JUNE 1925
THE UNITED AMERICAN
citizenship. Impressing upon his students’ minds
firmly the heavy responsibilities of citizenship is of in
finitely greater consequence than the mere drilling
into their minds of certain facts about our government.
No teacher has a finer opportunity to serve his country
than the citizenship teacher. Hence, we demand for
such places broad-minded, tolerant men and women
whose devotion to America is beyond question.
Now and then we have a social evening when books
and lessons are laid aside and an hour is spent in social
enjoyment. A program is put on, songs and recita
tions often given in the native tongue, native costumes
resurrected from closets and donned for the occasion,
cake and coffee served, and the people of the various
nationalities given the chance to become socially ac
quainted. We believe this to be an important step in
the work we are trying to do, that is, to break down
clannish tendencies, to remove distrust, and to give
more effectively the broad, tolerant American view
point.
Several times a year, usually under the auspices of
the local Americanization Council, a community gather
ing is held in which there is presented a program con
sisting of music and an address by some prominent
citizen, who generally discusses briefly and in simple
language the aliens’ relationship and duty to America.
These meetings are ordinarily well attended and serve
to increase interest in the adult schools.
Last but not least, we hold twice a year a gradua
tion exercise. The diplomas granted are the certifi
cates of citizenship awarded by the U. S. Government.
We make a great deal of this ceremony. The entire
community is invited, a program is presented, an
address is given by some outstanding citizen of the
state, and every effort is made to impress indelibly
upon the newly made citizen that a very high honor
is being conferred upon him. As in college graduation
exercises the opportunity is given for congratulating
the recipients of the diplomas. Such steps we believe
helpful in building the pride of country that is so
essential.
By such steps we are attempting in the Astoria
Adult Schools to Americanize our large foreign-born
population. Briefly, the following are our aims:
I. The ability to read, write, and speak the
English language.
II. A strong, abiding interest in America.
III. An intense pride in the new home land.
IV. An understanding of American political and
social conditions.
V. A determination to become an active citizen
of America and to acquire for his children the
broader opportunities which the new land
offers.
As teachers we must constantly bear in mind that
the Americanization of the alien is the changing of old
mental attitudes and the building of new. Properly
taught, these foreign-born citizens will become a tre
mendous source of national strength and will do well
their part in making America a greater, better nation.
If we neglect them in an educational way, they may
yet threaten its downfall.
Page Thirty-seven
A. C. STRANGE
who for the past-years as Superintendent of the Public
Schools in Astoria, Oregon, has developed a fine adult
education program in that city, having accomplished
the interlocking of adult education with primary educa
tion for children as a common concern of the School
Board of Astoria. The Americanization progress in
Astoria, the aroused civic consciousness of the alien
education problem, which has become so wide spread in
that city, is largely due to the tactful policy pursued by
Professor Strange in bringing about a public apprecia
tion of the contributions of the foreign-born people in
America, and placing the responsibility for their isola
tion or assimilation with the community, where it
properly belongs. In doing this, Professor Strange did
not alone prove equal to his trust as Superintendent of
Public Education ih Astoria, but he has proven beyond
question that he as an educator has the vision and the
qualifications for creating public opinion favoring con
structive educational progress with a view to improve
our standards in citizenship and mold a better appreci
ation of American institutions where the lack of it is
conducive to render America’s future uncertain.
When the office of State Superintendent of Public
Instruction in Oregon shall presently become vacant,
through the announced intention of State Superin
tendent J. A. Churchill, that he intends going to the
new State Normal School, provided for at Ashland by
action of the recent state legislative assembly, the
logical successor to this office is, in the opinion of the
United American, Professor A. C. Strange. Public
opinion should be crystalized into a demand for his
appointment. If politics could be adjourned and quali
fications could be made the sole basis for a choice there
should be little competition.
Professor Strange is at present at the Oregon
Agricultural College at Coryallis where he will remain
for the summer months as an instructor in the 0. A. C.
summer school.