New-York tribune., 1919-01-13
Readiness to Try
New Methods Needed

Readiness to Try
New Methods Needed
For safe educational progress, the
report points out, two factors are neces-
sary: first, readiness to try new
methods, to struggle against the "edu-
cat1onal inertia which is almost irwin
cible," and second, continuous self
criticism to determine whether the
methods are succeeding. Gary has
lacked self-appraisal. It's admnistra-
tlon was lax, its supervision not as
thorough as was indispensable when
revolutionary changes in school poll
cies were being tested. The city was
growing fast, teachers changed con-
stantly, the population was mainly of
foreign lineage. Consequently Sin the
so-called 'oldline' branches the funda-
mental necessities of education, Gary
execution falls short of usual perform
ance"
In New York City these dangers were
foreseen and progress in Garyized
schools in the academic subjects was
checked by comparison with progress
in oldtype schools. the results usually
being favorable to the GaryiZed school.
Mr.. William Writ, the school supern-
tendent OF Gary, while advising the
own schools cou d not equal New
York's schools in the old-linc subjects,
as shown. for instance. in the tests
which District Superintendent Taylor
regularly applied to the schools in the
Bronx.
The survey compares the costs of the
three types of schools: CD the con-
ventional, bookish school equipped with
no auditorium, workshop, gymnasium
or the like; (2) the semi modern
school with workshop, kitchen. audi
torium, library, science room; and (3)
the completely Garyizcd school. 1t
finds that "school architects are gen
orally of the opinion that, on the
whole. special focilities such as are re-
quired in the Garyized school can be
provided at approximately the same in
itial cost as an equivalent capacity in
standard classrooms." That is to say.
that a building for sixteen hundred
children, furnished with every modern
facility, costs the same, on the Gary
plan of operation, as an o'dstyl build
ing with nothing but classrooms.
"Plants Of semi-m odern schools al
ways cost more than conventional
schools of similar capacity. and
plant of Garyized school, and, un-
their relative expcnsivcness over con-
ventional plants increases with the
number of special facilities provided
The plant Of somi-modern school is
also relatively more expensive than the
plant of a Garyized school, and. un-
der sore conditions mio' be as much
as so per cent more expensive"
New York Schools May Be
Far More Expensive
With he city's limited resources. tNe
New York programme is to substitute
for the Gary plan the semi moderr
building, which may be 30 per cent
more expensive "Instruction cost ir
Garyizel school may ca lily be as
much as rer cent higher than il
conventional schools, but doubtless
ncver as high as in semi moderl
schoo s..
"The scml-modern school is prac-
tically on every coun. the most ex-
pensive and it, relative epen aivcncss
increases recording as its programme
is extended and enriched as its plant
is improved by special facilities, and
as special teachers are provided" while
Gary;zed schools "cost more to builC
and to run than conventional schools
but this slightly increased cost is {
trihe in comparison with the increased
educational opportunities provided"
1t is noteworthy that the plans fol
New York'S new scmi-m modern buildings
call for evcr-increasing special facili
ties without their duplicate use; that
is to say, they provide for the maxi
mum expens.vcncss for both plant an(
operation.
Reprinted from yesterdays late editions