In the North, however, the situation is not so discouraging. Some years ago classes in history in northern colleges and universities made a detailed study of slavery and abolition in connection with the regular courses in American history. There has been much neglect in this field during the last generation, since many teachers of history in the North have been converted to the belief in the justice of the oppression of the Negro, but there are still some sporadic efforts to arrive at a better understanding of the Negro's contribution to history in the United States. This is evidenced by the fact that Ohio State University offers in its history department a course on the _Slavery Struggles in the United States_, and the University of Nebraska one on the _Negro Problem under Slavery and Freedom_. This study in the northern universities receives some attention in the department of sociology. Leland Stanford University offers a course on _Immigration and the Race Problems_, the University of Oklahoma another known as _Modern Race Problems_. The University of Missouri and the University of Chicago offer _The Negro in America_; the University of Minnesota, _The American Negro_; and Harvard University, _American Population Problems: Immigration and the Negro_. This study of the race problem, however, has in many cases been unproductive of desirable results for the reason that instead of trying to arrive at some understanding as to how the Negro may be improved, the work has often degenerated into a discussion of the race as a menace and the justification of preventative measures inaugurated by the whites. A few Negro schools sufficiently advanced to prosecute seriously the study of social sciences have had courses in sociology and history bearing on the Negro. Tuskegee, Atlanta, Fiske, Wilberforce and Howard have undertaken serious work in this field. They have been handicapped, however, by the lack of teachers trained to do advanced work and by the dearth of unbiased literature adequate to the desired illumination. The work under these circumstances, therefore, has been in danger of becoming such a discussion of the race problem as would be expected of laymen expressing opinions without data to support them. In the reconstruction which these schools are now undergoing, history and sociology are given a conspicuous place and the tendency is to assign this work to well-informed and scientifically trained instructors. These schools, moreover, are now not only studying what has been written but have undertaken the preparation of scholars to carry on research in this neglected field.