educational situation lies in a gradual reconstruction of school materials and methods so as to utilize various forms of occupation typifying social callings, and to bring out their intellectual and moral content. This reconstruction must relegate purely literary methods—including textbooks—and dialectical methods to the position of necessary auxiliary tools in the intelligent development of consecutive and cumulative activities.
But our discussion has emphasized the fact that this educational reorganization cannot be accomplished by merely trying to give a technical preparation for industries and professions as they now operate, much less by merely reproducing existing industrial conditions in the school. The problem is not that of marking the schools an adjunct to manufacture and commerce, but of utilizing the factors of industry to make school life more active, more full of immediate meaning, more connected with out-of-school experience. The problem is not easy of solution. There is a standing danger that education will perpetuate the older traditions for a select few, and effect its adjustment to the newer economic conditions more or less on the basis of acquiescence in the untransformed, unrationalized, and unsocialized phases of our defective industrial régime. Put in concrete terms, there is danger that vocational education will be interpreted in theory and practice as trade education: as a means of securing technical efficiency in specialized future pursuits.
Education would then become an instrument of perpetuating unchanged the existing industrial order of society, instead of operating as a means of its transformation. The desired transformation is not difficult to define in a formal way. It signifies a society in which every person shall be occupied in something which makes the lives of others better worth living, and which accordingly makes the ties which bind persons together more perceptible—which breaks down the barriers of distance between them. It denotes a
