of higher Negro
education and it must be done.

Further than this, after being provided with group leaders of
civilization, and a foundation of intelligence in the public schools, the
carpenter, in order to be a man, needs technical skill. This calls for
trade schools. Now trade schools are not nearly such simple things as
people once thought. The original idea was that the "Industrial" school
was to furnish education, practically free, to those willing to work for
it; it was to "do" things--i.e.: become a center of productive industry,
it was to be partially, if not wholly, self-supporting, and it was to
teach trades. Admirable as were some of the ideas underlying this scheme,
the whole thing simply would not work in practice; it was found that if
you were to use time and material to teach trades thoroughly, you could
not at the same time keep the industries on a commercial basis and make
them pay. Many schools started out to do this on a large scale and went
into virtual bankruptcy. Moreover, it was found also that it was possible
to teach a boy a trade mechanically, without giving him the full
educative benefit of the process, and, vice versa, that there was a
distinctive educative value in teaching a boy to use his hands and eyes in
carrying out certain physical processes, even though he did not actually
learn a trade. It has happened, therefore, in the last decade, that a
noticeable change has come over the industrial schools. In the first place
the idea of commercially remunerative industry in a school is being pushed
rapidly to the back-ground. There are still schools with shops and farms
that bring an income, and schools that use student labor partially for the
erection of their buildings and the furnishing of equipment. It is coming
to be seen, however, in the education of the Negro, as clearly as it has
been seen in the education of the youths the world over, that it is the
_boy_ and not the material product, that is the true object of education.
Consequently the object of the industrial school came to be the thorough
training of boys regardless of the cost of the training, so long as it was
thoroughly well done.

Even at this point, however, the difficulties were not surmounted. In the
first place modern industry has taken great strides since the war, and the
teaching of trades is no longer a simple matter. Machinery and long
processes of work have greatly changed the work of the carpenter, the
ironworker a