A Stake in the Land

by Peter A. Speek

The adult immigrant settlers need American education, the women more than the men. This fact was clearly impressed upon the writer during his field investigation. The women do not penetrate the American world; they live in the Old World, their children live in the New, and the men in a mixed world. No matter how brokenly or how fluently their husbands speak English, with but few exceptions the wives either speak it not at all or attempt a few syllables of the strange language with a hesitation and shyness which soon cause them to fall silent and retire in favor of their children or husbands. Their social visits, their contact with women and men other than their family, are confined to members of their own nationality. They live in a cage, in which they suffer, but to which they cling because it is all of life that they know.

IMPORTANCE OF REACHING WOMEN

To reach them, to bring them out into the world in which their families live, is a difficult task. It must be undertaken and accomplished, first, for the purely humane reason of lightening their lot and making them individually more happy in the New World; second, for the sake of preventing the disruption of families, the corner stone of the present social order; third, for the sake of creating and sustaining good citizenship. Whether immigrant women vote or not, they are an inevitable influence in the political life of the country. They must be helped to keep pace as nearly as possible with their children, who are increasingly under the influence of the American environment, especially the public schools. Not only that, but education of the mothers means a more effectual development of the children, for the mother is the greatest educator of the nation. The first question is how to reach them.

It is easy to say that the native women should go to them, establish friendly social relations, and in this way influence them. The writer observed in the field that such attempts have been made in earnest, but without much result. The first difficulty is the lack of a common language. Next is the difference in the levels of intellectual development. One might question what common grounds for social intercourse there would be between an American farmer's wife with either grammar-school or high-school education and some European peasant's wife, illiterate, impossibly shy, and downtrodden.

Still, there is a way out. In almost every immigrant rural colony one may find a more intelligent immigrant woman, either a mother of a family who has been long in this country or an elder daughter who has received a public-school education, speaks English satisfactorily, and who, at the same time, speaks the immigrants' language and knows the families in the colony more or less thoroughly. Such women should be approached first, should be brought into intimate contact with the native families, and should be induced to take a course of training and become organizers or teachers of the adult immigrant women in the colony. They will be able to effect an organization which might be called the "Women's Club" or "Mother's Club." Instead of creating an entirely new body, such organizations as exist can and should be utilized; there may be clubs, some co-operative association or a benefit society. There may be no organization and one may have to be initiated. In that case it is desirable that the more developed immigrant women be appointed to the directorate of the new organization.

THE HOME TEACHER

It would seem advisable for our high schools, normal schools, and colleges specifically to train their immigrant girl students to become home teachers in the colonies of their respective nationalities. Such home teachers, qualified and trained for their work, should receive an adequate, living salary. Their duty would be to visit the immigrant homes, talk with the mothers, tell them how to rear their children, how to care for the health of the family, how to prepare meals of American food and in American ways, how to can and preserve, and how to work in the home garden. They should organize recreation facilities, reading circles, amateur theatricals, choruses, etc. The home teacher should organize the women into afternoon classes for learning English and should induce them to visit the evening classes with the men. She also would be the intermediary for the establishment of friendly and social relations between the immigrant families of different nationalities and the native American families. She should be attached to the teaching staff of the local public school.

Such home teachers have been employed in California under the direction of the Home Teacher Act passed in 1915. The conditions of employment, the duties and qualifications of the home teachers are outlined by the Act as follows: [50]

Boards of school trustees or city boards of education of any school district may employ teachers to be known as "home teachers," not exceeding one such home teacher for every five hundred units of average daily attendance in the common schools of said district, as shown by the report of the county superintendent of schools for the next preceding school year. It shall be the duty of the home teachers to work in the homes of the pupils, instructing children and adults in matters relating to school attendance and preparation therefor; also in sanitation, in the English language, in household duties—such as purchase, preparation, and use of food, and clothing—and in the fundamental principles of the American system of government and the rights and duties of citizenship. The qualifications of such teachers shall be a regular kindergarten primary, elementary, or secondary certificate, to teach in the schools of California, and special fitness to perform the duties of a home teacher; provided that the salaries of such teachers shall be paid from the city or district special school funds.

The provisions of the law at present limit its application to congested neighborhoods.