The question whether industrial schools should make ammunition or equipment pertaining to war service will come up. Having substantial amounts of available equipment, they will doubtless at times be tempted to use their organized day and evening classes for purposes of emergency productive work. In machine-shop schools, for example, the teachers being skilled machinists and the pupils capable of turning out a substantial amount of productive work, inducements to subordinate educational ends to those of an economic nature may be expected. It is therefore suggested that industrial-school authorities resolutely resist all attempts to subordinate their rightful purpose of giving industrial education. It is clear that a certain amount of production is necessary for purposes of education, but it is important that this should never be made a primary purpose in any industrial school. A letter from Director W. C. Smith of the Troy (New York) Central School illustrates the productive work of one school which retains educational value. A Troy corporation is engaged on a large contract with the government for uniforms. Its shops are taxed to the limit, and it has found it necessary to utilize every available shop in town for making various machines used in cutting cloth for this contract. It has entered into an arrangement whereby our complete machine-shop equipment is turned over to its use under the supervision of our own instructor. Our graduate boys are employed in the shop and are now at work perfecting twelve machines for use in different parts of the country on this contract. The public vocational schools must face, sooner or later, the question of shop production on a commercial basis. They exist, primarily, to train producers and not to make products. Are the two inconsistent? Perhaps the war service of these schools will bring this debatable issue to a head. Obviously the industries engaged in the making of automobiles, aëroplanes, machinery, and ammunition have for some time past absorbed the available supply of skilled help. With the emergency of war preparation upon us, we must find ways of pressing thousands of workers into lines of work with which they are almost altogether unfamiliar. Except with boys who are fourteen to sixteen years old, it will be of little avail to think of giving all-round trade training. The labor supply which we now need must be trained immediately and intensively. From what has already been stated it is clear that workers may be trained in three ways: first, in day industrial or technical schools; second, in industrial plants such as have been mentioned in the case of the Westinghouse Company; third, through part-time employment in industry, with part-time attendance in industrial or technical schools.