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 cooerdinates shop and school activities and
as it fails at the same time to stimulate inquiry on the part of the
pupil into industrial or special trade processes as they are practiced
in the shop, it becomes a positive, inhibiting factor in the
intellectual life of the children. The perfection of an industrial
school room equipment with its trade samples, its charts and maps, its
literature, relating to the extension, of trade and of commerce, has
the tendency like the curriculum to impose on the children the weight
of accomplishment, if this equipment is not used to stimulate inquiry
and experiment in industry as the ever fresh field for adventure that
it is. But the intention of these industrial schools is to train
the children in the acceptance of processes and methods which are
established. Nowhere, in no country, has this intention been so
successfully realized, because nowhere has it been so successfully
organized as in Germany through its continuation school system.
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