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SCIENCE. 



[N. S. Vol. XXIII. No. 590. 



for young children. They must have their 

 needs met in other ways. In addition to 

 common school courses suited to their 

 needs the boys should have a textile course, 

 and the girls a course in domestic sci- 

 ence. The more favored classes have their 

 colleges and universities; the negroes 

 have their Hampton, their Tuskegee and 

 other schools. The cotton-mill people of 

 the south have nothing. A thoroughly 

 equipped boarding school, giving the course 

 as indicated, with expenses low, and giving 

 opportunity for students to work part of 

 the time in the mill and on the farm, will 

 prove of incalculable service to humanity. 

 Such a school has been established as a 

 private enterprise at Charlotte, N. C, the 

 center of the cotton-mill industry in the 

 Piedmont section. After two years the 

 school has an enrollment of 120 pupils. It 

 is working with an endowment of 277 acres 

 of land located in a rapidly growing sub- 

 urb, where many of the students work half 

 of their time in the mills and attend school 

 the other half. Mr. Baldwin's intention is 

 to establish later, if possible, a small cotton 

 mill, where the students can put in a por- 

 tion of their time working out their tuition. 

 The curriculum has been arranged with a 

 view of adaptation to the needs of the op- 

 eratives and includes courses in English 

 branches, textile training, agriculture and 

 domestic science. 



Industrial Training and the Negro Prob- 

 lem in the United States: Principal E. 

 L. Blackshear, Prairie View, Texas. 

 Herbert Spencer's conception of educa- 

 tion as the correlating of the human unit 

 to his physical and social environment has 

 grown into the modem complex notion and 

 system of industrial training which is 

 physical on one side and intellectual and 

 moral on the other. Objectively, it is the 

 training of muscular energy and sense-per- 

 ception in intelligent physical process, di- 



rected to a final cause or end; the realiza- 

 tion of the ideal ; the training of hand and 

 eye. Subjectively, it is the discovery of 

 the means, methods and process by which 

 the ideal is to become real and useful, in- 

 volving the exercise and development of 

 observation, analysis, discrimination, criti- 

 cism, choice and will ; the formation of the 

 work-habit, with its properties of persist- 

 ence and fidelity; and the creation of char- 

 acter, with its endowments of self-control, 

 self-culture and self-support in their rela- 

 tion to servieeableness to the general good. 



It is obvious that this form of training 

 is just that needed to adjust a primitive 

 people like the ex-African negroes to highly 

 specialized industrialism of the American 

 politico-economic system ; it is the training, 

 too, that must be applied to the Filipino 

 and to the African natives if these back- 

 ward peoples are to become progressive and 

 self-sustaining. 



This theory was first put into practise 

 by General Armstrong in a system of 

 training for the emancipated blacks at 

 Hampton, Va. This work gave birth to 

 the Tuskegee Institute, under Booker T. 

 "Washington, and established a system of 

 manual and industrial training for the 

 blacks on the only principles which give 

 reasonable promise of a solution of the 

 negro problem involving the enhanced 

 value of the race to American society. 



As evidence that it is worth while we cite 

 proofs for the productive value of negro 

 labor. The negroes are doing the bulk of 

 the hard, undesirable labor of the south in 

 all lines— its menial, agi-ieultural and heavy 

 contract work, track-work, grading and ex- 

 cavating, heavy mill and foundry work, 

 and the work of the stevedore. They do 

 some of the work of the mechanic and 

 probably the bulk of the hard work con- 

 nected with the culture of cane, cotton, 

 sugar, tobacco and rice. 



Further, negro labor is the most effective 



