PART V-EDUCATION

Education in a Democracy is of such fundamental importance that it was deemed advisable to devote an entire part of Practical English to the subject. For it is true that only through the widespread education of the American people can we hope to achieve the high ideals set forth in our Constitution, and to bring about the intelligence, the efficiency, and the coöperation which are necessary in a democratic government.

The American people believe in education, and the foreignborn must be taught to believe in it if they do not already do so. With this end in view, several lessons emphasizing the advantages of learning in the everyday life and work of the adult man or woman are included in this section. Attention is given to the practical value of education to all, particularly to the alien himself.

The various types of education, both for the child and for the adult, are treated, so that the learner may become acquainted with the educational opportunities not only for himself but also for his children.

The broader scope of education, as related to Democracy, is treated, and it is suggested that this phase of the subject especially be enlarged upon and developed by the teacher in class discussion. For it is a recognized fact that the ultimate success of our Democracy depends to a greater extent on the intelligence of the people than upon any other factor. This necessary intelligence must be fostered by a widespread and practical system of education which reaches out and includes all who dwell within our shores.

PART VI GEOGRAPHY

The study of our country in Part IV has already given the pupil a general idea of our land, and while serving a very definite purpose in bringing about the sympathetic appreciation

of the alien for his adopted country, it also leaves the section on Geography free for the more definitely geographical development.

In this section the pupil is given a knowledge of the geographical divisions of the country, our position and coastline, our great variety of climate, the general difference between the agricultural and manufacturing regions, the regions in which are found the different great productions such as wheat, corn, coal, iron, and copper.

Included also in the subject matter is a description of the principal mountain ranges, and of the great and fertile valleys. The great cities are located and briefly described, the importance of the internal commerce is noted, also the great part in our prosperity taken by the railroads. A knowledge is given of the original inhabitants of the United States, and of the people who have since come to our shores.

It seemed well to point out, also, even in the section on Geography, our great dependence upon each other for the necessities of life, the fact that the country as a whole is interested in the prosperity of every one of its parts, because each part of the country produces something that other parts need.

PART VII - HISTORY

The study of Geography precedes the study of History for two reasons: (1) That the pupil may get a more intelligent idea of the location and position of the various places referred to in the section on History; (2) that he may grasp the full significance of the effect our position on the Western Continent, the nature of our land surface, our mountain barriers, our coastline, our waterways, and even our climate, have had upon the development of our civilization and upon our history. For it is true that certain great events such as the Revolutionary War and the Civil War cannot be understood without a knowledge of their geographical background. In treating the history of our country attention has been given to the principal events and the leading facts in the development of our nation,

including the period of discovery, the fact that the early settlements were along the Atlantic coast and the reasons therefor, the War for Independence, the Constitution, the spread of population, and the development of the country westward to the Pacific Ocean, the war against slavery, the war to help Cuba and its consequences, and our part in the World War.

A prominent place has been given to the biographies of leading Americans, for the great names in our history are significant of much more than the life of the man might indicate. They emphasize a point which it is well for the alien to appreciate particularly, - that is, the opportunity this country has afforded and still affords for the rise of the common man.

American history is so rich and full of interest that the task of selection in a story as brief as that included in a book of this kind must be, is a difficult one. Much must of necessity be omitted. The material presented can and should be supplemented by the teacher, emphasizing those points which seem to be of most importance to her class.

In the preparation of this section the interest and experience of the pupil have been kept in mind. Stress has been laid upon the understanding and development of American institutions, the sacrifices of the American people in building up a mighty nation, and upon those high ideals which are the very essence of our American Democracy.

It is the aim and hope of the author that this story of the achievements, events, and ideals of the past and present may be a source of encouragement and inspiration to those who, although they may not fully realize it, must share in the making of our future.

Coöperation has been referred to as essential to good citizenship and democracy. This coöperation is largely brought about through education. No phase of education is more important than that which helps the pupil to understand rightly the common,

everyday things of life, and his relation thereto. A course in the education of alien adults which does not include such a study, will prepare the pupil only in part for that which is required of him as a member of the social, political, and economic world.

The adult alien is in direct daily contact with the great current issues of American life which are the basis of many of our problems. That he should be able to understand and confront these problems impartially, justly, and intelligently, and to solve them rightly, is a fundamental necessity. That he should also be able to handle his affairs and those of his family well from an economic point of view is also important. Therefore, a series of simple lessons on Everyday Economics is included in this book.

Such questions as wealth, work, thrift, safety, capital, labor, and skilled intelligence, the unions, owning property, and supply and demand are presented, the aim being to go directly to the heart of these problems simply and fairly.

The basic facts and principles involved are of permanent importance, and too often are not understood by the ordinary citizen. Needless to say they should be approached with an open mind. Much of the good to be accomplished by their study and discussion will depend upon the tactful and intelligent interpretation and illustration by the teacher.

The pupils who clearly understand and appreciate the significance of the simple laws of economics, and their effect on the life of the average man and woman, will make better, more intelligent, and more prosperous members of our industrial and political democracy. They will make more loyal citizens of America.

PART IX THE USE OF THE DICTIONARY

An important step in the teaching of English to advanced pupils is to arouse their interest in the dictionary, and familiarize them with its use. The dictionary found at the end of Practical English is added for this purpose. Pupils should be taught to refer to it as occasion requires.

As explained in the lesson included in Part IX, only the new and more difficult words used in the text are defined. In general, the vocabularies of Parts I and II of Practical English are not included, nor those words which are easily understood from their context.

Not all of the various definitions of the words could be given in the space allotted for the purpose, nor would it be practical to include them if it were possible. Therefore, only the most common meanings, and those suited to the text, are found.

The simple plan described in Part IX will explain the distinction made between different parts of speech, and also those words which, although spelled alike, are pronounced differently because of the different accent.

The singular form of the noun and the present tense of the verb are given. These are the forms regularly used in dictionaries, and with these forms as keys there should be no difficulty in locating particular words which the pupil may wish to find or in identifying the part of it that he finds in the lesson he is reading.

It was not thought advisable at this stage of the learner's education to include the use of diacritical marks, which might prove more confusing than advantageous. The words are, however, divided into syllables, and the primary and secondary accents are indicated.

The dictionary is included as a helpful vehicle in learning the English language, and in order to interest the pupil in its further use, an effort being made to induce the dictionary habit. The pupil will thereby attain a larger working vocabulary, and a more thorough understanding of the language.

CONCLUSION

While the Advanced Series of Practical English for New Americans is divided, for the sake of expediency, into nine parts, each division is a related part of a unified whole, cumulative in content and effect.