Far more complex, and far more difficult, are the problems which are presented by the relations of the United States to its foreign friends and enemies. The mere study of the text-book, we have found, leaves the pupils hopelessly confused and bewildered. As the result of a number of years of experience we have come to believe that it pays, at the beginning, before one attempts to say a word about Washington’s Proclamation of Neutrality, about the principles involved in the struggles with France and England, about the treaties with Spain and the purchase of Louisiana, to devote at least one or two lessons to a careful analysis of all the elements involved in our relations with foreign nations. In doing this we shall find that all questions of foreign policy fall under one of four headings: (1) commerce, (2) citizenship, (3) territory, (4) the position which the nation will take in case of disagreements between two or more foreign nations. Any class, skilfully led, will be able to furnish the teacher with these four headings. Then one may go on to further analysis. For instance, the class will see at once that commerce in times of peace and in times of war must be conducted upon a different basis. Under the first condition, commercial relations are usually settled by commercial treaties, though under special conditions they may involve questions like the right of the nation to trade with the colonies of a foreign nation, and the question of the “open door” of which we have heard so much in the last two or three decades. In times of war, the rights of neutral trade are much more complicated. Here they involve, especially in the earliest period of United States history, at least four different questions: (1) what constitutes an efficient blockade, (2) what articles may rightly be considered as contraband, (3) how far do “free ships make free goods,” (4) is trade with ports of one of the belligerents, closed in times of peace, open to the neutral in times of war (Rule of 1756)? Each of these questions, we have found, will offer opportunity for spirited class room discussion. None of them is simple, and the teacher should therefore be sure that he has his own answers ready before he attempts to open the discussion to the class. The question of citizenship is easier. To begin with, we all agree that it is the duty of the nation to protect its citizens against unjust oppression. But not all nations at the end of the eighteenth century, or even to-day, are agreed as to what constitutes citizenship. Does naturalization, for instance, destroy the obligations which the individual owed to the country of his original allegiance? This is, of course, the single vital question involved in the dispute between the United States and England over impressment, though there is a subsidiary question, the right of entrance and search in times of war which the teacher should not neglect in presenting the subject.