Instead of employing special “visiting teachers,” as is done in many school systems, the teacher in the Gary school is given the responsibilities of the “visiting teacher” by being made a “register teacher” for a subdivision of the school district. In this way cases of maladjustment to school, home, or neighborhood conditions may be met. The school population of the city is geographically districted in such a way that each district holds about fifty families. The children in a district are assigned, irrespective of age or grade, to one of the grade teachers. Each “register teacher” meets her group once a week for general conference. She gives out the monthly reports. Failure in self-control, irregular attendance, tardiness, and other matters are reported to her. No child is excused from class without her permission, and she is expected to call at the homes of the children when necessary or to meet their parents at the school. Each “register teacher” holds the same children from class to class as long as they live in the district. She corresponds almost exactly to what is known as the “faculty adviser” of the college student, a guide and friend for the general conduct of school life and for difficulties that arise. The “register teacher” is a sort of disciplinary and sociological overseer for a group of children living in the same neighborhood. She has a set of blanks which in fact provide a basis for a complete sociological survey of her district. These she is supposed to fill in, as facts about living conditions, etc., come to her attention. It seems evident that this work, while exacting, involves no more than a teacher should know. No more valuable sociological training could be imagined for the intelligent and progressive teacher. Such work relates her at once to the general community life, and makes her profession of a far more serious importance than is usually given to the grade teachers in the public schools. This work is typical of the demands for a new initiative and intelligence that the Gary plan makes upon the teachers, and also of the immense educative value of these demands.