The movement towards attaining and improving vocational education in the state schools has made rapid progress in the last two decades. It grew from the conviction that the large majority of pupils received no adequate preparation for their lifework, as only a small percentage availed themselves of the opportunities afforded by secondary schools. The danger to which a large number of these children was exposed after leaving school at an early age, grew to be a menace to individual and industrial development. Many educators sought the remedy for this evil in a radical change of the educational system, and a course of study so arranged as to afford to the pupils a preparation for their career. On the other hand there were those who strenuously Opposed this movement be cause they considered it undemocratic and tending to the for mation of a caste system. The attempt to reconcile these two extremes has caused the introduction of vocational education in addition to the usual courses offered by secondary schools, and resulted in the creation of our ever-increasing number of vocational schools.

A study of the history of Monastic schools reveals the fact that these afforded excellent opportunity for vocational train ing; but their motive and aim in preparing their pupils for life's work was not, like that of our modern state schools, pri marily utilitarian. The success achieved in art and industry was due largely to the motivation that inspired the students of Monastic schools to exert all their powers in the realization of their high ideals. The influence of St. Benedict and his fol lowers changed the then prevalent attitude toward labor, invested manual work with the dignity of prayer, and brought untold blessings upon the people.

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