to 24 per cent. of the average quota. Of all colored pupils, one (1) in
one hundred was engaged in secondary and higher work, and that ratio has
continued substantially for the past twenty years. If the ratio of colored
population in secondary and higher education is to be equal to the average
for the whole country, it must be increased to five times its present
average." And if this be true of the secondary and higher education, it is
safe to say that the Negro has not one-tenth his quota in college studies.
How baseless, therefore, is the charge of too much training! We need Negro
teachers for the Negro common schools, and we need first-class normal
schools and colleges to train them. This is the work 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