Rational adaptation should be in operation everywhere, and not merely in the schools. Employment bureaus, public and private, should afford trained and sympathetic study of individuals and an honest effort to place them where they belong. Vocational guidance bureaus will without doubt be greatly extended in scope and efficiency, and private industries will give more attention not only to the expert choice, placing, and promotion of their employees, but also to affording them recreation, technical instruction, and culture. As we come to see better what opportunity means, public opinion and private conscience will demand it in many forms now unthought of. CHAPTER VII SOME PHASES OF CULTURE CULTURE AND TRAINING—CULTURE STUDIES—A CORE OF PURPOSE—CULTURE IN SERVICE—ALL SHOULD HAVE AN ALMA MATER—RURAL CULTURE—SOCIAL AND SPIRITUAL CULTURE—VARIETY IN CULTURE The idea of life as an organic whole affords an illuminating view of the old question of practical training _versus_ culture, letting us see that these are departments, or rather aspects, of the process by which the individual grows to full membership in the social order. They correspond to two aspects, of differentiation and of unity, in that order itself. In one of these society presents itself as an assemblage of special functions, such as teaching, engineering, farming, and carpentry, for each of which a special preparation is required. But in another it appears a continuous and unified organism, with rich and varied traditions, intricate co-operation, and a wide interplay of thought and sentiment. Full participation in this calls for a general and human, as well as a special and technical, adaptation; a development of personality, of the _socius_, to the measure of the general life. Under this view culture is growth to fuller membership in the human organism; not a decoration or a refuge or a mystical superiority, but the very blood of life, so practical that its vigor is quite as good a measure as technical efficiency of the power of the social whole. Indeed the practice of regarding the technical and the cultural as separate and opposite is unintelligent. They are complements of each other, and either must share in the other’s defect. A society of training without culture would be a blind mechanism which could be created and maintained only by an external force; while one of culture without training would lack organs by which to live. The real thing in education is the organic whole of personal development, corresponding to the organic whole of social life; and of this culture and training are aspects which, far from being set against each other as hostile principles, should be kept in close union.