It is difficult to see where the Gary plan involves extra burdens for teachers. The teaching period is only four hours a day, with an hour for “auditorium” and an hour for “application.” This is certainly no more exacting than the five-hour teaching day of the ordinary teacher. All “home work” and “paper work,” moreover, is supposed to be done by the Gary teacher during school hours, so that her school day is over when the bell rings. This makes her real school day actually shorter than that of the teacher in the ordinary school, whose afternoons and evenings must often be spent in correcting papers, etc. The Gary teacher is supposed to have leisure and to behave in school and out of school as a good citizen actively interested in the community welfare. The Saturday school work, for which the teachers are called upon in turn, is paid for at a rate of one dollar an hour. The care and work involved in the “register-teacher” plan is certainly offset by its valuable educational value for the teacher herself. It should be clear that the various features of the Gary plan tend to relieve the teacher of burdens and particularly of nervous strain. The teaching of special subjects by special teachers relieves the grade teacher of the obligation of teaching, under the exacting direction of supervisors, subjects like music and drawing with which she may be little acquainted. The departmentalizing of subjects down through the lower grades gives a breadth to the teachers’ work, and enables them to concentrate on the subjects which interest them, rather than diffuse their attention among many. The absence of uniform standards, the absence of formal term examinations for which a whole class must be prepared, the promotion of children by subjects rather than whole classes, as well as the division of grades according to rate of progress,—all this makes for a great saving in the teacher’s nervous energy. She does not have the strain of passing her whole class in every subject, of finishing her course on schedule time, of cramming for examinations. She has some freedom in the division of her time and a voice in the making of the course and curriculum. The less experienced teacher has in her classroom the assistance and advice of the senior teacher, as well as of the head teacher of her subjects in the head school. Teachers are not rivals, but colleagues as in a college faculty.