ASSIMILATION AND PROGRESS 
359 
The five races showing the largest number of teach 
ers who were native-born of foreign father are as 
follows: 
Irish, 8,723, forming 17.8 per cent, of the total 
number; German, 3,946, 8 per cent.; English, 2,294, 
47 per cent.; Hebrew, 1,639, 3.3 per cent.; Scotch, 
1,110, 2.3 per cent. 
A few of the cities investigated that show the 
largest proportion of foreign-born teachers are Du 
luth, with 10.4 per cent; Detroit, 9.5 P er cent.; Chi 
cago, 8.1 per cent.; New York, 7.9 per cent. The 
cities showing the largest proportion of teachers who 
were native-born with foreign father are: Shenan 
doah, 69.3 per cent.; Scranton, 59.7 per cent.; San 
Francisco, 57.0 per cent.; seven of the thirty cities 
showing more than one-half of the teachers as immi 
grants of the second generation. On the whole, how 
ever, it is interesting to note that in twenty-seven of 
these cities the teachers who were native-born white 
with a native-born father form a larger proportion of 
the total than do the teachers of any other race. In 
three cities—Shenandoah, Worcester and Scranton, the 
Irish of the second generation have the highest per 
centage. In seven of the thirty cities more than ten 
Per cent, are German of the second generation; in 
eight more than a fourth of the teachers for whom in 
formation was secured are Irish of the second genera- 
tion. As would be expected, the Germans predominate 
in the Middle West—Cincinnati, Milwaukee, St. Louis, 
Cleveland; the Irish in the East—Shenandoah, Wor 
cester, Lowell, Fall River; but there is also one note 
worthy exception, in San Francisco, where the Irish of 
the second generation form 28.2 per cent, of the teach-