be
concerned with experiments in power. A subject possibly will become
of such absorbing interest to a pupil that he will want to experiment
with the one he elects for its own sake and without relation to the
problems in the shop. His interest may carry him into pure science,
unattached to any problem in hand. In such cases the pupil should
be given a chance to test out his interest; he should be placed on
probation in relation to his elected subject and if his interest
holds and is sufficiently serious he will be advised to give up the
school-shop work and follow the lead his interest has taken in some
other place or school.

Indeed the value of the experiment will rest on discovering whether or
not it holds the interest of the pupils, or how and where it diverts
it. The experiment is launched on the assumption that the normal
adolescent child is concerned with the responsibilities of adult life;
especially it is assumed that he is concerned to function creatively,
to associate with others in productive work, to help supply such
fundamental needs as the housing, feeding and clothing and the
pleasures of the world demand. It is assumed that the desire for
experience in pure science, in art for art's sake, comes _before_ as
well as after this period when the need for social contact is, it is
again assumed, the dominating emotion. We have no scientific proof
that any of these things are true, but we have sufficient evidence to
justify an experiment.

Whether or not it is possible for modern industry to offer young
people a proper chance for making their social adjustments is also a
question which I hope this experiment may help to answer. We can do no
less than use the conditions of industry as they present themselves
to us as our basis for a trial. I have started with the belief that
possibly the division of labor and scientific methods of management
if handled by the workers in conjunction with engineers and people of
experience can be made the instruments of associated life. If there is
ground for this assumption it will be important to induce the young
people who enter the school and work shop to give their industrial
experience a fair trial and to postpone the pursuit of pure science or
art for its own sake.

The subject matter taken up in this school can be subjected to a
formal school classification, under such regular academic headings
as Mathematics, Science, Economics, Geography, History, Reading,
Compositi