THE DEMANDS OF WORK AND EDUCATION UPON EACH OTHER, THE VALUE OR LACK OF VALUE OF COURSES FOR LEARNERS, AND THE UNDERMOTIVATED LEARNER WHO DOES NOT FIND SIGNIFICANCE IN CURRENT SCHOOL OFFERINGS ARE PROBLEMS FACING PUBLIC EDUCATION. SOME PREVIOUS PLANS TO OVERCOME THESE PROBLEMS HAVE USED (1) THE COMPREHENSIVE HIGH SCHOOL, (2) INDUSTRY-SCHOOL INTERRELATIONS, AND (3) SCHOOL ADAPTION MECHANISMS SUCH AS FIELD TRIPS TO ACTUAL SITUATIONS, REALIA FROM INDUSTRY, CORE CURRICULUMS, AND GUIDANCE. A MERGED SCHOOL AND INDUSTRY DESIGN ESPECIALLY FOR UNDERMOTIVATED YOUTH IS A SUGGESTED SOLUTION. A TRANSFER FROM THE SCHOOL TO THE PLANT LOCALE WOULD CONSTITUTE FULL-TIME EXPERIENCE FOR AN EXTENDED PERIOD, AND TRAINED TEACHERS OF ACADEMIC AND OCCUPATIONAL SUBJECTS WOULD BE PERMANENTLY ASSIGNED TO WORK SITES. THE PLANT OR WORK LOCALE WOULD BECOME THE SCHOOL. TYPICAL SETTINGS WOULD BE INDUSTRIAL PLANTS, SERVICE CENTERS, HOSPITALS, HUMAN WELFARE AGENCIES, BUSINESSES, BANKS, OR DEPARTMENT STORES. IT WOULD BE ESSENTIAL THAT EACH WORK LOCALE BE LARGE SO THAT A WIDE VARIETY OF SKILLS AND LEARNING MIGHT TO FOUND, STUDIED, AND PRACTICED. STEPS IN DEVELOPING SUCH A PROGRAM WOULD BE (1) ANALYZING THE LOCALE AND ITS POTENTIAL FOR GENERATING A CURRICULUM, (2) SURVEYING SPACE, MATERIALS, AND EQUIPMENT USEFUL IN TEACHING, (3) EXAMINING LOGISTICS, LEGAL RESPONSIBILITIES, AND UNION AND MANAGEMENT PROBLEMS, (4) USING AN INDUSTRIAL ARTS EDUCATOR, PHYSICS, LANGUAGE ARTS, AND SOCIAL STUDIES TEACHERS, AND A GUIDANCE SPECIALIST TO WORK WITH PLANT PERSONNEL TO DEVELOP A CURRICULUM, (5) TRAINING TEACHERS, PLANT PERSONNEL, PUPILS, AND PARENTS, AND (6) MAKING THE PLAN OPERATIONAL. ASSUMPTIONS UNDERLYING THE PROPOSAL AND THE MAJOR ISSUES TO BE ANALYZED IN IMPLEMENTING A SYSTEMS APPROACH ARE INCLUDED. (EM)