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 industries are used for their educative value. The pupils are shifted around from one shop to another three times a year. Their tasks are artificial, symbolic or imitative, but from the fifth grade up real constructive work, for the boys making school furniture, iron castings, laying concrete, and printing; and for the girls, sewing, cooking, marketing, millinery, and laundry, and for both, gardening, pottery, designing, bookbinding and bookkeeping. Arithmetic, writing, history, and geography come in necessarily and naturally in connection with their work. Under this régime the pupils make better progress in the traditional subjects than those who devote their whole time to books. That it does not divert them from higher education is shown by the fact that one third of all the pupils who have left the Gary schools in the eight years of their existence are now in the state university, an engineering school, or a business college, a remarkable record for a population mostly composed of foreign-born steel mill laborers. All the schoolrooms are in use for something all day long, so the "peak load" is avoided and a great economy effected. The grounds and buildings also serve as community centers and the last trace of the ancient feud between "town and gown" has been wiped out.