sight, and so the next
week and the years followed. Country populations moved away; cities grew
enormously, leading to congestion in living which, combined with the
daily absence of women, has often transformed the old time homes into
communal tiers of tenements occupied, during working hours, only by the
young and the infirm.

The children of all ages after a while followed their mothers into the
factories; but the evil effects of child labor were so apparent that
repressive legislative measures have increasingly raised the age of
their admission until now, in the more advanced communities, they must
stay outside the factory doors until they are twelve or fourteen years
old. Some growing self-consciousness, largely of a police nature, has
led us to institute measures for the protection of the children who are
not allowed to work. Schools, playgrounds, day nurseries, institutional
churches, college settlements and public social centers now bid against
the streets and vacant lots, the nickel shows and the dancing halls, for
the children's patronage.

Education, however, true to its origin as the assistant of theology,
refuses to recognize in any large way the new world into which we have
come, and where the next generation of children must follow. Manual
training has, here and there, quieted the fears of some who had
disturbing visions; and we go on employing an army of unenfranchised,
celibate women, with little or no industrial experience, to teach ten
million boys how to be good citizens of a republic, and how to serve in
a modern industrial army; and ten million girls how to work in shops and
factories, and how to live without homes. As a consequence, girls come
up to the factories from their schools with ideals,[36] so far as the
school has shaped them, founded on unmarried school mistresses and
George Washington; and they pass, by way of the altar, into cheerless
tenements which the school still thinks of as places where children are
cared for, family clothing is made and the family baking is done.
Practically, of course, most education is given outside the schools, and
there the evils of an unregulated time of transition are multiplied
through imitation.

[36] EARL BARNES, Children's Ideals, in _Studies in Education_, Vol. II,
p. 237; also School Girls' Ideas of Women's Occupations by SARAH YOUNG,
in _Studies in Education_, Vol. II, p. 259.

The wealth and material comfort produced for the fortunate classes b