Genuine social progress and content is, as we have seen, to be achieved only under conditions where men have the opportunity, and are trained in the exercise of the instinct of creativeness. For the great majority of men, the means of this self-expression must be found in some sort of manual activity. It must take the form of work. Perhaps the solution lies in the principle of “one man, two trades”; of which one shall be some part of the mechanical toil involved in social upkeep, and the other a craft in which a man may exercise and express something of his own independent mind. Possibly we may distinguish the two types of occupation as utility-trades and vocations, the one necessary quality of the latter being that men should be able to put their whole souls into their tasks; and in so far as these tasks are of a direct productive kind, since they are not tasks of mere utility, they may fitly be tasks of beauty as well. We require something of the nature of a revival of the older type of craftsmanship in which the æsthetic faculties found room for expression; and in the matter of clothing and house-furniture and decoration there is ample room for the development of a revived craftsmanship where use will go hand in hand with beauty. It should plainly be an organic part of educational policy to provide for the early laying of the foundations of original and creative craftsmanship. In any wise system of education, the period of adolescence should be marked by a very definite differentiation of vocational training (without neglecting the other elements of a generous education). Aptitudes should be watched for; and the growth of the youth should be stimulated along the lines of his natural inclinations. Especially should any signs of independent and original creative power be encouraged. Change of this sort can, of course be brought about only gradually; but it should be faced seriously if society is ever to be emancipated from its baleful subjection to the economic motive.