In districts where politically active social settlements and similar organizations are influential, and in states which have had woman suffrage the longest, there is a considerable appearance of foreign-born women at the polls. But they are relatively few in numbers, and consist of younger women from the more radical parties, from those racial groups which display the keenest and most aggressive social intelligence, such as the Bohemians, and from such as in their own countries have had some experience with some measure of woman suffrage, such as the Swedes and Finns. There is quite as much tendency among foreign-born women as among native-born--perhaps considerably more--to follow the husband’s lead in politics and to duplicate his vote. In general, the political organizations have as yet made little effort to capitalize the “derivative vote.” The mass of it stays at home. 2. The campaign of the public schools, with or without the inspiration of the Naturalization Bureau, to induce the foreign-born woman to avail herself of formal educational work in the schools. As we have seen, she does not, to any appreciable extent, respond to this campaign. Social settlements, even attributing great influence to them--though as a matter of fact few of them exert any political influence whatever--are relatively few and far between; churches, as such, and other institutions of the same general kind, cannot be counted as substantially effective in this direction. The foreign-born woman goes to church in large numbers, but she does not get there any great impulse to interest herself in community affairs. She goes back to her babies and her washtub. It is in her home, in the intervals between domestic duties and within arm’s length of the cradle and the kitchen table where she feeds her children, that she must be reached with this inspiration and instruction, if in any large measure she is to be reached at all. This brings us to 3. The Home Teacher. The movement in favor of the creation of a teaching force, employed by the public and organically a part of the public-school system, to go into the neighborhoods and into the homes and carry instruction in English, common-school branches, and the elements of civics, follows logically from the treatment of the foreign-born woman citizen as an individual, and from the fact that she must be dealt with in or close to her home. Classes grouped within a small section of a neighborhood, intensively instructed by teachers who realize the difficulties and limitations of their pupils, take on the aspect of social occasions, help to arouse a neighborhood spirit, encourage mutual acquaintance, and most effectively instruct those whom it is desired to reach. A movement of this kind, spreading over the country and backed by the public as such, follows the natural line of least resistance and tackles the problem where it really lives.