edy. He can only rail at division of labor and specialization of function. He demands that we go back to the period of cumbersome individualistic labor, with its imperfect production, but better correlation, rather than that we push on to the possibilities of a higher, grander and more artistic correlation of the marvelously more perfect processes of to-day.
This truth has been partially seen by workers in many fields, and, in consequence, many partial attempts at correlation have been made. One of the most interesting of these attempts is found in the field of education. In the kindergarten movement an effort is made to unite play and instruction, and in the manual training work to unite creative processes with instruction. But perhaps the most significant of the attempts as yet made is the new handicrafts movement. There are two reasons why this movement is more significant than the others. In the first place, it aims at a somewhat wider correlation than any of the other movements, since it includes in its synthesis three
