The Gary school system is a notable effort in public school education to fulfill children's desire for productive experience. It is in striking contrast to the German scheme as it is based on processes which have educational force and significance. In saying this I differentiate between training for industry and participation in the industrial activity which is an organic part of the life of the children and of the community. The children are an actual part of the repair and construction working force on Gary school buildings and on the equipment. As the children are involved in the upkeep of a school it becomes their school. They experience the responsibility of maintaining the school plant, not by some artificial scheme of participation, but by the actual application of trade standards and acquired technique to operations which have for them and those with whom they live important significance. They gain in their work a first hand knowledge of industrial processes and activity. In conjunction with skilled mechanics they work on the carpentry, the plumbing, the masonry, the installation of electricity used in the school building. They do the school printing and accounting. The children's life in these schools is an experience in industry where there is nothing to hide, no trade secrets to keep back. The children have the full opportunity of seeing their work through to its completion and understanding its purpose and recognising its value and use. It provides more than any other school system a liberal field for productive endeavor. But the Gary schools are not industry; they are a world apart; they represent, as all schools are supposed to, moments sacred to education and growth. They are not subjected to the test of coördination in the world of industry. They give the children a respect for productive enterprise that should be invaluable later in effecting their resistance to the prostitution of their creative power. They do not give them experience in the administrative side of industry for which the children of high school age are ready and in need. But in an admirable way they subordinate training in technique to purpose and give the children the experience of exercising control over their own industrial activity. As an industrial experience for children of grammar school age, it is richer than any other school system which has been developed.