As entire families began to settle, their children were compelled to attend the American public schools where instruction was given only in English. It was not long before the preservation of their native languages became a burning question, to be acted on by the establishment of language schools held outside of regular school hours, in the late afternoons, evenings and on Saturdays. For example, the first Czech school was founded in 1862 by the _Slovanska Lipa_ Society of Milwaukee, Wisconsin. In 1864, the first Czech schools were established in Chicago and, in 1866, in New York. The example of the Czechs was followed later by the Poles, the Slovaks, the Croatians, the Serbs and the Ukrainians. These schools were conducted by the best educated men or women in the community, though this did not of necessity mean much. Classes were usually held in the building of a church or other organization, but sometimes in private homes or in public school buildings, the use of which was given free by the American school authorities. The textbooks were inadequate, often being those which the teacher had studied years before in the home country. Sometimes they were heavily laden with political propaganda, as were the books prepared for the Carpathian population by the Hungarian government which exercised a considerable influence through the Greek Catholic priests who were Magyaron in tendency as a result of their early upbringing. The situation was made worse by the fact that the schools in the homelands were themselves unsatisfactory, either in the hands of the alien rulers or the products of the vague stirrings of the population to secure their own more or less illegal schools.[28] Despite all this, these schools did achieve some success but not enough to be regarded as a satisfactory solution of the problem. Life in America, even with its lack of legal barriers or restraints, was unfavorable to active continuation of a foreign tongue. The contrast between these impromptu courses and the developing American school system was too striking to escape the attention of the pupils in the two types of schools as well as the more intelligent leaders of the community. In addition to this, these schools failed to give the students an adequate picture of the progress that their relatives at home were making. The Roman Catholic schools were gradually remodelled on the normal parochial school system. The teachers were, for the most part, nuns and brothers from orders working among a particular national group. Their quality of teaching was often quite low but the Church schools did enjoy the possibility of incorporating the innovations which were coming into the parochial schools. Thus as the parochial schools were improved, so were the foreign schools under Church auspices.