trade, and a sound system of economics, including and emphasizing the
philosophy of collective bargaining."

The general introduction of such a plan of training would mean that
the young worker would start out on his wage-earning career with an
intelligent understanding of the modern world, and of his relations to
his employer and to his fellow-laborers, instead of, as at present,
setting forth with no knowledge of the world he is entering, and
moreover, with his mind clogged with a number of utterly out-of-date
ideas, as to his individual power of control over wages and working
conditions.[A]

[Footnote A: History, as it is usually taught, is not considered from
the industrial viewpoint, nor in the giving of a history lesson
are there inferences drawn from it that would throw light upon the
practical problems that are with us today, or that are fast advancing
to meet us. When a teacher gives a lesson on the history of the United
States, there is great stress laid upon the part played by individual
effort. All through personal achievements are emphasized. The
instructor ends here, on the high note that personal exertion is the
supreme factor of success in life, failing unfortunately to point out
how circumstances have changed, and that even personal effort may have
to take other directions. Of the boys and girls in the schools of the
United States today between nine and fourteen years of age, over eight
millions in 1910, how many will leave school knowing the important
facts that land is no longer free, and that the tools of industry
are no more, as they once were, at the disposal of the most
willing-worker? And that therefore (Oh, most important therefore!) the
workers must work in coöperation if they are to retain the rights
of the human being, and the status signified by that proud name, an