As we have already seen, the negro is still essentially unadjusted to our civilization, and it would not be too much to say that the masses of negroes in this country are still not far removed from barbarism, though living in the midst of civilization. Slavery failed, as we have already seen, to render the mass of negroes capable of participating in our culture, and all that has been done for the negro since emancipation has likewise failed to adjust the mass of the race to the social conditions in which they find themselves. We may say, then, roughly, without any injustice to the negro, that the negro masses of this country are still essentially an uncultivated or a "nature" people living in the midst of civilization. The negro problem, in other words, is not greatly different from what it would be if the present negroes were descendants of savage aborigines that had peopled this country before the white man came. The problem of the negro and of the Indian, and of all the uncivilized races, is essentially the same. The problem is, how a relatively large mass of people, inferior in culture and perhaps also inferior in nature, can be adjusted relatively to the civilization of a people much their superior in culture; how the industrially inefficient nature man can be made over into the industrially efficient civilized man. Undoubtedly the primary adjustment to be made by the American negro is the adjustment on the economic side. Only when the negro becomes adjusted to the economic side of his life will there be a solid foundation for the development of something higher. People must be taught how to be efficient, self-sustaining, productive members of society economically before they can be taught to be good citizens. The American negro in other words must be taught to be "good for something" as well as to be good. The failure of common-school education with the negro has been largely for the reason that it has failed to help him in any efficient way to adjust himself industrially. Oftentimes indeed it has had the contrary effect and the slightly educated negro has been the one who has been least valuable as a producer. The common-school education has not been such a failure with the white child, for the reason that the white child has been taught industry and morality at home, but these the negro frequently fails to get in his home life. Moreover, the common-school education of the white child has usually been simply the foundation upon which after school days he, as a citizen, has built up a wider culture. But the negro, on account of his environment, if not naturally, has proved incapable of going on with his education and building on it after getting out of school. Moreover, as we have already noted, under the present complex conditions of our social life the common school is no longer an efficient socializing agent, even for the white children. The present school system is a