According to this program, only eight regular schoolrooms are required for the sixteen classes. While these eight classrooms are occupied by the classes engaged in the regular studies, the eight other classes are engaged in special activities in other parts of the school plant, in basement shops, attic gymnasium, or playground. Half the day is given to the regular studies, and half to the special activities. The regular studies occupy two periods of ninety minutes each, one in the forenoon and one in the afternoon. The same amount of time is given to the special activities, but the ninety-minute periods are divided into two forty-five-minute periods. The time devoted to the regular studies is divided as the teachers see fit. Each teacher has but one class at a time, and the way in which the time is distributed between the arithmetic, reading, spelling, geography, history, etc., depends upon the needs of those in the class. It will be seen from the program that each class of the two duplicate schools has time not only for three hours a day of the traditional school studies, but for three hours of play and special activities besides. And since this is the daily program, each class gets this varied work, study, and play every day, and not, as is the case of the special work in most public schools, only once or twice a week. Thus, according to this program, the day’s work for the third grade in the “X” school would be mapped out in this way,—regular studies, drawing or manual training, playground or gymnasium, lunch, regular studies, music, and playground again. The sixth grade in the “Y” school has a program of physical education, music or literature, regular studies, lunch, play, science or manual arts, and regular studies again. The program shows not only how double the number of classes are accommodated, but how all are given a longer and more varied day than is possible in the ordinary school. This program represents the simplest framework of the application of public-service principles to the daily school program, with its multiple use of facilities. It is known as the “Old Gary School Program,” and has, of course, been much modified and refined and complicated as the need for flexibility and for the further departmentalizing of studies has arisen, and as it has had to be adapted to schools of different sizes. As here presented it does not include the high-school classes. The program of the complete school plant is much more elaborate. The “Old Gary School Program,” however, contains the essential principles of the distribution of classes and of school time. Since September, 1913, a new and more satisfactory program has been followed in the four larger Gary schools. The new school day is eight and one quarter hours in length, and the work is divided into four groups, as follows:—