CONDITIONS AFFECTING INDUSTRIAL LIFE 295 



of industry like other habits, and correct notions of the dig- 

 nity of labor, are largely formed in childhood and youth. 

 Idleness too commonly leads to vice, and the energies of 

 youth demand a healthful outlet in employments suited to 

 age and strength. To expect a boy or girl to grow up in 

 idleness and without responsibilities till sixteen years of 

 age or thereabouts, and then at once to become a steady 

 efficient worker, is to ignore human experience and the power 

 of habit. 



SUMMARY 



No nation can be considered truly prosperous, and no social condi- 

 tions are satisfactory, where everyone regardless of occupation may not 

 have wholesome surroundings of life if they will, together with ample 

 provisions to safeguard health and life. 



Perhaps at no time in the world's history have its workers who are 

 industrious and thrifty been able to possess so much that contributes to 

 comfort and well-being as now. To this condition scientific achieve- 

 ment has contributed largely, putting within reach of those of moderate 

 means what in former times was available to few if to any. Many of 

 the comforts and conveniences and furnishings of an unpretentious 

 modern home were unknown less than a century ago. 



The large use of machinery for doing the work of the world has con- 

 tributed to lessening the hours of labor, and doing away with much of 

 life's drudgery. Whether work is a curse or a blessing to individuals, 

 and to people generally, depends upon whether or not it uplifts them in 

 physical, intellectual, and moral well-being. Freedom from labor, and 

 many hours of leisure because of shortened hours of labor, must be 

 judged in the same way. The same rule, too, can be applied rigorously 

 to those who because of the possession of wealth find it unnecessary to 

 labor for a livlihood. 



Advances in civilization, and improvement in the life of any indi- 

 vidual, depend in large measure upon avoiding the mistakes of those 

 who have learned by experience. It is foolish not to be guided by what 

 others have learned. One of the chief purposes of schools is to bring this 

 knowledge before the pupils of each generation for their benefit and 

 use. 



