DRAWING FROM A MODEL AT THE EMERSON SCHOOL Notice frieze on wall designed and painted by the children themselves ] This illustrates the way that effort is made to take advantage of all the spontaneity and initiative which pupils display in organization. The moral effects of this active form of education are clearly great. Professor Dewey thinks it is a mistake to consider that an interesting and free school “makes things too easy for the child.” In the ideal school the interests and needs of the child are identical. It is a mistake, he says, to think that interesting things are necessarily easy. They may be hard, but the interest overcomes the difficulty, and it is in the overcoming that the moral value lies. Irksome tasks may be valuable, but it is not in their irksomeness that their value lies. Work that appeals to pupils as worth while, that holds out the promise of resulting in something to their own or the school’s interests, involves just as much persistence and concentration as work given by the sternest advocate of disciplinary drill. Most of the visitors to the Gary schools bear witness to the excellent tone of the pupils, “the free and natural way,” to quote one authoritative teacher, “in which pupils govern themselves without the rigorous discipline found in other systems.” Dr. Harlan Updegraff, of the Federal Bureau of Education, says, “The pupils of the Gary schools seem to display greater self-control, more self-respect, and more thoughtful consideration for others than the pupils of the same age in most of the better school systems of to-day. I am inclined to think that it comes largely from their games and play, but a part of it is due to the organization of the school, and to the practices that have evolved in its administration. No child in Gary has a single teacher who is the object of his hero-worship, upon whom he tends to become more or less dependent, or his arch-enemy whom he detests with a growing hatred. The Gary pupil has several teachers, each of whom affects him in a different way. He becomes more conscious of his individuality in this way, and learns to determine for himself what he should do and become. Under such a system the influence of fellow pupils becomes relatively stronger than in the ordinary school. It is, therefore, highly important that care be taken to further the development of right ideals in the student body. Organized play has its great value here. Self-control, coöperation, courage, self-respect, consideration for others, and a sense of justice have been developed in the Gary youth to a noticeable degree, largely, it seems to me, through the spirit that prevails in consequence of the administration of the physical training department. Pupils who love their school better than the streets, who have a good physical tone through their play and physical exercises, and who have good self-control and independence of thought, must naturally have a more favorable attitude toward school work.”