We have in the South, in general, five types of Negro schools. There are (1) the common schools, supported in large part by state funds supplemented in many cases by contributions from the coloured people; (2) academies and so-called colleges, or universities, supported partly by different Negro religious denominations and partly by the contributions of philanthropic persons and organizations; (3) the state normal, mechanical, and agricultural colleges, supported in part by the state and in part by funds provided by the Federal Government; (4) medical schools, which are usually attached to some one or other of the colleges, but really maintain a more or less independent existence; (5) industrial schools, on the model of Hampton and Tuskegee. Although these schools exist, in many cases, side by side, most of them are attempting to do, more or less, the work of all the others. Because every school is attempting to do the work of every other, the opportunities for coöperation and team work are lost. Instead one finds them frequently quarrelling and competing among themselves both for financial support and for students. The colleges and the academies frequently draw students away from the public schools. The state agricultural schools, supported in part by the National Government, are hardly distinguishable from some of the theological seminaries. Instead of working in coöperation with one another and with the public authorities in building up the public schools, thus bringing the various institutions of learning into some sort of working harmony and system, it not infrequently happens that the different schools are spending time and energy in trying to hamper and injure one another. We have had some experience at Tuskegee of this lack of coöperation among the different types of Negro schools. For some years we have employed as teachers a large number of graduates, not only from some of the better Negro colleges in the South, but from some of the best colleges in the North as well. In spite of the fact that Tuskegee offers a larger market for the services of these college graduates than they are able to find elsewhere, I have yet to find a single graduate who has come to us from any of these colleges in the South who has made any study of the aims or purposes of industrial education. And this is true, although some of the colleges claim that a large part of their work consists in preparing teachers for work in industrial schools. Not only has it been true that graduates of these colleges have had no knowledge or preparation which fitted them for teaching in an industrial school, but in many cases, they have come to us with the most distorted notions of what these industrial schools were seeking to do.