Another difficult problem for the public schools in an industrial community with a foreign population is to keep the children in school after the legal age at which they may leave. The Gary schools go about this just as they attack the question of public health, not by making more rules or trying compulsion, but by getting the children themselves to help, by making the schools so obviously useful for each individual that he wants to stay. There are no “High Schools” in Gary! A pupil goes to school in one building from the day he enters kindergarten until he is ready for college or until he goes into business or the factory. There is no graduation with a celebration and a diploma at the end of the eighth grade. When a pupil begins the ninth grade his program deviates from the plan of previous years, but otherwise there is nothing done to make the child think he has gone as far as he needs, that from now on he will simply be getting frills and luxuries. The teachers do not change. The same history, language and literature teachers conduct all the grades; and in the shops the pupils get a chance to learn some one thing thoroughly. The pupils do not look forward to the last four years of school with dread of a hard and useless grind, they look at it as a continuation of their school life, getting harder from year to year as their own ability increases. And especially they regard this period as an opportunity to get training whose immediate value they can see. The arguments of the school to persuade the pupils to stay in school are practical, telling arguments, things the children can see. The school press prints from time to time bulletins explaining to the pupils and their parents the opportunities that the Gary schools offer in the way of general education and of special training. These bulletins give statistics and information about the opportunities in the different fields of work; they show the boys and girls in figures the relative positions and salaries of high-school graduates and those who leave school at fourteen--as they appear one, two, or ten years after leaving school. Business men come to the schools and tell the students what the chances for graduates and non-graduates are in their business and why they want better educated employees. Statistics of Gary pupils are kept and shown to the pupils. The usual break between the eighth grade and high school does not exist, and, therefore, parents do not think it necessary to take their children out of school. They find that the sacrifices they have made to keep the children in can be kept up for a few years more. If children are going to learn a trade better by staying in school than by leaving, and if children are keen to continue in school with definite plans for the future, even the most poverty-stricken parent is unwilling to thwart the advantage of his children. It is well known that in big cities where the proportion of pupils who leave school at fourteen is overwhelming, and where the usual reason given is that the parents need the financial help of the children, the real reason for defection is the indifference of the pupils themselves to school. The almost invariable answer given by the child to the question, “Why did you leave school?” is, “Because I did not like it.” This fact taken with the poverty at home is enough to make them leave school at the first chance. Give the child work that he recognizes as interesting and valuable and a chance to play, and his hatred of school will speedily be forgotten.