THE VOCATIONAL VALUE OF TESTS. 181 
cause he wishes to remain in the company of his friend. 
In a great many strange ways, boys and girls acquire a 
deep-rooted desire to be or to do some particular thing. 
This desire, whatever its origin may be, is one of the most 
potent factors in the vocational direction of the indi 
vidual, and many individuals are made unhappy because 
circumstances have prevented them from following out 
their chosen vocation. An industrial organization, how 
ever, can not be guided in its selections by this factor ex 
cept in a superficial way. Every organization is limited 
lr > the number of jobs and positions it has to offer, and the 
Vocational guidance and training which it gives are 
strictly limited accordingly. The institution which can 
best turn this dynamic force of desire and dislike to ac 
count is the primary and secondary school, working in 
conjunction with all the industries of the community. 
In the schools, where the emphasis is not primarily on the 
production of material things, there is sufficient leisure 
a nd opportunity to give every pupil a trial at his favorite 
Work. And there should also be sufficient opportunity for 
the pupil at other kinds of work in order to provide a basis 
upon which to guide his likes and dislikes into the most 
promising- channels. 
The kind of guidance which should be attempted must 
be determined largely by a consideration of the kinds of 
'Work which the community is doing, and for this pur 
pose the closest cooperation between the educational 
an d industrial organizations is necessary. Until recently 
educators have been so much concerned with the defense 
°I the disciplinary and cultural tradition that they have 
lacked either the inclination or the energy to adjust the 
educational program harmoniously with the industrial 
changes of the times. As a result, there are to-day in-