or not the
productive processes were in line with the capacity of adolescent
children and the product was of social value; second, whether the
product could be introduced successfully in the market and the
enterprise become self-supporting.

At the present time, a proposition for the promotion of such an
educational experiment is being worked out. Wooden toys have been
chosen as the article for manufacture, because, first, the models were
sufficiently simple in construction to make the work practical for
young people who make up the workshop staff; it is practical for the
majority of the staff to range in age from 14 to 17 years. Second, the
work done by Caroline Pratt on children's playthings has disclosed the
fact that the present toy market is below grade from the point of view
of the service of toys to children. The market does not supply the
children with the sort of material and the sort of tools they require
in their play schemes. Therefore, the product chosen has a legitimate
social claim on the market. However, it would be valid, though not so
interesting, if a certain sort of paper box which filled a legitimate
trade need had been selected and a paper box factory had been set up
as the basis of the experiment. As a theoretical illustration of my
general thesis, paper boxes would serve better than wooden toys,
because the latter product, as it is conceived, covers special
intellectual content. But the particular sort of content is not a
fundamental requirement for the educational purpose of the experiment.
However, as the experiment is actually being planned in connection
with wooden toys, I shall use the plan, as far as it is worked out,
as my illustration. I shall refer later in discussing the school
curriculum to the special intellectual content which the manufacture
of these toys will represent.

After I set down the details of the experiment, which is now being
planned for a workshop and school concerned with the production of
play materials, I am hoping that educators and industrial managers may
readily make the application to other lines of industry. The plan is
tentatively confined to a two years' course. It may be found that two
years is too long a time to confine the pupils to the work and the
problems of the shop. It may be found in the first year that the
pupils will be interested in following some of the problems not
in relation to their work and in that case they would break their
connection w