CRUSADE FOR THE COUNTRY SCHOOL 



that, at the end as at the beginning, the pupil 

 may justly feel that he is at work perfecting 

 himself for the service of his kind. Man- 

 hood, citizenship, sociality these are, after 

 all, more vital than outfit for special call- 

 ing. We can't afford to let this high and 

 splendid ideal be trenched upon or over- 

 shadowed by sense of vocation. Craftwise, 

 society is unhappily divided already. Too 

 many a man is for his set, his guild, his 

 trade. Recipients of public education must 

 stand for breadth, public spirit, humanity. 

 In arguing, very ably, for his two classes 

 of industrial schools, "factory schools" to 

 teach work as part of an organization, and 

 "trade schools" to train mechanics for in- 

 dependent work, Dr. Draper says: "These 

 schools are not primarily to quicken men- 

 tality." With all deference, this seems to 

 me shocking pedagogy. Vocational train- 

 ing, to have any fit place in public schools, 

 ought to be "primarily" a quickener of 

 pupils' mentality. In fact this quality may 

 well be made the criterion in arranging any 

 vocational course of study. So much, at 



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