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SCHOOL SYSTEM AT GARY individual pupils in these groups, need not come to the building until 9:15, and the other half of the school (the A and B groups) or individual pupils in these, could be excused at 3:30, if this seems to be the most desirable arrangement for entire groups or for individual pupils. Again, a part of the time assigned to Department 4 could be utilized in other ways than those indicated. Classes in each group could give one period or more per week to religious instruction under the direction of the various churches or other religious organizations in the city. This plan is being tried by Superintendent Wirt as a means of solving the problem of religious instruction. Or, if desirable, the classes in each of the groups could spend one or more periods per week in the public library in charge of a regular teacher and a library assistant. This plan also is being tested. In such ways as these the purpose is to unite with the school all of the other available educational or recreational resources.

The plan for vocational training in the Gary schools has attracted much attention, and consists in having a number of regular workmen selected on account of their upright character, intelligence, skill and teaching ability, engaged the year round in equipping and repairing the school plants of the city, pupils working with them in somewhat the same way as the old time apprentice. There are carpenters, cabinet makers, plumbers, sheet-metal workers, engineers, printers, electricians, machinists, foundrymen, etc., in sufficient number to meet the needs of the schools, and instead of employing a large number of these to put things in shape during vacations, as is done in other cities, this city, which has no long vacations, employes a small number and keeps them continuously engaged. Book-cases, cabinets, pupils' desks, benches, etc., are made, and these require staining and finishing. Some of the buildings or parts of buildings are to be painted inside and out, and there is always plenty of varnishing to do. Interior finish of buildings and desks and furniture have to be done over from time to time, and so on. The engineer of the heating, lighting, and ventilation plant gives lessons in firing, engineering, and ventilation. The electrician must care for many motors, lights, bells, clocks, etc., and here are opportunities for teaching and learning winding, motor construction, etc. The printing plant offers opportunities for both boys and girls in printing, making note books, repairing and rebinding of books, etc., and cuts for illustration, involving photography and photo-engraving, are to be made. Plumbing must be installed and kept in repair, and numerous parts of the school equipment call for the sheet metal worker. The foundry and machine shop are necessary, and these call for draftsmen to furnish plans and specifications. Moreover,

in the purchase, care, and distribution of a great variety of supplies there is a laboratory for giving insight into commercial and business methods, calling for clerks, stenographers, bookkeepers, filing of correspondence, and making office reports, etc.

As one observes the school in operation he discovers various special arrangements now to be mentioned. Arriving at the plant soon after 8 o'clock in the morning, the visitor will find that children are already to be found in every part of it. They are busy in playgrounds and gardens; they are hurrying to and fro in the corridors, as is the case at the time of passing from “regular studies” to “special activities” during the day. Since the same rooms are used by different groups in the evenings and on Saturdays, as well as during regular school day periods each pupil must have a locker where he may keep his belongings needed during the whole round of his daily occupation. Much of this passing, therefore, is occasioned by pupils returning things to the lockers or in taking from them something necessary for the exercise which comes next.

In some of the rooms used by pupils in the lower grades you find a peculiar kind of desk constructed by workmen in the industrial department with the aid of pupils. They are desks readily convertible into work benches, having detachable tops to serve as drawing boards. Instead of the usual type of seat attached to the floor or to the desk immediately behind it, each desk is provided with a substantial four legged stool, also made by the school, and this may be pushed under the desk when pupils do bench work.

In the shops you will find pupils working at something in which they have become deeply interested. Or, if you glance into the auditorium several times during the day, you will find groups of children engaged in dramatization, singing, listening to the Victrola or piano player, looking at the stereopticon or moving pictures or attending to illustrated talks. In the corridors you find them studying and making notes on charts, maps, specimens, and other material exhibited there. In the laboratories some are working, others watching, older pupils “showing” the younger, or instructors conducting a regular class exercise. Many girls in the advanced grades, aside from learning how to become intelligent home-makers, are occupied in the commercial and printing departments; some are at work in the arts and crafts; others in the school store and school bank, these two adjuncts being an actual business department, run according to strict business principles, to give reality to commercial studies.

In the “regular studies” you readily discover that in spite of departmental teaching, the