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codebook.xml
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codebook.xml
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<?oxygen RNGSchema="http://www.tei-c.org/release/xml/tei/custom/schema/relaxng/tei_all.rng" type="xml"?>
<!--<?xml-stylesheet type="text/css" href="flpsview.css"?>-->
<?xml-stylesheet type="text/xsl" href="FLPSXSLdisplay.xsl"?>
<TEI xmlns:xi="http://www.w3.org/2001/XInclude" xmlns:svg="http://www.w3.org/2000/svg"
xmlns:math="http://www.w3.org/1998/Math/MathML" xmlns="http://www.tei-c.org/ns/1.0">
<teiHeader>
<fileDesc>
<titleStmt>
<title>CFLPS Code Book Electronic Edition</title>
</titleStmt>
<publicationStmt>
<publisher>The Newberry Library</publisher>
<pubPlace>Chicago, Illinois</pubPlace>
<address>
<addrLine>60 West Walton</addrLine>
<addrLine>Chicago, IL 60610</addrLine>
<addrLine>USA</addrLine>
<addrLine>http://www.newberry.org</addrLine>
</address>
</publicationStmt>
<notesStmt>
<note>From the Final Narrative Report, Foreign Language Press Survey
Project, 1940.</note>
</notesStmt>
<sourceDesc>
<bibl>
<title>Code Book for Use of Editors and
Supervisors</title>
<sponsor>Works Projects Administration</sponsor>
</bibl>
</sourceDesc>
</fileDesc>
<encodingDesc>
<editorialDecl>
<quotation marks="all">
<ab>All quotation marks retained.</ab>
</quotation>
</editorialDecl>
<tagsDecl>
<namespace name="http://www.tei-c.org/ns/1.0">
<tagUsage gi="hi">Used to mark underlined text in original, except in cases of
foreign words (tagged <gi>foreign</gi>) and titles, which should also be
underlined.</tagUsage>
</namespace>
</tagsDecl>
<refsDecl>
<p>In the body, the <gi>div</gi> element usually contains a distinct code section
within the hierarchy of the FLPS, including the title of the section (marked
with a <gi>head</gi> element) and any subsections. Subsections also use the
<gi>div</gi> element, so the overall XML tree structure mimics the structure
of the code sections.</p>
<p>The exception to the above includes all <gi>div</gi> elements with a
<att>type</att> attribute with the value "description." These <gi>div</gi>
elements contain the prose descriptions of their corresponding codes. The
<att>corresp</att> attribute is used with these <gi>div</gi> elements to
associate the description with the appropriate code section title(s) via the
unique ID (<att>xml:id</att>) defined in the <gi>head</gi> element.</p>
</refsDecl>
</encodingDesc>
<revisionDesc>
<change when="2011-08-02">Gap elements filled with corrected content by Daniel G. Tracy</change>
<change when="2011-06-28">Initial TEI markup by Daniel G. Tracy</change>
</revisionDesc>
</teiHeader>
<text>
<front>
<head>
<bibl>
<title> Chicago Foreign Language Press Survey, Code Book for Use of Editors and
Supervisors </title>
<respStmt>
<name>Thomas R. Hall</name>
<resp>Project Superintendent</resp>
<resp>Compiler</resp>
</respStmt>
</bibl>
</head>
<div type="preface">
<head>Preface</head>
<p>When the Foreign Language Press Survey was set up in the autumn of <date
when="1936">1936</date>, it was necessary to formulate an integrated system
of general subject headings under which the material translated by the project
could be classified. This outline had to be sufficiently general in order that a
large variety of material from many sources could be placed together; at the same
time, of necessity, it had to follow a logical development which would permit
persons using the file at a later time to find their material with a minimum of
trouble and labor. The project supervisors were fortunate in securing the use of
the outline of subject headings prepared by <persName
ref="http://encyclopedia.chicagohistory.org/pages/2435.html">
<roleName>Prof.</roleName>
<forename>Bessie</forename>
<surname>Pierce</surname></persName>, <orgName>Department of
History</orgName>, <orgName ref="http://encyclopedia.chicagohistory.org/pages/1289.html">The University of Chicago</orgName>, for
research assistants translating material for her <title level="s">History of
Chicago</title>. <persName><roleName>Miss</roleName> <surname>Pierce's</surname></persName>
outline, expanded and systematized to suit
the project's needs, has served as the basis for the classification of the
material translated by this project. Before being placed in use it was submitted
to <persName><roleName>Prof.</roleName> <surname>Pierce</surname></persName>,
a member of the project's Sponsor's Committee, and received her approval.
Since then the only changes have been the addition of a few headings which were
found necessary from time to time.</p>
<p>This code outline serves translators as a guide for selection of material for
translation and enables the editors to classify translated articles. The letters
and figures provide a system for filling the source material prepared by the
project. It is the foundation of the project and the key to the work which it is
doing.</p>
<p>Naturally, during the years that this outline has been in use certain rules for
the classification of various types of material have arisen. In order to codify
these and, at the same time, provide an explanation of each section and
subsection of the outline, this Code Book has been prepared. All persons editing
material for this project are expected to refer to it constantly. Uniformity in
coding is a vital necessity and editors must not rely on their memory alone for
the proper code. Space has been provided after each code for pencil notes and
interpretations of the outline so that the book may be kept up to date. Editors
are also expected to check the files of prepared translated material to provide
themselves with precedents in coding. But this Code Book, if they will refer to
it constantly, will be of the greatest assistance in maintaining that uniformity
of codes and cross references which is so essential to the project.</p>
<signed><hi><persName><forename>Thomas</forename> R. <surname>Hall</surname></persName></hi>. Project Superintendent</signed>
</div>
<div>
<head>Cross References</head>
<p>Almost every article translated by this project concerns more than one subject or
contains certain implications which may be valuable in other connections. For
example, an article on the study of foreign languages in parochial schools, in
addition to expressing an attitude on a phase of education, may be valuable
material for a study of the efforts of the language group to preserve its
individuality (segregation). It would consume too much time to look through
every note in the files in order to find all the material on any subject.
Therefore, a system of cross references has been provided to assist researchers
in locating available material which is not coded directly under any one subject
heading. These sub-codes are reproduced on 3 x 5 cards, together with the source
line of the article and the code under which the article is filed. Anyone wishing to
get all available material on any subject, after he has examined the articles
filed under the main codes dealing with his subjects, can by consulting the
cross reference file locate all other articles in the file which contain
references to the question he is investigating.</p>
<p>The principal subject of every article gives it the chief, or main code.
Sub-codes are assigned all minor phases of the article which are considered
important enough for cross references. It is the responsibility of the editors
to select the principal theme of the article, assign the main code in conformity
with it, and choose the important minor themes, giving them the codes which <sic>constitutes</sic>
the cross references.</p>
<p>Certain codes will be used quite frequently as cross references (<ref target="#code-III.B.2">III B 2</ref> or
<ref target="#code-IV">IV</ref>), others only rarely. One code (<ref target="#code-V.B.">V B</ref>) is never used as cross reference.
The only code for which cross reference cards are made when it is the main code
is <ref target="#code-IV">IV (Representative Individuals)</ref>. This exception is made so that all material
concerning persons placed in this file will be easily available.</p>
<p>The editor must be the judge of the need for a cross reference. It is impossible
to assign an oblique code for every theme of the article, if only because the
size of the cross reference file must be kept within reasonable bounds. But, on
the other hand, there is no desire to restrict editors in assigning all
necessary cross reference codes. Constant reference to the Code Book while editing
will make the task of assigning cross references much more simple.</p>
</div>
</front>
<body>
<div>
<head xml:id="code-I">I Attitudes</head>
<div type="description" corresp="#code-I">
<p>Each foreign-language community in this city has developed certain attitudes
toward the institutions of the new home and the problems which it has had to
face as a group or as part of a great nation. This is not to contend that
each is unanimous in its opinions; divergent interests, different economic
strata, and pure factionalism have brought about differing attitudes on many
questions within each group. There is, however, a certain unity in the
opinion of each group. Their attitudes toward problems of life in this
country, the conflicts which have arisen because of differences between
inherited <foreign>mores</foreign> of the old homeland and the ways of life of
the new, are of particular interest in a study of the history of the
foreign-language communities in <placeName>
<settlement type="city">Chicago</settlement>
</placeName> and their part in the development of the city.</p>
<p>The impact of their influence on the life of <placeName>
<settlement type="city">Chicago</settlement>
</placeName> and the course of its development is tremendous. Their
attitudes toward public questions, customs, and ways of life have had an
overwhelming influence. Whether these attitudes are expressed in organized fashion in
the polls or whether they are reflected in the daily political, social,
economic, artistic and moral life of a great metropolitan center such as <placeName>
<settlement type="city">Chicago</settlement></placeName>, they have had much to do with the course of its development,
resulting in social phenomena which are not to be seen in more homogeneous
"American" sections of the nation. Of course, all of these people are
American; they have merely brought with them points of view differing from
those of earlier immigrants.</p>
<p>In order that historians and sociologists may chart the development of our
cosmopolitan city, it is necessary that we should collect a great wealth of
material which reflects the attitudes of these groups, that is, those
thought patterns which influence and mold public opinion among them.</p>
</div>
<div>
<head xml:id="code-I.A">I A Education</head>
<div type="description" corresp="#code-I.A">
<p>The education of youth has, perhaps, created more problems in the various
foreign-language communities than any other subject. The nature of this
education, its relation to old-country customs, and the questions
involved in organizing life in a new environment have been most
difficult of solution.</p>
</div>
<div>
<head xml:id="code-I.A.1">I A 1 Secular</head>
<div>
<head xml:id="code-I.A.1.a">I A 1 a Elementary, Higher (High School and
College)</head>
<div type="description" corresp="#code-I.A.1.a">
<p>The attitude of religious groups in various communities toward
the American public schools has been an important factor in
their life. Some denominations and sects have opposed secular
education and have openly opposed its progress within their
community. Other factions have supported it as a means of
getting ahead in the new country and becoming
"Americanized".</p>
</div>
</div>
<div>
<head xml:id="code-I.A.1.b">I A 1 b Foreign Languages</head>
<div type="description" corresp="#code-I.A.1.b">
<p>It was natural that many immigrants wished their children to
learn their old language. Some of the more populous communities
felt that their position and strength entitled them to have the
language of the home country taught in the public schools in
their neighborhoods. The controversy between the <ref
target="#grp-bohemian">Czechs</ref> and the <ref
target="#grp-german">Germans</ref> regarding public
instruction in their languages during the last years of the 19th
century is an excellent example of this desire to perpetuate the mother tongue.</p>
</div>
</div>
<div>
<head xml:id="code-I.A.1.c">I A 1 c Taxation for Public Schools</head>
<div type="description" corresp="#code-I.A.1.c">
<p>Opposition to publicly-supported education has called forth
protest against taxation for public schools. Opponents of public
schools tend to look with disfavor on taxation for their
support.</p>
</div>
</div>
<div>
<head xml:id="code-I.A.1.d">I A 1 d Special Endowments</head>
<div type="description" corresp="#code-I.A.1.d">
<p>This division of the outline applies especially to schools of
higher learning, although financial and other support to all
accredited secular schools is to be coded here. Gifts and
endowments of any sort tend to show the attitude of at least a
part of the community toward education, and also provide a clue
to its economic status.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.A.2">I A 2 Parochial</head>
<div type="description" corresp="#code-I.A.2">
<p>Parochial schools have played a very important part in the
development of the foreign-language communities. Great effort has
been made to build them up, in some localities they are used to
transmit much of the culture of the old homeland.</p>
</div>
<div>
<head xml:id="code-I.A.2.a">I A 2 a Elementary, Higher (High School and
College)</head>
<div type="description" corresp="#code-I.A.2.a">
<p>Those elements which have opposed the public school have,
in most instances, favored the parochial schools. In many cases, the
reverse is true. The desire of the churches to retain a hold on
the youth has produced serious conflicts in some communities. For
these reasons, the attitude of the community or its various
parts toward its parochial schools is deeply significant.</p>
</div>
</div>
<div>
<head xml:id="code-I.A.2.b">I A 2 b Foreign Languages</head>
<div type="description" corresp="#code-I.A.2.b">
<p>Parochial schools are often the vehicle for the transmission of
the old culture, including the language of the old country. For
example, the schools in many <ref target="#grp-polish"
>Polish</ref> parishes teach American-born youngsters the
<ref target="#grp-polish">Polish</ref> language.</p>
<p>Conflicts arising between the young born in this country and
their parents who grew to maturity in a different environment
have greatly influenced the development of every
foreign-language community. Therefore, any expression of opinion
relative to the study by the children of the parents' language,
the medium for the transmission of the culture of the homeland,
is most important.</p>
</div>
</div>
<div>
<head xml:id="code-I.A.2.c">I A 2 c Contributions</head>
<div type="description" corresp="#code-I.A.2.c">
<p>This section bears the same relation to parochial schools that
<ref target="#code-I.A.1.c">the section on taxation</ref>
bears to public schools. The feeling which any group or part of
a group may have toward parochial schools is reflected in their
financial and other contributions for the support of such
schools.</p>
</div>
</div>
<div>
<head xml:id="code-I.A.2.d">I A 2 d Special Endowments</head>
<div type="description" corresp="#code-I.A.2.d">
<p>Gifts to parochial schools, for buildings, etc., or in the form
of scholarships, show in what esteem they are held by the
community, or parts of it.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.A.3">I A 3 Adult Education</head>
<div type="description" corresp="#code-I.A.3">
<p>The problem of giving adult immigrants an opportunity to improve
their education has always been an important one, particularly in
those communities in which the educational level is extremely low.
Many had little or no schooling in the old country and got their
first real chance for training in <placeName>America</placeName>.
Not all communities have appreciated the necessity of raising the
educational level of their members. But awareness of the advantages
of additional education for adults is growing.</p>
<p>All expressions of opinion for or against adult education should be
given this code or cross reference. This includes efforts to get
persons interested in night school, free classes, etc. Material
coded <ref target="#code-II.B.2.f">II B 2 f (Special Schools and
Classes)</ref> and <ref target="#code-II.B.2.g">II B 2 g
(Forums, Discussion Groups and Lectures)</ref> which refers to
adult education should be given this cross code.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.B">I B <foreign>Mores</foreign></head>
<div type="description" corresp="#code-I.B">
<p>Each nationality brought to this country certain ingrained customs, of
which, despite the new environment, it could not rid itself in a day.
Certain human ways, common to all peoples, are looked upon by each in
different fashion. There was a tendency to pass such customs along to
the succeeding generation; even today they are strong in each community.
Therefore, it was but natural that these inherited outlooks should
influence every foreign-language community in its approach to the
problems which were encountered in the new home. Nowhere is this
tendency to follow the old ways so strong as in those practices which
touch the family and personal life of the individual. For this reason,
the reaction of each community to certain problems which are common to
all cultures has been influenced by the methods which were used in the
old country when these same questions arose. The impossibility of
establishing here the moral sanctions which were invoked in the homeland,
and the great difficulty in adjusting to those of a new society have greatly
widened the difficulties faced by the individual in his efforts to fit
himself into American life.</p>
</div>
<div>
<head xml:id="code-I.B.1">I B 1 Temperance</head>
<div type="description" corresp="#code-I.B.1">
<p>Each community has its own point of view on the use of alcoholic
liquors and narcotics, which it has not hesitated to express. In many
sections the point of view of the homeland has been transferred to
this country more or less completely. It should be noted, however,
that this section of the outline has reference to temperance and
total abstinence. In other words, the practice of the individual or
the practice of the community, not the law of the land, is the point
at issue.</p>
</div>
</div>
<div>
<head xml:id="code-I.B.2">I B 2 Blue Laws</head>
<div type="description" corresp="#code-I.B.2">
<p>From the time of their settlement, the colonies which coalesced to
form the United States tried to solve certain questions of human
conduct by legislative enactment. It is not a long step from the
compulsory church attendance laws of the <placeName>Massachusetts
Bay Colony</placeName> to the prohibition of alcoholic beverages
in our lifetime.</p>
<p>This tradition is different from that of most of the foreign peoples
who came to live in <placeName>America</placeName>. Their reactions
have influenced the course of our legislation to a great degree. In
large part their attitude accounts for the anti-prohibition sentiment
which flourished in large cities while the Eighteenth Amendment was
part of the Constitution.</p>
<p>This section refers not only to the prohibition of alcohol, but to
Sunday Laws and all sumptuary legislation.</p>
</div>
</div>
<div>
<head xml:id="code-I.B.3">I B 3 Family Organization</head>
<div type="description" corresp="#code-I.B.3">
<p>Contemporary <placeName>America</placeName> has seen many problems
arise which are closely connected with the family unit. An increase
in divorce, the changed relationship of the younger to the elder
generation, the employment of women in industry have forced a
revision of seemingly age-old standards, with resulting bitter
debate. Many migrants find themselves torn between the practices of
the society in which they live and traditions which they brought
with them from other lands, usages which are often completely at
variance with those of their present home. Naturally, compromises
between these differing traditions have developed.</p>
</div>
<div>
<head xml:id="code-I.B.3.a">I B 3 a Marriage</head>
<div type="description" corresp="#code-I.B.3.a">
<p>Every people devotes especial attention to the marriage tie; around it has developed a host of sanctions and customs. This section of the outline provides a place for the opinions of groups, or their component parts, concerning matrimony in all its phases. Such material will be useful for sociological studies and will provide material for the study of trends in public opinion concerning marriage. It should be borne in mind, of course, that newspapers are often owned by religious groups which have an interest in promoting special points of view.</p>
</div>
</div>
<div>
<head xml:id="code-I.B.3.b">I B 3 b Parent-Child Relationship</head>
<div type="description" corresp="#code-I.B.3.b">
<p>Relationships between children born in this country and their parents who grew to maturity in the old country are deeply affected by American life. The children often find themselves torn between two standards--that of the school, the playground, the street, and that of the home. Frequently, the languages of the outside world and the family are different. As a result, discord develops, parents find their children drifting away and many times families are disrupted. All these important influences of the great city affect the life of immigrants and their children. In order to provide information on, and examples of, these influences this section of the outline has been set up.</p>
<p>Remember that items bearing a main code in the <ref target="#code-II.E">II E</ref> section may require a cross reference to this subsection.</p>
</div>
</div>
<div>
<head xml:id="code-I.B.3.c">I B 3 c Family Economic Organization</head>
<div type="description" corresp="#code-I.B.3.c">
<p>American business life and standards of living have brought about
many changes in the economic organization of the family. In
part, these very immigrants who are so much affected have been partly
responsible for this change through their participation in the
development of our industry.</p>
<p>Formerly, here as elsewhere, the man was the breadwinner. In a
space of several decades all this has altered. Wives and
daughters have won a place in business; old-country customs have
not been able to stand up against these rapid developments.
Immigrant parents are bewildered at the sight of their working
daughters; and attempts to re-establish the customs and ways of
the homeland have failed almost completely.</p>
<p>Although this development is not peculiar to this country, it is
strongest here. Psychological and economic problems of the
greatest import have arisen as a result. The judgments which our
alien-born citizens and their descendants have formulated
covering these generations are of considerable value in arriving
at an understanding of our American civilization.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.B.4">I B 4 Religious Customs and Practices</head>
<div type="description" corresp="#code-I.B.4">
<p>Many groups, such as the <ref target="#grp-jewish">Jews</ref> and
Greek Orthodox
Christians, brought with them religious customs which they
prized and desired to follow. Some of these ways had to be fitted into a
new culture, which resulted in many difficulties. For example, <ref
target="#grp-jewish">Jewish</ref> dietary laws have resulted in
a Kosher food industry. The <ref target="#grp-russian">Russian</ref>
Orthodox Christian cannot have in this country the tremendous number
of religious holidays he enjoyed at home, since American industry,
in which most <ref target="#grp-russian">Russians</ref> work, does
not permit so many vacations. All these things affected the outlook
of the immigrants, were discussed by them, and were taken up by
their press. We want to know how they adjusted themselves, what
compromises were necessary, and what syntheses the generations born
in this country have affected.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.C">I C Own and Other National or Language Groups</head>
<div type="description" corresp="#code-I.C">
<p>The animosities and friendships which have developed among various
nationalities and language groups in their homelands have been reflected
in this country. Thus, during the <ref target="http://encyclopedia.chicagohistory.org/pages/1383.html">World War</ref>, the <ref target="#grp-bohemian"
>Czech</ref> people of <placeName>
<settlement type="city">Chicago</settlement>
</placeName> opposed everything <ref target="#grp-german">German</ref>. These relationships played a
large part in our political, economic, and social life. The <ref
target="#grp-italian">Italians</ref> and <ref target="#grp-german"
>Germans</ref> of <placeName>
<settlement type="city">Chicago</settlement>
</placeName> have condemned Irish
politicians; various groups are accused of religious bigotry or
dangerous economic practices. In a city where each national group is
something of a little world such opinions are important.</p>
<p>This section of the outline will receive a large number of
cross-references as the group opinion may be but a minor phase of an
article concerned chiefly with other subjects. It should be borne in
mind that an action may reflect an opinion of one group toward another
which has not been expressed in words. Thus, a demonstration of one
group against another may show the attitude of the demonstrating
group.</p>
</div>
</div>
<div>
<head xml:id="code-I.D">I D Economic Organization</head>
<div type="description" corresp="#code-I.D">
<p>Many millions came to <placeName>America</placeName> because they could
not earn a decent living at home under conditions prevailing in their
homelands. In this country the peasant became a factory-worker, while
the intellectual was often forced by circumstances into manual labor.
Arriving with certain attitudes toward the modern industrial system, or
perhaps with no clear cut idea of it at all, these immigrants were
thrown into an entirely different economic environment.</p>
<p>The effect has been tremendous. At first the raw industrial worker, who
but lately had been a peasant, thought that his wage represented the
acme of wealth and well-being, a belief which his employer oftentimes
fostered zealously. As his acquaintance with
<placeName>America</placeName> grew, this feeling passed away; the
worker became more Americanized in his outlook and began a struggle for
better living and working conditions.</p>
<p>If the immigrant had been an industrial worker in the old country he was
likely to transfer to <placeName>America</placeName> the outlook of his
fellow-workers at home. This was often socialism more or less extreme,
anarchism philosophical or active, or some form of syndicalism. At any
rate, a considerable degree of class-consciousness was generally
evident.</p>
<p>All of these factors have influenced the immigrant and his children in
their theories of economic organization in
<placeName>America</placeName> and, therefore, have become a part of
our political life.</p>
</div>
<div>
<head xml:id="code-I.D.1">I D 1 Capitalistic Enterprise</head>
<div>
<head xml:id="code-I.D.1.a">I D 1 a Big Business</head>
<div type="description" corresp="#code-I.D.1.a">
<p>American opinion concerning the efficiency and value of huge
corporations is divided and, furthermore, has changed many times
since these mammoth organizations began to change the course of
our life. The attitude of the man who works for such a corporation is
likely to be entirely different from the man who controls one,
although few persons except those in the larger foreign
communities with great economic strength occupy these latter
positions. Such opinion as is expressed is generally influenced by
the theories of society held by the individual. (<ref
target="#code-I.E">See I E</ref>)</p>
<p>Please note that this section of the outline and <ref
target="#code-I.D.1.b">the one following</ref> are much more
specific than <ref target="#code-I.E">I E (Social
Organization)</ref>. Sections I
D 1 a and <ref target="#code-I.D.1.b">I D 1 b</ref>
apply to discussions of large or small business in general or to
lessons drawn from specific examples.</p>
<p>Include under this heading any expression of opinion on the value
of trusts, cartels, large corporations, as well as federal and
state laws enacted to promote competition. For the purposes of
this study, any corporation or firm doing a gross business of
more than one million dollars a year will be considered big
business.</p>
</div>
</div>
<div>
<head xml:id="code-I.D.1.b">I D 1 b Small Business</head>
<div type="description" corresp="#code-I.D.1.b">
<p>Thousands of those immigrating to <placeName>America</placeName>
were independent artisans and were used to a type of economic
organization which gave great freedom to the individual. These
artisans had their own traditions and standards, which often
were at variance with those of this country. Such people had a
stake in small business; therefore, their attitude toward it is
important.</p>
<p>In this country there has long been a group which supported small
business on the theory that it was a healthier form of
organization for American society. How have the foreign-language
communities of a large city such as <placeName>
<settlement type="city">Chicago</settlement>
</placeName> been influenced by this view; to what extent have
they brought about modifications in such theories? On this subject
uniformity of opinion will be a rarity. But the press will show
the currents that have flowed through the communities.</p>
<p>Bear in mind that the last two paragraphs of the explanation of
<ref target="#code-I.D.1.a">I D 1 a (Big Business)</ref>
apply to this section of the outline as well.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.D.2">I D 2 Labor Organization and Activities</head>
<div type="description" corresp="#code-I.D.2">
<p>Labor organizations have wielded great influence in most of the
foreign-language communities since their members are strongly
represented in industry. Sometimes in national unions, oft-times in
locals of their own nationality, the immigrants have fought for
better working conditions and higher wages. Of course, there are
sections in some communities, particularly the older and
economically stronger, which oppose unions in the same fashion as
the "American" bourgeoisie. Some groups, however, are simply not
interested in them. But, on the whole, the labor union plays an
important part in the foreign-language community.</p>
</div>
<div>
<head xml:id="code-I.D.2.a">I D 2 a Unions</head>
<div>
<head xml:id="code-I.D.2.a.1">I D 2 a 1 Company</head>
</div>
<div>
<head xml:id="code-I.D.2.a.2">I D 2 a 2 Craft</head>
</div>
<div>
<head xml:id="code-I.D.2.a.3">I D 2 a 3 Industrial</head>
<div type="description"
corresp="#code-I.D.2.a.1 #code-I.D.2.a.2 #code-I.D.2.a.3">
<p>These sections of the outline are devoted to various types of
unions whch have been developed in this country. It is
possible that all three may be discussed in the same
article; if that is the case, code the article under that
item which is most thoroughly developed and cross reference
it to the other subsections. Bear in mind that attitudes may
be shown by action, in the case of both unions and
strikes (<ref target="#code-I.D.2.a.4">the next subsection</ref>).</p>
</div>
</div>
<div>
<head xml:id="code-I.D.2.a.4">I D 2 a 4 Strikes</head>
<div type="description" corresp="#code-I.D.2.a.4">
<p>Although strikes are generally connected with labor unions,
such is not always the case. Code references to strikes of
any sort under this subsection, remembering that people's
actions are often the best expression of their attitudes and
opinions. Actions against strikes and expressions of opinion
hostile to them should also be coded under this
subsection.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.D.2.b">I D 2 b Cooperatives</head>
<div type="description" corresp="#code-I.D.2.b">
<p>Various groups in the foreign colonies have from time to time set
up cooperative organizations in many fields. Food stores,
printing presses, and other types of cooperative enterprises
have functioned for longer or shorter periods and with more or
less success. Ofttimes the precedent for these organizations has
been similar cooperatives in the homeland (for example, the
Scandinavian countries). Whatever may have been the cause for
their establishment (social philosophy or merely the desire to
reduce the cost of living) they are a significant social
phenomenon.</p>
<p>In some cases it may be necessary to cross-reference articles on
this subject to attitudes toward big and little business and
various other subsections.</p>
</div>
</div>
<div>
<head xml:id="code-I.D.2.c">I D 2 c Unemployment</head>
<div type="description" corresp="#code-I.D.2.c">
<p>One of the most vital problems facing that large class which
works for wages or salary in a capitalist economy is recurring
unemployment. In foreign-language communities, where an
extremely large percentage are employed on this basis, lack of
work and its accompanying social and economic consequences are
most important. For this reason, the attitudes of persons in
these communities toward this problem and its possible solutions
are significant.</p>
<p>This section of the outline was set up because the economic
crisis which began in 1929 has aroused an intense interest in
similar crises in the past. How have the vocal elements of the
foreign-language communities reacted to the large scale
unemployment which accompanied the panics of past decades?</p>
<p>Some of the material coded here must, of necessity, be cross
referenced to the subsections concerning unions and attitudes
toward business. In other cases it will be necessary to give
this as a cross code for articles which have been given a main
code in one of the sections just mentioned.</p>
</div>
</div>
</div>
</div>
<div>
<head xml:id="code-I.E">I E Social Organization</head>
<div type="description" corresp="#code-I.E">
<p>Varying theories of the proper organization of society are widely held in
many foreign-language communities. Also, such beliefs tend to change
with time, becoming more or less radical. Thus, in the thirty years
following the <ref target="http://encyclopedia.chicagohistory.org/pages/2379.html">Civil War</ref>
there was a strong socialist movement, mixed
with anarchist elements, among the <placeName>
<settlement type="city">Chicago</settlement>
</placeName>
<ref target="#grp-german">German</ref> community. The <ref
target="#grp-russian">Russian</ref> community has experienced
socialist, anarchist, and communist movements of varying intensity
during the past fifty years. We must not make it appear that any one
community held one point of view. Many currents ran through each. But we
can assemble our material so that the varying theories of social
organization in each commmunity can be for different periods of
time.</p>
<p>Evaluations of capitalism should be coded or cross referenced here. This
section is not to be devoted to radical or reactionary principles
exclusively. Also, phases of social organization other than the
economic may be included.</p>
</div>
</div>
<div>
<head xml:id="code-I.F">I F Politics</head>
<div type="description" corresp="#code-I.F">
<p>The participation of immigrants in American politics is a significant
aspect of our development in the late nineteenth and early twentieth
centuries. What has been their influence on our government, particularly
in the large cities? Has it been good or bad? Are they bringing "alien"
concepts into American political life? These questions have been
vigorously debated throughout the nation.</p>
<p>This section of the outline
has been set up to show the reactions of these communities to American
political life. Note that this does not include general issues of
national scope; rather it relates to the ways in which they have made
their influence felt and to the programs (generally local or state) put
forward by the communities themselves. Note also that this section
applies primarily to <placeName>
<settlement type="city">Chicago</settlement>
</placeName> and <placeName>
<region>Illinois</region>
</placeName>, with the exception of <ref target="#code-I.F.6">the
subdivision on graft</ref>.</p>
</div>
<div>
<head xml:id="code-I.F.1">I F 1 Voting as Blocs</head>
<div type="description" corresp="#code-I.F.1">
<p>Attempts are made at each election to swing foreign-language
communities as for one party or the other. Under this section of the
outline should be all material which reflects the opinion of the
groups concerning bloc voting. Of course, opposition to such voting
should be included as well.</p>
</div>
</div>
<div>
<head xml:id="code-I.F.2">I F 2 Part Played by Social and Political
Societies</head>
<div type="description" corresp="#code-I.F.2">
<p>In every group societies have been formed which were frankly devoted
to politics, or which had a social "front" but pursue political aims
before elections. Some are firmly established; others are the
property of ambitious men anxious to dip into the campaign funds
of the great parties. What is their relation to the political set-up
within the community; what do the people think of them; do they
exercise real leadership? This subsection of the outline is devoted
to these problems.</p>
</div>
</div>
<div>
<head xml:id="code-I.F.3">I F 3 Programs and Purposes</head>
<div type="description" corresp="#code-I.F.3">
<p>The political aims of the community, primarily as they relate to the
city and state, are to be placed here. Often the question may arise
as to whether the group or its leaders has had any integrated
program at any given period of the community's history. Any program
which the community is asked to adopt as its special interest, such as
opposition to prohibition among <ref target="#grp-german"
>Germans</ref> and <ref target="#grp-bohemian">Czechs</ref>, can
be considered a group program.</p>
<p>Please note again that this subdivision relates to the aims and
purposes of local foreign-language communities, not to the policies of
prominent political figures outside the groups or political parties
in general.</p>
</div>
</div>
<div>
<head xml:id="code-I.F.4">I F 4 Extent of Influence</head>
<div type="description" corresp="#code-I.F.4">
<p>We wish to discover all evidence of the extent of the political
influence of various communities. For example, the <ref
target="#grp-polish">Poles</ref> have become so powerful that
both of the major parties invariably nominate <ref
target="#grp-polish">Polish</ref> candidates on their city and
state tickets. Street names have been changed to suit the wishes of
the <ref target="#grp-polish">Polish</ref> community (<ref
target="http://www.encyclopedia.chicagohistory.org/pages/1427.html"><placeName><district>Pulaski-Crawford Avenue</district>
</placeName> controversy</ref>). Over a period of years it
should be possible to trace the development of the influence of
various communities. On the other hand, some of these have little or
no political power and care must be taken to code (or cross
reference) under this subsection all opinions regarding this lack of
influence or other material bearing on it. This subdivision also has
reference to the political influence of individual members of the
community.</p>
</div>
</div>
<div>
<head xml:id="code-I.F.5">I F 5 Political Leadership</head>
<div type="description" corresp="#code-I.F.5">
<p>Here we desire to assemble material showing the political leadership
(or lack of it) exercised by the community or its individual members
in city and state affairs. Thus, <persName>
<forename>Anton</forename>
<surname>Cermak</surname>
</persName> is the outstanding example of a <ref
target="#grp-bohemian">Czech</ref> political leader. By
political leadership we mean the ability to conduct public affairs a
course which seems desirable to the groups, or to individuals within
it.</p>
</div>
</div>
<div>
<head xml:id="code-I.F.6">I F 6 Graft and Corruption</head>
<div type="description" corresp="#code-I.F.6">
<p>This subsection is the widest in the section devoted to politics. It
includes graft in city, state and national governments. What is the
attitude in the community toward the "fix", the stealing of public
funds, or the use of public office for private gains? Naturally,
opinion on these matters differs widely within each community and we
want to show the varying shades of thought on these issues.
Actions are important here. If <persName>
<surname>Zintak</surname></persName>, a <ref
target="#grp-polish">Pole</ref>, can admit the theft of city
funds and still keep a large part of his political influence, there
must be a section of that community in which the man himself
outweighed <sic>hid</sic> deeds.</p>
<p>Under this subsection should be coded all notes showing an attitude
toward honesty in public office.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-I.G">I G War</head>
<div type="description" corresp="#code-I.G">
<p>Place under this heading all references to war in the abstract and
individual wars in particular. Thus, the attitudes toward the
<ref>Franco-Prussian War</ref> and the <ref target="http://encyclopedia.chicagohistory.org/pages/1383.html">World War</ref> which might be found in the
<ref target="#grp-german">German</ref> community would carry
this code. Aid and succor rendered to war-torn countries by various
communities must carry a cross reference to this code, even though the
main code is different. Also, code attitudes toward the <ref>Russian
Civil War (1918-23)</ref> here, or cross reference them if another
code is the main one. References to the <ref>American Neutrality
Act</ref> should carry this code, or be cross referenced to it.
Accounts of the participation of foreign-language communities in wars
carried on by the <placeName>
<country>United States</country>
</placeName> should also be cross referenced here, carrying <ref
target="#code-III.D">III D</ref> as the main code.</p>
</div>
</div>
<div>
<head xml:id="code-I.H">I H Social Problems and Social Legislation</head>
<div type="description" corresp="#code-I.H">
<p>This section is a most difficult one and care must be exercised in order
to keep it from becoming a catch-all. Only broad problems of a social
character and laws or regulations to correct them, or to bring about
needed changes, are to be placed in this section. Such problems may
refer to city, state, or national life, although the latter will
predominate. By social problems reference is made to child labor, the
<ref>Wagner Act</ref>, the shorter working day, slavery, etc. Be
certain that the note fits this section before you give it this code or
cross reference.</p>
</div>
</div>
<div>
<head xml:id="code-I.J">I J Interpretation of American History</head>
<div type="description" corresp="#code-I.J">
<p>Almost every immigrant community will offer its own especial
interpretation of the history of the <placeName>
<country>United States</country>
</placeName>. Often they are influenced by the environment of the old
country and show the mingling of the two cultures. Sometimes the
interpretations show a startling break with the old memories. Thus, the
<ref target="#grp-chinese">Chinese</ref> declared, "After signing
the Declaration of Independence our forefathers adopted the
constitution." A <ref target="#grp-german">German</ref> paper, the
<title level="j">Abendpost</title>, <ref target="http://flps_stage.newberry.webfactional.com/article/5418474_6_0464/">claimed</ref>
<ref target="#grp-german">German</ref> ancestry for <persName>
<forename>Abraham</forename>
<surname>Lincoln</surname>
</persName>. A <ref target="#grp-polish">Polish</ref> writer <ref
target="http://flps_stage.newberry.webfactional.com/article/5423968_2_0302/">
stated that atheism is forbidden by our constitution</ref>.</p>
<p>This section is the complement of <ref target="#code-III.F">III F,
Special Contributions to Early American Development</ref>, but
covers more ground than that division. Here the emphasis is on
interpretation of the broad range of American history, not specific
contributions to the nation in its younger years.</p>
</div>
</div>
<div>
<head xml:id="code-I.K">I K Position of Women and Feminism</head>
<div type="description" corresp="code-I.K">
<p>Women in <placeName>America</placeName> occupy a position which is almost
unique in the world today. Their struggle to achieve this status is a
most interesting phase in the development of our nation in modern times.
Immigrant women coming to the <placeName>New World</placeName> found
themselves in the midst of a bewildering series of changes. The struggle
for women suffrage, the increased importance of this sex in business
and industry, and efforts to remove legal disabilities under which they
had labored in the past were things which, except in the case of a few
intellectuals, had not entered the sphere of the immigrant's interests.
Tradition, and in some cases religion, shut women out of the man's
world.</p>
<p>As economic conditions, accelerated by the <ref
target="http://encyclopedia.chicagohistory.org/pages/1383.html"
>World War</ref>, began to change the traditional status of the
sexes the immigrant communities found themselves faced with new
problems. The experience of seeing his wife and daughter enter business
offices and factories, through economic necessity or the desire for more
spending money, was something new to the head of the household, and
sometimes it was a rather frightening experience to his womenfolk. The
reactions of the varioius peoples to this new (to them) phenomenon are
significant. Their discussions of <sic>this questions</sic>, their judgments of its
effect on family life, morals, and the female sex are valuable material
for an understanding of this sociological change.</p>
</div>
</div>
<div>
<head xml:id="code-I.L">I L Agriculture in the <placeName>United
States</placeName></head>
<div type="description" corresp="#code-I.L">
<p>The American farmer has always had, and has today, an overwhelming
significance in national political and economic life. Therefore, his
relation to the city dweller and the opinion of the latter regarding
American agriculture are of national importance. Many of the members of
our foreign-language communities were peasants in the old country. How
much have the traditional peasant attitudes influenced the city man's
consideration of farm problems? What does the immigrant in our cities
think of American agriculture? Bear in mind that this section related
not only to the politics of the farmer but to the problems of American
agriculture as a whole.</p>
</div>
</div>
<div>
<head xml:id="code-I.M">I M Health and Sanitation</head>
<div type="description" corresp="#code-I.M">
<p>The question of health is a vital one to the man living in the
over-crowded sections of our city. Many of the immigrants live in slum areas,
with consequent high mortality rates. The great mass of these people
work in industries where they face the hazard of occupational diseases.
Unfortunately, most of them do not appreciate this problem, but much has
been done by members of the various communities who have struggled
(sometimes almost alone) to ameliorate these conditions.</p>
<p>This section of the outline is designed to include opinions and attitudes
on this problem, as it applies both to general living conditions and to
specific industries. Discussions of such conditions as dirty streets,
contaminated drinking water, and venereal or occupational diseases
should be given this code or cross referenced to it. All attempts to
prey on the credulity of the naive and ignorant in the communities in
matters of health should carry this as the main code or be cross
referenced to it, depending upon the content of the note. However,
routine health information is not to be included; in fact, no
translations of health columns are to be made, and if they come to your
attention should be rejected.</p>
</div>
</div>
</div>
<div>
<head xml:id="code-II">II Contributions and Activities</head>
<div type="description" corresp="#code-II">
<p>The activities of the <placeName>
<settlement type="city">Chicago</settlement>
</placeName> foreign-language communities have been multifarious and their
contributions to the life of the city almost too numerous to catalogue.
Their activities are even more significant than their attitudes, since they
are of a more positive character, affecting every phase of life. The term
"contribution" must not be misunderstood; it applies to activities generally
considered undesirable as well as those looked upon with favor. Criminal
activities are as much contributions to the life of <placeName>
<settlement type="city">Chicago</settlement>
</placeName>, albeit not regarded as favorably, as work in music or the
organization of schools.</p>
<p>Newspaper records of the enterprises of these communities are of prime
importance for historical and sociological studies. Indeed, newspapers are
the principal source of information concerning the foreign-language
colonies. In no other place is the life of the close-knit community so well
portrayed.</p>
<p>The activities of the groups will demonstrate their economic position in the
city, the cultural levels of their members, their intellectual interests,
and, to some degree, the extent of demoralization and crime among them. From
such raw material we can reconstruct, in part, a connected record of the
history of each foreign-language community of <placeName>
<settlement type="city">Chicago</settlement></placeName>.</p>
</div>
<div>
<head xml:id="code-II.A">II A Vocational</head>
<div type="description" corresp="#code-II.A">
<p>Under the subdivision of this section should be placed references to the
activities--trades and professions--by which members of the community
earn their living.</p>
</div>
<div>
<head xml:id="code-II.A.1">II A 1 Professional</head>
<div type="description" corresp="#code-II.A.1">
<p>The participation of members of the communities in any of the
recognized professions, such as medicine, law, and teaching, are to
be coded here. If the editor is in doubt as to whether any activity
is a profession he must get a ruling on the question from his
supervisor.</p>
<p>The material under this code is important since it gives significant
data on the economic and social position of the community at
various periods. Most immigrants, upon arrival in
<placeName>America</placeName>, went into the ranks of common
labor or small business. It was only after their economic position
was more firmly estalbished that they were able to enter the
professions. In this country professional status has always carried
a certain social prestige. Therefore, many immigrants were anxious
to gain this position, which made them of even more importance
within their own communities.</p>
</div>
</div>
<div>
<head xml:id="code-II.A.2">II A 2 Industrial and Commercial</head>
<div type="description" corresp="#code-II.A.2">
<p>All items concerning the participation of immigrants and their
children in American business and industry, in the capacity of
skilled and unskilled labor, as white-collar help, or in executive
capacities, should be coded or cross-referenced here. The same code
should be given to businessess and industrial establishments owned
and operated by members of any community. Material concerning the
construction of factory buildings, business buildings (stores,
offices, etc.), and two or more dwellings by the same person
should be given this code as cross reference. They will be given
<ref target="#code-II.F">II F</ref> as the main code.</p>
</div>
</div>
<div>
<head xml:id="code-II.A.3">II A 3 Aesthetic</head>
<div type="description" corresp="#code-II.A.3">
<p>Contributions made to the artistic life of <placeName>
<settlement type="city">Chicago</settlement>