The public school makes different nationalities friendly. All school boys know how by studying together, reciting together and playing together they acquire respect for one another, and learn to look over the barriers of race. A public school near my church which is made up almost wholly of Jews and Italians, elected one of my Sunday-school scholars, a Japanese boy, president of the class, simply because his ability and good manners had won their respect. _Manual Training._ By manual training classes the public school promotes respect for work with the hands. We cannot understand the foreigners’ contempt for this kind of work, but it is very strong. I once took an Armenian, who had come all the way to America in the hope of getting an education, to the president of a preparatory school in the hope that he might be admitted free of expense by doing some work about the institution. The president stated that the school was overcrowded, but he would take him in if he would work in the field a couple of hours a day. The Armenian, who was really an earnest man, felt the work would too greatly degrade him, and declined. _Teaching in the English Language._ The English language is of course another great help in Americanization. _The City and the Immigrant Child._ The child of the immigrant is in special need of the help and sympathy of all American boys and girls. Frequently he is the sole person in the home who speaks English, and so is called upon for advice and is consulted in many things upon which American fathers and mothers never need to consult their children. This is unfortunate for him, as we can readily see. He often despises the language and customs of his parents and then ends by despising the parents themselves. He cannot understand the love his parents feel for their homeland; he cannot see the blue skies and green hills and mountains so dear to them; he cannot feel the home attachments. “I recall a certain Italian girl,” writes Miss Jane Addams, “who came every Saturday evening to a cooking class in the same building in which her mother spun in the Labor Museum Exhibit; and yet Angelina always left her mother at the front door while she herself went round to a side door, because she did not wish to be too closely identified in the eyes of the rest of the cooking class with an Italian woman who wore a kerchief over her head, uncouth boots, and short petticoats. One evening, however, Angelina saw her mother surrounded by a group of visitors from the School of Education who much admired her spinning ability, and she concluded from their conversation that her mother was the ‘best stick spindle spinner in America.’