should be helped to understand and answer the questions. Special instruction may be needed for the backward. The main facts of American government should be perfectly clear in their minds.

A SUGGESTIVE COURSE IN CIVIC TRAINING FOR NATURALIZATION AND AMERICAN CITIZENSHIP

INTRODUCTION

Citizenship is not a political privilege alone. It affects the immigrant in his standing before the law, in the opportunities it gives him for work. It affects not less the interest of the nation.

The Federal government sets forth in its naturalization laws two main educational requirements for citizenship: first, a knowledge of the English language; and, second, a familiarity with the fundamental principles of American government. The Evening Schools for Immigrants must bear the responsibility for this.

The need for greater educational effort is obvious. More than 25 per cent (6,646,817) of the males of voting age in the United States are foreign-born and only 45 per cent are naturalized; the remaining fifty-five per cent (3,612,700) give us concretely the "naturalization problem" of our country. These facts measure the problem.

The purpose of this course of study and syllabus in "civics and naturalization" is to train our foreign-born population for good efficient and devoted American citizenship; not merely to prepare them to answer in a perfunctory manner questions asked at a Naturalization Hearing. Good citizenship means adjustment in the best sense; absorption into community life without surrender of individual initiative. In contributing to the welfare of his community, the good citizen realizes his own. He will work honestly and vote intelligently. He will care for his family, but will not forget the larger family of his city.

Therefore instruction in citizenship logically means instruction in hygiene, in sanitation, in health, and in character. No syllabus can secure all these things, for much depends on the character of the teacher. The following is the outline of a suggested

course:

PURPOSE: The purpose of this course is:

1. To suggest means and methods of instruction in Naturalization through concrete civic training.

2. To prepare our foreign-born population for efficient citizenship. DEFINITION: "Civic Training for Naturalization and American Citizenship" is vitalized instruction in the following:

1. Organization and machinery of our government with emphasis upon its operations and functions.

2. Method of becoming a citizen.

3. Duties and responsibilities of citizenship compared with rights and privileges, setting forth the reciprocal and coöperative relationship of the principles of democracy.

ORGANIZATION: Organization for this work includes three corelated factors: (1) Selection and training of teachers, (2) Classification of Pupils, and (3) Types of Classes:

1. The most important element for the success of this course is the proper selection and training of teachers.

The following qualifications are suggested: (a) Experience in teaching, preferably English to immigrants, (b) Sympathy for the immigrant and intimate knowledge of his life, and (c) Legal training or specific instruction in the political and social sciences.

The special training for this sort of teaching should consist of: (a) "Training Course for Civic and Naturalization Instruction," and (b) Conferences of teachers for discussion of work once a month, if feasible.

2. A classification of students is essential to securing the best results, based upon the general principles of: (a) Congeniality of nationality, (b) Previous education, and (c) An understanding and speaking knowledge of simple English.

3. Two types of classes are suggested: (a) "Community Classes," and (b) "Naturalization Applicants' Classes" for those who have made application for their citizenship papers and are waiting three months as required by law for their naturalization hearing.

SUBJECT MATERIAL: The subject material may be classified into these divisions:

1. Organization of our government; (a) Federal, (b) State, (c) County, and (d) City.

2. Functions of our government; (a) Legislative, (b) Executive, and (c) Judicial.

3. Naturalization law and proceedings.

4. Facts about our law; (a) Why we have laws, (b) What they are, (c) How they are enforced, (d) Who makes them, and (e) Obedience to law.

5. Reciprocal relationship of the social and civic forces of a community to its citizens; (a) Family and home, (b) Educational facilities and the neighborhood, and (c) Health and recreation.

6. "Syllabus for Teachers," instruction with bibilography.

outlining subject and methods of

7. Text for students, "Manual of Civic Training for Citizenship."

PRESENTATION: The method of instruction should be varied by these practical and concrete means:

1. Informal talks and discussions, laying stress upon questions and answers in civic subjects.

2. Diagrams and illustrative drawings on the blackboard.

3. Outline of American history by brief study of famous biographies.

4. Map study with location of important places.

5. Distribution of pamphlets and circulars.

6. Patriotic songs, stories, poetry, and flag salutes.

7. Utilization of holidays and anniversaries for celebrations.

8. Prize or medal for best essay on patriotic subjects.

9. Stereopticon lecture on civic topics.

10. Classroom or school organization.

11. Classroom or school organization as practical demonstration of the principles of democracy - "American Club."

12. Dramatization: (a) Mock Naturalization Hearing, (b) Mock Trial, City Council, etc.

13. Speakers: (a) prominent men, and (b) public officials.

14. Trips to public buildings: (a) Visit to City Council, (b) Public Library, (c) Museums, etc.

15. Night sessions of the Courts of Naturalization for "Citizenship Applicants."

16. Graduation Exercise, "Citizenship Reception," Diploma, "Citizenship Certificate."

THE AMERICAN INTERNATIONAL COLLEGES FOR

IMMIGRANTS

HENRY M. BOWDEN, PROFESSOR OF ENGLISH, AMERICAN INTERNATIONAL COLLEGE FOR IMMIGRANTS, SPRINGFIELD, MASS.

HE American International College grew out of the recognition by the Rev. Calvin E. Amaron, then of Lowell, and others, of the educational needs of the French Canadian population which came into New England with the return of business prosperity in 1878. The rapidly changing character of the foreign population and the ambitions of Italians and Armenians to take advantage of the opportunities of the school rapidly broadened the scope of the work, and after several changes of name to correspond with the broadened scope, the school has become what it is to-day: an institution given specifically to meeting the needs of the foreigner in America, offering definitely the instruction and training required to fit the stranger for life here, at a price within the reach of those who must live by work. In its present location for more than thirty years, and under its present name for more than ten, it has gone about its business of aiding in making Americans.

It often has representatives of twenty or more distinct races or nations within its walls at one time, though the proportion of the various elements changes from year to year. Certain well-defined groups, however, always have prominent representatives. The larger groups are usually among the Greeks, Italians, Poles, and Armenians; there are always Russians, and Hebrews, and usually a considerable number from Latin America, with some from Spain as well; the various Balkan states send students, and no country in Europe ever remains long unrepresented. Usually there are Chinese students, sometimes Japanese, frequently Turkish. Religious statistics are kept, and attendance at chapel exercises is required; but no religious discrimination is practiced, and Confucianist, Christian, Jew, and Mohammedan live in peace.

The school owns property which gives it about eighty rooms for boys and twenty for girls, and some students live away from the campus; the schoolroom accommodation allows the attendance of approximately one hundred and thirty students. There are always applicants waiting for admission, and were the accommodations doubled there would still be a waiting list.

The classroom work divides itself into departments growing naturally out of actual conditions. There are many students who wish to gain familiarity with the English language and with the fundamental conditions and ideas of American life, in order to gain a higher position in the business world. Such students may stay a few months, perhaps a year or two years. The introductory work is planned to give an early command of the language and a knowledge of American government and trade. Then there are students who wish to enter upon a more extended course, who are planning for college or university work. Some of these have perhaps had a good deal of training in European gymnasia; some have only their ambitions, as yet undeveloped. A complete academic course is offered, of such value as to be recognized by the College Entrance Examination Board; and students are admitted to most of the New England colleges on the certificate of this school. Within the last few years the school has sent students to Bates, Dartmouth, Middlebury, Tufts, Boston University, Yale, and others in New England, and to many prominent colleges and universities elsewhere.

The school has the right under its charter to grant all the customary degrees given by colleges in Massachusetts. For the most part, it confines itself to the B.A. degree in course, though it confers also B.S. It grants no degrees without residence, but it recognizes work done in other schools when properly evidenced, and substantiated by the actual classroom work of the resident student. Frequently there are students who need but a year or two of preparation to fit them for entrance upon the work of some professional school, and the ideal college student here is one who wishes to fit for such a school.

From the beginning the ideal of the school, in common with the original ideals of all schools, has been training for public service. It would seem, at least on a cursory examination of the work of those formerly connected with its classes, that an unusual