A very intelligent Greek, proficient in a half dozen languages, ready and willing to do everything, was recommended, as a last resort, as a waiter in a French restaurant. He came back, as usual, a disappointed man and sighing said to me by way of comment: My country 'tis of thee, Not for me! Not for me! He was particularly grieved to find that a knowledge of six languages did not help him to get a "jomb." His feeling about America is fairly representative of the large body of immigrant students, who constitute an important element of our immigrant population. It is this system of work and wages which recognizes neither training nor talent, which disregards the physical interest as well as the spiritual welfare of the producer, devoting itself solely to the dumb product, which makes "hands" out of men, tools of apprentices, wage-slaves of all, that is responsible for the sudden change in feeling on the part of the immigrant shortly after landing. A land which tolerates wage slavery is not a "sweet land of liberty." The immigrant, somehow, cannot bring himself to reconcile the phrase with the fact; and the patriotism which that phrase was calculated to arouse remains, in face of the fact, stillborn. FREE EDUCATION Having at last found work, the immigrant recovers from these sadder and wiser economic experiences and enters upon his third stage of appreciation of America as the "land of free education." The immigrant's enthusiasm wells up, fountain-like, whenever he thinks of our free system of education. A newcomer writes: I have always had a great desire for education, but in the ole countre I didn't have no opportunity. But in the contre United States of America we all have the privilege to learn and educate ourselves as far as our ability allows us to. Therefore, I have all the reasons to like this contre, America, for all this from the bottom of my heart. I thank the American people for their kindness in taking an interest in educating us, strangers, and making men of us. Joseph Rinaldo, an Italian boy of twelve, is even more effusive. He writes: When I was a small boy, I said to myself I wish I could come and see the new world. Comes across oceans, seas and rivers to the new world, America. One day I did come to America. When I arrived the boys on the street seemed good to me. Some said come and play; some said lets go in, the school bell rang. Thats how I started to go to school. I started to learn more and more each day. You can study more, better and harder in America than in any other continent in the world. There are more schools in America than in Europe or Asia. America also has more libraries, public buildings, where to spend the time and become true citizens and not old loafers on the street. I didn't know a thing when I came from Italy but now I know as much as any boy of my age. I know enough. I will learn more by and by. Because when we become men we must not work with a pick and shovel but as cashier or bookkeeper or some other good job like teachers. AMERICAN CITIZENSHIP Next to American education, the immigrant glories in the promise of American citizenship. What does American citizenship mean to him? A class in citizenship, consisting of a score of young men, all of them of voting age, but few having even their "first papers," were asked to define American citizenship. They nearly all agreed upon the following: "Knowing the laws of the country and keeping them; also being faithful to the country." They were next asked to mention some of the things a good citizen was expected to do for his country. The following answers were suggestive: He must be honest and truly. He must vote for the right officers. He must study the history from the United States. He must stand for his rights. He must send his children to school. A good citizen should try and change bad laws. These sentiments indicate a regard for American citizenship which is akin to patriotism. I have for years gathered letters and compositions written by immigrants on the subject of patriotism. These will show, on examination, a true love of country and a sincere regard for its welfare. I quote from a composition entitled "My Impressions of America," written by John Flon, · nine months after his landing. It is human nature for every brave man to love his country and I would love America anyway because I live here and have no other country, but indeed America made a good impression upon me from the very beginning. I will never forget my feelings of pleasure of the first day of my coming here. It was the day of election of our President Roosevelt. I could not understand what kind election it was. We Finns only know the Russian Czar. He is not elected by the people of his country. He rules because his father did. Therefore I was so glad and wonder-full to see all that was going on here on election day with my own eyes and like Columbus I felt like kneeling and kissing the soil and with tears give thanks to God for having brought me here. To be sure, America does not mean all these things to all immigrants, but does it mean more to the average American? Certainly not. On the contrary, many a newcomer is thrilled by the oath of allegiance as the climax of the process of becoming a naturalized citizen far more than is the native-born American who automatically enters upon citizenship at the age of twentyone. Witness the wonderful enthusiasm which made memorable the recent reception to four thousand newly naturalized voters under the auspices of the city of Philadelphia. The first words President Wilson said to them were: "It warms my heart that you should give me such a reception." AMERICAN DECALOGUE Last year, after the New Voters' Festival held in Boston testifying to the annual rebirth of this nation, an informal group of newly naturalized were asked to tell what expressions of America best appealed to them. The following are well worth considering as a basis for an American Decalogue: 1. The Land of Liberty. 2. The Land of Opportunity. 3. The Land of Peace and Plenty. 4. The Land of the Free and the Home of the Brave. 7. Many United Nationalities - One Nation. 8. Where Right makes Might. - LINCOLN. 9. Guarantees Inalienable Right to Life, Liberty, and the Pursuit of Happiness. 10. A Government of the People, by the People, and for the People. Some one suggested the preamble to the Constitution. We read it and agreed that it is still the best expression in literature of what America really means. We quote it here, italicizing the key words occurring in at least a half dozen of the expressions quoted above. PREAMBLE TO THE CONSTITUTION We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. CONCLUSION A finer interpretation of not only the Preamble but of the Constitution itself as well as the Declaration of Independence will also help us forget apparent differences of dress and manners, race and language. "E Pluribus Unum." Out of many nationalities one nation: one in heart, mind, and spirit. The thing that counts is this oneness in spirit, remembering that this oneness potentially exists in all of us and may be fully as dynamic, whether it is the result of birth or of definite choice, not only on the Fourth of July but every day on the calendar. "WHAT AMERICA MEANS": PRESIDENT WILSON This in essence was President Wilson's appeal in his now memorable Philadelphia speech. It sums up "the great body of principles" to which he urged the new Americans' allegiance. It is positive in its appeal to "the passions which lift." This oneness is especially urgent this year a year of divided loyalties. Oneness in spirit does not mean mere homogeneity. It means "likemindedness," or as the President insisted, "national consciousness," arising from a common aspiration to become a free nation - a world democracy. HOW TO AMERICANIZE THE IMMIGRANT DEFINITION OF AMERICANISM Americanization is the process of assimilating on the part of the immigrants these basic principles of American Democracy enriched by the national and racial qualifications and traditions which the immigrants bring with them. A good way to begin is to stop calling immigrants names; such as, "aliens" or "foreigners." Even the word "immigrant" sets them apart from the community instead of identifying them with the community. I suggest that we begin calling them instead "Americanists." The Century Dictionary defines an Americanist (as distinguished from an American), "a person of any nation who prominently interests himself in the study of subjects relating to America." To this study thousands of immigrants are already devoted and all of them should dedicate themselves. Start them early with English on shipboard and during the detention period. As soon as they have landed, eager and enthusiastic, offer them a complete course from steerage to citizenship with public school facilities to reach 100 per cent of them. The writer believes that any Reader on civics for new Americans, in order to meet the demands of such course, must be so written as to set forth in simple English "What America Means," and "How The Immigrant Can Best Americanize Himself." Not unmindful what the right kind of civic education can do for the immigrant and what he can do for himself, the writer nevertheless is convinced that the indirect methods of Americanizing the immigrant through a living wage, a standard home, clean streets, a square deal, the daily newspapers, the use of the ballot and abundant opportunities for social intercourse are vastly more important in any scheme of Americanizing 100 per cent of them than any textbook, however ideal. |