in their newly launched endeavors to eradicate that "On behalf of our Federal government and in the interest of the millions of foreigners who are desirous of learning more about our institutions that they may improve themselves and give their best efforts to their adopted country and the community in which they live, I ask the Boy Scouts of America -America's future leaders of democracy to render this service to their government, its citizenry, and those seeking admission to the great American family. "Very truly yours, "(Signed) RAYMOND F. CRIST, "Director of Citizenship.” "We will endeavor to arrange promptly for personal conferences with you but in the meantime you may count on the Boy Scouts of America for the utmost support in Americanization efforts." 9. Bureau of Jewish Education, 114 Fifth Avenue, New York City, Mr. Louis Marshall: Below is quoted a letter which was sent not only to the Bureau of Jewish Education, but to practically every civic, racial, social and religious organization in New York City. The reply which it elicited from the Bureau of Jewish Education is so surprising and so unique in its misinterpretation of the Committee's request, that it is quoted in full. Unfortunately it does not give detailed information as to the work of the Bureau. Committee's letter, March 2, 1920, addressed to Secretary, Bureau of Jewish Education: "DEAR SIR.- The Joint Legislative Committee to Investigate Seditious Activities in this State is about to recommend to the Legislature, as a corrective measure, an increased program of education and Americanization. "In this connection we are anxious to present as complete and as accurate a view of present conditions as possible and we do not wish to overlook any of the constructive work which is being done to counteract seditious activities, espe cially among the foreign born. "In order to list your organization properly, we would ask that you send us just as soon as possible an outline of the activities of your organization. A copy of your constitution and by-laws would no doubt give us the information which we require, but any additional data would be most welcome. 66 Will you not let us hear from you by return mail?" Reply, April 20, 1920, received from Mr. Louis Marshall: "DEAR SIR. Yours of the 2nd ultimo, addressed to the Bureau of Jewish Education, 114 Fifth Avenue, has been forwarded to me for answer. It would have received attention sooner but for the illness of the Secretary. "In view of the fact that I am one of the trustees of the institution and am a large contributor to its funds, I feel rather irritated, to say the least, that a committee appointed 'to investigate seditious activities in this State' should make this organization the subject of inquiry. You will permit me to say that no good, and much harm, is done by this indiscriminate throwing out of the dragnet of suspicion and by resorting to this un-American method of inquisitorial interrogation. "The Bureau of Education is a branch of the Jewish Community of the City of New York, incorporated by Chapter 105 of the Laws of 1914. It was formed for the purpose of stimulating the religious education of the Jews in this city, to familiarize them with the Bible, with Jewish history, ethics and literature, and to teach those of school age the sacred Hebrew tongue. We maintain classes and model schools for boys and girls. We have raised the standard of education in all Jewish religious schools. Under our auspices valuable textbooks have been written, journals devoted to religious subjects have been published, and religious teachers have been prepared for courses that they have subsequently taken in the Teacher's Institute of the Jewish Theological Seminary of America. We are seeking to extend our work in all directions, in order that, if pcssible, every Jewish child of school age may be trained in the tenets and traditions of our ancient faith. There are directly and indirectly under the influence of this Bureau approximately 25,000 Jewish children. You need not fear as to their Americanism or their loyalty. I can assure you that their love for America and their devotion to its institutions are not exceeded by the sentiments of the members of the committee that is seeking to classify our organization as a proper subject for suspicion. "Let me also say to you that, long before those who are now such zealous inquisitors had the slightest idea as to the meaning of that much abused term, 'Americanization' the men who have supported the Bureau of Jewish Education devoted their time, thought and means to the cause of instilling into the hearts of the Jews of America love and gratitude for all that it has stood for, and sought ineffectually to open the eyes of the Legislature of this State to the importance of establishing night schools and other agencies. which would make it possible for the immigrant to become familiar with the history and institutions of our country. In 1909, as Chairman of the State Immigration Committee appointed by Governor Hughes, I had the honor to render a very complete report upon that subject to the Legislature, and to make recommendations which, because they were not sensational, were thrown into the legislative scrap-basket. Now certain gentlemen have become so deeply aroused because of the consequences resulting from the wilful blindness of their predecessors, that they too find their vision deranged to the extent that they can see only red, and therefore do not hesitate to pursue the Russian methods success fully adopted by the Procurator of the Holy Synod of subjecting even a religious organization to insult and ignominy. If such methods are to be adopted, then I fear that those who pursue them are themselves in dire need of Americanization." 10. The Carnegie Foundation, New York City, Allan T. Burns, director of Americanization, November 7, 1919. Following is the substance of Mr. Burns' talk on "What is Americanization?" before the Society of Ethical Culture, Council of Jewish Women and United Neighborhood Houses: "Americanization is self-determination. The only way there came to be any white Americans was because there were in Europe people of self-determination. Much selfdetermination is necessary for an immigrant to pull up roots and leave his home in Europe. "Americans have self-dependence and self-determination, which accounts for the fact that America can produce more per dollar and per man than other countries. It also accounts for the success of our army. "Americanization does not mean anarchy; it means selfdetermination of individuals up to the point where it must be modified by the right of self-determination of others. That is the reason for democracy. It is the merging and fusing of the many self-assertions that brought about the American Republic. Americans early found that their selfassertion could find better satisfaction by compounding their self-assertion with that of others. Thus came about the town meetings a typical traditional American institution. America must continue to give range for self-determination, giving room for self-determination to be developed into group action where individual self-determination would restrict that of others, if she is to continue to fill her unique place in the world. "The original Americans established little groups with a common interest and began to meet the demand of the situation collectively where individual enterprise was insufficient. The immigrants of today do the same thing. Democracy through practice in democracy is the way that the immigrant has been merged as successfully as he has with our great American commonwealth, and I think he has been merged remarkably successfully. "There is a community of Finns up in New England. They meet the exigencies of life through their own resources and methods. Five or six thousand of these Finns have developed their own community theatre and music hall. They have a musical and dramatic director. They opened their theatre by giving 'As You Like It' in Finnish. All this is a result of their own determination to have culture. The Finns in New York City last year were practically the only people who were putting up tenements. It was made possible because up in that New England town the Finns have learned how to conduct their own banking business in a co-operative credit union. They had classes in English and citizenship long before anybody else in the town thought of providing them. The Finns have their own boarding houses, their own restaurants and a farm where people may go for week-end picnics in the summer. Their most remarkable development is meeting the high cost of living. They sell themselves milk at 13 cents per quart, because they do it on a co-operative plan. They also have their own grocery stores run on a co-operative basis. The Finnish group that is doing this, five or six years ago announced themselves as Reds. At first the new measures were voted down because they thought they would interfere with the revolution that they contemplated. But the few men persisted until over one thousand men have joined in these various forms of collective action. They have all ceased to be revolutionists. They have learned by doing. There is still a handful of red Finns but the great bulk have learned that democracy must be practiced in their small groups. They are learning Americanism the way our forefathers invented it. "I went to the Metropolitan Opera House one evening and sat way up top with a group of Italians who very much enjoyed the performance (which by the way was an immigrant opera) and in this way an American institution was being placed at their disposal. The next evening I visited a Lettish lodge uptown where the Letts were giving a performance of their own. Interest centered around a young violinist. I found that the Lettish lodge had subscribed sufficient funds to enable this boy to study with Damrosch. I contrasted this active work of self-determination with the incident of the Italians at ue Opera. It is a problem not to |