Observing the shortcomings of writers on Africa, this author endeavors to make a step ahead of them. He feels that they have dealt too much with ethnology, and with the descriptions of customs and habits. He does not think very much of the books primarily devoted to a discussion of the conflicting opinions on craniology and psychology of the natives. Taking up his own chosen task, however, he found it rather difficult because the government has had no definite policy of native education, and when there has been a policy among the four important South African governments there does not appear to be any uniformity of effort. No one, moreover, has undertaken to give the problem of the uplift of the natives adequate treatment. The author desired to make his work scientific but it appears that he had not prosecuted this study very far before he found that important facts were lacking and that in making his conclusions and suggestions he would have to rely upon faith that what he may surmise may in the future prove to be true, although some modification may be necessary. Taking up this problem of education, however, he made use of the reports of the government departments, reports of school officials, books, pamphlets, articles in periodicals, statistical and experimental investigations, personal experience, and the experiences of his colleagues. While the work for the lack of some scientific treatise blazing the way suffered from so many handicaps that it could not be thoroughly scientific, it is the nearest approach to it and must be considered the best authority in this field until superseded. The work begins with a consideration of such scientific topics as race contact in its larger aspects, the native problem and its proposed solution, serving as a sort of introduction to the essential portion of the work. The chief value of the book lies in its consideration of why the natives should be educated, the early missionary enterprises, the present status, elementary, industrial and higher education of the natives, a comparison of the achievements of native education with that of European, the basis for reconstruction of the native system, the educational budget, and proposed changes. The work is generally readable but grows a little dull in certain statistical portions. The table of contents is detailed, but the book could have been considerably improved had an index been added. On the whole, the volume is a justification of some change in the political status of the Negro for the good of all. South Africa cannot in its own interest neglect the uplift of the natives, if it would promote the social and economic progress of the whole group. The one element cannot be elevated or kept up while the other is being held down. Persons interested in education of belated peoples and in the missionary enterprises should avail themselves of this volume.