nation. In its preliminary report to the State Legislature, this Committee proposed a bill which in substance required every teacher now engaged in the public school system of the State of New York, and all applicants for teacher certificates, to procure a certificate of good character and of loyalty to the State. In a representative republic such as ours, it is of transcendent importance that public school teachers should possess character above reproach and should be loyal to the institutions and laws of the government they represent. The prime purpose of the public educational system is to prepare students in the publie schools to assume the obligations and duties of citizenship in this State. The public school teacher is a representative and officer of the State as it now exists. He is employed by that State to teach loyalty to its institutions and obedience to its laws. He is not employed to explore the controversial fields of political economy with the view of championing Utopian schemes of reform or change. herein Nazi Germany

In entering the public school system the teacher assumes certain obligations and must of necessity surrender some of his intellectual freedom. If he does not approve of the present social system or the structure of our government he is at liberty to entertain those ideas, but must surrender his public office. If a change in our social system or in the structure of our government is at any time demanded by the people of this State or of the United States, the mandate must be disclosed by the verdict of the polls. The public school must not be employed as a rostrum for distinctive propaganda of any character. Its teaching staff must not be allowed to spread the gospel of discontent among the people. No person who is not eager to combat the theories of social change should be entrusted with the task of fitting the young and old of this State for the responsibilities of citizenship.

Having these considerations in mind, the Committee proposed the bill known as Senate Bill No. 1275, which appears on page 29 of this report. Although at the time of writing this report some opposition appears to have developed with respect to this hill, the Committee expresses the hope that it will become the law of this State. Opposition to a law which exacts good moral character and obedience to the Constitution and laws of this State as a necessary qualification for public school teachers indicates a lack of appreciation of the function of the public school and the power of the teacher to influence his pupils for good or evil.

As we have already indicated, no matter how splendid the school building, how sound the text books and how complete the curriculum, the object of the public school system will fail unless its program is carried out by sound and loyal teachers who in their private life may serve as moral examples to their pupils.

Those who have read the introduction to this sub-section, in which this Committee has attempted to portray the problems met in immigrant education, must recognize that the task of the teacher of the foreign-born is much more difficult and complex than that confronting the teacher in the ordinary elementary schools. Different groups of aliens must be approached in different ways. As we have pointed out, the political controversies raging in their native lands affect their attitude toward this government and its institutions. The successful teacher must know and understand the reasons for these controversies and be able to explain clearly and convincingly to his pupils the reasons for our government's attitude in these questions. The teacher must be acquainted with the prejudices of his pupils against one another and to the form of government under which we live. He must be thoroughly trained in the principles and doctrines of the various radical and revolutionary movements so that he can show how they are destructive of American ideas of liberty and so that he may convince his pupils, however justifiable such ideas may have been in the countries from whence they come, that in a land where all government is founded, guided and directed by the will of the people, as expressed periodically through the exercise of the franchise, such principles and doctrines can no longer be maintained.

Methods of teaching adults must of necessity be different from those of teaching children. These considerations have convinced this Committee that a special and thorough training is necessary to fit teachers to engage in so-called Americanization work or immigrant education. While the Committee recognizes that much has been done and is being done to raise the teaching standards in this field, it is convinced that the present methods of conducting intensive courses ranging from 10 to 30 hours is wholly inadequate to fit teachers to meet the complex and intricate problems which they must face in the class-room. It is for this reason that the Committee in its preliminary report recommended a bill providing for a special training course for all teachers employed by

the State or compensated in whole or in part by the State to teach foreign-born and native adults and minors over 16 years of age, which course should continue for a period of not less than one

year.

The committee's intention in proposing this bill is that the term "one year" shall consist of a full academic year's training of not less than 450 hours. This bill appears upon page 33 of this report and it is the Committee's hope that it will become the law of this state.

In addition to the usual courses of study such as American history, political and economic; American government, federal, state, municipal, county and rural; general principles of adult education; intensive training in the teaching of English to foreigners; special courses in citizenship training and naturalization; courses in current economic questions in addition to these this Committee urges the necessity of an intensive study of political controversies in foreign countries relating to the distribution of territory between nations, and internal questions which may have. a tendency to divide the alien colonies in this country into contending groups, together with a study of the attitude of the United States Government with respect to these controversies which may have a tendency to affect the loyalty of the immigrant toward this country. In such cases where the position taken by the United States Government or its failure to take any position in respect to such controversies may tend to alienate a section of an immigrant colony in America, special study should be made of the methods of appeal and explanation of the American attitude.

The Committee further recommends, in view of the fact that large numbers of immigrants have in their own country been members of or sympathetic to some revolutionary organization, and by reason of their environment have been hostile to government, that a special study of revolutionary and radical theories as represented by the different groups of aliens must be made. This involves special courses in socialism, syndicalism, communism and anarchism, with particular reference to the methods and tactics advo cated by the adherents to these theories. Such course should enable the teacher to convince his pupils that these theories of government and social order have no place in America and are destructive of American ideals of liberty.

CHAPTER IV

Curricula Recommended for Courses of Citizenship Training

If competent, properly trained teachers have been provided, the success of courses in citizenship training will depend in large measure upon their curricula. In respect to this subject this Committee believes that, so far as possible, the courses should be standardized by the Federal Government co-operating with the various state commissioners of education. The details of the curriculum for citizenship training courses must be left largely to the state departments of education, but the Committee wishes to emphasize the importance of teaching American history, principles of government, and the duties and privileges of citizenship to children and to adult immigrants alike. In the case of children this instruction should be given during the years which come within the compulsory attendance laws so that no child can leave school without an appreciation of the American government and of its ideals and a thorough understanding of what its system is, so that he will recognize that our government is not fixed and immutable but that it may be changed and modified from time to time by constitutional amendment through the exercise of the ballot, to meet changing conditions and changing requirements.

The need for a knowledge of the English language on the part of every permanent resident in the United States is so generally conceded as to require no particular emphasis in this report.

The compulsory teaching of the standard branches of study in English is required in most states in public schools, but not always in private or parochial schools. Those states requiring instruction in the English language only in all schools, public, private and parochial, are Arkansas, California, Delaware, Indiana, Iowa, Kansas, Maine, Massachusetts, New Hampshire, Nebraska, New York, Oklahoma, and Oregon. Those states making it compulsory for public schools only are Arizona, Colorado, Michigan, Minnesota, Ohio, South Dakota, and Washington. The legisla ture of the State of Wisconsin failed to pass a bill providing that:

"All instruction in the common schools in common school subjects shall be in the English language."

In Louisiana, where a large portion of the population is French. the law provides that the general exercises in the public schools

shall be in English, provided that "the French language may be taught in those parishes or localities where the French language predominates."

In New Mexico we find a law providing for the teaching of Spanish not only to the Spanish-speaking pupils but to those of the non-Spanish-speaking pupils who wish to learn it, but we have not found any provision requiring the instruction of common school subjects in the English language.

Owing to war prejudices many of the States passed laws prohibiting the teaching of German in the schools or the conducting of classes in the German language, but since the armistice some of these laws have been repealed.

The Director of Extension Activities of the State of New York is of the opinion that citizenship training courses should include lessons in naturalization and specific help to the foreign-born to procure his preliminary and final papers. Official help from naturalization officers would be acceptable.

New York State requires that two periods of civics per week for one year be given in the high schools. In New York City this instruction is covered in a way which, theoretically at least, is effective. In these courses it is assumed that the pupil is at all times exposed to destructive criticism of our governmental activities and that he looks upon government as a repressive rather than as a helpful agency. The object of the New York City civics courses in the high schools is to set forth what the city, state and nation are actually doing for the pupils' well-being-that from the time he arises in the morning until he goes to bed at night, this help and protection is being extended. They show that the city, cooperating with the state, makes it possible for the pupil to have a pure supply of milk; that his meat supply is made healthful by the cooperation between the city, state and nation. They take up every activity of the State of New York in the same way the water supply brought to him by the city system; and they seek to show that there is practically nothing that he does during the day that is not made possible for him by some governmental agency. It is sought to impress upon him in a manner which will be permanently fixed in his memory that he can live a healthful, happy life only because of the operation of some governmental agency. These courses are admirable if they are taught by loyal and convincing teachers.

Wisconsin suggests that instruction be given in industrial history and in state and Federal legislation affecting the industries.