,,creative ,,impulse ,,in ,,industry    
,a ,proposition for ,educators    ,,by  
,,helen ,,marot      #aiah          ,,to
    ,,caroline ,,pratt    ,,whose       
,,appreciation ,,of ,,educational       
,,factors ,,in ,,the ,,play ,,world ,,of
  ,,children1 ,,intensified ,,for ,,the 
,,author ,,the ,,significance ,,of ,,the
 ,,growth  ,,processes ,,in ,,industrial
 ,,and ,,adult ,,life4                  
,,preface      ,the ,bureau of          
,educational ,experiments is a group of 
men1 and women who  are trying to face  
the modern problems of education in a   
scientific  spirit4 ,they are conducting
 and helping others to conduct          
experiments  which hold promise of      
finding out more about children as well 
as how  to set up school environments   
which shall provide for the children's  
growth4 ,from these experiments they    
hope eventually may evolve a  laboratory
 school4    ,among their surveys the    
past year1 one by ,helen ,marot has     
resulted in  this timely and significant

 book4 ,the experiment which is outlined
 at  the close seems to the ,bureau to  
be of real moment1--one of which both   
education and industry should take heed4
 ,they earnestly hope it may be  tried  
immediately4 ,in that event1 the ,bureau
 hopes to work with ,miss  ,marot in    
bringing her experiment to completion4  
,,the ,,bureau ,,of ,,educational       
,,experiments1 #af ,west ,eighth        
,street1 ,new ,york  ,city4             
,,contents    ,,chapter    ,i4          
,,production ,,and ,,creative ,,effort  
,,ii4 ,,adapting ,,people ,,to          
,,industry4 ,,the ,,american ,,way      
,,iii4 ,,adapting ,,people ,,to         
,,industry4 ,,the ,,german ,,way        
,,iv4 ,,educational ,,industry ,,and    
,,associated ,,enterprise               
,,creative ,,impulse ,,in ,,industry    
,,introduction      ,a friend of mine in
 describing the ,russian people as he   
observed them  in their present         
revolution said it was possible for them
 to accept  new ideas because they were 

uneducated2 they did not1 he said1 labor
  under the difficulty common among     
educated people of having to get rid  of
 old ideas before they took on new ones4
 ,i think what he had in mind  to say   
that it is difficult to accept new ideas
 when your mind is  filled with ideas   
which are institutional4 ,the ideas     
which come out of  formal education1 out
 of the schools1 out of books1 are ideas
 which  have been stamped as the true   
and important ones2 many of them are1   
as they have proved their worth in      
service4 ,but as they represent         
authority1 they pass into a people's    
mind with the full weight of  an        
accepted fact4 ,the schools1 the        
colleges1 and the books are  not        
responsible primarily for the fixed     
ideas2 every established  institution   
contributes fixed ideas as well as fixed
 customs and rules  of action4 ,the     
schools and colleges circulate and      
interpret them4  ,the movement for      
industrial education in the ,united     

,states is an  illustration of this4    
,the ideas which we find there have not 
sprung from schools or colleges  but    
from industry4 ,the institution of      
industry1 rather than the  institution  
of education1 dominates thought in      
industrial education  courses4 ,it is   
the institution of industry as it has   
affected the life  of every man1 woman  
and child1 which has inhibited          
educational thought  in conjunction with
 schemes for industrial schools4 ,no    
established  system of education or none
 proposed is more circumscribed by      
institutionalized thought than the      
vocational and industrial school        
movement4    ,educators have opposed the
 desire of business to attach the       
schools  to the industrial enterprise4  
,they have rightly opposed it because   
industry under the influence of business
 prostitutes effort4  ,nevertheless1    
hand in hand with industry1 the schools 
must function2  unattached to the human 
hive they are denied participation in   

life4  ,promoters of industrial         
education are hung up between this fact 
of  prostituted industry and their      
desire to establish the children's      
connection with life4 ,they have tried  
to meet opposing interests2 they  have  
not recognized all the facts because the
 facts were conflicting1  and their     
minds as well as their interests1       
institutionally speaking1  were         
committed to both4    ,this was the     
impasse we had apparently reached when  
the war occurred2  it is where we still 
are4 ,but ahead of us1 sometime1 the war
 will end  and we shall be called then  
to face a period of reconstruction4 ,the
  reconstruction will center around     
industry4 ,the efficiency with which  a 
worker serves industry will be the test 
of his patriotic fervor1 as  his service
 in the army is made the test during    
this time of war4 ,all  institutions    
will be examined and called upon to     
reorganize in such  ways as will        
contribute to the enterprise of raising 

industrial  processes to the standard of
 greatest efficiency4    ,the standard  
of mechanical efficiency as it was set  
by ,germany was one  of refined         
brutality4 ,during the progress of the  
war1 the significance  of that standard 
is being grafted into the consciousness 
of the common  people of those nations  
which have opposed ,germany in arms4 ,it
 is the  industrial efficiency of       
,germany1 uninhibited by a sense of     
human  development that has made her    
victories possible4 ,it is that         
efficiency which has kept a large part  
of the world on the defensive  for over 
three and a half years4 ,germany's      
military strategy is1 in  the main1 her 
industrial strategy2 it represents her  
efficiency in  turning technology to the
 account of an imperial purpose4    ,but
 those organizations of manufacturers   
and business politicians who  believe   
that the same schemes of efficiency will
 function in ,america  will call upon   
the people after the war1 it is safe to 

predict1 to  emulate the methods which  
have given ,germany its untoward        
strength4  ,while it is these methods   
which have made much hated ,germany a   
menace  to the world and while the      
menace is felt by our own people1 the   
significance of the methods is but      
vaguely realized4 ,it is probable  that 
after the war it will be said that it   
was not the ,german  methods which were 
objectionable1 but that it was their use
 in an  international policy4 ,before   
the time for reconstruction comes1 ,i   
hope  we shall discover how             
intrinsically false those methods are2  
and how  untrue to the growth process is
 the sort of efficiency ,germany  has   
developed4 ,i hope also that we shall   
realise that a policy of  paternalism   
has no place in the institutional life  
of our own country4  ,before the war    
these ,german methods bore the character
 of high  success1 and they had a large 
following in this country4 ,there are   
indeed many thousands of men and women  

in the ,united ,states1 who1  while     
giving all they most care for1 for the  
prosecution of the war  against ,germany
 still support industrial and political 
policies and  dogmas which are in spirit
 essentially ,prussian4 ,the            
professional  ,reformer here in ,america
 is not even yet fully conscious that   
,german  paternalism 7a phase of ,german
 efficiency7 is the token of an enslaved
  people4    ,the ,german educational   
system as much if not more than its     
other  imperial schemes has been        
instrumental in developing the ,german  
brand of industrial efficiency4 ,the    
perfection in ,germany of its           
technological processes is made possible
 as the youth of the country  has been  
consecrated and sacrificed to the       
development of this  perfection in the  
early years of school training4 ,parents
 contribute  their children freely to an
 educational system which fits them into
 an  industrial institution which has an
 imperial destiny to fulfill4 ,each     

person's place in the life of the nation
 is made for him during his  early      
years1 like a predestined fact4         
,american business men before the war   
appreciated the educational  system     
which made people over into workers     
without will or purpose of  their own4  
,but the situation was embarrassing as  
these business men  were not in a       
position to insist that the schools1    
supported by the  people1 should prepare
 the children to serve industry for the 
sake of  the state1 while industry was  
pursued solely for private interest4    
,their embarrassment1 however1 will be  
less acute under the conditions  of     
industrial reconstruction which will    
follow the war4 ,then as  patriots1     
under the necessity of competing with   
,germany industrially1  they will feel  
free to urge that the ,german scheme of 
industrial  education1 possibly under   
another name1 be extended here and      
adopted  as a national policy4 ,in other
 words as ,germany has evolved its      

methods of attaining industrial         
efficiency1 and as the schools have     
played the leading part in the          
attainment1 the ,german system of       
industrial education1 private business  
may argue1 should be given for          
patriotic reasons full opportunity in   
the ,united ,states4 ,if the ,german    
system were introduced here1 of course  
it is not certain that it could  deliver
 wage workers more ready and servile1   
less single-purposed  in their          
industrial activity than they are now4  
,it was in ,germany a  comparatively    
simple matter for the schools to make   
over the children  into effective and   
efficient servants1 for1 as ,professor  
,veblen  explains1 the psychology of the
 ,german people was still feudal  when  
the modern system of industry1 with its 
own characteristic  enslavement1 was    
imposed1 ready-made1 upon them2 the     
,german1 people  unlike the             
,anglo-,saxon had not experienced the   
liberating effects of  the political    

philosophy which developed along with   
modern technology  in both ,england and 
,america4,a    ,footnote ,a3 ,thorstein 
,veblen4--,imperial ,germany and the    
,industrial  ,revolution4    ,first1    
then1 it is not certain that the system 
of ,german industrial  education would  
succeed2 and1 second1 if it did succeed 
it is not the  sort of education that   
,america wants4    ,america wants       
industrial efficiency1 it must have     
efficient workers if  it holds its place
 among nations1 and ,american people    
will prove their  efficiency or their   
inefficiency as they are capable of     
using the  heritage which industrial    
evolution has given the world4 ,but what
  shall we use this efficiency for8 ,for
 the sake of the heritage8 ,for  the    
sake of business8 ,for the sake of      
,empire8    ,business knows very clearly
 why it wants it1 but as a rule most of 
us  are not clearly conscious that we   
need1 for the sake of our expansive     
existence1 to be industrially efficient4

 ,we are not even conscious  that       
industry is the great field for         
adventure and growth1 because we  use   
that field not for the creative but for 
the exploitive purpose4    ,it is the   
present duty of ,american educators to  
realize these two  points3 that industry
 is the great field for adventure and   
growth2  that as it is used now the     
opportunities for growth are inhibited  
in the only field where productive      
experience can be a common one4         
,shortly it will be the mission1 of     
educators to show that by opening  up   
the field for creative purpose1 fervor  
for industrial enterprise  and good     
workmanship may be realized2 that only  
as the content of  industry in its      
administration as well as in the        
technique of its  processes is opened up
 for experiment and first-hand          
experience1  will a universal impulse   
for work be awakened4 ,it is for        
educators1  together with engineers and 
architects1 to demonstrate to the world 

that while the idea of service to a     
political state may have the power  to  
accomplish large results1 all productive
 force is artificially  sustained which 
is not dependent on men's desire to do  
creative work4  ,a state as we have     
seen1 may invoke the idea of service4   
,it might  represent the productive     
interests of a community if those       
interests  sprang from the expansive    
experience of a people in their creative
  adventures4    ,in the reconstructive 
period educators may have their         
opportunity to  extend the concept that 
the creative process is the educative   
process1  or as ,professor ,dewey states
 it1 the educative process is the       
process  of growth4 ,the reconstruction 
period will be a time of formative      
thought2 institutions will be attacked  
and on the defensive2 and out  of the   
great need of the nations there may come
 change4 ,educators will  find their    
opportunity as they discover conditions 
under which the  great enterprise of    

industry may be educational and as they 
repudiate  or oppose institutions which 
exclude educational factors4    ,it is  
for educators to realize first of all   
that there can be no  social progress   
while there is antagonism between growth
 in wealth  7which is industry7 and     
growth in individuals 7which is         
education72  that the fundamental       
antagonisms which are apparent in the   
current  arrangement are not between    
industry and education but between      
education and business4 ,they must know 
that as business regulates and  controls
 industry for ulterior purposes1 that is
 for other purposes  than production of 
goods1 it thwarts the development of    
individual  lives and the evolution of  
society2 that it values a worker not for
  his potential productivity but for his
 immediate contribution to the  annual  
stock dividend2 or if1 as in ,germany   
where his productive  potentiality is   
valued in terms of longer time1 it is   
for the imperial  intention of the state

 and not for the growth of the          
individual or the  progress of          
civilisation4          ,,creative       
,,impulse ,,in ,,industry               
,,chapter ,i    ,,production ,,and      
,,creative ,,effort      ,as a human    
experience1 the act of creating1 the    
process of fabricating  wealth1 has been
 at different times as worthy of        
celebration as the  possession of it4   
,before business enterprise and machine 
production  discredited handwork1 art   
for art's sake1 work for the love of    
work1  were conceivable human emotions4 
,but to-day1 a ,cezanne who paints      
pictures and leaves them in the field to
 perish is considered by the  general   
run of people1 in communities inured to 
modern industrial  enterprise1 as being 
not quite right in his head4 ,their     
estimate is  of course more or less     
true4 ,but such valuations are made     
without the  help of creative           
inspiration1 although the functioning of
 a product  has its creative            

significance4 ,the creative significance
 of a product  in use1 as well as an    
appreciation of the act of creating1    
would  be evident if modern production  
of wealth1 under the influence of       
business enterprise and machine         
technology1 had not fairly well         
extinguished the appreciation and the   
joy of creative experience in  countries
 where people have fallen under its     
influence so completely  as in our own4 
,it is usual in economic considerations 
to credit the period of  craftsmanship  
as a time in the evolution of wealth    
production that was  rich in creative   
effort and opportunity for the          
individual worker4  ,the craftsmanship  
period is valued in retrospect for its  
educative  influence4 ,there was        
opportunity then as there is not now for
 the  worker to gain the valuable       
experience of initiating an idea and    
carrying the production of an article to
 its completion for use and  sale in the
 market2 there was the opportunity then 

also as there is  not now1 for the      
worker to gain a high degree of         
technique and a  valuation of his       
workmanship4 ,it is characteristic of   
workmanship that  its primary           
consideration is serviceability or      
utility4 ,the creative  impulse and the 
creative effort may or may not express  
workmanship  or take it into account4   
,workmanship in its consideration of    
serviceability oftentimes arrives at    
beauty and classic production1  when    
creative impulse without the spirit of  
workmanship fails4 ,the  craftsmanship  
period deserves rank1 but the high rank 
which is given  it is due in part to its
 historical relation to the factory era 
which  followed and crushed it4 ,while  
craftsmanship represented expansive     
development in workmanship1 it is not   
generally recognized that  the ,guild   
organization of the crafts developed    
modern business  enterprise4,a ,business
 is concerned wholly with utility1 and  
not like  workmanship1 with standards of

 production1 except as those standards  
contain an increment of value in profits
 to the owners of wealth4 ,it  was      
during the ,guild period that business  
came to value workmanship  because it   
contained that increment4 ,in spite of  
business interest1  however1 the        
standard of workmanship was set by      
skilled craftsmen1 and  their standards 
represented in a marked degree the      
market value of the  goods produced by  
them4    ,footnote ,a3 ,thorstein       
,veblen2 ,instinct of ,workmanship1 pp4 
#baa-bab4    ,while the exploitation of 
the skill of the workman in the interest
 of  the owners of raw materials and    
manufactured goods1 had its depressing  
and corrupting influence on creative    
effort1 the creative impulse  found a   
stimulus in the respect a community     
still paid the skill and  ability of the
 worker4 ,it was not until machine      
standards superseded  craft standards   
and discredited them that the processes 
of production1  the acts of fabrication1

 lost their standards of workmanship and
 their  educational value for the       
worker4 ,the discredits were            
psychological  and economic2 they       
revolutionized the intellectual and     
moral concepts  of men in relation to   
their work and the production of wealth4
    ,as machine production superseded   
craftsmanship the basis of fixing  the  
price of an article shifted from values 
fixed by the standards of  workers to   
standards of machines1 ,professor       
,veblen says to standards  of salesmen4 
,it is along these lines that mechanical
 science applied  to the production of  
wealth1 has eliminated the personality  
of the  workers4 ,a worker is no longer 
reflected in goods on sale2 his         
personality has passed into the machine 
which has met the requirements  of mass 
production4    ,the logical development 
of factory organisation has been the    
complete  cordination of all factors    
which are auxiliary to mechanical power 
and devices4 ,the most important        

auxiliary factor is human labor4 ,a     
worker is a perfected factory attachment
 as he surrenders himself to  the time  
and the rhythm of the machine and its   
functioning2 as he  supplements without 
loss whatever human faculties the       
machine lacks1  whatever imperfection   
hampers the machine in the satisfaction 
of its  needs4 ,if it lacks eyes1 he    
sees for it2 he walks for it1 if it is  
without legs2 and he pulls1 drags1      
lifts1 if it needs arms4 ,all of  these 
things are done by the factory worker at
 the pace set by the  machine and under 
its direction and command4 ,a worker's  
indulgence in  his personal desires or  
impulses hinders the machine and lowers 
his  attachment value4    ,this division
 of the workers into eyes1 arms1        
fingers1 legs1 the  plucking out of some
 one of his faculties and discarding the
 rest  of the man as valueless1 has     
seemed to be an organic requirement of  
machine evolution4 ,so commendable the  
scheme has been to business  enterprise 

that this division of labor has been    
carried from the  machine shop and the  
factory to the scientific laboratories  
where  experiment and discovery in new  
processes of technology are developed1  
and where1 it is popularly supposed1 a  
high order of intelligence is  required4
 ,the organization of technological     
laboratories1 like the  organization of 
construction shops to which they are    
auxiliary1 is  based on the breaking up 
of a problem which is before the        
laboratory  for its solution4 ,the      
chemists1 physicists1 machinists and    
draftsmen  are isolated as they work out
 their assigned tasks without specific  
knowledge of what the general problem is
 and how it is being attacked4  ,small  
technological laboratories are still in 
existence where  the general problem in 
hand is presented as a whole to the     
whole  engineering staff1 and is left to
 them as a group for independent and    
associated experimentation4 ,but even in
 such cases the technological  content  

does not necessarily supply the impulse 
to solve the problem  or secure a free  
and voluntary participation in its      
solution4 ,those  who are interested in 
its solution are inspired by its        
economic value  for them4 ,in all       
technological laboratories1 either where
 the problem  is broken up and its parts
 distributed among the employees of the 
laboratory1 or where it is given to them
 as a whole for solution1 it  is given  
not as a sequence in the creative       
purpose of the individuals  who are at  
work on it1 nor is its final solution   
necessarily  determined by its use and  
wont in a community4 ,problems brought  
to  the laboratory are tainted with the 
motive of industry which is not         
creative1 but exploitive4    ,the tenure
 of each man employed in production is  
finally determined  not by any creative 
interest of his own or of his employer  
but by  whether in the last analysis1 he
 conforms better than another man to    
the exigencies of profits4 ,if profits  

and creative purpose happen to  be one  
and the same thing1 his place in an     
industrial establishment  has some      
bearing on his intrinsic worth4 ,under  
such circumstances his  interest in the 
creative purpose of the establishment   
would have a  foundation1 and he himself
 could value better than he otherwise   
would  his own part in the enterprise4  
,the economic organization of modern    
society though built on the  common     
people's productive energy has          
discounted their creative  potentiality4
 ,we hold to the theory that men are    
equal in their  opportunity to capture  
and own wealth2 that their ability in   
that  respect is proof of their ability 
to create it2 a proof of their  inherent
 capacity4 ,it is a proof1 as a matter  
of fact1 of their  ability to compete in
 the general scheme of capture2 their   
ability to  exploit wealth successfully4
 ,while the prevailing economic theory  
of  production takes for granted men's  
creative potentiality there is no       

provision in our industrial institution 
for the common run of men to  function  
creatively4 ,there is no attempt in the 
general scheme for  trueing-up or       
estimating the creative ability of      
workers4 ,in the  market1 where the     
value of goods is determined1 a machine 
tender has a  better chance than a      
craftsman4 ,the popular belief is that  
the ability  of workers has native      
limitations1 that these limitations are 
absolute  and that they are fixed at or 
before birth4 ,this belief is a tenet   
among those who hold positions of       
industrial mastery4 ,managers  of       
industry for instance who control a     
situation and create an  environment1   
demand that those who serve them meet   
the requirements  which they have fixed4
 ,they do not recognize that industrial 
ability  depends largely on the         
opportunity which an individual has had 
to make  adjustments to his surroundings
 and on his opportunity to master them  
through experiment4 ,a factory employee 

is required to do a piece of  work2 and 
he does it1 not because he is interested
 in the process or  the object1 but     
because his employer wants it done4     
,in ,anglo-,saxon and ,teutonic         
countries1 where people have fallen most
  completely under the influence of     
machine production and business         
enterprise1 and where they have lost by 
the way their conception  of their      
creative potentiality1 work is          
universally conceived as  something     
which people endure for the sake of     
being paid off4 ,being  paid off1 it    
seems abundantly clear1 is the only     
reason a sane man can  have for working4
 ,after he is paid off the assumption is
 his pleasure  will begin4 ,a popular   
idea of play is the absence of work1 the
  consumption of wealth1 being          
entertained4 ,being entertained indeed  
is as near as most adult men in these   
countries come to play4 ,their  ,sundays
 and holidays are depressing occasions1 
shadowed by a forlorn  expectancy of    

something which never comes off4    ,the
 capacity of the ,french people for     
enjoying their holidays is much  the    
same as their capacity for enjoying     
their work4 ,this1 no doubt1 is  a      
matter of native habituation4 ,but      
however they came by it1 it has  had its
 part in determining the industrial     
conditions of ,france4 ,the  love of the
 people for making things has resisted  
in a remarkable way  the domination of  
machine industry and modern factory     
organization4  ,the ,french work shop1  
averaging six persons1 is as            
characteristic  of ,france as the huge  
factory organization with the most      
modern  mechanical equipment is         
characteristic of ,american industry4   
,as the  workers in these shops         
participate more intimately in the      
fabrication  of goods they come more    
nearly to a real participation in       
productive  enterprise4 ,this close     
contact with the actual processes of    
production  gives the workers a sense of

 power4 ,a sense of their relation to   
the  processes and their ability to     
control them engenders courage4 ,indeed 
it is the absence of fear1 rather than  
the absence of work1 that  determines   
the capacity of men for play4    ,it was
 not accidental that the movement of the
 ,french workers for  emancipation      
emphasized a desire for control of      
industry4 ,the  syndicalism of ,france  
has expressed the workers' interest in  
production as the labor movements of    
other countries have laid stress        
exclusively on its economic value to    
them4 ,the syndicalists' theory  takes  
for granted the readiness of workers to 
assume responsibility  for production1  
while the trade unionists of ,england1  
,germany and the  ,united ,states ask   
for a voice in determining not their    
productive but  their financial relation
 to it4    ,it is the habit of these    
other peoples to credit the lack of     
interest  in work to physical hardships 
which the wage system has imposed4 ,but 

the wage system from the point of view  
of material welfare has borne  no less  
heavily on the ,french than on other    
workers4 ,it is also  difficult to prove
 that the physical hardships of modern  
methods of  production are greater than 
the hardships of earlier methods4 ,the  
truth is that neither hardships nor     
exploitation of labor are new  factors2 
they have both1 through long centuries1 
repressed in varying  degree the        
inspirational and intellectual interest 
of workers in  productive effort4 ,it is
 not the economic burdens which followed
 the  introduction of machinery and the 
division of labor that distinguish      
these new factors in industry1 but the  
discredit which they throw  around man's
 labor power4 ,they have carried the    
discredit of labor  in its social       
position further than it had been       
carried1 but this  is merely a          
by-product of the discredit they cast on
 the skill and  intellectual power which
 is latent in the working class4 ,in    

this  connection the significant truth  
for civilization is that while          
exploitation of labor and physical      
hardships induce the antagonism  between
 labor and capital1 modern factory      
organization destroys  creative desire  
and individual initiative as it excludes
 the workers  from participation in     
creative experience4    ,the new        
discoveries in inorganic power and their
 application to  industrial enterprise  
are possibly more far reaching in their 
effect  on the adjustment and           
relationships of men than they have been
 at any  other time in the last century 
and a half4 ,whatever the world owes  to
 these discoveries and their            
applications it cannot afford to lose   
sight of a fact of great social         
significance1 which is1 that people     
have accepted mechanical achievements1  
not as labor saving devices but  as     
substitutes for human initiative and    
effort4 ,they have not1 indeed1  saved  
labor to the advantage of labor itself1 

and they have  inhibited interest in    
production4 ,outside of business        
enterprise and  diplomacy--the political
 extension of business--mechanical      
devices  have lost the surprise reaction
 and resentment which they originally   
set up4 ,as a competitor with human     
labor they have established  themselves 
as its fit survivor4 ,the prophesy of   
,theophrastus ,such  seems to have been 
already fulfilled1 and any new machine  
added to  those already in power in the 
,parliament of ,machines can scarcely   
add  to the worker's sense of his own   
impotency4 ,the business valuations     
which were evolved out of craftsmanship 
and which were further  developed under 
the influence of the technology of the  
last century  and a half1 emphasized the
 value of material force1 and repressed 
spiritual evaluations1 such as the      
creative impulse in human beings4       
,modern industrial institutions are     
developed by an exclusive  cultivation  
of people's needs and the desire to     

possess4 ,they are  developed           
independently1 as we have seen1 of any  
need or desire to  create4 ,the desire  
to possess is responsible for the       
production of a  mass of goods          
unprecedented and inconceivable a       
century and a half  ago4 ,the actual    
production of all of these goods is     
unrelated to  the motive of men's       
participation in their production2 the  
actual  production in relation to the   
motive is an incident4 ,the sole reason 
for the participation in the productive 
effort is not the desire for  creative  
experience or the satisfaction of the   
creative impulse2 it  is not an interest
 in supplying the needs of a community  
or in the  enrichment of life2 it is to 
acquire out of the store of goods all   
that can be acquired for personal       
possession or consumption4 ,there is  no
 more fundamental need than the need to 
consume2 but for the common  run of men 
as a motive in the creation of wealth1  
it is shorn of  adventure1 of           

imagination and of joy4    ,the         
ownership of many things1 which mass    
production has made possible1  the      
intensive cultivation of the desire to  
own1 has added another  element to the  
corruption of workmanship and the       
depreciation of its  value4 ,access to a
 mass of goods made cheap by machinery  
has had its  contributing influence in  
the people's depreciation of their own  
creative efforts4 ,as people become     
inured to machine standards1 they  lose 
their sense of art values along with    
their joy in creative  effort1 their    
self regard as working men and their    
personal equation  in industrial life4  
,where the motive of individuals who    
engage in industry is the desire  to    
possess1 the rational method of gaining 
possession is not by the  arduous way of
 work but of capture4 ,the scheme of    
capture is a scheme  whereby you may get
 something for 7doing7 nothing2 nothing 
as nearly  as possible in the way of    
fabrication of goods2 something for the 

manipulation of men2 something for the  
development of technology and           
mechanical science2 and high regard for 
the manipulation of money4  ,doing      
nothing does not mean that manual       
workers1 managers of  productive        
enterprises1 speculators in the natural 
resources of wealth  production and     
manufactured goods1 as well as          
financiers1 are not busy  people1 or    
that their activity does not result in  
accomplishment4 ,they  are indeed the   
busy people and their accomplishment is 
the world's  wealth4 ,nevertheless the  
intention of all and the spirit of the  
scheme  is to do as near nothing as     
possible in exchange for the highest    
return4 ,the whole industrial           
arrangement is carried on without  the  
force of productive intention2 it is    
carried forward against a               
disinclination to produce4    ,i have   
said that industry was shorn of         
adventure for the common  man4          
,adventure in industrial enterprise is  

the business man's great  monopoly4 ,his
 impetus is not due to his desire to    
create wealth but to  exploit it1 and he
 secures its creation by paying men off4
 ,commonly  he is peevishly expectant   
that those he pays off will have a      
creative  intention toward the work he  
pays them to do1 although in the scheme 
of industry which he supports the       
opportunity provided for such  intention
 is negligible4 ,an efficiency engineer 
estimated that there  is a loss in      
wealth of some fifty per cent1 due to   
the inability of  the business man to   
appraise the creative possibilities in  
industry4    ,when exploitation of      
wealth is referred to1 those who own it 
are  generally meant4 ,but exploitation 
of wealth is the intention of  the      
worker as well as of the business man4  
,to get1 as ,i have said1  something for
 7doing7 nothing is the dominating motif
 in the  industrial world4 ,it is       
supposed to reflect the self-interest of
  individuals1 to reflect1 that is1     

their economic needs4    ,this motive of
 circumscribed self-interest during an  
era of political  and industrial        
expansion has been adopted by           
philosophers as the guide  as well as a 
clue to conduct2 it was hailed by them  
as a sufficient  and complete motivation
 for wealth creation2 they used it as a 
basis  of a theory for race progress    
resting solely on the efforts of men to 
satisfy their material needs through    
their ability to capture goods4  ,this  
motive together with the possibilities  
which machine production  opened up for 
wealth exploitation1 gave birth to the  
dismal science of  ,political ,economy2 
it suggested the materialistic          
interpretation  of history1 and brought 
to earth utopian schemes of brotherhood4
  ,political science is dismal because  
it is an interpretation of  dismal      
institutions4 ,it may be ungenerous to  
speak slightingly  of institutions which
 have yielded such great wealth1 which  
have  transformed inert matter into     

productive power and brought in         
consequence the whole world into        
acquaintanceship and rivalry4 ,it  would
 be ungenerous if it were not for a fact
 which has become  poignant1 that the   
exploitation of wealth and undigested   
relationships  are to-day the           
outstanding menace to civilization4     
,the present world conflict has made it 
clear that relationships cannot  remain 
undigested2 that they are not in their  
nature passive4 ,they are  either       
integrating in their force or           
disintegrating4 ,socialism has          
undertaken for two generations to prove 
that exploitation1 carries  with it its 
own seeds of destruction4 ,the position 
of the socialists  is passing out of    
theory and propaganda through the hands 
of  diplomatists1 into statutes4 ,both  
the socialists and their successors     
would eradicate exploitation by         
repressing it4 ,the socialists would    
repress it by shifting ownership of     
wealth from individuals to the  state1  

while the diplomatists1 through the same
 agency1 would regulate  those who own  
it4    ,it is an historical fact as well
 as a psychological one that you do  not
 get rid of traits or institutions      
except as you replace them with         
something of positive service1 or       
greater competitive value4 ,the         
institution of capitalism exists not    
because of its predatory  character1 but
 because in spite of its exploitation it
 promotes  industry1 and labor and other
 industrial technicians do not4 ,as our 
industrial institutions have grown out  
of a predatory concept instead  of a    
creative one1 as capture has been       
rewarded rather than work1 as  the      
possessive desire has been stimulated   
and the creative desire  has been       
sacrificed1 as employers of men and     
owners of machines have  engaged in     
production because of their interest not
 in the process or  in the use of the   
product1 but in the reward1 as wage     
workers have  hired out for the day's   

work or continued during their adult    
life in  their trade without interest in
 its development1 because like their    
employers they wanted the highest cash  
return1 wealth exploitation  has come to
 be synonymous in the minds of men with 
wealth creation4 ,a  creative concept   
which could survive and inhibit the     
predatory concept  must rest on such    
elements of creative force as are now   
absent from  our industrial institution4
    ,it is almost axiomatic to say that 
a system of wealth production which     
cultivated creative effort would yield  
more in general terms of  life as well  
as in terms of goods1 than a system like
 our own which  exploits creative power4
 ,it is obvious that the disintegrating 
tendency in our system is due to the    
fact that production is dependent  for  
its motive force on the desire to       
possess4 ,it is also obvious that  a    
rational system of industry which sought
 to give that desire among  all men full
 opportunity for satisfaction would also

 undertake to  cultivate the creative   
impulse for the sake of increasing      
creative  effort ,the result would be an
 increase in production4 ,as logical  as
 this observation may be1 it is not so  
obvious how such a social               
transformation as this implies1 may be  
effected4    ,every advance in wealth   
creation which has become an            
institutional  part of an economic      
system has been impelled and sustained  
by the  material interests of people who
 at the time held the strategic         
position in the community4 ,the world   
has progressed1 or retrogressed1  as the
 most powerful interests at any time    
adjusted the institutions  and customs  
governing wealth production to their own
 advantage4 ,as  the controlling        
interests in our present scheme are the 
business  interests1 it is the business 
man1 not the workman1 who directs       
industry and determines its policy as   
well as the general policy of  the      
nation in which it operates4 ,it is to  

the advantage of private  business run  
for private gain1 to control creative   
effort for the  purpose of appropriating
 the product1 and to inhibit free       
creative  expression as an              
uncontrollable factor in the enterprise 
of  exploitation4    ,the appalling and 
wanton sacrifice of life which are      
incident to the  evolution of machinery 
and the division of labor seem to demand
 at  times their elimination4 ,in       
weariness we are urged to retrace our   
steps and go back to craftsmanship and  
the ,guilds4 ,but it is idle to  talk   
about going back or eliminating         
institutionalized features of  society4 
,we cannot go back1 we have not the     
ability to discard this or  that part of
 our environment except as we make it   
over4 ,the result of  this making over  
might be vitalized by methods which had 
belonged  to earlier periods1 but       
neither the methods nor the periods1 we 
can  safely say1 will live again4       
,neither our own nor future generations 

will escape the influence of modern     
technology4 ,it will play its part4  ,it
 may be a part which will lead away from
 some of the destructive  influences    
which developed in the era of           
craftsmanship and which  dominate the   
present4 ,but a society too enfeebled to
 use its own  experience will not have  
the power to use the experience of      
another  people or of another time4 ,it 
is beside the point to look to some     
other experience or scheme of life and  
choose that because it seems  good1     
unless the choice is based on a people's
 present fitness to  adapt that other   
experience or other scheme of life to   
their own  experience4 ,the proposition 
to revert to an earlier period suggests 
nothing more than the repetition of an  
experience out of which the  present    
state of affairs has evolved4    ,nor is
 there ground for the hope that in time 
institutions and  relationships will be 
regulated on principles of altruism4 ,it
 is not  apparent indeed that such      

regulations would yield even the present
  allowance of happiness incident to our
 own immature method of  capturing what 
wealth we can without relation to social
 factors4 ,as  unfortunate as we are in 
pursuit of that blind method1 it is safe
 to  predict that the world would be a  
madder place than it is to-day if  every
 one devoted himself to doing what he   
believed was for the good  of everybody 
else4    ,the hope of social            
revolutionists that private business    
would  overreach itself and defeat its  
own purpose1 grew out of the            
expectation that its tribute exactions  
would draw the subjects of  capital     
together in a common defensive movement2
 that the movement on  account of its   
numbers would overturn business and that
 in place of  private management        
democratic control would be instituted4 
,some  such outcome1 sooner or later1   
seems inevitable if civilization is     
scheduled to advance4 ,the labor union  
movement1 unlike the political          

socialist revolutionary movement1       
undertakes in its operation to  supply  
labor with a certain working content1   
which the administrative  scheme of     
industry has excluded from the          
experience of its workers4  ,but this   
content is not sufficient to stimulate  
the imagination of the  trade unionists 
with the thought that the world of      
industry is the  field of creative      
adventure4 ,their conception born of    
experience is  not so flattering4 ,it   
would be a brave man who would undertake
 to  convince the twentieth century     
adult wage earner1 involved in modern   
methods of machine production1 that his 
poverty is less in his  possession of   
wealth than in his growth and in his    
creative  opportunity4    ,the          
industrial changes which the labor      
movement proposes to make are  on the   
side of a better distribution of goods4 
,a better distribution  would have a    
dynamic significance in wealth          
production1 if the  actual increase     

which labor secured in wages and leisure
 were a real  increase4 ,but exploiting 
capital provides for such exigencies as 
high  wages by increasing the price of  
products1 thus reducing the wage        
earners' purchasing power to the former 
level4 ,high wages fail to  disturb the 
relative portion of capital and labor   
even more than they  fail to affect the 
purchasing power of the worker4    ,it  
is often suggested that if the state    
assumed control of industry  the blight 
of business could be removed4 ,but in   
the transfer we would  not necessarily  
gain opportunity to enjoy the adventure 
which industry  holds out4 ,industry as 
a creative experience1 it is safe to    
predict1  would be as rare a personal   
experience and as foreign an influence  
in social existence under state         
management as it is under business      
management4 ,the state would curb the   
amount of wealth exploitation  possibly1
 but would not alter the universal      
attitude toward wealth  production1     

which is to take as much and give as    
little as one can get  off with4        
,although political socialism may be the
 economic sequel of private  capital    
there is no foundation for the belief   
that it will of itself  induce creative 
effort or stimulate creative impulse4   
,the faith back  of the socialist       
movement that desirable attributes like 
the creative  impulse1 which men        
potentially possess1 will begin to      
operate  automatically and universally  
as soon as there is sufficient  leisure 
and food for general consumption1 is    
blind and historically  unwarranted4    
,the signs are that a socialist state   
would lean  exclusively on the          
consumption desire for production       
results1 just as  the present system of 
business now does4 ,neither fat incomes 
nor large  leisure have furnished the   
world with its people of genius4 ,in    
spite  of the inhibiting influence of   
exploitation1 they have come1 what      
there are of them1 out of intensive     

application to some matter  of moment4  
,possibly they would come1 and more of  
them1 from the  work-a-day world under  
socialism with the inhibiting influence 
of  organized exploitation removed1 but 
more of them would not insure a         
democracy in industry or elsewhere4     
,nothing insures that short of  a strong
 emotional impulse1 a real intellectual 
interest in the  adventure of productive
 enterprise4    ,the creative desire is 
an incident or a sort of by-product of  
the  economics of socialism as it is of 
classical economics2 neither  one nor   
the other depends on its cultivation4   
,either is capable of  achieving mass   
production1 but neither insures a       
democratic control of  industry1 neither
 provides for growth1 for education in  
the productive  process4 ,a democracy of
 industry requires a people's sustained 
interest in the productive enterprise2  
their interest in the  development of   
technology1 the development of markets1 
and the release  of man's productive    

energy4    ,it happens that in machine  
production and in the division of labor 
there are emotional and intellectual    
possibilities which were  non-existent  
in the earlier and simpler methods of   
production4 ,as  power latent in        
inorganic matter has been freed and     
applied to common  needs1 an environment
 has been evolved1 filled with          
situations  incomparably more dramatic  
than the provincial affairs of detached 
people and communities4 ,although this  
technological subject matter1  rich in  
opportunities for associated adventure  
and infinite discovery1  is not a part  
of common experience1 it exists1 and if 
called out from  its isolation for      
purposes of common experimentation1 it  
is fit matter  for making science a     
vital experience in the productive life 
of the  worker4    ,industry under the  
direction of business will not open up  
the  adventure with its stimulating     
factors to its subservient labor force1 
unless it happens that the present      

methods fail1 in time1 to carry  forward
 industrial enterprise on a             
profit-making basis2 or unless  labor   
develops the power which springs from   
desire for creative  experience1 to     
undertake the direction and control of  
industry4    ,the present is better than
 any time earlier in the history of     
technology for the development of a     
concept of industry as a socially       
creative enterprise4 ,as craftsmanship  
extended and intensified an  interest in
 personal ownership1 it magnified the   
value of possessions2  as it deepened   
the desire for protection of private    
property and  the strengthening of      
property laws against human laws1 it was
 not  a socializing force4 ,while the   
craftsmanship period strengthened       
personal claims on workmanship and      
interest in it1 mechanical power  and   
division of labor have impersonated     
industry4,a ,in the labyrinth  of       
mechanical processes and economic       
calculation it is not to-day  possible  

for a worker to think or speak of a     
product as his4 ,he has no  basis for   
ownership claims in any article2 even   
the price is arranged  between buyer and
 seller and he is not the seller4 ,an   
article owes its  existence to an       
infinite number of persons and its place
 in the market  to as many more4        
,footnote ,a3 ,thorstein                
,veblen--,instinct of ,workmanship1     
,chapter ,v4    ,a worker's claim to the
 product of his labor is merged in an   
infinity  of claims which makes the     
product more nearly the property of     
society  than of any one individual4    
,and this merging of claims which has   
resulted in the submerging of all wage  
workers1 has set up the new  educational
 task of discovering the possibilities  
for creative  experience in associated  
enterprise4    ,while an article        
manufactured under business conditions  
is the product  of enforced association1
 we have in this condition the mechanics
 of  a real association4 ,as it now     

stands1 the association is one of       
individuals1 with the impulse for       
association and for creative effort     
left out4 ,the interests of some ninety 
workers associated together in  the     
making of a shoe are not common but     
antagonistic1 except as they  are common
 in their antagonism to the owner of the
 shoe on which they  work4 ,they hang   
together because they must2 their       
parting is the best  part of a working  
day4    ,and yet the practice of        
dividing up the fabrication of an       
article  among the members of a group   
instead of confining the making of it   
to one or two people1 opens up the      
possibility of extensive social         
intercourse1 and has the power1 we may  
discover1 to sublimate the  inordinate  
desire for the intensive satisfaction of
 personal life4  ,although the division 
of labor has given us a society which is
  abortive in its functioning like a    
machine with half assembled parts1  it  
offers us the mechanics for             

interdependence and the opportunity to  
work out a cordinated industrial life4  
,,chapter ,,ii    ,,adapting ,,people   
,,to ,,industry--,,the ,,american ,,way 
,as machine power rivalled hand work1   
promoters of industry until  recently   
relied for its advancement on the       
perfection of technology1  giving little
 thought to the perfection of labor4 ,it
 was confidently  assumed that labor1   
out of its own necessities1 would adapt 
itself  automatically to the new        
requirements of the machine1 and to the 
shifts of business interest4 ,when it   
was discovered that there were          
limitations to labor's voluntary        
adaptation under the conditions laid    
down1 intelligent business in ,america  
decided that the responsibility  for    
realizing labor's adaptation or labor's 
coperation as they  call it1 must be    
assumed by the management of industry   
and that that  management must be       
scientifically worked out and applied4  
,scientific management is scientific as 

it subjects the labor  operations on    
each job1 each specific job to be       
performed in a  factory1 to a testing   
out of the energy consumed2 to          
discovering  how to secure labor's      
maximum productivity without waste of   
time or  energy4 ,it is scientific as   
the manager's state of mind towards the 
physical and psychological reactions of 
the workers is one of inquiry  and a    
readiness to accept1 as facts of        
mechanical science are  accepted1 the   
reaction of the workers4 ,a scientific  
manager1 or  engineer as he is often    
called1 bears the same relation to the  
labor  force in a factory that an       
electrical engineer bears to the        
electrical  equipment4 ,if his attention
 to the emotional reaction of the       
workers  is less detached than          
scientific standards require1 it must be
  remembered that he is trying to make  
adjustments which must first of  all    
meet definite business conditions4      
,where the reactions of the  workers    

interfere with the whole scheme of      
business administration1  7and interfere
 they ceaselessly do71 he has to        
substitute measures  which are not      
strictly speaking scientific4 ,on these 
occasions he  adopts humanitarian       
schemes1 which are generally spoken of  
as welfare  work4 ,it is the            
introduction of these schemes which look
 like a slop  over from science to      
charity1 that makes it difficult for    
outsiders  to tell just what scientific 
management is and what it is not4       
,mr4 ,frederick ,w4 ,taylor1 the founder
 of scientific management1 was  capable 
of scientific detachment in studying    
working men in relation  to the specific
 job4 ,he was able more notably than    
others had been  before him1 and more   
than many who have followed him1 to     
extend the  impersonal state of mind1   
which he enjoyed in the study of        
inorganic  energy1 to his study of human
 energy4 ,mr4 ,taylor's interest did not
  emanate from sympathy with labor in   

its hardships2 his interest was         
centered in an effort to conserve and   
apply labor energy with maximum  economy
 for wealth production4 ,mr4 ,taylor    
awakened the consciousness  of          
industrial managers to the fact that the
 energy of workers like the  power of   
machinery is subject to laws4 ,he       
demonstrated that it was  possible in   
specific operations to discover how the 
highest degree of  energy could be      
attained and the largest output result1 
without  loss through fatigue4 ,he      
showed how efficiency could be enhanced 
by  transferring the responsibility of  
standards of work from the workers  to  
the managers4 ,he formulated1 as a      
business and industry doctrine1  that a 
definite relation between the           
expenditure of labor energy and  the    
labor reward could be established2 that 
the wage incentive1 if  applied to labor
 in relation to energy expended1 would  
yield1 or might  be expected to yield   
increased returns4 ,these incentives1   

rewards1  stimuli1 which employers could
 apply would produce1 he stated with    
unscientific fervor1 the workers'       
initiative4 ,the inability of ,mr4      
,taylor and other scientific managers to
 distinguish between initiative  and    
short lived reaction to stimulus is     
simple evidence that their  scientific  
experiments were confined to comparisons
 which they could  make between a yield 
in wealth where the stimulus to labor is
 weak1  and a yield where it is strong4 
,they will not discover what a worker's 
productivity is1 or might be1 when      
incited by his impulse to work1 nor     
will they secure labor's initiative1    
until they release the factors1  latent 
in industry1 which have inspirational1  
creative force4    ,the attitude of ,mr4
 ,taylor and his followers1 however1    
differs from  that of the ordinary      
manager who maintains an irritated      
disregard of  the disturbing elements   
instead of accepting them and1 as far as
 is  consistent with business           

principles1 allaying or cajoling them4  
,the  significant contributions which   
scientific management has made are in   
line with the experiments originally    
introduced by ,mr4 ,taylor4 ,they  call 
for the study of each new task by the   
management1 for discovering  the economy
 in the expenditure of labor energy     
before it is submitted  to the working  
force2 the standardizing of the task in 
conformity with  the findings2 the      
teaching of the approved methods to the 
working  force2 the introduction of     
incentives which will insure the full   
response of labor in the accomplishment 
of the task4 ,beside the  standardizing 
of tasks and the relating the wage to   
the fixed  standard1 scientific         
management has made intensive           
experiments in  the scheduling of the   
various operations to be performed1     
which are  divided among the working    
force1 so that no one operation is held 
up  awaiting the completion of another4 
,it has shown in this connection  that  

work can be routed so that the time of  
workers is not lost4 ,the  most         
successfully managed factories also plan
 their annual product  so that          
employment will be continuous4 ,they    
have discovered that the  periods of    
unemployment seriously affect the       
personnel of a labor  force and they    
estimate that the turnover of the labor 
force which  requires the constant      
breaking in of new men is an item of    
serious  financial loss4 ,the ,ford     
,automobile ,works at one time hired    
#ej1jjj men  in one year while not      
employing at any one time more than     
#ad1jjj4 ,they  estimated that the cost 
of breaking in a new man averaged       
#gj4jj4 ,to  reduce this cost1 they     
instituted profit sharing1 as an        
incentive for  men to remain4 ,other    
factories have estimated the cost of    
replacing  men from #ej4jj to #bjj4jj4  
,a rubber concern in ,ohio has a labor  
turnover of #aej per cent4 ,in          
connection with the effort to reduce the

  turnover in the labor force the       
management of well organized factories  
takes great care to estimate a worker's 
value before employing him4  ,the policy
 of transferring a man from one         
department to another where  he is      
better suited yields evidently valuable 
results4 ,in factories  where there is  
effort to hold labor1 to make employment
 continuous1  the turnover has been     
reduced in some cases to as low as #ah  
per cent4  ,generally1 however1 it is   
still high2 frequently as high as #ej   
per  cent1 and #ej per cent is still    
considered low1 even in factories which 
have given the subject much             
consideration4    ,there is a tendency  
in developing the mechanics of          
efficiency1 as they  relate to labor1 to
 establish for machine production       
standards of  workmanship4 ,long and    
weary experience has proved that wage   
earners  under factory methods and      
machine conditions are not interested in
  maintaining standards of work4 ,the   

standards which are set by the          
scientific management schemes of        
efficiency are not1 to be sure1 the     
qualitative standards of craftsmanship  
but they are qualitative as  well as    
quantitative standards of machine work4 
,the tendency to  establish standards   
should have educational significance for
 workers4  ,it would have1 if the       
responsibility for setting standards as 
well  as maintaining them rested in any 
measure with the workers2 it would      
have1 that is1 if the workers had the   
interest in workmanship1 which  as      
things now stand they have not4 ,the    
point in scientific management  is that 
efficiency depends1 wholly depends they 
believe1 on  centralizing the           
responsibility for setting and          
maintaining  workmanship standards1 on  
transferring the responsibility for     
standards of work from workers who do   
it1 to the management who  directs it   
done4 ,i have learned of only one       
manager who realizes  that although the 

factory workers are not to be trusted to
 maintain  standards1 a management      
nevertheless will fail to get the       
workers'  full coperation until it      
arouses their interest in maintaining   
them4    ,the manager is ,mr4 ,robert   
,wolf1 who illustrated this point at a  
meeting of the ,taylor ,society in      
,march1 #aiag4 ,in describing the       
process of extracting the last possible 
amount of water from paper  pulp1 he    
said3        ,our problem was to        
determine the best length of time to    
keep the      low pressure on1 as the   
high1 pressure is governed entirely by  
the      production coming from the wet 
machine4 ,after having determined       
that three minutes of low pressure 444  
gives maximum moisture      test1 we    
furnished each man on the wet machines  
with a clock and      asked him to leave
 this low pressure on just three        
minutes4 ,as      long as the foremen   
kept constantly after their men and     
vigilantly      followed them up we     

obtained some slight increase in the    
test2 but      it required a constant   
urging upon our part to focus the       
attention      of the men upon this     
three minute time of low pressure4444   
,we      realized finally that in order 
to get the results we were after1       
it was necessary for us to produce a    
desire upon the part of      our men to 
do this work in the proper way 444 so we
 designed an      instrument which would
 give us a record of the time lost      
between      pressing operations1 also  
the number of minutes the low pressure  
was kept on4 ,it took us something over 
a year to perfect this      machine1 but
 after it was finally perfected and a   
record of the      operations made1 we  
found that the men actually were        
operating at      an average efficiency 
of #db per cent1 and our moisture test  
was      running about #ed per cent4    
,our next step was to post a daily      
record of the relative standing of the  
men in the machine room1      putting   

the men who had the best record at the  
top of the list1 in      the order of   
their weekly average efficiencies4 7,the
 efficiency of      low pressure1 which 
proved to be the most important factor1 
was      computed by calling three      
minutes of low pressure #ajj per cent   
and      two minutes either way #j per  
cent47 ,as a result of simply posting   
this record our efficiencies rose to    
over #fj per cent and our      moisture 
test increased a little less than #a per
 cent4 ,some of the      best and most  
skilled men had an efficiency of over   
#hj per cent1      but quite a large    
percentage of them were down below #ej  
per cent4      ,we therefore decided    
that it was necessary to have the       
foreman      give more detailed         
information to the men as to what the   
machine      meant and how their        
efficiencies were obtained and to put   
the      instrument which did the       
recording into a glass case in the      
machine room where all the men could see

 it4 ,each foreman took a      portion  
of the chart and one of the celluloid   
scales by which1 we      obtained the   
efficiencies and explained in detail to 
each one of      the men how their      
records were calculated4 ,as a result of
 this1      our efficiency rose from #fj
 per cent to #hj per cent in less than  
four weeks1 and it has remained at #hj  
per cent ever since--7ever      since   
being over two years7--enabling us to   
get a moisture of over      #ef per     
cent4,a    ,footnote ,a3 ,bulletin of   
the ,taylor ,society--,march1 #aiag4    
,this was accomplished1 ,mr4 ,wolf told 
them1 without resorting to piece  work  
or bonus or any of the special methods  
of payments1 their  men being hired by  
the day throughout the entire plant4    
,mr4 ,wolf  accomplished the result by  
giving meaning to a meaningless task1   
by letting the men see for themselves   
how they arrived at results1  letting   
them see the different processes of     
getting results and  knowing on their   

own account which were the most         
valuable4    ,there may be other        
managers who appreciate the value of    
letting men  in on the experimental     
effort of getting results but it is not 
the  practice to do so and it is opposed
 to the idea of transferring  the       
responsibility from the workshop to the 
manager's office or  laboratory4        
,because of this practice the           
educational value of  establishing      
standards of workmanship is lost so far 
as the workers  are concerned4 ,mr4     
,wolf's criticism of orthodox scientific
 management  and his conclusions are    
illuminating2 they are indeed           
revolutionary  in nature as they come   
from a manager of a successful          
industrial  enterprise3        ,our     
efforts1 ever since we began to realize 
the workman's point      of view1 have  
been not to take responsibility from    
him4 ,it is our      plan to increase   
his responsibility and we feel that it  
is our      duty to teach him to        

exercise his reasoning power and        
intelligence      to its fullest extent4
 ,there is no advantage gained by       
stimulating a man's reasoning power1 and
 through this means his      creative   
faculty1 if the management relieves the 
man of the      responsibility for each 
individual operation4 ,the opportunity  
for self expression1 which is synonymous
 with joy in work1 is      something    
that the workman is entitled to1 and we 
employers who      feel that management 
is to become a true science must begin  
to      think less of the science of    
material things and think more of       
the science of human relationships4 ,our
 industries must become      humanized1 
otherwise there will be no relief from  
the present      state of unrest in the 
industries of the world4        ,in this
 connection it might be well to observe 
that our      experience in the pulp    
industry has been that instructions     
which      go too much into detail tend 
to deaden interest in the work4 ,we     

realize fully the value of sufficient   
instructions to get uniform             
results1 but we try to leave as much as 
possible to the judgment      of the    
individual operator1 making our         
instructions take more      the form of 
constant teaching of principles involved
 in the      operation than of definite 
fixed rules of procedure4 ,it is        
necessary to produce a desire in the    
heart of the workman to do      good    
work4 ,no amount of coercion will enlist
 him thoroughly in the      service4    
,the new efficiency is going to reckon a
 great deal more with the      needs of 
the individual man2 but in order to do  
this1 it must have      some            
philosophical conception of the reason  
for man's existence4      ,it is        
beginning to be understood that when we 
deny to vast      numbers of individuals
 the opportunity to do creative work1 we
 are      violating a great universal   
law4    ,scientific management is       
sacrificing educational opportunity     

latent  in the realization of           
workmanship standards in the same way   
that  machinery sacrificed it4 ,they    
both curtail the workers' chance to     
discover first-hand what the processes  
of fabrication are1 the  processes in   
which they are involved2 they must adopt
 ready-made  methods of doing their     
work1 they must accept them out of hand 
without  questioning1 or chance to      
question1 their validity4 ,workers      
endowed  with good health and moral     
vigor resist these attempts to put      
something over on them1 irrespective of 
their good or evil results4    ,the     
workers have resisted machinery not only
 because as individuals  they were      
thrown1 out of jobs for a time or lost  
them permanently1 but  because the      
machine imposed on them a method of     
work1 of activity over  which they had  
no control4 ,scientific management has  
undertaken to  gather up whatever bits  
of initiative the machine had not       
already  taken over and to hand back to 

the workers at the bench directions  for
 them to follow with a blind ability to 
accept instruction4 ,it is  incredible  
to factory managers that workers object 
to being taught  right ways of doing    
things4 ,their objection is not to being
 taught1  but to being told that some   
one way is right without having had the 
chance to know why1 or whether indeed it
 is the right way4 ,this  resistance to 
being taught1 it seems1 is nothing more 
nor less than a  wayward desire of a    
worker to do his own way because it is  
his way1  and of course from the        
managers' point of view1 that is stupid4
 ,it  is stupid1 but the stupidity is in
 the situation4 ,what does this         
waywardness of the worker to do his own 
way suggest8 ,not that he has  a way    
worth bothering about but that he wants 
to exercise the  quality which all      
industrial managers agree he does not   
possess--his  initiative4 ,now a man who
 has the desire to exercise initiative  
and  does not know how to put anything  

through is not only a useless person  in
 society but the most pestiferous fellow
 in existence4 ,allowing that  he is    
does not mean that he has not the power 
of initiative or that he  could not have
 learned to put this initiative to good 
use1 if at any  time in his manhood or  
youth he had been taught to use it1     
instead of  being required to follow the
 accepted ways of doing things without  
having had the experience of trial and  
error4 ,schools and factory  management 
give workers scant opportunity to       
discover whether they  have initiative  
or have not4    ,mr4 ,wolf finds that   
while it is possible1 under certain     
conditions1  to compel obedience1 there 
is no possible way in which a man can be
  compelled to do his work willingly and
 when he does it unwillingly he  is far 
from being efficient4 ,he must have the 
opportunity to enjoy  his work and      
realize himself in its performance4 ,in 
our plant1  he remarks1 we never made it
 a practice to determine arbitrarily    

standard methods for performing an      
operation1 for we believe that  the men 
who are actually doing the work have    
generally as much to  contribute as the 
foremen and department heads in deciding
 standard  practices2 and because we    
give the workman the chance to have the 
most  to say about the matter1 he is    
willing to conform to the standard1     
because it really represents a concensus
 of opinion of the men in his           
particular group4 ,it is significant in 
this connection to remember  that he    
does not pay the men by special methods 
to get the return4 ,i  am not           
necessarily opposed to piece work or    
task and bonus methods  of payment4444  
,we have been able to obtain splendid   
results without  resorting to a system  
of immediate money rewards4 ,he thinks  
it is  better to pay the workers        
liberally so that they can forget this  
economic pressure and do good work      
because of the joy that comes from  the 
consciousness of work well done4        

,scientific management like ordinary    
management as a matter of fact  does not
 want to cultivate initiative in the    
rank and file of workers2  it would like
 to find more of it2 and its eternal    
expectation is that  enough of it will  
rise out of the oppressive atmosphere of
 the factory  system to supply its      
limited needs4 ,scientific management   
especially  wants this1 as it must have 
more foremen and teachers to carry      
forward  its advanced schemes of        
organization4 ,but every manager will   
tell you  that industry does not produce
 men with sufficient initiative to  fill
 these positions4 ,their estimates of   
the number of men found in  industry who
 have initiative varies from one to five
 per cent4 ,the  rest they believe are  
born1 routine workers4 ,they speak of   
their  limitations as native4 ,managers 
do not stop to consider that their      
judgments are based wholly on the       
reaction of the mass of wage workers  to
 the special stimuli which they offer4  

,they say also that high  school and    
college boys show up very little if any 
better in respect  to initiative than   
the lower school product4 ,the truth is 
that schools  and colleges are more     
concerned with passing on the standards 
of an  older generation to a younger1   
and the younger that generation is  the 
less it is entrusted with opportunity to
 make its own first hand  inquiries4    
,that is1 the lower schools which deal  
with a generation at  its most plastic  
time1 furnish the higher schools with   
minds inured to  the pressure of        
accepting subject matter without        
independent inquiry  or curiosity4      
,factory management like college and    
school management1 instead of  depending
 on the subject matter to interest the  
workers1 instead of  opening up to them 
the factors of interest in industrial   
enterprise1  has adopted incentives for 
getting the required work done4         
,enlightened  school practice1 out of   
long failure to get the children's      

initiative  by the artificial stimulus  
of rewards for work done1 now depends   
upon  the content of the subject matter 
and the children's experiments with  it1
 to develop their desire to do the work4
 ,the practice of depending  on school  
rewards instead of interest in subject  
matter is largely  responsible for      
superficial knowledge and lack of       
ability to think as  well as to act4 ,as
 schools fail to incite the interest of 
the children  they train them to put    
through this and that task and reward   
them for  it without having added to    
their power of undertaking tasks on     
their  own account4 ,indeed1 as they    
fail to give them the chance to do that1
  they actually decrease whatever power 
they may have had4    ,the doing of     
tasks in factories for the sake of      
rewards1 gives the  workers experience  
in winning rewards4 ,as they are        
interested only  in the reward1 they    
carry away no desire or interest in the 
work  experience4 ,as the method of     

doing the work is prescribed in every   
detail and their only requirement1 under
 scientific management1 is to  follow   
directions with accuracy1 they are      
trained to do their tasks as  the       
children in school are trained4 ,they   
are trained in routine1 and  to do each 
task as it is given4 ,this is not       
education1 it is training  to do tricks4
 ,the worker does not take over what can
 be called  experience from one task to 
another4 ,he forms certain motor habits1
  called skill4 ,but under the efficient
 methods of scientific management  the  
acquirement of this skill is robbed even
 of the educational value  that it had  
under the unscientific method of factory
 work1 which  within its limited field1 
left the worker to discover by trial and
  error what were the best methods of   
getting results4 ,moreover1 the         
standards of workmanship which          
scientific management sets up are not   
the worker's own standards2 he has had  
no part in the making of  them or in    

deciding on the comparative merits of   
the results4 ,he  accomplishes the      
results as he follows directions1 not   
for the sake of  the result1 not for the
 sake of good workmanship1 but for the  
reward4    ,as ,i have said scientific  
management has given the subject of     
incentives the same careful thought that
 it has given to the study of  lost     
energy4 ,the two important incentives   
for inducing the response  of labor to  
productive enterprises which scientific 
management has  carried forward in their
 applications1 are wages and promotion4 
,the general assumption is that the wage
 as an incentive has no  limitations1   
except the physical limitation of a     
human being in  response to stimulus4   
,and surely it is true that the chance  
to make  money is to-day the most       
powerful stimulus in use4 ,but          
thoughtful  managers of industrial      
enterprise tell you1 incredible as it   
may seem1  that the worker's objection  
to applying himself to his task is not  

invariably overcome by anticipation of  
the wage return2 he will slack  or be   
perverse or throw over a job in the face
 of opportunities to  earn as good a    
wage or a better one than he can get    
elsewhere4 ,it is  well known that      
workers joint unions in the face of     
opposition of  employers and at the risk
 of losing permanent positions4    ,a   
resourceful manager in one of the most  
intelligently managed plants  in the    
,united ,states told me that women were 
less susceptible than men  to the wage  
incentive4 ,he found that many of them  
are content when  their wage covers a   
sum which represents for them their     
personal  requirements2 that they cannot
 interest them in trying for more4 ,on  
that account the manager takes up the   
case of the individual girl to  see if  
her ambition to earn more money cannot  
be stimulated4 ,they find  sometimes    
that a mother requires her daughter to  
give in her whole  wage at the end of   
the week and that the girl has no       

pleasure in the  spending of it2 they   
visit the mother and persuade her to let
 the girl  keep a proportion of her wage
 and point out to the mother that she is
  limiting the girl's ambition4 ,they   
also find girls who have entire  control
 over the spending of their wages1 who  
are without ambition to  earn over and  
above a certain sum because that sum    
will meet their  own recognized needs4  
,the case of these girls the management 
tries to  cover by encouraging them to  
save for vacations and other purposes   
which they offer by way of suggestion4  
,in both of these instances the         
management undertakes to create new     
wants or ways of realizing wants  which 
were not recognized by the workers      
themselves4 ,the satisfaction  of these 
wants may or may not be in the direction
 of extending  experience and expanding 
contacts4 ,but that is neither here nor 
there4  ,the point is1 the manager of   
the industry has used an incentive for  
increasing production which has no      

relation to production itself4  ,he is  
forced to do this because he fails to   
make the process of  production a matter
 of interest to the worker4 ,the        
processes of  production do not of      
themselves as we know compel the        
workers'  application or stimulate their
 desire for productive enterprise4      
,it is in the nature of the case        
impossible to increase the wage         
incentive indefinitely4 ,one large and  
scientifically managed plant has  made  
remarkable provisions for staving off   
the time when the dead line  is reached4
 ,they have taken stock account of the  
labor power they  require1 the amount of
 energy which each worker possesses1 for
 the  purpose of evaluation and payment4
 ,they have undertaken to cover as      
separate items each condition which     
affects a worker's relation to  his job4
 ,they rate as separate items the       
worker's proficiency1  reliability1     
continuity in service1 indirect charges1
 increased cost  of living1 and periods 

of lay-off2 they rate him according to  
the  number of technical processes he is
 proficient in1 whether or not he  is   
engaged on more than one2 they rate him 
if he attends the night  school         
connected with the factory and shows in 
this way a disposition  to learn other  
operations than1 those he already knows4
 ,why1 they  wonder1 does only ten per  
cent of the force take advantage of the 
school and what1 they are eager to find 
out1 can they do further to  secure the 
men's coperation4 ,for coperation1 they 
say1 in a  special way deserves credit1 
since it is unexpected 444 certain well 
defined acts of coperation will bring   
extra reward4 ,their rewards so         
carefully calculated did not seem to    
enlist response as spiritual in  its    
nature as coperation4 ,it seemed that   
they had reached the dead  line where   
wage stimulus fails to draw its hoped   
for response4    ,to get from the       
workers the highest efficiency the      
scientifically  managed plants pay for a

 task a stated rate based on piece or   
time2 if  the task is performed within  
the time set and the directions for     
doing  the task as laid out by the      
management1 are followed1 the worker    
receives in addition to the regular     
rate1 a bonus4 ,mr4 ,h4,l4 ,grant1      
while working with ,mr4 ,taylor1        
discovered that there was weakness in   
the system of paying bonuses1 and the   
weakness was not overcome until  he     
devised a method of paying the workman  
for the time allowed plus  a percentage 
of that time according to what he did4  
,this method he  declares constantly    
induced further effort and overcame what
 they  discovered was the weakness in a 
flat bonus4 ,as fair or as superior as  
this bonus may be in relation to the    
prevailing rate in the market1  managers
 say that the workers are apt in time to
 fall below the  standard as their work 
becomes routine1 unless the incentive   
after a  time is increased or changed in
 character4 ,in other words the wage    

incentive is like a virus injection4    
,the dose is not continuously           
effective1 except as the amount is      
increased or altered4    ,a usual method
 of keeping alive the financial         
incentive is profit  sharing and schemes
 for participation in profits1 but they 
are rewards  of general merit and bids  
for continuity of service2 they have no 
direct relation to the workers'         
efficiency and compliance with          
standards which distinguish the wage    
rewards of scientifically managed       
plants4    ,promotion1 the incentive    
second in importance to the wage        
incentive1  is of assistance in         
postponing the time when the dead line  
for the  worker is reached4 ,nothing    
better illustrates the limitations of   
promotion in this respect than the fact 
that in factories where  the turnover is
 the lowest1 the opportunity to promote 
the workers  decreases2 it falls in     
proportion to the length of their term  
of  service4 ,that is1 chances for      

promotion are the lowest in factories   
where conditions otherwise are favorable
 to the worker4 ,in the factory  where  
the turnover is only #ah per cent the   
management says that  promotion is a    
negligible factor4 ,where the turnover  
is high there is  greater opportunity in
 plants scientifically managed than in  
others to  promote men1 as the scheme of
 organization calls for a larger number 
of what they call functionalized foremen
 and teachers in proportion  to the     
working force4    ,it is as ,i have     
said1 on account of the necessity of    
these positions  in the general scheme  
that managers of factories are          
interested in  finding more men who have
 initiative1 than industry under their  
direction has produced4    ,before      
scientific management was discovered1   
business management and  machinery      
already had robbed industry of          
productive incentives1 of the  real     
incentive to production2 a realization  
on the part of the worker  of its social

 value and his appreciation of its      
creative content4 ,all  that was left   
for scientific management to gather     
together for its  direction were bits of
 experience which workers gained by     
their own  experimental efforts at how  
best to handle tools4 ,their efforts it 
is true were not sufficiently great in  
this direction to promise  progressive  
industrial advance4 ,the margin for     
experiment which was  still theirs was  
not sufficiently largo to insure        
continued effort  inspired by an        
interest in the work4    ,when we have  
taken into full account the repressive  
effect of  scientific management on     
initiative1 we may well admit an        
advantage3  educationally speaking1 the 
repression is direct4 ,the workers are  
fully aware that they are doing what    
some one else requires of them4  ,they  
are not under the delusion that they are
 acting on their own  initiative4 ,they 
are being managed and they know it and  
all  things being equal 7which they are 

not7 they do not like it4 ,the          
responsibility they may clearly see and 
feel rests with them to find a  better  
scheme for carrying industry forward4   
,the methods of scientific  management  
are calculated to incite not only open  
criticism from  the workers but to      
suggest that efficient industry is a    
matter of  learning1 and that learning  
is a game at which all can play1 if the 
opportunity is provided4    ,scientific 
managers have hoped that their plans to 
conserve energy  and increase the wage  
in relation to expenditure of energy    
would meet  little opposition4 ,they    
also have hoped that the paternalistic  
feature  of welfare work would allay    
opposition4 ,but ,i am not inclined  to 
include the welfare schemes in a        
consideration of scientific  management2
 they have little light to throw on what
 educational  significance there is in  
the efficiency methods which scientific 
management has introduced in industry4  
,the playgrounds attached to  factories1

 the indoor provisions for social       
activity1 the clubs1 while  not having  
an acknowledged relation to the         
scientific management  of the factory   
and while repudiated by some managers1  
are a common  feature of plants which   
claim to be scientifically managed4     
,there are  scientifically managed      
plants which object to the recreational 
and  other features which have to do    
with matters outside the province of    
the factory1 on the ground that it is a 
meddling with the personal  side of     
people's lives4 ,a baseball game        
connected with the factory1  said the   
educational manager of a certain plant1 
has the effect of  limiting the workers'
 contacts2 it is much better for them1  
as it is  for every one1 not to narrow  
their relationships to a small group1   
but  to play ball with the people of the
 town4 ,it is significant that this     
concern deals with the union and        
conforms to its regulations4 ,whether   
this more generous concept of the       

workers' lives yields more in           
manufactured goods than one that        
confines the activity of the workers  to
 the factory in which they labor1       
scientific management1 so far as ,i     
know1 has not discovered4    ,the very  
nature of the welfare schemes suggests  
that they are inspired  more out of fear
 of the workers' freedom of contact than
 launched on  account of comparative    
findings which relate strictly to the   
economy  of labor power4 ,the policy of 
leaving the workers free1 it was clear  
in the instance just cited1 had been    
adopted out of a personal  preference   
for freedom in relationships4 ,the      
introduction of clinics1  rest rooms1   
restaurants1 sanitary provisions1 and   
all arrangements  relating directly to  
the workers' health have a bearing on   
efficiency  and productivity which is   
well recognized and probably universally
  endorsed by efficiency managers1 even 
if they are not invariably  adopted4    
,scientific management wants two things2

 more men in the labor market  to fill  
the positions of functionalized foremen1
 more men than modern  industrial       
society has produced2 and it wants an   
army of workers who  will follow        
directions1 follow them as one of the   
managers said1 as  soldiers follow them4
 ,it wants this army to be endowed as   
well with  the impulse to produce4 ,it  
may by its methods realize one of its   
wants1 that is1 an army of workers to   
follow directions2 but as it  succeeds  
in this1 as it is successful in robbing 
industry of its  content1 and as it     
reduces processes to routine1 it will   
limit its  chances to find foremen who  
have initiative and it will fail to get 
from workers the impulse to produce     
goods4    ,during the last four years1  
under the stress of a consuming war     
every  stimulus employed by business    
management for speeding up production   
has been advanced4 ,organized efficiency
 in the handling of materials  has      
increased the output1 as increased      

rewards to capital and labor  have      
stimulated effort4 ,but the quantitative
 demand of consumption  requirements is 
insatiable4 ,it is not humanly possible 
under the  present industrial           
arrangements to satisfy the world's     
demand for  goods1 either in time of war
 or peace4 ,it was never more apparent  
than  it is now1 that an increase in a  
wage rate is a temporary expedient  and 
that wage rewards are not efficient     
media for securing sustained  interest  
in productive enterprise4 ,it is        
becoming obvious that the  wage system  
has not the qualifications for the      
cordination of  industrial life4 ,as the
 needs of the nations under the pressure
 of war  have brought out the           
inefficiencies of the economic          
institution1 it  has become sufficiently
 clear to those responsible for the     
conduct of  the war and to large        
sections of the civil population1 that  
wealth  exploitation and wealth creation
 are not synonymous2 that the           

production of wealth must rest on other 
motives than the desire of  individuals 
to get as much and give as little as    
particular situations  will stand4      
,in ,england and in the ,united ,states1
 where the individualistic  conception  
of the industrial life has been an      
inherent part of our  national          
philosophy1 the governments1 with       
cautious reservations1 have  assumed    
responsibilities which had been carried 
in normal times by  business4 ,because  
business administration had been        
dependent for its  existence on a scheme
 of profiteering it is not in the       
position where  it can appeal to labor  
to contribute its productive power in   
the  spirit of patriotic abandon4 ,but  
governments as they have taken over     
certain industrial responsibilities are 
in a better position to make  such      
appeals to capital as well as to labor4 
,the calculable effect of the appeal to 
capital to assume the  responsibility is
 in the long run of passing importance1 

as under the  present business          
arrangement that is the position capital
 occupies4 ,in  other words1 the appeal 
will mark no change in capitalist       
psychology  as it promises to do in the 
case of labor4    ,the calculable effect
 on labor psychology may have           
revolutionary  significance4 ,it is     
quite another sort of appeal in its     
effect from  the stereotyped and        
familiar one of employers to labor to   
feel their  responsibility4 ,that appeal
 never reached the consciousness of     
working  men for the reason that it is  
impossible to feel responsible or to be 
responsible where there is no chance of 
bearing the responsibility4             
,experiencing responsibility in industry
 means nothing more nor less  than      
sharing in the decisions1 the           
determination of procedure1 as well  as 
suffering from the failure of those     
decisions and participating in  their   
successful eventuation4 ,as the         
governments in the present case  have   

made their appeals to labor they have   
carried the suggestion of  partnership  
in responsibility because the government
 is presumably the  people's voice and  
its needs also presumably are the common
 needs and  not the special interests of
 individuals4 ,it is hardly necessary to
  point out that it was not the         
intention of government officials who   
made the appeal to excite a literal     
interpretation2 they did not  expect to 
be taken so seriously and up to date    
they have not been  taken more seriously
 than they intended by ,american labor4 
,all they  mean and what they expect to 
gain1 is what employers have meant and  
wanted2 that is labor's surrender of its
 assumed right to strike  on the job1   
its surrender of its organized time     
standards and its  principle of         
collective bargaining4 ,but when        
officials speak in the  name of a       
government what they mean is            
unimportant2 what it means to  the      
people to have them speak1 and the      

people's interpretation of what  they   
say1 is the important matter4    ,these 
appeals of the governments in this time 
of war to the working  people have the  
tendency to clear the environment of the
 suggestion  that common labor1 that is 
the wage earning class 7as distinguished
  from salaried people1 employers and   
the profiteers pure and simple7  are    
incompetent to play a responsible part  
in the work of wealth  production4 ,a   
responsible part does not mean merely   
doing well a  detached and technical    
job2 it means facing the risks and      
sharing in  the experimental experience 
of productive enterprise as it serves   
the  promotion of creative life and the 
needs of an expanding civilization4  ,as
 the appeals of the governments at this 
time bear the stamp of a  nation's will1
 its valuation and respect for common   
labor1 there  is the chance1 it seems1  
that they may carry to the workers the  
energizing thought that all the members 
of the industrial group must  assume1   

actually assume1 responsibility for     
production1 if production  is to        
advance4 ,equally important in the      
interest of creative work is  the power 
of these appeals to shift the motive for
 production from  the acquisitive to the
 creative impulse4 ,in the midst of the 
world's  emergency1 driven by the fear  
of destruction the nations have turned  
instinctively to the unused creative    
force in human and common  labor1 that  
is to the ability of the wage earner to 
think and plan4 ,if  the response of    
labor is genuine1 if with generous      
abandon it releases  its full productive
 energy1 it is quite certain as matters 
now stand  that neither the governments 
nor the financiers are prepared to      
accept  the consequence4    ,if labor in
 answer to these appeals gains the      
confidence that it is  competent to     
carry industrial responsibility1 or     
rather that common  labor1 together with
 the trained technicians in mechanics   
and  industrial organization are        

competent as a producing group to carry 
the responsibility1 one need we may be  
sure will be eliminated which1  has been
 an irritating and an unproductive      
element in industrial life2  ,i mean the
 need the workers have had for the      
cultivation of class  isolation4 ,as the
 workers become in the estimation of a  
community and  in their own estimation1 
responsible members of a society1 their 
more  rather than less abortive effort  
to develop class feeling in ,america1   
will disappear4 ,under those conditions 
concerted class action will be  confined
 to the employers of labor and the      
profiteers1 who will be  placed in the  
position of proving their value and     
their place in the  business of wealth  
creation4 ,on this ,i believe we may    
count1 that  labor will drop its        
defensive program for a constructive    
one1 as it  comes to appreciate its own 
creative potentiality4           99     
99       99       99       99           
,judging from recent events in ,england1

 where the government appeals  to labor 
have had longer time to take effect1 it 
seems that new brain  tracks in labor   
psychology have actually been created4  
,english labor  apparently is beginning 
to take the impassioned appeals of its  
government seriously and is making ready
 to assume the responsibility  for      
production4 ,the resolutions adopted by 
the ,labor ,party at its  ,nottingham   
,conference in ,november in #aiag       
covered organized labor's  usual defense
 program relating to wage conditions4   
,the ,manifesto which  was issued was   
first of all a political document1      
written and compiled  for campaign      
purposes4 ,but the significance of the  
party's action  is the new              
interpretation which it is beginning to 
give industrial  democracy4 ,it is      
evident where state ownership is        
contemplated that  the old idea that    
industry would pass under the           
administrative  direction of government 
officials1 is replaced by the growing   

intention and desire of labor to assume 
responsibility for  administration      
whether industry is publicly or         
privately owned4 ,the  ,party stands for
 the widest possible participation both 
economic and  political 444 in industry 
as well as in government4 ,in           
explanation  of the ,manifesto1 the     
leader of the ,party is quoted in the   
,manchester  ,guardian as saying1 that  
when labor now speaks of industrial     
democracy  it no longer means what it   
did before the war2 it does not mean    
political administration of economic    
affairs2 it means primarily  industrial 
self-government4           99       99  
99       99       99    ,perhaps an even
 better evidence of the intention of    
,english labor in  this direction is the
 movement towards decentralization in   
the trade  union organization4 ,this    
movement1 known as the shop-stewards    
movement is essentially an effort of the
 men in the workshops to  assume        
responsibility in industrial            

reconstruction after the war1 a         
responsibility which they have          
heretofore under all circumstances      
delegated to representatives not        
connected directly with the work in  the
 shops4 ,as these representatives were  
isolated from actual problems  of       
workshop production and alien therefore 
to the problems in their  technical and 
specific application1 they were         
incapable of functioning  efficiently as
 agents of productive enterprise4 ,this 
shop stewards  movement recognizes and  
provides for the interdependence of     
industrial  interests1 but at the same  
time it concerns itself with the        
competent  handling of specific matters4
    ,such organization as the movement  
in ,england seems to be evolving1 the   
syndicalists have contended for as they 
opposed the ,german idea of  state      
socialism4 ,but the syndicalists in     
their propaganda did not  develop the   
idea of industry as an adventure in     
creative enterprise4  ,instead they     

emphasized1 as did the political        
socialists and the trade  unionists1 the
 importance of protecting the workers'  
share in the  possession of wealth4     
,they made the world understand that    
business  administration of industry    
exploited labor1 but they did not bring 
out  that both capital and labor1 so far
 as it was possible for each to  do1    
exploited wealth4 ,that was not the     
vision of industry which they  carried  
from their shops to their meetings or   
indeed to their homes4  ,their failure  
at exploitation was too obvious4    ,an 
interesting illustration of what would  
happen in the ranks of  the syndicalists
 if the business idea of labor's        
intellectual and  emotional incapacity  
for functioning1 gave way before a      
community's  confidence in the capacity 
of labor--we have in the case of the    
migratory workers in the harvesting of  
our western crops4 ,the  harvesters who 
follow the crops with the seasons from  
the southern to  the northern borders of

 the ,united ,states and into ,canada   
are members  of the most                
uncompromisingly militant organization  
of syndicalists1  ,the ,industrial      
,workers of the ,world4 ,on an average  
it takes ten years  for these harvesters
 to become skilled workers and these    
men1 members  of this condemned         
organization1 are the most highly       
skilled harvesters  in the country4 ,on 
account of their revolutionary doctrines
 and their  combined determination to   
reap rewards as well as crops1 they are 
considered and treated like outlaws1 and
 outlaws of the established  order they 
are in spirit4 ,when the owners of the  
farms of ,north ,dakota  realized that  
their own returns on the harvests were  
diverted in the  marketing of their     
grain1 they combined for protection     
against the  grain exchanges and the    
elevator trusts4 ,while developing their
  movement they discovered that the     
natural alliance for their  organization
 to make was with the men who were      

involved with them  in the production of
 grain4 ,and as the farmers have        
accepted the  harvesters as partners    
they have formed in effect a cordinated 
producing combination4 ,without finally 
settling the problem of  agriculture1   
they have strengthened the production   
group and  eliminated strife at the most
 vital point4    ,in the period of      
reconstruction the industrial issues of 
significance  to democracy will be      
whether or not management of industry as
 it has  been assumed by the state for  
the purpose of war shall revert after   
the war to the condition of incompetency
 which the war emergency  disclosed or  
whether state management shall be       
extended and developed  as it was in    
,germany after the ,franco-,prussian    
,war4 ,fortunately1  these evidences of 
a new interest of labor in industry as a
 social  institution1 give us some      
reason to hope that we shall not be     
confined  to a choice between business  
incompetency and state socialism4 ,the  

evidence of the desire on the part of   
the labor force to participate  in the  
development of production is the factor 
we should keep in  mind in any plans for
 democratic industrial reconstruction4  
,it is  inevitable that an effort to    
open up and cultivate this desire  of   
labor will be regarded by the present   
governing forces with  apprehension4    
,the movement of labor in this direction
 is now looked  upon with suspicion even
 by people who are not in a position of 
control4 ,the general run of people in  
fact outside of those who  recognize    
labor as a fundamental force in         
industrial reconstruction1  conceive of 
the labor people as an irresponsible    
mass of men and view  their movements as
 expressions of an irresponsible desire 
to seize  responsibility4 ,they are the 
men who are not experienced in business 
affairs and therefore cannot1 it is     
believed1 be trusted4 ,the  arguments   
against trusting them are the same old  
arguments advanced  for many centuries  

against inroads on the established order
 of  over-lordship4 ,but over-lordship  
has flourished at all times1 and in  the
 present scheme of industry it          
flourishes as it always has1  in        
proportion to the reluctance of the     
people to participate as  responsible   
factors in matters of common concern4   
,corruption and  exploitation of        
governments and of industry are         
dependent upon the  broadest possible   
participation of a whole people in the  
experience  and responsibilities of     
their common life4 ,it is for this      
reason that  we need to foster and      
develop the opportunity as well as the  
desire  for responsibility among the    
common people4    ,after the war1 it is 
to be hoped that ,america will undertake
 to  realize through its schemes for    
reconstruction its present ideals of    
self-government4 ,as it does this1 we   
shall discover that the issues  which   
are of significance to democracy are of 
significance to  education2 for         

democracy and education are processes   
concerned with1  the people's ability to
 solve their problems through their     
experience  in solving them4 ,if        
,america is ever to realize its concept 
of  political democracy1 it can accept  
neither the autocratic method of        
business management nor the bureaucratic
 schemes of state socialism4  ,it cannot
 realize political democracy until it   
realizes in a large  measure the        
democratic administration of industry4  
,,chapter ,,iii    ,,adapting ,,people  
,,to ,,industry--,,the ,,german ,,way   
,statemanship in ,germany covered       
industrial strategy as well as          
political4 ,its labor protection and    
regulations were in line with its       
imperial policy of domination4 ,within  
recent years labor protection  from the 
point of view of statesmanship has been 
urged in ,england and  ,america4 ,the   
waste of life is a matter of unconcern  
in the ,united  ,states so long as      
private business can replenish its labor

 without  seriously depleting the       
oversupply4 ,it becomes a matter of     
concern  only when there are no workers 
waiting for employment4 ,the ,german    
state has regulated the conditions of   
labor and conserved human energy        
because its purpose has been not the    
short-lived one of private  business1   
but the long-lived one of imperial      
competition4 ,it was the  policy of the 
,prussian state to conserve human energy
 for the strength  and the enrichment of
 the ,empire4 ,whatever was good for the
 ,empire was  good1 it was assumed1 for 
the people4 ,the humanitarians in the   
,united  ,states who tried to introduce 
labor legislation in their own country  
accepted this nave philosophy of the    
,german people1 which had been so       
skilfully developed by ,prussian        
statesmen1 without appreciating that    
its result was enervating4 ,our         
prevailing political philosophy1        
however1 that workers and capitalists   
understand their own interests  and are 

more capable than the state of looking  
after them1 stood in  the way of        
adopting on grounds of statesmanship the
 ,german methods4    ,the ,american     
working man has never been convinced    
that he can get odds  of material       
advantage from the state4 ,his method is
 to get all he  can through pull1 good  
luck or his superior wits4 ,he could    
find  no satisfaction like his ,german  
brothers in surrendering concrete       
interests for some abstract idea of a   
state4 ,he could find no greater        
pleasure in being exploited by the state
 than he now finds in  exploitation by  
private business4 ,the average ,american
 values life for  what he can get out of
 it1 or for what he can put into it4 ,he
 has  no sentimental value of service1  
nor is service anywhere with us an      
institutionalized ideal4 ,we judge it on
 its merits1 detached perhaps1  but     
still for what it actually renders in   
values4    ,in conformity with ,american
 ideals1 wage earners look to their own 

movements and not to the state for      
protection4 ,their movements require    
infinite sacrifice1 but they supply them
 with an interest and an  opportunity   
for initiative which their job lacks4   
,the most important  antidote for the   
workers to factory and business methods 
is not  shorter hours or well calculated
 rest periods or even change-off from   
one kind of routine work to another4 ,as
 important as these may be1  reform in  
labor hours does not compensate the     
worker for his exclusion  from the      
directing end of the enterprise of which
 he is a part and  from a position where
 he can understand the purpose of his   
work ,the  trade union interference with
 the business of wealth production is in
  part an attempt to establish a        
cordination of the worker which is      
destroyed in the prosecution of business
 and factory organization4 ,the         
interference of the union is an attempt 
to bridge the gulf between  the routine 
of service and the administration1 and  

direction of the  service which the     
worker gives4    ,i do not intend to    
imply that the labor movement is a      
conscious  attempt at such cordination4 
,it is not4 ,the conscious purpose is   
the  direct and simple desire to resist 
specific acts of domination and  to     
increase labor's economic returns4 ,but 
any one who follows the  sacrifices     
which organized workers make for some   
small and equivocal  gain or who watches
 them in their periods of greatest      
activity1 knows  that the labor movement
 gets its stimulus1 its high pitch of   
interest1  not from its struggle for    
higher wage rates1 but from the worker's
  participation in the administration of
 affairs connected with life in  the    
shop4 ,the real tragedy in a lost strike
 is not the failure to gain  the wage   
demand2 ,it is the return of the        
defeated strikers to work1 as  men      
unequipped with the administrative      
power--as men without will4    ,there   
could be no greater contrast of methods 

of two movements  purporting to be the  
same1 than the labor movement in        
,germany and in  the ,united ,states4   
,the ,german workers depended on their  
political  representatives almost wholly
 to gain their economic rewards4 ,their 
organizations made their appeal to the  
sort of a state which ,bismarck  set up4
 ,they would realize democracy1         
happiness1 they believed1 when  their   
state represented labor and enacted     
statutes in its behalf4    ,if ,germany 
loses the war the chances are that the  
people may recognize  what it means for 
the people of a nation to let the title 
to their  lives rest with the state2    
they will know perhaps whether for the  
protection they have been given and for 
the regulation of their  affairs and    
destiny they have paid more than the    
workers of other  countries1 who1 less  
protected by law1 suffered the          
exigencies of  their assumed            
independence4    ,how much the ,german  
people depended upon the state and how  

much their  destiny is affected by it is
 illustrated better by their educational
  system and its relation to industry   
than by any labor legislative           
protective practices or policy4         
,george ,kerschensteiner1 the director  
of the ,munich schools1 in his  book on 
,the ,idea of the ,industrial ,school1  
tells us that the  ,purposes and ,duties
 of the schools are to realize the ideal
 ethical  community1 and that this      
realization is possible in so far as the
  educational provisions are made from  
the standpoint of the ethical  concept  
of each state4 ,in ,america we do not   
think of the state as the  embodiment of
 our ethical concepts4 ,the state1 as we
 know it1 is one  of the several        
instruments for realizing ends1 ethical 
as well as  material4 ,the state is     
supposed to serve the common ends of all
  people4 ,a state may be used1 we are  
all aware1 as an instrument1  either by 
,prussian junkers or ,american business 
men2 either may  capture a state to     

serve their ends4 ,but as a state serves
 special  individuals it belies its     
professed reason for existence1 and in  
,america is in danger of falling from   
grace1 so far1 that is1 as the  common  
people are concerned4 ,but when a state 
stands in the minds of a  people as the 
embodiment of their ideals as it has in 
,germany1 it  must for its own purpose  
spend time and substance in purchasing  
the  people's confidence4 ,in assuming  
the place of guardian it must of        
necessity minister to the physical needs
 of the people4 ,if it retains  the     
people's confidence in its guardianship1
 it is incumbent on it  to pursue this  
policy4 ,it is incumbent on such a state
 to mould the  people's ideas of what   
their needs are4 ,the schools obviously 
offer  the most hopeful media for the   
accomplishment of that result1 and  they
 have been used in ,germany more        
effectively in this way than the        
schools of any other country4 ,the      
,german school system follows hard  and 

fast preconceptions of aims and ends1   
and because of this it  was possible for
 ,germany to put over its own particular
 sort of  efficiency4    ,as a first    
requisite of efficiency1 ,germany       
classifies its people1  gives them a    
place in the scheme of things1 and holds
 them there4  ,by circumscribing within 
definite limitations the experience of  
individuals it produces specialists at  
the sacrifice of a larger human         
development4 ,the classification of the 
people and the training of them         
naturally for the ,german purpose falls 
to the schools4 ,the sorting  out of    
individuals begins at the early age of  
ten in the elementary  schools1 when    
each child's social and economic        
position is practically  determined4 ,it
 is decided then whether he shall be one
 of the great  army of wage workers or  
whether he shall fall into some one of  
the  several social classes and         
vocations which stand apart from the    
common  mass of wage earners4 ,the      

children in the ,german schools1 who are
  selected at the age of ten for a more 
promising future than the trades  hold  
out1 have more leeway in the making of  
their decision4 ,but even  these        
children from the ,american point of    
view are summarily disposed  of and     
fatally consigned4    ,the telling off  
of children at the age of ten and       
assigning them to  a place in the social
 scheme for life is not ,american in    
spirit1 nor  does it conform to our     
habits and institutions4 ,but1 it is    
complained1  the ,american habit of     
taking chances is not efficient4 ,the   
habit of  letting children escape into  
life with their place unsettled creates 
confusion and makes calculations in     
serious things like industry  difficult4
 ,therefore1 unfaithful to the          
development of our own  concepts of life
 we are expected to emulate ,germany and
 to determine  the destiny of the child4
 ,germany undertakes to eliminate the   
chances  of the individual and the      

taking of chances by the state1 while   
the  ,american ideal is to leave its    
people free to make the most of each    
new exigency that life turns up4    ,at 
the age of fourteen it is decided in    
,germany what industry or trade  the    
children shall enter1 that is1 the      
children who at ten are told  off to    
industry4 ,after they enter their trade1
 their special education  for their job 
is looked after in the continuation     
schools as well  as in the shop4 ,their 
attendance at the continuation schools  
is compulsory4 ,this compulsory         
attendance does not only insure         
supplementary training for a particular 
job1 but holds the children to  the     
industry which was chosen for them4     
,that is1 a boy is compelled1  if he    
works in the dining-room of a hotel1 to 
attend the continuation  school for     
waiters1 until he is eighteen4 ,he may  
not go to a  continuation school for    
butchers if he decided at the end of a  
year  or so in his first job that he    

would rather be a butcher1 or that he   
would rather do anything than wait4     
,the continuation schools protect       
,german manufacture and the national    
industrial efficiency against indulgence
 in such vagaries4 ,a butcher  would    
prefer to engage lads who have had      
experience in butcher shops  and butcher
 continuation classes4 ,avenues of      
escape from jobs just  because they are 
uncongenial are thus quite effectively  
closed  together with1 the chance to    
experiment with life--the chance which  
,americans take for granted4 ,but it is 
just this element of waywardness  and   
the opportunity ,america leaves open for
 its indulgence among  working people   
that makes labor from the standpoint of 
,american  manufacture so inefficient4  
,for want of opportunity to put         
individuality to some account we        
frequently fall back on waywardness  in 
an awkward and futile protest against   
domination4    ,while the ,german scheme
 of placing its workers is efficient in 

its own  way1 so also is the training   
for each particular trade4 ,a child is  
trained first to be skillful and second1
 to quote ,mr4 ,kerchensteiner1  to be  
willing to carry out some function in   
the state 444 so that  he may directly  
or indirectly further the aim of the    
state4 ,having  accomplished this1 he   
says the next duty of the schools is to 
accustom the individual to look at his  
vocation as a duty which he  must carry 
out not merely in the interest of his   
own material and  moral welfare but also
 in the interest of the state4 ,from    
this1 he  says1 follows the next and    
greatest educational duty of the public 
school4 ,the school must develop in its 
pupils the desire and strength  444     
through their vocation1 to contribute   
their share so that the  development of 
the state to which they belong1 may     
progress in the  direction of the ideal 
of the community4    ,his assumption in 
defining the greatest duty is that the  
members of  the state are free to evolve

 and will evolve a progressive ethical  
community4 ,but after a child has passed
 through the hands of a  competent      
teaching force which fits him           
successfully into a ready-made  place1  
after he has accepted this ready-made   
place on the authority  of modern       
technology and business1 on the         
authority of the state  and religion1   
that the place given him is his to fill2
 to fill in  accordance with the        
standards determined by the schools and 
by  industry--after all this1 it is     
difficult to imagine what else a child  
could do but conform4 ,he could do no   
more1 thus trained1 than go  forward in 
the direction he is pushed and in the   
direction determined  before he was     
born4 ,this is not our idea of a        
progressive life4    ,it has been       
understood generally in ,america that   
,germany's preparation  and             
classification of her future workers and
 their placement in  industry1 was more 
responsible than any other policy for   

,germany's  place in the world market4  
,british and ,american manufacturers    
before  the war urged the emulation of  
,german methods of education and a      
reorganization of school systems more in
 conformity with the ,german4  ,the     
demand of the manufacturers for         
reorganization came at a time  when     
intelligent educators in ,america were  
recognizing that some  reorganization   
was necessary to bring the school       
experience of  children into relation   
with their environment and with the     
actualities  of life4 ,the industrial   
education movement in this country was  
based  on the ,german1 and the ,german  
idea was the dominating one4 ,the       
movement here has shown                 
little-imagination as it adopted a      
system  foreign to ,america1 instead of 
initiating schemes which represented    
the aspirations of a free people4       
,herman ,schneider1 of the ,university  
of ,cincinnati1 has made one of the     
most intelligent contributions in the   

adaptation of the ,german scheme  of    
education4 ,he divides trades into two  
classes1 which he calls  energizing and 
enervating4 ,in those which are         
energizing there is an  element of      
individual expression and opportunity   
for self-direction4  ,the enervating    
trades are wholly automatic1 and induce 
a lethargic  state of mind and body4    
,his comment on the situation is3 ,we   
are  rapidly dividing mankind into a    
staff of mental workers and an army of  
purely physical workers4 ,the physical  
workers are becoming more and  more     
lethargic4 ,the work itself is not      
character building2 on the  contrary1 it
 is repressive and when self-expression 
comes1 it is  hardly energizing         
mentally4 ,the real menace lies in the  
fact that in a  self-governing          
industrial community the minds of the   
majority are in  danger of becoming less
 capable of sound and serious thought   
because  of lack of continuous          
constructive exercise in earning a      

livelihood4    ,professor ,schneider    
undertakes to enrich this barren soil by
  alternating the time of pupils between
 the shop or store and the  school1 thus
 cordinating the worker's experience1   
with the assistance  of schoolmasters   
who go into the shops and follow the    
processes the  pupils are engaged in and
 who see that the experience of the week
 in  the shop is amplified and          
supplemented in the school4 ,the        
arrangement  also provides that the     
pupils shall be taken through the       
various shop  processes in the course of
 apprenticeship4 ,the experience while  
it  lasts may have educational value for
 the pupil4 ,but in spite of what  it   
may or may not hold1 for the general run
 of pupils it leads up a  blind alley   
because the apprenticeship does not     
fulfill the promise  which              
apprenticeship supposedly holds out4    
,that is1 the pupil1 when he  becomes a 
worker1 will be thrown back into some   
factory groove where  his experience as 

an apprentice cannot be used1 where he  
is closed  off from the chance to       
develop and use the knowledge or        
training he  received4 ,if1 as ,dean    
,schneider asserts1 we are rapidly      
dividing  mankind into a staff of mental
 workers and an army of purely physical 
workers1 and if we cannot reverse our   
present economic order of  things1 then 
any apprenticeship1 even this brave     
effort of his1 is a                     
pseudo-apprenticeship and even in the   
most energizing of the trades  leads the
 pupil nowhere in particular4 ,even the 
skilled trade of  locomotive            
engineering1 which ,dean ,schneider     
classes as the most  highly energized of
 trades1 does not escape4 ,as a         
spokesman for the  ,brotherhood of      
,locomotive ,engineers observes3 ,the   
big electrical  engines which are being 
introduced in the railroad system are   
rapidly  eliminating the factors of     
judgment on the part of the engineer and
  transforming that highly skilled trade

 into an automatic exercise4    ,the    
one-time value of a trade apprenticeship
 to a youth was that  it furnished the  
background for mastery of machine       
processes2 but  apprenticeship under    
modern factory methods can do no more   
than make a  youth a good servant to    
machines4 ,the ,schneider system fills1 
as well  as can be filled1 a scheme of  
apprenticeship in conformity with  the  
prevailing shop organization and        
requirements1 but it is not a           
fulfillment for youth2 it is not        
educational4 ,there is no progression   
from apprenticeship to industrial       
control2 no chance to use the  knowledge
 gained where opportunity for           
participation in administration  and    
reorganization of industry is cut off4  
,the best of trades is a  blind alley1  
educationally speaking4    ,however     
abortive such an effort as ,dean        
,schneider's might be in  giving workers
 opportunity to enrich their experience 
for their own  reconstructing purposes1 

it offered the pupils more content and  
better  training than the ordinary      
school drill in its colorless and vapid 
subject matter4 ,this fact is necessary 
to bear in mind1 but it  should not     
obscure the even more significant fact  
that the blighting  character of        
industry is due to its motivation1 which
 is wealth  exploitation and not wealth 
creation4 ,all of the industrial        
educational experiments have succumbed  
to the fatalism involved in the         
adaptation of their experiments to that 
fact4    ,a staff of investigators1 who 
made a year's survey of the industries  
of ,cleveland with a view of determining
 what measures should be  adopted by the
 school system of the city to prepare   
young people for  wage earning          
occupation and to provide supplementary 
trade training  for those already       
employed1 concluded that the choice of  
occupations  should be governed         
primarily by economic considerations2   
that even  from the point of view of the

 school1 educational factors could not  
take precedence over economic4 ,they    
said3 ,the primary considerations  in   
the intelligent selection of a vocation 
relate to wages1  steadiness of         
employment1 health risks1 opportunity   
for advancement1  apprenticeship        
conditions1 union regulations and the   
number of chances  there are for getting
 into it4 ,these things are fundamental1
 and any  one of them may well take     
precedence over the matter of whether   
the  tastes of the future wage earner   
run to wood1 brick1 stone or steel4     
,this conclusion is fatalistic1 but it  
is a brave one4 ,it does not fall  back 
on weak substitutes for reality2 it does
 not throw the glamor of  history and   
the aesthetics of industry around trades
 with the poor  hope that they make up  
for the content which is not there2 it  
does  not foster the assumption that    
training in technique of industry or    
physical science can enrich1 under the  
circumstances1 the worker's  experience 

to any important extent4 ,it accepts the
 bald truth that all  the material      
classed as cultural will count for      
nothing of value in a  factory worker's 
life in comparison with the highest     
possible wage in  the most enervating of
 industries4 ,it stresses this highly   
important  factor1 as it should1 but    
merely as a physical necessity4 ,there  
is vital education in the consciousness 
of self-support1 in the  consciousness  
that one is earning the living one gets4
 ,but under  present conditions the     
educational experience of wage          
recompense is  not so significant as it 
might be if it measured the value of the
  labor performed2 if it paid the worker
 according to his needs1 and if  he gave
 in return for the wage according to his
 ability4    ,the ,gary school system is
 a notable effort in public school      
education  to fulfill children's desire 
for productive experience4 ,it is in    
striking contrast to the ,german scheme 
as it is based on processes  which have 

educational force and significance4 ,in 
saying this ,i  differentiate between   
training for industry and participation 
in  the industrial activity which is an 
organic part of the life of the         
children and of the community4 ,the     
children are an actual part of the      
repair and construction working force on
 ,gary school buildings and on  the     
equipment4 ,as the children are involved
 in the upkeep of a school  it becomes  
their school4 ,they experience the      
responsibility of  maintaining the      
school plant1 not by some artificial    
scheme of  participation1 but by the    
actual application of trade standards   
and  acquired technique to operations   
which have for them and those with  whom
 they live important significance4 ,they
 gain in their work a first  hand       
knowledge of industrial processes and   
activity4 ,in conjunction  with skilled 
mechanics they work on the carpentry1   
the plumbing1 the  masonry1 the         
installation of electricity used in the 

school building4  ,they do the school   
printing and accounting4    ,the        
children's life in these schools is an  
experience in industry  where there is  
nothing to hide1 no trade secrets to    
keep back4 ,the  children have the full 
opportunity of seeing their work through
 to its  completion and understanding   
its purpose and recognising its value   
and  use4 ,it provides more than any    
other school system a liberal field for 
productive endeavor4 ,but the ,gary     
schools are not industry2 they are a    
world apart2 they represent1 as all     
schools are supposed to1 moments  sacred
 to education and growth4 ,they are not 
subjected to the test  of cordination in
 the world of industry4 ,they give the  
children a  respect for productive      
enterprise that should be invaluable    
later  in effecting their resistance to 
the prostitution of their creative      
power4 ,they do not give them experience
 in the administrative side of  industry
 for which the children of high school  

age are ready and in  need4 ,but in an  
admirable way they subordinate training 
in technique  to purpose and give the   
children the experience of exercising   
control  over their own industrial      
activity4 ,as an industrial experience  
for  children of grammar school age1 it 
is richer than any other school  system 
which has been developed4    ,the       
industrial education of ,germany which  
was recommended for our  adoption and   
which we have emulated to an alarming   
degree in our  industrial towns1 imposes
 prevailing methods of industry and     
technique  of factory processes as final
 and determined4 ,as industrial history 
and technique are taught in the schools1
 in effect they bind the  children to   
the current industrial practice and to  
the current  conditions4 ,they stifle   
imagination and discourage the concept  
that  industry is an evolving process4  
,the effect of technical training in    
the ,german continuation schools 7and   
the tendency is the same in our  own    

industrial education courses7 is to     
teach the children that the  methods and
 processes as they are carried forward  
in the shop are  right4 ,no question of 
their validity is raised in the school4 
,they  are accepted by the children in  
the spirit of authority which the       
school carries1 as they would not be so 
finally accepted by them in  the shop4  
,the impress of a developed curriculum1 
connected with an  active trade         
experience1 that is1 a trade in which   
the children are at  work1 like the     
curriculum of a continuation school1 is 
greater than  the curriculum which has  
been evolved for its abstract cultural  
values4 ,as the curriculum cordinates   
shop and school activities and  as it   
fails at the same time to stimulate     
inquiry on the part of the  pupil into  
industrial or special trade processes as
 they are practiced  in the shop1 it    
becomes a positive1 inhibiting factor in
 the  intellectual life of the children4
 ,the perfection of an industrial       

school room equipment with its trade    
samples1 its charts and maps1 its       
literature1 relating to the extension1  
of trade and of commerce1 has  the      
tendency like the curriculum to impose  
on the children the weight  of          
accomplishment1 if this equipment is not
 used to stimulate inquiry  and         
experiment in industry as the ever fresh
 field for adventure that  it is4 ,but  
the intention of these industrial       
schools is to train  the children in the
 acceptance of processes and methods    
which are  established4 ,nowhere1 in no 
country1 has this intention been so     
successfully realized1 because nowhere  
has it been so successfully  organized  
as in ,germany through its continuation 
school system4 ,and  nowhere as in      
,germany are the people so successfully 
subjected to  an institutionalized life 
as it has been worked out in the light  
of  modern technology and business4     
99       99       99       99       99  
,there are other and special reasons why

 the best of industrial  education      
experiments in ,america have not met    
with greater  hospitality4 ,the average 
,american parent still believes that a  
boy  rises in the industrial world1 not 
as they once thought through his        
ability as a workman4 ,the men of their 
acquaintance who have been  successful1 
have attained wealth and position1 not  
as a rule through  their mastery of     
technique or their skill in a trade2    
they have not  come by their promotion  
merely on account of good workmanship1  
but  through influence4 ,it might be    
that they had had their chance  through 
a relative or successful business man1  
or it might be that  they got next to a 
politician1 who required no other       
qualification  than smartness4 ,a boy in
 a telegraph or a lawyer's office has a 
better opportunity to reach influence   
than a boy in a workshop4  ,the         
scholastic requirement for such         
advancement as these vocations          
contemplate1 is provided for in the     

established school program of the  lower
 grades4 ,a certain display of a few    
historical and literary  facts beside a 
facility in reading1 writing1 and       
arithmetic are the  qualifications which
 average parents believe are the        
necessary ones  for their children's    
advancement4 ,and1 taking the situation 
in general  as it is1 they are right1   
and will be as long as the whole social 
system discounts productive effort and  
rewards exploitation of  productive     
enterprise4    ,obviously false from an 
educational point of view as these      
school  standards are1 they are true to 
the facts1 to the actual situation      
which the parents have to face4 ,the    
wave of popular opposition to a         
reorganization of the schools for a     
preparation of the children for  factory
 life expresses the original conception 
of popular education  among sovereign   
people4 ,the common school system       
exists1 it is still  assumed1 to fit the
 children to rule their own lives2 to   

give them  an equipment which will      
protect them from a servitude to others4
 ,its  ability to do this had not been  
questioned a generation ago and1        
theoretical as its original intention is
 to-day1 its traditional  purpose to    
develop the power of each child to      
govern his destiny1  holds over4 ,if    
training children to read1 write and    
count1 training  them in facts relating 
to history and language1 did not1 as it 
had  been hoped1 lay the world at the   
feet of the children1 training them  in 
factory processes1 parents felt         
competent to declare1 laid the  children
 at the feet of exploiters4 ,that is    
where in any case1 in  the light of     
common experience1 they might expect    
them to land4 ,to  reorganize the       
schools with that possibility in mind   
was for the  parents a surrender of     
their gambling chance4    ,the promoters
 of industrial education1 with some     
success1 have made it  clear to the     
community generally that parents were   

giving heavy odds  in their gamble1 but 
these promoters would have made this    
more obvious  to parents if they could  
have shown that the assets accruing from
 the  new school curriculum increased   
more materially than has the wage       
earning capacity of their children4 ,the
 results for individual  children are   
not sufficiently striking to advertise  
the departure1 and  if they were1 the   
departure would not warrant the         
endorsement of the  community on the    
ground of the higher wage1 as wages are 
fixed by  competition4 ,they are        
advanced by a general increase in       
productivity4  ,but the increase that   
occurs through more efficient methods in
  productive enterprise is not a real   
increase2 it does not relatively  affect
 the social or economic position of the 
wage earner4    ,in the last analysis1  
the wage return is not an educator's    
criterion1  in spite of the pragmatic   
recommendation of the ,cleveland        
,survey4 ,the  ,survey's recommendation 

for a reorganization of the school      
system is  based on the belief that the 
school is1 or should be1 an integral    
expression or reflection of the life of 
the community2 that to  function vitally
 it must be contemporaneous with that   
life1 as are all  serviceable           
institutions4 ,as a school reflects the 
life of a community  it enriches the    
experience of the children and endows   
them with the  knowledge and power to   
deal with environment4 ,when a school   
system  disregards1 as our established  
system does1 the entire reorganization  
of the industrial world1 it stultifies  
growth and cultivates at the  same time 
an artificial concept of life1 a false  
sense of values4  ,the ,german system of
 industrial education has recognized the
  reorganization of the industrial      
world1 but this recognition has meant   
the sacrifice of individual life and    
development2 it has come to  mean in    
short the prostitution of a people and  
the creation of a  ,frankenstein4       

,none of our industrial educational     
systems or vocational guidance          
experiments disclose the full content of
 the industrial life nor do  they give  
the children the knowledge or power to  
deal with it4 ,the  general             
dissatisfaction with these school       
movements is that they  neither         
prostitute the schools in the interest  
of the employers nor  endow the children
 with power to meet their own problems4 
,the training  in technique which they  
supply has a bearing on the every day   
life  around them which stories of      
,longfellow's life have not4 ,but that  
technique1 divorced as it is from its   
purpose1 its use or final  disposition1 
is as valueless as a crutch for a man   
without arms4  ,an elaboration of       
technology through instruction in the   
general  principles of physical science1
 industrial and political history and   
the aesthetics of industry only         
emphasizes the absence of the  really   
significant factors4 ,the conspicuously 

absent factors in all  industrial       
educational schemes are those which give
 men the ability to  control industry4  
,no work in subject matter is           
educational which does  not in intention
 or in fact give the person involved the
 ability to  participate in the         
administration of industry1 or the      
ability to judge  the extent of his     
mastery over the subject4 ,industrial   
educational  schemes1 even the best of  
them1 leave the pupils helpless before  
their subject4 ,as they furnish them    
with a certain dexterity and            
acquaintance with processes and a supply
 of subject matter necessarily  more or 
less isolated1 the pupils gain a sense  
of the power of the  subject to control 
them1 rather than an experience in their
 power to  master the subject4 ,the     
industrial school emphasizes the fact   
that the  administration and disposition
 of wealth production is no concern of  
those versed in the technique of        
fabrication4    ,many educators         

appreciate the lack of content provided 
by industrial  school systems as1 with  
weak emphasis1 they undertake to        
embroider the  system with history and  
aesthetics of textiles or other raw     
material  which the workers handle1 or  
introduce the story of past processes4  
,as this furbishing of impoverished     
industry fails dismally to add  content1
 it succeeds in emphasizing the actual  
poverty that exists4    ,dr4 ,stanley   
,hall makes the suggestion that books on
 the leading trades  should be written  
to stimulate the interest and           
intelligence of the  young who are      
engaged in industry or preparing to     
become the wage  earners of the trades4 
,in speaking of the urgent necessity now
 of  books on the leading trades        
addressed to the young1 he says2,a ,the 
leather industry1 particularly boot and 
shoe manufacture1 is perhaps  the most  
highly specialised of all in the sense  
that an operator  may work a lifetime in
 any one of the between three and four  

score  processes through which a shoe   
passes and know little of all the rest4 
,now the ,shoe ,book should describe    
hides and leathers1 tanning1--old  and  
new methods1 with a little of the       
natural history of the animals1         
describe the process of taking them1 of 
curing and shipping1 each  stage in the 
factory1 designating those processes    
that require skill  and those that do   
not1 and so on to packing1 labeling and 
shipping1  with descriptions showing the
 principles of the chief machines and   
labor-saving devices1 at any rate so far
 as they are not trade  secrets2 it     
should include a glance at markets1     
prices1 effects of  business advance1   
depression and strikes1 perhaps         
something about  the hygiene of the     
foot1 about bootblacks and what is done 
for them1  history of the festivals and 
organizations from ,st4 ,crispin and the
  guilds down1 tariffs1 syndicates1     
societies1 statistics1 social           
conditions in shoe towns1 nationality of

 operatives1--all these  could be       
concisely set forth to show the         
dimensions1 the centers of  interest1   
the social and commercial relations of  
the business1 etc4  ,what is not yet    
realized is that all these things could 
and should be  put down in print and    
picture1 almost as if it were to be     
issued as a  text-book or a series of   
them2 all of this could be done to bring
 out  the very high degree of culture   
value now latent in the subject4 ,just  
this is what pedagogues do not and will 
not see1 and what even shoe  men fail to
 realize2 viz41 that the story of their 
craft rightly told1  would tend to give 
it some degree of professional and      
humanistic  interest and dignity which  
the most unskilled and transient        
employee  would feel4 ,it would foster  
an esprit de corps1 pride in membership 
and above all an intelligent view of the
 whole field that would make  labor more
 valuable and more loyal4 ,this         
material1 once gathered1  should be used

 in some form in all industrial schools 
and courses in  towns where this        
industry dominates4 ,it would bring a   
wholesome sense  of corporeity1 historic
 and economic unity1 would give a touch 
of the  old guild spirit and more power 
to see both sides on the part of both   
employers and workmen4 ,nothing is so   
truly educational in the deepest        
psychological sense of that word as     
useful information vitalized by         
individual and vocational interest4     
,footnote ,a3 ,stanley ,hall1           
,educational ,problems2 p4 #fbd4    ,dr4
 ,hall's idea of a ,book of ,industry   
might have emanated from the  heart of  
,mr4 ,carnegie4 ,with the same benign   
detachment he seems to  have mused at   
his desk about the shoe industry and the
 people engaged  in it4 ,it would not   
take more than a passing acquaintance   
with the  girls and men in shoe         
manufacturing towns to know that if     
there was  established a village library
 equipped with the history of shoes1    

the aesthetics of shoes1 shoe economics1
 shoe technology1 and shoe  hygiene1 not
 one of the girls or men who worked in  
the shoe factories  would darken its    
doors to read about shoes4 ,they would  
not for this  simple reason2 the        
workers' individual and vocational      
interest does  not exist4 ,they would   
say that they already knew more than    
they cared  to about shoes4 ,no         
literature could add culture or dignity 
to the  job of stitching vamps for all  
the working hours and days of a wage    
earner's year1 while there is no        
experience of cultural value in  the    
occupation1 divided as the making of a  
shoe is into some ninety  operations1   
and distributed among ninety workers4   
,dr4 ,hall's  suggestion that a ,shoe   
,book be written is a good suggestion   
but he  must supply a better basis for a
 reader's interest than industry has    
given him1 that is1 industry as it is   
now administered4 ,he cannot  impose    
culture or dignity through books on a   

trade which is  prostituted by business 
for profiteering4 ,if the purpose of the
 ,shoe  ,book was to create the glamor  
that was intended around the present    
day arrangement of making shoes1 it     
would be a false contribution in        
schoolroom equipment2 it would be as    
pernicious as other literature  that    
introduced an artificial note into a    
real and living experience  like        
industry4    ,the most romantic account 
of shoe making will do nothing to bridge
 the  gulf between capital and labor as 
,dr4 ,hall seems so confidently to      
believe it should4 ,the problem is not  
so simple or so easily disposed  of4 ,as
 ,dr4 ,hall himself says3 ,as long as   
workmen are regarded as  parts of the   
machinery to be dumped on the scrap heap
 as soon as  younger and stronger hands 
can be found1 the very point of view    
needful for the correct solution of     
vocational education1 is  wanting4,a    
,dr4 ,hall recognizes some evils which  
are inherent in the  present scheme of  

industry and which are antagonistic to  
growth1  but neither he nor any of the  
advocates of the ,german methods of     
industrial education make provisions in 
their educational schemes for           
eliminating the aspect which            
contemplates the dumping of workers on  
scrap heaps4 ,none of the advocates view
 the equipment of workers for  industry 
in terms radically different from the   
terms in which they  are viewed by      
business men2 they offer them technique 
and matter of  insignificance and       
indirection2 they make no suggestion or 
move  to open up the adventure of       
industry for the worker's actual        
participation in it2 they accept the    
organization of industry which  excludes
 their participation as an unalterable  
fact2 even unalterable  as an experience
 in the prevocational schemes of        
education4    ,footnote ,a3 ,stanley    
,hall--,educational ,problems1 p4 #fcb4 
,national1 state and local campaigns    
have been carried on in ,america  during

 the last fifteen years for the         
protection of childhood and  youth4     
,they have been on the whole successful 
in their purpose to  get children out of
 factories and stores and into schools4 
,it was  an embarrassment to the        
pioneers in the campaign to find that   
the  children were against them2 that   
they preferred factory or commercial    
life to the schools4 ,the evidence of   
this preference was their  wholesale    
exodus from schools when they reached an
 age where they were  acceptable to     
employers or where they were not        
prevented by law4 ,back  of the exodus1 
universal as it is1 there is an urge of 
elemental  force4 ,a common accounting  
for it1 the nearest at hand1 is that    
parents of working class children are   
penurious2 or that they are too         
ignorant to understand the deteriorating
 effect of factory life on  children2 or
 that they are too hard pressed in their
 physical needs to  consider the best   
interest of the children4 ,this reason  

given for the  failure of the schools to
 supply children with matter of interest
 or  significance to them1 explained    
only why children did not want to stay  
in school2 it did not explain their     
eagerness to enter industry4 ,none  of  
the reasons accounted for the zest of   
the children for wage earning           
occupation4    ,the failure of the      
schools to hold the children gave       
educators who  recognized the artificial
 character of school curricula1 their   
best  reason for introducing matter     
relating to industrial life4 ,the       
children's preference was indeed a      
valuable indication where reality  or   
real subject matter would be found4 ,the
 change off from old school  subject    
matter to instruction in methods of     
industry was a logical  experiment4 ,but
 the movement for industrial education  
was not inspired  by a watchful         
sympathetic observation of children's   
needs2 it was in  line with the general 
theory1 more or less accepted1 that     

schools  should be a reflection of the  
children's environment2 it was in line  
with the demand of employers for        
efficient workers either equipped for   
specific processes or adaptable to      
factory methods4    ,if the promoters of
 industrial education had been observers
 of  children from twelve to fourteen   
and sixteen years1 they would have      
found that as they left school they were
 eager not for skill in  technical      
processes1 not for wages1 not for       
greater freedom of  association in adult
 life1 not for any of these alone1 but  
for all of  these as they were a part of
 the adventure of the adult world in    
which  they lived4 ,we have neglected to
 study the most vital thing in the      
situation1 namely the zests of the young
 444 we have not taken account  of the  
nature of the great upheaval at the dawn
 of the teens1 which  marks the         
pubescent ferment and which requires    
distinct change in the  matter and      
method of education4 ,this instinct is  

far stronger and has  more very         
ostensive outcrops than in any other age
 and land1 and it is  less controlled by
 the authority of school or the home4   
,it is a period  of very rapid1 if not  
fulminating psychic expansion4 ,it is   
the natal  hour of new curiosities1 when
 adult life first begins to exert its   
potent charm4 ,it is an age of          
exploration1 of great susceptibility1   
plasticity1 eagerness1 pervaded by the  
instinct to try and plan in  many       
different directions4,a    ,footnote ,a3
 ,stanley ,hall--,education ,problems1  
pp4 #edd-ede4    ,children of this      
adolescent time would respond more      
readily to school  instruction1 related 
to the adult activities which held their
  interest and connected in some way    
with their own conception of their      
functioning in the adult world4 ,courses
 of study in processes of  industry and 
practice in the technique of those      
processes would have  actual bearing on 
the environment of which they were eager

 to be a  part4    ,but instruction in  
mechanical processes and practice in    
technique of  manufacture are the husks 
of industry when divorced from the      
planning1  the management1 the          
examination of problems1 the            
determination of the  value of goods in 
their use and in their place in the     
market1 the  division of labor          
throughout an enterprise1 the relation  
of all  persons involved to each other  
and to the product4 ,the schools with   
their industrial education courses do   
not undertake to supply their  young    
people with an opportunity to plan2 they
 are true reflections of  factory       
existence as they eliminate all the     
adventure of industry1 the  opportunity 
for experiment and discovery2 they do   
not satisfy the high  impulse of young  
people to be of use1 to be a part of the
 world of  work4 ,the spirit of the     
schools is preparation for something to 
come2  the spirit of the children is in 
the present1 and the present pressing   

impulse of adolescence is to share adult
 responsibilities4    ,the impulse of   
youth to take its place in adult life is
 exploited by  industry and repressed or
 perverted by a system of education     
which  fits the children into a system  
of industry without giving them the     
insight and power to effect adjustments4
 ,the actual job in a trade has         
satisfying features which the school    
lacks4 ,it pays wages4 ,that fact  for  
eager children is estimated beyond its  
purchasing power4 ,for  them it is an   
acknowledgment1 a very real one1 that   
they have been  admitted1 are wanted in 
the big world where they are impelled by
 their  psychic needs1 to enter4 ,it    
places them more nearly on an equality  
with the older members of their family  
and entitles them to  consideration     
which was not given them as dependent   
children4 ,they  learn shortly of how   
little account they are to the boss     
employer but  they are establishing all 
the time a new basis of contact and a   

new  place in their personal relations2 
they are establishing it because  they  
have economic value in the world outside
 of home as well as in  it4    ,the     
industrial schools and the old type of  
schools are both adult  schemes of      
getting children ready for adult life1  
not by experiencing  it1 but by doing   
certain things well so that they can be 
entrusted to  do later on1 what adults  
in their wisdom have decided that they  
are to  do4 ,but they fail to prepare   
children for the future as they fail to 
supply the children's present urgent    
needs4 ,they use the period for         
ulterior purposes2 purposes ulterior to 
the period of growth with  which they   
are dealing4 ,as they use this period   
for another time than  its own1 in      
effect they exploit it4 ,without        
consciousness of the fact  so far as the
 children are concerned1 the schools    
exploit this period  of growth as       
effectively as the employers reap the   
profits of child  labor4 ,employers as  

beneficiaries have more reason than the 
schools  for diverting youth from its   
own purposes1 as they are under the     
necessity of a price system which is    
competitive4 ,the schools as  well as   
industry use up the placticity of youth2
 they kill off the  eagerness of        
children to explore and plan1 and cast  
it aside for more  consequential ends4  
,the consequential ends in ,america1 we 
have seen1 have been less  clearly      
defined than in ,germany4 ,within a     
year1 the ,united ,states has  become   
conscious as a nation of place and      
power1 conscious that it is  to play a  
part with the other states of the world4
 ,in playing this  part1 will it retain 
its rle of servant of the people1 or    
will it  assume with its new world      
dignity the rle1 if not of master1 then 
of  leadership8 ,if still servant1 will 
it serve more efficiently than it  has  
our dominant institution1 industry8 ,if 
the silent partnership  between business
 and the state is strengthened1 will not

 the promoters  of industry be in a     
better position than before to appeal   
through the  state1 through the         
patriotism intensified by our newly     
acquired world  position1 for a more    
universal and a systematized adaptation 
of  workers in industry8 ,the schools in
 their disinterested capacity1          
disinterested1 that is1 in the profits  
of production1 it would seem  could be  
used most effectively toward this end4  
,german manufacture  made that clear to 
,american manufacture before the war4   
,it also must  be remembered that it was
 ,prussian pride for imperial position  
that  inspired the complete and         
efficient surrender of the ,german      
schools to  the needs of the ,german    
manufacturers4    ,america is1 of       
course1 different4 ,all peoples are4    
,but so is our  position in the world   
different from what it was4 ,our        
position is not  now1 nor could it be1  
the ,german position4 ,our past is      
different1  and that will continuously  

have its effect on our future4 ,but we  
are  facing a great period of change1   
and the strongest forces in the  country
 are the industrial1 and the strongest  
leaders are the  financiers4 ,what the  
financiers and industrial managers most 
want is  efficient1 docile labor4 ,the  
,german system of education1 in spite of
  the fact that we are different1 might 
conceivably have that effect on  the    
youth of this country4 ,under the       
pressure of industrial rivalry  after   
the war1 under the pressure of an       
imperial industrial policy1 it  may be  
that the people of the country will     
yield to the introduction  of a scheme  
of education which it has been proved   
elsewhere can fit  children better than 
any other known scheme into a system of 
mass  production4    ,it is clear that  
industry could set up models of behavior
 more  successfully in the name of      
education than in its own1 and to the   
extent ,american children come up to    
these models the more employable  they  

would be from the standpoint of         
business4 ,if the pressure is           
sufficiently strong the people may yield
 to the introduction of a  system of    
compulsory continuation schools similar 
to those of ,germany4  ,if they do1 ,i  
believe they will eventually fail4 ,but 
there is danger  through loss of energy 
and loss of purpose in their            
introduction4 ,is  it impossible for us 
to hold to our native experimental      
habits of life  and attain standards of 
workmanship8 ,is it possible to realize 
the  full strength of associated effort 
and at the same time advance wealth     
production8    ,germany's industrial    
supremacy was due1 as ,professor ,veblen
 shows1  to the fact that machine       
industry was imposed ready-made on a    
people  whose psychology was feudal4    
,the schools of ,germany1 an essential  
part  of her industrial enterprise1 were
 organized on the servility of the      
people4 ,we now know what building as   
,germany has built her educational  and 

industrial system on the weakness of a  
people means4 ,we are in the  process of
 discovering whether in sacrificing the 
expansion of her  people she can secure 
a permanent expansion of her ,empire4   
,it would  seem the better part of      
statesmanship in ,america after the war 
to  build industrially on the strength  
of our people and not on the  weakness  
of another4 ,it is the business of      
educators to point out the  danger and  
to discover whether efficiency may not  
be gained in the  country by giving     
children in their adolescent period the 
impulse for  production and high        
standards of work1 not for the sake of  
the state1  but for themselves1 for the 
sake of the community1--out of love of  
work and for the value of its service4  
,,chapter ,,iv    ,,educational         
,,industry ,,and ,,associated           
,,enterprise      ,as capital and so far
 labor have failed to make industry an  
expansive  experience it becomes1 as    
,professor ,dewey has pointed out1 the  

business of educators concerned with the
 growth of individuals to  cultivate the
 field4    ,if educators regard         
opportunities for growth with sufficient
 jealousy  they will not wait for       
industry to emerge with a new program1  
or  system of production2 they will     
initiate productive enterprises  where  
young people will be free to gain first 
hand experience in the  problems of     
industry as those problems stand in     
relation to their  time and generation4 
,their alliance should be made with     
engineers and  architects and the       
managers of industry who have made      
themselves1  through experience and     
training1 masters of applied science and
  the economics of production4          
,engineers1 not under the influence of  
business1 are qualified to open up the  
creative aspects of production  to the  
workers and to convince them through    
their own experience that  that there   
are adventurous possibilities in        
industry outside the  meagre offerings  

of payday4 ,mr4 ,robert ,wolf is one of 
the engineers  who is ready for the     
venture4 ,he told the members of the    
,taylor  ,society that scientific       
managers have not been scientific enough
 in  dealing with this very important   
subject of stimulating the thinking  and
 reasoning power of the workman1 thereby
 making him self-reliant  and creative4 
,in describing the field in which       
practical engineers  should operate1 he 
laid stress on their giving large space 
to the  originating1 choosing1 adapting 
power in men and the direction of it    
into positive constructive channels2 to 
men's self-consciousness of  their place
 in the great scheme of things4    ,this
 conception of the field of operation   
for engineers also described  the field 
for educators4 ,the latter have failed  
to seize the chance  in the present     
industrial arrangement for the          
development of the  originating1        
choosing power in the working man       
because they have been  obsessed by the 

business appreciation of the working    
man's power of  adaptation4 ,it is      
because they labor under this obsession 
that they  turn industrial education    
into industrial training whenever they  
include industry in their curricula4    
,educators know that there is  adventure
 in industry1 but they believe that the 
adventure is the rare  property of a    
few4 ,they believe this so finally that 
they surrender  this great field of     
experience with its priceless           
educational content  without reserving  
the right of such experience even for   
youth4  ,they know1 as we all do1 that  
industrial problems carry those who     
participate in their solution into pure 
and applied science2 into the  market of
 raw materials and finished products2   
into the search for  unconquered wealth4
 ,they know that the marketing of goods 
is an  extensive experience in the world
 of men and desires4 ,they are not      
alone in their lack of courage to admit 
that limiting this experience  perverts 

normal desires and creates false ones4  
,for the sake of  education it is to be 
hoped that such engineers as ,mr4 ,wolf 
may  overcome the timidity of educators1
 and that1 in conjunction with men      
capable of productive enterprise1 they  
will undertake to give young  people an 
experience which is not tagged on to    
industry under the  influence of        
profits1 but which is inspired by the   
desire to produce  and the opportunity  
to develop the inspiration4    ,before  
establishing a system of industrial     
education like ,germany's1  or extending
 the makeshift attempts which have been 
introduced here in  the ,united ,states1
 it would seem well to undertake        
experiments which  would stimulate the  
impulses of youth for creative          
experience1  which would give them an   
industrial experience where the motive  
of  exploitation is absent and where the
 stimulus was the content which  the    
production of wealth offers4 ,such      
experiments would entail the            

organization of workshops in connection 
with schools in which the  workshop     
experience was translated and extended4 
,such workshops would be financed       
independently of the schools4 ,they     
would not be financed on a basis of     
profits1 but the capital invested  would
 draw a legal rate of interest4 ,the    
enterprise would be under the  direction
 of managers competent in technological 
processes1 in the  estimate of costs1   
and the organization of the work on a   
basis of  productive efficiency4 ,the   
working force would be a corps of young 
people who had received their elementary
 school certificates and their          
certificates for employment together    
with the necessary complement of  adult 
workers for the successful development  
of the plant4 ,the working  force would 
be paid the market rate of wages4 ,the  
juvenile members of  the force would be 
paid on a half-time basis as they would 
work in  alternate shifts in the shop   
and in the school1 so that work in the  

shop would be continuous and would run  
on full time4 ,the exchange of  shifts  
between the shop and school would occur 
daily or weekly or  semi-weekly1 as it  
was conducive to the health and the     
intellectual  experience of the children
 and to the needs of production in the  
organization of the shop4    ,the       
workshop would be devoted to the        
production of some marketable  article  
or articles which are simple in         
construction4 ,the selection of  the    
product would not depend upon technical 
processes of construction  to furnish   
educational subject matter4             
,educationally speaking1 the            
acquisition of technique is a factor1   
but not a primary one1 in the  modern   
scheme of production4 ,the primary      
factors are those which have  universal 
significance1 that is which are common  
to all industry1 the  relation of labor1
 of mechanical equipment1 of raw        
material1 of the  finished product to   
the whole and to each other2 the        

relation of the  market to productive   
effort and an effective organization of 
all of  these4    ,the technical        
processes or their acquisition are of   
educational value1  because they furnish
 the necessary experience for the       
evaluation and  appreciation of         
workmanship2 or would furnish a basis   
for such a  valuation if the educational
 factors which are common to all        
industry  were matters in which all the 
workers participated and were matters   
which they understood4 ,it may be that  
there are certain mechanical  processes 
which have universal technical          
significance and on that  account would 
have special educational value1 but even
 if those  processes were determined and
 selected for industrial instruction and
  acquisition1 it would not imply that  
those who acquired them were            
industrially educated4 ,they would be   
industrially equipped to act as         
efficient factory attachments1 but the  
acquisition of processes1 even  the     

fundamental ones we have had ample      
opportunity to discover1 do not  inspire
 creative interests and desires4        
,because educational content in modern  
factory work is not accessible  to the  
mass of workers1 we have fostered the   
illusion that the  educational subject  
matter of industry was inherent in the  
technical  process of fabrication4 ,as  
we have fostered this illusion1 we have 
missed the educational principle        
applicable to the craft period1  as well
 as to the present1 that the condition  
of the educational  requirement1 is that
 workers' participation in productive   
enterprise  coincide in the long run    
with creative intention and             
accomplishment4  ,this central          
requirement of industrial education     
means that  individuals learn to        
function with conscious creative        
intention in the  environment in which  
they live and that their learning       
furnishes a  basis for critical and     
informed evaluations in industrial      

activity4 ,in  the craft period the     
creative intention required the worker's
 mastery  over every process of his     
craft4 ,in this machine age of          
associated  enterprise the creative     
intention requires the ability to       
associate  with others in the           
administration of industry as well as to
 take the  place of an individual in the
 routine of factory work    ,for the    
reasons ,i have just stated the         
educational experiments ,i am           
suggesting could cover advantageously   
one of the many industries  which are   
generally classed as unskilled1 and     
almost any one of these  unskilled      
routine industries would serve as well  
as another4 ,almost  any one of the     
so-called child labor industries could  
be made over  into opportunities for    
young people to experience the          
stimulating  effect of associating with 
others in a productive effort1 and gain 
the  impetus which the stimulation      
supplied to pursue their subject matter 

far afield in general mechanics1        
science1 economics1 geography1  history 
and art4    ,for the educational        
purposes of the experiment the selection
 of the  industry would not be made on  
the ground that the technical processes 
of one required greater intellectual    
activity than another2 neither  would   
the selection depend upon whether or not
 the industry chosen  offered young     
people better chances than another for  
entrance to a  trade where jobs1        
comparatively speaking1 drew fair rates 
of wages1  or the economic conditions   
were in other respects superior4 ,the   
experiment would in no sense be a trade 
preparation but an experience  where the
 enterprise of production was opened up 
and the possibilities  of creative life 
were realized in association with       
others1 so far as  the conditions and   
time allowed4    ,the industrial basis  
for selection of such experiment should 
hinge1  first1 on whether or not the    
young people could function in the      

industry advantageously to themselves   
educationally speaking and  to the      
industry socially considered3 that is1  
whether or not the  productive processes
 were in line with the capacity of      
adolescent  children and the product was
 of social value2 second1 whether the   
product could be introduced successfully
 in the market and the  enterprise      
become self-supporting4    ,at the      
present time1 a proposition for the     
promotion of such an  educational       
experiment is being worked out4 ,wooden 
toys have been  chosen as the article   
for manufacture1 because1 first1 the    
models were  sufficiently simple in     
construction to make the work practical 
for  young people who make up the       
workshop staff2 it is practical for the 
majority of the staff to range in age   
from #ad to #ag years4 ,second1 the     
work done by ,caroline ,pratt on        
children's playthings has disclosed the 
fact that the present toy market is     
below grade from the point of view  of  

the service of toys to children4 ,the   
market does not supply the  children    
with the sort of material and the sort  
of tools they require  in their play    
schemes4 ,therefore1 the product chosen 
has a legitimate  social claim on the   
market4 ,however1 it would be valid1    
though not so  interesting1 if a certain
 sort of paper box which filled a       
legitimate  trade need had been selected
 and a paper box factory had been set up
  as the basis of the experiment4 ,as a 
theoretical illustration of my  general 
thesis1 paper boxes would serve better  
than wooden toys1  because the latter   
product1 as it is conceived1 covers     
special  intellectual content4 ,but the 
particular sort of content is not a     
fundamental requirement for the         
educational purpose of the experiment4  
,however1 as the experiment is actually 
being planned in connection  with wooden
 toys1 ,i shall use the plan1 as far as 
it is worked out1  as my illustration4  
,i shall refer later in discussing the  

school  curriculum to the special       
intellectual content which the          
manufacture  of these toys will         
represent4    ,after ,i set down the    
details of the experiment1 which is now 
being  planned for a workshop and school
 concerned with the production of  play 
materials1 ,i am hoping that educators  
and industrial managers may  readily    
make the application to other lines of  
industry4 ,the plan is  tentatively     
confined to a two years' course4 ,it may
 be found that two  years is too long a 
time to confine the pupils to the work  
and the  problems of the shop4 ,it may  
be found in the first year that the     
pupils will be interested in following  
some of the problems not  in relation to
 their work and in that case they would 
break their  connection with the shop4  
,the working staff of the ,toy ,shop    
will include forty young people  7twenty
 at work at a time in the shop7 from #ad
 to #ag years who have  received their  
working certificates and have left      

school with the  intention of going to  
work4 ,it will include also six or seven
 adults  who will do the work on        
machines too heavy or unsafe for        
children to  handle and who will help to
 supervise and direct the children in   
their tasks4 ,the shop itself will equal
 the best of shops in point of          
equipment1 safety and sanitation4 ,it   
will not1 however1 like many of  the    
best1 elaborate these basic features in 
ornamental expenditures4  ,the shop will
 present itself to the young workers as 
sustaining the  best and most essential 
standards in use1 but like all other    
problems  connected with the shop1 the  
best will always be presented as a      
temporary achievement which with        
sufficient attention can be improved4   
,an important source from which         
improvements may be expected is the     
staff of workers who are in constant    
contact with the plant4 ,in other       
words1 nothing will be offered the      
workers in the spirit of final          

achievement1 and the suggestion of      
completeness will be avoided4 ,the      
opportunity to test out and appreciate  
the standards will occur in the  shop   
experience1 and the chance to achieve or
 experiment with other  standards will  
be reserved1 as ,i shall show presently1
 for the school  hours4 ,this will be   
the case with methods of work and with  
shop  organization4 ,during the hours in
 the shop the workers will be  occupied 
wholly with their special tasks as they 
would be in any other  shop1 that is in 
any shop which had due consideration for
 the labor  force2 as much consideration
 as it usually has for the economy and  
the  protection of the mechanical force 
would be considerable4    ,the workers  
may acquire the technique of all or of  
several of the  processes4 ,their       
general facility in technique may       
contribute to their  productive value in
 the shop or their mastery over several 
processes  may have its educational     
value for them in relation to the       

industry as  a whole2 they may to       
advantage shift from one process to     
another to  relieve the strain of       
routine work4 ,for the sake of          
production and for  the sake of the     
educational value to the workers1 the   
shifting of the  workers from one       
process to another will be a matter of  
experiment4  ,but the workers will not  
be shifted from one construction process
 to  another for the sake of learning   
all the processes because skill  in all 
the processes is not a requisite either 
of education or  production4 ,the       
experience in the shipping of goods and 
in the  handling of raw materials1 in   
the installation of power1 in the       
upkeep of the equipment and the general 
care of the factory will be             
participated in by all the workers in   
their turn1 according to the            
requirements of the industry4    ,while 
there will be adjustment of the workers1
 and trials as to the  place of each    
will be made in the shop1 intensive     

experiments in shop  organization1 like 
other shop problems1 will be carried out
 in the  school4 ,this arrangement will 
serve the educational and the productive
  purpose1 as experimentation should not
 be limited by the requirements  of the 
shop1 but by the requirements of        
industry at large4 ,the school  will be 
indeed the workshop laboratory where    
problems which originate  in the shop   
can be taken over for analysis and      
solution4 ,these  concrete shop problems
 will represent required school subjects
 as the  progress of the shop and the   
success of the enterprise depend upon   
their solution4    ,among these required
 subjects are3        ,first3 ,the      
,technical ,problems of ,manufacture1   
such as 7a7 the      receiving and the  
storing of stock2 7b7 making out orders 
for      stock from shop orders and     
bills of materials2 7c7 planning        
operation and routing work2 7d7         
standardizing materials and             
simplifying operations2 7e7 the         

elimination in loss of time in          
waiting for material2 7f7 the division  
of labor2 7g7 advantages      and       
disadvantages of supervising in certain 
operations2 7h7      machine versus hand
 work and quantity production2 7i7      
preparing      and routing shipments2   
7j7 making out bills of lading2 7k7     
study      of friction1 loose belts1    
improper oiling1 tool cutters and saws4 
,second3 ,keeping the ,financial        
,accounts and ,estimating ,costs4 7a7   
,making out bills of materials2 7b7     
calculating costs of material      from 
bill2 7c7 calculating board measure and 
unit cost of direct      labor and      
indirect labor2 7d7 calculations of     
power used by each      unit of machine 
power2 7e7 calculating pay roll2 7f7    
making out      business forms1 such as 
billing goods1 invoices1 calculating    
discounts2 7g7 paying bills by check1   
note and draft2 7h7 business            
correspondence2 7i7 banking1 depositing 
money1 obtaining money on      notes1   

discounting notes1 drawing notes1       
balances of check books      and        
checking up cancelled vouchers and      
obtaining bank balances2      7j7 time  
and call loans2 7k7 calculations and    
payment of interest      on capital2 7l7
 maintenance of sinking fund4           
,third3 ,up-keep of the ,working ,force1
 ,buildings and ,equipment4      7a7    
,heating1 ventilating and lighting of   
the factory in relation      to its     
effect on the workers2 7b7 valuation for
 each worker of his      own physical   
condition and expert advice in regard to
 nutrition      and other physical      
needs2 7c7 care of motors and mechanical
      equipment1 care of belts1 saws and
 cutters2 7d7 efficient                 
installation of motors1 sectional drive 
and individual drive2      7e7          
disposition of sawdust1 etc41 study of  
exhaust fans and      construction      
operation and function4        ,fourth3 
,the ,economics of the ,enterprise4 7a7 
,the market of the      raw             

material--the study of the market in    
relation to grades1 to      cost1 to    
transportation1 to quantity in cost of  
purchases1 to time      of purchase2 7b7
 manufactured product2 selection of     
models      in relation to their use and
 their art values2 their cost of        
manufacture2 relation to the selling    
price2 the relation of cost      to     
quantity and quality2 7c7 the relation  
of the rate of wages      paid in the   
shop to rates paid in similar           
industries1 to cost      of production1 
to needs of the workers2 7d7 necessary  
margin of      income over expenses for 
the up-keep of the plant1 for its       
extension1 for the maintenance of the   
sinking fund and possible               
contribution to the expense of the      
school2 7e7 the economic value      of  
the school to the work of the shop4     
,fifth3 ,art and ,service4 ,the shop    
will not depend upon the pupils      in 
the school for models1 but will welcome 
models which come from      the pupils  

as evidence that the shop experience is 
a stimulating      one4 ,but it will be 
recognized that the pupils will have    
little to      offer on account of their
 inexperience and that there is a world 
of designers from whom to draw and the  
shop is eager to command      the best  
models which are obtainable4 ,there will
 be a ,jury for the      determination  
of models to be manufactured4 ,this     
,jury will      receive certain         
instruction on the subject of toys1 and 
will be      responsible for making     
further study of the subject4 ,but as   
has      been pointed out for the last  
ten years by ,caroline ,pratt1 who      
has given the subject scientific        
attention1 toys are the t      of little
 children which1 they use in their      
effort to become      acquainted with   
their environment1 which they use in    
schemes of      play1 and which are in  
fact efforts on their part to try out   
and      experience the adult life into 
which they are thrown4        ,because  

this is true and the market is          
unsupplied with toys of      serious    
value to children1 the subject will be a
 matter for      development and the    
introduction in the market of models    
which      will serve the purpose of    
children in their play will be          
considered a matter of social importance
 and demand the serious                 
consideration of the ,jury4 ,this ,jury 
will be composed of the      workers in 
the shop1 the manager of the shop1 an   
artist1 and      one or two people who  
have given the subject of toys careful  
attention4 ,discussion of the ,toy ,jury
 on submitted toys will      center     
around1 first1 the value of the toys as 
tools to the      children in their     
schemes of play1 and second1 around the 
art      value4 ,both these points will 
entail much examination and thought4    
,the first will involve fundamentally   
the subject of education1      and the  
second1 the technique of art as it is   
expressed through      drawing1 color   

and design1 but the decision in regard  
to      models for manufacture finally  
can not rest on either of these         
fundamental points4 ,it will hinge on   
whether or not the models      selected 
are practical for production and whether
 they can be      marketed at a price   
which will cover cost of manufacture4   
,the attention of the pupils will be    
directed to the factory and      school 
buildings and the importance of making  
them a pleasant      workplace and an   
acquisition to the neighborhood in which
 they are      situated4 ,the problem of
 noise from machinery and dirt and      
dust from fuel will be taken up as      
subjects demanding generous             
consideration4        ,sixth3           
,literature and ,history4 ,authentic    
accounts and      inspirational stores  
of industrial life1 especially of the   
lumber1      the woodworking1 and the   
toy industry will be gathered by the    
pupils and the teachers4 ,special       
excursions1 investigations1 or          

general observations casually or        
unexpectedly made by the pupils      and
 teachers will be turned to literary use
 or historical record4      ,the pupils 
will be given full opportunity to write 
out statements      of facts they have  
discovered or to write stories or plays 
or poetry which are inspired by the     
subject matter they have      gathered4 
,these literary productions will not be 
called for as      exercises in the art 
of writing or of fact-recording1 but as 
contributions toward the equipment of   
the school4 ,the books      which are   
collected as well as the original       
compositions will be      submitted to  
critical analysis and accepted as       
accessions to      the library if they  
come up to standards in authenticity and
 in      literature4 ,the teachers as   
well as the pupils will submit new      
books or other matter and before they   
are accepted1 they will be      subject 
to the same critical analysis as the    
material submitted by      the children4

 ,this analysis will be the literary    
experience and      training as it will 
be participated in by all the pupils who
 are      interested in this expression 
of their work4    ,not all of this      
school work is incident to the success  
of the shop1 if  we measure success by  
usual business standards4 ,but it is all
 incident  to the development of a      
creative impulse in the individual1 and 
it  is incident to the development of   
industry as a socially productive       
enterprise4 ,the fact that the school   
and shop work represent the  planning   
and the decisions1 that they demand     
knowledge and experience1  does not     
signify that the young people will      
assume to carry more  responsibility    
than they are capable of1 or that more  
will be  expected of them than they are 
equal to4 ,it does not mean that their  
insufficiency will not be recognized and
 admitted4 ,on the contrary  the        
accumulated knowledge and experience of 
the adult workers and the  teachers will

 be appreciated by the pupils as they   
have the chance  to make real and full  
evaluations4 ,all the members of the    
staff will  carry on the work in the    
shop as producers and learners and it is
  hoped they will carry on the work in  
the school in the same spirit4  ,young  
people will stand in the relation of    
partners as well as pupils  to the      
adults associated with them4 ,if the    
school and the workshop  experience     
gives its pupils a regard for high      
accomplishment it will  be unnecessary  
to stress the fact that as responsible  
members of  the working staff the       
learners are not on a footing with the  
expert  workers4 ,the teachers or shop  
managers will help the younger members  
to gain the knowledge and facility which
 they have acquired as fellow  members  
of an enterprise ,in which all have a   
common interest ,the  participation of  
the young members in the enterprise will
 be great or  small depending upon their
 achievement of standards4 ,for         

instance1 in  the case of office work   
whether the individual children are     
entrusted  with the correspondence1     
bookkeeping or banking1 will depend upon
  whether or not they have achieved the 
adult standards in the shop  for such   
business details4 ,but standards in     
business accounting1 in  estimating     
costs1 in planning operations1 and in   
technique1 will not  be maintained as   
they usually are in industrial schools  
for the sake  of the training1 but for  
the purpose of carrying forward         
successfully  the actual work with which
 the shop is concerned4 ,while the      
educational experience is concerned in  
part with appreciation of  workmanship1 
creative inspiration in modern industry 
will never be  a common experience until
 the workers gain an understanding and  
recognise the significance of their     
special enterprise in relation to  other
 industrial enterprises and to the      
business of wealth production  as a     
whole4    ,if the school experience is  

educational1 the interest of the pupils 
in  subject matter will not end with the
 solution of their shop problems  or    
with their experience in industry4 ,the 
above outline of tentative  school      
subjects representing as they do the    
solution of the problems  of a specific 
industry signifies merely the starting  
point of an  adventure for young people 
in the serious affairs of adult life4   
,there  will be a large margin for      
choice in the election of subjects in   
which  individual children will care to 
specialize but these subjects will  be  
related more or less directly to the    
industry4 ,the pupils will  doubtless be
 freer in the second year than in the   
first to choose  where they want to     
specialize as they will have had time in
 which to  establish their ground work4 
,but the election of studies in a two   
years' half-time course will not  admit 
of flights very far afield of the       
subject in hand and of the  problems    
originally set up4 ,those children who  

find that their  participation in a     
productive enterprise is an enriching   
experience  may elect to follow some    
special leads in science1 in the past   
and present history of manufacture and  
commerce1 in economics1 in  literature  
or in art4 ,the intention of the school 
is to open up  opportunities for such   
expansive expressions of the concrete   
experience as time and the capacity of  
the pupils admit1 provided  that the    
expression has its valid relation to the
 promotion or the  enrichment of the    
enterprise of which they are responsible
 members4    ,certain pupils1 we will   
say1 will elect to carry further than   
others  the testing of fuel1 of heating 
and ventilating4 ,others may be         
concerned with experiments in power4 ,a 
subject possibly will become  of such   
absorbing interest to a pupil that he   
will want to experiment  with the one he
 elects for its own sake and without    
relation to the  problems in the shop4  
,his interest may carry him into pure   

science1  unattached to any problem in  
hand4 ,in such cases the pupil should   
be given a chance to test out his       
interest2 he should be placed on        
probation in relation to his elected    
subject and if his interest  holds and  
is sufficiently serious he will be      
advised to give up the  school-shop work
 and follow the lead his interest has   
taken in some  other place or school4   
,indeed the value of the experiment will
 rest on discovering whether or  not it 
holds the interest of the pupils1 or how
 and where it diverts  it4 ,the         
experiment is launched on the assumption
 that the normal  adolescent child is   
concerned with the responsibilities of  
adult life2  especially it is assumed   
that he is concerned to function        
creatively1  to associate with others in
 productive work1 to help supply such   
fundamental needs as the housing1       
feeding and clothing and the  pleasures 
of the world demand4 ,it is assumed that
 the desire for  experience in pure     

science1 in art for art's sake1 comes   
before as  well as after this period    
when the need for social contact is1 it 
is  again assumed1 the dominating       
emotion4 ,we have no scientific proof   
that any of these things are true1 but  
we have sufficient evidence to  justify 
an experiment4    ,whether or not it is 
possible for modern industry to offer   
young  people a proper chance for making
 their social adjustments is also a     
question which ,i hope this experiment  
may help to answer4 ,we can do no  less 
than use the conditions of industry as  
they present themselves  to us as our   
basis for a trial4 ,i have started with 
the belief that  possibly the division  
of labor and scientific methods of      
management  if handled by the workers in
 conjunction with engineers and people  
of  experience can be made the          
instruments of associated life4 ,if     
there is  ground for this assumption it 
will be important to induce the young   
people who enter the school and work    

shop to give their industrial           
experience a fair trial and to postpone 
the pursuit of pure science or  art for 
its own sake4    ,the subject matter    
taken up in this school can be subjected
 to a  formal school classification1    
under such regular academic headings  as
 ,mathematics1 ,science1 ,economics1    
,geography1 ,history1 ,reading1         
,composition and ,drawing4 ,while these 
subjects will be experimentally  rather 
than academically pursued1 it will be a 
matter of small moment  and short time  
for pupils to makeup deficiencies which 
the traditional  school courses require4
 ,this is true because the pupils will  
have had  first hand experience with the
 subject matter in which the ordinary   
school child is trained or hears about4 
,the free pursuit of their  studies will
 give them a familiarity and speaking   
acquaintance with  the subject matter   
with which the traditional school is    
avowedly  concerned but which it handles
 and guards as though it were the       

custodian of some precious1 but         
insubstantial matter1 belonging to a    
world somewhat attenuated4    ,it is the
 intention of this educational          
experiment to bring down the  great     
enterprise of industry1 so far as it is 
possible to its real  character and to  
high accomplishment1 and in so doing to 
give the  young people the experience of
 the industrial adventure and full      
achievement1 lest they become the       
subjects of those who control the       
movements of industry and determine the 
character of its advance4 ,the          
practical test of the experiment briefly
 outlined would be3 7#a7 ,was  the      
creative impulse aroused8 7#b7 ,were    
standards of workmanship  discovered and
 sustained8 7#c7 ,was a broad as well as
 a working  knowledge of subject matter 
acquired8 7#d7 ,did the children        
approach  established methods in a      
spirit of hospitality and of inquiry as 
to  their validity8 7#e7 ,did the       
problems create sufficient interest to  

arouse the desire and will to reject    
faulty methods1 and introduce  others of
 greater service8 7#f7 ,was the         
enterprise a productive one  from the   
point of view of the market and an      
educational one from the  point of view 
of growth8    ,such experiments         
educators and engineers would enter     
together and  together enjoy in reality 
the development of creative effort1     
which  is their profession4 ,such       
productive educational experiments in   
the  absence of profiteering would give 
meaning to the early years of           
industrial life which now lead the      
children nowhere4 ,they would give  the 
young people1 as the experiments come up
 to the test1 the spirit  for the       
adventure of industrial life1 the       
courage and desire for  solving the     
pressing issues of their time4    ,if   
the claim made by employers were true1  
that from #ie to #ii per  cent of the   
working force is without productive     
impulse1 that this  condition of        

development represents1 as they say it  
does1 the native  limitation of the men 
who work1 industry as a progressive     
enterprise  is doomed and high hopes for
 civilization are without foundation4   
,if the position of employers is true   
and the limitations of  individuals are 
as final as they have determined1 there 
is nothing to  do except perfect the    
mechanical responses of men4 ,this      
preminently  would be the business of   
employers and not of education which is 
concerned with the growth of the        
individual4 ,on such a basis1 it is     
inconceivable that educators would      
concern themselves with preparing       
people for industry4 ,if1 however1 these
 limitations are not native1  but are   
due to some incompatibility between the 
institution of  industry and the        
interest of the labor force1 then the   
limitations of  workers and of industry 
are a matter of paramount importance in 
the  field of education4    ,as ,i have 
said before there is a common           

supposition among people who  are not   
employers of labor1 that such features  
of industry as the  mechanical devices  
of modern technology and the division of
 labor in  factory organization1 are in 
their nature opposed to the expansive   
development of the people involved2 that
 these features of apparent  intrinsic  
importance to mass production1 are      
antagonistic to  individual growth and  
to the interest of workers in productive
 effort4    ,without question1 it is the
 business of educators to determine     
whether  such features of industry as   
machinery and the division of labor are 
fundamentally opposed to growth or      
whether they are opposed only  in the   
way in which they have been put to use  
and directed4 ,we can  discover whether 
or not these features are opposed only  
as the people  concerned have the chance
 to master them and undertake1 through  
their  experience1 to turn them to      
account4    ,because industry has been  
impersonalized and the mechanics of     

associated effort in industry worked out
 in such large measure1 it  is to-day   
possible to conceive of spiritual as    
well as physical  association in        
productive enterprise4 ,a difficulty in 
the way of this  conception1 aside from 
the business complex1 is our habit of   
thinking  exclusively of creative effort
 as an individual expression4 ,in       
describing the individual expression we 
would say that a man may  create a      
machine but that when men jointly       
produce one they work4 ,the  creative   
act is in the conception of the machine 
in conjunction with  its construction1  
and the conception1 after our habit of  
thinking1  is an individual and isolated
 achievement4 ,as a matter of fact it   
frequently is4 ,a man may create a      
machine if he conceives it and          
constructs it or if he conceives and    
directs its construction4 ,those  he    
directs1 those who do the work of       
construction alone1 do not  participate 
in the creative act1 as the creative act

 is the  concentrated intellectual and  
emotional expression and effort to      
produce an article or idea4 ,the        
creative impulse is concerned with the  
transforming of a concept or some       
material into an expanded concept or  a 
new object4 ,the creative impulse itself
 finds its satisfaction in  the process 
of completion and loses its force when  
the concept or  object is produced4 ,the
 use of the concept or object created is
 not a  characteristic of the creative  
but of the social impulse4 ,a man who is
  interested in the use or application  
of a product1 the value it has  for     
others1 possesses the social impulse as 
well as the creative4 ,one  impulse is  
intensive and the other extensive4      
,but the creative effort is not         
necessarily an individual matter4  ,it  
may be possible for a group of people to
 associate cordially and  freely        
together with a single creative purpose 
and endeavor4 ,it may be  possible for  
each worker to experience the joy of    

creative work as  he takes part with    
others in the planning of the work along
 with the  labor of fabrication4 ,it is 
a creative experience or dull labor as  
his association with others in the      
solution of the problem is freely       
pursued and genuine1 or as it is forced 
and perfunctory4    ,my justification   
for making this assertion will be       
recognized by every  one who has had the
 opportunity to attend shop meetings of 
a newly  organized trade union4 ,these  
meetings are unique as they disclose the
  force in a productive group1 and the  
value of giving the individuals  engaged
 in routine work the opportunity to pool
 their common  experience and pass      
judgment on methods of work4 ,whatever  
decisions  these workers come to1 none  
are fully realized or freely pursued    
under  conditions which industry        
imposes4 ,but in the course of shop     
meeting  discussions1 it becomes clear  
to an observer that methods of work is  
as absorbing a topic as the relation of 

the work to the wage4 ,the  routine     
which is the apparent result of the     
division of labor1 becomes  under       
discussion a matter of technical import4
 ,the workers' knowledge  of labor      
saving devices and their resources for  
inventing new ones are  as expert as is 
the business man's knowledge of how     
labor cost can be  saved4 ,this matter  
under discussion is of high interest and
 concern4  ,there is an integrity in the
 concern which evidently springs from   
experience and the suppressed interest  
in perfecting methods and the           
inter-relation of the workers in a shop4
 ,the vitality and intelligence  of     
these machine tenders may well inspire  
the agitator who addresses  their       
meetings to curse a system which        
withholds full knowledge of the         
workshop and blocks the opportunity for 
eager workers to try out new  schemes   
born of intensive experience and failure
 to function in the  fullness of their  
capacity4    ,industry offers           

opportunities for creative experience   
which is social  in its processes as    
well as in its destination4 ,the        
imaginative end of  production does not 
terminate with the possession of an     
article2 it  does not center in the     
product or in the skill of this or that 
man1  but in the development of commerce
 and technological processes and  the   
evolution of world acquaintanceship and 
understanding4 ,modern  machinery1 the  
division of labor1 the banking system1  
methods of  communication1 make possible
 real association4 ,but they are real   
and  possible only as the processes are 
open for the common participation1      
understanding and judgment of those     
engaged in industrial enterprise2  they 
are real and possible as the animus of  
industry changes from  exploitation to a
 common and associated desire to create2
 they are  real and possible as the     
individual character of industry gives  
way  before the evolution of social     
effort4    ,we speak of interdependence 

in industrial enterprise as though it   
were  some new thing4 ,the early        
interdependence had its roots in the    
common  knowledge and use of an         
inherited technology1 where property was
  common in the common use of it4       
,interdependence due to modern          
technology has increased1 and the       
interdependence which characterizes  our
 own time is economic4 ,the tools of    
industry as well as the natural         
resources are owned1 and only by        
application to the owner can a man  live
 or labor4 ,however disastrous that     
ownership has been to past  generations1
 it has bound men together in their use 
of what we  ironically call labor saving
 devices2 devices which have not saved  
labor in the interest of labor4    ,out 
of this close association of men in     
industry have grown our  national and   
international business corporations and 
our national  and international labor   
unions4 ,these corporations and unions  
are  transforming local and provincial  

relations into cosmopolitan             
acquaintanceship4 ,the recognized value 
of the acquaintance is in  the extension
 of knowledge of people through their   
use and wont of  material things1 of the
 ways and means of life outside limited 
and  personal areas4 ,the               
acquaintanceship does not imply         
friendship  or sympathy or understanding
 among men or nations1 it does not      
necessarily result in wisdom1 and to    
date1 it does not result in a  larger   
social spirit4 ,the acquaintanceship is 
based not on mutuality  of interest1 but
 rather on rivalry and                  
misinterpretations4    ,while our       
institutional life is an acknowledgment 
that interdependence  is a necessary    
factor in modern wealth production1 we  
still measure  the strength of a man1 or
 a society1 or a nation1 and say of all 
that  they are strong or weak as they   
are able apparently to stand alone4 ,we 
have not yet discovered that a desire to
 stand alone in an enterprise  where    

people are of necessity dependent1 is a 
weakness and that our  ability to       
coperate with others in such an         
enterprise is a measure  of our         
strength1 ,from a social standpoint     
dependence denotes a power  rather than 
a weakness2 it involves interdependence4
 ,there is always  danger that increased
 personal independence will decrease the
 social  capacity of an individual4 ,in 
making him more self-reliant1 it makes  
him more self-sufficient2 it may lead to
 aloofness and indifference4  ,it often 
makes an individual so insensitive in   
his relation to others  as to develop an
 illusion of being really able to stand 
and act alone1  an unnamed form of      
insanity which is responsible for a     
large part of  the remediable suffering 
of the world4,a    ,footnote ,a3 ,john  
,dewey--,democracy and ,education1 p4   
#eb4    ,this provincial desire of      
individuals to stand apart and prove to 
themselves and to others that they are  
exceptional people is a  primitive      

ambition in conflict with the actual    
facts of a present day  society where   
interdependence is a law of living4     
,this conflict is  kept alive by the    
industrial motive of exploitation of    
people and of  wealth4 ,exploitation    
precludes sympathy as it precludes      
growth4 ,for  sympathy--as a desirable  
quality is something more than mere     
feeling2  it is cultivated imagination  
for what men have in common and         
rebellion  at whatever unnecessarily    
divides them4 ,and further1 ,professor  
,dewey  remarks3 ,it must be borne in   
mind that ultimately social efficiency  
means neither more nor less than        
capacity to share in a give-and-take    
experience4 ,it covers all that makes   
one's own experience more worth  while  
to others and all that makes one        
participate more richly in the  worth   
while experiences of others4,a          
,footnote ,a3 ,john ,dewey--,democracy  
and ,education1 p4 #ada4    ,what       
,professor ,dewey says in reference to  

the growth of children and  adults is as
 abundantly significant in its          
application to society4  ,normal child  
and normal adult alike 444 are engaged  
in growing4 ,the  difference between    
them is not the difference between      
growth and no  growth1 but between the  
modes of growth appropriate to different
  conditions4 ,with respect to the      
development of powers devoted to  coping
 with specific scientific and economic  
problems we may say  the child should be
 growing in manhood4 ,with respect to   
sympathetic  curiosity1 unbiassed       
responsiveness1 and openness of mind1 we
 may say  that the adult should be      
growing in childlikeness4,a    ,footnote
 ,a3 ,john ,dewey--,democracy and       
,education1 p4 #ei4    ,as ,america and 
the greater part of ,europe have been   
for over a century  devoting their      
attention to coping with specific       
scientific and  economic problems1 is   
their manhood due to appear8 ,is the    
raw1  immature character of present day 

association and interdependence to  be  
enriched by sympathetic curiosity1      
unbiased responsiveness and  openness of
 mind8 ,in the midst of this world war  
,i venture no  prediction on the        
appearance of manhood4 ,but clearly     
there is a line  of action for educators
 to pursue4 ,clearer than ever before it
 is  evident that it is the business of 
educators to see that schemes of        
education are introduced which do not   
fit children into a system of  industry 
that serves either ,empire or business1 
but a system that  serves               
whole-heartedly creative enterprise as  
it might be pursued in  the period of   
youth as well us in adult life4 ,within 
the past century  and particularly in   
the past generation we have made brave  
efforts at  coperation1 but our failures
 to realize the spirit of coperation are
  as notorious as the efforts           
themselves4 ,the effort to work together
 in  industry has been brutal rather    
than brave4 ,we shall account for this  

brutality in industry and recognize why 
the spirit for coperation in  other     
fields has failed1 as we distinguish    
between a puerile desire  of individuals
 to express themselves and their        
impulses for creative  enterprise4      
,as industry through the ages has       
changed from the isolated business  of  
provisioning a family to the associated 
work of provisioning the  world1 it has 
blazed a pathway for relationships which
 are socially  creative4 ,but art in    
social relationships will not be        
realized until  a passionate desire for 
the unlimited expression of creative    
effort  overcomes inordinate desires of 
individuals for self-expression4  ,art  
in living together is possible where the
 intensive interest of  individuals in  
their personal affairs and attainments1 
in their social  group1 in their        
vocation1 in their political state1 is  
deeply tempered  by a wide interest and 
sympathetic regard for the life of other
  groups and people4 ,art in social     

relationships is contingent on broad    
sympathies and extended relationships1  
and it is contingent as well  on ability
 to work for social ends while remaining
 in large measure  disregardful of the  
personal stakes involved4 ,because of   
our inability  to lose our personal     
attachment for our own work1 because of 
what it  may yield us in personal ways1 
the world never yet has experienced the 
joy and creative possibility of         
associated effort ,and because it has   
not we have still to experience art in  
social contact4    ,in group work there 
may be as much power to release         
emotional and  intellectual creative    
force as in individual work2 there may  
be  more--we do not know4 ,there is a   
tendency we do know in isolated1        
individual creative effort1 unless      
highly charged with creative  impulse1  
to cultivate personal equations         
intensively1 limit  relationships1 and  
circumscribe vision4 ,as the movement of
 our time  is toward world              

acquaintanceship1 the desire of         
individuals to limit  their experiences 
for the sake of intensifying them1      
signifies from a  social point of view  
as well as a personal1 a neurotic       
tendency4 ,there  is a common and false 
supposition that the neurotic           
temperament is  induced in the world of 
art4 ,it is true that an art environment
  attracts people whose creative impulse
 is feeble or not sufficiently  strong  
to sublimate the desire for intensive   
personal excitation4  ,such people      
choose art associations because they are
 limited to  individual expression and  
not because of the overpowering         
necessity to  do work which is creative4
 ,as the era in which we live represents
 a  struggle for associated work and    
common interests and its highest        
concept is opposed to limited interests 
and autocratic rule1 we may  well give  
our best endeavor to realizing creative 
impulse in the field  of associated     
effort1 in the hope that the field of   

art will be some  day coextensive with  
life1 and that its expressions will not 
be  confined to the limited world of    
sculptors1 painters1 musicians and      
poets4