a high percentage of negative answers, sometimes with a reason added, "I don't speak English, because I have always dreamed of returning to Finland, for which I am homesick."

Many, however, did manage to learn that mixture of Finnish and English which H. L. Menchken in The American Language has labelled `Finglish.' The term does not denote an anglicization of Finnish words but the reverse, with English words being given Finnish declensions and conjugations. Kolehmainen, in the American Sociological Review, has listed this new vocabulary extensively. Originally, there were many new expressions peculiar to the miners, for example, and later came adaptations of terms for which Finnish equivalents did not exist.

The 1940 U. S. Census indicated that there were 50,240 persons in the United States whose language in the home was Finnish. Of this figure, 17,300 were Finnish-born, 27,840 were those with one Finnish parent, and 5,100 were born in the United States. In the same year, 117,210 were listed as first generation Finns, so that the figures indicate that among them only 1 in 10 spoke Finnish in the home regularly. Among the Finns in Minnesota, however, and particularly in such Finnish areas as Otter Tail County, the percentage even a decade later was considerably higher, although the necessity of learning English, too, had been recognized. For adults the evening schools and sometimes other institutions of learning opened the road to a new world, with Valparaiso University playing an important role on the road to learning for many Finns. But the important factor in sparking the desire to learn English has been the presence of children in the family. Once the children began attending school, their language of learning was of course English, and it did not take long before they spoke the new language better than they did the Finnish of their parents and finally even refused to speak Finnish at all. There was not much the parents could do but try to learn, too, especially since the schools had their "Speak English" campaigns, with the aim of forcing the children of immigrants to speak English exclusively, so as to create a linguistically unified, American generation of these children. It was in fortunate cases where the program went as smoothly as it did in the home of Ina Taipale, pupil in a rural school, who one day brought her teacher a composition she had written: "I have taught my father and mother to speak and read English. Father already knew a little before we started, but now he knows it a great deal better. I give the names of everything to my parents in English so that they will learn the

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