m the family life and the public opinion of the
community. Education alone can repair these losses. It alone has the
power of organizing a child's activities with some reference to the
life he will later lead and of giving him a clue as to what to select
and what to eliminate when he comes into contact with contemporary
social and industrial conditions. And until educators take hold of
the situation, the rest of the community is powerless.

In vast regions of the city which are completely dominated by the
factory, it is as if the development of industry had outrun all the
educational and social arrangements.

The revolt of youth against uniformity and the necessity of following
careful directions laid down by some one else, many times results in
such nervous irritability that the youth, in spite of all sorts of
prudential reasons, "throws up his job," if only to get outside the
factory walls into the freer street, just as the narrowness of the
school inclosure induces many a boy to jump the fence.

When the boy is on the street, however, and is "standing around on the
corner" with the gang to which he mysteriously attaches himself, he
finds the difficulties of direct untrammeled action almost as great
there as they were in the factory, but for an entirely different set
of reasons. The necessity so strongly felt in the factory for an
outlet to his sudden and furious bursts of energy, his overmastering
desire to prove that he could do things "without being bossed all the
time," finds little chance for expression, for he discovers that in
whatever really active pursuit he tries to engage, he is promptly
suppressed by the police. After several futile attempts at
self-expression, he returns to his street corner subdued and so far
discouraged that when he has the next impulse to vigorous action he
concludes that it is of no use, and sullenly settles back into
inactivity. He thus learns to persuade himself that it is better to do
nothing, or, as the psychologist would say, "to inhibit his motor
impulses."

When the same boy, as an adult workman, finds himself confronted with
an unusual or an untoward condition in his work, he will fall back
into this habit of inhibition, of making no effort toward independent
action. When "slack times" come, he will be the workman of least
value, and the first to be dismissed, calmly accepting his position in
the ranks of the unemployed because it will not be so unlike the many
hours of i