A Stake in the Land Part 23

The school system of Los Angeles has, under this law, employed an educated Jewish woman from Russia for work in the colony of the Russian sectarian peasants. The impression of the writer when he visited the colony was that she was doing splendid work in helping the peasant women. The writer's belief is that if she had been of the Russian nationality she would have accomplished still better results, as the writer observed some antisemitic feeling among the peasants in connection with her. One peasant woman told the writer that this home teacher was a good protector for them, but did not recognize that she was their educator. As the colony is large, the home teacher really could not do much educational work other than to supervise the attendance of the children at school and to help disentangle family difficulties. It would be advisable to train and employ home teachers who are of the same nationality as the people of the colony in which they work.

ORGANIZATION OF IMMIGRANT WOMEN

Immigrant women's organizations have been already started here and there on the initiative, and by the efforts of the immigrant women themselves. For instance, Finnish women in Calumet, Michigan, have organized an "Americanization Club" for Finnish women, with the intention of extending the movement into other Finnish colonies in America. The program of the meetings consists of learning American songs, of addresses on America, its history, civics, women's social work, child welfare. The club activities hope to combat disloyalty, which the club members believe to exist among a number of the immigrants of certain nationalities. The main aim of the club, as its leaders state, is to a.s.sist in the Americanization of the Finnish women in America--to eliminate the hyphen, to make the Finnish-American women Americans.

The Council of Jewish Women in Newark, New Jersey, has established an Americanization center for the Jewish women, mothers and grown-up Jewish girls; while this center is in the city it ill.u.s.trates the principle involved. The activities of the "center" consist of an afternoon English cla.s.s for mothers, in order that they may "overtake their children on the long road of learning," and of an English cla.s.s in the evening for Jewish girls who work in the factories. The chairman of the council states that they have found a way to make the learning of English really interesting to the foreign-born woman, that until now the woman who wanted to keep up with her children in English had had to go to the evening school, where she found a mixture of men and women of all races and all ages. She soon fell behind the younger and smarter pupils, and lost her interest. In these English cla.s.ses of the "center" the women are practically all of the same age, the same race, and have the same interests.

These attempts at Americanization by the immigrant women themselves, under the stress of the tragedies caused by the estrangement of their children through the American schooling, point the way to the remedy above outlined. Help the immigrant mothers to keep pace with their children. This is even more important, the writer believes, than work with the immigrant fathers.

THE PUBLIC EVENING SCHOOL

When the writer visited an immigrant rural colony and found there a large number of old-time immigrants still unnaturalized, there were two explanations given. There was, first, the red tape in the naturalization proceedings; and second, ignorance of English and of American geography, history, and form of government. There had been no opportunity to learn all these things, although the colonists had wanted to. Only in a few cases did their own neglect seem to be a cause for their not being naturalized.

The following field notes of the writer, taken at random, ill.u.s.trate the situation in regard to the knowledge of English and the naturalization of the settlers in the immigrant colonies.

Italian colony, Canastota, New York. Writer's observations:

A large number of the men spoke very little English. The women did not speak English at all. All the children spoke English.

Statement by their leader, a storekeeper:

The settlers have organized an "American-Italian Citizens' Club."

All the Italian voters, 117 in number, belong to this club. The purpose of the club is to educate Italians in citizens.h.i.+p and to a.s.sist them in becoming naturalized. There are about 250 unnaturalized Italians of voting age. Two causes have kept them from naturalization: first, their ignorance; second, the red tape of the procedure. Seventy-five per cent of the adults are illiterate; 50 per cent of them do not understand English; only about 25 per cent of the adults write and read English.

Portuguese colony, Portsmouth, Rhode Island. Statement by the priest:

Seventy per cent of the adults understand English; 50 per cent speak English; 10 per cent speak and write English; about 80 per cent are illiterate, not only in English, but in their own language as well. The lack of education and culture of the adults is the main obstacle in the way of their becoming Americans. For promotion of Americanization, settlers should learn English and American ways of life--attend evening schools.

Statement of a native storekeeper:

The only trouble with these Portuguese is that they lack even elementary education. The vast majority do not know how to read and write even in their own language. As a result, quite a number of families live in dirt in their homes, and these are a source of danger in the spreading of disease. I do not believe that school would help these old people, for they never have been in any school and it would be very hard to teach them anything. The only hope is in the second and future generations.

Russian sectarian peasant colony, San Francisco, California. Statement by one of their leaders:

Five per cent have second papers; from 30 to 40 per cent have first papers.

Russian sectarian peasant colony, Los Angeles, California. Statements made to the writer by the peasants themselves at a general meeting of the colony members:

All but one of the members of the colony are unnaturalized. About 5 per cent have taken first papers. In explanation as to why they are not naturalized, they brought several reasons. First, lack of English; second, they have not felt so far that they are settled permanently; third, they fear compulsory military service in case they are citizens; fourth, their religion is opposed to violence, which the government often uses in enforcing laws. During the discussion the writer felt that they believed that their not being citizens had helped keep their sons from being drafted into military service. The writer explained that their sons were not drafted solely because of their religion, as conscientious objectors, and not at all because they were not citizens. For their own benefit and the benefit of the country the writer advised them to become citizens as rapidly as possible. They did not either approve or reject the proposal, but the writer felt that there was some suspicion.

Statement by the home teacher working among these peasants:

There ought to be schools to teach English to the parents at which their attendance would be compulsory. The children now think they are above their parents. The parents would gain by the compulsory school. The children obey the teachers in school, but will not obey their parents. The children go home and tell their parents that they don't have to obey them. They lie to their parents. For instance, the parents are opposed to dancing, but the children dance just the same. The parents are so ignorant! They read the Bible, but they don't know what is in the Bible.

Russian sectarian peasant colony, Glendale, Arizona. Statements made by the peasants at a general meeting:

Not a single one of them is naturalized. Not one has taken first papers. To the question why, they explained that they are firm believers in the Kingdom of G.o.d, which is immeasurably higher than the human kingdom and human governments. They are interested in the spiritual kingdom and do not care for politics in any way.

Polish colony, Posen, Michigan. Statements by the local priest and the settlers themselves:

About thirty men of voting age are not citizens. This is due purely to neglect and the red tape in acquiring papers. Both Republican and Democratic organizations exist, but most vote the Republican ticket, believing that the Republicans keep the country's business going better.

Polish colony, South Deerfield, Ma.s.sachusetts. Statements by their leaders:

Almost every adult Pole understands English to a certain degree and is able to make himself understood. About half of the adults can write English, including those who can only write their own names.

About 50 per cent of the Poles are illiterate even in the Polish language.

Large, long-established Italian colony, Vineland, New Jersey. Statements by their leaders:

A large number, possibly two thirds, of the adults do not speak English. All Italian farmers have first papers and intend to become Americans, and about two thirds have second papers.

So it goes through all the rural colonies of immigrant settlers.

Everywhere the crying need is for education and training in English, in citizens.h.i.+p, in agriculture, in everything. For the remedy, everyone turns to the evening school for adults.

A large majority of the rural immigrant colonies in the country, including small country towns, are without evening schools, without libraries, without any educational facilities by which the adult immigrant settler might learn the country's language, ways of life, the meaning of citizens.h.i.+p, or better farming methods.

The public evening schools up to this time have been a city inst.i.tution.[52] Only during recent years have they made their appearance in the centers of a few rural immigrant colonies. These have been temporary establishments undertaken either privately by native Americans in co-operation with the local immigrants, or publicly on the initiative of the local government authorities. The money required has been raised by collections or the local government has made temporary appropriations. Usually the idea of a school for adult immigrants was taken up by some public-spirited and patriotic local leader, a meeting was held, money secured, a teacher employed, and the immigrants invited to attend the schools. Almost in every case the enterprise seemed to be successful at its beginning. The school was well attended and the teaching and studying enthusiastically started. But after a week or two the students began to drop out. Then, owing either to the decrease of students or to the lack of money, the school was closed.

In a large Portuguese colony at Portsmouth, Rhode Island, a towns.h.i.+p evening school was established in 1917-18. It was well attended, but after two months the school was closed on account of lack of funds, though it was very much needed.

In regard to an experience in establis.h.i.+ng a Methodist evening school in the Italian colony at Canastota, New York, the county school superintendent made the following statement:

The greatest problem in the education of Italians here is how to educate the parents. In 1915 they organized at the Methodist church an evening school for the Italians. About forty students appeared, and attended the school for about three or four weeks. They then gradually ceased to attend the school. The causes were several: there appeared a doubt with them whether the teachers and supporters of the school were not trying to induce them to join the Methodist church; second, there were no regular teachers, the lessons were given by volunteers, and this resulted in irregularity in teaching; third, a certain amount of shyness was apparent. If such an evening school were to be organized for them with no religious connections, and if it were a regular school, the Italians would attend it.

In Holland, Michigan, where there is a large, long-established Dutch colony, there was an evening school, but the attendance declined, the people claiming that they had no time to attend it.

At South Deerfield, Ma.s.sachusetts, in a Polish colony, there was established an evening school a year or so ago.

It was a good thing for us [explained an elderly, bearded leader of the colony]. Quite a number of our people attended it, but the great majority did not. They simply did not want to, for they had lots of work to do at home. Perhaps their bashfulness was the main obstacle. You see, people with beards and lots of children do not feel well in school. Look at me. Wouldn't I feel awful there?

In Woodbine, New Jersey, a large Jewish colony, the local manager of the Baron de Hirsch fund, in charge of the financial affairs of the colony, stated that there are evening cla.s.ses held in the public schools during the winter. Adults may attend these cla.s.ses, but they do not. General subjects are taught in these cla.s.ses.

A prominent Italian in the Italian colony at Vineland, New Jersey, said that evening schools were needed there. A year ago they had one with two teachers, but the funds gave out. The people attended. These night schools would teach voting, civics, etc., to the adults. The superintendent of schools in the town said there were no cla.s.ses in English for the adult immigrants, but suggested that for Americanization purposes cla.s.ses should be organized and that the Italian leaders should be approached and persuaded to bring in Italian people to the cla.s.ses.

In the Bohemian and Slovak colonies at Willington, Connecticut, there were no evening cla.s.ses or schools, though several of the settlers thought it would be a good thing to have such a school and believed that the people would go if they had a chance.

In interviews, the rural evening-school students usually explained that they felt "funny" and were shy and awkward in the school. They went to the same school which their children attended, sat on the same benches, had the same teacher, and read the same books which their children did.

Finally, they stopped, deciding that their children could do the learning of English for both themselves and their parents. They also explained that their time was too limited to allow of school attendance.

After the daily farm work they have to do ch.o.r.es.

Around a farm, especially a new, developing farm, there are countless things to be cared for. There is no moment when a settler can say: "Now everything is done and I am free." Besides, even if he does take time and goes to the evening school, he feels tired there and is restless about the work left undone at home. Another explanation given by the immigrants in regard to their failure to attend the school was that the school did not teach anything useful to them in their farming, and that the progress in learning English was slow, almost imperceptible. It seemed to them that never would they be able to master the language, and they grew disappointed and discouraged.

The impression made upon the writer was that the complaint about lack of time and weariness was not well founded. There are certain seasons, especially in winter, when the settlers have time to go to the evening school. Even in the heavy working season they might attend school, for their fatigue from farm work is rather physical than nervous or mental.

EDUCATION MADE INTERESTING