Professor Schneider undertakes to enrich this barren soil by alternating the time of pupils between the shop or store and the school, thus coördinating the worker's experience, with the assistance of schoolmasters who go into the shops and follow the processes the pupils are engaged in and who see that the experience of the week in the shop is amplified and supplemented in the school. The arrangement also provides that the pupils shall be taken through the various shop processes in the course of apprenticeship. The experience while it lasts may have educational value for the pupil. But in spite of what it may or may not hold, for the general run of pupils it leads up a blind alley because the apprenticeship does not fulfill the promise which apprenticeship supposedly holds out. That is, the pupil, when he becomes a worker, will be thrown back into some factory groove where his experience as an apprentice cannot be used, where he is closed off from the chance to develop and use the knowledge or training he received. If, as Dean Schneider asserts, "we are rapidly dividing mankind into a staff of mental workers and an army of purely physical workers," and if "we cannot reverse our present economic order of things," then any apprenticeship, even this brave effort of his, is a pseudo-apprenticeship and even in the most energizing of the trades leads the pupil nowhere in particular. Even the skilled trade of locomotive engineering, which Dean Schneider classes as the most highly energized of trades, does not escape. As a spokesman for the Brotherhood of Locomotive Engineers observes: "The big electrical engines which are being introduced in the railroad system are rapidly eliminating the factors of judgment on the part of the engineer and transforming that highly skilled trade into an automatic exercise." The one-time value of a trade apprenticeship to a youth was that it furnished the background for mastery of machine processes; but apprenticeship under modern factory methods can do no more than make a youth a good servant to machines. The Schneider system fills, as well as can be filled, a scheme of apprenticeship in conformity with the prevailing shop organization and requirements, but it is not a fulfillment for youth; it is not educational. There is no progression from apprenticeship to industrial control; no chance to use the knowledge gained where opportunity for participation in administration and reorganization of industry is cut off. The best of trades is a blind alley, educationally speaking.