they make possible contributions, by the individual who has been
educated, to the common good.

Any proper interpretation of the social purpose of education leads
inevitably to the conclusion that much that we have taught is of very
little significance. Processes in arithmetic which are not used in
modern life have little or no worth for the great majority of boys and
girls. Partnership settlements involving time, exact interest, the
extraction of cube and of square roots, partial payments, and many of
the problems in mensuration, might well be omitted from all courses of
study in arithmetic. Many of the unimportant dates in history and much
of the locational geography should disappear in order that a better
appreciation of the larger social movements can be secured, or in order
that the laws which control in nature 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.