to, that they have some curiosity and interest about it, and perhaps a
chance to travel upon it." If the division of labor robs them of
interest in any part of it, the mere mechanical fact of interdependence
amounts to nothing.

The man in the factory, as well as the man with the hoe, has a grievance
beyond being overworked and disinherited, in that he does not know what
it is all about. We may well regret the passing of the time when the
variety of work performed in the unspecialized workshop naturally
stimulated the intelligence of the workingmen and brought them into
contact both with the raw material and the finished product. But the
problem of education, as any advanced educator will tell us, is to
supply the essentials of experience by a short cut, as it were. If the
shop constantly tends to make the workman a specialist, then the problem
of the educator in regard to him is quite clear: it is to give him what
may be an offset from the over-specialization of his daily work, to
supply him with general information and to insist that he shall be a
cultivated member of society with a consciousness of his industrial and
social value.

As sad a sight as an old hand-loom worker in a factory attempting to
make his clumsy machine compete with the flying shuttles about him, is a
workingman equipped with knowledge so meagre that he can get no meaning
into his life nor sequence between his acts and the far-off results.

Manufacturers, as a whole, however, when they attempt educational
institutions in connection with their factories, are prone to follow
conventional lines, and to exhibit the weakness of imitation. We find,
indeed, that the middle-class educator constantly makes the mistakes of
the middle-class moralist when he attempts to aid working people. The