doing work of great value. Where the school appeals chiefly to the negro
for support, liberal use is made of such high-sounding names as "college"
and "university." The negro still thinks that the purpose of education is
to free him from manual labor, and he looks with little favor upon a
school which requires actual industrial training. For the same reason he
is quick to protest when the attempt is made to introduce manual training
into the public schools.

Partly because of this opposition on the part of the negroes themselves,
partly because industrial training is more expensive than purely
academic training, and partly because such training has only recently been
recognized as part of education, the South has made little provision for
the industrial education of the negro at public expense. According to the
_Report on Negro Education_, few of the agricultural and mechanical schools
maintained partly by the Federal land grants and partly by the States are
really efficient. A few state or city schools also give manual training.
About one-third of the private schools for negroes offer industrial
courses, but much of this work is ineffective--either so slight as to be
negligible or straight labor done in return for board and tuition and
without regard to educational value. Hampton and Tuskegee are known to do
excellent work, and a few of the smaller schools are to be classed as
efficient; but in the great majority of negro schools the old curriculum is
still followed, and the students gladly submit to its exactness. Why study
something so plebeian as carpentry when one may study such scholarly
subjects as Latin or Greek?

Most institutions for negroes desire to do work of college grade. Some
with not a single pupil above the elementary grades nevertheless proudly
call themselves colleges. Other so-called colleges have secondary pupils
but none in college classes.

Thirty-three institutions do have a total of 1643 students in college
classes and 994 students in professional courses, but these same schools
enroll more than 10,000 pupils in elementary and secondary grades. Some
of them are attempting to maintain college classes for less than 5 per
cent of their enrollment, and the teaching force gives a
disproportionate share of time to such students. Two of these
thirty-three institutions have nearly all the professional students, and
two have nearly half the total number of college students. Only three
can properly be