Some readers view chapter 11 as the most important one in the volume. It makes explicit a theme that has pervaded the text up to this point: While the historic ideals of liberal education have come to us from cultures that were structured in racist, sexist, and class-based ways, key dimensions of liberal education ideals are worth preserving. These ideals emphasize both the full development of the intellectual and emotional capacities of each person and the idea that as human beings we have more in common than in contrast with one another; accordingly, these ideals are worthy of shaping our educational aims for all students. This chapter argues that the democratic ideal of "the all-around growth of every member of society" that Dewey advocated and that remains compelling today has not been well served in the historic development of "labor force" education, goals, programs, and results. The chapter then examines a different approach to work preparation education that uses vocational methods to achieve traditional liberal education ideals, and leaves open a wider opportunity for students to make a variety of post-secondary choices, regardless of their primary and secondary schooling. Examples of current practice illustrate the Deweyan approach to education through vocations instead of for vocations.