Social and dramatic elements would be introduced as a matter of course. Another need throughout our whole effort to educate all in and for a life of work, one which has appealed to many writers in recent years, is the need of making all the experience of work more creative or more free and animated or joyous in mood. _This means, again, that in all industrial education the mood must be social and the form aesthetic or dramatic._ Social values must be felt through social activity, and the sense of worth in labor and of value of the product which is felt in the social mood must be enhanced by the dramatic form of the activity and the artistic quality of the product. This is also the condition for creative activity. Some writers apparently now see in this need of making the activity of all those who work more creative, more free and more joyous the crucial problem of education and of social adjustment. This is Russell's constant theme. Helen Marot in "Creative Industry" says that our problem is to develop an industrial system that shall stimulate and satisfy the native impulse for creative production. It is difficult to see how, by any other educational process than one which is essentially aesthetic and social, we can make much headway toward changing the conception of work from the now prevalent one of a means of making a living, more or less under compulsion, to that of a voluntary social act done both for its utility from the standpoint of the individual and also because of its social value, and performed to some extent, however humble the work, in the spirit of the creative artist. For the adult generation that now works (and for how many generations to come we do not know), we cannot hope to make ideal conditions. Work will still be work, with its evil implications, as toil without complete inner satisfaction, and without sufficiently free motives. But the direction in which practical changes should be made seems clear. There must still be a lessening of the hours of routine labor, until there are perhaps no longer more than six or five devoted to vocation. The remainder of life is not for idleness but must be in part productive or the lessened hours of routine will not be possible. There must be possibility of both practical and recreational activities outside the regular day's work, as well as for educational work, all of these in part at least publicly provided for. This activity may serve many purposes and accomplish a variety of results. As educational it ought to open up new opportunities; it must fulfill the desire for creative activity; it must be a socializing power; it must lead to an appreciation of the nature and value of skill and efficiency; it must introduce all to the higher world of art and the intellectual life. Above all it must impress deeply the truth that growth in the normal life is never ended.