It is in
striking contrast to the German scheme as it is based on processes
which have educational force and significance. In saying this I
differentiate between training for industry and participation in
the industrial activity which is an organic part of the life of the
children and of the community. The children are an actual part of the
repair and construction working force on Gary school buildings and on
the equipment. As the children are involved in the upkeep of a school
it becomes their school. They experience the responsibility of
maintaining the school plant, not by some artificial scheme of
participation, but by the actual application of trade standards and
acquired technique to operations which have for them and those with
whom they live important significance. They gain in their work a first
hand knowledge of industrial processes and activity. In conjunction
with skilled mechanics they work on the carpentry, the plumbing, the
masonry, the installation of electricity used in the school building.
They do the school printing 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.
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