New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-12-13
Teachers and Work, Study and Play
Schools.

|
/ Teachers and Work, Study and Play
Schools.
One of the arguments urged agalns,
the Gary plan is that the teachers are
among its strongest opponents. Fur
/ tbermore. it is urged that as educat-
ing children is the particular business
of teachers, parents and laymen
should subordinate their judgment 70
the teachers in regard TO the desira-
bility Of work, study and play schools
No one who has attended meetings
held for the discussion of the Wlrt
plan can doubt the fact that large
numbers OF teachers are opposed 10 u
In view of this opposition the follow
ING editorial from "The American
Teacher" for December will be iliumi-
mating TO the general public. Inc
American Teacher" is one Of the most
progressive and Independent school
ioprnals in the country. 1t is editec
and managed by q group of New YORK
CITY school teachers. Here is what II
has TO say Of the attitude OF New YORK
teachers toward changes in educational
methods. with particular reference to
the Gary plan:
4 Time for Sackcloth and Ashes.
"From time TO time occasions pre-
eant themselves for distinguished clt-
7ons for editors and for statesmen 10
tell us that teaching is the noblest OF
csllinrs. and other remarks calculated
10 make our vocational bosoms sWell
,ri4b pride. From time 10 time occa-
lions present themselves for taNpay-
ers for pubhcists and FOR officials 10
ton ms that teachers are privileged
case. that .hey presume zoe mpch upon
thoir privileges. and other remarks car
cuIa+ed to shrivel our concert. JUST
yo,v "a time for ashes and sacHcIoIh
ord for turning our faces toward the
wall. .t.or
l,o cboaner Of the politicians IN our
various efforts TO secure 1aVofaD!e
LEGISLATION. II vas bad enough to get
the children to copy letters TO De useG
in this or that campaign. 1t was pad
enough 10 adopt resolutions IN smsIi
meetings and then publish them IN
the name Of large associations. IL
was bad enough to bargain stump
speeches in exchange for leglslaAve
votes. In all these things-and IN
others no more creditable-we teaeh-
crs could claim that we were protect
ing our interests. We could even
claim that we were protecting the IN
terests of the schools or OF the chn-
dren. We could claim that we had no
recourse but 20 the methods or ram
many and the Philadelphia ring
Teachers Disgraced.
"But to-day VIC are disgraced.
"In New York City the public schools
enplov some 10000 teachers enough
IA constitute town Of respectable
size. Two years ago the Board OF Id
uca4;on or certain members thereof,
in y spasm Of righteous zeal, under
took TO wrest from the superintend-
ents certain parts Of the administra-
ton of education that rightly belong
10 the educational experts. AND vast
horde Of the teachers, instead Of stand
irg firmly for the professional control
Of the schools, permitted themselves
20 be divided by a personal issue
permitted themselves 20 take SIDES
as between the president Of the board
and the city superintendent. II may
be admitted that the superintendent
had not made himself too well liked
10 may be admitted that the educa-
tional machinery was not being adapt
Cd 20 the needs of the times as rapidly
az 10 should have been. IL may be ad-
mitted that there were many cases OF
Injustice 20 individual teachers, but
the fact remains that the teachers
we're willing TO trade the principle Of
professional control Of the schools for
personal favors, or for personal spite,
or for the hope Of general reforms.
Teachers Ask To BE Let Alone.
an this same city, where discomfort
with the schools ought 70 be a normal
symptom Of advancing standards and
ideals. this discomfort had been cult
waited and manipulated in a conflict for
personal or group ACKNOWLEDGMENT And
the teachers lent themselves to this
procedure as Offering an opportunity
for gaining minor and special advan-
tages. When the conflict shifted TO one
between the fiscal officers Of the city
and the Board Of Education, the teach
ers allowed themselves 20 become par
tisans In the conflict, in the narrowest
political sense.
when the accelerated discomfort was
used as al occasion for presenting 10
the city a new plan of organization
the so-calcd Gary plan-the teachers
not only permitted themselves to be
used as pawns in the contest Of the
politicians; they even went so far az 10
reject the proposals without hearing.
They asked first Of all 10 DO let alone.
They took no interest in the proposals
at first, except as sleepers disturbed by
an intruding sound. They then refused
20 consider the plan as an educational
problem, but permitted themselves SO
be led By the politicians. who insisted
upon discussing IL ~ a financial prob
! lem.
Teachers Yield 10 Prejudice.
"The teachers, confronted with an OPP
portunity % express themselves on the
| fundamental questions Of school aims
and school organizations. permitted
! themselves 20 yield 20 the calculating