large proportion of crime and disease has led to the conclusion that such a group represents final development in the negro race. The third phase of this method of measurement is found in the tendency to judge the entire race, and the possibilities of the race, by the great mass of individuals, thus substituting an actual mode of conditions for the entire variations and frequencies. In connection with these common estimates there has been a tendency also not only to limit judgment to a part of the group but to limit it to outward appearances only, or to single traits or characteristics.

Another commonly accepted standard of measuring the development of the negro has been that of estimating progress in terms of aggregates. The negro has been free for five decades, and has accumulated so many millions of dollars worth of property, therefore, he has made so much progress. He has had fifty years of freedom, and has developed so many leaders, so many professional men, and so many skilled workers, therefore, he has made such and such progress. This method is perhaps best illustrated by the writings of their own leaders. While a very valuable method of measuring achievement it leaves out distribution and ignores comparative influence and conditions as well as negative achievements.

Perhaps, the majority of the recent studies of the negro have attempted to measure his status in terms of conditions and life, classified according to the customary mode of activities; the negro at home; in business; at church; at school; in politics; his general economic condition; his health and housing; his income and expenditures; and his social life with whatever other activities that may be accepted as the index of social conditions. This mode of measurement generally assumes the standard of the white man in this country, as the index of comparison. Still other studies have attempted to measure conditions of today in contrast to past conditions of the negro in this country, and results have been given to show that the negro has made great progress forward, and other results to show that he has deteriorated backward. Still other comparisons are

made between the negro in Africa and America, and as illustrated by Hall, Starr, Tillinghast, Ellis and others, these constitute valuable scientific data.

Although, for the most part the above mentioned standards of measurement have contributed something to the knowledge of the negro race, and to the improvement of conditions and to the promotion of evolution of the problem, nevertheless, the question arises, as to whether the scientific student of race conditions and race development must not use more clearly defined and objective methods, if he is to contribute scientific information. For the sake of suggestion, suppose that the graduate students in every large college and university in the country should set themselves to work upon the subject of measuring race development, as reflected in the negro in the United States. What methods and what standards of measurements will they employ to the best advantage? What methods are being used now? And to what extent is there useless repetition? There must be, of course, numerous concrete studies of social conditions, as indicated above, and these should be made as continuous laboratory experiments in the larger field of study. But aside from these, are there not better standards that have already been suggested and not tested? Are others yet to be suggested? Let us refer to some of these.

First of all, suppose a study of Race Development be considered from viewpoints of growth, and the negro be considered as a Child Race, or as an Adolescent Race, following the methods suggested by President Hall, the late Professor Chamberlain and Professor McDougal and others. Suppose again that the list of child qualities as suggested by Meumann be listed as units of comparison, and certain qualities of the negro race be compared with these. Or suppose the evidence of recapitulation be submitted as a standard by which the white and negro races be compared. Or suppose again that certain mental traits such as memory and reasoning, concreteism, suggestibility, and impressionability, attention, perception; or certain instincts, play, imitation, collecting, vocalization, emotionalism, lack

of rationalism; or again qualities of physical growth and development be listed as standards by which development is to be measured. The principles involved here would necessitate that the student first of all obtain the best possible list of child qualities and that he then ascertain with scientific precision, at least some of the qualities of the races considered, and that he determine his results, according as more or less predominating qualities tended to conform to his listed standard. That such a method applied concretely to the negro race with scientific precision I would be of value can not be doubted.

A second standard of measurement is found in the enumeration of primitive traits, such as may be found in Sumner's Folk-Ways, in Tylor, Morgan, Webster, Boas, and many others. In this instance the student must select his objective units of primitive traits, such as those relating to kinship, marriage, the home, the family, sex, old age, youth, morals, manners, the mores, taboo, animism, religion, superstition, slavery, selection and the others, for example; he must then list the race studied in accordance as its characteristics conform to or from the described primitive standards. That Race Development can be measured in this way to some extent is very probable, and the method lends itself to objective results.

Other important standards of measurement will be found in the study of personality, character, and societal value. First: compare the classification of population offered by Galton and Ammon in which the upper and lower strata of the great middle class constitute the modal class by which one society may be compared with another. If the mid line of population represents the heart of the masses there will be above, the upper or better part of the great middle class, and above this special talent, and above this genius; while below will be the lower half of the great middle class ending further in the unskilled and illiterate group and further below is the potentially dependent or proletariat class, and still further are the defective, dependent and delinquent classes. Thus the development of a group would be measured by the degree in which it tended to

increase the proportion of its population above the lower classes mentioned to the increase of the great middle class and especially the upper half.

A practical illustration of variation in this general plan may be cited in the case of the community of negroes already mentioned, namely: those of Philadelphia, constituting perhaps the most representative community of negroes in the Country. Two decades ago, DuBois estimated the population to consist of four classes, with the common mass constituting 86 per cent of the total population. In 1910 the writer estimated that the population should be divided into five classes in which 8 per cent was listed as approximately the worst class, 15 per cent as approximately the worse class, 59 per cent as representing the masses, while 12 per cent approximated the better and 6 per cent the best classes, in which general classification the different groups were characterized more or less definitely but not with complete accuracy. Allowing for the necessary overlappings the curve of distribution in the classification gives the index of development viewed from the standard of societal value.

Another standard of grouping by which a population may be measured by social classes is that of the personality and vitality classes listed by Professor Giddings. The vitality classes are the physically normal with high, medium and low vitality sub-classes; and the defective with sub-classes, the blind, the deaf and dumb, and the congenitally deformed. The mentality classes are similarly divided into the normal, low, medium and high; and the mentally abnormal, with neurotic, insane and idiotic. The morality classes are the moral and immoral with sub-classifications of low, medium and high morality, and the unmoral, vicious, and depraved. The sociality classes are the social, with low, medium and high; the unsocial with the deindividualized, the desocialized and the degraded. So far as objective statistics are available such a standard of measurement ought to be applied extensively in the study of development and progress of the negroes.

Again, types of social character as standards of measure

ment have been proposed and to considerable extent applied by Professors Ross, of Wisconsin, Thomas of Chicago, and Bailey of Sewanee. The first of these provides for a study of race psychology as reflected in prevailing characteristics or tendencies among which are belief in luck, charms, myths, superstition, looking into the future, thrift, calculation, control of instinct and impulses, diligence and application, sympathy to persons and ideals, faithfulness to contract, intellectual foresight, notions of disease, care of health, taste for rhetoric and imagery, religious emotionalism, stick-to-it-iveness, anxiety and worry about the future, love making and courtship, control of liquor habit, amusement and recreation, newspaper taste, spending money, funeral behavior, coöperation, distrust and lying and others, as represented in his general publications.

The second of the methods of characterization as proposed by Professor Thomas attempts to determine how a race rises from one level of culture to another, and which races are fit to progress, keeping in mind the whole question of backwardness at the same time. The standard of measurement emphasizes the social rather than the biological and economic aspects of the problem and important factors stressed are attention, interest, stimulation, imitation, occupational differentiation, mental attitude, accessibility to opportunity. Fifty-eight questions are listed in the questionnaire standard of measurement, and as a "tool" provide a good means of study but difficult to reduce to objective measurement.

A third psychological test has been suggested by Professor T. P. Bailey, with special emphasis upon ethological treatment. Six main tendencies are important in the ethological standard proposed: appropriative, expressive and gregarious as sensational tendencies; and the assertive, responsive, and perceptive as relational tendencies. He also proposes detailed units of measurement including a summary of possible traits and offers syllabi for the scientific and statistical study of the negro.

Other methods might be mentioned but these suffice to indicate the prevailing modes. The methods enumerated