New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-10-25
What the Writ Plan Does.

1t takes children of the streets and
keeps them whoIesomely busy at work.
study and play for six or seven hours
day.
II gives all children just as much
academic work as the traditional
school. but by lengthening the school
day IL gives time for practical shop
work, science, drawing. music. audi
forum and play for all children.
What the Writ Plan Means.
To every parent-a chance to give
his child the enriched educational OPP
portunities usually reserved for the
children OF the favored few.
To teachers-no more hours of teach
ing; more congenial work.
To the community-better citizens;
better schools for less cost.
Isn't the Writ plan an experiment,
and should we proceed further with II
until it is tested?'
"Have educational authorities really
r indorsed the Writ plan?'
"Since no prominent school superin-
tendent in the country has approved
of the Writ plan, should New York
adopt it until il has been tried OUT
. These are some of the questions
asked Of this department during the
d. last week II is noticeable that the
q suggestion that educational authorities
2 have not indorsed the Writ plan starts as
a question and ends an assertion. That
:. is an excellent example Of how rumor
a travels, especially rumor on the Gary
plan. A question ali unconsciously
>. transforms itself into an assertion, and
the assertion, by the mere force OF
= repetition, establishes itself as truth
p in the public mind. In a subject OF
;, such Importance as public education
a parents, taxpayers and teachers should
= have the opportunity TO base their
Judgment of any proposed change IN
/, the schools on facts. net rumor. We
p, are glad to De able to substitute some
y facts for rumor on the particular points
, Just raised.
= Il is not necessary 10 travel far 70
=; find a school superintendent who IN
+. dorses the Gary plan. few miles up
: the Hudson River in Troy, y. I,
). A. Eldred, superintendent OF schools; Is
Z, reorganizing all the schools OF that
city on the Writ plan. He started with
two schools. and within three months
began the reorganization OF all the
schools on this plan. He did not wait
10 test it out" IL happened, how
ever. that when the regents examina-
ton took place the children In the
Writ schools passed with a higher
standard 10 per cent higher than
. the children in any of the otter schools.
This was accomplished in spite OF the
confusion and distraction due to reor-
ganizatlon.
Chicago and the Gary Plan.
s The testimony of Mrs. Ella fiagg
Young. one of the ablest school super
n ;ntendents this country has ever known
n is even more significant for the Ne"
FORK school authorities who nave crlti-
j. Used the academic work IN the GARY
r .hools. aud have been gravely con,
e oerned over free play for children and
d The unaccuStomed ti~xiblllty OF the sys-
S TEN. In recent visit TO the GARY
schools Mrs. Young praised in particu-
e lar the academic work, the pay, the
I combination of elementary and hlgn
a fexibilitv OF the whole system. she
Il said that she came u Gary not so much
Interested in the school plants and vo-
o cational work as in the regular class
e work. Charges that work is not as well
= lone BY pupils under the Gary system
: we're refuted by Mrs. Young. On the
d contrary. she said she believed II was
!: better done than in any ether city.
IF was much interested at the En-
9 erson school in seeing the high school
u and grades conducted so successfully
together | did not believe this pos
), ible, and | was surprised 20 see the
case with which it is accomplished here.
another prominent feature about the
n Gary schools is the active way in which
g tie children conduct their play. In
a Chicago they play with as much en-
( thusiasm on the municipal Fairgrounds
r hut not on the school Fairgrounds. Inc
II lar-reaching character and fexlbility OF
the Writ system are the things that
= rake II great. 1t is not set rule Tor
| education, but system, which can De
: ADAPTED 10 each individual
a Mrs. Young is decidedly in favor OF
i the installation of the Gary system IN
" Chicago, but declared that il could not
70 te done unless some person was en-
Z ployed TO tax, absolute charge of the
,ntire reorganization. There is wide.
>. spread agitation for the adoption OF
e the Writ system in Chicago.
= Gary Plan Not an Experiment
n But the .hct -er aims / was 'old
e he other day in conversation with
y enc Of our CORRESPONDENTS, that the
j. Gary plan is an experiment. and there
lore we must 90 slowly and test before
t applying it." Is il an experiment? IL
n has been in operation for fifteen years
y with notable success. But, ignoring
y that fact. what are the things about II
d which are so experimental that II is
i dangerous 20 give them to children
Until after pro.onge1 trial
ut is wrons to give up the attempt
10 give every child a school seat IS the
r reply.
p But every child in the Writ plan
o has a school seat whenever he needs il
; and for as many hours for academic
2 work as under the old system. Eduoa-
) ton. however, is something more than
J. school seats. The children under the
Writ plan are given opportunities for
d play and for work in shops and in
4, science laboratories, etc.
Is it an experiment 20 give children
e chance 20 play and work? What do
y the parents think about il? Isn't your
4. child playing now, but isn't he playing
o on the street? Do you, as parents
e think il IL an experiment 10 give chill
dren an opportunity for healthy educa-
q tional work. In most cases, didn't you
a work with tools when you were young
- and wouldn't you like your boy 10 have
Al the same opportunity? Children have
.lu-oye dono ,bnao tbirga and on iovai