No. 4.] EDUCATION AND INDUSTKY. 97 



after all, these institutions reach comparatively few of the 

 people. They are inaccessible to all save those who have 

 time and money to spend, and who can make preparation 

 for higher study. The colleges have little or no eft'ect 

 upon the industrial worker. They fill their place in train- 

 ing for superior positions ; they turn out men whose influ- 

 ence advances the standing and promotes the progress of 

 their respective callings, but they do nothing to train the 

 masses who are the industrial workers. Such forces for in- 

 dustrial education as exist in our country are almost wholly 

 of the higher class. The primary and secondary schools 

 o:ive little attention to correlatino- their work with the life 

 of the industrial classes ; for, although there are many man- 

 ual training high schools and some few trade schools, their 

 aggregate influence is small, they reach comparatively few, 

 and it is easily seen that public schools as a whole hardly 

 begin to feel the influence of the demand for a close touch 

 with industrial needs. 



The chief educational need of our country to-day is not 

 more and greater universities and colleges for the few, but 

 a more practical and appropriate training for the multitude 

 in those matters which tend to exalt and vitalize industry. 

 Perhaps one or two per cent of our young men and women 

 enter higher institutions of learning, and even these do not 

 come from the industrial classes. The overwhelming ma- 

 jority receive their entire education in the lower public 

 schools, in which their particular environment and life work 

 are ignored. Nevertheless, this multitude wields a large 

 influence upon the industrial welfare of the country, and it 

 would seem wise that the public schools, in which they find 

 their sole educational opportunity, should give particular 

 attention to their needs. In spite, therefore, of our supe- 

 rior and splendid school system and our fine technological 

 institutes, we find that the industrial masses are practically 

 without industrial training. 



There are two phases of industrial effort, viz., the admin- 

 istrative and the operative. The one phase utilizes the 

 service of few : the other employs the masses. The one 

 calls for administrative ability and high training in all of 



