11. REGISTRATION OF INSTITUTIONS

Article 3, Section 50. Registrations. The Regents may register domestic and foreign institutions in terms of New York standards, and fix the value of degrees, diplomas and certificates issued by institutions of other States or countries and presented for entrance to schools, colleges and the professions in this State. § 51. Supervision of professions. Conformably to law the Regents may supervise the entrance regulations to and the licensing under and the practicing of the professions of medicine, dentistry, veterinary medicine, pharmacy, optometry and chiropody and also supervise the certification of nurses, public accountants, certified shorthand reporters, architects, and members of any other profession which may hereafter come under the supervision of the Board of Regents.

§ 52. Extension of educational facilities. The Regents may extend to the people at large increased educational opportunities and facilities, stimulate interest therein, recommend methods, designate suitable teachers and lecturers, conduct examinations and grant credentials, and otherwise organize, aid and conduct such work. And the Regents, and with their approval the Commissioner of Education, may buy, sell, exchange and receive by will, or other gift, or on deposit, books, pictures, statuary or other sculptural work, lantern slides, apparatus, maps, globes, and any articles or collections pertaining to or useful in and to any of the departments, divisions, schools, institutions, associations or other agencies, or work, under their supervision, or control, or encouragement, and may lend or deposit any such articles in their custody or control, when or where in their judgment compensating educational usefulness will result therefrom; and may also, from time to time, enter into contracts desirable for carrying into effect the foregoing provisions.

State Programs

1. BULLETIN —“ IMMIGRANT EDUCATION"

This bulletin aims to set forth briefly the program and policy of the Education Department relative to immigrant education. It proposes to present to Americanization workers certain ideas and ideals fundamental to their work, and to indicate a definite, comprehensive program, which shall centralize all existing Americanization agencies and enlist their cooperation. The statistics concerning the number of non-English-speaking and illiterate persons in the State show the need of such a program.

Although the training of teachers for instructing immigrants in the English language and in the principles of citizenship has been the chief aim of the Department in dealing with the problem up to this time, it now proposes to extend its work by promoting the education of all illiterates, native as well as foreign-born, so that all may be united by the bonds of a common language, common standards, and common ideals. Its first duty is to help the nativeborn to a living realization of all that Americanism means, and its second duty is to help the foreign-born gain the vision and live it.

To show the widespread and enthusiastic approval of immigrant education by the people of the State and to indicate the scope of its program, the Department presents in this bulletin recent legislation concerning immigrant education in New York State.

A reading list, which includes sources, references, methods and texts, is also included as a guide for further study and investigation.

WILLIAM C. SMITH

Supervisor of Immigrant Education, New York State Department of Edu cation

CLARA B. SPRINGSTEED

Assistant

WHAT EVERY AMERICANIZATION WORKER SHOULD KNOW

1. The background of the life of the foreign-born.

a. Geography of the native land.

b. Main features in its history.

c. Social and political life.
d. Religious life.

e. Education.

f. Racial characteristics.

2. The reasons for coming to America.

a. Economic.

b. Social.

c. Political.

d. Religious.

e. Military.

3. The means by which the foreign-born may best satisfy the longing which brought him here.

a. Finding the work he is best fitted to do.

b. Learning the language of America.

c. Becoming acquainted with American laws, customs and standards of living.

d. Becoming a citizen.

e. Learning to know the outside agencies which can help him and enlarge his vision.

f. Cooperating with the native American to promote and uphold real Americanism.

4. The most successful ways and means of teaching English and the principles of American citizenship to the foreign

born.

5. The value and beauty of all that the foreign-born brings us in his "gifts of mind, heart and hand.”

6. The ideals of our democracy as set forth in the constitution. a. Political life; "A government of the people, by the people and for the people."

b. Social life; "A man's a man for a' that."

c. Industrial life; "A square deal."

d. Religious life; "Freedom to worship God."

7. The ideals of our democracy as determined by the united purpose of foreign-born and native-born to create a new and better America.

8. The necessity of the foreign-born joining hands with the native-born to make these ideals of our dmocracy a living reality.

Tctal number of illiterates, 10 years of age and over.

406,020

Foreign-born whites, 10 years of age and over, illiter

ates

Foreign-born whites, 10 years of age and over, un

able to speak English...

362,025

597,012

These figures impress the vital need of an immediate carrying out of a comprehensive Americanization program in New York State.

The Americanization work of the State Department of Education has as its main objectives:

1. To eliminate illiteracy.

2. To carry the message of democracy and American ideals to non-English-speaking and illiterate residents of New York State.

3. To bring about friendly cooperation between the various foreign groups and the native-born.

4. To make America safe for democracy in every community.

Increased interest in Americanization is an outgrowth of the war with the startling revelations of the draft concerning the number of non-English-speaking and illiterate persons in our population. Americanization challenges us as members of a democracy to prove our right to the name. A real democracy must be based upon a common language, common purpose, a common ideal and an intelligent electorate. This thought was well expressed by Dr. John H. Finley when he said:

"We must recognize that thousands of aliens in this State are but waiting for an opportunity to acquire the common tongue of our social and civic life. Teaching the common language of America is incontestably the first duty of a democratic state. It is the duty of the school to teach the common language not only because it is the very cement of all social and political fabric, but because it is a possession which every man, woman and child must have to attain real citizenship. In many communities of the State, public schools and private associations are doing much to help the alien illiterates to acquire the tongue of this democracy.

"Should not the State now, seriously, vigorously, and specifically, undertake to reduce adult illiteracy as it has with such success reduced child illiteracy? Every argument for

training a child into a knowledge of English and citizenship is equally good for the alien who is ignorant of our language, customs and ideals, but who wishes to become a worthy American citizen."

Since it is evident that teachers must have special training to carry on this work, the State Department of Education, in cooperation with colleges and normal schools and with local school authorities, is giving short unit courses on "principles and methods of immigrant education," in some of the larger cities of the State and in smaller districts where the number of foreign-born makes the need of this instruction imperative.

The first institutes, as they have been called, were held during July and August, 1918, in Buffalo, Rochester, Syracuse, Albany and New York City. More than 1,000 teachers and social workers took advantage of this opportunity to make themselves more capable of understanding the foreigner and of helping him.

Similar institutes have been held during the winter of 1918-19 at Hempstead, Roslyn, Babylon, Huntington, Yonkers, New York City, Albany, Utica, Syracuse, Buffalo and Watertown. The State now has about 2,500 persons trained and equipped to carry out its program. Summer sessions will be held at Syracuse University, New York State College for Teachers, Teachers College of Columbia University, and Hunter College.

Wherever institutes are held and the whole district thoroughly organized for the work, immediate results are evidenced in the starting of factory classes, the forming of new classes in night schools, and in the homes or community centers.

OUTLINE OF THE SHORT UNIT COURSE*

Aim. The aim of the course is to interpret the meaning of Americanization, to furnish to persons interested in Americanization a definite background for further study and practice, to develop competent teachers to give the immigrant instruction in the English language and to familiarize him with American customs, laws and standards of living.

Length of the course. The course usually consists of fifteen sessions of two hours each, which fulfils the Regents requirement for one point. Two lectures are given at each session.

Scope of the work. The subjects under discussion include: ethnological aspects of the immigrant, state and federal plans for

*For increased requirements and facilities, see Addendum, Part I.