AFTERNOON SESSION.

The meeting was resumed at 2.30 o'clock in Carroll Hall. Dr. P. P. Claxton presided as chairman of the conference.

UNIVERSITY PREPARATION FOR CONSULAR SERVICE.

The CHAIRMAN. Mr. Carr has promised to come here this afternoon if he possibly can. I think it may be well for us to take up this afternoon his paper and the questions that you may want to ask him, and then discuss more specifically the commercial educational purpose of the conference. Until Mr. Carr comes let us continue to consider the subject of his paper-that is, preparation for the Consular Service. Is Mr. Adams of the steering committee of this conference here?

Mr. ADAMS. Yes. I see here, however, another representative of Leland Stanford who is as fully qualified to speak as I am upon the interest that we have in training for the Consular Service, but I will first say a few words.

My own particular interest, and I judge that of most of the delegates from the American universities and colleges, is in trying to see what we as colleges or universities may do for this service. The problem that confronts us is one that confronts all university teachers. whether of history, economics, law, jurisprudence, or of languages, and it resolves itself into just what we can do. Now, in the paper presented this morning by Mr. Carr certain statements were made which seemed to qualify the usefulness of American universities. The statement that 27 men per year had been appointed in the service seemed to make it for most American universities not a very profitable thing to deal with in any large way.

In preparation for this meeting in which I am greatly interested (we have sent a few men from Leland Stanford University into the Consular Service), I examined the courses in the catalogues of 8 or 10 principal universities of America which they claim are serviceable for the Consular Service.

After hearing the paper which was read this morning I doubt whether more than one-half of those courses are of any use, and I feel that what we need most of all is direction from the head of the Consular Service in Washington to determine, if possible, the exact

nature of the courses we may give. We have recognized that we can not by any possibility fully equip a man for the Consular Service. My own feeling about that side of the question this afternoon is that we shall make best progress if we can get specific answers from Mr. Carr in respect to these courses, which seem to be limited so far to courses in international law, in commercial law, maritime law, business administration, accounting, general history, and most of all, in actual spoken language work, which he quite wisely and rightly stated is very deficiently treated at present in our universities.

I really know very little about the subject treated in the second paper of the morning session. But in the matter of consular training for men of higher caliber, higher character, and higher recognition of what their duties are, I am intensely interested and am ready to answer questions in regard to what I have done in the preparation for this meeting. As I have said, I examined catalogues of a number of universities in order to see what instruction they give along this line. I have also conferred with Mr. Eli T. Sheppard, the founder of the Japanese consular service. He began, you know, his work in San Francisco in 1862.

The CHAIRMAN. Will you kindly tell us what you do?

Mr. ADAMS. We give courses only in history, economics, jurisprudence, etc., which in other universities are specified as fitting for the Consular Service. It so happens that four or five young men have taken work in economics, jurisprudence and history, and have entered the Consular Service. We have courses that cover nearly all that is covered in the other universities, but we make no special pretense of specially fitting a man for the Consular Service.

The CHAIRMAN. That would be practically a repetition of what Mr. Carr stated this morning to be the practice in other universities? Mr. ADAMS. Yes. There are other courses, however, in other universities. I know Chicago University gives a course in ethics.

A VOICE. Would not that meet the requirements of our Brazilian friend who spoke this morning?

Mr. ADAMS. I think likely it would.

The CHAIRMAN. You spoke of Mr. Eli T. Sheppard and of what he thought was desirable.

Mr. ADAMS. Yes; will you permit me to read his statement?
The CHAIRMAN. We shall be glad to have you do so.

Mr. ADAMS. Permit me to offer, then, by way of preface, a personal statement in regard to Mr. Sheppard. He began his diplomatic and consular service during the Civil War in the Department of State of Washington, and afterwards served for a long time in China as consul and consul general. He is really the founder of the modern Japanese consular service.

If I may confine myself to the requisites, I think I can state briefly those which Mr. Sheppard says are of prime consideration in training for the consular service: First, an advanced degree of education and knowledge of special character, since no general college course is adequate; second, preparation in a broad college course into which is to be woven special training-a good consul, however, must have something more than a special education and training; third, a consul must always have the ability to speak the language of the country to which he is sent; fourth, good manners and good social standing; and fifth, to sum up, in addition to a liberal education, a highly specialized knowledge of international law, commercial law, political economy, consular and commercial treaties, commercial geography, and modern languages. This is a high standard that is set by Mr. Sheppard; and, as you see, he insists that no college education can qualify a man.

To return to the thing that interests us here, I want the Department of State, or Mr. Carr, to tell us what sort of curriculum we should offer in the colleges and how that may be supplemented later by further training.

DELEGATE OF CLARK UNIVERSITY. My experience in. Europe has been that one of the great obstacles to the effective work of an American living abroad is the conceited contempt that the average American has for foreign countries, and I think that the same attitude will possibly be found in some of our official representatives in foreign lands. I should like to ask Mr. Adams whether in any university there are courses which try to inspire the men with a sympathetic appreciation of the Spanish or French or the people of any other country to which they may be sent?

Mr. ADAMS. I answer that by saying that within the last 10 or 15 years most American universities have developed courses which are intended not only to give a knowledge of history, the externals of foreign countries, but something of the civilization, the culture, and the ideals of those countries. How far that can be accomplished it is impossible to say.

The CHAIRMAN. In mentioning the qualifications necessary for a successful consul you stated as one of those requisites a definite and comprehensive knowledge of the country and the people to which the consul goes. Some time ago I talked with a man who stands high in the Consular Service. For many years he was in South America. He said the South Americans disliked us because of our ignorance of South American geography, history, literature, and life, and our air of contempt for things South American. We and our representatives need to have some real knowledge of South America, and our schools should undertake to give it. Until now we have used South America largely to practice map drawing on in the

schools because it is so easy to draw-and the average high-school boy and average college man know practically nothing about South America, its geography, its history, its life, its culture, and the ideals of its people.

Mr. MCCORMICK. I do not want to make a speech, but I do want to have this conference accomplish something, if possible. If the Consular Service is not an important matter for our universities-and it would appear so from what Mr. Carr told us this morning-then would it not be wiser for us to turn to that field which obviously is important? And no one can be in doubt after listening to Mr. Farrell this morning as to what that field is. If the universities can only train 27 men each year for consular positions, but can train 2,700 men for other positions in South America and elsewhere, should not this conference give itself over to the discussion of the latter rather than to the discussion of qualifications of the Consular Service?

Mr. BRANDON. I think it might be well if Mr. Martin, of Leland Stanford, to whom Mr. Adams referred, would give us a brief résumé of the course of study that he gives on Latin America.

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Mr. MARTIN. The work at Leland Stanford University along the lines of Latin-American history is something that is comparatively The courses we are offering are still somewhat tentative in character. At the same time I think we are justified in feeling we have reached certain conclusions. It is my purpose in giving these courses, not only to give such students as have only, let us say, two or three hours per week throughout the year to devote to this subject as comprehensive an idea as possible of the historical facts of the Latin-American countries, but I attempt to give them as well some insight into the civilization and culture and the development of those countries.

Perhaps I can make my meaning more explicit by outlining briefly the topics that we give in this course. There is, first of all, the preColumbian civilization; then a brief account of the period of discovery and exploration; and then a more detailed treatment of what I call the transmission of European culture-in the case of Spanish America the culture of Spain and in the case of Portuguese America the culture of Portugal; in other words, a somewhat intensive treatment of the colonial period, for it was then that the society which is at the basis of the modern nations of South America was in process of formation. Then follows a treatment of the SpanishAmerican wars of independence, and then a somewhat more intensive discussion of the political and social evolution of the chief countries of Latin America, with especial emphasis on Argentina, Brazil, Chile, and Peru. In the case of each of these countries I endeavor not only to trace political development, emphasizing less the revolu

tions that have taken place than certain political tendencies that we find in these countries, but offer as well a number of lectures dealing with the present-day civilization, discussing to a certain extent the economic and social problems in these countries and their progress along educational lines and the like; and, finally, for the end of the course I always plan to keep in reserve a number of lectures in which I treat of the relations between the United States and Latin America, as well as Pan Americanism, the Monroe doctrine, etc.

I have also other lectures of a more advanced character. These, bowever, fit in more strictly with the work of the historical department and have less general value to the students of the university as a whole.

Mr. MANNING, of Texas. Mr. Martin's outline of the work he is giving at Leland Stanford University in the history of the LatinAmerican countries has interested me greatly. My work is primarily history, and my primary interest in history is in the Latin-American countries. At the University of Texas I give a course, three hours a week, extending through the year. In the study of the history of Latin America I follow nearly the same plan described by Mr. Martin.

Last spring some of us at the University of Texas who are interested in Latin America and in the Spanish language got together and tried to formulate a list of the courses that we are now giving and hope to be able to give soon, which would fit our students for service in these Latin-American countries primarily along business lines; and incidentally we considered the question of the Consular Service. Our work resulted in a little pamphlet, "Facilities at the University of Texas for the Study of Latin-America," in which we have tried to set forth the rapidly increasing importance of a knowledge of these countries. And we begin by listing business men and other groups of men and women. In other words, everybody ought to study about Latin America. Some, of course, can study much more extensively, but all college students ought to know something, have an intelligent grasp of the civilization and of the history of those countries.

We have placed in the various departments, in the first place, the Spanish language; we do not give the Portuguese, although we announce that we expect to give the Portuguese as soon as there is a sufficient demand for it-and that demand is coming. In the field of history we outline the courses that we give in Latin-American history, and then indirectly other courses of history that will fit students for going into these foreign countries. In the course on government of our own country and the comparative government of other countries, we endeavor to give our students something of the knowledge of these Latin-American countries, and, of course, the