in relation to the education of the child.

=The Vocation.=--Another agent which may directly control the
experiences of the young is found in the various vocations to which they
devote themselves. This phase of education was very important in the
days of apprenticeship. One essential condition in the form of agreement
was that the master should instruct the apprentice in the art, or craft,
to which he was apprenticed. Owing to the introduction of machinery and
the consequent more complex division of labour, this type of formal
education has been largely eliminated. It may be noted in passing that
it is through these changed conditions that night classes for mechanics,
which are now being provided by our technical schools, have become an
important factor in our educational system.

=Other Educational Institutions.=--Finally, many clubs, institutes, and
societies attempt, in a more accidental way, to convey definite
instruction, and therefore serve in a sense as educational institutions.
Prominent among such institutions is the modern Public Library, which
affords opportunity for independent study in practically every
department of knowledge. Our Farmers' Institutes also attempt to convey
definite instruction in connection with such subjects as dairying,
horticulture, agriculture, etc. Many Women's Clubs seek to provide
instruction for young women, both of a practical and also of a moral and
religious character. Various societies of a scientific character have
also done much to spread a knowledge of nature and her laws and are
likewise to be classed as educational institutions. Such movements as
these, while taking place without the limits of the school, may not
unreasonably claim a certain recognition as educational factors in the
community and should receive the sympathetic co-operation of the
teacher.

CHAPTER VI

THE PURPOSE OF THE SCHOOL

CIVIC VIEWS

Since the school of to-day is organized and supported by the state as a
special corporate body designed to carry on the work of education, it
becomes of public interest to know the particular purpose served through
the maintenance of such a state institution. We have already seen that
the school seeks to interpret the civilized life of the community, to
abstract out of it certain elements, and to arrange them in systematic
or scientific order as a curriculum of study, and finally to give the
child control of this experience, or knowledge. We have attempt