The New Student's Reference Work/School System at Gary, Ind.

School System at Gary, Ind. The rapid growth of Gary and the character of the population attracted by its gigantic industrial enterprises created an educational problem of uncommon difficulty. In the effort to provide suitable and sufficient educational facilities and have these keep pace with the needs of the city there has developed a school system having certain features which are essentially new. As is usually the case, this response to an emergency has taught lessons of value to schools everywhere, hence, the widespread interest which this school system has aroused.

THE MAN WHO DEVELOPED THE SYSTEM

The man under whose leadership the system has been built up within the short period of seven years is Superintendent William A. Wirt. The essential features of the plan of organization and administration had been thought out by him and partly applied while he was superintendent of the schools at Bluffton, Indiana. The success of the plan there and its special fitness for conditions which would have to be met in the building of Gary led to his selection as the one best fitted to build its school system.

“UNIT SCHOOL PLANTS”

Best results, under this system, are attained in what are designated as “complete unit school plants.” It is essential that a “complete unit school plant” be located adjacent to or near a city park. The school building must be situated on grounds containing ten to twelve acres. Within the building, besides class-rooms, there must be an auditorium, gymnasiums, swimming pools, work shops, laboratories, studios, libraries, and all the facilities for comfort and convenience with which modern school buildings are now constructed. Outside the building there must be playgrounds and school gardens.

PROGRAM SHOWING HOW SIXTEEN CLASSES ARE ACCOMMODATED IN A BUILDING HAVING EIGHT ROOMS

REGULAR STUDIES		FORENOON		AFTERNOON
Teachers	Rooms	90 Min.	90 Min.	90 Min.	90 Min.
First Grade	Classroom	1a	1b	1a	1b
Second Grade	Classroom	2a	2b	2a	2b
Third Grade	Classroom	3a	3b	3a	3b
Fourth Grade	Classroom	4a	4b	4a	4b
Fifth Grade	Classroom	5a	5b	5a	5b
Sixth Grade	Classroom	6a	6b	6a	6b
Seventh Grade	Classroom	7a	7b	7a	7b
Eighth Grade	Classroom	8a	8b	8a	8b
SPECIAL ACTIVITIES		45⁠45  Min.⁠Min.	45⁠45  Min.⁠Min.	45⁠45  Min.⁠Min.	45⁠45  Min.⁠Min.
Teachers	Rooms
Music & Literature	Auditorium	1b⁠2b	1a⁠2a	3b⁠4b	3a⁠4a
Drawing & Man. Tr.	Basement	3b⁠4b	3a⁠4a	1b⁠2b	1a⁠2a
Music & Literature	Library	5b⁠6b	5a⁠6a	7b⁠8b	7a⁠8a
Nature Study	Basement	7b⁠8b	7a⁠8a	5b⁠6b	5a⁠6a
Three physical culture teachers and the Building Principal	Attic	2b⁠1b	2a⁠1a	6b⁠5b	6a⁠5a
	Playground	4b⁠3b	4a⁠3a	8b⁠7b	8a⁠7a
		6b⁠5b	6a⁠5a	2b⁠1b	4a⁠3a
		8b⁠7b	8a⁠7a	4b⁠3b	2a⁠1a

FOR ADULTS AS WELL AS CHILDREN

Thus situated and arranged, the “unit school plant” is a “complete” recreational as well as an educational center for a section of the city—for adults as well as children. In the daytime it is a “complete” school, having all of the grades—kindergarten, elementary, and high school. In the evening it is a “complete” center for social, recreational and continuation school purposes. On Saturdays it is a “complete” opportunity for voluntary work, play, and for pupils who need special help in order to keep up with their classes. In the summer time it is a “complete” center for vacation school purposes.

Ideal centers are represented by the Emerson and the Froebel plants. When operated in accordance with programs which are described below the capacity of these plants is 2700 pupils each in the day time and an equal number of adults in the evening. This capacity is secured by grounds and buildings of unusually generous porportions and by programs which utilize continuously every part of the building.

“REGULAR STUDIES” AND “SPECIAL ACTIVITIES”

The old program followed with various modifications in all schools which do not have large auditoriums, is so arranged that half of the pupils give half of each forenoon and afternoon session to “regular studies,” followed by an equal amount of time given to “special activities.” The other half of the pupils have the same program, but in reverse order. The “regular studies” are the formal language studies (reading, writing, spelling and composition), arithmetic, history and geography. The “special activities” are music, literature, drawing, manual training, nature study, physical training, play, vocational work, etc., varying in character and degree according to pupils' needs.

A CITY WITHOUT SPECIAL SUPERVISORS

The “regular studies” and “special activities” are conducted continuously throughout the day, by special teachers, on the departmental plan. There are no supervisors, as in other cities, aside from the superintendent and principals. The superintendent believes that teachers giving instruction in a limited number of subjects, for which they have been specially trained and selected, makes any overhead charge for their supervision, beyond that of the superintendent and principals, an unnecessary expense. Moreover, the character of the daily program, with the scheme for alternating classes in “regular studies” and “special activities,” whereby all parts of the plant are used throughout the day, practically doubles the plant's capacity. Program on preceeding page shows how sixteen classes are accommodated in a building of a common type having eight class rooms.

The new program, now operated in the “complete” centers and requiring a large auditorium, is formulated in accordance with the following scheme:

HOW WORK OF PUPILS IS DIVIDED

The daily work of all pupils is divided into four different lines. One line of work is conducted in ordinary class rooms; a second in the shops, laboratories and studios; a third in the auditorium; a fourth in the gymnasium, swimming pools, play rooms or on the playgrounds. These lines of work are indicated below as Departments 1, 2, 3 and 4, respectively.

TABLE SHOWING HOW WORK IS DIVIDED

TIME	DEPARTMENT 1	DEPARTMENT 2	DEPARTMENT 3	DEPARTMENT 4
	Language Mathematics  History and Geog.	N. Study and Man. T.  Domestic Science Draw. and Music	Auditorium  (Mass instruction)	Phys. Tr. Play Application
8:15 -  9:15	A	B	. . . .	C D
9:15 - 10:15	B	A	C	D
10:15 - 11:15	C	D	A	B
11:15 - 12:15	D	C	. . . .	. . . .
12:15 -  1:30	A	B	. . . .	. . . .
1:30 -  2:30	B	A	D	C
2:30 -  3:30	C	D	B	A
3:30 -  4:30	D	C	. . . .	A B

Four groups of pupils are simultaneously engaged in these four different departments throughout the day. For example, one group of pupils in Grades 1, 3, 5, 7, indicated as Group A above, is occupied with Department 1 of the first hour. A second group of pupils in Grades 2, 4, 6, 8, indicated as Group B, is occupied with Department 2. The third and fourth groups of pupils (Group C, Grades 1, 3, 5, 7, Group D, Grades 2, 4, 6,, 8) are thrown together this first hour and are occupied with Department 4, this first hour, there being no exercises in Department 3 during this period. The second hour these four groups of pupils change departments and are engaged as shown in the diagram, and so on throughout the day.

For illustration we will limit ourselves to the work of pupils in the grades, although the same general plan of distribution applies, with necessary modifications, to pupils who are in high school.

With this simple arrangement two schools are accommodated in the same building, one school working in two of the departments while the other is occupied in the other two departments, alternately thus engaged throughout the day.

CHARACTER OF SPECIAL ACTIVITIES

In all grades the time assigned to Department 4 is divided between the teachers of physical training and play and teachers of subjects listed under Departments 1 and 2. In the lower grades teachers of mathematics, history, etc., use their share of this time, one hour, in games and constructive plays that apply the subject matter taught in the regular classes. This period is definitely planned to give the formal work of the school expression through self activity.

Music and literature teachers use the application period for folk dances, musical games, dramatization, modeling in clay and sand, and free play construction in the “busy corners” of the playground or play rooms. Nature study teachers use this application period in the care of lawns, trees, shrubbery, plants in the building and gardens, animal pets, etc. In the upper grades mathematics teachers use this period for practical measuring and planning of buildings, laying out playgrounds and spaces, and in practical accounting in connection with the clerical work of the school, and so on.

In the lower grades the occupations of the application period are based on the play impulse and are conducted out of doors, in the spacious corridors, or in the play rooms.

Observe that under the new program half the school is at lunch from 11:15 to 12:30, and the other half from 12:15 to 1:30, an arrangement which is very desirable where there is a large number of pupils in the building.

INTERESTING POSSIBILITIES OF THIS PROGRAM

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

VOCATIONAL TRAINING WITH WORKMEN AS TEACHERS

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

HOW “BUSINESS” BEGINS AT 8 O'CLOCK

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

A PECULIAR KIND OF DESK

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

A SCHOOL LIFE OVERFLOWING WITH EAGER ACTIVITIES

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

In the “regular studies” you readily discover that in spite of departmental teaching, the various special teachers are doing team work. In a word, you find a correlation of studies and activities.

HOW MONEY IS SAVED UNDER THIS SYSTEM

The system provides for the better use of school buildings, making it possible to save large sums of money expended for this purpose, the buildings being so arranged that they may be used day and evening, including Saturdays, the year round. It would require considerable space to give the proof of this statement in detail, but it is clearly obvious that the erection of a number of unit plants, such as the Emerson and Froebel, is less expensive than the erection of a large number of buildings of the usual kind. The cost of building construction does not increase in proportion to the size of building, materials used and facilities offered remaining the same, to say nothing about the cost of fewer sites. Moreover, the establishment of school plants, so constructed as to utilize what is ordinarily waste space or space which is used only part of the time, according to a program which uses all parts of the building all of the time, makes it possible to double the plant's capacity. There is also a saving in expense for equipment by installing it in a few as opposed to many centers. Furthermore, the special activities under the new form of program are conducted in parts of the plant which are less expensive, on the average, than regular class rooms, and if there were not this alternation of classes engaged in regular studies and special activities, it would be necessary to double the number of regular class rooms, so that each pupil might have a desk and the use of a cloak room. It is equally obvious that the cost of operation and maintenance is decreased by having the necessary number of unit centers as compared with the usual practice elsewhere. The figures clearly show this. The expense per pupil for janitor service, principal, and for instruction, with the overhead charges for supervisors eliminated, is materially reduced.

The system also provides the possibility of a better division of time between the old and the new studies, spoken of throughout as “regular studies” and “special activities,” and there is greater flexibility in adapting studies to exceptional children of all kinds, thereby doing away with the necessity of numerous special schools. The system also makes it possible to have more expert teaching by reason of its departmental plan of organization, while the better use of play time and the long school day prevents influences of the street and alley which undo the work of the school.

There is also more realism in vocational and industrial work when under the direction of expert workmen from the ranks of laboring men having charge of real shops, which pupils pass from day to day, and in which sooner or later they get their first lessons in some trade industry.

HEALTH, MORE RAPID ADVANCEMENT AND OTHER ADVANTAGES

It is also clear that the system has unsurpassed facilities for the promotion of the health of children, and the possibility of having pupils do work in more than one grade and of promoting them by subjects instead of grades, gives to this system an advantage over the traditional form of organization with its “lockstep” system of gradation and promotion. In this system there is also provision for pupils to help each other. The chasm between elementary and high school is destroyed, and dropping out of school at critical periods in the lives of pupils is prevented by the introduction, at such times, of subjects which appeal to awakening interests which are not satisfied by a continuous and exclusive devotion to the “common branches.”

BETTER SALARIES AND FEWER PUPILS PER TEACHER

It is also clear that under this system it is possible to pay better salaries to teachers or reduce the number of pupils per teacher or both, and to bring together in a unitary way, with economy and efficiency in management, the other recreational and educational agencies of a city.

ADAPTATION TO OTHER CITIES

Buildings of the old type can, with varying degrees of success, be adapted to the new program, and the system as a whole is adaptable to other cities. The alteration of buildings demanded by the Gary program would practically double the school accommodations. Or, a city which already has class-rooms enough to care for all of the pupils, with a desk for each, could, by the adoption of the new plan, dispose of about one-half of its sites and buildings, the less desirable, of course, for more than enough to remodel and equip the remaining school facilities for use when operated under the program now followed at Gary in the complete unit school plant. A change to this system would involve a reassignment of teachers according to the departmental plan. Some of them, if retained in the service, would have to enter upon courses of training for some special work according to individual interests and aptitudes. Some unfitted for working in the new spirit would have to be retired. The number of principals would be diminished; supervisors would become teachers of special activities in centers, giving all their time to this work instead of spending much of it in going from building to building, breaking into programs of class room teachers at all hours of the day, and giving lessons while regular class room teachers look on. Thus reorganized, these centers would become fitted for the wealth of opportunities afforded by the Emerson and Froebel school plants; not so well suited as plants originally designed for such opportunities perhaps, but, nevertheless, well adapted to these ends.

William P. Burris.

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