The age sort permitted a grouping of the cards in three groups of children under 8 years of age to whom the criterion of retardation does not apply, those 8 years and over who were of normal age or under with reference to their grades, and those of 8 years and over who were retarded. The cards were then sorted in these groups with respect to the various other facts for which the cards gave information. What these are can be conveniently shown by a description of the special tables resulting from these operations.

In each of these 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 Englishspeaking 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 investigation, 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 the above 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 the above 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 the above 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

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 account is taken of entrance into kindergarten. The table separates the pupils into five groups according to grade first entered, as follows: 1. Those who entered first grade.

2. Those who entered second grade.
3. Those who entered third grade.
4. Those who entered fourth grade.

5. Those who entered fifth grade or above.

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

Table 8-Grade entered by pupils, by race of father; foreign-born pupils only. This table is similar to Table 7 in every respect except that it relates only to foreign-born children.

Table 9.-Grade entered by pupils 8 years of age or over at time of entering, by general nativity and race of father. This table refers to the grade entered in public school, and no account is taken of entrance into kindergarten. The pupils included in the table are separated into eight groups according to grade entered, as follows:

1. Those who entered first grade.
2. Those who entered second grade.
3. Those who entered third grade.
4. Those who entered fourth grade.
5. Those who entered fifth grade.
6. Those who entered sixth grade.
7. Those who entered seventh grade.

8. Those who entered eighth grade or above.

Table 10.-Grade entered by pupils 8 years of age or over at time of entering, by race of father; foreign-born pupils only. This table is similar to Table 9 in every respect except that it relates only to foreign-born pupils.

Table 11.-Rate of progress of pupils and time in school in the United States, by general nativity and race of father.-In this table the pupils are separated into three groups according to progress in school, as follows:

1. Those who have been in school in the United States a less number of years than the number of the grade.

2. Those who have been in school in the United States the same number of years as the number of the grade.

3. Those who have been in school in the United States a greater number of

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

Table 12.-Rate of progress of pupils and time in school in the United States, by general nativity and race of father; foreign-born pupils only. This table is similar to Table 11 in every respect except that it relates only to foreign-born pupils.

Table 13.-Ability to speak English of foreign-born fathers of pupils, by race of father. This table includes only non-English-speaking races. The pupils included are separated into two groups as follows: 1. Those whose fathers speak English.

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2. Those whose fathers do not speak English.

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

Table 14.-Ability to speak English of foreign-born fathers of pupils, by race of father; foreign-born pupils only. This table is similar to Table 13 in every respect except that it relates only to foreign-born pupils.

Table 15.-Citizenship of foreign-born fathers of pupils, by race of father. The pupils included in this table are separated into two groups, as follows:

1. Those whose fathers have either first or second naturalization papers. 2. Those whose fathers have neither first nor second naturalization papers. Under each of the two groups is shown the proportion of pupils 8 years of age or over who are retarded.

Table 16.-Citizenship of foreign-born fathers of pupils, by race of father; foreign-born pupils only. This table is similar to Table 15 in every respect except that it relates only to foreign-born pupils.

Table 17.-Length of residence in the United States of foreign-born fathers of pupils, by race of father. The pupils included in this table are separated into four groups, as follows:

1. Those whose fathers first came to the United States less than 5 years ago. 2. Those whose fathers first came to the United States from 5 to 9 years ago. 3. Those whose fathers first came to the United States from 10 to 19 years ago. 4. Those whose fathers first came to the United States 20 or more years ago. Under each of the groups is shown the proportion of pupils 8 years of age or over who are retarded.

Table 18.-Length of residence in the United States of foreign-born fathers of pupils, by race of father; foreign-born pupils only. This table is similar to Table 17 in every respect except that it relates only to foreign-born pupils.

Table 19.-Home language-Pupils of foreign-born fathers of nonEnglish-speaking races, by race of father. The pupils included in this table are separated into two groups according to home language, as follows:

1. Those in homes where English is used.

2. Those in homes where English is not used.

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

Table 20.-Home language-Pupils of foreign-born fathers of nonEnglish-speaking races, by race of father; foreign-born pupils only.This table is similar to Table 19 in every respect except that it relates

as

Table 21.-Proportion of term attended, by general nativity and race of father. This table shows, separately, data for primary grades (grades 1 to 4) and for grammar grades (grades 5 to 8) and also data for all elementary grades combined. The meaning of "term" used in this table is the period from the beginning of the school year to December 31, 1908. The pupils are separated into four groups according to proportion of "term" attended, as follows:

1. Those who attended nine-tenths or more of the time.

2. Those who attended three-fourths and less than nine-tenths of the time. 3. Those who attended one-half and less than three-fourths of the time.

4. Those who attended less than one-half of the time.

For the purpose of showing the data relative to retardation the first and second groups and the third and fourth groups are combined, and under each of these two resulting groups is shown the proportion of pupils 8 years of age or over who are retarded.

Table 22-Proportion of term attended, by race of father; foreignborn pupils only. This table is similar to Table 21 in every respect except that it relates only to foreign-born pupils.

Table 23.-Access to present grade, by general nativity and race of father. By "Access to present grade" is meant how the pupil was admitted in the fall of 1908 to the class he was in at the time the investigation was made. The pupils are separated into five groups, as follows:

1. Those who were admitted to the grade in "regular course," that is, either by promotion from a lower grade in the same school or as a pupíl entering school for the first time.

2. Those who were admitted by transfer from another public school in the same city.

3. Those who were admitted by transfer from a public school elsewhere than in the city in which they lived at the time of the investigation.

4. Those who were admitted by transfer from a "private" school. "Private" school, as here used, includes all kinds of schools other than public schools. 5. Those who had failed of promotion at the end of the previous school year. In the section of the table relating to retardation, groups 2, 3, and 4 are combined under the heading "By transfer." Under each of the three groups which remain is shown the proportion of pupils 8 years of age or over who are retarded.

Table 24.-Access to present grade, by race of father; foreign-born pupils only. This table is similar to Table 23 in every respect except that it relates only to foreign-born pupils.

The purpose of these tables is to give more details in regard to the personal and school history of the children and their home environment, and to bring these facts into relation with the question of school progress. The former appears in the various items tabulated in the successive tabies; the latter is accomplished by the distinction of the children of 8 years of age and upward into the normal and retarded groups.

The shifting of the population from which the school children are drawn is reflected in Table 1, which deals with the birthplace of pupils. From it can be learned the number and proportion of the children who are natives of the city in which they were attending school.

Table 2 shows for those who were born elsewhere in the United States how far the changing residence of the parents has affected the school history of the children. It may be assumed that the children

when the change of residence occurred and have not been influenced in their school Efe by it. Those who have been to school elsewhere and whose education has therefore been interrupted by a change of seccois are, in some instances, a considerable proportion of the group. The foreign-born pupils are a class by themselves. Their promise of satisfactory progress in the American schools depends in large measure upon their age at the time of arrival, concerning which information is given in the third table, supplemented by the fourth which shows whether the children of school age at the time of arrival in the United States had attended school in the land of their birth.

Tables 5 to 10 throw light upon the important questions of when children enter school, and the effect of age upon school progress. They show the ages at which all children entered the graded schools, in which matter there is considerable divergence between the records in the diferent cities. They show that though compulsory education begins with 8 years of age, but a very small proportion of children deler entrance till they have attained this age. These tables also show that the number of pupils entering school at 8 years of age or over is largely accounted for by the pupils of foreign birth. They show that very few pupils enter school above the first grade, though this is relatively more frequent among pupils of foreign than of native birth. In view of the statements sometimes heard in educational discussion that pupils entering late frequently enter grades higher than the first, a special test is made in Tables 9 and 10 which are devoted to the grades entered by older pupils. The tables are so constructed that as far as possible the influence of the foreign-born pupil in swelling the number of pupils who enter school late is eliminated.

Educational circles have been discussing for some time whether age with reference to grade is a proper criterion of retardation. Those who oppose this view take the ground that the only proper test is whether a child has taken longer to reach a given point in school work than the regular program provides. Tables 11 and 12 are designed to show the mutual relations of these different standpoints. Information is here given as to the number of pupils who have progressed more rapidly than the school program, those who have kept pace with it, and those who have lagged behind."

Certain conditions of home environment among pupils whose parents were born abroad find expression in Tables 13 to 20. Here we can ascertain the facts concerning the ability of fathers to speak English, length of residence in the United States, citizenship, and home language.

The remaining tables, 21 to 24, deal with the school history of the pupil, relating, as they do, to the regularity of attendance and access to the present grade.

The general purposes which these tables serve being thus indicated, it should be noted that throughout the pupils are divided by racial groups and distinct races. Every combination of facts possible for the pupils as a whole is therefore possible for each group or race noted. It should, however, be remarked that for some of the special races the number of cases to which the figures apply is very small, and care should be exercised lest too sweeping conclusions be drawn from a too narrow basis of fact.

The value of these tables is enhanced by the special mention in each