The economies which this multiple use of school facilities effects are so large as to provide ample funds for all the special features of the Gary plan of education. These savings are in construction, in operation and maintenance, and in instruction. Savings in construction alone are very large. Since, under the duplicate-school plan, two complete schools may be accommodated in one building, the number of school plants may be greatly reduced. In the light of the Gary plan, therefore, those cities which are confronted with problems of school congestion are in the paradoxical situation of having, not too few buildings, but actually too many. Fewer and better plants would accommodate their children under the Gary plan. It must be remembered that the Gary schools at present have accommodations for many more children than there are children to use them, and this in spite of a phenomenal growth of population. The erection of a number of Gary unit plants is less expensive than the erection of a much larger number of ordinary school-buildings of the common school type. For the cost of building construction does not increase in proportion to the size of the building, and large sums may be saved on the fewer sites required. The diminution in the number of classrooms in the Gary school plant is a distinct source of economy, owing to the fact that the classroom is uniformly the most expensive portion of the school plant. The Gary experience seems to show that the best and completest unit school plant is also the cheapest. The plan of having the twelve grades under one roof avoids the reduplication of expensive equipment in several centers. And the self-sustaining industrial shops cut off an item of “vocational training” expense which most cities find almost financially prohibitive. As for the costs of operation and maintenance, it is obvious that increasing the size of the school plant makes for economy. The cost of janitor service, administrative charges, heating, lighting, etc., are much reduced by consolidation. Nor, in order to effect these economies, need the size of the school plant be made so large as to make administration unwieldy. The largest Gary school plant, operating with all these economies, accommodates only twenty-seven hundred children, forty children to a teacher, while it is the intention to reduce the average number of children per teacher to thirty, and the building capacity to two thousand children. Finally, the cost per pupil for instruction is decreased by the plan of specializing and departmentalizing the work, and thus eliminating overhead charges for supervisors. It should be pointed out again that _all these economies actually increase the educational efficiencies of the school_.