He unconsciously, from the
motivation of his occupation, reaches out for all relevant
information, and holds to it. The vocation acts as both magnet
to attract and as glue to hold. Such organization of knowledge
is vital, because it has reference to needs; it is so expressed
and readjusted in action that it never becomes stagnant. No
classification, no selection and arrangement of facts, which is
consciously worked out for purely abstract ends, can ever compare
in solidity or effectiveness with that knit under the stress of
an occupation; in comparison the former sort is formal,
superficial, and cold.
3. The only adequate training for occupations is training
through occupations. The principle stated early in this book
(see Chapter VI) that the educative process is its own end, and
that the only sufficient preparation for later responsibilities
comes by making the most of immediately present life, applies in
full force to the vocational phases of education. The dominant
vocation of all human beings at all times is living --
intellectual and moral growth. In childhood and youth, with
their relative freedom from economic stress, this fact is naked
and unconcealed. To predetermine some future occupation for
which education is to be a strict preparation is to injure the
possibilities of present development and thereby to reduce the
adequacy of preparation for a future right employment. To repeat
the principle we have had occasion to appeal to so often, such
training may develop a machine-like skill in routine lines (it is
far from being sure to do so, since it may develop distaste,
aversion, and carelessness), but it will be at the expense of
those qualities of alert observation and coherent and ingenious
planning which make an occupation intellectually rewarding.
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