Education, however, true to its origin as the assistant of theology, refuses to recognize in any large way the new world into which we have come, and where the next generation of children must follow. Manual training has, here and there, quieted the fears of some who had disturbing visions; and we go on employing an army of unenfranchised, celibate women, with little or no industrial experience, to teach ten million boys how to be good citizens of a republic, and how to serve in a modern industrial army; and ten million girls how to work in shops and factories, and how to live without homes. As a consequence, girls come up to the factories from their schools with ideals,[36] so far as the school has shaped them, founded on unmarried school mistresses and George Washington; and they pass, by way of the altar, into cheerless tenements which the school still thinks of as places where children are cared for, family clothing is made and the family baking is done. Practically, of course, most education is given outside the schools, and there the evils of an unregulated time of transition are multiplied through imitation. [36] EARL BARNES, Children's Ideals, in _Studies in Education_, Vol. II, p. 237; also School Girls' Ideas of Women's Occupations by SARAH YOUNG, in _Studies in Education_, Vol. II, p. 259. The wealth and material comfort produced for the fortunate classes by these segregated industries have blinded us to their effects on human life, and we have all been bribed to silence concerning everything which could discourage enterprise or frighten capital. Like most bribes, however, these have largely stopped in the pockets of the exploiters of public opinion.