perial Germany and the Industrial
Revolution.]

First, then, it is not certain that the system of German industrial
education would succeed; and, second, if it did succeed it is not the
sort of education that America wants.

America wants industrial efficiency, it must have efficient workers if
it holds its place among nations, and American people will prove their
efficiency or their inefficiency as they are capable of using the
heritage which industrial evolution has given the world. But what
shall we use this efficiency for? For the sake of the heritage? For
the sake of business? For the sake of Empire?

Business knows very clearly why it wants it, but as a rule most of us
are not clearly conscious that we need, for the sake of our expansive
existence, to be industrially efficient. We are not even conscious
that industry is the great field for adventure and growth, because we
use that field not for the creative but for the exploitive purpose.

It is the present duty of American educators to realize these two
points: that industry is the great field for adventure and growth;
that as it is used now the opportunities for growth are inhibited
in the only field where productive experience can be a common one.
Shortly it will be the mission, of educators to show that by opening
up the field for creative purpose, fervor for industrial enterprise
and good workmanship may be realized; that only as the content of
industry in its administration as well as in the technique of its
processes is opened up for experiment and first-hand experience,
will a universal impulse for work be awakened. It is for educators,
together with engineers and architects, to demonstrate to the world
that while the idea of service to a political state may have the power
to accomplish large results, all productive force is artificially
sustained which is not dependent on men's desire to do creative work.
A state as we have seen, may invoke the idea of service. It might
represent the productive interests of a community if those interests
sprang from the expansive experience of a people in their creative
adventures.

In the reconstructive period educators may have their opportunity to
extend the concept that the creative process is the educative process,
or as Professor Dewey states it, the educative process is the process
of growth. The reconstruction period will be a time of formative
thought; institutions will be attacked and on the defensive; and