point of view is as good as, if not better than, the special trade school is likely to give them. More shops are actually supported in the Gary school than even the most elaborate special trade school can afford to provide. The correlation of day courses with evening continuation courses, the great attention to science, the emphasis on the social and communal bearing of all activities,—all this means a higher type of vocational training than has been worked out generally in the public school. If he is intelligent, he will be better qualified for skilled work than the more narrowly trained worker. “This is the age,” says Superintendent Wirt, “of the engineer, of machinery, and of big business. The school business enterprises offer a type of industrial and commercial education facilities ... adapted to modern industry and business. There are big business problems and machinery problems in the school.” These problems evolved in the life of a school community give an education, he holds, superior to what can be given even in schools narrowly devoted to shop-training. And it can give the training in small groups or even to individuals, where the special school has to give instruction in large classes to make it pay at all. As Mrs. Barrows-Fernandez puts it, “If you believe that vocational education is confined to specific training for a trade, and that this must be carried on in a separate trade school, and that general education has no relation to it except as it may add a fringe of culture, then you will think that there is no vocational education in Gary. But, on the other hand, if you belong to the group that believes that what children under sixteen need in the way of vocational work is not specialized trade training on top of an inadequate elementary-school education, but fundamental industrial training closely related to the science and academic work, and made real and natural because it is one of the many activities of the whole school,—then you will come away from Gary feeling that the vocational work there represents the soundest point of view and the best practical accomplishment in vocational work for children under sixteen that can be found anywhere in the country.” In New York City, where an extended experimentation is being carried on with the Gary plan, considerable controversy is said to have arisen over the provision of the Gary scheme which permits outside institutions, including churches, to coöperate with the school and take children for a few hours a week for any special work, amusement, or instruction which the schools cannot give. The fear was expressed there that this provision would mean the entering wedge of religion into the public school.