The criticisms of the Gary plan on the ground that the long school day and varied curriculum overload the pupil can scarcely be sustained in view of the fact that the “school day” is not merely a lengthening of the ordinary public school day, but an absorbing, in healthful activities of play, exercise and manual work, of time which would otherwise be spent in demoralizing street and alley or in idleness at home. We have seen that this additional activity is not gained at the expense of the academic studies, but comes from giving the children interesting things to do in the surplus hours in which they are usually left to take care of themselves. The freedom of the Gary schools, and the constant passing back and forth between school and home, church, etc., does not seem to make for truancy. The percentage of attendance in November, 1914, was for boys 92.9, for girls, 91.6,—a remarkable record when it is considered that boy truancy in most city schools is much the greater. For the year 1913-14 the percentage of attendance was for boys 89.5, for girls, 89.2. The criticism of the Gary school on the ground that the shopwork either involves the risk of exploiting the pupil, or else introduces him to manual activity at too early an age, ignores the fact that the manual work is really unspecialized and is introduced so gradually into the child’s life that it is scarcely felt as work. “Play” and “work” are merged in “interesting activity,” and almost unconsciously the child finds himself absorbed in work which may be his vocation later on. Whether it is to be his vocation or not, the Gary school believes that such work is a good thing in the education of all children. Many educators believe that the novel form of shopwork in the Gary school offers a solution for the problems of industrial training. There is great risk, in schools where shopwork is introduced apart from the academic work, as in special technical high schools, of an undemocratic and invidious distinction between the manual worker and the brain worker. In plans of organization, such as the Ettinger plan in New York City, with a preliminary course of “prevocational training,” in which the prospective industrial pupil in the seventh and eighth grades discovers by hasty experimentation which trade his aptitudes fit him to pursue, there is great danger that the vocational work will be left unassimilated to the rest of the school work and the child trained into a narrow specialist. Such “vocational training” deserves all the criticism that has been directed against it by the opponents of a too “utilitarian” education. The Gary type of vocational training keeps the industrial work constantly in touch with the other activities, and makes it a really “cultural” branch of the school community work. And because the children lay their foundations of skill and interest so early and work at real work under real workmen, their training from a practical