The Gary plan provides a school which is adapted to almost every kind of a child. It does not try to adapt the child to the school, casting off automatically those who do not fit. But it adapts the school to the very unequal needs and capacities of the children. Such a school seems to be one where capacities will be developed wherever there are capacities, a school where something like equal educational opportunity can be given, as it cannot be in the ordinary public school. It can almost be said that the only reason for keeping a child home from the Gary school would be a case of contagious disease. If the child is physically weak, so that he cannot undertake all the work, he may take what he can and use the other facilities of the school as one would use a sanitarium for regaining health. The daily program permits a child to spend all his time in the special activities if this is best for him. He may spend his time resting in the open air, or in supervised play until he gains strength to do the regular work. The defective child may work at what he can in the way of manual activity. And the retarded child may take such activities as will awaken his interest, and gradually bring him up to the level of his grade. An elementary school system like this has no need for the expensive special open-air schools, classes for defectives, etc., special trade schools or commercial schools. In the organized life of the complete school community, the child may find approximately what he needs. “4. The possibility of more expert teaching through the extension of the departmental plan of organization.” “5. The better use of playtime, thereby preventing influences which undo the work of the schools.” “6. More realism in vocational and industrial work, by placing it under the direction of expert workmen from the ranks of laboring men, selected for their personal qualities and teaching ability as well as their skill in the trade industries.”