by land monopoly, taxation, and little
or no education. In this way a docile industrial class working for low
wages, and not intelligent enough to unite in labor unions, was to be
developed. The peonage systems in parts of the United States and the labor
systems of many of the African colonies of Great Britain and Germany
illustrate this phase of solution.[111] It is also illustrated in many of
the West Indian islands where we have a predominant Negro population, and
this population freed from slavery and partially enfranchised. Land and
capital, however, have for the most part been so managed and monopolized
that the black peasantry have been reduced to straits to earn a living in
one of the richest parts of the world. The problem is now going to be
intensified when the world's commerce begins to sweep through the Panama
Canal.

All these solutions and methods, however, run directly counter to modern
philanthropy, and have to be carried on with a certain concealment and
half-hypocrisy which is not only distasteful in itself, but always liable
to be discovered and exposed by some liberal or religious movement of the
masses of men and suddenly overthrown. These solutions are, therefore,
gradually merging into a _fourth_ solution, which is to-day very popular.
This solution says: Negroes differ from whites in their inherent genius
and stage of development. Their development must not, therefore, be sought
along European lines, but along their own native lines. Consequently the
effort is made to-day in British Nigeria, in the French Congo and Sudan,
in Uganda and Rhodesia to leave so far as possible the outward structure
of native life intact; the king or chief reigns, the popular assemblies
meet and act, the native courts adjudicate, and native social and family
life and religion prevail. All this, however, is subject to the veto and
command of a European magistracy supported by a native army with European
officers. The advantage of this method is that on its face it carries no
clue to its real working. Indeed it can always point to certain undoubted
advantages: the abolition of the slave trade, the suppression of war and
feud, the encouragement of peaceful industry. On the other hand, back of
practically all these experiments stands the economic motive--the
determination to use the organization, the land, and the people, not for
their own benefit, but for the benefit of white Europe. For this reason
education is seldom enc