Problems in American Democracy

There is an increasing demand for a textbook which will bring the student into direct contact with the great current issues of American life, and which will afford practical training to those who soon must grapple with the economic, social, and political problems of our own time. It is with the hope of meeting such a demand that this text has been prepared.

The plan of the book calls for a word of explanation. It is poor pedagogy to expect the student to attack the defects of American life, and at the same time to place in his hands a book which deals predominantly with the mechanism of government. As well send a boy to a hardware store to buy tools before he is told whether he is to make a mouse-trap or a boat. Furthermore, to spend much more time on the mechanism of government than on the actual problems of democracy is a mistake in emphasis. Government is a means, not an end. It is a tool by means of which we attack and solve our problems.

Therefore the student of this text begins, not with the mechanism of government, but with the historical background of American democracy, its origin, development, and promise for the future. Following this is a brief survey of the economic life of the nation, because that economic life constitutes the fundamental basis of our problems. Considerable space has been devoted to a problem growing directly out of economic conditions, i.e. the question of social justice or industrial reform. This is the most pressing question before any modern people, but strangely enough one which heretofore has been neglected by our schools.

Because they tend to arise primarily from a bad economic situation, such social problems as industrial relations, health in industry, and immigration are next considered. From social problems the text passes to the economic and social functions of government, and thence to the question of making government effective. The mechanism of government has been placed last, and for the reason already given, i.e. because a knowledge of the framework of government is valuable only after the citizen knows something of the needs which that mechanism must be made to fill.

It has not been easy to compress into a single volume the most important of our national problems. Obviously, a rigid selection has been necessary. In this selection the aim has been to discuss the more important issues of American life, whether economic, social, or purely political. In dealing with these issues, the attempt has been made to keep in mind the student's previous preparation; on the other hand, the civic demands which the future will make upon him have not been ignored. Some of the problems are difficult, but they are also of vital importance. Very shortly the student will be confronted, in his everyday activities, with such puzzling matters as socialism, the control of immigration, and taxation reform. If the school does not prepare him to grapple with these questions intelligently, he can only partially fulfill the obligations of citizenship.

Throughout the text the aim has been to go directly to the heart of the problem under consideration. The student is not burdened with a mass of data which would prove confusing, and which would be out of date before he is out of school. Instead, an effort has been made to outline, first the essential nature of the problem, and second the fundamental principles which affect its solution. Care has been taken to cultivate the problem attitude, and to encourage the spirit of independent investigation and open-minded judgment on the part of the student.

It goes without saying that the success of this book will depend largely upon the use which the teacher makes of it. The text aims to supply the basic facts and the fundamental principles involved in specific problems, but the teacher must interpret many of those facts and principles, and ought, in addition, to furnish illustrative material. The book is not intended to be an encyclopedia, but rather a suggestive guide.

The text covers the fundamentals of three distinct fields: economics, sociology, and government. Sufficient reference and topic work is offered to enable teachers to expand the text along particular lines. Thus Part II might serve as a nucleus around which to build up a special course in economics, while Part III would serve as a basis for a similar course in applied sociology, if for some reason it were not feasible to take up other parts of the book.

Though the text is the result of the coÖperative efforts of a considerable number of specialists, its treatment of the problems of American life is neither dogmatic nor arbitrary. The effort has been to treat all of our problems sanely and hopefully, but at the same time to make it clear that many of these questions are still unsettled and the best method of disposing of them is yet hotly debated. This fact has strongly influenced the manner in which the problems have been treated.

TOPICS AND READINGS

Following each chapter are suggestions for work to supplement the text. These suggestions are of six kinds, and are intended to meet a variety of needs.

A number of easy questions on the text is first supplied.

Following these is a number of required readings to supplement each chapter of the text. The student may be asked to read a single chapter from Williamson's Readings in American Democracy, collected and arranged so as to furnish in compact form and in a single volume supplementary material which otherwise the teacher would have to find in a number of separate books. In case the use of the Readings is not feasible, some or all of the alternative required readings may be available.

The required readings are followed by a number of questions thereon. Questions on the material contained in Williamson's Readings in American Democracy will be found at the end of each chapter in that volume; questions on the required readings cited as alternative to this volume will be found at the end of each chapter in the text.

Topic work is provided in two groups. Topics in the first group form a link between the text and the everyday experience of the student on the one hand, and between the activities of the student's local community and national problems on the other. The student is called upon, for example, to investigate the attitude of the local press toward controversial questions, or to examine the administration of local charitable relief. Topic work of this sort not only quickens the interest of the student, but it encourages original investigation and independent thought. It lets the student know what is going on in his community, and it informs individuals and institutions beyond the school that this agency is beginning to connect with the problems of the municipality, state, and nation. This sort of topic work also allows the student to test the accuracy of the text, and to interpret local conditions in the light of broad, national tendencies.

The second group of topics contains material for report work. In the case of practically all of these topics, the student is referred specifically to books and other publications.

Beginning with Chapter XVIII of the text, the topics are followed by a series of questions for classroom discussion. Some of these may be turned into classroom debates. Others allow the student to challenge statements in the text. A few of these questions have never been satisfactorily answered by anyone, yet the student must face them in the world outside the school, and it cannot be time wasted to understand their content now.

ACKNOWLEDGMENTS

In the preparation of this text the author has received valuable assistance from a number of sources. Though such assistance in no way diminishes his responsibility for the shortcomings of the book, the author desires here to acknowledge the aid extended him.

The entire manuscript has been carefully worked over and criticized by Clarence D. Kingsley, Chairman of the Commission on the Reorganization of Secondary Education. Payson Smith, Commissioner of Education for the State of Massachusetts offered valuable suggestions in connection with certain parts of the manuscript. The thanks of the author are also due to L. L. Jackson Assistant Commissioner of Education for the State of New Jersey.

Invaluable aid has been received from numerous members of the faculty of Harvard University. Parts of the text were read and criticized by A. Lawrence Lowell, President; Roscoe Pound, Dean of the Law School; and Paul H. Hanus, Dean of the Graduate School of Education. Professors Edward Channing and F. J. Turner, and Dr. Marcus L. Hanson offered valuable suggestions in connection with the historical chapters.

In the Department of Economics, helpful criticisms were contributed by
Professors F. W. Taussig, T. N. Carver, O. M. W. Sprague, C. J.
Bullock, W. Z. Ripley, and E. E. Lincoln; and by Dr. E. A. Monroe and
Dr. Mixter.

Various chapters dealing with social problems were read and criticized by Professors Richard Cabot, James Ford, R. F. Foerster, and Dr. Niles Carpenter of the Department of Socials Ethics, as well as by Dr. John M. Brewer of the Department of Education. Substantial aid was received from Professors W. B. Munro, A. B. Hart, and A. N. Holcombe; and from Dr. A. C. Hanford, in the preparation of the chapters on political problems.

Professor Edwin R. A. Seligman of the Department of Economics, and
Professor Lindsay Rogers of the Department of Government, in Columbia
University, contributed helpful suggestions.

Professor Irving Fisher of Yale College read and criticized some of the material on economic subjects. Professor John L. Silberling at Dartmouth College went over the chapters dealing with the economic problems and pointed out numerous opportunities for their improvement.

Professor Frederick A. Cleveland of Boston University read the chapters on political problems. Professor Abbott P. Usher of the Department of Economic History helped with several of the chapters, while Professor Ernest R. Groves of the same institution kindly criticized the chapter on Rural Life.

Henry Lefavour, President of Simmons College, and Sara H. Stites, Dean of the same institution, read various of the chapters on economic and social problems.

Stuart Queen, Director of the Boston School for Social Workers, read the chapters on social problems, and strengthened especially the chapter on Dependency.

At Smith College, the author is indebted to several of his colleagues, especially, perhaps, to Professors J. S. Basset and Sidney B. Fay of the Department of History, and to Professors Esther Lowenthal, Julius Drachsler, Harriette M. Dilla, and to Miss McMasters, of the Department of Economics and Sociology.

At Amherst College the author is under great obligations to Professor J. W. Crook of the Department of Economics, and to Dr. John M. Gaus of the Department of Government.

At the Massachusetts Agricultural College the author is indebted to Kenyon L. Butterfield, President, and to Professor Newell L. Sims, for help on the chapters dealing with social problems.

A number of teachers in the West kindly helped with various portions of the book. At the University of Wisconsin the author is under obligations to Professors John R. Commons and Donald D. Lescohier of the Department of Economics.

A. S. Roberts of the University of Illinois read various of the historical chapters.

At the University of Iowa, the author is especially grateful for the help of Professor F. E. Horack of the Department of Government.

Professor Charles Ellwood of the University of Missouri read and criticized the Chapter on the Family.

Especially valuable were the suggestions which Professor James E. Le
Rossignol of the University of Nebraska offered with respect to the
Chapters on Socialism.

At Leland Stanford University the author acknowledges his obligations to Professor Eliot Jones of the Department of Economics.

In the United States Department of State, the author is indebted to
Arthur N. Young for a critical reading of the Chapter on Single Tax.

In the United States Department of Labor, the author is under obligations to John B. Andrews for many suggestions on the Chapter on Industrial Relations.

Gifford Pinchot, President of the National Conservation Association, kindly read and criticized the Chapter on Conservation.

Edward R. Johnstone, Superintendent of the Training School at Vineland, N. J., kindly read and criticized several of the chapters on social problems.

Edward T. Devine of New York City offered valuable suggestions with regard to the Chapter on Dependency.

Owen R. Lovejoy, Secretary of the National Child Labor Committee, strengthened the Chapter on Health in Industry.

The Chapter on Crime and Correction was notably improved by the suggestions of Reginald Heber Smith, member of the Massachusetts Bar, and author of the admirable Justice and the Poor.

J. P. Warbasse, President of the CoÖperative League of America, went over the Chapter on Profit Sharing and CoÖperation painstakingly.

The Chapter on the Negro was criticized helpfully by Dr. W. E. B.
DuBois, Editor of the Crisis.

W. M. Steuart, Director of the United States Census, kindly supplied advance figures on the 1920 Census.

The author is also indebted to Houghton Mifflin Company, Ginn and Company, and the Macmillan Company, either for advance information on certain of their new books, or for permission slightly to adapt some of the material appearing in books copyrighted by them.

Lastly, the author is grateful to his wife for valuable assistance in correcting the proof.

THAMES ROSS WILLIAMSON.

Cambridge, Mass.

February 7, 1922.

PART I—FOUNDATIONS IN AMERICAN DEMOCRACY

CHAPTER

I. The Background of American Democracy

II. The Origin of American Democracy

III. The Development of American Democracy

IV. Essentials of American Constitutional Government

V. The Problems of American Democracy

PART II—AMERICAN ECONOMIC PROBLEMS

A. ECONOMICS OF AMERICAN INDUSTRY

VI. The Nature of American Industry

VII. What is Meant by Production

VIII. Exchanging the Products of Industry

IX. Distributing the Income of Industry

X. Bases of the Capitalistic System

B. PROGRAMS OF INDUSTRIAL REFORM

XI. Single Tax

XII. Profit Sharing and CoÖperation

XIII. The General Nature of Socialism

XIV. Militant Socialism: The I. W. W.

XV. Militant Socialism: The Bolshevists

XVI. The Case Against Socialism

XVII. A Democratic Program of Industrial Reform

PART III—AMERICAN SOCIAL PROBLEMS

XVIII. Industrial Relations

XIX. Health in Industry

XX. Immigration and Assimilation

XXI. Crime and Correction

XXII. The Negro

XXIII. The Family

XXIV. Dependency: Its Relief and Prevention

XXV. Rural Life

XXVI. Education

PART IV—AMERICAN POLITICAL PROBLEMS

A. SOME ECONOMIC FUNCTIONS OF GOVERNMENT

XXVII. Public Interest in Business: Regulation

XXVIII. Public Interest in Business Ownership

XXIX. The Tariff

XXX. Conservation

XXXI. Credit and Banking

XXXII. Taxation

B. MAKING GOVERNMENT EFFECTIVE

XXXIII. Who Shall Share in Government

XXXIV. The Political Party

XXXV. Choosing the Agents of Government

XXXVI. Honesty and Efficiency in Office

XXXVII. The Extension of Popular Control

XXXVIII. Public Opinion

PART V—THE MECHANISM OF GOVERNMENT

A. THE FEDERAL GOVERNMENT

XXXIX. The Federal System of Government

XL. The President of the United States

XLI. The National Administration

XLIL. Nature and Powers of Congress

XLIII. Congress in Action

XLIV. The Federal Courts

B. STATE AND LOCAL GOVERNMENT

XLV. Constitutional Basis of State Government

XLVI. The State Executive

XLVII. The State Legislature

XLVIII. The State Courts

XLIX. Municipal Government

L. Rural Local Government

Bibliography

Appendix

The Constitution of the United States

Index

PROBLEMS IN AMERICAN DEMOCRACY

PART I—FOUNDATIONS IN AMERICAN DEMOCRACY

CHAPTER I

THE BACKGROUND OF AMERICAN DEMOCRACY

1. THE MEANING OF NATIONAL GREATNESS.—We apply the term greatness to nations that have made substantial contributions to civilization. By civilization is meant a well-rounded and highly developed culture, or, to say the same thing in different words, an advanced state of material and social well-being.

Civilization is so vast and so many-sided that it may receive contributions in very diverse forms. The invention of the hieroglyphic system of writing is among the leading achievements of ancient Egypt, but the art and literature of Greece have been no less conspicuous in the onward sweep of human progress. The promotion of the science of navigation by the Phoenicians, and the development of law and architecture by Rome, illustrate a few of the forms in which peoples may confer marked benefits upon the world. The advancement of music and painting by Italy, France, and other European nations, and the application and expansion of the idea of parliamentary government by England, are further examples of ways in which nations may earn for themselves the title of greatness.

2. THE CONDITIONS OF NATIONAL GREATNESS.—In order that a nation may become great, i.e. make some distinct contribution to civilization, two conditions must be fulfilled.

The first condition of national greatness is that the land under that nation's control must be encouraging to man's honest, helpful efforts. [Footnote: As used in this chapter the term "land" is held to include not only such natural resources as soil, minerals, forests, and bodies of water, but climate as well.] The vigorous Scandinavians have made great advances in inhospitable Iceland and Greenland, the French have reclaimed an important section of Algeria, and the British have worked wonders with some of the barren parts of Australia; nevertheless, it is with great difficulty that prosperous communities are developed in lands relatively barren of natural resources, or unusually severe in climate.

A high and stable civilization has rarely arisen in the tropics, because there the overabundance of Nature renders sustained work unnecessary, while the hot, enervating climate tends to destroy initiative and ambition. It is no accident that the greatest nations of modern times are located chiefly within the stimulating temperate zones, where Nature is richly endowed, but where, too, her treasures are rarely bestowed upon those who do not struggle consistently for them.

The second condition of national greatness is an intelligent and industrious population, willing to abide by the law, and devoted to the building of homes. The combination of an unpromising land and an inferior population effectually prevents the rise of a high civilization. And just as the choicest of men can do relatively little in an unfriendly land, so the most promising of countries may be despoiled or temporarily ruined by a slothful or lawless population.

From the standpoint of civilization, the best results are obtained when a virile and law-abiding people exercise control over a land rich in natural resources and possessed of a stimulating climate. France and Great Britain in Europe, and Canada and the United States in North America, are examples of great nations which have been built up in such lands and by such peoples.

3. THE ATTRACTIVENESS OF NORTH AMERICA.—It will be interesting to examine North America in the light of the two conditions of national greatness discussed in the preceding section. We may note, first of all, that by far the greater part of the territory now comprising the United States and Canada is distinctly favorable to settlement. This territory lies almost entirely within the temperate zone: it has unattractive spots, but in general it is neither so barren of resources as to discourage the home-maker, nor so tropical in its abundance as to reward him without his putting forth considerable effort. Particularly within the bounds of the United States is a well- balanced national life encouraged by the diversity of soils and the wide variety of climate. [Footnote: For a fuller discussion of the natural resources of the United States, see Chapter VI.] Certainly the continent of North America fulfills the first condition of national greatness.

4. THE COMING OF THE EUROPEAN.—The discovery of America in 1492 opened a new era in world history. The nations of western Europe were disappointed when their earlier explorers found the way to Cathay blocked by a new land-mass, but the Spanish discovery of treasure in Mexico and South America soon turned disappointment into keen interest. No magic palaces or spice islands were found, but there were revealed two virgin continents inviting colonial expansion on a scale previously unknown. Of the European powers which at various times laid claim to parts of the New World, Spain, France, Holland, and England occupy significant positions in the background of American democracy. We may briefly notice the influence of each of these four powers upon America.

5. SPAIN.—Though the Spanish were the first in the field, the motives of the colonists limited their ultimate success in the new land. The earlier Spaniards were missionaries and treasure-seekers, rather than home builders and artisans. The early discovery of great quantities of gold and silver had the effect of encouraging the continued search for treasure. In this treasure-quest, often fruitless, the Spanish practically confined themselves to Mexico and the region to the south. In these areas they did valuable work in Christianizing and educating the natives, but little industrial progress was made. Except for the missionary work of the Spanish, their earlier colonization was largely transient and engaged in for the purpose of exploitation.

6. FRANCE.—France disputed the claim of Spain to North America soon after the opening of the sixteenth century. The French attempted to settle in Florida and in South Carolina, but the opposition of the near-by Spanish forced the newcomers to leave. In 1524 Verrazano explored the North Atlantic coast for the French, and ten years later Cartier sailed up the St. Lawrence and founded the claim of France to that section of the New World.

Following the example of Spain, France dispatched missionaries to the New World to convert the Indians. Soldiers and trappers were sent out to develop the valuable fur trade by the establishment of widely separated forts and trading posts. But the French settlers had no popular lawmaking bodies, being completely under the power of the king. Only along the St. Lawrence, where agricultural colonies were planted, did the French really attach themselves to the soil. Elsewhere there were few French women and therefore few normal French homes, and when in 1763 all of the French possessions east of the Mississippi were ceded to England, it was largely true that the French colonies had not yet taken root in the country. Infinite courage, devotion, and self-sacrifice were ultimately wasted, largely because of the lack of homes, the absence of self-government, and the failure to develop an industrial basis of colonization.

7. HOLLAND.—The Dutch became aware of the commercial possibilities of the New World when in 1609 Henry Hudson discovered the river which bears his name. Trading posts were soon established in the neighborhood, and in 1621 the West India Company was given full authority to plant colonies in New Netherland. A brisk trade in furs developed, but though the Company grew rich, the colonists were not satisfied. The agriculturists along the Hudson had the benefit of a fertile soil and a genial climate, but they operated their farms under a feudal land system which allowed an overlord to take most of their surplus produce. Moreover, the Dutch governors were autocratic, and the settlers had little voice in the government of the colony. Loyalty to Holland waned as the Dutch saw their English neighbors thriving under less restrictive laws and a more generous land system, so that when in 1664 the colony passed into the possession of the English, the majority of the settlers welcomed the change.

8. ENGLAND.—The Spanish had been in the New World a century before the English made any appreciable impression upon the continent of North America. In 1583 Sir Humphrey Gilbert had made an unsuccessful attempt to found a colony on the coast of Newfoundland, and a few years later Sir Walter Raleigh's venture at Roanoke Island proved equally disastrous. Colonization was retarded until 1588, in which year England's defeat of the Spanish Armada destroyed the sea power of her most formidable rival. The English may be said to have made serious and consistent attempts at colonization only after this event.

Like France, England desired to set herself up as a successful colonizing rival of Spain. Impelled by this motive, the earlier English adventurers sought treasure rather than homes. But the high hopes of the early English joint stock companies were not justified. Those who had looked to America for treasure were disappointed: no gold was forthcoming, and such groups as the Jamestown settlers of 1607 very nearly perished before they learned that America's treasure- house could be unlocked only by hard work. In spite of heavy investments and repeated attempts at colonization, these first ventures were largely failures.

9. THE COMING OF THE HOME-MAKER.—It may truly be said that the seeds of national greatness were not planted in America until home-making succeeded exploitation by governments and joint stock companies. Home- making received little or no encouragement in the early Spanish, French, and Dutch colonies. Almost from the first, England allowed her colonies a large measure of self-government, but it is significant that these colonies made little progress so long as they were dominated by joint stock companies intent upon exploitation. It was only when individuals, and groups of individuals, settled independently of the companies that the colonies began to thrive. The first really tenacious settlers on the Atlantic seaboard were groups of families who were willing to brave the dangers of an unknown land for the sake of religious freedom, economic independence, and a large share of self-government. It was with the coming of these people that our second condition of national greatness was fulfilled.

10. GROWTH OF THE ENGLISH COLONIES.—The English annexation of New Netherland in 1664, and the concessions of the French in 1763, left the English in undisputed possession of the greater part of the Atlantic seaboard. The English colonies in this area grew with astonishing rapidity. Cheap land, religious freedom, and the privilege of self-government attracted settlers from all parts of northern Europe. At the close of the seventeenth century there were 260,000 English subjects in North America; in 1750 there were approximately 1,000,000; and in 1775 there were probably 3,000,000.

Although in most sections the dominant element was of English extraction, other nationalities contributed to the population. Along the Delaware, Swedes were interspersed with the English, while in Pennsylvania there were large groups of Germans. Numerous Dutch settlers had continued to live along the Hudson after New Netherland had passed into English hands. Some of the most frugal and industrious of the settlers of Georgia and South Carolina were French Huguenots, while along the seaboard and inland the Scotch-Irish were found scatteringly in agriculture and trade. Such was the composition of the people who were destined to begin an unexampled experiment in democracy, an experiment upon the successful termination of which rests our chief claim to national greatness.

QUESTIONS ON THE TEXT

1. What is meant by civilization?

2. What two conditions must be fulfilled in order that a nation may become great?

3. In what way does America fulfill the first condition?

4. Discuss the character of the early Spanish colonization.

5. What were the chief reasons for the failure of the French in America?

6. What were the chief defects of the Dutch colonial system in America?

7. Compare the earlier English colonization with that of Spain, France, and Holland.

8. When were the seeds of national greatness planted in America?

9. Who were the first really tenacious settlers on the Atlantic seaboard?

10. Outline the growth of the English colonies.

11. Upon what does our chief claim to national greatness depend?

REQUIRED READINGS

1. Williamson, Readings in American Democracy, chapter i.

Or all of the following:

2. Bogart, Economic History of the United States, chapter ii.

3. Coman, Industrial History of the United States, chapter i.

4. Huntington and Gushing, Principles of Human Geography, chapters i and xii.

5. Smith, Commerce and Industry, introduction.

QUESTIONS ON THE REQUIRED READINGS

1. Discuss the statement, "Civilization is a product of adversity." (Smith, page 2.)

2. What is the effect of tropic abundance upon civilization? (Smith, page 2.)

3. What is the relation of efficiency to climate? (Huntington and Cushing, page 6.)

4. In what way is civilization related to density of population? (Huntington and Cushing, page 10.)

5. What is an ideal climate, and where is such a climate found? (Huntington and Cushing, page 254.)

6. How does national progress depend upon beasts of burden? (Smith, page 8.)

7. Name some of the political motives of colonization in America. (Bogart, pages 29-30.)

8. Name the chief religious motives of colonization. (Bogart, page 30.)

9. What were the chief economic motives of colonization? (Bogart, pages 31-34.)

10. Why did the English finally prevail in the struggle for the Atlantic seaboard? (Coman, pages 19-21.)

TOPICS FOR INVESTIGATION AND REPORT

I

1. Check up your own experience carefully in order to determine during what season of the year you work most effectively. What light does your answer throw upon Topic 5?

2. To what extent is the climate of your section favorable to an energetic life? To what extent, if to any, is it discouraging to initiative and ambition?

3. Trace the influence of the geography of your section upon the economic life of your community.

4. The nature of civilization.

II

5. Relation of civilization to climate. (Huntington, Civilization and Climate, pages 148-182.)

6. The relation of cheap food to the growth of population. (Carver, Sociology and Social Progress, pages 235-243.)

7. The effect of desert life upon health and spirits. (Carver, Sociology and Social Progress, pages 273-275.)

8. Effect of the climate of North America upon persons of European descent. (Bullock, Selected Readings in Economics, pages 1-22.)

9. The influence of the Appalachian barrier upon American colonial history. (Semple, American History and Its Geographic Conditions chapter iii.)

10. The Spanish in America. (Consult any standard history text.)

11. The French in America. (Consult any standard history text.)

12. The Dutch in America. (Consult any standard history text.)

13. The English in America. (Consult any standard history text.)

14. The qualities of an ideal people. (Carver, Elementary Economics, chapter iv.)

Clyx.com

PROBLEMS IN AMERICAN DEMOCRACY

BY

THAMES ROSS WILLIAMSON

ASSISTANT PROFESSOR OF ECONOMICS AND SOCIOLOGY IN SMITH COLLEGE; EDITOR OF "READINGS IN AMERICAN DEMOCRACY."

TO

PREFACE

TOPICS AND READINGS

ACKNOWLEDGMENTS

THAMES ROSS WILLIAMSON.

CONTENTS

PART I—FOUNDATIONS IN AMERICAN DEMOCRACY

CHAPTER

PART II—AMERICAN ECONOMIC PROBLEMS

A. ECONOMICS OF AMERICAN INDUSTRY

B. PROGRAMS OF INDUSTRIAL REFORM

PART III—AMERICAN SOCIAL PROBLEMS

PART IV—AMERICAN POLITICAL PROBLEMS

A. SOME ECONOMIC FUNCTIONS OF GOVERNMENT

B. MAKING GOVERNMENT EFFECTIVE

PART V—THE MECHANISM OF GOVERNMENT

A. THE FEDERAL GOVERNMENT

B. STATE AND LOCAL GOVERNMENT

PROBLEMS IN AMERICAN DEMOCRACY

PART I—FOUNDATIONS IN AMERICAN DEMOCRACY

CHAPTER I

THE BACKGROUND OF AMERICAN DEMOCRACY

QUESTIONS ON THE TEXT

REQUIRED READINGS

QUESTIONS ON THE REQUIRED READINGS

TOPICS FOR INVESTIGATION AND REPORT

I

II