We had hoped, even before the war, to see industry and art become gradually more closely related, and to see industry become more socialized. Its physical hardships were to some extent already being ameliorated. We hoped to separate the great industrial interests from politics, and to curb the powers industry has that make it a trouble producer in the world. But now, after the war, we see possibilities of more fundamental changes in the industrial order than these improvements implied. Our thoughts now touch upon the whole theory of the industrial life. We see that by a cooerdinated effort and common understanding which it is no longer chimerical to hope for, the conditions of the industrial life might be very different. In the first place we are convinced that the world could produce vastly more and could use its products with far greater economy than now. We see that much greater return for less labor could be gained. Even the desires themselves upon which many of the evils of industrialism are based have shown themselves to be controllable. It is no longer idle to believe that the restraint and cooeperation necessary to eliminate most of the poverty from the world are possible to be attained. The isolation of the individual worker, which has made his struggle so hard, seems about to be relieved to some extent at least. We even hope for permanently better relations between the capitalist and the laborer, and to see some of the evils of competition, even the industrial competition among nations, lessened. Although the interest here is in the relations of industry to education, rather than in the practical changes pending in the industrial world, we must think of the two as related. Changes that take place in political and industrial conditions will be likely to be temporary and ineffectual unless they are supported by changes in the field of education. The reformer and the educator must work together.