of children to and from school.-Medical inspection in the schools.-The school nursery.-Feeding school children.-The school as an employment agency.-Paying children to go to school.-What is the meaning of these innovations?-Industrial Only the broad outlines of the educational pro- gram of the future can be discerned.-The fluidity of future educational requirements.-In the future, students will be freed from rigid routine.-Example and environment, rather than precepts, will be emphasized. The work of the school of the future will not be repulsive to the child.-The menace of "commercialization."-Organization of the teach- ers. The need of well trained teachers.-The CHAPTER I INTRODUCTION During the last century the productive powers of man were repeatedly multiplied by means of the utilization of the energy of coal and water through the agency of steam and electricity. President James has illustrated this fact very vividly. "It is not too much to say that the population of the single State of Germany, with an area not exceeding that of Texas, is equal to-day in working force to the combined efforts of the population of the whole world at the beginning of the nineteenth century. The United States has to-day within its borders an effective power in the engines at work, far surpassing the total possible power of the entire population of the world a century ago. In many lines of work one man, with the aid of a small machine, may do as much work as fifty or a hundred men could have done at the beginning of the century; while in other departments, owing to the development of the application of steam and electricity, one man may do what all the population of the world combined could not have accomplished a hundred years ago." As the direct result of this marvelous and unprecedented increase in the world's productive capabilities, the human race as a whole has been lifted from a condition of constant and strenuous struggle for the bare necessities of life to a higher plane of material comfort. With the increase of material wealth has been ushered in the new spirit of democracy, a spirit which could not come into being until science and invention had cleared the way. The worker is now considered, theoretically at least, to be an end in himself. He is no longer conceived to exist merely for the benefit and profit of others. In an age of machinery and utilized natural power, at the end of a period of extraordinary advancement in material wealth and during an era of peace; leisure, culture, education, art and work are at last conceived to be the birthright of all, not merely of a favored few. Universal culture and education have heretofore been impossible because of the meager productivity of unaided man. During the nineteenth century, greater changes in manufacture, commerce and agriculture took place than during the preceding ten centuries. The military basis of civilization was hastily swept away, and replaced by industrial foundations. New classes of people and new economic interests arose, and old ones disappeared or sank in relative importance. Manners, customs and ways of living were transformed. The ends of the earth were drawn into vital contact; the continents were moored side by side. In a word, social and industrial life was revolutionized. The qualities which count for national success and grandeur are no longer purely warlike or artistic; industrial capacity and skill now become absolutely essential. The warrior bows, |