learn a trade. It has happened, therefore, in the last decade, that a
noticeable change has come over the industrial schools. In the first place
the idea of commercially remunerative industry in a school is being pushed
rapidly to the back-ground. There are still schools with shops and farms
that bring an income, and schools that use student labor partially for the
erection of their buildings and the furnishing of equipment. It is coming
to be seen, however, in the education of the Negro, as clearly as it has
been seen in the education of the youths the world over, that it is the
_boy_ and not the material product, that is the true object of education.
Consequently the object of the industrial school came to be the thorough
training of boys regardless of the cost of the training, so long as it was
thoroughly well done.

Even at this point, however, the difficulties were not surmounted. In the
first place modern industry has taken great strides since the war, and the
teaching of trades is no longer a simple matter. Machinery and long
processes of work have greatly changed the work of the carpenter, the
ironworker and the shoemaker. A really efficient workman must be to-day an
intelligent man who has had good technical training in addition to
thorough common school, and perhaps even higher training. To meet this
situation the industrial schools began a further development; they
established distinct Trade Schools for the thorough training of better
class artisans, and at the same time they sought to preserve for the
purposes of general education, such of the simpler processes of elementary
trade learning as were best suited therefor. In this differentiation of
the Trade School and manual training, the best of the industrial schools
simply followed the plain trend of the present educational epoch. A
prominent educator tells us that, in Sweden, "In the beginning the
economic conception was generally adopted, and everywhere manual training
was looked upon as a means of preparing the children of the common people