One of the objections sometimes urged against industrial education for the Negro is that it aims merely to teach him to work on the same plan that he worked on when in slavery. This is far from being the object at Tuskegee. At the head of each of the twenty-six industrial divisions we have an intelligent and competent instructor, just as we have in our history classes, so that the student is taught not only practical brick-masonry, for example, but also the underlying principles of that industry, the mathematics and the mechanical and architectural drawing. Or he is taught how to become master of the forces of nature, so that, instead of cultivating corn in the old way, he can use a corn cultivator that lays off the furrows, drops the corn into them, and covers it; and in this way he can do more work than three men by the old process of corn planting, while at the same time much of the toil is eliminated and labour is dignified. In a word, the constant aim is to show the student how to put brains into every process of labour, how to bring his knowledge of mathematics and the sciences in farming, carpentry, forging, foundry work, how to dispense as soon as possible with the old form of _ante-bellum_ labour. In the erection of the chapel referred to, instead of letting the money which was given to us go into outside hands, we made it accomplish three objects: first, it provided the chapel; second, it gave the students a chance to get a practical knowledge of the trades connected with the building; and, third, it enabled them to earn something toward the payment of their board while receiving academic and industrial training.