[134] _Social Problems; Their Treatment, Past, Present and Future_, p.
8, London, 1912.
[135] Stetson, G. R., "Memory Tests on Black and White Children,"
_Psych. Rev._, 1897, p. 285. See also MacDonald, A., in _Rep. U. S.
Comm. of Educ.,_ 1897-98.
[136] Mayo, M. J., "The Mental Capacity of the American Negro," _Arch.
of Psych._, No. 28.
[137] Phillips, B. A., "Retardation in the Elementary Schools of
Philadelphia," _Psych. Clinic_, VI, pp. 79-90; "The Binet Tests Applied
to Colored Children," _ibid._, VIII, pp. 190-196.
[138] Strong, A. C., _Ped. Sem._, XX, pp. 485-515.
[139] Pyle, W. H., "The Mind of the Negro Child," _School and Society_,
I, pp. 357-360.
[140] Ferguson, G. O., Jr., "The Psychology of the Negro," _Arch. of
Psych._ No. 36, April, 1916.
[141] Though the Negro is not assimilable, he is here to stay; he should
therefore be helped to develop along his own lines. It is desirable not
to subject him to too severe a competition with whites; yet such
competition, acting as a stimulus, is probably responsible for part of
his rapid progress during the last century, a progress which would not
have been possible in a country where Negroes competed only with each
other. The best way to temper competition is by differentiation of
function, but this principle should not be carried to the extent of
pocketing the Negro in blind-alley occupations where development is
impossible.
Pages:
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743