Miss Helen Marot has recently described proposals for an educational experiment which aims at the association of discipline in industrial production with the educational process. This particular experiment takes the form of producing wooden toys; and while, as Miss Marot sees, the production of toys has anyhow an intrinsic interest, the details which are given show how radically the atmosphere of the machine industry might be changed by giving it a place in the school curriculum. Miss Marot’s assumption that the machine industry can be so transformed by democratic control as to satisfy the creative instinct has already been adversely criticised in these pages; but the present discussion is not affected by criticism of that particular point. What it is to our purpose to observe is that mechanical processes may be relieved of some of their present irksomeness by supplying them with their appropriate background. First of all, it is necessary that the worker should be acquainted with the whole process of manufacture in order that he may participate in his own special task with a measure of intelligent interest; and this will involve a degree of familiarity with the technical problems of management, with accounting and costing, with the internal conditions of the industry and the plant, and with the larger economics of the enterprise. But in addition to all this more immediate business of habituation to routine, provision is made for the development of artistic judgment and execution and for the acquisition of knowledge relating to the craft itself—consisting in this case of “authentic accounts and inspirational stories of industrial life, especially of the lumber, wood-working and the toy industry.” Obviously not all trades command the interest which can be created around toy-making. In the manufacture of articles of utility which are produced by processes of a highly standardised kind, it would be less easy to introduce elements of romance and sentiment. Still much can and should be done in every trade; and admission to any particular trade should be preceded by some discipline of this kind. If ever industry is organised on the basis of national Guilds, surely one function of the Guilds will be to establish national trade schools in which a generous training of this kind can be given and which shall be closely co-ordinated to the entire scheme of public education. III