ifi ?<^%m. iv.. ^ Professional Course ^ =For Service== Among Immigrants MANY PEOPLES ONE NATION AMERICA e^ .X PUBLISHED BY THE iCOMMITTEE FOR IMMIGRANTS IN AMERICA 20" WEST 34th STREET ^ NEW YORK CITY Professional Course =^For Service=^= Among Immigrants PREPARED FOR THE USE OF COLLEGES AND UNIVERSITIES, SCHOOLS OF CIVICS AND PHILANTHROPY, TO FIT MEN AND V^OMEN FOR SERVICE AMONG IMMIGRANTS. ADAPTED ALSO FOR STUDY BY CLUBS, INSTITUTIONS AND CON- FERENCES OF WORKERS OF SOCIAL ORGANIZATIONS. THE COMMITTEE FOR IMMIGRANTS IN AMERICA, 20 WEST 34TH STREET, NEW YORK, N. Y. COMMITTEE FOR IMMIGRANTS IN AMERICA Chairman FRANK TRUMBULL Vice-Chairman FELIX M. WARBURG Vice-Chairman FRANCES A. KELLOR Treasurer WILLIAM FELLOWES MORGAN Secretary GEORGE A. CULLEN DIRECTORS "Nicholas Biddle Herbert Croly Mrs. Ralph Ellis John B. Finley Arthur H. Fleming Mrs. J. BoJiDEN Harrij^ian Mrs. Helen Hartley Jenkins L. F. Loree Simon J. Lubin John Mitchell Adelbert Moot Charles P. Neill Mrs. Cornelia Bryce Pinchot Conde B. Fallen F. COLBURN PiNKHAM Mrs. Frederick B. Pratt M. I. PUPIN S. Davies Warfield John L. Wilkie PROFESSIONAL COURSE FOR SERVICE AMONG IMMIGRANTS Foreword Service among immigrants is a new and fertile field for a life work of usefulness. It is also a national necessity. America has before it the problem of assimilating millions of foreign-born residents, so that Amer- icanization will preserve the best in all peoples for one nation. The nation has before it the tasks of translating American institutions to the foreign-born, of bringing American-born and foreign-born together, of making English the common language as it is the master key to American opportunity and nationality, of reducing illiteracy, of establishing the Amer- ican standard of living in the homes of all its peoples, of protecting ignorant and helpless immigrants, of assuring equality before the law, and of safe- guarding women and children. The institutions of learning have not measured up to their responsibility in finding and training leaders for this patriotic service. America now needs these leaders and calls upon schools, colleges and universities of the land to train them. The day of untrained workers in positions requiring social and civic efficiency is over. It has become constantly more evident that social work without preliminary training and field work should no more be undertaken than medical practice without clinical experience. To-day, humanitarian work is regarded as a skilled professional service requiring practical and technical training for efficiency. The number of people available for such work has been wholly inadequate to the growing demand for workers with practical experience and the demand both in its present proportions, and in the easily perceivable future of greater proportions, includes several phases of work for and with immigrants. Each of these phases presents an opportunity for the trained worker to express his personality, and for real growth of interests and of vision, as well as for practical service to humanity; and in the majority of cases with the additional attraction of a salary comparable to that in other fields. Opportunities for work are so varied in nature that the same preparation for service among immigrants may prepare students of widely different tastes and temperaments for positions suited to the peculiar disposition of each. Among the important positions at present open to, and actually de- manding, trained workers are the following: (a) Teachers in both day and night schools in immigrant communities, (b) Investigators for Immigration Commissions and Bureaus, (c) Inspectors for the Federal Immigration Service, (d) Interpreters in the courts, (e) Naturalization Clerks, (f) Women as visiting nurses and educators, (g) Camp and health inspectors, (h) Public employment officials in charge of immigrant labor, (i) Visitors, directors, supervisors and promoters for the various immigration, social and religious institutions which are rapidly increasing in number and scope throughout the country. The Course consists of twelve lectures, eight dealing with conditions and four with methods. It can be reduced to a smaller number where the facili- ties of the institution do not permit the longer course. The Committee for Immigrants in America will furnish suggestions for modifications of this course to meet special needs, and will suggest lectures for courses, and speakers for general lectures where a course is not prac- ticable. 371573 OUTLINE OF COURSE Part One Immigration Conditions I. Survey of the Field of Immigration. II. The Incoming Tide and Its Distribution. III. Immigration Legislation and Restriction. IV. Employment and Workshops. V. Standard of Living. VI. Education. VII. Naturalization. VIII. The Immigrant Who Fails. Part Two Methods of Work I. Americanization A National Policy. II. Ideals and Principles of Service. III. Standards of Work. IV. Opportunities for Service. PLAN OF WORK Class Sessions Field and Research Work Practical Service Special Features 1 Lectures and dis- cussions by 1 Trips 1 Teacher of: (a) English class 1 Debate (a) Faculty 2 Interviews (b) Citizenship 2 Prize theses (b) Government class Officials 3 Study of social 3 First aid work (c) Social work- organizations 2 Interpreter ers 4 Mock trial 4 Investigations 3 Inspector 2 Assignments: and statistics 5 Naturalization 4 Volunteer in set- hearing (a) Readings in 5 Special reports tlement house Immigration Library 5 Volunteer with (b) Field work social agencies (c) Research (d) Practical Service (e) Theses Part One IMMIGRATION CONDITIONS SURVEY OF THE FIELD OF IMMIGRATION 1. Topical Outline: I. History of Immigration. (a) World Movement. (b) Immigration into United States. II. Causes. (a) Primary. (b) Contributory. HI. Handicaps on Arrival. (a) Language and Literacy. (b) Rural Experience. (c) Exchange and Labor. (d) Friends, Laws, Lodgings. (e) Customs and Institutions. IV. Route of the Immigrant in America. (a) Distribution. (b) Employment. (c) Living Conditions. (d) Assimilative Processes. V. Immigration Surveys. (a) Federal. (b) State. (c) Community. 2. Lecture : "The Trend of Immigration in the United States.'* By an economist or sociologist. 3. Research Assignment: Have each student compile immigration facts for a large city in the United States from the U. S. Census Report, including the following: (i) Total Population. (2) Number and percent, foreign-born. (3) Number and per cent, native-born of foreign parentage. (4) Total number of males and females. (5) Number and per cent, foreign-born males and females. (6) Number and per cent, illiterate and unable to speak English. (7) Total number of males of voting age. (8) Number and per cent, alien males of voting age. (9) Number and per cent, naturalized. 4. Bibliography: (i) Annual Reports of Commissioner General of Immigration. (2) Conclusions of U. S. Immigration Commission, Vol. I, Pages 23-49. (3) 'The Immigrant," by F. J. Haskin. (4) "Races and Immigrants in America," by J. R. Commons. (5) "Immigration," by Henry Pratt Fairchild. (6) "Emigration and Immigration," by Richmond Mayo-Smith. (7) "On the Trail of the Immigrant," bv E. A. Steiner. (8) "Our Slavic Fellow-Citizens," by Emily G. Balch. (9) "Old Homes of "New Americans," by Francis E. Clark. II THE INCOMING TIDE AND ITS DISTRIBUTION 1. Topical Outline: I. Through Traffic West Bound, (a) Steerage. (b) Second Cabin. (c) Coastwise. (d) Regulations Federal, State and Municipal. II. Through Traffic East Bound. (a) Passage Tickets. (b) Train Facilities. (c) Transfer Houses. III. Local Traffic. (a) Docks. (b) Terminals. (c) City Transfer. (d) Transfer Houses. IV. Distribution Agents. (a) Government. (b) Railway. (c) Colonization. (d) Philanthropies. 2. Lecture: "The Incoming Tide." By a social worker who assists arriving immi- grants. 3. Field Work: Visit Ellis Island, a dock or railroad station when immigrants arrive. Study work of immigrant aid societies. 4. Research Assignment: Give each student an assignment from the following: (i) Write a review of a designated book on immigration. (2) Prepare an editorial on the subject "The Incoming Tide." (3) Give a written criticism of an annual report of an immigrant aid society. 5. Bibliography: (i) Abstract of Steerage Conditions, U. S. Immigration Commis- sion, Vol. II, Pages 291-302. (2) Abstract of Immigrant Aid Societies, U. S. Immigration Com- mission, Vol. II, pages 305-323. (3) "North American Civic League" Annual Reports. (4) Annual Reports of the City Immigration Bureau of Cleveland. (5) Annual Reports of other Immigration Societies. (6) "Agencies of Protection, Distribution and Assimilation." The Immigration Problem, by Jenks & Lauck, Pages 261-280. (7) "The Immigrant Tide," by E. A. Steiner. (8) "The Immigrant Invasion," by F. J. Warne. (9) "The Old World in the New," by E. A. Ross. (10) "Causes of Immigration." The Immigrant Problem, Pages 10-23, by J- W. Jenks and W. J. Lauck. Ill IMMIGRATION LEGISLATION AND RESTRICTION 1. Topical Outline: I. Federal Immigration Laws. (a) History. (b) Enforcement. II. Restriction. (a) Present Restrictions. (b) Chinese Exclusion Law. (c) Japanese Labor Law. III. Proposed Further Restrictions. (a) Literacy Test. (b) Nationality Proportion. (c) Other Tests. 2. Lecture: "Federal and State Immigration Services." By an immigration commis- sioner or inspector. 3. Field Work: Visit neighborhoods or nearby colonies or camps of immigrants. 4. Research Assignment: (i) Compile the ordinances dealing with immigrants in any city. (2) Outline arguments in favor of and against admission of aliens. 5. Bibliography: (i) "Immigration Laws." U. S. Department of Labor. (2) "Legislation and Administration." The Immigration Problem, by Jenks & Lauck, Pages 320-355. (3) Pamphlets of: (a) National Liberal Immigration League. (b) Immigration Restriction League. (4) "The Japanese and Chinese Problem," by Rev. Sidney S. Gulick, of the Federal Council of Churches of Christ in America. (5) "Chinese Immigration," by Mary R. Coolidge. (6) "Immigration," by P. F. Hall. (7) "Immigration," by H. P. Fairchild, Chapters I-VI. (8) "The Problem of the Immigrant," by J. D. Whelpley. (9) "The Alien Invasion," by W. H. Wilkins. (10) "The Open Door for Immigrants," by J. D. Whelpley, Harper's Weekly, Vol. 50, Pages 517-19. (11) "The New Immigration Act," by R. D. Ward, North Am. Review, Vol. 185, Pages 587-93- (12) "Restriction or Regulation for Immigration," by J. H. SchiflF. Charities and Commons, Vol. 19, Pages loio-ii. (13) "The Immigration Problem," by J. W. Jenks. (14) "Need of Close Inspection and Greater Restriction," by F. T. Sargent, Century, Jan., 1904. (15) "Congressional Record." IV EMPLOYMENT AND WORKSHOPS 1. Topical Outline: I. Employment Facilities, (i) Advertising. (2) Personal Application. (3) Private Fee Agencies. (4) Agencies in Industry. (5) Government Facilities. II. Facilities for Directing Workers, (a) For Children. (b) For Newly Arrived Immigrants. III. Facilities for Relieving Unemployment. (a) Public Works. (b) Regularization of Industry. (c) Temporary Shelter and Aid. (d) Unemployment Insurance. 2. Lecture: "The Immigrant; At Work." By superintendent of an efficient public labor exchange or industrial leader. 3. Special Feature: "First Aid Demonstration." By a physician of a large industrial plant. 4. Field Work: (a) Visit a public free labor exchange. (b) Investigate methods used by private employment agencies. (c) Visit a factory or construction camp employing foreign labor and make a report of suggested sanitary improvements and safety devices. 5. Bibliography : (i) Introduction of "The Immigrant," by F. J. Haskin. (2) "Status of Immigrants in Industries." Immigration Problem, by Jenks & Lauck, Pages 147-21 1. (3) "Industrial Significance of Recent Immigration." U. S. Im- migration Commission, Vol. I, Pages 491-541. (4) "Contract Labor." U. S. Immigration Commission, Vol. II, Pages 371-386. (5) "Camp Sanitation and Housing." Pamphlet of the Commission of Immigration and Housing of Cahfornia. (6) "First Aid." Pamphlets of the American Red Cross Society. (7) "The New Immigration," by Peter Roberts. (8) "Padrone System." U. S. Immigration Commission, Vol. II, Pages 307-408. (9) Reports of conferences on "Unemployment." (10) Proposed "National Employment Bureau." Two hearings be- fore "Committee on Labor of Congress." (11) "Unemployment," by B. Rowntree. (12) "Out of Work," by Frances A. Kellor. STANDARD OF LIVING 1. Topical Outline: Social Conditions. I. Labor Conditions. (a) Location. (b) Terms. IL Physical Living Conditions. (a) Housing Facilities. (b) Sanitation. (c) Congestion. III. Community Influences. (a) Social Intercourse. (b) Recreation Facilities. (c) Religion. (d) Politics. Savings and Investments. I. Facilities for Banking. (a) Private Banks. (b) Postal Savings Banks. II. Transmission of Money. (a) Steamship Ticket Offices. III. Opportunities for Investment. (a) Real Estate. (b) Personal Property. 2. Lecture : "Living Conditions of our Foreign "Neighbors." By a tenement house inspector. 3. Field Work: (a) Visit and study the housing conditions of three foreign com- munities of a large city. (b) Procure advertising circulars of steamship companies. 4. Research Assignment: Prepare a map of a city showing in colors location of foreign com- munities and, if practical, social agencies in each community by dif- ferent designations. 5. Bibliography: (i) "Living Conditions and Congestion." The Immigration Prob- lem. Jenks and Lauck. Pages 127-145. (2) "Children of Immigrants in Schools." U. S. Immigration Com- mission, Vol. II, Pages 1-86. (3) "Immigrants in Cities." U. S. Immigration Commission, Vol. I, Pages 727-733- (4) "Domestic Education." Frances A. Kellor. (5) "The Family and Social Work." Ed. T. Devine. (6) "The Promised Land." Mary Antin. (7) "Americans in Process" and "The City Wilderness." Robert A. Woods. (8) "Steamship Ticket Agencies." N. Y. Immigration Commission, Pages 38-44. (9) "Private Banks." N. Y. Immigration Commission, Pages 24-38. (10) "Abstract of Immigrant Banks." U. S. Immigration Commis- sion, Vol. I, Pages 409-438. VI EDUCATION 1. Topical Outline: I. English. (a) Foreign Languages in United States. (b) Methods of Teaching EngHsh. (c) Attendance. 11. Literacy. (a) School Attendance. (b) Training of Teachers. in. Civics. (a) Citizenship Classes. (b) Citizenship Receptions. IV. Adult. (a) Public Education. (b) Private Educational Facilities. V. Child. (a) Public Schools. (b) Private Educational Facilities. 2. Lectures: "A Community Program of Education for Immigrants." By supervisor of English classes for immigrants. "What Immigrants Want to ICnow." By a successful night school teacher. 3. Field Work: Attend two different night schools teaching English to immigrants. If possible, teach a class for a term. 4. Research Assignment: Study the educational facilities of a community, including foreign lan- guage press and associations. 5. Bibliography: (i) "Education of the Immigrant." Pamphlet of the U. S. Bureau of Education, (2) "Education and the Immigrant." Massachusetts Immigration Commission, Pages 114-151. (3) "Education." N. Y. Immigration Commission, Pages 93-109. (4) Text Books on "Teaching English to Immigrants." (5) "Guide for Immigrants." John Foster Carr. (6) "Education of the Immigrant." Publication, N. Y. State Teachers' Assn. for 1915. (7) "The Education of the Immigrant." The Immigrants in America Review, Vol. I, No. 2. (8) "The School and the Immigrant." Publication by N. Y. Board of Education (No. 11), Division of Research and Reference. (9) "Naturalization Manuals and Text Books on Citizenship. Con- sult bibliography of a library. (10) "Evening Schools," Wider Use of the School Plant, C. A. Perry. Pages 19-51. (11) "Teaching the Immigrant Woman," O. H. Dunbar. Harper's Bazar, Vol. 47, Page 2']']. (12) "The Community and the Citizen," Arthur W. Dunn. 10 VII NATURALIZATION 1. Topical Outline: Citisenship. I. Qualifications. II. Procedure. III. Administration. Legal Status. I. Specific Enactments. (a) Opportunity to Work. (b) Ability to hold Real Estate. (c) Benefit under Social Insurance Laws. (d) Civic Opportunities. II. Conflicts in Jurisdiction. III. Court Procedure. Americanization. I. The Immigrant in Americanization.^ II. Ideas and Ideals of Good Citizenship. 2. Lecture: "The Foreign Born Citizen." By a judge or clerk of a U. S. District Court of Naturalization. 3. Field Work: (a) Attend a naturalization hearing. (b) Visit a citizenship class. (c) Conduct a mock trial or mock naturalization hearing. 4. Research Assignment: Prepare an outline for the promotion and organization of citizenship work for a city by community co-operation. 5. Bibliography: (i) Annual Reports of Commissioner of Naturalization, U. S. De- partment of Labor. (2) "Naturalization." Massachusetts Immigration Commission, Pages 153-162. (3) "Commission on Naturalization." Pamphlet of Committee for Immigrants in America. (4) "Citizenship Manual for Cleveland." City Immigration Bureau of Qeveland, Ohio. (5) "From Alien to Citizen," by E. A. Steiner. (6) "How to Become a Citizen," by "N. Fowler. (7) "Citizenship." Immigrants in America Review, Vol. I, No. 3. (8) "The Legislative History of Naturalization," by Frank G. Franklin. (9) "Legal Status of Aliens," Immigrants in America Review, Vol. I, No. I. (10) "Naturalization and Citizenship," by J. L. Lynch. (11) "The Citizens' Part in Government," by Elihu Root. (12) "Good Citizenship," by S. G. Cleveland. II VIII THE IMMIGRANT WHO FAILS 1. Topical Outline: I. Delinquents. (a) Number. (b) Distribution. (c) Nature of Offenses. (d) Court Procedure. (e) Deportation. II. Dependents. (a) Number. (b) Distribution. (c) Relief. III. Defectives. (a) Number. (b) Distribution. (c) Classification of Defects. (d) Relief. 2. Lecture : "The Immigrant Before the Bar of Justice." By a justice or worker among aliens in courts. 3. Field Work: (a) Visit a police court and study the methods of procedure in regard to immigrant prisoners, (b) Study the work for immigrants of a legal aid society. 4. Research Assignment: Analyze statistics of crime and follow, up some cases to ascertain methods of justice. 5. Bibliography: (i) "Abstract of Immigration and Crime," U. S. Immigration Commission, Vol. II, Pages 159-221. (2) "Social Problem of Immigration," The Immigration Problem, Jenks & Lauck, Pages 41-63- (3) "Peonage," U. S. Immigration Commission, Vol. II, Pages 438-449. (4) "Annual Reports of the Bureau of Industry and Immigration of "New York," 191 1, 1912, 1913. (5) Reports of Legal Aid Societies. (6) "Immigrant and the Public Morals," Massachusetts Immigra- tion Commission, Pages lOO-iii. (7) "The Alien and the Law," N. Y. Immigration Commission, Pages 54-61. (8) Notaries Public, N. Y. Immigration Commission, Pages 44-54. (9) "Public Charges," Immigrants in America Review, Vol. I, No. I. (10) "Penal and Reformatory Institutions." C. R. Henderson. (11) "The Italian in America," Eliot Lord. (12) "Immigration and Degradation," Discussions in Economics and Statistics, F. A. Walker. Vol. 2, Pages 417-426. 12 Part Two Methods of Work I AMERICANIZATION A NATIONAL POLICY 1. Topical Outline: I. Americanization, (i) Definitions. (2) Process of Assimilation. (3) National Preparedness and the Immigrant. II. National Policy. (i) Distribution and Colonization. (2) Standard of Living. (3) Education. (4) Citizenship. III. Agencies. (i) Federal and State Governments. (2) Business. (3) Social Agencies. (4) Educational Organizations. (5) Publicity. (6) Individuals and Neighbors. (7) Religious Organizations. 2. Lecture: "The Need for a Domestic Immigration Policy." By a professor of sociology. 3. Field Work: Visit governmental, industrial and social agencies where special work is being done for immigrants. 4. Research Assignment: A survey of the agencies available for such work in a given community. 5. Bibliography: (i) "Program for a Domestic Immigration Policy," by Frances A. Kellor. Can be secured free by addressing Committee for Immigrants in America. (2) "Hungarians in the United States," by Caro Leopold. (3) "Our Slavic Fellow Citizens," by Emily Balch. (4) "Greeks in America," by Thomas Burgess. (5) "Jewish Immigration to U. S., from 1881-1910." Columbia University Press. (6) "Federal Immigration Commission Report." Sections of the different races. (7) "Immigrant Forces," by Wm. P. Shriver. (8) "The Character and Influence of Recent Immigration." Yale University Press, 1913. (9) "The Old World in the New," by E. A. Ross. (10) Reports of State Immigration Commissions of New York, New Jersey and Massachusetts. Reports of New York State Bureau of Industry and Immigration for 1912, 1913, 1914. Report of California Commission of Immigration and Housing, 1915. (11) "Immigrants in America Review," Quarterly Magazine of the Committee for Immigrants in America. 13 II IDEALS AND PRINCIPLES OF SERVICE 1. Topical Outline: I. Concept of Service. (i) The Goal ^Occupation or Vocation. (2) Definitions of Success and Failure. (3) Attitude Toward Immigrants. (4) Patriotism and Citizenship. II. Principles of Service. Christian Impulses: (i) Understanding. (2) Sympathy. (3) Unselfishness. (4) Self Sacrifice. (5) Toleration. (6) Sincerity. (7) Benevolence. (8) Courage. III. Political Ideals. Belief in Constitutional Guarantees. (i) Freedom. (2) Justice, (3) Equality. (4) Opportunity. IV. Social Ideals, (i) Ethical Equality. (2) Predominance of democratic institutions. 2. Lecture: "Preparation for Service." By the president or principal of an educa- tional institution. 3. Research Assignment: Assign to various members of the class the names of successful social workers, such as Jacob Riis, and request papers sketching their lives, social conditions encountered, accomplishments, and principles of service. 4. Bibliography: It is suggested that students for this lecture prepare individual biblio- graphies, which may be presented in class, and form the basis of class discussion. By a comparison of various presentations of philosophy, social ethics and religion, and various interpretations Qf the relation of the individual to society, students may be aided in formulating their own concep- tions of these things. The lecture may suggest general lines of read- ing, but it would be arbitrary to select a definite bibliography upon these subjects. 14 Ill STANDARDS OF WORK I. Topical Outline: I. Preliminary qualifications, (i) Natural Equipment. (2) Training. (3) Experience. IT. Personal Standards, (i) Initiative. (2) Integrity. (3) Responsibility. (4) Accuracy. (5) Expediency. (6) Vision. (7) Co-operation. (8) Discipline. III. Social Standards, (i) Compensation. (2) Recognition. (3) Advancement. (4) Credit. 2. Lecture: "Methods of Work." By the executive of a social agency. 3. Research Assignment: Compilation of the various positions open in a community for service among immigrants and the qualifications necessary to fill these re- spective positions. 4. Bibliography: (i) "The Field of Social Service," by Philip Davis. (2) "Twelve Principles of Efficiency," Emerson School of Efficiency. (3) "What a Social Worker Should Know about his Community." Russell Sage Foundation. (4) "Twenty Years at Hull House," by Jane Addams. (5) "Democracy and Social Ethics," by Jane Addams. (6) "Social Service," Address: New York City American Gty Bureau. (7) "Social Control," by E. A. Ross. (8) "Education for Efficiency," by Charles W. Eliot. (9) "Education and the Larger Life," by Charles R. Henderson. (10) "The Social Engineer," by Edwin Lee Earp. IS IV OPPORTUNITIES FOR SERVICE 1. Topical Outline: I. Kinds of Service. III. Opportunities for Work, (i) Professional. (i) Government. (2) Volunteer. (2) Business. II. Divisions of Work. (3) Philanthropy, (i) Administrative. (4) Religious. (2) Executive. (5) Educational. (3) Clerical. (6) Judicial. (4) Field Work. (7) Patriotic. (5) Publicity. (8) Racial. (6) Laboratory. (9) Social. (7) Committee Service. 2. Lecture: "The Field of Service." By the executive of a civic club. 3. Research Assignment: Have the class write letters of application for positions in social work among immigrants, giving training, experience and qualifications. 4. Bibliography of Opportunities for Service : (i) Government See Immigration Commission reports referred to in bibliography for lecture IX. Annual reports of Commissioner General of Immigration. (2) Business The Detroiter, official organ of Detroit Board of Com- merce: Weekly issues from Aug. 15 to Sept. 15, 1915. (3) Philanthropy Bulletins of Committee for Immigrants in America, 20 West 34th Street, New York City. Annual reports of Immigrant Protective League, Chicago. (4) Religious ^Reports of Presbyterian Missions on immigration work: Address: William P. Shriver, 156 Fifth Ave., New York City. Bulletins of International Committee of the Y. M. C. A, Immi- gration Department, 124 East 28th Street, New York City. (5) Educational "Recent Progress in the Education of the Immigrant," H. H. Wheaton, in Report of United States Commissioner of Education, 1915. "The School and the Immigrant," published by the Department of Education, The City of New York. (6) Judicial Annual Reports of the New York State Bureau of In- dustries and Immigration. Reports of legal aid societies in various cities. (7) Patriotic Reports of Sons of American Revolution. Reports of Daughters of American Revolution and other such agencies. (8) i^aaa/ -Annual Reports of Hebrew Sheltering and Immigrant Aid Society. Reports of National Jewish Immigration Council, "New York City. Reports of Polish National Council, New York City. (9) Social Reports of Associated Charities and Poor Commissions in various cities. Reports of Public Employment Bureaus, federal, state, and municipal. 16 DEBATES ON IMMIGRATION SUBJECTS 1. Suggested Topics: (i) Should immigration be restricted? (2) Should immigration be restricted by a literacy test? (3) Should the United States permit dual citizenship? (4) Will future immigration aid in United States preparedness? (5) Should the United States provide for the deportation of non- English speaking aliens after 5 years of American residence? (6) Should citizenship be made a qualification for following ordinary callings ? (7) Should the present naturalization procedure be simplified? (8) Should preparation for naturalization be the legitimate function and responsibility of the public educational system? (9) Should there be a federal bureau of distribution for immigrants? (10) Should the United States indefinitely permit a large number of un- naturalized alien residents? (11) Is immigration an essential cause of unemployment in America? (12) Should the United States after the war insist upon uniform treaty relations with all countries, so far as the definition of American citizenship is concerned? (13) Is the immigrant responsible for "lowering the standard of Amer- ican living"? (14) Should the American Federation of Labor institute a campaign to organize immigrant laborers? (15) Has the immigrant displaced the American workman? (16) Should it be a function of the city government to make special provision for immigrants by the maintenance of a City Immi- gration Bureau? (17) Should municipal courts differentiate their procedure for immi- grants ? (18) Should the United States permit the publication in America of foreign language papers subsidized by foreign governments? 2. Research Assignment: Have each student prepare an outline for one of the above suggested topics. 3. Bibliography: Briefs for some of the above suggested debates will be found in the following books : (i) "Brief on Public Questions," by R. E. Ringwalt. (2) "Practical Argumentation," by G. K. Pattee. (3) Wisconsin University, Dept. of Debating and Public Discussion, Bulletin No. 316. (4) "Intercollegiate Debates," by P. M. Pearson. 17 OUTLINE OF LECTURES ON IMMIGRATION SUBJECTS The time has come when students in every field must con- sider the problems of immigration. Even though a person does not plan to devote his life to definite service among immigrants, yet in any business or profession a knov^ledge of immigration and of the methods of Americanization is almost a necessity. The foreigner can no longer be ignored, for he holds the balance of power in our politics, our social life, and our industries, by mere force of numbers. The following suggested lectures are offered to aid in preparing a course or series on the general subject of immigration. While these lecture outlines are offered especially for use among those who intend to go into the field of immigration for a life work, yet the series has been so prepared that all, or any part may be used, according to the needs of a given institution or organization. The outline for each lecture stands as a unit in itself. One or more detached subjects may be selected from the group, when the entire series cannot be given. Methods of Americanization are assuming great importance and there is a rapidly increasing demand for social workers who understand the immigrant and his needs. For this reason uni- versities, colleges, missionary training schools and institutions of civics and philanthropy are urged to offer many, if not all, of these lectures to their students. The study of immigration should not be limited to strictly educational institutions. Other organizations, dealing with the foreigner, as social settlements, churches, missions, and Y. M. C. A.'s and Y. W. C. A.'s, will find it possible to derive much practical value from presenting lectures to their supporters and workers. A great deal can also be accomplished in the way of inform- ing the public as to the true significance of immigration, through the presentation of this subject at conferences, institutes and other public meetings. Since the outlined lectures may be used singly or in group, they should be of value to speakers for such occasions. The Committee for Immigrants in America will gladly co- operate in any further service which it may be able to render, such as securing speakers, furnishing material for lectures, plan- ning meetings, and answering inquiries. i8 IMMIGRATION LECTURES OUTLINED I Bird's-eye View of Immigration (a) Man by Nature an Immigrant. (b) Character of Immigration; Past, Present and Future. (c) The Reciprocal Relation of America to the Immigrant and the Immigrant to America. II The Immigrant at Home (a) His Country, His Work and His Home. (b) Study of the Various Nationalities; Their Virtues and Their Faults, (c) The Vision of America. (d) Who are the New Immigrants. Ill The Incoming Tide (a) Why they Came. (b) How they Came. (c) At the Gates of America. (d) First Experience. IV The Immigrant, an Asset or Liability (a) What He Brings. (b) What His Hopes Are. (c) What He Does. (d) What America Does to Him, V The New Life in America (a) The New Home. (b) The New Community. (c) America and the Immigrant's Children. (d) The Lure of America's City Life. VI Making a Living (a) Getting a Job. (b) Seasonal Work. (c) City, Camp and Country. (d) Immigrant Children at Work. (e) The New Workers and Our New Wealth. (f) The Immigrant's Share of Profit and Loss. VII At Work in the Industrial World (a) The Attraction of American Industry. (b) Schooled for Hard Work. (c) They Who Furnish the Brawn. (d) The Health and Safety of the Immigrant (e) Humanizing Industry. 19 VIII The Need of the Farm for the Immigrant (a) City vs. Farm. (b) What the Farm Offers the Immigrant. (c) Difficulty in Getting started. (d) Making the Land Pay. IX The Immigrant and His Institutions (a) Typical Societies of our Foreign Neighbors. (b) The Foreign Newspaper, a Social Factor. (c) Business and Politics which Prey Upon the Foreigner. (d) Institutions which Serve the Immigrant. X The Immigrant Who Falls by the Wayside (a) His Handicaps and Misunderstandings. (b) The Making of a Criminal. (c) Before the Bar of Justice. (d) Why He Becomes a Pauper. (e) Being Deported. XI How the Immigrant Gets His Education (a) The Handicaps of a Strange Language. (b) What the Immigrant Wants to Learn. (c) The Education of His Children. (d) Evening Schools for Adult Immigrants. (e) How to Teach the Foreigner. XII Becoming an American Citizen (a) Why Become A Citizen. (b) What the Naturalization Laws Require. (c) Civic Training for Naturalization. (d) Teaching Patriotism (e) The Movement for a New Citizenship; Citizenship Receptions. XIII Americanizing the Immigrant and Humanizing Ourselves (a) What Americanization Means. (b) The Immigrant's Contribution to America. (c) America's Contribution to the Immigrant. (d) Immigration, A National, State and Municipal Responsibility. (e) The Significance of the New Civic Service. XIV Social Service for the Immigrant (a) The Significance and Opportunity of Social Service. (b) How to Reach the Immigrant. (c) How to Serve Him, (d) Leadership for Social Service. (e) The Future of a Social Worker. 20 BRIEF FOR DEBATE ON CITIZENSHIP Suggestions for a Model Brief on the Requirement of Citizen- ship as a Qualification for Pursuing Ordinary Callings Definition of terms: By "citizenship" is meant full citizenship, not merely the making of the declaration of intention to become a citizen. By "ordinary callings" is meant the kind of work done by laborers, mechan- ics, etc., needing no particular education and involving little or no per- sonal responsibility or initiative. Immaterial issues: Both sides agree that it may be desirable to make citi- zenship a qualification for positions involving direct service to the gov- ernment where the question of allegiance might come in, and even in high positions of any kind; and it is also agreed that the government has the power to determine on what conditions immigrants may be ad- mitted to this country, or may even exclude them altogether. Question at issue: The issue is, then, whether or not immigrants now in this country should be prohibited from following occupations into which no especial element of trust enters, until they have become citizens. RESOLVED, That citizenship should not be made a qualification for fol- lowing ordinary callings. A. It violates the principles on which this country was established. 1. It deprives alien workmen of "life, liberty or property." (Cite reference to state constitution) (Cite reference to Federal constitution) (a) It violates the right to sell or to buy labor. (la) It prevents workmen from working. (2a) It prevents contractor from employing alien workmen. x^ Cite cases holding that right to sell or to buy labor is a y Y part of the individual liberty guaranteed by provisions z J cited above. 2. It deprives alien workmen of the equal protection of our laws. (a) It makes arbitrary discriminations between certain groups of residents in the state. B. It violates this country's compacts with other nations. 1. It contravenes the guarantee of the right to carry on trade and do anything incident thereto. X. Cite treaty with a particular country, e.g., Italy. 2. It contravenes the guarantee of the same rights and privileges as are granted to natives. X. Cite treaty, etc. 21 It is against the economic interests of this country. 1. It increases the number of the unemployed. (a) It affects principally men without training. X. Cite typical law. (b) It affects men least able to get work of other kinds. 2. It increases the number of dependents. (a) It applies to workmen least likely to have savings. X. Cite statistics. (b) It applies to the groups with proportionately large families. X. Cite statistics. 3. It restricts the development of the country's natural resources. (a) Native born workmen prefer the higher grades of work. X. Cite statistics. 4. It restricts the development of industry. (a) "Native born workmen are not sufficient in number to meet the swift increase in manufacturing, etc. X. Cite statistics of growth in industry and statistics of native born birth rate. D. It violates the fundamental principles of brotherhood and justice. 1. It imposes on the privilege of earning a living a requirement the workmen cannot meet, (a) He cannot be naturalized for years. X. Cite law. (b) He cannot be naturalized without learning English and the principles of our government. X. Cite law. (c) He cannot find a night school in most communities. X. Cite statistics of night attendance, etc. (d) He cannot be naturalized without producing witnesses that have known him years. X. Cite law. X. Cite statistics or instances of migratory labor. 2. It places an additional burden on men already heavily handicapped. (a) They do not know English. X. Cite statistics. (b) They do not know American customs, institutions, etc. 3. It makes us hamper rather than help those whom we have admitted to this country. (a) This restriction is fundamental. (b) It is not offset by providing schools for his children, etc. THEREFORE, Since the requirement of citizenship for following an or- dinary calling is against the principles upon which this country was established, is in violation of our treaty agreements with other countries, is against the economic interests of this country, and violates the funda- mental conceptions of brotherhood and justice, it therefore follows that such a requirement should forthwith be struck from statute books. 22 Publications of the Committee for Immigrants in America Needed A Domestic Immigration Policy. {North American Review, April, 191 1 ) Notaries Public and Immigrants. {Pamphlet, pp. 58) How to Become Naturalized, First Papers. {Published in Foreign Languages) Advice to Immigrants. {Polish) North American Civic League for Immigrants. Reports, 1911-1913. *The Message of the New Citizen. {The California Outlook, Novem- ber 15, 1913) Unemployment A Program for Relief. (Reprint from The Survey, February, 1914) *Justice for the Immigrant. {Annals of American Academy of Political and Social Science, March, 1914) *Route of the Immigrant. {Home Missions Monthly, February, 1914) *A Commission on Naturalization. {Immigration, February, 1914)' *The Tie that Binds Immigration, Work and Citizenship. {The Sur- vey. March 21, 1914) *Is Unemployment a Municipal Problem? {National Municipal Re- view, April, 1914) *Who Is Responsible for the Immigrant? {The Outlook, April 25, 1914) The Education of the Immigrant. {Educational Review, June, 1914) The Education of Immigrant Mothers. {The California Outlook, June 27, 1914) The Human Tide Surprising Record of New Arrivals. {The New York Annalist, June 29, 1914) Citizens or Aliens? (The Christian Herald, July i, 1914) Light on the Immigrant. (Edison Monthly, October, 1914) The Nation's New Front Door. {Harper's Weekly, October 17 and 24, 1914) Safeguarding the Immigrant. (Woman Citizen's Library Vol. 10) Education of the Immigrant. (U. S. Bureau of Education ^Nholt No. 562 Proceedings of Conference) Recommendations for Bureau of Distribution in Federal Department of Labor. (Pamphlet, pp. 18) A National Bureau of Employment Brief on H. R. 16,130 Immigrants in America Program for a Domestic Policy. (Pamphlet, pp. 21) Out of Work A Studv of Unemployment. (G. Putnam's Sons. 1915. $i.Kg) ^ A Professional Course for Social Service Among Immigrants. Pre- pared for use by colleges and schools for social workers. (Pamphlet) Standards on Workmen's Compensation. (Pamphlet, pp. 62) Sickness Insurance. (Pamphlet, pp. 60) The City's Responsibility to the Immigrant. (Pamphlet, pp. 6) Unemployment in American Cities. The Record of 1914-1915. (Pamphlet, pp. 9) Unemployment and Immigration. (Annals of the American Academy of Political and Social Science, September, 1915) 23 Publications of the Committee for Immigrants in America (Continued) Report of National Americanization Day Committee. Government Reports "New York State Commission of Immigration (1909) New York State Bureau of Industries and Immigration (First, Second and Third Annual Reports 191 1, 1912, 1913) *New Jersey Commission of Immigration (1914) Massachusetts Commission on Immigration (1Q14) Cleveland, Ohio, City Immigration Office (1914) California Commission on Immigration and Housing (1914) Pennsylvania Department of Labor and Industry. First Annual Re- port, 1913, Part I. Immigration and Unemployment. U. S. Bureau of Education. Recent Progress in the Education of Immigrants. (Annual Report, 1914, Chap. XX) *Out of print; can be consulted in libraries. All others will be furnished upon request. THE IMMIGRANTS IN AMERICA REVIEW The REVIEW urges the adoption of a definite policy toward immigrants that have been admitted to this country, in order that they may have the opportunity to learn the English lan- guage, to become citizens, when qualified therefor, and to learn American standards of life and methods of living. Let lis fuse the many peoples in America into one nation. ISSUED QUARTERLY $2 A YEAR 20 West 34th Street, New York 24 THE COMMITTEE FOR IMMIGRANTS IN AMERICA is prepared to assist Individuals, Educational Institutions, Social and Civic Organizations, and Government Agencies in the DISTRIBUTION OF ALIENS TO THE LAND, rather than to overcrowded cities, to conditions under which they will remain and succeed. COLONIZATION OF SETTLERS AND OF LABORERS, at steady work and at fair wage rates, enabling the land to compete with industry. EMPLOYMENT OF IMMIGRANTS under a policy to reduce sea- sonal and casual labor, into which immigrant labor is now largely drafted ; to abolish the padrone system ; to repeal local statutes and ordinances restricting the alien's "right to work"; and thus, by generally improving the conditions of immigrant labor, to reduce the number of "birds of passage" who, under the present system, return to Europe after a few seasons in American industry. JMAINTENANCE OF AMERICAN STANDARDS OF LIVING, with minimum guarantee as to housing, food, clothing, education and recreation. EDUCATION OF ADULTS in English and civics, and of illiterate minors in elementary subjects. REQUIREMENT OF HIGH AND UNIFORM QUALIFICA- TIONS FOR CITIZENSHIP and the establishment of adequate facilities for instruction. SAFEGUARDING OF THE INVESTMENTS, loans, land purchases and savings of aliens. By Means of BRIEFS setting forth the need, the expediency and the best methods of distributing, protecting and educating aliens. BILLS designed to present the wisest and most accurate legislative form for such measures. NEW RELEASES on current immigration matters. COURSES, SYLLABISES. OUTLINES AND PAMPHLETS for use in instructing immigrants in English, Civics and Naturalization. RECOMMENDATION OF SPEAKERS ON DOMESTIC IMMI- GRATION SUBJECTS and of programs for the use of clubs, conferences, societies and public meetings. SURVEYS OF IMMIGRANT COMMUNITIES, INVESTIGA- TIONS OF SPECIAL SUBJECTS, undertaken directly or for other organizations, with recommendations for constructive measures. PUBLICATION of general articles presenting various phases of the immigrant's life and condition : also reports, special studies, plans and outlines designed to give specific assistance to those actively engaged in immigration work, especially in education. 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