This multiple use of school plants, which secures greatly increased facilities at greatly reduced cost, while it permits the giving of full-time instruction to all the children of even the congested school districts, is the aspect which has appealed most generally to educators outside of Gary. For administrators confronted with problems of part-time, it makes an examination of the Wirt plan almost essential. No educationist can afford to ignore a plan which, in mere details of mechanical administration, provides not only a full-time program, but actually a longer school day, for all the children in the city school—something hitherto considered impossible in the larger school systems. The Gary plan seems to provide an easy solution for these difficulties which grow progressively worse in the large city with every year. “2. The possibility of a better division of time between the old and the new studies, the ‘regular studies’ and ‘special activities.’” The Gary plan provides not only an enriched curriculum, but an unusually favorable and harmonious balance between the various activities. The larger emphasis on science and manual work has not made the school ultra-utilitarian in its purpose. The Gary schools have not been “turned into mills and factories,” as certain educators have feared. For many visitors, the Gary school is a living refutation of the idea that the useful and the beautiful are opposed. The new school plants, such as the Emerson and Froebel, are spacious and dignified buildings, with many touches of thoughtful taste that one usually associates only with the high schools of exceptionally wealthy and cultivated suburban communities. The presence of pictures, the cultivation of music, the emphasis on expression, the teaching of literature, the systematic use of the public library, indicate a determined effort to bring the cultural aspects of education to the front, and make them as real a part of the school life as the more striking special activities. The “application” work involves constant care and interest in the enhancement of the beauty of the school plant. The actual charm of the school life in Gary—the conservatories and gardens, the play, the freedom of the children, the dramatic expression, the absence of strain and confusion, the happiness of the children—is testified to by most visitors. A very beautiful school life seems to be lived, paradoxical as it may seem, where every activity is motivated by application and expression, where the learning is by doing and not by mere studying. “3. Greater flexibility in adapting studies to exceptional children of all kinds, thereby diminishing the necessity of special schools.”