In contrast with the two methods discussed above (Haphazard Experience and Apprenticeship Experience) schools must be considered as a method of providing experiences preparatory to industrial life. The first two methods secure skill, but the schools secure learning. The first two might be said to educate the hands and the latter the head. The comparative advantages of these contrasted systems is the theme of unceasing debate. The man skilled in one thing can at least do that one thing well. The man who is learned but not skilled in any activity of his chosen occupation is unable to compete with the boys who at the expense of schooling, ``went to work'' in that particular occupation. <p 264> An advanced general school education has very distinct advantages. But skill in reading Latin does not greatly increase one's ability to read instruments of precision. Skill in applying mathematical formul<ae> will not greatly assist in estimating the value of merchandise. A knowledge of general psychology will not insure ability in selecting employees. Even great proficiency in discoursing upon ethical theories does not protect one from the temptation to be dishonest in business. Skill in one thing does not insure skill in other and even in similar things. Learning in one field is not incompatible with gross ignorance in other and related fields. We have discovered that skill and learning are largely specialized, and accordingly we see the necessity of acquiring skill and learning in the particular fields in which the skill and learning are desired. To meet these demands various modifications in our schools have been made. To meet the needs of training for the industries we have the manual training schools, industrial schools, trade schools, continuation <p 265> schools, correspondence schools, night schools, technological schools, etc. To provide the appropriate experiences for commercial life we have commercial schools, business colleges, store schools, schools of commerce, etc. These schools have rendered invaluable service and are rapidly increasing in number, yet they do not provide either the skill or the learning which should be possessed by the employee. _IV. Practical-theoretical Experience_ The weakness of the Haphazard and Apprenticeship methods of securing experience is twofold: (1) They cease too early. So soon as the man really enters into his occupation his education ceases. (2) They are too narrow, they fail to provide experiences that give proper perspective; they do not give adequate theoretical comprehension of the work being accomplished from day to day; they do not develop the judgment.