FootnotesIntroduction[1]John Stuart Mill,Principles of Political Economy, p. 11.[2]Ibid.Chapter I: Need of a Land Policy[3]Jenks and Lauck,The Immigration Problem, p. 100.[4]The figures for 1910 are taken from the Census of 1910, vol. iv, p. 303. The Census of 1900 does not give occupations by nativity. The figures for 1900 are taken from theReports of the Immigration Commission, vol. xxviii, pp. 66, 71–79, prepared from original and unpublished data of the Census Bureau. Since the figures for immigrant female agricultural laborers are incomplete, it has been here assumed that they were in the same proportion to that of the males in 1910—namely, about 9 per cent. Therefore the figure 22,850 for the immigrant female agricultural laborers for 1900 represents an estimate of 9 per cent of the number of immigrant male agricultural laborers for 1900.[5]Reports of the United States Immigration Commission, 1911, vol. xix, pp. 89–102.Chapter III: Experiences in Acquiring Land[6]California Commission on Land Colonization and Rural Credits, 1916. pp. 50–53.Chapter V: Private Land Colonization Companies[7]H. R. 3274, 66th Congress, 1st Session.[8]Only those field notes are here quoted which vary from the description of the first colony.Chapter VI: Public Land Colonization[9]Senate Bill No. 584, chap. 755.[10]In co-operation with the Federal government.[11]Compiled from manuscript given to the author by the Department of the Interior.[12]Federal Reclamation Laws of the United States. House Committee on Irrigation of Arid Lands, 66th Congress, 2d Session, Washington, D. C., 1920; chap. v, pp. 13–50.[13]Reports of the Department of the Interior for the fiscal year ended June 30, 1919. Washington, Government Printing Office, 1920; vol. 1, p. 96.[14]Work and Homes for Our Fighting Men, U. S. Reclamation Service, 1919 (pamphlet).[15]Tabulated from table compiled by United States Reclamation Service, Work and Homes for Our Fighting Men, 1919, p. 20–21 (pamphlet).[16]From Canada comes the news that at the end of January, 1921, 20,000 soldiers have taken farms, and that 42,000 of 59,000 applicants for land grants have been declared qualified and will soon get the land. Although the men have 25 years to pay off their land debt, several hundred have already paid in full. The Canadian soldiers have received 2,000,000 acres of farming land in government soldiers grants.[A]Security required.[B]In addition to Dominion advance.[C]Amount not specified.[D]Sufficient for clearing.Chapter VII: A Land Policy[17]Reclamation Record, Department of the Interior, Washington, D. C., July, 1918, p. 306.[18]Wisconsin Statutes, Chap. 656, Laws of 1919, Sect. 1636-225.[19]See chap. vi.[20]Bulletin No. 182, May, 1917, Agricultural Experiment Station, University of Wisconsin.Chapter VIII: Rural Educational Agencies[21]Thirteenth Census of United States, 1910, vol. i, p. 1279.[22]John P. Gavit,Americans by Choice(in preparation).[23]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 84.[24]Superintendent of Public Instruction, South Dakota, Report, 1916. Report of Superintendent of Hanson County.[25]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 85.Chapter IX: Private Schools[26]Report of the Nebraska Council of Defense, January 14, 1917.[27]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 85.[28]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 92.[29]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 93.[30]Frank V. Thompson,Schooling of the Immigrant, chap. iv.Chapter XI: The Public School[31]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 51.[32]"Educational Conditions in Arizona,"United States Bureau of Education BulletinNo. 44, 1917, p. 46.[33]H. W. Foght, "Efficiency and Preparation of Rural School Teachers."United States Bureau of Education BulletinNo. 49, 1914, p. 19.[34]Report of Superintendent of Public Instruction, North Dakota, 1914–16, pp. 84, 85, 87, 89, 109.[35]"The Educational System of South Dakota,"United States Bureau of Education BulletinNo. 31, 1918.[36]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 99.[37]H. W. Foght, "Rural-Teacher Preparation in County Training Schools and High Schools,"United States Bureau of Education BulletinNo. 31, 1917, p. 5.[38]Report of Superintendent of Public Instruction, North Dakota, 1914–16, pp. 89, 107.[39]Report of Superintendent of Public Instruction, North Dakota, 1914–16, pp. 52, 70.[40]Report of Superintendent of Public Instruction, South Dakota, 1916.[41]Report of United States Commissioner of Education, 1917, vol. ii, p. 77.[42]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 8.[43]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 98.[44]Department of Interior, Commissioner of Education, Report, 1917, Vol. II, pp. 69, 77.[45]"Educational Conditions in Arizona,"United States Bureau of Education BulletinNo. 44, 1917, p. 67.[46]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, pp. 34, 75, 87.[47]Fourteenth Biennial Report of the Superintendent of Public Instruction, North Dakota, 1916, pp. 67, 110, 121.[48]Report of Superintendent of Public Instruction of South Dakota, 1916.[49]K. M. Cook and A. C. Monahan, "Rural School Supervision,"United States Bureau of Education BulletinNo. 48, 1916.Chapter XII: Education of Adult Immigrant Settlers[50]The Home Teacher; the Act, with a Working Plan, the Commission of Immigration and Housing of California.[51]A Manual for Home Teachers; the Commission of Immigration and Housing of California, pp. 20–21.[52]See Frank V. Thompson,Schooling of the Immigrant, chap. iii.
[1]John Stuart Mill,Principles of Political Economy, p. 11.
[2]Ibid.
[3]Jenks and Lauck,The Immigration Problem, p. 100.
[4]The figures for 1910 are taken from the Census of 1910, vol. iv, p. 303. The Census of 1900 does not give occupations by nativity. The figures for 1900 are taken from theReports of the Immigration Commission, vol. xxviii, pp. 66, 71–79, prepared from original and unpublished data of the Census Bureau. Since the figures for immigrant female agricultural laborers are incomplete, it has been here assumed that they were in the same proportion to that of the males in 1910—namely, about 9 per cent. Therefore the figure 22,850 for the immigrant female agricultural laborers for 1900 represents an estimate of 9 per cent of the number of immigrant male agricultural laborers for 1900.
[5]Reports of the United States Immigration Commission, 1911, vol. xix, pp. 89–102.
[6]California Commission on Land Colonization and Rural Credits, 1916. pp. 50–53.
[7]H. R. 3274, 66th Congress, 1st Session.
[8]Only those field notes are here quoted which vary from the description of the first colony.
[9]Senate Bill No. 584, chap. 755.
[10]In co-operation with the Federal government.
[11]Compiled from manuscript given to the author by the Department of the Interior.
[12]Federal Reclamation Laws of the United States. House Committee on Irrigation of Arid Lands, 66th Congress, 2d Session, Washington, D. C., 1920; chap. v, pp. 13–50.
[13]Reports of the Department of the Interior for the fiscal year ended June 30, 1919. Washington, Government Printing Office, 1920; vol. 1, p. 96.
[14]Work and Homes for Our Fighting Men, U. S. Reclamation Service, 1919 (pamphlet).
[15]Tabulated from table compiled by United States Reclamation Service, Work and Homes for Our Fighting Men, 1919, p. 20–21 (pamphlet).
[16]From Canada comes the news that at the end of January, 1921, 20,000 soldiers have taken farms, and that 42,000 of 59,000 applicants for land grants have been declared qualified and will soon get the land. Although the men have 25 years to pay off their land debt, several hundred have already paid in full. The Canadian soldiers have received 2,000,000 acres of farming land in government soldiers grants.
[A]Security required.
[B]In addition to Dominion advance.
[C]Amount not specified.
[D]Sufficient for clearing.
[17]Reclamation Record, Department of the Interior, Washington, D. C., July, 1918, p. 306.
[18]Wisconsin Statutes, Chap. 656, Laws of 1919, Sect. 1636-225.
[19]See chap. vi.
[20]Bulletin No. 182, May, 1917, Agricultural Experiment Station, University of Wisconsin.
[21]Thirteenth Census of United States, 1910, vol. i, p. 1279.
[22]John P. Gavit,Americans by Choice(in preparation).
[23]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 84.
[24]Superintendent of Public Instruction, South Dakota, Report, 1916. Report of Superintendent of Hanson County.
[25]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 85.
[26]Report of the Nebraska Council of Defense, January 14, 1917.
[27]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 85.
[28]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 92.
[29]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 93.
[30]Frank V. Thompson,Schooling of the Immigrant, chap. iv.
[31]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 51.
[32]"Educational Conditions in Arizona,"United States Bureau of Education BulletinNo. 44, 1917, p. 46.
[33]H. W. Foght, "Efficiency and Preparation of Rural School Teachers."United States Bureau of Education BulletinNo. 49, 1914, p. 19.
[34]Report of Superintendent of Public Instruction, North Dakota, 1914–16, pp. 84, 85, 87, 89, 109.
[35]"The Educational System of South Dakota,"United States Bureau of Education BulletinNo. 31, 1918.
[36]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 99.
[37]H. W. Foght, "Rural-Teacher Preparation in County Training Schools and High Schools,"United States Bureau of Education BulletinNo. 31, 1917, p. 5.
[38]Report of Superintendent of Public Instruction, North Dakota, 1914–16, pp. 89, 107.
[39]Report of Superintendent of Public Instruction, North Dakota, 1914–16, pp. 52, 70.
[40]Report of Superintendent of Public Instruction, South Dakota, 1916.
[41]Report of United States Commissioner of Education, 1917, vol. ii, p. 77.
[42]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, p. 8.
[43]C. P. Cary,Education in Wisconsin, 1914–16(1917), p. 98.
[44]Department of Interior, Commissioner of Education, Report, 1917, Vol. II, pp. 69, 77.
[45]"Educational Conditions in Arizona,"United States Bureau of Education BulletinNo. 44, 1917, p. 67.
[46]Minnesota Department of Education, Nineteenth Biennial Report, 1915–16, pp. 34, 75, 87.
[47]Fourteenth Biennial Report of the Superintendent of Public Instruction, North Dakota, 1916, pp. 67, 110, 121.
[48]Report of Superintendent of Public Instruction of South Dakota, 1916.
[49]K. M. Cook and A. C. Monahan, "Rural School Supervision,"United States Bureau of Education BulletinNo. 48, 1916.
[50]The Home Teacher; the Act, with a Working Plan, the Commission of Immigration and Housing of California.
[51]A Manual for Home Teachers; the Commission of Immigration and Housing of California, pp. 20–21.
[52]See Frank V. Thompson,Schooling of the Immigrant, chap. iii.
Schooling of the Immigrant.Frank V. Thompson, Supt. of Public Schools, Boston
America via the Neighborhood.John Daniels
Old World Traits Transplanted.Robert E. Park, Professorial Lecturer, University of ChicagoHerbert A. Miller, Professor of Sociology, Oberlin College
A Stake in the Land.Peter A. Speek, in charge, Slavic Section, Library of Congress
Immigrant Health and the Community.(In press)Michael M. Davis, Jr., Director, Boston Dispensary
New Homes for Old.(In press)S. P. Breckinridge, Assistant Professor of Household Administration, University of Chicago
Adjusting Immigrant and Industry.(In preparation)William M. Leiserson, Chairman, Labor Adjustment Board, Rochester
The Immigrant's Day in Court.(In preparation)Kate Holladay Claghorn, Instructor in Social Research, New York School of Social Work
Summary.(In preparation)Allen T. Burns, Director, Studies in Methods of Americanization
Transcriber's Note:The footnotes have been moved to the end of the book.Americanization Studies section moved from the beginning to the end of the book.Images of this book may be viewed full-size by clicking on them.Table IIwas moved from pages 92-93 to pages 91-92, and combined into a single table.Table IIIwas broken into two parts due to size."Nemec"("Rev. Matt W. Nemec") and"Nemac"("Nemac, Matt W.") retained as printed.Footnotes, Chapter XI: Added "period" to the ending of Chapter XI, Footnote 14.