to it. These modified institutions, handed on in
turn by the present, must again be rebuilt to meet the needs of the
future; and so on through each succeeding age.

III Keeping Up with the Times

At times the march of progress is so rapid that even the most advanced
grow breathless with attempts to keep abreast of the vanguard. Again,
marking time for ages, progressive movements seem wholly dead, and the
path to the future is overgrown with tradition, and blocked by oblivion
and decay. The rapid advances of the nineteenth century, challenging the
quickest to keep pace, forced upon many institutions surroundings
wholly foreign to their bent and scope.

Nowhere is this more true than in the case of the educational system,
which had its rise in an age of individualized industry and governmental
non-interference, and now faces a newly inaugurated socialization of
industry and an impromptu system of government control.

The new basis of education lies in the changes which the nineteenth
century wrought in industry, transforming village life into city
dwelling, and substituting for the skilled mechanic, using a tool, the
machine, employing the unskilled worker. The men of the eighteenth
century made political institutions, and were content with democracy;
the men of the nineteenth century, accepting government as it stood,
built up a new industry. The society which we in the twentieth century
must erect upon the political and industrial triumphs of our
forefathers, can never be successful unless it recognizes the
fundamental character of the issues which nineteenth century industry
and eighteenth century politics have brought into twentieth century
life.

Is it too much to ask that the school stand foremost in this recognition
of change, when it is in the school that the ideas of the new generation
are moulded, tempered, and burnished? May we not expect that in its
lessons to the young our educational system shall speak the language of
the twentieth century rather than that of the eighteenth?

IV Education in the Early Home

Before the modern system of industry had its inception, while the old
hand trades still held sway, at a time when the household was the center
of work and pleasure, when the family made its butter, cheese, oatmeal,
ale, clothing, tools, and utensils,--in such an atmosphere of domestic
industry, Froebel wrote his famous "Education of Man." Note this
description of the way in which a father may