Perhaps the nearest approach to a real integration of education and work is vocational training. This is the “education” which most people seek. Universities offer an increasing number of courses in practical subjects such as engineering, mining, business methods. Various trades are taught in public schools. By far the greater number of courses offered to adult students are sold with the promise that they will increase the purchaser’s efficiency and “put more pay in his envelope.” I have already discussed this useful knowledge. Both the individual and society profit by it. And in addition to its practical advantages, there is a sincerity and lack of pretense about such education which distinguish it from much of the traditional education. It must be thorough or it cannot meet the test of practical experience. If men learned mechanics with no more thoroughness than that which characterizes the study of the classics, the country would go into bankruptcy. But as I have tried to show, this training for practical efficiency is too narrow. It does not necessarily widen the student’s interests or deepen his insight or improve his judgment concerning matters that lie outside the range of his technical information. Advocates of this type of education often become partisan and declare that it alone is education. It is doubtless too soon to speculate upon the effects of our new policy of reducing immigration to the point where it is almost negligible. Whether the effect is to intensify competition among working people, or to lessen it because of a labor shortage, in either case the result is obvious. Somebody must do the actual work of the country. We shall soon have a working class in America that is more than one generation old. That is, we are now for the first time in our history tending toward a relatively fixed and permanent working class. The various national strains in it will be held together long enough to become acquainted with one another, long enough to find more in common than a common opposition to capital, long enough to develop a working class tradition which is American. Workers will not only strive individually to become middle class; they will be obliged to improve their condition as a class. To the economic struggle there will be added efforts for culture. Many workers are already beginning to seek education as an aid to a more satisfactory and less sordid existence while working at their tasks. Sooner or later education must cease to be the distinguishing mark of a privileged class, or a device which aids a man to the goal of his ambition; it must become a universal practice of learning how to live like a civilized being in any occupation.