In two previous articles (Oct. and Nov., 1884) I have set forth the general aspects of Industrial Education and its relations to a missionary work like that of the American Missionary Association. I wish now to set forth, briefly, the practical possibilities and the present undertakings of the Association in this line. Among all the industrial schools of this continent, Hampton Institute stands easily first in the amount of invested capital, or plant, and in the variety and extent of its operations. It is, moreover, unique; there is nothing else like it, and perhaps never will be, either in its scope or in the genius which marks its administration. To give any adequate account of the work in actual operation there would occupy all the space at my command. The A. M. A. can not attempt to duplicate Hampton Institute; it has neither the means nor the man for such an undertaking. I therefore pass to the consideration of what it is possible for us to do on our wider field in the present and near future. The industrial training which can be given by the A. M. A. schools is necessarily limited, both by financial and other considerations, not only in extent but also in variety. The ways in which we can wisely make effort seem to be as follows: 1. _Agriculture_, which is to be, after all, the occupation of the great majority of the people for whom we are laboring. In this, we may well give somewhat of theoretical instruction through lectures and even text-books; but more important than this, and not incompatible with it, is that effective teaching which comes by working out the practical object lesson of a thoroughly well tilled farm, as is done at Hampton, and to a less degree, as yet, at Tougaloo and Talladega. In this a two-fold purpose is served. Employment is given to needy students, and practical education is at the same time given, with but partial interruption of the progress of intellectual training. But the idea of running school farms simply for the first-named end, the giving of employment to students, was long ago abandoned. Student labor is too costly, simply as service. It must be made thoroughly educational in order to be justified. Fortunately, the style of farming which is most truly educational is also most nearly remunerative. Good tools, good live stock, and good tillage are the indispensable factors in this sort of object lesson.