The regular studies in the lower grades are conducted along the conventional lines, with the addition of the “application” work which has been described. The English work is further vitalized through the employment of special teachers for “expression,” who alternate with the special teachers of music. “Expression” is a mixture of elocution and dramatics. The aim of the instruction is evidently to bring the pupils to read and speak with more intelligence and appreciation than is usually done. It is to give the training which will bear fruit in increased expressiveness in all the studies of the school, in all writing and reciting, in “auditorium” and “application” work. So far, owing to the peculiar requirements of talent in the teachers and on account of the lack of good American elocutionary and dramatic tradition, the enterprise can scarcely be called more than a frank and important experiment. For the Gary curriculum with its emphasis on self-activity, such training in expressiveness is essential, and it can be depended upon to improve rapidly in quality as the children and teachers catch the spirit of the schools and get the practice of “auditorium” and “application” work. The importance of the equable division of time between regular studies and special activities has already been discussed. An important feature of the Gary teaching is the avoidance of that excessive subdivision of subjects which has affected curriculum-making in many schools. History and geography are here uniformly taught together; language, grammar, spelling, reading, and writing are taught as much as possible together as English; physiology is taught in connection with zoölogy. Since the teacher is left much initiative in the distribution of her time, she may emphasize and correlate the different studies as she finds necessary. All the English branches are taught constantly in connection with the other studies. The history or physics class may begin with a spelling-lesson. Compositions in science or history, or the brochures issued by the science departments, are supervised by the English teacher. We have seen how the shop and commercial instructors give special work in practical English and mathematics. The effort is constant in the Gary curriculum to teach a subject, not as an isolated body of subject-matter, but as knowledge which may bear on any or all the other departments of the school community.