on among skilled laborers;
while it would probably improve wages somewhat, it might not advance
them proportionately to the general increase of wealth; it might leave
the unequal distribution of wealth, political power, and opportunity
even more unequal than they are to-day, but as long as the nation as a
whole is richer and the masses of the people better off, "State
Socialists" will apparently be satisfied.

President Hadley is even more definite than Dr. Eliot. The new
educational policy so thoroughly in accord with the interests of the
business and capitalist classes demands "for the people" every
opportunity in education that will make the individual a better
_worker_, while it allows his development as a _man_ and a _citizen_ to
take care of itself. President Hadley urges that we follow along German
lines in public education. What he feels we still lack, and ought to
take from Germany, are the "industrial training and the military
training of the people": the children are forced to go to the elementary
schools for a time, and during that part of their education they are
kept out of the shops and the factories. They, however, receive
instructions in the rudiments of shop and factory work."[54] In other
words, the children are kept out of the factory, but the shop and the
factory are permitted to enter the school. Doubtless an improvement, but
not yet the sort of education any business or professional man would
desire for his own children at twelve, fourteen, or sixteen years of
age.[55]

"State Socialism" looks at the individual, and especially the
workingman, almost wholly from the standpoint of what the community, as
_at present organized_, the capitalists being the chief shareholders, is
able to make out of him. Each newborn child represents so much cost to
the community for his education. If he dies, the community loses so and
so much. If he lives, he brings during his life such and such a sum to
the community, and it is worth while to spend a considerable amount both
to prevent his early death or disablement and to increase his industrial
efficiency while he lives. According to this view, Professor Irving
Fisher of Yale has calculated that the annual child crop in the United
States is worth about seven billion dollars per annum, a sum almost
equal to the annual value of our agricultural crops. In both cases great
economies are possible. Professor Fisher has estimated that 47 per cent
of the children who die