For each of the four races the proportion retarded is greater among pupils whose fathers have not taken out naturalization papers. Of course all recent arrivals would necessarily be included in this group. The English have the lowest proportion and the South Italians the highest proportion in each of the two divisions of the table.

TABLE 29.-Retardation, by length of residence in the United States of foreign-born fathers of pupils.

With the single exception of the English in the last division, the proportion of pupils retarded decreases as the period of residence in the United States of the father increases. In each of the four divisions of the table the English have the lowest proportion and the South Italians the highest proportion retarded.

TABLE 30.-Retardation, by home language.

[This table includes only children of foreign-born fathers of non-English-speaking races.]

For each of the three races the proportion retarded is greater among pupils in homes where English is not used. The Germans have the lowest proportion and the South Italians the highest proportion retarded in each of the two divisions of the table.

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TABLE 31.-Retardation, by regularity of school attendance.

["Term" as used in this table means the period from the beginning of the school year to December 31, 1908.]

In each of the five race groups the proportion retarded is greater among those who attended less regularly during the period covered by the investigation. The English report the lowest proportion retarded among those attending more regularly, and the native-born white the lowest among those attending less regularly. The South Italians have the highest proportion retarded under each of the two divisions of the table.

TABLE 32.-Retardation, by method of entrance into present grade at beginning of the school year.

["Regular course" as used in this table means that the pupil was either promoted within the same school or entered school as a new pupil.]

For each of the five races the lowest proportion retarded is among pupils who entered the grade in "regular course" and the highest proportion retarded is among those who failed to be promoted at the close of the previous school year. Among pupils who entered the grade in "regular course" and also among pupils who were "not promoted," the English have the lowest proportion retarded. Among those who entered by transfer from other schools within the same city, from public schools outside the city, or from private schools, the native-born whites have the lowest proportion retarded. The South Italians report the highest proportion retarded in each of the three divisions of the table.

The schedule used in the "intensive" investigation of public schools contained an inquiry which was intended to bring out the teacher's opinion of the chief cause of retardation in the case of each pupil who was two or more years older than the normal age for his grade. The teacher was asked to give her opinion of the chief cause of retardation for pupils as follows:

First grade, 9 years of age or over.
Second grade, 10 years of age or over.
Third grade, 11 years of age or over.
Fourth grade, 12 years of age or over.
Fifth grade, 13 years of age or over.
Sixth grade, 14 years of age or over.
Seventh grade, 15 years of age or over.
Eighth grade, 16 years of age or over.
Ninth grade, 17 years of age or over.

The replies to this inquiry indicate that the instructions did not sufficiently explain what was desired. In a considerable proportion of cases the teachers have assigned a "cause of retardation" for pupils who are the normal age or even younger than the normal age for the grade, and therefore it seems fair to assume that in some instances the teachers did not understand that the inquiry applied only to the pupils who were considerably older than the normal age for the grade, but understood the inquiry to apply either to pupils who had failed of promotion or to pupils who were not making satisfactory progress in the grade in which they were at the time of the investigation. The data shown under this inquiry have not been tabulated. Another inquiry in the "intensive" investigation which has not been tabulated relates to "standing in studies." Under this inquiry the teacher was requested to enter the record of the last report made to parents. This information was omitted in so many cases that no tabulation of the data has been made.

DESCRIPTION OF GENERAL TABLES.

The report includes 12 cities. Data are shown for both elementary and high school pupils in 3 of these cities and for elementary pupils only in the other 9 cities. In 5 of the cities information was secured from selected schools only.

The numbers included in this investigation are not sufficiently large to permit the analysis of each of the 12 cities race by race. In the tables prepared for text discussion, therefore, the various cities have been combined for purposes of showing racial tendencies. The general tables for each city show in detail all data race by race. For each of the 12 cities, 30 general tables are shown in the Commission's complete report on the children of immigrants in schools. The tables are arranged in two classes, as follows:

A. Those dealing with the primary facts relative to race, grade, sex, and age.

B. Those dealing with the pupil's home life and environment and their relation to school progress.

The tables under Class A are numbered 1 to 6 and are similar in every respect to those shown for the cities included in the "general' investigation of schools. The tables under Class B are numbered 1 to 24. A list of the general tables is presented herewith.

• In tabulating retardation data pupils were considered retarded if one or more years older than the normal age for the grade.

A. General tables relating to race, grade, sex, and age.

Table 1.-Grade and age-Number of pupils of each age in each grade, by sex. This table shows for each grade and for each year of the high school, and also for the kindergarten and special schools, the number of boys and the number of girls of each age. The age entered is the age at last birthday. The pupils are not classified by race.

Table 2.-Race, sex, and grade-Number of pupils of each sex in each grade, by general nativity and race of father of pupil. This table shows by sex the number of pupils in each grade or year of school work. The information is presented by general nativity and race of father of pupil. The age of the pupils is not shown. From this table are computed the percentages showing "race distribution" in Table 5 and the percentages showing "grade distribution" in Table 6.

Table 3.-Race, sex, and age, by grade-Number of pupils of each age in each grade, by sex and by general nativity and race of father of pupil.This table takes up separately the kindergarten, each of the elementary grades, each year of the high school, and the special grades. For each grade or year of school work the table shows the number of boys and the number of girls of each age at last birthday. The data are presented by general nativity and race of father of pupil.

Table 4.-Race and grade, by age-Number of pupils of each specified age in each grade, by general nativity and race of father of pupil.In this table the pupils of each age are taken up separately. The table shows the distribution throughout the grades or years of school work. Boys and girls are shown separately and the information is presented by general nativity and race of father of pupil. This table presents, differently arranged, the same information that is shown in Table 3.

Table 5.-Race distribution in each grade-Percentages.—This table shows for the kindergarten, for each of the grades, for each year of the high school, and for the special schools the proportion of pupils whose fathers were of each specified general nativity and race. Only races represented in the public schools of the city by 100 or more pupils are shown in detail; all others are shown under "Other races" in this table.

Table 6.-Grade distribution of each race-Percentages. This table shows for the pupils of each race the proportion in the kindergarten, in each of the elementary grades, in each year of the high school, and in the special grades. Only races represented in the public schools of the city by 100 or more pupils are shown in detail; all others are shown under "Other races" in this table.

B. General tables dealing with the pupils' home life and environment and their relation to school progress.

In each of these general tables the pupils are classified according to general nativity and race of father. A grouping of foreign races also classifies the children of foreign-born fathers according to English-speaking and non-English-speaking races. Each of the twenty-four tables shows data relative to retardation of pupils. A list of the tables follows:

Table 1.-Birthplace of pupils, by general nativity and race of father. In this table all of the pupils included in the investigation are divided according to place of birth into three groups, as follows:

1. Those born in the city in which they lived at the time of the investigation.
2. Those born in the United States but elsewhere than in the city in which
they lived at the time of the investigation.

3. Those born abroad.

Under each of the three groups are shown the number and per cent of pupils 8 years of age or over who are retarded.

Table 2.--School attendance of pupils born in the United States but elsewhere than in the city in which they lived at the time of the investi gation, by general nativity and race of father.-In this table the pupils included are divided into two groups

1. Those having attended school elsewhere.

2. Those not having attended school elsewhere.

Under each of these groups are shown the number and per cent of pupils 8 years of age or over who are retarded.

Table 3.-Age of foreign-born pupils at time of arrival in the United States, by race of father.-In this table all foreign-born pupils are separated into four groups according to age at time of arrival in the United States.

1. Those who were under 6 years of age.
2. Those who were 6 or 7 years of age.
3. Those who were 8 or 9 years of age.

4. Those who were 10 years of age or over.

The proportion of pupils 8 years of age or over retarded is shown under each of these groups. .

Table 4.-School attendance abroad of foreign-born pupils who were 6 years of age or over at time of arrival in the United States, by race of father. This table separates all foreign-born pupils who were 6 years of age or over at time of arrival in the United States into two groups, as follows:

1. Those having attended school abroad.

2. Those not having attended school abroad.

Under each of these groups is shown the proportion of pupils 8 years of age or over who are retarded.

Table 5.-Age of pupils at time of entering public school in the United States, by general nativity and race of father.-By entrance into public school is meant entrance into the grades, and no account is taken of kindergarten. The table separates the pupils into six groups according to age at time of entering public school in the United States, as follows:

1. Those who were 5 years of age or under.
2. Those who were 6 years of age.
3. Those who were 7 years of age.

4. Those who were 8 years of age.

5. Those who were 9 years of age.

6. Those who were 10 years of age or over.

The proportion of pupils 8 years of age or over retarded is shown under each of the groups.

Table 6.-Age of pupils at time of entering public school in the United States, by race of father; foreign-born pupils only. This table is similar to Table 5 in every respect except that it relates only to foreign-born children.

Table 7.-Grade entered by pupils, by general nativity and race of father. This table refers to the grade entered in public school. No