New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-10-13
To the Editor of The Tribune.

To the Editor of The Tribune
Sir: IL is difficult to understand why the
school authorities should hesitate to adopt
policy for extending the Gary plan in the
New York schools. Much misunderstanding
and not a little Misrepresentation OF essen
tial features have served to cloud the issue,
but those members Of the Board OF Educa-
ton who have heard Mr.. Wirt's replies TO
the objections raised by the city's educa-
tional EXPERTS at the hearings before me
Board of Superintendent, the Mayor and
the Controller have certainly had ample OPP
portunity TO understand the facts.
The minor pedagogical considerations
which have been brought out in these meet
ings should not be allowed to delay unduly
the early introduction of this plan, starting
with schools where only slight structural
changes, if any, are required and extending
it elsewhere as rapidly as necessary equip
ment and alterations can be provided. In
view of the expedition with which the Ettin-
ger schools were fitted up year ago, 1t
would seem that the school authorities need
have little fear Of difficulty in providing ad-
eouate facilities for the Gary plan within
reasonably short time if once they should
decide to undertake such a reorganization
The impression has been studously Gre
ated however that even if such structural
changes could be brought about in short
time there are pedagogical factors involved
which arc Of such occult and mysterious
nature as to be beyond the comprehension OF
the ordinary lay mind The argument evil
hn In
eliminated and the school day heightened 10
six or more hours, it would be accomplished
at such o sacrifice Of the educational welfare
of the child that it would be far better to
proceed under the present intolerabe condl-
tions than TO move forward along the pro-
posed new lines.
A resume of these pedagogical objections
and Mr.. Wirt's replies reveals the unsound-
ness of the objections and the cear-cut SIM
plicty of the Gary principle.
The most common objection is that the in
PRODUCTION of the Gary plan makes depart
mental teaching for young children neces-
sary The fact is that, while such extensive
departmental instruction is possible, it is not
essential Mrs. Ritter has pointed out that
she does not have it in Public School SO, al
though her teachers are now clamoring for
il, while Mr.. Patri says that he does have
it In Public School 10, in The Bronx, and
strongly favors it, As Mrs. Ritter sptly re-
marked at the Board of Estimate meeting, it
is a remarkable tribute TO the hexibility OF
the Gary programme that two principals
should follow such different policies and yet
be satisfied and successful. 1t confirms Mr.
Wirt's assertion that the programme should
and could be modified TO suit the needs of
every school
A second criticism is that the auditorium
period is substituted for classroom in
struction. and that the child thereby loses
certain necessary academic training. This is
not true. Time for auditorium work is secured
not by taking time from regular instruc-
ton, but by lengthening the school day Its
value should therefore be judged in compari-
son with the street influences it displaces.
Mrs. Ritter and Mr.. Patri both confirmed Mr..
Wirts statement that as much time for aca-
demic instruction is given under his plan
as in the traditional fve-hour school. In
view of the fact. therefore that the children
have the same teachers and lose no time in
the classroom, it is difficult for the lay mind
to understand how academic work could suf-
fer through giving additional time for audi
forum activities.
A third objection is that four teachers for
twelve classes do not provide sufficient SUI
pervision for the playground. The educa-
tional authorities apparently believe that
one teacher is needed for every small class
unit on the playground. Mr.. Wirt's reply
is that there is nothing in his plan to pre-
vent the use OF more teachers on the play
ground il it is so desired, but he believes
four specially trained teachers are suf
fcient to care for twelve classes during this
period In his opinion play is in itself edu-
cational when it is given under conditions
which develop initiative and responsibility