inconsistent, for it has always been considered a mark of culture here to acquire foreign languages. A foreigner may retain his own language, his religion, and even such of his social custom as are consistent with our form of society and still be a good American. He must, however, know our language and use it

understandingly.

The purpose of making America a one-language country has been opposed by some on the ground that a similar policy in Euro pean countries has always defeated its own purpose, causing deep resentment and stimulating devotion to the old language. Refer ence is usually made, in support of this contention, to the cases of Alsace-Lorraine, Poland, and Bohemia. These instances, however, are not parallel. Conditions in these European countries are quite different. In each of the cases cited peoples remaining upon their native soil have been subjugated by alien peoples who sought to impose upon them an alien tongue. In this country the language is English. To it have come voluntarily the alien peo ples. It is a measure for our own safety that we should impose upon them the duty of learning our own language.

At a Polish convention recently held in Detroit, Mich., reference was made to the 4,000,000 Poles in this country as the "fourth part of Poland." If this were true of our Polish resi dents, and all of our other foreign groups, we should have here only a physical mixture of races. The goal of Americanization is to make a chemical compound, not merely a mingling of a number of different elements, but the formation of a new compound. namely the American people with a national solidarity.

A still further object of Americanization shoud be to reconcile. adjust, and interpret the various groups of our foreigners to each other as well as to America. As our government is "we, the people of the United States," the obligation for the right spirit in Americanization rests upon the shoulders of each American citizen. Public servants in elective and appointive educational offices can be effective only so long as they have the support of an undivided public opinion with respect to Americanization.

This Committee is convinced that repressive measures taken without corresponding constructive action in dealing with radi cal and subversive movements must leave the situation worse than if no action were taken at all. On the other hand it must be understood that the problems cannot be solved by legislation alone It is the privilege and the duty of the legislature to enact such

aws as it believes will tend to ameliorate or improve the situaion as it exists. On the other hand, it is essential that the citiens as a whole shall acquaint themselves with the forces which play upon the people of less favored circumstances, to become acquainted with the facts as they are; and it is the duty of every citizen to do his part in the solution of the problems which present themselves in this community.

In order to visualize the problem confronting those charged with the duty of conducting our educational institutions in New York city, this Committee has prepared maps of the boroughs of Manhattan, Bronx and Brooklyn, showing the location and extent of racial colonies in that city. These maps accompany this report. They are intended to show graphically the great colonies of residents of alien origin which have been created in this city. The uncolored portions of the maps do not indicate purely American stock, but represent a mixture of races where no clearly defined boundary line may be drawn. The Committee has felt that in no other way could it present the immigrant problems of our industrial centers in so forceful a manner. It is a matter of regret that at the present moment the returns of the 1920 Federal census are not available, for the value of these maps would be much enhanced were reliable statistics of the alien population in New York city at hand.

It must be obvious to anyone who has studied with care Part One of this report that the conditions existing in this country today are extremely critical; that the great volume of propagala issued by subversive groups is having increasing effect; that confidence in our institutions is being steadily undermined; that the greatest confusion of thought and lack of courage is manifest in the speech and writings of many political leaders; that the public press is often misled on important questions; and that at no time has there been greater need for sound thinking based upon ascertained fact. This radical trend is artificially encouraged by the groups of foreign press newspapers, apparently subsidized from unknown sources, to be the propagators of revolutionary ideas and tactics. It is, therefore, imperative that l persons in this community who believe that within the institutions of the United States may be found an opportunity for the fullest possible development of human freedom, should unite for purpose of preserving those institutions against subtle inroads made by subversive propaganda. Every new scheme of social

the

reform is not necessarily progressive, it is not necessarily beneficial, it is not necessarily liberal in the true sense of the word.

It is essential that the people of the United States become conservative in the sense that they shall scrutinize and weigh with the utmost care every proposition of social reform in order to ascertain whether or not its adoption will effect the purpose for which it is professedly advanced.

The problems affecting public peace and public safety which have been created by the propaganda of social unrest are in large measure the product of subversive doctrines. One of the most effective means for nullifying the effect of such teaching is, therefore, education designed to train the citizens of this State to assume the responsibilities and duties of citizenship. We do not advocate formal education as a panacea for all our social and economic unrest but the Committee is convinced that education along the general lines advocated in the succeeding chapters of this report constitutes a measure of prevention for the future. Such education must be endorsed by a sincere sympathetic and courageous citizenry. America will not be the land of the too free so long as it is the home of the sufficiently brave.

CHAPTER I

Americanization Work in Progress

The term Americanization when properly employed is expresive of the process which the foreigner undergoes in orienting fimself to American ideals and traditions, as well as to the cusoms and manners of this country. Unfortunately the word has een applied by some social workers to describe their activities, which have a tendency to retard rather than advance the process of Americanization.

The Committee has endeavored to make as complete a survey as possible of the Americanization work now in progress, as well as that proposed. This material is of great interest and importance to students in this field, but its chief service undoubtedly will be to bring into bold relief the necessary phases of the work which are left uncovered or inadequately dealt with.

The necessity for training teachers in the fields of immigrant and adult education to counteract revolutionary and un-American ideas, is almost wholly ignored. This is a fundamental weakness in all of the organized plans which have come to the Committee's attention. In the succeeding chapter on Teacher Requirements, we have called attention to this need and made recommendations with respect thereto.

It is the purpose of this chapter to summarize briefly the work of Americanization which is being carried on by the various states, al school boards, and private enterprises, including industries, social settlements, churches and miscellaneous agencies.

1. STATE ENTERPRISES

a. OUTSIDE NEW YORK STATE

Tatil recent years little aggressive effort had been made to make lasting good citizens of the school children of this country. The Great War disclosed the fact that many of the public schools had for years been instrumental in the spread of enemy propaganda through text books. Educators apparently had felt no necessity for defending the principles and institutions of this country. The law requiring the possession and display on occasions of the national flag and in some states the compulsory and routine salute to this flag at specified times, was thought all that was necessary

except, possibly, singing of the national anthem. To-day, however, steps are being taken by the public school authorities wit! the cooperation of the legislatures of almost every state in the United States to make Americanization and citizenship training as vital and integral a part of the public school curricula as the universal teaching of the justly famed "three r's." They seem to subscribe to the belief that if we would give children in their early youth a real and sympathetic appreciation of American idealand a respect for the institutions through which these ideals find realization, their patriotism will be deep-rooted and lasting and their loyalty to this nation so strong that it will withstand the influence of subversive propaganda.

The next step beyond the compulsory training of children, is the providing of extension facilities (in some instances accompanied by compulsory attendance) for minors of employment age. These facilities are often open to adults. In many states special facilities are provided for adults and one state, Utah, requires the attendance of adults up to the age of 45, or until they shall have attained a proficiency in the use of the English language equivalent to that required in the fifth grade of the common schools. Efforts are being made in Colorado to procure the passage of a similar law, and a bill has been introduced into the Maine legis lature which differs mainly in the manner of its enforcement. The compulsory feature of it is taken care of by making employment contingent upon having attained a certain degree of proficiency in English, or upon being in attendance upon a school for this purpose. The importance of proper and adequate school facilities for teaching the adult foreign-born is touched upon in a subsequent chapter of this subsection. There are a number of states conducting programs of Americanization, chiefly educational in character, but without specific legislation provided for it, while a few are operating in accordance with special legislation provid ing for Americanization activities. For the most part whatever responsibility is assumed by state or local educational authorities. is in conjunction with the active cooperation of other agencies. Among those doing effective work may be mentioned chambers of commerce, boards of trade, federations of labor, women's clubs, churches, fraternal orders, social welfare agencies, national and local groups of foreign-born and others. Whatever responsibility the public agencies assume, their greatest success has been achieved where their efforts have the active support of native-born and