Another interesting result of the introduction of industrial education for the Negro has been its influence upon the white people of the South, and, I believe, upon the whites of the North as well. This phase of it has proved of interest in making hand training a conciliatory element between the races. In 1883 I was delivering an address on industrial education before the colored State Teachers' Association of one of our Southern states. When I had finished, some of the teachers began to ask the State Superintendent of Education, who was on the programme, some questions about the subject. He politely but firmly stopped the questions by stating that he knew absolutely nothing about industrial training, and had never heard it discussed before. At that time there was no such education being given at any white institution in that state. With one or two exceptions this case will illustrate what was true of all the Southern states. A careful investigation of the subject will show that it was not until after industrial education was started among the colored people, and its value proved, that it was taken up by the Southern white people. Manual training or industrial and technical schools for the whites have, for the most part, been established under state auspices, and are at this time chiefly maintained by the states. An investigation would also show that in securing money from the state legislatures for the purpose of introducing hand work, one of the main arguments used was the existence and success of industrial training among the Negroes. It was often argued that the white boys and girls would be left behind unless they had the opportunities for securing the same kind of training that was being given the colored people. Although it is, I think, not generally known, it is a fact that since the idea of industrial or technical education for white people took root within the last few years, much more money is spent annually for such education for the whites than for the colored people. Any one who has not looked into the subject will be surprised to find how thorough and high grade the work is. Take, for example, the state of Georgia, and it will be found that several times as much is being spent at the Industrial College for white girls at Milledgeville, and at the technical school for whites at Atlanta, as is being spent in the whole state for the industrial education of Negro youths. I have met no Southern white educators who have not been generous in their praise of the Negro schools for taking the initiative in hand training. This fact has again served to create in matters relating to education a bond of sympathy between the two races in the South. Referring again to the influence of industrial training for the Negro in education, in the Northern states I find, while writing this article, the following announcement in the advertisement of what is perhaps the most high-priced and exclusive girls' seminary in Massachusetts:--