All these assets belong to the intellectual part of his training, and are the content of mental efficiency. The brain controls the understanding power, and a normal mentality must exist before the tradesman can be efficient and dependable.

Mental efficiency means human efficiency, and the labor power of the nation must be developed along with the cultural power in order to produce a people of high standards, and well balanced proportions. Never was there a time when industry demanded more brains and intelligence in its products, and was more willing to pay for them. Intellectual capacity is a factor in the industrial world, and work must not become so mechanical that brains have no stimulus for activity, and the workman becomes a mere piece of living machinery. Cultural and vocational subjects ought to be included in the same course, for they quicken interest in each other, and combine theory with practice. Mental efficiency demands a harmonious and proportionate combination of theoretical and practical knowledge, a systematic working together of the brain and the hand.

IV. AESTHETIC.

In the preceding section we have considered the intellectual training necessary to mental efficiency. In this we shall consider the aesthetic aspect which contributes in large measure to the self-same efficiency.

Industrial Education is of great value for the culture of the senses. The eye and the hand, controlled by the brain, are its important instruments. In the modern school system the eye is not needed in its specialized uses, but in Industrial Education it is. It must observe accurately and carefully, it must see lines, outlines, and colors with keen distinction, it must measure distances adequately. It must be able to discern the quality, the fineness or coarseness of its materials. It must be the trained guide for the human hand.

Since the beginning of time, creation has been the marvel of all ages. The rich creative potentiality of the human hand, has not yet reached its zenith. The sense of touch has not yet been fully developed in its power to feel, to mold, to grasp, to guide the tool. Machinery makes cheaper and quicker work, but there is always ́a premium on hand-made articles. They are ever objects of admiration and interest to the beholder. A high value is placed on the

work and worth of the human hand. The best avenue for success by the hand-worker is through those industries, in which machine products always will be inferior. Here, he may become the artist as well as the artisan if he possesses aesthetic sensibility, technical skill, and artistic sympathy. The training for this artistic achievement must be fostered in youth, and be allowed to mature with the years' development. Latent creative possibilities are struggling for expression in hundreds of workmen today, but lack of training and economic pressure forbid their formation.

Competition also makes for aesthetic worth. Craftsmanship becomes more superior through the incentive of rivalry. In every industrial school, the competition between the pupils results in splendid products, and in the world of business, the same principle holds true. The wood-worker will be especially interested in thinking out a new style and pattern. The saleswoman will study colors and fabrics, or the fit of garments. Classes in color, design, interior decorating, and many other aesthetic phases of craftsmanship are popular in schools. Originality and invention strive to accomplish new ideas and effects. The industrial arts become fine arts through the hands and thought of the workmen. The whole community is benefitted, and the artisans are generous contributors to the art and culture of the nation. Life becomes beautiful and interesting to the skilled craftsman. It is no longer the necessary evil and drudgery of the days of unskilled effort. He has an aim and a plan, and all his energies and thought are concentrated on the further realization of his ambition.

V. RACIAL.

The racial aspect has to do with the future of our national organization. We are a cosmopolitan republic, and segregation of the various factors is impossible. Amalgamation will come, and a level of harmony and adaptability must be reached. The immigrant class are laborers, whose children will be laborers, and they must be taught the ways and industries of this land, in order for us to preserve our unity and integrity as a great world-power. The immigrant is here, whether we would or no, and it is our grave task to see that he is adjusted to our methods of life. He has brought with him many undesirable features which must be weeded out and destroyed, before he is a worthy citizen. Indus

trial Education is the main force which will reach him and his children, and it must provide training that will teach him to respect law, to be an efficient workman and thinker, and an honorable home-maker and voter in our republic. Our self-preservation and future success demand such education of the foreign-born, coming here to live and to multiply.

VI. MORAL.

The moral aspect is one of the most important of the social values of Industrial Education. This is so obvious a fact that a brief summary of its worth will suffice.

When the economic aspect has reached its fuller development through careful and adequate industrial training, and the wagescale has been adjusted to meet the living needs of employees, a great deal of the present temptation open to girl laborers will cease. The social stigma on the factory-girl is felt keenly by her, and the result is a don't-care attitude. Her social life has too long been neglected, but with the establishment of clubs and organizations for her social welfare and enjoyment, she is having a better chance to live as her more fortunate sisters.

Industrial Education, teaching the dignity of labor, and training for efficiency, inspires the youthful student to exert all his or her powers to a worthy end. The aimless drifting about of boys and girls between the ages of fourteen and eighteen years has been largely responsible for many of the moral tragedies. They had no definite life-purpose, they worked for a small wage, and were eager for fun and diversion after working hours. They lacked discretion, and unguided by an older person of responsibility, rushed headlong into this or that without considering the cost. This unfortunate state of affairs is being corrected through various channels, and Industrial Education has a large duty to perform in helping to remedy the condition.

The moral aspect of Industrial Education can develop only as the other aspects assert themselves. It will be the grand total of their success.

American Notes-Editorial

The National Educational Association has a committee at work to secure the teaching of thrift in the schools of the United States. This does not necessarily mean the addition of another subject to the curriculum. It will be the aim to promote habits of economy; the saving of money through school or postal savings banks; and the cultivation of a spirit of thoughtfulness for the future,-in place of the all too common wastefulness and extravagance, the thoughtless following of impulse toward present pleasureable excitement; and the disregard of the future needs of self and others who are or may sometime be dependent upon us. These are worthy purposes and the work of the committee should have the approval and enlist the cooperation of teachers and parents everywhere.

The modern young person can hardly realize the difference that exists between present day conditions and those of long ago. Money is so much more plentiful now, notwithstanding the fact that most people think they do not have enough of it! It is used to buy a thousand and one things that are not really necessary to happiness. The avenues of pleasure have been almost indefinitely multiplied. With the increase of opportunity the desire for amusements and excitements has grown enormously. Life is lived at high pressure; and with a larger number of people there is no time for serious self-cultivation and no opportunity for saving either their own physical energies or the wherewithal to sustain themselves in later life if they should chance to survive to the period of old age. It is time to call a halt and to make efforts to induce the young people of today to strike a pace that will enable them to meet the duties, demands and opportunities of tomorrow. There is no purpose, of course, on the part of the Committee, or of any common sense educator, to try to set back the hands on the dial to the point of the austerity and self-denial of the old Puritan days. That was the opposite extreme to the one represented by the life of today.

A friend of the writer of this paragraph in the course of some antiquarian researches recently came across an authentic record of an "ancestor" who at the attainment of the age of twenty-one years was given by his father a birthday gift of two dollars and a half. The records relate that on receipt of this princely gift the young man withdrew to his chamber and spent an hour in prayer that he might be guided in the right and wise expenditure of the money. It would be interesting to know for what he did expend it! Be that as it may, the incident makes us conscious of the utter contrast of those times to ours. It would not take the young man of today long to "blow in" such a birthday gift at a ball game or a picture show. Absurd as the

old Puritan's standards seem to us, nevertheless there is something admirable in them; and the pendulum is bound to swing part way back toward the thoughtfulness, the seriousness, the thrift of his day. There should be reserves all along the line,-reserves of health, reserves of knowledge, reserves of strength, reserves of cash, reserves of friendship and of opportunity. It will be wise and well for us all to take hold with a will and help the thrift committee of the N. E. A. in their commendable work.

By the time this number of EDUCATION reaches our subscribers several states will have expressed the will of the majority of their male citizens upon the important question of the extension of the franchise to women. However the vote may stand, the issue for the country as a whole will not be finally settled for a long time to come. And there is but little doubt as to what the final settlement will be, however long it may be in coming. For reforms never turn backward and however long it is delayed justice always triumphs in the end. Especially is this true in democratic America. The debate on equal suffrage in the states where the question has been recently before the people, has been a most vigorous and interesting one. It has had a distinctly educational value. It has stimulated thought, feeling and investigation to an extent seldom equalled. Young and old alike have taken part in it. It became spectacular, and banners, headlines and parades were in evidence in many places. It has drawn the line rather sharply between those who are conservative and those who are progressive, sometimes dividing families even, into groups, with equally strong convictions in each group. But on the whole the debate has been fair and pleasant. If we were to offer any criticism upon it, as a debate, we should say that there has been too great a tendency to base the arguments, pro and con, upon the anticipated results of the measure rather than upon its intrinsic merits. Those opposed to equal suffrage in particular, have given rein to a vivid imagination of all sorts of dire evils that would be sure to ensue if women were allowed to vote; forgetting apparently that in a number of states it has been fully tried, without these appalling consequences. It has always seemed to us that there is an inherent right about this matter of suffrage, a principle, which, in democratic America especially ought to be seen and felt, and which should constitute the basis of settlement without much fearsome weighing of possible consequences. Sometimes the immediate consequences of doing right are troublesome,as in freeing our slaves, to use an historic instance; but in the long run the consequences of doing right are sure to be beneficial. The foundations of our government were firmly laid upon the platforma that government should be by and with the consent of the governed. The only limitation has been that "the governed" should be possessed of the opportunity, and capacity to form an intelligent opinion.