The duty of an educational institution is to recognize and meet the needs of the community, state and nation. Moreover, the school must be acutely practical in interpreting and satisfying the needs of its locale. Therefore, a school justifies its existence to the extent that it enables its graduates to solve practical problems and effect better ways of living in their communities. The school that fails to produce competent social machinists becomes a cultural lag. Nevertheless, some schools consistently fail to meet this objective. Thus critics have pointed out, rightfully, that the Negro school program is too academic, theoretical, idealistic, and imitative. Consequently, a program has emerged which crams the student's head with sundry theories without techniques for practical application. The Army Occupational Sheet reveals such a deficiency in the college graduate with sharpest clarity. Schools, therefore, must become more highly integrated in the life of the community. The hazardous economic status of the Negro makes it expedient for Negro schools to insure integration of the school with community problems. Specifically, the Negro school should secure data fromNegro and white businesses in order to criticize and improve Negro business. Moreover, the Negro school should become the liaison between Negro youth and business opportunities. For only as Negro youth are taught practical educational theories and methods can the Negro minority become economically effective in society. Furthermore, students of history and political science should go into the communities to study and encourage voting. Thus the political theories which students have learned become actually practical in the community. Apparently the honest student, through observation of his parents and high-school teachers, senses the needs of his community, and presents himself at the university determined to become the professional man to supply his community need. Too often, unfortunately, this eager freshman, prodded by notions of community responsibility, plunges into a course of study knowing neither the requisite sacrifices of preparation nor his proficiency in that field. The student does not fully realize the fact that: