ividual
conscious development with associated life; of theoretical culture with
practical behavior having definite results; of making a livelihood
with the worthy enjoyment of leisure. In general, the opposition to
recognition of the vocational phases of life in education (except for
the utilitarian three R's in elementary schooling) accompanies the
conservation of aristocratic ideals of the past. But, at the present
juncture, there is a movement in behalf of something called vocational
training which, if carried into effect, would harden these ideas into
a form adapted to the existing industrial regime. This movement would
continue the traditional liberal or cultural education for the few
economically able to enjoy it, and would give to the masses a narrow
technical trade education for specialized callings, carried on under the
control of others. This scheme denotes, of course, simply a perpetuation
of the older social division, with its counterpart intellectual and
moral dualisms. But it means its continuation under conditions where it
has much less justification for existence. For industrial life is now
so dependent upon science and so intimately affects all forms of social
intercourse, that there is an opportunity to utilize it for development
of mind and character. Moreover, a right educational use of it would
react upon intelligence and interest so as to modify, in connection with
legislation and administration, the socially obnoxious features of the
present industrial and commercial order. It would turn the increasing
fund of social sympathy to constructive account, instead of leaving it a
somewhat blind philanthropic sentiment.

It would give those who engage in industrial callings desire and ability
to share in social control, and ability to become masters of their
industrial fate. It would enable them to saturate with meaning the
technical and mechanical features which are so marked a feature of our
machine system of production and distribution. So much for those who now
have the poorer economic opportunities. With the representatives of the
more privileged portion of the community, it would increase sympathy
for labor, create a disposition of mind which can discover the
culturing elements in useful activity, and increase a sense of social
responsibility. The crucial position of the question of vocational
education at present is due, in other words, to the fact that it
concentrates in a specific issue two fund