ooerdinates shop and school activities and
as it fails at the same time to stimulate inquiry on the part of the
pupil into industrial or special trade processes as they are practiced
in the shop, it becomes a positive, inhibiting factor in the
intellectual life of the children. The perfection of an industrial
school room equipment with its trade samples, its charts and maps, its
literature, relating to the extension, of trade and of commerce, has
the tendency like the curriculum to impose on the children the weight
of accomplishment, if this equipment is not used to stimulate inquiry
and experiment in industry as the ever fresh field for adventure that
it is. But the intention of these industrial schools is to train
the children in the acceptance of processes and methods which are
established. Nowhere, in no country, has this intention been so
successfully realized, because nowhere has it been so successfully
organized as in Germany through its continuation school system. And
nowhere as in Germany are the people so successfully subjected to
an institutionalized life as it has been worked out in the light of
modern technology and business.

* * * * *

There are other and special reasons why the best of industrial
education experiments in America have not met with greater
hospitality. The average American parent still believes that a boy
"rises" in the industrial world, not as they once thought through his
ability as a workman. The men of their acquaintance who have been
successful, have attained wealth and position, not as a rule through
their mastery of technique or their skill in a trade; they have not
come by their promotion merely on account of good workmanship, but
through influence. It might be that they had had their "chance"
through a relative or successful business man, or it might be that
they "got next" to a politician, who required no other qualification
than "smartness." A boy in a telegraph or a lawyer's office has a
better opportunity to reach influence than a boy in a workshop.
The scholastic requirement for such advancement as these vocations
contemplate, is provided for in the established school program of the
lower grades. A certain display of a few historical and literary
facts beside a facility in reading, writing, and arithmetic are the
qualifications which average parents believe are the necessary ones
for their children's advancement. And, taking the situation in g