New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-12-13
Teachers Who Resist Change Unworthy
of Their Profession.

luncheon?
Teachers Who Resist Change Unworthy
of Their Profession.
an so far as we have resisted change
because we preferred 70 remain undls-
turbed, we are not worthy 10 be con-
sidered members of any profession.
an 50 far as pe have resisted change
because the change was proposed from
the outside. we are unworthy Of a place
in any profession.
an so far as we have permitted our
judgments of proposed changes TO be
formed for US by our officers and our
authorities. we are too immature 10 be
classed in a profession.
'In so far as we have allowed our
selves to confuse professional prob
lens with personalities, with political
conflicts, with questions of financial
expediency, we have failed TO act pro-
fessionally.
$50 long as the teachers Of this city
or of any important city continue 70
meet educational issues in this manner,
we can make no claim upon the public
for treatment worthy Of body OF
professional workers.
Until we have sufficient self-respect
ing and testing Of educational issues,
instead Of leaving these tasks to those
who would exploit both us and the
public, let US speak very softly Of the
noblest of professions. And as we go
forth to cultivate this very essential
self-respect, let US begin with our
selves"
Individual Child Developed Under Gary
Plan.
Dear Madam: ! have been intense
" interested in your articles which
have appeared in The Tribune. We
have all heard of the Gary plan, and
while your work is familiar to educa
tionalists, the ordinary citizen has not
the same opportunity to understand
quite the full value of the scheme.
Gary Plan Brings Fresh Life to Out
worn System.
"Since your articles have appeared
in The Tribune, have procured from
such sources as are available some mt
erature on the Gary scheme, and have
come slowly TO the conclusion that II
is one of those ideas which come once
in a generation to brin.. fresh life to
an outworn system. The cornerstone
Of any educational system must be the
individual development of the boy or
girl, and this seems TO be the central
idea Of the Gary plan.
Children Not Educated en- Masse in
Gary Plan.
with every other man and woman,
while at school / suffered from the
chaos Of the prevailing system of edu-
cation. which deals not specifically
with tue individual child, but with the
child en- masse. In other words, the
boy or girl az malleable material has
been hitherto placed in the hands Of
the teacher TO be moulded into a COM
mon form, under rules and regulations
devised at a time when civilization was
much more simple and the social sys-
TEN did not call for, nor need, thou
sand and one distinctive types. With
the intricate social organization of to-
day, 20 face & world child must make
the most of what nature has given
him. Few parents or teachers are able
TO size up the special talent or ability
OF child. With the Gary plan, each
child may select for himself, with the
unerring instinct Of the child, what
he really wants TO do.
Fewer Square Pegs in Round Holes.
"Here, then, is the great problem Of
all teachers and all parents practically
solved that each boy or girl shall be
equipped with that form Of education
which best enables it to make an en-
during success of life. There shall be
fewer square pegs in round holes. and.
ss Stevenson has indicated in one Of
his essays, each human being will have
developed special talent or high
utility
Individual Development Made Possible.
There may be teachers who have
the mental equipment and opportuni-
ties and temperament 70 hold in high
reverence the individual development
Of each child, but Mr.. Writ has stand
ardzed. so to speak, this high principle,
and has adapted IT 10 the educational
machinery Of to-day. The child, the
parent, the teacher, all call for this
special individual development, and
they will not be refused. Yours truly.
"JOHN MARSHALL.
New York City"
Our correspondent has grasped the
root principle of work. study and play
schools. The fcxbility Of the Gary
programme makes il possible for the
school 10 meet the needs OF the indi-
vidual child in way that is out Of the