She may not be able to present these problems as well as the world will present them later, but the immediate and daily reaction while the child is in school should be invaluable in preparing him for meeting the more difficult problems which arise when he has completed his school course. * * * * * Class periods may be 40 or 50 or 55 minutes instead of 60. Teachers have six hours in school with 60-minute periods, five and one-half with 55-minute periods, and five hours with 50-minute periods. Pupils have a school day of seven, six and one-half, and six hours respectively, in addition to an hour for luncheon. The playground teachers are on duty an additional hour. Each teacher has an hour a day free for her own work. When her day is finished, she is supposed to leave the building. It is expected that all paper work, as well as all the work of the children, will be done in school. The purpose is to make the teacher’s day only six hours, without the burden of extra time at home. An interesting extension of this teacher-organization plan is the new training course for outside teachers or principals who are desirous of studying the Gary school plan and teaching methods. Visiting teachers and principals are allowed, at a fee, to attach themselves as assistants to teachers or principals, and follow the work through a course of weeks or months, in exactly the same way that the small child acts as “helper” or “observer” to the older child in the laboratory or shop or the junior to the senior teacher. The fee goes to the teacher or principal who instructs the visitor. This novel way of teaching the principles of the Gary school, not by lectures, but by direct practical assistance on the part of the visitor, is typical of that insistence upon “learning by doing” which is the keynote of the Gary instruction. The Gary plan acts on the theory that the good teachers should be given initiative and responsibility, while the inexperienced and weak teachers should be trained into initiative and responsibility. The usual plan in school systems is to make the experienced and inexperienced, strong and weak, coördinate with one another, and all subordinate to the supervisor or superintendent. The Gary plan thus secures the utmost from the good teachers, and trains the poor ones.