education afforded the Negro has not been fitted to his
capacities and needs. He has been made to pursue courses of study
parallel to those prescribed for the whites, as though the individuals
of both races had to fill the same positions in life. Much of the
Negro's education has had nothing to do with his real life-work. It
has only made him discontented and disinclined to unfold his arms. The
survival of the Negroes in the race for existence depends upon their
retaining possession of the few bread-winning occupations now open to
them. But instead of better qualifying themselves for these occupations
they have been poring over dead languages and working problems in
mathematics. In the meantime the Chinaman and the steam-laundry have
abolished the Negro's wash-tub, trained white "tonsorial artists" have
taken away his barber's chair, and skilled painters and plasterers and
mechanics have taken away his paint-brushes and tool-chests. Every year
the number of occupations open to him becomes fewer because of his lack
of progress in them. Unless a radical change takes place in the scope of
his education, so that he may learn better how to do his work, a tide of
white immigration will set in and force him out of his last stronghold,
domestic service, and limit his sphere to the farm.

All primary schools for the Negroes should be equipped for industrial
training in such work as sewing, cooking, laundering, carpentry, and
house-cleaning, and, in rural districts, in elementary agriculture.

Secondary schools should add to the literary courses a more advanced
course in industrial training, so as to approach as nearly as possible
the objects and methods of the Tuskegee and Hampton Industrial and
Normal Schools. Too much cannot be said in behalf of the revolution in
the life of the Negro which the work of these schools promises and, in
part, has already wrought. The writer is fully aware that education has
a value aside from and above its bread-winning results, and he would
not dissuade the Negro from seeking the highest culture that he may be
capable of; but it is folly for him to wing his way through the higher
realms of the intellect without some acquaintance with the requirements
and duties of life.

Changes are needed in the methods of Negro education as well as in its
scope. Educators should take into account, more than they have yet done,
the differences in the mental characteristics of the two races. It is
a well-establ