Such a school will evidently train character as a by-product. Self-activity, self or coöperative instruction, freedom of movement, _camaraderie_ with teachers, interesting and varied work, study, and play, a sense of what the school is doing, social introspection,—all combine to give an admirable moral training and to produce those desirable intellectual and moral qualities that the world most needs to-day. Not obedience but self-reliance does such a school cultivate. ------------------------------------------------------------------------ VIII CRITICISMS AND EVALUATIONS THE criticisms directed against the Gary schools by superintendents and teachers are criticisms rather of the whole educational philosophy behind the institution than objections to the detailed working-out of the philosophy. Those who follow Professor Dewey’s philosophy find in the Gary schools—as Professor Dewey does himself—the most complete and admirable application yet attempted, a synthesis of the best aspects of the progressive “schools of to-morrow.” Concrete criticisms almost all concern the alleged additional burdens laid upon the public, the teacher, and the pupil. As far as the public goes, the fact has been brought out that the Gary school is actually a cheaper kind of a school than is the ordinary public school, even when run in the most economical and scientific manner. The charge that the Gary schools are aided by private corporation enterprise has already been discussed. The facts are, of course, that the schools are all supported in the usual way, by local and state appropriations. The city of Gary is not overtaxed to support its schools, neither does the United States Steel Corporation pay more than its proportionate share of the local taxes. Nor is there any truth in the impression that the operation of the Gary plan is confined to the two larger school plants of the city. Although these two plants accommodate three quarters of the children of the city, the Gary plan is in operation in all the schools. In the two larger schools, Emerson and Froebel, the academic work extends from the kindergarten through all twelve grades. In the other schools there are no high-school students. Four of the other schools have eight grades, one has six, one is only for children in the kindergarten and first two grades. These schools have no high-school department because they are too small and the schools with high-school departments are easily accessible. All the schools have real shopwork, though in not all of them is the apprentice-repair feature possible. All the schools have play and recreation facilities. The smaller schools lack swimming-pools, but the children use the well-equipped Y.M.C.A. All the schools have “auditorium,” science, music, and expression work. All the schools either contain a branch of the public library or else use the main building near by. All the schools have an eight-hour day.