There is no doubt that there is a third period, when the boy is not interested in the making of a castle, or a box, or anything else, unless it appears to him to bear a direct relation to the future; unless it has something to do with earning a living. At this later moment he is chiefly anxious to play the part of a man and to take his place in the world. The fact that a boy at fourteen wants to go out and earn his living makes that the moment when he should be educated with reference to that interest, and the records of many high schools show that if he is not thus educated, he bluntly refuses to be educated at all. The forces pulling him to "work" are not only the overmastering desire to earn money and be a man, but, if the family purse is small and empty, include also his family loyalty and affection, and over against them, we at present place nothing but a vague belief on the part of his family and himself that education is a desirable thing and may eventually help him "on in the world." It is of course difficult to adapt education to this need; it means that education must be planned so seriously and definitely for those two years between fourteen and sixteen that it will be actual trade training so far as it goes, with attention given to the condition under which money will be actually paid for industrial skill; but at the same time, that the implications, the connections, the relations to the industrial world, will be made clear. A man who makes, year after year, but one small wheel in a modern watch factory, may, if his education has properly prepared him, have a fuller life than did the old watchmaker who made a watch from beginning to end. It takes thirty-nine people to make a coat in a modern tailoring establishment, yet those same thirty-nine people might produce a coat in a spirit of "team work" which would make the entire process as much more exhilarating than the work of the old solitary tailor, as playing in a baseball nine gives more pleasure to a boy than that afforded by a solitary game of hand ball on the side of the barn. But it is quite impossible to imagine a successful game of baseball in which each player should be drilled only in his own part, and should know nothing of the relation of that part to the whole game. In order to make the watch wheel, or the coat collar interesting, they must be connected with the entire product--must include fellowship as well as the pleasures arising from skilled workmanship and a cultivated imagination.