────────────┬────────────┬─────────┬─────────┬───────── School │ Academic │ General │ Play, │ Special hours │instruction │exercises│ etc. │ ────────────┼────────────┼─────────┼─────────┼───────── 8.30- 9.20│ │ Div. 2. │ Div. 3. │ Div. 1. 9.20-10.10│ │ Div. 3. │ Div. 2. │ Div. 1. 10.10-11.00│Arithmetic, │ │ │ │all │ │ │ │divisions │ │ │ 11.10-12.00│Language, │ │ │ │all │ │ │ │divisions │ │ │ 12.00- 1.00│Entire │ │ │ │school at │ │ │ │luncheon │ │ │ 1:00- 1:50│ │ Div. 1. │ Div. 3. │ Div. 2. 1:50- 2:40│Reading, all│ │ │ │divisions │ │ │ 2:40- 3:30│History, │ │ │ │geography, │ │ │ │all │ │ │ │divisions │ │ │ 3:30- 4:30│ │ │ Div. 1. │ ────────────┴────────────┴─────────┴─────────┴───────── (The blank spaces represent the periods when the X School is using the facilities.) While this program makes two schools in one possible, primarily it is planned to provide a longer school day, i.e., six hours in place of five, and greater facilities for each child during each of the six hours. One hundred minutes’ daily play is given to the primary grades, for play takes the place of work for small children. This play is gradually transformed into work, fifty minutes’ work and fifty minutes’ play in the intermediate grades, and one hundred minutes’ work in the grammar grades, as the older children use their after-school leisure time for play. Thus the play impulse is transformed into the work impulse. Productive activities are substituted for non-productive activities. Work is made constructive play. ------------------------------------------------------------------------ IV ECONOMY OF PLAYGROUND MANAGEMENT IN GARY SCHOOL, AS CONTRASTED WITH PUBLIC PLAYGROUND SUPERINTENDENT WIRT, at the meeting of the Department of Superintendence of the National Education Association, St. Louis, February, 1912 spoke as follows:—