Industry being organized by the employer for his own purposes, the worker is regarded simply as a means to the commercial end of maximum cheapness of production. This cheapness is attained, or at any rate has been commonly supposed to be attained, by the maximum of specialization and the maximum of routine and uniformity. The specialization of functions has appeared to the employer to make any education of the worker unnecessary and to make it possible to eliminate from the workshop the costly and troublesome business of teaching the trade, a policy that has had consequences to industry and citizenship that we are just beginning to realize. Up to this time the school has not averted these consequences by creating an effective substitute for apprenticeship. In the old days it could properly devote itself to academic branches, and even today, largely as a matter of habit inherited from those days, schooling continues as a general thing to have no bearing on the productive labor that the pupils engage in later, but is wholly general, with the marked defects as well as the merits of education of this type. Not only has industrial training thus fallen between two stools, having been dropped from the workroom and not undertaken by the school, but the whole program of general education is controlled by the industrial situation. The routine and uniformity of modern production mean that the worker must work at the standard pace for the standard number of hours or drop out. This is less true of piece work, at least in theory; in practise the worker’s need of money is likely to force the pace and stretch the hours to the limit of possibility. As regards occupation it is all or nothing; the employer will not accept workers who cannot give themselves entire. This is, I think, the element of truth in the emphasis of socialists on their thesis that the worker sells not his labor, but his labor power. So children once surrendered to competitive industry are surrendered altogether and for good--they are absorbed and exhausted. Because work is so organized that it is not fit for young people immature in body and mind and that they are not fit for it, we keep them out of all real work until we are ready to have them do nothing but work. And conversely, until they go to work once for all they are occupied with schooling and schooling only. Consequently life is broken into great indigestible lumps--first all study, then all work,--into unrelated phases which fail mutually to strengthen each other. Work and study ought to go on together, work beginning in the kindergarten years and education continuing to the end of life or at least so long as the mind remains receptive.