“In other words,” says Mrs. Barrows-Fernandez in her report, “in the Froebel School, which is typical of the average school because only twelve per cent of its pupils are in high school, twelve years in elementary school and high school costs the city for one pupil twelve times $32.85, or $394.20. In New York, eight years in elementary school costs the city for one student eight times $40.24, or $329.92, and four years in high school costs four times $104.74, or $418.96; or for the twelve years, $748.88. In Gary for the $394.20, a student could also get more vocational training than is given in a separate trade school. The New York boy would get none of this in the elementary school. Even if we make allowances for the fact that the average salary of teachers in elementary schools and high schools in New York City is one third higher than in Gary, it is obvious that the balance of economy is immensely in favor of Gary as against a large typical city school system operated on the conventional lines.” It seems established that the Gary plan imposes no burdens upon the public, either in Gary or in the communities who imitate the plan, but rather provides increased facilities at reduced cost, besides immense facilities for adults. As for the burden upon the teacher, much has been said to the effect that the Gary plan is unpopular among teachers because of the extra work it entails. In connection with this criticism, it must be remembered that the Gary plan postulates an educational philosophy different from that of the ordinary public schools. Teachers trained in schools managed with rigid administrative and disciplinary methods naturally find adjustment difficult in a system which repeatedly calls upon them for initiative, alters their relations to their pupils, and requires a more practical attitude of “application” toward the subject-matter of instruction. Experience seems to show that many teachers who at first found this adjustment burdensome have later come to prefer the Gary plan. One teacher with a fine scholastic training, who had taught for many years under the traditional form of organization, is quoted by Dean Burris as saying, “I did not like it when I came here a year ago, but I begin to like it and see what it is all about, so I am going to stay.” This attitude would seem to be typical of the intelligent teacher who comes to appreciate what it is all about and the valuable educational advantages which the system provides for the teacher herself. And although the problem of securing teachers has been somewhat difficult in Gary, owing to the newness of the town, the large factory population, and the relative absence of organized social life, most visitors are impressed by the unusual personal caliber of the head teachers.