Revolutionary Radicalism: Its History, Purpose and Tactics with an Exposition and Discussion of the Steps Being Taken and Required to Curb It, Being the Report of the Joint Legislative Committee Investigating Seditious Activities - Vol. 3

Go to book overview

to undertake the work. Calls now coming to the Americanization Division say, "We are ready for work. Just how shall we go about it?" It was to answer this question that this conference was called. No man is wise enough to lay out a program for Americanization and set forth the exact ways in which this great task can be done. We felt that this must come out of the valuable lessons you men and women have learned who have been doing this work for many years past.

The opinions crystallized here will be made the basis of our plans and subjects for special bulletins. The proceedings may possibly be issued in full and made available to you at once for such help as you can get from them.

The war has left us no greater task than that of bringing into full fellowship those among us who were born in other lands. That this must be done sympathetically and with a broad and tolerant understanding goes without saying. It is everywhere recognized that any real program of Americanization must take into consideration the shortcomings of us of native birth if we are to build a true and enduring democracy. We can succeed only if we approach our task with hearts beating in sympathy with the needs of our fellow men, with a vision unclouded by the hates and passions of war, "with charity toward all and malice toward none." Unless we are ourselves convinced that these people from other lands are desirable, potential Americans, that we need them here, that they come not with empty hands but with arts, crafts, sciences, music, and ideals which will add to the wealth of our common heritage, unless we feel that to us is given not so much a duty as a great opportunity, we shall fail. For ours is first of all a human problem.

To those who gave up their hearthstones, their homeland, the ties of love and consanguinity to begin life anew in a strange land, speaking a strange tongue, we are to interpret America.


Education in Americanization

PHILANDER P. CLAXTON, Commissioner of Education

Education is the fundamental thing in Americanization and of the elements comprising this fundamental, the first is instruction in the English language. This tongue is the common means of expression -- the literature, the statutes, state and national constitutions, the newspapers, the very signs of instruction and warning being printed in English. Without a knowledge of the

-2367-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Revolutionary Radicalism: Its History, Purpose and Tactics with an Exposition and Discussion of the Steps Being Taken and Required to Curb It, Being the Report of the Joint Legislative Committee Investigating Seditious Activities - Vol. 3
Table of contents

Table of contents

  • Title Page i
  • Table of Contents iii
  • Volume IV viii
  • Addendum xviii
  • List of Illustrations xxi
  • General Introduction 2011
  • Section I - Protective Governmental Measures 2015
  • Chapter I 2017
  • Chapter II 2024
  • Chapter III 2075
  • Section II - Organized Labor and Capital and Industrial Problems 2095
  • Introduction 2097
  • Chapter I 2106
  • Chapter II 2133
  • Chapter III 2148
  • Chapter IV 2151
  • Chapter V 2154
  • Chapter VI 2160
  • Chapter VII 2166
  • Chapter VIII 2174
  • Chapter IX 2180
  • Chapter X 2193
  • Chapter XI 2204
  • Chapter XII 2216
  • Chapter XIII 2226
  • Chapter XIV 2238
  • Chapter XV 2244
  • Chapter XVI 2251
  • Section III subsection I - Educational Training for Citizenship 2275
  • Introduction 2279
  • Chapter I 2293
  • Chapter II 2328
  • Chapter III - Teacher Requirements and Teacher Training 2335
  • Chapter IV - Curricula Recommended for Courses of Citizenship Training 2346
  • Chapter V - Regulated Attendance 2350
  • Chapter VI - Appropriations 2356
  • Section III subsection II 2359
  • Chapter I 2361
  • Chapter II 2366
  • Section III subsection III 2411
  • Chapter I 2417
  • Chapter II 2439
  • Chapter III 2564
  • Chapter IV 2569
  • Chapter V 2623
  • Chapter VI 2701
  • Chapter VII 2949
  • Chapter VIII 3018
  • Chapter IX 3052
  • Chapter X 3060
  • Chapter XI 3079
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 3146

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.