To understand how a "knowledge industry" was built and established, the paper described the time Piaget spent at the Institut Rousseau from 1920 to World War II in six ways: 1. The institutional strategies, especially the crisis of the early 1930s when Piaget took partial control of the Institute. 2. Piaget’s techniques aiming at refocusing the object of research, of three types: a. the genesis of the structuralist cognitive program; b. publication strategies; and c. the division of space between genetic and applied psychology from the 1940s. 3. The characteristics of research, which can be measured on several levels: a. the particularly sustained pace of work; b. the unity of the clinical-critical method, present practically from 1920 (based on Piaget's unpublished protocols); and c. the long temporality of the research programs set up by Piaget. 4 Social strategies aimed at using the maximum number of available social resources at the service of one's cognitive project, be they: a. students, female and male; b. colleagues; c. translators; and d. family. 5 The genesis of the infant intelligence research program. After the first studies on intelligence in animals and children, the Rousseau Institute took up the subject again, and in parallel, in Neuchâtel, data were collected by Piaget and his spouse Valentine as early as 1925 and presented by Piaget as early as 1926, as attested by various handwritten sources, including the children's observation notebooks. 6. Finally, with regard to the construction of Piaget's "boss identity", the paper traced the way in which the appellation "patron" passed from Claparède to Piaget. This are among the main conditions that made the Piaget factory emergeing.