Secondary schools should add to the literary courses a more advanced course in industrial training, so as to approach as nearly as possible the objects and methods of the Tuskegee and Hampton Industrial and Normal Schools. Too much cannot be said in behalf of the revolution in the life of the Negro which the work of these schools promises and, in part, has already wrought. The writer is fully aware that education has a value aside from and above its bread-winning results, and he would not dissuade the Negro from seeking the highest culture that he may be capable of; but it is folly for him to wing his way through the higher realms of the intellect without some acquaintance with the requirements and duties of life. Changes are needed in the methods of Negro education as well as in its scope. Educators should take into account, more than they have yet done, the differences in the mental characteristics of the two races. It is a well-established fact that, while the lower races possess marked capacity to deal with simple, concrete ideas, they lack power of generalization, and soon fatigue in the realm of the abstract. It is also well known that the inferior races, being deficient in generalization, which is a subjective process, are absorbed almost entirely in the things that are objective. They have strong and alert eyesight, and are susceptible to impressions through the medium of the eye to an extent that is impossible to any of the white races. This fact is evidenced in the great number of pictures found in the homes of the Negroes. In default of anything better, they will paper their walls with advertisements of the theater and the circus, and even with pictures from vicious newspapers. They delight in street pageantry, fancy costumes, theatrical performances, and similar spectacles. Factories employing Negroes generally find it necessary to suspend operations on "circus day." They love stories of adventure and any fiction that gives play to their imaginations. All their tastes lie in the realm of the objective and the concrete. Hence, in the school-room stress should be laid on those studies that appeal to the eye and the imagination. Lessons should be given in sketching, painting, drawing, and casting. Reprints of the popular works of art should be placed before the Negroes, that their love for art may be gratified and their taste cultivated at the same time. Fancy needlework, dress-making, and home decorations should also have an important place. These studies, while not contributing directly to bread-winning, have a refining and softening influence upon character, and inspire efforts to make the home more attractive. The more interest we can make the Negro take in his personal appearance and in the comforts of his home, the more we shall strengthen and promote his family life and raise the level of his civilization.