But instruction in mechanical processes and practice in technique of manufacture are the husks of industry when divorced from the planning, the management, the examination of problems, the determination of the value of goods in their use and in their place in the market, the division of labor throughout an enterprise, the relation of all persons involved to each other and to the product. The schools with their industrial education courses do not undertake to supply their young people with an opportunity to plan; they are true reflections of factory existence as they eliminate all the adventure of industry, the opportunity for experiment and discovery; they do not satisfy the high impulse of young people to be of use, to be a part of the world of work. The spirit of the schools is preparation for something to come; the spirit of the children is in the present, and the present pressing impulse of adolescence is to share adult responsibilities. The impulse of youth to take its place in adult life is exploited by industry and repressed or perverted by a system of education which fits the children into a system of industry without giving them the insight and power to effect adjustments. The actual job in a trade has satisfying features which the school lacks. It pays wages. That fact for eager children is estimated beyond its purchasing power. For them it is an acknowledgment, a very real one, that they have been admitted, are wanted in the big world where they are impelled by their psychic needs, to enter. It places them more nearly on an equality with the older members of their family and entitles them to consideration which was not given them as dependent children. They learn shortly of how little account they are to the boss employer but they are establishing all the time a new basis of contact and a new place in their personal relations; they are establishing it because they have economic value in the world outside of home as well as in it.