The evening herald. [volume] (Albuquerque, New Mexico) 1914-1922, 1917-03-30

|ently n adopting feds In immigrant
education without the co-ordinatine
Influence Of even a clearing house of
information was 80 common as hardly
10 excite comment. state supervision.
and especially state aid haze not at this
time been seriously considered. only
one state. New Jersey. had specified
financial aid for the ACCOMPLISHMENT
OF Immigrant classes. only other
state. Massachusetts, had legislative
lprovisions requiring the schooi az
Tendance OF mIterates up 20 ~ years
Of aee. Federal lnterrs, was considered
in some quarters both sn%opportune anu
Improper. adjustment aud main
tenauce Of educational facilities had
by established precedent. and %consii-
tuuonai and legislative provisions
heen left primarily to state govern
ments and municipal and district
school jurisdictions. The same policy
was applied to the education OF iumi.
grants. such federal interest a. existed
| derived its impetus largely from the
national attempt TO remove illiteracl
since the foreisn-born whites contrib
uted In large numbers TO the body o.
miterates. The establishment Of fun-
damcntal principles and policies in
the education 81 immigrants a 80
far as the federal governments was
concerned. aRitated chiefly by re-
formers and social workers who came
into more direct contact with the
~lrroblem than officials.
In contrast to state and federal
agencies. numerous private agencies
and organizations-city. state. and
national. civic, patriotic and educa-
,ional-were exploiting the field Of
Immigrant education exclusively. FIRE.
quently this was due 10 Interior mo-
l~tives. among which may be cited the
desire To secure financial support
lowing 20 the general. and in u
cases. npinteiigent public interest ia
the immigrant. appealing instances OF
his condition were described FOR tht
purpose 81 securing contributions.
Again. the ~creation and maintenance
or English and civics classes we're
utilized NJ a means Of building up the
schools os private agencies. many 81
(which. II investigated. would not have
received full public sanction. The
efforts of some private agencies. fur
shernore. were well-meanlng. but di-
ERECTED through the wrong channels.
TYPES Of educational facilities aud in
struction were provided wholly un-
sui,od to the immigrant type. need.
and condition. with the result that inn
lmieran, men and women were induced
20 attend classes ~ no practical value
either to.thom. ~ their life in America
5 or 60 the country as an Americani2ing
. Influence.
In tracing Developments since 1914
Mr.. Wheaton declares.
Progress in every way has beer
rapid. definite, and extensive. GOV
ernmen'al authorities ~everywhefc
cit,. state. aud federal. have exprcsse,
%seriuus interest in the problem. ans
have taken definite steps to proVid'
adequate facilities. Mu%nicipalities ta''
seen that the education 81 the immi
i%rrant. especially through the provision
LOT evening classes. Is "a be treated a
Ia Fundamental part Of the educa
: tional system. rather than as an Incl
dent ar adjunct TO the day-school sys
tenn to be maintained or not at vii
lor according 10 the amount % none
IN tho school treasury. Many Of th
states. such a. California. Michigan
and New York. and particularly n
state departments Of education. haV
come Ia appreciate the fact that III
Immigrant is not merely a local prof
, lem The transitory mature ~ Do
employ ment and hence residence hh'
been Increasingly appreciated In the
bearing upon his education VIII
. the primary obligation Of the cts hf
I" been acknowledged. both officials an
citizens have grown TO see that u
secondary obligation Of the state
assist the city and the local schn'
district in this particular type ~ ed'
|lcation H. one OF such imperative u.
liure ns a. demand financial assisten.
land state supervision and coordinate,
% activities. The federal governmer
especinlly the bureau of education.
as result ~ an investigation 81 fa'iI
tiles has come to,take the stand ~
lnasmuch as admission Of an imnI
lgrant 10 the United states. togeth.
with his admission 70 citizenship aI
both federal matters. then. equal
IL Interest la his training for ufe az
!, %citizenship IN this country % feder
Imatter. with immigrants NOW
from city to city and from state
%staie. with different r%ationnlities
H. each state. and with the necessity ~