,illustration3 ,,the ,,froebel ,,school1 ,,gary1 ,,indiana ,a model ,wirt school plant1 with all grades1 from kindergarten through the ,high ,school ,social center and people's university4 ,built #aiac4 ---------------------------------------- -------------------------------- ,,the ,,gary ,,schools ,,by ,,randolph ,s4 ,,bourne ,,with ,,an ,,introduction ,,by ,,william ,,wirt ,,superintendent ,,of ,,schools ,,gary1 ,,indiana ,illustration ,,boston ,,new ,,york ,,chicago ,,houghton ,,mifflin ,,company ,the ,riverside ,press ,cambridge ---------------------------------------- -------------------------------- ,,copyright1 #aiaf1 ,,by ,,randolph ,s4 ,,bourne ,,all ,,rights ,,reserved ,the ,riverside ,press ,,cambridge ,,massachusetts ,u ,s ,a ---------------------------------------- -------------------------------- ,,preface ,,the public-school system of ,gary1 ,indiana1 has attracted during the last few years the general attention of progressive educators all over the country as perhaps the most ingenious attempt yet made to meet the formidable problems of congested urban life and modern vocational demands which are presented to the administrators of the city school4 ,a broad educational philosophy has combined with administrative skill to produce a type of school which represents a fundamental reorganization of the public school to meet changing social and industrial conditions4 ,a new balance of school activities1 an increased wealth of facilities1 the opening-up of opportunities to the younger children1 the institution of a new kind of vocational training1 the fusing of activities into an organic whole so that the school becomes a children's community1 the correlation of school activities with community activities1 and lastly1 the application of principles of economics to public-school management which permit greatly increased educational and recreational facilities not only for children in the schools1 but also for adults1--these are the features of the ,gary school system that have aroused the enthusiasm of many educators1 and made it one of the most visited and discussed school systems in the country4 ,dr4 ,david ,snedden1 ,commissioner of ,education in ,massachusetts1 has said that the system of education at ,gary 8more adequately meets the needs of city children than any other system of which the writer has knowledge40 ,professor ,john ,dewey declared recently1 at a public meeting in ,new ,york ,city1 called to discuss the adoption of the ,gary plan in the ,new ,york schools1 that 8no more important question affecting the future of the people of ,new ,york has come before them for many years40 ,the ,united ,states ,bureau of ,education in #aiad published a report on the ,gary schools1 made after 8a careful and prolonged study at first hand0 extending over a period of two years4 ,in this report ,commissioner ,p4 ,p4 ,claxton records his belief that 8the superintendent and board of education of the ,gary schools have succeeded in working out plans for a more economic use of school funds1 a fuller and more effective use of the time of the children1 a better adjustment of the work of the schools to the condition and needs of individual children1 greater economy in supervision1 a better correlation of the so-called #8regular work' and #8special activities' of the school1 a more practical form of industrial education1 and at a cost less nearly prohibitive than is usually found in public schools in the cities of this country40 ,schools in many towns and cities in all parts of the country have been reorganized on the ,gary plan or have been experimenting with it4 ,the ,gary plan has been introduced in the schools of small cities such as ,sewickley1 ,newcastle1 and ,swarthmore1 ,pennsylvania2 ,kalamazoo1 ,michigan2 ,winetka1 ,illinois4 ,kansas ,city has been experimenting with it4 ,the ,chicago authorities have recently pronounced their two years' experiment an unqualified success4 ,passaic1 ,new ,jersey1 has a highly successful ,gary school in operation4 ,in ,troy1 ,new ,york1 the authorities are reorganizing the entire school system on the ,gary plan4 ,in ,new ,york ,city two schools were operated for most of the school year1 #aiad-ae1 ,superintendent ,wirt of ,gary having been called in to supervise the reorganization and advise the ,board of ,education in their attempt to meet the 8part-time0 problems in congested school districts4 ,as a result of this experiment the ,board of ,education has recently decided to extend the ,gary plan to two school districts in the ,borough of the ,bronx1 involving fourteen schools and #df1jjj pupils4 ,superintendent ,wirt has presented figures to show that1 by the adoption of the ,gary plan and the expenditure of only #e1jjj1jjj 7the cost of a dozen school buildings which would provide at the maximum for #bj1jjj children71 the ,new ,york authorities could practically relieve their part-time situation which now involves #acb1jjj children4 ,not only has the success of the ,gary plan been striking in the larger cities1 but it has proved its adaptability to the small school as well4 ,three of the schools of ,gary are practically rural schools in outlying districts1 but the principles of the ,gary plan are found applicable there as well as in the recently erected model school plants4 ,the flexibility of the plan1 the ingenuity and soundness of its economical and educational principles1 its feasibility of imitation1 and adaptation to communities the most diverse1 makes its discussion one of national significance4 ,the material on the ,gary plan has been generally confined to bulletins1 magazine articles1 and educational reports4 ,one of the best discussions of the ,gary school is to be found in a chapter of ,professor ,dewey's recent book1 which contains1 in addition1 the educational theory and historical background upon which the ,gary plan has been worked out by ,superintendent ,william ,wirt1 himself a pupil and disciple of ,dewey4 ,i give here a list of the ,gary material which ,i have used4 ,some of it is generally available1 some not4 ,i am much indebted to these investigators4 ,i have even plagiarized from myself4 ---------------------------------------- -------------------------------- ,books and ,bulletins3-- ,john ,dewey and ,evelyn ,dewey3 ,schools of ,to-,morrow4 ,new ,york3 ,e4 ,p4 ,dutton ,co4 ,william ,paxton ,burris3 ,the ,public ,school ,system of ,gary1 ,indiana4 ,bulletin of the ,united ,states ,bureau of ,education 7#aiad71 ,no4 #ah4 7,to be obtained free of charge from the ,commissioner of ,education1 ,washington1 ,d4,c47 ,an excellent and very enthusiastic report of a long investigation of the ,gary schools4 ,graham ,romeyn ,taylor3 ,satellite ,cities4 ,new ,york3 ,d4 ,appleton ,co4 ,chapters ,,vi and ,,vii of this book contain a comprehensive account of the history and social conditions of the city of ,gary up to date4 ,magazine articles3-- ,john ,franklin ,bobbitt3 8,the ,elimination of ,waste in ,education40 ,the ,elementary ,school ,teacher1 ,february1 #aiab4 ,charles ,s4 ,coons3 8,the ,teaching of ,science in the ,gary ,schools40 ,school and ,society1 ,april #ag1 #aiae4 ,able discussion of the philosophy which motivates ,gary education1 by the teacher of chemistry in ,froebel ,school1 ,gary4 ,raymond ,dean ,chadwick3 8,vitalizing the ,history ,work40 ,history ,teachers' ,magazine1 ,april1 #aiae4 ,by the history teacher in the ,emerson ,school1 ,gary4 ,randolph ,s4 ,bourne3 8,schools in ,gary02 8,communities for ,children02 8,really ,public ,schools02 8,apprentices to the ,schools02 8,the ,natural ,school40 ,five articles in the ,new ,republic1 ,march #bg1 ,april #c1 ,april #aj1 ,april #bd1 ,may #a1 #aiae4 ,a mere impressionistic survey of the schools based on a personal visit in ,march1 #aiae4 ,reports3-- ,william ,wirt3 ,a ,report on a ,plan of ,organization for ,coperative and ,continuation ,courses4 ,department of ,education1 ,city of ,new ,york4 ,the ,reorganization of ,public ,school #hi1 ,brooklyn1 ,new ,york4 ,report made ,january #ai1 #aiae1 to ,president ,thomas ,w4 ,churchill1 ,board of ,education1 ,new ,york ,city4 ,report upon a ,proposed ,reorganization for ,public ,schools #bh1 #b1 #db1 #f1 #ei1 #dd1 #e1 #ec1 #dj1 #cb1 #d1 and #de1 ,the ,bronx1 ,new ,york ,city4 ,these three reports are invaluable as a discussion of the philosophy and technique of many of the features of the ,gary plan1 discussed by the ,gary ,superintendent of ,schools4 ,alice ,barrows-,fernandez3 ,a ,reply to ,associate ,superintendent ,shallow's of ,new ,york ,city ,report on the ,gary ,schools4 ,published by the author1 #ce ,west #cith ,st41 ,new ,york ,city4 ,a valuable document1 with a wealth of figures and authoritative discussion of current misconceptions regarding the work of the ,gary schools4 ,r4 ,s4 ,b4 ,september #aiae4 ---------------------------------------- -------------------------------- ,,contents ,,introduction ,,by ,,william ,,wirt xvii ,i4 ,,the ,,community ,,setting #a ,,ii4 ,,the ,,school ,,plant3 ,,educating ,,the ,,whole ,,child #ac ,the ,gary plant the concrete embodiment of an ideal--,educating the whole child by a fourfold unity of activities--,the complete school3 economic and educational advantages--,the school site3 playgrounds for growth--,playgrounds and parks as adjuncts to the school--,gymnasiums--,the school halls as streets and galleries and 8application0 rooms--,museums1 galleries1 and libraries as adjuncts to the school--,auditorium as school theater for expression--,classrooms as intellectual workshops--,art and music studios--,science laboratories--,industrial shops--,juxtaposition and equal value of activities--,ingenious designing of school plant to arouse the imagination of the child--,the fourfold division of activities as worked out in schools not built on ideal lines--,the ,gary plan in the small school4 ,,iii4 ,,work1 ,,study1 ,,and ,,play3 ,,the ,,school ,,as ,a #ce ,,community ,changed urban conditions demanding reorganization of public school--,background as described by ,professor ,dewey--,gary school appropriates wasted 8street-and-alley time0 of children--,school activities motivated by enhancement of school life--,manual-training shops as industrial shops for school community--,children as helpers to artisan teachers--,contribution of nature-study departments to school life--,of domestic science--,of commercial department--,auditorium as focus of school community life--,school a 8clearing-house for children's activities0--,school as the children's institution4 ,,iv4 ,,programs3 ,,the ,,school ,,as ,a ,,public ,,utility #eg ,problems of economy to be met--,solution by application of public-service principles to ,gary schools--,impossibility of providing adequate facilities without multiple use of school plant--,abolition of 8peak-loads0--,the duplicate schools--,old program for eight-grade school--,new program--8,application0 work--,division of time between activities--,the all-year school--,economies effected by ,gary plan--,evening schools--,social and community center--,a genuinely 8public0 school4 ,v4 ,,organization #hf ,superintendent--,executive principals--,supervisors of instruction--,director of industrial work--,assistant supervisors--,departmental teaching--,distribution of teachers in unit school plant--,junior and senior teachers--,training-school for visiting teachers and principals--,the 8,register ,teacher0--,teachers' hours--,promotion of pupils--,classification of pupils according to ability--,opportunities for extra work--,lockers and classrooms--,special students--,post-graduate work--,the 8helper and observer0 system4 ,,vi4 ,,curriculum3 ,,learning ,,by ,,doing #aac ,state-prescribed courses--8,expression0 work--,correlation of subjects--,special features of history and geography work--,special features of science work--,curriculum as subjecting both 8utilitarian0 and 8cultural0 to 8social0 purposes4 ,,vii4 ,,discipline3 ,,the ,,natural ,,school #aca ,children's pride in ,gary school--,minimum of formal discipline--,example of voluntary school--,superior effectiveness of discipline in ,gary type of school--,the school farm--,the students' council--,no activities 8extra-curricular0--,examples of spontaneous self-government--,dr4 ,harlan ,updegraff on moral effect of ,gary training--,not obedience1 but self-reliance as keynote of ,gary discipline4 ,,viii4 ,,criticisms ,,and ,,evaluations #add ,economies of ,gary plan3 no extra burdens on public--,comparisons of costs with large city system like ,new ,york ,city--,teachers' criticisms--,features of ,gary plan which benefit teachers--,absence of truancy--,longer school day no burden upon pupils--,criticisms of vocational work--,evaluations of ,dean ,burris--,gary school solves part-time problems--,gary school does not subordinate intellectual and cultural activities--,gary plan provides a school adapted to every kind of a child--,gary vocational training of peculiar benefit to young worker--,gary plan keeps pupils in school--,reasons why ,gary school has national significance4 ,,appendix #agi ,,index #bjc ---------------------------------------- -------------------------------- ,,illustrations ,,the ,,froebel ,,school ,frontispiece ,,the ,,emerson ,,school #ad ,,the ,,swimming-,,pool ,,at ,,the ,,froebel ,,school #bb ,,the ,,printing-,,shop ,,at ,,the ,,emerson ,,school #df ,,the ,,machine-,,shop ,,at ,,the ,,emerson ,,school #hh ,,the ,,history ,,room ,,at ,,the ,,emerson ,,school #aaf ,,drawing ,,from ,a ,,model ,,at ,,the ,,emerson ,,school #adj ,,the ,,foundry ,,at ,,the ,,emerson ,,school #agj ---------------------------------------- -------------------------------- ,,introduction ,,during the past fifteen years ,i have tried approximately fifty different programs for 8work-study-and-play schools40 ,the several factors in such a school program can be combined in countless ways4 ,i have not tried to design a system or type of school program as a set form that would constitute a universal ideal school for all children4 ,rather1 ,i have tried to develop a system of school administration that would make possible the providing of a great variety of school types1 so that all cities and all of the children in the several parts of a city may have the kind of school they need4 ,i have had only two fixed principles since ,i began establishing work-study-and-play schools at ,bluffton1 ,indiana1 in the year #aijj4 ,first3 ,all children should be busy all day long at work1 study1 and play under right conditions4 ,second3 ,cities can finance an adequate work-study-and-play program only when all the facilities of the entire community for the work1 study1 and play of children are properly cordinated with the school1 the cordinating agent1 so that all facilities supplement one another and 8peak-loads0 are avoided by keeping all facilities of the school plant in use all of the time4 ,at what children work1 study1 and play2 how they work1 study1 and play2 when and where they work1 study1 and play2 what facilities are provided for work1 study1 and play2 and the total and relative amount of time given to work1 study1 and play2--these may vary with every city and with every school in a city4 ,no set system can possibly meet the needs of all children1 nor could a set system be uniformly provided with the existing child-welfare facilities4 ,it is not desirable or possible uniformly to establish one particular scheme of departmentalizing work between teachers or of rotating classes between different types of facilities4 ,the only important thing is so to departmentalize teaching and so to rotate classes that the teachers may render the greatest service with the least expenditure of energy1 and that the maximum use may be secured from the school plant and other child-welfare facilities4 ,,william ,,wirt4 ---------------------------------------- -------------------------------- ,,the ,,gary ,,schools ,i ,,the ,,community ,,setting ,,to set the ,gary schools in their proper perspective1 one must discount at the start any prevailing impression that the distinctive traits are due to peculiar local conditions1 or to the enlightened philanthropy of the ,united ,states ,steel ,corporation1 which founded the town in #aijf as the site for its new plant1 the most complete system of steel mills west of ,pittsburg4 ,for to the steel officials the building of the town was incidental to the creation of the plant4 ,gary in consequence is far less of a 8satellite city0 than other made-to-order towns4 ,the opportunity to plan the city1 provide fundamental necessities for community life1 determine the character of the housing1 and predestine the lines of growth1 all in the best and most enlightened way1 was taken advantage of by the ,steel ,corporation only in part4 ,very little of the marvelous science and engineering skill that went into the making of the steel plant went into the even more important task of creating a model city4 ,several hundred houses were built1 it is true1 for the skilled labor and officialdom of the plants1 but practically no attempt was made to house the low-paid unskilled labor4 ,the result has been the development of large tracts by land speculators1 and all the problems of congestion and bad housing and sanitation that curse the larger industrial cities4 ,the connection of the ,steel ,corporation with the town has been throughout that of any land and development company4 ,communal problems have all been thrown upon the people themselves to solve4 ,the new community was incorporated as soon as possible as a municipality under the laws of the ,state of ,indiana1 and has organized all its municipal functions1 including the public schools1 in entire independence of the ,steel ,corporation1 with which it has had no more political or institutional connection than any ordinary ,american town has with its local industrial interests4 ,the ,corporation has by no means paid more than its share of the local taxes1 and the schools1 in particular1 have not only been quite free from the ,corporation influence or support1 but have even at times run so far counter to the approval of the ,corporation officials that the school administration has had difficulty in acquiring its needed sites for new schools4 ,it can be emphatically said that the schools of ,gary are no more the product of peculiar conditions than are the schools of numberless rapidly growing ,western towns4 ,the mushroom growth of ,gary has not meant a peculiar kind of a town1 but simply the telescoping into a few years of the typical municipal evils of graft1 franchise fights1 saloon dominance1 insufficient housing and health regulation1 election frauds1 and lack of social cohesion4 ,its dramatic growth has not prevented its becoming a very typical ,american city4 ,in ,april1 #aijf1 ,gary was a waste of sand-dunes and scrub-oak swamps at the southern end of ,lake ,michigan4 ,three years later it had a steel plant covering an area of a square mile and capable of employing #adj1jjj men2 it had a population of #ab1jjj2 #ae miles of paved streets1 #be miles of cement sidewalks1 #b1jjj1jjj worth of residences1 sewer1 water1 gas1 and electric facilities2 it had #b banks1 #f hotels1 #c dailies1 #b schools1 #aj church denominations1 #df lawyers1 #bd physicians--in short1 all the paraphernalia of the modern city4 ,the visitor who goes to-day to ,gary finds a typically varied ,american city1 rather better built than the average1 and rather unusually favored in its open spaces4 ,situated within thirty miles of ,chicago1 the city presents a rather pleasing contrast to the long chain of industrial towns that stretches for miles in every direction across the treeless prairie4 ,with a well-built business section1 lines of residence streets1 handsome public buildings and churches1 electric cars and taxi-cabs1 ,gary has a settled air of community life unusual even for an older town4 ,it has almost the aspect of a commercial rather than an industrial center4 ,it is the focus of the county trade1 and the extent of its business and middle-class residential districts is somewhat larger than in neighboring towns4 ,the steel mills and subsidiary plants are massed along the lake and the artificially constructed harbor4 ,the great immigrant population1 largely of cheap and illiterate proletarian labor from southeastern ,europe1 inhabits the congested district of the ,south ,side4 ,the mills are separated from the town by a small river which forms almost a moat for the great industrial fortress4 ,the town is laid out in checkerboard fashion1 with a wide main avenue a hundred feet wide and cross-streets sixty feet wide4 ,alleys run the long way of the blocks1 and contain the sewer and water mains4 ,ethnologically the population is very mixed4 ,thirty nationalities are said to be represented in the schools1 but this large foreign population is a familiar phenomenon in the ,american industrial town4 ,a rough census taken in #aijh gave the foreign population of ,gary as fifty-six per cent of the whole4 ,in #aiab it was only forty per cent1 or a decrease of sixteen per cent4 ,the alien influx has not destroyed the essentially characteristic ,american features of the city4 ,the native ,american element has always predominated politically and socially4 ,for an ,american city of its size to-day1 ,gary represents1 not a specialized community1 but a fairly harmonious distribution of social classes1 races1 occupations1 and interests4 ,it is essentially a normal1 variedly functioning1 independent community1 and the schools have been developed to meet the needs of a modern varied urban community4 ,it must be emphasized that neither the demands of a peculiar type of industrial community nor the work of benevolent philanthropy created the schools of ,gary4 ,they have been developed in response to the typically current needs of a normal ,american municipality4 ,they have had to meet the same situations which all ,american cities are confronting in their effort to educate 8all the children of all the people40 ,organized under a school administration consisting of a board of education with three members working in conjunction with a superintendent of schools1 the school system depends for support entirely upon local taxation and the usual sources of revenue1 and enjoys no unusual municipal or financial advantages4 ,on the contrary1 the enterprise of providing public schools for the town of ,gary was one of peculiar difficulty4 ,the new and rapidly growing town required the immediate creation of a school plant1 in addition to the annual cost of instruction and maintenance4 ,the community was poor4 ,a large proportion of the people1 being recently arrived immigrants1 owned no taxable property4 ,the plants of the ,steel ,corporation1 the most valuable property in the community1 were habitually undervalued in the assessments4 ,the state laws1 moreover1 provide that school revenues for any given year are to be obtained on an assessment made almost two years before4 ,the result in a new city like ,gary1 where the population had been doubling each year1 was1 therefore1 that current school revenues had to be based on assessment values obtained when the population was only one quarter as great4 ,in the face of all these formidable difficulties the success of the ,gary school system seems little short of amazing4 ,in the short space of eight years the population has increased from three hundred to over thirty thousand4 ,no ordinary city would attempt to supply school facilities to a population which doubled every year4 ,the mere physical problem of providing seats for the children would be insurmountable4 ,a city which followed the conventional school plan would be swamped4 ,at the present time1 with their much slower yearly increase of population1 half of the cities of over one hundred thousand in this country have insufficient sittings for their children4 ,yet with its leaping movement of population the city of ,gary has been able to provide not only full-time instruction for every child1 but actually a longer school day4 ,it has not only done this1 but it has provided evening school instruction for an even greater number of adults4 ,there is something pardonable in the ,gary boast that every third person in the city goes to school4 ,and ,gary has succeeded not only in giving this universal schooling1 but in making it what is probably the most varied and stimulating elementary public-school instruction in the ,united ,states1 with an equipment in buildings and facilities for work1 study1 and play which is surpassed1 if anywhere1 only in specially favored communities4 ,all this has been done with a normal tax-rate1 and at a per-capita cost of both construction and maintenance no greater than that in the city of ,chicago and the city of ,new ,york1 with their many overcrowded and poorly equipped school-buildings4 ,the ,gary schools1 at the same time1 have paid the highest teachers' salaries in the ,state4 ,the entire achievement has been as brilliant as the difficulties confronted were formidable4 ,it is these remarkable results that have focused the attention of so many educators on ,gary1 and it will be the purpose of this book to expound the 8unique and ingenious synthesis of educational influences0 which has made them possible4 ,if1 then1 in the course of eight years1 the schools of ,gary have acquired a wide reputation as a momentous educational experiment which has passed into successful demonstration1 the fact must be laid entirely to the abilities of the school authorities1 and not to any adventitious factors of the community situation or of private assistance4 ,the dominating factor was the personal genius of the superintendent1 ,william ,wirt1 who was called to ,gary in #aijh from ,bluffton1 ,indiana1 where he had been in charge of the public schools1 and where he had partly worked out some of the ideas which he was later to develop so comprehensively in the ,gary schools4 ,when it is objected that the ,gary plan is an experiment1 and that eight years are scarcely sufficient time to pronounce upon its merits1 it must be remembered that the real experimental stage of the ,gary plan consisted in the eight years in ,bluffton4 ,mr4 ,wirt came to ,gary with his educational ideas matured after this long testing4 ,he was brought to ,gary by the unusually progressive mayor and school board of the new town1 for the express purpose of working out on a large scale the principles which they had seen in concrete application at ,bluffton4 ,against the financial meagerness of the town's resources and the obstructiveness of the founders must1 therefore1 be set the advantage of having a virgin field in which to work4 ,the superintendent and school board were able in a remarkably short time to build up a public interest and support which has been a very large asset4 ,the people of ,gary seem proud of their schools1 and seem to appreciate the comprehensive educational and recreational facilities which through them are provided for both children and adults4 ,few educational experiments have been so successful in technique and in popular support4 ,the ,gary schools represent the fruit of a very unusual combination of educational philosophy1 economic engineering1 and political sagacity4 ,circumstances seem to have conspired to produce a school system which unites a very remarkable school plant with a synthesis of novel plans of operation which are fertile in suggestion to school men1 if they do not tend to revolutionize many methods of financing public schools as well as methods of administration and teaching4 ,this outline of the setting of the ,gary schools scarcely puts the background in its correct light4 ,when we speak of the 8,gary school0 we are really talking about something bigger than the educational system of a small ,western city4 ,what we have to deal with is an educational idea1 a comprehensive plan for the modern public school1 capable of general imitation and adaptation to the needs of other ,american communities4 ,in this sense it means primarily what ,superintendent ,wirt thought a public school should be4 ,being at once a social engineer and educational philosopher1 he has succeeded in working out a type-plan of public school which to many educators appears uniquely valuable in ,american public education4 ,the discussion which follows attempts to describe the ,gary schools from this larger point of view4 ,the effort is to show in detail how the plan actually works in the schools of ,gary1 while at the same time to suggest the larger ideas and principles which have motivated it4 ,the 8,gary plan0 represents1 of course1 not only what has been done in ,gary1 but its further implications and tendencies1 as well as the developments and modifications now working out in those schools1 such as the group in ,new ,york ,city1 which have been put in the hands of the ,gary authorities for reorganization4 ---------------------------------------- -------------------------------- ,,ii ,,the ,,school ,,plant3 ,,educating ,,the ,,whole ,,child ,,this children's community1 as worked out by ,mr4 ,wirt in the ,gary schools1 is a work-study-and-play school of the most varied kind4 ,it represents1 in fact1 an ideal school plant which was well outlined in ,mr4 ,wirt's mind when he first came to ,gary4 ,schools like the magnificent ,emerson and ,froebel plants in ,gary1 and the new ,pestalozzi ,school1 for which plans have already been drawn and the site bought1 represent the working-out in concrete form of this ideal4 ,at the same time1 it must be understood that the essential features of the ,wirt plan are possible in schools which were not built from the ideal plan4 ,perhaps ,mr4 ,wirt's greatest triumph in ,gary is not these new schools1 but the old ,jefferson ,school1 which he found when he came to the town1 and which1 by ingenious remodeling1 he turned from a conventional school-building into a completely functioning school4 ,if the ,wirt plan is momentous as showing what a really modern public school should embody1 it is no less momentous in showing how easily the old type of schoolhouse may be adapted to the varied life of the school community that is the ,wirt school4 ,illustration3 ,,the ,,emerson ,,school ,it will first be necessary to describe the ideal school plant as represented in the ,emerson and ,froebel ,schools in ,gary4 ,this plant carries out a belief in educating the whole child1 physically1 artistically1 manually1 scientifically1 as well as intellectually4 ,mr4 ,wirt believes that by putting in the child's way all the opportunities for varied development1 the child will be able to select those activities for which he is best suited1 and thus develop his capacities to their highest power4 ,this can be done only in a school which provides1 besides the ordinary classrooms1 also playgrounds and gardens1 gymnasiums and swimming-pools1 special drawing and music studios1 science laboratories1 ,,machine-,s,h,o,ps1 and intimate and constant contact with supplementary community activities outside the school4 ,the ,wirt school is based on a fourfold unity of interests1--play and exercise1 intellectual study1 special work in shop and laboratory1 etc41 and social and expressive activity in auditorium or outside community agency4 ,between these activities there is no invidious distinction4 ,the manual and artistic are not subordinated to the intellectual1 as in the ordinary school4 ,the 8special activities0 are not mere trimmings to the 8regular work10 but neither is the latter neglected in favor of the former4 ,the ideal of the ,wirt plan is that the child should have every day1 in some form or other1 contact with all the different activities which influence a well-rounded human being1 instead of meeting them perfunctorily once or twice a week1 as in the ordinary school4 ,this does not mean1 of course1 that every child is expected to develop into a versatile genius1 equally able in science and music and shopwork and history4 ,most children are sternly limited in their capacities1 and will be unable to assimilate more than a small part of what the school offers them4 ,but the ,wirt school definitely offers the opportunity4 ,if there are capacities1 they have the chance to develop1 while no child need lack that speaking acquaintance with the varied interests of work and study which now the old traditional type of school so tragically denies4 ,it is an essential feature of the ,wirt scheme that this varied work be provided for all the children from the earliest possible years4 ,the lavish equipment of the ideal ,wirt school plant may be paralleled in other communities than ,gary1 but it is paralleled only in the case of the secondary schools4 ,it is a notorious fact that1 of the children who begin the ,american public school1 only one fifth ever reach even the first year of the high school4 ,so far it is the high school or the highest grammar grades that have received practically all of the advantages of broadening educational endeavor1--vocational training1 science laboratory work1 the study of civics1 domestic science1 etc4 ,this means that the vast majority of school-children leave school with nothing but the barest intellectual training1 without ever having come in contact with points of view and ways of doing things that are absolutely essential to any understanding or effectiveness in the world above the very lowest4 ,against this fundamentally undemocratic system1 which denies help to those who need it most1 the ,wirt plan resolutely sets its face4 ,the ideal ,wirt school contains in one school plant the complete school1 with all the classes from the kindergarten through the common school and high school4 ,by this plan both economic and educational advantages are realized4 ,from an economic point of view1 it is cheaper to have large1 completely equipped centers than to duplicate the equipment in a number of smaller centers4 ,from an educational point of view1 it enables pupils to bridge the chasm between the elementary grades and the high school4 ,by ceasing to make the high school a separate institution to be 8entered0 or 8graduated from10 pupils find no place to stop when they have completed the eight grades4 ,the complete school1 ,mr4 ,wirt believes1 offers important moral gains4 8,the development of character1 habits of industry1 reliability1 good health1 and the growth of intelligence require time10 he says1 8and must be a continuous process throughout the entire life of the child40 ,the complete school gives an opportunity for that coperation or 8apprenticeship0 between the younger and older children1 which is so important a feature of the ,wirt school1 and this association breaks down the snobbery of age which causes so much unhappiness in childhood4 ,it must be admitted that in ,gary1 owing to the progressive mortality in attendance which is common everywhere1 it is possible to realize the complete school only in the ,emerson and ,froebel plants4 ,at the same time it must be remembered that these schools care for three quarters of the school-children of the town4 ,in the elementary schools which ,mr4 ,wirt is reorganizing in ,new ,york1 he is asking that there shall be included at least two of the high-school years1 in order that the complete school may be approximated as closely as possible4 ,in ,gary1 they are working for a school which is even more than 8complete10 for they aim to include even the first year and perhaps even the second of the ordinary college course4 ,stretching down boldly past the kindergarten to a nursery for babies1 and up into the college itself1 the ,wirt school thus gives a fundamentally new orientation to education1 shows it graphically and practically as a continuous process1 and breaks down those artificial barriers by which we measure off 8education10 and make it easy for people to 8finish0 it4 ,the ,wirt school seems definitely to forecast the day when the public school will have swallowed the college1 and the 8higher education0 will have become as local and available as the three ,r's4 99 99 99 99 99 ,if the school is to educate the whole child1 the first need is evidently a place for him to grow4 8,the best of education10 says ,professor ,terman1 8is but wisely directed growth40 8,the activities of a child10 says ,professor ,dewey1 8are the means by which he becomes acquainted with his world1 and by which he learns the use and limits of his own powers40 ,the lack of free activity in the conventional school has been the major cause of those symptoms of morbidity which school hygienists have brought to the attention of educators within the last few years4 ,over-pressure and confinement have made the school a manufactory for evils which the next generation will look back to with amazement at the blindness of the educational world which permitted it4 ,the ideal school will make the playground the very center of its life4 ,the school in the ,wirt plan covers a site of from ten to twenty acres4 ,actually the ,emerson ,school in ,gary has ten acres2 ,froebel has twelve2 the new ,tolleston site covers twenty acres4 ,of this ideal site of twenty acres1 ten acres in front of the school-building are purchased by the city and maintained by it as an open public square or small park4 ,the remaining ten acres are bought by the school for the building site and playgrounds4 ,it is the intention in ,gary to have these park-school playgrounds distributed over the city so that few families will live more than half a mile away from one of them4 ,it is a cardinal principle of the ,wirt plan that the parks and playgrounds of a city should be placed as adjuncts of the schools4 ,it is the schools that they primarily serve and it is with the schools that they should be grouped4 ,millions of dollars have been wasted in the public-playground movement in this country through disregard of this fact4 ,there is a good story of a ,chicago playground instructor who1 when asked if the playgrounds coperated with the schools1 replied1 8,sure we do6 ,if we see any kid on here between nine and three1 we chase him off60 ,this is symbolic of the lack of intelligent coperation between child-welfare agencies4 ,it is this wasteful and ineffective situation which the ,wirt plan remedies by boldly annexing park and playground to the school itself4 ,a comparison of the ,chicago playgrounds with the ,gary school playgrounds shows the immensely greater public service rendered under the ,wirt scheme4 ,chicago has one of the most elaborate systems of recreation parks and field-houses in the country4 ,yet in a district only one fortieth the size of the ,chicago district1 one ,gary school1 providing for both children and adults1 gave indoor gymnasium work to three times as many people2 shower-baths to one third as many2 outdoor gymnasium to an equal number2 the use of swimming-pools to half as many2 use of the assembly halls to four times as many2 and to as many1 the use of clubrooms and reading-rooms4 ,thus1 in educating the child's body1 and giving him space to grow and play1 the ,wirt school enormously increased the opportunities of every one in the district1 old and young1 to secure the same advantages4 ,the ideal ,wirt school plant1 such as the ,emerson ,school in ,gary1 in its open space of ten acres1 besides its playground filled with apparatus1 has gardens1 tennis courts1 ball fields1 running tracks1 and handball courts4 ,for the younger children there are wading-pools and sandpits4 ,one field is arranged so that it may be flooded in winter for skating4 ,there are two acres of school-gardens1 and a cluster of cages and houses for the animals of the school zoo4 ,the outdoor equipment is1 in other words1 on the scale of a college or a wealthy private school which can afford spacious grounds and provision for every athletic sport4 ,the ,gary schools are1 however1 public schools1 and these facilities are open to all the children of all ages and all the time4 ,illustration3 ,,the ,,swimming-,,pool ,,at ,,the ,,froebel ,,school ,it is customary for our newer high schools to have gymnasiums1 but the common school is rarely provided for4 ,in the ,wirt school1 the common school shares1 of course1 in the extensive gymnasium equipment4 ,the ,emerson ,school has two gymnasiums1 one for boys and one for girls4 ,it has also a large swimming-pool4 ,the ,froebel ,school has two gymnasiums and two swimming-pools4 ,the ,jefferson ,school has a large gymnasium1 though only the common school is provided for in the ,jefferson4 ,the other ,gary schools all have gymnasiums proportionate to their size4 ,in the new school plants it is intended to build pergolas about the inner court which will contain open-air classrooms and additional outdoor gymnasium space4 ,nothing is omitted which will provide the right physical conditions for the child's growth and development from his earliest years4 ,coming to the school-building itself1 we find in the ,emerson and ,froebel ,schools architectural creations of unusual beauty and impressiveness4 ,the school-building is built around a great court1 with broad halls as wide as streets1 and well lighted from the court4 ,these broad halls serve not only as the school streets for the constant passage of the children between their work1 but also as centers for the 8application0 work1 or for informal study4 ,they are so wide that all confusion is avoided1 and they suggest to the visitor that they serve the school community in the same way that the agora or forum did the ancient city4 ,in the ,emerson ,school the beginning of an art gallery has been made4 ,it suggests the idea that just as the schools ought to absorb the playgrounds1 so they ought to absorb the museums and galleries4 ,pictures and objects of art and interest become unreal and artificial when immured in isolated museums1 which can be visited only at special times and with effort4 ,they should be at hand in the school1 fertilizing and beautifying every moment of its daily life4 ,the artistic sense can be cultivated only by bringing children into contact daily and almost unconsciously with beautiful things4 ,the schools themselves must be art galleries1 and these fine corridors of the ,wirt school indicate the way by which a wholly new orientation is to be given to our public galleries by using them as adjuncts to the education of children4 ,similarly with museums4 ,the teaching of the ,gary schools1 based fundamentally on concrete things and processes1 needs to be constantly in touch with the objects which it is our custom to store in dead museums4 ,the school museum is an essential feature of the ,wirt school4 ,the ,wirt plan does not contemplate the taking of children docilely about to visit museums1 as some progressive teachers are doing4 ,it contemplates bringing the museums into the schools1 so that the children can know the treasures and live with them and learn about them4 ,and similarly with libraries4 ,mr4 ,wirt believes that the school may do the work of the public library much more efficiently and much more economically than the library can itself do it4 ,he has shown in ,gary that in a school branch of the public library1 library maintenance and circulation cost per book circulation is only about five per cent of the cost in the main library1 while the life of the book circulated in sets under the control of the teachers is ten times that of the usual circulation book in the library4 ,in both the ,emerson and ,froebel ,schools there is a branch of the public library1 under a library assistant4 ,children use the library as a part of their regular work under the supervision of the assistant and teachers4 ,all sorts of stereoscopic pictures1 photographs1 collections of pictures1 atlases1 etc41 can thus be provided1 which would be impossible for the classroom4 ,the library becomes the storehouse of the knowledge of the school1 and the children learn to recognize it as such4 ,again1 the library is already an important feature of many of the newer high schools throughout the country4 ,in the ,wirt school1 however1 all the elementary classes use it also4 ,the ,wirt school contemplates bringing all the cultural resources of the community to bear on the school4 ,it makes the school the proper and natural depository for whatever the community has to offer in artistic interest or intellectual resource4 ,like most of the features of the ,wirt plan1 this consolidation of gallery1 museum1 and library in the school is as economically efficient as it is educationally valuable4 ,a word must be said about the auditorium4 ,few schools have assembly rooms like that in the ,froebel ,school in ,gary1 with its stage large enough for a full-sized basketball game or athletic contest4 ,the unique rle of the auditorium in the ,wirt school will be described in the next chapter4 ,it assists materially in educating the whole child by giving him opportunities for public expression before the school community4 ,the classrooms in the ideal ,wirt school are much more attractive than the ordinary classrooms1 far less formal and far less crowded4 ,in some of them the old-fashioned school desk and seat have been retained1 largely1 according to ,mr4 ,wirt1 to meet the prejudice of the parents4 ,owing to the frequent change and movement of classes1 however1 this peculiarly flagrant instrument of educational perversity does little harm4 ,many of the lower grades have a desk1 made in the school1 which is a kind of workbench4 ,these desks have vises attached1 and loose tops1 which can be readily replaced when soiled or worn out4 ,the seat is a four-legged stool1 which can be pushed out of the way when the child is using his desk for a workbench4 ,on occasion the children can take up their stools and desktops and go off to work in the halls or garden4 ,such a room is an ideal classroom1 with its hint of the workshop and its lack of rigidity4 ,in the history room in the ,emerson ,school are broad tables that can be used for map-drawing4 ,the idea is to give to each classroom the physical setting and the furniture which will best enable a particular kind of work to be done there4 ,the result is that the classrooms of the ,wirt schools have a character of their own1 quite different from the colorless and depressing effect of the ordinary classroom4 ,they are not merely rooms where children study together and tamely recite1 but essentially workshops where children do interesting things with their minds1 just as in the shops they do interesting things with their hands4 ,the history room is a real history laboratory4 ,maps and charts made by the pupils cover the walls1 magazines lie about1 pictures and books overflow the tables4 ,the visitor realizes that he is in a room saturated with history1 past and present4 ,it is easier to learn in a room where everything appeals to the imagination4 ,mr4 ,wirt says that you never can tell when a child is learning4 ,the time that he makes progress is not necessarily the recitation time4 ,it is the constant impingement of impressions that really educates him1 and it is this that the intellectual side of the ,wirt school is skillfully designed to cultivate4 ,music and expression and drawing are taught1 not in regular classrooms1 but in special studios1 which are genuine studios equipped with all the facilities to impress upon the child with what seriousness these things are taken in the ,wirt school4 ,art tends to mean much more to a child brought up in such a school1 because he works at it in an impressive environment4 ,the science laboratories for botany1 zology1 chemistry1 physics1 are not only well-equipped laboratories1 but workshops as well4 ,the botany room in the ,gary school has a large conservatory of vines and plants at the end2 the zology room has a menagerie of small pets1 fowls and birds1 guinea-pigs and rabbits4 ,the physics rooms are in contact with a machine room where automobiles and other machines illustrate the practical application of scientific principles4 ,everywhere the attempt is made to give a dramatic and practical physical setting to the work and study1 so that the child may be learning all the time by suggestion and imitation4 ,and everywhere the attempt is made to show that no one activity is any more important than any other4 ,each activity represents one side of that whole child to educate whom this school plant has been built4 ,the manual and industrial work is1 of course1 an essential feature of the ,wirt school4 ,the shops are much more extensive than is customary in even the most progressive public school1 or even in the special trade school4 ,the ,emerson ,school in ,gary has1 for instance1 a carpentry-shop1 cabinet-shop1 paint-shop1 foundry1 forge1 machine-shop1 printery1 sheet-metal shop1 electrical shop1 sewing-room1 and cooking- and dining-rooms1 all admirably equipped as regular shops1 and not merely as manual-training rooms4 ,the ,froebel ,school has1 besides these shops1 a plumbing-shop1 a laundry1 a shoemaking-shop and a pottery-shop4 ,in the smaller schools several shops are combined into one1 as at the ,jefferson1 though the work done is just as genuine as at the ideal plant4 ,the number of shops1 or the variety of work1 is1 as we shall see in the next chapter1 limited only by the services which the school demands in the way of repairing or enhancing its physical facilities4 ,when we have mentioned the room for commercial studies1 the supply-store1 the kindergartens and nurseries1 the draughting-rooms1 indoor playrooms1 teachers' room1 conservatory1 doctor's room and dental clinic1 offices1 etc41 our survey of the school plant is complete4 ,the arrangement of rooms itself1 however1 is very significant4 ,as we pass around the second floor of the ,froebel ,school1 for instance1 we meet1 in this order1 pottery-shop1 laundry1 freehand drawing-room1 two classrooms1 physics laboratory1 music and expression studios1 conservatory1 two classrooms1 botany laboratory1 and four more classrooms4 ,the shops are not segregated in the basement1 but the children in their various activities work side by side4 ,classrooms are placed next to laboratories1 and shops next to studios1 in order to impress the pupil with the unity of the program1 and in order that the younger pupils may have constantly before their eyes an inviting future and opportunity4 ,all the rooms1 moreover1 have glass doors1 and the shops have windows1 so that the children1 passing through the halls1 may look in and see others at work at unfamiliar tasks4 ,in this way their curiosity is likely to be aroused and the ambition to work at these interesting activities in which they see the older children engaged4 ,in this juxtaposition of the various activities1 therefore1 the child has impressed upon him that school life is a unity in breadth1 just as the combining of the elementary and secondary school impresses him with the fact that his school life is a unity in length4 ,no opportunity is lost to touch his imagination and excite his curiosity4 ,the school plant itself1 in its mere arrangement and construction1 it will thus be seen1 serves a very important educational purpose4 ,the careful detail with which this has been worked out in these ideal school plants of ,gary makes the ,wirt school in its physical aspect something very much more significant than a mere collection of facilities4 ,those facilities fit into one another according to a very comprehensive plan4 ,they form organs of a genuine school life1 which educates the whole child4 ,this fourfold division of study and recitation facilities1 studio1 workshop1 and laboratory facilities1 auditorium facilities1 and application and play facilities1 is essential to the working of the ,wirt plan4 ,where the ideal school plant is impossible1 this fourfold plan may yet be possible4 ,as has been said1 the greatest triumph of the ,wirt plan in ,gary is1 perhaps1 the ,jefferson ,school1 a building of conventional style1 which had been erected before ,mr4 ,wirt came to ,gary4 ,it was an ordinary school-building with ten classrooms and auditorium1 but no other facilities4 ,by turning the spacious attic into a gymnasium1 by transforming five of the classrooms into music and art studios and nature-study laboratories1 by building a general jack-of-all-trades workshop around the engine- and boiler-room in the cellar1 by building a domestic-science kitchen in an unused corner1 putting lockers into wasted space1 and by equipping the playground with apparatus1 ,mr4 ,wirt succeeded in transforming an ordinary school-building1 whose prototype may be found in almost any town in the land1 into a full-fledged1 varied1 and smoothly running ,wirt school4 ,the reorganization of schools in ,new ,york ,city and other places has been done by ,mr4 ,wirt along similar lines4#a ,footnote #a3 ,see appendix for detailed description of reorganization of twelve ,new ,york schools4 ,where1 in most cases1 a mere rearrangement of classrooms and the institution of shops and laboratories will transform a school1 in others special annexes are necessary4 ,these can be built usually1 however1 at comparatively small cost4 ,the use of portable houses by the smaller schools of ,gary has enabled the small wayside 8district school10 hitherto confined entirely to study and recitation1 to transform itself into a genuine ,wirt school1 with its fourfold work and study4 ,shop1 auditorium1 and laboratory and studio can be provided in the form of small portable houses1 and the capacity of the school as well as its facilities can thus be greatly increased4 ---------------------------------------- -------------------------------- ,,iii ,,work1 ,,study1 ,,and ,,play3 ,,the ,,school ,,as ,a ,,community ,,the ,gary school represents not merely the old public school with certain added modern features1 but a definite reorganization4 ,its aim is to form1 with its well-balanced facilities of work1 study1 and play1 a genuine children's community1 where the children's normal healthy interests are centered1 and where they learn1 in ,professor ,dewey's phrase1 8by doing the things that have meaning to them as children40 ,the ,gary school aims to meet the comparative failure of the public school to-day to care for the city child4 ,it tries to take the place of the old household and rural community life which provided for our forefathers the practical education of which the city child in his daily life is deprived to-day4 ,the full significance of the ,gary plan can scarcely be understood unless it is seen against this background4 8,it is impossible10 says ,professor ,dewey1 8to exaggerate the amount of mental and moral training secured by our forefathers in the course of the ordinary pursuits of life4 ,they were engaged in subduing a new country4 ,industry was at a premium1 and instead of being of a routine nature pioneer conditions required initiative1 ingenuity1 and pluck4444 ,production had not yet been concentrated in factories in congested centers1 but was distributed through villages4444 ,the occupations of daily life engaged the imagination and enforced knowledge of natural materials and processes4444 ,children had the discipline that came from sharing in useful activities4444 ,under such conditions the schools could hardly have done better than devote themselves to books4444 ,but conditions changed1 and school materials and methods did not change to keep pace4 ,population shifted to urban centers4 ,production became a mass affair carried on in big factories1 instead of a household affair4444 ,industry was no longer a local or neighborhood concern4 ,manufacturing was split up into a very great variety of separate processes through the economies incident upon extreme division of labor4444 ,the machine worker1 unlike the older hand worker1 is following blindly the intelligence of others instead of his own knowledge of materials1 tools and processes4444 ,children have lost the moral and practical discipline that once came from sharing in the round of home duties4 ,for a large number there is little alternative1 especially in large cities1 between irksome child labor and demoralizing child idleness40 ,the ,gary school is an organized attempt to restore this natural education1 adapt it to modern demands1 and thus avoid these alternatives so disastrous for the future of the child and the quality of the coming generation4 ,by making the public school as much as possible a self-sustaining child community1 ,superintendent ,wirt believes that all the benefits of this older education can be attained4 8,we cannot10 he says1 8trust the other social institutions to remedy the defects4 ,not more than one quarter of the urban children attend ,sunday-,school regularly4 ,this makes an average of only two minutes a day for all the days and all the children4 ,in fact1 church1 ,sunday-,school1 public library1 public playgrounds1 ,y4,m4,c4,a41 ,boy ,scouts1 and all other child-welfare agencies do not occupy the time of all the children of a city for more than an average of ten minutes a day4 ,the practical effect of this is that the streets and alleys and the cheap theaters and other commercialized places of amusement have the children for over five hours a day4 ,the cities are not fit places for the rearing of children1 because1 as a rule1 the streets and alleys have twice the time for educating the children in the wrong direction that the school1 church1 library1 and playground have for educating them in the right direction40 ,this is the justification for extending the ,gary school day to eight hours and limiting vacations4 ,this is the plan which gives ample time for the intensive use of the remarkable school plant described in the preceding chapter4 ,for in place of using for the special work and play activities a part of the already too few regular school hours per year1 the ,gary school secures additional time for these activities by appropriating the now worse than wasted 8street-and-alley time0 of the masses of city children4 ,saturday school1 vacation school1 even an all-year school1 are features of the ,gary plan which carry out this principle of providing a school life for the children for as long a time as they can be induced and encouraged to continue it4 ,the ,gary school deliberately seeks to employ and satisfy the children's time with wholesome and interesting activity4 ,it aims not only to organize the daily life of the child for the greater part of his time1 but it seeks to provide for him in a self-sustaining community4 ,this means that all the work and study converge upon the school life4 ,the things that are done in the ,gary school contribute to the usefulness1 the beauty1 or the interest of the school community4 ,the ,gary school is built on the sound psychological theory that only such work as has meaning in the life of the school1 as lived by the children themselves then and there1 will be really learned and assimilated4 ,the school is not only to be a 8preparation for life03 it is to be a life itself1 as the old household was a life itself4 8,the idea that children should study exclusively for eight years1 and then work exclusively for the rest of their life10 says ,superintendent ,wirt1 8is really a new idea in civilization4 ,the criticism of the modern public school is directed almost entirely at the helplessness of children who are attempting to enter industrial and commercial life from this exclusive study period of eight1 twelve1 or sixteen years in the schools1 and at the fact that the school is not able to get more than half its children beyond the sixth grade of the common school4 ,formerly the school plus the home and small shop educated the child4 ,the small shop has been generally eliminated and the home has lost most of its former opportunities4 ,a much greater part of the education of the child must be assumed by the school of the present generation4 ,in place of the school1 home1 and shop1 we have the school and the city street educating the great masses of children4 ,the school must do what the school1 home1 and small shop formerly did together40 ,the idea of making the school a self-sustaining community is worked out in the ,gary school in the most comprehensive form4 ,the manual-training and industrial shops1 for instance1 are actually the shops for the school community1 and their work goes largely toward the upkeep of the school plant4 ,vocational training in the ,gary school means that whatever work is necessary in the way of repairing1 conserving1 beautifying1 or enhancing the school facilities is done by the pupils themselves4 ,the school1 like the old-time industrial home and community1 has a large amount of real work that is now being done and must always be done in connection with the equipment of its buildings1 grounds1 laboratories1 shops1 etc4 ,the large1 lavishly equipped ,gary school plants require a force of mechanics to keep them in repair4 ,the usual way of doing this would be to hire outside labor at considerable expense to do the necessary work during school vacations4 ,the ,gary schools1 on the other hand1 which have no long vacations1 employ a permanent force of mechanics1 and keep them continuously employed throughout the year4 ,regular union artisans1 chosen because of their character1 intelligence1 and teaching ability1 are engaged by the building departments of the school plant4 ,there are carpenters1 cabinet-makers1 painters1 plumbers1 sheet-metal workers1 engineers1 printers1 electricians1 machinists1 foundrymen1 etc41 sufficient to meet the needs of the schools4 ,this great variety of equipment and maintenance work provides manual activity of a truly educative sort suitable to every stage of the child's development4 ,the shops of these workmen become the regular manual and industrial training shops of the school4 ,the children work with the artisans in much the same way as old-time apprentices1 though1 of course1 for only a fraction of their time4 ,just as the child formerly participated in the industrial activities of the household1 so now he participates in the real industrial activities of his school4 ,the school artisans1 and the nurses1 school dentist1 and physician1 landscape gardener1 architect1 and draftsman1 accountant1 storekeeper1 office force1 lunch-room manager1 designer1 dress-maker1 milliner1 all take the place of the father and mother and older brothers and sisters in the old-time1 self-sustaining1 practically educative household4 ,the children receive all the benefits of doing real work that must be done and of participating in their own school business4 ,and they have the benefit of a completely modern equipment resembling in detail the machinery and processes which they will find when they go out into the larger social community4 ,in this novel scheme the ,gary schools seem to have experienced little difficulty4 ,superintendent ,wirt says that when you have provided a plant where the children may live a complete life eight hours a day in work1 study1 and play1 it is the simplest thing imaginable to permit the children in the workshops1 under the direction and with the help of well-trained men and women1 to assume the responsibility for the maintenance of the school plant4 ,there can be no exploitation of the children1 for masters and pupils are permitted to do only enough work to balance the wages of the masters and the cost of materials4 ,the teacher-workmen would be doing the work whether the children assisted or not4 ,they earn their salaries by their repair and construction work1 and the children who desire it get an admirably practical vocational training almost without additional cost to the city4 ,the great expense is avoided of special shop equipment1 such as the usual industrial high school or special trade school has for its industrial courses1 which are1 moreover1 wholly unproductive4 ,and the school is able to offer a much greater variety of trades than even the special trade school3 for a school plant like the ,gary institution will demand for its equipment and maintenance almost every staple trade1 industrial and domestic1 with the attendant educational opportunities for both boy and girl4 ,manual work takes on quite a new meaning when it becomes1 as in the ,gary schools1 productive work for the school community4 ,it is no longer a question of each child doing his 8practice0 work1 his stereotyped 8stunt10 in which he soon loses interest4 ,the boys in the ,gary carpenter-shop are making desks and tables for the classrooms1 cabinets and stools for the laboratories1 or bookracks for the library4 ,in the paint-shop they are staining and finishing them2 or they are at work on the woodwork of the building1 painting or varnishing4 ,the electricians must care for motors1 bells1 etc41 and there is always opportunity for teaching winding1 motor construction1 and wiring4 ,plumbing must be installed and kept in repair4 ,many parts of the plant call for the sheet-metal worker4 ,foundry and machine workers require in turn a pattern-making shop and draftsmen to furnish plans and specifications4 ,the engineer of the heating1 lighting1 and ventilating plant gives lessons in firing and in the care of boilers4 ,the printing-shop does all the printing work for the schools1--blanks1 forms1 reports1 charts1 etc41 besides the illustrated brochures which the pupils of the various departments issue4 ,in the ,froebel ,school there is even a demand for a pottery shop1 where the children often discover artistic talent in making the necessary clay utensils for the school4 ,the number and character of the school shops is limited only by the needs of the school community4 ,one year the shoeless condition of some of the children set a demand for a shoe shop1 in which old shoes were made over into wearable new ones4 ,the visitor to the ,gary school finds everywhere little groups of busy children1 absorbedly interested1 working on the different needs of the school1 under kindly and intelligent teacher-workmen4 ,he finds that there is enough real work in the school plant to keep occupied for his hour or more a day every child who is interested in manual work--and most children are--or who desires to become familiar with a trade4 ,such work is highly educational1 and it is not drudgery4 ,it is not specialized1 nor is it segregated from the academic studies4 ,the industrial work for both boys and girls is an integral part of the school life in which every one who cares for a rounded education must participate in some form or other4 ,illustration3 ,,the ,,printing-,,shop ,,at ,,the ,,emerson ,,school ,there is not a department which does not contribute in some way to the school community life4 ,the caretakers of the grounds are under the supervision of the botany and zology 7nature-study7 departments4 ,the children work with them in taking charge of and caring for the gardens1 lawns1 trees1 and shrubs4 ,the botany classes care also for the school conservatory and for the smaller experimental conservatory in the botany laboratory4 ,the zology classes have charge of the school zoo as well as the collection of pets in the zology room4 ,even the drawing classes contribute1 the mechanical-drawing pupils in preparing plans for the industrial work and construction1 the art classes in decorating the friezes of their room or in designing details for the building4 ,domestic science in the ,gary school is not taught as a separate 8subject40 ,it means the practical operation of the school lunch-room under the direction of an instructor and a cook assistant4 ,the domestic-science room is a real kitchen1 dining-room1 and pantry in which the daily lunch is prepared and served to such teachers and pupils as desire it4 ,the domestic-science work for the girls then consists of nothing but this daily service1 older and younger girls coperating with cook and teacher4 ,the salary of the assistant is paid out of the profits of the lunch-room4 ,since the food is sold1 all expenses for supplies are charged to the lunch department4 ,the sewing-room is operated on a similar plan4 ,the instructor has as assistants a practical dress-maker1 laundress1 and milliner4 ,their salaries and all materials used are paid for from the savings made by doing the necessary laundry and needlework for the school4 ,both cooking and sewing departments are therefore self-sustaining school-community shops4 ,the school board makes no appropriations for the support of the lunch-room1 dressmaking1 laundry1 and millinery departments other than the salaries of the two head teachers4 ,all bills are paid directly by the department managers1 and no accounts are kept by the school board4 ,the other shops are self-supporting in the sense that the ordinary appropriations for painting1 cabinet-work1 electrical work1 plumbing1 printing1 etc4 7which would have to be paid anyway71 generally pay the salaries of the teacher-workmen and the costs of the material4 ,the ideal attainment would be to make the shops all self-sustaining school-community shops4 ,the work of all these shops requires elaborate systems of accounting4 ,all this work is taken charge of by the instructors and pupils of the commercial departments of the school4 ,the work the children do in the shops is computed on the basis of regular union wages for the particular trade1 and they are 8paid0 in imitation checks1 upon which their standing in the course is based4 ,for these payments the commercial pupils manage a regular school banking system1 with savings accounts1 etc4 ,they also have charge1 under the instructors' supervision1 of all the regular accounting and secretarial work for the school administration4 ,thus their bookkeeping1 stenography1 and typewriting contribute directly to the needs of the school4 ,the commercial pupils also take care of the ordering and distribution of supplies4 ,some of these1 such as the coal and cement used in the schools1 are in turn tested by the chemistry classes in their laboratory to see whether they come up to specifications4 ,the school 8store0 is as important a feature of the school community as the school 8bank10 and the commercial pupils take turns in 8keeping0 it4 ,the criticism that the pupils are incompetent to handle all these matters is met by the obvious consideration that the school cannot afford to graduate pupils in accounting and secretarial work who cannot perform these functions efficiently for themselves and their school4 ,at present1 it should be mentioned1 these departments are said not to be self-supporting1 in the way that the domestic-science shops are4 99 99 99 99 99 ,if the school is to be the children's community1 there must be some place of general assembly1 some forum or theater where the school may take stock of itself4 ,this is provided in the 8auditorium10 one of the original and essential features of the ,gary plan4 8,auditorium10 to which a daily hour is given1 is devoted to purposes different from the religious exercises1 declamations1 and moral homilies common to the 8opening exercises0 of the ordinary school4 ,it does not even open the day1 for the ,gary program makes it necessary for the 8auditorium0 hour to come at periods throughout the day1 differing for different classes4 ,the aim is to make it an occasion where anything that is happening of peculiar interest in any part of the school may be dramatically brought to the attention of the rest of the school4 ,in the ,gary school1 each child goes to 8auditorium0 for a full hour each day1 and listens to a program contributed by pupils or teachers or outside visitors4 ,there is always choral singing2 there may be instrumental or phonograph music besides4 ,lantern-slides and motion-pictures are often shown4 ,there may be talks by the special teachers about their work4 ,the child may see there gymnastic exhibitions1--as has been said1 the stage at the ,froebel ,school is so large that a full-sized basketball game may be played upon it before the audience1--folk-dancing1 or dramatic dialogues and little plays written by the pupils themselves about interesting things in their study or reading4 ,there may be debates on school issues4 ,what is to be presented in 8auditorium0 is limited only by the imagination and expressiveness of teachers and children4 ,the teachers in turn have the responsibility of arranging the program1 in coperation with their pupils4 ,children of widely different ages are sent together to the 8auditorium0 hour1 so that the younger may have their curiosity stimulated about the work of classes that they perhaps have not yet reached1 and so that the older may lose that snobbery of age which often causes so much unhappiness in childhood1 and tends to fill the adult mind with delusions about the young4 ,this plan1 therefore1 makes for sympathy between the pupils1 makes each child familiar with the activities of the whole school1 and prevents that unfortunate segregation and confinement of the ordinary school4 ,besides being able to look into the various rooms through the glass doors1 the child in the ,gary school has an opportunity of seeing in 8auditorium0 in dramatic form the life of his school4 ,the influence of this 8auditorium0 hour upon the school work1 particularly the academic work1 can hardly fail to be marked1 for it directly motivates all the studies4 ,it is a sort of communal 8application0 activity4 ,history and literature take on a new meaning1 because the material may be studied now always in the light of its possible presentation to the rest of the school in dramatic and intelligent form4 ,many schools use the dramatic sense to vitalize these studies1 but no other school provides so definite and regular a focus1 and so constant and interested an audience for the products of such a vitalization4 ,the 8auditorium0 in the ,gary school seems to be a genuine school-community theater1 an inevitable and integral part of the school life4 ,in the words of ,superintendent ,wirt1 the ,gary school aims to be a 8clearing-house for children's activities40 ,the ideal is to render the school community as self-sustaining and self-stimulating as possible4 ,whatever the school cannot itself contribute to the education of the child1 it may find in the institutions of the surrounding community4 ,any outside agency which provides wholesome activities for children becomes then a sort of extension of the school4 ,children in the ,gary school are permitted to go out from their play or 8auditorium0 hour to do special work at home1 take private music or art lessons1 visit the ,y4,m4,c4,a41 settlement or neighborhood house1 attend the ,boy ,scouts or ,camp-,fire ,girls1 or receive religious instruction in the churches4 ,this outside work is then ranked as an integral part of the school work4 ,it is this community coperation which has particularly roused the interest of religious educators4 ,it suggests to many of them a solution of the problems of religious education1 and of separate denominational schools4 ,religion does not enter the ,gary school in any form1 not even in ,bible reading and prayer4 ,but children may go out1 for one hour a day1 two1 three1 or even four times a week1 to classes in religious instruction1 privately organized and supported by the various churches of the city4 ,to meet the situation in ,gary1 the churches have in some instances engaged special instructors for these classes in religion4 ,the ,presbyterian1 ,methodist1 and ,christian churches are said to have united in engaging a teacher at a relatively high salary4 ,such coperation not only insures the services of well-trained and liberal teachers1 but must necessarily banish sectarian dogmatism from the teaching4 ,in ,gary1 the ,baptist1 ,roman ,catholic1 and ,hebrew churches1 besides the ,y4,m4,c4,a41 are said to be giving this special instruction4 ,in the ,jefferson ,school more than half the children attend these classes at the churches4 ,this feature of the ,gary plan is one of the most interesting1 and perhaps has the most far-reaching possibilities1 in the way of transforming religious instruction in this country4 ,this plan is characteristic of a school which seeks to meet the demands of the individual child1 and to make everything in the community which is truly educational1 or which1 for any reason1 parents and children believe to be genuinely educational1 contribute to the life of the school community4 ,since the other institutions have the same privileges as the churches1 they are all given the opportunity in this plan of enlarging their effective resources4 ,city schools which wish to adopt the ,gary plan1 but lack the ideal school plant or the varied facilities1 may often avail themselves of the gymnasium1 pools1 playgrounds1 etc41 of near-by ,y4,m4,c4,a4 or settlement houses1 and use the public library and public playground1 and thus acquire1 by systematic coperation with these other agencies1 an effectively working ,gary school4 ,this plan has been adopted with great success in the case of the ,new ,york schools1 a number of which are in the course of adopting the ,gary plan1 or many features of it4 ,their experience has shown that1 by making the school a 8clearing-house for children's activities10 the social resources of all these communal institutions are vastly increased4 99 99 99 99 99 ,to sum up1 the ,gary school forms a children's community1 which aims to provide the practical natural education of the old school1 shop1 and home which educated our forefathers4 ,it is a necessary evolution and reorganization of the public school to meet the changed social and industrial conditions of the modern city4 ,the school community1 by providing a fourfold activity of work1 study1 and play1 uses the children's time and keeps them from the demoralizing influence of the streets4 ,in the 8auditorium0 it provides a public theater which may motivate all the work and study4 ,by coperating with all the community agencies which provide wholesome activities for children1 it makes them all more valuable and effective4 ,and by making the school as far as possible a self-sustaining community1 it gives meaning and purpose to all the work1 trains the children for the outside world1 and cultivates the social virtues4 ---------------------------------------- -------------------------------- ,,iv ,,programs3 ,,the ,,school ,,as ,a ,,public ,,utility ,,schools such as those in ,gary1 with their elaborate equipment and special school enterprises1 obviously require methods of financing radically different from those of the ordinary public school4 ,it is1 perhaps1 this problem of how a small and relatively poor city like ,gary could afford to maintain such schools that has aroused the interest of practical school men in the ,gary plan4 ,when the public schools were first started in the new town1 the authorities found themselves in a peculiarly difficult situation1 owing to the limited funds at hand and the demands of a rapidly increasing population4 ,the conventional method of meeting the situation would have been to erect inferior buildings1 to omit playgrounds1 laboratories1 workshops1 to employ cheap teachers1 to increase the size of classes1 to limit the yearly term1 or else to try to accommodate all the children in a few buildings on half-time work4 ,these have been the methods which our large cities have almost universally felt themselves obliged to adopt when confronted with these problems of economy and congestion4 ,the other possible method--and this seems to be the unique contribution of the ,gary plan to the economics of education--was to treat the public school as a public service1 and apply to it all those principles of scientific direction which have been perfected for the public use of railroads1 telephones1 parks1 and other 8public utilities40 ,the new city of ,gary could create thoroughly modern1 completely equipped school plants1 and operate them so as to get the maximum of service from them4 ,superintendent ,wirt and the school board believed that this plan would be the true economy4 ,mr4 ,wirt says1 8,you can afford any kind of school desired if ordinary economic public-service principles are applied to public-school management4 ,the first principle in turning waste into profit in school management is to use every facility all the time for all the people40 ,instead1 therefore1 of counting their financial resources and then deciding what limited educational facilities could be provided with them1 the ,gary authorities seem to have decided upon the ideal school plant desired to meet the needs of the modern city child1 and then to have proceeded1 by the ingenious application of principles well recognized in business and industry1 to utilize their resources so as to support the desired facilities4 ,the ,gary plan has made evident the great wastes involved in the conventional methods of managing the public-school plant4 ,all school men will agree with ,superintendent ,wirt when he says that 8most certainly playgrounds1 gymnasiums1 and swimming-pools are good things for all children to have4 ,i believe that gardens1 workshops1 drawing and music studios are good things for children to have4 ,i believe that museums1 art galleries1 and libraries are good things for children to use systematically and regularly4 ,in my judgment opportunities for religious instruction1 for private instruction in music1 and for assisting in desirable home work are good things for children4 ,so also are coperative classes between the academic school and the industrial activities of the school business departments1 and between the school and industrial activities outside the school4 ,in what way will the use of these facilities handicap a child in his efforts to secure an education80 ,the answer is1 of course1 8in no way40 ,these are the things the most advanced higher schools and wealthy private schools are providing for their pupils4 ,school men may have desired to provide all these things for all the children of the elementary schools too1 but rarely has economic skill combined with educational philosophy to bring such an ideal within the bounds of possibility4 ,the ,gary school seems to have found a way4 ,it has actually realized the ideal1 and made practicable that school-community life which other schools have only envisaged4 ,it has found that any kind of school desired may be had if classrooms1 auditoriums1 playgrounds1 etc41 are in constant use all day long by all the children in alternating groups and out of school hours by adults4 8,the modern city10 says ,superintendent ,wirt1 8is largely the result of the application of the principle of the common use of public facilities that we need for our personal use only part of the time4 ,we are willing that other people use public services when we cannot use them4 ,how many street-cars and what sort of service could we afford if each citizen had to have his own private street-car seat for his own exclusive use80 ,yet the educational ideal in school management generally remains what is set forth in the report of the #aiac ,part-,time ,committee of the ,new ,york public schools1--8,every pupil is entitled to an individual seat and desk4 ,the teacher is entitled to the exclusive possession of a classroom44440 ,in the light of the ,gary plan this ideal is absurd4 ,it means1 as has been discovered in the ,new ,york experience1 that school facilities can never be made to catch up to school population4 ,and it is absurd because it assumes that all persons in school want to do the same thing at the same time4 ,but all 8modern public conveniences are made possible only by their common use and the fact that we do not want to use the same public conveniences at the same moment4 ,we are willing to have some one else use our public library1 look at our pictures in our public museum1 walk in our public park1 sleep in our ,pullman berth or in our hotel bedroom1 or travel in our steamboat when we are otherwise engaged40 ,it proves to be as financially prohibitive to attempt to provide an individual desk and seat for every school-child as it is to provide an individual seat for every citizen who may sit in the park4 8,the great masses of children in our city schools can never have ample play spaces1 suitable auditoriums1 gymnasiums and swimming-pools1 workshops1 libraries1 museums1 or even ordinary schoolrooms for study and recitation1 if all children at the same time must be using each of these facilities separately40 ,the more people use these public services1 the cheaper they become for each one of us4 ,and the more evenly the public use is distributed1 the more valuable becomes the service to each one of us4 8,increasing the number of persons using any public facility either under public or private ownership betters the service for all1 provided the load can be uniformly distributed during operating hours4 ,the problem with a public lighting or transportation service is to eliminate #8peak-loads' as far as possible40 ,we have had constantly before us the gradual extension of the principle of multiple service of public facilities4 ,the ,gary plan makes the public school the last of these public services to come under the operation of these principles4 ,as generally managed the public school has not recognized these principles4 ,the effect of its administrative methods1 its rigid school hours1 its uniform curriculum1 its emphasis on academic work1 has been rather to increase the 8peak-loads0 and thus inadvertently to increase the costs of operation4 ,in many schools1 the use of the 8auditorium0 does not average more than ten minutes a day for each day of the year1 and the playgrounds barely an hour each day of the year4 ,and for every hour that shops1 etc41 are empty1 there is a waste and leakage1 which would be permitted in no other public-service institution4 ,the ,gary plan1 therefore1 has worked out a multiple use of the school plant in the most comprehensive form4 ,by distributing classes in alternating groups1 so that every department and room is in use as nearly as possible every hour of the eight-hour day1 the 8peak-loads0 are prevented and the costs of operation reduced to the minimum4 ,this system1 variously called a 8rotation-of-crops0 or a 8platoon0 system1 permits almost the actual doubling of the capacity of the school plant4 ,two duplicate schools may function together in the same building all day long4 ,this 8duplicate-school0 plan is not1 it must be observed1 that used in some cities1 where one school occupies the rooms for a few hours while the other remains at home1 to take its turn in the rooms while the other goes out4 ,that is merely a 8part-time0 scheme1 and only accentuates the usual evils of fragmentary schooling and demoralizing street life4 ,the ,gary plan involves two distinct schools1 known as the 8,x0 and the 8,y0 schools1 each of which has the entire program and the full day4 ,the ,gary plan1 in other words1 can accommodate twice the ordinary number in a school-building1 not by shortening the time for each child1 but actually by lengthening it4 ,how this plan works out in detail for a school unit of eight classes may be shown by the following program1 which was used in the ,jefferson ,school when ,superintendent ,wirt first came to ,gary4 ,the ,jefferson ,school has been described as a conventional school-building1 which was adapted to the ,gary plan by the institution of shops1 gymnasium1 etc41 and the conversion of classrooms into laboratories and studios4 ,the program shows how a small eight-room school1 ordinarily accommodating three hundred and twenty children 7forty to a class71 may1 with a small auditorium1 playground1 attic gymnasium1 and basement shops accommodate two duplicate schools of eight teachers each1 with a total of six hundred and forty children4 ,the first column gives the teachers1--grade teachers for the regular studies of the eight grades1 and special teachers for the special activities4 ,the second column gives the rooms where the work is conducted2 the other columns give the distribution of time4 8#a,x0 means the first grade of the 8,x0 school2 8#a,y0 means the first grade of the 8,y0 school1 etc4 ,the program shows the ingenious distribution of classes throughout the school and throughout the course of the day1--six hours in this case1 to which one hour and a quarter must be added for lunch-time4 ,studies ,forenoon ,afternoon ,teachers ,room #ij min4 #ij min4 #ij min4 #ij min4 #ast ,grade ,classroom #a,x #a,y #a,x #a,y #b;d ,grade ,classroom #b,x #b,y #b,x #b,y #c;d ,grade ,classroom #c,x #c,y #c,x #c,y #dth ,grade ,classroom #d,x #d,y #d,x #d,y #eth ,grade ,classroom #e,x #e,y #e,x #e,y #fth ,grade ,classroom #f,x #f,y #f,x #f,y #gth ,grade ,classroom #g,x #g,y #g,x #g,y #hth ,grade ,classroom #h,x #h,y #h,x #h,y ,music ,auditorium #a,y #b,y #a,x #b,x #c,y #d,y #c,x #d,x ,drawing ,basement #c,y #d,y #c,x #d,x #a,y #b,y #a,x #b,x ,literature ,library #e,y #f,y #e,x #f,x #g,y #h,y #g,x #h,x ,science or ,basement #g,y #h,y #g,x #h,x #e,y #f,y #e,x #f,x manual arts ,attic #b,y #a,y #b,x #a,x #f,y #e,y #f,x #e,x ,physical ,playground #d,y #c,y #d,x #c,x #h,y #g,y #h,x #g,x education 7#b ,attic #f,y #e,y #f,x #e,x #b,y #a,y #d,x #c,x teachers and principal7,playground #h,y #g,y #h,x #g,x #d,y #c,y #b,x #a,x ,according to this program1 only eight regular schoolrooms are required for the sixteen classes4 ,while these eight classrooms are occupied by the classes engaged in the regular studies1 the eight other classes are engaged in special activities in other parts of the school plant1 in basement shops1 attic gymnasium1 or playground4 ,half the day is given to the regular studies1 and half to the special activities4 ,the regular studies occupy two periods of ninety minutes each1 one in the forenoon and one in the afternoon4 ,the same amount of time is given to the special activities1 but the ninety-minute periods are divided into two forty-five-minute periods4 ,the time devoted to the regular studies is divided as the teachers see fit4 ,each teacher has but one class at a time1 and the way in which the time is distributed between the arithmetic1 reading1 spelling1 geography1 history1 etc41 depends upon the needs of those in the class4 ,it will be seen from the program that each class of the two duplicate schools has time not only for three hours a day of the traditional school studies1 but for three hours of play and special activities besides4 ,and since this is the daily program1 each class gets this varied work1 study1 and play every day1 and not1 as is the case of the special work in most public schools1 only once or twice a week4 ,thus1 according to this program1 the day's work for the third grade in the 8,x0 school would be mapped out in this way1--regular studies1 drawing or manual training1 playground or gymnasium1 lunch1 regular studies1 music1 and playground again4 ,the sixth grade in the 8,y0 school has a program of physical education1 music or literature1 regular studies1 lunch1 play1 science or manual arts1 and regular studies again4 ,the program shows not only how double the number of classes are accommodated1 but how all are given a longer and more varied day than is possible in the ordinary school4 ,this program represents the simplest framework of the application of public-service principles to the daily school program1 with its multiple use of facilities4 ,it is known as the 8,old ,gary ,school ,program10 and has1 of course1 been much modified and refined and complicated as the need for flexibility and for the further departmentalizing of studies has arisen1 and as it has had to be adapted to schools of different sizes4 ,as here presented it does not include the high-school classes4 ,the program of the complete school plant is much more elaborate4 ,the 8,old ,gary ,school ,program10 however1 contains the essential principles of the distribution of classes and of school time4 ,since ,september1 #aiac1 a new and more satisfactory program has been followed in the four larger ,gary schools4 ,the new school day is eight and one quarter hours in length1 and the work is divided into four groups1 as follows3-- ,group ,program ,hours #a4;,history and geography1 ,english and #b mathematics #b4,manual work1 science1 drawing1 music #b #c4;,auditorium #a #d4,play1 physical training1 application #b ,lunch #a ,the first group of studies is conducted in the ordinary classrooms2 the second group in the shops1 laboratories1 and studios2 the third group in the auditorium2 the fourth group in the gymnasiums1 swimming-pools1 playrooms and playgrounds4 ,four groups of children are simultaneously engaged in these four different departments throughout the day4 ,if ,a represents one half of the classes of grades #a to #d2 ,b1 one half of grades #e to #h2 ,c1 the other half of grades #a to #d2 and ,d1 the other half of grades #e to #h--then ,a and ,b together will represent the 8,x0 school of our old program1 and ,c and ,d together will represent the 8,y0 school1 each school with its own corps of teachers and classes of all grades from #a to #h4 ,the new program for the duplicate school then works out in operation as follows4 7,the new day is an hour longer47 ,time ,studies for ,group ,group #b ,group #c ,group #d #ab #h4ae- #i4ae ,a ,b ,c ,d #i4ae-aj4ae ,b ,a ,c ,d #aj4ae-aa4ae ,c ,d ,a ,b #aa4ae-ab4ae ,d ,c ,lunch-hour for ,a ,b #ab4ae- #a4ae ,a ,b ,lunch-hour for ,c ,d #a4ae- #b4ae ,b ,a ,d ,c #b4ae- #c4ae ,c ,d ,b ,a #c4ae- #d4ae ,d ,c -- ,a ,b #d4ae- #e4jj ,playgrounds1 gymnasiums1 and shops open for volunteers4 ---------------------------------------- -------------- ,footnote #b3 ,see preceding table4 ,since ,c ,d1 or the 8,y0 school1 has physical education the first hour in the morning1 and ,a ,b1 or the 8,x0 school1 has it the last hour of the afternoon1 pupils in the 8,y0 school are permitted to come an hour later in the morning1 and the pupils in the 8,x0 school are permitted to leave an hour earlier in the afternoon4 ,it will be observed from this program that only one fourth of the pupils are engaged in group #a during any hour of the day4 ,four separate classes are1 therefore1 accommodated in each regular classroom4 ,consequently1 the capacity of the school plant is four times that of the regular classrooms4 ,but since a number of rooms which would otherwise be used for classrooms are used for laboratories and studios1 the net capacity of the school plant operating under the new program is1 as under the old program1 twice the capacity of the total number of classrooms4 ,in the lower grades it is found desirable to use for formal physical training1 half an hour out of the two hours assigned to group #b4 ,an exchange is1 therefore1 made with the grammar and high-school grades1 which are assigned to the regular classrooms for an additional hour of ,english and mathematics4 ,in all grades the time assigned to group #d is divided between the teachers of physical education and play1 and the teachers of the subjects in groups #a and #b4 ,in the lower grades1 teachers of the regular studies use their share of the time--one hour--in games and constructive plays that apply the subject-matter taught in the classes4 ,this is the 8application0 work which is so distinctive a feature of the ,gary school4 ,it is planned systematically to give the formal work of the school opportunity for expression through activity4 ,the music and literature teachers use the 8application0 period for folk-dances1 musical games1 dramatics1 modeling in clay and sand1 and for free imaginative play and construction4 ,this 8application0 work is carried on informally in the broad halls or in corners of the playgrounds and playrooms4 ,whatever work has permanent value or interest may then be practiced for presentation in the 8auditorium0 period4 ,the nature-study and science teachers use the application period for the care of the lawns1 trees1 shrubbery1 the conservatories1 the gardens1 the animal pets4 ,in the upper grades1 mathematics teachers use this period for the practical measuring and planning of the various mechanical construction projects of the shops or grounds1 or in practical accounting in connection with the clerical work of the school4 ,in other words1 it is in the 8application0 periods that that work is done which contributes to the school community life which has been described in the chapter on 8,the ,school as a ,community40 ,in the lower grades1 8application0 takes largely the form of games4 ,in the upper grades1 the industrial and science work is used as the basis4 ,practical instruction is given by the shop and laboratory teachers1 in addition to that given by the regular teachers4 ,the special teacher has his pupils for one hour in the classroom1 followed by two hours in the shop or laboratory where direct application is made of the theoretical instruction4 ,this extra time is taken out of that assigned to group #d4 ,the division of time between the various activities in the new program therefore works out as follows3-- ,for grades #a to #c3-- ,language and mathematics #b hours ,music1 literature and expression1 #a hour gymnastics ,application #a hour ,auditorium #a hour ,lunch #a hour ,manual work and nature-study #a hour ,free play #a hour ,for the other grades1 #d to #h3-- ,language1 mathematics1 history1 geography #b hours ,science and manual work #b hours ,mathematics and ,english taught by shop and #a hour laboratory instructors ,physical training and play #a hour ,auditorium #a hour ,lunch #a hour ,this is the new program for a school of eight grades4 ,in the case of the complete school plant1 such as those of the ,emerson and ,froebel ,schools in ,gary1 with their twelve grades and their forty or more classes apiece1 the program becomes much more complicated4 ,but the division of time follows essentially the outlines given above1 the high-school classes resembling the upper grammar grades' distribution of time and subjects4 ,the noteworthy thing about this program1 apart from the ingenious and successful multiple use of the school plant it represents1 is the equable distribution of time between the 8regular studies0 and the 8special activities40 ,in the ,gary school1 the 8special work10 more or less an appendage in the ordinary public school1 is as regular as the 8regular work40 ,yet the amount of academic work is no less than that in the ordinary schools4 ,the various fundamental groups are participated in on equal terms4 ,no subject is slighted1 no age is slighted4 ,the extended school day1 which absorbs the 8street and alley time0 of the city child1 affords ample opportunity for all activities4 ,no activity is continued long enough to cause fatigue1 while the constant daily cultivation of each activity provides the constant drill and the thoroughness of training which the ordinary school1 with its short day and crowded curriculum1 is compelled to slight4 ,such a program seems to be a highly rational distribution of school activities1 as ingenious from the point of view of educational engineering as it is pedagogically sound4 ,by treating the daily use of the schools as a public service1 the ,gary program obtains1 for twice the number of children ordinarily accommodated1 twice the number of facilities ordinarily provided4 ,each individual is immensely benefited because all are served4 8,the only reason why the public--that is1 ourselves collectively--can afford to provide things for each of us individually that we cannot provide for ourselves privately1 is that collectively we secure a multiple use of the facilities40 ,the same principles of administrative economy--an economy which creates rather than impoverishes--are applied to the yearly schedule as to the daily program4 ,the ,gary authorities find that they cannot afford to let their plant stand idle two or three months of the year1 and are therefore working toward an all-year school4 ,this effort coincides with a growing general belief that the long summer vacations not only demoralize the city child1 but are a great waste of educational influence4 ,at the present time state laws hinder the completion of the all-year plan4 ,the ,gary schools now have ten months of regular compulsory school1 and ten weeks of voluntary vacation school1 but they are working toward an organization of four quarters of twelve weeks each4 ,this plan was approximated by ,superintendent ,wirt in the ,bluffton schools before he came to ,gary4 ,under this scheme pupils are required to attend any three of the four quarters1 attendance in the remaining quarter being wholly voluntary4 ,in ,bluffton it was found that the attendance of the younger children for the summer quarter was greater than for any other quarter in the year4 ,with the traditional term organization1 many children are unavoidably absent in the winter on account of sickness and weather4 ,under the four-quarter arrangement1 however1 the allotted vacation of these children could be so organized as to include this absence and thus insure thirty-six weeks of schooling4 8,when people are given a chance10 says ,superintendent ,wirt1 8it is found that they do not want to go to school at the same time any more than they all want to travel at the same time40 ,the all-year school would not increase the cost of maintenance4 ,for with the same number of pupils per teacher1 the cost is the same whether the pupils are all taught together for thirty-six weeks1 on the traditional plan1 or whether only three quarters of them are taught at a time throughout a school year of forty-eight weeks4 ,the economies which this multiple use of school facilities effects are so large as to provide ample funds for all the special features of the ,gary plan of education4 ,these savings are in construction1 in operation and maintenance1 and in instruction4 ,savings in construction alone are very large4 ,since1 under the duplicate-school plan1 two complete schools may be accommodated in one building1 the number of school plants may be greatly reduced4 ,in the light of the ,gary plan1 therefore1 those cities which are confronted with problems of school congestion are in the paradoxical situation of having1 not too few buildings1 but actually too many4 ,fewer and better plants would accommodate their children under the ,gary plan4 ,it must be remembered that the ,gary schools at present have accommodations for many more children than there are children to use them1 and this in spite of a phenomenal growth of population4 ,the erection of a number of ,gary unit plants is less expensive than the erection of a much larger number of ordinary school-buildings of the common school type4 ,for the cost of building construction does not increase in proportion to the size of the building1 and large sums may be saved on the fewer sites required4 ,the diminution in the number of classrooms in the ,gary school plant is a distinct source of economy1 owing to the fact that the classroom is uniformly the most expensive portion of the school plant4 ,the ,gary experience seems to show that the best and completest unit school plant is also the cheapest4 ,the plan of having the twelve grades under one roof avoids the reduplication of expensive equipment in several centers4 ,and the self-sustaining industrial shops cut off an item of 8vocational training0 expense which most cities find almost financially prohibitive4 ,as for the costs of operation and maintenance1 it is obvious that increasing the size of the school plant makes for economy4 ,the cost of janitor service1 administrative charges1 heating1 lighting1 etc41 are much reduced by consolidation4 ,nor1 in order to effect these economies1 need the size of the school plant be made so large as to make administration unwieldy4 ,the largest ,gary school plant1 operating with all these economies1 accommodates only twenty-seven hundred children1 forty children to a teacher1 while it is the intention to reduce the average number of children per teacher to thirty1 and the building capacity to two thousand children4 ,finally1 the cost per pupil for instruction is decreased by the plan of specializing and departmentalizing the work1 and thus eliminating overhead charges for supervisors4 ,it should be pointed out again that all these economies actually increase the educational efficiencies of the school4 ,the figures show that the ,gary school plan does not increase public expenditures for educational purposes4 ,the ,jefferson ,school1 built before ,superintendent ,wirt came to ,gary1 and representing the common type of modern school-building1 was erected at a cost of #ij1jjj to accommodate #cfj pupils1 with #dj pupils per teacher4 ,this is a per-capita construction cost of #bej1 a cost exactly equal to that of a typical ,new ,jersey ,high ,school recently erected at a cost of #abe1jjj1 with a maximum capacity of #ejj pupils4 ,the capacity of the ,emerson ,school1 constructed as an ideal ,gary school plant1 is #ahjj1 with #cj pupils to a teacher4 ,its cost1 with a large playground and the wealth of facilities already described1 was about #cjj1jjj4 ,the per-capita cost of construction was therefore #aff4 ,at its maximum capacity1 with #dj pupils to the teacher1 the per-capita cost of construction would be only #aaa1 as against #bej for the ,jefferson ,school1 with no facilities4 ,further tables of comparative costs will be found in the ,appendix4 ,the funds liberated by the application of these simple economical principles to public-school finance are so large as to give ,gary the means to provide1 as ,superintendent ,wirt says1 8any kind of a school desired40 ,extraordinarily complete educational and recreational facilities may be furnished for all the people all the year round4 ,money is thus provided for an evening school for adults on an almost unprecedented scale4 ,the ,gary evening schools1 held in the four largest school plants1 four evenings a week throughout the regular school year from #g to #i4cj ,p4,m41 have an attendance over two thirds that of the regular day schools4 ,the cost of the evening school is only thirteen per cent of the day-school cost4 ,the evening schools of ,gary resemble a people's university4 ,practically every study authorized by state law is given1 and the bulletin of courses is like a university catalogue4 ,all the shops1 laboratories1 studios1 and classrooms are thrown open1 either to repeat the day studies or to present more advanced work4 ,all the work1 industrial and academic1 is open on equal terms to men and women4 ,during #aiad-ae1 #dcjj students1 representing all classes in the community1 are said to have been enrolled in the ,gary evening schools1 with an average monthly enrollment of #cajc4 ,over two thousand of the nine thousand voters at the last city election were said to be enrolled in the ,gary evening schools4 ,there are said to be more men over twenty-one attending evening schools in ,gary than there are boys of all ages attending the day schools4 ,the ,gary evening schools in the last year have achieved an even closer articulation of the work of the day and evening schools4 ,a large number of short-unit courses were offered for busy men and women who wished particular branches of certain studies1 and who could not remain in school to pursue their studies in the usual way4 ,it has also been arranged to connect into group units the studies that bear upon a given industrial occupation1 so that the school may correlate directly with all the occupations of the community1 and the adult worker may come and secure the additional experimentation or theory which will help him in his work4 ,in addition to this instruction offered in academic and industrial work1 to the evening pupils is given free use of the gymnasiums1 pools1 playgrounds1 etc4 ,the playgrounds are artificially lighted so that games may be played successfully at night4 ,playgrounds and swimming-pools are open on ,sundays also1 and the auditoriums for lectures1 moving pictures1 community forums1 and the like4 ,all wholesome social gatherings and entertainments are welcomed any evening of the week4 ,the auditoriums are freely lent for political meetings1 conferences1 meetings of neighborhood or other private associations4 ,the ,gary school plant thus becomes in the fullest sense a social or community center4 ,the 8wider use of the school plant0 here involves almost the widest possible use in the interests of all classes of the population2 for the lavish ,gary school plants contain equipments which serve the needs not only of children1 but of all classes of adults as well1 from the well-to-do woman who wishes to learn ,french to the sheet-metal worker in the mills4 ,by using the schools as a public service1 the ,gary educational authorities are thus able to provide for all the people facilities at no more expense than other communities are paying now for meager opportunities which do not even meet the needs of the children1 while they leave the majority of adults entirely uninfluenced by the schools4 8,the private exclusive use of public-school facilities has meant and will continue to mean10 says ,superintendent ,wirt1 8that all of the people collectively can provide for only a part of their number40 ,the ,gary school is evidently a genuine 8public school0 in a sense more 8public0 than is generally known4 ,in many communities the public school is 8still the old private school publicly supported40 ,school boards often act as if they were trustees of private property4 ,they gravely discuss 8wider use of the school plant0 as if this were some gracious extension of privilege instead of a public right4 ,the public in many communities scarcely feel yet that the schools are their own4 ,the ,gary schools seem to have produced a different spirit4 ,they are public in the same broad sense that streets and parks are public4 ,they are used with the same freedom and lack of reserve4 ,in such a community and such a school education would never be finished4 ,just as there is no break between common school and high school in the ,gary plan1 so there need be none between child and adult4 ,the child would not 8graduate10 8complete his or her education10 but would tend to drift back constantly to the school to get the help he or she needed in profession or occupation1 or to keep on enjoying the facilities which even the wealthy private home would not be able or willing to afford4 ,it is toward such a public educational ideal that the ,gary plan seems to work4 ,toward this all the economies and ingenious schemes of organization are directed--toward making the public schools veritable 8schools of the public40 ---------------------------------------- -------------------------------- ,v ,,organization ,,the distinctive features of organization in the ,gary school are the separation of administrative from pedagogical supervision2 the extension of departmental teaching throughout the entire school2 the increased initiative and coperation of the teaching force2 the flexibility and simplicity obtained by the 8helper0 or 8observer0 system4 ,the school administration is vested in a single head1 the superintendent of schools1 who is appointed by the board of education of three members4 ,in charge of each school-building is an executive principal1 whose duties are concerned with program-making1 with supervision of the pupil's schedules1 with the general maintenance of order and discipline1 and ordinary administrative work4 ,he has no supervision of the instruction4 ,for all the schools there are two general supervisors of instruction1 who oversee the teaching1 work out the curricula in coperation with the teachers1 conduct examinations for promotion1 make promotions or demotions after consultation with the teacher4 ,the industrial and manual-training shops are under the direction of a director of industrial work1 who is also practical head of the school-building and repair department4 ,the teacher-workmen in the shops are employed by him in the dual capacity of manual-training and industrial teachers and of regular workmen engaged in repair and construction4 ,each building has a head manual-training teacher1 who supervises the work of the industrial classes1 of the part-time classes1 and acts as vocational adviser for the school's pupils4 ,gymnasium and swimming-pool attendants are employed by the head teachers of the physical education departments4 ,the departmental teachers in the head building 7,emerson ,school7 act as assistant supervisors of instruction in their subjects and have general oversight of the courses in their subjects as taught in the other buildings4 ,departmental teaching is carried out in the ,gary schools to an extent generally unrealized in other public schools4 ,it is considered that1 with the exception of the lowest grades1 no arguments which apply to the institution of departmental teaching in the high school are inapplicable to the grades of the common school4 ,the special activities undoubtedly call for specialists to conduct them4 ,history1 language1 literature1 mathematics can also be much better taught if the teacher can devote his or her attention to the particular methods and orientation of the respective subjects1 and not be required to be equally at home in the technique of all of them4 ,teachers can rarely be found who are many-sided enough to teach well even all the common branches1 without the special activities4 ,the ,gary schools1 therefore1 adopt for all1 except the first two or three grades1 what are practically advanced high-school or college methods of specialized teaching4 ,illustration3 ,,the ,,machine-,,shop ,,at ,,the ,,emerson ,,school ,in these lowest grades all the regular subjects are taught by the one grade teacher2 in the other grades practically all the subjects are departmentalized4 ,a unit school plant which should have fifty-six classes1 divided proportionately among the grades1 in addition to the nurseries and kindergartens and special classes1 would employ for grades #a to #c1 sixteen teachers1 as follows3 ,for ,english1 mathematics1 #h2 for manual training1 #b2 for nature-study1 #b2 for music1 #a2 for expression1 #a2 for physical training1 #b4 ,for grades #d to #ab1 forty-six teachers would be employed3 ,for ,english1 #d2 for mathematics1 #b2 for ,latin1 #a2 for ,german1 #a2 for ,french1 #a2 for ,spanish1 #a2 for history1 #a2 for fourth-and fifth-grade ,english1 mathematics1 history1 and geography 7either departmentalized or undepartmentalized71 #h2 for chemistry1 #b2 for botany1 #b2 for physics1 #b2 for zology1 #b2 for freehand drawing1 #b2 for architectural drawing1 #b2 for mechanical drawing1 #a2 for music1 #b2 for expression1 #b2 for cooking1 #a2 for sewing1 #a2 for manual training 7not including the industrial shops71 #b2 for physical training1 #f4 ,four teachers would be employed in the kindergarten department4 ,a unit plant of this size would require one executive building principal1 and one supervisor of instruction4 ,two school nurses and a school physician would also be employed4 ,such a distribution of the teaching force would be considered the ideal for a unit school plant of all grades1 accommodating between fourteen hundred and twenty-two hundred and fifty children in two duplicate schools4 ,it will be observed that this most careful specialization of teaching does not increase the number of teachers required4 ,at least fifty-six teachers1 with a number of special teachers1 would be required in any school of fifty-six classes1 run on an undepartmentalized plan4 ,the ,gary plan1 therefore1 without increasing the number of teachers1 provides for a much higher expertness of service4 ,indeed1 ,superintendent ,wirt has worked out a form by which a school of thirty-two classes would only require thirty-two teachers1 including the special teachers1 and with most of the work departmentalized4 ,programs may be arranged for schools with any number of classes4 ,the number of classrooms and teachers required will be approximately as follows1 including supervisors1 special teachers1 librarians and playground instructors3-- ,a #ab-;class school requires #h classrooms and #ab teachers4 ,a #bd-;class school requires #ae classrooms and #bc teachers4 ,a #cf-;class school requires #bb classrooms and #cc teachers4 ,a #dh-;class school requires #bi classrooms and #dc teachers4 ,a #fj-;class school requires #cf classrooms and #ed teachers4 ,a #gb-;class school requires #dc classrooms and #fd teachers4 ,in the #gb-;class school1 #dc classrooms and #ed teachers are required1 in addition to the provision for auditorium1 playrooms1 and library4 ,for this work #aj teachers are required1 making a total of only #fd teachers for #gb classes4 ,the traditional elementary school requires #gb teachers and #gb classrooms for #gb classes2 the manual-training shops and the manual-training teachers are extra4 ,in addition there would be librarians in branch public libraries1 playground directors in public playgrounds1 and special teachers as supervisors of music1 drawing1 physical training1 manual training1 and nature-study4 ,often in the traditional school #hj or more persons are employed for the instruction of #gb classes1 not including the building principal and assistants4 ,an important feature of the teacher organization in the ,gary school is the division into senior and junior teachers1 or head teacher and assistant teacher4 ,since each classroom accommodates two teachers according to the duplicate-school plan1 the teacher who has been longer in service is designated as head teacher4 ,the less experienced teacher acts under her direction4 ,the head teachers1 for instance1 in the 8,x0 school may visit and criticize the work of the assistant teachers in the 8,y0 school during the last hour of the day when the 8,x0 school is not in session4 ,similarly the junior teacher in the 8,y0 school may visit the work of the 8,x0 school during the first hour4 ,inexperienced or weak teachers may thus be developed under the direction of the more experienced4 ,new teachers are thus being constantly trained in the new rgime and spirit of the ,gary school4 ,the school is thus made an extension of the normal or training-school for teachers4 ,the teachers continue to learn as well as the pupils4 ,the question how teachers are to be procured for the new demands which the ,gary plan puts upon them is thus answered4 ,the school itself trains the teachers4 ,the responsibilities of the teachers for the auditorium period have been discussed4 ,under the old ,gary plan each auditorium period was in charge of one teacher who acted as assistant principal4 ,the teachers alternated in organizing the dramatic and other features of the auditorium work4 ,recently ,superintendent ,wirt has decided that this auditorium work functions better if it is specialized4 ,in the new #gb-school program1 four teachers give their time exclusively to the auditorium exercises4 ,one teacher has charge of the music2 one has charge of the art1 literature1 history1 civics1 and current events2 one has charge of the presentation of material relating to the science work2 and one has charge of the presentation of the material relating to the shops and industries4 ,in a properly equipped auditorium1 with stereopticon lantern1 motion-picture machine1 stage1 player-piano1 organ1 and phonograph1 the auditorium teachers can do many things better with large numbers of children than the regular teachers can do with small numbers4 ,the regular classroom teachers are expected to coperate in this frequent presentation of work by their classes in the auditorium in order to use it as a place for 8application0 work and for motivating the academic work of the school4 ,in the new program1 the 8application0 work is also specialized4 ,experience has shown that some teachers have a special talent for this imaginative and constructive side of teaching1 and prefer to devote their entire time to it4 ,in this scheme1 the 8application0 teachers have six classes daily out of a total of twelve classes in each of their respective groups4 ,they are thus able to meet each of the twelve classes of their respective groups every other day1 week1 month1 or term4 ,or these teachers may select from each of the groups of three classes the pupils who need special work in language and mathematics1 and meet these pupils every day4 ,for the average pupil all of the opportunity necessary to make an application of his language and mathematics is provided in the regular manual-training1 drawing1 music1 and expression classes4 ,the 8application0 teachers meet their respective classes in the manual-training1 drawing1 music1 and expression rooms4 ,the facilities of these special rooms are used for 8application0 purposes4 ,the 8application0 teachers are expected to make suggestions to the special teachers of these subjects concerning the opportunities to teach language and mathematics through the 8application0 opportunities of the regular work of their respective subjects4 ,each 8application0 teacher may be constituted the head of a group of eight teachers4 ,the 8application0 teacher is the correlating agent for all the work of the twelve classes2 also she works with all of the twelve classes as a constructive examiner1 and is constantly placing before the children real problems of the type that the world of industry1 business1 and citizenship will place before them when they leave school4 ,she may not be able to present these problems as well as the world will present them later1 but the immediate and daily reaction while the child is in school should be invaluable in preparing him for meeting the more difficult problems which arise when he has completed his school course4 99 99 99 99 99 ,class periods may be #dj or #ej or #ee minutes instead of #fj4 ,teachers have six hours in school with #fj-minute periods1 five and one-half with #ee-minute periods1 and five hours with #ej-minute periods4 ,pupils have a school day of seven1 six and one-half1 and six hours respectively1 in addition to an hour for luncheon4 ,the playground teachers are on duty an additional hour4 ,each teacher has an hour a day free for her own work4 ,when her day is finished1 she is supposed to leave the building4 ,it is expected that all paper work1 as well as all the work of the children1 will be done in school4 ,the purpose is to make the teacher's day only six hours1 without the burden of extra time at home4 ,an interesting extension of this teacher-organization plan is the new training course for outside teachers or principals who are desirous of studying the ,gary school plan and teaching methods4 ,visiting teachers and principals are allowed1 at a fee1 to attach themselves as assistants to teachers or principals1 and follow the work through a course of weeks or months1 in exactly the same way that the small child acts as 8helper0 or 8observer0 to the older child in the laboratory or shop or the junior to the senior teacher4 ,the fee goes to the teacher or principal who instructs the visitor4 ,this novel way of teaching the principles of the ,gary school1 not by lectures1 but by direct practical assistance on the part of the visitor1 is typical of that insistence upon 8learning by doing0 which is the keynote of the ,gary instruction4 ,the ,gary plan acts on the theory that the good teachers should be given initiative and responsibility1 while the inexperienced and weak teachers should be trained into initiative and responsibility4 ,the usual plan in school systems is to make the experienced and inexperienced1 strong and weak1 cordinate with one another1 and all subordinate to the supervisor or superintendent4 ,the ,gary plan thus secures the utmost from the good teachers1 and trains the poor ones4 ,instead of employing special 8visiting teachers10 as is done in many school systems1 the teacher in the ,gary school is given the responsibilities of the 8visiting teacher0 by being made a 8register teacher0 for a subdivision of the school district4 ,in this way cases of maladjustment to school1 home1 or neighborhood conditions may be met4 ,the school population of the city is geographically districted in such a way that each district holds about fifty families4 ,the children in a district are assigned1 irrespective of age or grade1 to one of the grade teachers4 ,each 8register teacher0 meets her group once a week for general conference4 ,she gives out the monthly reports4 ,failure in self-control1 irregular attendance1 tardiness1 and other matters are reported to her4 ,no child is excused from class without her permission1 and she is expected to call at the homes of the children when necessary or to meet their parents at the school4 ,each 8register teacher0 holds the same children from class to class as long as they live in the district4 ,she corresponds almost exactly to what is known as the 8faculty adviser0 of the college student1 a guide and friend for the general conduct of school life and for difficulties that arise4 ,the 8register teacher0 is a sort of disciplinary and sociological overseer for a group of children living in the same neighborhood4 ,she has a set of blanks which in fact provide a basis for a complete sociological survey of her district4 ,these she is supposed to fill in1 as facts about living conditions1 etc41 come to her attention4 ,it seems evident that this work1 while exacting1 involves no more than a teacher should know4 ,no more valuable sociological training could be imagined for the intelligent and progressive teacher4 ,such work relates her at once to the general community life1 and makes her profession of a far more serious importance than is usually given to the grade teachers in the public schools4 ,this work is typical of the demands for a new initiative and intelligence that the ,gary plan makes upon the teachers1 and also of the immense educative value of these demands4 ,the effort is constantly made in the ,gary schools to bridge the gap between teacher and pupil4 ,an important recent innovation is the institution of 8teachers' assistants40 ,students in the sixth1 seventh1 and eighth grades have ten weeks for drawing1 ten weeks for science1 ten weeks for shopwork1 and ten weeks for service as 8teachers' assistants40 ,the students act as laboratory and studio assistants only in the departments in which they have a special interest4 ,three or four students assist the science teachers1 three or four the drawing teachers1 and three or four the shop teachers4 ,playground teachers1 auditorium teachers1 music teachers1 etc41 have as assistants the students especially interested4 ,each student can1 therefore1 receive twenty weeks of work in the department in which he has a special interest4 ,many teachers confess that the first year of teaching gave them a much clearer grasp of the subjects they taught than they were able to secure as students4 ,from the point of view of scholarship1 the teachers' assistants learn more by acting in this rle for a limited time than they could learn by using the time for additional study4 ,they not only learn how to take initiative and assume responsibility1 but they enable the teacher to do much more effective work with the regular classes4 99 99 99 99 99 ,this same fundamental principle of organization is applied to the pupils themselves in their relations with one another4 ,fourth- and fifth-grade pupils are considered too old for the primary manual training and nature-study1 and not quite old enough to use profitably the laboratories and workshops as independent students4 ,they are1 therefore1 assigned as assistants to students in the higher classes4 ,these children in this way learn more by working with the older students than they can be taught in separate classes by themselves4 ,not only does the younger child learn by helping the older and watching him and asking questions of him1 but the older learns by being required to answer the questions and make the younger child understand what he is doing in shop or laboratory4 ,the object is to make the ,gary school1 in the words of ,superintendent ,wirt1 8as much as possible like a large family wherein the younger children are learning consciously and unconsciously from the older1 and the latter from contact with the younger children are learning to assume responsibility and take the initiative4 ,some one has said that we send our boy to school1 but his playmates1 not the school faculty1 educate him4 ,this is true because in the conventional school the faculty does not utilize the playmates as assistant instructors40 ,this 8helper0 system has proved to be one of the most valuable features of the ,gary schools4 ,for the pupil1 organization means a degree of flexibility and individual instruction extraordinary for a public school4 ,except in the lowest grades1 the pupils are classified by subjects as well as by grades1 so that practically college methods obtain4 ,each pupil has his own schedule or program1 just as the college student has4 ,the executive principal corresponds to the college registrar in supervising these individual records4 ,the pupil is promoted by subjects and not by grades1 and may be promoted or demoted at any time by the supervisor of instruction1 acting with the teacher4 ,grades1 therefore1 represent merely years of schooling and not classes which are promoted as units4 ,each regular class has a maximum register of forty1 but the class does not work as a unit1 any more than a college class of sophomores works as a unit4 ,some are taking one group of subjects1 some another4 ,the work is thus done largely in small groups1 or even as individuals4 ,the great wealth of equipment and the economical use of time permit a large amount of practically individual instruction4 ,the students of each grade are classified into three groups--rapid1 normal1 and slow workers4 ,the rapid workers can easily complete the twelve years' course in ten years4 ,they may then enter college at sixteen years of age4 ,the great majority of the ,gary pupils who go to college actually come from this rapid-working group4 ,the normal workers complete the course in twelve years1 and the slow workers in fourteen4 ,many of the slow workers do not attempt to complete the course1 but specialize in the industrial departments4 ,this grouping contemplates the recognition of differences in the mental endowments and ambitions of children of the same age1 so that means are provided for the shortening of school life for some children and the lengthening of it for others4 ,every child is1 as far as possible1 working along with his equals1 so that the bright child is not held back and rendered listless by the presence of slower members in the class1 nor is the slow child discouraged by the competition of the brighter ones4 ,every pupil may go as fast as he can1 and may specialize on the work which he can best do4 ,the presence of a great variety of activities makes it possible for the children who falter on their intellectual work to give more attention to the manual or artistic or physical work in which they may excel4 ,a special investigation was made in #aiad into the regrading of the pupils of two ninth-grade algebra classes in the ,emerson ,school4 ,the results of regrading the classes into rapid and slow workers showed marked improvement in the interest displayed in the algebra work1 especially on the part of the slow workers4 ,no failures were reported among the rapid workers1 and only three among the slow workers1 and these were due to absence from class4 ,the total class average for the slow division was in three months raised five per cent4 ,in the ,jefferson ,school1 which has been operated on the ,gary plan longer than any other school1 fifty-two per cent of the children are one or more years ahead of their normal grades4 ,many features of the ,gary plan afford extraordinary opportunities for extra assistance in study and work4 ,the pupil may take extra work in a subject during a proportion of his play1 auditorium1 or shop hours4 ,if he is a member of the 8,x0 school1 he may get the same lesson repeated for him the same day by attending the parallel class in the 8,y0 school held at a different hour4 ,he may come to the voluntary ,saturday school and get extra coaching from the teacher1 and the vacation school provides additional opportunity to make up back work4 ,no home work is allowed1 except to a small extent in the high-school grades4 ,the long school day1 and the freedom which the teacher has to distribute her time and to conduct supervised study1 obviate the necessity for carrying books away from the school4 ,since the state law does not authorize the schools to provide free textbooks1 these must be provided by the pupil1 or1 as in the case of most of the ,gary classes1 bought by the school and loaned cooperatively to a number of classes4 ,since home work is not permitted1 the books may be kept in the school and distributed to the classes as they require them4 ,the headquarters of the pupil in the school are not in the classroom1 as in other public schools4 ,it is the teacher and not the class which is assigned to the room4 ,the teacher remains in the room and the pupils go to him or her1 moving about individually from classroom1 shop1 laboratory1 etc41 according to the printed schedule card which each pupil holds4 ,the child's headquarters is the spacious lockers which line the corridors in the basements4 ,each child has a private locker for books1 papers1 and wraps4 ,strictly speaking1 the pupil in the ,gary school1 except in the lowest grades1 has no 8teacher10 except the 8register teacher40 ,the departmental system gives him many teachers1 but no teacher4 ,this system and the self-governing responsibility for his own schedule is intended to cultivate initiative and responsibility on the part of the pupil4 ,it brings him from an early age into contact with different personalities1 gives him the benefit of expert teaching and a variety of movement and exercise4 ,the introduction of these free college methods into the common school is1 in the light of public-school practice1 a daring experiment1 but the ,gary school experience seems to show that it is quite possible to give the younger children a large measure of freedom and individuality of treatment4 ,most of the schedules of the pupils are arranged with reference to the requirements of the state course of instruction1 specialization not being permitted1 of course1 except in the higher grades1 or where some special weakness causes repeated failure4 ,yet the ,gary schools have about twenty per cent of special students who do not intend to finish the course and are specializing in some departments4 ,but since1 owing to the individualization of schedules1 every pupil is in a sense a 8special student10 the presence of this large number of students causes no administrative confusion1 nor are the special students--as would be the case in many schools operated on a uniform plan--marked off invidiously from those who are following the more regular course4 ,the segregation of sexes which the visitor finds in some of the ,gary schools and courses is not the result of any prejudice against coeducation4 7,all the activities are open equally to boys and girls alike1 so that girls are found in the printing-shop and in the wood-working classes1 etc47 ,it is due to the effort to give each boy and girl what he or she needs4 ,the organization of many classes1 such as play1 gymnasium1 personal hygiene1 and the manual activities which do not appeal to the girls1 or the domestic science which does not appeal to the boys1 required this unisexual classification1 and sometimes it has been retained to avoid the break-up of classes in related subjects4 ,an example of this effort to provide for all kinds of students in the ,gary school is the first-year college work which is offered to students who wish to remain in the school for post-graduate work4 ,the ,gary school endeavors thus to overlap the college1 just as it has made the common school dovetail into the high school1 and the day school into the evening school4 ,when the ,gary high-school students have come up through the ,gary schools1 it is hoped to be able to send students from the local schools at the age of eighteen so prepared that they may complete the ordinary college course in two years4 ,a word should be said about the interrelation of this flexibility of schedule with the 8helper0 system4 ,the choice of what subjects the pupil shall study is not as willful and anarchical as it may seem4 ,in the lower grades the regular studies are1 of course1 prescribed4 ,english1 arithmetic1 history1 and geography must be studied by all1 with the attendant 8application0 and 8auditorium0 work4 ,all must have physical education1 music and expression1 and some form of manual and scientific work4 ,the courses in science1 industrial work1 and music and expression1 below the high school1 are taken in alternation4 ,each occupies one third of the school year4 ,the individual choice of the pupil comes in what science or what shop work he or she will take4 ,the beginning is not by chance1 but really the result of a natural process of selection by the child4 ,all the early years are made a sort of unconscious prevocational school in which the child tries out his interests and powers4 ,things are neither forced on him nor aimlessly selected4 ,the child in kindergarten or first three grades moves about the halls and corridors4 ,since the shops and studios and laboratories are not segregated1 but distributed over the building1 so that all seem equally significant1 the child has every opportunity to become familiar with them4 ,his curiosity is aroused1 and1 unaided1 he is tempted to peer in through the glass doors and windows1 and wonder what the older children are doing4 ,when the child has reached the fourth grade1 he already has an idea of what activity interests him1 and what he would like to try4 ,fourth- and fifth-grade children then go in as helpers to the seventh-1 eighth-1 and ninth-grade students in shops1 studios1 and laboratories4 ,if the child finds the work does not interest him1 he still has a chance to try some other work1 and thus gradually sifts out what is likely to be valuable to him for a vocation or avocation4 ,if he has special skill1 he may specialize in the higher grades4 ,such a plan seems to be admirably devised to bring out whatever capacities there are in the pupils1 and to insure almost automatically their interest in work which in many schools is mere unintelligent drudgery4 ,vocational guidance in such a system is simple and effective4 ,the 8auditorium0 teacher1 in charge of the presentation of material relating to the shops and industries1 is able to give information as to the desirability of the several trades and industries as occupations4 ,for example1 the school plumber may prepare with his students a plumbing outfit for an ordinary dwelling or apartment1 and give a lesson on the way in which plumbing should be cared for in the home4 ,the plumbing instructor may know much about plumbing1 but very little about presenting his information to a large body of students4 ,the 8auditorium0 teacher would assume the responsibility of supervising such auditorium presentations in order that they might be dramatically effective4 ,the day that the plumber and his students present the advantages and disadvantages of plumbing as a trade1 the teacher of industries may announce to the boys in 8auditorium0 period that for the remainder of the week any boy may be excused for a personal consultation with him concerning the desirability of joining a class in plumbing4 ,students are thus directed in their shop assignments by this 8auditorium0 teacher of industries4 ,vocational guidance is thus made possible as far as it is probably wise to undertake such guidance in the school at present4 ,such a plan directs the mechanically inclined among the children by enlisting their interest and then their will4 ,the 8auditorium0 teachers for the other activities may also act as advisers in the same way4 ,teacher and pupil thus coperate1 not in any haphazard fashion1 but systematically1 in studying the various activities with a view to their future use as a vocation4 ,such an attitude not only organizes and motivates the work1 but gives it seriousness and purpose4 ,every detail of organization in the ,gary school is devised to make the pupil as well as the teacher an integral part of the school life1 not only in its own meaning1 but in its relation to the outside world4 ---------------------------------------- -------------------------------- ,,vi ,,curriculum3 ,,learning ,,by ,,doing ,,the ,gary curriculum1 in spite of its many special features1 is neither eccentric nor overcrowded4 ,it follows the regular course of study laid down for ,indiana schools by the ,state ,department of ,public ,instruction4 ,students who follow the full course may be ready to enter college at the age of sixteen4 ,the additional facilities of the ,gary schools are not gained at the expense1 therefore1 of the ordinary course of education4 ,they are made possible through a more ingenious distribution of time throughout a longer school day1 and by an integration and interrelation of subjects which tend to vitalize them all4 ,the regular studies in the lower grades are conducted along the conventional lines1 with the addition of the 8application0 work which has been described4 ,the ,english work is further vitalized through the employment of special teachers for 8expression10 who alternate with the special teachers of music4 8,expression0 is a mixture of elocution and dramatics4 ,the aim of the instruction is evidently to bring the pupils to read and speak with more intelligence and appreciation than is usually done4 ,it is to give the training which will bear fruit in increased expressiveness in all the studies of the school1 in all writing and reciting1 in 8auditorium0 and 8application0 work4 ,so far1 owing to the peculiar requirements of talent in the teachers and on account of the lack of good ,american elocutionary and dramatic tradition1 the enterprise can scarcely be called more than a frank and important experiment4 ,for the ,gary curriculum with its emphasis on self-activity1 such training in expressiveness is essential1 and it can be depended upon to improve rapidly in quality as the children and teachers catch the spirit of the schools and get the practice of 8auditorium0 and 8application0 work4 ,the importance of the equable division of time between regular studies and special activities has already been discussed4 ,an important feature of the ,gary teaching is the avoidance of that excessive subdivision of subjects which has affected curriculum-making in many schools4 ,history and geography are here uniformly taught together2 language1 grammar1 spelling1 reading1 and writing are taught as much as possible together as ,english2 physiology is taught in connection with zology4 ,since the teacher is left much initiative in the distribution of her time1 she may emphasize and correlate the different studies as she finds necessary4 ,all the ,english branches are taught constantly in connection with the other studies4 ,the history or physics class may begin with a spelling-lesson4 ,compositions in science or history1 or the brochures issued by the science departments1 are supervised by the ,english teacher4 ,we have seen how the shop and commercial instructors give special work in practical ,english and mathematics4 ,the effort is constant in the ,gary curriculum to teach a subject1 not as an isolated body of subject-matter1 but as knowledge which may bear on any or all the other departments of the school community4 ,studies are taught also with as much bearing as possible on the social activities of the larger city community4 ,the subject-matter in the history and geography classes is really 8,the ,sociological ,world we ,live in10 and textbooks1 histories1 atlases1 globes1 newspapers1 and magazines become the reference sources and the materials for understanding that world4 ,the working-out of such principles must1 of course1 be a matter of experimentation by able teachers1 and the work cannot be described in any formal manner4 ,illustrations of some of the successful methods can1 however1 be given4 ,the history room in the ,emerson ,school1 for instance1 is found by the visitor to be almost smothered in maps and charts1 most of them made by the children themselves1 in their effort to 8learn by doing10 and to contribute their part to the school community4 ,a large ,indiana ballot1 a chart of the ,state ,senate1 a diagram of the state administration1 a table showing the evolution of ,american political parties1 with many war maps and pictures1 covered the walls4 ,the place is a workshop rather than a classroom1 with broad tables for map-drawing1 and a fine spread of papers and magazines4 ,the ninth-grade ,gary children are1 in fact1 conducting what some progressive colleges have introduced as 8laboratory work in history40 ,illustration3 ,,the ,,history ,,room ,,at ,,the ,,emerson ,,school ,when the writer visited the school1 the town of ,gary was waging a campaign for a new water-front park4 ,the history class had for some weeks been using this public issue as a text for their work4 ,they had been studying 8,the ,city3 ,a ,healthful ,place in ,which to ,live 7with special reference to parks740 ,outlines had been worked up from reference books in the school branch of the public library4 ,these were read to the class and discussed by them4 ,such a course became almost one in town-planning1 one of the most fascinating and significant of current social interests1 and one which packs into itself a maximum of historical1 sociological1 and geographical information4 ,such a course provided an admirable motive for a review of history from a practical local point of view which all the intelligent pupils could appreciate4 ,the outline follows3-- ,the ,city3 ,a ,healthful ,place in ,which to ,live3 ,emphasis on ,parks #a4 ,athenian recreation centers4 #b4 ,roman opportunities for recreation4 #c4 ,medival cities3 ,england4 #d4 ,medival cities3 ,continental ,europe4 #e4 ,the modern ,british city4 #f4 ,modern cities in ,argentina1 ,chile1 ,brazil4 #g4 ,the large ,german city4 #h4 ,the small ,german city4 #i4 ,paris1 and the smaller ,french cities4 #aj4 ,colonial cities of ,america4 #aa4 ,american cities during the last quarter of the eighteenth century4 #ab4 ,american cities before the ,civil ,war4 #ac4 ,american cities from the ,civil ,war to the twentieth century4 #ad4 ,american cities in the twentieth century4 #ae4 ,how smaller cities are replanning4 #af4 ,parks in large ,american cities4 #ag4 ,the city-planning conference4 #ah4 ,statistics showing total area of city1 and percentage of park space4 #ai4 ,playgrounds of ,chicago and ,new ,york4 #bj4 ,the ,gary plan of schools and playgrounds on the same site4 ,the class in ancient history1 owing to a belief on the part of the instructor that no child should be allowed to leave school without a background of modern affairs1 devotes one day a week to contemporary history4 ,a weekly digest of the ten most important events is kept in the history notebook1 arranged1 three for foreign events1 three for national events1 and four for local4 ,reports are prepared and read upon assigned magazine articles1 especially from the ,literary ,digest1 ,outlook1 and ,independent4 ,everything is thus done to get the clue of historical study from the interesting events around the pupils4 ,history is studied as much as possible backward1 instead of forward4 ,in #aiab-ac the classes in modern history became interested in the past of the ,balkan nations1 in order to understand the reason for their alliance against the ,turkish ,empire4 ,a digression was1 therefore1 made to clear this point1 and to vitalize thereby the history of the related ,european countries4 ,the next year a similar interest was kindled in ,mexico and our relations with the ,spanish-,american republics4 ,during the past year the history instructor has found the study of the last two centuries of western ,europe to move along without effort1 owing to the interest in the great war4 ,such a study of history clearly obviates the necessity of any separate study of 8civics40 ,history and geography taught in this way become part of one's general information4 ,magazines and newspapers are freely used4 ,the systematic reading of the best weeklies and papers surely is an important training1 in an age of so much cheap and worthless reading-matter4 ,one history class had been making a comparison of ,athenian with ,gary education4 ,this is another illustration of that constant effort to make the pupils realize the meaning of what they are doing and what is around them4 ,the effort of the ,gary education is to make the child acquainted with the purposes of his school4 ,he is not taught as an inferior who must take without question wisdom from immensely superior teachers1 but as an equal and democratic citizen of his school community1 learning wherever and whenever he can4 ,the ancient history class had for its motto3 8,to improve its members as ,american citizens by a study of the experiences of the ancient peoples40 ,it would be difficult to imagine a more admirable reason for historical study than this phrase1 the natural expression of the ,gary child who wrote the constitution for the class organization4 ,such 8social introspection0 is as rare an intellectual quality as it is valuable4 ,the history classes in the lower grades use sand-tables to reproduce the topography of the localities which are being studied1 or to describe the progress of some battle or invasion4 ,one of the pupils in #aiab constructed with his own hands in the wood-working shops a miniature ,roman temple about five feet in length1 the plans of which he had worked out from the descriptions in the histories4 ,these classes often engage in debates1 and the written reports which are sufficiently interesting are read in 8auditorium10 and often printed in the local newspapers4 ,bulletin boards are placed in the hall for displaying important clippings4 ,the pupils bring these1 and classify them under the headings1--foreign news1 ,american news1 state1 city1 and county news1 pictures and cartoons1 and items on the special topics that are being studied4 ,the history classes have charge of a small historical museum in the corridors1 which contains a loan collection of ,indian relics and of pottery from ,central ,america4 ,the teaching of science occupies a unique place in the ,gary schools4 ,just as the history and geography are taught as clues to the social and political world around the pupil1 so the science is used to acclimatize him to the natural world4 ,the theory is that children should commence the study of the sciences while their minds are still plastic and their interest in natural phenomena keen4 ,the persistent questions which the child asks are attempts to get an understanding of the world he lives in4 ,unless these questions are answered1 his interest is apt to wane as he grows older4 ,and unless he acquires a familiarity with nature that is accompanied by true scientific information1 he is apt to get only a satisfied feeling of knowledge without any true appreciation4 ,science in the ,gary schools1 consequently1 goes beyond the simple nature-study taught now in most elementary schools4 ,the child has experience with the laboratory at an early age4 ,the smaller children from the third1 fourth1 fifth1 or sixth grades go into the chemistry1 physics1 botany1 and zology laboratories as 8helpers0 or 8observers0 to the work of the high-school classes4 ,on the theory that 8children are natural scientists0 they are allowed contact with apparatus and materials4 ,it is said1 in fact1 that experience shows the smaller children to be as careful as the older1 and actually to cause less breakage and damage4 ,the science classes in the lower grades are taught neither in formal recitation nor in formal laboratory work1 but in a combination which the instructors describe as 8experience meetings40 ,pupils and teacher meet on common ground to exchange ideas about their experiences in dealing with natural phenomena4 ,the outside world is treated as a great laboratory1 and these 8experience meetings0 are used to interpret the children's experiences in terms of scientific principles4 ,there are demonstrations by the children1 assisted by the teacher2 a little individual laboratory work2 and considerable vocal reading from textbooks and scientific story-books4 ,the ,gary science instructors believe that much time and money have been wasted in the teaching of science in high schools1 owing to the elaborate methods which have treated the students as if the purpose was to make professional scientists of them all4 ,children1 it is believed in ,gary1 cannot resort to the detailed research methods of scientists1 but must have quick answers and quick results4 ,there is a waste of energy in trying to duplicate in the laboratory the fundamental experiences of life which the children are constantly seeing outside in the great laboratory of nature4 ,the care of the flowers and plants and gardens1 the care of the animals in the zoo1 and the study of their habits offer endless concrete material for building up the theoretical side of botany and zology4 ,the pupils are trained to observe and to write down what they see4 ,one class in zology last year made an illustrated booklet descriptive of the school zoo4 ,the text was written by the pupils1 the photographs prepared by them1 and then the booklet was tastefully printed in the school printing-shop by the pupils themselves4 ,the result was a charming brochure1 in which not only the pupils themselves1 but the whole school could take pride and pleasure4 ,such scientific study becomes an intimate and vital part of the entire school life4 ,for the physics classes1 the lighting1 heating1 and ventilating systems of the school afford a practical textbook4 ,in the ,jefferson ,school1 where the industrial shop is built around the boiler-room1 the heating plant becomes an integral part of the shop4 ,the physics classes study the climate and the weather4 ,they study particularly the principles of the machines used in the different shops4 ,each shop may thus act as an extension of the physics laboratory4 ,classes of even the smaller children are sent to take apart machines like the bicycle1 cream-separator1 lawn-mower1 and explain the construction4 ,the automobile and motor-cycle provide many practical lessons4 ,an old automobile which needs tinkering up is considered in the ,gary school to be almost a physics laboratory in itself4 ,the writer witnessed a physics class of twelve-year-old girls who1 with their nine-year-old 8helpers10 were studying the motor-cycle4 ,with that disregard for boundaries which characterizes all ,gary education1 the hour began with a spelling-lesson4 ,the names of the parts and processes of the machine were rehearsed orally and then written4 ,after the words were learned1 the parts of the machine were explained by the instructor while the class spelled the words over again4 ,their memory of certain physical principles1 such as vaporization1 evaporation1 were called again into play4 ,then the instructor set the motor-cycle going1 the girls again describing its action4 ,when this had been thoroughly gone over1 the class copied from the blackboard sentences describing the processes and parts1 but omitting certain crucial words which the pupil had to supply4 ,the intense vivacity and interest of the little group1 the intelligence with which these small children grasped the principles involved1 made the lesson seem a model of expert teaching4 ,it was an excellent illustration of the way concrete processes may be used to build up scientific knowledge4 ,it is interesting to notice that no distinction is made between boys and girls in their science work4 ,this lively interest in scientific processes may have unexpected results4 ,the story is told of a high-school boy who1 while the board of education was discussing means of fire-prevention1 made an investigation of methods and processes which was so excellent that it was forthwith adopted by the board4 ,this incident is typical of the way in which the scientific work in the schools may correlate with the wider social community4 ,just as the history classes may bring the pupil into touch with the political life outside the school1 so the physics and chemistry class may connect him with the industry of the community and with those public services into which scientific processes enter4 ,a boy1 for example1 brings to the chemistry class a bag of low-grade iron ore which he has found in the vicinity4 ,the class1 under the direction of the teacher1 constructs a simple electric furnace and reduces the ore4 ,this experiment is then used as the basis for a study of the great steel industry upon which the city of ,gary is founded4 ,a part of the chemistry work makes a direct contribution to the city4 ,gary has the good fortune1 or the good sense1 to have as chemistry teacher in the ,emerson ,school the man who acts as municipal chemist for the city4 ,as a result1 the school laboratory becomes an extension of the municipal laboratory4 ,the high-school chemistry pupils assist the chemist just as the smaller children assist them4 ,with the chemist-instructor the pupils test the city water and the various milk supplies4 ,under the sanitary inspector they visit1 as part of their 8application0 work1 dairies1 factories1 bakeries1 food-stores4 ,last year the class issued a 8,milk ,bulletin10 containing general information1 with reports of their tests4 ,the various articles were recorded as part of the ,english composition work1 and the bulletin was printed by the pupils in the school printing-shop4 ,in quality these bulletins seemed scarcely inferior to what an agricultural school might issue4 ,on their inspection rounds1 the class takes samples of sugars and candies from the various shops of the town1 and tests them in the laboratory for purity and for the use of harmless coloring matter4 ,another class experiments with the soft drinks sold in the town1 testing their composition1 and studying physiological effects4 ,the children are practically deputy food-inspectors1 and make their reports on the official blanks4 ,it is said that the result of this sort of inspection is that in a prosecution for violation of the pure-food laws in ,gary a case has never been lost4 ,the children test also the materials supplied to the schools1 the coal1 cement1 etc41 to see if they come up to the specifications4 ,they are not only using the things around them for practical textbooks1 but they are able to turn their knowledge immediately into work which is immensely beneficial1 not only to themselves1 but to the whole community4 ,the value of enlisting pupils in this inspection work1 of training them to observe and criticize and test the physical conditions under which they live1 is incalculable4 ,for even a small proportion of children to get this scientific-deputy-inspector habit1 and to get used to thinking in terms of qualitative and quantitative tests1 would evidently have some effect upon political and social conditions4 ,such scientific training makes science an integral part of life1 not only a knowledge of how natural forces and materials behave1 but also a command of technical resources in making them behave in desirable ways4 ,the pupils in such a school1 from their earliest years1 get a correct appreciation of the value of science in ameliorating conditions and in improving the healthfulness and security of the community in which they live4 ,the ,gary curriculum seems to represent a determined effort to break down the distinction between the 8utilitarian0 and the 8cultural40 ,all the subjects are taught1 as far as possible1 in concrete ways which shall draw upon familiar experience and teach the child by making him do something4 ,that something is made1 as far as possible1 an activity which will enhance the life of the school community1 or contribute to the social community4 ,these activities are 8utilitarian10 but they are at the same time profoundly educative4 ,principles are never lost sight of in practice4 ,the artistic and academic work take equal rank with the manual4 ,both 8cultural0 and 8utilitarian0 are1 in fact1 subjected to the 8social40 ,this is the key note of the ,gary education4 ---------------------------------------- -------------------------------- ,,vii ,,discipline3 ,,the ,,natural ,,school ,,the problems of discipline in a ,gary school are essentially different from those of public schools run on the usual semi-military plan4 ,the large degree of coperation between teachers and pupils and between pupils1 the emphasis on laboratory1 shop1 and 8application0 work1 where freedom of movement and conversation is essential1 produces a more natural atmosphere1 and a certain amount of genuine if unconscious self-government4 ,the children in the ,gary schools are generally conscious of the unique features of their school2 they understand what the school is trying to do4 ,this sense1 and their pride in its fame1 cultivate an admirable school spirit denied to those schools which are operated on conventional lines4 ,the organization of the ,gary school permits the reduction of formal discipline to a minimum4 ,it allows the teachers to dispense with disciplinary rules against whispering1 with formal punishments1 with formal marks or demerits for conduct4 ,the frequent change of activity1 with opportunities for exercise throughout the day1 prevents the children from becoming nervously overwrought4 ,they thus escape irritability and aimless boisterousness when left to themselves4 ,the 8application0 and shop work compel attention1 so that the child is kept busy and interested1 and the mischievousness that arises from idleness or distracted attention is avoided4 ,as ,professor ,dewey says1 8,trained in doing things1 the child will be able to keep at work and to think of the other people around him when he is not under restraining supervision40 ,when the teacher's rle changes from preceptor to that of helper1 it is obvious that what is needed in the classroom is not so much perfect quiet and military order as freedom of expression and spontaneity4 ,visitors to the ,gary schools bear witness to the peculiarly beneficial effects of this absence of formal discipline4 ,the free and individual way in which the children move about to their tasks and the spontaneous way in which they talk to visitors make a marked impression4 ,in classroom or laboratory or shop1 it is usual to find about as much whispering as in a concert audience1 with the same motives1 freed of 8rules of order10 for quiet4 ,a natural atmosphere of orderly and tolerant conduct seems to be formed in such a school4 ,the writer witnessed an interesting study in spontaneous discipline in one of the ,saturday voluntary classes at the ,froebel ,school4 ,the wood-working shop was filled with little boys who were fussing over the scraps left by the week's work and trying to make toys and knick-knacks out of them4 ,the teacher was in the room1 but was exercising no control over the children4 ,yet each little boy worked on his own little job as indefatigably as if he were under a drill-master4 ,if any of them became weary and was moved to interfere with another small worker1 he was apt to be brushed off as if he were an irritating fly4 ,the theory at the back of such freedom is that rules in the school tempt to infraction1 and school discipline is1 as a result1 largely an attempt to solve problems which the rules directly manufacture4 ,some visitors1 appalled by the freedom of the ,gary schools1 look about for signs of depredation4 ,but they do not seem to find any4 ,the visitor gets the impression that these schools have acquired a 8public sense40 ,the schools are the children's own institution1 and are public in the same broad sense that streets and parks are public4 ,the tone is of a glorified democratic club1 where members are availing themselves of privileges which they know are theirs4 ,one expects children1 unless they are challenged to inventive wickedness1 no more to spoil their school than a lawyer is likely to deface the panels of his club4 ,the children seem in such a school unaffectedly to own it1 and to use it as a mechanic uses his workshop or an artist his studio4 ,the halls in the ,gary school become really school streets4 ,benches are built by the pupils along the walls1 where children are seen informally studying together4 ,or one comes upon a table where a boy is drawing a map1 having been excused from recitation1 on the theory that it is not necessary for every child to be exposed to every exercise of the class when he might do something more important outside4 ,the children come with their parents to night school and play and run about the broad halls quite unwatched4 ,the visitor gets the idea that children come to such a school1 not because education is compulsory or because their parents send them there to get rid of them1 but because what is done there is so interesting that they will not stay away4 ,the equipment1 used so freely1 makes the school a substitute for the defects1 not only of the poorer homes1 but of the well-to-do also1 in supplying activities for children4 ,one might say that only in a free and varied school like this was such a thing as effective discipline possible4 ,when school activities are as attractive as they are in the ,gary school1 deprivation means a distinct punishment4 ,there is ready at hand an instrument for inculcating reason into the refractory which is as powerful as the stoutest disciplinarian could wish4 ,the ordinary school has its difficulties with discipline largely because it tries to keep up a military system of conduct without any means1 now that corporal punishment is generally abolished1 of punishing infractions4 ,marks prove ineffective1 8keeping in0 punishes the keeper as well as the kept1 and being sent home is too often a pleasure4 ,but in the ,gary school1 8being sent home0 would mean being sent to a place infinitely less interesting1 and being deprived of school play or any special activity would mean a real hardship4 ,the free and spontaneous discipline of the ,gary school does not mean that there is no discipline at all4 ,unruly cases are sometimes punished severely by the executive principal4 ,but there is little talk about 8mischievous and unruly boys40 ,children who1 in spite of everything1 are 8not adapted to our kind of a school10 may go to the school farm4 ,this1 however1 is not a reform school for juvenile delinquents4 ,delicate children may be sent there for a vacation or classes go for a holiday4 ,the farm contains a hundred acres1 with a model dairy1 good orchards1 and substantial farm buildings4 ,a graduate from one of the state universities is in charge1 and is working to bring the farm up to a high pitch of cultivation and production4 ,one group of boys who were there for a while1 some of whom had come from homes surrounded by unwholesome conditions1 others of whom wished to try farming for a livelihood1 built themselves living quarters and a clubroom4 ,they were provided with a teacher1 and school work went on with the farm work4 ,the boys received fifteen cents an hour for their work1 and earned enough to pay their board and make something besides4 ,these boys finally drifted back to the ,emerson ,school or to work in the factories4 ,but the farm remains as a valuable adjunct to the schools4 ,efforts are being made to make it a source of income and an object lesson to farmers in the vicinity4 ,freedom of discipline is obtained in the ,gary schools without the methods of 8self-government0 and 8honor systems0 which prevail elsewhere4 ,where the teachers retain all authority1 such schemes can be little more than a humiliating pretense4 ,for a time an elaborate self-government plan was tried in the ,emerson ,school under the name of 8,boyville10 with a sort of parody of municipal functions4 ,but it seems to have been too unreal to last4 ,it has been superseded by a 8students' council10 elected by the pupils of the upper grades1 and exercising control over athletics1 social1 and other student affairs4 ,this students' council has executive charge of the 8auditorium0 periods1 for which it elects a presiding officer and secretary1 alternately a boy and a girl1 every month4 ,the elections for councilors are conducted in regular form1 with ballots printed by the pupils in the school printing-shop4 ,booths are erected1 judges appointed1 and the election carried through1 after a campaign1 in which the parties meet1 nominate a boy and girl for each office1 and appoint a campaign manager who arranges a program for the campaign4 ,the candidates make speeches1 giving their views and the arguments for their policies4 ,like everything in the ,gary schools1 this political practice is put into effect on a broader scale4 ,during a recent campaign the students' council in the ,emerson ,school arranged a public meeting at which prominent men of the city appeared and argued for their respective parties4 ,the meeting was entirely organized and managed by the pupils4 ,such practical application seems far more real and instructive than the usual play at self-government4 ,student organization in the ,gary schools grows out of real work4 ,athletic teams and sports of various kinds are connected directly with the gymnasium work and organized play4 ,glee clubs and orchestras grow out of the music work4 ,a monthly paper is conducted by the high-school pupils as part of their ,english work1 and printed by them in the school printing-shop4 ,there are1 strictly speaking1 no 8extra-curricular activities0 in the ,gary schools4 ,the curriculum deliberately provides for all wholesome activities1 and the student interests grow out of it4 ,problems of 8fraternities0 and of the control of school athletics1 which confront so many schools1 are thus avoided4 ,the students do not get into the habit of thinking of their clubs and teams as something outside of the school community life4 ,an example of how spontaneous organization may spring up is that of the boys' ninth-grade ,english class last year in the ,emerson ,school1 which formed itself into the ,emerson ,improvement ,association4 ,it tries to suggest civic improvements for the school community1 and the speaking and writing necessary to the conducting of the affairs of the organization provide the basis for the ,english work4 ,illustration3 ,,drawing ,,from ,a ,,model ,,at ,,the ,,emerson ,,school ,notice frieze on wall designed and painted by the children themselves ,this illustrates the way that effort is made to take advantage of all the spontaneity and initiative which pupils display in organization4 ,the moral effects of this active form of education are clearly great4 ,professor ,dewey thinks it is a mistake to consider that an interesting and free school 8makes things too easy for the child40 ,in the ideal school the interests and needs of the child are identical4 ,it is a mistake1 he says1 to think that interesting things are necessarily easy4 ,they may be hard1 but the interest overcomes the difficulty1 and it is in the overcoming that the moral value lies4 ,irksome tasks may be valuable1 but it is not in their irksomeness that their value lies4 ,work that appeals to pupils as worth while1 that holds out the promise of resulting in something to their own or the school's interests1 involves just as much persistence and concentration as work given by the sternest advocate of disciplinary drill4 ,most of the visitors to the ,gary schools bear witness to the excellent tone of the pupils1 8the free and natural way10 to quote one authoritative teacher1 8in which pupils govern themselves without the rigorous discipline found in other systems40 ,dr4 ,harlan ,updegraff1 of the ,federal ,bureau of ,education1 says1 8,the pupils of the ,gary schools seem to display greater self-control1 more self-respect1 and more thoughtful consideration for others than the pupils of the same age in most of the better school systems of to-day4 ,i am inclined to think that it comes largely from their games and play1 but a part of it is due to the organization of the school1 and to the practices that have evolved in its administration4 ,no child in ,gary has a single teacher who is the object of his hero-worship1 upon whom he tends to become more or less dependent1 or his arch-enemy whom he detests with a growing hatred4 ,the ,gary pupil has several teachers1 each of whom affects him in a different way4 ,he becomes more conscious of his individuality in this way1 and learns to determine for himself what he should do and become4 ,under such a system the influence of fellow pupils becomes relatively stronger than in the ordinary school4 ,it is1 therefore1 highly important that care be taken to further the development of right ideals in the student body4 ,organized play has its great value here4 ,self-control1 coperation1 courage1 self-respect1 consideration for others1 and a sense of justice have been developed in the ,gary youth to a noticeable degree1 largely1 it seems to me1 through the spirit that prevails in consequence of the administration of the physical training department4 ,pupils who love their school better than the streets1 who have a good physical tone through their play and physical exercises1 and who have good self-control and independence of thought1 must naturally have a more favorable attitude toward school work40 ,such a school will evidently train character as a by-product4 ,self-activity1 self or coperative instruction1 freedom of movement1 camaraderie with teachers1 interesting and varied work1 study1 and play1 a sense of what the school is doing1 social introspection1--all combine to give an admirable moral training and to produce those desirable intellectual and moral qualities that the world most needs to-day4 ,not obedience but self-reliance does such a school cultivate4 ---------------------------------------- -------------------------------- ,,viii ,,criticisms ,,and ,,evaluations ,,the criticisms directed against the ,gary schools by superintendents and teachers are criticisms rather of the whole educational philosophy behind the institution than objections to the detailed working-out of the philosophy4 ,those who follow ,professor ,dewey's philosophy find in the ,gary schools--as ,professor ,dewey does himself--the most complete and admirable application yet attempted1 a synthesis of the best aspects of the progressive 8schools of to-morrow40 ,concrete criticisms almost all concern the alleged additional burdens laid upon the public1 the teacher1 and the pupil4 ,as far as the public goes1 the fact has been brought out that the ,gary school is actually a cheaper kind of a school than is the ordinary public school1 even when run in the most economical and scientific manner4 ,the charge that the ,gary schools are aided by private corporation enterprise has already been discussed4 ,the facts are1 of course1 that the schools are all supported in the usual way1 by local and state appropriations4 ,the city of ,gary is not overtaxed to support its schools1 neither does the ,united ,states ,steel ,corporation pay more than its proportionate share of the local taxes4 ,nor is there any truth in the impression that the operation of the ,gary plan is confined to the two larger school plants of the city4 ,although these two plants accommodate three quarters of the children of the city1 the ,gary plan is in operation in all the schools4 ,in the two larger schools1 ,emerson and ,froebel1 the academic work extends from the kindergarten through all twelve grades4 ,in the other schools there are no high-school students4 ,four of the other schools have eight grades1 one has six1 one is only for children in the kindergarten and first two grades4 ,these schools have no high-school department because they are too small and the schools with high-school departments are easily accessible4 ,all the schools have real shopwork1 though in not all of them is the apprentice-repair feature possible4 ,all the schools have play and recreation facilities4 ,the smaller schools lack swimming-pools1 but the children use the well-equipped ,y4,m4,c4,a4 ,all the schools have 8auditorium10 science1 music1 and expression work4 ,all the schools either contain a branch of the public library or else use the main building near by4 ,all the schools have an eight-hour day4 ,the charge that the ,gary schools are too costly for imitation cannot be sustained4 ,we have seen the ingenious efforts of the various features of the ,gary plans to reduce costs1 and there is a wealth of figures to show in detail the greater economy of the ,gary plan4 ,superintendent ,wirt has made an estimate that for an outlay of #f1jjj1jjj1 8part-time0 could be wholly abolished in the ,new ,york ,city public schools by an adoption of the ,gary plan4 ,the requisition of the board of superintendents in #aiad was for an appropriation of #dj1jjj1jjj1 simply for new buildings1 which would require large sums for operation and maintenance and lack the equipments of the ,gary plan4 ,by the multiple use of facilities1 ,superintendent ,wirt has shown that the number of school plants in ,new ,york could actually be reduced and yet the part-time of #acb1jjj children abolished4 ,at the same time that this was done1 the school day would actually be increased and the facilities more than doubled4 ,a comparison between the per-capita costs of instruction in the ,gary and ,new ,york ,city schools1 figured in average daily attendance for #aiac-ad1 has been made by ,mrs4 ,alice ,barrows-,fernandez4 7,the ,jefferson ,school in ,gary is used for the comparison because it is more like the elementary schools in ,new ,york than any other school in ,gary47 ,pupil per-capita cost for ,jefferson ,school1 #ca4gb ,gary1 including instruction and supplies ,pupil per-capita cost for elementary schools #dj4bd in ,new ,york ,city1 including instruction and supplies ,pupil per-capita cost for the two ,gary schools which have kindergarten1 elementary school1 and full vocational shops-- ,emerson1 with one third of the school #ef4ab high-school pupils ,froebel1 with twelve per cent high-school #cb4he pupils ,pupil per-capita cost in ,new ,york ,city-- ,elementary schools #dj4bd ,high schools #ajd4gd ,vocational schools for boys #hf4dh ,vocational schools for girls #adb4cb 8,in other words10 says ,mrs4 ,barrows-,fernandez in her report1 8in the ,froebel ,school1 which is typical of the average school because only twelve per cent of its pupils are in high school1 twelve years in elementary school and high school costs the city for one pupil twelve times #cb4he1 or #cid4bj4 ,in ,new ,york1 eight years in elementary school costs the city for one student eight times #dj4bd1 or #cbi4ib1 and four years in high school costs four times #ajd4gd1 or #dah4if2 or for the twelve years1 #gdh4hh4 ,in ,gary for the #cid4bj1 a student could also get more vocational training than is given in a separate trade school4 ,the ,new ,york boy would get none of this in the elementary school4 ,even if we make allowances for the fact that the average salary of teachers in elementary schools and high schools in ,new ,york ,city is one third higher than in ,gary1 it is obvious that the balance of economy is immensely in favor of ,gary as against a large typical city school system operated on the conventional lines40 ,it seems established that the ,gary plan imposes no burdens upon the public1 either in ,gary or in the communities who imitate the plan1 but rather provides increased facilities at reduced cost1 besides immense facilities for adults4 ,as for the burden upon the teacher1 much has been said to the effect that the ,gary plan is unpopular among teachers because of the extra work it entails4 ,in connection with this criticism1 it must be remembered that the ,gary plan postulates an educational philosophy different from that of the ordinary public schools4 ,teachers trained in schools managed with rigid administrative and disciplinary methods naturally find adjustment difficult in a system which repeatedly calls upon them for initiative1 alters their relations to their pupils1 and requires a more practical attitude of 8application0 toward the subject-matter of instruction4 ,experience seems to show that many teachers who at first found this adjustment burdensome have later come to prefer the ,gary plan4 ,one teacher with a fine scholastic training1 who had taught for many years under the traditional form of organization1 is quoted by ,dean ,burris as saying1 8,i did not like it when ,i came here a year ago1 but ,i begin to like it and see what it is all about1 so ,i am going to stay40 ,this attitude would seem to be typical of the intelligent teacher who comes to appreciate what it is all about and the valuable educational advantages which the system provides for the teacher herself4 ,and although the problem of securing teachers has been somewhat difficult in ,gary1 owing to the newness of the town1 the large factory population1 and the relative absence of organized social life1 most visitors are impressed by the unusual personal caliber of the head teachers4 ,it is difficult to see where the ,gary plan involves extra burdens for teachers4 ,the teaching period is only four hours a day1 with an hour for 8auditorium0 and an hour for 8application40 ,this is certainly no more exacting than the five-hour teaching day of the ordinary teacher4 ,all 8home work0 and 8paper work10 moreover1 is supposed to be done by the ,gary teacher during school hours1 so that her school day is over when the bell rings4 ,this makes her real school day actually shorter than that of the teacher in the ordinary school1 whose afternoons and evenings must often be spent in correcting papers1 etc4 ,the ,gary teacher is supposed to have leisure and to behave in school and out of school as a good citizen actively interested in the community welfare4 ,the ,saturday school work1 for which the teachers are called upon in turn1 is paid for at a rate of one dollar an hour4 ,the care and work involved in the 8register-teacher0 plan is certainly offset by its valuable educational value for the teacher herself4 ,it should be clear that the various features of the ,gary plan tend to relieve the teacher of burdens and particularly of nervous strain4 ,the teaching of special subjects by special teachers relieves the grade teacher of the obligation of teaching1 under the exacting direction of supervisors1 subjects like music and drawing with which she may be little acquainted4 ,the departmentalizing of subjects down through the lower grades gives a breadth to the teachers' work1 and enables them to concentrate on the subjects which interest them1 rather than diffuse their attention among many4 ,the absence of uniform standards1 the absence of formal term examinations for which a whole class must be prepared1 the promotion of children by subjects rather than whole classes1 as well as the division of grades according to rate of progress1--all this makes for a great saving in the teacher's nervous energy4 ,she does not have the strain of passing her whole class in every subject1 of finishing her course on schedule time1 of cramming for examinations4 ,she has some freedom in the division of her time and a voice in the making of the course and curriculum4 ,the less experienced teacher has in her classroom the assistance and advice of the senior teacher1 as well as of the head teacher of her subjects in the head school4 ,teachers are not rivals1 but colleagues as in a college faculty4 ,the freer methods of discipline are much to the teacher's advantage4 ,when the ideal is no longer to keep the classroom in a rigid military silence1 a large part of the teacher's energy may go into teaching which formerly went into the maintenance of discipline4 ,where 8interest0 and 8application0 and 8learning by doing0 are the keynotes1 and where every one--teacher and pupil alike--is at some time in the course both teaching some one and learning from some one1 the teacher is no longer interested in 8making the child obey10 or 8commanding his respect40 ,no official gulf is set between teachers and pupils4 ,it is discipline that wears out most teachers1--and children too1--and a greater flexibility makes for the lessening of nervous strain on both4 ,the custom of 8helpers and observers10 the emphasis on discussion rather than formal recitation1 even take a certain amount of actual teaching out of the hands of the teachers4 ,the teacher1 as in the ,montessori method1 becomes the guide and mentor rather than direct preceptor4 ,she is no longer so much concerned with predigesting subject-matter and presenting it in logical form to the pupil1 only to draw it from him again in recitation and written examination4 ,she is rather concerned with directing the large amount of practical work which the ,gary child does in every course1 and in devising methods of 8application10 or in turning the work into practical value for the school community4 ,those classes where the 8helper and observer0 system obtains are1 to a large degree1 self-instructing4 ,the older child tells the younger what he is doing in shop or laboratory1 etc41 and when the younger child comes to take up the work1 he is already familiar with materials and apparatus and the significance of the course4 ,raw new classes thus do not have to be constantly broken in by the teacher4 ,this means a very large saving of labor for the teacher1 while it makes for the more thorough understanding on the part of the pupil4 ,in the physical education work and in the organized play1 the older pupils are enlisted as assistants to the teachers4 ,superintendent ,wirt's new plans involve the employment throughout the different departments as teachers' assistants of a class of older pupils1 selected for their interest and ability4 ,such work not only gives the student the best possible training for developing leadership1 initiative1 and the ability to assume responsibility1 but it also relieves the teachers and makes possible many small classes without extra teachers and without extra rooms4 ,from the teachers' point of view1 then1 the numerous ways in which the ,gary plan relieves the nervous strain and actual responsibility of teaching1 and removes the pressure of outside work1 more than compensate for the slightly longer actual time during which the teacher must be in the school plant4 ,and since this longer time means increased salary1 it is clear that the teacher under the ,gary plan is the gainer in every direction4 ,the criticisms of the ,gary plan on the ground that the long school day and varied curriculum overload the pupil can scarcely be sustained in view of the fact that the 8school day0 is not merely a lengthening of the ordinary public school day1 but an absorbing1 in healthful activities of play1 exercise and manual work1 of time which would otherwise be spent in demoralizing street and alley or in idleness at home4 ,we have seen that this additional activity is not gained at the expense of the academic studies1 but comes from giving the children interesting things to do in the surplus hours in which they are usually left to take care of themselves4 ,the freedom of the ,gary schools1 and the constant passing back and forth between school and home1 church1 etc41 does not seem to make for truancy4 ,the percentage of attendance in ,november1 #aiad1 was for boys #ib4i1 for girls1 #ia4f1--;a remarkable record when it is considered that boy truancy in most city schools is much the greater4 ,for the year #aiac-ad the percentage of attendance was for boys #hi4e1 for girls1 #hi4b4 ,the criticism of the ,gary school on the ground that the shopwork either involves the risk of exploiting the pupil1 or else introduces him to manual activity at too early an age1 ignores the fact that the manual work is really unspecialized and is introduced so gradually into the child's life that it is scarcely felt as work4 8,play0 and 8work0 are merged in 8interesting activity10 and almost unconsciously the child finds himself absorbed in work which may be his vocation later on4 ,whether it is to be his vocation or not1 the ,gary school believes that such work is a good thing in the education of all children4 ,many educators believe that the novel form of shopwork in the ,gary school offers a solution for the problems of industrial training4 ,there is great risk1 in schools where shopwork is introduced apart from the academic work1 as in special technical high schools1 of an undemocratic and invidious distinction between the manual worker and the brain worker4 ,in plans of organization1 such as the ,ettinger plan in ,new ,york ,city1 with a preliminary course of 8prevocational training10 in which the prospective industrial pupil in the seventh and eighth grades discovers by hasty experimentation which trade his aptitudes fit him to pursue1 there is great danger that the vocational work will be left unassimilated to the rest of the school work and the child trained into a narrow specialist4 ,such 8vocational training0 deserves all the criticism that has been directed against it by the opponents of a too 8utilitarian0 education4 ,the ,gary type of vocational training keeps the industrial work constantly in touch with the other activities1 and makes it a really 8cultural0 branch of the school community work4 ,and because the children lay their foundations of skill and interest so early and work at real work under real workmen1 their training from a practical point of view is as good as1 if not better than1 the special trade school is likely to give them4 ,more shops are actually supported in the ,gary school than even the most elaborate special trade school can afford to provide4 ,the correlation of day courses with evening continuation courses1 the great attention to science1 the emphasis on the social and communal bearing of all activities1--all this means a higher type of vocational training than has been worked out generally in the public school4 ,if he is intelligent1 he will be better qualified for skilled work than the more narrowly trained worker4 8,this is the age10 says ,superintendent ,wirt1 8of the engineer1 of machinery1 and of big business4 ,the school business enterprises offer a type of industrial and commercial education facilities 444 adapted to modern industry and business4 ,there are big business problems and machinery problems in the school40 ,these problems evolved in the life of a school community give an education1 he holds1 superior to what can be given even in schools narrowly devoted to shop-training4 ,and it can give the training in small groups or even to individuals1 where the special school has to give instruction in large classes to make it pay at all4 ,as ,mrs4 ,barrows-,fernandez puts it1 8,if you believe that vocational education is confined to specific training for a trade1 and that this must be carried on in a separate trade school1 and that general education has no relation to it except as it may add a fringe of culture1 then you will think that there is no vocational education in ,gary4 ,but1 on the other hand1 if you belong to the group that believes that what children under sixteen need in the way of vocational work is not specialized trade training on top of an inadequate elementary-school education1 but fundamental industrial training closely related to the science and academic work1 and made real and natural because it is one of the many activities of the whole school1--then you will come away from ,gary feeling that the vocational work there represents the soundest point of view and the best practical accomplishment in vocational work for children under sixteen that can be found anywhere in the country40 ,in ,new ,york ,city1 where an extended experimentation is being carried on with the ,gary plan1 considerable controversy is said to have arisen over the provision of the ,gary scheme which permits outside institutions1 including churches1 to coperate with the school and take children for a few hours a week for any special work1 amusement1 or instruction which the schools cannot give4 ,the fear was expressed there that this provision would mean the entering wedge of religion into the public school4 ,as outlined by ,mr4 ,wirt1 however1 the ,gary plan holds no brief for religious instruction4 ,it has no concern with any church activity as such4 ,what it tries to do is to cordinate the community child-welfare agencies with the school4 ,the lengthening of the school day absorbs an hour which would otherwise be spent by the city child in the street1 or at home1 church1 or settlement4 ,all the ,gary school does is to organize and systematize this hour4 ,it may be spent by the child either in play or auditorium at the school1 or in any outside activity which provides wholesome activities for children4 ,the object is to cordinate the community opportunities so that they may function regularly and vitally instead of spasmodically as at present4 ,the school gives to all the agencies which pretend to be interested in the child's welfare a chance to spend themselves effectively4 ,it brings up to the level of public discussion1 for the first time1 the question what sort of home1 church1 and neighborhood activities are good for children4 ,into this scheme the church enters merely as a community institution4 ,as long as any considerable number of the parents of the children in a school believe that religious instruction is valuable1 no public school which attempts to be really public can refuse to release children for this purpose1 just as it releases them for playgrounds1 settlements1 libraries1 home music1 or other instruction4 ,this outside time is not taken from study4 ,nor are the children turned out into the streets to be taken care of by the churches and other institutions4 ,no child is excused unless the parents make formal application4 ,if the parents do not do this1 the child stays at the school for the full seven or eight hours of work1 study1 and play4 ,the burden of responsibility rests entirely upon the parents and the churches4 ,the teachers have nothing to do with the matter1 either in segregating the children or seeing where they go4 ,there seems to be little fear that the practice will not conform to the theory4 ,mr4 ,wirt tells us that his work-study-and-play school had been functioning for twelve years in ,bluffton and ,gary before any religious organization took advantage of this provision4 ,the idea that the opportunity would unduly increase religious influence in the schools seems to be groundless4 ,in the ,jefferson ,school in ,gary1 which has been longest in operation under the ,wirt plan1 and where the fullest efforts have been made by all the sects and religions of the town to provide this supplementary instruction1 scarcely half the children in the spring of #aiae were going out to any sort of religious training whatever4 ,and in one of the ,wirt schools in ,new ,york1 where unusual efforts have been made by some of the churches to meet the new plan1 not even half of the children are released for this purpose4 ,in another ,wirt school in ,new ,york1 none of the children are released1 because there is no demand for it on the part of the parents4 ,what the ,gary plan seems to do is not to bring religion into the schools1 but for the first time to take it out of the schools4 ,the relations now between church and school are hidden4 ,the ,gary plan brings them out into the open4 ,the establishment of a fair1 free1 and open relation between the school and all other community institutions is of utmost importance4 ,no institution which has anything valuable to offer the child will lose by such a relation4 ,no outside power can dominate or even partially control a public school which has established it4 ,we may sum up the ,gary school1 then1 as primarily a school community for children of all ages between nursery and college1 providing wholesome activities under a fourfold division of work1 study1 play1 and expression4 ,it aims to provide the best possible environment for the growing child throughout the course of a full eight-hour day4 ,the school community1 replacing the old-time education of household and school1 aims to be as self-sustaining as possible1 all activities contributing to the welfare of the school community life4 ,by the multiple use of school facilities1 on the plan of public-service principles1 such a school may be provided at no more expense than that of the ordinary public school4 ,the economics effected by this multiple use enable the ,gary school to provide recreational and educational facilities for adults as well as children all the year round1 as well as to pay better salaries to teachers1 and completely solve 8part-time problems40 ,it makes the school the cultural center of a community with parks1 libraries1 and museums functioning as contributory to the school1 as well as all other activities which provide wholesome interests for children4 ,it makes the school1 for the first time1 a genuine 8social center10 and a genuinely 8public school0 in a comprehensive sense scarcely realized hitherto4 ,no better evaluation of the ,gary plan has been made than that by ,william ,paxton ,burris1 ,dean of the ,college for ,teachers1 ,university of ,cincinnati1 in the ,bulletin of the ,united ,states ,bureau of ,education1 #aiad1 no4 #ah4 ,in his opinion the school system at ,gary provides3-- 8#a4 ,for the better use of school-buildings day and evening1 including ,saturdays1 the year round1 making it possible to save large sums of money expended for this purpose40 ,this multiple use of school plants1 which secures greatly increased facilities at greatly reduced cost1 while it permits the giving of full-time instruction to all the children of even the congested school districts1 is the aspect which has appealed most generally to educators outside of ,gary4 ,for administrators confronted with problems of part-time1 it makes an examination of the ,wirt plan almost essential4 ,no educationist can afford to ignore a plan which1 in mere details of mechanical administration1 provides not only a full-time program1 but actually a longer school day1 for all the children in the city school--something hitherto considered impossible in the larger school systems4 ,the ,gary plan seems to provide an easy solution for these difficulties which grow progressively worse in the large city with every year4 8#b4 ,the possibility of a better division of time between the old and the new studies1 the #8regular studies' and #8special activities4'0 ,the ,gary plan provides not only an enriched curriculum1 but an unusually favorable and harmonious balance between the various activities4 ,the larger emphasis on science and manual work has not made the school ultra-utilitarian in its purpose4 ,the ,gary schools have not been 8turned into mills and factories10 as certain educators have feared4 ,for many visitors1 the ,gary school is a living refutation of the idea that the useful and the beautiful are opposed4 ,the new school plants1 such as the ,emerson and ,froebel1 are spacious and dignified buildings1 with many touches of thoughtful taste that one usually associates only with the high schools of exceptionally wealthy and cultivated suburban communities4 ,the presence of pictures1 the cultivation of music1 the emphasis on expression1 the teaching of literature1 the systematic use of the public library1 indicate a determined effort to bring the cultural aspects of education to the front1 and make them as real a part of the school life as the more striking special activities4 ,the 8application0 work involves constant care and interest in the enhancement of the beauty of the school plant4 ,the actual charm of the school life in ,gary--the conservatories and gardens1 the play1 the freedom of the children1 the dramatic expression1 the absence of strain and confusion1 the happiness of the children--is testified to by most visitors4 ,a very beautiful school life seems to be lived1 paradoxical as it may seem1 where every activity is motivated by application and expression1 where the learning is by doing and not by mere studying4 8#c4 ,greater flexibility in adapting studies to exceptional children of all kinds1 thereby diminishing the necessity of special schools40 ,the ,gary plan provides a school which is adapted to almost every kind of a child4 ,it does not try to adapt the child to the school1 casting off automatically those who do not fit4 ,but it adapts the school to the very unequal needs and capacities of the children4 ,such a school seems to be one where capacities will be developed wherever there are capacities1 a school where something like equal educational opportunity can be given1 as it cannot be in the ordinary public school4 ,it can almost be said that the only reason for keeping a child home from the ,gary school would be a case of contagious disease4 ,if the child is physically weak1 so that he cannot undertake all the work1 he may take what he can and use the other facilities of the school as one would use a sanitarium for regaining health4 ,the daily program permits a child to spend all his time in the special activities if this is best for him4 ,he may spend his time resting in the open air1 or in supervised play until he gains strength to do the regular work4 ,the defective child may work at what he can in the way of manual activity4 ,and the retarded child may take such activities as will awaken his interest1 and gradually bring him up to the level of his grade4 ,an elementary school system like this has no need for the expensive special open-air schools1 classes for defectives1 etc41 special trade schools or commercial schools4 ,in the organized life of the complete school community1 the child may find approximately what he needs4 8#d4 ,the possibility of more expert teaching through the extension of the departmental plan of organization40 8#e4 ,the better use of playtime1 thereby preventing influences which undo the work of the schools40 8#f4 ,more realism in vocational and industrial work1 by placing it under the direction of expert workmen from the ranks of laboring men1 selected for their personal qualities and teaching ability as well as their skill in the trade industries40 ,the organization of the industrial and other vocational work offers many practical advantages to the young worker4 ,not only does he have the evening continuation courses and the privilege of coming back to the school shops in the daytime when unemployed1 but the most practical foundation is laid for the development of coperative courses between school and factory on the lines of the well-known ,fitchburg plan4 ,the flexibility of administration and curriculum in the ,gary school allows him to attend the academic class during slack hours1 or to divide the job and the school with another student4 ,the ,gary school even offers to provide special instruction for part-time students for any desired number of hours a week1 or allows them to work on their own initiative4 ,in #aiad in ,gary there were said to be about one hundred part-time students4 ,the plan of the all-year school also offers peculiar opportunities to the young worker4 ,the opportunity of finding employment is increased fourfold4 ,for instead of throwing all the pupils on the market to find jobs at the same time1 one quarter of those who needed work would be available throughout the year4 ,instead of one continuous apprentice in an industry or trade1 therefore1 four pupils could take his place in alternation4 ,instead of one young workman spending all his time at work and none at school1 four would be getting a full schooling of thirty-six weeks in the year1 and twelve weeks of practical apprentice training in the factory4 ,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 time4 ,illustration3 ,,the ,,foundry ,,at ,,the ,,emerson ,,school ,notice group of curious children at window ,a word should be said about the value of the vocational industrial training that the ,gary school gives1 from the point of view of preparation for efficiency in the industrial world4 ,the organization of the manual work as a part of the regular curriculum prevents the narrow specialization of the trade school4 ,it tends to turn the young worker out1 not as a part of the industrial machine fitted to do only one thing1 but equipped to meet a dynamic1 rapidly changing industrial world which demands above all things versatility1 and which scraps methods and machines as ruthlessly as it does men4 ,only the man of rounded training and resourcefulness who can turn his hand quickly to a variety of occupations has a chance to-day to rise above the mass4 ,the tendency of the old public school1 in spite of its fancied 8liberal0 curriculum1 was to turn out only very low-grade specialists in book-learning4 ,the student who comes from the well-rounded curriculum of the ,gary school into the industrial world is bound to be more alert1 more interested in1 and more cognizant of1 what he is doing4 ,the ,gary school seems to be making an effort to produce the type of mind perhaps the most needed to-day1 that of the versatile engineer1 the mind that adapts and masters mechanism4 ,this exactness1 resourcefulness1 inventiveness1 pragmatic judgment of a machine by its product1 the sense of machinery as a means not an end in itself1--these qualities of mind which come from an emphasis on applied science are the qualities which society demands in almost every industry1 profession1 and trade4 ,the ,gary school tends to cultivate this type of intelligence4 ,for this type of mind1 8culture0 would not be a fringe1 but a more or less integral part of life1 because it had been woven in from the earliest years in the school community4 ,on the other hand1 skilled labor would not seem degrading or of lower value1 for it too would have had its equal part in the school life4 8#g4 ,better facilities for the promotion of the health of children40 ,the large amount of play1 the spacious and sanitary school plants1 the care of the special school physicians and school nurses who devote their whole time to the purpose1 insure the needed attention to the physical well-being of the children4 8#h4 ,the possibility of having pupils do work in more than one grade and of promoting them by subjects instead of by grades40 8#i4 ,the possibility of having pupils help each other40 ,the 8helper and observer0 system1 applied not only in the relations between children1 but between teachers1 and between teachers inside the school and visitors1 is one of the most valuable features of the ,gary plan4 ,it entirely alters the usual relations1 making for a coperative instead of a competitive spirit in work1 and facilitating enormously the work of both pupils and teachers4 ,children learn by watching and asking questions--8picking up0--in the most natural way in the world1 in contrast to the formal and stilted ways of the traditional classroom work4 8#aj4 ,an organization which prevents a chasm between the elementary and high school1 and prevents dropping out of school at critical periods in the lives of pupils by the introduction1 at such times1 of subjects which appeal to awakening interests not satisfied by a continuous and exclusive devotion to the #8common branches4'0 ,the ,gary plan1 which includes all the grades in one school plant wherever possible1 prevents these chasms more successfully than even such schemes as the junior high school which are being extensively experimented with elsewhere4 ,the ,gary school has an extraordinary hold on its pupils4 ,there is no incentive for leaving school1 since the school provides for the needs of the most diversely equipped children1 gives them the practical vocational training they may want1 and even allows their working part-time while continuing with the school4 ,all those problems of 8pupil-mortality10 whereby half the children in our public schools are said never to pass beyond the sixth grade1 are almost automatically avoided in a school which deliberately sets itself to meeting the individual child's needs4 ,the success of the ,gary school in holding its pupils is indicated in the fact that1 in spite of the short time the ,gary schools have been in existence1 the proportion of high-school pupils in ,gary is said to be almost twice as large as that in the schools of ,new ,york ,city4 8#aa4 ,a saving in the cost of instruction by reducing overhead charges for supervisors1 making it possible to pay better salaries or reduce the number of pupils per teacher1 or both40 8#ab4 ,a plan which brings together1 in a unitary way1 with economy and efficiency in management1 the other recreational and educational agencies of the city40 ,these evaluations of ,dean ,burris's sum up the various aspects of the ,gary plan as it appeals to practical educators4 ,it must be remembered that the ,gary school represents not a rigid system1 or a static and completed mechanism4 ,its chief value is that it provides a flexible program and facility for change and development4 ,any examples of details in the curricula or details of administration can only be tentative1 for it is an experimental school1 where every one is constantly studying and learning4 ,it is a growing organism4 ,the only limit to its growth seems to lie in the imagination of teachers and pupils4 ,even when it starts with an admirable equipment1 its life is only begun4 ,it is the use of the equipment1 the constant appeal to the imagination and to expression that is the real education4 ,in such a school1 the cultivation of resource may go on indefinitely4 ,such a school provides that 8embryonic community life0 which ,professor ,dewey expresses as his ideal of a school1 where in actual work the child senses the occupations and interests of the larger world into which he is some time actively to enter4 ,we may say1 then1 that the ,gary school has national significance because it is the first public school system in successful established operation which has been able to solve the pressing and apparently insoluble problems of the city school2 which has kept pace with changing industrial and social conditions1 and adapts the school to every kind of a child2 which synthesizes the best educational endeavors of the day1 and provides the facilities which educators have vainly sought to provide for all the children1 but have only succeeded in providing at great expense for the more advanced and older pupils of the community2 which marks a distinct advance in democratic education2 which realizes the ideal of a truly public school1 in providing for all the people all of the time2 and1 which1 in its simple organization and ingenious financial economies1 furnishes a practical working-model for imitation and adaptation in other communities1 large and small4 ---------------------------------------- -------------------------------- ,,appendix ,i ,,distribution ,,of ,,expenditures ,august #a1 #aiad-;,july #ca1 #aiae ,schools of ,gary1 ,indiana ,,regular ,,school 7,,ten ,,months1 ,,five ,,days ,,per ,,week1 ,,eight-,,hour ,,day7 ,,largest ,,three ,emerson ,froebel ,jefferson ,all ,,schools ,,with ,school #ahdg #gfd schools ,,no4 ,,of ,,pupils 7#hie7 #dghi ,instruction --,salaries of supervisors and principals1 and #b1gej4ai #d1ahi4ie #b1jaf4fjac1gde4ge miscellaneous ,salaries of #bg1ied4gg #df1cgc4cf #af1gac4gjaac1ecc4bd teachers ,supplies #hed4ff #geh4eh #cfg4jj #b1ffj4ji ,total cost of #ca1eei4fbea1cba4hi #ai1jig4cjabi1ici4jh instruction ,operation and maintenance-- ,janitors' wages #c1ijh4hj #d1icf4jb #a1aca4aaab1bjc4ae ,fuel1 water1 #d1hae4jc #e1bcd4gj #a1bje4aa #ac1gii4di light1 supplies ,total cost of #h1gbc4hcaj1agj4gb #b1ccf4bbbf1jjb4fb operation ,maintenance #g1dbj4dj #f1jej4fg #g1dah4cfc #bf1egd4fb ,footnote #c3 ,includes new heating plant4 ,,saturday ,,school 7,,ten ,,months1 ,,eight-,,hour ,,day7 ,,schools ,emerson ,froebel ,jefferson ,all schools ,instruction #a1ghb4bj #b1gba4eg #hfj4bh #f1iji4eb ,operation #a1gac4fc #a1fij4hc #cdd4fe #d1ccb4ca ,,summer ,,school 7,,two ,,months7 ,,schools ,emerson ,froebel ,jefferson ,all schools ,instruction-- #hca4ef #a1cdi4fe #edc4ge #c1cge4bj ,salaries of supervisors and principals ,salaries of #d1bac4fc #c1fgh4jh #ggi4eh #aj1fjb4ia teachers ,supplies #ch4fa #cc4cj #cj4ej #aad4ca ,total cost of #e1jhc4hj #e1jfa4jc #a1cec4hcad1jib4db instruction ,operation-- #a1cag4ih #a1edb4cg #bea4jc #c1dbd4cd ,janitors' wages ,fuel1 etc4 #gid4cg #a1cjh4db #aca4be #b1dba4ie ,total cost of #b1aab4ce #b1hej4gi #chb4bh #e1hdf4bi operation ,maintenance #a1adi4da #fhi4gi #a1fhb4ee #d1afe4ij ,,sunday-,,school 7,,two ,,plants1 ,,four ,,hours ,,weekly7 ,,schools ,emerson ,froebel ,all schools ,salaries of #ajc4jj #abh4jj #bca4jj teachers ,operation #ied4ef #hdg4fj #a1hjb4af ,,evening ,,school 7,,five ,,evenings ,,weekly ,,of ,,two ,,hours ,,each1 ,,nine ,,months ,,of ,,school7 ,,schools ,emerson ,froebel ,all schools ,salaries of #a1jia4jg #a1gca4de #c1hac4bd supervisors and principals ,salaries of #e1aab4hi #e1hbh4jj #ac1fge4gc teachers ,supplies #cdj4ed #dga4fh #a1jdb4hd ,total cost of #f1edd4ej #h1jca4acah1eca4ha instruction ,operation #b1bhc4ia #b1cib4fh #e1hgb4ee ,,pupil ,,per-,,capita ,,year 7,,twelve ,,months2 ,,all ,,activities7 ,,schools ,emerson ,froebel ,jefferson ,all schools ,per-capita cost for ,instruction #ce4bf #bg4gi #be4jj #bg4ac ,operation #i4ge #e4ej #c4jf #e4dc ,maintenance #h4bi #c4bg #i4ga #e4ee ,current cost1 #ec4cj #cf4ef #cg4gg #ch4aa total ,permanent #aa4dc #g4ha #ad4dc #aj4hh improvements ,grand total #fd4gc #dd4cg #eb4bj #dh4ii ,general control #c4ed ,other payments #g4ge ,auxiliary #a4jb agency ,,enrollment ,day ,school ,enrollment ,average ,no4 of ,all ,enrollment daily teachers,average per attendance salary teacher ,emerson #hie #gfi4hj #ca #iae4gh #bg4ef ,froebel #a1hdg #a1eia4jf #eg #hac4ef #ca4ej ,jefferson #gfd #ffa4gj #bb #gei4ga #cc4ej ,all schools #d1ghi #d1jdc4ih #adb #hjb4ei #cc4gj ,summer #a1gjj schools ,evening #ahb1cdhd schools ,footnote #d3 ,number of student hours4 ,,total ,,expenditures--,,twelve ,,months--,,all ,,activities 7,,regular1 ,,saturday1 ,,sunday1 ,,summer1 ,,evening ,,schools7 ,instruction #afi1gjc4hc ,operation #dc1hee4ic ,maintenance #cj1gdj4eb ,total current cost #bdd1cjj4bh ,total expenditures #cfb1cbe4gc ---------------------------------------- -------------------------------- ,,ii ,,superintendent ,,wirt',s ,,report ,,on ,,the ,,reorganization ,,of ,,the ,,bronx ,,schools1 ,,new ,,york ,,city ,showing how the ,gary ,plan may be adapted to the ,usual ,school ,plant ,,these twelve schools1 ,i am informed1 are the most congested of any group of twelve schools in ,new ,york ,city4 ,there are only #be1cca sittings in these schools and #ce1ehj children were registered ,december #ca1 #aiad1--aj1bdi more than sittings4 ,the registration is #adj per cent of the sittings4 ,but #bejj of the present sittings1 representing #ej classrooms1 are unsatisfactory4 ,there are #ggi classes in the schools and only #dhj satisfactory classrooms4 ,the classes are #afb per cent of the satisfactory classrooms4 ,two new schools are under construction1 and a leased school-building of fifteen classrooms is nearing completion4 ,these three buildings will provide accommodations for #dejj children and #ajc additional classes4 ,when these three buildings are completed1 there will be #ehc satisfactory classrooms for #ggi classes4 ,the registration of the twelve schools increased #djjj pupils from ,december #ca1 #aiac1 to ,december #ca1 #aiad4 ,at the present rate of increase the new buildings will not take care of the increase in school attendance during the construction of the said buildings4 ,four new buildings in addition to those under construction are needed now to give each child attending the schools a satisfactory school seat4 ,because of financial limitations the ,board of ,education is asking for only six new elementary-school buildings for the entire city1 and two of the six1 to cost approximately #a1jjj1jjj1 are proposed for the relief of the twelve schools named4 ,if the two additional schools requested1 together with the three under construction1 could be made ready for use to-morrow1 there would still be #djjj children without satisfactory seats and no provision for normal growth in the immediate future4 ,i herewith submit a plan for the reorganization of the twelve schools named1 so that #ajbb classes may be satisfactorily accommodated in place of the #ehc now provided for4 ,under the ,new ,organization unsatisfactory annexes are vacated1 and unsatisfactory classrooms are used for auditorium1 playrooms1 laboratories1 and workshops4 ,in place of the #ggi classes and #ce1ehj children now in the schools1 room will be secured for #bdb additional classes and a total registration of #df1jjj children4 ,a future increase in school registration of approximately #aj1jjj children will thus be provided for4 ,to accomplish this reorganization1 rather extensive annexes are necessary at four schools1 costing approximately #dge1jjj4 ,the remaining eight schools need only slight structural changes and additional equipment1 costing approximately #dd1ejj4 ,additional land should be purchased for four of the schools1 costing approximately #bbe1jjj a total of #gdd1ejj for twelve schools1 as against #a1jjj1jjj for two new plants on the old plan4 ,the cost of the four annexes1 the remodeling1 the equipment1 and the additional land will be much less than the cost for buildings1 equipment1 and sites for the proposed two new schools4 ,if the proposed two-new-schools plan is followed1 a total satisfactory capacity on a five-hour single-school system for #fga classes will be secured1 which is #ajh classes short of the present enrollment4 ,if the reorganization at less cost than the two-new-schools plan is followed1 satisfactory accommodations in a longer school day will be secured for #ajbb classes1 which is #bdc classes more than are now enrolled1--a difference of #cea classes and #af1jjj children4 ,the true economy of the ,new ,organization is to be found in the greater educational facilities provided for all of the children1 rather than in the great capacity of the plants secured under the new plan4 ,the upper grades1 #eaa classes1 will have a daily school program of the following type3 #hj minutes in classroom for academic work2 #dj minutes in gymnasium or play-yard or grounds for physical training and play2 #dj minutes for general exercises in the auditorium2 #fj minutes for luncheon2 #adj minutes in classroom for academic work2 and #hj minutes for drawing-rooms1 science laboratories1 or manual-training and workshops4 ,the lower grades1 #eaa classes1 will have a program of the following type3 same as for upper grades1 except that the last period of #hj minutes will be given to play1 excursions1 library1 church instruction1 or at home4 ,as a rule the children will have #chj minutes in school in addition to the luncheon hour1 in place of the #cjj minutes provided in the regular full-time school4 ,such a study-work-and-play school removes the children very largely from the demoralizing life of the street1 and gives ample time for academic1 physical1 and prevocational training4 ,average time ,average time ,,subjects per week under per week under regular ,new full-time ,organization in organization in ,bronx schools ,new ,york ,city 7minutes7 7minutes7 ,opening exercises #ge #ajj ,music #fj #ajj ,physical training1 #abj #bjj recesses1 physiology1 hygiene ,english1 geography1 #ajaj #aajj history1 and arithmetic ,nature-study and #hj #acc science ,drawing #he #acc ,construction work #gj #acd ,total time per week #aejj #aijj ,under the old regular full-time organization1 only manual-training and cooking-rooms are provided1 and for seventh and eighth grades alone4 ,science laboratories for individual work1 and drawing studios with special equipment1 are not provided at all4 ,under the ,new ,organization1 manual-training1 cooking and sewing-shops1 drawing-studios with special equipment1 and science laboratories for individual work by students are provided for all the above grades4 ,besides1 there will be sixty-three additional prevocational workshops with special equipment and teachers distributed advantageously in the twelve schools4 ,also there will be provided gardens1 better auditoriums and music-rooms1 better classrooms1 gymnasiums and playgrounds4 ,,description ,,of ,,schools ,indicating in ,detail ,necessary ,changes to introduce ,wirt ,plan ,public ,school #bh has fifty-eight regular classes in forty-five regular classrooms1 with one wood-working shop and one cooking-room4 ,the ground floor play-yard and fine basement playroom provide ample play space for nine classes at one time4 ,there is a large gymnasium on the top floor that is not desirable for play1 and should be used for drawing-rooms4 ,the auditorium on the fourth floor should be made into six regular classrooms by installing permanent partitions for the sliding partitions4 ,the wall partitions should be removed from the four combination auditorium and classrooms on the second floor1 and the auditorium thus secured should be seated for a permanent auditorium4 ,since four classrooms are thus used for the auditorium1 there will be left only forty-one regular classrooms4 ,thirty-six of these should be used for regular class work4 ,two of the five remaining classrooms should be used for science laboratories1 one for a music studio1 and two for workshops4 ,these five special rooms1 with the manual-training shop and cooking-room and drawing-studios1 will provide facilities for nine classes in science1 drawing1 music1 manual-training or shopwork1 at one time4 ,seventy-two regular classes may be accommodated in this school with thirty-six classes in thirty-six classrooms1 nine in the auditorium1 nine at play1 nine in special work1 and nine primary classes with an extra period for play1 religious instruction in churches1 excursions1 library work1 etc4 ,with a full register of classes1 seventy-six teachers should be employed4 ,fifty-six teachers should teach the history1 geography1 arithmetic1 language1 and reading1 and manage the auditorium4 ,two teachers should have charge of the music1 four of the play and physical training1 one of the library1 two of the drawing1 two of the science laboratories1 and nine of the manual training1 domestic science and art1 and the shopwork4 ,there are thirteen regular classes in the eight-room frame annex1 which must be used for class purposes in order to enable the city to hold the property4 ,a special program can be arranged for this annex1 to accommodate twelve classes4 ,public ,school #bh and the annex can therefore accommodate eighty-four classes1 a gain of thirteen classes over the present enrollment1 and thirty-one classes more than the normal capacity of fifty-three classes in a single-school system4 ,the only expense will be the placing of permanent partitions in the auditorium classrooms1 and the equipment of the auditorium1 laboratories1 studios and shops1--approximately #aj1jjj4 99 99 99 99 99 ,public ,school #e has twenty-seven classes in nineteen regular classrooms1 a good auditorium and two portable schools4 ,four classes are now using the auditorium as classrooms1 with only curtains for partitions4 ,there is play space in the basement play-yard for six classes to play at once4 ,by removing the portable schools a satisfactory outdoor playground can be secured4 ,the basement has a fine shoproom1 large enough to accommodate two small shops4 ,in these shops and the nineteen classrooms1 with the auditorium and play facilities1 thirty-two classes may be accommodated by using sixteen of the most desirable rooms for classrooms4 ,this is five classes more than are now in the school1 and thirteen more than the capacity of the main building on a five-hour single-school system4 ,the cost of moving the portables should be charged to the school to which they are moved4 ,the cost for equipment and remodeling should be approximately #e1jjj4 99 99 99 99 99 ,public ,school #cb has sixty classes in thirty-eight classrooms1 with one workshop and one cooking-room4 ,five classrooms and one cooking-room are now in a gymnasium with only curtains for partitions4 ,three classrooms are unsatisfactory basement rooms1 one is an unsatisfactory attic room1 and twelve classrooms are combination auditorium and classrooms4 ,by placing permanent partitions in the combination auditoriums1 twenty-nine satisfactory classrooms and five shoprooms may be secured4 ,the gymnasium and play-yard are ample for a large school4 ,the building is close to ,bronx ,park for large outdoor play-yard and for gardens4 ,the present site can be enlarged without great cost4 ,i believe that it is desirable to make ,public ,school #cb a seventy-two-room school1 which will enable it to accommodate twelve more classes than are now in the school4 ,an annex should be built containing swimming-pool1 auditorium1 five shops1 and seven classrooms1 costing approximately #ajj1jjj4 ---------------------------------------- -------------------------------- ,,iii ,,superintendent ,,wirt',s ,,report ,,on ,,the ,,reorganization ,,of ,,public ,,school #hi1 ,,brooklyn1 ,,new ,,york4 ,showing the ,adaptation of the ,gary ,plan to the ,usual ,school ,plant ,,this school was the first to be reorganized in ,new ,york ,city under the ,gary plan4 ,the following quotations from ,superintendent ,wirt's report indicate the changes that were made in transforming a congested elementary school into a smoothly running ,gary school on the duplicate plan3-- ,prior to ,november #f1 #aiad1 there were forty classes attending ,school #hi4 ,twelve of the forty classes1 representing the upper grades1 were on full time1 having the exclusive use of twelve of the twenty-six classrooms4 ,the remaining twenty-eight classes were organized in groups of fourteen classes each and were accommodated in the remaining fourteen classrooms1 small auditorium1 and five cellar rooms1 with a modification of the accompanying program4 7,see p4 #aia74 ,since in this program twelve classrooms were used exclusively for twelve classes1 the burden of the overcrowding was placed entirely upon the remaining fourteen classrooms4 ,these fourteen rooms had a multiple use for eight hours a day1 but the auditorium and playground were used only two hours a day4 ,this means that the auditorium and playground were congested during the short time that they were in use4 ,when it rained and all the children were required to be in the building from #i4cj to #aa4cj1 nine classes were forced to use the five cellar rooms at one time as study-rooms4 ,no provision was made for the systematic use of other child-welfare agencies4 ,exercises and ,school hours ,fourteen study in classrooms auditorium and playground #h4cj- #i4cj;,first group--#ad classes #i4cj-aj4cj;,first group ,second group #aj4cj-aa4cj,second ,first group group--#ad classes #aa4cj-ab4cj,second group,first group--at lunch #ab4cj- #a4cj;,first group ,second group--at lunch #a4cj- #b4cj;,first group ,second group #b4cj- #c4cj,second group #c4cj- #d4cj,second group ,the old program was not intended to secure greater facilities for children than the ordinary single-system school offers4 ,the principle underlying the old program was that of securing the traditional five-hour school day by supplementing the four hours in the classroom with an additional hour in playground and auditorium4 ,unfortunately the latter hour was used as much as possible for study in quarters that were never intended for use as a study-room and cannot be made satisfactory for study4 ,no one offers the argument that such a five-hour school is better than or even as good as five hours of regular classroom work in the ordinary single-system school4 ,this program was not intended to secure greater facilities for children than the ordinary single-system school offers4 ,the purpose was to secure as nearly as possible the traditional work of the regular five-hour full-time school1 and it was considered only as a temporary expedient until a sufficient number of new schools could be built to provide the regulation full-time school4 ,since the main object was the building of additional school-buildings for permanent relief1 no funds could be expended upon this temporary double-system expedient4 ,in contrast to this1 the new program at ,public ,school #hi is in no sense an effort to relieve part-time by giving the children as nearly as possible a five-hour traditional school day until a new building can be built4 ,the sole purpose determining the new program now in use at this school is that of securing a six-hour day and much richer opportunities in a study-work-and-play school with a cordination of the activities of all child-welfare agencies4 ,by making the following improvements at ,public ,school #hi1 the increase in capacity and additional facilities can be made permanent--a gymnasium and swimming-pool1 two rooms for branch of the public library1 equipment for science laboratories and auditorium1 wardrobes for sixteen classes1 permanent playground1 and drawing and music studios4 ,with the exception of the playground1 the above will cost approximately #ce1jjj4 ,the cost of the site and the proposed new fifty-one unit school-building1 to relieve ,public ,school #hi and two other buildings1 will provide the funds for similar changes in ten schools after the plan at ,public ,school #hi4 ,these changes would make possible a permanent increase in capacity of not less than two hundred classrooms1 since in the more modern schools a less expenditure will secure greater capacity4 ,since a fifty-one unit building adds accommodation for only forty-eight traditional full-time classes1 the satisfactory accommodation of sixteen additional classes at ,public ,school #hi would justify the expenditure of one third the cost of the new building and site upon ,public ,school #hi1 or approximately #agj1jjj4 ,but1 as has just been pointed out1 it is not necessary to spend anything like this amount4 ,under the old program there were only forty classes1 but one class was very large and was divided into two sections with two teachers in charge4 ,the number of pupils attending this school is increasing rapidly1 and therefore a program for forty-two classes is planned4 ,the forty-two classes in the ,new ,program are divided into two duplicate schools of twenty-one classes each4 ,in the following programs these duplicate schools are designated as the 8,x0 ,school and the 8,y0 ,school4 ,the ,x ,school3 ,twenty-one of the classrooms are used for the desired academic instruction in the regular school subjects1--arithmetic1 language1 reading1 history1 and geography4 ,the five remaining classrooms are used for the special school subjects1--science1 drawing1 and music4 ,in addition to the twenty-six classrooms1 the school has a manual-training shop1 a domestic-science laboratory1 a small auditorium1 five cellar playrooms1 and a kindergarten4 ,because the special rooms are not yet equipped 7,january #i1 #aiae71 for the time being they are used for additional regular class work4 ,since there is no library or librarian1 and since the manual-training and cooking teachers are at the building only half-time1 two extra special teachers are in charge of the playground4 ,the ,x ,school has the following activities and facilities for carrying them on3-- ,type of work ,facilities used by each type of work ,academic instruction #ba classrooms4 ,general exercises ,auditorium4 ,play and physical ,playground1 playrooms1 training pool1 gymnasium4 ,special work #b manual-training shops1 #b science laboratories1 #b drawing studios1 #a music studio1 #a public-library branch4 ,the twenty-one classes are divided into three divisions of seven classes each1 as follows3-- ,division #a--seven classes1 grades #f1 #g1 #h4 ,division #b--seven classes1 grades #c1 #d1 #e4 ,division #c--seven classes1 grades #a and #b4 ,all these twenty-one classes1 from the first grade to the eighth1 take part in these activities according to the following program3-- ,school ,academic ,general ,play1 ,special hours instruction exercises etc4 #h4cj- #i4bj;,arithmetic1 all divisions #i4bj-aj4aj,language1 all divisions #aj4aj-aa4jj ,div4 #a4 ,div4 #c4 ,div4 #b4 #aa4jj-ab4jj;,entire ,x school at luncheon #ab4jj- #a4jj,reading1 all divisions #a4jj- #a4ej;,history1 geography1 all divisions #a4ej- #b4dj ,div4 #c4 ,div4 #b4 ,div4 #a4 #b4dj- #c4cj ,div4 #b4 ,div4 #c4 ,div4 #a4 #c4cj- #d4cj ,div4 #a4 ,summary of time schedule3 ,pupils' time1 minutes per week4 7,all pupils have twenty per cent more time in school47 ,school ,division ,division ,division department #a4 #b4 #c4 ,x ,n4,y4 ,x ,n4,y4 ,x ,n4,y4 school minimumschool minimum school minimum ,academic #ajej #hdj #ajej #hdj #ajej #hhj-ajij ,auditorium #bej #ge #bej #ge #bej #ge ,play after school #hj #bej #aej #ejj #ahj-cjj ,work #ejj #bhj #bej #bej ,included in academic time4 ,total #ahjj #abge #ahjj #acae #ahjj #abee-acde ,full time #ahjj #aejj #ahjj #aejj #ahjj #abjj-aejj ,the actual time spent by the teachers according to the ,new ,program is no longer than the established time4 ,each teacher has #baj minutes in regular activities1 and #ajj in special activities1 with #bj minutes for assembling of pupils1 a total of #ccj minutes1 which is the established time4 ,the two periods in special activities should be departmentalized by certain teachers giving both periods to play and physical training1 and other teachers giving both periods to music1 drawing1 and science1 etc4 ,the manual-training teachers and the public librarian release two teachers from the work periods1 who may be assigned to play and physical training4 ,six teachers should run the auditorium period1 and the remaining teacher of the ,division should be assigned to play and physical training4 ,the only extra teachers are the manual-training teachers4 ,if there are a few teachers who cannot do the work of the special activities successfully1 they may give all of this time to regular school activities4 ,the teachers so displaced from regular activities may give all of their time to physical training and play1 music1 drawing1 etc4 ,about half of the teachers will have an extra #ej-minute period in the school for grading papers1 planning school work1 looking after individual needs of children1 or professional study4 ,in my judgment it would be well if all teachers did their supplementary school work at the school rather than at home4 ,less energy will be required to do this work at the school than at home1 and the public will have a better understanding of the teacher's work4 ,the ,y ,school3 ,unfortunately the program described requires twenty-six classrooms for twenty-one classes of children in addition to the auditorium1 play space1 library1 workshops1 etc4 ,no facility during the school day is used more than half the time by the ,x ,school4 ,fortunately the auditorium need be large enough to accommodate only one third of the ,x ,school4 ,the same is true of the play space and the special work facilities4 ,there is a great economy in using the facilities named for three periods by alternate groups1 each representing one third of the school4 ,but a higher first cost and a greater operation and maintenance cost would be justifiable in all these facilities1 including the regular classrooms1 if they could be used longer and accommodate more children4 ,since the ,x ,school can use any of these facilities only half of the time1 what objection can there be to another school of twenty-one classes using the facilities when the ,x ,school cannot use them8 ,on p4 #aih is shown a program for such a duplicate school1 designated ,y4 ,the ,y ,school has the same time as the ,x ,school1 for both pupils and teachers4 ,neither school could use any facility any more if the other school were not there1 but both schools have better facilities every hour of the day because the other school is there4 ,forty-two classes of children are thus accommodated in twenty-six classrooms4 ,instead of building a sixteen-room additional school1 with its initial cost of construction1 site1 janitor service1 heating1 maintenance1 etc41 an equivalent expenditure can be made for the permanent improvement and increased operating cost of the twenty-six-room school4 ,school ,academic ,general ,play1 ,special hours instruction exercises etc4 #h4cj- #i4bj ,div4 #b4 ,div4 #c4 ,div4 #a4 #i4bj-aj4aj ,div4 #c4 ,div4 #b4 ,div4 #a4 #aj4aj-aa4jj;,arithmetic1 all divisions #aa4aj-ab4jj,language1 all divisions #ab4jj- #a4jj;,entire school at luncheon #a3jj- #a3ej ,div4 #a4 ,div4 #c4 ,div4 #b4 #a3ej- #b3dj,reading1 all divisions #b3dj- #c3cj;,history1 geography1 all divisions #c3cj- #d3cj ,div4 #a4 7,the blank spaces represent the periods when the ,x ,school is using the facilities47 ,while this program makes two schools in one possible1 primarily it is planned to provide a longer school day1 i4e41 six hours in place of five1 and greater facilities for each child during each of the six hours4 ,one hundred minutes' daily play is given to the primary grades1 for play takes the place of work for small children4 ,this play is gradually transformed into work1 fifty minutes' work and fifty minutes' play in the intermediate grades1 and one hundred minutes' work in the grammar grades1 as the older children use their after-school leisure time for play4 ,thus the play impulse is transformed into the work impulse4 ,productive activities are substituted for non-productive activities4 ,work is made constructive play4 ---------------------------------------- -------------------------------- ,,iv ,,economy ,,of ,,playground ,,management ,,in ,,gary ,,school1 ,,as ,,contrasted ,,with ,,public ,,playground ,,superintendent ,,wirt1 at the meeting of the ,department of ,superintendence of the ,national ,education ,association1 ,st4 ,louis1 ,february1 #aiab spoke as follows3-- ,we have not utilized the school plants completely unless they are used for recreation and social centers by adults4 ,fortunately1 a school plant that provides for the constructive play and recreation activities of children is also most admirably adapted for similar activities with adults4 ,the playground1 gymnasiums1 swimming-pools1 auditorium1 club and social rooms1 library1 shops1 laboratories1 etc41 make a complete social and recreation center for adults4 ,experience has demonstrated that the facilities for academic instruction add also to the attractiveness of the plant as a social and recreation center4 ,compared with the cost of such facilities and their use when separated from the school plant1 the economy of the combined playground1 workshop1 and school plant is indeed surprising4 ,the city of ,chicago has a most elaborate system of recreation parks and field-houses4 ,selecting the eleven most successful parks of the ,south ,park ,commission1 we may compare the total cost and use of the eleven parks with the cost and use of one ,gary school plant4 ,note that the attendance of the parks is the total1 not the average1 for the eleven parks4 ,also note that the cost of the school includes the furnishing of complete school facilities for twenty-seven hundred children1 in addition to the social and recreation features4 ,chicago parks and ,gary school compared as to costs ,total for ,items eleven parks,one school in ,chicago in ,gary ,population #hjj1jjj #bj1jjj ,first cost1 less #b1jjj1jjj #cjj1jjj land ,annual maintenance #ddj1jjj #ajj1jjj ,annual attendance3-- ,indoor gymnasium #caj1jjj #a1jjj1jjj ,shower baths #a1che1jjj #ejj1jjj ,outdoor #b1jjj1jjj #b1jjj1jjj gymnasium ,swimming-pool #gce1jjj #cjj1jjj ,assembly halls #bgj1jjj #a1jjj1jjj ,reading-rooms #fjj1jjj #a1jjj1jjj ,clubrooms #gj1jjj #ej1jjj ,lunchrooms #ebj1jjj #bj1jjj ---------------------------------------- -------------------------------- ,v ,,table ,,showing ,,how ,,capacity ,,of ,,small ,,school ,,plant ,,may ,,be ,,doubled ,increasing ,school ,capacity ,a--,traditional school plant3 #h rooms2 #cbj children2 grounds #afj #afj2 playgrounds1 #hj #afj1 #dj square feet per pupil3-- ,cost of building and #ee1jjj equipment ,cost of land #e1jjj #aj per cent on #f1jjj investment ,annual operation #b1jjj ,cost of instruction #aj1jjj per year ,b--,gary plan for #cbj more pupils3-- ,additional cost of #e1jjj land ,additional cost of #aj1jjj instruction per year ,costs of building and equipment1 operation and maintenance not increased1 though capacity is doubled4 ---------------------------------------- -------------------------------- ,,index ,administration1 #hf4 ,all-year school1 #gf1 #gg4 8,application0 work1 #bc1 #eb1 #gb1 #gc1 #ic4 ,art-studios and work1 #bd1 #bh1 #df4 ,auditorium1 #bf1 #ej1 #ib1 #aaa1 #ach4 ,bluffton1 #i1 #aj1 #gf1 #afb4 ,board of ,education1 #aj1 #hf4 ,botany work1 #bi1 #df4 8,boyville10 #acg4 ,burris1 ,dean ,w4 ,p41 #adi1 #afd1 #age4 ,chemistry work1 #bi1 #abg4 ,chicago1 #h1 #bj1 #ba1 #aii4 8,clearing-house for children's activities10 #eb4 ,commercial studies1 #cj1 #dh1 #di4 ,community center1 #hc4 8,complete school10 the1 #ag1 #ah4 ,departmental teaching1 #hg4 ,dewey1 ,prof4 ,john1 #ai1 #ce1 #acb1 #adj1 #add1 #agf4 ,director of ,industrial ,work1 #hg4 ,domestic science1 #cj1 #dg4 ,duplicate-school plan1 #fd1 #gh4 ,economy1 #gi1 #hj1 #bja4 ,emerson ,school1 #ac1 #ad1 #ah1 #bj1 #bb1 #bc1 #be1 #bg1 #cj1 #gd1 #hj1 #hg1 #aaf1 #abh1 #acg1 #ach1 #ade1 #aff4 ,english work1 #aae1 #aci1 #adj4 ,enrollment1 #aha4 ,ettinger plan1 #aeg4 ,evening school1 #ha1 #hb4 ,executive principal1 #hf4 ,expenditures1 #agi4 8,expression0 work1 #aac4 ,extra-curricular activities1 #aci4 ,farm1 school1 #acf4 ,fernandez1 ,mrs4 ,alice ,barrows-1 #adg1 #aei4 ,financing of schools1 #f4 ,foreigners in ,gary1 #e4 ,froebel ,school1 #ac1 #ad1 #ah1 #bj1 #bc1 #be1 #ca1 #de1 #ea1 #gd1 #acc1 #ade1 #aff4 ,gardens1 school1 #bb4 ,gary1 #c-h1 #eg1 #ade4 ,gymnasiums1 #bb4 ,helper or observer system1 #hf1 #ajj1 #ajh1 #abb1 #agc4 ,history work1 #bg1 #aaf4 ,industrial shops1 #cj1 #dd1 #de1 #acc4 ,jefferson ,school1 #ac1 #bc1 #cj1 #cc1 #ed1 #fe1 #hj1 #ha1 #adg1 #afb4 ,laboratories1 science1 #bi4 ,laundry1 #cj4 ,libraries1 school1 #be4 ,manual training1 #dj4 ,montessori method1 the1 #aec4 ,museum1 school1 #bd1 #aba4 ,new ,york ,city1 #h1 #ab1 #ah1 #cc1 #ee1 #fa1 #adf1 #adg1 #aeg1 #afj1 #afb1 #agd1 #ahb4 ,observer or helper system1 #hf1 #ajj1 #ajh1 #abb1 #agc4 8,peak-loads10 #fc1 #fd4 ,pestalozzi ,school1 #ac4 ,physics work1 #bi1 #abe4 8,platoon0 system 7duplicate-school71 #fd4 ,playgrounds1 #bj1 #ada1 #aii4 ,pottery-shop1 #cj1 #de4 ,printery1 #cj1 #de1 #abd4 ,programs1 #ff1 #fi1 #gj1 #gc1 #gd1 #aia1 #aid1 #aie1 #aih4 ,promotion1 #ajb4 ,public utility1 #eh4 ,register teacher1 #ig4 ,religious instruction1 #ec1 #ed1 #afj4 ,saturday school1 #ch1 #ajd1 #acc4 ,school bank1 #dh4 ,school community1 #cg1 #dj1 #dd1 #dh1 #eb1 #ee4 ,school day1 #ie4 ,school desks1 #bg4 ,school-gardens1 #bb4 ,school libraries1 #be4 ,school store1 #di4 ,school zoo1 #bb4 ,science work1 #bi1 #df1 #abb4 ,self-government1 #acg4 ,shops1 industrial1 #cj1 #dd1 #de1 #acc4 ,shopwork1 #aef4 ,special activities1 #ae1 #gd4 8,street-and-alley time10 #ch1 #ge4 ,students' ,council1 #ach4 ,studios1 art1 #bd1 #bh1 #df4 ,supervisors of instruction1 #hf4 ,swimming-pools1 #bb4 ,teachers1 #ia1 #adi4 ,teachers' assistants1 #ii4 ,teacher-workmen1 #da1 #hg4 ,terman1 ,prof4 ,lewis1 #ai4 ,trade schools1 #dd4 ,training-school for teachers1 #if4 ,truancy1 #aef4 ,unit school plant organization1 #hh4 ,u4,s4 ,steel ,corporation1 #a1 #b1 #c1 #ade4 ,updegraff1 ,dr4 ,harlan1 #ada4 ,vacation school1 #ch4 ,vocational guidance1 #aaj4 ,vocational training1 #da1 #aef1 #afi4 ,wirt1 ,superintendent ,william1 #i1 #aj1 #ag1 #bh1 #cc1 #ci1 #dc1 #eb1 #eh1 #ei1 #gf1 #gg1 #ha1 #hd1 #ij1 #aja1 #adf1 #aeh1 #afj4 ,workmen-teachers1 #da1 #hg4 8,x0 and 8,y0 schools1 #fd1 #fi4 ,y4,m4,c4,a41 #cg1 #ec1 #ee1 #adf4 ,zology work1 #bi1 #df1 #abd4 ---------------------------------------- -------------------------------- ,transcriber's ,notes3 ,missing or obscured punctuation was silently corrected4 ,typographical errors were silently corrected4 ,inconsistent spelling and hyphenation were made consistent only when a predominant form was found in this book4 ,text that3 was in italics is enclosed by underscores 7italics74