proval.

We hope to resume classes next season and to interest even larger number of employees if there is a possibility of so doing.

The Bausch and Lomb Optical Company of Rochester wrote in August, 1919:

Our factory classes were established primarily to make it possible for those illiterate minors who live some distance from our factory and from an evening school to attend school, and therefore to comply with the law. We estimated that we might have twenty or twenty-five in the class; however, a careful investigation disclosed that we have but fourteen illiterate minors who found it impossible to attend one of the evening schools. Nevertheless, on January 27th, we started our first factory class with fourteen illiterate minors and two other alien adults who wanted to become Americans.

Shortly after the classes opened for minors, we found a strong demand for classes in English on the part of adult males who had not been attending evening school because it was too much of a hardship for them to get out in the evening and because of their reticence in attending regular school classes. It was therefore decided to open our factory classes to alien adults in the factory. We had as a result over 100 applications of men who desired to take up the work.

The school had six classes, five of the lower grade and one of the more advanced grade. These six classes were taught by four teachers furnished by the board of education. The school was in session from 5.15 to 7 o'clock Mondays, Tuesdays, Thursdays and Fridays of each week. Each class was in session for one hour. The subject matter taught was the same as in the evening schools of the city, except the advanced class was prepared for citizenship.

The company co-operated in every respect to make these classes attractive and successful. It was at the suggestion of one of the members of the firm that light refreshment was served to each student after work before he started his class work.

Only one pupil of the enrolment left the company's employ during school period, and as she returned a few weeks after leaving, the classes maintained an average of 99.5 percent of attendance in their departments, which showed an increase of 33 percent over an equal number who did not

attend the classes. Two men and three girls were singled out and without their knowing it, the foremen's report showed that their efficiency was increased from 25 percent to 31 percent as compared with their work prior to attending evening classes.

It is of no little satisfaction that we can make this statement that only two of the original pupils have left the company's employ since the classes were started and that those who have attended classes, have become the most loyal members of the working force in their respective departments. The Shapiro Factory, Syracuse (employing mostly women):

We value our factory class last year very beneficial to both the factory and the employees. It raised the general intelligence of all the group, and was a socializing influence for good.

Crouse-Hinds, Syracuse:

The factory class is a great thing. The men are anxious to learn and are already asking when the school will open. Many studied from their children's books during the summer. Most of the men who could not write their names last year are now able to check up their own time. Plainly noticeable that the men respond to orders more quickly because they understand better.

Note: This factory was so well pleased with the results of the factory classes that they presented each teacher a check for $25 at the close of the term.

Smith-Premier Typewriter Co., Syracuse:

The value of the factory class to the factory is that it saves time by making it easier to give orders.

Church and Dwight, Syracuse:

The factory class experiment is still too new to draw any definite conclusions. Would not say the factory class was any marked advantage to the factory, but there is no question that it was a decided help to the employees, and any movement that benefits the people in a community has a good effect on the industry of that community. We want our factory classes again this winter, because we believe that ultimately it will prove a good investment for the factory.

Onondaga Pottery Company, Syracuse:

We are thoroughly satisfied with the school and in a reasonable length of time it will do good. This company believes sufficiently in the value of the factory schools to be willing to give up space, light and heat and any other necessities for the class, also our time. It is the only way of teaching men.

On June 20, 1918, Seidenberg and Company, sent the following:

We write to thank you for the keen interest you have taken in people of foreign birth, who are in the employ of our firm, and your patriotic endeavor to have them taught to read and write English. The class has made splendid progress. All are anxious to learn, are fond of their teacher, Miss Appelt, and we consider ourselves well rewarded for the time and space we have given to the class.

United States Rubber Co., New Haven, Conn.:

Our classes are held in the various factories during working hours. The classes meet twice a week in the majority of cases, although in others they meet from three to five times each week. A day worker's time goes on in the factory, an hour's work in the Americanization school being equivalent to an hour's work in the shop. The piece workers are paid a minimum of 15 cents an hour. It is conceded by foremen generally, that the shop spirit is better, and that the number of errors in various departments, due to the lack of knowledge of English, has been reduced to a great extent by the direct method of handling these problems in classes.

The teachers are obtained in almost every case from the local board of education, and paid by them. Co-operation with and supervision by the public school authorities is strongly urged. We feel that the best results are obtained only when the public character of the education is encouraged. The Pfister and Vogel Leather Company of Milwaukee, reported, gugust 1, 1919:

We gave six hundred of our employees a ten weeks' course in speaking, reading, writing and arithmetic in the English language, and kept away from the word "Americanization and Citizenship." We gave them full time during school

hours, which was from 8 o'clock till 12 o'clock five days a week. Classes were of one hour duration. A separate check was given the man for time put in this school, from their regular check, so that there would be no confusion.

The A. B. Kirschbaum Company of Philadelphia:

Our piece workers are allowed fifty cents per hour while in attendance and our week workers' time is not deducted while they are in attendance.

The Wisconsin Bridge and Iron Company, of Milwaukee:

Some of the manufacturers are paying the men in their employ who need instruction in English for attending these classes. The basis of payment being one hour's pay at employee's regular shop rate for every two hours spent in the class.

The Joseph & Feiss Co. of Cleveland, wrote on August 1, 1919:

It is now some years since we established classes for the teaching of English and citizenship. We have made the learning of English and attendance at classes compulsory, announcing that advancements took directly into consideration the speaking of English. At the same time, we started and have since continued a citizenship campaign. We have for the same length of time given preference in employment to those who speak English, employing no one who did not speak English well enough to pass certain tests, without a distinct understanding that his employment was conditional upon attendance at classes.

1

In Chicago, where there are 150 factory classes a week and a waiting list of 155 industries ready to start there is enthusiatic approval of them. The superintendent of one of the International Harvester plants said:

Some of our people (in factory classes) are doubling their output.

Another Chicago manager said:

Our dream is that Americanization will banish foreign language foremen and interpreter in our employment office, 1 See Everybodys, July, 1919. An article by Grace Humphrey.

two great barriers between us and our men. Only think what it means when I can make an announcement to them myself.

Another said:

It means a closer relation all along the line. Closer relation in our factory will result in better feelings, just as closer relations in our community life will result in better citizenship.

In Detroit, Mr. Ford's plant has been having successful classes for some time. They report from there:

Accidents in this plant have decreased 54 per cent since employees have been able to read factory notices and instructions.

4. COMMUNITY ORGANIZATION

In order that the State Department of Education may carry out a definite, practical, constructive and comprehensive Americanization program, it is essential not only that the State be divided into districts for the purpose of administration, but also that every county, city, town and village be organized for the work. Accordingly, the State Department of Education recommends that all persons in each community of the State who are actively interested in Americanization and all educational, civic, industrial, religious and social organizations unite in a central body which shall act as a clearing-house, a co-ordinating and co-operating agency for the Americanization workers. The purpose of this central body shall be:

1. To co-ordinate the work of all Americanization agencies in the community.

2. To avoid duplication and overlapping of work.

3. To investigate the needs of the community.

4. To collect and classify data concerning the foreign-born.

5. To formulate and adopt a definite program of work.

6. To share the various parts of the program according to the resources and abilities of the agencies represented.

7. To supply volunteer workers.

The executive committee of this central Americanization council should have power to apportion the work to the affiliated organizations or committees according to their respective facilities.