tuate this division in a hardened form. Taking its
stand upon a dogma of social predestination, it would assume that some
are to continue to be wage earners under economic conditions like
the present, and would aim simply to give them what is termed a trade
education--that is, greater technical efficiency. Technical proficiency
is often sadly lacking, and is surely desirable on all accounts--not
merely for the sake of the production of better goods at less cost, but
for the greater happiness found in work. For no one cares for what one
cannot half do. But there is a great difference between a proficiency
limited to immediate work, and a competency extended to insight into its
social bearings; between efficiency in carrying out the plans of others
and in one forming one's own. At present, intellectual and emotional
limitation characterizes both the employing and the employed class.
While the latter often have no concern with their occupation beyond the
money return it brings, the former's outlook may be confined to
profit and power. The latter interest generally involves much greater
intellectual initiation and larger survey of conditions. For it involves
the direction and combination of a large number of diverse factors,
while the interest in wages is restricted to certain direct muscular
movements. But none the less there is a limitation of intelligence to
technical and non-humane, non-liberal channels, so far as the work does
not take in its social bearings. And when the animating motive is desire
for private profit or personal power, this limitation is inevitable. In
fact, the advantage in immediate social sympathy and humane disposition
often lies with the economically unfortunate, who have not experienced
the hardening effects of a one-sided control of the affairs of others.

Any scheme for vocational education which takes its point of departure
from the industrial regime that now exists, is likely to assume and
to perpetuate its divisions and weaknesses, and thus to become an
instrument in accomplishing the feudal dogma of social predestination.
Those who are in a position to make their wishes good, will demand a
liberal, a cultural occupation, and one which fits for directive power
the youth in whom they are directly interested. To split the system, and
give to others, less fortunately situated, an education conceived mainly
as specific trade preparation, is to treat the schools as an agency
for transferring the o