Albuquerque morning journal. [volume] (Albuquerque, N.M.) 1903-1926, 1915-04-09

The Gary plan" * "a new depart
mont In school management inaugu-
rated at Gary, Indiana, by MIR. w a.
Wtt. superintendent of the public
schools OF that city. Many plans re-
Gently proposed by educators have
been incorporated in this system 1t
would be difficult TO say lust what
idea took precedence IN Mr. Wiri's
mind In the construction of his excel
lent method of management Judging
from his experience In Bluffton. lndi-
ana, whore he occupied a similar p0-
sition We might conclude that the
complete and efficient utilization Of
the school plant prompted Nh Writ
In introducing many reforms In edu-
cation. Mr. Writ shared his high es-
innate Of these educational reforms
with q great many other workers In
the same field.
An Efficient Plant.
In carrying out these ideas. the
schools of Gary, Indiana. open at
In the morning and close at 10 at
night ana are open overy day of the
week except sunday Several shifts of
teachers take care Of the pupils. The
schools are open the whole year
around, ana the year Is divided into
four semesters. Each child Is re-
quircd'to take three scmesters of work
ana one semester is for vacation
However the school provides form
OF educational occupation including
manual work and playground occupa-
ton for the pupils who desire to spend
their vacations under the supervision
of the school The schools are de-
signed to serve not only the pupils
from six To eighteen, who attend dur
ing the day but in the evenings the
schools under special corps of teach
ers serve aa continuation schools for
BOYS aud girls and men and women
who work during the day In the
evening also the assembly rooms of
the schools The libraries and the play
serve as settlement or civic
ccntcts for the adult population.
Vocational Training.
Aside from the marvel OF efficient
the most noticeable fea
nrc OF Mr. Wirts school system is the
OF the curriculum To-
serve the purpose of vocational tan- /
Ing The schools of Gary tit the pu-
pills of Gary TO enter the industries
of Gary Another triumph of eff
cheney The value of training chi!d- /
rem to do things has been argued pro
and con before MT Writ introduced /
his plans. The sponsors OF the plans /
In Gary appear to understand the /
danger Of oNer-emphasizing the /
education of the hand, and they have /
added TO 1.-THE education Of the eye I
ana the head aud the heart While 1t /
rs undoubtedly true that the practical |
institution IN how To do things and it's /
Cofollary how To earn money is the /
feature that attracts children very 4
much, aud very many of their parents |
very much more Mr. Writ has not (
permitted his system Go become merc- 1
~ a trades-school system.
The Complete Education of n Man.
The children of. CARY are trained to I
enter the fun HE of Gary not only /
it, industrial life but into its artistic /
life, It's institutional life. its cultural /
life, It's political life and httcrly into (
It's religious life This is a large UNI
dertakmg for a school. bllt this Is the /
aim " education and the school is /
the place 70 carry It out, with the pro- |
Visions of course that religious educH-
ton be kent ont Of the public schools. /
The process Of education has been de- !
fined by President Butler of CoMm- I
fit hliNtiS SHY It's the hNNintNs 81 at- 4
luaintng child or man with the I
accumulated knowledge of mankind, I
and, that knowledge relates TO IT'S sci- I
shce, It's literature. art. institutional /
life, and its religious beliefs In the !
more distant past We erred in making /
literature and philosophy staples Of +
education, We considered man a I
brain and we thought we were edueat- +
ing the man when We educated mere I
y his brain Art, as an element Of +
education received AT first only a
srudging acquiescence, although We I
bad old and orthodox Greek models /
for our guidance The business 90 I
Acquainting a man with the accumu- I
lated know ledge OF mankind called /
science WAS accomplished within the /
memory nf living mon. Aud to-day Nc
consider a knowledge OF human insu |