of other national or local or class peculiarities. They seem to be matters of education and habit, not of transmission. Cases of white children captured by Indians in infancy and brought up in the wigwam show this. They become thorough Indians. And so, I believe, with children brought up by Gypsies.
That this is not so true of the children of Indians or other distinctly marked races brought up by whites is, I think, due to the fact that they are never treated precisely as white children. A gentleman who had taught a colored school once told me that he thought the colored children, up to the age of ten or twelve, were really brighter and learned more readily than white children, but that after that age they seemed to get dull and careless. He thought this proof of innate race inferiority, and so did I at the time. But I afterward heard a highly intelligent negro gentleman (Bishop Hillery) incidentally make a remark which to my mind seems a sufficient explanation. He said: "Our children, when they are young, are fully as bright as white children, and learn as readily. But as soon as they get old enough to appreciate their status—to realize that they are looked upon as belonging to an inferior race, and can never hope to be anything more than cooks, waiters, or something of that sort, they lose their ambition and cease to keep up." And to this he might have added, that being the children of poor, uncultivated and unambitious parents, home influences told against them. For, I believe it is a matter of common observation that in the primary part of education the children of ignorant parents are quite as receptive as the children of intelligent parents, but by and by the latter, as a general rule, pull ahead and make the most intelligent men and women. The reason is plain. As to the first simple things which they learn only at school, they are on a par, but as their studies become more complex, the child who
