Franco-American leaders and groups to persuade industrial and political leaders to support the principles above set forth; (b) to recommend to those of our compatriots who have not a sufficient knowledge of English to complete their knowledge of that language by attending special classes being organized for that purpose.

The congress further declared its attitude on citizenship:

1. The present congress of the Franco-American Catholic Federation, following the example of so many previous congresses, urgently recommends the organization of permanent committees on naturalization by all French-American societies which have not already organized these committees;

2. The Franco-American Catholic Federation urges all French-Americans who are citizens, either by birth or by naturalization, not to fail to register for voting and to exercise their franchise at each and every election.

This statement of position is illuminating as indicative of the attitude of one large and influential foreign-language group in New England. This attitude is typical of many of our foreign-born peoples, and from the position of the author of this study is natural and, as expressed, not antagonistic to sound Americanism. While desirous of meeting the reasonable standards of the land of their adoption, these groups wish to preserve in some degree their native language and national culture. They do not challenge the state for its insistence on English as the medium of instruction in the schools, but they protest against prohibition at the same time of the teaching of their mother tongue.

The

resolutions encourage naturalization and the exercise of the franchise.

We must be tolerant of the fact that these newer Americans cannot abandon at once the old ties of racial and national culture. Racial obliteration cannot take place in one generation; there are no instances in history of any such sudden transformation. Americans of many generations still take pride in their Scotch, Welsh, or English ancestry, and they are no less patriotic on that account. Robert Louis Stevenson, speaking of the attitude of the Scotch in his day toward England, says that the Scotchman even yet thinks with a Scotch accent.

VOLUNTARY CO-OPERATION IN NEW HAMPSHIRE

We may turn to current happenings in the state of New Hampshire to illustrate another phase of relation between the state and private education. Here conditions are apparently much happier than in Massachusetts. New Hampshire has had, for some years, a general regulative law relating to private education, but a much more definite act was passed by the legislature in 1919. There is no indication in this latest legislation as to which agency of the state shall have power of enforcement, and no penalty is fixed for noncompliance with the law. By implication it would seem to rest with the state authorities, since no other agent is mentioned, and since we may infer that the state is prepared to enforce, through its own machinery, laws set upon its

statute books. In actual practice the authorities in charge of parochial schools are, by agreement, taking the initiative in seeing that the law is obeyed. The impetus for the law came from the state committee on Americanization, a widely representative body made up in part of leaders of labor and of religious bodies. The law was formulated after agreement of all those concerned.

The following letter, written by Rt. Rev. G. A. Guertin, Bishop of Manchester, New Hampshire, to all Catholic pastors in charge of parochial schools, gives evidence of the kind of co-operation which has been established:

The advent of peace, and the complete vindication of the fundamental principles for whose defense our beloved country entered the World War, are subjects for the expression of our fervent gratitude to the God of all justice to whom nations, not less than individuals, must render an account. Toward the attainment of this glorious achievement the faithful of our diocese have contributed an honorable share, a record of loyalty and generosity in which their zealous pastors may take a legitimate pride.

We are convinced that in all measures designed to perpetuate the blessings thus secured to our country, the same spirit of loyal co-operation will be ever manifest. To one of these measures we wish to direct your particular and prompt attention. The movement of Americanization, having for its object "to unite in a common citizenship under one flag all the peoples of America," is a movement to which every one who makes his home within the borders of the United States must subscribe. From the State House you have received a copy of the program of the New Hampshire Committee on Americanization, and for that document we bespeak your earnest and prayerful study. To bring about the desired union, the ability of all who dwell

permanently within our state to speak a common language -English-is a necessary first step. To this end we would urge all pastors to encourage attendance at evening school by all parishioners who may be wanting in a knowledge of the English tongue.

The position of our parochial schools in this matter is clearly set forth in the correspondence between the Bishop of Manchester and the New Hampshire Committee on Americanization, through its chairman, Hon. Frank S. Streeter. Therein you will find the fourth fundamental principle of Americanization adopted at a meeting of the Governors and chairmen of committees on public safety, called by Secretary Lane and held in Washington on April 3, 1918, namely, "that in all schools where elementary subjects are taught, they should be taught in the English language only," clearly explained and interpreted by the New Hampshire Committee on Americanization and the state Superintendent of Public Instruction, approved by the bishop as explained and interpreted, and mutually agreed upon as a working basis for the application of said principle in all New Hampshire schools. This interpretation is as follows:

1. That in the instruction of children in all schools, including private schools, in reading, writing, spelling, arithmetic, grammar, geography, physiology, history, civil government, music, and drawing, the English language shall be used exclusively, both for the purposes of instruction therein and for the purposes of general administration.

2. The exclusive use of English for purposes of instruction and administration is not intended to prohibit the conduct of devotional exercises in private schools in a language other than English.

3. A foreign language may be taught in elementary schools, provided the course of study (or its equivalent) outlined by the New Hampshire Department of Public Instruction in the common English branches—that is, in reading, writing, spelling, arithmetic, grammar, geography, physiology, history, civil government, music, and drawing -be not abridged but taught in compliance with the laws of the state.

These three articles as approved by us admit of no evasion or equivocation. They are intended to serve as the foundation of a working program for our schools, and their incorporation into that program demands the surrender of nothing that is vital to the well-being and progress of any Catholic school. Due provision is made for religious instruction and for the teaching of any language that may be desired in addition to the course of studies (or its equivalent) outlined by the New Hampshire Department of Public Instruction.

This program must be carried out in all the schools of our diocese, and we charge the conscience of pastors and all others having the care of schools to take whatever steps may be necessary to put it into execution as promptly as conditions will permit. A full measure of good will on your part, and reasonable time, will solve all problems of detail which may arise. In all such problems both pastors and teachers may look to the Rev. P. J. Scott, diocesan superintendent of schools, for sympathetic aid and direction. To him we have delegated full authority for the supervision of all schools within our diocese. He is hereby directed and empowered to make an immediate and complete survey of the school situation and, after full consultation with the reverend pastors and heads of schools, to formulate a universal course of studies to be followed by all primary schools under our jurisdiction. The important work thus confided to him, Father Scott takes up in obedience to authority and with the sole desire to promote the welfare of Church and state. To the end that such service may produce the beneficial results to which we all look forward, the diocesan superintendent of schools must be given by all with whom he is to labor, the attention and co-operation consonant with the responsibilities of his office.

Commenting on the letter above quoted, the Committee on Americanization of New Hampshire, which fathered the laws, makes the following statement: