asier to go over the old paths of education with "manual
training" thrown in, as it were; it is much simpler to appeal to the old
ambitions of "getting on in life," or of "preparing for a profession,"
or "for a commercial career," than to work out new methods on democratic
lines. These schools gradually drop back into the conventional courses,
modified in some slight degree, while the adaptation to workingmen's
needs is never made, nor, indeed, vigorously attempted. In the meantime,
the manufacturers continually protest that engineers, especially trained
for devising machines, are not satisfactory. Three generations of
workers have invented, but we are told that invention no longer goes on
in the workshop, even when it is artificially stimulated by the offer of
prizes, and that the inventions of the last quarter of the nineteenth
century have by no means fulfilled the promise of the earlier
three-quarters.

Every foreman in a large factory has had experience with two classes of
men: first with those who become rigid and tolerate no change in their
work, partly because they make more money "working by the piece," when
they stick to that work which they have learned to do rapidly, and
partly because the entire muscular and nervous system has become by
daily use adapted to particular motions and resents change. Secondly,
there are the men who float in and out of the factory, in a constantly
changing stream. They "quit work" for the slightest reason or none at
all, and never become skilled at anything. Some of them are men of low
intelligence, but many of them are merely too nervous and restless, too
impatient, too easily "driven to drink," to be of any use in a modern
factory. They are the men for whom the demanded adaptation is
impossible.

The individual from whom the industrial order demands ever larger
drafts of time and energy, should be nourished and enriched from social
sources, in proportion as he is drained. He, more than other men, needs
the conception of historic continuity in order to reveal to him the
purpose and utility of his work, and he can only be stimulated and
dignified as he obtains a conception of his proper relation to society.
Scholarship is evidently unable to do this for him; for, unfortunately,
the same tendency to division of labor has also produced
over-specialization in scholarship, with the sad result that when the
scholar attempts to minister to a worker, he gives him the result of
more sp