[33] H. W. Foght, "Efficiency and Preparation of Rural School Teachers." _United States Bureau of Education Bulletin_ No. 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 Bulletin_ No. 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 Bulletin_ No. 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 Bulletin_ No. 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 Bulletin_ No. 48, 1916.
The adult immigrant settlers need American education, the women more than the men. This fact was clearly impressed upon the writer during his field investigation. The women do not penetrate the American world; they live in the Old World, their children live in the New, and the men in a mixed world. No matter how brokenly or how fluently their husbands speak English, with but few exceptions the wives either speak it not at all or attempt a few syllables of the strange language with a hesitation and shyness which soon cause them to fall silent and retire in favor of their children or husbands. Their social visits, their contact with women and men other than their family, are confined to members of their own nationality. They live in a cage, in which they suffer, but to which they cling because it is all of life that they know.
