If we seek for an illustration on a larger scale, education furnishes us with a poignant example. As traditionally conducted, it strikingly exhibits a subordination of the living present to a remote and precarious future. To prepare, to get ready, is its key-note. The actual outcome is lack of adequate preparation, of intelligent adaptation. The professed exaltation of the future turns out in practice a blind following of tradition, a rule of thumb muddling along from day to day; or, as in some of the projects called industrial education, a determined effort on the part of one class of the community to secure _its_ future at the expense of another class. If education were conducted as a process of fullest utilization of present resources, liberating and guiding capacities that are now urgent, it goes without saying that the lives of the young would be much richer in meaning than they are now. It also follows that intelligence would be kept busy in studying all indications of power, all obstacles and perversions, all products of the past that throw light upon present capacity, and in forecasting the future career of impulse and habit now active--not for the sake of subordinating the latter but in order to treat them intelligently. As a consequence whatever fortification and expansion of the future that is possible will be achieved--as it is now dismally unattained. A more complicated instance is found in the dominant quality of our industrial activity. It may be dogmatically declared that the roots of its evils are found in the separation of production from consumption--that is, actual consummation, fulfilment. A normal case of their relationship is found in the taking of food. Food is consumed and vigor is produced. The difference between the two is one of directions or dimensions distinguished by intellect. In reality there is simply conversion of energy from one form to another wherein it is more available--of greater significance. The activity of the artist, the sportsman, the scientific inquirer exemplifies the same balance. Activity should be productive. This is to say it should have a bearing on the future, should effect control of it. But so far as a productive action is intrinsically creative, it has its own intrinsic value. Reference to future products and future enjoyments is but a way of enhancing perception of an immanent meaning. A skilled artisan who enjoys his work is aware that what he is making is made for future use. Externally his action is one technically labeled "production." It seems to illustrate the subjection of present activity to remote ends. But actually, morally, psychologically, the sense of the utility of the article produced is a factor in the present significance of action due to the present utilization of abilities, giving play to taste and skill, accomplishing something now. The moment production is severed from immediate satisfaction, it becomes "labor," drudgery, a task reluctantly performed.