The correlation between the work of farm, shop, and classroom, first applied by General Armstrong at Hampton, was developed on an even larger scale by his one-time student, Booker Washington. The students at Tuskegee are divided into two groups: the day students who work in the classroom half the week and the other half on the farm and in the shops, and the night students who work all day on the farm or in the shops and then attend school at night. The day school students pay a small fee in cash toward their expenses, while the night school students not only pay no fee but by good and diligent work gradually accumulate a credit at the school bank which, when it becomes sufficiently large, enables them to become day school students. In fact, the great majority of the day students have thus fought their way in from the night school. But all students of both groups thus receive in the course of a week a fairly even balance between theory and practice. [Illustration: An academic class. A problem in brick masonry. Mr. Washington always insisted upon correlation; that is, drawing the problem from the various shops and laboratories.] In a corner of each of the shops, in which are carried on the forty or more different trades, is a blackboard on which are worked out the actual problems which arise in the course of the work. After school hours one always finds in the shops a certain number of the teachers from the Academic Department looking up problems for their classes for the next day. A physics teacher may be found in the blacksmithing shop digging up problems about the tractive strength of wires and the expansion and contraction of metals under heat and cold. A teacher of chemistry may be found in the kitchen of the cooking school unearthing problems relating to the chemistry of food for her class the next day. If, on the other hand, you go into a classroom you will find the shop is brought into the classroom just as the classroom has been brought into the shop. For instance, in a certain English class the topic assigned for papers was "a model house" instead of "bravery" or "the increase of crime in cities," or "the landing of the Pilgrims." The boys of the class had prepared papers on the architecture and construction of a model house, while the girls' papers were devoted to its interior decoration and furnishing. One of the girls described a meal for six which she had actually prepared and the six had actually consumed. The meal cost seventy-five cents. The discussion and criticism which followed each paper had all the zest which vitally practical and near-at-hand questions always arouse.