The effect of motivated demands upon the curriculum would be, first, to vitalize college courses by an enrichment of content and by the renaissance of the faculty; second, to unify courses by making them correlate with each other and with a definite future goal; third, to unify the faculty aim. This correlation of studies with vocations would tend to replace promiscuous absorption of courses for immediate academic purposes by original thinking on permanent issues. The unity between present and future work would supply a valuable economic and social asset by furnishing knowledge of the world's conditions and in consequence greater power to deal with them. Thus, even if the chosen vocation were never followed, it would in its effect on the individual provide the best disciplinary work possible. The final factor, society, is inevitably involved, first, by any institution which can provide leaders; second, by any system which will help to give it the maximum working efficiency of its members; third, a corollary of the last, by any reduction of wastage. That a relation between the student and her callege course can be brought about to help consummate such imperative ends has been the aim of this piece of work. "Nurture does not consist in the mere coddling of the weak," says Ward. "It consists in freeing the strong." To enable a person to select and successfully pursue a career is setting free the strong to become leaders of the race. The ideal of democracy, as realized in the college, too frequently expresses itself in an attempt to turn all intellects into the same mold. A more truly democratic treatment of much of our college material would be to deflect it into directions where it would count to some useful purpose through realization of a development impossible in the college. True democracy does not demand a college training for all, but an opportunity for the highest development of individual capacity. A system of vocational guidance will not only discover all possible uses of the college for the students who enter, but it will also discover cases of particular abilities to which the college can not minister, and will direct those cases into their necessary fields of preparation. The student who is now dismissed as "not college material," with all the humiliation of such dismissal, may then take her place creditably in some other field. By a discriminating choice of the student body, based upon quality rather than quantity, the college can perform a more truly democratic service to society in the development of leaders and in the offering of real equality of opportunity. A student body charged with purpose and energized by a knowledge of principles behind society is ready to tender to the world the maximum of its power. The waste through failure, the w through partial success which is just sufficient to inhibit effort change but not enough to permit self-expression except outside the vocation, the waste by the social detachment of women debarred from work, all waste, as John Dewey says, is due to isolation. His remedy is getting things into connection with one another so that they work easily, flexibly, and fully. The connection or organization which would encourage growth and prevent waste can be made at least in part by the college in relating its education intimately to life. 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