going out from our institutions properly educated becomes a link in the chain that shall forever bind the two races together in all the essentials of life.

Finally, reduced to its last analysis, there are but two questions that constitute the problem of this country so far as the black and white races are concerned. The answer to the one rests with my people, the other with the white race. For my race one of its dangers is that it may grow impatient and feel that it can get upon its feet by artificial and superficial efforts rather than by the slower but surer process, which means one step at a time through all the constructive grades of industrial, mental, moral, and social development which all races have had to follow which have become independent and strong. I would counsel: We must be sure that we shall make our greatest progress by keeping our feet on the earth, and by remembering that an inch of progress is worth a yard of complaint. For the white race the danger is that in its prosperity and power it may forget the claims of a weaker people, may forget that a strong race, like an individual, should put its hand upon its heart and ask if it were placed in similar circumstances how it would like the world to treat it; that the stronger race may forget that in proportion as it lifts up the poorest and weakest, even by a hair's breadth, it strengthens and ennobles itself.

All the negro asks is that the door which rewards industry, thrift, intelligence, and character be left as wide open for him as for the foreigner who constantly comes to our country. More than this he has no right to request. Less than this a republic has no right to withhold.

Neither must the nation grow impatient and faithless. It must remember that during the last forty years the South has been passing through a tremendous industrial and social crisis. This is true of the white race, equally true of the black race. The change from slavery to freedom could not be accomplished without mistakes on both sides, without each race going to extremes. Time, the great leveler, will exercise a modifying, a sobering influence upon all concerned, and in all proper directions.

With all his faults the negro rarely betrays a trust or manifests a spirit of ingratitude. Whenever he has been called upon to render service in behalf of his State or nation such service has been ungrudgingly given. Further-whether in ignorance or in intelligence, whether in slavery or in freedom-the negro has always been true to the Stars and Stripes and the best interests of the nation, and no black-skinned citizen has ever lifted his hand to strike down the Chief Magistrate of the nation or raised the red flag of anarchy. For every dollar that is put into our education by the North or South through such agencies as the Hampton Institute the race will more than repay by a life of industry, intelligence, high Christian character, and in helpful friendship between the races; and because of our elevation it shall be said of the South: "The wilderness and the solitary place shall be glad, and the desert shall rejoice and blossom as the rose."

CHAPTER VII.

TEMPERANCE INSTRUCTION IN PUBLIC SCHOOLS AND THE LIQUOR QUESTION."

CONTENTS: (1) Report on temperance, physiology, and hygiene in the schools of Connecticut.--(2) Report of the New York State central committee on the study of physiology and hygiene.-(3) The battle against alcohol in the United States.-(4) Temperance instruction in Prussia.—(5) Report on temperance instruction in western Massachusetts.

REPORT ON TEMPERANCE, PHYSIOLOGY, AND HYGIENE IN CON

NECTICUT SCHOOLS.

[From the Report of the Connecticut Board of Education, 1902, pp. 191-200.] The law relating to the teaching of physiology and hygiene was modified by the legislature of 1901.

The law prior to 1901 and the law of 1901 are given:

LAW 1893-1901.

SECTION 1. The nature of alcoholic drinks and narcotics, and special instruction as to their effects upon the human system, in connection with the several divisions of the subject of physiology and hygiene, shall be included in the branches of study taught in the common or public schools, and shall be studied and taught as other like required branches, by the use of graded text-books in the hands of pupils

LAW OF 1901.

SECTION 1. The effects of alcohol and narcotics on health, and especially on character, shall be taught in connection with hygiene, as a regular branch of study to all pupils above the third grade in all graded public schools except public high schools.

SEC. 2. Suitable text-books of physiology and hygiene, which explain the effects of alcohol and narcotics on the human system,

The following information relating to temperance instruction has appeared in recent Reports of the Commissioner of Education: Report of 1898-99: "Antialcoholic instruction in French schools" (Vol. I, chap. 21, pp. 1098-1103).

Report of 1899-1900: "Alcoholic physiology and superintendence," by Prof. W. O. Atwater (Vol. I, chap. 8, pp. 584-602)." The rôle of the school teacher in the struggle against alcoholism," by A. Sluys, director of Brussels (Belgium) Normal School (chap. 9, pp. 603-614).—“ Temperance physiology," by Mrs. Mary Hunt (chap. 21, pp. 12771280).

Report of 1901: (1) "Is there too much temperance matter in the school physiologies?" by Mary H. Hunt.—(2) Report of a committee of the Department of Superintendence.(3) Temperance teaching and recent legislation in Connecticut," by Supt. W. B. Ferguson, of Middletown, Conn.--(4) Temperance instruction in Nebraska.--(5) “The modern subjection of science and education to a propaganda," by Prof. Wm. T. Sedgwick, of the Massachusetts Institute of Technology.—(6) "The will of the people, not of an oligarchy," by Mary II. Hunt.-(7) Alcoholic physiology in school.-(8) Enforced temperance among railway employees.-(9) Report of a committee of the New York State Science Teachers' Association (Vol. I, chap. 21, pp. 1027-1050).

Report of 1902: Text of the laws of the several States relating to temperance instruction (Vol. I, chap. 6, pp. 315-338).

where other branches are thus studied, and orally in the case of pupils unable to read, and by all pupils in all schools supported wholly or in part by public money.

SEC. 2. The text-books used for the instruction required by the preceding section for intermediate and primary pupils shall give at least one-fifth of their space to the consideration of the nature and effects of alcoholic drinks and narcotics, and the books used in the highest grade of graded schools shall contain at least 20 pages of matter relating to this subject; but when this subject is massed wholly or in part in a chapter or chapters at the end of a book, such book shall not be considered as meeting the requirements of this law.

SEC. 3. It shall be the duty of all school visitors to report to the comptroller if the provisions of this act have not been complied with, as specified in the preceding sections; and any failure thus reported, or otherwise satisfactorily proven, shall be deemed sufficient cause for withholding the amount of school dividend which such district or districts are otherwise entitled to receive.

SEC. 4. No certificates shall hereafter be granted to any person to teach in the public schools of Connecticut who has not passed a satisfactory examination in physiology and hygieae, with special reference to the effects and nature of alcoholic drinks and other narcotics upon the human system.

shall be used in grades above the fifth in all graded public schools except public high schools.

SEC. 3. The provisions of sections one and two of this act shall apply, in ungraded public schools, to classes corresponding to the grades designated in said sections.

SEC. 4. All normal schools and teachers' training schools shall give instruction in the subjects prescribed in section one of this act, and in the best methods of teaching such subjects.

SEC. 5. No certificate to teach in grades above the third shall be granted to any person who has not passed a satisfactory examination in the subjects prescribed in section one of this act.

SEC. 6. If it shall be satisfactorily proven to the comptroller that any town or district, having pupils above the third grade, has failed to meet the requirements of this act, such failure shall be deemed sufficient cause for withholding, in whole or in part, school dividends which such town or district would otherwise be entitled to receive.

STATEMENT OF THE COMMITTEE ON TEMPERANCE LEGISLATION APPOINTED BY THE CONNECTICUT COUNCIL OF EDUCATION AT ITS FEBRUARY MEETING, 1901; PRINTED AND DISTRIBUTED AT THE REQUEST OF THE COUNCIL.

To the School Superintendents, Principals, and Teachers of Connecticut:

So far as the members of this committee know, there has been little or no opposition among the school people of Connecticut to giving the children in the public schools a reasonable amount of instruction in temperance physiology. There had been, however, from the time the statute of 1893 was passed until it was repealed, increasing opposition to inflicting on the children of the State the kind and amount of instruction required by the statute.

STEPS TAKEN TO SECURE A NEW STATUTE.

The widespread opposition to some features of the law became apparent, in a measure, at a meeting of the council of education, held in New Haven, early in the present year. So pronounced did the hostility to some requirements of the statute appear that Rev. J. II. James, secretary of the Connecticut Temperance Union, suggested that the school people and temperance people should get together and see if they could not come to some agreement, and if it seemed best, ask for modifications in the law. The suggestion was acted upon, and this committee was appointed to confer with representatives of the temperance organizations of the State. Those appointed to represent the temperance people were Mrs. Cornelia B. Forbes, of Hartford, president of the Connecticut W. C. T. U.; Mrs. Anna Kerr, of Norwich; Rev. J. II. James, secretary of the Connecticut Temperance Union; Mr. E. L. C. Hohenthal, of the Sons of Temperance, and

Rev. Walter J. Shanley, of Hartford, president of the Connecticut Catholic Total Abstinence Society.

A conference was held at which nothing was accomplished, but later, by each party making concessions, a compromise was effected and a bill agreed upon and introduced as a substitute for a more radical measure that was already pending in committee. Two hearings were given by the committee on education of the legislature. The bill was supported by Principals W. I. Twitchell and W. F. Gordy, of Hartford; Mrs. Anna Pollard, superintendent of schools, Southington; Dr. E. HI. Forbes, superintendent of schools, Torrington; W. H. Hall, superintendent of schools, West Hartford; Principal George H. Tracy, Portland; Rev. J. H. James, secretary of the Connecticut Temperance Union; Prof. William North Rice, of Wesleyan University; W. B. Ferguson, superintendent of schools, Middletown. Many others were present ready to support the measure. Mrs. Cornelia B. Forbes, president of the Connecticut W. C. T. U., stated that her association accepted the bill in good faith, and would be loyal to its agreement with the teachers of the State, a promise which was faithfully kept under most trying circumstances. A petition, signed by superintendents and principals representing nearly two thousand teachers and seventy thousand pupils, and urging the passage of the bill was presented, and letters from President Hadley, of Yale, and President Raymond, of Wesleyan, favoring the measure, were offered in its support. The bill was opposed by Mrs. Mary H. Hunt, national and international superintendent of the department of scientific temperance instruction of the W. C. T. U., who appeared before the committee on education, two or three clergymen of the State, and several members of the advisory committee of the National W. C. T. U., who sent a circular letter to every member of the general assembly, urging the defeat of the measure. Other means for defeating the hill were resorted to by its opponents, but it passed both house and senate without a word of opposition from any member.

THE NEW STATUTE.

The provisions of the new law are given above.

HOW THE NEW STATUTE DIFFERS FROM THE OLD ONE.

By comparing the foregoing statute with that of 1893 it will be seen that the new law differs from the old one chiefly in not prescribing instruction in temperance physiology in grades below the fourth year of school nor in the high school; in not requiring the use of text-books in grades below the sixth, and in not requiring in any grade the use of books that devote any definite amount of space to a consideration of the nature and effects of alcohol and other narcotics on the human body. The books used must, however, be suitable" books and must explain the effects of narcotics on the human system.

ACKNOWLEDGMENTS.

In securing these changes in the law, changes made in the interests of temperance and morality, too much credit can not be given to those broad-minded temperance people of the State who showed a spirit of conciliation and an invincible loyalty to their agreement under circumstances that would have severely tested the courage and faithfulness of any except those who place duty before policy, honor before favor, and the interests of the children before the pleasure or censure of anybody.

This committee believes this to be the first instance of the school people and temperance people of any State coming together in support of a temperance educational bill. It is an evidence of the good sense of both parties.