HISTORY OF THE AMERICANIZATION DEPARTMENT

IN THE LOS ANGELES CITY SCHOOLS

Set

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A T h e s is

P resen ted t o

th e F a o u lty o f th e S ch oo l o f E ducation

U n iv e r s ity o f Southern C a lifo r n ia

In P a r t ia l F u lf i l lm e n t

o f th e R equirem ents f o r th e Degree

M aster o f s c ie n c e in E ducation

hy

L o u ise C ooperider

June 1934

UMI Number: EP57353

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This thesis, written under the direction of the Chairman of the candidate’s Guidance Com ­m ittee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of M aster of Science in Education .

..............

Dean

Guidance C om m ittee

T. L. ScholtzChairman

M. M. Thompson

A. S. Raubenheimer

ACKNOWLEDGEMENT

The w r ite r w ish es to e x p r e s s her s in c e r e g r a t itu d e

to F lo ra D. Sm ith, Los A n geles D ir e c to r o f A m erican iza tion

and to M iss Sm ith ’ s s e c r e ta r y , M iss M il le r , who so m a te r ia l­

l y a s s i s t e d in th e p rep a ra tio n o f t h i s t h e s i s ; t o Dr* T. L.

S c h o ltz , chairman o f th e com m ittee, f o r in s p ir a t io n and many

h e lp f u l s u g g e s t io n s ; and to a f e l lo w worker, Gretchen

Spearman, f o r a id in re sea rch work.

TABLE OF CONTENTS

CHAPTER PAGE

X. ' XNTROONOTION . . . . ........................... ....................... . . 2

Problem . . . . . . . . . . . . . . . . . . . 2

Purpose . ........................ . . . . . . . . . . . 3

Procedure . ....................... • • . 3

Sources o f Data . . ................... . . . . . . . . 4

I I . BEGINNINGS OF AMERICANIZATION * . ............................. 0

1 . EARLY IMMIGRATION . . . . . . . . . . . . 7

S o c ia l u n r est in Europe . . . . . . . . 8

Need f o r a s s im ila t io n . . . . . . . . . 9

P o l i t i c a l v iew s o f A m erican iza tion • . 10

F ir s t R e s t r ic t io n a c t . . . . . . . . . 11

A m erican iza tion d e f in e d . . . . . . . . 12

2 . LATER IMMIGRATION . . . . * ............................. 13

World War f in d in g s . . . . . . . . . . 13

Common tongue a n e c e s s i t y 14

Census r e p o r ts • . . ....................... • . • • 17

Quota A ct q u o t e d ..................................... . . . 18

O r ie n ta l im m igration s i t u a t io n . . . * 20

3 p er centum a c t and I t s c r i t i c i s m * • 20

C r it ic is m o f the Quota L a w ........................ 21

Immigrant l i f e a t E l l i s I s la n d . . . . 22

The e c l ip s e o f E l l i s I s la n d . . . . . . 31

ivCHAPTER page

I I I * THE DHTISIGN OF CITIZENSHIP TRAINING . . . . . . . 35

1 . PUBLIC SCHOOL CLASSES FOR ADULTS * . . . * 34

F e d er a l a id fu r n ish e d . . . . . . . . . . 34

Other a id to he furn ished: . . . . . . . . . 34

i n s t i t u t e s fo r te a c h in g in s t r u c t o r s o f . th e fo r e ig n -h o r n . . • • • • • . . . . 35

C red it toward S ta te T each ersf C e r t i f i c a t e 35

F ed era l ap p rova l o f c i t iz e n s h ip sc h o o ls ♦ 3$

C o-op eration w ith the D iv is io n o f C it - ̂ iz e n sh ip T ra in in g , Bureau o f N a tu ra l­

iz a t io n . . . . . . . . . . ................... . 36

Uniform ru le o f n a tu r a l iz a t io n . . . . . 37

E . HOW TO BECOME A CITIZEN OF THE UNITED STATES 38

How to make the d e c la r a t io n o f in te n t io n 39

" F ir s t Papers" . . . . . . . . . . . . . 39

Cost o f th e d e c la r a t io n o f in te n t io n . * 40

A d e c la r a t io n o f I n te n t io n f i l e d w ith int h ir t y days b e fo re an e l e c t io n day . * 40

A d e c la r a t io n o f I n te n t io n d o es n o t g iv eAmerican c i t i z e n s h i p .................................... 40

P e t i t io n f o r N a tu r a liz a t io n . . . . . . . 41

When p e t i t i o n fo r n a tu r a l iz a t io n may be... f i l e d 41

Who may f i l e p e t i t i o n fo r n a tu r a l iz a t io n 4Z

The c e r t i f i c a t e o f a r r iv a l . . . . . . . 42

What th e a p p lica n t w i l l b e ex p ec ted toknow . . . . 42

Those who cannot become c i t i z e n s . . . . 43

CHAPTER PAGE

I I I , (C ontinued)

C it iz e n s h ip in Los A n geles . . . . . . . . . . 44

IV . AMERICANIZATION IN CALIFORNIA . . . . . . . . . . . 47

1 . LEGISLATION ....................... 48

C o-o p era tio n ............................ 48

E d u ca tio n a l p o l ic y . . . . . . . . . . . . 48

Commission o f Im m igration and H ousing . . . 51

T rib u te to Mary S . Gibson . . . . . . . . . 52

2 . GROTHTH AND DEVELOPMENT OF IMMIGRANT EDUCATION 55

Im p eria l V a lle y ....................... 53

Community house m ainta ined . ....................... 56

Orange County accom plishm ents 56

Ventura County overcom es d i f f i c u l t i e s . . . 59

P ortu gu ese dairymen are in r e g u la r a tte n d ­ance a t n ig h t sc h o o l . . . . . . . . . . 60

I t a l ia n y o u th s a t M onterey go to s c h o o l • • 62

Logging and m ining camp problem u nsolved • 64:

A dult ed u ca tio n in C a lifo r n ia . . . . . . . 66

V . LOS ANGELES CITT SCHOOLS DAY NURSERIES . . . . . . 68

1 . UNDER THE BOARD OF EDUCATION . . . . . . . . 69

2 . HISTORY 70

Source o f m ilk su pp ly TO

Serve a s an e f f e c t u a l means o f A m ericaniza­t io n TO

Balanced menus 71

Home T eacher in v e s t ig a t e s each case . . . . 72

v i

CHAPTER PAGE

7* (Continued)

P a tr io t is m i s tau gh t . . . . . . . . . . . . . 73

Music i s em phasized . . . . . . . . . . . . 75

Hot d ish e s fo r Bay N u r se r ie s . ....................... . 78

7 1 . "HOME TEACHERS WORK . 80

The Home T eacher Act o f 191.5 . . . . . . . . 83

I* COMMENTS ON THE ACT ................................. 83

Q u a lif ic a t io n s o f th e Home T eacher . . . . . 84

Mrs. Amanda Matthews Chase v o lu n te e r s . . . 85

Some p r a c t ic a l and a d m in is tr a t iv e a d v ic e to new Home T eachers g iv in g hath c o n s tr u c t iv e and d e s tr u c t iv e m a te r ia l • • • • • • . . . 88

L o ca tio n o f n ig h t s c h o o l 88

P r in c ip le s o f tech n iq u e . . . . . . . . . . 90

S en tence method . . . . . . . 90

0* BEGINNERS’ LESSON "I GO TO A SALE” .......................... 91

In term ed ia te lesson --C olu m b u s Bay . . . . . 97

Advanced l e sson — L es Mis e n a b l e s * 99

3 . HELPS ANB SUGGESTIONS FOR THE NEW HOME TEACHER 99

I n d u s t r ia l c l a s s e s . • • • • . . . . . . . 101

4 . A TYPICAL NEIGHBORHOOD SCHOOL . . . . . . . .. * 104

7 1 1 . LOS ANGELES . . . . . . * 109

U H ISTO R Y ............................................................................ * * 1^0

0 . WHAT LOS ANGELES OFFERS IN CLASS WORK . . . - 115

S ta tem en ts from women in the day c l a s s e s . . 118

DIPLOMA METHOD OF NATURALIZATION............................- 1&5

CHAPTER PAGE

V I I . (C ontinued)

S ch o o ls fo r th e whole fa m ily . . . . . . . . 126

A t y p ic a l g ra d u a tio n day . . . . . . . . . . 126

1 . REMINISCENCES............................................................................... 128

T rib u te to R ach el S u tton . . . . . . . . . . 138

Summary........................................................ 142

BIBLIOGRAPHY......................................................................... 144

LIST OF TATVT.TgR

TABLE PAGE

I* A Few S ig n i f ic a n t Comparisons . . . . . . . . . . 4&

II* N a tu r a l iz a t io n P e t i t io n s . . . ........................ * . * 49

I I I , M usic fo r N ursery C hildren . . . . . . . . . . . 75

IF . Hat D ish es fo r Day" N u r se r ie s . . . . . . . . . . 7&

V* Los A ngeles C ity S ch o o l D i s t r i c t Day N u r se r ie s . 77

V I. Day N ursery Spot Map • . • . . . . . . . . . . . S I

V II . B eg in ners L esson . . . . . . ........................................... 91

V I I I . S ch o o l fo r A d u lts . . . . . . . . . . . 105

IX . Day S c h o o ls Having A m erican iza tion C la s s e s . • . 107

X. S t a t i s t i c s f o r E vening S ch o o ls . . . . . . . . . 113

X I. R a tio . , .............................................................................. 119

X II . E xpenses and E xp en d itu res o f th e A m erican iza tionS ch o o l * 120

X I I I . A m erican iza tion S ch ool . . . . . . . . . . . . . 121

XIV. E n ro llm en t, Average D a lly A ttendance, and Teach­in g S t a f f • • • , • • • , • • , . ....................... 122

XV. S a la r ie s o f A m erican iza tion P r in c ip a ls In V ariousc i t i e s « , • . . • • * . •; • ♦ *- *■ * * * 123

XVI* E vening A m erican iza tion S ch o o ls and T eachers ♦ • 140

C H A P T E R I

I N T R O D U C T I O N

CHAPTER I

INTRODUCTION

This i s a l i t e r a r y age o f contemporary l i f e .

The r e a l iz a t io n o f t h i s f a c t prompted t h i s work. The

d e s ir e to com pile f a c t s and th e in t e r e s t in the A m ericaniza­

t io n departm ent a s i t i s today was th e urge th a t gave th e

in t e r e s t in sea rch in g out th e b e g in n in g s . There i s ev id en ce

th a t th e in t e r e s t o f a l l c i t i e s w ith a la r g e n on -E n g lish

speak ing p o p u la t io n , i s fo cu sed upon th e Los A ngeles American­

iz a t io n D epartm ent. T h is departm ent i s a p a rt o f th e Los

A n geles p u b lic sc h o o l ^ ystem , and i t e n jo y s p a r t ic u la r ly th e

c o -o p e r a tio n o f the in d u s t r ia l p la n t s .

The e a r ly le a d e r s and w orkers in t h i s f i e l d seem to

have look ed w e l l in to th e fu tu r e , fo r we are s t i l l f u l f i l l i n g

many o f t h e ir o r ig in a l p la n s . No rec e n t s t a t e l e g i s l a t i o n

has been n e c e ssa r y . The p ro g ress in A m erican iza tion has been

th e e v o lu t io n or unfoldm ent o f th e c r e a t iv e id e a s o f th e pio?-~

n ee r s o f C a lifo r n ia and th e ex p er im en ta l s t a t io n o f Los

A n g e les .

Few p eop le a c t i v e ly demand educat io n ; ra th er ed u ca tio n

must be brought to u s , w hether E n g lish i s our n a t iv e , or our

a d d it io n a l medium o f e x p r e s s io n . The p resen t-d a y hope fo r

the e s ta b lish m en t o f a b e t t e r in te r n a t io n a l u n d erstan d in g and

a more sym path etic r e la t io n s h ip among the n a t io n s o f th e w orld

3

c a l l s fo r a thorough ed u ca tio n a l program* a s a p a rt o r our

p u b lic e d u c a tio n a l system , d esig n ed to a s s i s t the cau se o f

world p eace; a f ir s t - h a n d and s c i e n t i f i c knowledge in t h i s

f i e l d i s the o n ly hope o f a s s im ila t io n o f our n on -E n g lish

sp eak in g p o p u la t io n . By an in te n s iv e study o f t h e ir educa­

t io n a l problem s and by su p p ly in g an e d u c a t io n a l program,

which w i l l be th e f u l f i l lm e n t o f t h e ir d e s ir e s and w ish e s ,

we may g a in th e promi se o f tr u e American c i t iz e n s h ip f o r

our im m igrants and o n ly th u s can we th orou gh ly a p p r e c ia te

th e se p e o p le s , in whom we u s u a l ly have l i t t l e more than a

p a ss in g in t e r e s t .

The fo l lo w in g p ages attem pt an aocount o f th e s ta g e s

by which Im m igration work to o k form in th e A m erican ization

Department o f the Los A n g e les C ity S c h o o ls .

P urpose. I t i s th e purpose o f t h i s work to fo l lo w the

changes which have taken p la c e in the Im m igration work during

th e p er io d o f the c i t y ’ s developm ent, and the c r e a t io n o f th e

A m erican iza tion departm ent, w ith th e hope th a t the r e la te d

developm ent w i l l g iv e a tr u e p e r s p e c t iv e o f i t s ed u ca tio n a l

and s o c i a l e v o lu t io n .

P roced ure, Both source^and secondary j n a t e r ia ls were

c a r e f u l ly a n a ly zed . P er so n a l o b se r v a tio n in f i e l d work was

engaged in fo r r e a ff ir m a t io n o f th e f a c t s ga th ered from

p r in te d m a te r ia ls . In te r v ie w s were o b ta in ed w ith r e t ir e d

p r o fe s s io n a l p eo p le who were con n ected w ith im m igration in

th e e a r ly days* This data then su p p lie d the background fo r

a g e n e r a l o u t l in e which fo llo w e d , w ith s l i g h t m o d if ic a t io n s ,

th e p ro g ress and developm ent o f t h i s work*

The method used i s th a t o f a n a ly s is and n arra tion *

The h ea r in g o f a s u c c e s s io n o f im portant im m igration law s on

th e developm ent o f the Im m igration work i s r e la t e d , a lon g

w ith an account o f a few o f the o u tsta n d in g p e r s o n a l i t i e s

in the h is t o r y o f t h i s movement.

The problem occurred to th e au th or in d ep en d en tly o f

any su g g e s t io n , and th e re appears to have been no s im ila r

h i s t o r i c a l summary o f A m eriean lzation .w ork attem p ted .

S ou rces o f P at a . The so u rc es o f d a ta used in t h i s

work a re :

1., In te r v ie w s and corresp on d en ce.

E. O b servations o f th e work.

3 . L ite r a tu r e on n on -E n g lish sp eak in g problem s from

v a r io u s c o u n tr ie s and s t a t e s .

4* E d u catian a l m agazines and g e n e r a l p u b lic a t io n s

w ith e d u c a t io n a l im p lic a t io n s .

5 . O f f i c ia l pam phlets.

B ie n n ia l r e p o r ts o f the s t a t e su p er in ten d en t o f

p u b lic in s t r u c t io n .

? . R esearch s t u d ie s r e la te d to th e problem .

8 . E d u ca tio n a l su r v e y s .

5

9* Annual r e p o r ts o f the Los A n geles Board o f

E d u cation ,

10* D ia r ie s o f r e t ir e d p r o fe s s io n a l p e o p le ,

1 1 . R esearch s tu d ie s r e la te d to th e problem .

IE , P erso n a l ex p er ien ce a s an A m erican iza tion

te a c h e r and knowledge ga in ed through t r a v e l

and o b se r v a tio n o u ts id e th e U nited S t a t e s .

C H i B T I E

I I

B S G I H H I I S S O F Al l I R I 0 A N H A T I Q N

CHAPTER I I

BEGINNINGS OF AMERICANIZATION

1 . EARLY IMMIGRATION.

From the tim e o f the f i r s t E n g lish s e t t le m e n t a t

Jamestown t o the making o f the D e c la r a t io n o f Independence—

a span o f 109 y e a r s , th ere was a con tin u ou s im m igration to /

the c o lo n ie s , r e p r e se n tin g a v a r ie t y o f n a t i o n a l i t i e s . T hese,

our f o r e f a t h e r s , were a l l im m igrants j hu t th ey were from th e

T eu ton ic and C e lt ic c o u n tr ie s , and a s our government became

more f ir m ly e s ta b l is h e d the m ajor p o r t io n o f our im m igration

con tinu ed to be d ra m from n orth ern Germany,.. th e , N eth er la n d s ,

France and the S can d in avian c o u n tr ie s , and from England,

I r e la n d , S co tla n d and W ales, These T eu ton ic and C e l t i c r e la ­

t i v e s a s s im ila te d e a s i ly ^ and b efo re th e c lo s e o f th e e ig h t -

een th cen tu ry , th e c o lo n ie s had e v o lv e d a f a i r l y homogeneous,

s o c i a l and p o l i t i c a l s tru c tu r e*

The p er io d s in c e th e D e c la ra tio n i s a lm ost tw enty

y e a r s sh o r te r than th a t p er io d o f developm ent which preceded

I t* I t i s w e l l to remember, th e r e fo r e , th a t th e a s s im ila t io n

o f the p r e r e v o lu tio n a r y im m igrants was n ot a ra p id p rocess*

In th a t tim e and s in c e , im m igration m ainta ined and in a degree

y e t m a in ta in s i t s own c h a r a c te r is t ic s o c ia l earmarks*

1 "The S ch oo l and The Immigrant*n Prepared by d ireetia n ~ o Y th e P r e s id e n t o f th e B oard-of E d u cation , 1915* P u b lic a t io n No* 1 1 , pp* Y -8.

8

The Im m igration s i nee 18X9 i s so enorm ously in e x c e s s

o f the im m igration p reced in g th a t y ea r and so e x tr a o r d in a r ily

v a r ie d in c h a ra c te r th a t i t i s not u n n atu ra l th a t th e assim ­

i l a t i n g p ro ce ss i s y e t f a r from com pletion* Yet in the h i s ­

to r y o f no country h as th e adjustm ent o f v a r io u s r a c e s and

n a t i o n a l i t i e s been so ra p id a s in our own U nited S ta te s* I t

i s an im p ress iv e thought th a t th e p r o c e ss h as been a p eace­

f u l one, not a tten d ed by any attem pt at com pulsion , m il i t a r y

or c i v i l * 2

S o c ia l u nrest, in Europe* On the European s id e o f th e

A tla n t ic Ocean, how ever, war was the c h ie f cau se o f th e s o c ia l

u n r e s t , p o v er ty , la c k o f r e l ig io u s freedom , d eg ra d a tio n , sup­

p ressed f e e l i n g s and la c k o f s e l f - e x p r e s s io n , which stim u­

la t e d em ig ra tio n to th e U nited S ta te s*

The N apoleon ic wars l e f t Europe w allow in g w eakly in

an economic muddle o f a m ost p e r n ic io u s so r t* The q u a rter -

cen tu ry fo l lo w in g the b a t t l e o f W aterloo saw n e a r ly two m il­

l i o n p eop le em ig r a tin g to the U nited S ta te s from Great

B r ita in and Ir e la n d a lone* In 1818— over one hundred y ea r s

a g o --a n E n g lish w r it e r named Robert Hoi d itc h gave the fo l lo w ­

in g p ic tu r e o f the economic wars w hich fo llo w e d W aterloo*

The cry o f d i s t r e s s was soon heard from a l l q u a r ters ,

2 I sa a c A* Hourwich, Immigrant and Labor (G* P*Putnam’ s Sons, New-York and London; lilhe K nickerbocker P r e s s ,1912.) . .. - / t

9

and th e bankruptcy o f our m erchants and tradesm en oc­curred to an e x te n t h ith e r to unknown* These f a i lu r e s in v o lv e d th e f a t e o f thousands con n ected w ith tra d e and commerce; th e op u len t became in s o lv e n t ; many o f th e m iddle c l a s s e s descended t o p o v erty ; th e In d ig en t f i l l e d th e work h o u ses; the lo c a l ta x e s p ressed w ith in t o l e r ­a b le w eigh t upon th o se who were a b le to pay; and th e s i t u a t io n o f many who co n tr ib u ted was s c a r c e ly su p e r io r to the w retched inm ates o f th e work h o u se . A f r i g h t f u l n a t io n a l debt s t i l l p r e s s e s , and th e u n ite d demands o f l o c a l and n a t io n a l ta x e s h ave in f lu e n c e d , and s t i l l do in f lu e n c e , thousands o f our countrymen to abandon t h e ir n a t iv e shore and to commence a s i t w ere, a new e x is te n c e on th ose o f the A tla n t ic *

Mr* H o ld itc h 's w ords, e x c e p t fo r b e in g to o m ild , apply

tod ay to every cou n try o f Europe. They app ly p a r t ic u la r ly to

R u ss ia , P oland , and th e la n d s t h a t used t o be A ustriarH ungary,

new ly formed in to independent n a tio n s s in c e th e World War*

Need f o r A s s im ila t io n * During the t h i r t y - f i v e y ea r s

b e fo r e the war, the b u lk o f im m igrants who surged so f r e e ly

in to th e U nited S ta t e s came from th r e e c o u n tr ie s — A u str ia -

Hungary, I t a l y , and R u s s ia . They were running n eck and

n eck in numbers when the war broke; and on an average about

a q u a rter o f a m i l l io n im m igrants were e n te r in g America

from each o f the th r ee c o u n tr ie s . A ustria-H ungary, however,O

showed unm istakable s ig n s o f n o sin g ou t the o th e r two*

An o s t r ic h cou ld a s s im ila t e a croquet b a l l w ith about th e

same ea se th a t America a s s im ila te d h er newcomers from

C en tra l and S o u th ea stern Europe. Most o f them seemed to

3 Ibid*

10

have been In o cu la ted a g a in s t a s s im i la t io n b e fo re lea v in g ,

t h e ir home.

In the p er io d from 1819 t o 1883, n in e t y - f iv e p er c en t

o f the t o t a l im m igration was from c o u n tr ie s w est o f the

R ussian boundary and north o f the M editerranean and th e Balkan

P en in su la* Prom 1883 to 1917, e ig h ty -o n e p er cen t o f the

im m igration was from the M editerranean and Balkan c o u n tr ie s .

P o l i t i c a l view s# The p resen t d is c u s s io n would in d ic a te

th a t th e im m igrants th a t came b efo re th e y ea r 1883 had alw ays

been accep ted a s b e n e f i c ia l and d e s ir a b le a d d it io n s to our

n a t iv e p op u la tion # I t i s q u ite w ith in th e memory o f many*

however, th a t a t th a t tim e i t was a custom ary th in g to ex p a t­

i a t e on the dangers o f im m igration# i t w ould, th e r e fo r e , b e

a g rea t e rro r to assume th a t th e p r e ju d ic e now e x i s t in g

a g a in s t t h i s l a t t e r wave o f im m igration i s , in i t s e l f , a new

th in g . The on e-tim e rap id growth o f the o ld American or

Know-Nothing p a r ty (1 8 3 5 -1 8 6 0 ), i s a rem inder o f t h i s p reju d ­

i c e . Many o f the a l le g a t io n s made a g a in s t the l a t t e r immi­

gran t typ e w i l l be found d u p lic a te d in the f i l e s o f o ld news­

p ap ers and r e p o r ts p reced in g 1880 . There i s o f cou rse some­

th in g to be sa id fo r the p r e ju d ic e . I t may be a n a t io n a l

m a n ife s ta t io n o f th e i n s t i n c t to save n a t io n a l l i f e . There

were f a s t appearing to o many h e tero g e n io u s ty p e s not capab le

o f a d a p ta tio n to our standard o f l i v i n g ; our w e lfa re a s a

n a tio n was th r ea ten e d . Then a rea so n a b le p o l ic y o f e x c lu s io n

I I

and r e s t r i c t i o n g r a d u a lly became a n e c e ssa r y means o f s e l f -

p r e s e r v a t io n , which needed no ap ology to th e world*

In 1920 th e p la tfo rm o f the R epublican p a rty v o ic e d

th e o p in io n o f most p o l i t i c a l eco n o m ists and ed u ca to rs when

i t d ec la red th a t , "The standard o f l i v i n g and th e standard

o f c i t iz e n s h ip o f a n a tio n are i t s m ost p r e c io u s p o s s e s s io n s ,

and th e p r e s e r v a t io n and e le v a t io n o f th o se stan d ard s i s th e

f i r s t duty o f our Government."

F ir s t r e s t r i c t i o n a c t . Hie f i r s t r e s t r i c t i o n a c t was

p a ssed by C ongress, February 26 , 1885, p r o h ib it in g im p orts-

t io n o f la b o r e r s under co n tra ct* From t h i s date on th ere o c ­

curred from one to f i v e l e g i s l a t i v e enactm ents p er y e a r , o f

which th e one o f ma^or im portance was probably "The Quota

Act" o f May 1 1 , 1922, and th e l a t e s t th e Im m igration Rule11 II I HU I milli ' I ' W

o f January 1 , 1930 , which in c lu d ed a head t a x o f from fou r

t o e ig h t d o l la r s p er a l i e n . The r e g is t r a t io n a c t was p a ssed

March 2 , 1 9 2 9 . A reco rd o f r e g is t r y was a u th o r iz ed . T h is

a c t a p p lie d to any a l i e n th a t en tered the U n ited S ta te s p r io r

to June 3 , 1921 and had r e s id e d in th e U nited S ta t e s c o n t in ­

u o u sly s in c e such e n tr y . For th e p u rp oses o f the im m igration

law s and th e n a tu r a l iz a t io n law s an a l ie n in r e s p e c t o f whom

a reco rd o f r e g is t r y h as been made a s a u th o r ized s h a l l be

deemed to have been la w fu lly adm itted to the U nited S ta te s

fo r permanent r e s id e n c e a s o f the d ate o f h i s e n tr y .

12

A m erican iza tion d e f in e d . The f e e l i n g im p lied behind

th e s e in c r e a s in g r e s t r i c t io n s i s th a t we must g e t caught up

in a s s im ila t in g the fo r e ig n p e o p le s th a t are here* We want

them to be Americans a l s o , so we are tr y in g to A m ericanize

them through ed u cation .. T h is r a i s e s th e q u e s tio n o f th e ex ­

a c t meaning o f the concept q f A m er ica n iza tio n . Here are a

few d e f in i t i o n s .

A m erican iza tion i s th e encouragem ent o f d ecen t l iv i n g and making p o s s ib le the a tta in m en t o f d ecen t sta n d a rd s.*

Bogardus w ro te , * A m erica n iza tio n i s the e d u c a t io n a l p r o c e s s o f u n ify in g -b o th n a t iv e born and fo r e ig n born Americans in p e r fe c t support o f the p r in c ip le s o f l i b ­e r t y , u n ion , democracy, and b roth erh ood ..*5

Thompson w r i t e s , 1 A m erican iza tion i s th e d em ocratiza­t io n o f men who f e e l - a l i k e but do not understand one a n o th er . * 6

To p la y in the su n sh in e i s a c h i ld f s r ig h t and th e c h ild must n o t be cheated ou t o f i t . -When th e c h ild i s ch ea ted th e community i s robbed o f th a t b e s id e which a l l i t s w ea lth i s but t i n s e l and t r a s h . For men not money, make a country g r e a t , and J o y le s s c h ild r e n do n ot make good men.?

The above are d e f in i t io n s as seen by some o f our f o r e ­

m ost s o c io lo g y a u t h o r i t ie s o f th e day. They g iv e us a s t a t e ­

ment o f aur problem a s we lo o k a t our Bos A n g e les h igh sch o o l

4 F lora B. Sm ith, D ir e c to r o f A m erican iza tion D epart­ment o f th e C ity S c h o o l s . .

5 Emory Bogardus, P h .D ., E s s e n t ia l s o f A m erica n iza tio n .

§ Frank W Thompson. S ch o o lin g o f th e Immigrant Q$ew York: Harpers B r o s ., 1 9 2 0 .] .

? Jacob Hi i s .

d i s t r i c t A m erican iza tion f ie ld * Dr* Bogardus throw s o u t the

c h a lle n g e o f u n ify in g the n a t iv e horn and th e fo r e ig n born

Am ericans th a t th e y may be p e r fe c t support o f the p r in c ip le s

o f brotherhood* Dr* Thompson s t a t e s th a t th e r e i s no d i f ­

fe r e n c e in f e e l i n g s o f th e E n g lish and the n o n -E n g lish speak­

in g p e o p le s .

£* LATER IMMIGRATION.

World War f in d in g s* The p a s t y e a r s have w itn essed a

rem arkable growth o f i n t e r e s t in the problem o f A m ericaniza­

t io n * As a r e s u l t o f th e in t e r e s t aroused by th e World War,

th e f in d in g s o f the D iv is io n o f P sych o logy o f th e U nited

S t a t e s Army have become fa m il ia r to th e m a jo r ity o f ed u ca to rs

but not t o th e p u b lic a t la r g e . The re p o r t o f the D iv is io n ,

In d is c u s s in g i l l i t e r a c y , s ta te d th a t o f the men t e s t e d ,

£ 5 .3 ^ were unab le to read and understand new spapers and w r ite l e t t e r s home and were g iv e n th e B eta exam ination f o r i l l i t e r a t e s . An a d d it io n a l 5 .? ^ were a ls o g iv en th e same ex a m in a tio n a f t e r f a i l i n g the Alpha exam ination .®

The g en era l p u b lic , suddenly r e a l i z in g th a t a problem o f

A m erican iza tion e x i s t e d , a t tr ib u te d i t to th e war, in s te a d o f

r e a l i z in g th a t th e problem had e x is t e d but had l a i n n e g le c te d

f o r years* The pedagogy o f a d u lt im m igration ed u ca tio n has

undergone a tremendous m etamorphosis* For y e a r s th e work la y

in th e hands o f the n o n -p r o fe s s io n a l, whose p r in c ip a l in t e r e s t

>

& P sy ch o lo g y Examining in th e U nited S ta t e s Army, W m r o i r s o f th e N a tio n a l Academy o f S c ie n c e . Vol^ 3CF* (W ashington, D* 6 . : Government P r in t in g O f f ic e s , 1 9 2 1 .)

14

was the n ig h t ly pay* The p rev a le n t id ea seemed to be th a t any

in d iv id u a l who p o sse s se d a f a i r knowledge o f E n g lish and th e

v ern a cu la r o f th e s tu d e n ts cou ld s u c c e s s f u l ly tea ch a d u lt im­

m ig ra tio n c la s s e s * At b e s t , "the s to c k in trad e" p o sse s se d

by th e e a r ly tea ch er was a knowledge th a t th e r e was a problem

to be so lv e d and a b e l i e f th a t i t would n ot be d i f f i c u l t o f

so lu t io n *

Common tongue a n e c e s s ity * Granted th e need o f a common

ton gu e, then comes th e v a s t problem o f te a c h in g th e a l ie n the

language o f the cou n try which he has chosen f o r h i s home* I t

i s a ta s k o f stupendous m agnitude such a s h as n ever been a t ­

tem pted b e fo r e in the h is t o r y o f th e w orld . To no n a tio n was

e v e r g iv e n the ta s k o f te a ch in g such a m yriad-tongued throng—

th e p o ly g lo t p o p u la t io n o f th e world*

Knowledge o f the common ton gu e o f h i s a s s o c ia t e s p r a -

t e c t s the immigrant from e x p lo ita t io n * A b i l i t y to speak

E n g lish p u ts him in a p o s i t io n t o g e t a square deal* Indus­

t r i a l a c c id e n ts can b e p reven ted by the le a r n in g o f the

E& glish language* Unable to read th e w arning, o n ly im p e r fec t­

l y u nd erstan d ing th e o r a l d ir e c t io n s f o r running dangerous

m achinery, b ew ild ered by th e s a fe ty d e v ic e s , th e n o n -E n g lish

speak ing worker i s a much g r e a te r a c c id e n t r i s k than th e

n a t iv e worker* I t i s assumed th a t th e a b i l i t y to speak Eng­

l i s h red u ces a c c id e n ts one h a l f .

A hundred P o lis h c h ild r e n , In t h e ir fo u r th y e a r , speak

th e P o lis h language a s f lu e n t ly and a c c u r a te ly a s a hundred

American c h ild r e n , o f the same a g e , speak: E n g lis h * The youth

o f every n a tio n p o s s e s s equal c a p a c ity to a cq u ire t h e ir m other

tongue* The power o f speech i s not in h e r ite d * Each person

must a t t a in i t by t r a in in g and p r a c t ic e * The fo l lo w in g quota­

t io n w i l l i l l u s t r a t e the k ind o f th in g th e te a c h e r o f immi­

g r a n ts had to come to understand*

Bid you e v e r s e e a c h ild le a r n in g i t s m other tongue from a hook? Did you u se a hook when you lea rn ed tospeak th e language o f the home? Long b e fo r e you read aword on th e p r in te d p age , or w rote a word on paper, you f lu e n t ly and a c c u r a te ly spoke* B efo re you knew th a t th e r e was such a th in g a s A* B* 0 . , or th a t th ere were any such th in g s in l i f e a s s y l l a b l e s , grammar and d ic ­t io n a r y , you en jo y ed th e power o f sp eech and communicated by means o f language w ith th o se who lo v e d you ten d erly*

The v a s t m a jo r ity o f men ca rry on t h e ir d a i ly conver­s a t io n w ithou t c o n s u lt in g W ebster o r W orChester, or read ­in g a t r e a t i s e on th e synonyms o f th e E n g lish language* They u se sp eech a s th ey u se currency* They ask no ques­t io n s about i t s i n t r i n s i c n a tu re .

What gen iu s p r e s id e s o v e r the r ig h t u se o f the words and gram m atical form s, so th a t the m a jo r ity o f men g e t a lo n g w e l l w ith ou t grammar and d ic t io n a r y ? The door i s th e ea r ; th e g en iu s i s common usage* The e a r s are the r e c e p t iv e organs o f language* The language o f the home p assed in to th e s o u l through th e s e doors and awoke i t to lo v e , duty and honor. They r e g is t e r e d th e sounds a c ­c u r a te ly and p res id e d over attem pt o f th e organs o f sp eech to reproduce them*

And what i s language? I s i t an yth in g more than a com­b in a t io n o f c e r ta in sounds .w hich men have agreed to make the ch an n el whereby id e a s and f e e l i n g s may communicate from one to th e o th e r . M ech an ica lly c o n sid er ed , i t i s atm ospheric v ib r a t io n conveying to us c e r ta in id e a s through th e organs o f h ea r in g — th e e a r s . Have you l i s ­ten ed t o two men sp eak in g in an unknown tongue? There may be f e e l in g o r p a s s io n in th e v o ic e s , but you d isc e r n i t o n ly by th e in t e n s i t y o f the sounds you hear*

16

The second r u le to he remembered i s th at aur p o in t o f c o n ta c t i s the d a i ly ex p er ien ce o f th e f o r e ig n e r .

N ature works in an o r d e r ly manner and th e mechanism o f th e b ra in i s a s su b je c t to law when one i s a cq u ir in g th e knowledge o f lan guage a s i t i s in a w r y o th e r de­partm ent o f i t s a c t i v i t y . A l l men are lo g ic ia n s a lthou gh th ey may know n o th in g o f l o g i c .

Summary

1 . Trust th e e a r , th e r e c e p t iv e organ o f la n g u a g e .

2 , F ind your p o in t o f c o n ta c t in th e d a i ly ex p e r ie n ceo f th e f o r e ig n e r ,

3* Remember th a t the minds o f a l l men o p era te in a c ­cordance w ith th e same n a tu r a l la w s .^

The n o n -E n g lish speak ing p erson in America i s i s o la t e d

from a l l in te r c o u r se w ith h i s E n g lish sp eak in g n e ig h b o rs ,

from a l l c o n ta c t w ith governm ental or e d u c a t io n a l id e a s o f th e

cou n try in which he l i v e s . He i s l i v i n g in a cou n try o f which

he form s no component p a r t . He i s in Am erica, but n o t o f

A m erica. The fla m es o f n a t io n a l p a tr io t is m awake in him no

answ ering spark because he i s in s u la te d from t h e i r c o n ta c t by

th e n on -co n d u ctin g medium o f la c k o f a common to n g u e . Some­

th in g o f th e grow ing r e a l i s a t io n o f the im portance o f t h i s

work may be se e n from th e f a c t th a t o n ly two per c e n t o f our

m il l io n s o f ad u lt im m igrants were r e g is t e r e d , in 191G, in

th e ev en in g s c h o o ls . The t e x t s th a t were used were w h o lly

in a d eq u a te , c o n s is t in g in th e main o f o ld p rim ers and r e a d e r s

c a s t o f f by th e day s c h o o ls .

9 P e te r D. R o b erts , E n g lish f o r Coming Am ericans

With the p a s t twenty y e a r s , the s c h o o ls have begun to

show s ig n s o f im provem ent. The u n tra in ed te a c h e r i s no lo n g e r

t o le r a t e d . There are now d ozen s o f p u b lic a t io n s o f ev en in g

s c h o o l t e x t s w r it te n e s p e c ia l l y Tor even in g s c h o o ls , and th e

" D irector o f Evening S ch oo ls" has commenced h i s o r h er work

in s c o r e s o f our la r g e r c i t i e s . P r o fe s s io n a l le a d e r sh ip i s

en cou rag in g .

Census r e p o r ts . The n a t io n a l cen su s o f 1910 shows in

round numbers a t o t a l o f t h ir t e e n m i l l io n fo r e ig n -b o r n w h ite

p erso n s in th e U nited S t a t e s . F ig u r e s , taken from th e F eder­

a l Commission on Im m igration show th a t th e im m igrants pack

e i g h t y - f iv e per cen t o f our m eat, mine se v e n ty p er c en t o f

our b itum inous c o a l , do s e v e n ty -e ig h t p er cen t o f th e work in

our co tto n m i l l s , make n in e t y - f iv e p e r cen t o f our c lo th in g

and e ig h ty p er ce n t o f our le a t h e r . Yet 5 ,0 0 0 ,0 0 0 o f th e s e

workers who form so g rea t a p ro p o rtio n o f our in d u s t r ia l

s tr e n g th cannot speak our language and have no co n cep tio n o f

our governm ental id e a l s .

The cen su s r e p o r ts f o r 1920 show a t o t a l fo r e ig n -b o r n

p o p u la tio n o f 1 5 ,9 2 0 ,6 9 2 , o f which 6 ,4 9 5 ,0 8 8 have been n a t­

u ra liz ed ^ There were 1 5 ,7 1 2 ,7 5 4 fo r e ig n -b o r n w h ite p eop le in

th e cou n try o f whom 6 ,4 7 9 ,1 5 9 o r fo r ty - s e v e n and two te n th s

p er c e n t , have secu red c i t iz e n s h ip p a p e r s . D e ta ile d a n a ly s is

o f th e rep o rt shows th a t th e im m igrants from the T euton ic and

C e lt ic c o u n tr ie s show a g r e a te r tendency to become c i t i z e n s

18th en "the immigrant s from e a s te r n and south.©m Europe*

In th e s t a t e o f M a ssa ch u setts a lo n e th e r e are one

m il l io n , two hundred thousand fo r e ig n -h o r n , o n e -h a lf o f whom

are n o n -E n g lish sp eak in g and from non—E n g lish sp eak in g lands*

The fo r e ig n -b o m form o n e -th ir d o f th e t o t a l p o p u la tio n o f

M assach usetts* T heir c h ild r e n form a second th ird * Thus fa r

from the o r ig in a l id e a l o f a P u r ita n commonwealth o f e x c lu ­

s i v e l y E n g lish s to c k h as th e Bay S ta te tra v e led * The n a tio n ­

a l r e a c t io n to t h i s s i t u a t io n was ex p ressed by the Quota Act

o f 1921-82*

Quota Act* The Quota Act S e c t io n 2 .

(Al* That th e number o f a l i e n s o f any n a t io n a l i t y who may he ad m itted under th e im m igration la w s to th e U nited S ta t e s in any f i s c a l y ea r s h a l l be l im ite d t o th r ee p er centum o f the number o f fo r e ig n born p erso n s o f such n a t io n a l i t y r e s id e n t i n th e U nited S ta t e s a s determ ined by th e U nited S ta t e s cen su s o f 1910 . Cl}- Government o f f i c i a l s , f a m i l ie s , e tc* exclu d ed from . t h i s quota*iQ

This a t t i t u d e toward im m igration came about a s a r e s u l t

o f the immense numbers o f im m igrants who were e n te r in g America

each y e a r during the decade b e fo re th e World War, and th e d i f ­

f i c u l t y which America was f in d in g in d ig e s t in g them* But the

p re-w ar th ro n g s which surged in to America do n o t loom so

la r g e when compared w ith th e s e r r ie d ranks and th e teem in g

m u ltitu d e s w hich today are a n x io u s ly a w a it in g th e o p p o rtu n ity

U nited S ta te s Im m igration Laws (W ashington: U n ited S ta t e s P r in t in g O f f ic e , 1935*}

19

t o break a l l su rg in g re c o r d s between Europe and .America, ev en though t h e ir quota number may not be reached f o r s e v e r ­

a l years*

In the b ig im m igration year o f 190?, A ustria-H ungary

a lon e sen t to America th e s ta g g e r in g t o t a l o f 3 3 8 ,4 5 2 emi­

grants* This was the g r e a te s t number o f p eo p le th a t ev er

moved from one country to another cou n try in one y e a r f s tim e

in th e h is t o r y o f th e world*

In d r a f t in g a law to meet t h i s s i tu a t io n * the immi­

grant p o p u la tio n o f 1910 was s e le c t e d a s a b a s i s on which to

determ ine the number o f new a d m issio n s, and the law aimed to

admit newcomers from any g iv en cou n try in p ro p o rtio n to th e

number from th a t co u n try who had. a lrea d y found lodgm ent in

th e U nited S ta te s*

A sch ed u le worked out on t h i s g e n e r a l p r in c ip le was

adopted in 1921 and a r e v is e d sch ed u le in 1924* By th e l a s t

s t a t u t e , which i s now in e f f e c t , German im m igrants to the

number o f about 2 6 ,0 0 0 are a llo w ed a n n u a lly , Great B r ita in

and North Ire la n d to g e th e r may send about 6 6 ,0 0 0 ; the I r is h

Free S ta te about 1 8 ,0 0 a .11 R u ssia "European and A s ia t ic "

3,000* and so o n . The p o l ic y i s to perm it f r e e im m igration

o f any c i t in e n s n ot d ise a se d or o f unsound mind o f any o f

th e o th e r American c o u n tr ie s r e g a r d le s s o f c o lo r , w h ite ,

black ,, or mixed* With Canada th e re i s l i t t l e d i f f i c u l t y ,

11 A lb e r t B u s h n e ll H a r t , C u rre n t H is to r y Magaz in e ,3 2 17 4 8 -5 1 , „ J u ly , 1930.

20s in c e th ere i s a ratheir l i v e l y movement a c r o s s th e border in

both d ir e c t io n s , 1 f th e L a tin Americans and p a r t ic u la r ly th e

Indian M exicans i n s i s t on t h e ir p r iv i l e g e o f en try* sooner or

l a t e r a new r a c e w a ll w i l l be e r e c te d which w i l l sh u t them

o u t from e n tr y , and th u s from d istu rb a n ce o f th e e q u ilib r iu m .

There are about 7Q, Q00 M exicans c r o s s in g the b ord er a n n u a lly ,

w ith the o n ly r e s t r i c t i o n b ein g f o r reason o f h e a lth o r crim e

and a government t a x o f ten d o l la r s .

O r ie n ta l im m igration s i t u a t io n . Under th e p r e se n t la w s,

China and Japan are a llo w ed an annual quota o f o n ly 1QG, Ac­

co rd in g to th e 1920 cen su s, th e C hinese numbered 6Q,QQ0 and

the Japanese 1 1 0 ,0 0 0 , S in ce C hinese im m igration has been

p r a c t i c a l ly p r o h ib ite d s in c e 1882 and Japanese s in c e 1902,

most o f the p eop le w ere presum ably born w ith in the boundaries

o f the U nited S ta t e s , h en ce , under th e s t a t u t e s , they are c i t ­

iz e n s o f the U nited S t a t e s , At p r e se n t th e number o f immi­

g r a n ts , C hinese and Jap anese, w ith in th e U nited S t a t e s but

born o u t is d e , i s o n ly about 2 0 ,0 0 0 ,

Si p s t centum a c t and i t s c r i t i c i s m .

The "Quota* A ct, 1921-1922 .

S e c t io n 2 . (a) That th e number o f a l ie n s o f any na­t i o n a l i t y who may.be adm itted under the im m igration law s to th e U nited S ta t e s in any f i s c a l y ea r s h a l l be l im it e d to 3 p er centum o f th e number o f fo r e ig n -b o r n p erso n s o f such n a t io n a l i t y r e s id e n t in th e U n ited S ta t e s as d e te r ­mined by th e U nited S ta t e s c e n su s ,

(b} For th e p u rp oses o f t h i s Act n a t io n a l i t y s h a l l be

determ ined by country o f b ir t h , t r e a t in g as se p a r a te c o u n tr ie s th e c o lo n ie s or d ep en d en cies o f w hich sep a ra te enum eration was made in th e U n ited S ta te s cen su s o f 1 9 1 0 .1 2

C r it ic ism o f th e Quota Law#^ Under th e p r o v is io n s

o f t h i s r e s o lu t io n th e same e x c e p tio n s which were h e r e to fo r e

made in the th r ee p e r centum quota law in fa v o r o f the p eo p le

o f the S ta te s con tigu ou s to the Canadian border are aga in

g ra n ted . A nother ex c e p tio n in fa v o r o f th e S ta t e s o f T exas,

Utah, A rizon a , C olorado, New M exico, and o th e r border S t a t e s

i s co n tin u ed , so a s to perm it th e employment th e r e in o f an

u n lim ite d number o f M exicans# The c ig a r m an u factu rers o f

F lo r id a are a ls o gran ted an e x c e p t io n , so th a t th ey can im -

p o rt from Cuba and o th e r a d ja cen t is la n d s such h e lp a s i s

d e s ir e d by them# The p eop le o f th e U nited S t a t e s who are not

fo r tu n a te enough to r e s id e in the S ta t e s j u s t m entioned a r e

unable to o b ta in the ad vantages o f a la r g e r su p p ly o f house­

h old h e lp which such im m igration would a f fo r d , but no excep­

t io n in t h e ir b e h a lf h as been made.

^ E x tra c t from “An Act to L im it the Im m igration o f A lie n s in to th e U nited S ta te s* * approved May 1 9 , 1921 , and amended May 1 1 , 1922, Chapter IS ? , 42 U. S . S ta tu te s a t Large 540 (67th C ongress, 2nd s e s s io n .I

"Report o f th e M in ority o f the House Committee on Im m igration ,and N a tu r a l iz a t io n on House J o in t R eso lu tio n 258, Recommending the C on tin u ation o f the Quota S ystem .* U n ited S t a t e s , 57th C ongress, 2nd s e s s io n , House Report No# 710, p p . 9 -1 1 , The m in o r ity rep o r t was s ig n e d by Rep. I s s a c S ie g e l , o f New Y ork. and Adolph J • Sabath , o f I l l i n o i s .

22

Immigrant l i f e a t E l l i s I s la n d . No p r ev io u s immigra­

t io n law en a cted by C ongress has caused more h a rd sh ip s and

s u f f e r in g s than the s o - c a l l e d quota law., P r a c t ic a l ly a l l o f

th e newspapers a t v a r io u s tim es have r e p o r te d c a s e s o f th e

retu rn o f members o f f a m i l ie s who were re fu se d ad m ission b e­

cause the quota f o r a p a r t ic u la r month had been ex h a u sted .

The p r o v is io n s o f t h is law a re inhumane and u n ju st b ecau se

im m igrants are ex c lu d ed or accep ted s o l e l y on th e b a s is o f

p er c en ta g e . The m en ta l, m oral and p h y s ic a l q u a l i f i c a t io n s o f

im m igrants are made a secondary c o n s id e r a t io n .

A la r g e number o f u n fo rtu n a te Armenians had t h e i r p a s s ­

p o r ts v is e d many months b e fo r e the quota law was en a c te d .

N otw ith stan d in g the fa c t th a t th ey su ffe r e d m ost d u rin g the

war, on a r r iv a l here th ey found th em se lv es barred by th e

p re se n t quota law .

T his la w had le d many u n fo rtu n a te im m igrants to d i s ­

p ose o f a l l t h e ir household e f f e c t s , o n ly to f in d on a r r iv in g

here th a t th ey were not p erm itted to la n d s o l e ly b ecau se th e

sh ip which brought them came a c r o ss l a t e r than a f a s t e r v e s s e l

which had l e f t l a t e r . The s p e c ta c le o f f Sandy Hook o f sh ip s

a r r iv in g toward the end o f the month w a it in g u n t i l a f t e r mid­

n ig h t f o r th e b eg in n in g o f a new month to e n te r the p o rt has

not been an in freq u en t on e.

I t i s our f ir m b e l i e f th a t the f a i lu r e to c r e a te a s u f ­

f i c i e n t s t a f f o f in s p e c to r s to serve a lo n g the Canadian and

£3

the M exican b ord ers has r e s u lt e d In e x te n s iv e sm uggling*

With ap proxim ately tw en ty -th ree exam iners to lo o k - a f t e r

1 2 ,0 0 0 ,0 0 0 p eo p le who are p a ss in g t o and f r o from th e U nited

S ta te s in to Canada, and v ic e v e r sa — c o n d it io n s a g a in s t which

th e a u th o r i t ie s have r e p e a te d ly p r o te s te d must co n tin u e .

Im m igrants, not t r a v e l in g in the ca b in , who e n te r th e

U nited S ta t e s a t the p o rt o f Hew York, a re f i r s t brought to

E l l i s Is la n d in ord er to undergo an exam in ation t o determ ine

t h e ir f i t n e s s fo r a d m issio n .

The average immigrant rem ains a t E l l i s I s la n d two or

th r e e hours, during which tim e he undergoes an exam ination by

th e P u b lic H ealth S e r v ic e , in ord er to d eterm ine h is m ental

and p h y s ic a l c o n d it io n , and by the Im m igration S e r v ic e in

o rd er to f in d ou t w hether he i s o th erw ise a d m iss ib le*

Immigrants are brought from th e v a r io u s steam sh ip s

throughout New York Harbor to E l l i s I s la n d by means o f b a rg es .

As soon a s th e y land a t E l l i s I s la n d th ey undergo th e m ed ica l

in s p e c t io n and exam in ation w hich are conducted by th e o f f i c e r s

o f th e P u b lic H ealth S erv ice *

Upon e n te r in g the exam in ation p la n t o f th e P u b lic

H ealth S e r v ic e , th e im m igrants a re gu ided by an a tten d a n t In to

th e d i f f e r e n t in s p e c t io n l in e s * These l i n e s , sep a ra ted by

ir o n r a i l in g s , are fo u r in number a t t h e ir proxim al end and

two in number a t t h e ir d is ta l , end*

Four m ed ica l o f f i c e r s who carry on the g en er a l in sp e c ­

t io n are s ta t io n e d each in one o f the fo u r proxim al l i n e s ,

and two m ed ica l o f f i c e r s stand a t the extrem e ends o f the

two d i s t a l l i n e s or j u s t where th e s e l i n e s merge in to two

common e x i t s .

At t h i s m erging p o in t s ta n d s an a tte n d a n t whose duty

i t i s to se p a r a te the chalk-m arked a l i e n s from th o se who a re

not ch a lk marked. A cco rd in g ly , im m igrants who have p assed

the m ed ica l in s p e c t io n are gu ided in to th e e x i t which le a d s to th e upper h a l l o f the Im m igration S e r v ic e , w h ile th e

c half-m arked on es p a ss through th e e x i t which le a d s to th e

exam ination department o f th e P u b lic H ealth S e r v ic e .

Every immigrant in undergoing th e m ed ica l in s p e c t io n

p a s s e s two m ed ica l o f f i c e r s . As above s ta te d , th e o f f i c e r

who o c c u p ie s th e proxim al p o s i t io n c a r r ie s on the g e n e r a l in ­

s p e c t io n .

I t i s the fu n c t io n o f t h i s o f f i c e r to lo o k f o r a l l de­

f e c t s , both m en ta l and p h y s ic a l , in th e p a s s in g im m igrant.

As th e immigrant approaches, th e o f f i c e r g iv e s him a q u ick

g la n c e . E xp erien ce e n a b le s him in th a t one g la n ce to take in

s i x d e t a i l s , nam ely, the s c a lp , f a c e , neck , hands, g a i t , and

g en er a l c o n d it io n both m ental and p h y s ic a l . Should any o f

th e s e d e t a i l s n o t come in to v iew , th e a l ie n i s h a lte d and the

o f f i c e r s a t i s f i e s h im s e lf th a t no s u s p ic io u s s ig n or symptom

e x i s t s . A fa c e showing h a r e l ip , p a r t i a l o r co m p lete , i s a l ­

ways stopped in order to se e i f a c l e f t p a la t e , a c e r t i f i a b l e

c o n d it io n , i s p r e s e n t •I t o f te n happens th a t th e a l i e n rs hand can not be

85

d i s t i n c t l y seen.; i t may be covered by h i s h a t , i t may be

hidden beneath h i s c o a t , or i t may be d eep ly embedded in

b la n k e ts , shaw ls or o th e r lu g g a g e . Of a l l th e p h y s ic a l de­

t a i l s in th e m ed ica l in s p e c t io n o f im m igrants i t i s perhaps

m ost im portant to watch th e hands. In many c a s e s where th e

hands can n o t be p la in ly seen a t a g la n c e fu r th e r sea rch in g

h as r e v e a le d a deform ed forearm , m u tila te d or p a ra ly zed hand,

l o s s o f f in g e r s , or fa v u s n a ils *

L ik ew ise , i f th e a l i e n approaches the o f f i c e r w ith hat

on he must be h a lte d , h a t removed, and sc a lp observed in ord er

to e x c lu d e th e p resen ce o f fa v u s , ringworm, o r o th e r sk in

d is e a s e s o f t h i s r e g io n o f the body. Pompadours are a lw ays a

s u s p ic io u s sign * Beneath such lo n g grow ths o f h a ir are f r e ­

q u en tly seen a re a s o f fa v u s . The s l i g h t e s t b i t o f lam eness

w i l l show i t s e l f in an unevenness o f g a i t or a bobbing up-

and-down motion* A fte r c o n s ta n t ly o b se r v in g the p a ss in g o f

thousands o f im m igrants th e exp er ien ced eye o f an exam iner

w i l l q u ic k ly d e te c t th e s l i g h t e s t ir r e g u la r i t y in g a i t . Where

th e a l i e n c a r r ie s lu g g a g e on h i s sh o u ld e r or back , i t may be

n ece ssa r y to make him drop h is p a r c e ls and to w alk f i v e or te n

f e e t in order to ex c lu d e s u s p ic io u s g a i t or s p in a l cu rv a tu re .

Immigrants a t tim es carry la r g e p a r c e ls in both arms and over

t h e ir sh o u ld ers in order th a t th e g a i t r e s u lt in g from a sh o r t­

ened ex trem ity or ankyloaed j o in t may excape n o t i c e . In l i k e

manner they maneuver in a ttem p tin g to co n cea l th e g a i t s o f

36

L i t t l e * s d is e a s e , spastic* p a r a ly s i s , and o th er nervous d i s ­

o r d e r s . A ll c h ild r e n over two y e a r s o f age are taken from

t h e ir m others* arms and are made to w alk . As a m atter o f

r o u t in e , h a t s and caps o f a l l c h ild r e n a re removed, t h e ir

s c a lp s are in s p e c te d , and in many c a s e s p a lp a te d . I f care

i s not e x e r c is e d In t h i s d e t a i l , ringworm and o th er sca lp

c o n d it io n s are a p t to esca p e th e a t t e n t io n o f th e exam iner.

Should th e immigrant appear s tu p id and in a t t e n t iv e to

such an e x te n t th a t m ental d e fe c t i s su sp e c te d , an X I s made

w ith c h a lk on h is c o a t a t th e a n te r io r a s p e c t o f h is r ig h t

shoulder* Should d e f in i t e s ig n s o f m ental d is e a s e be ob­

se rv ed , a c i r c l e X i s used in s te a d o f th e p la in X* In l i k e

manner a ch a lk mark i s p la ced on th e a n te r io r a sp ec t o f th e

r ig h t sh o u ld er in a l l c a s e s where p h y s ic a l d efo rm ity or d is ­

e a se i s su sp e c te d .

Roughly sp ea k in g , from 15 to 30 p er cen t o f the immi­

g ra n ts are ch a lk marked by th e m ed ica l o f f i c e r s , and i t i s

th e se ch a lk ed in d iv id u a ls who< must undergo a secon d and more

thorough exam in ation in th e exam in ation rooms o f th e P u b lic

H ealth S e r v ic e . Those a l i e n s marked X and c i r c l e X are

p la ced in the two p h y s ic a l rooms, one fo r men and th e o th e r

f o r women.

The im m igrants who a re ch a lk marked w ith an X o r a

c i r c l e X a t th e l i n e in s p e c t io n a re taken im m ediately to th e

m en ta l room. At th e term in a tio n o f th e l in e in s p e c t io n , the

27

l i n e o f f i c e r s go to the d i f f e r e n t exam in ation rooms. Two or

th r e e o f them u s u a lly proceed to the m ental room and th e r e

conduct th e secondary m enta l in s p e c t io n , o r , a s i t i s some­

tim es s t y le d , th e "w eeding-out* p r o c e s s .

Suppose th r ee la r g e and two sm a ll immigrant s h ip s

a r r iv e a t th e p o rt o f New York on September 1 and 2* Sup­

pose a ls o th a t th ey b r in g 2:, 500 s te e r a g e p a ssen g ers and th a t

f o r t y o f them are p resen ted w ith *hald cards* and are de­

ta in e d in th e d e te n tio n rooms f o r fu r th e r m en ta l exam in ation .

We s h a l l now see what becomes o f t h e s e f o r t y d eta in ed p e r so n s .

The l i n e in s p e c t io n d oes n o t take p la c e on September

3rd , hence the day i s sp en t la r g e ly in th e m ental exam ination

o f th e d e ta in e d e a s e s . E arly on t h i s day the ten d eta in ed

I t a l ia n s are se n t to room A to be examined by D octor A. Ten

Greeks go to room B to be examined by D octor B. Ten I r is h

are examined in room 0 by D octor C, w h ile th e ten m is c e lla n ­

eous c a s e s are examined in room B by D octor D.

The f i r s t exam in ation on September 3rd i s com parative­

l y b r ie f , th e main purpose b e in g to weed out the norm als who

have reco v ered from a p h y s io lo g ic a l u p se t a r is in g from v a r ­

io u s ca u se s in c id e n t to la n d in g . The f i r s t exam in ation o f

an a l ie n i s perform ed in th e p resen ce o f a l l th e a l i e n s o f

th e same group. In many i n s t a n c e s each a l i e n i s pu t through

th e same t e s t s and q u e s t io n s . T his i s done in ord er th a t

th e norm als who ob serve and le a r n from what th e o th e r s are

d o in g , may be more r e a d i ly sep a ra ted from th e s tu p id or

28

subnormal ca ses* Gn th e a fte rn o o n o f September 5* we f in d

th a t out o f th e f o r t y Im m igrants th a t have been exam ined, 24

have g iv e n ev id en ce o f n o rm a lity and have been l ib e r a t e d ,

w h ile 16 are s t i l l h e ld f o r fu r th e r exam ination* On the morn­

in g o f September 4 th e r e are no im m igrants to land* Conse­

q u e n tly th e exam in ation o f the d e ta in ed c a s e s i s resum ed.

T his morning th e rem ain ing f i v e I t a l i a n s are exam ined in room

B by D octor B, th e f i v e Greeks in room C by D octor C, the

th r ee I r is h In room D by D octor B, w h ile D octor A exam ines

th e th r e e m isc e lla n e o u s o a se s (West Indian n eg ro , Englishm an,

S can d in av ian ! In room A* In o th er words, a s h i f t h as taken

p la c e and each d eta in ed immigrant now m eets a d i f f e r e n t ex ­

am iner who p u ts him through a more sea rch in g exam in ation than

he encountered on September 5*

The second exam in ation o f each immigrant consumes any­

where from tw enty to s ix t y m inutes* I t may com prise an in ­

q u iry in to the home l i f e , custom s, s c h o o lin g , o cc u p a tio n ,

voyage, and in te n t io n s o f th e s u b je c t . When n e c e ssa r y , ques­

t io n s are put In ord er t o b r in g to l i g h t th e whys and where~

f o r e s reg a rd in g th e im m ig r a n ts a t t i t u d e , em otion a l s t a t e ,

h a b it s , i n t e r e s t s , and h e a lth * In a d d it io n to th e p sy ch o lo g ­

i c a l t e s t s and q u e stio n s a n e u r o lo g ic a l exam ination and t e s t

o f v i s i o n ©re o c c a s io n a l ly made* An endeavor i s made a t t h i s

exam in ation to a l z e up th e immigrant from a l l a n g le s . At th e

second exam in ation i t w i l l be found “th a t th e more i n t e l l i g e n t

im m igrants have improved In t h e ir e x e c u tio n o f th e v a r io u s

£9

t e s t s and can s t i l l “be c la s s e d among the norm als* They are

co n seq u en tly l ib e r a t e d , and on ly th o se who s t i l l show symptoms

o f m ental d e f ic ie n c y or m en ta l ab norm ality are d eta ined* Bur-’

tn g th e second exam in ation one o f th e d e ta in ed a l i e n s i s found

to be m arkedly in a t t e n t iv e and e x h ib i t s a f a c i a l mannerism.

C onsequently he i s co n sid ered an in sa n e su sp ec t and i s se n t to

th e h o s p i ta l f o r o b se r v a tio n . T h erefore a t noon on September

4 th , when the l i n e in s p e c t io n aga in b e g in s , o n ly s i x o f th e

o r ig in a l f o r t y im m igrants rem ain fo r fu r th e r exam in ation .

They are d is t r ib u te d a s f o l lo w s : I t a l ia n s th r e e , Greek on e,

I r i s h tw o.

On September 5th a t 11 A* M*, during a tem porary r e c e s s

in th e l in e in s p e c t io n , a th ir d exam in ation o f th e s i x d e ta in e d

im m igrants ta k e s p la c e . T his tim e th e th r e e I t a l ia n s are ex ­

amined in room 0 by B octor C, th e Greek in room B by B octor B,

w h ile th e two I r is h a re examined by D octor A* T his i s the

th ir d r e g u la r exam in ation , a t w hich tim e th e m ost ob v iou s

c a s e s o f m en ta l d e f ic ie n c y a re c e r t i f i e d * T h is exam ination

i s thorough and in a l l r e s p e c t s re sem b les th e second examina­

tio n * During th e th ir d exam in ation one o f th e I t a l i a n s , a l ­

though s tu p id , showed a d e f in i t e improvement in respond ing

to q u e s t io n s and in perform ing th e t e s t s . W hile a b o r d e r - l in e

c a s e , th e r e was a doubt in th e mind o f B octor 0 a s to how the

immigrant sh ou ld be c l a s s i f i e d . He was co n se q u en tly l ib e r a te d

by D octor G. At 4 P . M*, Septem ber 5 th , we f in d th a t a Greek,

30

an I t a l i a n , and an Irishm an have b een c e r t i f i e d as b e in g

feeb le -m in d ed , w h ile an Irishm an and an I t a l i a n are a t i l l

h e ld f o r fu r th e r m en ta l ex a m in a tio n .

On Septem ber 6 , th e l i n e in s p e c t io n in o p e r a tio n a l l '

day and th e m ental c a s e s a re a g a in exam ined w hich r e s u lt s , in

c e r t i f y in g the I t a l ia n a s "Feeble-m inded" and in d e ta in in g

th e Irishm an f o r fu r th e r ex a m in a tio n . On Septem ber 8 , t h i s

Irishm an i s aga in c a r e f u l ly examined and c e r t i f i e d a s "Fee­

b le -m in d e d .” Thus i t i s seen th a t f i v e im m igrants out o f

th e o r ig in a l f o r t y are c e r t i f i e d a s " F eeb le-m in d ed .”

The immigrant i s c e r t i f i e d " feeb le-m in d ed " b ecause h i s

common know ledge, r e t e n t iv e n e s s or memory, r e a so n in g power,

le a r n in g c a p a c ity , and g e n e r a l r e a c t io n are s e v e r a l ly and

d i s t i n c t l y below norm al.

There i s in d iv id u a l i t y in each o f f i c e r ' s method o f

con d uctin g a m ental ex a m in a tio n . There i s a l s o a g re a t d e a l

in common about th e v a r io u s exam in ation m ethods. Some t e s t s

and (questions are used by a l l , w h ile in d iv id u a l p re fer en ce

o b ta in s In regard to o th e r t e s t s .

The above account p ic t u r e s the f i r s t A m erican iza tion

work th a t our fo r e ig n p eo p le ex p er ien ced when th ey were w el­

comed to A m erica. Every care and c o n s id e r a tio n i s shown th e

new a r r iv a l by th e o f f i c i a l s . Both s id e s o f the quota law

have been p r e se n te d . I t i s tr u e th a t u n fa ir n e s s h as e x i s t e d .

B u t, in a l l f a ir n e s s t o Am erica, i t m ust be remembered th a t

31

r e s t r i c t i o n was a n e c e s s i t y . We had reach ed the s a tu r a t io n

p o in t .

The E c lip s e o f E l l i s I s la n d . In the te n y e a r s p re ­

ced in g th e War* an average o f n e a r ly 9 0 0 ,0 0 0 a l ie n s a r r iv e d

a t th e p ort o f Hew York. In 1928 , th e number was l e s s than

300 ,0 0 0 ; where on ce c o n g e s tio n tro u b le d th e o f f i c i a l s , th ey

are now uneasy o v er th e exp en se o f o p e r a tin g an i n s t i t u t i o n

th a t i s much too la r g e f o r p re se n t and probably f o r fu tu r e

needs* The t id e o f im m igration now b e a ts upon th e land

h o r d e r s --n o t upon th e se a c o a s t s o f th e U nited S t a t e s . Such,

a t l e a s t , i s the co n c lu s io n which th e l a t e s t 1932-1933 an­

n u a l rep o r t o f the Commissioner G eneral o f Im m igration p o in t s

t o from s e v e r a l a n g le s ! He ev en com plains th a t th e a r r iv a l

o f a l ie n s by a ir p la n e has assumed the im portance o f a new

a d m in is tr a t iv e problem* I t i s c e r t a in ly in t e r e s t in g to f in d

th a t T exas, M ichigan and C a lifo r n ia come im m ediate ly a f t e r

Hew York, a s s t a t e s where newcomers in ten d to s e t t l e in

la r g e s t numbers. Of co u rse , n e ith e r th o s e who c r o s s from

Canada or from Mexico n e c e s s a r i ly s ta y in th e border s ta te s *

but th ey do re p r ese n t a problem b ecau se o f th e n a tu re o f

t h e i r a r r iv a l .

Thus o f 1 8 ,8 3 9 a l ie n s r e j e c t e d upon a r r iv a l , over s i x -

se v e n th s were ex c lu d ed a t la n d -b o rd er " p orts* (a s th e s e r v ic e

q u a in t ly c a l l s them) ; and th e im m igration border p a tr o l ,

though l a s t year i t t r a v e le d over 5 ,0 0 0 ,0 0 0 m ile s , m o stly by

m otor, and apprehended 18,00(1 smuggled a l i e n s , i s d ec la red

to be t o t a l l y inadequate* In f a c t , on some p a r t s o f our lan d

border i t seem s a lm ost a s ea sy to s tr a y in a d v e r te n t ly from one

country" to th e o th e r a s i t i s In some p a r ts o f Europe.

E l l i s I s la n d was th e g r e a t o u tp o st o f th e new and v ig ­

orou s r e p u b lic . E l l i s I s la n d s to o d guard o v er th e w id e -f lu n g

p o r t a l; and resounded fo r y e a r s to th e tramp o f an e n d le s s

in v a d in g army* I t s m i l l io n or more im m igrants a y ea r taxed

i t s r e so u r c e s to th e utm ost* Com m issioner G eneral H u ll ' s p re ­

d e c e sso r s were b r in g in g th e g r ie v a n c e s o f E l l i s I s la n d to

th e a t te n t io n o f C o n g r e s s .^ Our g r e a te s t problem s and d i f ­

f i c u l t i e s now a r i s e from an in adequ ate f i e l d fo r c e o f in ­

s p e c to r s and c le r k s f o r th e land p o r t s .

14 E c l ip s e o f E l l i s I s la n d .” The Survey. (January15 , 19291, .6 1 r480 , O ctober. - March, 1 928-1929 . .

C H A P T E R

I I I

T H E D I V I S I O N O F

G I f l . 2 I N 5 H I P T R A I N I N G

CHAPTER I I I

THE BBTCSIGN OF CITIZENSHIP! TRAINING?

1. PUBLIC SCHOOL CLASSES FOR ADULTS,ClI P u b lic s c h o o l in s t r u c t io n in p u b lic sc h o o l b u ild s

lugs, in d u s t r ia l p la n t s , homes and e lse w h e r e , e i t h e r in

groups o r a s I n d iv id u a ls , o f a d u lt s , w hether n a t iv e or f o r ­

e ig n born, in urban or r u r a l com m unities, w i l l b e fo s te r e d

in every p r a c t ic a b le way by th e se e d u c a t io n a l fo r c e s* The

l o c a l D ir e c to r s o f A m erican iza tion and o th e r l o c a l p u b lic

sc h o o l a u t h o r i t i e s w i l l be urged to co -o p era te to th e f u l l e s t

e x te n t in ca r ry in g out th e d e t a i l s o f t h i s agreem ent.

F ed era l a id fu r n is h e d , (2 } I t I s agreed th a t th e

t e x t s now or h e r e a f te r is s u e d by th e D iv is io n o f C it iz e n s h ip

T ra in in g , U nited S t a t e s Department o f Labor, s h a l l he fu r ­

n ish ed f r e e to a l l ca n d id a te s f o r c i t iz e n s h ip and t h e ir w iv es

who r e c e iv e , under p u b lic sc h o o l su p e r v is io n , in s t r u c t io n in

th e E n g lish Language and c i t i z e n s h ip d u t ie s and r e s p o n s ib i l ­

i t i e s , and th a t th e s e t e x t s and such o th e r t e x t s and te a c h ­

in g m a te r ia ls a s th e S ta te D ir e c to r o f A m erican iza tion and

lo c a l sch o o l a u t h o r i t i e s may approve, s h a l l be u sed .

O ther a id to be fu r n is h e d . (3} The D iv is io n o f C i t i ­

zen sh ip t r a in in g w i l l fu r n is h to p u b lic s c h o o ls record ca rd s ,

b ea r in g the names and a d d resse s o f c a n d id a tes fo r c i t iz e n s h ip

and t h e ir w iv e s , and w i l l send to such p r o sp e c t iv e c i t i z e n s

35

c o r d ia l l e t t e r s o f I n v it a t io n to a tte n d the p u b lic s c h o o ls .

I t w i l l a ls o su pp ly f r e e on r e q u e s t , such o th e r m a te r ia l a s

may be a v a i la b le , in c lu d in g n a tu r a l is a t io n b la n k form s w ith

in s t r u c t io n s f o r t h e ir u se .

An exam iner from th e F ed era l Bureau o f n a tu r a l iz a t io n

w i l l be se n t a t th e c lo s e o f each c l a s s o f an advanced grad e,

organ ized by t h i s D iv is io n , o r in c o -o p e r a t io n w ith t h i s

D iv is io n , fo r th e purpose o f con d uctin g the f i n a l exam in ation

req u ired by th e F ed era l Bureau o f N a tu r a l iz a t io n fo r ad m ission

to c i t i z e n s h ip . I t i s d i s t i n c t l y understood in t h i s connec­

t io n th a t th e C h ief Exam inerrs o f f i c e i s to have ample n o t ic e

a s to th e time and p la c e o f th e s e t e s t s .

I n s t i t u t e s fo r te a c h in g I n s tr u c to r s o f th e fo r e ig n -b o r n ;

14} The S ta te Department o f Evening S ch o o ls w i l l f o r the p r e s ­

en t conduct i n s t i t u t e s fo r t r a in in g te a c h e r s in the in s t r u c ­

t io n o f th e fo r e ig n -b o r n , in c lu d in g in such i n s t i t u t e s a stu d y

o f th e u se o f th e m a te r ia ls fu r n ish e d by th e D iv is io n o f C it ­

iz e n sh ip T ra in in g to p u b lic sc h o o l c l a s s e s , f o r p u p ils and

t h e ir in s t r u c t o r s .

C red it toward S ta te T ea ch ers* C e r t i f i c a t e . (5 ) C red it

toward s t a t e tea ch ers* c e r t i f i c a t e s fo r te a c h in g o f a d u lt s

w i l l b e gran ted to th o se s u c c e s s f u l ly com p letin g req u ired

c o u r se s q u a li fy in g the te a c h e r s f o r an A m erican iza tion creden­

t i a l .

saF ed era l ap proval o f c i t i z e n s h ip s c h o o ls . The Fed­

e r a l C e r t i f i c a t e o f R eco g n itio n and approval o f th e work o f

th e p u b lic sc h o o ls in in s t r u c t in g ca n d id a tes fo r c i t iz e n s h ip

in c o -o p e r a tio n w ith the D iv is io n o f C it iz e n s h ip d ra in in g ,

w i l l be awarded fo r d is p la y in each c la ssroom w herein th e

F ed era l C it iz e n s h ip Textbook i s b ein g u sed . The p u b lic s c h o o ls

and the F ed era l Government w i l l J o in t ly p r e se n t th e C e r t i f i ­

c a t e s o f P r o f ic ie n c y t o each h o ld er o f f i r s t c i t iz e n s h ip pa­

p e r s , in a tten d an ce upon th e p u b lic s c h o o ls , who made s a t i s ­

fa c to r y p r o g r e ss , and th e C e r t i f i c a t e o f G raduation to each

a p p lica n t fo r second c i t iz e n s h ip papers who h as s a t i s f i e d the

req u irem en ts o f th e p u b lic sc h o o ls and the D iv is io n o f C it iz e n ­

sh ip T rain ing* W ives o f ca n d id a tes fo r c i t iz e n s h ip w i l l be

e n t i t l e d to th e s e c e r t i f i c a t e s upon th e same term s as th e ir

husbands. These c e r t i f i c a t e s w i l l b ea r th e s ig n a tu r e s o f the

proper F ed era l and sc h o o l a u t h o r i t ie s and w i l l be under s e a l .

Every in c e n t iv e w i l l be g iv en f o r the proper p u b lic r e c o g n i­

t io n o f th ose upon whom th e s e c e r t i f i c a t e s a re c o n ferr e d , and

to th o se r e c e iv in g n a tu r a l iz a t io n c e r t if ic a te s .-* *

C o-op eration w ith the D iv is io n o f C it iz e n s h ip T r a in in g ,

Bureau o f N a tu r a l iz a t io n . (? ) I t i s t h e 'd e s ir e and w i l l be

th e co n sta n t e f f o r t o f the e d u c a t io n a l f o r c e s o f the S ta te in

-** O rgan iza tion and M aintenance, Pam phlet on c la s s e s fo r fo r e ig n b o m a d u lt s , S ta te Board"of E d u cation , American­iz a t io n B u l le t in No* 1 , S e r ie s 19SG -1921.

37

h e lp in g to o rg a n ize c i t iz e n s h ip c la s s e s under p u b lic sch o o l

s u p e r v is io n , to co -o p era te w ith th e r e p r e s e n ta t iv e s o f the

Bureau,* ,

Uniform r u le o f n a tu r a liz a t io n * The C o n s t itu t io n o f

the U n ited S t a t e s in A r t ic l e I , S e c t io n 8 , p r o v id e s th a t

"The C ongress s h a l l have power to e s t a b l i s h a uniform r u le

o f n a t u r a l i z a t io n .ft

The C ongress, by an a ct o f June 29 , 190$, e s ta b l is h e d

a uniform r u le o f n a tu r a liz a t io n * T h is a c t has been amended

s e v e r a l t im e s s in e e .

The C ongress, in 1913

. . . * cr ea ted an e x e c u t iv e departm ent in th e Government to b e c a l le d the Department o f Labor w ith a S e c r e ta r y o f Labor, who s h a l l b e the head th e r e o f , to be ap p o in ted by th e P r e s id e n t , by and w ith th e a d v ice and co n sen t o f the S en ate *

The Bureau o f Im m igration and N a tu r a liz a t io n was tr a n s ­

fe r r e d from th e Department o f Commerce and Labor to th e De­

partm ent o f Labor, by th e same Act o f C ongress in 1 9 1 3 .s

The Bureau o f Im m igration and N a tu r a l iz a t io n was d iv id ­

ed in to two b ureau s, to b e known a s th e Bureau o f Im m igration

and th e Bureau o f N a tu r a liz a t io n conducted by a Commissioner

o f N a tu r a liz a t io n and a Deputy Comm issioner o f N a tu r a l iz a t io n ,

w hich, "under the d ir e c t io n and c o n tr o l o f th e S e c r e ta r y o f

Labor, s h a l l have charge o f a l l m a tters con cern in g th e

2 George M. L a s e l l , A s s is ta n t S u p erin ten d en t o f S c h o o ls , B rid g ep o rt, Conn., 1920* Pam phlet, Department o f American­iz a t io n . In form ation reg a rd in g n a tu r a l iz a t io n .

38

n a tu r a l iz a t io n o f a l i e n s . ”

Some o f the c o u r ts w hich th e C ongress has s p e c i f i e d

a s h av in g ”j u r i s d ic t io n to n a tu r a l iz e a l i e n s a s c i t i z e n s o f

the U nited S t a t e s ” a re :

U nited S ta t e s c i r c u i t and d i s t r i c t co u r ts now e x i s t i n g , o r which may h e r e a fte r be c r e a te d , h av in g a s e a l , a c le r k , and j u r is d ic t io n in a c t io n s a t law o r e q u ity , or law and e q u ity , in which th e amount in co n tro v ersy i s u n lim ite d .

She n a tu r a l iz a t io n j u r i s d ic t io n o f c o u r ts ex ten d s o n ly

to a l i e n s r e s id e n t w ith in th e r e s p e c t iv e j u d ic i a l d i s t r i c t s

o f such c o u r ts .

S . HOW TO BECOME A CITIZEN* OF THE UNITED STATES.

F ir s t , the a l i e n must d e c la r e th a t i t i s h is in te n t io n

to become a c i t i z e n o f th e U nited S t a t e s . T h is i s done b e fo r e

the c le r k o f any cou rt w hich h as power to n a tu r a liz e a l i e n s

and which i s lo c a te d in th e d i s t r i c t where the a p p lic a n t r e ­

s id e s . T h is s t e p i s o f te n known a s ta k in g out f i r s t p a p ers .

The a p p lic a n t must b e a t l e a s t e ig h te e n y e a r s o ld . Such a

d e c la r a t io n o f in te n t io n may be made a t any tim e a f t e r the

a p p lic a n t has taken up permanent r e s id e n c e in th e U nited S t a t e s .

Second, a f t e r l i v i n g a t l e a s t f i v e y e a r s in th e U nited

S t a t e s , le a r n in g to speak E n g lish and f a m i l ia r iz in g h im se lf

w ith American governm ent and h is to r y * th e a p p lic a n t must f i l e

w ith th e c le r k o f the co u rt a p e t i t i o n a sk in g th a t he be ad­

m itted a c i t i z e n o f th e U nited S t a t e s . T his cannot be done

l e s s than two y ea r s nor more than seven y ea r s a f t e r he has

made h is d e c la r a t io n o f in t e n t io n .

39

s te p in the p r o c e s s o f n a tu r a l iz a t io n i s th e

f i n a l h earing* The a p p lic a n t w ith h i s two w itn e s s e s i s sum­

moned to appear in open cou rt where he i s exam ined, ta k e s th e

oath o f a l le g ia n c e and i s gran ted a c e r t i f i c a t e o f c i t i z e n ­

s h ip . I t cannot take p la c e t i l l , a t l e a s t n in e ty days a f t e r

the f i l i n g o f the p e t i t i o n .

These th r e e s t e p s in th e p r o c e s s o f becom ing a c i t i z e n

o f the U nited S ta t e s w i l l be d e sc r ib e d in g r e a te r d e t a i l in

the fo l lo w in g paragraphs.

How to make, th e d e c la r a t io n o f in t e n t io n . When th e

a l ie n w ish es to d ec la re h is in te n t io n to become an American

c i t i z e n he should f i r s t o f a l l o b ta in a b lank form c a l le d

" F acts f o r D e c la r a tio n o f In te n tio n " (Form 2 2 1 3 ). He can g e t

i t from th e c le r k o f any cou rt h av in g power to n a tu r a l iz e

a lie n s * He can fr e q u e n tly g e t i t from some w e lfa r e o rg a n iza ­

t io n or from h is te a c h e r , i f he i s a tte n d in g an E n g lish c la s s *

There i s no charge f o r t h i s f o m . A l l th e b lank sp a ces on th e

form sh ou ld b e f i l l e d in a s a c c u r a te ly a s p o s s ib le . I f th e

a l ie n cannot do i t h im s e lf h i s te a c h e r or some w e lfa r e organ­

iz a t io n w i l l h e lp him f r e e o f c h a rg e .

"F ir s t Papers" f o r a l i e n s a r r iv in g b efo re June 3 , 1921.

I f th e a l ie n a rr iv ed in th e U n ited S ta t e s b e fo re June 3 , 1921,

the c le r k o f th e n a tu r a l iz a t io n co u rt w i l l at once f i l e a

d e c la r a t io n o f in te n t io n f o r him*

40

“F ir s t P ap ers” f o r a l ie n s arriv in g; a f t e r June 3 , 19 2 1 ,

I f the a l ie n a r r iv e d a f t e r June 3 , 1921 , ex cep t in a very few

d i s t r i c t s the c le r k o f th e court w i l l r e fu s e to f i l e a d e c la r ­

a t io n o f in te n t io n u n t i l th e reco rd s a t th e p o rt o f en try have

been exam ined, and i t has been e s ta b l is h e d th a t th e a l i e n was

l e g a l l y adm itted to th e U n ited S t a t e s f o r permanent r e s id e n c e .

I f th e A lie n en tered w ithou t in s p e c t io n or i f he was adm itted

o n ly fo r a v i s i t or f o r tem porary s ta y , he cannot o b ta in

“f i r s t p a p e r s .” Furtherm ore, u n le s s th e a l i e n h as been in th e

U nited S ta t e s f o r a c e r ta in le n g th o f tim e , he i s l i k e l y to

be deported*

Cost o f the d e c la r a t io n o f in t e n t io n . The c ler ic o f th e

cou rt c o l l e c t s one d o l la r f o r making and f i l i n g th e d e c la ra ­

t io n o f in te n t io n and g iv in g th e a p p lic a n t a copy o f h i s

“f i r s t p a p e r s .”

A d e c la r a t io n o f in t e n t io n f i l e d w ith in 30 days b e fo re

an e l e c t io n day. For some y e a r s a d e c la r a t io n o f in te n t io n

is s u e d on an e l e c t io n day or d u rin g the t h ir t y days p reced in g

any e l e c t io n w ith in th e J u r is d ic t io n o f the c o u r t , was h e ld

in v a lid * This p r o v is io n has been rep ea led by Congress* May

£5 , 1926 , and a d e c la r a t io n h ith e r to is s u e d in v io la t io n o f

i f , h as been d ec la re d v a l id .

A d e c la r a t io n o f in te n t io n does n ot g iv e American

c i t i z e n s h ip * A man who h as o n ly h is “f i r s t p a p e r s ,” som etim es

41

c a l le d a d e c la r a n t , i s not an American c i t i z e n . He can n ot,

in c a se he w ish es to go abroad, o b ta in an American p a ssp o r t;

he must t r a v e l on a p a ssp o rt is s u e d by the government o f

which he was a c i t i z e n or su b je c t a t th e tim e he f i l e d h i s

d e c la r a t io n o f in te n t io n * A d e c la r a n t may not v o te in any

s t a t e in the Union ex c ep t A rkansas.

P e t i t io n fo r n a tu r a l iz a t ia n . F ix in g a p e t i t i o n f o r

n a tu r a l iz a t io n i s th e second s te p in th e p r o c e ss o f becom ing

an American c i t i z e n . The fo llo w in g procedure a p p lie s to

a l i e n s g e n e r a l ly , b oth men and women. There are s p e c ia l p ro­

v is io n s f o r m arried women whose husbands are American c i t i z e n s

and f o r members o f th e U nited S t a t e s M ilita r y and N aval F o rc es .

When p e t i t i o n f o r n a tu r a l iz a t io n may be f i l e d . No

a l ie n can f i l e h i s p e t i t i o n f o r n a tu r a l iz a t io n u n t i l he ©an

- m eet th e fo l lo w in g requ irem en ts:

Cal He must have r e s id e d c o n tin u o u s ly w ith in th e U n ited

S t a t e s fo r a t l e a s t f i v e y e a r s im m ed iate ly p re­

ced in g th e d a te on w hich h is p e t i t i o n i s f i l e d .

O I He must have l iv e d th e l a s t y ea r o f t h i s f i v e y ea r

p er io d in th e S ta te where he f i l e s h i s p e t i t i o n .

(a ) He must have f i l e d a d e c la r a t io n o f in t e n t io n —

" f i r s t papera”- - a t l e a s t two y ea r s b e fo re he

f i l e s h i s p e t i t i o n f o r n a tu r a l iz a t io n .

(d} He must f i l e h i s p e t i t i o n fo r n a tu r a l iz a t io n w ith in

seven y e a r s a f t e r he took ou t " f i r s t p a p ers ."

42

Who may f i l e p e t i t i o n fo r n a tu r a l!z a t io n . No one oan

f i l e p e t i t i o n f o r n a tu r a l i s a t io n u n t i l he i s a t l e a s t tw en ty-

one y e a r s o f a g e .

The c e r t i f i c a t e o f a r r i v a l . A fte r th e n a tu r a l iz a t io n

exam iner has r e c e iv e d Form 2214, he a sk s th e im m igration

a u t h o r i t ie s f o r a s o - c a l l e d " c e r t i f i c a t e o f a r r iv a l" fo r

e v e r y a p p lic a n t who came to the U n ited S ta t e s a f t e r June 29,

1900 . For a p p lic a n ts who came b e fo r e t h a t d a te no c e r t i f i ­

c a te o f a r r iv a l i s req u ired * The c e r t i f i c a t e o f a r r iv a l i s

needed to prove th a t th e a p p lic a n t was exam ined by the immi­

g r a t io n a u t h o r i t i e s when he a r r iv e d in t h i s cou n try and th a t

he was l e g a l l y ad m itted to th e U n ited S t a t e s f o r permanent

r e s id e n c e . U su a lly s e v e r a l months may p a ss by b e fo r e such a

c e r t i f i c a t e o f a r r iv a l i s se cu re d . I t i s s e n t by th e immi­

g r a t io n a u t h o r i t ie s t o th e n a tu r a l iz a t io n exam iner. He th en

n o t i f i e s th e a p p lic a n t by m a il to come w ith h i s two w itn e s s e s

fo r a p re lim in a ry h e a r in g . He n o t i f i e s him o f th e tim e and

p la c e o f th e h ea r in g .

What the a p p lic a n t w i l l b e ex p ec te d to know.

A. He must be a b le t o speak E n g lis h . P ersons who

cannot speak E n g lish cannot become c i t i z e n s . There are two

e x c e p tio n s to t h i s : P erso n s who are p h y s ic a l ly unab le t o

speak w i l l b e exem pted from t h i s requirem ent i f th ey are

o th e rw ise q u a l i f ie d to become c i t i z e n s . A lso a l i e n s who

have made hom estead e n t r ie s upon th e p u b lic la n d s o f th e

U nited S t a t e s may become c i t i z e n s w ith ou t b e in g a b le to

speak E n g lis h .

B . He must be a b le t o s ig n h i s a p p lic a t io n f o r n a tu r­

a l i z a t i o n in h i s own h a n d w ritin g ( i f p h y s ic a l ly a b le . )

C. He must have some knowledge about th e form o f

government o f th e U n ited S t a t e s and a ls o o f th e s t a t e and

c i t y or town in which he l i v e s . He must a ls o have some knowl­

edge o f th e h is to r y o f th e U nited S t a t e s .

I t i s a d v is a b le f o r the a p p lic a n t to f in d out what i s

u s u a l ly r eq u ired by the court where he p e t i t i o n s f o r n a tu r a l-

Those isfco cannot become c i t i z e n s . C h in ese , Jap an ese,

and Hindus cannot become c i t i z e n s . Women o f w h ite or negro

n a t iv i t y cannot become c i t i z e n s i f th ey are m arried to

C hinese, Japanese or H indus. They may become c i t i z e n s how­

e v e r , when they are no lo n g e r m arried t o a member o f one o f

th e s e r a c e s .3

Those who b e l ie v e in polygamy cannot become c i t i z e n s .

Those who are a n a r c h is t s cannot become c i t i z e n s .

Those who w i l l n o t renounce a fo r e ig n f l a g or r u le r

cannot become c i t i z e n s . 4

Those who w i l l n ot renounce a h e r e d ita r y t i t l e o f rank

3 C* Myers Bardin©. How to Become American C it iz e n (Judy P u b lis h in g Company.)

£ B . L . H ennessey, D ir e c to r o f A m erica n iza tio n , B e rk e le y , . G a lif o m i a . T w en ty -fiv e L esso n s in C it iz e n s h ip

44

o r n o b i l i t y cannot become c i t i z e n s . 5

Those who are not o f good m oral ch a ra c ter cannot b e­

come c i t i z e n s .

Any a l i e n who I s an h a b itu a l cr im in a l cannot become

a c i t i z e n .

N a tu r a l iz a t io n i s v e r y c a r e f u l ly safeguarded* The

number o f unworthy n a tu r a liz e d c i t i z e n s in th e U n ited S t a t e s

i s v ery sm a ll c o n s id e r in g th e many thousands who se c u r e t h e ir

f i n a l papers each y e a r . Many o f our cou n try*s most p u b lic

s p ir i t e d and. v a lu a b le c i t i z e n s have been o f fo r e ig n b ir t h .

Among th ose prom inent in r e c e n t y e a r s may be m entioned:

Jacob Hi i s , Andrew C arn eg ie , J . J . H i l l , Edward Bok, and S .

S . McClure.

C it iz e n s h ip in Los A n g e les , C la s s e s in n a tu r a l iz a t io n

a re conducted under a p lan d evelop ed through th e c o -o p e r a t io n

o f the Los A n g e les C ity S ch o o ls and th e F ed era l Government,

American h is t o r y and i n s t i t u t i o n s , th e government o f the

S ta t e , cou n ty , and c i t y , the C o n s t itu t io n o f the U nited

S t a t e s , American id e a ls and p r a c t ic e s , and cu rren t p o l i t i c a l

and econom ic problem s are s tu d ie d in in fo rm a l le c t u r e and

d is c u s s io n groups,. On com p letion o f the c o u r se , th e stu d en t

r e c e iv e s a diplom a which i s accep ted by th e government n atu ­

r a l i z a t io n c o u r ts a s ev id en ce o f e d u c a t io n a l q u a l i f i c a t io n

5 Joseph W eintrob, How to g e t ready fo r C it iz e n s h ip . (New Yorkt The Bruce P u b lis h in g Company.)

45

fo r c i t i z e n s h i p s

The C it iz e n s h ip S ch oo l i s lo c a te d a t 110 South Avenue

S 3. I t i s under the a b le p r in c ip a ls h ip o f Mr. C harles

Corwin K e lso . At th e p re se n t tim e,, 1934, th e re are fo u r

te a c h e r s em ployed in t h i s s c h o o l.

& Los A n geles C ity S c h o o ls , N a tu ra l E ducation A sso­c ia t io n . 1931 . Compiled by th e Los A ngeles C ity S ch ool D i s t r i c t .

46

TABLE I

A FEW SIGNIFICANT COMPARISONS*

(a) The F oreign -b orn p o p u la tio n in th e te n S ta t e s

h av in g the la r g e s t number o f Im m igrants,

1 . New York . . .2 ,7 5 0 ,0 0 0 6 . M ichigan . . . .7 1 3 ,0 0 0

a. P en n sy lv a n ia . 1 ,3 7 0 ,QQG 7» Ohio . , • • . .6 7 0 ,0 0 0

3* I l l i n o i s . . .1 ,1 9 4 ,0 0 0 8 . C a lifo r n ia . . .6 6 5 ,0 0 0

4 . M a ssa ch u se tts .1 ,0 6 3 ,0 0 0 9 . M innesota . .4 8 2 ,0 0 0

5* New J e r se y . . 7 3 0 ,0 0 0 IQ . W isconsin ♦ . . 4 5 6 ,0 0 0

NOTE. C a lifo r n ia sta n d s 8 th i n th e number o f fo r e ig nb o m .

(b l F ore ign -b orn p o p u la tio n u nab le to speak E n g lish

in th e te n S ta te s h aving th e la r g e s t number.

1 . New York . . . . 890,000^ 6# Ohio • • » • . i 8 1 ,2 2 0

2 . Texas . . . . . 1 7 3 ,0 0 0 7 . New J e r se y . . * 7 3 ,4 0 0

3 . P en n sy lv a n ia . . 1 6 2 ,0 0 0 8 . C a lifo r n ia . , • 6 9 ,6 0 0

4 . I l l i n o i s . . . . 1 2 2 ,0 0 0 9 . M ichigan . . . . 6 8 ,100

5 . M a ssa ch u setts „ 9 6 ,400 1 0 , W isconsin . . . 4 4 ,5 0 0

NOTE. C a lifo r n ia s ta n d s 8 th in th e number o f f o r e ig n - born u nab le to speak E n g lish ,

* Immigrant E ducation In 19S1—1923• (B oston , M assachu­s e t t s : D iv is io n o f U n iv e r s ity E x te n s io n , November, 1 9 2 2 ) .

VIMHOII1TO HI HOni2INT0lHlII

A I

H i a i Y H O

CHAPTER BT

AMERICANIZATION IN CALIFORNIA

1* LEGISLATION

C o -o p er a tio n . A m erica n iza tio n Has been a con sp icu ou s

su c c e s s in C a lifo r n ia , b ecau se o f i n t e l l i g e n t and c o r d ia l co­

operation*' The c o u r ts , th e S ta te Department o f E d u cation ,

th e I n d u s tr ia l le a d e r s and th e v a r io u s r a c i a l groups have

u n ite d in th e work w ith no je a lo u s y and w ith n ot a thought

o f s e l f - g l o r y . In con sequ en ce, n a tu r a l iz a t io n h as become so

ea sy th a t th e newcomers in our m id st have n o t shrunk from I t .

In 1913 th e p eop le o f C a lifo r n ia en acted a p ie c e o f

l e g i s l a t i o n th a t was d e s t in e d to c r e a te th e Commission o f

Im m igration and H ousing.*-

E d u ca tio n a l p o l ic y . The e d u c a t io n a l p o l ic y o f th e

Commission o f Im m igration and H ousing was s im p le , d ir e c t and

unacadem ic— i t reco g n ized th e fa m ily not o n ly a s the s o c ia l

b ut a s th e e d u c a t io n a l u n i t . And t h i s u n it was chosen p re ­

c i s e l y b ecau se o f th e g u l f th a t o r d in a r i ly appears In h ou se­

h o ld s where th ere i s a d if f e r e n c e In lan gu age and sta n d a rd s,

and in an e f f o r t to overcome the con seq u en t r e v e r s a l o f

a u th o r ity betw een p aren t and c h i ld which shows I t s e l f so un­

h a p p ily In reco rd s o f the J u v e n ile C ourt.

1 Commission o f Im m igration and Housing o f C a lifo r n ia . The Act With a Working P la n . 1913* The Home T eacher.

49TABLE I I *

E T IT ipN Sv Petitions; fo^riaturalizaTtton, .witlMname.l and- residence given, have,' been- filfedw'vzitn.j the U nited S tates -District Court. as>follow£:’l

E leanore M aud Gage, 1325 Ingraham street. . ■ ■■

Robert Corstorphine Crockett; » 2406 Cochran avenue.

IV i ' Leslie George Hoefler, 5726%. Aldamai ^street. ‘

".. '.John McGregor, 540 South Hope street •Bernard A m estory, 319 Commercial)

* street.-Antonio Sanabia (Antoriio Sanabia-

Adams,) 3622 E ast T hird s tree t.I . K arl W aldem ar K arlson (Charles Wal de- m ar-C arlso n ,)-■ 5411 Blackwelder. •< ’•> Ana M aria G uerena (Guereria,) (sister) M ary Felicitas, 2628 West F ifteen th street.

- M argaret Niven)' 409 McDonnel avenue.Jam es Niven, -409 M cDonnel avenue.

[ M arta Loss, 1231 South W ilton stree t..Jacob Lubin, 4044 W est TW enty-ninth

1 street . . ..Alois Einhell (Louis E inhell,) 1012 Palm

avenue. - 'VVitus Lederle, 1147 West F ifty-fourth?

I Street . . . . J 'i Austin Nicholas O 'H ara, Long Beach, h

Anahid Arefkian (Anna A refkian,) 713 Echandia street.

( Albert LeRoy Irw in. Pasadena.' Gottlob Albert Keller (Albert Keller,)

446 South Bonnie B rea street.Jam es ̂ Denzil Hodgins, Glendale.

| R osa. Binder, 846 South Curzon avenue, t '’Joseph Adrian Duval, 201 E ast Forty-

seventh Place.K arin ' Annie Ingerborg Johanson (Carin

( Annie Ing-eborg Johnson,) 1014 South. Ber- . endo.| - Karl-;’ ’.August Johanson (C arl August I Johnson,) 1014 South Berendo.

Paul Campregher, 2055% E ast .Seventh ! (street.' “ . ‘I Jossef Poszpis, Pasadena".

’'M arie M agdalena ’ Sehlberg, 1037 Florida ; street. ’. Jacob; Albert Michel (Jam es Albert M ich-

eli) .;Sari-M arino.• Robert Alexander King G ard iner (Robert/ Alexander G ardiner,) 1255 W est S ixty-fifth street* . .j &

A ^O N vPETITIO N S!'^ ^ s t i t io n s ,vfor naturalization;} withf'jnSfiti and ..residence •.giyenTttoave.: been*'lUed/with! the .United S tates D istrict C ourt, as follo'ws:/

Florence M a i l ’d'. G ardiner, 1255 'W ei# Sixty-fifth street.'. / ,/,* . / /

’ Maria;' C harlo tta Heuvel, R oute 1,- Box ; 120, Norwalk. 4, ^ o

Rigmor Ma’rg re the B ergh Thoresen Mbu-V ness, Herm osa Beach.' 4 S a

Joseph O rr. 231 South W estm orelarfaf avenue. - w |

H arry - Aloy Morgan,,«.2037* West*-..Forty -firs t Drive/: ".,£+»<?. 'A - ' ; >#§&■

Haje Berekovitz (Jennie Bei'kovitz,') ' 1251 Wr E asta-Seventy-eighth street. •*• M t', Viol a-FA del e /H a r dy ,G 1 e ri d al e ; . j f l |

M arioh ^Washburn D artnell,'S an GabrieiH John Gordon Hogue;" 2282 Silver : R idgel

avenue. ' ,.;SmAntonio -Calderon Tellez (Anthony Calg3

deron,,Tellez,) H aw thorne. w aAntoriio Zam pieri, S an ta -Monica;-' -■• ■ « Jennie Brody, 458,N orth Figueroa s tree ts’ W illiam Ju liu s Schad, Hollywood, Cal.Jfe Sam Galooboff (Sam HblobOff,) 1120 East]

Sixty-eight street.Szymon B ornstein (Samuel Stone,) Q uia

ver City. ' ' .............................. .......Giovanni Fea, Norwalk.;

/ Jan ., Willem Theunisson, Claremonf.i Albert F rancis W right, ’427 SouthWHopel

stree t. * M H rSime Stipicevic (Sam Sheppich?)» S a r

.Pedro. "Glenn B enhart M cG onigalS^ulveM CityB Vasili Slivin (W illiam Slavin?)^»lQ‘48.%

Orme avenue.Rose May B urns, 4449%S Willowprooi

avenue. .Jean Shaw, 1801 South N orm arune lS yH

nue. ' ■' J p i -Florence Caroline Souter, Ing lewood.Lioriel W ilfred Palfrey, LongSBeach.Amy Jinks.* 6510- Colgate avenue*.Hazel L illian Bevan, South G ate E rnest De F erro t, 6507Vz Grange, street Sacha. Lucien Bollas, .2172 A rgyle./ ’ f ;- Joseph Bridge, Santa- MoniclilPBFd.Luca ...Damiano (Louie* Damlar?o^)1kf839

-East Eighty-seventhlgp.lace. "’MyjlMSWHHSW ’ Alexander W illiam W G rant 856 We f?T h irty -sev en th . s tree t.' (

K athleen Frances G ran t. 856 W est’ T hirty-seventh street. -

1 Joseph A’riton Hoeger (Joseph Antoni Hager,) ‘ C a ta lina Island. . - , i

Reno.v.V.andenhoudt. , 523- Nolden t eet

# The above i s an average d a i ly l i s t or th o se f i l i n g N a tu r a liz a t io n p e t i t i o n s f o r C it iz e n s h ip in th e U nited S t a t e s . I t i s p u b lish ed in th e Los A n geles D a ily T im es, on th e page w ith o th e r T i t a l R ecords.

50

T his a c t i s a s fo l lo w s :

An a c t r e la t in g to im m igrants and im m igration , c r e a t ­in g a com m ission o f im m igration and h o u s in g , p ro v id in g f o r the employment by sa id com m ission o f a s e c r e ta r y , a g en ts and o th er em p loyees, a u th o r iz in g s a id com m ission to f i x t h e ir com pensation , p r e s c r ib in g the d u t ie s o f s a id com m ission, p r o v id in g f o r th e in v e s t ig a t io n by sa id com m ission o f a l l th in g s a f f e c t in g im m igrants, and f o r th e c a r e , p r o te c t io n and w e lfa r e o f im m igrants, and mak­in g an a p p ro p r ia tio n f o r the purpose o f ca r r y in g out the p r o v is io n s h e r e o f .

Approved June 1 2 , 1913—

"The p eo p le o f th e S ta te o f C a lifo r n ia do en act a s

fo l lo w s ."

SUCTION I . W ithin t h ir t y days a f t e r t h i s a c t s h a l l

go in to e f f e c t , th e Governor o f the S ta te o f C a lifo r n ia s h a l l

ap poin t f iv e s u it a b le p erso n s t o a c t a s com m issioners o f im­

m ig ra tio n and h o u s in g . S a id com m issioners s h a l l h o ld o f f i c e

and s e r v e s o l e ly a t the p le a su r e o f th e Governor and n o t

o th e r w ise .

SECTION I I . S a id com m issioners s h a l l serv e w ith ou t

com pensation , but s h a l l be e n t i t l e d t o r e c e iv e from th e S ta te

t h e ir a c tu a l n e c e ssa r y ex p en ses w h ile t r a v e l in g on th e b u s i­

n e s s o f th e com m ission , e i t h e r w ith in or w ith ou t th e S ta te

o f C a lifo r n ia .

SECTION VI E x tr a c t . The com m ission s h a l l fu r th e r co ­

o p era te w ith th e su p er in ten d en t o f p u b lic in s t r u c t io n and

w ith the s e v e r a l boards o f e d u ca tio n in th e s t a t e to a s c e r ­

t a in the n e c e s s i t y f o r and th e e x te n t to w hich in s t r u c t io n

should be im parted t o im m igrants w ith in th e s t a t e and to

d e v is e m ethods fo r th e proper in s t r u c t io n o f a d u lt and minor

a l i e n s in th e E n g lish lan guage and o th e r s u b je c t s ; and in

r e s p e c t to the d u t ie s and r ig h t s o f c i t i z e n s h ip and th e fu n ­

damental p r in c ip le s o f the American system o f governm ent.

True democracy i s the g o a l o f A m erican ization* The

program o f A m erica n iza tio n o f the Commission o f Im m igration

and H ousing o f C a lifo r n ia I s b u i l t on t h i s c o n v ic t io n *

Commission o f Im m igration and H ousing* The p erso n n e l

o f the f i r s t Commission a s ap p o in ted by th e Governor under

th e Commission o f Im m igration and H ousing o f C a lifo r n ia are

a s fo l lo w s :

Simon J . Lubin, P r e s id e n t Sacramento

Most Rev. E. J . Hanna, D .D .,T ic e P r e s id e n t San F ra n c isco

Mrs. Frank A* G ibson Los A n g e les

J . H. M cBride, M.B* Pasadena

P aul S charrenberg, S e c r e ta r y San F ra n c isco

Over h a l f o f th e p o p u la t io n o f C a lifo r n ia in 1913 was

e i t h e r fo r e ig n born or o f fo r e ig n or m ired p a r e n ta g e .£

The com m ission 's ex p e r ie n c e brought out th e f a c t th a t

A m erican iza tion sh ou ld tak e w ith in i t s scope th e n a tiv e -b o r n

a s w e l l a s the im m igrant. Not a l l a n t ip a t r io t s are f o r e ig n -

born*. Furthermore th e a t t i t u d e o f th e a l i e n toward h is

£ Commission o f Im m igration and Housing o f C a lifo r n ia , on . e i t > , p . 4 2 .

S2

co u n try , in g r e a t p a rt i s a r e f l e c t i o n o f th e a t t i t u d e o f

our own c i t i z e n s toward him . A m erica n iza tio n should under­

take to tea ch th e duty o f th e h o s t , not l e s s than th e duty

o f th e g u e s t .

A lso , i t must never he fo r g o t te n th a t t h e s e p eop le

are b e in g tr a n sp la n te d and ”xn tr a n s p la n t in g i t i a f a t a l to

d e s tr o y th e r o o t s . ”" I f , w h ile th e r o o t s are fr e s h and v i t a l ,

th ey a re to f in d th e s u b s o i l o f American id e a l s , o f an i n t e l ­

l i g e n t co n cep tio n o f l i b e r t y , and o f a new l o y a l t y , th e f o r ­

e ig n e r must he reach ed in a language w hich he u n d erstan d s,

and through media w ith which he i s f a m il ia r .

The com m ission o f A m erica n iza tio n h as alw ays o f fe r e d

and c o n t in u e s to o f f e r i t s very h ea rty s e r v ic e to any and

a l l c o u n t ie s o f th e s t a t e .

In c a r r y in g ou t th e ta sk f o r which i t was c r e a te d ,

th e Commission has had the p u b lic s p ir i t e d a s s i s t a n c e o f

the G eneral F ed era tio n o f Women * s C lubs. Foremost among

th e women who have d evoted t h e ir tim e and e n e r g ie s to t h i s

work was Mrs. Mary S . Grib son o f Los A n geles , who serv ed as

E d u ca tio n a l Commissioner o f the S ta te H ousing and Immigra­

t io n Commission from 1915 to 1923 . The f o l lo w in g account

w i l l g iv e p erh ap s, most q u ic k ly and c l e a r l y , a p ic tu r e o?

th e c o n c r e te a c t i v i t i e s and ach ievem ents o f th e Commission.

Here are a d v en tu res w ith M exican c o tto n grow ers in th e Im p er ia l V a lle y and orange p ic k e r s a t La Habra, w ith Japanese on the V entura ra n ch es , and F ortgu gu ese dairymen

53

up and down th e San Joaquin , w ith German h ou sew ives a t Lodi and I t a l i a n sa rd in e fish erm en a t M onterey, w ith men end women o f many r a e e s and v o c a t io n s and l o c a l i ­t i e s . These a re some human p ic t u r e s o f e d u c a t io n a l exp erim en ts from th e Im p eria l T a l le y t o . t h e Oregon l i n e . 5

2 . GROWTH AND DEVELOPMENT OF IMMIGRANT EDUCATION.

The s to r y o f th e growth and developm ent o f immigrant

ed u ca tio n in C a lifo r n ia i s a s e r ie s o f a n ecd o tes o f doing th e

im p o s s ib le . I t i s f u l l o f romance b ecau se th e v a r io u s pro­

j e c t s have been c a r r ie d forw ard by men and women who had no

f e a r o f s t a r t in g out on new p a th s and who r e l i e d upon them­

s e lv e s and t h e ir own in g e n u ity ev ery s te p o f the way.

P u b lic sc h o o l work i s o f t e n hampered by too much

a s s i s t a n c e from th e top* The A m erican iza tion te a c h e r s o f

C a lifo r n ia have worked a lm ost w h o lly w ith ou t a s s i s t a n c e .

The h ig h sc h o o l p r in c ip a l who engaged them h as u s u a lly g iv e n

n o th in g more than h i s co n fid e n c e and in the b eg in n in g he

som etim es d id n o t g iv e t h a t . The s t a t e su p er in ten d en t who

su p e rv ise d t h i s work o f t e n had. th e good fo r tu n e t o be a l ­

low ed to ch oose th e A m erica n iza tio n D ir e c to r fo r a g iv e n

p la c e , but h av in g chosen h e r , he g e n e r a lly went o f f to l e t

her f ig h t h er own b a t t l e s and t o d is c o v e r th e p a r t ic u la r

kind o f work b e s t s u it e d f o r th e lo c a l communityi The S ta te

U n iv e r s i ty .h as a lw ays g iv e n ready a s s i s ta n c e in p ro v id in g

m a te r ia l and in h e lp in g the new te a c h e r to d is c o v e r th e b e s t

3 E th e l R ichardson , nDoIng th e Thing th a t C ouldn 't beDone." Survey G raphic. (June 19 8 6 1, pp. 29 7 -2 9 9 .

54

te a c h in g methods* But i t must he horne in mind th a t th e most

im portant p a rt o f th e A m erica n iza tio n tea ch e r * s work i s n o t

te a c h in g E n g lis h . Almost ev e r y community has p r esen te d some

se r io u s s o c ia l problem which needed adjustm ent b e fo r e th a t

te a c h in g o r any te a c h in g co u ld be e f f e c t iv e * A few i l l u s ­

t r a t io n s from th e Mexican border w i l l t e l l th e s to r y .

Im p er ia l T a l le y . F i r s t , th ere i s the Im p er ia l T a l le y .

Here a p o p u la tio n from th e sou th ern s t a t e s engaged in th e

c o tto n in d u str y had brought w ith them much o f th e p r e ju d ic e

toward c o lo r e d p e o p le . In a new co u n try where th e s tr u g g le

f o r e x is t e n c e was g r e a t , w ith th e i n t e n s i t i e s th a t th e d e se r t

d e v e lo p s , t h i s p r e ju d ic e in c lu d ed n o t o n ly th e American Negro

but a l l p eo p le o f o th e r o r ig in than th e n a t iv e born A m ericans.

M exicans, O r ie n ta ls and o th e r dark sk inned c h ild r e n were se g ­

re g a te d in to s c h o o ls by th em selves* In many com m unities, no

h ig h sc h o o l o p p o r tu n it ie s were p erm itted to any c h i ld who be­

lon ged t o an oth er n a t io n a l i t y * "The sc h o o l a c r o s s th e t r a c k s ,*

which was the fo r e ig n e r * s s c h o o l, o r the " n igger* s c h o o l, was

u s u a l ly an o ld b u ild in g w ith in ad eq u ate j a n i t o r s e r v ic e and

o n ly a p r e ten ce at th e ex tra -acad em ic a c t i v i t i e s , such as

sew in g , co o k in g and manual tr a in in g * C la ss rooms h ere were

f r i g h t f u l l y overcrowded and tea ch in g g r e a t ly handicapped .

A few gen erous minded c lu b women were ea g er to remedy

t h i s s e r io u s s i t u a t io n , but no one dared a t ta c k the in tren ch ed

community f e e l i n g a g a in s t th e fo r e ig n -b o r n In th e Im p er ia l

55

V a lle y , I t was n o t a good p la c e to ta lk : about a d u lt e d u c a t io n .

The fo r e ig n c h i ld was r e c e iv in g h is meager ed u ca tio n under d i f ­

f i c u l t i e s , I t seemed madness to d is c u s s spending money fo r

a d u lt ed u ca tio n fo r th e s e d esp ise d p e o p le .

As in ev e ry ca se in C a lifo r n ia where s u c c e s s h as been

a c h ie v ed , th e outcome hung on p e r s o n a li ty * The s i t u a t io n

c a l le d f o r more than a b i l i t y to teach * I t req u ired humanness

and g i f t s o f im a g in a tio n and le a d e r sh ip * ( I t was done through

a "person* and f o r want o f a b e t t e r word 1 s h a l l c a l l h er t h a t ) .

A fte r Innum erable e f f o r t s on th e p a rt o f th e c lu b women

and the s t a t e d ir e c t o r o f immigrant e d u c a tio n , th e s c h o o l

board o f E l C entro was induced to em ploy such a ^person* a s

a d ir e c to r o f immigrant e d u c a tio n f o r th e h igh s c h o o l d i s ­

t r i c t and to a llo w t h i s d ir e c t o r freedom to d ev e lo p any pro­

gram th a t would be to the b e s t i n t e r e s t s o f the community,

A young woman o f u nu su al charm, w ith a sp le n d id e d u c a t io n a l

background, was d isc o v e r e d f o r the p la c e . She soon made con­

t a c t s w ith th e American community and m eanwhile went about

her work in th e fo r e ig n community in a q u ie t and u n o b tru siv e

way. I t was a r e v e la t io n to th e Am ericans o f t h i s p a r t ic u la r

d i s t r i c t w ith th e sou th ern background to s e e a g i r l o f t h i s

ty p e , not o n ly w e ll-e d u c a te d , b ut u n u su a lly a t t r a c t iv e , spend­

in g m ost o f h er tim e in th e homes and in th e tea ch in g o f th e

M exicans,^

A aom m ission o f Im m igration and Housing o f C a lifo r n ia , A m er ica n iza tio n , C a lifo r n ia Program* Issu e d November, 1918 ,

s e

Community H ouse. Many changes have come about in th e

y e a r s in which she has been working* Now th e Womanrs Club main­

t a in s a community house f o r th e use o f the m others in the f o r ­

e ig n neighborhood . Here c l a s s e s are h e ld in sew in g and cook­

in g and c h i ld h y g ie n e . A w e ll-b a b y c l i n i c i s ca r r ie d on in

th e m orning, and, b e s t o f a l l , th e -American women o f th e com­

m unity come q u it e r e g u la r ly t o h e lp w ith th e te a c h in g o f

t h e i r n e ig h b o rs or to ta k e care o f the b a b ie s w h ile th e

m others are a tte n d in g c la s s e s * I t was a h e a r te n in g th in g to

s e e a Japanese boy on th e h igh sc h o o l f o o t b a l l team t h i s

y e a r , f o r i t was o n ly a few y e a r s ago th a t a Japanese boy

a ttem p tin g to a tten d th e h ig h sc h o o l was so b ad ly b ea ten by

th e American boys th a t he n ev er dared r e tu r n .

In an oth er h ig h s c h o o l in Im p er ia l V a lle y — in

C a llp a tr ia , a s p ir i t e d young M exican woman w ith an American

ed u ca tio n i s now ca r ry in g on th e A m erica n iza tio n work fo r

h er own p e o p le . I t i s to be hoped th a t th e b e t t e r under­

sta n d in g o f th e M exicans th a t may come from t h i s e f f o r t w i l l

g iv e en ligh ten m en t to our work throughout th e s t a t e .

Orange County. In Orange County, coming a b i t f a r th e r

n o r th , you w i l l f in d o th e r p r o j e c t s th a t " c o u ld n 't be d on e .*

Everyone in C a lifo r n ia knows o f th e b r i l l i a n t work o f

D r u z il la Mackey in th e camp m ain ta in ed by th e C a lifo r n ia

Orange Growers a t l a H abra. Here a group o f f a m i l i e s — about

s i x t y in number-—occu p yin g h o u ses su p p lie d by th e em p loyers,

were a so r e sp o t to h o u sin g in v e s t ig a t o r s and educators*

The c h ild r e n coming from t h i s neighborhood were unwelcome in

th e grammar sc h o o l because o f t h e ir u n tid y s ta te * The own­

e r s o f th e h o u ses were in d e sp a ir b ecau se th ey cou ld n o t

keep t h e ir camp in rep a ir* G oats, cows, and h o r se s were

k ep t c lo s e to th e l i v i n g q u a r ters o f th e p eop le* There was

no adequate system o f garbage o r sewage d is p o s a l* 5

M iss Mackey chose to l i v e i n one o f th e h o u ses sup­

p l ie d by th e f r u i t grow ers* She o b ta in ed th e a s s i s ta n c e o f

th e M exican women l i v i n g in th e camp in fu r n is h in g h er house

and made t h i s a d em on stration in th e k in d o f fu r n itu r e th a t

i s d u ra b le , a t t r a c t iv e and s a n ita r y , which can be bought on

a sm all income* The te a c h e r * s house became the neighborhood

m odel. I t had a f lo w e r garden in fr o n t and a v e g e ta b le

garden in back* Soon a l l th e l i v e s to c k in camp was moved

to th e f o o t o f th e h i l l * F low er gardens and v e g e ta b le gar­

dens sprang up. The F r u it Growers p rov id ed a h a ll, f o r a

community m eetin g p la ce * W ell-baby c l i n i c s , boys* and g ir l s *

c lu b s , ev en in g s c h o o ls and o th e r a c t i v i t i e s were undertaken .

The tra n sfo rm a tio n o f th a t l i t t l e community i s a byword

throughout th e s t a t e . A fte r two y e a r s th e c h ild r e n from th e

group a t te n d in g th e grammar sc h o o l co u ld be p ick ed out b e­

cau se th ey were b e t t e r c lo th e d , b e t t e r fe d and doing b e t t e r

5 E th e l R ichardson , op . c i t *. p . 4S .

work than th e o th e r c h ild r e n o f th e school*

Perhaps th e most c r e a t iv e c o n tr ib u t io n to th e s o c ia l

program o f immigrant ed u ca tio n came through M iss Mackey^s

d isc o v e r y o f u nu su al t a l e n t among the M exican p e o p le . In

t h i s one l i t t l e group o f orange p ic k e r s she found a r t i s t s

and m u sic ia n s and a q u ie t w orld o f romance u n su sp ected by

th e American c r i t i c .

On th e p r a c t ic a l , s id e , our w hole work f o r th e fo r e ig n -

born h as been trem endously advanced, b eca u se th e em p loyers o f

th e s e M exican men were so convinced o f the v a lu e o f an edu­

c a t io n a l program th a t when th e l e g i s la t u r e in 19S3 contem­

p la te d abandoning A m erica n iza tio n work, th e C a lifo r n ia F r u it

Growers Exchange se n t a lo b b y is t to Sacramento to p r e se n t to

th e p rop er l e g i s l a t i v e com m ittees t h e ir te s t im o n y a s to i t s

f in a n c ia l advantage to the S ta te o f C a l i f o r n ia .6

Santa Ana, n earby, was a n o th er community th a t f e l t

sure th a t ed u ca tio n fo r M exican a d u lts was a f u t i l e w aste

and co u ld g e t no resp on se from th e M exican h im s e l f . T h is

community Was made th e more c e r t a in in i t s c o n v ic t io n b ecau se

h ere such a p la n had been t r i e d and had f a i l e d . The t r i a l

had been under the d ir e c t io n o f a te a c h e r who was p a id t h ir t y

d o l la r s a month f o r h er s e r v i c e s . I t was p o in ted o u t to th e

sc h o o l board th a t i t w ouldn’ t b e f a i r to say th a t you cou ld

£ I n a c t iv e correspondence f i l e s , A m erica n iza tio n O ff ic e S 33 , Chamber o f Commerce B u ild in g , Los A n g e le s .

59

n o t te a c h E n g lish l i t e r a t u r e in th e h ig h sc h o o l i f th e t r i a l

o f t h i s su b je c t had been made under a te a c h e r who was paid

t h ir t y d o l la r s a month. The f a ir n e s s o f th a t argument was

seen and th e sc h o o l board agreed to g iv e one more t r i a l .

T h is has proved so s u c c e s s f u l th a t one can a s w e ll im agine

c lo s in g th e work o f the h ig h sc h o o l a s e l im in a t in g th e c l a s s ­

e s fo r th e fo r e ig n a d u lt s .

C iv ic and s o c i a l a g e n c ie s have o f fe r e d to b u ild a

s p e c ia l community h ouse f o r th e w ork. At th e sp r in g f i e s t a

g iv e n under th e d ir e c t io n o f the men and women o f th e n ig h t

s c h o o l, th e w hole American community tu r n s o u t . C la s se s in

h yg ien e and d i e t e t i c s , c o u r se s in community c i v i c s and o th e r

a c t i v i t i e s a re in c lu d ed in th e program.

What has been done in th e c i t y o f Los A n geles w i l l be

brought out in a su cceed in g c h a p te r . The whole s t a t e program

has been in many ways dependent upon th e f a c t th a t Los A n geles

has alw ays kept so f a r in the le a d th a t i t co u ld be p o in ted

to a s an example and has co n seq u en tly g iv e n encouragem ent to

sm a lle r p la c e s to undertake what seemed a b o ld s te p fo r th e

p u b lic s c h o o ls .

Santa P a u la , V entura County, dem onstrated how a p u b lic

sc h o o l can work w ith a la r g e ranch c o r p o r a tio n . A gain , i t

c a l le d f o r a "person* to do i t . The Santa P au la High S ch o o l

em ployed a d ir e c t o r o f A m er ica n iza tio n , th e g e n e r a l manager o f

th e ranch gave h er h i s com plete c o n fid e n c e and she began o r ­

g a n iz in g s c h o o ls f o r the w orkers in th e v a r io u s l i t t l e fo r e ig n

com m unities lo c a te d on th e o u t s k ir t s o f th e ranch . Her Ford

tr a v e r se d deep g u l l i e s , w ith w ashouts in w in te r and lo n g

s t r e t c h e s o f lo n e ly road a t n ig h t , but b e fo re th e end o f th e

f i r s t y ea r e ig h te e n d i f f e r e n t c l a s s e s were running- Here

was a Japanese s e t t le m e n t b en t upon stu d y o n ly . Here was a

Mexican community b e s t reached through th e o r g a n iz a tio n o f

an o r c h e s tr a . Here was a group o f m others r e lu c ta n t t o send

t h e ir c h ild r e n to th e p u b lic s c h o o l. A l l th e se v a r io u s prob­

lem s were met and conquered.

P ortu gu ese dairymen are in r e g u la r a tten d a n ce a t n ig h t

s c h o o l* In th e b eg in n in g o f th e work in C a lifo r n ia , whenever

th e s t a t e d ir e c to r went in to a community where th e P ortugu ese

predom inated , sh e was t o ld ,

I t i s im p o ss ib le to g e t P o rtu g u ese to come to n ig h t s c h o o l, Most o f them are engaged in th e d a iry b u s in e s s . They have to g e t up a t th r e e o ’ c lo c k in th e m orning; th ey have to work a l l day and do t h e ir m ilk in g t i l l dark. No one cou ld a tten d n ig h t s c h o o l under th e s e working c o n d it io n s .

The w orking c o n d it io n s h aven ’ t changed, but a l l th e way up

and down th e San Joaquin T a l le y , from T u lare to Hugh son ,

la r g e c l a s s e s o f P ortu gu ese dairym en a re in r e g u la r a t te n d ­

ance upon th e even in g s c h o o l. They d id n ’ t come In the o ld

days when c l a s s e s were academ ic in ch a ra c ter b eca u se many

o f th e s e p eop le are n e a r ly i l l i t e r a t e in t h e i r own ton gu e,

and p a t ie n c e and t a c t must be employed to h e lp them see th e

v a lu e o f an e d u c a tio n . Most o f them keep money in th e bank.

Many o f them send t h e i r m ilk on t r a i n s . They had co n sta n t

61

need f o r s ig n in g t h e ir names on p a p ers• To he a b le to a f ­

f i x o n ly a c r o s s was h u m ilia t in g * And so the l e s s o n s began

w ith th e bank and sen d in g m ilk and o th e r t o p ic s r e la t e d to th e

im m ediate needs*

The d isc o v e r y was soon made th a t th e h igh sc h o o l b u ild ­

in g , w hich i s u s u a l ly lo c a te d in th e m ost p rosp erou s town o f

a d i s t r i c t , may n o t be th e b e s t p la c e o f th e o r g a n is a t io n o f

r u r a l c l a s s e s f o r a d u lt s * I t was th e l i t t l e e lem en tary sc h o o l

out in th e cou n try to w hich t h e i r c h ild r e n went* th a t made an

ap p ea l through i t s in fo r m a lity and f a m il ia r i ty * In some o f

th e s e co u n try n ig h t s c h o o ls th e a tten d an ce i s la r g e r than in

th e day s c h o o l, and men have b een known to t r a v e l as f a r a s

t h i r t y m ile s t o come to th e c la s s e s * 7

In T u lare th e unique f e a tu r e o f th e work has been to

en r ich th e program o f th e day h ig h sc h o o l a t th e same tim e

th a t the a d u lt s c h o o ls have been organ ized * Where, as h e r e , a

la r g e p ercen ta g e o f th e community i s fo r e ig n -b o r n , t h i s u n i­

f i e d a t ta c k has p resen te d th e Im portance o f ed u ca tio n a l l

a lo n g the l in e * P o rtu g u ese o f t e n w ithdraw t h e i r c h ild r e n from

sc h o o l a t the e a r l i e s t p o s s ib le age* The P o rtu g u ese who him­

s e l f a t te n d s n ig h t sc h o o l i s more con vin ced o f th e v a lu e o f

e d u c a tio n , and th e o rg a n iz e r o f th e ev en in g sc h o o l h as served

a s a gu ide to a l l the c h ild r e n in th e h igh s c h o o l . He knows

T Commission o f Im m igration and H ousing o f C a lifo rn ia * 1 9 1 9 -1 9 S 5 .p u b l ic a t io n s * C a lifo r n ia S ta te P r in t in g O f f ic e .

in t im a te ly t h e ir home c o n d it io n s* He i s ready b e fo r e th ey

e n te r h ig h sc h o o l to f in d fo r them a m ajor in te r e s t* The en­

t i r e h igh sc h o o l curricu lum has been m o d ified and s o c ia l i z e d

and adapted to t h i s p a r t ic u la r community through th e s tu d ie s

made by David MacKaye, the d ir e c to r o f immigrant ed u ca tio n

a t T u la re .

I t a l i a n you th s a t M onterey go to s c h o o l . In M onterey,

on the c o a s t , was an oth er o b s ta c le that- seemed in su rm oun tab le .

Here was a group o f f i v e hundred I t a l i a n y o u th s , betw een the

a g es o f tw enty and t h i r t y , who were sa rd in e f ish er m en . They

went o u t o f ev e n in g s in crew s o f te n in the l i t t l e f i s h in g

b o a ts and were gone u n t i l e a r ly in th e m orning. Then th e y

brought in t h e ir c a tc h , went home to s le e p and w ere back on

th e beach a t f o u r o 'c lo c k , mending t h e ir n e t s and w a it in g to

go o u t f o r th e n ex t n ig h t f s w ork. Ih er e was th e r e p la c e fo r

sc h o o l in th e program o f th e s e young men? And y e t i t was m ost

n e c e s s a r y . Most o f them were s t r a ig h t from I t a l y — young,

v ig o r o u s , f in e * They had n o th in g in common w ith A m e r ic a n -life

and saw no women ex c ep t th o se whose s e r v ic e s th ey b ou gh t.

They l i v e d in so rd id board ing h o u ses and in th e summer many

o f them went to A lask a , where c o n d it io n s are even w orse fo r

them . How cou ld one f in d an open ing f o r t h i s group?

A gain , i t req u ired th e in g e n u ity and i n f i n i t e p a t ie n c e

o f th e d ir e c t o r o f A m erica n iza tio n f o r more than a y e a r , t r y ­

in g and f a i l i n g , b e fo re t h i s group was won* They c o u ld n 't

63

come to th e s c h o o l, I t was to o f a r away*. They c o u ld n 't come

a t r e g u la r h ou rs b ecau se some n ig h t s th ey s ta r te d out e a r ly

and o th e r s v ery l a t e . They c o u ld n 't come a l l a t once b eca u se

a tea ch in g s t a f f c o u ld n 't be found la r g e enough* F ir s t o f

a l l was the problem o f a m eetin g p la c e . I t must be on the

wharf o r n ear i t , so th a t they cou ld drop In a f t e r th e y had

put on t h e ir b o o ts and were w a it in g f o r th e G aptains to come

down and c a l l th e crew s* A fte r much d eb a tin g a s to where th e

sc h o o l should be h e ld , th e o ld i c e h ou se on th e wharf was

persuaded to c o n tra c t i t s e l f s u f f i c i e n t l y t o a llo w a sm a ll

room f o r s c h o o l. I t was bare and u n in v it in g and co ld * but

i t was a s p o t , and th e te a c h e r secu red a few b r ig h t d ecora ­

t io n s and some m agazines and a l i t t l e fu r n itu r e and began

th e work.

I t soon became p op u lar f o r th e men to^ drop In in crew s

f o r a sh o r t le s s o n and go on to t h e ir b o a t s . O thers n o t

w ish in g to stu d y dropped in t o read and ch a t a b i t , and on

m oonligh t n ig h t s when th ere was no f i s h in g , everybody came

f o r a p a rty * A few p e o p le from the town a ls o came and I t i s

hoped th a t th e ic e house s c h o o l w i l l d evelop a c o r d ia l i t y

which w i l l make th e se boys a p a rt o f th e l i f e o f M onterey.

I t h as lo n g been thou ght th a t you c a n 't run c l a s s e s

fo r fo r e ig n a d u lt s in a town where th ere i s a th r e e —s h i f t

in d u s tr y . You g e t your c l a s s e s running w ith a group o f

men com ing seven to n in e ev ery ev en in g and a t th e end o f

two weeks th e s h i f t s change and they b e g in w orking from

64

e ig h t in th e ev en in g u n t il , fo u r in th e m orning and a new

group i s f r e e fo r even ing work, C ro ck e tt , where th e C a l i f o r -

n ia-H aw aiian Sugar Company i s lo c a te d , was a town l i k e t h i s .

The company was eager to work w ith th e sc h o o l and th e sc h o o l

found a p erson who would run a th ree s h i f t sc h o o l to p a r a l l e l

th e in d u s tr y .

Innum erable o th e r p la c e s w hich a re n o t m entioned h ere

would have to be in c lu d ed in any c a ta lo g u e a t Who’ s Who in

Immigrant E ducation in C a l i f o r n ia . To show th e firm r o o ts

which t h i s work has tak en , i t should be s a id th a t Santa

Barbara a f t e r the ea rth q u a k e, w ith u rgen t need f o r r e tr e n c h ­

m ent, r e fu se d to co n s id er i t s a d u lt program a p la c e f o r econ ­

o m iz in g .

L ogging and m in ing camp problem u n so lv e d . But th e r e

i s s t i l l much to do th a t ca n ’ t be done. The problem o f th e

p u b lic sc h o o l and th e lumber in d u str y has n o t been s o lv e d .

C la sse s can be o rg a n ized and h e ld in a m i l l town. But what

about th e men o u t in the camps where th e c u t t in g i s done?

At l a s t a p erson has been found w ith th e p io n e e r s p i r i t who

would l i k e to r id e ou t on lo g g in g t r a in s and take a chance

o f g e t t in g back , h o ld in g a c l a s s around th e b o n f ir e or in

the m ess h a l l , and overcom ing th e scorn o f th e lu m b erjack s

who have e v e r y reason to be s u s p ic io u s o f any o rg a n ized e f ­

f o r t on t h e i r b e h a l f . And some day a sc h o o l board w i l l be

e n te r p r is in g enough to em ploy t h i s p erso n , and a new

65

adventure w i l l be underway.

Another p la c e where we have n ever been s u c c e s s f u l I s

In the m ining camps* Gold i s now b e in g ta k en from a m ile

under the e a r th . A cc id en ts a re fr e q u e n t , th e h ea t i s en er­

v a t in g and f e a r makes th e la b o r tu rn o v er tremendous* The men

come and s ta y h u t a sh o rt tim e . Some day, how ever, an e n te r ­

p r is in g p erso n w i l l f in d the key and a g a in we s h a l l be on

our w ay.8

I t h as been ta u g h t a l l o f us th a t th e su c c e s s o f any

e d u c a t io n a l p r o je c t depends upon d is c o v e r in g the g e n iu s o f

th e l o c a l community. T h is can*t be b u i l t on a p lan o r a

program, o r s e t down in a book. I t must be done p a in s ta k in g ­

l y by a p erson o f s p e c ia l a p t itu d e , w ith freedom and w ith no

d e s ir e f o r g lo r y , unhampered by a n c ie n t s c h o o l t r a d i t io n s

and u n d istu rb ed by t im e . Gut o f t h e s e sim ple b eg in n in g s in

our work w ith im m igrants we hope t o p o in t th e way to la r g e r

programs o f community ed u ca tio n w hich s h a l l meet th e n eed s

o f everybody, n a t iv e and fo r e ig n -b o r n a l i k e , f o r ev ery In d iv ­

id u a l should f in d in th e sch o o l some o f the in s p ir a t io n he

n eed s to g iv e p o in t to h i s own ex p er ien ce and t o make him a

more e f f e c t i v e u n it in h is group. I t aim s to make know ledge

an e f f e c t i v e agent in th e r e g e n e r a tio n o f human e x p e r ie n c e .

E lem entary ed u ca tio n shou ld do t h is through e s t a b l is h in g

s o c i a l h a b it s in th e c h ild r e n who a tte n d s c h o o l. H ig h -sch o o l

8 I n a c t iv e F i l e s , op . c i t . . p . 50.

ed u ca tio n must do i t through d e l ib e r a t e tu rn in g o f the c h ild * s

a t t e n t io n to h is s o c i a l o b l ig a t io n s and p e r m it t in g him to

p r a c t ic e c i t i z e n s h ip in h ig h sch ool* But s o c i a l h a b it s and

s o c i a l p r a c t ic e s are n ot enough* I f man i s t o s o lv e th e

s e r io u s , com plex q u e s t io n s which l i v i n g to g e th e r in th e w orld

today in v o lv e s , he must make knowledge h i s t o o l and u se i t to

b e t t e r understand h im s e lf and h is u n iv erse*

A dult ed u ca tio n in C a lifo r n ia * From t h i s v ie w p o in t,

a d u lt ed u ca tio n in th e se n se o f ed u ca tio n a s a l i f e - l o n g pro­

c e s s i s e s s e n t i a l to any d egree o f s u c c e s s f u l l i v i n g in a

cou n try where the p eop le ru le * C a lifo r n ia i s h o p e fu l th a t

a d u lt ed u ca tio n so co n ce iv ed may h e lp d ev elo p a new s p i r i t

in p u b lic ed u ca tio n g e n e r a lly and to t h i s end i s t r y in g to

a id v a r io u s e d u c a t io n a l a g e n c ie s in f in d in g t h e i r p la c e in

th e new program* Much a d u lt e d u ca tio n w i l l go on o u ts id e

the r e g u la r a c t i v i t i e s s e t up by the p u b lic a u t h o r i t i e s , and

from c lu b s , study c i r c l e s , fo ru m s,-tra d e , u n ion c l a s s e s , th e

s c h o o ls have much t o lea rn * On th e o th e r hand, i f In the

West where th ere i s s t i l l some f l e x i b i l i t y in th e t r a d it io n a l

and e s ta b lis h e d system so th a t we can b r in g t h i s new id ea

in to c lo s e co n ta c t w ith th e s c h o o ls , we s h a l l b e n e a r e r to a

r e a l i z a t io n o f the f i n e s t p urposes o f p u b lic e d u c a t io n . T h is

c o n v ic t io n gave r i s e to our a d u lt e d u c a tio n c o n fe r e n c e s th a t

have been h e ld from tim e t o tim e throughout th e S ta te*

6 ?A silom ar has been one o f th e p r in c ip a l m eetin g p la c e s ,^

The immigrant ed u ca tio n program o f th e S t a t e , now in i t s

se v en te en th y e a r (1 9 3 3 -1 9 3 4 ), through I t s em phasis on com­

m unity r a th e r than c la ssro o m work, le n d s i t s e l f to t h i s

la r g e r scheme, p a r t ic u la r ly in th e r u r a l com m unities* Mo

e f f o r t w i l l be made by the S ta te t o s ta n d a r d iz e anyth ing*

Every encouragement w i l l be g iv e n to l o c a l in g e n u ity . The

ed u ca tio n a u t h o r i t i e s can do no more than su p p ly th e f a c i l i ­

t i e s th ey have and f in d ch an ces f o r t h e i r own growth in be­

coming more f l e x i b l e and a d a p ta b le , more t r u ly r e sp o n s iv e

t o a new c a l l .

9 E th e l R ich ard son , op* c i t . , p* 4 6 .

C H i F T I

V

I* a s- A H a n & s o i d a t w t i r & i

R

I T s e E O O L SE l i s

CHAPTER V

LOS ANGELES CITY SCHOOLS BAY NURSERIES

I - UNDER THE BOARD OF EDUCATION,

So fa r as we are a b le to le a r n , Los A n g e les i s th e

o n ly c i t y in th e w orld whose Day N u r se r ie s are under a C ity

Board o f E d u cation . The s u c c e s s o f th e Los A n g e les system

h a s p a ssed th e ex p er im en ta l s ta g e *

There a re now tw e n ty - f iv e (1933-1934) C ity Day N urser­

ie s * Many have been c lo s e d s in c e th e cu r ta ilm e n t o f ex p en ses

in th e c i t y s c h o o ls b u d get, and o th e r s s in c e th e earthquake

o f March 1 0 , 1933*

These day n u r s e r ie s , a s f a r a s p o s s ib le , c o -o p e r a te

w ith th e k in d erg a rten and, in a number o f th e s c h o o ls , the

k in d erg a rten and th e n u rsery are a d jo in in g * T h is makes an

id e a l s i t u a t io n f o r c o -o p e r a t io n betw een th e two departm ents*

U n fo r tu n a te ly , how ever, m ost C ity Day N u r s e r ie s are h an d i­

capped by crowded c o n d it io n s and in ad eq u ate equipment*

Day N u r se r ie s a re an outgrow th o f com pulsory educa­

tio n * Many o f the p oor and fo r e ig n d i s t r i c t s kept th e b oys

and g i r l s home to ta k e care o f th e younger c h ild r e n w h ile

th e m others, and in some c a s e s th e f a t h e r s , who had to ta k e

th e p la c e o f b oth f a t h e r and m other, worked* At f i r s t th e s e

younger c h ild r e n were brought in t o the r e g u la r c l a s s room,

but t h i s proved v ery u n s a t is f a c t o r y and day n u r s e r ie s pro­

v id ed a s a t i s f a c t o r y s o lu t io n o f th e problem*

7Q

2 . HISTORY.

At f i r s t th e n u r s e r ie s w ere k ep t and m ain ta in ed by

th e P a r e n t-T e a c h e r 's A s s o c ia t io n s , but in 1917 th e P .T .A .

cea sed p ay in g th e n u r se s and o th e r e x p e n se s , and th e e n t ir e

r e s p o n s i b i l i t y f o r th e n u r s e r ie s was tak en o v er by th e C ity

Board o f E d u ca tio n . Thus the n u r s e r ie s became an in te g r a l

p a rt o f the Los A n g e les C ity S ch oo l D epartm ent.

Source o f m ilk supply* Some n u r s e r ie s r e c e iv e p a rt

o f t h e ir m ilk from th e N u tr it io n Department o f the S c h o o l.

The Exchange Club (a club o f young b u s in e s s men! a re se n d in g

each n u rsery a gen erou s b i l l o f g r o c e r ie s p er w eek.

Serve a s an e f f e c t u a l means o f A m er ica n iza tio n . The

day n u r s e r ie s have become a so u rce o f r e a l h e lp t o many

working m o th ers . Not o n ly do th e s e m others know th a t t h e ir

young c h ild r e n are w e ll-c a r e d f o r w h ile th ey a r e a t work b u t,

through th e n u r se , th ey are g iv e n many h e lp f u l s u g g e s t io n s

on th e proper ca re and f e e d in g o f t h e ir c h i ld r e n . T h is i s

e s p e c ia l l y tr u e i n th e fo r e ig n d i s t r i c t s , and we are f in d in g

th a t th e s e n u r s e r ie s a re p ro v in g one very e f f e c t u a l means

o f A m er ica n iza tio n a s w e l l a s an a d d it io n a l bond betw een

home and s c h o o l .

Most n u r s e r ie s a re open e ig h t hours each day and some

tw e lv e h ou rs, th e c h ild r e n b e in g ta k en home by th e p a r e n ts

o r o ld e r b r o th e r s or s i s t e r s in th e e v e n in g s .

71

The aim i s n ot to r e l i e v e p a r e n ts o f the r e s p o n s i b i l i t y

o f t h e ir c h ild r e n b u t to a id th e s e p a ren ts to care f o r them

more e f f i c i e n t l y .

The f in a n c i a l c o n d it io n o f th e fa m ily i s co n s id er e d on

e n te r in g th e c h ild re n * U n less th e p a ren ts are in d ir e pov­

e r t y , each c h i ld pays a sm a ll f e e o f ten c e n ts p er day, th a t

p a ren ts need n o t f e e l th e m se lv e s o b je c t s o f c h a r i ty . I t I s

a prime aim o f our departm ent to d e s tr o y th e s p i r i t o f men­

d a c ity where i t e x i s t s in p a r e n ts and to f o s t e r s e l f - r e l i a n c e

and s e l f - r e s p e c t *

The money p a id i s expended fo r th e food served th e

c h ild r e n and f o r in c id e n t a l ex p en ses (la u n d ry , o th e r than

p e r s o n a l, i s p a id f o r by th e Board o f E d u ca tio n • J

B alanced menus* Three m eals a re serv ed d a ily * Break­

f a s t a t 9 o 'o lo c k , a wholesome h ot d in n er a t noon, w ith a

sim ple d e s s e r t , and a n oth er l i g h t m eal a t 5 :5 0 P.M* Each

c h i ld h a s a p l e n t i f u l su pp ly o f m ilk* B alanced menus, s u i t ­

a b le f o r th e d i f f e r e n t a g es , r e c e iv e c a r e fu l c o n s id e r a tio n

from th e d i e t e t i c s departm ent*

C h ild ren a re ad m itted t o th e n u rsery by th e p r in c ip a l

o f the s c h o o l, in th e same way th a t th ey are ad m itted in t o

th e k in d ergarten * The n u rsery proper a d m its c h ild r e n from

n in e months to k in d erg a rten age* Only in em ergency c a s e s are

c h ild r e n under n in e months adm itted*

I f a baby under n in e months i s taken i t s fo o d i s

72

prepared accord in g to a p r e s c r ip t io n from th e c l i n i c d octor

and th e w eigh t c a r e f u l ly taken a t l e a s t once a month*

No c h i ld i s adm itted u n le s s d e a n and pronounced in

good h e a lth by th e sch o o l nurse* The day n u rsery c h ild r e n

are under the s u p e r v is io n o f th e sch o o l n u r se s , the sc h o o l

d octor and th e c i t y h e a lth dep artm ents.

Home T eacher. The d i s t r i c t home te a c h e r in v e s t ig a t e s

a l l c a s e s and o n ly th o se are ad m itted who, in h er judgm ent,

are w orthy. L arger c h ild r e n are a llo w ed t o sh a re in s t r u c t io n ,

en terta in m en t and p r o te c t io n o f th e day n u rsery u n t i l some

one i s home to care fo r them.

The n u rse i s a lw ays an E n g lish sp eak in g woman o f good

c h a r a c te r , having had e x p e r ie n c e w ith c h ild r e n , p r e fe r a b ly

a woman who has had n u rsery or k in d erg a rten t r a in in g or b o th .

These n u r se s l i v e in t h e ir own hom es. T h eir day c o n s i s t s o f

e ig h t h o u rs . These h ours in m ost p la c e s are from 8 :3 0 A.M.

to 4 :3 0 P.M. Some d i s t r i c t s , how ever, are open from 7 A.M.

to 6 :4 0 P.M. to b e t t e r meet the working c o n d it io n s . In th e s e

n u r s e r ie s the n u r se s work by r e la y s , so th a t no n u rse i s on

duty lo n g e r than e ig h t hours p er d ay . Each n u rsery b u ild in g

i s kept by th e j a n i t o r o f th e s c h o o l th e same a s any o th e r

room.

A d a i ly r e g i s t e r i s k ep t in each n u rsery g iv in g a t te n d ­

a n ce , d ie t se rv e d , number o f b a th s , m ed ica l a id and th e amount

o f d a i ly f e e s and th e name o f the c h i ld w ith a d d r e sse s o f

r e s id e n c e and th e p la c e o f employment o f p a ren ts* T h is r e ­

p o rt i s rendered t o th e Home Econom ies o f f i c e once a month. ̂

B ie s e n u rsery rooms e r e l i g h t , c le a n , b r ig h t , and

ch eery w ith p le n ty o f f r e s h a ir and su n sh in e .

im e r ic a n iz a t io n and p a tr io t is m are taught from the

b eg in n in g* A ll c h ild r e n s a lu t e th e f l a g o f th e U nited S t a t e s

once ev ery day, even though th ey are to o young to re p e a t th e

p le d g e .

Much a t t e n t io n i s g iv e n t o th e form ation o f r e g u la r

h a b i t s . A l l m ea ls come a t the same tim e ea ch d ay . C a re fu l

c o n s id e r a t io n i s g iv e n t o th e c h i ld r e n 's r e s t p e r io d d ir e c t ­

l y a f t e r the noon m ea l. Each c h i ld has a c o t upon which he

ta h e s a nap f o r an hour o r m ore. Beds are p rov id ed f o r th e

sm all b a b ie s . The rooms a re p ro p er ly v e n t i la t e d and h ea ted

and q u ie t p r e v a i ls so th a t each c h i ld has a r e s t , and a lm ost

w ith ou t e x c e p tio n a nap, when he g e t s accustom ed to th e

r e g u la r t im e .

Hot i c e s a re sen t t o th e p a r e n ts u rg in g th e co n tin u a ­

t io n o f r e g u la r m ea ls and s le e p w h ile th e c h ild r e n are home

Saturdays and Sundays.

The c l o s e s t a t t e n t io n i s g iv e n to th e s e c h i ld r e n ’ s

m orals and m anners. They a r e a lw ays under th e su p e r v is io n o f

a matron w hether in the yard a t p la y , in th e s le e p in g room,

^ P e r so n a l v i s i t to Utah S t r e e t Day N ursery, !? 4 North Utah S t r e e t .

74:

o r w h ile eating:*

The c h ild r e n p la y In a fe n c e d yard a f t e r t h e ir morning

Lunch and aga in when th e a ftern o o n nap i s o v er , ex cep t when

th e w eather i s r a in y or storm y, when t h e ir p la y i s conducted

on th e p orch es or in d o o r s w ith p le n ty o f f r e s h air*.

.A m ericanization c l a s s e s take advantage o f t h i s d ep art­

ment to have t h e i r l i t t l e o n es eared f o r by the n u rsery

iriaile th e m others are r e c e iv in g t h e ir in s tr u c t io n s * ^

Groups o f o ld e r g i r l s in th e fo r e ig n c l a s s e s , e sp e c ­

i a l l y th o se who have sm a ll b r o th e r s and s i s t e r s in a tte n d a n c e ,

are brought in to th e n u rsery f o r s p e c ia l in s t r u c t io n in the

ca re o f th e s e sm a ll c h ild r e n , p r ep a r a tio n o f t h e ir fo o d ,

c lo th in g , a ls o s to r y t e l l i n g and games*

From tim e t o tim e th e C ity F ir e Department in s p e c t s

th e n u r se r ie s* The n u rsery c h ild r e n have f i r e d r i l l s a t th e

same tim e th e s c h o o l i s d r i l l e d * The p u p i ls o f the h ig h e s t

grade in th e s c h o o l go to th e n u rsery and each c a r r ie s a

bahy to sa fe ty * At f i r s t some o f th e s e b a b ie s r e s e n t t h i s

p ro ced u re , but a f t e r a few d r i l l s th e y c o n s id e r i t q u ite a

"lark.**

£ Day N ursery F i l e s , A m erica n iza tio n D epartm ent, 853 Chamber o f Commerce B u ild in g , Dos A ngeles*

TABLE I I I *

75

LOS ANGELES CITY SCHOOL DISTRICT

HOME ECONOMICS DIVISION

January 1931

MUSIC EOR NURSERY CHILDREN

.__________ M usic i s em phasized _________________Songs o f a L i t t l e Child* s Day - P a u ls son and SmithH oliday Songs and Every-Day Songs and Games - E m ilie F o u ls sonMother Goose Rhymes S e t to M usic - L o u ise P a tte r s o n SheldonF ir s t Y ear Music - H o l l i s BannSong D ev ic e s and J in g le s - E lean or smithRobert L ou is S tev en so n Songs - E th e l C row ninsh ieldSongs o f th e C hild World - No« I* - R ile y and GaynorMother Goose Songs - E th e l C row ninsh ieldRhythmic S k e tch es fo r th e K in d ergarten — Ruth Cawthorne V esper Sm all Songs f o r S m all S in g e r s - W. H. N e id lin g e r C hild Land in Song and Rhythm - J o n es and Barbour Sappy Songs f o r L i t t l e F o lk s — H u n tley , McCrea and W ells Songs f o r C h ildren — R obert L ou is S te v en so n , M usic by E l la

D u f f ie ldSongs from a C h ild 's Garden o f V e r se s - Beach and S teven sonSongs f o r th e L i t t l e Ones - Jen k insSongs and Games f o r L i t t l e Ones - Walker and JenksFrom the N ursery Window — Brahe T ay lorThe C h ild r e n 's Year - Grace W ilbur ConantRing Songs and Games - F lo ra H. C l i f fo r dSongs o f H appiness - The "Blue Bird** Song Book — C arolyn S .

-B a ile y and Mary Ehrmann Songs fo r C h ild ren - Dora L. Buckingham

NOTE: May be found in W urXitser B u ild in g Music S to r e —S th and Broadway, Los A n geles..

0«K« *d by Harry M. S h a fer , A s s is ta n t S u p erin ten d ­e n t o f S c h o o ls .. -

* The Day N u r se r ie s have what m ight b e termed t h e i rown cou rse o f s tu d y . The games, m usic and fo o d s must be approved by the D ir e c to r o f A dult E d u cation , H arry M. S h a fe r ,

76

TABLE IF *

HOT DISHES FOR DAY NURSERIES

CHOWDERS, SOTOS AND STEWS

X* F e g e ta b le Chowder' W ilm ington Parka. P o ta to Chowder Fremont3 . R ice Tomato Soup Hammel4 . Pea Soup 20th S tr e e t5* Cream o f Pea Soup No namea . Cream o f C elery Soup B rid ge7* Lima Bean Soup S o to s t r e e t8* Lamb Stew W estm in sterS . T e g e ta b le Stew Marianna

10* F e g e ta b le Hash Am elia

DISHES CONTAINING- MEAT

1 1 . Cornmeal Pudding' C a s te la rIS. Meat L oaf No; I* Holmes1 5 . Meat L oaf No, I I . S o to1 4 . S p a g h e tt i w ith Tomatoes C oronel15* Baked L iv er and R ice No. I . 28 th S tr e e t1 6 . Baked L iv er and Brown R ice I I , . S taunton1 7 . Hamburger Hash A lb io n1 8 . E sc a llo p e d L iv er and P o ta to e s F ir s t S tr e e t1 9 . Meat Cakes w ith Tomato Sauce 102nd S tr e e t8 0 . S o u ff le o f L e ft Overs Macy S t r e e t21. K edgerie M rs. S h ort - Utah

N u tr it io n2 8 . Span ish R ice No. I . C a lifo r n ia2 3 . Spanish R ice No. I I . C u ster Avenue2 4 . Salmon L oaf w ith W hite Sauce N evin25 4 Salmon L oaf wi th Tomato . Sauce Utah2 6 . Salmon S o u f f le Marengo H eig h ts27. Creamed Tuna on T oast Wadsworth2 8 . Baked Creamed F e g e ta b le s Ann S tr e e t2 0 . Creamed C arrots G ates3 0 . Sweet P otatoes; ~ G lazed L oreto31 , Spinach3 2 . E sc a llo p sd C a u liflo w er

EGG DISHES

3 3 . Scram bled Eggs5 4 . G olden-rod . Eggs5 5 . Eggs Creamed w ith Tomatoes

* Day N ursery F i l e s , A m erica n iza tio n D epartm ent, 855 Chamber o f Commerce B u ild in g , Los A n g e la s .

TABLE Y

LOS ANGELES GITY SCHOOL DISTRICTDAY.SCHOOL NURSERIES..

There are tw en ty-fou r Day N u rser ies w ith f i f t y - t h r e e a tten d an ts employed* Each Nursery has a S en ior attendant w ith Junior a s s is ta n ts * These a tten d a n ts are not requ ired to hold a C a lifo r n ia teach in g c r e d e n t ia l , hut many o f them have taught in o th er s t a t e s or are r e g is te r e d n u rses .

F ollow ing i s th e l i s t as o f June 1934.-

1 . ALBION, 320 South Avenue 18 Hodge, Lena Mrs.Hanson, Mary Mrs.Chance, Mabel E ., Mrs.

3 . BARTON HILL, 433 North P a c i f ic , . A ve., San Pedro

Grumplpy, L ela B ., Mrs.

Rexford, Sahra J . , Mrs.

3 . BRIDGE, 005 North Boyle AvenueA len , E liza b e th , Mrs. Pegram, A l l ie F ., Mrs.

4 , CALIFORNIA, 499 C a lifo r n ia S t ., B r ig n a ll, Sara E ., Mrs.

Cowherd, Mary E ., Mrs.

S r . 341 So* Avenue 31 J r . 10364 So. Lorena J r . 11103 So. Budlong

S r .J r .

No phone No phone

San PedroS r . 957D - 9th S tr e e t San Pedro

J r . 341 No. Mesa, San Pedro 3188J

No. Rampart Blvd., Garnet S tr e e t

S r . 410 No. Reno S tr e e t J r . , 6116 Waring Avenue

EX.AN.

EX. 3898 No phone

5 . CASTELAR, 508 C o llege S tr e e t Adams, Cora I . , Mrs. F lock , Alma Z ., Mrs.

S r . 465 I sa b e l S tr ee t J r . , 4426 - 11th Avenue

No phone UN. 3706

TABLE 7 (Continued)

LOS ANGELES CITY SCHOOL DISTRICTDAT. SCHOOL NURSERIES

6* CORONEL, 725 W ilson S tr e e t Davis * H. G*, Mrs*.Andrews, Rose Mrs#McPherson, Cora Mrs#L e ster , Frances S . , Mrs*

7# CUSTER* 421 C uster Avenue B arter , P ea r l E*, Mrs#Basch, A lla Mrs#Stokea, Gertrude L*, Mrs#

8* FIRST, 2820 E ast F ir s t S tr e e t Anderson, ElXida J . , Mrs*. Mayne, M* F*, Mrs*

9# FREMONT. 238 South Fremont Ave* C otton, E liza b e th , Mrs* Lockridge, L i l l i e Mrs*

10* GATES, 122 South Gates S tr e e t Shawhan, Clara Mrs*Houck;, V. „W*, Mrs*

11# HAMMEL, 438 North Brannick S tr e e t Green, M arjorie Mrs*Chri stoph ersan , Mary Mrs*

12* LORETO, 3408 Arroyo Saco Avenue K affka, C* W*, Mrs*Colby, Lura B*, Mrs*

Sr* 939 So* Mathews St* AN*16204Jr* 1812 Donaldson St* OL* 8261Jr* 4322 La S a l le Ave. VE* 9073Jr* (Temp* assignm ent) *See 20 th S t .

Sr* 1445 A lessandro St* DR* 5642Jr* 1274 West 37th D rive No phoneJr* 1610 West 45th St* YE. 8774

Sr* 3530 A tla n t ia St* Jr* 1421 West 10th S t

AN*17388 DR* 8558

Sr* 1025 So* Plymouth Blvd.No phone Jr* 406 North Reno No phone

Sr* 1219 No# Edgemoat St* GL* 2893 Jr * 1551 Echo, Park Ave* DR* 9460

Sr* 576 So* F e tta r ly Ave# No phone Jr* 607 S* Lorena AN* 2880

Sr* 5606 Baltim ore St* CL#6I627J r . 1100 West Santa

Barbara YE* 5880

TABLE T (Continued)

LOS ANGELES CI1Y SCHOOL DISTRICTDAI SCHOOL NURSERIES

13* MARIANNA, East F i^ st and. Marianna Broom field , B lanche, Mrs*Retd, Naomi L . , Mrs*

14* NEYIN, 1500 East 32nd S tr e e t Me Michan, L o is Mrs*Burbank, Bertha M*, Mrs*

15* 102nd S tr e e t , 1911 East 103rd S tr e e tB h ilp o t, Ruth Mrs*Maloy, E lla B*, Mrs*

16* SAN FERNANDO, Corner M ission , B lvd .and Mott S tr e e t

Evans, Carrie G*, Mrs*

Johnson, Cynthia A*, Mrs*

Rameriz., Delphone Mrs*

1 7 i SOTO, 1020 South Soto S tr ee t . Cone, E th e l M*, Mrs*

H il l , Mamie .1*, Mrs*

IB* STAUNTON, 1656 Staunton Avenue G lin e , Nora Underwood Mrs* C ullen , Mary Mrs*

19* 28th STREET, 2807 Stanford Ave. Linn, Helen L*, Mrs*

Sr* 494 So* McDonnell Ave. Jr* 4456 Gleason Ave*

S t .

St*

Sr* 2917 N est Jr* 1752 l e s t

Sr * 11144 E astJr* 4318 Homer

Sr* 10500 Penrose Ave* R oscoe,

Jr* 11254 Cumpston St.* North Hollywood

1016 Kewen St*San Fernando

Sr* 2007 South Curson Ave* J r . 618 Sq> Walnut S t . ,

Inglewood

S r . 1677 l e s t 20 th S tr e e t J r . 1514 Third Avenue.

Sr* 122 South Ave* 54

No phone No phone

RE* 5713 UN. 6636

No phone CA. 7874

No phone

No phone

No phone

OR. 7050

“ 8821

RE* 9066 BE* 8592

GL.62658

TABLE V (C ontinued)

LOS ANGELES CITY SCHOOL DISTRICTDAY SCHOOL NURSERIES .

28th STREET (Continued)H ilyard , May K ., Mrs* Jr*Smith, E s t e l le B ., Mrs# J r .

2 0 . UTAH, 174 North UtahM offat, Emma L*, Mrs* Sr*

Ghast, Rose Mrs. J r .C ooksley, Margaret Mrs.Hays, B ea tr ice B.., Mrs*

E l . WADSWORTH, 1Q25 East 38th S tr e e tO gle, Lena E ., Mrs* S r .Basden, Edna Noyes Mrs. J r .Leake, Margaret M iss Jr*

EE* WESTMINSTER, 1030 Washington B ird .. . V enice

Wearer, Maude M ills , Mrs. Sr*.Absalem, . E f f ie L ., Mrs. J r .Newhort, Rose M iss J r .Orth, Ada Mrs. J r .

23* MACY, 710 A v ila S tr e e tB ine, P e a r l L . , Mrs* S r .Bleicls:, Mary C ., Mrs. J r .

East 8 1 s t S tr e e t 2106 Toberman S tr e e t

10868 B loom field S tr e e t North Hollywood

5727 Camerford Avenue 1165 South Tremaine Ave*

E ast 33rd S tr e e t

428 l e s t 33rd S tr e e t 916 G eorgia S tr e e t 8621 M uriel S tr e e t North Long Beach

No phone No phone

26691 HI. 1218 No phone No phone

AT. 6681 MA. 4885 Compton 8631

164E C rescent P la ce , V enice No phone 817 West 40th P lace AD. 58451636 C rescent Place. V enice No phone 404 C arro ll Canal, V enice No phone

6Q5 South Harvard ■1191 West 29th P lace

EE. 9525 No phone

NOTE: L ocations in r e la t io n to the geography o f Los A ngeles may bedetermined from th e a ttach ed spot map.

TABLE VI

BET TO SPOT MAP OF BAT NORSERT SCHOOLS

1* ALBION, 220 South Avenue 18

2 . BABTON HILL, 423 North P a e i f i e

3* BRIDGE, 605 North B oyle

4* CALIFORNIA, 49$ C a lifo r n ia

5 . CASTELAR, 508 C o llege

6 , CORONEL, 725 W ilson S tr e e t

7 . CUSTER, 421 Cuater Avenue

8 , FIRST, 2820 E ast F ir s t S tr e e t

9* FREMONT, 238 South Fremont

10* GATES, 122 South G ates S tr e e t

11* HAMM35L, 438 North Branniok

12* LORETO, 3406 Arroyo Seco

13* MARIANNA, l a s t F ir s t and Marianna

14*. NEVTN, 1569 E ast 32nd S tr e e t

15* 102nd STREET, 1911 E ast 103rd

IS* SAN FERNANDO, Corner M ission and M ott

1 7 . SOTO, 1020 South S oto

1 8 . STAUNTON, 1656 Staunton

19* 28 th STREET, 2607 S tan ford Avenue

20* UTAH, 174 North Utah

21* WADSWORTH, 1025 E ast 38th S tr e e t

22* WESTMINSTER, 1030 W ashington

23* M1GT, 716 A v ila S tr e e t

LIST OF LOS ANGELES ST R EETS-Con

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J-U, R-12

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A-1.S C-15 CUOAHY ST C-20 CUMISERLANO AV

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BEKINS OWN F U RNIT U RE

and OPERATE DEPOSITORIES

in th e

Los Angeles

Glendale

Sacramento

Portland

Vancouver

FOLLO WIN G CI T IE S

H ollywood

Santa Barbara

San F rancisco

Seattle

Beverly H ills

San Diego

Oakland

Spok ane

Sioux C ity

Pasadena

Fresno

Berkeley

Tacoma

Omaha

TABLE V:I

KEY TO SPOT MAP OF DAY NURSERY SCHOOLS

1. ALBION, 220 South Avenue is

2. BARTON HILL, 423 North Paoifia

3. BRIDGE, 605 North Boyie

4. CALIFORNIA, 499 Cali f or nia

5. CASTEL.AR, 508 College

a. aORONEL, 725 Wilson Street

7. CUSTER, 421 Custer Avenue

8. FIRST, 2820 East First Street

9. FREMONT, 238 South Fremont

10. GATES, 122 South Gates Street

11. HAMMEL, 438 North Branniok

12. LORETO, 3408 Arroyo Seco

1.3 . MARIANNA, East First and Marianna

L4 . NEVIN, 1569 East 3Znd Street

15 . 102nd STREET, 1911 East 103rd

lo. SAN FERNANDO, Corner Mission and Mott

L7 . SOTO , 1020 South Soto

18 . STAUNTON, 1656 Staunton

19. 28th STRERT, 2807 Stanford Avenue

20 . UTAH, l.74 North Utah

2i. WADSWORTH, 1025 East 38th Street

22. WESTMINSTER, i030 Washington

23 . MACY, ?16 Avila Street

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LIST OF STREETS

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THE LATEST CITY MAP OF LOS ANGELES COMPLIMENTS

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T I

"H OHE TEA CHI B" f ORK

CHAPTER ¥1

THE HOME TEACHER WORK

The Home T eacher Act o f 1915 . P o l i t i c a l code o f

C a lifo r n ia , S e c t io n 1617B, Chapter 5 7 .

Boards o f s c h o o l t r u s t e e s and c i t y Boards o f E d u cation o f any sc h o o l d i s t r i c t , may em ploy te a c h e r s t o be known a s ’Home T eachers* (Not ex ceed in g one such home te a c h e r f o r -e v e r y f i v e hundred u n i t s o f average d a i ly a tten d a n ce in th e common sc h o o ls o f s a id d i s t r i c t s a s shown by th e re p o r t o f th e County S u p er in ten d en t o f S c h o o ls f o r th e n e x t p rec ed in g s c h o o l 1* I t s h a l l be th e duty o f th e Home T eacher to work in homes o f p u p i l s , in s t r u c t in g c h ild r e n and a d u lt s in m a tte r s r e la t in g to s c h o o l a tte n d a n c e and p re p a ra tio n th ere fo re ;: a l s o , in s a n i t a t io n , in th e E n g lish la n g u a g e , in h ou seh o ld d u t ie s such a s p u rch a se , p rep ara­t io n and u se o f fo o d and c lo t h in g , and in th e fundam ental p r in c ip le s o f th e American sy stem o f government and th e r i g h t s and d u t ie s o f c i t iz e n s h ip * (The q u a l i f i c a t i o n s o f such te a c h e r s s h a l l be a r e g u la r k in d e r g a r te n , prim ary, e lem en ta r y , o r secon d ary c e r t i f i c a t e t o te a c h in th e s c h o o ls o f C a lifo r n ia and s p e c ia l f i t n e s s t o perform th e d u t ie s o f th e home te a c h e r ; p ro v id ed , th a t th e s a l a r i e s o f such te a c h e r s s h a l l b e p a id from th e c i t y o r d i s t r i c t s p e c ia l sc h o o l fu n d s* I1

.1* COMMENTS ON THE ACT.

T h is a c t r e c e iv e d th e G overnor*s s ig n a tu r e on A p r il

1 0 th , 1915 and became o p e r a t iv e on A ugust 8 , 1915 .

I t was a w is e p erson who f i r s t s a id ’C h arity b e g in s a t home’ ; i t was a w is e r p erso n who added ’but i t sh ou ld n ot s ta y th e r e . ’ The ’p u b lic s c h o o ls are f o r th e c h i l ­d ren ’ ; th e y are w ise r now when th e y sa y ; ’The p u b lic

1 W ritten by Hon. N a th a n ie l P . Conroy* S ig n ed by Governor Johnson, A p r il 1 1 , 1915 .

84

s c h o o ls a re f o r th e whole fa m ily • 1 2

We o f th e c o a s t f e l t i t was a momentous and f a r rea ch ­

in g p ie c e o f l e g i s l a t i o n * Hot th a t we c la im to have in v en ted

th e name ” v i s i t i n g te a c h e r * ” Under many names she was a lr ea d y

e x i s t i n g in a m o d ified form a s p a rt o f th e p u b lic sc h o o l s y s ­

tem in s e v e r a l c i t i e s o f th e U n ited S ta te s * She was em ployed

by th e In d ia n s e r v ic e who c a l le d h er a f i e l d m atron, w h ile

th e In d ia n s c a l le d h er ”the g o in g about woman,” and w a ited

f o r her w ith t h e ir tr o u b le s*

E x tr a c t 1617 b . CErom th e Home Teacher Act* J

Boards o f s c h o o l t r u s t e e s o r c i t y b oard s o f ed u ca tio n o f any sc h o o l d i s t r i c t , may em ploy te a c h e r s to be known a s 'home t e a c h e r s ,* not ex c eed in g one such home te a c h e r fo r - e v e r y f i v e hundred u n i t s o f average d a i ly a tte n d a n c e .

^H enceforth I ask n o t , good fo r tu n e , I m y se lf am good

f o r t u n e ,” w rote Whitman* As a home te a c h e r you are to carry

th e l i n e a s te p f a r th e r and be a b i t o f good fo r tu n e to ev ery

fa m ily In your s c h o o l d i s t r i c t , th u s s a i t h th e f i r s t Home

T eacher, Amanda Mathews Chase.

S E u a lif ica ti ons o f th e Home Teacher*

1* I t i s r e q u ir ed th a t she b e an ed u ca to r w ith a . v a l id c e r t i f i c a t e f o r p u b lic s c h o o l te a c h in g .

&* That she be in e x c e l l e n t h e a lth .

£ From an ad d ress d e l iv e r e d by Amanda M atthews Chase, a s a s p e c ia l r e p r e s e n ta t iv e o f th e Commission o f Im m igration and H ousing, a t a j o in t s e s s io n o f th e N a tio n a l C ongress o f M others and th e P arent T each ers A s s o c ia t io n a t Oakland, C a li­fo r n ia in 1915* The Home T eacher, Pam phlet, p u b lish e d by Im­m ig ra tio n and H ousing, 1915* 3 1 £ i3 £ 5 . The A ct W ith a Working Plan*

3* E x p er ien ce a s a t e a c h e r .

4 . Speak lan gu age o f h er l a r g e s t group*

5* Have t a c t , judgment and p a t ie n c e *

6*. That she sh ou ld not be* p r im a r ily a n u rse o r a. d om estic s c ie n c e te a c h e r , but th a t she know when

to c a l l the n u rse and enough o f d om estic s c ie n c eto d ir e c t sim ple home le s s o n s * In group worka t th e s c h o o l sh e may have the h e lp o f th e spe~ e i a l tea ch er s*

7* She sh o u ld not be se n tim en ta l*

8* That she should n ot ex cep t in c a s e s o f em ergency,. be a g iv e r o f fo o d , money o r even o ld c lo th e s *

9* That she sh ou ld n o t be e a s i l y d iscou raged*

10* That she sh ou ld not t a l k r e l ig i o n or a llo w h e r s e l f, to be c o n su lte d on th e s u b j e c t *3

A c a r e f u l experim ent in 191& o f a y e a r in home te a c h in g

was com pleted a t th e A m elia S tr e e t S ch o o l, In l o s A n g e les ,

under c o n d it io n s a t once fa v o r a b le and u n favorab le*

Mrs > Amanda Matthews Chase v o lu n t e e r s * The te a c h e r ,

Mrs* Amanda Matthews G hase, v o lu n te e r e d to se rv e the sc h o o l

departm ent in o rd er to p rove the p o s s i b i l i t i e s o f th e law

and th a t she m ight e s t a b l i s h s ta n d a rd s f o r fu tu r e work* Mrs*

Ghase was a te a c h e r o f tw e lv e y e a r s e x p e r ie n c e , fo u r y e a r s o f

t h i s tim e b e in g sp en t in th e c i t y o f M exico, te a c h in g E n g lish

to upper c l a s s M exican g i r l s * As an ed u ca tor she h e ld a l i f e

diplom a* She was a c o l le g e woman, and a s o c i a l worker o f

3 The Home T eacher, Immigrant E d u cation No* 5 , Commis­s io n o f Im m igration and H ousing, o f C a lifo r n ia *

8 6d i s t i n c t i o n , who had sp en t y e a r s in s e t t le m e n t en d eavor.

The u n fa v o ra b le e lem en ts were th a t th e r e was no s u i t ­a b le p la c e in th e sc h o o l house fo r th e group work which was to be done, f a r any la r g e group to assem b le a f t e r th e lo w e s t grad es were d ism isse d and to occupy th e t in y c h a ir s o f l i t t l e c h ild r e n was d i f f i c u l t . There was no n u rsery in which to le a v e th e l i t t l e c h ild r e n and th e te a c h in g was som etim es much con fu sed by b a b y -te n d in g .But th e women en joyed w a tch in g th e p r o g r e ss o f th e new b u ild in g and a n t ic ip a t in g *t h e ir new cook in g room* and * t h e i r new sewing-room * -

The above g iv e s a word p ic tu r e o f A m erica n iza tio n c l a s s

problem s in 1916 .

The yearn s experim ent proved th a t group work a t the

sc h o o l house was a b s o lu te ly n ecessa ry ,, th a t sta n d a rd s must be

e s ta b lis h e d by p r a c t i c a l p eo p le and n ot by t h e o r i s t s in o f ­

f i c e s . T his d e l i c a t e t a s k must be undertaken o n ly by women

o f su p e r io r e x p e r ie n c e and q u a l i f i c a t i o n s . That each sc h o o l

should p ro v id e a sim p le equipped h ou sek eep in g c e n te r w ith

c l a s s e s f o r women in sew in g , cook in g and g e n e r a l homemaking.

^This year o f home te a c h in g h as been a year o f wonder­

f u l o p p o r tu n ity , o f many t h r i l l s and some j o l t s . ’*5

Some p r a c t ic a l and a d m in is tr a t iv e a d v ice to new ’’Home T each ers’* g iv in g b oth c o n s tr u c t iv e and d e s t r u c t iv e m a te r ia l .

The s c h o o l i s the c e n te r from which to work. The r e ­

la t io n s w ith th e p r in c ip a l are suprem ely im p ortan t, fo r th e

Home Teacher i s p r a c t i c a l ly h er o u ts id e a s s i s t a n t , h er

^ Amanda M atthews Chase, A P r a c t ic a l P lan fo r th e Home T each er . _A pam phlet,. C a lifo r n ia S ta te P r in t in g O f f ic e . -

5 Ibid.

neighborhood deputy* There can be but one head to th e s c h o o l

d i s t r i c t and th a t i s the p r in c ip a l* Wherever th e two th in k

d i f f e r e n t l y and th e Home Teacher cannot con v in ce th e p r in ­

c ip a l , th en th e Hone T eacher i s the one who must g iv e way*

The p r in c ip a l w i l l be v ery b usy the f i r s t week o f s c h o o l, and

o n ly by s ta y in g c lo s e can th e Home Teacher r e a l l y make h er

a cq u a in tan ce *

T h is o u ts id e a s s i s t a n t n eed s a ls o to know th e grade

te a c h e r s and to have them understand h er p la c e in th e system #

L a ter th e Home T eacher^s work w i l l touch t h e i r s in many

p la c e s*

A lso , th e f i r s t week o f sc h o o l the Home Teacher w i l l

le a r n more o f th e neighborhood by s ta y in g a t th e sc h o o l house

than by o u ts id e c a l l s # She can v i s i t th e schoolroom s and be

p resen te d to th e c h ild r e n a s th e te a c h e r who has come to be

a f r ie n d to a l l t h e i r m others* She w i l l m eet numbers o f

m others in th e p r in c ip a l ' s o f f i c e e n te r in g t h e ir ch ild re n *

By F rid ay a fte rn o o n o f th e f i r s t week th e Home Teacher w i l l

be id e n t i f i e d w ith th e sc h o o l in th e m inds o f some p o r t io n

o f th e d i s t r i c t , and th a t i s what i s wanted*

The second week th e Home Teacher can b eg in th e a c tu a l

v i s i t i n g * Don1t fo r c e a v i s i t in th e le a s t# When the Home

Teacher sa y s she i s from th e sc h o o l she w i l l p rob ab ly be in ­

v i t e d and can turn th e errand in to a f r ie n d ly v i s i t * That

door and a l l o th e r d oors w i l l open to her in good tim e*

The m others' g la s s e s may be o rg a n ized sometime during

8 8

th e second week o f sc h o o l or s h o r t ly a f te r * I t i s a good

p la n to have each c l a s s meet two a fte r n o o n s a week* A lso

to form c l a s s e s from th e le a d in g n a t i o n a l i t i e s . One a f t e r ­

noon th e program can be an E n g lish le s s o n fo llo w e d by cook­

in g , c le a n in g or laundry* The te a c h in g o f son gs i s a u s e f u l

and much en joyed p a rt o f t h i s group i n s t r u c t io n .6

There are now, in 1934 , tw e n ty -fo u r home te a c h e r s ,

f o r t h ir t y - e ig h t s c h o o ls in Los A ngeles*^

L o c a tio n o f n ig h t s c h o o l* I t was in th e e lem en tary

s c h o o l, (n o t th e h igh s c h o o l) c lo s e to th e fo r e ig n community*

to which th e c h ild r e n have a lr ea d y worn a p a th , th a t th e

f o r e ig n e r found a sp o t in Am erica th a t b elon ged to him* Here

he found men and women o f h i s own n a t io n a l i t y , from h is own

n eigh b orh ood . The h ig h sc h o o l i s o f te n th e b e s t p la c e f o r

advanced c l a s s e s and f o r some o f the c l a s s e s p rep a r in g f o r

c i t i z e n s h ip p a p e r s . There i s an in tim a cy about th e n e ig h ­

borhood s c h o o l th a t cannot be o b ta in ed in the b ig im posing

unapproachable h ig h sch o o l* How more and more h igh sc h o o ls

are used a s th e fo r e ig n c h ild r e n a re in h ig h s c h o o l .

W herever the n ig h t s c h o o l h o ld s i t s s e s s io n s i t sh ou ld

be o rg a n ized a s an a d u lt in s t i tu t io n * . The men and women in

& K ossova, H ero ic Songs o f th e S erb s, (Houghton M if f l in Company, 1 9 2 0 .)

? Cf* Table VXII.

89

atten d an ce sh ou ld be made to f e e l im portant and n o t t r e a te d

a s th e c h ild r e n in the day s c h o o l . One o f the e a s i e s t ways

to accom p lish t h i s i s to form a c lu b o f th e s tu d e n ts and put

th e r e s p o n s i b i l i t y o f s o lv in g th e sch oo l, problem s on the c lu b .

One o f th e c lub com m ittees on t h i s s u b je c t cou ld be

o f immense v a lu e to the p r in c ip a l, in d is c o v e r in g w hether o r

n o t th e c o n ten t o f th e work p resen te d in c l a s s was s u i t a b le .

V alu ab le c r i t i c i s m s have been o b ta in ed by p r in c ip a ls , through

such q u e stio n in g *

I t i s im portant to know why a man comes to sc h o o l and

why he le a v e s*

The o n ly way to b u ild up a tten d a n ce i s through some

p erso n a l c o n ta c t betw een th e s c h o o l and th e community. Every

n ig h t s c h o o l would g a in by p ay in g i t s te a c h e r s f o r a c e r ta in

amount o f neighborhood v i s i t i n g * The s c h o o l can be m ost

h e lp f u l in t h i s way, e s p e c ia l l y th e day s c h o o l p r in c ip a l*

Many n ig h t s c h o o ls f a i l b ecau se th ey do n ot have th e

c o -o p e r a t io n o f day sc h o o l p r in c ip a l and th e j a n i t o r .

Most s c h o o ls where th e a tten d an ce i s la r g e enough

have a t l e a s t th r ee g ra d es w hich th ey d e s ig n a te a s "begin ­

n er s ," " in te r m e d ia te ,* and "advanced."

The b e g in n e r s c l a s s can be made up o f th o se who have

a sp eak in g E n g lish v o ca b u la ry o f l e s s than th r e e hundred

words and n o t more th an f i v e hundred w ord s.

American i l l i t e r a t e s whose n a t iv e tongue i s E n g lish

must be sep a ra ted from th o s e who speak no E n g lish and are

90

i l l i t e r a t e a s w e l l .

B r in e tp le s o f te c h n iq u e . The le a r n in g o f a lan guage

i s a p s y c h o lo g ic a l problem - I t i s n o t j u s t a m a tter o r mem­

o r y . The im portance or the em o tio n a l urge behind th e e f f o r t

to spa ale a new lan guage can n ot be o v erestim a ted * The n ec­

e s s i t y f o r overcom ing r a t ig u e p r e s e n ts an e t e r n a l problem to

th e n ig h t s c h o o l t e a c h e r . She must l i f t the c la s s u n t i l th e

w e a r in e ss o f th e day i s f o r g o t t e n , and t h i s can o n ly be done

when ev ery member o f the group f e e l s t h a t he i s r e c e iv in g h er

a t t e n t io n a l l th e t im e .

S en ten ce m ethod. I t i s im portant to b eg in w ith sen ten ce

r a th e r than th e word- The sen ten ce r a th e r than th e i s o la t e dQ

word i s th e u n it o f la n g u a g e . Such a s , tfI go to a s a l e . n°

The f o l lo w in g p a g es w i l l i l l u s t r a t e th e trea tm en t

o f such a se n te n c e in te a c h in g a d u lt i l l i t e r a t e s .

8 J e a n e tte B achrach, U s e fu l E n g lish f o r B eg in n ers (D a n s v i l ie , New York: F . A. Owen Company, 1936) % p p . 3 - 7 .

BEGINNERS * LESSON*

91

* I am Indebted to Magdalena Senna* a s e n io r a t The U n iv ers ity - o f C a lifo r n ia a t Los A n g e le s , f o r th e penman*- sh ip work o f t h i s B eg in n ers * L e sso n * .

93

93

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s a le

94

GO

togo

go

s a le

TO

T

to

T

t

95

The

Sal©

B ale Co.

The

B

B ale

C

B ale

Co.

Co

S a le

B ale

buy

buy

fo r 1/2

1/2

l e s sf*or

The fo l lo w in g i s an i l l u s t r a t i o n o f an In term ed ia te

L esson a s g iv e n in th e A m erica n iza tio n c la s s e s r

COLUMBUS DAY

V ocabulary b u i ld in g ,

f l a t In d ia tr a v e le d crew a sh ore

round t i c h m erchants urged I s la n d

O ctober t w e lf t h i s Columbus Day, C h r isto p h er Columbus

was an I t a l i a n s a i l o r . He l iv e d many hundred y e a r s ago.

At th a t tim e p e o p le thought t h a t th e w orld was f l a t *

Columbus d id n o t th in k t h i s . He thought th a t th e w orld was

round and th a t by s a i l i n g t o th e West he would f in d th e E ast*

In d ia was a v e r y r i c h country* Every y e a r p eo p le

t r a v e le d E a st many m ile s over lan d to tr a d e w ith th e m erchants

th e r e *

Columbus th ou gh t th a t by s a i l i n g w est a c r o s s th e w a ter

he cou ld f in d a s h o r te r way t o I n d ia .9

He was p oor, and fo r a lo n g tim e no one would g iv e

him th e money f o r s h ip s *

At; l a s t th e queen o f S pain h e lp ed him* He bought

th r e e sm a ll s h ip s and w ith h i s crew s ta r te d ou t o v er the un­

known o cea n .

Many months th e y s a i l e d w ith o u t s e e in g la n d . The

9 Rose M* Q* T o o le . P r a c t ic a l E n g lish f o r Hew Am ericans (C h icago: B* C* H eath and Company, 1 9 2 1 .)

88s a i l o r s wanted to tu rn ’back but Columbus urged them to

s a i l on*

At la s t , lan d was seen and on O ctober 1 2 , 1492,

Columbus and h is s a i l o r s went a sh o r e * They thought th ey had

reached India* But th e lan d was an is la n d o f f th e c o a s t o f

America *

Our co u n try i s som etim es c a l le d Columbia in honor o f

C h risto p h er Columbus*

Exercises. Read th e fo l lo w in g s e n te n c e s , f i l l i n g In

th e b la n k s , then copy:

O ctober 12 th i s _______________ *

Columbus was an__________________s a i l o r •

He l i v e d many . . ye a r s ago*

He w ished to f in d a sh o r t ro u te t o ______.

The queen o f ._________ gave him money to buy s h ip s .

He s a i l e d o f f o v er th e .____________ o cean*

The s a i l o r s w ished t o . *

Columbus urged them to _______ __________•

A fte r many months th ey lan d ed on an is la n d o f f the

c o a s t o f __________. .. *

They thought th e y had reach ed_______ •

They c a l le d th e p eo p le th ey found on th e is la n d ___________

Columbus cla im ed the lan d in th e name of _________ _ •

Our co u n try i s som etim es c a l l e d i n honor o f

10Columbus .

The f o l lo w in g i s a t y p ic a l advanced le s s o n tau gh t in

th e day and ev en in g s c h o o ls :

Jean Y a ljea n to o k C o se tte to P a r is* He ren ted an o ld

room in a v er y poor p a r t o f th e c i ty * He ta u g h t C o se tte to

rea d and s p e l l . They were v ery happy to g eth er*

C o se tte o f t e n s a id , "F ather, i s n ' t t h i s a b e a u t i f u l

room?1'

The room was r e a l l y v ery o ld and u g ly* But th e c h i ld

was happyj so e v e r y th in g lo o k ed b e a u t i f u l to h er*1 *̂

3 . HELPS AND SUGGESTIONS FOR THE NEW HOME TEACHER.

To h o ld m o th er 's c l a s s e s in a prim ary grade room a f t e r

s c h o o l, w ith a d is tu r b e d J a n ito r h o v er in g about a n x io u s to

sw eep, i s som ething to be endured o n ly a s a tem porary exped­

ie n t* I f th e Board o f E d u cation can n ot fu r n is h p la c e and

m a te r ia ls , i t i s w e l l to se e i f some wide-awake women's c lu b

o r o th e r o r g a n iz a t io n w i l l n o t ecprtp a l i t t l e h ou sek eep in g

c e n te r a t th e s c h o o l or c l o s e by*

The s e s s io n s may be about two hours lo n g . The b a b ie s

must be made w elcom e, a s th e m others u s u a l ly can n o t a tte n d

w ith ou t them . "I have som etim es had more b a b ie s p r e se n t

IQ R ose M. O 'T oole , l o c . c j t .

11 E t t i e L ee , C o s e t t e 's New Home. An A d ap tation o f Y ie to r H u g o 's L es M is e ra b le s . C h a p te r XXIX, p . 8 1 .

than women* n 1 f th e sc h o o l h as a day n u rsery , th ey may be

oared fo r during the l e s s o n — i f n o t , a v o lu n te e r h e lp e r would

be most u s e f u l fo r t h i s purpose*

The Home T eacher sh ou ld n o t h e r s e l f tak e v i s i t o r s in to

anybody*s home* F irm ly r e fu s e th o se who want "to go around

and se e how you do i t . w

Every foren oon sh ou ld be sp en t in the homes* The

c la s s e s w i l l o n ly be is la n d s in th e se a o f th e Home Teacher * s

work.

She sh ou ld make h e r s e l f lo v e d j u s t a s i f she had moved

in to a new town where she w ish ed to b e a s o c i a l s u c c e s s , or

a s i f she were a new m in is te r j u s t come to h er p a r is h .

Temporary em erg en c ie s— to b e more e x p l i c i t a Home

T eacher may take about a th ree days* su p p ly o f g r o c e r ie s to

f a m i l i e s where th e re was a cupboard a c t u a l ly b a re . T h is

would t id e o v er u n t i l work was found o r u n t i l th e red ta p e

o f c h a r ita b le o r g a n iz a t io n s cou ld be unwound.

That le a v e s o n ly what we may c a l l th e ^A m enities**

T hese in c lu d e h o lid a y t r i f l e s , d e l i c a c i e s f o r th e s ic k ,

d o l l s and p ic tu r e books f o r c r ip p le d c h ild r e n , f lo w e r s fo r

fu n e r a ls* These a t t e n t io n s are d eep ly a p p r e c ia te d , and do

not p a u p er ize th e s e p eo p le any more than th ey p a u p er ize

th o se in any w alk o f l i f e *

^ Amanda Matthews C hase, In te r v ie w w ith h er . F ir s t Home Teacher in Los A n g e le s , r e t ir e d w r it in g *

1Q1

I n d u s t r ia l c l a s s e s . C a lifo r n ia s c h o o ls are f a r b eh ind

th o se in th e E a st in s e c u r in g c o -o p e r a t io n w ith th e la r g e

in d u s t r ie s and o f f e r in g c l a s s e s a t th e in d u s t r ia l p la n t s .

There are two rea so n s f o r t h i s . One i s th a t th e re are so few

in d u s t r ie s w ith la r g e numbers o f n o n -E n g lish sp eak in g em ploy­

ee s* The second reason th a t th e r e are few in d u s t r ia l c l a s s e s

in C a lifo r n ia i s th a t th e p r in c ip a l in d u str y o f t h i s s t a t e i s

a g r ic u ltu r e , and t h i s glares no o p p o r tu n ity fo r sc h o o l room

a c t i v i t y during th e working p er io d * C a lifo r n ia i s b eg in n in g

to m eet t h i s s i t u a t io n .

H elps and s u g g e s t io n s fo r th e new Home Teacher c o n t in -

u ed . The c h i ld soon ad op ts E n g lish and lo s e s h i s f lu e n c e in

h is n a t iv e to n g u e , w h ile th e p a r e n t ,e s p e c ia l ly th e m other,

I s e n t i r e ly sh u t up in an a id world both a s to t r a d i t i o n and

la n g u a g e .

The sc h o o l o f n e c e s s i t y , i s th e m ost im portant f a c t o r

in c r e a t in g t h i s s i t u a t i o n . I t i s th e b u s in e s s o f th e s c h o o l

to b u i ld up what i t i s fo r c e d to te a r down.

F ir s t o f a l l th e m other m ust be a b le to speak and

read and w r ite the language w hich i s becom ing th e lan guage

o f h er c h ild .. Second , sh e must go t o sc h o o l and se e what

th e s c h o o l i s t r y in g to do f o r h er c h i ld j and f i n a l l y , she

must have some s o c ia l l i f e w ith women who are l i k e h e r s e l f ,

whose e x p e r ie n c e s and d isa p p o in tm en ts are l i k e h er own, so

th a t she can l o s e th e se n se o f c o n fu s io n and I s o la t io n w hich

1 Q 2

i s so common among immigrant women* A l l t h i s i s the ta sk

o f the home te a c h e r . The home te a c h e r must remember she i s

a te a c h e r and n ot a ca se w orker. Her m ornings are b e s t spent

in v i s i t i n g th e homes* The a ftern o o n sh o u ld be sp e n t a t th e

s c h o o l in group work. There w i l l be E n g lish * sewing* co o k in g ,

and f o r th e more advanced m oth ers, c o u r se s on th e care o f th e

baby, d ie t and sim ple c i v i c s and d e a lin g w ith m a tter s such

a s s a n ita t io n * garbage d i s p o s a l , care o f m ilk and the l i k e .

in a d d it io n to th e o r g a n is a t io n o f a fte r n o o n c l a s s e s ,

th e Home Teacher sh o u ld a id in b u ild in g up th e E vening s c h o o l.

In th e case o f the home te a c h e r in th e u n io n h igh

sc h o o l th e p la n o f o r g a n iz a t io n i s somewhat d i f f e r e n t . Her

work w i l l be in th e com m unities o f th e e lem en ta ry sc h o o ls

in th e u n io n . Here she w i l l o r g a n iz e m others c lu b s to meet

in th e a fte rn o o n and c l a s s e s o f men and women to m eet in th e

ev en in g in the e lem en ta ry s c h o o ls a s w e l l a s th e h ig h s c h o o l .

The g o a l o f h er a m b itio n w i l l be to have a m others*

e l a s s and an e v e n in g s c h o o l in ev e ry e lem en ta ry sc h o o l d i s ­

t r i c t where th e r e i s a f o r e ig n p o p u la t io n .

103TABUS ¥111

SCHOOL, TOE ADULTS

The fo l lo w in g i s a l i s t o f th e t e a c h e r s in th e A m erica n iza tio n S c h o o l, Los A n g e le s , a s o f June, 1934,

NAME SCHOOL POSITION

F lo ra B* Sm ith M ildred L, Jones Mrs* A l ic e McKenna Mrs* F lo ren ce W illiam s M rs. D e lla N. Amend. Mrs* Ruth C a llen d er J u a n ita O arrigan G ertrude M. Ford Mrs* E liz a b e th G arcia Ruth Amanda H itch Mrs* Norma Holmes

L u la B* Hughes E lean or L. Jordan Mrs. J u l ia Lucock. M argaret Macdonald Mrs* Nina B. Moss Rose O estern Eva A. R ob erts C lara Sm ith Mrs* S a l l i e Spencer Mrs* K a th leen S tev en s Maude S tr ic k la n d

¥ e r a Sturges:Mrs* C e ila Taggard M rs. F lo re n c e Thomas Mrs* N ila ¥ o ig h t G eorgia M. White

B ern ice W ilson F lo ren ce M essner M rs. H elen Goddard

Ada Tucker-

Chamber o f Commerce O live F lew S an itariu m C a lifo r n ia S tr e e t S ch o o l C a lifo r a ia S tr e e t S c h o o l Brooklyn Avenue S ch o o l Lernona Avenue S ch o o l Holmes Ave*— 20th S tr e e t Eastman S tr e e t B elv ed ere S ch o o l C uster and S an ta Barbara Vermont and V ir g in ia

A venues-Facoim a S c h o o ls San Fernando S ch o o l R ig g in Ave* and S oto S t . Barton H i l l B ridge S tr e e t S c h o o l Utah S tr e e tAnn and C a s te la r S t r e e t S a w te l le , 3 6 th , and 37th Grape, 102nd, 111 th St* Hummel S tr e e t S ch o o l Second S tr e e t S ch o o l M alabar and S herid an

S t r e e t s G len A lta , N evin Avenue A scot Ave* Wadsworth F ir s t S t r e e t S ch o o l A lb ion S tr e e t S c h o o l Barton H i l l , C a b r illo

Avenue Maoy, M arianna S c h o o ls Fremont Avenue S ch o o l O liv e View S a n ita r iu m

O liv e View S a n ita r iu m

P r in c ip a l A m erica n iza tio n Ameri c a n iz a t io n Ameri c a n iz a t io n Home T eacher Home Teacher Home T eacher Home Teacher Home Teacher Home T eacher

HomeHomeHomeHomeHomeHomeHomeHemeHomeHomeHome

TeacherTeacherTeacherT eacherTeacherTeacherTeacherTeacherT eacherTeacherT eacher

Home Teacher Home T eacher Home T eacher Home T eacher Home Teacher

Home T eacher Home T eacher Lip Reading O ccu p a tio n a l

Therapy O ccu p a tio n a l

Therapy

104

4 , A. TYPICAL NEIGHBORHOOD SCHOOL,

N eighborhood sc h o o ls are d is t in g u is h e d n o t so much by

l ik e n e s s to one a n o th er , a s by th e e x te n t o f t h e i r d iv er g en ce

from the s te r e o ty p e d system o f form er d a y s . Each one h as

earned i t s t i t l e through marked a d a p ta tio n to th e p e c u l ia r

s o c i a l and i n t e l l e c t u a l n eed s o f i t s own d i s t r i c t . These

s c h o o ls are f o r c h ild r e n o f n o n -E n g lish sp eak in g p a r e n ts .

Many o f th e s e p a r e n ts are e n r o l le d in th e day and ev e n in g

A m erica n iza tio n c la s s e s *

The neighborhood s c h o o ls are th e outgrow th d u rin g th e

p a st f i f t e e n y e a r s o f an u n u su a lly l i b e r a l a d m in is tr a t io n .^ 3

The p io n e e r neighborhood s c h o o ls , f o r many y e a r s w ork ing in ­

d ep en d en tly o f each o th e r and w ith ou t o f f i c i a l r e c o g n it io n

o f t h e ir s p e c ia l e f f o r t s , grew up in such d i s t r i c t s . T h eir

p u p ils were m ain ly from n o n -E n g lish sp ea k in g , i l l i t e r a t e

homes, whose custom s, h a b it s and id e a s were a t extrem e v a r­

ia n c e from th o s e o f A m erica.

The p e r so n n e l o f the Macy S tr e e t S ch o o l i s composed

c h i e f l y o f fo u r r a c e s , M exican, C h in ese , I t a l i a n , and S y r ia n .

Each r a c e , l i k e each c h i ld , p r e s e n ts i t s own p e c u l ia r problem ,

but th e M exicans, who c o n s t i t u t e n e a r ly sev en ty p e r c e n t o f

th e sc h o o l p o p u la t io n , tak e m ost o f th e tim e and e f f o r t g iv en

o u ts id e th e c l a s s room.

13 F lo r a D. Sm ith , D ir e c to r o f A m erica n iza tio n s in c e1930 .

1Q5

These c h ild r e n come to- the s c h o o l d ir t y , ragged , im­

p ro p er ly f e d . O ften th e y e a t t h e i r food in t h e ir f in g e r s ,

s ta n d in g up, th ey s le e p on th e f l o o r , in t h e ir c lo th in g * Many

o f them l i v e in la r g e f a m i l i e s who occupy o n ly one o r two

rooms w ith no running w a ter , or t o i l e t accom m odations— w ith

no p la c e to cook e x c ep t the open y a rd .

W hile th e i n i t i a l movement o f sc h o o l ca re f o r th e s e

c h ild r e n grew out o f th e ob v iou s f a c t th a t th ey cou ld not

a s s im ila t e knowledge a t a s a t i s f a c t o r y r a te when so uncom fort­

a b le p h y s ic a l ly , and w h ile th a t i s a c o n tr ib u t in g f a c t o r t o ­

day, i t has become more and more c l e a r to the te a c h e r s th a t

American C it iz e n s h ip demands s tr o n g , c le a n , w e l l n o u r ish ed

b o d ie s and t h a t , i f th e home, through p o v e r ty and ig n o ra n ce ,

cannot b u ild th e s e up among c h ild r e n , th en th e s c h o o l , as

th a t agent o f s o c ie t y d e f i n i t e l y r e s p o n s ib le f o r th e c h i l ­

dren* s d evelopm en t, must acknow ledge the r e s p o n s i b i l i t y fo r

th e sake o f s o c ie t y a s a w h ole .

The Macy S tr e e t S ch oo l p r o v id e s b a th in g f a c i l i t i e s —

shower and a p lu n g e— and a rra n g es on each c h i l d ' s program an

o p p o r tu n ity f o r a w eek ly scrub and swim, A sp e c ia l, te a c h e r

c o -o p e r a te s w ith th e n u rse in t h i s regard and c l i n i c a l a t t e n ­

t io n * There i s an open a i r room f o r tu b e r c u la r and p re tu b e r -

c u la r ch ild re n * A c lo th in g room, th e garm ents h a v in g b een

donated by th e P .T .A * , i s open d a i ly f o r anyone in th e

106

n eighborhood , c h i ld or a d u lt a t t h e ir con ven ien ce* A c a fe ­

t e r i a s e r v e s b r e a k fa s t and lu ncheon a t p r ic e s ra n g in g from

one t o fo u r c e n t s , and a h e a r ty m eal may be had fo r te n c e n t s .

107

TABLE IX

LOS ANGELES CITY SCHOOL DISTRICT SCHOOLSHAYING. DAY. AMERICANIZATION. CLASSES*.

There are fo r ty -tw o Day S ch o o ls h a v in g A m ericaniza­t io n c l a s s e s and f o r t y - s i x te a c h e r s employed* P r a c t i c a l ly a l l o f th e se c l a s s e s are housed in rem odeled bungalow s a d jo in in g the E lem entary s c h o o l p r o p er ty proper* These c l a s s e s are p r in c ip a l ly f o r the n o n -E n g lish sp eak in g women,

SCHOOL

A lb io nAnnA scotBarton H i l l

B e lv ed ere E lem entaryB r id g eB rooklynC a b r illoC a lifo r n ia

C a s te la rC u sterEastmanI 5 th S t r e e tF ir s t S tr e e tFremont E lem entaryGlen A ltaG rape.

LemonaMacyMalabarMariannaN ev inO liv e View

111th S t r e e t IQ&nd S t r e e t Hamrael

TEACHER

V o ig h t, N ila Thompson G estarn , Rose M inerva Taggard, Co11a Manly

(Lucock, J u l ia M* Wagner (W hite, G eorgia M*G a rc ia , E liz a b e th M acdonald, M argaret Amend, D e lla N*W hite, G eorg ia M.

(McKenna, A l ic e Osborne (W illia m s, F lo re n ce S*G estern , Rose M inerva H itc h , Ruth Amanda Ford, G ertrude M,W hite, G eorgia M*Thomas, F lo r e n c e A n to in e tte M assner, F lo re n c e S tu rge s , Vera LaRue Sm ith, C lara G ertrude C arrigan , J u a n ita C a lle n d e r , Ruth F ra n k lin W ilson , B ern ice C e lia S tr ic k la n d , Maude E liz a b e th W ilson , B ern ice Sturge s, Vera LaRue

(Goddard, H elen S tew art (J o n e s , M ildred Laura (T ucker, Ada Burnham Sm ith , G ertrude S m ith , C lara G ertrude S p en cer , S a l l i e M ille r

* Many o f th e s e Day A m er ica n iza tio n S ch o o ls a re ne ighborhood s c h o o ls .

108

TABLE IX (Continued)

LOS ANGELES CITY SCHOOL DISTRICT SCHOOLS . , HATING. DAY. AMERICANIZATION. CLASSES*.

SCHOOL

BacoimaR lg g tnSan Fernando E lem entaryS a n ta BarbaraS a w te lleSecondS h erid anSo to37 th S t r e e t 36th S t r e e t SQth S tr e e t Utah Tenaont V ir g in ia Road Wadsworth.

TEACHER

H olm es, Norma Robinson Jordan, E lean or Ludie Hughes, Lula B* C o l l in s H ito h , Ruth Amanda R o b erts , Eva A.S te v e n s , K ath leen H in es S tr ic k la n d , Maude E liz a b e th Jordan, E lean or Ludie R o b erts , Eva A.R o b erts , Eva A.C arrigan , J u a n ita M oss, N ina B*Holm es, Norma Robinson Holm es, Norma R obinson Taggard, C o ila Manly

* R ev ised to February 1 3 , 1934

C H A P T E H

¥ I I

L O S A 5 6 E L B 8

CHAPTER Y1T

LOS ANGELES

1* HISTORY

The Los A n g eles sc h o o l departm ent h as been fo r tu n a te

In p o s s e s s in g e d u c a tio n a l a d m in is tr a to r s whose p e n e tr a t in g

v i s i o n caught e a r ly the n eed s o f adequate p r o v is io n fo r a d u lt

ed u ca tio n * For more than th r e e d ecad es a l l a d u lt ed u ca tio n

was A m erican iza tion *

The f i r s t ev en in g sc h o o l in Los Angelas-** was conducted

in the S pring S tr e e t S ch oo l lo c a te d a t F i f t h and S p r in g

S tr e e ts * I t c o n s is te d o f one c l a s s o f I l l i t e r a t e s . T h is was

in th e year o f 1887-1888 w ith an en ro llm en t o f about t h ir t y

boys* T h is c l a s s th a t marked th e b e g in n in g o f our H is to r y o f

th e A m erica n iza tio n Department o f the Los A n g e le s C ity

S c h o o ls , was under th e I n s t r u c t io n o f none o th e r than th e Los

A n g eles County S u p er in ten d en t o f S c h o o ls , Amos W* Plummer.

Mr. Plummer was a ls o p r in c ip a l o f th e S p r in g S tr e e t S ch oo l

(d em olish ed s e v e r a l y e a r s a g o .}

There i s q u ite a demand f o r n ig h t s c h o o ls in the c i t y ow ing to th e number o f p erso n s o f sc h o o l age who work d u rin g the d ay , y e t a re d e s ir o u s o f o b ta in in g an e d u c a t io n . We are o f te n c a l le d upon to admit p u p i ls t o s c h o o l fo r h a l f a day in ord er th a t th ey may work th e o th e r h a l f day. N ight s c h o o ls sh ou ld be e s ta b lis h e d * y e t I s e e no way to do i t u n t i l more fu n d s ca n in some way be p ro v id ed .

A lso t h i s e x tr a c t from th e S u p e r in te n d e n t's r e p o r t ,

1 S u p e r in te n d e n t's r e p o r t to the Board o f E d u cation , 1887-1888* B u s in e s s O f f ic e , Chamber o f Commerce B u ild in g .

I l l

1887* 1888.

At th e b eg in n in g o f t h i s s c h o o l year th e r e seemed to be a c o n s id e r a b le demand f o r n ig h t s c h o o ls * The Board o f E d u cation a c c o r d in g ly a d v e r t is e d e x t e n s iv e ly f o r a l l who w ished to- a tte n d , to r e g i s t e r b e fo r e a c e r t a in date* About. 7Q p erso n s r e g is t e r e d * The Board em ployed two t e a c h e r s and announced th e s c h o o l to open December 5 ,1887* Not more than t h i r t y p erso n s p r e se n te d th e m se lv e s so one te a c h e r was d isp en sed w ith and th e s c h o o l has s in c e co n tin u ed in th e S p r in g S tr e e t b u ild in g under th e c o n tr o l o f A* W. Plummer, w ith an a tten d an ce o f about 25 b o y s and men, a l l o f whom are in e a r n e s t and d o in g good work in R ead ing, W ritin g , S p e l l in g , A r ith m e tic , la n g u a g e and a s g e n e r a l e x e r c i s e s , p h y s io lo g y , and Geography*

The en ro llm en t in the n ig h t s c h o o ls i s sm a lle r than we have a r ig h t to ex p ect in a c i t y o f t h i s s iz e * I am g la d we have a sc h o o l f o r th o s e d ep rived o f day sc h o o l p r i v i l e g e s and are w i l l i n g to spend t h e ir e v e n in g s in im proving th e m se lv e s f o r t h e ir l i f e work* The lo c a t io n in th e S p rin g S tr e e t b u ild in g i s c e n t r a l and e a s i l y a c c e s s ib le to th e boys who need th e o p p o r tu n it ie s w hich th e sc h o o l a f fo r d s * A fte r boys have worked hard a l l day, i t i s d i f f i c u l t to h o ld t h e ir in t e r e s t and se c u r e good i n t e l l e c t u a l work, but many o f them are r e c e iv in gmuch b e n e f i t , There i s but one s e s s io n , from sev en ton in e o ^ c lo ck , a f fo r d in g no tim e fo r s o c i a l ad vantagesor amusement, which may a ccou n t somewhat f o r th e sm a lla tte n d a n ce* 2

An ev e n in g sc h o o l fo r g i r l s was opened in th e y ea r

1898-1899 a t th e Broadway S tr e e t S c h o o l, (Broadway a t 6 th )

b y a v e r y com petent day sc h o o l te a c h e r , H elen 0* A nderson,

who ta u g h t from th e t h ir d to the e ig h th gra d es in t h i s sch o o l*

These c la s s e s f o r ev e n in g s c h o o l b oys and g i r l s who

were d ep r iv e d —o f day sc h o o l p r iv i l e g e s co n tin u ed w ith norm al

growth u n t i l in 1906 , a t w hich tim e th e r e were s i x c l a s s e s

2 P r in c ip a l Amos W* Plummer, S u p e r in te n d e n ts R eportto th e Board o f E d u ca tio n , 1 8 9 5 -1 8 9 6 .

112and 298 stu d en t a e n r o lle d *

A marked in c r e a s e i s n o ted d u r in g th e y ea r s from 1906

to 1908 , when th e en ro llm en t grew from 398 to 1572 s tu d en ts*

The Evening S ch oo l f a c u l t y in c r e a se d from s i x to f o r t y —f i v e

te a c h e r s ; In 1903 a sm a ll ev en in g sc h o o l was conducted in

th e S pring S tr e e t School* I t was open to men o n ly and de­

v o te d i t s a c t i v i t i e s to th e th r e e Rf s ,

In 1903 th e C o lle g e S e ttle m e n t opened a n ig h t sc h o o l

f o r te a c h in g E n g lis h to fo r e ig n e r s * Some n a tu r a l iz a t io n work

was a l s o u n d ertak en . In 1906 th e s e t t le m e n t p e t i t io n e d th e

s c h o o l departm ent to ta k e o v er th e s c h o o l and th e Board o f

E d u cation thereupon opened n ig h t sc h o o l f o r te a c h in g E n g lish

to f o r e ig n e r s In the nearby C a ste la r S c h o o l, Qne o f the

o r i g in a l n ig h t s c h o o l te a c h e r s in th e s e t t le m e n t became in

1915 th e f i r s t home te a c h e r in Los A n g e le s , Amanda M atthews

C hase,

In 1908 were opened P o ly te c h n ic High E vening S ch oo l

and two a d d it io n a l e lem en ta r y ev en in g s c h o o ls . The in s t r u c ­

t io n was s t i l l c o n fin e d t o th e common b ran ch es w ith l i t t l e or

no a t t e n t io n to th e f o r e ig n e r ,4

In 1910 the departm ent fo r e s e e in g an in f l u x o f Immi­

g r a t io n w ith th e open ing o f the Panama C anal, opened s e v e r a l

more s c h o o ls in th e f o r e ig n d i s t r i c t s , and began s e r io u s ly

4 E lem entary Adult E d u cation in th e Los A n g e les C ity S ch oo ls* S ch oo l P u b lic a t io n No* £7 , November, 1919*

113TABLE X

LOS ANGELES CITY SCHOOL DISTRICT Office of the SuperintendentSTATISTICS FOR STORING SCHOOLS

TEAR Numbe r of Humber of ENROLLTONTSchools Teachers1 8 8 7 * 1 8 8 8 ... 1 i ............... 301 8 8 8 -1 8 8 9 .. . 1 i ............... 771 8 8 9 * 1 8 9 0 .. . 1 i ............... 991 8 9 0 -1 8 9 1 .* . 1 i ............... 1031 8 9 1 -1 8 9 2 .. . 1 2 ............... 1661 892-1893 .* . 1 2 ............... 1281 8 9 3 -1 8 9 4 . . . 1 2 ............... 1211 8 9 4 -1 8 9 5 .. . 1 2 ______ _ 1191 8 9 5 -1 8 9 6 .. . 1 2 . . . . . . . 1451 8 9 6 -1 8 9 7 .. . 1 2 ............ .. 1081 8 9 7 -1 8 9 8 .. . 1 2 ............... 1441 8 9 8 -1 8 9 9 .. . 2 3 ............... 1661 8 9 9 -1 9 0 0 .. . 2 4 ............... 1911 9 0 0 -1 9 0 1 . . . 2 4 ............... 2351 9 0 1 -1 9 0 2 .. . 1 3 ............... 2121 9 0 2 -1 9 0 3 .. . 1 3 ............... 2031 9 0 3 -1 9 0 4 .. . 1 4 ............... 3441 9 0 4 -1 9 0 5 .. . 1 4 ............... 3041 9 0 5 -1 9 0 6 .. . 1 6 * ............ 3981 9 0 6 - 1 9 0 7 .. . 2 11 ............ .. 8471907*1908. - . 3 45 ............... 1 ,5 7 21908-1909 Ho1 9 0 9 -1 9 1 0 . . .

D ata6 51 ............... 2 ,7 8 6

1 9 1 0 -1 9 1 1 .. . 8 59 . . . . . . . 3 ,4 1 41 9 1 1 -1 9 1 2 .. . 12 83 ............... 6 ,2 2 81 9 1 2 -1 9 1 3 .. . 20 166 . . . . . . . 10 ,8 3 31 9 1 3 -1 9 1 4 .. . 15 158 . . . . . . . 1 2 ,4 4 61 9 1 4 -1 9 1 5 .. . 18 282 ............... 1 6 ,3 5 81 9 1 5 -1 9 1 6 .. . 19 292 ............... 2 2 ,0 8 01 9 1 6 -1 9 1 7 .. . 23 253 ............... 2 4 ,1 7 01 9 1 7 -1 9 1 8 .. . 24 280 ............ .. 2 3 ,3 9 91 918-1919 . . . 25 326 . . . . . . . 2 5 ,0 6 61 9 1 9 -1 9 2 0 .. . 25 296 . . . . . . . 3 1 ,7 5 71 9 2 0 -1 9 2 1 .. . 25 374 ............... 3 2 ,8 7 41 9 2 1 -1 9 2 2 .. . 23 424 . . . . . . . 4 2 ,4 2 61 9 2 2 -1 9 2 3 .. . 23 396 . . . . . . . 4 7 ,8 1 51 9 2 3 -1 9 2 4 .. . 27 499 ............... 4 9 ,0 2 41 9 2 4 -1 9 2 5 .. . 27 622 ............... 57 ,1 5 81 9 2 5 -1 9 2 6 .. . 34 • ; * . 663 ............... 6 4 ,9 8 01 9 2 6 -1 9 2 7 .. . 36 830 ............... 7 2 ,5 7 41 9 2 7 -1 9 2 8 .. . 36 906 ............... 8 6 ,9 0 61 9 2 8 -1 9 2 9 .. . 37 933 ............... 8 8 ,3 5 01 9 2 9 -1 9 3 0 .. . 34 1 ,1 2 4 ............ .. 1 1 0 ,1 2 21 9 3 0 -1 9 3 1 .. . 34 1 ,1 3 7 ............... 1 0 8 ,6 2 91 9 3 1 -1 9 3 2 .. . 29 1 ,0 9 6 ............... 1 1 3 ,9 1 4

114

to c o n s id e r the problem o f fo r e ig n e d u c a t io n . L ater th e n ig h t

s c h o o ls were d ev elo p ed in to an im portant p a r t o f the l o c a l

sc h o o l sy stem , s o c i a l — in th e w id er se n se o f th a t much abused

a d j e c t iv e — as w e l l a s academ ic in purpose and a c t i v i t y .

In 1916 th e o r g a n iz a t io n o f a departm ent o f Immigrant

E d u cation was sim p ly a s e g r e g a t io n o f th e a c t i v i t i e s th a t I

b elo n g to the f i e l d o f a d u lt e lem en ta ry e d u c a tio n in ord er

th a t s p e c ia l a t t e n t io n m ight be g iv e n to th e q u e s t io n s a r i s ­

in g In t h i s a lto g e th e r new and u ncharted p h ase o f e d u c a t io n .

The elem en tary ev en in g s c h o o ls were in c lu d ed In th e departm ent

b eca u se th e y form ed a t th e tim e th e b u lk o f th e work w ith

a d u lt s . A few sp orad ic ex p er im en ts o u ts id e t h e ir l i m i t s w ith ;I

s p e c ia l day tim e and ev e n in g c l a s s e s had a lr e a d y in d ic a te d th e f

l i n e s a lo n g which developm ent m ight be p ursu ed . Si

E d u c a tio n a l s p e c i a l i s t s and s tu d e n ts in the g e n e r a l j

p r o c e ss o f d em o cra tiz a tio n o f our p o p u la t io n had agreed th a t jth e o ld tim e n ig h t s c h o o ls , m eetin g a t a s e t hour, a ffo r d e d |

o p p o r tu n ity o n ly to th a t sm a ll f r a c t io n o f our fo r e ig n popu- j

l a t i o n w hich was a m b itio u s enough, e n e r g e t ic enough, eeonom- \I

i c a l l y f r e e enough to f i t In to th e v er y r i g id m achinery o f j!

th o se s c h o o ls . They were o p p o r tu n ity s c h o o ls f o r th e few . jt

They assumed too l i t t l e r e s p o n s i b i l i t y f o r th e a ro u sin g o f

a m b it io n ,— th e s t i r r in g o f a com p leter se n se o f o b l ig a t io n

in th e a d u lt members o f the community. They o f fe r e d no f r e e ­

dom o f adjustm ent in time o r s u b je c t m a tter to f i t p e c u l ia r

n eed s o f d i f f e r e n t grou p s.

115

In agreem ent w ith t h i s co n eesu s o f o p in io n from p e r so n s

who had formed i t o u t o f a c tu a l experim ent in which th eo ry had

heen t e s t e d by p r a c t ic e , t h i s departm ent h as undertaken th e

w e ll -n ig h Im p o ssib le ta s k o f d e v is in g means o f p la c in g w ith in

reach o f a l l groups o f b o th t o e r ic a n and non-Am erican p erso n s

adequate f a c i l i t i e s f o r becom ing fa m il ia r w ith American s o c i a l ,

econom ic, and c i v i c I n s t i t u t io n s and i d e a l s . For t h i s s o c i a l ­

i z in g p r o c e s s i t h as been d isc o v e r e d t o be n e c e s sa r y to de­

p a rt from th e con cept o f ev en in g sc h o o l c l a s s e s f o r a d u lt

f o r e ig n e r s a s th o se c l a s s e s had been o rg a n ized a l l over th e

U nited S ta t e s p re v io u s to the l a s t f i v e y e a r s .

2 . WHAT LOS ANGELES OFFERS IN CLASS WORK.

Los A n g eles o f f e r s a t th e p r e s e n t tim e day c l a s s e s fo r

m others and even in g c l a s s e s f o r men and women em ployed during

th e d ay , to h e lp them overcome t h e ir lan guage h a n d ica p . No\

lo n g e r are a d u lt s tu d e n ts ta u g h t to read In p rim ers w r it te n

f o r f i r s t grade c h ild r e n ; s p e c ia l le s s o n l e a f l e t s have been

prepared which h e lp th e fo r e ig n -b o r n in t h e i r d a i ly l i v i n g

by in te r p r e t in g A m erica 's in d u s t r ia l , c i v i c , and s o c ia l l i f e ,

th u s g iv in g a tw o fo ld s e r v ic e — a voca b u la ry in th e E n g lish

la n g u a g e and an u n d ersta n d in g and know ledge o f American c u s­

toms and i d e a l s .

However, an A m er ica n iza tio n program sh o u ld n o t o n ly

in te r p r e t America to th e im m igrant, but sh ou ld perform th e

even g r e a te r s e r v ic e o f in t e r p r e t in g th e im m igrants to

116

Americans* B ecause th e l i l t o f m u sic , th e rhythm o f th e

dance, th e jo y o f dram atic e x p re ss io n ,, th e b eau ty o f c o lo r

and form in th e p ic tu r e are g i f t s ?/h ich many r a c e s b r in g

w ith them and w hich a re o f t e n o v er lo o k ed or fo r g o t te n , th e

A m erica n iza tio n D iv is io n p la n s o p p o r tu n it ie s fo r f o r e ig n -

born and A m erican-born to become f a m il ia r w ith th e c o n tr ib u ­

t io n s o f ea ch group*

C la s s e s in n a tu r a l iz a t io n a r e conducted under a p la n

d evelop ed through the c o -o p e r a t io n o f th e Los A n geles C ity

S c h o o ls and th e F ed era l Government* American H is to r y and

i n s t i t u t i o n s , the governm ent o f th e s t a t e , cou n ty , and c i t y ,

th e C o n s t itu t io n o f the U n ited S t a t e s , American id e a l s and

p r a c t i c e s , and cu rren t p o l i t i c a l and econom ic problem s are

s tu d ie d in in fo rm a l le c t u r e and d is c u s s io n groups* On com­

p le t io n o f th e c o u r s e , th e stu d en t r e c e iv e s a diplom a which

i s a ccep ted by th e governm ent n a tu r a l iz a t io n c o u r ts a s e v i ­

dence o f e d u c a t io n a l q u a l i f i c a t i o n f o r c i t i z e n s h ip .

Only a sm a ll p ercen ta g e o f th e women q u a l i f y f o r

c i t i z e n s h ip but th e number i s in c r e a s in g each year*

The women s tu d y d i l i g e n t l y f o r th ey are so eager to

le a r n th e American custom s and to have t h e i r c h ild r e n proud

o f t h e ir no lo n g er i l l i t e r a t e m others* The c l a s s e s are

u s u a l ly f o r two h o u rs .

One hour c o n s i s t s o f E n g lish se n ten ce d r i l l w hich

d e a ls w ith American home l i f e su ch as m ark etin g , shopp ing

and tr a n s p o r ta t io n — a s s t r e e t ca r and au tom ob ile e x p r e s s io n s .

11?The second hour o f in s t r u c t io n i s u s u a l ly o ccu p ied w ith some

form o f Home Econom ics work, e i t h e r sew in g o r cook ing* Learn­

in g to cook American fo o d s i s a lw ays d i f f i c u l t f o r n o n -E n g lish

sp eak in g women* They d e e p ly a p p r e c ia te the t r a in in g th a t

th e te a c h e r s g iv e to them*

On a subsequent page are some e x p r e s s io n s o f g r a t itu d e

from a few M others who had f in i s h e d t h e ir second y ea r o f

Ameri c a n iz a t io n .

They had le a r n e d how to cook oatm eal fo r t h e i r c h i l ­

dren and n o t to fe e d them beans f o r b r e a k fa s t . Each woman

i s taught how to prepare a w e l l b a lan ced d i e t , a l s o th e p ro­

p er fo o d s f o r th e proper tim e o f day*

They le a r n th e rudim ent o f sew in g , make garm ents f o r t h e ir

f a m i l i e s , p ie c e q u i l t s and co m fo r ts , and stu d y h ou seh o ld a r t .

Many o r g a n iz a t io n s a s s i s t in th e p u rch ase o f b o l t s o f

c lo th and fu r n is h u sed c lo th e s so th a t th e se c l a s s e s may be

w e ll su p p lie d w ith m a te r ia ls * A l l c l a s s e s are fr e e *

I f th e r e i s a Day N ursery a t the s c h o o l where th e

A m erica n iza tio n c la s s e s are h e ld th e c h ild r e n are kept f r e e

o f charge* Each c h i ld i s put to bed fo r an a fte r n o o n r e s t ,

and l a t e r has su p e r v ise d p la y *

The m onies which are used f o r th e m aintenance o f th e

A m erica n iza tio n s c h o o ls come from fo u r so u r c e s ; th e S t a t e ,

th e County,, th e F ed era l Government ( f o r c e r ta in tra d e c l a s s ­

e s ] , and l o c a l ta x a tio n * The amount o f reven ue secu red from

th e S ta te and County i s based on th e average d a i ly a tten d a n ce

118

fo r the y e a r , and, th e r e fo r e , the p ro p o r tio n o f th e t o t a l

c o s t covered by th e S ta te and County fu n d s r i s e s a s th e a t ­

ten d an ce in c r e a se s* The average t o t a l revenue from S ta te

and County A m erica n iza tio n stu d en t in average d a i l y a t te n d ­

ance d uring 1929-30 was #49*04* T his i s e q u iv a le n t to

1*1318 p er p u p il hour inasm uch a s 372 p u p il hours o f a t te n d ­

ance was co n sid ered a p u p il year* The avera g e revenue from

S ta te and County p er A m er ica n iza tio n stu d en t was about #*26*

S ta tem en ts from women in th e day c l a s s e s . These are

some s ta te m e n ts from th e women in th e cook in g c l a s s e s o f th e

Day A m er ica n iza tio n c l a s s e s a t S oto S tr e e t and R ig g in Avenue

S ch o o ls co n cern in g b e n e f i t s d e r iv e d from t h i s tr a in in g * The

te a c h e r in both S ch o o ls was E lean or L. Jordan .

MRS. OTNIGA: B efo re I le a r n e d b e t t e r , I cooked v e g e ­t a b le s w ith q u a n t i t i e s o f w ater f o r a lo n g tim e and then threw the w ater away. Now I use v ery l i t t l e w a ter , l e s s g a s , and g e t more n u t r i t iv e v a lu e from th e v e g e ta ­b le s * I never throw away the w ater but u se i t f o r soup— co n se q u en tly I save money th r e e ways*

MRS. GONZALES: I used to buy fo u r or f i v e dozen e g g s aweek, th in k in g each c h i ld should have fo u r or f i v e a day* Now I am sa v in g money a s I g iv e each c h i ld fo u r or f i v e a week* I have reduced my sh o r ten in g from f i v e to two pounds a week a s I have stopp ed f r y in g so much and am p u t t in g th a t money in to f r u i t s and v e g e ta b le s * There i s g r e a t im­provem ent in my c h i ld r e n ’ s h ea lth *

MRS. DORAME: I u sed to g iv e my c h ild r e n l a x a t iv e sonce a week* S in c e I have le a rn ed to u se f r u i t s and v e g e t a b le s f r e e l y I have found l a x a t iv e s unnecessary*

119

TABLE XI

RATIO WHICH THE TOTAL REVENUE FROM STATE AND COUNTY . BEARS. TO THE COST OF THE TEACHER* S SAIAHT,

. CLASSES OF VARIOUS .SIZ E S,_1929-1930 DATA

Number o f p u p i ls Number o f T o ta l Revenue R a tio In In a tten d a n ce p u p il Hours from S ta te p er cen t

and County5 10 # i; 3 2 29

10 20 2*64 5915 30 3*95 8817 34 4*48 1 0 0 -20 45* 5*27 lM*25 50 5*59 14630 60 7*91 176

120

TAB1E X II

EXPENSES AND EXPENDITURES GE.THE AFRICANIZATION. SCHOOL

T ear Teacher C ost

S u p p lie s Other c o s t , e t c .

T o ta lE xpenses

1 9 3 0 -3 1 $ 1 4 5 ,0 6 9 .7 6 $ 9 1 1 .2 7 $ 1 1 ,3 0 9 .0 5 $ 1 5 7 ,2 9 0 .0 8

1 9 3 1 -3 2 139 ,506* 6.2 1 2 4 7 .1 0 1 1 ,4 3 5 .6 8 1 5 2 ,1 8 9 .4 0

1 9 3 2 -3 3 5 0 ,3 9 5 .2 5 4 1 4 .8 1 5 ,3 1 3 .5 8 5 6 ,1 2 3 .6 4

E xpenses fo r 1 9 3 2 -3 3 $ 5 6 ,1 2 3 .6 4

E x p en d itu res fo r 1 9 3 2 -3 3

P u b lic u t i l i t y ch a rg es . . . . . . $ 5 1 .6 2

R epair and rep lacem ent o f equipm ent . . . .............................

I n d ir e c t e x p e n se s0- . * • • • • . 3 ,3 2 3 .8 6

T o ta l E x p en d itu res $ 5 9 ,5 2 5 .6 1 *

a D is tr ib u te d on a b a s is o f |?7.91 p er u n it Of A .D .A.

^ Cost p er c a p it a —-$ 1 4 1 .7 2 .

i e i

TABLE X III

LOS ANGELES CITY SCHOOL DISTRICT AMERICANIZATION SCHOOL, 193E -33 .

Month D iir isar - u sed

A ctu a lD iv is o r a A. D,» A*

1 s t month EG E9Q.Q61 s t month 14 414 *.36 30% s t if f ,

End month End month

EO14

4 0 6 .5 5 5 80•78 30% d i f f ,

3rd month 3rd month

1713

439 *43 574 *.64 24% d i f f ,

4 th month 4 th month

149

3 9 6 .4 16 1 6 ,6 4 36% d i f f ,

3 th month 5 th month

SO14

380*805 4 4 ,0 0 30% d i f f .

6 th month 6 th month

18IE *8

4 7 4 ,7 06 6 0 .3 5 28% d i f f .

a O btained by adding a c t u a l number o f hours tau gh t and red u c in g to d ays; th e r e fo r e th e A*B*A. i s m a te r ia l ly in crea sed *

122

TABLE x n r

BATA. CONCERNING ENROLLMENT, AVERAGE DAILY ATTENDANCE,AND,TEACHING STAEF

Tear E n r o ll- _ment A*D#A.

F u l ltim ete a c h ­

e r s

Number d i f f *

t e a c h e r s on P a y r o l l

T o ta l s u b s t i ­tu t e s

u sed

E igh thgradeg ra d u a tes

1 9 3 0 -3 1 ? ,6 1 7 t) 743 d8*8 75 3 14

1 9 3 1 -3 2 ?,84Q C 829 dd#7 m 3 14

1932—33 4 ,1 9 7 42Qd 25 31 11 10

1933-34 3 ,0 4 4 418 30 30e

a A* D* A . t each u n it o f a tte n d a n ce r e p r e s e n ts p ra c­t i c a l l y tw ic e th a t number o f p erso n s because m ost American­iz a t io n te a c h e r s te a c h one group in th e m orning f o r two hours and a n o th er group in th e a fte r n o o n f o r two h o u rs , which i s one u n it o f a tten d a n ce (4 hours a tte n d a n c e ) and two p erso n s in a tten d an ce*

& d ,7 Q 6 -fa re ig n ~ b o rn a d u lt s j 911-A m erican-born a d u lt s .

c 6 ,1 2 9 - fo r e ig n -b o r n a d u lt s ; L ,711-A m erican-born a d u lts*

& D ecrease b ecau se o f c u r ta ilm e n t o f number o f tea ch ers*

* Handle 130 c la s s e s #

TABLE XV

SALARIES OF AMERICANIZATION PRINCIPALS IN VARIOUS CITIES

C ity P o p u la t io n P r in c ip a l* s s a la r y _

Mew York, N. Y* 6 ,9 3 0 ,4 4 6 # 6 ,0 0 0

D e t r o i t , Mich* 1 ,5 6 8 ,6 6 2 3 ,1 6 8

Dos A n g e le s , C a lif* 1 ,2 5 8 ,0 4 8 3 ,4 6 0

San F r a n c is c o , C a l i f s 6 5 4 ,5 9 4 5,03.6

W orcester , Mass* 1 9 5 ,5 1 1 2 ,7 5 0

H a rtfo rd , Conn. 1 6 4 ,0 2 2 3 ,0 1 5

Mew Haven, Conn.a 1.62,655 3 .5 0 0

San D ieg o , C a l i f * a 1 4 2 ,9 9 5 3 ,2 3 0

Cambridge, Mass* 1 1 3 ,6 4 3 2 ,4 9 6

S o m e r v ille , Mass* 1 0 3 ,9 0 8 2 ,4 0 0

Lynn, Mass* 1 0 2 ,3 2 0 2 ,3 4 0

U tic a , New Yorka 1 0 1 ,2 4 0 3 ,2 0 0

a Mew Haven, U t ic a , and t e n th th e s i z e o f Los A n g e le s , A n g eles d o e s .

San D ieg o , pay n e a r ly

a lth o u g h about on e- as much a s Los

124MRS. SOTELOr B efore I came t o th e N u tr it io n C la ss

I thou ght th a t c h ild r e n cou ld h e fe d the same food as a d u l t s . I am co n v in ced now th a t my ign oran ce was th e cau se o f th e death o f my two y e a r o ld c h i ld s e v e r a l y e a r s a g o . S in c e X have le a rn ed what fo o d s are good f o r .c h i ld r e n and how to p rep are them, a l l my o th e r c h ild r e n have im proved. I am t r u ly g r a t e f u l .

MRS. YILLA: I rea lize* now how much food X used tow a s te . I u sed to spend $14 a n d ,$15 a w eek. Now I spend fT.OO a w eek. I buy more v e g e ta b le s a n d .m ilk , l e s s m eat and la r d . My fa m ily g e t a b a la n ced d ie t a t l e s s c o s t .

MRS. ACRJILERA: In s te a d o f so much b ak er*s bread I usemore c e r e a ls and p o ta to e s a t l e s s c o a t .I no lo n g e r cook b ean s fo r b r e a k fa s t and f in d th e c h ild r e n are h a p p ier and h e a lth ­i e r w ith c e r e a l s , m ilk , and e g g s .

MRS. KXCIELINSKXt B efo re X came to th e Sew ing G lass I. bought ready made- c l o t h in g . Now X g e t b e t t e r m a te r ia ls a t l e s s than h a l f th e c o s t o f th e ready-m ade o n e s .

MRS. FAJARDO t X cannot a f fo r d to buy the b e t t e r gradeo f r e a d y -to -w ea r c lo th e s but I can make th e same and b e t t e r a t s c h o o l . f o r h a l f th e c o s t o r l e s s .

MRS. G0ME2: At sc h o o l I have le a r n e d to co n v erte v e r y th in g in to som ething u s e f u l . L a st week I made a p r e t t y s k ir t f o r my daugh­t e r from a p a ir o f o ld p a n t s . X have made sm a ll s h i r t s from o ld la r g e o n e s , and q u i l t s from d isca r d e d c o a ts and v e s t s . I co u ld n ot have bought new o n e s .

MRS. ZRNIGA: When I came to s c h o o l I d id n o t knowa n yth in g about sew in g . X^was a f r a id to cu t in to any k ind o f m a t e r ia l . Now I am sew ing f o r o th e r p eo p le and t h i s .money h e lp s to c lo th e and fe e d my fa m ily . X have made two p a ir s o f b oy*s p a n ts from a r id in g s k ir t a t no c o s t and am alw ays making o v er o ld d r e s s e s . The t r a in in g

125

h a s been v ery v a lu a b le to m e.5

5* DIPLOMA METHOD OF NATURALIZATION*

One o f the p io n e e r movements in th e whole cou n try

toward a broader co n cep t o f our o b l ig a t io n s to th e im m igrant

was th e e s t a b l i s h in g o f what: i s commonly c a l le d th e diplom a

method o f n a tu r a l iz a t io n * T h is p lan* o r ig in a te d in one o f

th e e lem en tary ev en in g s c h o o ls which o rg a n iz ed th e n a tu r a l­

i z a t io n c la s s in th e c i t y , h a s been fu r th e r d evelop ed in an

E vening H igh S ch o o l c l a s s to th e p o in t where i t n o t o n ly

s e c u r e s th e ad m ission o f fo r e ig n -b o r n p erso n s to c i t i z e n s h i p

in th e U n ited S t a t e s , hu t t r i e s t o prepare them f o r an I n t e l ­

l i g e n t u se o f th a t c i t i z e n s h ip a f t e r i t has been acq u ired*

The g r e a t b u lk , how ever, o f fo r e ig n -b o r n p o p u la t io n i s

sep a ra ted from any d e m o c r a tiz a tio n p r o c e s s by th e deep g u l f

f ix e d by t h e ir ig n o r a n c e 1 o f th e E n g lis h lan gu age* To t h i s

immense number th e p u b lic s c h o o l owes a f l e x i b l e , a t t r a c t i v e ,

n e ig h b o r ly , e d u c a t io n a l o p p o rtu n ity * To t h i s end th e sm a ll

In tim a te n ig h t s c h o o l h as been p la c e d c lo s e to th e compact

a l i e n gro u p s; c l a s s e s have been o rg a n ized in in d u s t r ia l

p la n t s o f v a r io u s s o r t s In o rd er th a t th e e d u c a t io n a l p r o c e s s

may f i t c l o s e l y in to th e n eed s o f th e w orkers* l i f e ; c l a s s e s

f o r house m others in la b o r camps have been o rg a n iz ed , m eetin g

5 Some s ta te m e n ts o f a p p r e c ia t io n ex p re sse d In two o f th e c l a s s e s a t a m eetin g l a s t sp r in g , (19331 .

126

u s u a l ly in th e a fte rn o o n and d e a lin g w ith s u b je c t s o f fu n ­

dam ental i n t e r e s t to m others and h o u se w iv es . G la sse s m eetin g

in s c h o o l h o u ses o f m orn ings, a f te r n o o n s , or e v e n in g s , o f f e r

to th e fo r e ig n women who f in d the s c h o o l house a c o n v en ie n t

p la c e o f m eeting* and le a r n in g more o f th e p u b lic s c h o o l

f a c i l i t i e s in co o k ery , sew in g and o th e r h ou seh o ld a r t s . T h is

new a d u lt ed u ca tio n d e s ig n ed to m eet th e n eed s o f th e Am erican

born a s w e l l a s th e fo r e ig n -b o r n , a c c e p ts the o b l ig a t io n to

o f f e r ^ T rain ing in any s u b je c t u s e f u l to c i t i z e n s j " i t a s ­

sum es, fu r th erm o re , th e o b l ig a t io n to arouse a se n se o f need

in th o s e p erso n s who are n ot aware o f i t .

S c h o o ls f o r the w hole fa m ily . The fo l lo w in g i s a

t y p i c a l g ra d u a tio n e x e r c is e scen e w ith tr u e e x p r e s s io n o t

th e s e p eo p les* new American l i f e r

There was h o lid a y a t t i r e , th ere was ex p ecta n cy and

e a g e r n e ss in th e g a th e r in g a t th e T w en ty -e ig h th S t r e e t S ch o o l,

Los A ngeles* I t was g ra d u a tio n day o f a new order.**

Seven women had com pleted n ot o n ly th e custom ary Eng­

l i s h and home econ om ics, but a l l th e en tra n ce req u irem en ts

f o r h ig h s c h o o l, and S u p er in ten d en t S h a fer was to p r e se n t

se v en r e g u la r d iplom as* The c l a s s a s a w hole had been com­

p osed o f s i x t y —sev en men and women. They in c lu d e d e le v e n

n a t i o n a l i t i e s and ranged from i l l i t e r a c y to b r i l l i a n c e , an

d Twenty—e ig h th S tr e e t S c h o o l, 28Q7 S ta n fo r d Avenue, Los A n g e le s , C a l i f o r n ia .

127

Ex-Pr e s id e n te General© o f M azatlan and o th e r M exican o f f i ­

c i a l s among them* These f e l lo w s tu d e n ts made a sy m p a th etic

a u d ie n c e , And th ere was more sympathy in y e t a n o th er q u arter*

Here w ere men dear to th e sev en g r a d u a te s , husbands, and a

g o od ly band o f l i t t l e c h ild r e n — t h e ir ch ild re n * B e s id e s

th e s e th ere were a few e d u c a t io n a l e x p e r ts and the s t a t e

su p e r in ten d e n t o f p u b lic in s t r u c t io n , who had been sn a tch ed

from a lu n ch eon sp eech to l i s t e n I

There was m usic o f c o u r se , w ith a sw eet p ip in g chant

o f honor by t h e ir c h ild r e n .

The te a c h e r , M iss Ford, announced th a t each graduate-

w ould, in l i e u o f an e s s a y , t e l l why she had come to America

and what th e sc h o o l had meant to her*

S w i f t ly as p o s s ib le and w ith o u t n o t e s , th e s t o r i e s

were to ld * B ecause each d e a lt w ith r i o t , r e v o lu t io n , or

in to le r a n c e , each in d iv id u a l e p ic was conveyed by a few b o ld

s tr o k e s and th e au d ien ce saw sev en f a m i l ie s thrown, some by

chance and some by c h o ic e , in to a new cou n try w ith a new

lan gu age and new la w s . How im p o ss ib le i t was to make a r e a l

home and keep p a r e n ta l c o n tr o l w ith o u t th e lan guage had b e­

come p a te n t to a l l o f th e s e women* When th e word came to

them through n e ig h b o r s or t h e ir own c h ild r e n , th a t "mother™

was in v i t e d to c l a s s e s th r e e t im e s a week, ev ery e f f o r t had

been made to a t te n d —and i t meant e f f o r t , h u r r ied housew ork,

n e g le c te d sew ing* The urge fo r ed u ca tio n was so g r e a t th a t

one woman went to sc h o o l w ith h er th r e e w eek s1 o ld baby in

1E8

h e r arms*

The y ea r had been a supreme t e s t o f m otherhood, and

th e day was one o f th a n k sg iv in g to a cou n try o f f e r in g such

o p p o r tu n ity fo r i t s home m akers.

T h is p ic tu r e o f th e T w en ty-e igh th S tr e e t S ch oo l on

i t s g ra d u a tio n day i s o n ly one o f many th e w r ite r s e e s b e fo r e

h er in s e t t i n g down th e h is t o r y o f how a d u lt im migrant edu­

c a t io n came to Los A n g e le s , C a l i f o r n ia . L ike s t o r i e s o f

th e se women, i t i s a v er y human e p ic o f o p p o r tu n ity and

s t r u g g le .

No more than two d ecad es ago th e te a c h in g a d u lt f o r ­

e ig n e r s was s t i l l u s u a l ly a m a tter o f p h ila n th r o p y in America

and seemed q u ite o u ts id e th e sphere o f th e p u b lic s c h o o l s y s ­

tem . F o r tu n a te ly , th e re had been v o lu n te e r s and ed u c a to r s

f in a n c e d by p r iv a te fu n d s , who began work w ith im migrant groups

a s e a r ly a s 1889 , when H u ll House and the o th e r p io n e e r s e t ­

t le m e n ts adopted th e r e s i d e n t i a l p la n o f the Oxford Movement.

4. REMINISCENCES.7In th o se d eca d es , C a lifo r n ia seemed fa r away from the

g r e a t im migrant c e n te r s and th e s o c i a l s e t t le m e n ts th a t serv ed

them, but n o t fa r from modern thought n or, a s i t turned o u t ,

lo n g to be w ith o u t fo r e ig n n eigh borhood s and t h e i r p rob lem s.

In 1913 when th e Panama Canal was im m inent, th e s t a t e was

7 Mary S . G ibson , S c h o o ls f o r the Whole F am ily . Survey G raphic, pp . 30Q -303.

129

s t i r r e d w ith both hopes and f e a r s o f ex p ec te d im m igra tion .

These a n t ic ip a t io n s a c te d a s a l e v e l and l e d to th e c r e a t io n

o f a Commission o f Im m igration and H ousing to se r v e a s a p ro­

t e c t i v e agency to d e a l w ith a l i e n la b o r and c o l o n i s t s b oth

d e s ir a b le and u n d e s ir a b le . B u s in e s s m ethods and p r in c ip le s

o f s o c i a l c o n se r v a t io n were combined In th e com m ission la w ,

w hich c a r r ie d power o f en forcem ent* F o r tu n a te ly th e f i v e

com m issioners a p p o in ted a t t h i s tim e found t h e ir work f la n k e d

by th a t o f a group o f p r o g r e s s iv e and in te r lo c k in g com m issions

d e a lin g w ith h e a lth , c h a r i ty , in d u s t r ia l r e la t io n * workmen*s

com p en sation , w ith problem s a l l i e d to th o se o f im m igration and

h ou sin g* When the u n ex p ected happened, and th e Culehre s l i d e

d e la y ed th e op en in g o f th e Panama C anal, the a t t e n t io n o f th e

com m ission was fo cu sed upon immigrant c o n d it io n s a lr e a d y ex ­

i s t i n g in th e s ta te * Language and p u b lic o p in io n in C a l i f o r ­

n ia , in common w ith o th e r p a r ts o f th e co u n try , was r e c e p t iv e

to p la n s f o r an e d u c a t io n a l procedure th a t would secu re a

common lan guage f o r our p e o p le .

The sc h o o l law d id n o t perm it e d u c a t io n a l s e r v ic e to

a d u lt s e x c e p t a t n ig h t s c h o o l, and so th e Home T eacher A ct o f

1915 , our f i r s t l e g i s l a t i o n r e la t in g to a d u lt im migrant edu­

c a t io n , was d ra fted *

A lthough t h i s was m ere ly a p e r m iss iv e b i l l and c a r r ie d

no fu n d s , i t s p ro p o sa l a t once brought fo r th much o p p o s it io n

on th e grounds th a t i t was p a t e r n a l i s t i c , th a t i t was an in ­

v a s io n o f th e home and th a t i t defrauded th e c h ild r e n f o r

whom sc h o o l money was r a i s e d . O p p o sitio n on th e f i r s t count

came from th e p o l i t i c i a n s , on th e second from c e r t a in church

groups who fe a r e d p r o s e ly t in g and on th e th ir d from p u b lic

s c h o o l p e o p le .

T h is o p p o s it io n c l a r i f i e d and stre n g th e n e d th e con­

v i c t i o n s o f th e com m ission and r e s u lt e d in a d ir e c t ap p ea l to

th e p e o p le . For m onths b e fo re th e l e g i s l a t u r e m et, th e b i l l

was tak en to th e C a lifo r n ia F ed era tio n o f Women*s C lubs, th e

P aren t T eachers A sso c ia t io n * th e D aughters o f th e American

R e v o lu tio n , The U n ited D augh ters o f th e C onfed eracy , th e

Women1s C h r is t ia n Temperance Union, th e C o lo n ia l Dames, th e

Young Women's C h r is t ia n A s s o c ia t io n and to th e ch u rch es .

With th e h e lp o f th e se o r g a n iz a t io n s and w ith th e s e r v ic e o f

a l l th e f o r e ig n s e c r e t a r ie s o f the I n te r n a t io n a l I n s t i t u t e ,

a v ig o r o u s campaign was in a u g u ra ted , and th e b i l l went b e fo r e

th e l e g i s l a t u r e w ith th e b a ck in g o f th e o rg a n iz ed womanhood

o f th e S t a t e . The u n ite d com m ission proved a p o w erfu l s i l e n t

lo b b y in i t s e l f , i t s p r e s id e n t a le a d in g Jew ish m erchant,

S . J . Lubin o f Sacram ento, and i t s r e p r e s e n ta t iv e membership

in c lu d in g th e Roman C a th o lic a rc h -b ish o p o f San F r a n c is c o ,

Edward J . Hanna; th e s e c r e ta r y o f th e F e d e r a tio n o f Labor,

P au l S ch arrenb ergj a le a d in g p h y s ic ia n , D r. James H. M cBride;

and th e e d u c a t io n a l com m ission er . Advanced a s th e b i l l was

and in s p i t e o f th e e a r l i e r o p p o s it io n , i t p a s s e d w ith o n ly

two d is s e n t in g v o te s*

When Governor Hiram Johnson s ig n ed th e Home Teacher

131

B i l l in A p r il 1915 , i t s p rop onents had a f in e glow o f t r i ­

umph— but a g low o f th e s o r t th a t must be fanned by co n tin u ed

s u c c e s s , w hich a la s I d id not come. Our b i l l , so u p s e t t in g to

tim e-h on ored e d u c a t io n a l p o l i c i e s , was s a f e from p o l i t i c a l

m a ch in a tio n s , but i t had now to make i t s way w ith th e p u b lic

sc h o o l system or d ie o f i n a n i t io n .8

The Commission o f Im m igration urged th e employment

o f home te a c h e r s but i t d id so in T a in . The sc h o o l p eo p le

r e i t e r a t e d — "The p u b lic s c h o o ls are fo r th e c h i ld r e n .*

^A m ericanize th e c h ild r e n and th e c h ild r e n w i l l A m erican ize

th e hom e.* And th e s c h o o l p eo p le had much th e b e s t o f th e

s i t u a t io n a s th e Home T eacher Act was m ere ly p e r m iss iv e aud­

i t was a pauper! A g r e a te r hand icap even than th e l a t t e r d i s ­

q u a l i f i c a t i o n , th e r e was o n ly a p h ilo so p h y and a n e c e s s i t y

beh ind th e la w — th e r e was no program* th e r e were no tr a in e d

t e a c h e r s ; th e r e were no t e x t s ; and th e r e was in te n s e p r e ju d ic e .

The Commission o f Im m igration had w alked ca lm ly In to

academ ic f i e l d s w ith i t s l e g i s l a t i o n , , r e ly in g upon ed u ca to rs

t o sp r in g to th e support o f i t s e d u c a t io n a l program . But th e

sc h o o l a u t h o r i t i e s were a v erse to changing t h e ir s c h o o l- lo n g

m ethod s. They to o k no s t e p s and th e unacadem ic com m ission

was l e f t w ith th e r e s p o n s i b i l i t y . T h is i t assumed w ith d i s ­

c r e t io n and, a s i t turned o u t , much good fo r tu n e .

8 Commission o f Im m igration , o p . c i t » , p* 42*

132

F i r s t , Los A n geles was ch osen a s a d em on stra tion f i e l d .

There were s e v e r a l r e a so n s f o r t h i s . The su p e r in te n d e n ts

were f r ie n d ly and had ord ered an exam in ation f o r home te a c h e r s .

The c i t y m ain ta in ed neighborhood sc h o o ls in th e f o r e ig n quar­

t e r s , where d evoted te a c h e r s were g iv in g th e m se lv e s in s e t t l e ­

ment fa s h io n to community s e r v ic e * Here was u n d ersta n d in g

and a p o in t o f d ep artu re fo r a new a d v en tu re . M oreover,

through th e a d v ice o f E velyn S tod dard , dean o f s o c i a l w orkers

in Los A n g e le s , a woman came to v o lu n te e r her s e r v ic e fo r one

y e a r to prove th e v a lu e o f th e work* T h is unusual p erso n ,

Amanda M atthews C hase, was a u n iv e r s i t y woman w ith te a c h in g

and s e tt le m e n t e x p e r ie n c e in C a lifo r n ia and M exico— a w r ite r

and t r a v e le r — f r ie n d ly , m odest and e x p e r ie n c e d , a m ost prom­

i s i n g r e c r u it to d em onstrate so n o v e l a s o c i a l p o lic y * Her

s e r v ic e was prom ptly a cc ep ted and h er im m ediate program o u t­

l in e d . Her f i r s t ta sk was to p r e s e n t th e p h ilo so p h y o f th e

new e d u c a t io n a l b i l l a t th e m eetin g th a t y ea r U-915) o f th e

N a tio n a l E d u cation A s s o c ia t io n in San F ra n cisco * And h ere

may be the p la c e to quote th e re p o r t o f W ill C. Wood, s t a t e

su p er in ten d en t o f p u b lic in s t r u c t io n f o r 1923-24 on th e home

te a c h e r , j u s t n in e y e a r s a f t e r i t s f i r s t t r y -o u t in Los

A n g e les , w ith u n tra in ed te a c h e r s and no t o o l s :

The home te a c h e r h as p rob ab ly been C a lifo r n ia n s m ost o u ts ta n d in g c o n tr ib u t io n to im m igrant e d u c a tio n in th e U n ited S t a t e s . By t h i s m eans, the p u b lic s c h o o ls gave t h e ir f i r s t r e c o g n it io n to th e im portance o f th e home as an e d u c a t io n a l agency* V i s i t in g te a c h e r s , adjustm ent te a c h e r s and o th e r p u b lic sc h o o l o f f i c i a l s concerned w ith th e ad justm ent o f th e c h i ld are found in o th e r s t a t e s ,

133

but C a lifo r n ia was tbe f i r s t s t a t e to r e c o g n iz e the m other a s th e im portant f a c t o r in th e home ed u c a tio n and to g iv e h er p u b lic s c h o o l s e r v ic e , w hether h er c h i ld had shown any m aladjustm ent or n o t . I t i s not b eca u se th e c h i ld i s u nd ernou rished or tardy or a b sen t or d u l l or s le e p y th a t the home te a c h e r v i s i t s th e fo r e ig n m other.I t i s b eca u se she i s a f o r e ig n m other* I f h er c h i ld i s doing w e l l in s c h o o l so much th e b e t t e r . . I t i s s t i l l im portant th a t she le a r n E n g lis h , have c o n ta c t w ith American l i f e and c r e a te f o r th e c h i ld a home w hich w i l l not b e in c o n f l i c t w ith h is American e d u c a t io n .

Today s t a t e su p e r in te n d e n t , Y e r lin g K ersey c o n s id e r s

th e Home T eacher worlc a r e q u i s i t e , in d is p e n s a b le p a rt o f a d u lt

ed u ca tio n *

S t i l l a n o th er re a so n why Los A n g e les was ch osen a s th e

experim ent s t a t i o n was th a t th e r e were b e g in n in g s in n ig h t

sc h o o l te a c h in g .

At th e same tim e th a t our v o lu n te e r home te a c h e r s e t

ou t to ta c k le her problem th e N o m a l S ch oo l o f fe r e d a Saturday

m orning c l a s s on The T each in g of; E n g lish to F o r e ig n e r s , w ith

Ruby Baughman a s te a c h e r — a cou rse s tr o n g In te c h n iq u e , and

in s p ir a t io n a l In c h a r a c te r , a tten d ed by a t l e a s t s i x t y te a c h ­

e r s from th e c i t y sc h o o ls and ca d ets from th e Normal S c h o o l,

When, a f t e r a y e a r and a h a l f o f v o lu n te e r work, Mrs*

Chase was e l e c t e d a r e g u la r home te a c h e r in th e Los A n g eles

s c h o o l, and when in 1916 L os A n g e les e s t a b l i s h e d i t s D epart­

ment o f Immigrant E d u cation w ith M iss Baughman o f th e Normal

S c h o o l f a c u l t y a s d ir e c t o r , and Marcus C. B e t t in g e r a s su p er­

in te n d e n t , th e com m ission co n s id er ed i t s p io n e e r d em on stra tion

la u n ch ed . I t was r e le a s e d to d ev o te i t s e l f w ith th e co -o p era ­

t io n o f th e E x ten s io n Department o f th e S ta t e U n iv e r s ity , to

134

te a c h e r t r a in in g and c l a s s o r g a n iz a t io n throughout th e s ta te *

Meanwhile th e Commission had com pleted a su rv ey in th e

c i t y o f Los A n geles on a n e g a t iv e s u b je c t— What I t C osts Not

To Educate The Immigrant* A c h a r t , w hich was an a n a ly s i s o f

t h i s su rv ey , was used a s a b a s i s o f a p p ea l fo r n ig h t s c h o o ls ,

and a s an a d v e r t is in g a tta c k * i t was s u c c e s s f u l w ith th e

Board o f E d u cation and w ith groups o f em ployers* I t r e s u lt e d

in th e a ssem b lin g o f la r g e groups o f f o r e ig n e r s in h o s p ita b le

quarter's fo r c l a s s e s which began w ith g r e a t good w i l l* But

h o s p i t a l i t y and good w i l l were n o t enough* The fo r e ig n e r ,

who perhaps had sppnt e ig h t hours in heavy work, was w is e In

h is u n co n sc io u s le s s o n t o h is ed u ca to rs* M utely he resp ond ed

to h is u n tra in ed te a c h e r s* M utely he r e t i r e d from th e educa­

t i o n a l f i e l d and l e f t h i s b e n e fa c to r s to r e f l e c t io n * A su rvey

made o f th e v ery ir r e g u la r a tte n d a n c e r e v e a le d th e s t a r t l i n g

f a c t th a t ou t o f a t o t a l o f 3 ,4 4 8 p u p i ls , 141 n ever came back

a f t e r th e f i r s t n ig h t , and th a t o n ly 323 s ta y ed f o r s ix t y

n ig h t s * 9

A fte r a n o th er campaign conducted by improved a d v e r t is ­

in g m ethods, but w ith l i t t l e more wisdom o r s u c c e s s , th e cam­

p a ig n e r s who had w atched th e dead and d y in g c l a s s e s , a n a ly zed

th e s i t u a t io n fu r th e r and d ec id ed th a t th e tim e was n o t y e t

r ip e fo r m ass e f f o r t s — th a t b e fo r e s u c c e s s f u l c l a s s work co u ld

9 Frank V. Thompson, S c h o o lin g and th e Immigrant (H arper, 1920) g iv e s f ig u r e s f o r th e n a t io n 191?*—18* More th an two c i t ­i e s g iv e up t h i s work e n t i r e l y to ev ery f i v e c i t i e s w hich s t a r t i t .

155

he o r g a n iz ed , much p r e lim in a r y work must be done* We needed

f i r s t , te a c h e r t r a in in g f o r the new p r o fe s s io n ; s u i t a b le t e x t

books f o r a d u lt s ; and p u b lic fu n d s th a t would en a b le s p e c ia l ­

i s t s t o e n l i s t in so h ig h ly s p e c ia l iz e d a d epartm ent.

However c a s u a l and in co n seq u en t t h i s s im p le sta tem en t

o f b e g in n in g s may ap pear, i t co v ers a p er io d o f much a n x ie ty .

In th e w h ite h e a t o f te n se and u n s e l f i s h s e r v ic e was fo r g e d a

c o n c e p tio n o f home tea ch er work tough enough to serv e a s a

working m odel, b u t m a lle a b le enough to respond to human n ec­

e s s i t y , Teacher t r a in in g was d ev e lo p ed ,ron th e Jobn and

t e x t s o f many k in d s were prepared by th e te a c h e r p a r t ic ip a t in g .

B est o f a l l , ea c h y ea r has d isc o v e r e d an, e v e r la r g e r company

o f te a c h e r s o f f in e r s o c i a l o u tlo o k and e d u c a t io n a l r e s o u r c e ­

f u ln e s s ca r ry in g on t h e ir ta s k w ith a lm ost r e l i g i o u s f e r v o r ,

E th e l R ich ard son , a young Bryn Mawr g ra d u a te , who made

th e co m m issio n 's e d u c a t io n a l su rv ey s and p a r t ic ip a te d in a l l

th e p io n e e r ex p er im en ts , d ev elo p ed such e x c e p t io n a l under­

s ta n d in g and le a d e r s h ip t h a t in 1917 she became th e d ir e c t o r

o f e d u c a tio n o f th e S ta te Com m ission, She brought to th e work

an o r i g in a l mind unhampered by cu t and d r ie d r u le s , unbounded

en erg y , and the f a i t h th a t m oves m ountains * The program a s )

i t took shape in her hands in c lu d e d :

1 , S t a t e —wide ed u ca tio n o f the p u b l ic , e s p e c ia l l y o f e d u c a to r s ,

a . The s e l e c t i o n o f th e most so c ia l-m in d e d o f th e. te a c h e r s a lr ea d y in th e f i e l d fo r s p e c i a l i z a t i o n .

136

3.. S ta te -w id e su p e r v is io n o f e v e r y th in g r e la t in g to . immigrant e d u c a tio n .

As h er f i r s t req u irem en t fo r home te a c h e r s she demanded

an u n d erstan d in g o f im m igrant grou p s; p e d a g o g ic a l t e c h n ic a l ­

i t i e s came l a t e r .

The E x ten s io n Departm ent o f th e U n iv e r s ity o f C a lifo r n ia

became a s tr o n g a l l y and in 1930 arranged th r ee i n s t i t u t e s on

te a c h e r t r a in in g in Loa^Ang e la s .E r e s n o ,_ a n d _ San F r a n c is c o *

As ̂one o f i t s s t a f f , i t brought from New York, John C o l l ie r

who w ith h is fund o f id e a s and e x p e r ie n c e , put a new n o te o f

t o le r a n c e , u n d ersta n d in g and a p p r e c ia t io n in to th e task * With

summer sc h o o ls and e x te n s io n c l a s s e s from th e s t a t e u n iv e r s i t y

in v ig o r o u s a c t io n , w ith th e d ir e c t o r g o in g about th e s t a t e

s t im u la t in g in t e r e s t In th e new p r o f e s s io n , an- e x tr a o r d in a r y

group o f s tu d e n ts was e n l i s t e d f o r the expanding f i e l d o f im­

m igrant e d u c a t io n .

I t was now p o s s ib le n o t o n ly to b r in g ou t b e t t e r t e x t s ,

but to fu r n is h e x p e r ts t o in d u s t r ie s w ish in g to have s p e c ia l

l e s s o n m a te r ia ls * The orange grow ers, the su gar m i l l s , in d u s­

t r i e s o f a l l s o r t s h av in g s p e c i a l v o c a b u la r ie s , r e co g n ize d th e

v a lu e o f te a c h in g them, and w i l l i n g l y p a id f o r th e p r e p a r a tio n

o f th e n e c e s sa r y pam phlets*

When th e s p e c ia l i z e d t r a in in g f o r home te a c h e r s began

to be sought by sc h o o l d i s t r i c t s th e U n iv e r s ity E x ten s io n De­

partm ent p la c e d one o f i t s s t a f f on c a l l f o r th r e e months

p er io d s* E th e l Sw ain, a young U n iv e r s ity o f C a lifo r n ia

137

grad u ate who had r e s ig n e d a h igh sc h o o l p o s i t io n to se r v e

a d u lt e d u c a t io n , began se r v in g a s many groups in a d i s t r i c t

as co u ld be reached f o r l a t e a fte r n o o n and ev en in g c la s s e s *

In th e se c l a s s e s te a c h e r s were tr a in e d on the p r a c t ic e sc h o o l

p r in c ip le , w h ile a c t u a l ly co n d u ctin g a d u lt e d u c a tio n work;

l e s s o n s were t e s t e d in c la s s e s composed o f from one to e le v e n

n a t i o n a l i t i e s , and a system d e v ise d f o r grad in g and p la c in g

fo r e ig n s tu d e n ts on th e f i r s t n ig h t o f s c h o o l a tten d a n ce

( l e s t th e r e m ight n ever be an oth er ohance*} S e r i e s o f l e s ­

son s were ev o lv ed s u it e d to v a r io u s en v iro n m en ts , and to

v a r ie d needs* T his p r a c t ic e s c h o o l te a c h in g i s now c a l le d

cad et te a c h in g and i s one o f the req u irem en ts fo r an American

i z a t io n c r e d e n t ia l . T his work i s under E th e l Swain of" th e

U n iv e r s ity o f Southern C a l i f o r n ia .

In 1920 a t th e w ish o f the Commission o f Im m igration

and H ou sin g , th e departm ent and th e budget fo r Immigrant edu­

c a t io n were t r a n s fe r r e d , w ith th e d ir e c t o r , to th e S ta te

Department o f E d u cation .

The i l l i t e r a c y s t a t i s t i c s o f th e war gave an im petus

to l e g i s l a t i o n . In 1919 th e second s e c t io n o f th e P a r t-t im e

Act made i t com pulsory f o r h ig h sc h o o l boards in C a lifo r n ia

to open c l a s s e s w henever tw en ty or more men and women betw een

th e ages o f e ig h te e n and tw en ty -on e co u ld be found w ith in a

ra d iu s o f th ree m ile s o f the h ig h s c h o o l . More than t h is * i t

made a tten d a n ce on such c l a s s e s com pulsory when su ch c l a s s e s

are e s t a b l i s h e d . In 1 9 23 , a b i l l , s im ila r in wording and

e f f e c t , d e a lt w ith h ig h sc h o o l hoards and a d u lt s o v e r tw en ty -

one unable to speak E n g lis h w ith the f lu e n c y o f the s ix t h

g ra d e . These b i l l s w ith the n a tu r a l iz a t io n la w demanding and

p r o v id in g fo r c l a s s e s o f tw e n ty - f iv e or more p erso n s a p p ly in g

f o r f i r s t or second p a p e rs , rounded o u t th e l e g i s l a t i o n n ec ­

e s s a r y to ca rry on a d u lt im migrant e d u c a t io n .

Now, in 1934 , d e s p ite th e d e p o r ta t io n o f many M exicans,

th e c l a s s e s are s t e a d i ly g ro w in g . With th e b e s t ed u ca to rs

co n v in ced th a t th e p u b lic s c h o o ls are fo r th e whole fa m ily ,

and w ith th e se ed u ca to rs ready to broaden t h e ir f i e l d s , th e

outcome w i l l be no i l l i t e r a c y .

When th e i n i t i a t o r s o f the home te a c h e r p r o je c t b u i l t

a door to th e sch o o lh o u se f o r th e fo r e ig n m other, th ey b u i ld -

ed b e t t e r than th ey knew.

These words were w r it te n by A s s is ta n t C ity S u p er in ten d ­en t . Harry _M^Shaf e r who .ha s Jbeen~head ,o f . th e . A<|u l t Educa -.^ , t io n . s in ce . 1918..r_-of. w hich A m er ica n iza tio n i s " S T b ip o fta n l p h a se , I t i s a sp le n d id t r ib u t e to th e work o f M rs,S u tto n , Such o u ts ta n d in g le a d e r s s u r e ly have n ot l i v e d in v a in .

Her p r e d e c e s s o r , Amanda M atthews C hase, the jC ir s t Home

T eacher, n o t o n ly in Los A n g e le s , but in C a l i f o r n ia , i s th e

a u th o r o f th e forew ord o f ^ t h is work.

Sunday, March 1 2 , 1933 , one o f th e v e te r a n s in the home te a c h e r work in th e c i t y s c h o o ls came to the end o f her Jou rn ey , M rs, R achel S u tto n was th e second home te a c h e r ap p o in ted under th e Home T eacher Law, and serv ed in such c a p a c ity from th e tim e o f .h e r appointm ent u n t i l h er d ea th . Her p r e d e c e sso r h a v in g r e t i r e d , she w as,In f a c t , the. v e te r a n in th e s e r v ic e .

Mrs. S u tto n was born in th e U k ra in ian D i s t r i c t o f

139

R u ssia* She graduated from a R ussian t e a c h e r s 1 c o l l e g e , and ta u g h t f i v e y e a r s in h er n a t iv e land*

In 1905 she m arried a R ussian m in ing en g in eer* In 1910 th ey came to C a lifo r n ia and purchased a ranch n ear Downey*

In 1916 she was a s s ig n e d a s home te a c h e r a t th e Utah S tr e e t S c h o o l, which f o r many y e a r s was th e l a r g e s t and p rob ab ly one o f th e m ost f o r e ig n sc h o o ls in th e Los A n g e les s c h o o l system * T rib u tary to i t was an immense R u ssia n p o p u la tio n *

Her a b i l i t y to sp ea k both R u ssia n and E n g lish , and h er ed u ca tio n in both la n g u a g es to g e th e r w ith h er knowl­edge o f th e manner o f l i f e and th e background o f b oth th e R u ssia n and American p e o p le , made h er ex trem ely v a lu a b le in th e work o f am algam ating th e n a t i o n a l i t i e s r e p r e se n te d in th e Utah S tr e e t S ch oo l and in th e commun­i t y * Her work and h er in f lu e n c e were n o t l im it e d to th e h ou rs o f th e s c h o o l s e s s io n , but her tim e and energy were a v a i la b le a t a l l tim es in a s s i s t i n g h er countrymen in s o lv in g t h e ir d om estic and o th e r problem s* She con­t i n u a l l y encouraged them to become c i t i z e n s , and by h er p r e p a r a tio n o f th e s e p eo p le f o r c i t i z e n s h ip and h er con­t in u a l p o in t in g o f t h e i r f u t u r e in th a t d ir e c t io n , she le d many in to f u l l c i t i z e n s h i p , w hich was v a lu a b le to them and t o the co u n try o f t h e i r a d a p tio n a s w e l l a s to t h e ir c i t y o f r e s id e n c e *

P robably th e m ost v a lu a b le s e r v ic e rendered by Mrs* S u tto n in her work as home te a c h e r was th a t o f b r id g in g th e gap betw een the f i r s t and secon d g e n e r a tio n o f Rus­s ia n s* As th e second g e n e r a t io n o f any n a t io n a l i t y d ev e lo p s toward m a tu r ity , th a t g e n e r a tio n u s u a l ly de­s i r e s to throw o f f su dd en ly and o f t e n v io l e n t l y th e t r a d i t io n s and custom s o f t h e i r a n c e s to r s* The f i r s t g e n e r a tio n become d eep ly g r ie v e d by such a c t io n . Some­t im e s the f i r s t and second g e n e r a tio n become w id e ly sep a ra ted and a l ie n a t e d from each o th e r . Mrs* S u tto n was a p o w erfu l in f lu e n c e in m a in ta in in g a happy r e la t io n ­sh ip betw een the two g e n e r a t io n s , and th ereb y prom oting th e w e lfa r e o f each fa m ily * Her c o n tr ib u t io n to p eace and p r o s p e r ity o f our c i t y , e s p e c i a l l y th a t p a r t o f i t w hich th e r e s id e n c e o f th o u sa n d s o f R u ssian p e o p le , was In v a lu a b le* Her reward w i l l be g r e a t , and the memory o f h er and h er work w i l l l i v e when o th e r l e s s s t a b le i n f l u ­e n c e s have d isa p p e a r e d * ^

Harry M. S h a fe r , A s s is ta n t S u p er in ten d en t o f S c h o o ls , Los A n geles S ch oo l J o u r n a l, March 21 , 1 9 3 3 .

TABLE XVI

140

EVENING AMERICANIZATION SCHOOLS AND TEACHERS

There are s ix t e e n E vening A m er ica n iza tio n S c h o o ls and th e s e s c h o o ls em ploy t h i r t y - e i g h t t e a c h e r s . These c l a s s e s are more c e n t r a l iz e d than th e day sc h o o ls -a n d are h e ld in th e la r g e h ig h s c h o o ls . The c l a s s e s are a tten d ed p r in c ip a l ly by men who are em ployed d u rin g th e d a y .

SCHOOL TEACHER PHONE

B e l l Ton H a ffte n , Iren e ^ EX. 6603

C en tr a l At c h le y , Glady s D a v is , L e i la MacQueen, G ertrude M itc h e l l , Vera S e v i e r , ; E velyn

No phone WH. 6682: CR. 6429 RE* 0439

Gardena - 953

F ra n k lin B a r t l e t t , Mae CL. 61814

H ollyw ood A nderson, Marian E l l i s , LaVeta Knox, L o u ise

No phone OR. 8634 OL. 1388

H u ntington Bark Cummings, T erese LA* 2821

J e f fe r s o n Cox, H a r r ie t E n d ic o t t , H azel De D onato,- J osep h in e M cC all, M arion Morrow, Cora

WH. 9842 UN* 8931 PL. 7555 AX. 0955 AX. 0955

L in c o ln Rung, Ruth UN* 4678

Los, A n g e les P o e ten , Lucy H. Wiseman,... Faye

OL* 8976 RQ. 4715

Manual A rts McMath, E l la S ow ers, Irma

TH. 9064 IE . 1560

M cK inley P a g e , Jennie- PA. 4592

M etr o p o lita n F it c h , L aurabel Johnson , Am elia

RE. 9021 No phone

141

TABUS XVX (Continued)

EVENING AMERICANIZATION SCHOOLS AND TEACHERS*

SCHOOL TEACHER PHONE

M e tr o p o lita n (co n tin u ed } M essner, F lo re n c e - M i l le r , Mary

S t r i c k le r , Maude W iebalk , Anna

F I . 2478 OR. 1030 No phone PA. 9519

R o o se v e lt B lan ch erd , G ladys H unter, la n e Nekuda, Anna P o r te r , May

R I. 2801 DU. 3875 BE. 4325 No phone

San Pedro A lfo r d , N e l l i e

M ott, E l s i e

San Pedro 2139 J No phone

U n iv e r s ity Frank., Rose AN. 14435

Van Nuys B erger , Emma OL.. 8970 J o n es , C a th er in e Van Nuys 639W

V en ice Von H a ffte n , Ir en e ET. 6663

NOTEt There are s ix te e n . E ven ing A rnericanim ation S ch o o ls and forty^ tw o-B ay A m erica n iza tio n S c h o o ls , making a t o t a l o f f i f t y - e i g h t Day and E ven in g A m er ica n iza tio n S c h o o ls w ith e ig h ty - fo u r t e a c h e r s , w ith a p p ro x im a te ly th r e e thousand s tu ­d en ts e n r o l le d and an average en ro llm en t o f f o r t y - e ig h t p er ­so n s p er c l a s s ,

* R ev ised to November 1 0 , 1 9 3 3 .

SUMMABY

The f i r s t ev en in g s c h o o l in Los A n g e les was h e ld in th e

New High S t r e e t S c h o o l, lo c a te d a t F i f t h and S p rin g S t r e e t s

in 1887 - E vening sc h o o l h as co n tin u ed w ith an unbroken reco rd

f o r a lm ost h a l f a cen tu ry — f o r t y - s e v e n y e a r s .

In 19Q3 th e C o lle g e S e tt le m e n t opened th e f i r s t Amer­

ic a n iz a t io n c l a s s f o r te a c h in g E n g lish to f o r e ig n e r s - The

f i r s t n a t u r a l iz a t io n work was undertaken here* The Board o f

E d u cation to o k o v er th e c l a s s i n 19Q&, a t th e re q u e s t o f th e

C o lle g e S e t t le m e n t -

The departm ent o f Im m igration o f E d u cation was organ­

iz e d in 1918 w ith Ruby Baughman as d ir e c t o r , M iss Baughman

o f the Normal S ch o o l (U .C .L .A . } f a c u l t y co n tin u ed a s d ir e c to r

u n t i l our p r e se n t ca p a b le , p a t ie n t and e f f i c i e n t F lo ra B.

Sm ith , became d ir e c t o r .

An a d u lt e d u c a tio n departm ent was c r e a te d in 1918 w ith

th e p re se n t sp le n d id Harry S h a fer a s A s s is ta n t C ity S u p erin ­

ten d en t o f A m er ica n iza tio n was made one o f th e s e v e r a l d ep a rt­

ment s .

Los A n g e le s was th e e x p e r im en ta l s t a t io n fo r Home

Teacher work w ith Amanda M atthews Chase a s th e f i r s t te a c h e r

in 1915 , a t A m elia S tr e e t S c h o o l. R achael S u tto n was a s s ig n e d

a s th e second Home T eacher in 1918 a t Utah S tr e e t S ch o o l.

There are today tw e n ty -fo u r Home T each ers, two occupa­

t i o n a l th erap y t e a c h e r s , th r ee te a c h e r s in A m er ic a n iza tio n ,

143t h i r t y - e i g h t te a c h e r s in e v e n in g sc h o o l work, and f o r t y - s i x

te a c h e r s in Day A m er ica n iza tio n c la s s e s #

B e s id e s th o se m en tion ed , n o ta b le in i n t e r e s t s o f

A m erica n iza tio n a r e : Mr* M. C, B e t t in g e r , su p e r in ten d e n t;

E th e l R ichardson A lle n , s t a t e d ir e c t o r o f Immigrant Educa­

t io n ; Mary S . G ibson , Committee o f Im m igration and H ousing;

E th e l Sw ain o f U n iv e r s ity o f Southern C a l i fo r n ia , who t r a in s

th e c a d e ts fo r t h e ir A m er ica n iza tio n c r e d e n t ia l ; E t t i e E ee*s

c o n tr ib u t io n in w r it in g s , and such t e a c h e r s a s M isse s Holmes

and McKenna.

BIBLIOGR&PHY

BIBLIOGRAPHY

BOOKS

Bachrach, J e a n e tte W rattenbery, U sefu l. E n g lish f o r B eg in n ers* B a n s v i l le , New York: F . A . Owens Company, 1 9 3 0 ..

A book th a t would b e a jo y to any t i r e d n o n -E n g lish sp eak in g p e r so n . I t c o n ta in s th r e e d iv i s io n s o f l e s ­so n s— s a le , m oving, and h e lp w anted. E very page i s o f w e l l sp a ced , b o ld b la c k p r in t .

B ard in e , G. M yers, How To Be come an American Gi t i z e n .New York: Judy P u b lis h in g Company, 1 9 2 2 .

The s t e p s toward c i t i z e n s h ip a re w e l l o u t l in e d and c l e a r ­l y d e f in e d . T h is book would be a d ec id ed a id to th e fo r e ig n e r who i s s e e k in g c i t i z e n s h ip .

B e sh g e tu r ia n , A zn iv , F o r e ig n e r s Guide To E n g lis h . New York: World Book, Company, 1 9 1 9 . -

A gu ide fo r advanced s tu d e n ts g iv in g th e more d i f f i c u l t se n te n c e c o n s t r u c t io n s .

C h a n ce llo r , W illiam E . , H is to r y and Government o f th e U n ited S t a t e s For Evening S c h o o l. American Book Company.C opyrigh t 1912., r e v is e d t o 1 9 1 4 .

T his h is t o r y i s s p le n d id f o r advanced A m er ica n iza tio n S tu d e n ts . I t d e a ls w ith th e Geography and H is to r y o f th e U n ited S ta t e s from c o lo n ia l days to pre w orld war days .o f 1 9 1 4 . Too sm a ll p r in t to be used a s a t e x t b ook .

C laghorn, Kate H o lla day, The Immigrant *s Day in Court*New York: Harper B r o th e r s , 1923*

The im migrant h a s many tr o u b le s* These problem s and ways to meet them a re c l e a r l y o u t l in e d . - T rou b les in c lu d e such p rob lem s, a s c o u r t , d e p o r ta t io n , fa m ily , and money t r o u b le s .

G a v it , John Palm er, A m ericans By C h o ice♦ New York: H arper B roth ers,, 19 22 .

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146

A. book, o f c o n v e r sa t io n le s s o n s th a t d e a ls w ith ev ery day- immigrant problem s, a ls o g iv e s sh o rt h i s t o r i e s o f famous men a s , J e f f e r s o n , Bak, Samuel Clemens and G eneral M arian.

Grlaeom, E llw ood J r . , A rn er io a n iza tio n —A S ch oo l Reader and S p eak er. New, York: M acm illan Comp any, 1 920 .

A v ery u se a b le book o f medium p r in t g iv in g th e s t o r i e s of- our o u ts ta n d in g sta tesm en such a s John M a r sh a ll, A lexander H am ilton and S to n e w a ll Jack son .

H enn essey , B. L . , Twenty ~F ive l e s s o n s in C it iz e n s h ip .

H ourwlch, I s a a c A ., Immigrant and Labor. New York: G. P . Putnam*s S o n s, The K nickerbocker P r e s s , 1 9 1 2 .

Jen k s, Jerem iah W., P h .B ., L .L .B ., and J e t t W. Lauck, The Im m igration Problem . New-York: Funk and W agnalls . Company, 1 9 1 7 .

A v ery com prehensive s tu d y o f th e A m er ica n iza tio n problem as seen about World War t im e . That was h ig h t id e f o r Im m igration . A l l r a c e s are d is c u s s e d w ith a thorough study o f th e P a c i f i c Coast S t a t e s , O r ie n ta l problem .

K ossovo, H ero ic Songs o f the S e r b s . Houghton M i f f l in Company, 1920." T r a n s la ted from th e 'O rig in a l by H elen Booth am.

A sm a ll book o f so n g s w ith a tw en ty page h i s t o r i c a l p r e f a c e .

L ee, E t t i e , V ic to r Hugors L es M is e r a b le s . An A d a p ta tio n .New York: Bone and L iv e r ig h t , I n c . , 1 9 2 4 .

One o f th e many a d a p ta t io n s from c l a s s i c a l l i t e r a t i on th a t E t t ie Lee h as made.

Mahoney, John J . , and C h arles M. H e r lih y , F i r s t S te p s in A m e r ic a n iza tio n . C opyright 1 9 1 8 . pp 1 -1 2 .

A handbook f o r tea ch ers^

Mason, Josep h in e Dwight and G ertrude E . O’B r ien , A P r a c t i c a lReader f o r A du lts* Book I . D. C. Heath and company, 1931 .

147

A p r a c t i c a l r e a d e r fo r th e b e g in n e r s and in te r m e d ia te s c l a s s . I t c o n ta in s b ig b lack , b o ld p r in t o f i l l u s t r a t e d l e s s o n s * .

Mason, J o sep h in e Dwight and G ertrude E. GfB r ien , A P r a c t ic a l Reader For A dults* Book II* D. C. Heath and Gomnanv. 1931 . ~

OrC o n n e ll, L e la M ., and K arl A* R e ich e , E n g lish f o r Future C it iz e n s * A lbany, New York: F o rt 0 range " P r e s s * .Copy­r ig h t 1928 , The Brandow P r in t in g Company.

T h is book i s fo r in te r m e d ia te and advanced c l a s s e s and d e a ls w ith everyd ay l i f e .

Park, R obert E . , The Immigrant P r e s s and I t s C o n tr o l.New York: .H arper B r o th e r s , 1 9 2 2 .

S o i l f o r th e Immigrant P r e s s , i t s r e a so n s , why an immi­gra n t p r e s s i s n e c e s s a r y , and i t s use in and th e a ss im ­i l a t i o n o f our n o n -E n g lish sp ea k in g p e o p le s .

Rootham, H elen , H ero ic Songs o f th e S e r b s . Houghton M if f l in Company, 1 9 2 0 . W ritten by K ossovo and t r a n s la t e d from th e o r i g in a l by H elen Rootham.

A sm all book o f son gs w ith a tw en ty page h i s t o r i c a l p r e f a c e .

R o b erts , P e te r B . , P h .D ., E n g lis h fo r Coming A m ericans.C opyright 1 9 1 2 .. T each ers Manual Book, pp 9 -1 2 , 1 5 , 1 9 .

S h a r lip , Y /illia m , and A lb ert A. Owens, A dult ImmigrantE d u ca tio n —I t s S co p e . C o n ten t, and M ethods! New York. M acm illan Company, 1 9 2 5 .

I t d e a ls w ith th e o r g a n iz a t io n and a tten d a n c e o f a d u lt c la s s e s -* w ith thorough d is c u s s io n o f s tu d y , and m ethods o f t e a c h in g .

Speek , P e te r A ., A S ta k e In The Land. New York: Harper B r o th e r s , 1 9 21 .

D iv u lg in g th e lan d o p p o r tu n it ie s in America and th e prob­lem s o f a c q u i s i t io n . A d is c u s s io n o f im migrant chu rch es and A dult Immigrant E d u ca tio n .

Thompson, Frank V ., S c h o o lin g o f th e Im m igrant. New York: Harper B r o th e r s , 1920 .

Problem s and p o l i c i e s and th e tren d o f l e g i s l a t i o n are w e l l d is c u s s e d in t h i s book*

Wheaton, H a rr iso n , H y la s , U n ited S t a t e s Bureau o f E d u ca tio n * (B ib lio g r a p h y o n l y . )

R ecent P r o g r e ss in the E d u cation o f th e Immigrant* N a tio n a l S cop e.

MAGAZINES, PAMPHLETS, AND NEWSPAPERS

Board o f E d u ca tio n , The S ch oo l and th e Im m igrant, P u b lic a t io n No* IX , pp* 7 -8 * . Dated 1915*

Commission o f Im m igration and H ousing o f C a lifo r n ia * A Com­m unity Survey , Made in Los A n geles* H is to r y o f the S u rv ey * ,

Commission o f Im m igration and H ousing o f C a l i f o r n ia , The Actw ith a Working P la n , 1915* The Home T each er*

Commission o f Im m igration and H ousing o f C a l i f o r n ia . P u b li­c a t io n s 1919 to 1923* C a l i fo r n ia S ta te P r in t in g O f f i c e .

T h is book g iv e s C a lifo r n ia answ er to A m erica n iza tio n * I t i s w r it te n in b oth th e Span ish and E n g lish la n g u a g e s , and i t an sw ers many l e g a l q u e s t io n s .t h a t in v o lv e our f o r e ig n p e o p le s .

Commission o f Im m igration and H ousing o f C a l i fo r n ia , The Home T each er, from Immigrant E d u cation L e a f le t No* 5* .

Commission o f Im m igration and H ousing o f C a l i f o r n ia , Am erican­iz a t io n C a lifo r n ia Program . I ssu e d November 1918*

* * * *, P u b lic a t io n s 1 9 1 7 -1 8 -1 9 * C a lifo r n ia S ta te P r in t in g O ffic e *

T his volume o f pam phlets i s a s e r i e s o f a n n o ta ted r e p o r ts * A number o f sam ple l e s s o n s are in c lu d ed *

H art, A lb er t B u sh n e ll, Current H is o tr y , J u ly 1930*

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M ackendrick, Marda, S hort P la y s f o r A dult F o r e ig n e r s .C opyright 1928 by Author*

149

A pam phlet o f e a sy com prehension p a t r i o t i c p la y s *

Los A n g e les C ity S c h o o ls , Los A n g e le s , C ity S c h o o ls .P r e p a r e d .fo r te a c h e r s and v i s i t o r s o f th e N a tio n a l Edu­c a t io n A s s o c ia t io n C onvention h e ld in Los A n g e le s , C a lifo r n ia , 1931 .

R ich ard son , E th e l , A s s is ta n t S u p er in ten d en t o f P u b lic In ­s tr u c t io n * Immigrant E d u cation Manual* B u l le t in No.5 4 , F eb ru a ry ,1922*

S ch oo l P u b lic a t io n No. £09 L 921* Evening; High S c h o o l*L o s .A n g e le s , C ity S ch o o l D is t r ic t *

S te r r y , Nora, C a lifo r n ia Q u a rter ly o f Secondary E d u cation , January 1 9 2 ? . The N eighborhood S ch ool*

S t a t e t a Board o f E d u ca tio n , C la s s e s fo r F o re ig n -b o rn A dults* A m erica n iza tio n B u lle t I n No * I * S e r ie s 1 9 2 0 -2 1 ,

Sw ain, E th e l , A P r a c t i c a l F i r s t Reader fo r A d u lt s . C opyright A p p lie d For *

T h is f i r s t rea d er c o n ta in s such s t o r i e s a s : Pay Day,House f o r R ent, Gas B i l l , and S e r v ic e S ta t io n * I t i s in d eed a u se a b le pam phlet*

U n ited S ta t e s Government * Memoirs o f N a tio n a l Academy o f S c ie n c e s . P sy ch o lo g y Exam ining in the U n ited S ta t e s Army* Government P r in t in g O f f i c e s , W ashington, D. C*

* . * *, U n ited S t a t e s Im m igration Laws.W ashington, D. C*: U n ited S t a t e s P r in t in g O f f ic e , 1933*

U nited S t a t e s Bureau o f E d u ca tio n . R ep o rt, 1 9 14 , T* 1 , Chapter XX, pp. 4 2 5 -4 5 4 .