color and design, but the decision in regard to models for manufacture finally can not rest on either of these fundamental points.  It will hinge on whether or not the models selected are practical for production and whether they can be marketed at a price which will cover cost of manufacture.

The attention of the pupils will be directed to the factory and school buildings and the importance of making them a pleasant workplace and an acquisition to the neighborhood in which they are situated.  The problem of noise from machinery and dirt and dust from fuel will be taken up as subjects demanding generous consideration.

Sixth:  Literature and History. Authentic accounts and inspirational stores of industrial life, especially of the lumber, the woodworking, and the toy industry will be gathered by the pupils and the teachers.  Special excursions, investigations, or general observations casually or unexpectedly made by the pupils and teachers will be turned to literary use or historical record.  The pupils will be given full opportunity to write out statements of facts they have discovered or to write stories or plays or poetry which are inspired by the subject matter they have gathered.  These literary productions will not be called for as exercises in the art of writing or of fact-recording, but as contributions toward the equipment of the school.  The books which are collected as well as the original compositions will be submitted to critical analysis and accepted as accessions to the library if they come up to standards in authenticity and in literature.  The teachers as well as the pupils will submit new books or other matter and before they are accepted, they will be subject to the same critical analysis as the material submitted by the children.  This analysis will be the literary experience and training as it will be participated in by all the pupils who are interested in this expression of their work.

Not all of this school work is incident to the success of the shop, if we measure success by usual business standards.  But it is all incident to the development of a creative impulse in the individual, and it is incident to the development of industry as a socially productive enterprise.  The fact that the school and shop work represent the planning and the decisions, that they demand knowledge and experience, does not signify that the young people will assume to carry more responsibility than they are capable of, or that more will be expected of them than they are equal to.  It does not mean that their insufficiency will not be recognized and admitted.  On the contrary the accumulated knowledge and experience of the adult workers and the teachers will be appreciated by the pupils as they have the chance to make real and full evaluations.  All the members of the staff will carry on the work in the shop as producers and learners and it is hoped they will carry on the work in the