close all foreign-language schools in the country
at once, without any further consideration.

As a result of the war-time revelations and excitement, certain changes
have taken place in these schools. In a number of states the use of a
foreign tongue as a teaching medium and even as a subject of study in
the common schools has been prohibited. In a number of places the
immigrant leaders themselves have voluntarily changed their teaching
language to English under the pressure of both public opinion in general
and that of the members of their own group. "It is an injustice to our
own people if we teach them a foreign tongue instead of the language of
this country," stated a Lutheran pastor to the writer.

But in many cases the nationalistic leaders expressed their
dissatisfaction with the changes "enforced" upon them. They expressed
the opinion that after peace is established their people would have
things their own way through their votes. Many of them are already
naturalized and still more are going to be.

TEMPORARY USEFULNESS

The elementary foreign-language schools undoubtedly perform a service in
preventing the disruption of families and are justified to this extent.
The question arises, however, whether much more cannot be done to assist
the parents, through evening schools and home teachers, to learn the
language and customs of the country. If this work could be adequately
done, it would not be necessary to hold the children back by teaching
them a foreign language, only to be used to bridge a temporary gulf in
their homes.

The justification for foreign-language elementary schools does not
apply to the higher institutions. In the Dutch colony at Holland,
Michigan, the writer was struck by the fact that while the people were
largely Americanized and English had become their home or mother tongue,
the colony leaders insisted on the Dutch language in their high school
and college. The only explanation given was that this was done
unconsciously. During recent years they had become conscious of the need
and the inevitableness of Americanization, and, as a result, had
substituted English for Dutch in their higher schools.

The Jewish colony in Woodbine, New Jersey, had a Jewish agricultural
college, supported by the Hirsch fund. To the writer's inquiries as to
why there was need of a special Jewish agricultural college, why the
Jewish boys cannot enter American agricultural colleges, receiving
scholarships fr