The headquarters of the pupil in the school are not in the classroom, as in other public schools. It is the teacher and not the class which is assigned to the room. The teacher remains in the room and the pupils go to him or her, moving about individually from classroom, shop, laboratory, etc., according to the printed schedule card which each pupil holds. The child’s headquarters is the spacious lockers which line the corridors in the basements. Each child has a private locker for books, papers, and wraps. Strictly speaking, the pupil in the Gary school, except in the lowest grades, has no “teacher,” except the “register teacher.” The departmental system gives him many teachers, but no teacher. This system and the self-governing responsibility for his own schedule is intended to cultivate initiative and responsibility on the part of the pupil. It brings him from an early age into contact with different personalities, gives him the benefit of expert teaching and a variety of movement and exercise. The introduction of these free college methods into the common school is, in the light of public-school practice, a daring experiment, but the Gary school experience seems to show that it is quite possible to give the younger children a large measure of freedom and individuality of treatment. Most of the schedules of the pupils are arranged with reference to the requirements of the state course of instruction, specialization not being permitted, of course, except in the higher grades, or where some special weakness causes repeated failure. Yet the Gary schools have about twenty per cent of special students who do not intend to finish the course and are specializing in some departments. But since, owing to the individualization of schedules, every pupil is in a sense a “special student,” the presence of this large number of students causes no administrative confusion, nor are the special students—as would be the case in many schools operated on a uniform plan—marked off invidiously from those who are following the more regular course. The segregation of sexes which the visitor finds in some of the Gary schools and courses is not the result of any prejudice against coeducation. (All the activities are open equally to boys and girls alike, so that girls are found in the printing-shop and in the wood-working classes, etc.) It is due to the effort to give each boy and girl what he or she needs. The organization of many classes, such as play, gymnasium, personal hygiene, and the manual activities which do not appeal to the girls, or the domestic science which does not appeal to the boys, required this unisexual classification, and sometimes it has been retained to avoid the break-up of classes in related subjects.