Accordingly the national organization, the E.A.N.A. (Esperanto
Association of North America), central offices, Newton Center, Mass.,
has so far had but a checkered and precarious existence.

A rival society, the U.S.E.A. (United States Esperanto Association) has
its headquarters at Shaller, Iowa.

(5) If I were asked how Esperanto could best be introduced into the
schools, I should suggest that a limited course of lecture lessons,
say, from 6 to 12, to the teachers would suffice to give them all that
is necessary to enable them to practice the language until complete
proficiency is attained. In many places there is even now a supply of
local Esperantists ready to cooperate with the schools.

After a month's study any teacher should be able to teach others and
perfect himself in the process. At that I would teach the language only
to the pupils in their last year of school; many of them could make
immediate use of Esperanto on entering business; most of them would
probably get enough of the language during the last session at school
to engage them to keep up the practice afterwards according to local
opportunities.

Please do not judge of this probability by your experience with other
languages, which most students drop as soon as possible. Their endless
complications make the study and practice irksome and futile, while
Esperanto is positively fascinating.

In my opinion two lessons of 45 minutes a week would amply suffice to
secure practical results never dreamed of in the French, German, or