The organization of the industrial and other vocational work offers many practical advantages to the young worker. Not only does he have the evening continuation courses and the privilege of coming back to the school shops in the daytime when unemployed, but the most practical foundation is laid for the development of coöperative courses between school and factory on the lines of the well-known Fitchburg plan. The flexibility of administration and curriculum in the Gary school allows him to attend the academic class during slack hours, or to divide the job and the school with another student. The Gary school even offers to provide special instruction for part-time students for any desired number of hours a week, or allows them to work on their own initiative. In 1914 in Gary there were said to be about one hundred part-time students. The plan of the all-year school also offers peculiar opportunities to the young worker. The opportunity of finding employment is increased fourfold. For instead of throwing all the pupils on the market to find jobs at the same time, one quarter of those who needed work would be available throughout the year. Instead of one continuous apprentice in an industry or trade, therefore, four pupils could take his place in alternation. Instead of one young workman spending all his time at work and none at school, four would be getting a full schooling of thirty-six weeks in the year, and twelve weeks of practical apprentice training in the factory. Thus the Gary plan makes it easy for the young worker to get the maximum benefit of the modern school and his apprenticeship at the same time. [Illustration: THE FOUNDRY AT THE EMERSON SCHOOL Notice group of curious children at window ]