The Gary school is evidently a genuine “public school” in a sense more “public” than is generally known. In many communities the public school is “still the old private school publicly supported.” School boards often act as if they were trustees of private property. They gravely discuss “wider use of the school plant” as if this were some gracious extension of privilege instead of a public right. The public in many communities scarcely feel yet that the schools are their own. The Gary schools seem to have produced a different spirit. They are public in the same broad sense that streets and parks are public. They are used with the same freedom and lack of reserve. In such a community and such a school education would never be finished. Just as there is no break between common school and high school in the Gary plan, so there need be none between child and adult. The child would not “graduate,” “complete his or her education,” but would tend to drift back constantly to the school to get the help he or she needed in profession or occupation, or to keep on enjoying the facilities which even the wealthy private home would not be able or willing to afford. It is toward such a public educational ideal that the Gary plan seems to work. Toward this all the economies and ingenious schemes of organization are directed—toward making the public schools veritable “schools of the public.” ------------------------------------------------------------------------ V ORGANIZATION THE distinctive features of organization in the Gary school are the separation of administrative from pedagogical supervision; the extension of departmental teaching throughout the entire school; the increased initiative and coöperation of the teaching force; the flexibility and simplicity obtained by the “helper” or “observer” system. The school administration is vested in a single head, the superintendent of schools, who is appointed by the board of education of three members. In charge of each school-building is an executive principal, whose duties are concerned with program-making, with supervision of the pupil’s schedules, with the general maintenance of order and discipline, and ordinary administrative work. He has no supervision of the instruction. For all the schools there are two general supervisors of instruction, who oversee the teaching, work out the curricula in coöperation with the teachers, conduct examinations for promotion, make promotions or demotions after consultation with the teacher.