better Americans than those who are Americans by birth. Either can be bad or good. This should not be debated.

All can be better Americans. The word "foreign" or "foreigners" however, should be studiously avoided. A better word than "aliens" could be used. We are all alike; Americans. France, a republic of 39,000,000 people has 1,132,696 unnaturalized guests or strangers; Germany 1,259,875 and the United States 3,221,000 male persons unnaturalized, 449,000 British, 389,000 Germans, 460,000 Austrians, 219,000 Hungarians, 545,000 Russians, 586,000 Italians. Scandinavians and Germans Americanize the quickest. The most of our unnaturalized people are recent immigrants from Eastern and Southeastern Europe. They have hardly had time or the knowledge or the help to get out their citizen's papers. Few mean to be un-American in thought or deed, even if not naturalized.

Cultural Assets of the Immigrant Family. Remember the immigrant family has the keys to two languages, two literatures and two cultures, which should be conserved as our minerals and forests are now being conserved.

Moving from one country into another is a better school than a short tour through the country. A summer trip to Europe is an education, why not a life long trip to America. Encourage the immigrant to take more interest in our public schools, by considering their wishes and meeting them, even if they are not urgent in pressing their rights and preferences. A hint is enough. Make the fathers members of the school boards, so that'they assume responsibility by giving and receiving.

Patriotism, like mathematics, science, history, labor, farming, housekeeping and business is the same in every language.

AMERICANISM NOT LIMITED TO ONE LANGUAGE."

Americanism is a broad as humanity and extends beyond the bounds of language, race or color. It is translatable into all tongues, yet it is separate and distinct from every or all languages. People who know nothing of English can be loyal Americans as can people who know only English.

It is wise and helpful for a nation to have one common language; but a democratic government like the United States, advertising for immigrants from all other nations, may go too far in overstating the relation of that language to patriotism, and neglect to cultivate American patriotism by circulating literature in the immigrant's family language, and by failing to teach the settlement language along with the national language in the graded schools. Our immigrant children should be taught correct and pure Anglo-Saxon English and their family tongue, and thus they would become better American citizens than if either language were neglected.

Americanism Same in All Languages. Americans may differ in home, school and church matters-they all must have a common patriotism, if "The Declaration of Independence," the "Constitution of the United States" and Lincoln's Gettysburg Speech are not to become a dead letter. These political classics have clearly defined true Americanism. They have been well translated into nearly all languages. Their principles of liberty, equality, justice and humanity are truly worthy of a classical translation into every tongue, but more, they are worthy of a liberal and universal distribution among all immigrants in their old and new homes, and at the European and American harbors, so that mothers and fathers may know and teach them better to their children.

These fundamental American principles are the same in every language, in every clime and in every calling of life. Better read such literature in a second language than much that is now being offered. There is nothing more American than these documents and their spirit and teachings can be planted deeper in immigrant parents and children through two languages than through one. This is only one of many instances where Americans fail to make good use of two languages. An American who speaks two languages is no less an American when he converses in one than when he uses the other. Patriotism springs from principles, regardless of the tongue, proclaiming the principles.

STATE LAWS ON STUDYING MODERN LANGUAGES. Many loyal Americans hesitate to work enthusiastically and faithfully for the introduction of modern languages into the graded and country district schools for fear the state laws will not stand by them when the only fear is that they, as loyal Americans, will not stand by the state laws. No pupil is compelled to study any modern language, but school authorities can be compelled to furnish teachers, if the parents and guardians petition and furnish enough children to form and maintain a class. The children of American-born parents have the same right and privileges as children of foreign-born parents. All have the same chance to accept or reject the opportunity. State Laws Grant Five Hours A Week. Immigrant citizens as a rule have high regard for law. They fear breaking it more than not understanding it. Hence it might be well to reprint occasionally the law on this subject in full.

MINNESOTA LAW Relating to Schools and Education, printed in 1907, paragraph 178, page 80 reads thus: "In graded schools other languages may be taught; when made part of a regular or optional course of study. Instruction may also be given in such languages in common schools, not to exceed one hour in each day, by unanimous vote of the trustees." This law is just, comprehensive, clear, and meets American conditions; why is it not more generally enforced?

WISCONSIN LAW, page 363, section 447 of the Wisconsin Statutes, reads: "The district board or board of education may, in their discretion, cause any foreign language to be taught by a competent teacher to such pupils as desire it, not to exceed one hour each day."

INDIANA LAW is the best and may serve as a model to other states. The Board of School Commissioners of the City of Indianapolis against The State, ex rel. Sander, Study of German. Statute Construed.

In the act of May 5th, 1869, Section 4497, R. S. 1881, which provides that "whenever the parents or guardians of twenty-five or more children in attendance at any school of a township, town or city, shall so demand, it shall be the duty of the school trustee or trustees of said township, town or city, to procure efficient teachers, and introduce the German language as a branch of study into such school, the words 'any school' mean any place where a public school is taught, with its complement of teachers and scholars'."

"Where German Must Be Taught When Demand is Made.-Where, under such statute, the requisite demand is made on the board of school commissioners for the teaching of German, in a certain school of a city, the requirement of the statute is not met by providing that the language shall be taught in another school of the city when the pupils have reached a certain grade, but it must be taught in the particular school where the demand is made."

"Refusal to Introduce German Because of Lack of Funds.-Insufficiency of Excuse. The board of school commissioners can not set up a lack of funds as an excuse for their refusal to introduce the study of German, where it appears that studies not named in the statute as required studies are taught at an expense greater than would be necessary for the teaching of German."

WAR, LANGUAGE AND CULTURE.

War changes not only territorial boundaries, but it also contracts or expands the limits of languages and cultures. The late Spanish war created in the United States interest in the study of Spanish, the tongue of the conquered people. In the lands conquered by the British army and navy, the English language spread. It was so with the wars of the Greeks, under Alexander; of the Latins, under Caesar; of the French, under Napoleon, and of the Dutch, under their leading rulers, before the British. Trade and cultural value of the language were the driving and drawing motives. Foreign wars bring nations together, and willingly or otherwise, consciously or unconsciously, they learn to respect one another's languages and types of civilization.

England now studies Russian, and Russians English. The Spanish war created increased interest among us in Spanish and modern languages for

created increased interest among us in Spanish and modern languages for money or trade purposes. The German army in France had to speak French; and in Russia, Russian. The Allied nations begin now to learn one another's tongues. In Turkey at a single stroke, 15,000 elementary schools introduced German. The word of command in the Austria-Hungarian army, and to an extent in the Turkish army, is German.

Nothing causes international wars more than the failure of nations to understand one another, and this is due largely to ignorance of one another's speech and culture. If the Americans of the Northwest, for example, knew the Scandinavian languages, they would know the people better, the Northwest better, and be more efficient in every line.

Germany's efficiency is due to its being a central power and learning all languages thoroughly, and their neighbors the best. You will not respect your neighbor, if you ignore his speech.

Kitchener served England so well in India, Egypt and South Africa, because he is a language, as well as a military genius. The Allies have no two nations speaking the same language, they are many tongued; English, French, Russian, Italian, Japanese and the dialects of India. This war will doubtless awaken language interest among the Allies, and the English people, who claim to be the greatest world power.

English Dailies, as in Cincinnati, run daily war articles in the German language, and many German papers run English articles, to meet the double need. While this is good it is not a substitute for reading the daily news in two languages, whether printed in Europe or America. One-language readers miss much pleasure and instruction.

World-peace, world-arbitration, world-trade and world-fellowship are promoted by all studying one another's speech, and thus learning to know one another better. The Teutonic, Romance, Russian, Chinese, Hindi and Arabian are the leading tongues of modern civilization. If the Teutonic family represents the best culture, Teutons should unite to spread it, and not weaken it by warring against one another.

WEAKNESS OF AMERICAN SCHOOL SYSTEM.

Minnesota's School Report, 1914-15. The two printed annual reports of the High and Graded Schools of Minnesota just received, indicate progress in studying German and Scandinavian. In high schools and high school classes in graded schools 12,501 pupils take German, 9,780 Latin, 1,548 French, 1,454 Scandinavian, 40 Spanish. Advanced Scandinavian in high school work has made marvelous progress since it was started in the fall of 1911, only a few years ago. It promises to rank second, if not first. in popularity in the public high schools of the Northwest. It ranks second in the public elementary schools, the proper place to begin the study of a second language.

The weakness of the public schools is in their language work in teaching pure Anglo-Saxon English and the family or settlement language of the immigrants in the elementary grades. The Scandinavians for several reasons are the ones to correct this weakness as language teachers in the schools of the Northwest. It is a pity that more of them do not take up this line of teaching. There can be no question that the language of culture in the north is the tongue of the Northmen. Little has been done for the culture of the north aside from that represented by the universities of Copenhagen, Christiania, Lund, Upsala, Helsingfors, Dorpat and Rejkjavik.

Scandinavian Method of Teaching Modern Languages. Why have the Seandinavian northern countries the least illiteracy? Because of the mother's interest in teaching her language to her child, and because of the Scandinavian method of teaching modern languages in the elementary graded schools by training the child's eye to read, hand to write, tongue to speak and ear to hear the language it is learning all at the same time. This is done by using Børnenes Danske A B C Læsebog, published by Gyldendalske BoghandelNordisk Forlag, Copenhagen, Denmark, to be had through any Scandinavian

Book Store. The colored illustrations are fine and well selected. It is said Scandinavians lead in learning and teaching other languages, but poor in learning and teaching their own. This may apply to them abroad, but at home they lead the world in teaching and learning their own tongue as the statistics of the illiteracy of the world clearly prove. They lead as linguists like the Pennsylvania-Germans do as mathematicians.

AMERICAN NEUTRALITY SOCIETY.

This name suggests a national work, of which our Minnesota organization is a part. If not a single individual is neutral on the war, our Government should be. It professes to be. This, however, is questioned. We realize that it is very difficult for the English element, who have led and dictated in the United States, to, take their place as an equal among equals. We sincerely believe that as it is dangerous and un-American for one nation in Europe to rule our democratic nation, so is it dangerous and un-American for one nationality in the United States to have more political power than is due it.

From the beginning of the war many loyal Americans felt our Government was disposed to be unneutral and efforts, suggested to organize for protest, were met by the words, "It is too early, wait and see how things turn out." They patiently waited; but the press in the English language did not wait. Some now regret that an organization was not effected here in the Northwest, as in other sections of the United States, when the two great public mass meetings were held in the auditorium of St. Paul. They think we lost our best opportunity. The mass meeting planned for Minneapolis was interfered with and not held. True; it may be more difficult to start now, but the fact that such an organization, as the American Neutrality Society of Minnesota, could be effected in Minneapolis a year after the war, secure the members and money it has and do the work we have done in so short a time, only proves that the interest in Minneapolis is real, with prospects of living after the war when the peace conference has been held. The war is not over, but we know more of our unneutral attitude at Washington, D. C., than we did a year ago.

While this war was the occasion of giving expression to the spirit of American Political Neutrality, another name for the spirit of the "Declaration of Independence," not of independence from one foreign country more or less than from another, the lack of that governmental neutrality in many spheres of American public life was keenly felt. Many Americans were surprised to find that our nation's neutrality was not more clearly expressed in international law relating to furnishing munitions of war to contending nations in a general European war.

This seems strange since Americans insist upon Europe observing the Monroe Doctrine to prevent Germany and every other country from meddling in American political affairs. When we do our utmost to furnish arms and munitions of war to the enemies of Germany and Austria-Hungary, can we wonder that they refer to "Neutral America" in quotation marks?

Neutrality is an abstract principle, but Americans think more in the concrete. Their press is more sentimental and sensational than historical and philosophic. Many Americans do not have that broad and fair regard for all neighbors as their history and various constituent elements of population would lead one to suppose. American neutrality is the neutrality of the people of America, not that neutrality with them is different from that of other nations.

DICTIONARIES ON NEUTRALITY.

Neutrality Defined. 1. Refraining from interference in a contest of any kind; specifically friendly to each of two belligerents, or at least as not taking the part of either; indifferent; inactive; as a neutral power. 2. Belonging to or under control of neither of two contestants. 3. Having no decided character; neither one thing nor the other.-Neutrality, the state or quality of being neutral. Condition or state of taking no part on either side. Armed neutrality,

the condition of a neutral power in time of war, which holds itself ready to resist by force any aggression of either belligerent. Not engaged on either side; not taking part with or assisting either of two or more contending parties. "International Law: The condition of a nation or government, which refrains from taking part, directly or indirectly, in a war between other parties." Two parties at war, a third party may be neutral by being friends or enemies to both, or either, but dare not be active. Neutrals may not lend money to either side, guarantee a loan, or allow the passage of belligerent troops through their borders. The rights of neutrality will only be respected when they are de fended by an adequate power. "The heart cannot possibly remain neutral, but constantly takes part one way or the other." Shaftsbury.

American Neutrality Mass Meetings have been held in many cities and towns. The one in Chicago, Feb. 7th, 1915, was attended by 18,000 voters, that in the Auditorium of St. Paul, Jan. 12th, 1915, by 7,000 and the one in St. Louis by more than 10,000 voters. The meetings in Mankato, Milwaukee, New York, and other places were also very successful.

NOT PERSONAL BUT GOVERNMENTAL NEUTRALITY.

"The neutrality for which the American Neutrality Society of Minnesota stands is not a personal but a governmental neutrality. Every loyal American citizen may be unneutral, but the Government of the United States, we insist, must be neutral. Every governmental trust and office should be administered in a strictly neutral way, both as to the letter and the spirit. It is not for personal, educational and religious neutrality that we contend, but for political neutrality, and only for that, leaving each individual in educational, religious, and even in his private political life, as unneutral as he may wish.

The make-up of our population, being from all the warring countries of the world, should encourage us to carry out the spirit of our national Government.

The trade of our neutral nation with all other nations, whether at war or not, demands that we be neutral as a Government, so long as our Government has not declared war.

Can an unneutral individual administer his trust or office that requires neutrality in a purely neutral spirit? We believe he can. How? By adhering strictly to the neutral principles of his trust or office, without any reference to the history of the past or the prophecy of the future. We may honestly wish to administer our public trust or office in a neutral way and faithfully try to do so, and fail, because of a wrong conception of neutrality. Hence the need of an organization like ours to develop public opinion on preparedness and self-defense in our legislative halls and among our executive officers, more than in factories for making munitions and in the public press.

THE AMERICAN NEUTRALITY SOCIETY OF MINNESOTA. Headquarters at 525 Palace Bldg., Minneapolis, Minn., with an object and constitution similar to "the American Independence Union" of New York City; "The American Neutrality League" of St. Louis, Mo., and of many other cities, has been organized with the following officers:

Prof. Dr. John O. Evjen, President.

Dr. Hal Downey, 1st Vice President.

Dr. John Nicholas Lenker, 2d Vice President.
Victor H. Troendle, Treasurer.

Irving J. Sweetser, Secretary.

Its meetings are held every two weeks from Monday 8 P. M., Jan. 24, at the Nicollet Hotel. Membership cards for 1916 with literature will be mailed upon receipt of $1.00. As its name suggests the Society stands for true Americanism and true neutrality in their union with each other into one. If you wish to do more than join the movement, write the Society the amount you will give monthly.