The vocational aim need not diminish the so-called cultural value of a subject. Need the study of bacteriology become less “broadening” because the nurse-to-be recognizes its relation to her future work, knowing that she is to apply its truths in sanitation and disinfection, in antiseptic precautions, in securing surgical cleanliness? Is the “social worker” of tomorrow a less intelligent student of economics to-day because she is conscious of the problem with which she personally is to deal? On the other hand, is a girl more liberally educated because for four “finishing” years of her education her program of studies tacitly ignores all reference to the sacred responsibility which she is so soon to assume--or which she must help others to meet? Rather, is not the whole course of study enlightened and informed by recognition of the goal and by conscious endeavor to reach it? If this be true, education which includes vocational training is far more liberal than that which ignores or excludes it. It seems to the writer that the trend of educational thought is in this direction. The college woman as well as her less favored sister must be trained, “not simply to be good, but to be good for something”, not simply to be wise, but to be fully and definitely prepared for service;--and this conception is perhaps the most important contribution of higher education to the advancement of vocational training. Remote as it may seem, it nevertheless influences the general ideal. We cannot expect the average parent to take pains to insure in his daughter’s education the thing which the college despises.