The freer methods of discipline are much to the teacher’s advantage. When the ideal is no longer to keep the classroom in a rigid military silence, a large part of the teacher’s energy may go into teaching which formerly went into the maintenance of discipline. Where “interest” and “application” and “learning by doing” are the keynotes, and where every one—teacher and pupil alike—is at some time in the course both teaching some one and learning from some one, the teacher is no longer interested in “making the child obey,” or “commanding his respect.” No official gulf is set between teachers and pupils. It is discipline that wears out most teachers,—and children too,—and a greater flexibility makes for the lessening of nervous strain on both. The custom of “helpers and observers,” the emphasis on discussion rather than formal recitation, even take a certain amount of actual teaching out of the hands of the teachers. The teacher, as in the Montessori method, becomes the guide and mentor rather than direct preceptor. She is no longer so much concerned with predigesting subject-matter and presenting it in logical form to the pupil, only to draw it from him again in recitation and written examination. She is rather concerned with directing the large amount of practical work which the Gary child does in every course, and in devising methods of “application,” or in turning the work into practical value for the school community. Those classes where the “helper and observer” system obtains are, to a large degree, self-instructing. The older child tells the younger what he is doing in shop or laboratory, etc., and when the younger child comes to take up the work, he is already familiar with materials and apparatus and the significance of the course. Raw new classes thus do not have to be constantly broken in by the teacher. This means a very large saving of labor for the teacher, while it makes for the more thorough understanding on the part of the pupil. In the physical education work and in the organized play, the older pupils are enlisted as assistants to the teachers. Superintendent Wirt’s new plans involve the employment throughout the different departments as teachers’ assistants of a class of older pupils, selected for their interest and ability. Such work not only gives the student the best possible training for developing leadership, initiative, and the ability to assume responsibility, but it also relieves the teachers and makes possible many small classes without extra teachers and without extra rooms. From the teachers’ point of view, then, the numerous ways in which the Gary plan relieves the nervous strain and actual responsibility of teaching, and removes the pressure of outside work, more than compensate for the slightly longer actual time during which the teacher must be in the school plant. And since this longer time means increased salary, it is clear that the teacher under the Gary plan is the gainer in every direction.