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Setting the parameters of education for the prototypical Janek (Johnny) required a series of important decisions. Definition of the teaching corps, curriculum, and authority structure were negotiated among priests, teach? ers, ethnic leaders, and parents. The Polish-American press took a lively and continual interest, with editors publicizing the discussion while vigorously offering their opinions. Outsiders, such as diocesan superintendents of education and the public education establishment, also influenced school development. Finally, the formation of Polish-American Roman Catholic elementary education occurred in the context of an evolving ethnic iden? tity which conditioned continuity and innovation. Students of Polonian1 education have examined the topic from sev? eral perspectives. Internal histories of communities of religious women have usually stressed their heroic sacrifices for ethnic instruction.2 Studies by outside scholars have varied more, but the consequence too often has been