ting and accounting.

The children's life in these schools is an experience in industry
where there is nothing to hide, no trade secrets to keep back. The
children have the full opportunity of seeing their work through to its
completion and understanding its purpose and recognising its value and
use. It provides more than any other school system a liberal field for
productive endeavor. But the Gary schools are not industry; they are a
world apart; they represent, as all schools are supposed to, moments
sacred to education and growth. They are not subjected to the test
of cooerdination in the world of industry. They give the children a
respect for productive enterprise that should be invaluable later
in effecting their resistance to the prostitution of their creative
power. They do not give them experience in the administrative side of
industry for which the children of high school age are ready and in
need. But in an admirable way they subordinate training in technique
to purpose and give the children the experience of exercising control
over their own industrial activity. As an industrial experience for
children of grammar school age, it is richer than any other school
system which has been developed.

The industrial education of Germany which was recommended for our
adoption and which we have emulated to an alarming degree in our
industrial towns, imposes prevailing methods of industry and technique
of factory processes as final and determined. As industrial history
and technique are taught in the schools, in effect they bind the
children to the current industrial practice and to the current
conditions. They stifle imagination and discourage the concept that
industry is an evolving process. The effect of technical training in
the German continuation schools (and the tendency is the same in our
own industrial education courses) is to teach the children that the
methods and processes as they are carried forward in the shop are
_right_. No question of their validity is raised in the school. They
are accepted by the children in the spirit of authority which the
school carries, as they would not be so finally accepted by them in
the shop. The impress of a developed curriculum, connected with an
active trade experience, that is, a trade in which the children are at
work, like the curriculum of a continuation school, is greater than
the curriculum which has been evolved for its abstract cultural
values. As the curriculum c