tional efficiency. In the long run the social need for efficiency in a trade or profession determines the legitimate rewards of success in that calling. The fact that people will pay well for medical skill is an indication of social need for it. It cannot be said, of course, that schools should be established to train men for every calling in which they may earn a good living. A school may be established as much to teach men the value of training for knowledge and power in a special form of service as to prepare individuals to profit by rendering that service; for it is only in the end that economic demand justly reflects true social need. Accordingly, the public interest calls upon the educator to define social need and correct social demand, no less than to meet it. To plan a system of schools requires vision of a new and better order, in which the wants of men, and their consequent willingness to pay for the satisfaction of them, are more reasonably founded in the general welfare. Yet in discussing the advisability of training for any occupation, the possibility of earning a living in it cannot be ignored. If agriculture could not be made to pay we should not have agricultural high schools or agricultural colleges. Even a school of philanthropy finds added sanction in the fact that trained social workers are paid for their services. In vocational education, then, there is at least an obvious basis for discussion concerning schools, courses, and curricula. The state must train its workers, and work for which there is fundamental need is work which pays. Vocational education presents problems of the most vexing sort, but its rationale is clear.
THE NEED FOR GENERAL EDUCATION
It is the persistent need for general education that complicates the issue. Economic demand may justify child labor, but educational theory does not. A theory of education which finds no place for vocational education is antiquated and meager; but a theory which considers only the requirements of work is meager and inhuman. No training for special skill in a trade is conceivable in the elementary school: manual training, gardening, sewing, cooking, and agriculture have a place in childhood because children cannot learn by books alone, but need a training of body, hand, and eye, of purpose,
