the business of educators to point out the
danger and to discover whether efficiency may not be gained in the
country by giving children in their adolescent period the impulse for
production and high standards of work, not for the sake of the state,
but for themselves, for the sake of the community,--out of love of
work and for the value of its service.

CHAPTER IV

EDUCATIONAL INDUSTRY AND ASSOCIATED ENTERPRISE

As capital and so far labor have failed to make industry an expansive
experience it becomes, as Professor Dewey has pointed out, the
business of educators concerned with the growth of individuals to
cultivate the field.

If educators regard opportunities for growth with sufficient jealousy
they will not wait for industry to emerge with a new program, or
system of production; they will initiate productive enterprises
where young people will be free to gain first hand experience in the
problems of industry as those problems stand in relation to their
time and generation. Their alliance should be made with engineers and
architects and the managers of industry who have made themselves,
through experience and training, masters of applied science and
the economics of production. Engineers, not under the influence of
business, are qualified to open up the creative aspects of production
to the workers and to convince them through their own experience that
that there are adventurous possibilities in industry outside the
meagre offerings of payday. Mr. Robert Wolf is one of the engineers
who is ready for the venture. He told the members of the Taylor
Society that "scientific managers have not been scientific enough in
dealing with this very important subject of stimulating the thinking
and reasoning power of the workman, thereby making him self-reliant
and creative." In describing the field in which practical engineers
should operate, he laid stress on their giving large space to the
originating, choosing, adapting power in men and the direction of it
into positive constructive channels; to men's self-consciousness of
their place in the great scheme of things.

This conception of the field of operation for engineers also described
the field for educators. The latter have failed to seize the chance
in the present industrial arrangement for the development of "the
originating, choosing power" in the working man because they have been
obsessed by the business appreciation of the working man's power of
adapta