to the chief educational authority designated to represent said State, stating specifically wherein said State fails to comply with the provisions of this act.

If any portion of the money received by the treasurer of a State under the provisions of this act for any of the purposes herein provided shall, by action or contingency, be diminished or lost, the same shall be replaced by said State, and until so replaced no subsequent apportionment for such purpose shall be paid to said State. If any part of the funds apportioned annually to any State for any of the purposes named in sections 8, 9, 10, 11, and 12 of this act has not been expended for such purpose, a sum equal to such unexpended part shall be deducted from the next succeeding annual apportionment made to said State for such purpose.

SEC. 16. That the Secretary of the Treasury is hereby authorized and directed to pay quarterly, on the 1st day of July, October, January and April, to the treasury of any State designated to receive such funds, such apportionment or apportionments as are properly certified to him by the Secretary of Education, and he shall discontinue such payments when notified so to do by the Secretary of Education, as provided in this

act.

SEC. 17. That the chief educational authority designated to represent any State receiving the benefits of this act, shall, not later than September 1 of each year, make a report to the Secretary of Education showing the work

done in said State in carrying out the provisions of this act, and the receipts and expenditures of money apportioned to said State under the provisions of this act. If the chief educational authority designated to represent any State shall fail to report as herein provided, the Secretary of Education shall notify the Secretary of the Treasury to discontinue the payment of all apportionments to said State until such report shall have been made.

I

SEC. 18. That the Secretary of Education shall annually at the close of each fiscal year make a report in writing to Congress giving an account of all moneys received and disbursed by the Department of Education, and describing the work done by the department. He shall also, not later than December 1 of each year, make a report to Congress on the administration of sections 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17 of this act, and shall include in said report a summary of the reports made to him by the several States showing the condition of public education therein, and shall at the same time make such recommendations to Congress as will, in his judgment, improve public education in the United States. He shall also from time to time make such special investigations and reports as may be required of him by the President or by Congress.

SEC. 19. That this act shall take effect April 1, 1920, and all acts and parts of acts in conflict with this act are hereby repealed.

NON-ENGLISH SPEAKING ELEMENTS IN THE

POPULATION

THE Census of 1910 shows that of the 12,944,529 foreign-born whites ten years of age or over in the United States, 2,953,011, or 22.8 per cent of the group, were unable to speak English. In 1900, there were 1,217,280 foreign-born whites, ten years of age or over, or 12.2 per cent of the total of 10,014,256. The number of foreign-born whites unable to speak English increased from 1,217,280 to 2,953,011 in ten years, an increase of 142.6 per cent in a decade. Only seven states had a population larger than this total. The entire population of the eight Mountain states - Montana, Idaho, Wyoming, Colorado, New Mexico, Arizona, Utah, and Nevada - would have to be increased by the population of Delaware and by 117,172 to equal the number of non-English speaking foreign-born whites ten years of age or over who lived in the United States in 1910. This group of non-English speaking foreign-born whites, 2,953,011, is 4.12 per cent of the total of 71,580,270 who were ten years of age or over. This means that more than one in twenty-five of those ten years of age or over are unable to speak English. Of the foreign-born whites of this group resident in urban communities 21.9 per cent could not speak English, while 25.2 per cent of the foreign-born whites resident in rural communities could not speak English.

Since the facilities for teaching foreigners to speak English are available chiefly through the night schools of the cities, it is well to know that of the total already mentioned, 2,042,881, or 61.17 per cent, lived in urban communities and 910,130, or 30.82 per cent, lived in rural communities. Those living in rural communities have very little opportunity of learning to speak English. They remain practically illiterate even though they learn to speak the little English which their occupation forces on them, "except in New England and the East North Central division, the percentage unable to speak English for foreign-born whites was higher in the rural population of each division than it was in the urban." 1 This is such an important matter that the following table has been prepared 2 to show the per cent of foreignborn white population ten years of age and over unable to speak English in the urban and rural communities of different divisions of our country.

PER CENT FOREIGN-BORN WHITES TEN YEARS OF AGE AND OVER UNABLE TO SPEAK ENGLISH AND RESIDENT IN

1 Thirteenth Census Reports, Vol. 1, p. 1274.

* Made from Table 15, p. 1275, Thirteenth Census Reports, Vol. 1.

The preceding table shows conclusively that the prob. lem of Americanization is not exclusively an urban problem, and hints that possibly the most difficult phases of it will be found in rural communities, in which the public-school facilities are so hopelessly inadequate.

It is quite generally known that a great number of immigrants entered our country from 1900 to 1910, and quite as generally known that many of these immigrants have not learned to speak English. Just how great is this increase in foreign-born whites unable to speak English is shown in the table which follows. The number of foreign-born whites ten years of age and over and unable to speak English in each division and state is shown in column one for 1900, for 1910 in column two. The increase for the decade is shown in column three and the per cent of increase is shown in column four. When we bear in mind that immigration continued unchecked until 1914 and that very little has been done to teach foreigners to speak English except in the night schools of our cities, it becomes evident that the language aspect of Americanization is as vast as it is important.