school in the same spirit.  Young people will stand in the relation of partners as well as pupils to the adults associated with them.  If the school and the workshop experience gives its pupils a regard for high accomplishment it will be unnecessary to stress the fact that as responsible members of the working staff the learners are not on a footing with the expert workers.  The teachers or shop managers will help the younger members to gain the knowledge and facility which they have acquired as fellow members of an enterprise In which all have a common interest The participation of the young members in the enterprise will be great or small depending upon their achievement of standards.  For instance, in the case of office work whether the individual children are entrusted with the correspondence, bookkeeping or banking, will depend upon whether or not they have achieved the adult standards in the shop for such business details.  But standards in business accounting, in estimating costs, in planning operations, and in technique, will not be maintained as they usually are in industrial schools for the sake of the training, but for the purpose of carrying forward successfully the actual work with which the shop is concerned.  While the educational experience is concerned in part with appreciation of workmanship, creative inspiration in modern industry will never be a common experience until the workers gain an understanding and recognise the significance of their special enterprise in relation to other industrial enterprises and to the business of wealth production as a whole.

If the school experience is educational, the interest of the pupils in subject matter will not end with the solution of their shop problems or with their experience in industry.  The above outline of tentative school subjects representing as they do the solution of the problems of a specific industry signifies merely the starting point of an adventure for young people in the serious affairs of adult life.  There will be a large margin for choice in the election of subjects in which individual children will care to specialize but these subjects will be related more or less directly to the industry.  The pupils will doubtless be freer in the second year than in the first to choose where they want to specialize as they will have had time in which to establish their ground work.

But the election of studies in a two years’ half-time course will not admit of flights very far afield of the subject in hand and of the problems originally set up.  Those children who find that their participation in a productive enterprise is an enriching experience may elect to follow some special leads in science, in the past and present history of manufacture and commerce, in economics, in literature or in art.  The intention of the school is to open up opportunities for such expansive expressions of the concrete experience as time and the capacity of the pupils admit, provided that the expression has its valid relation to the promotion or the enrichment of the enterprise of which they are responsible members.