sted
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.

Certain pupils, we will say, will elect to carry further than others
the testing of fuel, of heating and ventilating. Others may