One might say that only in a free and varied school like this was such a thing as effective discipline possible. When school activities are as attractive as they are in the Gary school, deprivation means a distinct punishment. There is ready at hand an instrument for inculcating reason into the refractory which is as powerful as the stoutest disciplinarian could wish. The ordinary school has its difficulties with discipline largely because it tries to keep up a military system of conduct without any means, now that corporal punishment is generally abolished, of punishing infractions. Marks prove ineffective, “keeping in” punishes the keeper as well as the kept, and being sent home is too often a pleasure. But in the Gary school, “being sent home” would mean being sent to a place infinitely less interesting, and being deprived of school play or any special activity would mean a real hardship. The free and spontaneous discipline of the Gary school does not mean that there is no discipline at all. Unruly cases are sometimes punished severely by the executive principal. But there is little talk about “mischievous and unruly boys.” Children who, in spite of everything, are “not adapted to our kind of a school,” may go to the school farm. This, however, is not a reform school for juvenile delinquents. Delicate children may be sent there for a vacation or classes go for a holiday. The farm contains a hundred acres, with a model dairy, good orchards, and substantial farm buildings. A graduate from one of the state universities is in charge, and is working to bring the farm up to a high pitch of cultivation and production. One group of boys who were there for a while, some of whom had come from homes surrounded by unwholesome conditions, others of whom wished to try farming for a livelihood, built themselves living quarters and a clubroom. They were provided with a teacher, and school work went on with the farm work. The boys received fifteen cents an hour for their work, and earned enough to pay their board and make something besides. These boys finally drifted back to the Emerson School or to work in the factories. But the farm remains as a valuable adjunct to the schools. Efforts are being made to make it a source of income and an object lesson to farmers in the vicinity.