The causes for the backwardness of the Negro children are deep-lying, and are interlinked with their racial traits, social, economic and home environments. Practically all school principals stated that in the first four years the Negro child keeps well up with its white school mates, but that after the fourth grade, the Negro child often falls behind and cannot keep up with the whites. It was apparent from our interviews with these principals that most of these men and women are quite alert and eager to find some means of remedying this difficult situation. Many of them have endeavored for a long time to cope with this problem, and a few think they have found ways to render more rapid progress of these children possible. But in the formal character of the school curriculum they have little freedom to develop their own schemes. These principals have practically all agreed that a system of motor-education which would emphasize the practical and industrial side rather than the purely academic, would not only benefit a large number of white children, but would prove absolutely invaluable for the colored children who, they believe, are more motor-minded than the whites. It would certainly, they think, solve the over-age problem to a large extent, and would make the children better prepared to avail themselves of the economic opportunities offered by our urban industrialism. _TABLE NUMBER XXVIII_ _Detailed Budget Study of Fifteen Families Including the Income and Expenditures for Seven Consecutive Days During the Month of September, 1917._