Turning now to another phase of the industrial problem on its educational side, one cannot escape the conviction that the rising tide of the powers of labor presents urgent problems to the educator. The common man, as we call him, is to take a greater part in the affairs of business and state, and the education of the common man with reference to the especial capacity, as worker, in which he seeks this new position, becomes highly important. This education of the people with specific reference to work is of course something more than teaching vocation. Education, indeed, with any explicit attention to labor itself, whether in its industrial or its political implications, is but a part of the educational problem. All education for the democratic life is involved in it. The whole problem of specialization comes up, and indeed all questions of social education in one form or another. Specialization, in particular, can no longer be treated with the indifference that has so far characterized our industrial education. The ideal of fitting the boy for work is as naive in one way as that of our generalized education is in another. _If the war has taught us anything beyond a doubt, it is that specialization must never be such a differentiation as shall infringe upon the common ground of human nature._ We must take this into consideration in all our vocational training. We must preserve an identity in all the fundamental experiences. In a democracy this appears to be wholly necessary, and to outweigh all considerations of efficiency. The individual must be kept whole and generic, so that each individual is an epitome, so to speak, of the virtues and the ideals of the nation. The humanity of the man must be first, and his special function secondary. This does not imply that we must not give to all children individual and vocational training. All must be directed towards life work. We may even carry vocational training further than it has been extended anywhere as yet, but we must see that industry occupies the right place in the school, and in all educational processes. It is neither the whole method and purpose of the school, nor something simply added to the curriculum. It is a phase of the life of the school, both in its active and its receptive states. The child must live in an atmosphere in which both present and future usefulness are assumed and provided for. The idea of a life of work must be made early an accepted plan of the child, and it must be one of the entirely general tasks of the school to see that the tendency of the child in the school is toward occupation. Occupation must in fact be made to grow naturally out of the life the child leads in the school.