s of manufacture may also be found
practicable, varying in kind with the locality. Along with
wood-working, instruction in glazing would seem to be feasible, and
even in that most useful art, soldering.

3. _Blacksmithing._--There are many good blacksmiths among the older
colored men; and there is no reason, except lack of opportunity for
learning, why there should not be more among the rising generation.
In school shops it is possible to teach this trade successfully to
classes. One teacher can instruct from six to ten pupils at as many
forges, but the expense is greater than in teaching the use of
wood-working tools. There is an inevitable consumption of coal and of
metal--a serious loss unless some market can be found for simple
articles of handiwork. Instruction in this branch is quite limited,
though something is being done at Tougaloo, and more at the Santee
Indian school.

Wheelwrighting is fast becoming an obsolete art in the North. The
great factories have pushed the hand-made wagon out of the market. In
the South, however, there is still much need of capable wheelwrights
for the extensive repairs necessitated by the horrible roads--or
rather lack of roads.

4. _Tinning._--This is also limited in its possibilities. A market is
necessary for the disposal of products. Even a few pupils under a
competent instructor can turn off an inconvenient amount of tin-ware,
if storage proves to be its fate rather than sale; and schools are
always at a disadvantage in the market. A fair beginning has been
made in this branch at Tougaloo University.

5. _Printing._--If I were to name yet another branch of handiwork
which it is possible to carry on as an educational accessory, it
would be "the art preservative." The experience of A. M. A.
institutions in sundry attempts hitherto is not at all of an
encouraging sort; but this is very likely because they were not
managed as educational agencies, under careful and skillful
supervision. A start under the new method is being made at Fisk
University, with many points in favor of its success.

The reader is perhaps surprised that I have not named _shoe-making_
as one of the practicable branches, since it has so often been
incorporated into the industrial organization of various reformatory
institutions; but it no longer seems a feasible undertaking for an
industrial school of the modern type. The shoe-maker's occupation is
gone, except as he becomes a part of the mechanism of a