In all the elementary grades of San Francisco nearly one-half of the pupils, precisely 48.1 per cent, belong in the retarded class. If the individual grades be considered, it is found that the grades which are below this average are the first, second, and the eighth grades. In the two early grades the departure from the average is due to the fact that the children are young and that the results of failure have not accumulated. The reason for the lesser proportion in the eighth grade is not that failures are less numerous as the years and grades advance, but rather because in these upper grades the retarded pupils are many of them beyond the age of the compulsory school laws and avail themselves of this fact to leave school. The depletion of the numbers in the upper grades is due to pupils leaving school. Those who are behind in their work are more apt to leave than those who have made regular progress. It will be noted in the foregoing table that the largest percentages of retardation are found in the fourth and fifth grades, where the proportions attain nearly six-tenths of all the pupils.

In order to measure the retardation in another manner we can consider the pupils of a given age who have failed to attain the grade which is appropriate to that age as retarded. Such a computation, however, can not extend beyond the age of 13 years, since in the latter ages pupils are at liberty to leave school, and do so, and thus the record of the unsuccessful pupils is incomplete. In the following table, therefore, the computation is confined to those pupils who are from 10 to 12 years of age. In these ages nearly 60 per cent of all the pupils are in the retarded class, the number rising from 54.3 per cent at the age of 10 years to 62.9 per cent at the age of 12 years.

The principal object of the researches of the Immigration Commission was to determine, if possible, any differences which might exist as respects school attendance and school advancement between the members of the different races which constitute the school population. The results of this investigation, distinguishing the pupils by race, are given in General Tables 2 to 4 in great detail. At this point some of the main results only can be noted.

The distribution of pupils in the San Francisco schools by races is given in the table following. In this table distinction is made between the pupils having native and those having foreign born parents, and among the latter special mention is made of the individual races which have as many as 200 representatives in the schools.

An examination of this table shows that 41.9 per cent of the pupils recorded had native parents and 57.8 per cent had foreign parents. Among the pupils of foreign parents there is a considerable diversity of races. One race, the German, stands out noticeably from the others and is represented by 12.3 of the whole number of pupils. Next in order of numbers come the Italians. If the North and South Italians be united into one group, they form 10.2 per cent of the whole number of pupils. This race is followed in numbers by the Irish with 7.9 per cent of the whole number of pupils, but no other race has as many as 5 per cent of the averages. The table terminates with a collective group "all others," which also contains a considerable number of individual races. They are: Arabian (2), Armenian (3), Bohemian and Moravian (72), Bulgarian (4), Canadian, French (92), Croatian (12), Delmatian (16), Dutch (78), Filipino (8), Finnish (161), Flemish (2), Greek (32), Hawaiian (4), Hebrew, Roumanian (91), Hebrew, Other

(70), Mexican (57), Negro (4), Polish (70), Portuguese (81), Roumanian (22), Russian (125), Ruthenian (4), Scotch-Irish (5), Servian (13), Slovak (22), Slovenian (80), Spanish (79), Syrian (18), Turkish (3), and Welsh (87).

The characteristics of the different races as regards age and grade distribution can be studied in the same manner as were the characteristics of the school population as a whole. Division by grades, in view of the large number of elements concerned, can be most conveniently made by a grouping of the elementary grades into primary and grammar grades. In this form the following table gives the details for the grade distribution of the pupils by race:

The table shows that the primary grades contain a somewhat smaller percentage of all the pupils having native white fathers than those having foreign fathers. The percentage of pupils in the primary grades is noticeably high in the case of the Italians, Chinese, and the Spanish Americans. In the grammar grades there is less divergence between the aggregate for the native-born than for the foreign-born, children of foreign-born parents being slightly less numerously represented than those of the native-born. The individual races vary very widely. Many of them have in this grade a number considerably in excess of the proportion found for children of native white. parents. Others have very small proportions, noticeably below those for the foreign group as a whole. Somewhat similar contrasts are given in the high school. These schools contain 7.8 per cent of the children of native birth and 5.1 per cent of those of foreign parentage. Among individual races the proportion of high school pupils is very large among the English Canadians and among the German Hebrews. It

A statement of the relationship between the ages of the pupils to the grades in which they are found is given by race in the following table, which shows the number and percentage of retarded pupils:

This table is in two sections, the first giving general retardation or the percentage of retarded children among all elementary pupils, the second giving retardation of a specially selected class of children from 10 to 12 years

of age.

If attention be directed to the figures for general retardation, it will be noted that they are slightly more favorable to the children of native white parentage than to those of foreign parentage. Certain of the races, however, are characterized by a high degree of retardation. This is especially true of the Spanish American and Chinese.

The second section of the table refers to a much smaller group of children, but the figures here given are much more nearly comparable as between different races, because in each case they comprehend children of the same ages. The divergence here noted between children having native parents and those having foreign parents is very much greater than in the first section of the table. Moreover, it will be noted that among the individual races there are some which have noticeably less retardation than the children of native parents. These are in particular the Swedes, the Polish Hebrews, and the German Hebrews, the least retardation being observed among the last named. On the other hand, a number of races show conspicuously high retar

TEACHERS OF THE PUBLIC SCHOOLS.

In the kindergarten and primary grades of the public schools of San Francisco there were employed an aggregate of 1,078 teachers. Information was wholly lacking concerning 23 of them. Of the remainder, 29 were men, 11 of them being employed in the primary and the remainder in the grammar grades.

These teachers divided by their nativity and parentage were as follows:

The majority of the teachers in the San Francisco schools were of foreign parentage, though most of them were of native birth. Among 601 teachers of native birth and foreign parentage, 298, or nearly onehalf, had Irish fathers. Other races which are numerously represented are the German, English, German Hebrew, Scotch, and French in the order named.

These teachers were divided by racial groups between primary and grammar grades as follows:

The proportion of teachers having native fathers in the upper grades is somewhat larger than of those having foreign fathers. Of these teachers, 1,051 reported length of service as follows:

In this table the length of service is grouped by five-year periods, the most numerous group being that of teachers having from ten to fourteen years' experience, which is followed by the group having from fifteen to nineteen years' experience. Very noticeable is the large number of teachers having an experience of thirty years and