Since C D, or the “Y” school, has physical education the first hour in the morning, and A B, or the “X” school, has it the last hour of the afternoon, pupils in the “Y” school are permitted to come an hour later in the morning, and the pupils in the “X” school are permitted to leave an hour earlier in the afternoon. It will be observed from this program that only one fourth of the pupils are engaged in group 1 during any hour of the day. Four separate classes are, therefore, accommodated in each regular classroom. Consequently, the capacity of the school plant is four times that of the regular classrooms. But since a number of rooms which would otherwise be used for classrooms are used for laboratories and studios, the net capacity of the school plant operating under the new program is, as under the old program, twice the capacity of the total number of classrooms. In the lower grades it is found desirable to use for formal physical training, half an hour out of the two hours assigned to group 2. An exchange is, therefore, made with the grammar and high-school grades, which are assigned to the regular classrooms for an additional hour of English and mathematics. In all grades the time assigned to group 4 is divided between the teachers of physical education and play, and the teachers of the subjects in groups 1 and 2. In the lower grades, teachers of the regular studies use their share of the time—one hour—in games and constructive plays that apply the subject-matter taught in the classes. This is the “application” work which is so distinctive a feature of the Gary school. It is planned systematically to give the formal work of the school opportunity for expression through activity. The music and literature teachers use the “application” period for folk-dances, musical games, dramatics, modeling in clay and sand, and for free imaginative play and construction. This “application” work is carried on informally in the broad halls or in corners of the playgrounds and playrooms. Whatever work has permanent value or interest may then be practiced for presentation in the “auditorium” period. The nature-study and science teachers use the application period for the care of the lawns, trees, shrubbery, the conservatories, the gardens, the animal pets. In the upper grades, mathematics teachers use this period for the practical measuring and planning of the various mechanical construction projects of the shops or grounds, or in practical accounting in connection with the clerical work of the school. In other words, it is in the “application” periods that that work is done which contributes to the school community life which has been described in the chapter on “The School as a Community.”