peration would not be far to seek. Work would
become by its own inner development under such conditions, something
different from an unwilling service of the individual, a compulsory
service to family or state. Everything we can do to give to children
and to all workers an intelligent appreciation of the social meaning
and purpose of work is both industrial training and an education in
basic social relations. This socialization of the moods of work and
the founding of them upon the necessary experiences, is as important
as anything education is at the present time called upon to do. Given
this foundation, precisely the form industrial education, in the
ordinary sense, shall take, seems to be of secondary importance.

Turning now to another phase of the industrial problem on its
educational side, one cannot escape the conviction that the rising
tide of the powers of labor presents urgent problems to the educator.
The common man, as we call him, is to take a greater part in the
affairs of business and state, and the education of the common man
with reference to the especial capacity, as worker, in which he seeks
this new position, becomes highly important. This education of the
people with specific reference to work is of course something more
than teaching vocation. Education, indeed, with any explicit attention
to labor itself, whether in its industrial or its political
implications, is but a part of the educational problem. All education
for the democratic life is involved in it. The whole problem of
specialization comes up, and indeed all questions of social education
in one form or another.

Specialization, in particular, can no longer be treated with the
indifference that has so far characterized our industrial education.
The ideal of fitting the boy for work is as naive in one way as that
of our generalized education is in another. _If the war has taught us
anything beyond a doubt, it is that specialization must never be such
a differentiation as shall infringe upon the common ground of human
nature._ We must take this into consideration in all our vocational
training. We must preserve an identity in all the fundamental
experiences. In a democracy this appears to be wholly necessary, and
to outweigh all considerations of efficiency. The individual must be
kept whole and generic, so that each individual is an epitome, so to
speak, of the virtues and the ideals of the nation. The humanity of
the man must be first,