A hot discussion has raged as to which of the two systems is most necessary to the Negro. The champions of the academic side dwell upon the right of the Negro to the same type of education as the white man. In many white minds lies a lurking feeling that academic negro training leads to discontent with present conditions; and that industrial training is more likely to bring about contentment with the things that are. In fact, both types are most necessary. The fifty millions poured into the South by Northern generosity would have been worth while if they had done no more than maintain a Hampton which could train a Booker Washington. His ideas of thrift, attention to business, building decent houses, putting money into banks, are ideals specially needed by the negro race; but they also need the DuBois ideal of a share in the world's accumulated learning; of the development of their minds; of preparation to educate their fellows. That a supply must be kept up of people acquainted with the humanities, having some knowledge of literature, able to express themselves cogently, competent to train the succeeding generations, is as true for the negro race as for any other; if it is a low race it has the greater need for high training for its best members. The two difficulties with manual training for either Whites or Negroes are, first, that it may be simply practice in handicrafts, without intimate knowledge of tools or processes, possessing no more educative value than the apprenticeship of a carpenter or a blacksmith. The other danger is that the manual part will be dilettante; and anyone who has ever visited any large industrial school for Whites realizes how hard it is to keep students busy with things that actually tell. The weekly hours available for shop work where there are large classes are too few to induce skill. Hence manual training may be simply a means of keeping young men and women in elevating associations for a series of years, without much positive education. The success of Hampton and Tuskegee and like institutions is due to a judicious mixture of book learning and hand learning, backed up by the personality of the founders, General Armstrong in Virginia and Booker Washington in Alabama, and of their successors and aids.