Page:The Bohemian Review, vol1, 1917.djvu/92

 ing of the nation, if they are not allowed to acquaint themselves with the rich heritage of their ancestors. That can be done only by thorough study of their mother tongue. Now this tongue is also a connecting link between the fathers and the children, a link in which there is mutual understand ing and which is the strongest family tie. The complaint is frequently uttered that children of immigrants furnish too many of our petty criminals, and the principal reason for this is the lack of understanding between parents and children. Many parents on account of their age or adverse circumstances cannot learn English, while their children do not pick up the language of their parents. In that way there can be no real family life, parents and children are strangers to each other, and the young people are crowded out from their homes to the street, the poolroom and perdition. On the other hand, where children learn the language of their parents and thus realize that their fathers come of a good stock and of a race that one may be proud of, family life develops healthily and normally and its influence leads the younger generation to a good and decent life. We cannot avoid the conclusion that the teaching of the minor European languages not only does not retard the Americanization of the younger element, but it helps to develop a new, individual and characteristic American type, and that it is a powerful moral factor in the bringing up of the second generation.

There are other benefits derived from the study of the so-called minor languages, benefits partly commercial and partly cultural. It was Germany that demonstrated the value of the knowledge of languages in commerce. Their unprecedented expansion of foreign commerce was due in a very large measure to their linguistic ability. With their Turkish customers they spoke or corresponded in Turkish, with the Chinese in Chinese. When we recently wanted to expand our South American trade, we discovered how few Americans knew Spanish and Portuguese and we tried to make it up in a hurry. The commerce of the world consists in trading with the entire world, and when the American trade develops, as we expect it to develop, we shall need people who will speak and write not only Spanish and Portuguese, but also Bohemian, Norwegian, Russian and so on. It is not easy to learn a foreign languge well. Why not help young Americans to perfect themselves in the language of their parents which they have picked up at home to some extent? Why not make use of them as a powerful commercial army which would develop business relations between the United States and the lands of their ancestors? Let us not forget, too, that commercial relations are not the only ones that enrich our lives, that knowledge of languages implies knowledge of arts, literature and scientific progress. Up to the present time some of the European nation alities could not develop their sciences and arts as fully as the more fortunate nations did, but we hope that after the present war, when nations hitherto oppressed will be liberated, a new impetus will be given to their spiritual life. Five hundred years ago the University of Prague was as famous as the University of Paris. What will happen when this university will again become the seat of learning of a free nation of ten millions? The scientists of today needed only to know what went on at the Academies of France, Germany, England, Italy and the United States; the scholars of tomorrow will have to keep track also of the proceedings at the learned institutions of Christiania, Belgrade, Warsaw and Prague. Let us remember that twenty-five years ago the Russian and Norwegian literatures were practically unknown to us. How much have we gained since then by acquainting ourselves with the works of such men as Ibsen and Tolstoy?

Here the Americans have an opportunity to equip themselves at less cost than other peoples with the knowledge of languages. If we follow the precedent established by Mayor Harrison in Chicago, we shall be destined to be the international exchange of ideas and of the brotherhood of mankind. We are the heirs of the culture of the entire world and we shall be the fathers of a noble future.

I wish to sum up briefly the points discussed in this article. I endeavored to show that the knowledge and the study of the languages of the various peoples of Europe who sent us their emigrants is in no way an obstacle to a thorough Americanization of the new elements. In bringing and preserving the various individual national characteristics it helps the formation of a new and stronger nation. Knowledge of the language of their fathers aids the harmony between parents and children, strengthens the family ties between them and so becomes a powerful moral and educational factor. I mentioned the direct benefits that will result to America, if it children know the languages of the world. These benefits will be commercial first of all, and they will also be cultural; they will enable us to follow the scientific, artistic and literary development of the whole world and benefit thereby.

Let us open the doors of our high schools and universities to new learning.