A successful business man said to me the other day, “I graduated from college with honors, but all I learned there has done me little good directly. What I got out of college was an attitude towards life: that life was a matter of constantly learning, that my education had begun and was going on as long as I lived.” Then he went on to say, “This is the attitude I want somehow to get into my factory. Boys and girls come to me with the idea, ‘School is over, learning is behind me, now work begins.’ This is all wrong. I am now planning a school in connection with my factory, not primarily on account of what they will learn in the school, but in order to make them see that their life of steady learning is just beginning and that their whole career depends on their getting this attitude.” Now this is what we want the Centres to do for people: to help them acquire the attitude of learning, to make them see that education is for life, that it is as valuable for adults as for young people. We have many forms of adult education: extension courses, continuation and night schools, correspondence schools, courses in settlements, Young Men’s Christian Associations etc. And yet all these take a very small per cent of our adult population. Where are people to get this necessary education? Our present form of industry does not give enough. Tending a machine all day is not conducive to thought;[149] a man thus employed gets to rely entirely on his foreman. The man who lets his foreman do his thinking for him all day tends to need a political boss at night. We must somehow counteract the paralyzing effect of the methods of modern industry. In the School Centre we have an opportunity for adult education in the only forms in which many people, tired out with the day’s work, can take it: discussion, recreation, group activities and self-governing clubs. The enormous value of that rapidly spreading movement, the forum movement, and its connection with the School Centres, there is space here only to mention. Many people, however, even if not the majority, are eager and hungry for what one man spoke to me of as “real education.” University extension work is spreading rapidly and in many cases adapting itself marvellously to local needs; a much closer connection could be made between the opportunities of the university and the training of the citizen for his proposed increased activity in the state by having university extension work a recognized part of the School Centre, so that every one, the farmer or the humblest workman, might know that even although he cannot give all his time to college life, he may have the advantage of its training. In the School Centre should be opportunity for the study of social and economic conditions, the work of constitutional conventions, the European situation and our relation to it, the South American situation and our relation to it, etc. etc.