many years.” The United States Bureau of Education in 1914 published a report on the Gary schools, made after “a careful and prolonged study at first hand” extending over a period of two years. In this report Commissioner P. P. Claxton records his belief that “the superintendent and board of education of the Gary schools have succeeded in working out plans for a more economic use of school funds, a fuller and more effective use of the time of the children, a better adjustment of the work of the schools to the condition and needs of individual children, greater economy in supervision, a better correlation of the so-called ‘regular work’ and ‘special activities’ of the school, a more practical form of industrial education, and at a cost less nearly prohibitive than is usually found in public schools in the cities of this country.” Schools in many towns and cities in all parts of the country have been reorganized on the Gary plan or have been experimenting with it. The Gary plan has been introduced in the schools of small cities such as Sewickley, Newcastle, and Swarthmore, Pennsylvania; Kalamazoo, Michigan; Winetka, Illinois. Kansas City has been experimenting with it. The Chicago authorities have recently pronounced their two years’ experiment an unqualified success. Passaic, New Jersey, has a highly successful Gary school in operation. In Troy, New York, the authorities are reorganizing the entire school system on the Gary plan. In New York City two schools were operated for most of the school year, 1914-15, Superintendent Wirt of Gary having been called in to supervise the reorganization and advise the Board of Education in their attempt to meet the “part-time” problems in congested school districts. As a result of this experiment the Board of Education has recently decided to extend the Gary plan to two school districts in the Borough of the Bronx, involving fourteen schools and 46,000 pupils. Superintendent Wirt has presented figures to show that, by the adoption of the Gary plan and the expenditure of only $5,000,000 (the cost of a dozen school buildings which would provide at the maximum for 20,000 children), the New York authorities could practically relieve their part-time situation which now involves 132,000 children. Not only has the success of the Gary plan been striking in the larger cities, but it has proved its adaptability to the small school as well. Three of the schools of Gary are practically rural schools in outlying districts, but the principles of the Gary plan are found applicable there as well as in the recently erected model school plants. The flexibility of the plan, the ingenuity and soundness of its economical and educational principles, its feasibility of imitation, and adaptation to communities the most diverse, makes its discussion one of national significance.