ult workers for the successful development of the plant. The working
force would be paid the market rate of wages. The juvenile members of
the force would be paid on a half-time basis as they would work in
alternate shifts in the shop and in the school, so that work in the
shop would be continuous and would run on full time. The exchange of
shifts between the shop and school would occur daily or weekly or
semi-weekly, as it was conducive to the health and the intellectual
experience of the children and to the needs of production in the
organization of the shop.

The workshop would be devoted to the production of some marketable
article or articles which are simple in construction. The selection of
the product would not depend upon technical processes of construction
to furnish educational subject matter. Educationally speaking, the
acquisition of technique is a factor, but not a primary one, in the
modern scheme of production. The primary factors are those which have
universal significance, that is which are common to all industry, the
relation of labor, of mechanical equipment, of raw material, of the
finished product to the whole and to each other; the relation of the
market to productive effort and an effective organization of all of
these.

The technical processes or their acquisition are of educational value,
because they furnish the necessary experience for the evaluation and
appreciation of workmanship; or would furnish a basis for such a
valuation if the educational factors which are common to all industry
were matters in which all the workers participated and were matters
which they understood. It may be that there are certain mechanical
processes which have universal technical significance and on that
account would have special educational value, but even if those
processes were determined and selected for industrial instruction and
acquisition, it would not imply that those who acquired them were
industrially educated. They would be industrially equipped to act as
efficient factory attachments, but the acquisition of processes, even
the fundamental ones we have had ample opportunity to discover, do not
inspire creative interests and desires.

Because educational content in modern factory work is not accessible
to the mass of workers, we have fostered the illusion that the
educational subject matter of industry was inherent in the technical
process of fabrication. As we have fostered this illusion, we have