While local efforts in the training of teachers are direct and efficient for local purposes, it is necessary to look to the colleges, universities and normal schools for that general training which will produce a teacher or social worker of ability, insight, and vision. Inquiry disclosed that only fourteen such institutions, out of one hundred forty-seven reporting, had special courses in "Immigration," and even these courses were treated in a purely academic manner. Sixty-nine conducted lectures in connection with courses in economics, history, and sociology, while sixty-three reported no attention whatever to the subject of immigration or the training of students for service among immigrants. To stimulate activity a "Professional Course for Service Among Immigrants" was prepared for use in colleges and other higher institutions of learning. A circular letter directed to the heads of such institutions tendered coöperation in the introduction of the course. In response thirtyfour institutions have expressed the possibility of adopting the course in whole or in part. By special arrangement a training course of fifteen lectures was given by a representative of the Bureau in Yale University this spring for which elective credits were given. The experience thus gained will provide the basis for a revision of the published course.

Although the immigrant woman is no small factor in the "Americanization" program, but little attention has been given her in the past. The duties of the home and objections on the part of husbands and fathers make it a difficult task to enroll foreign women and girls in the evening schools. The initial responsibility for making points of contact for the immigrant mother and daughter with Americans rests primarily upon American women and upon their clubs and organizations. A program of work for women's organizations has been prepared for general distribution, covering a study and promotion of night school facilities, library facilities, home education, and improvement of living conditions, together with a variety of other activities for the amelioration of the conditions of immigrant women.

FORMULATION OF STANDARDS AND METHODS

One of the most important functions is the formulation of standards and methods. "Standards," however, does not mean "standardization," but the statement of policies, practice, or

methods of the most advanced and approved kind. As the bureau has no administrative authority over the schools of this country, it can promote standards only by the presentation of facts, experience and reasoning, and by demonstration of their efficiency and merit.

For the purpose of paving the way to approved standards and methods in immigrant education, a tentative schedule has been prepared, dealing with recommended legislative action, organization and administration of educational facilities, factors and agencies for training, and content and methods of instruction.

Constructive state legislation is urged looking toward compulsory attendance of non-English-speaking and illiterate persons under twenty-one years, and a general requirement that classes in English and civics be maintained in all communities where twenty or more aliens are affected by the provisions of the suggested compulsory attendance law or where that number formally petition for evening schools.

A NATIONAL, STATE AND CITY PROGRAM

No extension propaganda can be ultimately successful unless it grow out of a constructive program. To insure the constructive nature of any program, the most approved practices must be considered in connection with needs and conditions. Such consideration has developed the following national, state and city program, which because of its intimate bearing upon the various extension activities of state and local school systems is set forth at length at this point:

NATIONAL PROGRAM

(1) Formulate standards and methods in the education of immigrants and plan and prepare standard courses in English and civics.

(2) Continue the sending of names and other facts of identifi'cation of alien children admitted at ports of entry, to proper school officials at points of destination in order to aid enforcement of labor, compulsory attendance, and other school laws. Place in the hands of each child of school age suitable material regarding educational opportunities in the United States.

(3) Publish and distribute an educational handbook for aliens

dealing with evening schools, libraries, compulsory attendance laws, colleges and other educational opportunities and information.

PROGRAM FOR STATES

(1) Amend the education laws to necessitate compulsory attendance of non-English-speaking and illiterate minors between the ages of fourteen and twenty-one years, fixing the standard of literacy as equivalent to that necessary to completion of the fifth grade in the public schools. Make this effective by amending the labor laws to prohibit the employment of such minors unless weekly reports of regular attendance are presented to employers.

(2) Require all communities, where twenty or more aliens affected by the amendment proposed in (1) above, or where twenty or more petition formally, to establish and maintain evening schools or other appropriate facilities in which English and civics are taught throughout a period of at least one hundred sessions in communities of less than 100,000 population and of at least one hundred twenty sessions in communities of over 100,000 population. (3) Multiply media for educating foreigners, such as camp schools, industrial and vocational schools, continuation and parttime schools.

(4) Develop traveling libraries of foreign-language books, and books in English suitable to foreign-born readers, and place such libraries in evening schools where foreigners are receiving instruction.

(5) Grant state aid, subject to appropriate requirements, to cities and school districts compelled to establish or maintain facilities pursuant to the operation of the compulsory attendance amendment above referred to.

(6) Centralize general control and supervision over classes in the state department of education.

(7) Prepare bulletins and syllabi for local use and standardize classes, terms and courses.

(8) Provide free textbooks or authorize city and district school boards to provide them in evening schools and classes.

PROGRAM FOR CITIES

(1) In large cities concentrate all immigrant educational activities for persons above compulsory attendance age under one supervisor appointed by the superintendent of education with

powers to coördinate classes, courses, methods and subject matter, and otherwise organize the education of aliens as a unit.

(2) Appoint teachers of English on the basis of known ability to teach immigrants, experience, training and knowledge of foreign types.

(3) Conduct teachers' training courses for the purpose of demonstrating the best methods of teaching English and civics to immigrants, and for establishing standards in subject-matter and methods.

(4) Lengthen the evening-school term to cover the spring period of heavy immigration, giving three nights of instruction per week, one and a half hours per evening.

(5) Establish branch or deposit stations of the city library in all schools where students are taught, selecting books with the assistance of committees from foreign societies made up of the better educated foreigners, and also securing from the state traveling library books in English and foreign languages suitable to adults.

(6) Develop the use of schools as neighborhood centers for meetings of foreigners' societies and parents' associations.

(7) Advertise evening-school facilities in foreign-language newspapers; distribute circulars and posters in the principal foreign languages throughout the foreign quarters; post notices in factories where aliens are employed; send letters to foreign organizations requesting coöperation; and appoint committees of foreigners to procure attendance of adult immigrants.

(8) Ascertain the type of educational work for foreigners being conducted by private agencies, and solicit the coöperation of such organizations.

The coöperation of all interested public and private agencies has at all times been solicited by the United States Bureau of Education in order that all may work together in a complete educational program of Americanization. Only through such mutual assistance can any national, state, or city program be effectively carried out. Standards depend for their maintenance upon the support of the public. Needed legislation will be secured only when interested individuals and organizations unite in demanding its passage. The national publicity campaign now being organized to extend facilities and to increase the attendance of immigrants will demand the interest and coöperation of every patriotic American.

EDUCATION THROUGH OFFICIAL PUBLICITY

BY WILLIAM H. ALLEN,

Director Institute for Public Service, New York.

The extra-curricular influence of schools is far wider than their extra-curricular activities.

The influence of every strong teacher upon his pupil when teacher and child are separated is more important than the influence of direct contact with the child. It is the same with the school's official publicity. Its indirect effects are of wider range and deeper import than its direct effect.

School publicity affects for good or ill all other official publicity. If it is lifeless, insincere, boastful, unconvincing, slovenly edited, it is a low-water mark with which every other city department will tend to find level. If, on the other hand, it is alive, informative, direct, frank-educative-other departments will tend to compete in these respects.

A school superintendent told me recently that his report had been so different from the reports of other town officers that it was necessary for other official reporters to notice the difference. He had used blocked headings in effective black face type, interesting diagrams and photographs, the short paragraph method of listing achievements and recommendations, and the square facing of taxpayer doubt with school fact. Other reporters could not laugh him out of town meeting if they would. They decided to imitate instead.

More than half their time our twenty odd million school children are out of school. Four fifths of our whole population are not attending school any of the time. If out-of-school time is to be used consciously for educational purposes it must be through other means than the school curriculum and extra activities. Because all employers, all parents, all "bosses," all salesmen are in a teaching relation, it becomes of the utmost importance to see that what's in the air-i.e. what is done to affect teaching outside of schoolwill directly supplement teaching in school.

Official publicity is not only the most effective form of publicity