of both sexes from the age of twelve to twenty-one years will
require land, tools, buildings of various types, machinery,
factory sites by rail and water, timber, water and power sources.

As all civilization is built upon the back of labor, and as
all culture and leisure rests upon labor, and is not possible
otherwise, so all cultural and liberal education, as generally
understood, shall be sequent to the productive and vocational. The
higher intellectual education should grow out of and be earned by
productive vocational training.

Hence our schools should be surrounded by lands of the best
quality obtainable, plots of 10, 50, 100 and more acres. These
lands should be the scene of labor that would be actually
productive and not mere play.... In such a school the moral
elements of labor should be primary, viz.: joy to the producer,
through industry and art; perfect honesty in quality of material
and character of workmanship; social cooeperation, mutualism, and
fellowship among the workers or students; and last, but not least,
justice--that is, the full product of labor being secured to the
producer.

He plans to make the schools largely self-supporting, partly through
land endowments easier to obtain under the system of taxation of land
values that is possibly near at hand in the Golden State, for which
primarily the writer is planning. The other source of income would be
from the well-directed labor of the students themselves, particularly
the older ones. He quotes Professor Frank Lawrence Glynn, of the
Vocational School at Albany, New York, as having found that the
average youth can, not by working outside of school hours, but in the
actual process of getting his own education, earn two dollars a week
and upward. Elsewhere, Mr. Wilson shows that the beginnings of such
schools are to be found in operation today, in some of the best reform
institutions of the country.

For all who desire university training, this would open the door. They
would literally "work their way" through college. One university'
president argues for some such means of helping students: "We need
not so much an increase of beneficiary funds as an increase of the
opportunities for students to earn their living." This is partly
to enable them to pay; for their courses and thereby acquire an
education, but chiefly because through supporting themselves they gain
self-con