and his special function secondary. This does
not imply that we must not give to all children individual and
vocational training. All must be directed towards life work. We may
even carry vocational training further than it has been extended
anywhere as yet, but we must see that industry occupies the right
place in the school, and in all educational processes. It is neither
the whole method and purpose of the school, nor something simply added
to the curriculum. It is a phase of the life of the school, both in
its active and its receptive states. The child must live in an
atmosphere in which both present and future usefulness are assumed and
provided for. The idea of a life of work must be made early an
accepted plan of the child, and it must be one of the entirely general
tasks of the school to see that the tendency of the child in the
school is toward occupation. Occupation must in fact be made to grow
naturally out of the life the child leads in the school.

All those disharmonies in our industrial countries such as the
prevalent discord between working and capitalistic classes seem, we
have said, to be social rather than economic in nature. Social
education, then, is the main cure for them, if we wish to attack them
at their root. The motives of pride and the sense of inferiority have
to be dealt with in a practical manner. We sometimes quite overlook
the importance of habitual moods or states of feeling in society and
in the school. These moods are powers which motivate conduct. Any form
of education in which the poorer and less favored are given an
opportunity to acquire the experiences, and through these the moods,
that especially distinguish the more favored class, strikes at the
general disparity in society which takes form in such antagonisms as
that between capital and labor. It is not difference in degree but
difference in kind of experience that appears to separate the classes
from one another. The difference seems to lie in those parts of life
which are sometimes believed to be the unessentials and which indeed
our whole educational policy assumes apparently to be trivial. _The
fundamental differences between the poor and the rich, the favored and
the common people, is in the sphere of the aesthetic._ Distinction of
manner and an environment rich in aesthetic qualities are the main
advantages of the few, as compared with the many. Social experience is
what is most needed by the many, but of course this exp