| | | Page |
| | Publisher's Note | [v] |
| | Foreword | [vii] |
| | Table of Contents | [ix] |
| | List of Tables | [xii] |
| | List of Illustrations | [xiii] |
| | Introduction | [xv] |
| | Author's Note | [xxvii] |
| |
| | PART I | |
| CHAPTER | |
| I. | Need of a Land Policy | [3] |
| | Strength of Home Ties | [3] |
| | Immigrants' Love of Land | [5] |
| | Need for Land Regulation | [10] |
| II. | Learning of Land Opportunities | [14] |
| | Friends, Agents, and Advertisements | [14] |
| | Federal and State Immigration Offices | [18] |
| | Policies in California and Wisconsin | [19] |
| III. | Experiences in Acquiring Land | [24] |
| | Russian Sectarian Peasants in the West | [24] |
| | The Successful Colony at Glendale | [30] |
| | Other California Cases | [31] |
| | An Oklahoma Settlement | [33] |
| IV. | Individual Land Dealers | [36] |
| | Land Sharks | [37] |
| | Lower Type of Land Dealer | [39] |
| | The Public-spirited Land Dealer | [42] |
| | "Realtors" | [45] |
| V. | Private Land Colonization Companies | [49] |
| | A Typical Company | [52] |
| | The Adviser | [62] |
| | Children Overworked | [65] |
| | Securing Credit | [66] |
| | Conservation of Wooded Land | [68] |
| | The Size of a Colony | [69] |
| | Learning American Ways | [70] |
| | Two Points of View | [72] |
| | Colony Snapshots | [78] |
| VI. | Public Land Colonization | [86] |
| | The California Experiment | [86] |
| | State Provisions for Soldier Settlements | [91] |
| | The Reclamation Act | [95] |
| | Proposed Federal Legislation | [98] |
| | Provision in Other Countries | [105] |
| VII. | A Land Policy | [107] |
| | Wide Range in Programs | [107] |
| | Plenty of Land | [111] |
| | Public Regulation of Land Dealing | [112] |
| | A Public Land Exchange | [122] |
| | Reclamation a Separate Function | [124] |
| | A Colonization Board | [127] |
| | Extension of Public Credit | [135] |
| | Co-operation Indispensable | [135] |
| |
| | PART II | |
| VIII. | Rural Educational Agencies | [145] |
| | Importance of Education | [145] |
| | Bridging Differences | [150] |
| | Parochial Schools | [153] |
| IX. | Private Schools | [156] |
| | Nebraska | [158] |
| | North Dakota | [161] |
| | Minnesota | [164] |
| | Michigan | [167] |
| | Wisconsin | [172] |
| | South Dakota | [174] |
| | California | [175] |
| | Hebrew School in New Jersey | [176] |
| | Opinions on Both Sides | [176] |
| | Temporary Usefulness | [179] |
| | Need for Regulation | [180] |
| X. | Immigrant Churches | [182] |
| | Bilingual Services | [186] |
| | English Favored by Members | [188] |
| | Opposition to "Interfaith" Marriages | [189] |
| | Immigrant Pastors | [192] |
| | Potential Powers for Good | [193] |
| XI. | The Public School | [195] |
| | Limitations of the One-teacher School | [195] |
| | Growth of the Consolidated School | [199] |
| | The Rural School-teacher | [203] |
| | Irregular School Attendance | [211] |
| | Practical Curriculum Needed | [217] |
| | Need for Expert Administration | [219] |
| | Proposed Measures | [222] |
| XII. | Education of Adult Immigrant Settlers | [226] |
| | Importance of Reaching Women | [226] |
| | The Home Teacher | [228] |
| | Organization of Immigrant Women | [231] |
| | The Public Evening School | [233] |
| | Education Made Interesting | [241] |
| XIII. | Library and Community Work | [244] |
| | Place of the Printed Word | [244] |
| | Rural Needs for Books | [246] |
| | Package Libraries in Wisconsin | [248] |
| | Selection of Books | [250] |
| | A Community Hall | [252] |
| | Amateur Theatricals | [254] |
| | Community Teamwork | [256] |
| |
| | Index | [259] |