and adapted to the needs of adult working people in contra-distinction to those employed in schools and colleges, or those used in teaching children. There are many excellent reasons and explanations for this failure. In the first place, the residents themselves are for the most part imbued with academic methods and ideals, which it is most difficult to modify. To quote from a late settlement report, "The most vaunted educational work in settlements amounts often to the stimulation mentally of a select few who are, in a sense, of the academic type of mind, and who easily and quickly respond to the academic methods employed." These classes may be valuable, but they leave quite untouched the great mass of the factory population, the ordinary workingman of the ordinary workingman's street, whose attitude is best described as that of "acquiescence," who lives through the aimless passage of the years without incentive "to imagine, to design, or to aspire."
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