<-„„e.. university Ubrary lAddresses aUhese- „„„,„«itti\iuil\ Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/cletails/cu31924013410224 NEW YORK STATE BRANCH OF THE National Society for the Promotion of Industrial Education the factory school of Rochester BY George M. Forbes ADDRESS AT THE SECOND ANNUAL CONVENTION ROCHESTER. N. Y.. NOVEMBER 19, 1909 OFFICERS OF THE NE'W YORK STATE BRANCH OF THE NATIONAL SOCIETY FOR THE PROMOTION OP INDUSTRIAL EDUCATION 1909-1910 PRESIDENT George M. Forbes, President, Board of Education, Rochester, N. Y. VICE-PRESIDENT Herman Metz, Ex-Comptroller, City of New York. SECRETARY-TREASURER Arthur L. Williston, Pratt Institute, Brooklyn, N. Y. EXECUTIVE COMMITTEE PBESmENT, VlCE-PaESIDENT, SECRETAaT-TaEASUKER, ex-oficio. INK L. Babbott, Member of Board of Education, New York City, 149 Lincoln Place, Brooklyn, N. Y. EvERrr Mact, President, Board of Trustees of Teachers' College, New York City, 68 Broad Street, New York City. DMAS D. Fitzgerald, President, Allied Printing Trades Council of New York, 34 Dallius Street, Albany, N. Y. !hable8 R. Richards, Director of Cooper Union, New York City. THE FACTORY SCHOOL OF ROCHESTER By GEORGE M. FORBES, President of the Board of Education, Rochester, N. Y. I shall divide my remarks into three parts, first giving a brief account of the preliminary steps that led up to the establishment of the Factory School, second, some account of the school itself, and then I shall speak of the wider and more significant features of the establishment of public industrial schools. The first step toward the creation of the Factory School in Eochester concerned the pupils themselves and the parents of the children who were likely to enter industrial life. We took up the question first with these interested persons. We canvassed the schools and found that there were five hundred and twenty boys in the public schools (fourteen years of age or over) who might be said to be eligible to enter the proposed school. We found that the parents were willing and in some cases were anxious that their boys should enter such a public school. We canvassed a considerable number of manufacturers and found that they, too, looked upon the project with favor. They thought that it would make a permanent contribution of value to the industrial life of the city, and they said that they would, therefore, welcome the graduates of such a school in their factories. They believed that such graduates would have an increased earning power because of the training that we proposed to give. Their attitude was very cordial and encouraging. Next we canvassed the labor unions. The question was taken up with them in two protracted sessions which were held with the' Central Trades Labor Coun- cil ; and it was later submitted to all of the local unions. The final result of this was a very large majority vote endorsing and expressing approval of the enterprise. With these preliminaries settled, it was decided that the beginning should be very simple. We selected a school building with only eight rooms and enrolled a school of fifty boys in those eight rooms with an equip- ment, the initial cost of which was only about $250.00, and the total cost of which to date is only about $3100.00. This includes the installment of some wood- working machinery and some apparatus for electrical work. The school thus being brought within easily controllable limits was still tentative and experimental in its character. The next question was to bring reality into the school, and by reality I mean the bring- ing of the school into actual and vital contact with the industrial life of the community. The very foundation of a vital industrial school is in its product in the commercial sense. In other words, if this school was to be a Factory School, an industrial school, it must have its foundation laid where the fac- tory lays its foundation. Absolutely everything that pertains to a real factory is built on product or grows out of and depends upon the product. And so if this school was to be vital and real the first question to settle was: "Can we bring into existence a product of reality?" And we realized that the only product that had reality was the one that had been placed upon a commercial basis. In accepting this idea, we undertook to make the greatest break from school traditions that was possi- ble : every product of the common school thus far has had no reality. It has been artificial and has in no sense contributed to the life of the community. In this new, school, we proposed to have a shop with a school attached and growing out of it, rather than a school with a shop annexed. We found our product in the needs of the public schools themselves — in the school furniture needed in public schools. Our first installation was for wood- working and our product must be of wood., We found for instance that we needed book-cases. We had been buying book-cases but we now undertook to supply them for ourselves, of design and construction and in quality identical in every respect with those that we had been purchasing. We succeeded in doing this, and since, we have been making other things that have been needed in the public schools, and these also have been produced upon the standards set by commerce itself. We have naturally tried to get some diversity in our product. We have been in existence but one year, in fact a little less than a year, and there has not been time to develop any great diversity. The following table which has been prepared by Mr. Alfred P. Fletcher, the director of the school, will give you some idea of the character of the production for the first year in this department : ROCHESTEK EAOTOET SCHOOL Product of Woodworking Department Dec. 1, 1908, to Dec. 1, 1909 (50 Boys) Cost of Material Value 151 Book Cases $392.60 $1510.00 50 Pillow Looms 8.00 37.50 100 Primary Looms 5.00 25.00 18 Kgt. Tables 10.00 63.00 5 25 Drawing Tables 40.00 125.00 32 Saw Boxes 6.00 10.00 25 Drawing Boards 20.00 25.00 100 Toy Knitters 1.00 2.50 1 Kgt. Table 50 2.00 1 Kgt. Bench 50 1.50 12 Large Sawhorses 6.00 18.00 25 Small Sawhorses 12.00 25.00 25 Bench Rests 8.00 18.75 32 Sets Panels 43.60 53.60 1 Flat Top Desk 6.00 18.00 Removing Partitions and Building New Partitions 100.00 Total $559.20 $2034.85 In the Electrical Department, the boys were sent out either under a teacher as a foreman or under one of their own number acting as foreman, to undertake work of installing or repairing electrical apparatus and con- struction in public schools. This also was done upon a commercial basis. A list of the work accomplished in this line will also be of interest : ROCHESTER FACTORY SCHOOL Electrical Repair Work Done by Boys of the Mechanical Department Sept. 16 to Nov. 16, 1909 (50 Boys) g No. of Date 1 School Sept. 16. 34 li 16. 14 i( 20. 11 i( 21. 33 " 21-25. 15 Value of ui Si Nature of Work Done Work §1 S^ Bell system installed $18.50 * ^". Telephone repairs 3.Y5 * Charging cells; adjusting bells 3.80 .. * Telephone repairs 4.00 * Adjusting of telephones 11.95 * 6 Oct. Nov. 1. 1. 4. 6-Y. 15. 15. 20. 22. 26. 2. 2. 2. 2. 3. 3. 3. 10. 12. 16. 33 Eeplacing of two telephones 12 Eepairs in circuit connections 14 Recharging batteries 18 Repairing of lighting circuit ^*Q^'^^''Installing of buzzer 34 Wiring of exhibit float Installing call bell Repairs of telephone Repairing annunciator Placing of batteries for spot light Telephone repairs Repairing of gongs Repairing batteries Repairing telephone Installing bell in 8th grade. Repairing telephone connections Telephone repairs Telephone repairs Wiring up motor; placing of starting box Repairing batteries Placing of light in Manual Training room Repairing of telephone circuits Telephone repairs Circuit repairs Total $135.13 13 West High 33 33 14 7 4 2 33 4 13 33 20 34 9. 20 a East **• Hieh 20 7 2Y 3.50 * , , 6.50 , , * 2.60 , , * 3.00 * 2.15 * 4.50 * 3.73 * 3.00 , . * 3.00 , ^ * 'ht 7.10 * 3.25 * 3.00 * 3.05 . . * 4.00 * . , 3.60 . , * IS 3.00 , , * 5.95 * . . 3.50 * 5.00 * 3.90 •• * 5.50 * 3.00 , , * 3.00 * 4.30 •• * 16 The boys must have teachers who are able to create and expand the shop atmosphere. They cannot very well have such an atmosphere if their teacher is filled with the old tradition of the school room. We have, therefore, secured as our teachers men who have had an all around experience as teachers, and yet men whose ideals are shop ideals and whose conceptions are shop conceptions. The man who has taken charge has brought into the Factory School shop ideals, shop rules, and shop ways of doing things, and he has created there a shop atmosphere right from the start because he knows no other standards or ideals of performance. And after these things are obtained, the product grows through the different processes naturally, step by step. The time system and the system of division of labor enter into the routine. The school is organ- ized on a true factory basis, and the boy progresses from one operation to another, finally finishing all of the processes which pertain to his product and doing all from beginning to end in a workmanlike, practical, efficient and commercial way. The spirit of the school grows from this same start- ing point; we are starting at reality. The course of study depends upon this quality. There is in fact no course of study of the ordinary cut and dried kind, and no rigidly formulated program which must be followed in the way in which the course of study in the ordinary school is followed. The course of study in the Factory School is dictated by the result sought, by the shop product. The product requires estimates, and measurements, and calculations to make things come out, and by placing the right emphasis in the right way upon these, Mathematics finds its way into the course. It grows out of the needs of the shop. So with the English, with the History, and with the Geo- graphy, and all the other studies, each enters only as it can be made the natural necessary part of the in- struction needed to get the desired result, only as it can be related to the principle and primary purpose of the school; in other words, only as it can be given reality. It therefore is kept a perfectly flexible pro- gram and the course of study constantly changes, as our idea is to always have it arranged in conformity with the particular work that is being done at the time and with the articles being manufactured. During the year we have registered 178 boys, the total number now in the school is 89. 26 have already gone into industrial life ; 29 have returned to the gram- mar school ; 34 have dropped back into the scrap heap of industry where most of the boys from the element- ary school go. They have dropped out at various stages and for various reasons, but through it all there has been the evidence that the school was getting a strong hold on many. One boy has been willing to come to the school from a distance of five and a half miles. Almost half of the total original registration are now in the school for their second year. The boys who have been enrolled in the school have come in different proportion from the different grades in the public schools, but by far the largest number have come from the seventh and eighth grades. The following table will be of interest: 2 entered from the fifth grade 20 " " " sixth " 65 " " " seventh" 68 " « " eighth " 17 are Grammar School graduates 6 are entered from high schools Now what are the educational considerations that have led up to the establishment of this school? The very broadest and deepest one that I can think of is that this whole movement of industrial education is simply a movement toward democracy. It is the idea of democracy in education. Our old educational sys- tem has been arranged on the idea and has taken upon itself the form of the abstract learning of the Eenais- sance. It has come down to us as an organization for culture and for learning for learning's sake. This is a part of a movement to make all public education in 9 the broadest way vocational. I am not using this word in its narrow sense. I mean that when the public undertakes to educate it should feel the need to ade- quately prepare the pupil in the public school to make some real contribution to the life of the community — and the only real contribution that the child may make is through his vocation, whatever that may be. In the broad sense, therefore, it is felt that public education should be vocational. And there is rank injustice, as our President has said, in the fact that the pupil who goes out of our elementary school to- day to enter industrial life does so with absolutely no training or development which would help to open for him the door of opportunity. The President of the Chamber of Commerce of Eo- chester says that the average boy of fourteen years of age is a nuisance in his factory. The boy of this age is generally looked upon in this way and is, there- fore, locked out; and this is true because he has had no access in his school training to those things that are vital in industry. On the other hand the boys, his class-mates in the eighth grade, who go on through the high school into clerical positions, or on into col- lege, find the doors open for them, to a very consider- able extent at least, into commerce. But the other boy who would like to enter manufacturing from the ele- mentary school, finds the door locked that leads to industrial life. The need, therefore, is to give that boy the same introduction into industry through a diploma given at the end of his course testifying to a training in the industry based upon a fund of practical scientific knowledge that will be recognized in the same way that the school diploma is now recognized in clerical or literary callings. His diploma should give 10 him the same privilege and the same chance to enter his chosen field as that of the other boys who enter com- merce or college or profession. Our Factory School, therefore, is established simply in the interests of jus- tice to enable the boy who so desires to go out from our school system into industrial life. Another consideration is that some of the boys in the elementary school cannot be stimulated by school work, but their brains can be awakened through their hands. Such boys are found as far down as in the fourth grade, big boys who, because they are out of place, are out of sorts, a nuisance to themselves and to their teachers, often ashamed of themselves and simply waiting to get a work certificate in order to get out of school. This lack of adaptation to the needs of such boys of the ordinary school curricula is one of the considerations that led up to the establishment of the Factory School. It is one of the indications, square and definite, that a sehpol of this kind is required to meet the need. There are cases of boys in the school expelled as absolutely incorrigible, because they have too much energy and vitality. Such a waste of fine material is a crime. They are the very best type of boys for a different type of school, and they are entitled to an opportunity to properly develop their powers just as much as those who can adapt themselves to the conventional curricula. We have just started a school of the same kind in Eochester for girls, but it is too early to speak of the result. The operation of the experiment is measured by weeks rather than months and we, therefore, must postpone a description of it. We are employing, how- ever, the same general methods and all the way through the same principles. This class of schools we hope will more firmly establish the vital touch between the school 11 system and the people of our community. But from one year's work we cannot tell very much, and we want to wait until the manufacturers tell us whether these boys that we are training are exactly what they want, and until the boys and their parents can testify that we have been of real service to them in helping them to get a good start in their life work. What the manufactur- ers say and what the boys say is what we must judge by ; that must be the final test. All that we can say at present is that we have been able to interest the boys and to hold them, and to give them at least something . that we believe is worth while. 12 NEW YORK STATE BRANCH OF THE National Society for the Promotion of Industrial Elducation THE National iMPORTANCE of INDUSTRIAL EDUCATION BY Dr. Rush Rhees (ADDRESS AT THE SECOND ANNUAL CONVENTION *" ROCHESTER, NY. NOVEMBER. 19. 1909 NEW YORK STATE BRANCH OF THE National Society for the Promotion of Industrial Education The National Importance of industrial education BY Dr. Rush Rhees ADDRESS AT THE SECOND ANNUAL CONVENTION ROCHESTER, N. Y., NOVEMBER. 19, 1909 OFFICERS OF THE NEW YORK STATE BRANCH OF THE NATIONAL SOCIBTY FOR THE PROMOTION OF INDUSTRIAL EDUCATION 1909-1910 PRESIDENT George M. Forbes, President, Board of Education, Rochester, N. Y. VICE-PRESIDENT Herman Metz, Ex-Comptroller, City of New York. SECRETARY-TREASURER Arthur L. Williston, Pratt Institute, Brooklyn, N. Y. EXECUTIVE COMMITTEE PkESIDENT, VlCE-PllESlDElfT, SECttETARY-TttEASUREE, eX-officio. Frank L. Baebott, Member of Board of Education, New York City. 149 Lincoln Place, Brooklyn, N. Y. V. EvEEiT Macy, President, Board of Trustees of Teachers' College, New York City, 68 Broad Street, New York City. Thomas D. Fitzgerald, President Allied Printing Trades Council of New York, 34 Dallius Street, Albany, N. Y. Charles R. Richards, Director of Cooper Union, New York City. THE NATIONAL IMPORTANCE OF INDUSTRIAL EDUCATION* By DR. RUSH RHEES, President of the University of Rochester. In accepting the honor conferred upon me of pre- siding over the deliberations of this convention, I desire first of all to take occasion to extend the most hearty welcome to those who have come here from other parts of the State to bring us the advantage which we inevitably must gain from their delibera- tions upon this question — a question than which none other is of more pressing importance in connection with present day problems of education. You who have come to us from other cities, towns and villages of the State, are most heartily welcome for yourselves, and for the work which you represent. It has been suggested to me that for the courtesy that has been extended to me in making me the Chair- man of this meeting, I am expected to make a few remarks on this subject of the National Importance of Industrial Education: The topic is one of such breadth and variety that the maker of the program evidently thought he was perfectly safe in naming it. The greatest wanderings of thought on the sub- ject may be covered by the title. I shall ask your attention to one or two aspects of the question that seem to be of importance and take the risk of saying things that are perfectly familiar and commonplace and things of which perhaps you need no reminder. It has been our boast for generations that American • Printed from stenographer's notes. 3 workmen surpass in ejfficiency and in versatility any other workmen the world around. Several months ago while in Paris I was talking with a gentleman concerning problems of the tariff and I was very much interested to learn that whereas in this country we ask for a high percentage of import duty on the ground that we desire to protect the American workman from the low paid labor of Europe, they in France make urgent demand for high protective duties in order, as they claim, to protect the poor French worker from the superior efficiency of the American laborer. It is recognized abroad everywhere that the American laborer produces more in a given time than any other laborer upon the face of the earth, and hence it seems a little strange at first thought that we should be telling of the urgent need for industrial education in this country of ours. The qualities of resourcefulness and power and versatility have been the characteristics of the Amer- ican workman and on this we have relied in supreme measure for the superiority in business enterprise which is our boast. Let us consider for a moment the source of those qualities which have made the Amer- ican workingman what he is. In this land there has been developed a type of man of superior natural energy. We contrast his qualities of mind and body with those qualities found in the laboring man of Europe and find a great advantage in our physical power and in our intellectual quality, partly due to superior strength of native stock. We cannot forget the fact also that our country was peopled, in the beginning, by a group of pioneers ; and who were they? They were men of irresistible forcefulness, surrounded by unfavorable conditions, who had the characteris- tics and the strength to reach out into new regions, and who had the power to conquer them. The Amer- ican workingman is the descendant of men who sub- dued the wilderness and made it blossom as the rose. They were men who came here from Europe, men of superior mind and energy, they were men of more than ordinary venturesomeness and resourcefulness and alertness. They made up the original stock from which the American laborer has been derived. In this country, they developed superior versatility in the clearing of the forest and the building of homes and the making of civilized life and conditions. In the early days, as it used to be in New England, a man brought up on the farm had to turn his hand to practically every trade that is known in industry. If the harness broke he had to turn saddler. If the plow was injured or worn he had to turn plowright or blacksmith and iron worker. If the wagon broke down he must mend the wheel; and everything else called for versatility. There was no shop around the corner. He was compelled by all the conditions of life surrounding him to depend upon himself and turn his hands to every conceivable task. This train- ing developed men who had inventive genius in in- dustrial life, and men who could adapt themselves now to this, and now to that task. Now, the serious question for us is this: what is the present value of the reliance we have been accustomed to place upon the renowned efficiency and versatility of the American workingman? We have to acknowledge that the days of the pioneer are practically done. There are yet some unconquered regions in the extreme west, but that country contributes very little to the industrial life of the nation, and east of the Eocky Mountains the pioneer is practically a thing of the past. There is no more of that exacting life that called for the quahties of venturesomeness and ability. Whereas a generation ago the men who supplied the needs of the factory came to the factory from the farm, we do well to remember that to-day the work- men who come to us have no such training as they did before. The life and training they undergo now is more adapted to producing men skilled in buying and selling than in manufacturing. They are no longer of the former sturdy type of men of a generation ago who were adding to the resources of the country. And finally, in this connection, in the new industrial dis- pensation there is something which caps the climax of all these rather discouraging considerations. For, whereas formerly a man went into a factory to learn a trade, now the progress of industry is such that the man is set at a machine to do a task, and sometimes even it seems as if modern industry puts a premium on absence of intellect and the man who can watch his machine with the least thought is regarded more profit- able than any other employee. Whereas formerly in- dustry was a school, to-day it seems to be more like a prison. What is the result? Instead of being a man who can adapt himself to conditions, the worker is narrowed by extreme specialization in his work. If he is to acquire the necessary versatility to take the place of the famous American artisan of former times, where is it to be done? Where are we to find com- petent journeymen. I have heard employers say, we have only one place to look to for competent journeymen and that is from emigration. If such are the facts, is it necessary to say anything more in regard to the need for some sort of industrial education which will tend to supply what is lacking in our present order of life, in order that the men who are to be our artisans to-morrow, may have some of the peculiarities which gave promi- nence to the American workingman in the generation which is past? Such being the need, it is not my task to discuss it from the standpoint of industry, that task belongs to another of the speakers of this even- ing; my task is rather to ask attention to some fea- tures of the national importance of it. We have been a people who have boasted much of our common sense. We rely upon an intelligent people as the basis of our self-preservation. We must remind ourselves again of familiar facts, that elaborate as is ■ our system of schools which we have developed, there is a steady exodus from these schools after the early years. The boys and girls who enter the lower schools do not reach the upper classes of the grammar period, but few of them go into the high school, and a small fraction of those who seek the high school finish it. What becomes of those who drop out, and why do they drop out? That exodus, as we are reminded, is due partly to economic necessity, and the child drops out as soon as he is able to earn something to contribute to the family support. Another reason, more serious, is the lack of interest in study which develops in the minds of many of the students. This fact is coming to be recognized as it never has been before recog- nized ; for this we give much thanks. Under earlier conditions in former years, the boy who became an apprentice did not leave school; he continued in school. He was required to use his mind. He was compelled to come to some understanding of his trade. The succeeding three or four or five years 7 were years of sucli consecutive, accumulative work and experience that they brought the boy somewhere and gave him what should be called education. I meet many manufacturers who say, we have no time nor money to teach a boy a trade. Such is the pres- sure of modern competition. Present industrial de- velopment seems to put a premium upon low intellect- ual attainment. The workman becomes a part of the machine. The national need then of industrial train- ing becomes most eloquent. It is not that our markets are growing fewer, but our citizenship is growing poorer. The State must soon do for itself what the conditions of life no longer do for us, and in this way we may lay a foundation stone of national security. Let us look for a moment to those who go through the grammar school into the high school. Some go on, step by step, to higher things and become the intellect- ual leaders of the community in one or another of the professions. Many continue in the high school because they have been taught an entirely artificial dislike to manual toil, and they only swell the ever increasing ranks of the people who are seeking clerical appoint- ment, who would rather sit behind a desk and write in a book, or stand behind a counter and sell goods, than go into the field and dig potatoes or go into the factory and run a machine, who are filled with false notions that work with the mind is of a superior qual- ity so far as dignity is concerned than to work with the hands. There is a large class in the community whose fundamental attitude to life has been falsified incidently by the emphasis that we are placing in the education which we offer to our youth. It is altogether needless that I should say a word here as to the value and dignity of commercial work or the work of exchange or the imperative necessity of it in our large counting houses and places of gen- eral business in connection with the progress of the country. But these industries must rest upon the productive power of the country or they will have nothing to do. If we are expecting to supply the country with a mass of youth who are ready to keep books and sell goods and are to depend upon emigra- tion to supply us with people to manufacture the goods, we certainly are placing a false emphasis in our conception of the task of preparing the youth of our country to elevate the country's life and to defend its interests and advance them. It is not intended to curtail the efforts to prepare youth for clerical life, but side by side with that we would place the effort to prepare young men and women as artisans so that they who are adapted for such careers may not be switched off to a commercial career perforce when they are ill adapted for it. Those who are adapted for it should be enabled to follow the career in which they can contribute most to the advancement of the interests of the land. It is of national import, therefore, that we should give heed to the problem of industrial education. We should comprehend and apply with well-balanced emphasis the different tasks that lie before this great company of people that we call Americans. What is the question that is to-day facing France, England and Germany? Is it not the relation of public taxation to the department of industry and commerce ? There is no fact of present day life so important and noteworthy as the place which Germany has taken in the commercial life of the world. It has been remarked so often it has become trite and commonplace and . unwelcome. But in connection with the subject we are considering to-night it cannot be left one side. Think of the position of Germany forty years ago, at the close of the Franco-German war. The eyes of Ger- many were turned then to the delicacy and artistic design of French artisans, and on the other hand to the finish and practical value of English products and of American products. Germany was forced to ac- knowledge, at the World's Fair, that her goods, set side by side with those of other countries, placed her "oiit of the running." Did she settle back on her military supremacy, or her well-secured literary leadership and scientific leadership? The German went home and established schools of design in order that there might be beauty in the work of his hands, and that his effort might produce results that were fair to look upon ; and then he established schools for training in the trades that his work might have qual- ity as well as beauty. He opened his eyes and what has been the result? In these forty years Germany, from being a neg- ligible factor in the world's commerce, has become the most troublesome competitor among the producing nations of the world. She is troublesome because of the excellence of her work, because of the fineness of the design, and because of the perfection of the finish, and because of the economic adaptation of her indus- tries. It is not my purpose nor my right to rehearse in your hearing more about the advancement of indus- try in Germany. I desire only to emphasize the fact that in forty years from being considered negligible in commerce she has come to the front of the world's competitive life simply because she has provided her- self means for educating the artisan, and it is the 10 success of her undertaking that I desire now to emphasize. At the time Germany woke up to the importance of this question, we were receiving a very large number of German immigrants and we regarded them, and do regard them now, as probably the strongest element that has entered into our national life from across the ocean. To-day we are getting no more immigrants from Germany. They stay at home and work because the German government has made it convenient and attractive to them to stay at home; they provide old age pensions and other things. The German stays home and he is thoroughly well trained at home. Suit- able schools have been provided for his thorough edu- cation in industrial pursuits. Now if we are regard- ful of the possibilities of national development and greatness we cannot ignore those indications. We had immense advantages in the characteristics of the pioneer Yankee. We have seen that we can no longer congratulate ourselves on these advantages. We have seen that a nation once regarded as sluggish has forged steadily to the front, and what are we going to do about it? We must find some equivalent for that former versatility and energy and efficiency in the future plans for the education of to-morrow. 11 mm wmm^