Page 49 - 1916 February - To Dragma

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A N O T H E R DISCUSSION OF T H E GARY SCHOOLS

C L A R A VV. K E O P K A , E '14 Schools

Teacher of Nature Study in the Gary

I t is w i t h some trepidation that I drag into the limelight the
already over-worked discussion of the Gary, Indiana, schools. Prob-
ably no other topic of educational interest has caused so much dis-
cussion pro and con as this one. T h e many visitors who come to ob-
serve what is being done here carry off so many conflicting tales that I
should think the public would want to suppress every new article on
the subject!

T h e Gary system is an experiment rather than a perfect plan.
Every year sees it more clearly defined and better organized, but
it is s t i l l so complex that i t is difficult to write, i n so short a paper
as this must be, more than a general account of what i t tries to do.
I shall therefore outline briefly what f r o m my own observation seems
to be the essential features of the Gary system.

1. T o get the f u l l w o r t h of the taxpayers' money by keeping the
buildings and playgrounds i n use practically a l l o f the time. School
lasts f r o m 8 : 1 5 to 4 : 1 5 on regular school days, and the playgrounds
are open t i l l five. I t is also open evenings, Saturdays, and f o r two
months in the summer. There are two shifts of pupils and teachers,
one beginning at 8 : 1 5 , the other at 9 : 1 5 . Pupils have a six-hour
school day, and divide their time between regular work and special
work (cooking, shop, nature study, drawing, auditorium, application,
and p l a y ) . I t is argued that by having these special departments
handle part of the children, the regular teachers w i l l be able to
handle twice as many pupils as teachers i n the ordinary school.
Children who have missed a great deal of work through absence,
or who wish to be promoted to a new grade, have an opportunity to
do extra work on Saturday or in summer schools.

2. T o interest the children to such an extent that they will
want to come to school and spend their spare time there rather than
on the streets. I believe that i n the m a j o r i t y o f cases' Gary children
enjoy going to school. (On the day of this writing, the school boiler
had burst, and classes were dismissed. As I buttoned one little
fellow's coat, he said: " I f I could get hold of Jack Frost. I ' d
shoot h i m f o r making i t so cold we have to go home!") T h i s
interest i n the school is gained by making the regular work as at-
tractive as possible, and by supplementing this w i t h special work.
T h e periods are an hour long, but at the end of each period the
classes go to another room and another teacher, f o r another kind
of work. School, therefore, does not mean one room bounded by
four walls, presided over by one teacher.