Another report from Minnesota states that,
the poorest schools in the country are in communities where there are private schools in connection with a church.
The children attend these for years at a time, and when they return to the public schools find themselves behind their former companions. [25]
In 1915–16 there were in the state of Wisconsin 78 rural public schools enrolling five or fewer children, and 445 rural public schools enrolling six to ten children. The state school authorities explained to the writer that the small enrollment in certain public schools does not always indicate that there are not enough children of school age in the district or that the children do not enroll. Very often in the same district there is a well-developed parochial or private school attended by immigrant children. The parents prefer these schools to the public schools for racial and religious reasons, and contribute liberally to their development and maintenance.
In a number of cases where there are public and private schools in immigrant localities, the writer observed an active and intentional neglect of the public schools by the local school authorities. For instance, in some cases where the state gives a certain sum of money for the support of the public schools, the money is deposited in the bank instead of being used for the development of the public schools. Such deliberate neglect of the public schools by the immigrant local school leaders was quite conspicuous in the state of Wisconsin.
IX
PRIVATE SCHOOLS
One of the greatest negative agencies, and in a large number of cases consciously negative agencies, affecting the Americanization of immigrants in our rural districts has been private schools. Among these—the writer wishes to be entirely outspoken—the most conspicuous have been immigrant Catholic and Lutheran parochial schools and Hebrew schools.
Many of them are run in the spirit of preference for the old country and for the immigrant race or nationality to America and the American nationality. Furthermore, the very spirit and aim of their methods are foreign to America. In their training of children they lay special stress on discipline, obedience, on the form of things, on punctuality, on memory, and on mechanism. All these qualities have been desirable in the "subjects" and in the small "subject nations," from the point of view of the monarchical and aristocratic European regimes, with which Catholicism and Lutheranism have been identified, or of the Talmud, upon which extreme Hebrew nationalism is based.