Vocational guidance in such a system is simple and effective. The “auditorium” teacher, in charge of the presentation of material relating to the shops and industries, is able to give information as to the desirability of the several trades and industries as occupations. For example, the school plumber may prepare with his students a plumbing outfit for an ordinary dwelling or apartment, and give a lesson on the way in which plumbing should be cared for in the home. The plumbing instructor may know much about plumbing, but very little about presenting his information to a large body of students. The “auditorium” teacher would assume the responsibility of supervising such auditorium presentations in order that they might be dramatically effective. The day that the plumber and his students present the advantages and disadvantages of plumbing as a trade, the teacher of industries may announce to the boys in “auditorium” period that for the remainder of the week any boy may be excused for a personal consultation with him concerning the desirability of joining a class in plumbing. Students are thus directed in their shop assignments by this “auditorium” teacher of industries. Vocational guidance is thus made possible as far as it is probably wise to undertake such guidance in the school at present. Such a plan directs the mechanically inclined among the children by enlisting their interest and then their will. The “auditorium” teachers for the other activities may also act as advisers in the same way. Teacher and pupil thus coöperate, not in any haphazard fashion, but systematically, in studying the various activities with a view to their future use as a vocation. Such an attitude not only organizes and motivates the work, but gives it seriousness and purpose. Every detail of organization in the Gary school is devised to make the pupil as well as the teacher an integral part of the school life, not only in its own meaning, but in its relation to the outside world. ------------------------------------------------------------------------ VI CURRICULUM: LEARNING BY DOING THE Gary curriculum, in spite of its many special features, is neither eccentric nor overcrowded. It follows the regular course of study laid down for Indiana schools by the State Department of Public Instruction. Students who follow the full course may be ready to enter college at the age of sixteen. The additional facilities of the Gary schools are not gained at the expense, therefore, of the ordinary course of education. They are made possible through a more ingenious distribution of time throughout a longer school day, and by an integration and interrelation of subjects which tend to vitalize them all.