The united American : a magazine of good citizenchip., June 01, 1925, Page 33, Image 33

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JUNE 1925
THE UNITED AMERICAN
Page
Thirty-tnr'-e
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Adult Immigrant Education in the United States
By MARGUERITE H. BURNETT, State Director of Immigrant Education in Delaware.
CCORDING to figures compiled by the and crystalize methods in the field of Department of Labor. This bureau
Government Census Bureau, for adult immigrant • education. Although carries on as part of its naturalization
1920, the adult foreign-born population from the very nature of its inception, work an educational program intended to
of the United States numbered fourteen much done at that time was transitory aid the public schools in training can­
million persons who were natives of forty- in nature and reflected an interest didates for naturalization for responsible
three different countries. Of this number, motivated by fear of immigrant groups citizenship. The assistance given by the
48.6% were classified as Northern Euro­ rather than by a belief in the desirability Bureau varies according to the needs and
peans, 50.1% as Southern Europeans, and of their assimilation, much of permanent wishes of the community. At the present
1.3% as Asiatics. One million five hundred value was accomplished. For the first time, it consists largely of preparing and
thousand, about 11%, could not speak time in the history of the movement, the distributing free text-books to aliens pre­
or understand the English language and need of expert leadership was realized pairing for naturalization. The cost of
a still larger number, one million seven and met, and principles of organization the Bureau’s educational activities is met
hundred thousand, about 13%, were said and procedure enunciated and adopted. by fees collected from immigrants at the
to be totally illiterate, that is, unable to These principles adopted by the Inter­ time of their entry into the country.
write their names and to read in any state Council on Immigrant Education
No direct financial support is now
language. Forced by ignorance of in February, 1920, and readopted by the given by the Federal government to adult
language and lack of training into un­ Department of Immigrant Education of immigrant education. The cost of its
skilled and semi-skilled occupations in the National Education Association in maintenance is met entirely by states
factories, mines, and shops, 75% were 1923, state that:
and local communities. The Towner-
living in densely populated urban
I. The education of the adult immi­ Sterling Bill, carries a large appropria­
districts, where homogenity of race,
grant in English and citizenship tion for federal aid in this particular field
language, and religion leads to racial
is a public responsibility and of education. If this bill should become a
colonization with its perpetuation of
should
be carried on under the law, the appropriation would be distri­
ethnic culture and traditions and the
direction of public educational buted to the states on a fifty-fifty basis,
gradual development of economic self-
according to their preeentage of the
authorities.
sufficiency and independence of other
foreign-born population of the country.
II.
There
should
be
no
compulsion
of
groups. In this number were included
Trained and sympathetic leaders ap­
the immigrant. You can’t compel
74% of all foreign-born illiterates and
good American citizenship. If preciating the need of methods of ap-
69% of all non-English-speaking adults.
anything must be compulsory, roach and procedure based upon a
Adult Immigrant Education is a broad
let it be the furnishing of proper knowledge of immigrant groups and an
term. It may and does include the
appreciation of the value of their con­
educational opportunities.
activities of all agencies interested in the
tribution to the upbuilding and enrich­
III.
Only
trained
teachers
and
skilled
assimilation of the immigrant. In this
leaders should be permitted to ment of the nation, have overcome much
paper, I shall treat that phase of it
engage in immigrant education. of the faulty technique that characterized
which may be considered the legitimate
It is a task calling for the highest the pre-war period. Adequately trained
function of public educational authorities.
teachers possessing a knowledge of the
efficiency.
Ever since 1890, when the influx of
IV. The course of study, teaching social background and life of the immi­
the new immigration brought large
methods, and scheme of organiza­ grant and a sympathy that begets con­
groups of non-English-speaking and
tion
for classes of adult immi­ fidence, cooperation, and a development
illiterate aliens to our shores, educators
grants should be adapted to the of self-expression and power in the
have been cdnscious in a greater or less
ability, needs, and working condi­ pupils are now required in every com­
degree of the educational needs of the
munity.
tion
of the pupils.
adult alien. At ports of entry and in
Courses of study, methods of instruc­
V. The educational program should
large industrial centers where the rapid
growth of immigrant groups made the
be of sufficient flexibility to pro­ tion, and systems of grading adapted to
recognition of these needs imperative,
vide for the introduction of such the ability, needs, and cultural life of
the teaching of English to immigrants
supplementary activities as will pupils of all grades of intellectual attain­
became a function of the public night
facilitate the immigrants’ adjust­ ment have replaced the inadequate cur­
school and classes for this purpose were
ment to life and conditions in riculums and unsatisfactory procedure
organized. Except in isolated cases, the
America and provide for intelli- of the earlier period. California’s method
teaching in these classes was done with
gent cooperation with other of meeting the needs of her advanced
students is an admirable illustration of
little or no understanding of the capaci­
agencies.
this policy of adaption. By this plan,
ties, needs, and methods of approach
VI. The non-English-speaking immi- advanced English and citizenship classes
to immigrant groups, and measured by
grant is a problem of the local for adult immigrants will combine with
its power to interest and hold pupils,
community, the state, and the representatives of women’s clubs, labor
it was a lamentable failure.
nation. Hence all should share unions, and other groups to study social
in the cost of removing the sciences. These classes will be taught
With the World War came a nation
language barrier.
wide realization of America’s immigrant
by professors supplied by the University
population and the desirability and
In the years following the war, marked of California. In this way, says Miss
necessity for its assimilation. The process progress has been made in the adoption Richardson, California will follow the
by which this assimilation was to be of programs embodying these principles. Tutorial Classes of England, and will
accomplished was known as Americani­ Twelve states having 61% of all the non- substitute for fifth and sixth-grade ge­
zation, and many and varied were the English-speaking adult immigrants of the ography, history and civics, a study of
programs put into operation for this country are now supporting and directing those subjects which will enable its adult
purpose. Since a knowledge of the English state programs. Seven states having immigrants to think clearly and straight
language was considered a primary 31% of the non-English-speaking popula­ in matters of government and social
requisite for the process of assimilation, tion of the country have no state sup­ living, and to qualify for responsible citi­
educational activities occupied an im­ ported programs, but individual cities and zenship in rapidly changing and complex
portant place in these programs.
communities in these states make adult civilization.
With the vigor and enthusiasm that immigrant education a function of their
To appreciate how generally educa­
characterized all war time activities, public school system.
tional authorities are cooperating with
plans were formulated and promoted by
Working in conjuntion with state and immigrants in the arrangement of classes
federal, state, and local agencies, both local public school system, is the Bureau at times and places best suited to the con­
public and private, to stimulate thought of Naturalization of the United States venience and working conditions of the
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