On the other hand, there are hundreds of boys of various nationalities who conscientiously remain in school and fulfil all the requirements of the early grades, and at the age of fourteen are found in factories, painstakingly performing their work year after year.  These later are the men who form the mass of the population in every industrial neighborhood of every large city; but they carry on the industrial processes year after year without in the least knowing what it is all about.  The one fixed habit which the boy carries away with him from the school to the factory is the feeling that his work is merely provisional.  In school the next grade was continually held before him as an object of attainment, and it resulted in the conviction that the sole object of present effort is to get ready for something else.  This tentative attitude takes the last bit of social stimulus out of his factory work; he pursues it merely as a necessity, and his very mental attitude destroys his chance for a realization of its social value.  As the boy in school contracted the habit of doing his work in certain hours and taking his pleasure in certain other hours, so in the factory he earns his money by ten hours of dull work and spends it in three hours of lurid and unprofitable pleasure in the evening.  Both in the school and in the factory, in proportion as his work grows dull and monotonous, his recreation must become more exciting and stimulating.  The hopelessness of adding evening classes and social entertainments as a mere frill to a day filled with monotonous and deadening drudgery constantly becomes more apparent to those who are endeavoring to bring a fuller life to the industrial members of the community, and who are looking forward to a time when work shall cease to be senseless drudgery with no self-expression on the part of the worker.  It sometimes seems that the public schools should contribute much more than they do to the consummation of this time.  If the army of school children who enter the factories every year possessed thoroughly vitalized faculties, they might do much to lighten this incubus of dull factory work which presses so heavily upon so large a number of our fellow-citizens.  Has our commercialism been so strong that our schools have become insensibly commercialized, whereas we supposed that our industrial life was receiving the broadening and illuminating effects of the schools?  The training of these children, so far as it has been vocational at all, has been in the direction of clerical work.  It is possible that the business men, whom we in America so tremendously admire, have really been dictating the curriculum of our public schools, in spite of the conventions of educators and the suggestions of university professors.  The business man, of course, has not said, “I will have the public schools train office boys and clerks so that I may have them easily and cheaply,” but he has sometimes said, “Teach the children to write legibly and to figure accurately