ith interest, easily supply this
sum.

But spread of intelligence alone will not solve the Negro problem. If
this problem is largely a question of ignorance, it is also scarcely
less a problem of poverty. If Negroes are to assume the responsibility
of raising the standards of living among themselves, the power of
intelligent work and leadership toward proper industrial ideals must be
placed in their hands. Economic efficiency depends on intelligence,
skill and thrift. The public school system is designed to furnish the
necessary intelligence for the ordinary worker, the secondary school for
the more gifted workers, and the college for the exceptional few.
Technical knowledge and manual dexterity in learning branches of the
world's work are taught by industrial and trade schools, and such
schools are of prime importance in the training of colored children.
Trade-teaching can not be effectively combined with the work of the
common schools because the primary curriculum is already too crowded,
and thorough common-school training should precede trade-teaching. It
is, however, quite possible to combine some of the work of the secondary
schools with purely technical training, the necessary limitations being
matters of time and cost: _e. g._, the question whether the boy can
afford to stay in school long enough to add parts of a high-school
course to the trade course, and particularly the question whether the
school can afford or ought to afford to give trade training to
high-school students who do not intend to become artisans. A system of
trade-schools, therefore, supported by State and private aid, should be
added to the secondary school system.

An industrial school, however, does not merely teach technique. It is
also a school--a center of moral influence and of mental discipline. As
such it has peculiar problems in securing the proper teaching force. It
demands broadly trained men: the teacher of carpentry must be more than
a carpenter, and the teacher of the domestic arts more than a cook; for
such teachers must instruct, not simply in manual dexterity, but in
mental quickness and moral habits. In other words, they must be teachers
as well as artisans. It thus happens that college-bred men and men from
other higher schools have always been in demand in technical schools. If
the college graduates were to-day withdrawn from the teaching force of
the chief Negro industrial schools, nearly every one of them would have
to