New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-12-09
What Do People Outside of New York
Think Of Gary Plan?

Think OF bary ran.
Madam: | hear many comments of
New York people on the Gary plan. Is
this plan attracting attention outside
of New York, and what do people in
other cities think of it? What do peo-
pie connected with education think OF
it? Knowing this might help the lay
man 10 get some sense Of proportion In
regard to the matter in New York.
New York City. b. MURRAY"
There is very widespread interest In
the Gary plan throughout the country.
Probably no school system in the his
tory Of this country has been so much
Investigated and written about and
commented upon as the Gary school
system.
Federal Government Reports on Gary
Schools.
One of the best sources OF informa-
tion in regard TO the Gary plan is the
report of the United States Bureau OF
Education on THE Public School Sys-
tenn Of Gary, Ind" Any one can secure
this report by writing TO the United
States Bureau of Education, Washing
ton. The report is Bulletin 1914. No. IS.
The best way to let our correspond
ent know what people outside of New
York think Of the Gary plan is TO let
the outsiders speak for themselves
Here is what A. f. Winship, editor OF
THE Journal Of Education has to say
about the Gary schools:
Barricaded Against Gary
"Is history to repeat itself? Fol
twenty years the world saw multitude
die because the great Liebnitz anc
Helmholtz declared that the fermenta
ton of yeast was purely chemical, and
not biological. All eminent surgeons
denied the germ theory OF Pasteur, and
other hundreds Of thousands died
Likewise, London gloried in the anguish
and death of thousands for several
years because the world-famous sur
geons would not accept Listers dis.
covery of antiseptic treatment.
Medical science was barrlcaded
against the truth by its monstrous con
ceit. Are any Of US barrlcaded against
Gary?
"Deniers and regulators are always
yociferously applauded in the Amen
Corner.
THE crime of the reformer is dis
regard of observation familiar 70 every
person through all ages from the
earliest time. The glory Of standard
ization like that Of petrfcation is its
age. The difference between crystallizec
education and a vital school system d,
the difference between a petrified forest
and a fruit-ladened orchard. The
oetrifed forest has two advantages
first. il is as il has been for a million
Years. more or less, and secondly, II
will not be disturbed by seekers after
4owers. fruit or fuel for another
million years. It's glory is that II
never was good for anything and never
will be. :.
1--WE advise sublime silence when II
comes 70 voicing skepticisms. In
science one actual achievement out
weighs ninety-nine failures 10 achieve
failures prove nothing, achievement
proves anything.
Multiple Use of School Plan Stroke OF
Genius.
$50 much has been written about
Gary that we hesitate 20 enlarge upor
any Of its features. The most heroic
achievement. the one notable sugges'
ton Of that genius which makes the
tortuous path straight and compleN
problem simple, is the multiple use OF
the school plant; -,.-. a..
There is no chance to question the
fact that in Gary every schoolhouse II
used by two distinct schools every day
v,;tbout robbing either school OF any
f.lace il wants at any time II wants II
Neither school would use any part OF
the school plant any more or any more
sdvantageously II the other school was
OF using IL whenever II wanted II ane
D.. il wanted It.
Overcoming School Buildings.
.rt makes no difference what you
.Ltpk about il. YOU cannot change tne
s,c, Won NAV say and think that II Is
,,r,.iso IN have a schoolhouse do double
duty, that IL Is nv =. .:.r.oI
schoolhouse oyerworked, that II Violates
aivinely ordained educational uadl,ioh OF,
AS 10 the amount Of use that schoo''
house should serve, but the TACT re-
mains. IT. ..,,i-
Most persons who magnify EQUIP
nent or administration are shy on III.
struction. 80 so in Gary. ~ tnels
vas nothing 20 see IN Gary out '''e 1''''-
4 -.
zone of the most vital IehIutie asse,
tho work in Gary is the way the ciasse'
~,i, INTO one another from the nfth 70
- ts.L ~ado The whole arrange