rning the
commonest elementary rudiments of industry other than the same
infinitesimal part performed by them perhaps thousands of times over
each day."

When the speaker emphasized these points of unlikeness, he was at the
same time, and in the same breath, pointing out the direction in which
industry must be transformed. Training in the whole occupation
must precede the exercise of the specialty. Furthermore, as all
professional training has its cultural side, as well as its strictly
professional side, so the cultural training of the worker must ever
keep step with his vocational training.

The motto of the school should be, "We are for all," for it is what
teachers and the community are forever forgetting. Think of the
innumerable foundations in the countries of the old world, intended
for poor boys, which have been gradually appropriated by the rich. Of
others again, supposed to be for both boys and girls, from which the
girls have long been excluded. The splendid technical schools of this
country, nominally open to all boys, at least, are by their very terms
closed to the poor boy, however gifted. To give to him that hath
is the tendency against which we must ever guard in planning and
administering systems of public education. With many, perhaps most,
educational institutions, as they grow older, more and more do they
incline to improve the standards of their work, technically speaking,
but to bestow their benefits upon comparatively fewer and fewer
recipients.

I would not be understood to deprecate original research, or the
training of expert professional workers in any field, still less as
undervaluing thoroughness in any department of teaching. But I plead
for a sense of proportion, that as long as the world is either so poor
or its wealth and opportunities so unequally distributed, a certain
minimum of vocational training shall be insured to all.

We recognize the need for thorough training in the case of the coming
original investigator, and the expert professional, and they form the
minority. We do not recognize the at least equally pressing need for
the thorough training of the whole working population, and these make
up the vast majority. In so far as the pre-vocational work in primary
schools, the manual work and technical training in high schools,
the short courses, the extension lectures and the correspondence
instruction of universities are meeting this urgent popular need, just
so far are they