lder division of labor and leisure, culture and
service, mind and body, directed and directive class, into a society
nominally democratic. Such a vocational education inevitably discounts
the scientific and historic human connections of the materials and
processes dealt with. To include such things in narrow trade education
would be to waste time; concern for them would not be "practical." They
are reserved for those who have leisure at command--the leisure due to
superior economic resources. Such things might even be dangerous to the
interests of the controlling class, arousing discontent or ambitions
"beyond the station" of those working under the direction of others. But
an education which acknowledges the full intellectual and social meaning
of a vocation would include instruction in the historic background
of present conditions; training in science to give intelligence and
initiative in dealing with material and agencies of production; and
study of economics, civics, and politics, to bring the future worker
into touch with the problems of the day and the various methods proposed
for its improvement. Above all, it would train power of readaptation
to changing conditions so that future workers would not become blindly
subject to a fate imposed upon them. This ideal has to contend not only
with the inertia of existing educational traditions, but also with the
opposition of those who are entrenched in command of the industrial
machinery, and who realize that such an educational system if made
general would threaten their ability to use others for their own ends.
But this very fact is the presage of a more equitable and enlightened
social order, for it gives evidence of the dependence of social
reorganization upon educational reconstruction. It is accordingly an
encouragement to those believing in a better order to undertake the
promotion of a vocational education which does not subject youth to
the demands and standards of the present system, but which utilizes its
scientific and social factors to develop a courageous intelligence, and
to make intelligence practical and executive.

Summary. A vocation signifies any form of continuous activity which
renders service to others and engages personal powers in behalf of the
accomplishment of results. The question of the relation of vocation to
education brings to a focus the various problems previously discussed
regarding the connection of thought with bodily activity; of ind