room for future improvement. As has
already been suggested, chool cannot afford to ignore the indus-
trial side of a man’s life. It is through this that he earns his
livelihood. Of course it’ 1s true that the fault has not been en-
tirely on the side of the school systems, but they have in a con-
siderable measure failed to grasp the problem, and consequently
have lost opportunities which were open to them.
The third agency in the education of non-English people is
the State Board. Recently Massachusetts has been organizing
courses not only for non-Americans but also for their teachers.
Through the University Extension Department, teachers are
being secured and sent into various communities in the state.
Such a scheme as this will probably never become general. In the
ﬁrst place the organization and supervision of classes for non-
English students could not be carried out eﬁiciently in a state of
large area. In the second place a state-directed system of educa-
tion of this character is in constant danger of failing to appre-
ciate local problems which vary in different communities. The
state would far better conﬁne its activities to legislation which
would insure to itself the use of a common language by all people
living within its borders.
During the past few years, the fourth agency, that of the
local industry, has entered the educational ﬁeld, not because it
10
has wished to duplicate work which is already being done, but
because it has felt that it can do the work better. In a consider-
able degree, industries have been justified in this attitude, as has
been pointed out. They have also had an advantage which is
coming to be generally admitted as an essential of any inclusive
scheme for adult education where the state refuses to make the
learning of English compulsory. The industry, more than other
agency, has the necessary power to impress non-English-speak-
ing employees with the necessity of their learning the language.
In every large community there are a certain number of men of
foreign origin who have sufficient initiative to avail themselves
of whatever educational opportunities may be oﬂ’ered. But there
is also a large group who will allow themselves to be educated only
as they are forced through economic or other necessity. It is
this latter group which at present only the industry can reach.
Another desirable characteristic of education by the industry is
that most industrial schools at the present time are working with
more deﬁnite ideals of efficiency than have been developed in other
agencies. The industry places a deﬁnite demand upon its class-
room. The great fault which at present can be found with the
school in industry is that certain of these demands are based upon
too narrow lines. Three of the most obvious faults are the
following:
1. The tendency to make the teaching of English too
mechanical.
2. Lack of unity in developing educational and other
non-industrial activities.
3. Danger of a purely industrial system becoming
paternalistic.
The teaching of English is made mechanical largely by
having the lessons too definite. To be sure, this is rather a des-
irable fault in many Ways, but in certain instances it is a fault
nevertheless. Where a teacher has just so many words which
he must say in a limited time, he is left little opportunity for
personal contact with the pupil, and there is no time for the ex-
pression on the part of the pupil of ideas which a particular lesson
may bring to his mind. Such a scheme loses sight of the fact i
11
that we must encourage men to think as well as teach them to
speak. Reference has already been made to the danger of divorc-
ing classroom training from such activities as may be conducted
under a welfare department. Not only should education in the
classroom in an industry be related to activities within the in-
dustry, but it should also give the employee a broader contact
with the community. If necessary, the industry should take the
initiative in organizing certain community enterprises, such as
patriotic meetings and lectures, though it should work in an un-
partisan way so that its activities may be an expression of the
larger community spirit.
On ﬁrst thought, one might look upon a compulsory scheme
of education as necessarily paternalistic. Quite the contrary is
true. Paternalism is not compulsion, but is that form of com-
pulsion which both in its initial and ﬁnal stages precludes any
judgment on the part of the individual. We establish certain
requirements for an individual before he becomes a naturalized
citizen without feeling that in any way we are menacing dem-
ocracy. In fact, democracy depends upon the establishment of
certain qualities of citizenship. But every individual living with-
in a democracy has some effect upon its status. Consequently,
we must, sooner or later, establish qualiﬁcations not only for those
who exercise the right of franchise, but for those who by their
very existence help to model our social organization. This of
course means that we must develop ideals of living quite different
from those of the countries from which the majority of our non-
Americans come. The fundamental of these ideals is the use of
a common language which will furnish a sense of national unity,
and which will provide the mechanics for a mutual interchange
of ideals between the established Americans and those who have
recently come from other countries. Those who have objected
to the compulsory learning of English have confused mechanics
and ideals. There is nothing more undemocratic in expecting
a man to exchange his ideas in the common language of a country
than there is in expecting him to exchange his commodities in the
common currency of the country. The ideal of democracy enters
the question at the point where integrity of thought and honesty
of business transaction are placed at stak . In a compulsory
12
system of education the aim may and should be to provide the
mechanics for developing the judgment of the individual without,
in any sense, dictating what that judgment should be. The pater-
nalistic element in industrial schools for non-English pupils lies
most frequently in the narrowness of the‘ aim of the work rather
than in the fact of its organization. No educational organization
can make American citizens by repeatedly telling men that they
are good Americans; nor can it gain their loyalty by impressing
them with the idea that they are receiving their training through
the magnanjmity of the industry.
Within the last few years, Chambers of Commerce in various
cities have been taking an active part in Americanization work.
Their function however must not be confused with that of an
actual agency in Americanization, except in so far as they have
assisted in some instances in organizing non-English people into
a committee for the promotion of educational activities. Their
function has been two-fold:
1. That of advertising the educational facilities of the
community and inducing local agencies to add to
these facilities.
2. Providing a clearing house which serves to unite the
industry with local educational agencies.
Although this work has not been classed with that of deﬁnite
educational agencies. it has proved to be a very important factor
in carrying on educational schemes for non-Americans on a large
scale. To a degree, the Chamber of Commerce has assisted
Boards of Education to take a broader and more sympathetic
attitude toward local industries, and, on the other hand, has
brought these industries to appreciate the importance of estab-
lishing means of education. The Chamber of Commerce is of
course an institution which we connect with our larger communi-
ties, and consequently its most effective work in Americanization
has been in such communities.
Of the four educational agencies which at present are active
in Americanization work, the industry more than any other is
attempting to solve its problem of education alone. The Y. M.
C. A., for instance, is cooperating with the industry and the local
13
Board of Education. - The local Board of Education is at present
cooperating with the industry in some degree at least. The‘ State
. Board of-Education. aims to cooperate with local institutions and
industry. In some. cases the industry itself is willing to cooperate
with local institutions, but it has remained for certain industries
at the present time to have on foot schemes for Americanization
which not only do not include other local institutions, but also
appear to hold them in certain disregard. This is just as un-
fortunate as the attitude of certain Boards of Education (now
fortunately almost extinct) that they alone could solve the prob-
lem of developing citizens from our non-American population.
There appears to be a two-fold reason for certain industries
monopolizing the task of educating their non-Americans:
1. A partial failure on the part of local School Boards.
“g! 2. A feeling on the part of the industry that greater
‘ loyalty will be secured from their employees if they
are made to look to the industry for this form of
education.
The latter point fails entirely to appreciate the necessity for
developing judgment on the part of employees. N 0 industry can
afford to accept any servile form of loyalty. The best that it can
do is to assist its men to an appreciation of the relations which
exist between themselves and their employer. Anything less
than this is un-American and impractical as an aim.
Each one of the four educational agencies has a distinctive
viewpoint, and in each of these viewpoints there are certain ele-
ments of value, though at present no one of them can be con‘-
sidered as including all of the essentials of a scheme of education
* for new Americans. The Y. M. C. A. undertakes its work with
g a very distinctive social aim. The Public and State School Boards
have a background of educational experience which should never
1 be ignored. The industry makes a demand for the highest de~
gree of efficiency in the education of its employees, and further-
more, offers the mechanism for uniting educational work with
safety and welfare work. It is this three-phased aim in Ameri-
canization work which will prove most effective. No wholly
successful education of new Americans can be carried on without
the foundation of a clear social perspective. However much
14
certain types of educators may have fallen into disrepute, the task
of Americanization must eventually fall to men who understand
educational principles and who possess sufficient poise to be un-
willing to cooperate in any scheme which will have an obvious
tendency to be merely popular. Finally, the educator must get
the viewpoint of the industry, and must assist the workman to
make himself more efficient as a wage earner. He must secure
the cooperation of all departments within the industry, including
both those which have to do with the operation of the industry
and those which introduce the element of welfare.
With the phenomenal growth of our industrial system there
has been a marked tendency toward the development of a
thoroughly impersonal relation between the employer and the
employee. Already the time for this limited relationship is pass-
ing. Men can never be made to function as machines, and they
are more valuable than machines from a purely economic stand-
point. Industries are beginning to estimate the cost of labor
turnover, and to look about for means for reducing it. It is the
verdict of some of the most careful students of the labor problem
that one of the greatest factors in reducing labor turnover is the
establishment of a personal relationship between the employee
and his industry. From the standpoint of industry, therefore,
it is important that all three aspects of the educational scheme
which has been suggested should be present. Education in En-
glish and Citizenship gives the employee the mechanics which he
needs to express himself in a larger social way, while the scheme /
which obtains the greatest number of permanent results in the
shortest time is always desirable.
Perhaps the greatest fault which can be found with many
industrial schemes of education at the present time is the appar-
ent lack of ability on the part of the industry to appreciate that /
education is primarily a public function, and furthermore, that
from the standpoint of industry itself it is highly desirable that
the public phase of education should not be lost. Any scheme of
education which looks no farther in its policy of efficiency than
the immediate present, or the popularization of its own activities,
will fail utterly, both in offering great educational advantages and
in developing loyalty toward the industry itself. A man's loyalty /
15
is always greater toward a social organization, and consequently,
from the standpoint of the industry, it is highly essential that the
social element be constantly emphasized.
It would seem, therefore, that the best scheme for carrying
on education for non-English employees is one of cooperation
between the industry and the community. This cooperation does
not necessarily imply that either the industry or the community
bears all the expense, nor does it demand that the needs of the
worker in the industry shall receive less consideration than they
would if the industry itself organized and conducted the scheme
of education alone. Wherever possible, the industry and the
local school system should work together. Frequently, the activi-
ties of industries may be developed as an enlargement of work
already set on foot by the public schools. It is impossible to plan
any hard and fast scheme for working out cooperation between the
local schools and industries because conditions will naturally vary
in different localities. Much depends, for instance, upon whether
the local school system has been developed along modern lines.
Where educational development has been retarded by extreme
conservatism, it will prove impossible for the industry to obtain
desirable cooperation. Another factor in a scheme of cooperation
is the attitude of the superintendent of schools. It is highly
important, from the standpoint of the industry, that its educa-
tional plan shall not meet with unnecessary obstacles as a result
of local bickerings or shortsightedness. On the other hand, the
value of giving education through the industry the qualities of a
public function cannot be overestimated. It places this education
in its proper light in the community, and it gives the employee a
sense that the scheme is of value not only to his employer but
also to the social organization in which he lives. Furthermore,
it identiﬁes the industry in an intimate way with those who have
the best interests of the community at heart, and will tend to
break down the feeling which has too frequently been prevalent in
the past that there is an essential antagonism between industries
and wholesome civic and social life. Above all things, there must
be nothing quasi in a scheme of cooperation between the industry
and the community. Both parties must enter upon the scheme
with thorough openmindedness and absolute integrity of purpose.
16
III
Methods of Administering Education in Industry
At present, education within industries is administered
through one of four forms of organization:
1. Separate Department of Education.
'2. Department of‘ Welfare.
3. Department of Labor.
4. Some combination of these Departments.
Little need be added to what has already been said to show
that educational work should be closely connected with both the
Labor and Welfare Departments. At present there seems to be
no deﬁnite policy among industries as to just how all these activi-
ties should be united. Probably no single scheme will work in
all industries. It would seem logical, however, that welfare and
educational work be eventually organized under, or in close affili-
ation with, the Labor Department, because these activities from
the standpoint of the industry are primarily of economic value by
being related to the permanency and quality of labor.
i
17
IV
Methods of Securing Attendance
Both voluntary and compulsory methods of securing attend-
ance at English classes are at present being used in industry.
In the case of voluntary attendance, workmen are generally un-
paid for the time spent in the classroom. An attempt to pay men
for voluntary attendance will never be wholly successful for
' reasons to besuggested in a later paragraph. Where attendance
is compulsory, some industries follow the plan of paying the men
for attending classes, while others offer no pay. In most instan-
ces wherethe individual is paid for attending classes, he works
a full day in the industry and attends the class either directly
before or directly after his work. His time in the classroom is
then paid for on the basis of the average wage which he receives
in the shop. Apparently industries are not attempting to promise
a deﬁnite increase in salary to men who have concluded courses
in their English classes. On the whole, to attempt such a plan
would seem unwise, because
1. There would be a tendency on the part of employees
to assume that attendance upon a certain number of
classes would constitute the completion of a course,
regardless of what individuals accomplished in a
given time.
2. The learning of English by men of various mental
capacities would leave their value to industry at the
end of their course unequal, just as their mental
capacities had been unequal before they acquired the
use of English.
Of the various plans which are in practice for securing at-
tendance at English schools in industries, the one which provides
compulsory attendance with pay seems the most desirable for
the following reasons:
1. Any system which is to reach all classes of employees
must be compulsory because only by insisting on attendance will
18
a school be able to reach the less ambitious type of man, who from
the standpoint of the community and the industry requires train-
ing in English just as much as the man who would avail himself
of voluntary opportunities.
2. A purely compulsory scheme without remuneration would
tend to result either in dissatisfaction, or in the refusal of work-
men to continue to be employed in the industry.
3. A voluntary scheme with pay would still fail to reach
certain individuals who would be getting sufficient pay to provide
the necessities of life, but would fail to exert themselves to the
extent of regular attendance at a class for the teaching of English.
Irregular attendance in the voluntary system with pay would tend
again to lead to complications which would disturb labor con-
ditions in the industry.
Aside from the interest which the industry would have in
the education of non-Americans the community would receive
suﬂicient benefit from their learning English and becoming ac-
quainted with American ideals to warrant compulsory attendance
from the standpoint of purely educational standards.
In most industries English classes meet either just prior to
the beginning of work or at the close of the day’s work. It is
obvious that there is an advantage in the men attending their
classes before going to their work, but where a shift system is in
operation, this scheme becomes impracticable. As a compromise,
it is necessary to reach as many men before entering the shop as
possible, and take the rest at the end of their shift.
While attendance upon English classes may well be insisted
upon as a protective measure by the industry and the community,
a quite different principle is involved in the organization of Citi-
zenship classes. If the principles of democracy upon which we
base our Government are well founded, there is only one way to
make an American citizen, and that is to put the individual in an
environment which will make him appreciate the responsibilities
and advantages of popular government. Any scheme for forcing
men to become naturalized citizens is un-American and dangerous.
It is right that men should be approached on the question of
19
citizenship, but it is fundamentally wrong to insist on their be-
coming citizens. One of the functions of the English class should
be to present-the case of citizenship, but the time at which the
individual is to become a citizen should always be left to his
judgment.
20
V
Location and Equipment of School Building
Classes connected with industries are being housed at present
in four ways:
1. School buildings.
2. Y. M. C. A.’s
3. Neighborhood houses.
4. Rooms provided in some building belonging to the
industry.
There are reasons, under ordinary circumstances, why a
school for employees of a certain industry should be located in
buildings belonging to that industry. In general, school buildings
are not available during the day time, even though they should be
located near the industry. Except under very fortunate circum-
stances, the Y. M. C. A. and the neighborhood house will, like the
school building, be at some distance from the industry. This
would require that the men who attend classes for non-Americans
should travel a distance from their place of employment, and con-
sequently lose time which would either be charged to them or to
the industry. It is also difficult to ﬁnd schools, Y. M. C. A.’s, or
neighborhood houses that are properly equipped with furniture
desirable for adult classes. It is purely a makeshift to teach
adults at desks that were built for children from eight to twelve
years of age. A few Y. M. C. A.’s and neighborhood houses are
equipped with fairly satisfactory furniture. Assuming that it
is highly desirable to teach as much as possible in a given time,
the question of equipment becomes a vital one. If a man is
cramped and uncomfortable at his desk, he cannot put his mind
completely on the work which is before him. If he is attempting
to write, he cannot take a position which is desirable for speed
and 1egibility. Furthermore, there is a certain psychological
drawback in placing men in an environment intended for children.
No reasonable effort should be neglected for impressing the new
American with the seriousness and dignity of the schooling which
21
is being offered him. The best equipment for a classroom for
non-English speaking adults is either individual desks and seats
of proper size, or tables and chairs of such heights best adapted
for writing.
At the present time, there is available a considerable amount
of valuable information regarding lighting, heating, and ventila-
tion of schoolrooms. This material has of course been worked
out for classrooms in which children are to be housed, and with
certain changes it should apply equally well to those planned for
adults. There is a marked tendency on the part of industries
establishing schools in their own buildings to ignore the most ap-
proved rules of lighting and ventilation. The result is that many
classrooms are gloomy and unattractive, and cause serious eye
strain. Where the window space is limited, it is almost invari-
ably true that the ventilation is not fully satisfactory. These
factors of schoolroom hygiene play a vital part in the efficiency
of the teaching, because they tend to emphasize fatigue, increase
eye strain, and waste the energy both of the teacher and the pupil.
Of course lack of window space, in a measure, can be overcome
by artiﬁcial light and ventilation, and this is desirable where no
other provision for classrooms can be made. But daylight is by
far the most satisfactory method of lighting rooms for study.
22
VI
Selection and Organization of Teaching Staff
At the present time there is, unfortunately, nothing which
approaches a standard among industries for the selection of the
teachers for English classes. Three methods of selection are
in use, no one of which in itself is fully satisfactory:
1. Certain rather indeﬁnite educational requirements,
such as some schooling beyond the high school.
2. Combination of certain educational requirements
and some social training or experience.
3. Selection of teachers from the staff of the industry,
the selection being based either upon the judgment
of the director of the educational work, or upon
general educational qualiﬁcations.
Teachers who are employed by local Boards of Education
have, up to within the last year or two, been selected largely be-
cause they wished to do the work, or because their salary for
teaching during the day has not been sufficient to support them.
At the present time there is a movement on foot to give deﬁnite
courses to teachers of non-American classes, and without doubt
very satisfactory results will soon be evident. In certain indus-
tries there has been an attempt to set an educational standard
for the employment of teachers where they devote their entire
time to classroom work in the industry.This standard seems to
be somewhat indeﬁnite, and not extremely practical, for the rea-
son that usually it does not demand training in both educational
and social subjects. In the Y. M. C. A. the emphasis is apt to be
placed on the social qualiﬁcations of a teacher, but he is also ex-
pected to have some aptitude for the work which he undertakes.
The third plan of selecting teachers from the working staﬁ of the
factory is undesirable for two reasons: First, it would insist upon
no deﬁnite standards of preparation for the work; and secondly,
it generally employs people for teaching who have already done
a full day’s work. Until we can appreciate the seriousness of the
23
teacher problem we shall never accomplish all that classroom
Americanization implies. Teachers should be selected who pos-
sess four qualiﬁcations beyond those of a thorough general edu-
cation:
1. A certain amount of preparation in the technique
5 of teaching.
2. Suflicient health and vigor to ‘make the teaching
forceful.
3. An appreciation of the social problems of the com-
munity.
4. A personality which will encourage response on the
part of the class.
Teachers ought to have the opportunity to give all their time
to instruction, and not be expected to undertake it after they are
already fatigued by a day’s labor. At the present time, it is
practically impossible to obtain teachers with all of these qualiﬁ-
cations. Institutions for the training of teachers have almost
completely ignored the question of adult education, and such
courses as are being offered at present are not available to the
average individual, nor are they wholly satisfactory from the
standpoint of their scope. Furthermore, it is diﬁicult to obtain
teachers who have a real social perspective. This, therefore,
necessitates the offering of training to teachers in industry, as
well as to non-English employees, and no school for English should
be conducted which does not offer a course during some portion
of the year to its teachers, either through deﬁnite instruction or
through teachers’ meetings, which may be called from time to
time. This work should be undertaken by the director in charge
of the English school.
With the exception of the case of the public schools, teachers
of non-Americans are almost invariably men. In the public
schools many of the teachers are women. There seems to be no
real reason for employing only men, though the majority of
teachers should be men. At the present time, some of the best
teachers of new Americans are women. They are able to gain
the respect of their classes and to present the subject matter in
a capable manner. In organizing an English school, therefore,
24
there ought to be no hard and fast rule for the employment of
men only. The one satisfactory basis for the selection of teach-
ers is their preparation and ability to appreciate the problems of
socalized adult education.
At the present time teachers in industrial schools serve under
the following plans of remuneration:
1. Voluntary—in which the teacher, who is already in
the employ of the industry, receives no additional
pay, and is promised no privileges because of his
work in the school.
~ 2. Nominal return—either (1) by employees of the
industry receiving a salary which is insigniﬁcant
compared with the work which should be rendered,
or (2) by the promise of certain privileges and bene-
ﬁts at some time in the future.
3. Payment of full wages.
No scheme where the teaching is performed purely volun-
tarily can be satisfactory. In the ﬁrst place, the teacher does not
feel obligated to exert himself beyond his immediate desire to do
so. In the second place, those in charge of the work are not in
a position to insist upon deﬁnite standards in the selection of
teachers or in the prosecution of the work. The scheme where
the return is nominal is almost as unsatisfactory.An underpaid
teacher will involve the administration of the school in the same
difficulties that an unpaid one will. Where inducements such as
the possibility of promotion are offered, the plan fails again. The
assumption that because a person teaches a non-English class he
will become of more value in his position is quite unwarranted.
In fact, he may prove an excellent teacher, and make a very poor
shipping clerk or foreman. On the other hand, he may be an ex-
cellent shipping clerk or foreman and prove an unsatisfactory
teacher. The result is that certain men who have been promised
promotion do not get it when they expect it, and tend to lose their
interest not only in the school but also in their position. The only
feasible way of conducting an English school is to employ teachers
who will possess as nearly as possible the requirements set down,
25
and who will devote all their time to teaching. ‘In the end, this
scheme should be the most economical. _ .
There will perhaps arise the objection that. the strictly‘pro-
fessional teacher will fail to get the atmosphere of the workshop.
Such an objection as this is well founded. At present, there
seems to be in practice no consistent policy for bringing teachers
into sympathy with the shop. A deﬁnite scheme should be
worked out by which teachers in the school would receive talks
at certain of their meetings from men representing the viewpoint
of the industry.
26
VII
Organization of Course of Study
In organizing the classroom work of a school for non-Ameri-
cans we have, of course, two elements of instruction: that in '
English and that in Citizenship. With but few exceptions the
English should always precede the course in Citizenship, and
should lead up to it with no abrupt transition. In fact, the
course in Citizenship should be essentially an enlargement upon
the work offered in the English class, with the addition of pre-
paration for the naturalization court examination and direction
in ﬁlling out applications.
The generally accepted method of teaching English to new
Americans involves the use of objects and actions to illustrate
the meanings of words. Some form of this scheme is now used
in practically every English class both within and outside indus-
tries. From the standpoint of pedagogy it is fundamentally ex-
cellent. However, care must be taken to avoid one danger in
working out details of this plan. It must not be allowed to reach
the point where it appears absurd to the adult mind. In general
names of objects can be illustrated more satisfactorily by pictures
rather than by objects, because in the picture it is possible to re-
produce situations which appeal to mature minds. For instance, a
photograph of a table is much more satisfactory than a miniature
table which would ﬁt into a doll’s house. The toy table would
make the stronger appeal to a pre-adolescent mind, but not to
that of an adult. Just as we are careful to present early teaching
in terms of the child’s mind, we must also be careful to present
material to the adult in terms of his mind.
Within the last few years a number of good textbooks for the
teaching of English to adults have been written. These are in
quite general use both in industrial and in non-industrial schools,
although the latter rely on them more completely. Textbooks
written for general use cannot entirely meet the speciﬁc needs
of various localities. For this reason leaflet courses have been
developed. Such courses, up to the present time, have appealed
27
ha“
the classroom is of inestimable importance.
more strongly to industries than to other educational agencies,
probably for the reason that industries have felt more keenly the
need of speciﬁc training, particularly from the standpoint of the
vocational vocabulary.
A very desirable adjunct to the leaﬂet and textbook is found
in the stereopticon and motion picture machine. Their full edu-
cational value has not yet been appreciated, though they are being
used more and more as aids to instruction. In any English school
slides may be used to assist in developing vocabulary. The mo-
tion picture machine may be used for the same purpose, and lends
itself readily to introducing talks on safety and health. Visual
instruction may also be of value in giving the worker a general
idea of the processes carried on in the industry, so that his inter-
est will be larger than that of his own department. The develop-
ment of the portable motion picture machine with non-inﬂam-
mable ﬁlms make this form of instruction available to any indus-
try at a very small expense.
In selecting the vocational vocabulary a deﬁnite study should
be made of the words common to the entire industry, and of those
used in various departments. This material should then be or-
ganized into a leaﬂet textbook. In building up the avocational
vocabulary books which are already on the market will be of con-
siderable value, though here again the leaﬂet scheme should be
employed to give the work deﬁnite contact with the community.
The part which the personality of the teacher should play in
A course of study
which is purely mechanical may succeed in imparting a certain
knowledge of English, but it is in danger of alienating the sym-
pathies of the workmanrather than giving him a new apprecia-
tion of his environment. One of the great returns which both the
community and the industry will obtain from their interest in
adult education should be an increased understanding of social
environment and a greater desire to cooperate in its activities.
This feeling cannot be forced upon the employee, nor can it be
forced out of him. He must ﬁnd it himself-and here the person-
ality of the teacher plays an important part.
Partly as a result of lack of standards of attainment in Eng-
lish classes, and partly as a result of inefficient teaching, there is
28
no established approximation of the time required for the train-
ing of the new American in the use of English. In industry,
courses generally range from twenty-ﬁve to seventy-two hours
of actual classroom work; while in public schools they are often
much longer, though probably in the latter instance the work
carries the student farther. In deﬁning the scope of a course for
new Americans three elements of schooling should be borne in
mind:
1. Ability to understand and speak simple English.
(a) Vocabulary of the industry.
(b) Vocabulary of the home and street.
2. Ability to read simple English, including experience
in reading.
(a) Elementary material on safety, hygiene, and
government.
3. Ability to write signature, home address, etc., in
English, and where possible sufficient training to
write a simple letter.
It may not always be feasible for an industry to begin with as
elaborate a programme as this, though it would seem a reason-
able standard which eventually could receive the general accep-
tance of industries.
We are beginning to get a fairly well recognized standard for
the size of classes, the most approved ﬁgures being from twelve to
twenty members, though some industries have classes three or
four times this size. It is probable, however, that the smaller
class is more desirable. It gives the teacher opportunity for a
certain amount of individual work, and for the personal contact
which must eventually be recognized as an essential part of any
educational work.
29
VIII
Relation of the English School to Other Activities of the Industry
It has already been pointed out that Americanization is a
multi-phased process. The only limit that can be placed upon its
scope is the limit of facilities which are determined by the com-
munity and by the time in which it is undertaken. There is a
marked tendency developing in industry to have a deﬁnite step in
the beginning of Americanization taken by the employment de-
partment. The applicant for a position is treated in a straightfor-
ward, business-like manner, and learns his ﬁrst lesson of respect
for himself and the industry which may employ him. A second
step by which the non-American may come into a more deﬁnite
appreciation of our ideals is beginning to be taken by the foreman
under whom he works. No matter what may be the exigencies
of his position, a wide-awake foreman will attempt to get into
personal contact with the men who are under him, and if he him-
self has any appreciation of American. ideals, he cannot fail to
impart some of that appreciation to the men with whom he comes
in contact. Too much emphasis cannot be placed upon the neces-
sity for the foreman maintaining a proper attitude toward the
men working under him. He is the industry’s personal represen-
tative in the workroom, and with him rests more than with any-
one else the daily interpretation of the industry’s attitude toward
American ideals as they are related to employment. In a num-
ber of industries, at the present time, deﬁnite work is being car-
ried on in the education of foremen to an appreciation of the op-
portunities which they have for cooperating with Americaniza-
tion work, and for becoming active agents in carrying it on.
Another point of deﬁnite contact with employees is through
i the legal department. Industries are beginning to appreciate
the value of offering legal assistance to their non-American em-
ployees in order to protect them from unscrupulous lawyers,
frequently of their own nationality. This legal department ex-
tends its Work in such a way that it saves a great many days of
labor to the company during the year. Aside from dealing with
30
strictly legal problems, it undertakes such tasks as paying taxes
for the men, so that they will not be required to lose a portion of
a day from their work. ‘
Such matters as lunch facilities, wash rooms, and shower
baths, and safety ﬁrst and medical facilities are also exponents
of American ideals.
Outside of the workroom there are an almost unlimited
number of activities which are being made of value to the em-
ployee. The organization of inter-department baseball teams,
and an inter-industry league, gives men an opportunity for the use
of their leisure time. In some industries, particularly those em-
ploying Italians and Austrians, a band is organized under a
capable, paid instructor. Where housing facilities are available,
bowling alleys can be provided. Such activities as these, which
appeal more particularly to the younger men, offer not only a
means for greater interest in the community, but they also afford
a most desirable substitute for the saloon and the pool room of
questionable repute. A great watchword in social reform at the
present time is not the elimination of evils, but the substitution
of something better for them-
One of the most potent agencies in developing a feeling of
sympathy and understanding within a factory and for furthering
the interests of Americanization is the factory paper. At the
present time, factory papers are published in two forms: the
newspaper type and the magazine type. The only limit which
can be placed on an activity of this character is that of the versa-
tility of its editor.
Some industries have been successful in getting a number of
their employees together on a more strictly social basis. Here
the cosmopolitan club, which has already been pointed out to be
an organization of representative new Americans, serves as a
point of departure. Occasional dinners have been undertaken
with success, auto excursions have been organized, and lectures
have been well attended.
It hardly need be explained that housing enterprises are
found to be a deﬁnite agency toward Americanization, when they
have been properly conducted. The European has generally had
little opportunity to become acquainted with the truly American
31
ideals of housing. In almost every industrial community, we ﬁnd
the complaint that unscrupulous land speculators are renting
unsanitary houses to families that overcrowd the rooms with
children and boarders. When. considering actual ﬂoor area, it
is found in a startling number of instances that the non-American
is paying a high rate of rent, and that his only way of reducing
the per capita cost is by overcrowding his house with boarders.
With students of social phenomena, it has become axiomatic that
a healthy condition. of the body is closely related to a healthy
state of mind. In the development of physical vigor home con-
ditions are an important factor. One phase in the development
of housing schemes has been overlooked to a very considerable
degree by industries in the past. Not only must we provide
houses that can be maintained in a sanitary condition, but we
must provide, also, some means by which uninformed housewives
may learn to maintain their houses in a cleanly way, and if need
be certain standards of living should he insisted upon. It need
scarcely be added that aside from the social aim of housing
schemes, industries appreciate their value from the standpoint
of stabilizing their labor.
32
IX
Reaction of Americanization on Labor
At the present time there is an unfortunate lack of statistical
material available on the question of the relation of Americani-
zation work to labor. This is due partly to the fact that Ameri-
canization work is still largely in its experimental stage, and
partly to the difﬁculty of reducing all results to a statistical basis.
It is obvious from the start that the teaching of English and
American ideals cannot increase the mental capacity of any indi-
vidual. The aim is purely to give the men the opportunity of ex‘
pressing themselves in terms of the community in which they live,
and in the best developed schemes for Americanization this result
has been very obvious, particularly through personal contact
which Americanization fosters. Valuable men have been saved
to the industry by their gaining something more than a strictly
economic interest in their work and in their foremen. While
there seems to be available no satisfactory ﬁgures on the stabil-
izing result of Americanization upon labor, those industries which
are carrying on the work are sufliciently satisﬁed with the im-
provement which they have already obtained to be willing to carry
on their plans in the future. In some industries the question has
arisen as to whether it pays to educate men to a point of greater
efficiency and run the danger of their leaving the industry for
some other place of employment. It is natural that in some in-
stances men do avail themselves of offers of better wages else-
where, but where groups of men have left an industry after avail-
ing themselves of opportunities for education offered, the industry
has felt that this somewhat discouraging phase of its work
is negligible when compared with the larger results upon its
staff as a whole.
One important consideration in Americanization work is the
necessity for offering the more promising students in the English
class the possibility of advancement.
Industries do not seem to feel that there is any grave danger
of employees making unreasonable demands for increase of salary
33
as a result of becoming more familiar with the English language.
The aim has been to develop a higher standard through an entire
plant, rather than allow any group of men to stand out by them-
selves. This can be done with relatively little difficulty when
rates of wages are high. The raising of the minimum standard
in an industry will also tend to raise standards above it.
Perhaps no one is willing to prophesy too deﬁnitely, at the
present time, regarding the conditions of labor and industry at
the close of the war. It seems certain, however, that with the
depletion of man power in Europe, the warring nations will make
a deﬁnite effort to induce their people not to leave the country.
Furthermore, it seems reasonable that they will be anxious to
have as much of their former population return to them as pos-
sible. Just how strong this call of the mother countries will be
is uncertain. From the same motive that would actuate Euro-
pean countries to offer inducements for the return of their people,
it would be desirable for the United States to protect itself from
any marked emigration of labor. No means to this end can be
more efficient than to give the new American the opportunity of
feeling that he is one with us.
It is not intended, in concluding this discussion, to emphasize
the idea that Americanization is essentially a step necessary to
protect ourselves against loss of valuable labor. It is something
more far-reaching and ultimate. It must eventually protect not
only the new American, but also the native-born citizen against
a perversion of the ideals upon which our political, social, and
industrial life has been founded.
34
X
Recommendations for the Organization of a School for Non-
Americans in Connection, with The Solvay Process Company
In view of the preceding discussion which has attempted to
present a general view of conditions as they exist at present, and
to make application of their valuable phases in connection with a
possible school in Solvay, the following recommendations are
offered :
1.
That there be made a careful census of all non-
Americans in the employ of the Company which
would include an examination of their ability to pass
a standardized test in the speaking and reading of
English.
That foremen be asked and encouraged to cooperate
with Americanization work, and that through meet-
ings, at some of which outside men of national rep-
utation should speak, they be given an opportunity
to come in contact with the most advanced ideals of
Americanization work.
That the educational scheme be affiliated with the
local public school system.
That this aﬁ‘iliation be established in part through
a consulting committee, composed of the director
of Americanization work, the local superintendent
of schools, and three representatives chosen from the
staff of The Solvay Process Company.
That classes be held at such times that men may
attend either in going to or returning from their
work.
That classrooms be selected which will be convenient
for the men in going to and from their work, and
which will be lighted and ventilated according to
modern standards of school hygiene, and that they
be equipped with furniture suited to the needs of
adult students.
35
10.
11.
12.
13.
14.
15.
16.
17.
That teachers be hired for full time, and that no one
be asked to give his services without proper remun-
eration. 1
‘That a competent director be put in charge of "this
work, who will be able to cooperate with the local
school system, and who can outline courses of study,
give special instruction to his teachers, and ap-
preciate the large social interest of The Solvay
Process Company and the community.
That courses be offered in English and Citizenship
which will give the student contact with American
ideals, as well as a command of the language and
preparation for taking out his papers.
That the attendance of men selected to enter English
classes be made compulsory, and that they be paid
for the time spent in the classroom at the average
rate received at their regular employment.
That attendance upon Citizenship classes be volun-
tary, and that the men receive no pay for attending
these classes.
That English classes be organized to meet for at
least two one-hour periods each week, and that
Citizenship classes meet at least once each week.
That no deﬁnite increase in wages be offered for at-
tendance at class, but that advancement of promis-
ing students be made wherever possible. -
That a vital sympathy be established from the ﬁrst
between the‘ Employment Department and the Am-
ericanization school. '
That within as short a period as possible all the
educational activities of The Solvay Process Com-
pany be brought under one director.
That all welfare activities be recognized as a phase
of Americanization work, and be related to this work
by uniting the school and Welfare activities under
one head.
That the steps suggested in recommendations 14, 15
and 16 lead up to an organization in which all safety,
36.
18.
19.
welfare, medical, educational, and related activities
be united under the department of labor.
That, if possible, a shop paper, under the general
direction of the education department, be published,
and that the aim of this paper be such as to develop
a greater spirit of understanding and appreciation
between the employee and the vocational, educa-
tional and social interests of his community.
That as far as possible records be developed for
checking the efficiency of the Americanization school
of The Solvay Process Company, and that the com-
munity and the Company avail themselves of every
opportunity of cooperating with other agencies in
standardizing the work of Americanization.
Note: In commenting upon certain phases of Americani-
zation work, it is not the writer’s intention to give the impression
that the efforts of certain agencies have completely failed. What
has been done must be viewed in the light of an experiment.
have reached the time now when it is no longer necessary to make
certain mistakes.
standards for Americanization activities
We
We are ready to determine general aims and
M Ab .
37


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