The root of the trouble is in inadequate programs, in defective teaching methods and unsuitable teachers. The knowledge of English, American ways and standards of living might well be developed in the immigrant settlers during the process of teaching them something useful, necessary, and interesting. A simple course on farming methods, local conditions, and useful information could be given, with the probable result of awakening their enthusiasm and taste for more.

Such a program makes it essential that the evening-school teacher know farming and rural conditions in general and be familiar with the home life of the students and their racial peculiarities, to which he has to adjust his methods. Possibly the best teacher would be a settler's son or daughter who, after high school, has had training in agriculture and teaching methods. The students should be graded according to their race, level of mental development, and learning ability, whenever this is possible.

The ordinary method now in use consists in imitating and repeating the words and sentences, often disconnected one from another, and the stories told by the teacher. The formal copying of the words and sentences written on the blackboard by the teacher, and reading children's books are sufficient to discourage the most ambitious student. Conversation is more successful than the story-telling method, and exercises in the reading of popular textbooks on farming and of popular essays on American history, geography, etc., are far more interesting to the adult settlers than children's stories.

[Ill.u.s.tration: THE ARRIVAL OF AN IMMIGRANT SETTLER IN 1883 WAS SHOWN IN A COMMUNITY PAGEANT]

[Ill.u.s.tration: THE SAME MAN IS WORKING FOR LAND AND COMMUNITY DEVELOPMENT]

The evening school in the rural immigrant colonies should be provided and attendance for the adult non-English-speaking immigrants urged, until they have mastered simple English, the elements of citizenship, and a rudimentary knowledge of farming.

In almost every colony visited the writer discussed with the settlers the advisability of compulsory attendance at evening or afternoon cla.s.ses. No one was against compulsion, though a number suggested qualifications. For instance, the evening school should operate in the wintertime; the teaching should include subjects useful in farming; in the case of hired men, the school time must be paid for by the employer; the evening school should be a public inst.i.tution, not a private, charitable, or religious enterprise; if private organizations wish to establish evening schools, they should do so only under public regulation and control; the purpose of the evening school should be to teach English, civics, and other useful subjects, not to serve any special or private interests, party, or cla.s.s; the evening school should be free of charge to immigrants.

A few settlers wanted the evening school to teach the operation and repair of automobiles and tractors; some wanted singing, music, and theatricals taught; some wanted to be instructed in the growing and harvesting of special crops, as, for instance, onions, tobacco, and cotton. In general, the immigrants expect from the evening school more than English and citizenship. They want practical knowledge which helps them in their farming.

[50] _The Home Teacher; the Act, with a Working Plan_, the Commission of Immigration and Housing of California.

[51] _A Manual for Home Teachers_; the Commission of Immigration and Housing of California, pp. 20-21.

[52] See Frank V. Thompson, _Schooling of the Immigrant_, chap. iii.

XIII

LIBRARY AND COMMUNITY WORK

So far as Americanization is a question of education and so far as the printed word is an instrument of education, the reading of American literature by the immigrant is of inestimable value. It might be safely stated that almost every time an immigrant reads something in English, be it only a trade label on a tomato can or an advertis.e.m.e.nt in a street car, he learns something about the country, at least a word or two of the country's language.

PLACE OF THE PRINTED WORD

As a rule a newly arrived immigrant is eager to learn English. It gives him a new sensation and a feeling of pride to know and speak another tongue. When he has succeeded in mastering a few of the most common words and expressions, like "no," "yes," "how do you do," "good-by,"

"street," "lunch," and others, he likes to use these words in his conversation with fellow immigrants. When he says to his friend in his native tongue, "Let us go to lunch," the last word is in English. His eagerness to learn English is increased by the practical needs of everyday life--to get a job, to understand the foreman's directions, to buy or sell something, to travel, to apply for licenses, or to make agreements. Everywhere the immigrant confronts English.

In addition to the signs on streets and shops, a newly arrived immigrant soon becomes acquainted with the great American daily, especially its "help-wanted ads." Here he looks for a job, reading the "ads." with the aid either of a dictionary or of some one of his fellow immigrants who has already mastered the "ad." language with its queer abbreviations. When he has established himself in a job, perhaps he begins to think of taking up a systematic study of English. He enters an evening school if there is one in his town. There he makes his first acquaintance with the American book--too often a children's reader containing stories such as "Puss and Her Kittens," "Patty and the Squirrel," "The Dormouse," "Lullaby," "Andy and the Worm," which, though perhaps very interesting to children, do not correspond to the requirements of his mental development. Nevertheless, the stories are related in good English and he goes ahead.

As time pa.s.ses and his mastery of English grows, he begins to read items in the daily papers and stories in the Sunday editions. Later he takes up the reading of books, perhaps first those related to his trade, or the subjects which are connected with his future plans in America. Still later he begins to read books about America in general, its history, geography, nature, social life, etc. An immigrant seldom takes to American fiction. He ardently tries to be practical, being mainly interested in that which is useful and helpful. When he reads general literature about America he does this for the purpose of learning to know his new country, knowledge which would help him to make a success here. The writer has often been approached by immigrants with requests that he recommend literature on, for instance, making a certain kind of candy, or pickles, or on hog raising or concrete building. Frequently he has had to translate or a.s.sist in the interpretation of various formulas and receipts.

RURAL NEEDS FOR BOOKS

A demand of this kind for literature by the immigrants indicates three problems in connection with their education through the printed word: first, the immigrant should be advised in his selection of publications, told which might be the most useful to him. He is quite unable to make this selection for himself; second, the means for acquiring the desired publications should be supplied. As a rule the immigrant has little money to spare for books; third, there should be encouragement and cultivation of the reading habit among the immigrants as an efficient means of their general education and, through this, of their Americanization.

All these problems can be met through the inst.i.tution of the public library--a great agency for socializing knowledge in a modern democracy.

Though America is one of the countries most advanced in the development of public libraries, still the development has not kept pace with the requirements. This is especially true in regard to the rural communities. Particularly in rural immigrant communities, the public library is still lacking. Out of about forty rural immigrant colonies visited by the writer during the past year, about thirty had no library facilities at their disposal, while the remaining ten were able to pride themselves on some sort of a library, either school or parish.

Both these kinds of libraries appear to be very unsatisfactory. As a rule the school libraries are small and contain mainly children's books, so that the adults have not much interest in using them. The parish libraries contain mainly ecclesiastical literature and books on the old country's history and general affairs. The majority of these last-named books are in a foreign tongue.

An old Polish settler stated that the children sometimes bring books home from the school, but that there is nothing in them for the older people, while the church library is not much, either, for who cares to read of one Sigismund or of one Friedrich der Grosse? The settler concluded by saying that he and his fellow immigrants would like to read American books about America. His colony needed an American public library.

The dean of the extension division of the University of Wisconsin reports that there are 72 per cent of rural communities which are without public libraries. This is in a state where the library facilities are comparatively highly developed. It has been the writers impression, while visiting the Wisconsin backwoods immigrant communities, that though the various traveling and package libraries and library "stations" are successfully operating in other parts of the state, they have not yet reached these wilderness communities to any extent. As a rule the rural immigrants do not even know of the existence of such libraries.

PACKAGE LIBRARIES IN WISCONSIN

Yet the demand for literature among the rural population is great and growing rapidly. Take, for instance, the package library of the extension division of the above-mentioned university. It has more than 10,000 packages. Each package contains collected literature--books, newspaper, and magazine clippings, statistical tables, etc.--dealing with a certain subject. It is sent, under certain conditions, to anyone who requests it. The demand for such packages has more than doubled each year. During 1908 and 1909 there were sent out 524 packages on 116 subjects to 136 localities, and during 1915 and 1916 there were sent out 5,948 packages on 2,404 subjects to 483 localities. The reason why such wonderful carriers of knowledge do not reach the rural immigrants is obvious; the immigrants do not know of their existence. Even if they do know, they do not understand how to order them. In many other states conditions are much worse.

What must be done to make the library common to every rural settlement?

What kind of a library is best suited to the needs, and how shall it be extended to the backwoods rural communities?

The recommendation of the writer is that the school libraries be developed and put on a higher level, with special adult and children's sections. A library board should be created in each county as a unit operating under a state law for the purpose of directing and developing a county library system. A library tax should be levied upon each county. Schools, community halls, and stores should be made library stations, so that the settlers could have easy access to the books.

SELECTION OF BOOKS

Then there is the question of the selection of publications for the libraries intended for immigrant communities. In this, the conditions and requirements of the immigrant settlers have to be taken into consideration, for it would be useless and wasteful to select books in which the settlers are not interested and which they do not want to read.

First place must be taken by publications concerning farming.

Particularly should there be included in such libraries the publications of Federal and state Departments of Agriculture. Then comes the literature for the learning of the English language: dictionaries, grammars, textbooks on composition, etc. Recreation literature--books on sports in the open, plays, music, etc.--would be also in demand. Then come the publications related to American history, geography, nature, economics, government, and social life, and other serious publications containing information about the country's past and present.

Finally comes fiction. A few immigrants who have acquired the habit of reading fiction prefer to read stories and poems of a more realistic character, like those of Jack London, Upton Sinclair, Ernest Poole, Mark Twain, Arnold Bennett, Longfellow. The traveling libraries need not be voluminous so much as of good quality. Aside from being practically useful, they should try to help the rural immigrant settlers to improve their standards of living and to broaden their intellectual horizon.

But who is going to stimulate and lead such an extension of the libraries into the backwoods communities? The national and state-wide library a.s.sociations would be the ones to undertake this work. As they succeeded in the extension of the American library to the battlefields of Europe, so they without doubt will succeed in the extension of the library to the firing line in our own country--to the line where future America is in the making.

There is no doubt that rural communities will respond to national a.s.sistance and greatly benefit by it. Even if only a small beginning could be made very soon, increased demand and local initiative would undoubtedly justify the project.

The day is not distant when the need of community books in every American community will be recognized as an indispensable supplement to all schooling work. In the new colonies that are being planned by colonization companies the library as a part of the general community scheme must not be overlooked. As the advantages of having book supplies available become manifest, it may be possible to provide local housing facilities as well as trained a.s.sistants.

There may be a room or even a separate building that can be given over to this purpose. If there is a general community building, no better use could be devised for a portion of it than a small, practical, accessible library. If not the primary object of such a community building it would certainly be an important one.

A COMMUNITY HALL

A public recreation hall in a rural community may be made one of the most effective Americanizing agencies. Public meetings, lectures, amateur theatrical performances, dancing, public celebrations, games, sports, etc., may be held there. It is the neutral place where all community members, natives and immigrants of various races, religions, and tongues, meet one another and learn to know one another, where the much-needed social visiting among the natives and immigrants may have its inception.

[Ill.u.s.tration: A RURAL COMMUNITY CENTER PLAN WAS DEVELOPED BY THE WISCONSIN COLONIZATION COMPANY FOR SOUTHERN SAWYER COUNTY]

One of the characteristics of the European immigrants is their inclination toward singing, music, and amateur theatricals. In the old country there is rarely a village which does not pride itself on some sort of an amus.e.m.e.nt organization, be it a choir, a band, or a drama group. These are to European people what sport, baseball, football, and the like are to the ma.s.s of Americans. When the European immigrants come over they are strange and unsettled, they have little opportunity for amus.e.m.e.nt, they even neglect church attendance. But when they are settled and have begun to make ends meet, they usually take up their former amus.e.m.e.nt activities, perhaps singing first, then soon a band, and then the stage.

Under present conditions the natives seldom mix with the immigrants in their amateur amus.e.m.e.nt enterprises. The immigrants conduct these in their own tongue and select mostly their own songs, airs, and plays. It is equally true that the grown-up immigrants seldom acquire interest in the American sports like baseball and football. Their children, through the influence of the school and their intercourse with the American children, quickly become interested in the American sports, so much so that the parents fail to understand and appreciate their enthusiasm.

"It's all right to a certain degree, but my boys seem to be already crazy for baseball, neglecting everything else. I am afraid for their future!" complained an elderly Italian settler to the writer.

Country life is poor in amus.e.m.e.nts and social intercourse as compared with city life. Still, through organized efforts, the rural social life can be made much richer and even very attractive. It was common testimony given to the writer by the local community leaders that they have succeeded in keeping their boys and girls at home, on the farms, by building a community hall, organizing singing, games, and theatricals.

The community dances exert a great attraction in bringing the native and the immigrant boys and girls together for common pleasure. It is quite a sight to watch these dances: the village band is playing, the boys and girls are dancing, while the elderly people are sitting around the walls of the hall and watching the fun of youth, forgetting their daily sorrows and worries and remembering perhaps their own youthful days somewhere beyond the ocean. All, dressed in their Sunday finery, are in a festive mood.