Alice Barrows-Fernandez: _A Reply to Associate Superintendent Shallow’s_ [of New York City] _Report on the Gary Schools_. Published by the author, 35 West 39th St., New York City. A valuable document, with a wealth of figures and authoritative discussion of current misconceptions regarding the work of the Gary schools. R. S. B. _September 1915._ ------------------------------------------------------------------------ CONTENTS INTRODUCTION BY WILLIAM WIRT xvii I. THE COMMUNITY SETTING 1 II. THE SCHOOL PLANT: EDUCATING THE WHOLE CHILD 13 The Gary plant the concrete embodiment of an ideal—Educating the whole child by a fourfold unity of activities—The complete school: economic and educational advantages—The school site: playgrounds for growth—Playgrounds and parks as adjuncts to the school—Gymnasiums—The school halls as streets and galleries and “application” rooms—Museums, galleries, and libraries as adjuncts to the school—Auditorium as school theater for expression—Classrooms as intellectual workshops—Art and music studios—Science laboratories—Industrial shops—Juxtaposition and equal value of activities—Ingenious designing of school plant to arouse the imagination of the child—The fourfold division of activities as worked out in schools not built on ideal lines—The Gary plan in the small school. III. WORK, STUDY, AND PLAY: THE SCHOOL AS A 35 COMMUNITY Changed urban conditions demanding reorganization of public school—Background as described by Professor Dewey—Gary school appropriates wasted “street-and-alley time” of children—School activities motivated by enhancement of school life—Manual-training shops as industrial shops for school community—Children as helpers to artisan teachers—Contribution of nature-study departments to school life—Of domestic science—Of commercial department—Auditorium as focus of school community life—School a “clearing-house for children’s activities”—School as the children’s institution.