The children test also the materials supplied to the schools, the coal, cement, etc., to see if they come up to the specifications. They are not only using the things around them for practical textbooks, but they are able to turn their knowledge immediately into work which is immensely beneficial, not only to themselves, but to the whole community. The value of enlisting pupils in this inspection work, of training them to observe and criticize and test the physical conditions under which they live, is incalculable. For even a small proportion of children to get this scientific-deputy-inspector habit, and to get used to thinking in terms of qualitative and quantitative tests, would evidently have some effect upon political and social conditions. Such scientific training makes science an integral part of life, not only a knowledge of how natural forces and materials behave, but also a command of technical resources in making them behave in desirable ways. The pupils in such a school, from their earliest years, get a correct appreciation of the value of science in ameliorating conditions and in improving the healthfulness and security of the community in which they live. The Gary curriculum seems to represent a determined effort to break down the distinction between the “utilitarian” and the “cultural.” All the subjects are taught, as far as possible, in concrete ways which shall draw upon familiar experience and teach the child by making him do something. That something is made, as far as possible, an activity which will enhance the life of the school community, or contribute to the social community. These activities are “utilitarian,” but they are at the same time profoundly educative. Principles are never lost sight of in practice. The artistic and academic work take equal rank with the manual. Both “cultural” and “utilitarian” are, in fact, subjected to the “_social_.” This is the key note of the Gary education. ------------------------------------------------------------------------ VII DISCIPLINE: THE NATURAL SCHOOL THE problems of discipline in a Gary school are essentially different from those of public schools run on the usual semi-military plan. The large degree of coöperation between teachers and pupils and between pupils, the emphasis on laboratory, shop, and “application” work, where freedom of movement and conversation is essential, produces a more natural atmosphere, and a certain amount of genuine if unconscious self-government. The children in the Gary schools are generally conscious of the unique features of their school; they understand what the school is trying to do. This sense, and their pride in its fame, cultivate an admirable school spirit denied to those schools which are operated on conventional lines.