Recognition of the correct psychology locates the problem but does not guarantee its solution. Indeed, at first sight it seems to indicate that every attempt to solve the problem and secure fundamental reorganizations is caught in a vicious circle. For the direction of native activity depends upon acquired habits, and yet acquired habits can be modified only by redirection of impulses. Existing institutions impose their stamp, their superscription, upon impulse and instinct. They embody the modifications the latter have undergone. How then can we get leverage for changing institutions? How shall impulse exercise that re-adjusting office which has been claimed for it? Shall we not have to depend in the future as in the past upon upheaval and accident to dislocate customs so as to release impulses to serve as points of departure for new habits? The existing psychology of the industrial worker for example is slack, irresponsible, combining a maximum of mechanical routine with a maximum of explosive, unregulated impulsiveness. These things have been bred by the existing economic system. But they exist, and are formidable obstacles to social change. We cannot breed in men the desire to get something for as nearly nothing as possible and in the end not pay the price. We satisfy ourselves cheaply by preaching the charm of productivity and by blaming the inherent selfishness of human nature, and urging some great moral and religious revival. The evils point in reality to the necessity of a change in economic institutions, but meantime they offer serious obstacles to the change. At the same time, the existing economic system has enlisted in behalf of its own perpetuity the managerial and the technological abilities which must serve the cause of the laborer if he is to be emancipated. In the face of these difficulties other persons seek an equally cheap satisfaction in the thought of universal civil war and revolution. Is there any way out of the vicious circle? In the first place, there are possibilities resident in the education of the young which have never yet been taken advantage of. The idea of universal education is as yet hardly a century old, and it is still much more of an idea than a fact, when we take into account the early age at which it terminates for the mass. Also, thus far schooling has been largely utilized as a convenient tool of the existing nationalistic and economic regimes. Hence it is easy to point out defects and perversions in every existing school system. It is easy for a critic to ridicule the religious devotion to education which has characterized for example the American republic. It is easy to represent it as zeal without knowledge, fanatical faith apart from understanding. And yet the cold fact of the situation is that the chief means of continuous, graded, economical improvement and social rectification lies in utilizing the opportunities of educating the young to modify prevailing types of thought and desire.