[51] A Manual for Home Teachers; the Commission of Immigration and Housing of California, pp. 20-21.

[52] See Frank V. Thompson, Schooling of the Immigrant, chap. iii.



XIII

LIBRARY AND COMMUNITY WORK

So far as Americanization is a question of education and so far as the printed word is an instrument of education, the reading of American literature by the immigrant is of inestimable value. It might be safely stated that almost every time an immigrant reads something in English, be it only a trade label on a tomato can or an advertisement in a street car, he learns something about the country, at least a word or two of the country's language.

PLACE OF THE PRINTED WORD

As a rule a newly arrived immigrant is eager to learn English. It gives him a new sensation and a feeling of pride to know and speak another tongue. When he has succeeded in mastering a few of the most common words and expressions, like "no," "yes," "how do you do," "good-by," "street," "lunch," and others, he likes to use these words in his conversation with fellow immigrants. When he says to his friend in his native tongue, "Let us go to lunch," the last word is in English. His eagerness to learn English is increased by the practical needs of everyday life—to get a job, to understand the foreman's directions, to buy or sell something, to travel, to apply for licenses, or to make agreements. Everywhere the immigrant confronts English.

In addition to the signs on streets and shops, a newly arrived immigrant soon becomes acquainted with the great American daily, especially its "help-wanted ads." Here he looks for a job, reading the "ads." with the aid either of a dictionary or of some one of his fellow immigrants who has already mastered the "ad." language with its queer abbreviations. When he has established himself in a job, perhaps he begins to think of taking up a systematic study of English. He enters an evening school if there is one in his town. There he makes his first acquaintance with the American book—too often a children's reader containing stories such as "Puss and Her Kittens," "Patty and the Squirrel," "The Dormouse," "Lullaby," "Andy and the Worm," which, though perhaps very interesting to children, do not correspond to the requirements of his mental development. Nevertheless, the stories are related in good English and he goes ahead.

As time passes and his mastery of English grows, he begins to read items in the daily papers and stories in the Sunday editions. Later he takes up the reading of books, perhaps first those related to his trade, or the subjects which are connected with his future plans in America. Still later he begins to read books about America in general, its history, geography, nature, social life, etc. An immigrant seldom takes to American fiction. He ardently tries to be practical, being mainly interested in that which is useful and helpful. When he reads general literature about America he does this for the purpose of learning to know his new country, knowledge which would help him to make a success here. The writer has often been approached by immigrants with requests that he recommend literature on, for instance, making a certain kind of candy, or pickles, or on hog raising or concrete building. Frequently he has had to translate or assist in the interpretation of various formulas and receipts.

RURAL NEEDS FOR BOOKS

A demand of this kind for literature by the immigrants indicates three problems in connection with their education through the printed word: first, the immigrant should be advised in his selection of publications, told which might be the most useful to him. He is quite unable to make this selection for himself; second, the means for acquiring the desired publications should be supplied. As a rule the immigrant has little money to spare for books; third, there should be encouragement and cultivation of the reading habit among the immigrants as an efficient means of their general education and, through this, of their Americanization.

All these problems can be met through the institution of the public library—a great agency for socializing knowledge in a modern democracy. Though America is one of the countries most advanced in the development of public libraries, still the development has not kept pace with the requirements. This is especially true in regard to the rural communities. Particularly in rural immigrant communities, the public library is still lacking. Out of about forty rural immigrant colonies visited by the writer during the past year, about thirty had no library facilities at their disposal, while the remaining ten were able to pride themselves on some sort of a library, either school or parish.

Both these kinds of libraries appear to be very unsatisfactory. As a rule the school libraries are small and contain mainly children's books, so that the adults have not much interest in using them. The parish libraries contain mainly ecclesiastical literature and books on the old country's history and general affairs. The majority of these last-named books are in a foreign tongue.

An old Polish settler stated that the children sometimes bring books home from the school, but that there is nothing in them for the older people, while the church library is not much, either, for who cares to read of one Sigismund or of one Friedrich der Grosse? The settler concluded by saying that he and his fellow immigrants would like to read American books about America. His colony needed an American public library.

The dean of the extension division of the University of Wisconsin reports that there are 72 per cent of rural communities which are without public libraries. This is in a state where the library facilities are comparatively highly developed. It has been the writers impression, while visiting the Wisconsin backwoods immigrant communities, that though the various traveling and package libraries and library "stations" are successfully operating in other parts of the state, they have not yet reached these wilderness communities to any extent. As a rule the rural immigrants do not even know of the existence of such libraries.

PACKAGE LIBRARIES IN WISCONSIN

Yet the demand for literature among the rural population is great and growing rapidly. Take, for instance, the package library of the extension division of the above-mentioned university. It has more than 10,000 packages. Each package contains collected literature—books, newspaper, and magazine clippings, statistical tables, etc.—dealing with a certain subject. It is sent, under certain conditions, to anyone who requests it. The demand for such packages has more than doubled each year. During 1908 and 1909 there were sent out 524 packages on 116 subjects to 136 localities, and during 1915 and 1916 there were sent out 5,948 packages on 2,404 subjects to 483 localities. The reason why such wonderful carriers of knowledge do not reach the rural immigrants is obvious; the immigrants do not know of their existence. Even if they do know, they do not understand how to order them. In many other states conditions are much worse.

What must be done to make the library common to every rural settlement? What kind of a library is best suited to the needs, and how shall it be extended to the backwoods rural communities?

The recommendation of the writer is that the school libraries be developed and put on a higher level, with special adult and children's sections. A library board should be created in each county as a unit operating under a state law for the purpose of directing and developing a county library system. A library tax should be levied upon each county. Schools, community halls, and stores should be made library stations, so that the settlers could have easy access to the books.

SELECTION OF BOOKS

Then there is the question of the selection of publications for the libraries intended for immigrant communities. In this, the conditions and requirements of the immigrant settlers have to be taken into consideration, for it would be useless and wasteful to select books in which the settlers are not interested and which they do not want to read.

First place must be taken by publications concerning farming. Particularly should there be included in such libraries the publications of Federal and state Departments of Agriculture. Then comes the literature for the learning of the English language: dictionaries, grammars, textbooks on composition, etc. Recreation literature—books on sports in the open, plays, music, etc.—would be also in demand. Then come the publications related to American history, geography, nature, economics, government, and social life, and other serious publications containing information about the country's past and present.

Finally comes fiction. A few immigrants who have acquired the habit of reading fiction prefer to read stories and poems of a more realistic character, like those of Jack London, Upton Sinclair, Ernest Poole, Mark Twain, Arnold Bennett, Longfellow. The traveling libraries need not be voluminous so much as of good quality. Aside from being practically useful, they should try to help the rural immigrant settlers to improve their standards of living and to broaden their intellectual horizon.

But who is going to stimulate and lead such an extension of the libraries into the backwoods communities? The national and state-wide library associations would be the ones to undertake this work. As they succeeded in the extension of the American library to the battlefields of Europe, so they without doubt will succeed in the extension of the library to the firing line in our own country—to the line where future America is in the making.

There is no doubt that rural communities will respond to national assistance and greatly benefit by it. Even if only a small beginning could be made very soon, increased demand and local initiative would undoubtedly justify the project.

The day is not distant when the need of community books in every American community will be recognized as an indispensable supplement to all schooling work. In the new colonies that are being planned by colonization companies the library as a part of the general community scheme must not be overlooked. As the advantages of having book supplies available become manifest, it may be possible to provide local housing facilities as well as trained assistants.

There may be a room or even a separate building that can be given over to this purpose. If there is a general community building, no better use could be devised for a portion of it than a small, practical, accessible library. If not the primary object of such a community building it would certainly be an important one.

A COMMUNITY HALL

A public recreation hall in a rural community may be made one of the most effective Americanizing agencies. Public meetings, lectures, amateur theatrical performances, dancing, public celebrations, games, sports, etc., may be held there. It is the neutral place where all community members, natives and immigrants of various races, religions, and tongues, meet one another and learn to know one another, where the much-needed social visiting among the natives and immigrants may have its inception.



One of the characteristics of the European immigrants is their inclination toward singing, music, and amateur theatricals. In the old country there is rarely a village which does not pride itself on some sort of an amusement organization, be it a choir, a band, or a drama group. These are to European people what sport, baseball, football, and the like are to the mass of Americans. When the European immigrants come over they are strange and unsettled, they have little opportunity for amusement, they even neglect church attendance. But when they are settled and have begun to make ends meet, they usually take up their former amusement activities, perhaps singing first, then soon a band, and then the stage.

Under present conditions the natives seldom mix with the immigrants in their amateur amusement enterprises. The immigrants conduct these in their own tongue and select mostly their own songs, airs, and plays. It is equally true that the grown-up immigrants seldom acquire interest in the American sports like baseball and football. Their children, through the influence of the school and their intercourse with the American children, quickly become interested in the American sports, so much so that the parents fail to understand and appreciate their enthusiasm. "It's all right to a certain degree, but my boys seem to be already crazy for baseball, neglecting everything else. I am afraid for their future!" complained an elderly Italian settler to the writer.

Country life is poor in amusements and social intercourse as compared with city life. Still, through organized efforts, the rural social life can be made much richer and even very attractive. It was common testimony given to the writer by the local community leaders that they have succeeded in keeping their boys and girls at home, on the farms, by building a community hall, organizing singing, games, and theatricals.

The community dances exert a great attraction in bringing the native and the immigrant boys and girls together for common pleasure. It is quite a sight to watch these dances: the village band is playing, the boys and girls are dancing, while the elderly people are sitting around the walls of the hall and watching the fun of youth, forgetting their daily sorrows and worries and remembering perhaps their own youthful days somewhere beyond the ocean. All, dressed in their Sunday finery, are in a festive mood.

AMATEUR THEATRICALS

Perhaps the most beneficial enterprise in the community work is the amateur theater. It gives the richest opportunity for self-expression. It includes acting, literature, singing, music, and painting. It amuses and teaches—it reflects and analyzes the social life and directs it in its entirety toward higher levels of achievements. Whatever the shortcomings and the sins of the Russian Bolsheviks, in one thing they have struck, the writer is sure, the right road. This is in placing the stage at the forefront in popular education, if only in an experimental and theoretical way as yet. A properly directed amateur theater is second only to the school. In a rural community it brings together varied elements, brings out the best in each, and unites them by developing common aims and ideals.

The amateur country theater has made much headway in the state of North Dakota. The State Agricultural College at Fargo took the lead in the movement. The president of the college attributes the success of the country theater there not only to the influence of the college leadership, but also to the deep need for entertainment and the hunger for social life among the prairie people who are living on farms at long distances from one another. The fact that the population is largely foreign-born stock and has inherited an inclination toward stage plays is another reason.

Professor Arvold of the same college, who is in charge of the development of the country theater, stated to the writer that their little country theater has a strong Americanizing influence upon the population. It brings together both native born and immigrants of various nationalities. They learn to know one another. They learn about America, its history, present conditions, and future aspirations more than in any other way. The theater teaches them the country's tongue, for the plays are given in English. He believed that every large rural community and groups of smaller communities in the same neighborhood should have an amateur theater.

The theater, public lectures, exhibitions, and the American outdoor sports should be centered in and around the community hall. Such highly varied activities in community life require a trained director. He should be a person with a good general education, with experience in rural life and affairs and in organizing group activities. He must be a good mixer and a lover of the work. For his work he should receive an attractive salary. Colonization companies have initiated such work, which should be taken over and maintained by the community itself.

COMMUNITY TEAMWORK

To put the community work in the rural districts on an organized and permanent basis the writer recommends that a community board be created in each county as a unit operating under a state law for the purpose of directing and developing rural community work, similar to that which the writer recommends for the development of rural libraries. A community tax should be levied upon each county, the money received to be used for community work among the population in the county.

In community union there is strength. Working and planning together for any undertaking, however limited and comparatively humble its dimensions, inevitably ties its promoters in bonds of greater understanding and sympathy. Native and foreign born united for enriching and enhancing their common life act as a powerful force for Americanization. Better than any artificially devised scheme is the spontaneous pulling together for a common need of all elements of the community. This constitutes real amalgamation in a democracy.



INDEX

A

Americanization: Factors, 145, 164 Instruments Finnish women's club, 232 Parochial schools, 169, 171

Anderson, Vic, 184

Arizona: Colony Glendale, 30-31, 217, 236 Illiteracy, 146-147 Inability to speak English, 147 Schools Attendance, 212-213 Aron, J., 160 Arvold, Professor, 255

B

Banks: Settler's, 57-58

Baron de Hirsch Fund, 176, 180, 239

Bohemians: Colony Willington, Connecticut, 15-16, 240

Brommer, C. F., 160-161, 185

Brooks, John Graham, viii

C

California: Colonies Durham, 87-91 Los Angeles, 24-31, 231, 235 San Francisco, 152, 235 Home teacher, 229-231 Illiteracy, 146-147 Inability to speak English, 148 Land settlement, 31-33, 86-91 Dealers, 117-119 Legislation Co-operatives, 141 Home teacher, 229 Land settlement, 87 Real-estate brokers, 117 Soldiers, 94 Schools Private, 175 Public, 195, 215-217

California Commission on Immigration and Housing, 23, 229, 230

California Commission on Land Colonization:

Colonies, 31-33, 86

Cary, C. P., 173, 204, 209

Chase, Amanda Mathews, 230-231

Chicago, 158 Colonization company, 44-45

Child Labor: On farms, 65-66

Churches: Foreign language, 182-194 Immigrant pastors, 192-193 "Interfaith" marriages, 189-192

Clarke, W. T., 28

Colonization Board: Federal legislation, 68 Functions, 127-128

Colonization Companies (see Settlers): A typical one, 52-65 Credit required, 66-68 McAlester, Oklahoma, 33-35 Methods, 49-52 Policy, 44-45 Promotion, 14-19 Regulation, 112-121

Colony: Composition, 90, 132-133 List, xxvii-xxix Size, 69-70, 131

Commissioner General of Immigration, 7

Community (see Colony): Rural Hall, 252 Theater, 254-256 Work, 49, 63-65, 252, 256-257

Connecticut: Colony Willington, 15-16, 240

Conservation: By colonization companies, 68-69

Cook, K. M., 219

Co-operation: For land settlement, 136

Co-operatives: California, 141 Michigan Finnish colony, 136-137 Nebraska, 141 Wisconsin, 138-141

Credit: Land companies, 67, 135 Settlers Need, 66-68, 110, 135 Soldier Foreign countries, 105-106 United States, 91-93

D

Department of Agriculture: Land exchange, 122-124 Land settlement California, 19, 23 Wisconsin, 19-23

Department of Interior, 92-93 Reclamation service, 95-98, 104

Detroit, Michigan, 167

District of Columbia: Real-estate brokers, 121

Dutch: Colony Holland, Michigan, 171, 180, 188, 198, 239 Schools, private, 171

E

Education (see Schools): Effect of parochial schools, 153-155 Immigrant women, 226-228 Rural agencies, 149

Elmira, California: Farms, 29

Ely, Richard T., xxvi

F

Fargo, North Dakota: State Agricultural College, 255

Farm laborers: California Allotments, 88 Foreign born, 6-7 Naturalization, 148

Federal Farm Loan Board, 135

Finnish: Colonies Calumet, Michigan, 232 Rudyard, Michigan, 136-137, 167-168, 197 Schools, private, 167-168

Flag: Display, 81, 160

Florer, Alice, 159

Foght, H. W., 205

Ford, Henry, 52

Fosdick, Raymond, viii

France: Soldier settlement, 105

Fresno, California: Land company, 26

G

Gavit, John P., 148

Gay, Edwin F., viii

German: Colony Au Gres, Michigan, 172 Schools, private Michigan, 167, 172 Minnesota, 165 Nebraska, 159-160 North Dakota, 161-164 South Dakota, 174-175 Wisconsin, 174

Glenn, John M., viii

Grabner, W., 158

Gross, John P., 186

H

Hensick, H. F., 184

Honolulu: Russian peasants, 29

Hrbkova, Sarka, 159

I

Illiteracy: Urban-rural, 146

Immigration Bureau: Land settlement, 18-19

Inability to speak English: In colonies visited, 234, 236-237 Settlers, 71, 166, 234, 236-237 Urban-rural, 147-148

Italian: Colonies Canastota, New York, 198, 234, 238 Vineland, New Jersey, 151, 210, 237, 239 Document Land settler, 10

J

Jenks & Lauck, 6

Jewish: Center in Newark, New Jersey, 232 Colony Woodbine, New Jersey, 180, 239

K

Kelly, M. Clyde, 99

Kenyon, W. S., 99

Knutson, Harold, 68, 102, 103, 135

Kreutzer, George C., 90

Kuehne, Richard, 184

Kuizinga, Reverend, 198

Kunzendorf, Reverend, 160

L

Land dealers: Regulation, 112-121 Types, 39-45 "Realtors," 45-48 Sharks, 37-39

Land exchange: In Maryland, 122-123 Proposed Federal, 124

Land settlement (see California, Legislation, Wisconsin): Available land, 111 Policy, 3-13 Program, 107-122 Promotion By Federal Immigration Bureau, 18-19 By State Immigration Bureau, 18-19 Settlers' terms, 55-56 Stages, 50-52

Lane, Franklin K., 111

Legislation: Co-operatives State, 140-141 Land Federal Colonization Board, 68 Credit, 68, 135 Reclamation Service Act, 95-97, 126-127 Settlement, 101, 103 Soldiers, 98, 102-103 Foreign countries, 105-106 State Credit, 68 Dealers, 114-122 Settlement, California, 87 Soldiers, 92-93 School State, 215-217 Home teacher, 229-230 Regulation, private, 180-181

Lehninger, M., 184

Library: Rural, 247, 251-252 Wisconsin, 248-249

Lincoln, Nebraska: State Americanization Committee, 160, 183

Link, Professor, 159

M

McAlester, Oklahoma: Colonization company, 33-34

Maryland: Land Exchange, 122-123

Massachusetts: Colony South Deerfield, 153, 236, 239

Matzner, Adolph, 185

Mead, Elwood, 87

Michigan: Colonies Au Gres, 172 Calumet, 232 Holland, 171, 180, 188, 198, 239 Posen, 77, 168-170, 187, 198, 236 Rudyard, 136-137, 167-168, 197 Schools, private, 167, 172

Minnesota: Colony St. Cloud, 166 Land Regulation Bill, 119 Schools Attendance, 213-214, 217 Private, 154, 164-166 Public, 200, 209

Missouri: Legislation Soldier settlement, 94

Monahan, A. C., 219

Mondell, Frank W., 102

Myers, Henry, 99

N

National Association of Real Estate Exchanges, 120

Naturalization: Farm laborers, 148 Settlers, 79, 234-237

Nebraska: Americanization Committee, 160, 183 Council of Defense, 158-160 Foreign-language church, 183-186 "Interfaith" marriage, 191 Immigrant pastors, 192-193 Legislation Co-operatives, 141 Schools Attendance, 215 Private, 159-161 Public, 209, 218

Nemac, Matt W., 193

Nevada: Legislation Soldier settlement, 94

New Jersey: Colonies Newark, Jewish center, 232 Vineland, 151, 210, 237, 239 Woodbine, 180, 239

New Mexico: Illiteracy, 146, 147 Inability to speak English, 147

New South Farm and Home Company, 17

New York: Colony Canastota, 198, 234, 238 Legislation Real-estate dealers, 119 Occupation tax, 117 Real Estate Association, 119

New York City: Population, by nationality, 130

North Dakota: Agricultural College, 255 Americanization work, 164 Country theaters, 255 Foreign-language church, 183 Languages spoken, 131 Schools Attendance, 214 Private, 161-162 Public, 200, 201-202, 206-207, 209

O

Occupation: Farm laborers, 6-7 Tax, 116-117, 121

P

Packer, B. G., 20-23, 115

Parochial (see Schools, private)

Pennsylvania: Occupation license, 116

Piper, A., 158

Polish: Colonies Posen, Michigan, 77, 168-170, 187, 198, 236 South Deerfield, Massachusetts, 153, 236, 239 Schools, private, 167-170

Pomp, F. E., 193

Population: Comparative, 130 Urban-rural, 1920, 11

Portland, Oregon: Real-estate brokers, 121

Portuguese: Colony Portsmouth, Rhode Island, 234, 238

Promotion: Land settlement Private, 14-19 Public, 18-23

R

Real Estate: Regulation of dealers, 112-121

Reclamation: Federal service, 95-97 Investigation, 104 Legislation, 92-94, 98, 99, 100, 126-127

Rhode Island: Colony Portsmouth, 234, 238

Robb, J. W., 161

Roosevelt, Theodore, viii

Rural: Colonies studied, xxvii-xxix Community work, 49, 63-65, 252, 256-257 Educational agencies, 149 Illiteracy, 146 Inability to speak English, 147-184, 234, 236-237 Libraries, 247, 251-252 Population, 1920, 11 Schools Private, 153-181 Public Elementary, 164, 195-225 Evening, 233-243

Russian: Colony Glendale, Arizona, 30-31, 217, 236 Los Angeles, California, 24-31, 231, 235 San Francisco, California, 152, 235

S

Schools, private, 153-181 Foreign language, 159-170, 172, 174-175

Schools, public: Rural Elementary, 154-155, 164, 195-225 Immigrant, 233-243

Settlers: Aid to, 22-23 Banks, 57-58 Documents, 72-76, 80, 83 Inability to speak English, 71, 166, 234, 236-237 Naturalization, 79, 234-237 Progress record, 59-61 Selection, 88, 129 Terms, 55-56 Types, 133-134

Slovenian: Colony St. Cloud, Minnesota, 166

Soldiers: Land settlement France, 105 Legislation, 91-103 United Kingdom, 106

South Dakota: Legislation Soldier settlement, 94 Schools Attendance, 215 Private, 154, 175 Public, 203-204, 209, 215, 221

Speek, Frances Valiant, xxvii

Stager, John H., 185

Strasburg, North Dakota, 163

T

Taylor, E. T., 101

Teachers: Home teacher in California, 229-231 Rural, 203-211

Teaching: Rural, 195-199

Texas: Illiteracy, 146-147 Inability to speak English, 147 Land settlement Dealers, 119-120 Realty Association, 119

Theater: North Dakota country, 255

Thompson, Frank V., 181, 237

U

United Kingdom: Soldier settlement, 106

United States Bureau of Education, 196, 204, 205, 219

United States Census, 6, 11

United States Immigration Commission, 6, 7

University of Wisconsin: Package libraries, 249

Urban (see Rural)

Utah: Legislation Real-estate brokers, 121 Russian peasants' settlement, 29

V

Voll, John A., viii

Votava, Joseph G., 186, 193

W

Walsh, Thomas J., 103

War, 11, 67, 91

Washington: Interstate Realty Association of Pacific Northwest, 121 Land purchase, 26 Legislation Real estate, 121 Soldier settlement, 94

Weller, George, 159, 161

Williams, Talcott, viii

Wisconsin: Co-operatives, 138-139 Land settlement, 20-22 Colonization companies, 52-65 Sharks, 38 Legislation Co-operatives, 140-141 Real-estate brokers, 114 Libraries, rural, 248-249 Schools Private, 173-174 Public, 154-155, 196, 204, 209

Women: Immigrant Document, 164 Education, 226-228 Organization, 232



Americanization Studies

SCHOOLING OF THE IMMIGRANT. Frank V. Thompson, Supt. of Public Schools, Boston

AMERICA VIA THE NEIGHBORHOOD. John Daniels

OLD WORLD TRAITS TRANSPLANTED. Robert E. Park, Professorial Lecturer, University of Chicago Herbert A. Miller, Professor of Sociology, Oberlin College

A STAKE IN THE LAND. Peter A. Speek, in charge, Slavic Section, Library of Congress

IMMIGRANT HEALTH AND THE COMMUNITY. (In press) Michael M. Davis, Jr., Director, Boston Dispensary

NEW HOMES FOR OLD. (In press) S. P. Breckinridge, Assistant Professor of Household Administration, University of Chicago

ADJUSTING IMMIGRANT AND INDUSTRY. (In preparation) William M. Leiserson, Chairman, Labor Adjustment Board, Rochester

THE IMMIGRANT PRESS AND ITS CONTROL. (In preparation) Robert E. Park, Professorial Lecturer, University of Chicago

THE IMMIGRANT'S DAY IN COURT. (In preparation) Kate Holladay Claghorn, Instructor in Social Research, New York School of Social Work

AMERICANS BY CHOICE. (In preparation) John P. Gavit, Vice-President, New York Evening Post

SUMMARY. (In preparation) Allen T. Burns, Director, Studies in Methods of Americanization

Harper & Brothers Publishers



[Transcriber's Note:

* The footnotes have been moved to the end of the relevant chapter.

* Americanization Studies section moved from the beginning to the end of the book.

* p. 106: Table III was broken into four parts due to size.

* p. 193 "Nemec" ("Rev. Matt W. Nemec") and p. 263 "Nemac" ("Nemac, Matt W.") retained as printed.

* Added "period" to the ending of Chapter XI, Footnote 14.