The Gary evening schools in the last year have achieved an even closer articulation of the work of the day and evening schools. A large number of short-unit courses were offered for busy men and women who wished particular branches of certain studies, and who could not remain in school to pursue their studies in the usual way. It has also been arranged to connect into group units the studies that bear upon a given industrial occupation, so that the school may correlate directly with all the occupations of the community, and the adult worker may come and secure the additional experimentation or theory which will help him in his work. In addition to this instruction offered in academic and industrial work, to the evening pupils is given free use of the gymnasiums, pools, playgrounds, etc. The playgrounds are artificially lighted so that games may be played successfully at night. Playgrounds and swimming-pools are open on Sundays also, and the auditoriums for lectures, moving pictures, community forums, and the like. All wholesome social gatherings and entertainments are welcomed any evening of the week. The auditoriums are freely lent for political meetings, conferences, meetings of neighborhood or other private associations. The Gary school plant thus becomes in the fullest sense a social or community center. The “wider use of the school plant” here involves almost the widest possible use in the interests of all classes of the population; for the lavish Gary school plants contain equipments which serve the needs not only of children, but of all classes of adults as well, from the well-to-do woman who wishes to learn French to the sheet-metal worker in the mills. By using the schools as a public service, the Gary educational authorities are thus able to provide for all the people facilities at no more expense than other communities are paying now for meager opportunities which do not even meet the needs of the children, while they leave the majority of adults entirely uninfluenced by the schools. “The private exclusive use of public-school facilities has meant and will continue to mean,” says Superintendent Wirt, “that all of the people collectively can provide for only a part of their number.”