Certain it is that no sufficient study has been made of the child who enters into industrial life early and stays there permanently, to give him some offset to its monotony and dulness, some historic significance of the part he is taking in the life of the community.
It is at last on behalf of the average workingmen that our increasing democracy impels us to make a new demand upon the educator. As the political expression of democracy has claimed for the workingman the free right of citizenship, so a code of social ethics is now insisting that he shall be a conscious member of society, having some notion of his social and industrial value.
The early ideal of a city that it was a market-place in which to exchange produce, and a mere trading-post for merchants, apparently still survives in our minds and is constantly reflected in our schools. We have either failed to realize that cities have become great centres of production and manufacture in which a huge population is
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