Rational enjoyment, through moderation, is perhaps as good a definition as can be given of culture. The reaction of culture on conduct is a well known principle of practical ethics. The Negro race is characterized by boisterousness of manner and extravagant forms of taste. As if to correct such deficiencies, his higher education, hitherto, has largely been concerned with Greek and Latin literature, the norms of modern culture. It is just here that our educational critics are liable to become excited. The spectacle of a Negro wearing eye-glasses and declaiming in classic phrases about the “lofty walls of Rome,” and the “wrath of Achilles” upsets their critical calmness and composure. We have so often listened to the grotesque incongruity of a Greek chorus and a greasy cabin and the relative value of a rosewood piano and a patch of early rose potatoes that if we did not join in the smile in order to encourage the humor, we should do so out of sheer weariness. And yet we cannot escape the conviction that one of the Negro’s chief needs is a higher form of intellectual and esthetic taste. THE RELATIVE CLAIMS OF INDUSTRIAL AND HIGHER EDUCATION. Whenever the higher education of the Negro is broached, industrial training is always suggested as a counter irritant. Partisans of rival claims align themselves in hostile array and will not so much as respect a flag of truce. These one-eyed enthusiasts lack binocular vision. The futile discussion as to whether industrial or higher education is of greater importance to the Negro is suggestive of a subject of great renown in rural debating societies: which is of greater importance to man, air or water. We had as well attempt to decide whether the base or altitude is the more important element of a triangle. The two forms of training should be considered on the basis of their relative, not rival, claims. THE HIGHER EDUCATION STIMULATES INDUSTRIAL ACTIVITY.