study in sawmilling" which seems to be very much the same as what may be learned at the Hampton Institute except the felling of timber which is cut for Hampton Institute in North Carolina and floated up in rafts. At Clafflin University there is a gristmill. Both of these departments, however, may be looked upon as having been introduced more for their utility to the institution than to add to its industrial equipment. WHEELWRIGHTING. This is a special form of carpentry, and is with two exceptions treated as belonging to that department. It is by no means so numerously followed as carpentry nor have nearly as many institutions introduced it as have introduced woodworking. At Tuskegee the course is coupled with carriage trimming, and at Hampton with the making of farm implements, or the wooden portion thereof; at Clark University the course in wood and iron working, and painting, seems to be a special course in carriage and wagon building. BLACKSMITHING OR METAL WORKING. This trade follows carpentry in point of numbers in the nine institutions which have introduced it as an isolated course. The subject is taught in thirteen institutions, seven of which receive an annual apportionment from the endowment fund of 1890, called the Morrill fund. The cost of erecting a forge and of the accessories necessary to equip it and the cost of maintenance have prevented the general introduction of metal working to any great extent until a very recent date. Among the institutions having a course in metal working that of the Central Tennessee College is eminent for its completeness and duration. At Hampton the course is carried on in the Pierce machine shops and follows three lines: Blacksmithing and horseshoeing; blacksmithing without horseshoeing, but with use of power machinery; and machine work. Each course is of three years, ten hours a day for at least one day in the week. As may be readily inferred from their titles, the first course is adapted for a village blacksmith, the second for a hand in an iron foundry, and the third for a machinist. The first course with horseshoeing very well represents the course in the majority of the schools, though much "forge" and machinist work is frequently included. There are three institutions-Tougaloo, Atlanta, and Arkansas industrial universities-in which ironwork follows in natural sequence after instruction in the more easily manipulated wood. At Tougaloo the instruction in woodworking is given to the 4-8 grades and in forging to the 7-9 grades for one and one-half hours each day with the object of general culture of the mind and hand. With the same object and allotment of time Atlanta University introduces ironworking in the second year of its mechanical course, following it in the third year with exclusive attention to mechanical drawing, and in the fourth year with pattern making and machine-shop work. To enable a young man to choose his trade intelligently and to acquire a sound basis for it the Arkansas Industrial University (in its colored department) has a course in general shop work extending over three years. SHOE AND HARNESS MAKING. We have, says the Wiley University, more applicants than we can accommodate in the shoe shop; it is a practical work and should be provided with better facilities. By doing all the work for the students and professors, says another institution, ample opportunity is given for making this branch of the work thoroughly practical. The course is usually of three years, and is very succinctly given by Benedict College as follows: First year, making and mending coarse shoes. Third year, cutting and finishing. Harness making is carried on in several institutions, and is reported by one school to be quite remunerative to the shop and useful to the farms of the institution. Such are the principal features of the industrial organization of schools for the education of the colored race. The equipment of those schools has been greatly improved during the last few years, receiving an impulse from the attempt during the last half of the 80's to add industrial training to the public schools and the consequent elaboration of plans for trade instruction of the Caucasian. In the case of the negro a more humble subject was found, and to him the system is being more and more thoroughly applied. The effort of those who direct this application is to change the old system, which in some measure sacrificed the future welfare of the pupil to the present necessities of the institution, to one of less economic value to the school, but also less selfish as concerns the pupil. Such a change, however, involves financial questions regarding the source of support of these institutions and adaptation of aims to means that are well worthy the deepest consideration of the innovators. A few pages back we have seen that a very able statistician has thought the negro to be unadapted to commercial pursuits. In the large sense of marine trade or great wholesale transactions this judgment is possibly correct, but for shopkeeping the negro who has received a good common-school education is eminently fitted, being bold, confident, and not less "sharp" than the business ethics of his locality imperatively demands. It is therefore preferable to note the progress which "business education," so called, is making in schools for the colored than to describe the courses of bricklaying and making, tinning, tailoring, etc., which this or that institution has introduced for the purpose of building its structures and teaching the dignity of labor. In passing to this topic, however, we note the absence of a course of instruction in weaving-a trade especially adapted to the great cotton-growing region of the world-among the industries taught at the class of institutions of which we are speaking. Such a school is in successful operation in Philadelphia, and that of Chemnitz in Saxony is a model that can not be surpassed here until after years of organization. A highly organized business course was established at Wilberforce University in the fall of 1893. It had its origin in a desire to meet the growing demand for a more direct and practical education for business and everyday life. The course is as follows: "Commercial arithmetic, practical grammar, bookkeeping, commercial correspondence, commercial law, rapid calculations, business methods and practice, public speaking, and, incidentally, rhetoric, parliamentary proceedings, civil government, political economy, business habits, etc. Shorthand and typewriting courses are also offered." Typewriting and phonography, one, or both, are also taught in four other institutions, two situated in large cities, the others being the St. Paul Normal and Industrial School and the Orange Park School. The Colored Normal School of Kentucky has a business course of two years, which unites the studies of a secondary school to those of the business course of Wilberforce University. In conclusion, it may be of interest to the reader to know how all this industrial work advances hand in hand with the imparting of the elements of a thorough common-school education, and to gratify any curiosity as to the correlation of the two processes the following facts are given: At Shaw University, in addition to the four hours required to be spent at one of the trades daily for three years, these studies must be pursued: First year. Reading, spelling, writing, and mental arithmetic. Third year. Arithmetic, grammar, and mechanical drawing. At Clark University students in trades are given a two-hour lesson each day from 2 to 4 p. m. At the Alcorn College students are divided into squads and classes; each class receives instruction forty-five minutes each day during the forenoon, and the squads do "practical" work in the afternoon, for which each student receives fro 5 to 8 cents per hour, according to his proficiency. At the Alabama State Normal and Industrial School the organization as to time is as follows: MECHANIC ARTS. Sec. 1. Carpentry-3 classes, 8 hours daily, 3 days a week. AGRICULTURE. Sec. 1. Farming and horticulture--2 classes, 2-8 hours daily 6 days a week. These The Hampton and Tuskegee institutes have inaugurated the night school. night schools are in session from 7 to 9 p. m. and are attended by a few persons who work during the day at some remunerated labor. At Hampton labor is required of all for the sake of discipline and instruction. Students in the day schools usually work during one school day each week and the whole or half of Monday, thus securing 4 whole days for study each week and from one and a half to two days of work. Work students remain on the place the entire year. The mechanics arts course of the branch normal college of Arkansas Industrial University is a very complete expression of the bipartite arrangement of the mental and manual training in the curriculum of schools having such arrangements or advanced lines, and as such is given: I. MECHANICS ARTS COURSE. A CLASS. First term.-English, 4; geography, 4; arithmetic, 4; shop work, principles of carpentry and joinery, ten hours per week. Second term.-English, 4; arithmetic, 4; United States history, 4; shop work, wood turning, cabinetmaking, ten hours per week. Third term.-English, 4; arithmetic, 4; United States history, 4; shop work, pattern making, and moulding, ten hours per week. SUBFRESHMAN CLASS. First term.-English, 4; geometry, 4; physical geography, 4; shop work, moulding, and casting ten hours per week. Second term.-English, 4; algebra, 4; physical geography and bookkeeping, 4; shop work, management of cupola, forging, ten hours per week. Third term.-English, 4; algebra, 4; bookkeeping, 4; elementary physiology, 4; shop work, drawing, welding, tempering, 10 hours. FRESHMAN CLASS. First term.-Algebra, 4; English, 4; physics, 4; shop work, chipping, and filing, 10 hours. SOPHOMORE CLASS. First term.-Geometry, 4; chemistry, 4; general history, 4; shop work, ten hours, or care of engines and boilers, 10 hours. Second term.-Plane trigonometry, 4; chemistry, 4; general history, 4; shop work, 10 hours, or care of engines and boilers, 10 hours. Third term.-General history, 4; psychiology, 4; civil government, 4; shop work, 10 hours, or care of engines and boilers, 10 hours. T Teachers and students in institutions, mainly other than common schools for the colored Total... 160 576 4951, 350 6, 789 10, 158 18, 494 6, 198 6, 776 13, 175 863 277 1, 161 Owing to the failure of some institutions to report the sexes separately, the total is frequently larger than it apparently should be. One school not reporting. 3 Two schools not reporting. 4 Three schools not reporting. Students studying to be teachers B. 5,940 95 1.067 8,050 There are, as shown in the foregoing table (A), over 33,000 pupils in the elementary, secondary, and collegiate departments of institutions which are very largely private corporations in character. At equally spaced intervals in the past these figures have been as follows: In short, for every 100 pupils in this class of schools in 1877-78, there were 272 in 1893-94. It is very hazardous to compare institutions of "secondary grade" for whites with anything, even itself; but it appears probable that the increase in attendance of private schools for secondary institution from 1880-81 to 1888-89, was 13 per cent, and in the public high schools of cities 37 per cent. The question then is, are we to attribute this extraordinary increase in attendance, on the part of the negro, to dissatisfaction with the facilities afforded in the rural districts for obtaining an education? Great sums are given to these secondary institutions to instruct, lodge, and board the negro pupil, but with the announcement of the |