In this novel scheme the Gary schools seem to have experienced little difficulty. Superintendent Wirt says that when you have provided a plant where the children may live a complete life eight hours a day in work, study, and play, it is the simplest thing imaginable to permit the children in the workshops, under the direction and with the help of well-trained men and women, to assume the responsibility for the maintenance of the school plant. There can be no exploitation of the children, for masters and pupils are permitted to do only enough work to balance the wages of the masters and the cost of materials. The teacher-workmen would be doing the work whether the children assisted or not. They earn their salaries by their repair and construction work, and the children who desire it get an admirably practical vocational training almost without additional cost to the city. The great expense is avoided of special shop equipment, such as the usual industrial high school or special trade school has for its industrial courses, which are, moreover, wholly unproductive. And the school is able to offer a much greater variety of trades than even the special trade school: for a school plant like the Gary institution will demand for its equipment and maintenance almost every staple trade, industrial and domestic, with the attendant educational opportunities for both boy and girl. Manual work takes on quite a new meaning when it becomes, as in the Gary schools, productive work for the school community. It is no longer a question of each child doing his “practice” work, his stereotyped “stunt,” in which he soon loses interest. The boys in the Gary carpenter-shop are making desks and tables for the classrooms, cabinets and stools for the laboratories, or bookracks for the library. In the paint-shop they are staining and finishing them; or they are at work on the woodwork of the building, painting or varnishing. The electricians must care for motors, bells, etc., and there is always opportunity for teaching winding, motor construction, and wiring. Plumbing must be installed and kept in repair. Many parts of the plant call for the sheet-metal worker. Foundry and machine workers require in turn a pattern-making shop and draftsmen to furnish plans and specifications. The engineer of the heating, lighting, and ventilating plant gives lessons in firing and in the care of boilers. The printing-shop does all the printing work for the schools,—blanks, forms, reports, charts, etc., besides the illustrated brochures which the pupils of the various departments issue. In the Froebel School there is even a demand for a pottery shop, where the children often discover artistic talent in making the necessary clay utensils for the school. The number and character of the school shops is limited only by the needs of the school community. One year the shoeless condition of some of the children set a demand for a shoe shop, in which old shoes were made over into wearable