XIII
LIBRARY AND COMMUNITY WORK
So far as Americanization is a question of education and so far as the printed word is an instrument of education, the reading of American literature by the immigrant is of inestimable value. It might be safely stated that almost every time an immigrant reads something in English, be it only a trade label on a tomato can or an advertisement in a street car, he learns something about the country, at least a word or two of the country's language.
PLACE OF THE PRINTED WORD
As a rule a newly arrived immigrant is eager to learn English. It gives him a new sensation and a feeling of pride to know and speak another tongue. When he has succeeded in mastering a few of the most common words and expressions, like "no," "yes," "how do you do," "good-by," "street," "lunch," and others, he likes to use these words in his conversation with fellow immigrants. When he says to his friend in his native tongue, "Let us go to lunch," the last word is in English. His eagerness to learn English is increased by the practical needs of everyday life—to get a job, to understand the foreman's directions, to buy or sell something, to travel, to apply for licenses, or to make agreements. Everywhere the immigrant confronts English.
In addition to the signs on streets and shops, a newly arrived immigrant soon becomes acquainted with the great American daily, especially its "help-wanted ads." Here he looks for a job, reading the "ads." with the aid either of a dictionary or of some one of his fellow immigrants who has already mastered the "ad." language with its queer abbreviations. When he has established himself in a job, perhaps he begins to think of taking up a systematic study of English. He enters an evening school if there is one in his town. There he makes his first acquaintance with the American book—too often a children's reader containing stories such as "Puss and Her Kittens," "Patty and the Squirrel," "The Dormouse," "Lullaby," "Andy and the Worm," which, though perhaps very interesting to children, do not correspond to the requirements of his mental development. Nevertheless, the stories are related in good English and he goes ahead.
As time passes and his mastery of English grows, he begins to read items in the daily papers and stories in the Sunday editions. Later he takes up the reading of books, perhaps first those related to his trade, or the subjects which are connected with his future plans in America. Still later he begins to read books about America in general, its history, geography, nature, social life, etc. An immigrant seldom takes to American fiction. He ardently tries to be practical, being mainly interested in that which is useful and helpful. When he reads general literature about America he does this for the purpose of learning to know his new country, knowledge which would help him to make a success here. The writer has often been approached by immigrants with requests that he recommend literature on, for instance, making a certain kind of candy, or pickles, or on hog raising or concrete building. Frequently he has had to translate or assist in the interpretation of various formulas and receipts.
RURAL NEEDS FOR BOOKS
A demand of this kind for literature by the immigrants indicates three problems in connection with their education through the printed word: first, the immigrant should be advised in his selection of publications, told which might be the most useful to him. He is quite unable to make this selection for himself; second, the means for acquiring the desired publications should be supplied. As a rule the immigrant has little money to spare for books; third, there should be encouragement and cultivation of the reading habit among the immigrants as an efficient means of their general education and, through this, of their Americanization.
All these problems can be met through the institution of the public library—a great agency for socializing knowledge in a modern democracy. Though America is one of the countries most advanced in the development of public libraries, still the development has not kept pace with the requirements. This is especially true in regard to the rural communities. Particularly in rural immigrant communities, the public library is still lacking. Out of about forty rural immigrant colonies visited by the writer during the past year, about thirty had no library facilities at their disposal, while the remaining ten were able to pride themselves on some sort of a library, either school or parish.
Both these kinds of libraries appear to be very unsatisfactory. As a rule the school libraries are small and contain mainly children's books, so that the adults have not much interest in using them. The parish libraries contain mainly ecclesiastical literature and books on the old country's history and general affairs. The majority of these last-named books are in a foreign tongue.