For the pupil, organization means a degree of flexibility and individual instruction extraordinary for a public school. Except in the lowest grades, the pupils are classified by subjects as well as by grades, so that practically college methods obtain. Each pupil has his own schedule or program, just as the college student has. The executive principal corresponds to the college registrar in supervising these individual records. The pupil is promoted by subjects and not by grades, and may be promoted or demoted at any time by the supervisor of instruction, acting with the teacher. Grades, therefore, represent merely years of schooling and not classes which are promoted as units. Each regular class has a maximum register of forty, but the class does not work as a unit, any more than a college class of sophomores works as a unit. Some are taking one group of subjects, some another. The work is thus done largely in small groups, or even as individuals. The great wealth of equipment and the economical use of time permit a large amount of practically individual instruction. The students of each grade are classified into three groups—rapid, normal, and slow workers. The rapid workers can easily complete the twelve years’ course in ten years. They may then enter college at sixteen years of age. The great majority of the Gary pupils who go to college actually come from this rapid-working group. The normal workers complete the course in twelve years, and the slow workers in fourteen. Many of the slow workers do not attempt to complete the course, but specialize in the industrial departments. This grouping contemplates the recognition of differences in the mental endowments and ambitions of children of the same age, so that means are provided for the shortening of school life for some children and the lengthening of it for others. Every child is, as far as possible, working along with his equals, so that the bright child is not held back and rendered listless by the presence of slower members in the class, nor is the slow child discouraged by the competition of the brighter ones. Every pupil may go as fast as he can, and may specialize on the work which he can best do. The presence of a great variety of activities makes it possible for the children who falter on their intellectual work to give more attention to the manual or artistic or physical work in which they may excel.