The dignity of labor demands that the workman should respect the work of his hands. He should look upon his accomplished tasks as of inherent dignity independent of the monetary recompense to be received. To keep the workman's efficiency keyed up, the employer should see to it that this broader aspect of labor is emphasized and that the day laborer finds some reason for his labor besides his wage. It is the only game he may ever have time to play. It is to the interest of <p 200> himself, his employer, and society at large that he should enter enthusiastically into it and be ennobled by it. _Professional, technical, and vocational schools are serving a noble function in emphasizing the dignity of the work for which they are preparing young men_. They are more and more presenting the broader aspects of the subjects taught. Even the altruistic and extremely technical aspects of the subject are found profitable. The narrower and apparently the more practical course does not result so successfully as the broader and more cultural ones. The boy who goes direct into work from the public school is not likely to c<o:>ordinate his task with the general activity of the establishment, and he is not likely to see how he is in anyway contributing to the welfare of humanity by his work. He needs to be shown how each line of industry and profession serves a great function, has an interesting history, and is vitally connected with many of the most important human interests. He should learn <p 201> to see how the different cogs are essential and worthy factors in the total process. The boy who thus comprehends his task looks upon it and is inspired by it in a way that would otherwise be quite impossible. Some of the most successful houses have been so impressed with the importance of this form of industrial education that at their own expense they have established night schools for new employees as well as for those who have been years with the firm. Not only are the students taught how to perform their respective tasks, but a broader program is attempted. Sometimes an attempt is made to lead the students to appreciate the dignity of the particular activity in which the firm is engaged. The history of the firm is then fully presented so that the employees will comprehend the part the house has actually taken in the world. Some firms try to show each man how his work is related to the work of the house as a whole and to other departments. In various ways schools and individual firms are successfully attempting to inject a nobler regard <p 202> and appreciation for labor. The result is most gratifying and manifests itself in increased enthusiasm and other expressions of the increased love of the game.