of having in its employ as many as 175 trained chemists before the war, several American firms now show as many as 1,000 chemists in continuous occupation. It is not to be doubted that Germany now has stored huge supplies of chemicals, fertilizers, and dye-stuffs, the sale of which ceased upon the outbreak of war. American capital in large amounts has entered into this new field, and if this investment is to be safeguarded and America made independent of the German supply, trained chemists, geologists, and metallurgists will become a necessity. The production of sufficient food to sustain an impoverished world demands agriculturists with the scientific training requisite for intensive cultivation. Farm machinery in the hands of intelligent labor must be made universally available. For all of these pursuits of a highly specialized kind, the secondary schools must supply the rudiments. Training in business, likewise, can be formulated so as to give more than a working knowledge of routine. The actual foundations of trade and business should be studied; the best forms of commercial intercourse, foreign exchange, the possibilities of developing old and new markets, the institutions and life of peoples in other lands, are all essential. The history of the present economic order, presented directly and simply, will be a broadening factor in the life of the student. Meanwhile the study of English, modern languages, and science must be continued, both from the practical and from the cultural standpoint. The curriculum should be varied and flexible. Opportunity for social education will present itself in the study of the function of labor and of business, consideration of their problems of adjustment. Ideals of public service and business ethics must be inculcated as early as possible. For those who find themselves adapted and inclined toward the professions the secondary schools can continue to give the academic training formulated by the colleges and universities. The vocationally trained will be directed and managed by the professionally trained. In a word, the secondary schools are to supply the mass of intelligent labor capable of rising to positions of leadership; the colleges and universities, as heretofore, will supply the directors, the builders, the creators. The scientists and professionals of the world are now mobilized in public service; great numbers of them will be killed or rendered useless by war; young men whose purpose it was to enter upon professional training have been turned away from their goal. A great shortage of mechanical, chemical, and electrical engineers, physicians, surgeons, dentists, and sanitarians will be the result. Teachers of the blind, the deaf, the crippled, the mentally deranged, and defective will have to be recruited in increasing numbers. This is the work of the colleges and universities. For the colleges and universities the secondary schools must prepare an increasing attendance by a broad and substantial academic training. Public service must be the keynote of the future. Social and humanitarian ideals will furnish the aims of education. To lead a useful life in comfort and in happiness; to fashion a world better, cleaner, healthier; to direct the transcending forces of nature and to discover new fields of useful endeavor and enterprise these are the functions of the education of tomorrow. BOYS HIGH SCHOOL DAVID H. MOSKOWITZ VI A WORKING MAN'S UNIVERSITY There never was a period in the history of the race when so large a per cent of the world was so determined to secure an education as at this present time. Education is no longer limited to a definite age, given in a definite manner, and confined to some specified subjects. Correspondence work, university extension courses and lectures, the great periodicals of the world, the motion picture, and vast numbers of clubs are all directed toward the education and uplift of the whole people. It is the most hopeful sign of this country-the only hope that democracy is not lost. There is a great educational movement in this country not connected with any of the generally recognized educational agencies. I refer to the education of the laboring classes by our large stores, shops, manufacturing establishments, railroads, street-car corporations, and by practically all concerns employing a large number of laborers. The United States Commissioner of Education should make a thoro investigation of all companies and corporations making any definite effort to educate their employees, and of the nature and extent of such an education. One may visit a dozen such educational efforts in almost any city of 50,000 inhabitants. In many cases the expense is all paid by the employers, in others partly so, and in still others the work is only directed and supervised. The employer is everywhere recognizing his responsibility for some education of the employees, not only for the purpose of increasing production, but also for the higher ends of individual realization. Society is coming to look upon production as only a means to higher development. The employee must in turn recognize that ignorance of the highest efficiency is no crime; but stubbornness or unwillingness to improve when the opportunity is offered is a crime. 1 1 Perhaps a million children between the ages of twelve and sixteen, are employed in the various occupations of the country, receive some informal education, directed to a definite end. There were in this country at least 20,000 adult laborers who, last winter, pursued with success and to advantage the study of applied psychology. It is strange that nearly all sciences must live thru a period of uselessness and technical disputation. Certainly psychology has seen her twenty-five or forty years of quibbling over definitions and terminology. Now economic associations, social reform, political reform, religious reform, salesmanship organizations, scientific advertising, shops, and factories are beginning to apply the simple laws of psychology to these life activities. Still there are those inside college walls and laboratories who would limit the aspirations of those outside. They are slow to recognize the ability and possibility of the mature individual. To discredit this limited notion, we will describe how a university may be carried on in a machine shop, and show, by actual work done, what men of this class can and will do if properly stimulated. We need to abandon our narrow-minded ideas of education, to expand our whole system, to cease our worship of degrees and diplomas. Men and women engaged in the activities of life are ready for the education they most need. Only give them a chance. Show them its application to their life activity and they are willing and able to do the work. Early in September, 1915, nearly two, hundred men employed by the Ford Motor Company in Denver were organized into a study club for the year. The men paid their membership in the club for which they received twelve volumes, setting forth in a simple manner the practical laws of psychology as applied to health, happiness, and success in daily life. The sole aim of this course is greater efficiency by improving the mental efficiency in conformity to the simple laws of mind. In addition to these books from the Society of Applied Psychology, the men received for their membership fee twenty-four meetings conducted by some qualified person. In most cases some specialist delivered a short lecture to the men on the topic which occupied their attention for that meeting. As a professor of psychology, I was asked to have charge of this work. My first fear was that it rested on the same basis as the "get-rich-quick" concerns. There have been two lines suggested for "making men over," both of which are failures. One of them leaves the impression that all you need to do is to read a certain book and then ever afterwards be successful. The other lays down such elaborate and absurd details that no sensible human being would attempt to carry them out. For example, there is a book that has been widely advertised in magazines called The power of the will, but any individual attempting to carry out the requirements would either be insane or in his grave before such a régime could be accomplished. Applied psychology has no sympathy or kinship with either one of these systems. This system presents in plain, simple language the chief facts concerning the laws of mind and their bearing in every-day efficiency. Every science should develop sense enough to state its most important practical principles so they may be understood by the average reader. Again, the system aims at the definite purpose of helping the individual student to greater financial efficiency, success, and happiness. To keep within the bounds of the practical, extreme statements concerning the great questions which are not and probably never will be solved, must be intentionally and persistently avoided. The system presents only those directions which are sane, sensible, and possible to any one who greatly desires self-improvement. A reasonable amount of effort along practical lines of achievement is to be expected and insisted upon. The study and response of the men are nothing short of wonderful. For example, the little volume on Self-mastery is studied and discust. The men are asked to undertake some practical tasks involving self-mastery. They respond with great enthusiasm. I suggest a variety of things that may be undertaken; such as to arise at the proper hour, to control the temper, to discontinue the use of undesirable |