a play in Italian and acted as coach for the men in presenting it. It was given with great success.

Personally I am a great believer in having the schools as much like a club as possible, and I believe also in using the home language of the men. I hope to see college men fitting themselves for this work.

III. EDUCATION OF THE IMMIGRANT CHILD.

I. BY WILLIAM H. MAXWELL,

Superintendent of Public Schools, New York City.

The character of immigration has changed very greatly during the past 25 or 30 years. During the first three-quarters of the nineteenth century and very largely during the last quarter our immigrants came from the British Islands, from Germany, and from countries bordering on the Baltic Sea. During the past quarter century, however, the great center from which our immigrants come has changed from the shores of the Baltic Sea to the shores of the Mediterranean Sea, and now, instead of people coming into this country who speak English, the great bulk of our immigration comes from Italy, Austria, the Balkan Peninsula, and Russia.

It would be idle to compare either the physical or the mental power of the people who come to us from the shores of the Mediterranean with the people who come from the shores of the Baltic. But we do know this, that the majority of the people who now come to us have little akin to our language; they have little akin to our mode of thought; they have little akin to our customs; and they have little akin to our traditions. They come here and are planted in an environment totally different from that to which they have been accustomed. It is a great business of the department of education in this city [New York]—I shall not say its greatest business-to train the immigrant child from the shores of the Mediterranean Sea to become a good American citizen. I shall not say anything about how well we have performed that task. I wish merely to point out one or two lines along which the education of the immigrant child must be conducted if it is to be in any measure successful. It seems pertinent to say that much greater attention might be given to this matter by the immigration authorities than is now given. We find children who are illiterate, never having had any education at all. That does not matter, but we find also that many children have been admitted who are mentally defective, and they come into our schools in that condition. We find many children who are physically defective or diseased, and they come into our schools with these defects.

It seems to me that the very first essential step is to prevent the immigration of any child who has not the normal powers of a child or is affected by disease. The attention of the United States Government should be strongly directed to this. Even when the normal child comes to our schools the problems of his training are many. In the first place we must teach him to take care of his health, so that he may become physically strong and vigorous. In the second place we must give him the power of using the English language. In the third place we should give him as good an intellectual education as his limited time will permit. Then we must teach him how to play, and we ought to teach him the rights and duties of an American citizen. All of these matters are included in the proper education of the immigrant child.

II. By JOHN H. HAAREN,

Associate Superintendent, New York City Public Schools.

The instruction of the immigrant child is a problem with which few nations have had to deal in any but a meager way. Colonies are usually settled by homogeneous bodies of people agreeing in language, customs, political ideas, and religious beliefs. Settled countries generally receive accretions of small bodies which are readily absorbed. For a time, however, these bodies naturally seek association with those who have come before them and who have, to a great extent, adopted the language and customs, as well as the political ideas, of the country in which they have sought a home. As long as the immigration is camparatively small in quantity, the problem is not serious. But when what may be called "the saturation point " has been reached, the most serious consideration must be given to the problem. Such a point has been reached in some parts of the United States, especially in New York City.

The school, as one of the instruments of civilization, must take its part in solving the problem that has been precipitated by the great immigration of peoples who differ from the great mass of our population, not only in language, but in customs, political ideals, and to a considerable extent in religion. The freedom in the exercise of religious duties and practices enjoyed under the laws of our country eliminates one element in the problem, save where a few wellintentioned, perhaps, but narrow-minded zealots imagine that to become a good American citizen the immigrant must eradicate all the ideals and sentiments that have characterized the race from which he came. Such people in their zeal forget that the immigrant frequently brings his contribution to enrich our civilization. The things of the higher kind-the spirituality, the reverence for authority, the love of art and music-are valuable to soften the materialism that

has accompanied our great advance in prosperity, and they should not be crushed out in the attempt to remake the immigrant.

The school must of necessity assume the duty of instructing the immigrant in the language, customs, and political ideals of our country. It does not take much reflection to conclude that the problem is not merely one of language teaching. Bilingual teaching is not peculiar to us. Many countries have had it for years. It is a live problem to-day in France, Germany, Belgium, and in every country in which the official language differs from that usually spoken by the people. But the problem of instructing the immigrant is something more than language teaching. That the problem is met to a considerable extent by our schools is seen in the intense expression of patriotism to be encountered in pupils in the most congested portions of our city, inhabited exclusively by foreign-speaking people.

But these sentiments can not be immediately instilled into the child who has just arrived from Europe. Great numbers of children are entered in school within 24 hours after their arrival, and the best efforts of the teacher must be concerned with them.

It is hardly more than a dozen years since these children began to attend our schools in large numbers. At about this time the problem of immigration assumed its enormous proportions. At first the children drifted into school and were put into the regular classes. The despair of the teacher charged to instruct large classes in which were a number of pupils unable to understand a word of English may easily be imagined. At first it was assumed that since a knowledge of English had to be acquired, the place for non-English-speaking pupils was in the lower grades. Consequently, the congestion in these grades increased enormously. Then, it came out occasionally that some of these children had received considerable instruction in their own country, and that a knowledge of the English language was the only obstacle to their educational progress. Incidentally, the enforcement of the compulsory education law became difficult. Some of the children found it irksome to go over the lessons with little children, and it was easily discovered that a knowledge of English, such as it might be, was to be acquired in ways and associations not connected with school. Then the so-called "C class " was formed for the sole purpose of enabling pupils to attain a knowledge of English sufficient to understand what was said and to express themselves so as to be understood.

The formation of classes, however, depends on teachers that are available, and when the new classes were projected, there were no teachers. It then became necessary to formulate directions, so that the classes might be started, and to rely on the direct supervision over these classes by those who had to meet the problem. A conference of superintendents was called, and a committee was delegated to

prepare the necessary instructions that might serve as a beginning. The classes progressed and fuller instructions became necessary. So a new pamphlet of instructions, or syllabus, was prepared by three district superintendents, two of whom had served on the first committee. In this syllabus a fuller exposition of the teaching of C classes was made, and there were model lessons which might serve as a guide in conducting the work of instruction. Teachers began to study the subject of instruction with great interest, and to make a specialty of such instruction. The second syllabus has been outgrown. There has been a demand for it throughout the country, and there are now many books treating of the subject of teaching English to foreigners. None of these books has been written by any of the three superintendents of this city who have been engaged in the formulation of the instruction, because these three men have kept steadily in mind the purpose of the C classes to get the children. into the regular grades as soon as they can profit by that instruction. Teachers are conservative, and putting a new plan or system into operation is attended with many difficulties; hence the number of C classes is relatively small. In Manhattan there are 62 of them, 2 in the Bronx, and 17 in Brooklyn. There are no C classes in Queens or Richmond.

It must not be supposed that the instruction of the immigrant child is disregarded where there are no C classes. Fortunately, the pupil-teachers of the training schools spend a term of five months. in practice of teaching in various schools. Such pupil-teachers are usually assigned for a full term to a school; and while they take a regular class, the teacher who is relieved often takes charge of a group of child immigrants. Such instruction is not as efficient as that in the regular C class, but it serves its purpose fairly well when the number of pupils is too small for a class.

The course of study for C classes is left entirely to the principal of the school, and the greatest freedom is allowed in the selection of the material for instruction. Language is the main subject, and spoken language receives the greater part of the time. The teacher naturally divides her class into groups, and some written work must be done. Then the other forms of expression are employed, such as drawing and music. Every employment has its vocabulary. Physical exercise is not neglected. All the instruction is not limited to groups. The conversational exercises are usually general exercises, with the idea that the children learn much from their companions: The life and interest of the conversational exercises are generally striking and convincing.

In addition to the general conversational exercises there is theme work, which consists in a series of actions performed and described,

leading to a final action known as the "theme." Teachers are expected to devise themes that may be developed in the classroom, and great ingenuity is frequently shown. The purpose of the theme is, of course, to illustrate actions and to give exercise in the use of verbs. Apart from the practice in this difficult part of our language, the theme work is a part of the objective teaching of language.

III.-By CECIL A. KIDD,

District Superintendent, New York City Public Schools.

The teaching of the English language to the pupils in the C classes can be made effective and interesting, first, by concrete objects and pictures; second, by phonics; third, ear training; fourth, singing, memory gems; fifth, seat work.

The first necessity for the successful treatment of the C pupil is to inspire him with confidence and from the very first moment have him feel that he is learning something which fits him for his new surroundings. In order to do this, there must be an abundance of concrete material at hand-a storehouse, as it were, of objects and pictures. The objects may be only toys, but they serve the purpose. These objects should be arranged so that things belonging together should be placed near each other:

A cow, a milk pail, a farmer, a rake, a hoe, a shovel, a horse, a wagon; sheep, grass, wool; birds' nests, twigs; cups, saucers, plates, knives, forks, spoons; various fabrics; weights and measures; a broom, a dustpan, a dustbrush.

The various domestic animals can be cut from children's picture books and mounted on oak tag and hung around the room. The fruits and vegetables in their natural colorings, from advertising catalogues, if cut out and mounted, are helpful. The children know the names of these objects and pictures in their native tongue and are anxious to hear the English word for the same and thus recognize an old friend in a new dress. They have something to talk about, and the timidity which prevents the children from trying to speak is in a great measure obviated when they know they have something to say.

The parts of the body are pointed to and named. Then followed up with "This is my hand " or " my head," as the case may be.

One of the early lessons to be taught in the C class is the replying to the following questions: What is your name? Where do you live? How old are you? What is your father's name? Where do you go to school? What is the name of your class? What is your teacher's name? What is the number of your room?

Insist on a full statement every time. This gives the necessary drill in repeating in the proper form.