" In describing the field in which practical engineers
should operate, he laid stress on their giving large space to the
originating, choosing, adapting power in men and the direction of it
into positive constructive channels; to men's self-consciousness of
their place in the great scheme of things.
This conception of the field of operation for engineers also described
the field for educators. The latter have failed to seize the chance
in the present industrial arrangement for the development of "the
originating, choosing power" in the working man because they have been
obsessed by the business appreciation of the working man's power of
adaptation. It is because they labor under this obsession that they
turn industrial education into industrial training whenever they
include industry in their curricula. Educators know that there is
adventure in industry, but they believe that the adventure is the rare
property of a few. They believe this so finally that they surrender
this great field of experience with its priceless educational content
without reserving the right of such experience even for youth.
They know, as we all do, that industrial problems carry those who
participate in their solution into pure and applied science; into the
market of raw materials and finished products; into the search for
unconquered wealth. They know that the marketing of goods is an
extensive experience in the world of men and desires.
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