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We realize that beyond a knowledge of English it is necessary for the teacher to know modern methods of imparting instruction to these classes. And here for our authority we do what all professional people do: We look up the work of those who are acknowledged in our professional circle to be the leaders in this work, and we advise teachers to prepare themselves along the lines they follow. None of us feel, however, that the preparation is wholly adequate, nor can we make the test a really severe test and get the supply of teachers that we need.

We must in this work cut our cloak to fit the cloth. If we raise the standard too high, we do not get enough teachers. For $3 a night we can not get the ideal sort of teachers. Those who think themselves ideals will not work for that compensation; and, of course, the truly ideal teachers who will work without any compensation are few in number. In short, we must take the best of them that present themselves. We are aware that these methods of selecting teachers, namely, tests of knowledge of our own tongue, of methods of teaching, and of phonetics of the English language, do not insure the selection of fit teachers only. We get many good teachers, but we should be glad to get better teachers.

Wholly suitable textbooks have not yet been made. The field is very large. The immigrants are of different types, with very different degrees of preparation. Each requires a special treatment, and nobody has yet mapped out in detail the specific treatment for each class. That work is yet to be done, and until it is done, our teachers can not be fully prepared in advance. They can not learn the work except from books, for they can not begin to teach until they get a license.

It is difficult for us to get women teachers for evening schools. It is a fact which we regret that the more experienced women in our day schools do not present themselves for the evening school work. We get many of the young and immature teachers who are receiving a salary, I believe, of only $60 a month. We should rather have teachers of 8 or 10 years' experience who have acquired a professional attitude, and are keen enough to analyze the elements of the situation and broad enough to see it in all its bearings.

II. By EDITH L. JARDINE,

General Secretary, International Institute for Young Women.

My point of view in regard to the education of the immigrant has been gained through very intimate relations with our immigrant neighbors during several years. I have known them in their homes and in the classroom, and I have had daily opportunity to

help straighten out or remove difficulties that beset individuals. The perplexities and hardships of the immigrant's first years in America are very real to me.

Teaching the adult immigrant is a very different problem from teaching the immigrant child. It is not only a question of providing courses in English and kindred subjects, but rather of giving the immigrant that kind of instruction which will help him to become adjusted to his surroundings as rapidly as possible, and of giving him the practical knowledge that will help him to find the way for himself.

The teaching of the adult immigrant must be more individualized than that of the child. The adult brings a fund of experience and knowledge to the classroom that should be utilized.

As the pupils are necessarily so unequal in mental equipment, I believe that the selection of teachers is an important matter. In my experience there are two types of teachers who are successful in this field: First, the man or woman who speaks the language of the pupils and has had the ambition and perseverance to master English to the point of being able to teach it-one who has gained what we may call an American point of view, and has at the same time a sympathetic understanding of the students in his class. Second, the American man or woman who has genius as a teacher, wide sympathies, few prejudices, and the gift of recognizing the common human elements in all people; who feels that the only barrier between himself and his pupils is that of language.

In my opinion, as a rule, the first is the better. Between the teacher who speaks the native language and the pupil there is no barrier of language. It is wonderful how even a slight knowledge of the language helps. At only a few words of greeting, perhaps, eyes will light up at the effort to get nearer, and a big hole will be made in the wall of separation. The teacher who knows the language will have a knowledge of home conditions, customs, traditions, and religious observances which will enable him to avoid giving offense or making blunders which sometimes cause the student to leave.

When the Balkan War broke out, the Greek girls in one of our English classes were so excited over the war news that they could think of nothing else during their lesson hour. Every girl, without exception, had a relative or friend at the front. They brought Greek newspapers to the class each evening and could not pay attention to anything else. We realized that it was useless to insist upon their studying under the circumstances, and we felt that something must be done or the class would be broken up. Just at this crisis some of the girls asked us if we could help them to do something for their country. They said that their men were fighting, while they had to

sit with their hands folded. As all the girls were skilled needlewomen, we suggested that they make articles for a sale and then hold a bazaar for the benefit of the Greek Red Cross. The plan worked like magic. A short lesson in English was given each evening; then the girls devoted their time to working for the bazaar under the instruction of a skilled needlewoman. At the end of a month the bazaar was held and was a great success. Since that time our Greek classes have developed very rapidly, because the girls have realized how deeply we are in sympathy with them. I tell this story to illustrate how much a sympathetic knowledge of the people and their home conditions may help. Our relation to all the Greek people has been very much strengthened by our attitude during their troubles.

A teacher who speaks the language of the pupils is able to draw from the native literature stories, poems, proverbs, and songs which in translation the student will be overjoyed to recognize as old friends. The teacher should be able to extol the heroes of the student's country, the deeds of valor of his people. While teaching allegiance to the new country, he would not destroy patriotism for the old. It is very important for us to remember that people born in other countries may become good American citizens, and probably will be better ones, if they are not taught to despise the country of their birth or to lose their love for it.

Again, the foreign teacher will know what a sea of bewilderment overwhelms the newcomer at first and how distorted are his views, and this teacher should know best how to treat him. A Russian girl rushed into her classroom one evening with a paper in her hand; she burst out crying and said that a man had forced her to go to the city hall and take out this paper with him and then had told her that she was married to him. She disliked him very much and did not want to marry him, but felt that her doom was sealed. The teacher looked at the paper and saw that it was only a marriage license. She then explained to the girl and to the class the nature of a marriage license, and she destroyed the paper. This action made a profound impression on the class, and the girls were helped to realize that they were breathing a freer air, where the tyranny of man, which is so strong in the Old World, might be safely resisted. If the teacher had not known the Russian language, she could not have helped in this instance.

The classroom for the adult immigrant affords a unique opportunity to learn under what conditions he struggles when he comes to this country; to learn how often he is defrauded, ill-used, and exploited because of his ignorance. The only way that a knowledge of the conditions under which immigrants live and work can be accurately obtained is through the immigrants themselves. Does it not

seem a proper function of public education to secure this information, and then to pass it on to those who have the power to redress such wrongs? The blackest spots in the industrial world exist where the newcomer, ignorant and unenlightened, is employed.

Through our classes for immigrant girls we have learned of the very bad conditions under which they work as cleaners, waitresses, etc., in many of the restaurants in this city. We have also learned that there is no law to correct this kind of employment, and we hope to collect sufficient evidence to bring about the reforms needed.

In regard to the actual teaching of English, I believe that while this subject is taught, the native language should not be spoken, except perhaps in the first lessons, but it seems to me that it would be possible after the English lesson is over to devote 15 or 20 minutes to individual questions and problems which would help along the lines I have suggested.

There is no better place for the educated, intelligent, foreign-born man or woman than in the classroom, where he can interpret us to his own people, and them to us, and help them to become our people as rapidly as possible.

III.-By ARTHUR J. ROBERTS,

Principal, Manhattan Public Evening School No. 2.

When we recall that teacher and scholar have labored arduously during the day, and that a large amount of nervous energy has been expended before coming to evening school, we see how necessary it is that the teacher possess abundant nervous force and energy. The nightly lessons must be presented with animation and vigor, and this can be done only by a healthy, vigorous person. The evening school is no place for the constitutionally weak teacher, for not only does he accomplish little good for his pupil, but he may permanently impair his own health.

Another quality which must distinguish the successful teacher is perseverance. No matter how scholarly the teacher is, no matter how well the material of the lessons is presented, again and again the same mistakes in pronunciation and enunciation arise, and again and again they must be corrected. The successful teacher must also be well versed in the occupations and interests of the immigrant. Such knowledge enables the teacher to appeal to their interests, to correlate the subject matter with their pursuits, and to fit in the classroom work with their daily lives.

It would help in the selection of teachers to prescribe that all who have passed the examination to become evening school teachers must visit and observe in the evening schools before appointment.

It is difficult to keep good teachers in evening schools. About 35 per cent of the evening school teachers each year are newly appointed. The older teachers drop out for various reasons, but if there were a yearly increase in salary for the successful teacher, many of those who leave would retain their positions. At present the same salary is paid the teacher, no matter how long he has taught.

THE CONTENT AND METHOD OF INSTRUCTION.

I.-By ROBERT B. BRODIE,

Principal, Manhattan Public Evening School No. 2.

It is the duty of the evening schools to provide a motive to the foreigner, to create in him an abiding interest in this country and in its institutions. What, then, are the subjects best fitted for the attainment of that end? First and foremost, it is English, and secondly such subjects as history, civics, geography, with particular reference to our institutions, customs, and manners. When we consider the question how to make the foreigner socially efficient, we again find that the most fitting subjects are the English language, portions of industrial geography, and elementary knowledge of trades, and business customs and manners.

The teacher generally commences an evening's work with conversation. The subject of conversation may be a theme that has been carefully prepared, or a topic of common interest in civics, history, or geography. As the lesson progresses the teacher writes the various statements in sentence form on the blackboard. This serves as a basis for further conversation, questions, and answers, and reading. As the pupils become more advanced, this reading may be supplemented by good texts and newspaper articles that are not too difficult. In oral reproduction and oral reading the teacher notes errors in pronunciation, articulation, and enunciation. The next part of the work is drills on words or expressions in which the pupils have made errors. The habit of slurring and poor articulation is very prevalent among the foreigner, and attempts are made to eradicate it. The great danger in teaching this topic lies in the fact that the work is likely to become dry and uninteresting, especially if the words and phonograms are not in the vocabulary of the pupils.

In teaching that part of the subject which we call "language work and grammar" it must be remembered that learning a language is mainly a matter of imitation. In the beginning a little emphasis may be laid upon a few correct forms and irregular verbs and perhaps the elements of a sentence. In the second and third year we may devote a little more time to formal grammar. Spelling is the bane of the foreigner. His language is generally phonetic, while

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