The united American : a magazine of good citizenchip., June 01, 1925, Page 4, Image 4

Page Four
THE UNITED AMERICAN
JUNE 1925
Interstate Council on Immigrant Education
By JOHN J. MAHONEY, President of the Interstate Council
GENERAL PRINCIPLES
'T' HE EDUCATION of the adult immigrant in English and Citizenship is a public responsibility,
and should be carried on under the direction of public authorities. Other agencies should
cooperate and school authorities should seek such cooperation; but it is believed that these agencies
are most effective when they tend to stimulate and strengthen the efforts of the schools.
There should be no compulsion on the immigrants. You can’t compel good American citizenship.
If anything must be compulsory, let it be the furnishing of proper educational opportunities.
Only trained teachers and skilled leaders should be permitted to engage in immigrant educa­
tion. It is a task calling for the highest efficiency.
STATE ORGANIZATION
State organization of-immigrant education is characterized by the following features and functions:
I. There should be state legislation to stimulate and support local communities in the organization and
conduct of classes for adult immigrants.
II. The State should create administrative leadership, preferably in the State Department of Education.
III. Financial support should be guaranteed, preferably on the dollar for dollar basis, to towns and cities
carrying on this work with State approval.
IV. There should be a maximum of local responsibility and achievement with a minimum of State machinery.
STATE ACTIVITIES
State immigrant education officials may properly engage in the following activities:
Encourage acceptance of State legislation and State plans.
Offer courses for training of teachers and leaders. Certificate teachers.
Offer assistance to cities and towns in the first stages of organization. This assistance may take the form
of advice as to methods of organizing, helping to secure assistance of cooperating agencies, suggesting
advertising material, and so on.
IV. Suggest courses of study, and standards of achievement.
V. Set up State planning board between educational authorities and various cooperating agencies.
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LOCAL ORGANIZATIONS
The following features and functions characterize the organization of immigrant education in local communities:
I. Local school authorities should accept the principle that they are responsible for the instruction of adult
immigrants in English and citizenship whenever and wherever classes can be organized for such
instruction.
II. There must be funds sufficient to provide specially trained teachers under skilled leadership for as
many classes as can be organized.
III. The education of the "immigrant is a year, around task, and should not be confined, as heretofore, within
the limits of the “evening school” season, so-called. It includes the instruction of women as well as of
men. It means, accordingly, the organization of classes in evening schools, in factories, and in any other
place approved by the educational authorities.
LOCAL ACTIVITIES
local school authorities may properly engage in the following activities:
Promote and support the State program in immigrant education.
Appropriate sufficient funds to get the task well done.
Provide for skilled and responsible leadership.
Cooperate with State authorities in teacher training.
Organize classes in schools, factories, and other places.
Seek to create, not only in the immigrant, but in the native-born as well, a keen interest in immigrant
education.
VII. In cooperation with State authorities, set up effective courses of study, and standards of achievement.
VIII. Work out a plan of cooperation with other agencies for making the school organization a channel
through which the best life of America may reach the immigrant population.
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PLACE OF FEDERAL GOVERNMENT
In immigrant education, the Federal Government should bear the same relation to the several. States as the
States bear to their towns and cities. This means a minimum of ‘ Federal machinery and a maximum of State
responsibility and control.
The non-English-speaking immigrant is a problem of the local community, the state, and the nation. Hence
all should share in the cost of removing the language barrier.
All functions pertaining to the education of the immigrant should be carried out under the direction of education
authorities and these should look to a properly constituted Federal education organization for leadership. The
out. Under a well organized plan there need be no confusion as to responsibility, and no duplication of func­
tions such as are obtained today.