The two articles in this publication should be useful to those developing the kinds of materials, experiences, and thinking that elementary school industrial arts offers children. Floyd Robinson, in the first article, sketches some ideas along with the general scheme that the Ontario (Canada) Institute for Studies in Education's Elementary School Thinking Project has developed. He also touches on some problems that accompany the school's attempt to develop a comprehensive effort toward the improvement of thinking ability. In the second article Joseph Grannis considers schools as different models of society. He presents three models--(1) the family school, where children learn with and from each other and the teacher has a nurturing role; (2) the factory school, where students learn identical materials at a uniform pace, competition is stressed, and collaboration is limited; and (3) the corporation school, which includes team teaching and nongraded characteristics and where instructional materials are more specialized. Critically examining each model, he provides several adventures into alternative forms that integrate community and school and personal and social goals for a post-industrial society. (YLB)