An example of this effort to provide for all kinds of students in the Gary school is the first-year college work which is offered to students who wish to remain in the school for post-graduate work. The Gary school endeavors thus to overlap the college, just as it has made the common school dovetail into the high school, and the day school into the evening school. When the Gary high-school students have come up through the Gary schools, it is hoped to be able to send students from the local schools at the age of eighteen so prepared that they may complete the ordinary college course in two years. A word should be said about the interrelation of this flexibility of schedule with the “helper” system. The choice of what subjects the pupil shall study is not as willful and anarchical as it may seem. In the lower grades the regular studies are, of course, prescribed. English, arithmetic, history, and geography must be studied by all, with the attendant “application” and “auditorium” work. All must have physical education, music and expression, and some form of manual and scientific work. The courses in science, industrial work, and music and expression, below the high school, are taken in alternation. Each occupies one third of the school year. The individual choice of the pupil comes in what science or what shop work he or she will take. The beginning is not by chance, but really the result of a natural process of selection by the child. All the early years are made a sort of unconscious prevocational school in which the child tries out his interests and powers. Things are neither forced on him nor aimlessly selected. The child in kindergarten or first three grades moves about the halls and corridors. Since the shops and studios and laboratories are not segregated, but distributed over the building, so that all seem equally significant, the child has every opportunity to become familiar with them. His curiosity is aroused, and, unaided, he is tempted to peer in through the glass doors and windows, and wonder what the older children are doing. When the child has reached the fourth grade, he already has an idea of what activity interests him, and what he would like to try. Fourth- and fifth-grade children then go in as helpers to the seventh-, eighth-, and ninth-grade students in shops, studios, and laboratories. If the child finds the work does not interest him, he still has a chance to try some other work, and thus gradually sifts out what is likely to be valuable to him for a vocation or avocation. If he has special skill, he may specialize in the higher grades. Such a plan seems to be admirably devised to bring out whatever capacities there are in the pupils, and to insure almost automatically their interest in work which in many schools is mere unintelligent drudgery.