In North Dakota, the schools played the major role in imparting American culture to the immigrants who by 1920 numbered 67% of North Dakota's population, but rural schools were not ideally suited to the task. The immigrants tended to cluster in nationality groups in geographic areas of the state, giving communities distinct ethnic identities. The largest ethnic groups were comprised of Germans from Russia and Norwegians. The inability of teacher and immigrant student to communicate led to humorous, and occasionally traumatic, incidents. Although children struggled to use English in school lessons, they reverted to their native language when out of school. Some county superintendents, recognizing that students would learn English more rapidly if forced to use it on the playground, instructed teachers to forbid the speaking of any foreign language at school. Memorization and repetition were commonly used to teach English. Some schools also offered classes in English to adults. In addition to teaching English, the schools were charged with the responsibility of inspiring patriotism in the immigrants. Some immigrants retained strong cultural ties with the old country and viewed Americanization as corruption of traditional values. Many did not value education for their children. However, in time, the rural school Americanized the immigrants' children. (Author/CM)