e
expression. A little later, however, it is clearly the business of the
teacher to call attention to the quality of the dovetailing in which
the boy at the manual training bench is engaged, for there is no value
in dovetailing a box unless it is accurately done. At one point the
child's imagination is to be emphasized, and at another point his
technique is important--and he will need both in the industrial life
ahead of him.

There is no doubt that there is a third period, when the boy is not
interested in the making of a castle, or a box, or anything else,
unless it appears to him to bear a direct relation to the future;
unless it has something to do with earning a living. At this later
moment he is chiefly anxious to play the part of a man and to take his
place in the world. The fact that a boy at fourteen wants to go out
and earn his living makes that the moment when he should be educated
with reference to that interest, and the records of many high schools
show that if he is not thus educated, he bluntly refuses to be
educated at all. The forces pulling him to "work" are not only the
overmastering desire to earn money and be a man, but, if the family
purse is small and empty, include also his family loyalty and
affection, and over against them, we at present place nothing but a
vague belief on the part of his family and himself that education is a
desirable thing and may eventually help him "on in the world." It is
of course difficult to adapt education to this need; it means that
education must be planned so seriously and definitely for those two
years between fourteen and sixteen that it will be actual trade
training so far as it goes, with attention given to the condition
under which money will be actually paid for industrial skill; but at
the same time, that the implications, the connections, the relations
to the industrial world, will be made clear. A man who makes, year
after year, but one small wheel in a modern watch factory, may, if his
education has properly prepared him, have a fuller life than did the
old watchmaker who made a watch from beginning to end. It takes
thirty-nine people to make a coat in a modern tailoring establishment,
yet those same thirty-nine people might produce a coat in a spirit of
"team work" which would make the entire process as much more
exhilarating than the work of the old solitary tailor, as playing in a
baseball nine gives more pleasure to a boy than that afforded by a
sol