A special investigation was made in 1914 into the regrading of the pupils of two ninth-grade algebra classes in the Emerson School. The results of regrading the classes into rapid and slow workers showed marked improvement in the interest displayed in the algebra work, especially on the part of the slow workers. No failures were reported among the rapid workers, and only three among the slow workers, and these were due to absence from class. The total class average for the slow division was in three months raised five per cent. In the Jefferson School, which has been operated on the Gary plan longer than any other school, fifty-two per cent of the children are one or more years _ahead_ of their normal grades. Many features of the Gary plan afford extraordinary opportunities for extra assistance in study and work. The pupil may take extra work in a subject during a proportion of his play, auditorium, or shop hours. If he is a member of the “X” school, he may get the same lesson repeated for him the same day by attending the parallel class in the “Y” school held at a different hour. He may come to the voluntary Saturday school and get extra coaching from the teacher, and the vacation school provides additional opportunity to make up back work. No home work is allowed, except to a small extent in the high-school grades. The long school day, and the freedom which the teacher has to distribute her time and to conduct supervised study, obviate the necessity for carrying books away from the school. Since the state law does not authorize the schools to provide free textbooks, these must be provided by the pupil, or, as in the case of most of the Gary classes, bought by the school and loaned cooperatively to a number of classes. Since home work is not permitted, the books may be kept in the school and distributed to the classes as they require them.