studies, but no other school provides so definite and regular a focus, and so constant and interested an audience for the products of such a vitalization. The “auditorium” in the Gary school seems to be a genuine school-community theater, an inevitable and integral part of the school life. In the words of Superintendent Wirt, the Gary school aims to be a “clearing-house for children’s activities.” The ideal is to render the school community as self-sustaining and self-stimulating as possible. Whatever the school cannot itself contribute to the education of the child, it may find in the institutions of the surrounding community. Any outside agency which provides wholesome activities for children becomes then a sort of extension of the school. Children in the Gary school are permitted to go out from their play or “auditorium” hour to do special work at home, take private music or art lessons, visit the Y.M.C.A., settlement or neighborhood house, attend the Boy Scouts or Camp-Fire Girls, or receive religious instruction in the churches. This outside work is then ranked as an integral part of the school work. It is this community coöperation which has particularly roused the interest of religious educators. It suggests to many of them a solution of the problems of religious education, and of separate denominational schools. Religion does not enter the Gary school in any form, not even in Bible reading and prayer. But children may go out, for one hour a day, two, three, or even four times a week, to classes in religious instruction, privately organized and supported by the various churches of the city. To meet the situation in Gary, the churches have in some instances engaged special instructors for these classes in religion. The Presbyterian, Methodist, and Christian churches are said to have united in engaging a teacher at a relatively high salary. Such coöperation not only insures the services of well-trained and liberal teachers, but must necessarily banish sectarian dogmatism from the teaching. In Gary, the Baptist, Roman Catholic, and Hebrew churches, besides the Y.M.C.A., are said to be giving this special instruction. In the Jefferson School more than half the children attend these classes at the churches. This feature of the Gary plan is one of the most interesting, and perhaps has the most far-reaching possibilities, in the way of transforming religious instruction in this country. This plan is characteristic of a school which seeks to meet the demands of the individual child, and to make everything in the community which is truly educational, or which, for any reason, parents and children believe to be genuinely educational, contribute to the life of the school community.