In these various industries, the farm, saw mill, machine shop, knitting, carpentering, harness making, tinsmithing, blacksmithing, shoe-making, wheel-wrighting, tailoring, sewing, printing, etc., over five hundred students were engaged in 1883.  They earned over thirty thousand dollars—­an average of seventy dollars each.  There is no question about the fact that this is a “beehive” into which a bee can enter, if accepted, with nothing but his soul and his muscle, and get a good education!

Professor Stewart’s article carries upon its face the proper reply to Mr. Magoun’s apprehensions and my own deductions, and is the very strongest argument for a complete and immediate recasting of the underlying principles upon which nearly all colored colleges are sustained and operated.

Money contributed for eleemosynary purposes is a sacred trust, and should so be applied as to net the greatest good not only to the beneficiary but the donor.  The primary object of educational effort among the colored people thus far has been to purify their perverted moral nature and to indoctrinate in them correcter ideas of religion and its obligations; and the effort has not been in vain.  Yet I am constrained to say, the inculcation of these principals has been altogether a too predominant idea.  Material possibilities are rightly predicated upon correct moral and spiritual bases; but a morally and spiritually sound training must be sustained by such preparation for the actual work of life, as we find it in the machine shop, the grain field, and the commercial pursuits.  The moralist and missionary are no equals for the man whose ideas of honest toil are supplemented by a common school training and an educated hand.  This is exemplified every day in the ready demand for foreign-born skilled labor over our own people, usually educated as gentlemen without means, as if they were to be kid-gloved fellows, not men who must contend for subsistence with the horny-handed men who have graduated from the machine shops and factories and the schools of applied sciences of Europe.  Indeed, the absence of the old-time apprentices among the white youth of the North, as a force in our industrial organization to draw upon, can be accounted for upon no other ground than that the supply of foreign-born skilled help so readily fills the demand that employers find it a useless expenditure of means to graduate the American boy.  Thus may we account for the “grand rush” young men make for the lighter employments and the professions, creating year after year an idle floating population of miseducated men, and reducing the compensation for clerical work below that received by hod-carriers.  This is not a fancy picture; it is an arraignment of the American system of education, which proceeds upon the assumption that boys are all “born with a silver spoon in their mouths” and are destined to reach—­not the poor-house, but the Senate House or the White House.