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3. That the general council co-operate with the State Department of Education in carrying out the following program:

a. Make clear the meaning of Americanization. Dr. A. E. Jenks of the University of Minnesota says: "Our people are in three groups, so far as Americanization education is concerned: (1) the educated, old-line citizens; (2) the immigrant racial groups; (3) the illiterates, both native and foreign-born.

"For educated old-line citizens, Americanization means the purposeful continuous squaring of our private and public practices with our ideals in all fundamental relationships of life. It means not just fair play talk, but actual fair play practice.

"For the immigrants, Americanization means an intelligent understanding of our national ideal standards, and a definite desire to approximate, as nearly as may be, their realization by means of legal practices and authorized institutions.

"For the native-born illiterates, Americanization means, as a first step to any understanding of America, an opportunity for at least an elementary education."

b. Develop a sympathetic and appreciative attitude toward the foreign-born.

(1) Persuade your organization that race prejudice, class prejudice and religious prejudice cannot exist in a real democracy.

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(2) Influence your organization to appreciate that our country is in the making," that we need to conserve the contributions of all national groups.

(3) Lead your organization to realize that native-born women must work with rather than for foreign-born women.

c. Assist in the community survey of conditions among foreignborn women.

d. Help in a publicity campaign to explain the meaning of Americanization and to recruit members for classes in English and citizenship by making calls on foreign-born women. If such calls are made in a spirit of genuine friendliness and human interest, they may be the most effective means of understanding immigrant women and of winning their sympathy. Punctilious courtesy should be observed in entering the homes, for Europeans are notably more ceremonious than Americans.

e. Provide short unit courses or a series of lectures to train volunteers for teaching (1) English and citizenship, (2) home nursing, (3) principles of homemaking, cooking, sewing and other handiwork.

f. Supply trained volunteers for home and neighborhood classes. g. Furnish a day nursery or play-room in a building where mothers' clubs or classes are held, so that the children may be left under proper care.

h. Secure volunteers to look after the children in these nurseries or play-rooms.

i. Help to make the classrooms attractive and suitable for the instruction of adults.

j. Persuade boards of education to send trained teachers to home and neighborhood groups.

k. Provide programs for community meetings.

7. Discover the most urgent need in a community and let the satisfaction of that need be the basis of Americanization work. With the help of the leaders among the foreign groups, provide a health center, clinic, day nursery, maternity center, milk station, kindergarten, playground, community garden or whatever seems to be most necessary.

m. Bring foreign-born women to the recreational and community centers so that all may enjoy community sings, dances, games, pageants, gymnasium exercises, athletic meets, exhibits of foreign art and handicraft.

n. Go with foreign-born mothers to see interesting parts of the city and its institutions. Arrange for picnics and outings. Parties of this kind may serve as a means of teaching English in an informal way.

o. Work with judges, with members of the Legislature, and with members of congress to bring about fair play for the foreignborn in courts. It would be of great advantage to us all if the process of becoming a citizen could be simplified and humanized.

p. Lead the foreign-born women to see that citizenship is closely related to their everyday life, to their home, children, street and neighborhood. Help them to realize that knowledge of the English language and American citizenship are necessary for their welfare and protection. They should understand that citizenship brings with it responsibilities as well as privileges.

Friendship is the keynote for all successful work with foreignborn women. They must see, in the lives of the American women whom they know, the appreciation of the worth of an individual, despite differences in race, creed or color. They must see the living realization of Burns' ideal of a democracy in his words: "A man's a man, for a' that."

"If you would win a man to your cause, first convince him that you are his friend. Therein is a drop of honey that catches his heart, which, say what you will, is the greatest highroad to his reason, and which, when once gained, you will find but little trouble in convincing his judgment of the justice of your cause, if indeed that cause be a really just one.

"On the contrary, assume to dictate to his judgment, or to command his action, or to mark him as one to be shunned or despised, and he will retreat within himself, close all the avenues to his head and heart; and although your cause be naked truth itself, transformed to the heaviest lance, harder than steel and sharper than steel can be made, and though you throw it with more than Herculean force and precision, you shall be no more able to pierce him than to penetrate the hard shell of a tortoise with a rye straw. "Such is man, and so must he be understood by those who would lead him, even to his own interests.". - Abraham Lincoln.

6. LESSONS FOR ILLITERATE FOREIGN WOMEN

Prepared by HARRIET P. Dow

PREFACE

The foreign women in the United States fall automatically into two classes: first, the women in industries and occupations, and second, the women in the homes. The first quickly adopt American dress and customs and naturally gain some knowledge of English. The second class keep their foreign dress, from the kerchief on their heads to their bare feet, their old-country customs, and understand and speak only their native language. For the latter group of women these lessons were first planned. They have been used successfully with groups of mothers from various countries. Immigrant women have had little or no schooling in their home land. They cannot begin to learn English by reading. They need oral and dramatic lessons. They need lessons with objects. They need lessons concerning their families, their babies, their daily surroundings and occupations. With this in mind these lessons are formulated.

FIRST SERIES

LESSONS FOR FOREIGN WOMEN

Lesson 1

Subject: The mother and her family.

Vocabulary: Woman, baby, boy, girl, man, this is (a man),

I am (a woman).

Suggested Lesson Plan

If possible, seat group in a circle, mothers holding babies, small children beside them.

Woman

Point to each woman and say, slowly and distinctly, "woman," and have the group repeat it in concert each time.

Point to each woman and have her say "woman."

Baby

Present the word "baby" in the same way.

Point in turn to each woman and baby in the circle and have class name them in concert.

Point to each woman and baby and have each individual mother say "woman" and "baby" in turn.

Boy-girl

Present the word "boy" and "girl" and drill in the same way. Show pictures of woman, baby, boy, girl and have class and individuals name them.

Man

Present the word "man" through use of picture.

Touch pictures and ask "What is this?"

viduals reply, "man," "woman," etc.

This is

Class and then indi

Teach sentence form for reply "This is a man,” “This is a woman," etc.

Question around circle, "What are you?"1 "What are you?" Class and then individuals reply, "woman."

I am

Teach sentence form for reply, "I am a woman."

Place in a row a woman, girl, boy and baby, and have class and then individuals name them in the order seated. Change order and repeat as long as interest holds.

1. What is your name?1

2. Where do you live?1

Questions

Lesson 2

Subject: Forms of greeting.

Vocabulary: Good morning, good afternoon, good evening, goodbye, come in.

1 What is this?" "What are you?" terms used by teacher are to be sensed by group, but not used at this time as vocabulary. This also applies to questions 1 and 2.

Suggested Lesson Plan

Present Lesson 1 as if it were a new lesson. This is for the benefit of any new members in the group and because repetition of gestures, questions and use of pictures will help the others to remember the vocabulary.

Present Lesson 2 by play to introduce "forms of greeting." If one member of the class understands enough English to assist, send her out of the room, shut the door and have her knock for admission. If not, accompany some member, show her what you want, and leave her to knock for entrance.

Good

afternoon

Teacher open the door, say "Good afternoon,1 come in." morning

Have class repeat, in group and individually, "Good afternoon, come in."

evening

Let class take turns until each has gone out.

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Have each one who has been out play hostess," open the door and say, "Good afternoon, come in."

Come in

Have one woman walk to meet you. When you meet say "Good morning." 2

Goodbye

Have her repeat "Good morning." Have class repeat. Continue until the class have "played." Go to the door, open and go out saying, "Goodbye." Class repeat. Have each mother on leaving say "Goodbye" slowly and distinctly.

3. Have you a husband?

4. Have you a baby?

Questions

5. How many boys have you?

6. How many girls have you?

Indicate by use of watch the time of day for use in remaining forms of greeting and repeat play, using all three forms.

1" Good morning" or good evening" may be taught first, according to the time of the class sessions.

2 A market basket, hand bag or umbrella carried here will add to the interest of the class and also suggest, without words, a meeting on the street.

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