"It was the German philosopher Humboldt who said: 'Whatever you put into the State you must first put into the schools.' If the industrial education advocated by your committee will lead merely to a better economic man, it will not reach its highest aim. It must be judged by its by-products as well as by its result in dollars and cents. It must be judged by its effect upon the life of the people and upon human happiness and a varying number of our great problems, social and economic and moral, with which we have to deal to-day. To be in its truest sense efficient, it must be a truly democratic education, an education which will fit all the needs of all the people. This does not mean, then, that it must be merely utilitarian, but the effect of it must be such that we can answer definitely the question; will it improve the moral situation? Will the boy who is industrially educated under this system be a better man or a better husband? Will he be a better citizen? Will he have a higher sense of moral obligation? Will be be more truthful, honest? Will he have a better physique? Will he be a better factor in our life to-day?
"It is obvious that in order to make this system so that all these questions can be answered in the affirmative, additions must be made to the industrial program. The Germans have not forgotten to do this. They are noted as a law-abiding and patriotic people. There is no doubt that the system by which citizenship is taught in the German continuation schools has its effect upon this spirit in that country.
"In this connection, Dr. George Kerschensteiner of Munich has the following to say: '… As you see, professional efficiency is put foremost because those who cannot stand upon their own feet vocationally are unable to help others and prevent them from falling. But in closest contact and intimately related with vocational education must go the second aim of our program; to