Race solutions sometimes offered: Amalgamation; biological objections; effects of cross-breeding with widely separated varieties; mulattoes less desirable than either race alone. Segregation; danger in establishing a foreign body within a country. Transportation; Liberia a failure; expense and injustice involved. Adjustment; danger of cleavage on race lines with every new problem in religion, industry or politics. Historically, all lower races have climbed up through gradually modified industrial and social subordination. Obedience is the first condition of growth. Americans at North not fitted for patriarchal control. A solution not yet found for this problem.

READING.

Miller, Kelly. The Education of the Negro. In Report of the United States Commissioner of Education for the year 1900-1901. Vol. I, pp. 731-859. (An admirable survey of the subject.)

Dixon, Thomas. The Leopard's Spots. Doubleday, Page & Co.: New York. 1902. (An impassioned Southern expression.)

Washington, Booker T. Up from Slavery. Unwin: Boston. 1901. (All of Mr. Washington's writings have breadth and sympathy.)

The Negro Problem. Pott & Co.; New York. 1903. (A symposium by seven leaders of the race.)

TOPICS FOR DISCUSSION.

1. Why does the school of early New England not fit the need of the colored race?

2. What are the effects upon the rulers of managing subject races? 3. Why is the problem of the colored man at the North more difficult than at the South?

4. Is the mulatto a more hopeful stock than a negro?

LECTURE IV.

The Care of Our Defectives

or

The Idiot in Mind and Morals.

Our changing attitude towards defectives: In early civilization they are neglected or destroyed; today we consider them diseased or ignorant; our problem is to eliminate them

by curing and instructing. Danger of our becoming sentimental overestimated; modern science as merciless as Calvinism; danger that pity will find no place in our criminology.

Nervous wreckage: Imbeciles, idiots, epileptics; difficulty in drawing the line separating these classes from normal children; cause of these defects; number involved; their treatment, mainly physiological education. Duty of the state; need of a Commission in Idiocy; permanent separation imperative; very few should ever return to general society. Need of imbecile colonies; removed from centers of population; officered by state, used like hospitals for investigation and study; centers for philanthropic activity.

Crime: Is there a criminal type? development of modern criminology; largely preventive and curative; Elmira Reformatory; minimum and maximum sentences; prisoners on parole. Origin of crime among children: heredity, intemperance, tobacco, neglect.

Heredity: Idiots and criminals usually fecund and careless for the future; their offspring generally tainted, or early corrupted; need of preventing contamination of the commonwealth.

Intemperance: The greatest cause of destitution and crime; legislation opposed to children's drinking; to their carrying liquors. Temperance education; its great importance; need of discretion in giving it. Temperance societies; children taking the pledge.

Tobacco and cigarettes: Destructive to children; difficulty in breaking cigarette habit; legislation against selling them to children; need of vigorous and intelligent education on narcotics.

Street demoralization: Hoodlums, hooligans and larikens; street gangs; a natural product of city overcrowding and parental indifference; results of Sheldon's study.

Treatment of criminal children: Bad results of treating children with adults; of the old-time reformatory; Juvenile Courts; their origin; rules governing them; results reached.

Children's Aid Society of New York; places children on Western farms, remarkable results reached. Gerry Society; aims; methods; parole. George Junior Republic; a direct application of Herbert Spencer's theory; natural reactions encouraged; strength and weakness of the system. Church reformatory movements.

READING.

Morrison, W. D. Juvenile Offenders. Appleton: New York. 1897. (The best recent work on the subject.)

Educational Pathology. In Report of United States Commissioner of Education for the year 1900-1901. Vol. I, pp. 235–262. (Some good, and recent, data.)

Johnson, G. E. Contribution to the Psychology and Pedagogy of Feeble-Minded Children. In Pedagogical Seminary. October, 1895. Vol. III, pp. 246-302. (A comprehensive discussion of the whole subject.)

Rowntree, Joseph, and Sherwell, Arthur. The Temperance Problem and Social Reform. Fourth edition. Hodder & Stoughton: London. 1899. (A well-balanced presentation of conditions existing to-day.)

TOPICS FOR DISCUSSION.

1. How can the hoodlum be prevented?

2. Why does the criminal appeal to the sentimental nature of people? 3. What bad results follow excessive emphasis on temperance education?

4. How far should the state control marriages of defectives?

LECTURE V.

The Monroe Doctrine

or

Our Spanish-American Responsibilities.

Extent of Spanish America: South America, Central America, Mexico, West Indies; Philippines; area; population; whites; Chinese and Japanese, Negroes, Indians, other natives; result of admixture of races.

Original settlement: Early Spaniards not settlers, but adventurers; like our settlers in Alaska or in the Philippines;

method of subjugation; administration from Spain, through Lima; prominence of church in political affairs; Spain's colonial policy; its effect on industry, morals, political life.

Struggle of Spanish dependencies for freedom: Began middle of eighteenth century; culminated with Napoleon in Spain; crisis passed in 1823; closed with Cuban freedom. Call for congress of European powers in 1823 to settle fate of Spanish-American possessions.

The Monroe Doctrine: Why Monroe declared his position; weight of this declaration, an opinion or a law? Nature of the doctrine: the continent is closed to colonization; European intervention will be considered unfriendly; America will leave European affairs alone.

Critical occasions: Congress of Panama; Maximilian in Mexico; Venezuelan land boundary; Spanish-American War. Insistence of United States on Monroe's position; European indifference, indignation and recognition.

Results of our interference: Mexico, partly absorbed. Cuba and Porto Rico freed; our work in political readjustment; roads; sanitation; schools. Porto Rico absorbed; real attitude of the people. Cuba established as a republic under our special protection; creditable to our humanity and to our intelligence. Philippines freed and retained; attitude of the people; reforms undertaken; present conditions. The other republics remain free from European domination.

Our present problems in Spanish America: To settle quarrels of the republics with Europe over debts, discourtesies and oppression of European subjects; difficulty in doing this without assuming responsibility. To watch European encroachment; Germans in South America. To suppress anarchy in the republics; Cuba; Hayti; Domingo. To settle and rule, or free, our new dependencies; Philippines. To guard against our own avarice; canal projects.

The rule of dependents: If absolute, initiative, choice, and cultivation of will power is lost; if careless, disorder and demoralization follow. Effect of ruling on the ruler, may

lead to the belief in the right of the strong, to insistence on the strenuous life, to disregard for spiritual forces, human equality, and the rights of the weak.

READING.

Dawson, Thomas C. The South American Republics. In the Story of the Nations Series. 2 vols. Putnam: New York. 1903. Winsor, Justin. Narrative and Critical History of America. Houghton, Mifflin: Boston. 1889. Vol. VIII.

TOPICS FOR DISCUSSION.

1. Why is it easier to rule than to assist?

2. What should be done with Hayti?

3. What are the good reactions that come from imperialism?

LECTURE VI.

The Americanization of Europe

or

Our Immigrants and the Invasion of Europe.

Present day immigration a new phenomenon: In antiquity, migrations due to conquest or famine or overpopulation; Dorian migration. Colonies common, Phoenicians; but individuals could not voluntarily and peacefully shift their national allegiance as they do today. Present movements due to free ideas of eighteenth century; easy communication and free land of Western Hemisphere.

Extent of present migration: Since 1890 more than 20,000,000 have come to United States; great numbers going to Canada, Australia, South Africa, South America; shifting of population within the colonies; within European States; colonials resident in London and Paris; movements of population increasing yearly.

Qualities of our immigrants: Physically, hewers of wood and drawers of water; intellectually, their relative illiteracy; morally, their different standards; humanly, ambitious and hopeful.