the public mind to accept his result without attempting to apply them to conditions with which they are only indirectly related, or without accusing him of gross inaccuracy because he has not portrayed specific conditions of one unit of work true to entirely different units. The student may not select as his work in the laboratory the negroes in certain southern towns and apply his result to the negro race everywhere. But after having selected this field and having made his investigations and defined his usage of the word negro as applying only to that group, he may then give his results as a contribution to the whole subject. Or again, if he desires to make a study of negro children in the schools, he may investigate and portray certain social and home conditions which these children have met. So far as this study is concerned his facts are essential and representative. But this does not mean that he has applied results to all negro homes, or that he has exhausted his field of research here. He may desire to go further and investigate certain more general conditions of the negro children's environment and so report certain groups of representative facts that are essential for his purpose, giving all the while their relation to the whole possible group of facts to be obtained. This does not mean that he applies the facts obtained to the whole group of negroes. Indeed it is essential that he define from time to time the application of his results and note differences in other groups. This, however, does not detract from the essential value of the selected facts which he has been able to find as the necessary basis for this work.

Suppose we apply the principle of the above brief statement to a specific measurement of race development, as found in a concrete study of a large group of negroes, as of Philadelphia, Pennsylvania. The negroes constitute some 5 per cent of the total population of the city, but are segregated variously in groups so that in certain sections they form from 10 to 40 per cent of the population of these sections. They are further distributed throughout the city in contact with the whites. The total negro community approximates 100,000; the negro population is increasing

more rapidly than the white with a tendency toward new segregations in the city. This increase of negro population has averaged more than 50 per cent for each of the last two decades. Such a large increase is brought about, not by natural increase, but by congregate grouping chiefly of immigrants from nearby Southern States. The composition of the negro population is further widely varied including the majority of the classes of negroes found in the United States. This negro population again has a preponderance of young people between the ages of fifteen and thirty years, with a small number of young people under fifteen years and children under five. The preponderance of females is even more abnormal and the largest excess is between the ages of fifteen and twenty-five years. Furthermore, irregular home and family conditions exist to a large extent; the families are relatively small and irregular; there is only a relatively small average overcrowding but many agravated cases; the negroes have to occupy inferior homes and pay relatively higher rents; they are limited in the scope of their occupations being restricted mostly to general labor and domestic services; while at the same time they often receive less wages than the whites who perform similar work. Living conditions and habits tend to increase the low standard of home life and to limit the products of good constructive living. The negroes own little property, and property owners for the most part are engaged in the same sorts of occupations as non-property owners. Private and social habits, health conditions and crime are such as to involve almost endless difficulties in the progress of the negroes and their relation to the whites about them. In all phases of life the negro female is unusually prominent. The church constitutes the basis for a large part of social activities, supplemented by numerous organizations and miscellaneous means of amusement. From every possible standpoint of negro life, conditions are especially difficult for the training of children and for the children themselves. Segregated thus in distinctly different conditions from the larger body of whites their environment may be said to be a separate environment. Other aspects of the social con

dition of the negroes are important but cannot be included in a brief summary of the principal facts of population and general environment. These aspects include all the details of physical and social conditions of the negroes and their larger economic, social, and political relation to the whites. Each furnishes in itself a field for special research and this statement shows the further complexity of any selected problem of the negro. What of the results of social and political maladjustment? What of crime and pauperism? What of the details of diet, rest, recreation, sex life, and health? How much depravity really exists? What of heredity, insanity, feeblemindedness and suicide? How far can the causes for conditions be ascertained? Again the entire question of domestic service and efficiency, of race contact and admixture, of the rights and wrongs of discrimination enter largely into the full consideration of the negro in the city. The political aspect itself constitutes a large problem. Again how much is the negro discriminated against by charitable and religious institutions? What social forces from without are active in his behalf? What social forces can be bring to bear from within to give him social control? Such are the questions that suggest themselves almost without number. To answer only a part of these must not be confused with the sum total, nor confused with any broader theoretical consideration of traits, tendencies, both physical and mental. These will come in their place.

What may be termed a second fallacy is the tendency to believe the problems of the negroes can be relegated to certain positions or transferred into certain dimensions at will. While the problem of the negro does involve separate and distinctive principles, thus making it a large and unique problem, it is not, nor can it ever be segregated as an unrelated problem of the commonwealth or society. To assume only immediate and local aspects of the situation does not alter the far-reaching significance of the problems involved. The larger problem of the future is the problem with which the relief of present difficulties should be correlated so far as is possible. This does not mean that the

THE JOURNAL OF RACE DEVELOPMENT, VOL. 5, No. 4, 1915

future can be exactly foretold, but that the study of and public policy toward the problem should be such as to establish certain broad evidences of the ability and equity of the American commonwealth to deal with a problem at once difficult and cosmopolitan.

Before arriving at specific methods of attempted measurement of race conditions another important illustration may be given to show the complexity of the situation, as regards the negro in the United States. Take for example, the question of negro education. Next to the political aspect of the negro problem, and not aside from it, the question of educating the negroes has constituted a basis for the most varied discussions and activities. But such discussions and efforts have rarely been put forth primarily concerning negro education but concerning the more abstract theories relating to the problem of the existence of a race, undeveloped and unassimilated in the midst of an extremely heterogeneous people. The question has been now of individual and national duty, now a question of expediency and possibility, and now a question of social, economic and political relations. Not infrequently the negative aspects have been magnified. It is the problem of the negro: What will he do? What shall be done with him? Should he be educated? Will education develop the race? Should he be educated as the whites are educated? Should he be given a liberal or industrial education? The public aspects of the problem have been naturally the most immediate and important ones; perhaps this is even more true today. This may be well enough, but with the years of discussions and experiences, the problem seems just as unyielding to any definite solution and there is little organized experience or knowledge upon which to base conclusions. The question may be raised as to whether or not it is better to analyze the principles, methods, and means which shall be the basis for reaching the desired ends. The nearest approach which has been made to the kind of education needed to develop the qualities of citizenship and adaptation that are sought, is that included in the general question of negro industrial education. From this it has resulted that negro educa

tion is often considered synonymous with industrial education. So that after all, considered as a problem of education solely, has the problem of training the negroes been adequately touched? The ideas involved have assumed an ultimate outcome based on an education the particulars of which were taken for granted to exist, regardless of basic principles of the genesis, application, and administration of such education. Again, no analysis or study of special processes, motor traits, or general qualities that may be developed, trained and adjusted in the negroes, has been made, no basis of industrial efficiency or citizenship has been worked out. Race development is advocated but no inquiry is made into the principles of eugenics or orthogenics applied to negro children. Education is recommended and discussed but pedagogical applications are not specially studied or adopted. There are few studies even of more elementary problems of school grades, progress or retardation in which negroes are compared with whites or other races. Experiments and special scientific inquiries such as are numerous in the study of modern school problems and education, are wanting in the study of negro education. The question here involved is whether or not negro education should be considered along with education in general, or whether or not it should be classed as a separate division in those cases where the question is primarily involved. And if recognized as a special aspect or separate problem, should it not then have the careful consideration, study and means usually accorded such a problem?

It would thus seem very imperative to apply the accepted methods of science and education to the problems of negro education even on its merits as an individual and as a separate problem. Whether it be for the purpose of ascertaining the exact status of the problem, for working out the difficulties which it offers, or for contributing to organized knowledge, the need is equally imperative. But there are still other important factors. Given a satisfactory solution of the problem as commonly viewed and discussed, the difficulties must be readjusted and solved again when the question involves two or more races directly and simul