may be taught. In English, any
attempt to realize the aim which we have in mind would lay greater
stress upon the accomplishment of children in speaking and writing our
language, and relatively less upon the rules of grammar.

It may well be asked how our conception of aim can be related to the
present tendency to offer a variety of courses of instruction, or to
provide different types of schools. The answer is found in an
understanding and appreciation of the fact that children vary
tremendously in ability, and that the largest contribution by each
individual to the welfare of the whole group can be made only when each
is trained in the field for which his capacity fits him. The movement
for the development of vocational education means, above all else, an
attempt to train all members of the group to the highest possible degree
of efficiency, instead of offering a common education which, though
liberal in its character, is actually neglected or refused by a large
part of our population.

Our interest in the physical welfare of children is accounted for by the
fact that no individual may make the most significant contribution to
the common good who does not enjoy a maximum of physical efficiency. The
current emphasis upon moral training can be understood when we accept
that conception of morality which measures the individual in terms of
his contribution to the welfare of others. However important it may be
that individuals be restrained or that they inhibit those impulses which
might lead to anti-social activity, of even greater importance must be
the part actually played by each member of the social group in the
development of the common welfare.

If we think of the problems of teaching in terms of habits to be fixed,
we must ask ourselves are these habits desirable or necessary for an
individual who is to work as a member of the social group. If we
consider the problem of teaching from the standpoint of development in
intelligence, we must constantly seek to present problems which are
worth while, not simply from the standpoint of the curiosity which they
arouse, but also on account of their relation to the life activities
with which our modern world is concerned. We must seek to develop the
power of appreciating that which is noble and beautiful primarily
because the highest efficiency can be secured only by those who use
their time in occupations which are truly recreative and not enervating.

As we seek to un