Mr. Wirt says, “You can afford any kind of school desired if ordinary economic public-service principles are applied to public-school management. The first principle in turning waste into profit in school management is to use every facility all the time for all the people.” Instead, therefore, of counting their financial resources and then deciding what limited educational facilities could be provided with them, the Gary authorities seem to have decided upon the ideal school plant desired to meet the needs of the modern city child, and then to have proceeded, by the ingenious application of principles well recognized in business and industry, to utilize their resources so as to support the desired facilities. The Gary plan has made evident the great wastes involved in the conventional methods of managing the public-school plant. All school men will agree with Superintendent Wirt when he says that “most certainly playgrounds, gymnasiums, and swimming-pools are good things for all children to have. I believe that gardens, workshops, drawing and music studios are good things for children to have. I believe that museums, art galleries, and libraries are good things for children to use systematically and regularly. In my judgment opportunities for religious instruction, for private instruction in music, and for assisting in desirable home work are good things for children. So also are coöperative classes between the academic school and the industrial activities of the school business departments, and between the school and industrial activities outside the school. In what way will the use of these facilities handicap a child in his efforts to secure an education?” The answer is, of course, “in no way.” These are the things the most advanced higher schools and wealthy private schools are providing for their pupils. School men may have desired to provide all these things for all the children of the elementary schools too, but rarely has economic skill combined with educational philosophy to bring such an ideal within the bounds of possibility. The Gary school seems to have found a way. It has actually realized the ideal, and made practicable that school-community life which other schools have only envisaged. It has found that any kind of school desired may be had if classrooms, auditoriums, playgrounds, etc., are in constant use all day long by all the children in alternating groups and out of school hours by adults.