ing
accomplished this," he says "the next duty of the schools is to
accustom the individual to look at his vocation as a duty which he
must carry out not merely in the interest of his own material and
moral welfare but also in the interest of the state." From this, he
says, follows the next and "greatest educational duty of the public
school. The school must develop in its pupils the desire and strength
... through their vocation, to contribute their share so that the
development of the state to which they belong, may progress in the
direction of the ideal of the community."

His assumption in defining the "greatest duty" is that the members of
the state are free to evolve and will evolve a progressive ethical
community. But after a child has passed through the hands of a
competent teaching force which fits him successfully into a ready-made
place, after he has accepted this ready-made place on the authority
of modern technology and business, on the authority of the state
and religion, that the place given him is his to fill; to fill in
accordance with the standards determined by the schools and by
industry--after all this, it is difficult to imagine what else a child
could do but conform. He could do no more, thus trained, than go
forward in the direction he is pushed and in the direction determined
before he was born. This is not our idea of a progressive life.

It has been understood generally in America that Germany's preparation
and classification of her future workers and their placement in
industry, was more responsible than any other policy for Germany's
place in the world market. British and American manufacturers before
the war urged the emulation of German methods of education and a
reorganization of school systems more in conformity with the German.
The demand of the manufacturers for reorganization came at a time
when intelligent educators in America were recognizing that some
reorganization was necessary to bring the school experience of
children into relation with their environment and with the actualities
of life. The industrial education movement in this country was based
on the German, and the German idea was the dominating one. The
movement here has shown little-imagination as it adopted a system
foreign to America, instead of initiating schemes which represented
the aspirations of a free people.

Herman Schneider, of the University of Cincinnati, has made one of the
most intelligent contributions