y"
says that our problem is to develop an industrial system that shall
stimulate and satisfy the native impulse for creative production. It
is difficult to see how, by any other educational process than one
which is essentially aesthetic and social, we can make much headway
toward changing the conception of work from the now prevalent one of a
means of making a living, more or less under compulsion, to that of a
voluntary social act done both for its utility from the standpoint of
the individual and also because of its social value, and performed to
some extent, however humble the work, in the spirit of the creative
artist.

For the adult generation that now works (and for how many generations
to come we do not know), we cannot hope to make ideal conditions. Work
will still be work, with its evil implications, as toil without
complete inner satisfaction, and without sufficiently free motives.
But the direction in which practical changes should be made seems
clear. There must still be a lessening of the hours of routine labor,
until there are perhaps no longer more than six or five devoted to
vocation. The remainder of life is not for idleness but must be in
part productive or the lessened hours of routine will not be possible.
There must be possibility of both practical and recreational
activities outside the regular day's work, as well as for educational
work, all of these in part at least publicly provided for. This
activity may serve many purposes and accomplish a variety of results.
As educational it ought to open up new opportunities; it must fulfill
the desire for creative activity; it must be a socializing power; it
must lead to an appreciation of the nature and value of skill and
efficiency; it must introduce all to the higher world of art and the
intellectual life. Above all it must impress deeply the truth that
growth in the normal life is never ended.

The third phase of industrial education which is to be emphasized now
is the teaching of what we have called _thrift_. This idea of thrift,
for pedagogical purposes, is equivalent to the broad principle that
purposes in this world are achieved by the expenditure of force--by
the control of energies which are not unlimited in amount as now
controlled and which are subject to definite laws. Since objects which
are to be secured by the expenditure of energy differ in value it is a
part of this education in thrift, indeed an important and necessary
part, to give