IV. PROGRAMS: THE SCHOOL AS A PUBLIC UTILITY 57 Problems of economy to be met—Solution by application of public-service principles to Gary schools—Impossibility of providing adequate facilities without multiple use of school plant—Abolition of “peak-loads”—The duplicate schools—Old program for eight-grade school—New program—“Application” work—Division of time between activities—The all-year school—Economies effected by Gary plan—Evening schools—Social and community center—A genuinely “public” school. V. ORGANIZATION 86 Superintendent—Executive principals—Supervisors of instruction—Director of industrial work—Assistant supervisors—Departmental teaching—Distribution of teachers in unit school plant—Junior and senior teachers—Training-school for visiting teachers and principals—The “Register Teacher”—Teachers’ hours—Promotion of pupils—Classification of pupils according to ability—Opportunities for extra work—Lockers and classrooms—Special students—Post-graduate work—The “helper and observer” system. VI. CURRICULUM: LEARNING BY DOING 113 State-prescribed courses—“Expression” work—Correlation of subjects—Special features of history and geography work—Special features of science work—Curriculum as subjecting both “utilitarian” and “cultural” to “social” purposes. VII. DISCIPLINE: THE NATURAL SCHOOL 131 Children’s pride in Gary school—Minimum of formal discipline—Example of voluntary school—Superior effectiveness of discipline in Gary type of school—The school farm—The students’ council—No activities “extra-curricular”—Examples of spontaneous self-government—Dr. Harlan Updegraff on moral effect of Gary training—Not obedience, but self-reliance as keynote of Gary discipline. VIII. CRITICISMS AND EVALUATIONS 144 Economies of Gary plan: no extra burdens on public—Comparisons of costs with large city system like New York City—Teachers’ criticisms—Features of Gary plan which benefit teachers—Absence of truancy—Longer school day no burden upon pupils—Criticisms of vocational work—Evaluations of Dean Burris—Gary school solves part-time problems—Gary school does not subordinate intellectual and cultural activities—Gary plan provides a school adapted to every kind of a child—Gary vocational training of peculiar benefit to young worker—Gary plan keeps pupils in school—Reasons why Gary school has national significance.