of compulsory school attendance far into the period of secondary education. But we cannot lightly set aside both the need to earn and the impulse to work, and the demand for workers will not readily yield to the idealism of the educator who would ignore it in favor of general culture. Compromise must be the outcome, but also coöperation: we must have many forms of vocational training, and employers of young workers must aid the state to educate them through schemes of part-time schooling. Such schemes are already in operation and commend themselves as both efficient and humane. In this increased provision for schooling the purely technical subjects lend themselves readily to measurement of results and standardization of method; it is the subjects of larger social value, such as civics or English, that must be studied anew, in the light of clearer conceptions of their aims and closer observation of their effects. We have to learn how to use these traditional means of education (and such newer ones as the study of household sanitation or personal hygiene) under new and trying conditions and with new purposes, as the liberal adjuncts of many forms of vocational training.
Yet in the secondary school which aims wholly at general culture (or at preparation for college, which is not supposed to be an obstacle to general culture), the problems of aim and method in the teaching of traditional subjects are more pressing still. How shall a modern language be taught to some real purpose? For what purpose shall it be taught? The actual mastery of the tongue can be achieved very much more effectively than it is now achieved if methods of teaching can be based on fuller knowledge of the psychology of learning and completer tests of classroom work and home study. The fundamental values of the subject can be more clearly conceived and more directly pursued if we can shake ourselves free from the befogging belief in general discipline as the goal of teaching in this or any given subject. Ability to handle the language as an instrument of thought and expression—for the achievement of this aim we need a new analysis of the fundamentals and more accurate standards of progress: appreciation of the foreign civilization represented in its literature—for the achievement of this aim we need new selection of material and more vital reference to life. In this and in many traditional subjects teachers are constantly
