arranged for use in charts and lesson leaflets. The arrangement of each lesson is patterned after the Gouin method. The subjects. covered by the citizenship classes include civics, American history, government, industries, etc. In Chicago special lessons have been prepared on the eight leading city industries. In Pennsylvania, where classes are conducted in connection with local public-school authorities, practical talks are given on health, alcoholism, travel, labor unions, shops, and clubs. Where a definite course is carried out it generally comprehends instruction in the rights, privileges, and duties of citizenship; the main features of the United States Constitution, essential facts about the National, State, and city governments; the principal laws and regulations of interest to an immigrant, such as workmen's compensation, compulsory education of children, etc.

In the city of New York several meetings for different nationalities were held with stereopticon lectures, national songs, and speeches. In Pittsburgh a great singing contest was held with 1,000 present. Various foreign societies competed for a large silken American flag. In Tacoma, Wash., banquets were held for foreign men at Thanksgiving and Christmas, opportunity talks being given by college men which created great enthusiasm. Similar gatherings were held in San Francisco. Association men from the Massachusetts Agricultural College participated in Polish farmers' days and presented problems in scientific agriculture.

The Young Women's Christian Association carries on similar work on a smaller scale. In New York City it conducts the International Institute for Young Women, located in the foreign quarter.

CHURCH WORK AMONG IMMIGRANTS.

Many of the denominational bodies now give special attention to the problem of adult immigrant education. In the Roman Catholic Church the subject is cared for mainly by the local parishes and dioceses. Thus a church in Rochester, N. Y., recently started a class in English for foreigners. Sometimes a naturalization class is conducted, but usually aid in this direction is given personally by the priest in charge. The Italian and Polish Catholic Churches do much in immigrant education. The priest is a constant adviser in matters pertaining to American customs and regulations.

The Congregational Church many years ago established a missionary at Ellis Island, N. Y. In the year 1913 the immigrants passing through this port into American life numbered 892,653. The missionary stationed at this gateway meets the bewildered who need counsel, and gives directions especially concerning our public-school ⚫ system.

The Scandinavian Sailors' and Immigrant Home, located in East Boston, Mass., takes care of about 1,500 sailors and immigrants a

year. The Swedish Orphanage, at Cromwell, Conn., has 80 children under its protection. The Danish-Norwegian work has three homes, located, respectively, at Brooklyn, Boston, and Chicago. These are intended to help the "newcomer" girl, by sheltering her and giving her first lessons in American ways.

The Latin-American Institute, at West Tampa, Fla., exists to train teachers particularly for the Cubans.

The Congregational Home Missionary Society relates itself to different educational institutions that are preparing teachers to labor among the people of our country who still speak foreign languages. The educational work for foreigners by the Presbyterian Church is sufficiently typical of church activity in this direction to justify some detail. The Presbyterian board of home missions reports work carried on in 64 immigrant communities. Bohemian, Slavic, Italian, Magyar, Syrian, Armenian, and Scandinavian are the principal nationalities dealt with. Thirty organized churches are involved and 70 workers. In 1913 the sum of $80,000 was appropriated. In the Presbytery of New York (Richmond, Manhattan, and the Bronx) there are 16 centers, reaching Italians, Bohemians, and Hungarians principally. In April, 1908, a separate department to deal with immigrants in America was created under the board of home missions, with a superintendent in charge. The headquarters are in New York City. The prime purpose of the department is, of course, religious, but it engages in investigations, the dissemination of information, instruction and cooperation, with the secondary purpose in mind of educating the immigrant. It aims to arouse a greater interest in the alien on the part of American churches; to suggest and outline plans for English classes, civic clubs, vacation schools, and industrial training. To insure rational treatment of local conditions, it is prepared to make surveys through its survey agency, and such surveys have been made in New York, Newark, N. J., Elizabeth, N. J., and Utica. Upon the basis of these investigations recommendations are made for local work. The missionaries or teachers who are employed are selected more particularly for ability in religious training, yet considerable attention is paid to their educational qualifications and ability to speak foreign languages. To facilitate the qualifications of men for this field the board of home missions has announced a series of immigration fellowships. These carry $1,000 each and are open to recent graduates of theological seminaries duly licensed or ordained by a presbytery. The appointees are sent to some foreign country for a period of 18 months. or more, where they study national characteristics, needs, languages, Each holder of such appointment contracts to serve the board upon his return from study for not less than three years. A number of such men are already in training. They are expected to do some educational work and supervision, in addition to ministerial duties.

etc.

Other facilities for training lay-workers are provided, two of which are specially adapted to developing young women for immigration work-the Presbyterian Training School at Baltimore and the Missionary Trining School at Coraopolis, Pa. The latter has enrolled students representing Bohemian, Slovak, Ruthenian, and Italian.

Of the numerous missions, settlements, and branches throughout the country conducted by churches and church societies, some conduct only English classes, others engage in general educational work for foreigners, covering domestic science, industrial training, and lectures, while still others conduct some domestic education in the homes or do district nursing. Practically all are supported by private contributions.

EDUCATION OF IMMIGRANTS IN THE INDUSTRIES.

Employers are coming to see the necessity of teaching their foreign-born employees the English language and something of the rules of safety. Experience shows that a large proportion of industrial accidents are due to foreigners not understanding the orders of the boss or foreman. Furthermore, a canvass of many employers of foreign-born workingmen indicates that a knowledge of English is urgently needed for the employment. This is particularly true of railroads, steel plants, and foundries. The latter group of industries has made a special effort for adult immigrant education in the English language, and in some instances the movement has developed into a broadly organized system of education. Two typical cases are selected-the Casino Technical Night School, East Pittsburgh, Pa., and the school maintained by D. E. Sicher & Co., of New York City.

I. CASINO TECHNICAL NIGHT SCHOOL.

A number of industrial corporations in the vicinity of Pittsburgh organized an industrial training school for their foreign-born employees. A staff of paid expert instructors was put in charge. The school is carried on through the cooperation of the Turtle Creek school board, which has rented a public-school building to the management on the basis of $3 per month for each room. Only 25 per cent of the pupils are residents of the Turtle Creek district, the others coming from the districts in the vicinity. The training is open not only to employees of the companies supporting the undertaking, but also to those of other plants. In 1904 the enrollment was only 100; last year it was almost 700. There are over 40 teachers in the faculty, and the expense budget exceeds $15,000. A tuition of $25 is charged, making it about one-half self-supporting. The local industries contribute an annual amount of about $6,000 to $7,000.

The school year is nine months, i. e., from about September 1 to June 1. A twoyear preparatory course and a four-year course in the fundamental principles of engineering are given. Regular classes meet Monday, Wednesday, and Friday evenings of each week. Each evening is divided into three periods, the first beginning at 6.15 p. m., and the last ending at 9.15 p. m. The term is divided into two semesters of 19 weeks each. New students may enter at the beginning of each term. The

teachers are selected with a view to their ability, not only as specialists, but as to active participation in practical work, broad training, and wide experience. Students are classified by personal interview and by examination at the opening of each term. All new students are put on probation for the first four weeks.

Upon the opening of the school it was found that many of the foreign applicants wishing to take industrial or technical training had an inadequate command of English. Many also needed preparatory work in the common branches. To provide this preliminary instruction, courses in English, spelling, reading, writing, grammar, and arithmetic were developed, with emphasis on shop terms in use in the various trades. The school gives training in electricity, engineering, mechanical drawing, shop practice, wood turning, foundry work, etc. Little attention is paid to citizenship, except as an incident to English training. A course in household arts for women reaches a number of foreign girls.

2. D. E. SICHER & CO., NEW YORK CITY.

The firm of D. E. Sicher & Co., a muslin-goods plant of New York City, employs a large number of foreign-speaking employees, many of whom are illiterate. A cooperative scheme was worked out whereby the company furnished a classroom and partly financed the plan, while the New York City Board of Education furnished teacher, supplies, and general educational supervision. Officially the experiment was put on record as a part of Public School No. 4, thus eliminating the need of red tape in its establishment and maintenance. The purpose of the school was not so much to teach English as to give a very simple form of industrial training, to which learning English was an incident. The class was made up of factory employees. Forty girls graduated at the end of the term, representing a variety of immigrant nationalities. Training was given in dressmaking, arithmetic, reading, writing, spelling, English letter writing, etc. There was a drawing class, stereopticon lectures, music, and a traveling library. Effort was made to teach the girls how to care for their health and person, how to use the telephone book, and other matters tending to promote their welfare and efficiency. At the end of the course a "certificate of literacy" was given each graduate by the board of education.

The Pennsylvania Railroad Co. publishes several pamphlets instructing employees. One deals with resuscitation from electric shock; another is a set of lessons in Italian and English dealing with the tools used in track construction. The Delaware, Lackawanna & Western Railroad Co. also has published lesson sets for its foreign employees and has cooperated with the Young Men's Christian Association in conducting classes. The Southern Pacific issues instruction books in Japanese. The Joseph & Feiss Co., a clothing firm of Cleveland, Ohio, instructs 200 foreign employees in practical English. The Standard Oil Co. and General Chemical Co., of Bayonne, N. J., are planning to cooperate with the local board of education in teaching English to 900 employees who are unable to use the language. The company officials propose to allow the men time off on pay during the day-amounting to four hours per week-until they acquire a Vocabulary of 600 words, believing better results can be accomplished this way than if the men study at night. The companies will provide classrooms, heat, and necessary equipment, and the school board will

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provide teachers. Instruction will be similar to that of the regular evening schools. The Witherbee-Sherman Co., of Mineville, N. Y., employs a domestic educator-nurse who attends sick and injured employees, gives the mother and children training in sanitation, personal cleanliness, care of health, cooking, sewing, etc. At Ellsworth Pa., the Ellsworth Collieries Co., through its sociological department, is giving instruction to its alien employees in "first aid to the injured," rescue methods, etc.

PATRIOTIC ORGANIZATIONS.

Patriotic organizations have found a special field of opportunity in the education of immigrants for American citizenship. A conspicuous example is the society of Sons of the American Revolution. At the national congress of the society at Denver in 1907 a committee on aliens was created and one-half the income of the society set aside to carry on the committee's work. The plan adopted limited activity to the publication and dissemination of information regarding citizenship, its rights and duties; the Government of the Nation and States; and general facts of interest and value to foreigners. The committee publishes a leaflet in English entitled, "Information for Immigrants concerning the United States-Opportunities, Government, and Institutions." This has been translated into the Italian, Yiddish, Polish, Magyar, Slav, Slovenian, Croatian, Swedish, Greek, Bohemian, German, Norwegian, Danish, and Lithuanian languages. Thousands are distributed by State societies and chapters throughout the country among manufactories, mining camps, employers of labor, settlement workers, social workers, patriotic societies, and night schools. The society has frequently cooperated with publicschool authorities in furnishing speakers on citizenship, and aiding foreigners in obtaining first and second papers.

VII. SPECIAL ORGANIZATIONS.

THE NORTH AMERICAN CIVIC LEAGUE FOR IMMIGRANTS.

The Massachusetts committee of the North American League for Immigrants deals with the education problem by direct contact with the immigrant, in cooperation with other agencies. The New YorkNew Jersey committee deals with it indirectly by investigation and promotion of legislative reforms and amendments. The organization is national in scope and has branch committees in the principal eastern cities. Its aim is the civic betterment of the immigrant. The Massachusetts committee has an extensive scheme of educational work. Its agents meet immigrants at the docks and stations and furnish advice and information about America. It also publishes