Education: EDUCATION: Gary Schools

In 1906 the U. S. Steel Corporation picked out a site in the dunes of Indiana—along the finger nail of Lake Michigan. There the Corporationset up steel mills and a town, the town set up a school system, the school system was named after the town, and the town was named after Judge Gary, Chairman of U. S. Steel. Hence the name: Gary Schools. In these days of overcrowded schools and underseated pupils the Gary system is much discussed in educational circles. It is based on a definite theory of education, but with this is combined a plan for the maximum, in fact, the double use of school equipment. This is most appealing to school boards who have more pupils than seats to set them on. The cry goes up: ” Show us a way to educate children without letting them sit down! ” The Gary system does not exactly perform this miracle. It is a type of cafeteria education, self-service. Its theory is that children will consume more educational pabulum if let choose their edibles by themselves than if served with a table d’hote curriculum. The hours are 8 a. m. to 4 p. m. But the children, who are their own timekeepers, work longer than union hours, doing extra work after hours and on Saturday. There are no conventional grades. There are no courses of study. There is much manual training, but also a supply of the R. R. R.’s. A child studies just what he pleases and in just as advanced degree as he is capable. Those who desire only a manual education are tempted to pilfer intellectual learning. Mental horsemanship is stimulated by horse-stealing rather than by gift horses. The pupils maintain their own discipline — they take two months’ vacation each year at their own convenience—in Winter or Summer as they prefer. This plan keeps school equipment in continuous use. Coupled with this arrangement is the division of the school body into groups which use classrooms, shops and playgrounds alternately—an attractive seat-saving device. The objections voiced against the Gary system are that it teaches trades but fails to cultivate the mind, that in practice it makes for longer hours but less teaching, and that it decreases the influence of teachers. The younger generation, less critical than some of their fathers and their mothers and their aunts, will probably fall in with any system that lessens their lessons.