Class. 
 
 
 0OPXNGHT DETOSm 
 
THE 
 GARY PUBLIC SCHOOLS 
 
 ORGANIZATION AND 
 ADMINISTRATION 
 
 By 
 GEORGE D. STRAYER 
 
 AND 
 
 FRANK P. BACHMAN 
 
 GENERAL EDUCATION BOARD 
 
 61 Broadway New York 
 
 1918 
 
x> 
 
 ORGANIZATION AND ADMINISTRATION 
 
THE GARY PUBLIC SCHOOLS 
 
 The results of the study of the Gary Public 
 Schools, undertaken on the invitation of the Super- 
 intendent and the Board of Education of Gary, will 
 be published in eight parts, as follows: 
 
 The Gary Schools : A General Account 
 By Abraham Flexner and Frank P. Bachman 
 
 (25 Cents) 
 
 Organization and Administration 
 George D. Strayer and Frank P. Bachman 
 
 (is Cents) 
 
 Costs 
 Frank P. Bachman and Ralph Bowman 
 
 (25 Cents) 
 
 Industrial Work 
 Charles R. Richards 
 
 (2S Cents) 
 
 Household Arts 
 Eva W. White 
 
 (10 Cents) 
 
 Physical Training and Play 
 Lee F. Hanmer 
 
 (10 Cents) 
 
 Science Teaching 
 Otis W. Caldwell 
 
 (10 Cents) 
 
 Measurement of Classroom Products 
 
 Stuart A. Courtis 
 
 (30 Cents) 
 
 Any report will he sent postpaid on receipt of the 
 amount above specified. 
 
THE GARY PUBLIC SCHOOLS 
 
 ORGANIZATION AND 
 ADMINISTRATION 
 
 BY 
 GEORGE D. STRAYER 
 
 AND 
 
 FRANK P. BACHMAN 
 
 GENERAL EDUCATION BOARD 
 
 61 Bboadway New York 
 
 1918 
 

 COPYRIGHT, 19 1 8, 
 BY 
 
 General Education Board 
 
 ©CI.A506853 
 DEC -5 1918 
 
 /V\ 
 
CONTENTS 
 
 PAGE 
 
 Introduction vii 
 
 I. Present Day Problems 3 
 
 II. Program 9 
 
 III. Plant 23 
 
 IV. Organization 41 
 
 V. Use of Plant 59 
 
 VI. Supervision and Administration . . 89 
 
 VII. Comparative Cost 109 
 
 VIII. Appendix 127 
 
INTRODUCTION 
 
 The Gary Plan 
 
 In the last few years both laymen and professional 
 educators have engaged in a lively controversy as to the 
 merits and defects, advantages and disadvantages of 
 what has come to be called the Gary idea or the Gary 
 plan. The rapidly increasing literature bearing on the 
 subject is, however, deficient in details and too often 
 partisan in tone. The present study was undertaken 
 by the General Education Board at the request of the 
 Gary school authorities for the purpose of presenting an 
 accurate and comprehensive account of the Gary schools 
 in their significant aspects. 
 
 In the several volumes in which the main features of 
 the Gary schools are separately considered, the reader 
 will observe that, after presenting facts, each of the 
 authors discusses or — in technical phrase — attempts to 
 evaluate the Gary plan from the angle of his particular 
 interest. Facts were gathered in a patient, painstaking, 
 and objective fashion; and those who want facts, and 
 facts only, will, it is believed, find them in the descriptive 
 and statistical portions of the respective studies. But 
 the successive volumes will discuss principles, as well as 
 
viS INTRODUCTION 
 
 state facts. That is, the authors will not only describe 
 the Gary schools in the frankest manner, as they found 
 them, but they will also endeavor to interpret them in the 
 light of the large educational movement of which they 
 are part. An educational conception may be sound or 
 unsound; any particular effort to embody an educa- 
 tional conception may be adequate or inadequate, effec- 
 tive or ineffective. The public is interested in knowing 
 whether the Gary schools as now conducted are efficient 
 or inefficient; the pubHc is also interested in knowing 
 whether the plan as such is sound or unsound. The 
 present study tries to do justice to both points. 
 
 What is the Gary plan? 
 
 Perhaps, in the first instance, the essential features of 
 the Gary plan can be made clear, if, instead of trying to 
 tell what the Gary plan is, we teU what it is not. Ex- 
 cept for its recent origin and the unusual situation as 
 respects its foreign population, Gary resembles many 
 other industrial centers that are to be found throughout 
 the country. Now, had Gary provided itself with the 
 type of school commonly found in other small industrial 
 American towns, we should find there half a dozen or 
 more square brick "soap-box" buildings, each accom- 
 modating a dozen classes pursuing the usual book studies, 
 a playground, with little or no equipment, perhaps a 
 basement room for manual training, a laboratory, and a 
 cooking room for the girls. Had Gary played safe, this 
 is the sort of school and school equipment that it would 
 now possess. Provided with this conventional school 
 
INTRODUCTION iz 
 
 system, the town would have led a conventional school 
 Hfe — quiet, unoffending, and negatively happy — doing 
 as many others do, doing it about as well as they do it 
 and satisfied to do just that. 
 
 As contrasted with education of this meager type, the 
 Gary plan is distinguished by two features, intimately 
 connected with each other: 
 
 First — the enrichment and diversification of the 
 curriculum ; 
 
 Second — the administrative de\ice that, for want of a 
 better name, will be tentatively termed the duplicate 
 school organization. 
 These two features must first be considered in general 
 terms, if the reader is to understand the detailed descrip- 
 tion and discussion. 
 
 As to the curriculum and school activities. While 
 the practice of education has in large part continued 
 to follow traditional paths, the progressive hterature of 
 the subject has abounded in constructive suggestions 
 of far-reaching practical significance. Social, political, 
 and industrial changes have forced upon the school 
 responsibilities formerly laid upon the home. Once the 
 school had mainly to teach the elements of knowledge; 
 now the school is charged with the physical, mental, and 
 social training of the child. To meet these needs a 
 changed and enriched curriculum, including community 
 activities, facihties for recreation, shop work, and house- 
 hold arts, has been urged on the content side of school 
 work; the transformation of school aims and discipline 
 
X INTRODUCTION 
 
 on the basis of modem psychology, ethics, and social 
 philosophy has been for similar reasons recommended on 
 the side of attitude and method. 
 
 These things have been in the air. Every one of them 
 has been tried and is being practised in some form or 
 other, somewhere or other. In probably every large 
 city in the country efforts have been made, especially in 
 the more recent school plants, to develop some of the 
 features above mentioned. There has been a distinct, 
 unmistakable, and general trend toward making the 
 school a place where children "live" as well as "learn." 
 This movement did not originate at Gary; nor is Gary its 
 only evidence. It is none the less true that perhaps no- 
 where else have the schools so deliberately and explicitly 
 avowed this modern policy. The Gary schools are offi- 
 cially described as "work, study, and play" schools — 
 schools, that is, that try to respond adequately to a many- 
 sided responsibility; how far and with what success, the 
 successive reports of the Gary survey wiU show. 
 
 It must not, however, be supposed that the enriched 
 curriculum was appHed in its present form at the out- 
 set or that it is equally well developed in all the Gary 
 schools. Far from it. There has been a distinct and 
 uneven process of development at Gary; sometimes, as 
 subsequent chapters will show, such rapid and unstable 
 development that our account may in certain respects 
 be obsolete before it is printed. When the Emerson 
 school was opened in 1909, the equipment in laboratories, 
 shops, and museums, while doubtless superior to what 
 
INTRODUCTION xi 
 
 was offered by other towns of the Gary type, could have 
 been matched by what was to be found in many of the 
 better favored larger towns and cities at the same period. 
 The gymnasium, for example, was not more than one 
 third its present size; the industrial work was not un- 
 precedented in kind or extent; the boys had woodwork, 
 the girls cooking and sewing. But progress was rapid: 
 painting and printing were added in 191 1; the foundry, 
 forge, and machine shop in 1913. The opportunities 
 for girls were enlarged by the addition of the cafeteria in 
 1913. The auditorium reached its present extended use 
 as recently as the school year 19 13-14. The Froebel 
 school, first occupied in the fall of 19 12, started with 
 facilities similar to those previously introduced piecemeal 
 into the Emerson. 
 
 These faciKties, covering in their development a period 
 of years, represent the effort to create an elementary 
 school more nearly adequate to the needs of modern 
 urban life. The curriculum is enriched by various ac- 
 ti\-ities in the fields of industry, science, and recreation. 
 Questions as to the efficiency with which these varied 
 activities have been administered will be discussed by 
 the various contributors to the present study. Mean- 
 while, it is perhaps only fair to point out that the modem 
 movement calls not only for additions to, but elimina- 
 tions from, the curriculum and for a critical attitude 
 toward the products of classroom teaching. How far, on 
 the academic side, the Gary schools reflect this aspect 
 of the modern movement will also presently appear. 
 
xii INTRODUCTION 
 
 The administrative device — the "duplicate" organiza- 
 tion, noted above as the second characteristic feature of 
 the Gary plan — stands on a somewhat different footing, 
 as the following considerations m.ake plain. 
 
 Once more, Mr. Wirt was not the inventor of the in- 
 tensive use of school buildings, though he was among the 
 first — if not the very first — to perceive the purely educa- 
 tional advantage to which the situation could be turned. 
 The rapidity with which American cities have grown has 
 created a difficult problem for school administrators — 
 the problem of providing space and instruction for chil- 
 dren who increase in number faster than buildings are 
 constructed. The problem has been handled in various 
 ways. In one place, the regular school day has been 
 shortened and two different sets of children attending at 
 different hours have been taught daily in one building 
 and by one group of teachers. Elsewhere, as in certain 
 liigh schools, a complete double session has been con- 
 ducted. The use of one set of schoolrooms for more than 
 one set of children each day did not therefore originate 
 at Gary. 
 
 Another point needs to be considered before we discuss 
 the so-called duplicate feature of the Gary plan. In 
 American colleges, subjects have commonly been taught 
 by specialists, not by class teachers. The work is "de- 
 partmentalized" — to use the technical term. There is 
 a teacher of Latin, a teacher of mathematics, a teacher 
 of physics, who together instruct every class — not a 
 separate teacher of each class in all subjects. Latterly, 
 
INTRODUCTION xiii 
 
 departmentalization has spread from the college into 
 the high school, until nowadays well organized high 
 schools and the upper grades of elementary schools are 
 quite generally "departmentalized," i.e., organized with 
 special teachers for the several subjects, rather than 
 with one teacher for each grade. 
 
 Out of these two elements, Gary has evolved an admin- 
 istrative device, the so-called duplicate school, which, 
 from the standpoint of its present educational signifi- 
 cance, does indeed represent a definite innovation. 
 
 For the sake of clearness, it will be well to explain the 
 theory of the duphcate school by a simplified imaginary 
 example : 
 
 Let us suppose that elementary school facilities have 
 to be provided for, say, i,6oo children. If each class is 
 to contain a maximum of 40 children, a schoolhouse of 
 40 rooms would formerly have been built, with perhaps 
 a few additional rooms, little used, for special activities; 
 except during the recess (12 to 1:30) each recitation 
 room would be in practically continuous use in the old- 
 line subjects from 9 to 3 :^o, when school is adjourned till 
 next morning. A school plant of this kind may be 
 represented by Figure I, each square representing a 
 schoolroom. 
 
 The "duplicate" school proposes a different solution. 
 Instead of providing 40 classrooms for 40 classes, it 
 requires 20 classrooms, capable of holding 800 children; 
 and further, playgrounds, laboratories, shops, gardens, 
 gymnasium, and auditorium, also capable of holding 
 
XIV 
 
 INTRODUCTION 
 
 800 children. If, now, 800 children use the classrooms 
 while 800 are using the other facilities, morning and after- 
 noon, the entire plant accommodates 1,600 pupils 
 throughout the school day ; and the curriculum is greatly 
 enriched, since, without taking away anything from their 
 classroom work, they are getting other branches also. A 
 school thus equipped and organized may be represented 
 
 FIGURE I 
 REPRESENTS OLD-FASHIONED SCHOOLHOUSE 
 
 40 rooms for 40 classes, of 40 children each, 1. e., facilities for the academic instruc- 
 tion of 1,600 children. A school yard and an extra room or two, little used, for special 
 activities, are also usually found. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 by Figure II, in which A represents 20 classes taking 
 care of 40 children each (800 children) , and B represents 
 special facilities taking care of 800 children. As A 
 and B are in simultaneous operation, 1,600 children are 
 cared for. 
 
 This method of visualizing the "duplicate" school 
 serves to correct a common misconception. The plan 
 aims to intensify the use of schoolrooms; yet it would be 
 
INTRODUCTION 
 
 XV 
 
 incorrect to say that 20 classrooms, instead of 40, 
 as under the old plan, accommodate 1,600 children. 
 For while the number of classrooms has been reduced 
 from 40 to 20, special facilities of equal capacity have 
 been added in the form of auditorium, shops, play- 
 ground, etc. The 20 classrooms apparently saved 
 
 FIGURE n 
 REPRESENTS THE GARY EQUH'MENT 
 
 20 classrooms for academic instruction 
 of 20 classes of 40 children each (800 chil- 
 dren) in the morning hours and an equal 
 number in the afternoon (i ,600 in aU daily) 
 
 B 
 
 Special facilities, taking care of 800 chil- 
 dren in the morning hours and an equal 
 number in the afternoon hours (i ,600 in all 
 daily) 
 
 
 
 
 
 
 Auditorium 
 
 
 
 
 
 
 Shops 
 
 
 
 
 
 
 Laboratories 
 
 
 
 
 
 
 Playground, gardens, 
 gymnasium and library 
 
 have been replaced by special facilities of one kind or 
 another. The so-called duplicate organization and 
 the longer school day make it possible to give larger 
 facilities to twice as many children as the classrooms alone 
 would accommodate. The duplicate school, as devel- 
 oped at Gary, is not therefore a device to relieve conges- 
 tion or to reduce expense, but the natural result of 
 efforts to provide a richer school life for aU children. 
 
xvi INTRODUCTION 
 
 The enriched curriculum and the duplicate organ- 
 ization support each other. The social situation re- 
 quires a scheme of education fairly adequate to the 
 entire scope of the child's activities and possibihties; 
 this cannot be achieved without a longer school day and 
 a more varied school equipment. The dupKcate school 
 endeavors to give the longer day, the richer curriculum, 
 and the more varied activities with the lowest possible 
 investment in, and the most intensive use of, the school 
 plant. The so-called dupHcate school is thus a single 
 school with two different t}^es of facihties in more or less 
 constant and simultaneous operation, morning and 
 afternoon. 
 
 Such is the Gary plan in conception. What about the 
 execution? Is it reahzed at Gary? Does it work? 
 What is involved as respects space, investment, etc., 
 when ordinary classrooms are replaced by shops, play- 
 grounds, and laboratories? Can a given equipment in 
 the way of auditorium, shops, etc., handle precisely 
 the same number of children accommodated in the class- 
 rooms without doing violence to their educational needs 
 on the one hand, and without waste through temporary 
 disuse of the special facihties, on the other? To what 
 extent has Gary modified or reorganized on modern lines 
 the treatment of the common classroom subjects? How 
 efficient is instruction in the usual academic studies as 
 well as in the newer or so-called modem subjects and 
 activities? Is the plan economical in the sense that 
 equal educational advantages caimot be procured by 
 
INTRODUCTION rvii 
 
 any other scheme except at greater cost? These and 
 other questions as to the execution of the Gary plan are, 
 as far as data were obtainable, discussed in the separate 
 volumes making up the present survey. 
 
 The concrete questions above mentioned do not, how- 
 ever, exhaust the educational values of a given school 
 situation. From every school system there come im- 
 ponderable products, bad as well as good. Aside from 
 all else, many observers of the Gary schools report one 
 such imponderable in the form of a spiritual something 
 which can hardly be included in a study of administra- 
 tion and eludes the testing of classroom work. These 
 observers have no way of knowing whether Gary school 
 costs are high or low ; whether the pupils spell and add as 
 well as children do elsewhere; but, however these things 
 may be, they usually describe the pupils as characterized 
 by self-possession, resourcefulness, and happiness to an 
 unusual degree. While different schools and indeed 
 different parts of the same school vary in this respect, 
 the members of the survey staff agree that, on the whole, 
 there is a basis of fact for these observations. Gary is 
 thus something more than a school organization charac- 
 terized by the two main features above discussed. 
 
 The reason is not far to seek. Innovation is stimu- 
 lating, just as conformity is deadening. Experiment 
 is in this sense a thing wholesome in itself. Of course 
 it must be held to strict accountability for results; and 
 this study is the work of persons who, convinced of the 
 necessity of educational progress, are at the same time 
 
xviii INTRODUCTION 
 
 solicitous that the outcome be carefully observed. 
 The fact that customary school procedure does not rest 
 upon a scientific basis, does not willingly submit itself 
 to thorough scrutiny, is no reason for exempting educa- 
 tional innovations from strict accountability. The very 
 reverse is indeed true ; for otherwise innovation may im- 
 peril or sacrifice essential educational values, without 
 actually knowing whether or not it has achieved definite 
 values of its own. Faith in a new program does not 
 absolve the reformer from a watchful and critical atti- 
 tude toward results. Moreover, if the innovator for- 
 mulates his purposes in definite terms and measures his 
 results in the Hght of his professed aims, the conservative 
 cannot permanently escape the same process. Gary, like 
 all other educational experiments, must be held account- 
 able in this fashion. Subject however to such ac- 
 countabiUty, the breaking of the conventional school 
 framework, the introduction of new subject matter or 
 equipment, even administrative reorganization, at Gary as 
 elsewhere, tend to favor a fresher, more vigorous interest 
 and spirit. Defects will in the following pages be pointed 
 out in the Gary schools — defects of organization, of ad- 
 ministration, of instruction. But there is for the reasons 
 just suggested something in the Gary schools over and 
 above the Gary plan. Problems abound, as in every 
 living and developing situation. But the problems 
 are the problems of life, and, as such, are in the long 
 run perhaps more hopeful than the relatively smooth 
 functioning of a stationary school system. Thus, not- 
 
INTRODUCTION 
 
 xiz 
 
 withstanding the defects and shortcomings which this 
 study will candidly point out, the experiment at Gary 
 rightly observed and interpreted is both interesting and 
 stimulating. 
 
ORGANIZATION AND ADMINISTRATION 
 
I. PRESENT DAY PROBLEMS 
 
 POPULAR interest in Gary's educational experi- 
 ment arises in large measure from the effort at 
 Gary to deal with some of the pressing problems 
 of public education. It is well, therefore, before de- 
 scribing the organization and administration of the Gary 
 schools to review briefly the main problems with which 
 boards of education and superintendents are now con- 
 fronted. The more important of these may be stated 
 as follows : 
 
 (i) How may the elementary curriculum be mod- 
 ernized so as to provide adequately for : 
 
 (a) The intellectual, moral, social, and industrial 
 demands of a democratic society? 
 
 (b) Individual differences in physical endow- 
 ment, mental ability, interests, and vocational out- 
 look? 
 
 (2) How may schools with modernized programs be 
 organized so as to procure a maximum of teaching effi- 
 ciency? 
 
 (3) Can schools be provided with the buildings, 
 the facilities, and the teachers required by a modern 
 program and be maintained with such funds as an Ameri- 
 can municipality will furnish? 
 
 3 
 
4 THE GARY PUBLIC SCHOOLS 
 
 Let us consider briefly the situation in respect to each 
 of these problems. 
 
 MODERNIZING THE CURRICULUM 
 
 At bottom, the problems above mentioned revolve 
 about modernization of the school program. A Kvely 
 discussion is in progress among both teachers and lay- 
 men on this subject. Such terms as "a modern school," 
 "a modern curriculum" are in common use. It is im- 
 portant to point out, however, that these conceptions 
 have not yet been reduced to definite and generally ac- 
 cepted form. The goal which progressive educators 
 have in mind may perhaps be indicated by Professor 
 nanus's characterization of the modern school: 
 
 "The education demanded by a democratic society 
 to-day is an education that prepares a youth to overcome 
 the inevitable difficulties that stand in the way of his 
 material and spiritual advancement; an education that, 
 from the beginning, promotes his normal physical devel- 
 opment through the most salutary environment and 
 appropriate physical training; that opens his mind and 
 lets the world in through every natural power of observa- 
 tion and assimilation; that cultivates hand-power as well 
 as head-power; that inculcates the appreciation of beauty 
 in nature and in art, and insists on the performance of 
 duty to self and to others; an education that in youth and 
 early manhood, while continuing the work already done, 
 enables the youth to discover his own powers and limita- 
 tions, and that impels him through oft-repeated intel- 
 
cq 
 
 a 
 
PRESENT DAY PROBLEMS 5 
 
 lectual conquests or other forms of productive effort to 
 look forward to a life of habitual achievement with his 
 head or his hands, or both; that enables him to analyze 
 for himself the intellectual, economic, and political prob- 
 lems of his time, and that gives the insight, the interest, 
 and the power to deal with them as successfully as possi- 
 ble for his own advancement and for social service: and, 
 finally, that causes him to reaUze that the only way to 
 win and to retain the prizes of life, namely, wealth, cul- 
 ture, leisure, honor, is an ever-increasing usefulness, and 
 thus makes him feel that a life without growth and with- 
 out service is not worth living."^ 
 
 The execution of any such scheme calls for adequate 
 facihties and organization — a new and different t}^e of 
 plant, a revised program, a differentiated corps of teach- 
 ers, a changed spirit in instruction. In all these respects 
 progress has been made. Communities able to afford 
 the necessary expenditure have begun to construct mod- 
 ern school buildings and to reconstruct buildings already 
 in use, so as to provide more or less satisfactory facilities 
 in the way of gymnasiums, swimming pools, shops, and 
 laboratories. But progress has been very uneven. No 
 city has as yet executed a consistent policy. Many 
 large cities still offer little beyond the traditional book 
 studies. Not infrequently a period or two a week for 
 girls in cooking and sewing, and an equal amount of 
 time for boys in manual training in the two or three 
 
 ^Hanus: A Modern School (pp. 3-4). 
 
6 THE GARY PUBLIC SCHOOLS 
 
 upper grades of the elementary school, represent the 
 total departure from the meager traditional scheme. 
 
 The modern viewpoint calls, however, for adaptation 
 as well as enrichment. The more liberal curriculum 
 needs to be adjusted to the varying needs of children 
 who differ in capacity. Some progress — also uneven, to 
 be sure — can be reported in this matter. Most of our 
 larger cities now have separate classes and special pro- 
 grams for the mentally backward, for the blind, the deaf, 
 and for children suffering with tuberculosis. Many cities 
 provide differentiated courses in the upper grades, and 
 in large schools, when there are a number of classes of 
 the same grade, children are placed in the group in which 
 they can do their best work. Nevertheless, statistics 
 of elimination and retardation make clear that the schools 
 have not yet adequately met the problem of providing 
 programs adapted to wide differences in physical en- 
 dowment, mental capacity, and vocational destination. 
 
 Again, the modern school, in the sense in which Pro- 
 fessor Hanus uses the term, does something more than 
 teach and train. It aims to concentrate and localize 
 the forces and agencies which make for child welfare. 
 It furnishes medical inspection, and, when necessary, 
 medical treatment; dental clinics, with free service for 
 children whose parents cannot afford to pay; and play 
 and recreation under school supervision. These are 
 integral parts of a program which seeks to provide op- 
 portunity not simply to master the tools of learning, but 
 also to place children in contact with the world and the 
 
PRESENT DAY PROBLEMS 7 
 
 society in which they live and to make of them vigorous 
 and capable boys and girls on the physical, social, and 
 moral side as well as the intellectual. 
 
 INCREASING THE EFFICIENCY OF TEACHERS 
 
 Much has also been accomplished in developing better 
 teachers. More has been required of those entering the 
 profession, and a more efficient type of supervision has 
 been generally introduced. Moreover, administrators 
 are realizing that expert teaching cannot be expected 
 from a single teacher in from eight to fifteen subjects. 
 In many cities the seventh and eighth grades, and in 
 some the sixth and even the fifth, have been organized 
 so as to give to each instructor one or two subjects, 
 instead of asking him to cover the whole field. But 
 administrative officers hesitate to carry the departmental 
 idea into the lower grades. Nevertheless, the problem 
 must be faced if the elementary program is to be com- 
 pletely modernized, and experiments in this direction 
 are worthy of careful study. 
 
 FINANCING THE SCHOOLS 
 
 The adequate financing of public education on this 
 broader basis is a difficult undertaking. Cities are in 
 debt for school buildings and for other public improve- 
 ments to the limit permitted by law, and in some cases 
 almost to the point of bankruptcy. The demand for a 
 modern curriculimi, involving large additions to build- 
 ings and grounds, is frequently rtiet with the objection 
 
8 THE GARY PUBLIC SCHOOLS 
 
 that the city cannot afford to make the required invest- 
 ment — a forcible argument in a community, aheady 
 bonded to the limit, which finds itself in urgent need of 
 better streets, better fire protection, more adequate 
 police, larger and more far reaching provision for 
 public health. Any proposal, therefore, which prom- 
 ises to make a dollar buy more deserves serious con- 
 sideration. 
 
 The Gary schools are of more than local interest be- 
 cause they have tried to deal with these problems. 
 They have made certain experiments looking to the en- 
 richment and differentiation of the curriculum; certain 
 innovations in the organization of the teaching staff; 
 and they are trying to finance their enlarged facilities 
 with funds raised by taxation. What they have done 
 in the way of organization, administration, and finance 
 cannot, however, be understood except in the light of 
 the program of studies offered. The central problem is 
 the problem of the curriculum, for on the educational 
 opportunities thus offered depend the facilities that must 
 oe provided, the type of organization needed to procure 
 their effective and economical use, the quality and num- 
 bers of the teaching staff, and, finally, the amount of 
 money that must needs be raised. To the Gary pro- 
 gram of studies and to the way in which this program is 
 organized and administered, our attention must, there- 
 fore, first be directed. 
 
II. PROGRAM 
 
 OUR discussion of the Gary program of studies is 
 confined to the elementary school, because the 
 high school course is of conventional character.^ 
 The discussion is based on illustrations from the pro- 
 grams of particular schools. The nine schools composing 
 the system vary in size from the West Gary school, with 
 two teachers and 46 pupils, to the Froebel school, with 
 58 teachers and an enrollment of 2,087 children. The 
 number of teachers, the enrollment, and the average 
 daily attendance at each school for 1915-1916 were as 
 follows : 
 
 SCHOOLS 
 
 NUMBER OF 
 TEACHERS 
 
 TOTAL ENROLL- 
 MENT, I915-1916 
 
 AVERAGE DAILY 
 ATTENDANCE 
 
 Froebel 
 
 Emerson 
 
 Jefferson 
 
 Beveridge 
 
 Glen Park. . . . 
 24th Avenue . . . 
 
 Ambridge 
 
 Clarke 
 
 West Gary 
 
 58 
 
 33 
 20 
 14 
 8 
 7 
 3 
 2 
 2 
 
 2,087 
 
 967 
 
 1,011 
 
 683 
 
 315 
 
 347 
 
 146 
 
 52 
 
 46 
 
 1,503 
 
 742 
 
 728 
 
 520 
 
 224 
 
 254 
 
 92 
 
 39 
 
 30 
 
 Total 
 
 147 
 
 5,654 
 
 4,132 
 
 ^For discussion of the high school program, see The Gary Public Schools : 
 A General Account, Ch. V. 
 
lo THE GARY PUBLIC SCHOOLS 
 
 TYPES OF WORK PROVIDED 
 
 The elementary program of these schools provides 
 for each class, as a rule, four distinct types of instruction : 
 
 1. Academic work — the traditional school subjects — 
 including reading, spelling, grammar, writing, arithmetic, 
 geography, and history. 
 
 2. Special work, including handwork, drawing, sci- 
 ence, cooking, sewing, manual training, forge, foundry, 
 print shop, etc. 
 
 3. Auditorium, including singing, music on the phon- 
 ograph, or children's performances on musical instru- 
 ments, moving pictures, dramatics, individual or class 
 exercises, etc. 
 
 4. Physical education and play, including gymnastic 
 exercises, and play in the playroom, on playgrounds or 
 athletic fields. 
 
 Consider, for example, the schedule of a primary grade 
 at the Emerson school in the spring term, 1915-1916: 
 
 8:15- 9:15 Language and numbers (academic) 
 
 9:15-10:15 Handwork and nature study (special) 
 
 10:15-11 :i 5 Play and physical training 
 
 11:15-12:15 Luncheon 
 
 12:15- 1-15 Handwork and nature study (special) 
 
 1:15- 2:15 Language and numbers (academic) 
 
 2:15- 3:15 Auditorium 
 
 3:15- 4:15 Play and physical training 
 
 This class, it will be observed, has daily two hours of 
 academic work, 8:15 and i :i5; two hours of special work, 
 
PROGRAM n 
 
 9:15 and 12:15; one hour of auditorium, 2:15; and two 
 hours of play and physical training, 10:15 and 3:15, mak- 
 ing in all a seven hour instruction day for the children, 
 with an additional hour for luncheon. 
 
 The schedule of a sixth grade Emerson class illustrates 
 the same point : 
 
 8:15- 9:15 Auditorium 
 
 9:15-10:15 Play and physical training 
 10:15-11:15 Mechanical drawing (boys) 
 
 Teachers' assistants (girls) (special) 
 11:15-12:15 Mechanical drawing (girls) 
 
 Teachers' assistants (boys) (special) 
 12:15- I -15 Luncheon 
 
 1:15- 2:15 History and reading (academic) 
 
 2:15- 3:15 Arithmetic and geography (academic) 
 
 3:15- 4:15 Language (academic) 
 
 This class has three hours of academic work, two hours 
 of special, and one hour each of auditorium and physical 
 training and play. 
 
 The work of all classes in the Emerson school is simi- 
 larly divided, as can be seen from Table I.* What is true 
 of the types of work at Emerson school is true of the 
 Froebel, Jefferson, and Beveridge schools, and almost 
 equally true of the very smallest Gary schools,^ as the 
 following schedule of a primary class at the 24th Avenue 
 school shows : 
 
 1 See page 13. 
 
 *For complete program of Emerson, see Table A of the Appendix; 
 of Froebel, Table B; of Beveridge, Table C. 
 
12 
 
 THE GARY PUBLIC SCHOOLS 
 
 SCHOOL 
 HOURS 
 
 SUBJECT 1 
 
 rEACl 
 
 8:45- 9:10 
 
 Music 
 
 B 
 
 9:10- 9:30 
 
 Literature 
 
 B 
 
 9:30-10:15 
 
 Play 
 
 C 
 
 10:15-10:45 
 
 Numbers 
 
 A 
 
 10:45-11:00 
 
 Phonics 
 
 A 
 
 1 1 :oo-i 1 :30 
 
 Reading 
 
 A 
 
 11:30-11:45 
 
 Language 
 
 A 
 
 1 1 :45- I :oo 
 
 Luncheon 
 
 
 1:00- 1:45 
 
 Play 
 
 C 
 
 1:45- 2:05 
 
 Nature Study 
 
 B 
 
 2:05- 2:30 
 
 Drawing 
 
 B 
 
 2:30- 2:45 
 
 Writing 
 
 C 
 
 2:45- 3:00 
 
 Phonics 
 
 C 
 
 3:00- 3:30 
 
 Reading 
 
 C 
 
 3:30- 3:45 
 
 Spelling 
 
 C 
 
 3:45- 4:00 
 
 Language 
 
 C 
 
 The plant of the 24th Avenue school consists of five 
 portables and an old one room rural building. There are 
 two kindergarten and five first and second grade classes. 
 Yet these primary classes go to three different teachers 
 and have three separate types of work: (a) the usual 
 primary academic instruction; (b) special work, including 
 Uterature, music, drawing, and nature study; and (c) play. 
 
 VARIETY OF SPECIAL WORK AND CYCLES IN COURSES 
 
 The Gary program is further distinguished by the 
 variety of special work provided. There are, for ex- 
 ample, at Emerson and Froebel separate elementary 
 courses in chemistry, physics, botany, and zoology. 
 
PROGRAM 
 
 13 
 
 TABLE II 
 
 Types of Work of All Elementary Classes — Emerson School 
 Spring Term, 1915-1916 
 
 
 
 Classes Scheduled For: 
 
 
 school 
 
 HOURS 
 
 ACADEMIC 
 WORK 
 
 SPECIAL 
 WORK^ 
 
 AUDITO- 
 RIUM 
 
 gymnasium 
 
 PLAY- 
 GROUND 
 PLAY-ROOM 
 
 luncheon 
 
 8:15 
 
 5, 9 
 
 8, 11, 13, 
 7,15 
 
 10, 12, 14 
 
 4, 6 
 
 
 9:15 
 
 11,7,10 
 
 6,8,9,13, 
 15 
 
 5,9,13,15 
 
 7,11,12,4, 
 10,14 
 
 4,6,8 
 
 12,14 
 
 
 10:15 
 
 
 5 
 
 
 11:15 
 
 4,11 
 
 12,6,14,10 
 
 
 7,8 
 
 5,9,13,15 
 
 12:15 
 
 9,15,13 
 
 5 
 
 
 
 4, 6, 7, 8. 
 10,11,12 
 14 
 
 1:15 
 
 5, 7, 11, 
 15, 12, 
 10,14 
 
 6,12,8, 
 14, 10, 
 13 
 
 8, 9 
 
 
 4,6,13 
 
 
 2:15 
 
 4 
 
 5,7 
 
 9,11,15 
 
 
 3.15 
 
 4,12,14 
 
 6 
 
 9,11,13,15 
 
 5,8,7,10 
 
 
 'The numbers in Table I under Acadenuc Work, Special Work, etc., and to the right of 
 School Hours are the official numbers of the respective classes. To read the program of 
 a given class, follow the class number from period to period and note the kind of work 
 for which the clas.-i is scheduled. 
 
 The different elementary classes of Emerson for the spring term, 1915-1916, bore the 
 following numbers; 
 
 4 Second grade, A and B sections 
 
 5 First grade, B and C sections 
 
 6 First grade, A, and second grade, C sec- 
 
 tions 
 
 7 Third grade, B and C sections 
 
 8 Third grade. A, and fourth grade, C sec 
 
 tions 
 
 9 Fourth grade 
 
 10 Seventh grade, C section 
 
 11 Fifth grade 
 
 12 Sixth grade 
 
 13 Seventh grade 
 
 14 Eighth grade 
 
 15 Eighth grade 
 
 ^Includes mechanical and freehand drawing, science, cooking, sewing, shop, helpers, 
 teachers' assistants. 
 
14 THE GARY PUBLIC SCHOOLS 
 
 Emerson offers forge, foundry, machine shop, and printing. 
 Froebel gives cabinet work, tinsmithing, plumbing, paint- 
 ing, printing, and shoe cobbling. In order that children 
 may have opportunity to participate during their school 
 careers in a number of such activities, special work in 
 all Gary schools is broken up into short courses from ten 
 weeks to a half year in length, and offered in cycles. 
 
 For example, class 7 of Froebel, first grade, had nature 
 study the first two terms of 1915-1916, and handwork 
 and drawing the last two terms. Class 41, sixth grade, 
 took, for the first ten weeks of 1915-1916, either 
 physics or botany; the second ten weeks the entire 
 class served as teachers' assistants; the third ten weeks 
 the boys took shop work and the girls sewing; and the 
 fourth ten weeks the boys went tp mechanical drawing 
 and the girls to freehand drawing. 
 
 While there are thus frequent changes in special 
 work, and consequent changes in class programs, all 
 children of the lower grades — at least, in the larger schools 
 — are supposed to have an equal and given amount of 
 nature study, handwork, and freehand drawing, music, 
 expression and application;^ and all children of the upper 
 grades, an equal and given amount of drawing, science, 
 and shop work, although the kind of drawing and science 
 studied, and the particular shop experiences, may and do 
 differ with the pupil, the class, and the school. 
 
 'Expression is instruction in story telling, dramatization, and literature. 
 Application includes special drill and the application of principles to 
 practical every-day problems. For full discussion, see The Gary Public 
 Schools: A General Account, Chapter V. 
 
PROGRAM IS 
 
 Occasionally classes fail to get in given grades the 
 specified amount of special instruction, and now and then 
 classes get double the normal allotment. Yet these class 
 cycles in special work are operated, on the whole, with 
 commendable regularity, so that the number of special 
 activities in which each class participates and the amount 
 of time each class gives to each special activity are sur- 
 prisingly uniform. For example, at Jefferson all classes 
 through the 3C grade had at some time during 191 5-19 16 
 music, expression, handwork or drawing, nature study, 
 and application; and, with two exceptions, each class 
 devoted the same amount of time respectively to these 
 exercises. (Table 11^.) Similarly, all sixth and upper 
 grade classes had nature study, drawing, cooking, sew- 
 ing, and shop (girls taking cooking and sewing, and boys, 
 shop), and the several classes were in these respective 
 branches approximately the same length of time.^ At the 
 same time attention must be called to the fact that though 
 classes are for the most part regularly scheduled for 
 special work, individual pupils are not infrequently quite 
 irregular in the amount of special work they receive. 
 This apparent inconsistency arises from the habit of allow- 
 ing individuals to leave the class to which they properly 
 belong for all sorts of reasons — some doubtless good, 
 some undoubtedly questionable.' 
 
 *See page 16. 
 
 'For regularity of changes at Froebel, see Appendix, Table D. 
 
 'This point is more fully explained on pages 103-107. 
 
i6 
 
 THE GARY PUBLIC SCHOOLS 
 
 7^ 
 
 Nouvonddv 
 
 O 
 
 Aonxs 
 
 aranxvN 
 
 (sXog) dOHS 
 
 oooooooooooiJioo 
 ooooooooooooooooooooo 
 
 OOOOOOOlOU3lOU5U3lOUSiOlOU3lOU3lom 
 
 goooooooooooooo 
 oooooooooooooo 
 
 oraaooD 
 
 OKLttvaa HO 
 
 XHOMaNVH 
 
 OOOOOQOOOOOOOO oooooo 
 
 Noisssradxa 
 
 I lo U3 u3 ca lo id M 
 
 ilOU3lOlOlO>5»OU3C<>ii5u3C<I 
 
 HDHVM 
 
 
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 o 
 
 assKaxdas 
 
 
 aaaunN ssvio i-iNTi<ioe<ot-«cooo»c<iN»H©©koeo«et-t-^oo 
 
PROGRAM 17 
 
 DIVISION OF TIME 
 
 In the seven hour day of the larger schools, the ap- 
 proximate time allotment to the four different types of 
 work provided by the Gary program is as follows: to 
 academic work, 120 to 180 minutes; to special work, 120 
 minutes; to auditorium, 60 minutes; and to physical 
 training and play, 60 to 120 minutes. Although the 
 actual allotments vary with the term, the school, the 
 grade, and at times the individual pupil, it is intended 
 that physical training and play should be stressed in 
 the lower grades, and academic work in the higher. 
 Accordingly, 120 minutes are the usual assignment in the 
 first classes both to academic work and to physical train- 
 ing and play, whereas in classes for older children aca- 
 demic work receives 180 minutes and physical training 
 and play 60 minutes. The division of time, spring term 
 1915-1916, for the elementary classes of Emerson is 
 shown in Table III, on the following page.^ 
 
 When the seven hour pupil instruction day is 
 so divided, some parts of the Gary program receive 
 unusual emphasis. A comparison between the time 
 allotted to each subject at Gary and to the same subjects 
 in fifty representative cities of the country shows where 
 unusual emphasis falls. It will be noted from Table 
 IV^ that Gary gives sUghtly less time to the three R's than 
 
 ^For the division of the day, spring term 1915-1916, for elementary 
 classes at Froebel, see Appendix, Table E. 
 *See page 19. 
 
iB 
 
 THE GARY PUBLIC SCHOOLS 
 
 TABLE III 
 
 Division of Day at Emerson School 
 Spring Term 19x5-19x6 
 
 
 
 Number of Minutes Scheduled For: 
 
 
 
 
 
 GYMNA- 
 
 class nltmbers and 
 grades 
 
 NTJMBER 
 OF 
 
 ACADEMIC 
 
 SPECIAL 
 
 AUDI- 
 
 SIUM 
 PLAY- 
 
 CLASSES 
 
 WORK 
 
 WORK^ 
 
 TORIUM 
 
 GROUND 
 
 
 
 
 
 
 PLAY- 
 
 
 
 
 
 
 ROOM 
 
 4,2A-2B;5,1B-1C; 
 6,1A-2C;7,3C-3B; 
 8,3A-4C 
 
 5 
 
 120 
 
 120 
 
 60 
 
 120 
 
 9, 4th; 10, 7C; 11, 5th; 
 12, 6th; 13, 7th; 
 
 7 
 
 180 
 
 120 
 
 60 
 
 60 
 
 14, 8th; 15, 8th 
 
 
 
 
 
 
 'Includes mechanical and freehand drawing, science, cooking, sewing, shop, helpers, 
 teachers' assistants. 
 
 the fifty cities in question. The total difference, however, 
 amounts to only 118 hours, which is insignificant when 
 scattered through eight school years. Gary also gives 
 somewhat less time than conventional schools to music, 
 geography, and history, but it should be borne in mind 
 that geography and history exercises, sometimes with 
 moving pictures and sometimes of a more traditional 
 sort, are given as a part of the auditorium work, and 
 that a portion of most auditorium periods is devoted to 
 work in music, involving both the more formal exercises, 
 chorus work, and the enjoyment of music as rendered by 
 pupils and teachers or as reproduced on the victrola. 
 The striking difference between Gary and the fifty 
 
PROGRAM 
 
 19 
 
 TABLE IV 
 
 Total Time Allotments of Gary and of Fifty Representative 
 
 Cities' 
 
 SUBJECTS 
 
 AVERAGE NUM- 
 BER OF HOURS 
 ALLOTTED IN GARY 
 
 AVERAGE NUM- 
 BER OF HOURS 
 ALLOTTED EST 
 
 50 CITIES 
 
 The Three R's: 
 
 Reading 
 
 Language 
 
 Spelling 
 
 Writing 
 
 Arithmetic 
 
 1,323 
 
 798 
 496 
 329 
 958 
 
 1,280 
 864 
 482 
 388 
 
 1,008 
 
 Total 
 
 3,904 
 
 4,022 
 
 The Fundamentals: 
 
 The Three R's 
 
 Geography 
 
 History 
 
 Science 
 
 3,904 
 238 
 339 
 567 
 
 4,022 
 539 
 496 
 331 
 
 Total '.... 
 
 5,048 
 
 5,388 
 
 Special Subjects: 
 
 German 
 
 Music 
 
 Auditorium 
 
 Drawing and Shop . . 
 
 62 
 
 188 
 1,600 
 1,605 
 2,697 
 
 367 
 8992 
 
 887 
 
 
 9273 
 
 Total 
 
 6,152 
 
 3,080 
 
 Total 
 
 11,200 
 
 8,468 
 
 'For the basis of this table and methods of computation, see The Gary Public Schools: 
 A General Account, Ch. V. On the part of Gary the schools taken into account are 
 Emerson, Froebel, and Jefferson. The time allotments, both for Gary and the fifty cities, 
 are for the entire cljnentary course. 
 
 ^Includes time given to opening e.xercises and miscellaneous subjects. 
 
 'Includes time given to physical training and recess. 
 
20 THE GARY PUBLIC SCHOOLS 
 
 cities IS Gary's emphasis on science, drawing and shop, 
 auditorium, and physical training and play. Gary 
 gives almost twice as much time to auditorium as is 
 ordinarily devoted to opening exercises and miscellaneous 
 matters combined, almost double the common allowance 
 to drawing and shop, and almost treble the average allot- 
 ment to physical training and recess,^ resulting in a de- 
 cided extension and enrichment of the elementary pro- 
 gram.^ 
 
 PROGRAMS OF OTHER CITIES 
 
 Where other systems^ have followed the lead of Gary, 
 their programs evidence the same general characteristics, 
 and yet show interesting variations. 
 
 In each case the school day has been lengthened, but 
 the added time varies from thirty minutes to as much 
 as two hours. 
 
 All schedules provide academic work, special work, 
 auditorium, and physical training and play. The time 
 provisions for the academic studies follow conventional 
 lines. Auditorium has its place in each program, but the 
 use of the auditorium is not uniform. Kansas City, for 
 example, has only two such exercises per week, and the 
 length of the periods varies from forty to sixty minutes. 
 
 'Even in the smaller schools, which have a six hour pupil instruction 
 day, these studies and activities receive more than the usual emphasis. 
 
 'For detailed discussion of the course of study, see The Gary Public 
 Schools: A General Account, Ch. V. 
 
 'One of the authors visited in this investigation the following systems, 
 and this discussion is limited to these : Kalamazoo, Mich., Passaic, N. J., 
 New York, N. Y., Newark, N. J., and Kansas City, Mo. 
 
t-: 
 
PROGRAM 21 
 
 Probably the greatest difference is in the type of activ- 
 ities included under special work and in the provision 
 for physical training and play. These vary with the 
 facilities available and with the extent of depart- 
 mentalization which those in charge of the schools con- 
 sider feasible. There are also the widest dififerences 
 in the number of cycles in special work and consequent 
 class changes from room to room. To illustrate: In 
 contrast with the speciaUzed shops of Emerson and 
 Froebel, School Number Twelve of Passaic, New Jersey, 
 provides general rooms for all work in the industrial and 
 household arts below the seventh grade. These general * 
 rooms are each furnished for three types of elementary 
 instruction. The equipment consists of a simple assort- 
 ment of utensils and dishes for cooking; hand machines 
 for sewing; and for handwork and manual training, scis- 
 sors, rules, sand trays, and benches. Each room has, 
 besides, forty stools, and 280 boxes, for the materials of 
 the pupils using the room.^ 
 
 Despite these differences and variations, the several 
 cities visited allot the conventional amount of time 
 to the old hne studies, and in addition give new emphasis 
 to science, the household and industrial arts, and to 
 physical education and play. 
 
 SUMMARY 
 
 The distinctive features of the Gary elementary pro- 
 gram may therefore be summarized as follows: 
 ^For the complete program of this school, see Table F of the Appendix. 
 
22 THE GARY PUBLIC SCHOOLS 
 
 1. The program presupposes a longer school day. 
 The day for pupils in the larger schools is seven instruc- 
 tion hours, and in the smaller schools, six instruction 
 hours, with an additional hour in both cases for luncheon. 
 
 2 . The program provides four types of work : academic 
 instruction, including reading, writing, arithmetic, geog- 
 raphy, and history; special work, including music, ex- 
 pression, science, household and industrial arts, and 
 drawing; auditorium; and physical training and play. 
 The amount and variety of special work vary from 
 school to school. 
 
 3. In order that children may participate in a 
 variety of special activities, courses in special work are 
 from ten weeks to a half year in length and are taken 
 in cycles. 
 
 4. The school day is so apportioned among the four 
 types of elementary instruction that the academic 
 branches receive approximately the conventional amount 
 of attention, and unusual emphasis is given to science, 
 the industrial and household arts, auditorium, and physi- 
 cal training and play. 
 
 Thus, without disturbing the time allowance of the 
 conventional studies, but by increasing the number of 
 special activities and by emphasizing their importance, 
 Gary enlarges the field of elementary education and puts 
 the elementary school in position to render a fuller ser- 
 vice at once to the community and to the child. 
 
ni. PLANT 
 
 AS WE shall now see, the building facihties pro- 
 /Jm vided at Gary have been determined to an 
 -^ -^ unusual degree by the requirements of the 
 school program. 
 
 THE EMERSON SCHOOL 
 
 Of the nine schools, Froebel and Emerson are the 
 largest. Emerson is a modern building^ of the kind usu- 
 ally found only in our largest cities, and contains the 
 following service rooms :- 
 
 30 regular classrooms 
 7 special rooms adapted to laboratories or art studios 
 2 household arts rooms 
 2 industrial arts rooms 
 
 1 cabinet shop (a late addition) 
 
 1 2 small inside rooms (for toilets, offices, storage, and the 
 like) 
 
 2 offices 
 
 1 auditorium 
 
 2 gymnasiums 
 
 I swimming pool 
 
 ^See illustration opposite page 4. 
 
 ^his list does not include auxiliary rooms, such as locker rooms, 
 closets, etc. 
 
 23 
 
24 THE GARY PUBLIC SCHOOLS 
 
 Although Emerson accommodates both an elemen- 
 tary school and a high school, it is essentially an 
 elementary school building. As such, it embodies a 
 number of unusual features. The original plan did 
 not, however, include all of these. In fact, the require- 
 ments of a changing and developing program compelled 
 repeated alterations and additions. Even now most 
 of the special work is conducted in regular class- 
 rooms — that is, in rooms which a conventional system 
 would employ for reading or arithmetic. To illus- 
 trate, the 30 regular classrooms serve the following 
 purposes : 
 
 Kindergarten i 
 
 Academic or regular instruction . 10 
 
 Nature study and handwork . . i 
 
 Physics 2 
 
 Music I 
 
 Expression i 
 
 Library (regular room) . . . i 
 
 Commercial work 2 
 
 Sewing 2 
 
 Machine shop i 
 
 Printing shop i 
 
 Superintendent's offices ... 2 
 
 Storerooms 2 
 
 Vacant 3 
 
 Total 30 
 
 Nevertheless, as suggested above, Emerson, as an ele- 
 mentary school building, has uncommon features, among 
 
PLANT 25 
 
 which are the seven special rooms, each well adapted to 
 the particular purpose for which it is now employed : 
 
 Library (special room) ... i 
 
 Chemistry i 
 
 Fine arts i 
 
 Mechanical drawing .... i 
 
 Kindergarten i 
 
 Zoology I 
 
 Botany i 
 
 Total 7 
 
 The auditorium is unusual in size. The main 
 hall is 60 by 53 feet, with a capacity of 546; the stage 
 is of corresponding size, 50 by 21 feet, and there is a bal- 
 cony 50 by 32 feet, equipped with fireproof lantern booth 
 and 218 opera chairs. 
 
 The present gymnasium facilities are likewise excep- 
 tional. The boys' gymnasium contains 3,4c»o square feet 
 of floor space, and there are similar provisions for the 
 girls. Each gymnasium has lockers, showers, and dress- 
 ing rooms. In addition, there is an excellent swimming 
 pool, 47 by 27 feet, of varying depths. 
 
 So much for the building. What now of the equip- 
 ment? The kindergarten rooms are particularly attrac- 
 tive. They have the usual kindergarten materials, and 
 are tastefully decorated with appropriate pictures and 
 abundantly suppHed with flowers and animal pets. 
 
 The regular elementary school rooms — that is, those 
 in which the children receive their academic instruction — 
 
26 THE GARY PUBLIC SCHOOLS 
 
 are in striking contrast. These rooms are, to be sure, 
 well lighted, well ventilated, with ceilings of good height, 
 and of standard size. They are furnished with single 
 seated, non-adjustable desks of two or three sizes, sup- 
 plemented in the primary rooms by kindergarten chairs. 
 They have the usual slate blackboards, teacher's desk, 
 and small flat-top table of general utility. In either 
 front corner stands an attractive case for the basic texts 
 of the children using the room, for ample supplementary 
 books, and for instructional supplies, but this is all. 
 With few exceptions, the rooms themselves are devoid of 
 decorative features. 
 
 Three reasons account for the bare appearance of the 
 classrooms. Instruction at Gary is to a considerable 
 extent departmentalized. Most of what the children 
 do in handwork, nature study, science, and drawing, 
 which might give life and color to the room, is kept in the 
 special rooms, leaving the regular rooms with little that 
 lends itself to display. On the other hand, the authori- 
 ties have intentionally failed to purchase decorations for 
 particular classrooms, centering their efforts on the halls, 
 to the end of making these the museums and art centers 
 of the school. Finally, the teachers have done next to 
 nothing themselves. This is probably due partly to the 
 fact that some have been in the school only a short time, 
 and partly to the fact that regular teachers do not have 
 rooms of their own as they do in conventional school 
 systems. 
 
 Of the equipment for handwork, nature study, 
 
PLANT 27 
 
 music, and expression, there is only the furniture 
 to note — for these classes, with the exception of music, 
 occupy standard classrooms. The handwork room 
 possesses specially designed single seated work desks ;^ 
 a sand box and aquarium constitute the additional 
 equipment for nature study. The music room contains 
 a piano, phonograph, cases for music, music racks, and 
 iron-base revolving chairs of special design and adult 
 size. The expression room has full-sized movable chairs 
 with arm rests. The library is furnished with low book- 
 cases, placed along the side walls, and with the usual 
 flat-top reading tables and library chairs. 
 
 How one judges the physics, chemistry, zoology, and 
 botany laboratories, and the fine arts and mechanical 
 drawing studios depends on whether they are regarded 
 from the point of view of elementary or of high school 
 facilities. As high school laboratories and studios they 
 are comparable both in quarters — for, with the exception 
 of physics, they occupy special rooms — and equipment 
 with what is common to our good high schools. As ele- 
 mentary school laboratories and studios they are probably 
 unequaled anywhere in the country. In fact, elementary 
 pupils hardly require such elaborate faciHties. 
 
 The household arts equipment is ample for simple 
 courses in sewing and dressmaking, consisting of sew- 
 ing machines, cutting tables, pressing boards, etc., 
 but is scarcely sufficient for advanced high school in- 
 struction. This is equally true of the cooking equip- 
 
 ^See illustration opposite page 12. 
 
28 THE GARY PUBLIC SCHOOLS 
 
 ment. High school and elementary school pupils use a 
 single kitchen, which serves also the school's cafeteria. 
 In only one respect is the equipment exceptional, and 
 that is in the facihties for preparing food in commercial 
 quantities.^ 
 
 The industrial arts facilities can be appreciated best 
 by listing the fixtures of the respective shops. 
 
 The machine shop, in a standard classroom, has three 
 engine turning screw cutting lathes, one universal mill- 
 ing machine, one 24 inch shaper, one 27 inch vertical 
 drill with power feed, one small vertical drill, hand feed, 
 one emery tool grinder. All of these are equipped with 
 individual electrical motor drives. A bench equipped 
 with five vises runs along one side of the shop, and a 
 cupboard for small tools occupies one wall. 
 
 The forge shop, in a special room, has five power blast 
 hand forges, a pneumatic crank hammer, one combined 
 power punch and shear, a bench equipped with three 
 vises, an emery wheel, hand tools, and miscellaneous 
 equipment. 
 
 The foundry, in a special room, has a 22 inch cupola 
 with charging gallery affording storage for coke and iron, 
 a crucible brass furnace, gas furnace for melting lead or 
 other easily fusible metals, core oven, scales, core bench, 
 electric motor and fan for cupola blast, about a score of 
 small flasks and several of larger size, and kits of molders' 
 tools. 
 
 The printing shop, in a standard classroom, has one job 
 
 ^See illustration opposite page 29. 
 
^PLANT 29 
 
 press 12 in. by 18 in., one job press 10 in. by 15 in., wire 
 stitcher, lead cutter, imposing stone and frame, metal 
 proof press, numbering machine, multiple power punch, 
 vibrating roller, cutting machine, stock case, case stands, 
 cut cabinet, type and cuts, and miscellaneous tools and 
 equipment. The presses, wire stitcher, and power punch 
 are supplied with individual motors. 
 
 The cabinet making and wood turning shops, the one 
 in a special room and the other in one of the small inside 
 rooms, were idle at the time the survey was made. 
 
 From the standpoint of the elementary school — and 
 they are used chiefly by elementary pupils — these shops 
 are unique in number and equipment. 
 
 Finally, the gymnasium apparatus is simple, but ade- 
 quate. The girls' gymnasium has a piano and phono- 
 graph, but the boys' is without music. Each is furnished 
 with cKmbing racks, wands, Indian clubs, basketball 
 goals, etc. In addition, the boys' gymnasium has climb- 
 ing ladders, mats, parallel bars, and bucks. 
 
 Emerson's facilities are, however, not all within its 
 walls. The school has unusual provisions for outdoor 
 work, play and recreation. The building stands on the 
 south end of a level improved plot, 607 by 306 feet, with 
 a lawn frontage of 306 by 71 feet. The entire rear por- 
 tion of the site is given over to outside activities. Di- 
 rectly to the rear of the building on either side, a space 
 66 by 44 feet supphes a handball court, sand box, and 
 wading pool. North of the drive, which intersects the 
 lot east and west, and on the east, is the playground for 
 
3© THE GARY PUBLIC SCHOOLS 
 
 girls and smaller children, the park with its winding 
 walks, ornamental shrubs, and the "zoo," together occu- 
 pying an area 218 by 176 feet. The playground has 
 swings, ladders, sliding bars, parallel bars, stationary 
 bars, merry-go-rounds, teeter boards, etc. A much 
 used tennis court occupies the center of the park, and 
 along the walk to the left and west and at the rear are 
 the animal houses of the "zoo." To the north of the 
 park, covering a plot 118 by 100 feet, are the poultry- 
 yard and poultry houses. 
 
 On the left of the building, looking north, and across 
 the drive is the main playground, 336 by 120 feet, de- 
 signed especially for older boys.^ Finally, on the ex- 
 treme north and between the boys' playground on the 
 left and the poultry yard on the right are the school gar- 
 dens, 118 by 76 feet. 
 
 To complete the description, across the street, to the 
 east, is the Emerson athletic field,^ occupying one entire 
 block, 607 by 286 feet in extent. This field is only partly 
 developed, but when completed will comprise a running 
 track, a football field, a baseball field, and coasting hill. 
 
 THE FROEBEL SCHOOL 
 
 Having described the Emerson school in detail, we may 
 deal more briefly with the Froebel school, which is of the 
 same general type.^ 
 
 'See illustration opposite page 28. 
 
 "^ Owned by city, but operated by the Board of Education. 
 
 ^See illustration opposite page 36. 
 
PLANT 31 
 
 Froebel contains practically the same number and 
 same types of rooms :^ 
 
 28 regular standard classrooms 
 2 nature study rooms 
 
 6 special rooms adapted to laboratories or art studios 
 2 household arts rooms 
 2 industrial arts rooms 
 2 small ofiEices 
 4 small rooms for rest, ofi&ces, or storage 
 
 1 auditorium 
 
 2 gymnasiums 
 
 2 swimming pools 
 
 In comparison with Emerson, Froebel has only three 
 structural features of interest: (i) two nature study 
 rooms, constructed by adding observatories to two ground 
 floor standard classrooms and installing demonstration 
 tables; (2) a larger auditorium — the main hall fitted with 
 598 opera chairs, and the balcony with 235; and (3) an 
 additional pool. 
 
 Froebel has undergone repeated alterations and changes. 
 Yet, as in Emerson, rooms are employed for purposes 
 for which they were not originally constructed. To 
 illustrate, take the present use of the twenty-eight stand- 
 ard classrooms, which is as follows : 
 
 Kindergarten i 
 
 Academic or regular instruction . 1 5 
 Handwork 2 
 
 'This list does not include auxiliary rooms, such as locker and dressing 
 rooms, closets, small storage rooms, etc. 
 
32 THE GARY PUBLIC SCHOOLS 
 
 Music 2 
 
 Expression i 
 
 Physics 2 
 
 Commercial work i 
 
 Mechanical drawing .... i 
 
 Plumbing i 
 
 Printing i 
 
 Office I 
 
 Total 28 
 
 The similarity between Emerson and Froebel extends 
 also to equipment, with the exception of the shops. The 
 only shop common to both schools is the printing shop. 
 Those peculiar to Froebel are the woodworking, sheet 
 metal, plumbing, paint, and shoe shops, which are 
 equipped as follows. 
 
 The woodworking shop, in a special room, has an equip- 
 ment of mill tools, each supplied with individual electric 
 motor, including band saw, circular saw, jointer, planer, 
 mortising machine, swing cutting off saw; three long 
 benches, thirteen individual woodworking benches, each 
 supplied with vises and equipment of small tools; three 
 speed lathes furnished with electric motors, a tool grinder, 
 cupboards, and miscellaneous tools and equipment. 
 
 The sheet metal shop, in a special room, has one t,6 
 inch heavy squaring shear, one No. 4 tinner's bench 
 shear, one 36 inch adjustable bar folder, can top folder, 
 36 by 2 inch pipe forming rolls, 30 inch grooving machine, 
 No. 3 steel cornice brake, No. 2 beading machine, small 
 burring machine, large burring machine, small turner. 
 
PLANT 33 
 
 large turner, wiring machine, setting down machine, 
 cornice maker's crimper, 2 inch double seamer, and an 
 assortment of bench stakes and mandrels. 
 
 The plumbing shop, in a regular classroom, has a 
 plumber's bench and three vises, stock rack, and mis- 
 cellaneous tools and supphes. 
 
 The paint shop, in one of the small basement rooms, 
 has paint, oil, brushes, and miscellaneous supplies. 
 
 The shoe shop, in one of the small basement rooms, 
 has benches, cobbler's tools, leather, and other supplies. 
 
 In respect to outdoor facilities, Froebel is even more 
 generously provided for than Emerson. For example, 
 the building stands on a magnificent, level, developed site 
 ''75 by 820 feet, with a park frontage of 575 by 289 feet. 
 Playgrounds cover an area of 575 by 100 feet, and there 
 are two gardens instead of one as at Emerson, the elemen- 
 tary garden measuring 142 by 131 feet, and the high 
 school garden 148 by 126 feet. Adjoining these 
 grounds to the north is an athletic field 575 by 278 
 feet, which, although owned by the city, is under the 
 control of the board of education and at the service of 
 Froebel.^ 
 
 To summarize all that has been said: Emerson 
 and Froebel are excellent modern plants, ha\'ing — at 
 least for elementary school buildings — unusual laborato- 
 ries and art studios, unusually large auditoriums, excep- 
 tional indoor facilities for physical education, and unique 
 outdoor provisions for work, play, and recreation. Also, 
 
 ^See illustration opposite page 44. 
 
34 
 
 THE GARY PUBLIC SCHOOLS 
 
 they are excellent examples of present day school archi- 
 tecture, with the usual provisions for household and 
 industrial arts, but without special structural provisions 
 for handwork and music. 
 
 THE JEFFERSON SCHOOL 
 
 Next to Emerson and Froebel, the best plant is Jef- 
 ferson,^ built by the Gary Land Company and afterward 
 sold to the board of education. Although erected in 
 1907, Jefferson was of the type built twenty to twenty- 
 five years ago to accommodate the conventional school 
 program. The requirements of the Gary program neces- 
 sitated additions and alterations, so that Jefferson is 
 now a good example of a building remodeled so as to per- 
 mit the introduction of some modern features. As re- 
 modeled, Jefferson provides the following facilities : 
 
 Regular classrooms 
 
 Kindergarten •. 
 
 Academic instruction. 
 
 Handwork and drawing 
 
 Music and expression 
 Small classroom (23 x 20) 
 Nature study room 
 Cooking and sewing 
 Industrial arts . 
 Mechanical drawing 
 Auditorium . 
 Gymnasium . 
 Offices .... 
 
 9 
 
 'See illustration opposite page 52. 
 
PLANT 35 
 
 These facilities are, however, not as adequate nor as 
 ample as might appear from the above list. To be sure, 
 the regular classrooms, although the hghting is not en- 
 tirely satisfactory, are unusually spacious — ^^ by 27 
 feet, with cloak halls 27 by 7 feet — and some of them 
 are attractively decorated. On the other hand, the na- 
 ture study room is merely a regular classroom, with a 
 partition running across ten feet from the rear to make 
 an observatory and storage room, and yet it serves well 
 the desired purpose. The auditorium, on the second floor, 
 is 43 by 40 feet, fitted with 234 opera chairs, and has a 
 stage 27 by 1 1 feet. Cooking and sewing share one of the 
 good sized basement rooms, and although the room has 
 been done over and specially equipped, it is neither well 
 lighted nor well ventilated. The basement quarters of me- 
 chanical drawing and of industrial arts are even less desir- 
 able and should perhaps not be used for instruction. The 
 gymnasium, occupying the remodeled attic, is inconven- 
 iently located and its use involves a certain fire hazard. 
 
 Jefferson also has outside facilities, although these are 
 small in comparison with those of the two major plants; 
 nevertheless, Jefferson has an attractive lawn frontage 
 a school garden 80 by 70 feet, a playground for girls and 
 smaller children, 127 by 124 feet, and a playground and 
 athletic field for older boys, 255 by 126 feet. 
 
 THE GLEN PARK SCHOOL 
 
 The other parts of the Gary school plant are very much 
 inferior to the three schools we have described. They 
 are, indeed, distinctly inadequate. The best of these is 
 
36 THE GARY PUBLIC SCHOOLS 
 
 the Glen Park school, located in a community well estab- 
 lished before the founding of Gary and annexed in 191 2 
 with other outlying districts. The Glen Park plant com- 
 prises a new two story, six room brick structure, with a 
 gymnasium addition, and three portables^ ; but even here, 
 although the plant is ill adapted, there are evidences of 
 effort to extend the curriculum and enrich school Kfe. 
 
 The two upper rooms of the main structure, each 29 
 by 25 feet, with improvised cloak hall, 25 by 6 feet, are 
 reserved for academic instruction; a kindergarten occu- 
 pies one of the first floor rooms, 34 by 29 feet, and the 
 other, also 34 by 29 feet, serves for classes in music, ex- 
 pression, and auditorium. The gymnasium, 44 by 18 feet, 
 is so contrived that, when not in use, it provides the 
 auditorium with a stage. 
 
 One of the two basement rooms, neither of which, ow- 
 ing to poor lighting and ventilation, is satisfactory, ac- 
 commodates the cooking and sewing, and the other, the 
 manual training. One portable is vacant, but used oc- 
 casionally for physical training; a regular teacher occupies 
 the second; and the third is given up to handwork, 
 mechanical drawing, and nature study. 
 
 Since portables of practically one type are found at 
 each of the remaining plants, a single description will 
 answer for all. Each portable provides a classroom 25 
 by 31 feet, amply Hghted from one side. The low, 
 gabled roof is usually of tin, the ceiHng, of sheet 
 iron. While the floor is substantial, the side walls are 
 
 'See illustration opposite page 60. 
 
PLANT 37 
 
 frail, composed of upright wall posts, exposed on the 
 inside and covered on the outside with thin weather 
 boarding. A lean-to, six feet wide and generally ex- 
 tending across one entire end, provides an entrance hall 
 and cloak room, and when there is only one outside door 
 there is usually also a small storage room. Such school 
 accommodations, though unattractive, answer fairly well 
 as temporary quarters, and when heated with standard 
 heaters, as is the rule at Gary, are reasonably comfort- 
 able. They serve various purposes, but, whether pro- 
 vided for regular academic instruction or special activi- 
 ties, they are furnished and equipped like corresponding 
 rooms of the main buildings, although generally less well. 
 Though Glen Park is a small school, it has outside 
 facilities not always equaled by the best plants of 
 other cities. It occupies a site 254 by 203 feet. To the 
 front of the building, on the south, are lawn plots, 63 
 by 50 feet and 97 by 79 feet, respectively; the school 
 garden measures 97 by 61 feet; the poultry run, 57 by 9 
 feet; and there is a well equipped playground, 156 by 
 139 feet. 
 
 THE BEVERIDGE SCHOOL 
 
 The Beveridge school, in an old settlement on the 
 southwest which was incorporated as a part of Gary in 
 191 2, is even less adequate than the Glen Park school. 
 The plant consists of a relatively new, but extremely 
 poor, six room brick building, an old two story, two room 
 frame structure, and five portables.^ 
 
 ' See illustration opposite page 68. 
 
38 THE GARY PUBLIC SCHOOLS 
 
 Efforts to modernize instruction are, however, as 
 evident here as at Glen Park. Three of the first and 
 second floor rooms of the brick building accommodate 
 academic classes, the fourth is fitted out for handwork 
 and drawing. The school cafeteria occupies one of the 
 basement rooms, and manual training, the other. 
 
 The upper room of the old frame building (32 by 23 
 feet), fitted with the usual nonadjustable desks of mixed 
 sizes, and heated by an ordinary coal stove surrounded 
 by an improvised shield, serves for nature study, the 
 nature study equipment consisting of two flat top tables, 
 four small animal cages, an aquarium, a few well selected 
 books, a number of good bird pictures, and a storage case. 
 The lower room, likewise heated by an ordinary sheathed 
 stove, is the school auditorium. The stage occupies 
 23 by 8 feet, leaving for the auditorium proper an area of 
 only 24 by 23 feet, into which are crowded 98 opera 
 chairs and frequently as many children. 
 
 Kindergartens occupy two of the portables, a third 
 is used for advanced academic classes, and two have been 
 ingeniously joined end on end to make a gymnasium.^ 
 
 The outdoor facilities at Beveridge are likewise less 
 liberal than at the schools we have described. Neverthe- 
 less, between the brick building and the frame structure 
 there is a lawn plot 50 by 50 feet, the school garden covers 
 an area of 168 by 20 feet, and there is play space aggre- 
 gating 130 by 100 feet. 
 
 'See illustration opposite page 76. 
 
PLANT 39 
 
 OTHER SCHOOLS 
 
 The Clarke school, in the extreme northwestern end of 
 Gary, is a two room rural school. The building is of the 
 traditional two room rural type, and the school differs 
 mainly from similar schools elsewhere in the playground 
 apparatus provided and in its gardens. The play- 
 grounds are 131 by 82 feet and the garden 62 by 16 feet. 
 
 Of the remaining plants, Ambridge, 24th Avenue, and 
 West Gary, there is little to report, for the building in 
 each case consists of a group of portables. However, it is 
 a notable fact that without exception there are provi- 
 sions for outdoor work, play, and recreation. For ex- 
 ample, Ambridge, in the northwest section of the city, 
 is quartered in five portables.^ The grounds, which be- 
 long to the Gary Land Company, are 200 by 150 feet, 
 and, although undeveloped, supply a garden space 55 by 
 18 feet, and two playgrounds, one 70 by 50 and the other 
 150 by 70 feet, each provided with appropriate equipment. 
 
 The 24th Avenue school, midway between Froebel and 
 Glen Park, occupies a site 140 by 120 feet, and consists of 
 five portables and an old rural building, 30 by 20 feet, 
 used for a playroom. Scattered about between the 
 buildings are three play spaces: (a) 20 by 20 feet; (b) 
 50 by 26 feet; and (c) 72 by 50 feet. A vacant lot, 118 
 by 55 feet, which hes across the street next to the school, 
 provides a school garden. ^ 
 
 ^See illustration opposite page 84. 
 ^See illustration opposite page 92. 
 
40 THE GARY PUBLIC SCHOOLS 
 
 West Gary, located at the extreme west of the city, 
 occupies two portables, one of which is vacant part of 
 the time. But even here there is an attempt at garden- 
 ing, and both space and equipment are provided for play 
 and recreation. 
 
 SUMMARY 
 
 The different parts of the Gary school plant thus repre- 
 sent extremes. The two modern buildings, Emerson 
 and Froebel, the only schools of size planned and erected 
 by the present school authorities, fairly realize the Gary 
 ideal and are excellent. Remodeled Jefferson is not unlike 
 the older buildings in many cities. Glen Park and B eve- 
 ridge are entirely inadequate for their present programs 
 and enrollment. The remaining plants, with the exception 
 of Clarke, are confessedly makeshifts. Nevertheless, it is 
 worthy of note that the ideal of an enriched curriculum 
 and enriched school life permeates the system throughout, 
 for all schools, even those in the least favored districts, 
 have some facilities, however meager, for nature study, 
 gardening, household and industrial arts, physical educa- 
 tion, recreation and play. It is also worthy of note that 
 there is a close relation between the plant provided and 
 the program of studies offered. Finally it is to be said 
 that two of the obviously unsatisfactory plants, Glen 
 Park and Beveridge, were erected by small communities, 
 since annexed to Gary. Gary has simply tried to make 
 the best of them. 
 
T 
 
 IV. ORGANIZATION" 
 
 HE requirements of the program also determine 
 in large measure the organization of the Gary 
 schools. 
 
 DEPARTMENTAL INSTRUCTION 
 
 As stated before, administrators, even those dealing 
 with conventional courses, realize that a teacher can- 
 not teach well a dozen different studies. To meet 
 the requirements of their programs, high schools 
 generally departmentalize. A single instructor teaches 
 one or at most two or three academic branches, and there 
 is usually a teacher for teach of the sciences, as well as 
 separate teachers for drawing, music, the household 
 arts, the industrial arts, and physical training. Fre- 
 quently there is a similar division of work in the seventh 
 and eighth grades of the elementary school, but this 
 seldom goes lower. 
 
 Owing to the conventional character of their programs, 
 the Gary high schools have, with the probable exception 
 of science and shops, only the usual amount of depart- 
 mentalization. 
 
 On the other hand, the amount of departmentaliza- 
 tion in the seventh and eighth grades is uncommonly 
 
 41 
 
42 THE GARY PUBLIC SCHOOLS 
 
 large. The courses of these grades include reading, 
 spelling, language, handwriting, arithmetic, geography, 
 and history, besides freehand and mechanical drawing, 
 auditorium, play and physical training, and, in the two 
 largest schools, physics, chemistry, zoology and botany, 
 cooking and sewing for girls, and from three to a half 
 dozen speciaUzed industrial activities for boys. Obvi- 
 ously, no single teacher can carry such a program, nor 
 can a single room be appropriately equipped for all these 
 branches. It is necessary either to be content with a less 
 extended course of study, or to departmentalize, equip 
 special rooms, and employ teachers with special training 
 for particular fields. Gary chooses the latter alternative. 
 Accordingly, in the two largest schools, seventh and 
 eighth grade instruction is divided among something 
 like thirteen teachers for girls and as many as seventeen 
 for boys, approximately as follows : 
 
 Academic studies 3 
 
 Auditorium i 
 
 Physical education .... i 
 
 Science 4 
 
 Freehand drawing ..... i 
 
 Mechanical drawing .... i 
 
 Cooking I 
 
 Sewing i 
 
 . Industrial arts 3-6 
 
 In consequence, seventh and eighth grade pupils seldom 
 have less than eight to ten different teachers during the 
 
ORGANIZATION 
 
 43 
 
 course of a single year. This, however, does not mean 
 that when a child advances from the seventh to the eighth 
 grade he comes under a new group of teachers. The 
 same special teachers have classes in both grades, so that 
 a child advancing from the lower to the higher may 
 change only one or two instructors. 
 
 The opportunities offered in the two largest schools 
 to fourth, fifth, and sixth grade pupils are practically the 
 same as those offered to the seventh and eighth grades; 
 the only real difference is in the level of the instruction. 
 In consequence, there is no difference in the amount of 
 departmentalization. The only exception worthy of 
 note is this: Fourth to sixth grade pupils have as a rule 
 only one or two academic instructors, whereas seventh 
 and eighth grade pupils ordinarily have three. The total 
 number of teachers that a class of fourth, fifth, or sixth 
 grade pupils has in a single year is, therefore, seldom 
 less than nine. 
 
 To meet the requirements of the primary program 
 (grades i to 3) the work is divided, in the larger schools, 
 approximately as follows: 
 
 Academic studies . 
 Auditorium .... 
 Physical education 
 
 Music 
 
 Expression .... 
 Application .... 
 Handwork and drawing 
 Nature study . 
 
 teacher 
 
44 THE GARY PUBLIC SCHOOLS 
 
 Primary pupils, therefore, instead of having a single 
 teacher, as is the common practice, generally have, in 
 the two larger schools, as many as eight different instruc- 
 tors in the course of a school year, although they may 
 not have more than one or two additional new teachers 
 until after they pass into the fourth grade. 
 
 Departmentalization extends, therefore, in the larger 
 Gary schools — and in certain of the smaller ones, for that 
 matter — throughout the grades. This permits an un- 
 usual amount of specialization among the elementary 
 teachers. A regular grade teacher seldom teaches more 
 than three of the old line studies and her work rarely 
 ranges over more than two different grades. There are 
 special teachers, for the first three years, in handwork 
 and drawing, and in nature study. All of the sciences, 
 as well as cooking, sewing, freehand and mechanical 
 drawing, and all of the industrial arts have their special- 
 ists, with work extending upward from the fourth grade. 
 Finally, there are instructors in music, in expression, and 
 in play and physical training, whose work may and often 
 does range from beginners to the senior high school class. 
 
 MOVEMENT OF CLASSES FROM ROOM TO ROOM 
 
 When a school is departmentalized, one of two things 
 takes place: Either the pupils go from room to room for 
 their instruction, or the teachers go from room to room 
 to meet their several classes. Where the program is as 
 highly specialized as in the larger Gary schools, and 
 where so manv special rooms and so much special equip- 
 
ORGANIZATION 
 
 45 
 
 ment are required, pupils must circulate from instructor to 
 instructor. For play and physical training they go to the 
 gymnasium and playground, for physics, to the physics lab- 
 oratory, for forge, to the forge shop . Accordingly, all class- 
 es in the two larger schools circulate from room to room. 
 
 To illustrate: Class 5, primary grade, Emerson, cir- 
 culated during the spring term lyis-ipidas follows: 
 
 8:15 Room 210 Language and numbers 
 
 9:15 Room 312 Handwork and nature study 
 
 10:15 Gymnasium Play and physical training 
 
 11:15 Home Luncheon 
 
 12:15 Room 312 Handwork and nature study 
 
 1:15 Room 210 Language and numbers 
 
 2:15 Auditorium Auditorium 
 
 3:15 Gymnasium Play and physical training 
 
 This class occupied during the day four different places 
 (Rooms 210, 312, auditorium, and gymnasium) and 
 changed quarters at the end of each period throughout 
 the day. 
 Similarly class 40, sixth grade, Froebel: 
 
 8:15 Auditorium 
 
 9:15 Gymnasium 
 
 10:15 Room 120 
 
 11:15 Room 120 
 
 12:15 Home 
 
 1:15 Room 302 
 
 2:15 Room 307 
 
 3:15 Room 310 
 
 Auditorium 
 
 Play and physical training 
 
 Manual training 
 
 Manual training 
 
 Luncheon 
 
 History and geography 
 
 Mathematics 
 
 English 
 
40 THE GARY PUBLIC SCHOOLS 
 
 This class occupied daily six different places; but two 
 periods in succession were spent in one room (Room 120). 
 
 The movement from room to room of these two classes 
 is representative of both Emerson and Froebel.^ Few 
 classes in these schools occupy less than four rooms 
 daily and occasionally classes go to dififerent rooms every 
 period of the day. 
 
 A similar movement of classes takes place in college or 
 in high school, and also commonly in the seventh and 
 eighth grades of the elementary school. But it is a nov- 
 elty in the primary and intermediate grades, where it is 
 the inevitable result of departmentahzation and the policy 
 of keeping all facilities as far as possible in constant 
 use. 
 
 Rotation of elementary classes involves complete 
 abandonment of the idea that each class should have a 
 home room where the children spend the greater part of 
 the school day and where they do most, if not all, their 
 school work. It involves also abandonment of the no- 
 tion that each child should have a seat which he may 
 regard as his own. In the most highly developed Gary 
 schools, the only thing a child may call his own is the 
 locker in which he stores his wraps and his books. What 
 effect this shifting from room to room, this absence of a 
 school home in the old sense and lack of a reserved seat, 
 has on attendance, conduct, and study it is impossible 
 at present to say. Obviously, much will depend on 
 proper arrangements for caring for books and wraps, and 
 
 ^See Tables A and B of the Appendix. 
 
ORGANIZATION 47 
 
 on whether class changes are conducted in an orderly 
 manner. 
 
 SEQUENCE IN CLASS PROGRAM 
 
 In conventional elementary schools, offering a simple 
 academic program, the teacher proceeds daily with her 
 assigned class from study to study, from exercise to ex- 
 ercise. The order of the day's work for all classes is es- 
 sentially the same : Opening exercises take place at 9 :o5 ; 
 arithmetic comes at 9:20; reading, 9:50; etc. On the 
 theory that children do their hard work best in the 
 morning, the more difficult studies, such as reading and 
 arithmetic, occupy the forenoon, and the less exacting, 
 such as handwriting and music, the afternoon. 
 
 In a school having highly departmentalized instruction, 
 the teacher gives successive lessons in the same study or 
 studies; for example, she will give arithmetic to class 5 
 at 9:15; more advanced instruction in the same subject 
 to class 6 at 10:15; ^-nd so on, throughout the day, to 
 different classes. Her work is arranged just as is the 
 work of the Latin or Greek teacher. Consequently, if 
 teachers doing specialized work in special rooms, and 
 with special equipment, are to be kept fully employed, 
 the order of the day's work of the several classes must 
 differ greatly. One class will have to begin the day with 
 academic work and end it with physical training; an- 
 other class will need to do just the opposite, starting with 
 physical training and finishing with academic work. 
 The programs for the spring term 191 5- 16 of four Emer- 
 
48 
 
 THE GARY PUBLIC SCHOOLS 
 
 son classes make the point clear. Their arrangement 
 was as follows : 
 
 TABLE V 
 
 Diversity of Sequence in Class Programs 
 
 SCHOOL 
 HOURS 
 
 CLASS 4 
 2D GRADE 
 
 CLASS 9 
 4TH GRADE 
 
 CLASS 12 
 6th GRADE 
 
 CLASS IS 
 8th GRADE 
 
 8:15 
 
 Physical 
 training 
 
 Academic 
 
 work 
 
 Auditorium 
 
 Special work 
 
 9:15 
 
 Auditorium 
 
 Special work 
 
 Physical 
 training 
 
 Special work 
 
 10:15 
 
 Special work 
 
 Academic 
 work 
 
 Special work 
 
 Academic 
 work 
 
 11:15 
 
 Academic 
 work 
 
 Luncheon 
 
 Special work 
 
 Luncheon 
 
 12:15 
 
 Luncheon 
 
 Academic 
 work 
 
 Luncheon 
 
 Academic 
 work 
 
 1:15 
 
 Physical 
 training 
 
 Special work 
 
 Academic 
 work 
 
 Academic 
 work 
 
 2:15 
 
 Special work 
 
 Physical 
 training 
 
 Academic 
 work 
 
 Physical 
 training 
 
 3:15 
 
 Academic 
 work 
 
 Auditorium 
 
 Academic 
 work 
 
 Auditorium 
 
 The great diversity in sequence is apparent. Class 4 
 begins the day with physical training, while class 9 be- 
 gins with academic instruction, probably with reading 
 or arithmetic. All the academic work of class 9 comes 
 before 1:15, while that of class 12 is scheduled from 
 1:15 to 4:15. As suggested above, this diversity is 
 not a matter of choice — it is an inevitable consequence 
 of an enriched program and the policy of keeping all 
 facilities in use as nearly as possible all the time. Un- 
 questionably the order of work of many Gary classes con- 
 
ORGANIZATION 49 
 
 travenes conventional ideas and practice, particularly 
 in those cases where play and physical training, audi- 
 torium, and shop consume the morning hours and where 
 all academic work is placed in the last two or three 
 periods of the long day. 
 
 The point under discussion is of serious importance. 
 Is there sound objection to the diversified sequence of 
 studies and activities characteristic of Gary? How does 
 it affect the child's health, habits of work, and actual 
 achievements? Do children who do their intellectual 
 tasks in the morning hours fare better than those who do 
 them in the afternoon? Unfortunately, the question 
 cannot be answered on the basis of assured knowledge. 
 Neither class testing nor observation warrants us in ex- 
 pressing a definite judgment, pro or con. 
 
 SIZE OF INSTRUCTION GROUPS 
 
 In conventional schools, having the usual academic 
 program, with a single teacher instructing a class, it is 
 difficult to recognize differences in the instructional 
 requirements of the several studies. All classes or 
 instruction groups are of approximately the same size, 
 ranging from thirty-five to forty pupils. To be sure, 
 in the primary grades, a teacher frequently divides 
 a class for reading and number into two and sometimes 
 three separate squads, while in the remainder of the pro- 
 gram the class works as a single unit. Likewise in the 
 upper grades, where cooking for girls and manual training 
 for boys are offered, to meet the instructional require- 
 
50 THE GARY PUBLIC SCHOOLS 
 
 ments of these activities, both are scheduled for the same 
 period in order that the girls, approximately half of the 
 class, may go to the one while the boys report to the other. 
 
 When the school program is enriched or diversified the 
 number of studies is increased and differences in instruc- 
 tional requirements are more clearly brought out. What 
 is best for the academic branches is one thing, what is 
 best for science and the household and industrial arts is 
 another, what is best for the auditorium, for play and 
 physical training, yet another. Departmentalization 
 and rotation of classes, the inseparable complements of an 
 extended and enriched curriculum, make possible the 
 recognition of these differences. 
 
 Accordingly there are decided differences in the larger 
 Gary schools as respects the size of the various instruc- 
 tion groups. The average size of academic classes is 
 approximately thirty-six pupils. , The upper grade 
 classes in science, in household arts and in the industrial 
 arts are only half as large as the academic instructional 
 groups, and shop classes are frequently even smaller. 
 
 On the other hand, auditorium groups are seldom 
 less than three times the size of academic groups and 
 occasionally seven and eight times as large, as can be seen 
 from Table VI.^ 
 
 From the very purpose and nature of the auditorium, 
 the groups can assuredly with safety be made larger 
 than the groups in academic studies. But there is a 
 limit to the number of children, particularly of young 
 
 'Seepage 51. 
 
ORGANIZATION 
 
 SI 
 
 m 
 w 
 o 
 
 Qi 
 
 a 
 z 
 
 < \0 
 
 M 
 Z ON 
 
 i-i o T 
 
 w 
 
 
 3:15 
 
 TO 
 
 4:15 
 
 4 
 
 156 
 4Ato8B 
 
 8 
 
 264 
 3Cto6B 
 
 
 2:15 
 
 TO 
 
 3:15 
 
 m 
 
 CO 
 ^^2 
 
 CJ 
 
 1— ( 
 
 8 
 
 293 
 
 lBto3A 
 
 
 1:15 
 
 TO 
 
 2:15 
 
 (M 
 
 1—1 -^ 
 Oi 
 
 5 
 
 135 
 6A to 10 
 
 
 12:15 
 
 TO 
 
 1:15 
 
 
 
 
 11:15 
 
 TO 
 
 12:15 
 
 
 
 
 10:15 
 
 TO 
 
 11:15 
 
 EMERSON 
 
 5 
 
 157 
 9 to 12 
 
 FROEBEL 
 
 7 
 
 223 
 
 6B to 11 
 
 
 9:15 
 
 TO 
 10:15 
 
 3 
 
 123 
 lAto4C 
 
 - 
 
 9 
 
 276 
 
 lAto4C 
 
 
 8:15 
 
 TO 
 
 9:15 
 
 3 
 101 
 
 6Ato8A 
 
 -V 
 
 1 
 
 
 
 cr 
 
 g. 
 cr 
 
 "u 
 
 'o 
 
 >-< 
 <u 
 
 S 
 
 3 
 
 u 
 
 'I 
 
 3 
 
 
 "o 
 
 HJ 
 
 £ 
 
 3 
 
 u 
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 C 
 u- 
 
 (U 
 
 T3 
 
 o 
 
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 tu 
 
 IT 
 
 fi 
 
 3 
 
 tr 
 
 ■£ 
 
 3 
 
 
 u 
 
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 u 
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 O) 
 
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 1 
 
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 . 
 
52 THE GARY PUBLIC SCHOOLS 
 
 children, whose attention can be held at any one time, 
 and also to the range of grades that a single program can 
 interest and entertain. Insistence on a fair degree of homo- 
 geneity in respect to age and maturity of the audience 
 introduces a serious difiSculty into program making which 
 the Gary schools cannot be said to have fully solved.^ 
 
 The instruction groups for play and physical train- 
 ing are also large, particularly at the Froebel school. 
 (Table VII.-) 
 
 However, these groups are not so large as they seem. 
 Each group at Emerson has three teachers, exclusive of a 
 supervisor, and each group at Froebel five, exclusive of 
 the swimming master. Even so play and physical 
 training groups are decidedly larger than academic groups. 
 A single teacher can doubtless handle a larger number of 
 children in free play than in academic studies. But, if 
 formal physical training is to be vigorous and exacting 
 and especially if due attention is to be given to the dis- 
 covery of personal defects and to corrective exercises, the 
 instruction groups should at least at certain times be even 
 smaller than in academic work.^ 
 
 HELPERS AND TEACHERS' ASSISTANTS 
 
 Up to this point, we have confined our discussion to 
 those features of organization involved in the extension 
 
 ^For full discussion of this question, as also of auditorium programs and 
 management, see The Gary Public Schools: A General Account, Ch. XIII. 
 
 "See page 53. 
 
 'For full discussion of this point, see report on Physical Training and 
 Play. 
 
ORGANIZATION 
 
 5S 
 
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54 
 
 THE GARY PUBLIC SCHOOLS 
 
 and enrichment of the curriculum. It remains to call 
 attention to two other features of the Gary organiza- 
 tion. First, high school pupils often take charge, usu- 
 ally under the direction of a teacher, of elementary school 
 and even of high school classes, and both high school 
 and upper grade pupils assist in the routine work of keep- 
 ing records, handling suppUes, placing work on the black- 
 board, correcting papers, and coaching individuals or 
 small groups of children. Younger children are also 
 assigned as observers or helpers to classes in which more 
 mature pupils are working. The different grades repre- 
 sented in typical shop classes are shown in Table VIII. 
 Young children are placed with older children, as ob- 
 servers or helpers, on the theory that the situation thus 
 created duplicates actual hfe conditions where children 
 learn from observing or helping their parents or older 
 
 TABLE VIII 
 
 Different Grades in Same Shop Class 
 forge — emerson school 
 Last 13 Weeks, 191 5-16 
 
 
 GRADE 
 
 TOTAL 
 
 
 1 
 
 2 
 
 3 
 
 4 
 
 4 
 3 
 
 5 
 
 4 
 
 1 
 
 6 
 6 
 
 7 
 
 3 
 3 
 6 
 5 
 
 8 
 
 1 
 1 
 
 9 
 
 1 
 
 1 
 
 10 
 
 11 
 
 12 
 
 - 8:15 
 
 9:15 
 
 10:15 
 
 11:15 
 
 12:15 
 
 1:15 
 
 2:15 
 
 3:15 
 
 11 
 
 7 
 
 7 
 
 12 
 
 1 
 
 1 
 
ORGANIZATION 
 TABLE Vlll— Continued 
 
 SHEET METAL — FROEBEL SCHOOL 
 
 Last lo Weeks, 1915-16 
 
 5S 
 
 
 GRADE 
 
 
 
 1 
 
 2 
 
 3 
 
 4 
 
 1 
 
 2 
 
 4 
 
 5 
 
 1 
 2 
 
 4 
 
 3 
 4 
 3 
 
 6 
 
 2 
 
 1 
 
 2 
 
 7 
 
 2 
 2 
 
 8 
 2 
 
 9 
 
 1 
 
 3 
 1 
 
 10 
 
 11 
 
 12 
 
 1 
 4 
 
 1 
 
 
 8:15 
 
 9:15 
 
 10:15 
 
 11:15 
 
 12:15 
 
 1:15 
 
 2:15 
 
 3:15 
 
 
 
 6 
 
 8 
 
 2 
 
 10 
 
 6 
 10 
 
 4 
 
 persons. They are put in charge of classes or employed 
 as assistants on the theory that there is something in 
 school routine that can be best learned by doing it. 
 These practices are to be viewed with considerable doubt. 
 While turning over classes or even individual pupils to 
 children without experience and special training may be 
 more or less profitable to the pupil acting as teacher, it 
 certainly does not operate to the advantage of the class 
 and undermines standards of professional prepara- 
 tion. As to the value of observers or helpers and as- 
 sistants to teachers in routine matters, opinions will dif- 
 fer. In our judgment school authorities should hesitate 
 to adopt this feature of the Gary organization until care- 
 fully scrutinized experience has demonstrated its worth 
 and limitations.^ 
 
 ^For fuller discussion of the practice in the shops, see report on In- 
 "^ustrial Work, and in cooking, see report on Household Arts. 
 
$6 THE GARY PUBLIC SCHOOLS 
 
 ELEMENTARY AND HIGH SCHOOL IN ONE ORGANIZATION 
 
 The second feature alluded to above is the intimate 
 union of elementary school and high school in the same 
 building under one management. There were at Gary 
 at the time of the survey 547 high school pupils divided 
 between the Emerson and the Froebel schools. Gary has 
 thus in connection with two elementary schools two small 
 high schools offering the traditional academic type of 
 program. In consequence, there is no little duplication 
 of equipment, of teachers, and loss of space. High 
 school classes, almost always smaller than elementary 
 classes, occupy standard elementary classrooms. High 
 school teachers, seldom having full high school schedules, 
 are assigned to elementary school classes. Equipment 
 essential to high school work is either idle, or is made 
 available to young children, even if not used to the best 
 advantage by them. Among the compensating gains 
 are the democratic spirit developed between elementary 
 and high school pupils, the famiUarity of elementary 
 pupils with high school opportunities, and the knowledge 
 which high school teachers acquire regarding elementary 
 pupils, their methods of work, and their achievements. 
 
 This is the arrangement usually found in small towns 
 Avhere there are not enough high school pupils to warrant 
 a separate plant. Under these limitations, the com- 
 bination is unavoidable. But where there are ample 
 students, as at Gary, the general practice is to separate 
 the high school from the elementary school. There are 
 
ORGANIZATION 57 
 
 both economic and educational grounds for so doing and 
 it is at least worth considering whether Gary would not 
 gain by establishing a single modern high school with a 
 plant and organization of its own.^ 
 
 SUMMARY 
 
 Program, facilities, and organization thus hang to- 
 gether. In the development of the modern elementary 
 school a solution must be found in which they function 
 harmoniously. Gary offers one solution, adopting and 
 freely using the devices above noted — departmentaliza- 
 tion, class rotation, diversity of class schedules, and vari- 
 ation in size of instruction groups. In the foregoing 
 pages, an effort has been made to present the resulting 
 situation descriptively. As to the precise effects of these 
 devices upon the pupils, it is impossible to speak at this 
 time. Gary — and in this respect it resembles other 
 school systems — has not yet studied itself. Its products, 
 as reported in the successive parts of this report, are cer- 
 tainly not due entirely to the manner in which the schools 
 are organized. Other factors undoubtedly also play 
 their part — the qualifications and skill of the teachers, 
 the kind of supervision, etc. 
 
 The authors of this report believe that the devices 
 characteristic of the Gary organization are highly valu- 
 able, but they are at the same time inclined to think 
 that they have probably been pushed too far; e.g., that 
 departmentalization has been somewhat overdone, that 
 
 *For a fuller discussion of this point, see pages 82-83. 
 
58 THE GARY PUBLIC SCHOOLS 
 
 classes move too freely from room to room, that the 
 program sequence of certain classes is more or less in- 
 judicious, and that instruction groups are now too small 
 for economy, and now too large for effective teaching. 
 In the long run, however, not opinion, but facts must 
 decide the issues involved, and these facts can unques- 
 tionably be procured. For example, we have pointed out 
 that class schedules are now so arranged that one class 
 will play in the early morning and do its work in the 
 early afternoon, while another class — or the same class 
 another term — reverses the arrangement. Now, is there 
 any reason why children should not play in the early 
 hours of the morning and do their classroom work in the 
 early hours of the afternoon? Gary assimies and be- 
 lieves that there is no objection. Is there? No one 
 really knows. The question lends itself, however, to 
 experimental inquiry. Given classes might readily be 
 carried for a series of years alternating the former arrange- 
 ment with the latter, while other classes are carried with 
 the common order of studies. A series of graphs might 
 show whether the level of class work is affected by the 
 factor here under discussion. Other experiments could 
 be devised for the purpose of determining the question. 
 Of course, the settlement of issues in this way requires 
 time and varied confirmation of results But our point 
 is that, whereas innovation and experiment in organiza- 
 tion are urgently needed, they must be held to strict 
 accountability. Reforms are ultimately to be recom- 
 mended only on the basis of their fruits. 
 
V. USE OF PLANT 
 
 IN A preceding chapter we saw how the program of 
 the Gary schools affected the plant and instruc- 
 tional facilities that have to be provided. It now 
 remains to be seen how the program, with the type of 
 organization above described, affects the number of pupils 
 that a given building will accommodate. 
 
 In the course of this discussion we shall, for brevity 
 and convenience, employ two terms which it is necessary 
 first of all to explain. We shall speak of the "conven- 
 tional" or "traditional" type of school, and the "semi- 
 modern" type of school. By conventional or traditional 
 school we mean roughly to indicate the type of school 
 that possesses a plant consisting of a given number 
 of classrooms, suitable for academic instruction, a more 
 or less inadequate school yard, and little or nothing else. 
 Its program includes morning exercises, the three R's, 
 geography and history, with music and perhaps a little 
 drawing as incidentals. The classroom is the unit, each 
 teacher carrying the entire program of her class. Most 
 public elementary schools are of this type. 
 
 The plant of a semimodern school has regular class- 
 rooms, at least a cooking and a manual training room, and 
 an auditorium, if not a gymnasium. In addition, there 
 
 59 
 
6o THE GARY PUBLIC SCHOOLS 
 
 may be one or two basement playrooms and more or less 
 spacious grounds. The program includes morning ex- 
 ercises, the three R's, geography and history, music 
 and drawing, cooking and manual training, with some 
 science and physical training. Its organization is also 
 of the classroom type, with the general exception of 
 cooking and manual training, and now and then of sub- 
 jects Hke handwriting, draw ng, and music. When a 
 class is at work in a special room, in the auditorium, or at 
 play in the basement or on the school grounds, its home 
 room or regular room is usually vacant. Our better ele- 
 mentary schools may be fairly called semimodern in the 
 sense just indicated. 
 
 A modern school, if we may revert to Professor Hanus's 
 description, would be distinguished by the reorganization 
 of the common subjects, the variety of additional oppor- 
 tunities, and by a type of organization that takes full 
 advantage of the enriched program and effectively uses 
 the enlarged facilities.^ The Gary schools, at their best, 
 represent an attempt to advance from the semimodern 
 toward the modern type — with what degree of success 
 will appear from the different volumes of the survey. 
 
 The semimodern school differs from the conventional 
 school to the extent that its plant facilities and educa- 
 
 *The inference should, however, not be drawn from this that a conven- 
 tional or even a semimodern school can be completely modernized by 
 the mere addition of new studies and activities to its program. This 
 involves also a revaluation of the fundamentals and a thoroughgoing 
 redetermination of their content. 
 
USE OF PLANT 6i 
 
 tional opportunities are more varied; both have the 
 same type of organization. The Gary schools — Froebel 
 and Emerson particularly — differ from the semimodern 
 school partly because the Gary facilities are better, partly 
 because the Gary program is richer, and partly because 
 the organization is more flexible and adequate. For 
 conventional and semimodern schools ahke adhere to the 
 classroom type, while Gary utilizes the departmental 
 type described in the preceding chapter. In the present 
 chapter we shall consider the relation between facilities, 
 organization, and enrollment. 
 
 PUPIL CAPACITY AND PROGRAM REQUIREMENTS 
 
 It is not difficult to get full service out of a conven- 
 tional plant. The building, consisting mainly of a num- 
 ber of regular classrooms, has its full complement of 
 pupils when a standard sized class is assigned to each 
 room. Even when a school possesses an auditorium, gym- 
 nasium, cooking and manual training rooms, these do not 
 always add to the pupil capacity, for, under the conven- 
 tional organization, when classes occupy special rooms for 
 a period or two daily their regular or home rooms are 
 ordinarily vacant. Hence, it is approximately correct 
 to say that the maximum pupil capacity of a conventional 
 or a semimodern school plant, under the old or classroom 
 type of organization, is equal to the number of standard 
 classrooms multiplied by the number of pupils in a 
 full sized academic class. Assuming this to consist 
 
62 THE GARY PUBLIC SCHOOLS 
 
 of forty pupils, a plant of 40 regular classrooms would 
 accommodate a maximum of i ,600 pupils. 
 
 Under the new or departmental type of organization, 
 classes, as stated above, do not have home rooms, nor do 
 children have reserved seats. They circulate throughout 
 the day from room to room, sometimes going as a class, 
 sometimes divided into sections, sometimes going as in- 
 dividuals independent of any class organization, while at 
 other times the members of a number of classes are com- 
 bined into a single instructional group. Hence, an ele- 
 mentary plant under the new type of organization ac- 
 commodates its maximum number of pupils when every 
 room, whether regular or special, auditorium or gymna- 
 sium, is in use every period of the school day, or as nearly 
 thereto as possible. Thus the actual maximum pupil 
 capacity of a given plant, or the maximum use that can 
 be made of it under the departmental type of organiza- 
 tion, depends upon the relation between the plant facili- 
 ties and the requirements of the program followed. 
 
 An illustration will make this clear. The Froebel audi- 
 torium has a pupil capacity (main floor and balcony 
 combined) of 873, or 20 classes, a total of 120 stand- 
 ard sized classes for a six hour instruction day. But 
 educational considerations impose limitations on the 
 size of auditorium groups. Besides, Froebel's esti- 
 mated maximum capacity is 60 classes, and the pro- 
 posed program calls for a single auditorium period for 
 only 48 classes.^ Therefore, irrespective of what the 
 
 'See Table G of the Appendix. 
 
USE OF PLANT 63 
 
 physical capacity of the Froebel auditorium may be, as 
 Hmited by the requirements of the proposed program, its 
 practical maximum capacity is only 48 classes daily. 
 Should further consideration on educational grounds re- 
 duce the number of classes using the auditorium, the real 
 capacity of the school would be correspondingly reduced. 
 
 This is precisely what occurs under the new t}'pe of 
 organization with certain facilities when program require- 
 ments change. For example, at Emerson the cabinet 
 and woodturning shops together have a daily capacity, 
 on a six hour pupil instruction day basis, of 240 pupils, 
 but the Emerson program no longer includes these ac- 
 tivities. As it is not easy to use these shops for other 
 instructional purposes, they are for the moment idle. 
 In consequence, these two shops under the present 
 program are not a part of the working capacity of Emer- 
 son; they simply do not count. 
 
 On the other hand, changes in program requirements 
 may operate to augment facilities. For example, the 
 Froebel program of 1915-1916 provided tinsmi thing 
 and plumbing. The tin shop, 50 x 24 feet, and the 
 plumbing shop, a standard classroom, had a combined 
 capacity for any one period of not more than 20 pupils, 
 or a total daily capacity, on a six hour pupil instruction 
 day, of 120 children. The Froebel program for 1916- 
 191 7 included neither tinsmithing nor plumbing. The 
 tin shop was converted into a kindergarten and primary 
 playroom, with a period capacity of 1 20 children, and the 
 plumbing shop was restored to regular classroom use. 
 
64 THE GARY PUBLIC SCHOOLS 
 
 Thus, by a change in program requirements and conse- 
 quent change in use, the actual period capacity of the 
 rooms which these two shops occupied was raised from 
 20 to 160 or increased 700 per cent. 
 
 Illustrations might be multipUed showing how actual 
 plant capacity is invariably conditioned by the require- 
 ments of the program, but enough have been cited to 
 make two points clear: First, that it is a more difficult 
 administrative task to get full use out of an elementary 
 plant under the departmental than under the conven- 
 tional type of organization; second, that it is impossible 
 to estimate or determine the capacity of a given elemen- 
 tary plant under the new type of organization except on 
 the basis of the requirements of a particular program. 
 
 PUPIL CAPACITY OF EMERSON AND FROEBEL 
 
 No single program has ever been followed long enough 
 at either Emerson or Froebel to determine experimentally 
 the respective maximum capacities of these two schools 
 under the new type of organization, nor have other 
 necessary conditions been favorable to such determina- 
 tion. At no time has the number of pupils within reach 
 of Emerson been more than half enough to fill it,^ and 
 now for the first time are there sufficient pupils to make 
 something like full use of Froebel.^ It should, however, 
 be borne in mind that in each instance these plants were 
 erected to provide for a rapidly growing population and 
 
 *Total enrollment, 1915-16, 967. 
 ^otal enrollment, 1915-16, 2,087. 
 
USE OF PLANT 65 
 
 not to accommodate a given number of children already 
 at hand. 
 
 Of this much we are certain: With a conventional pro- 
 gram, and under the traditional classroom organization, 
 they could accommodate 40 classes of 40 pupils, or a total 
 of 1,600 elementary children, and this, too, apart from 
 any use whatsoever of auxiliary rooms, auditorium, or 
 gymnasium.^ 
 
 Under the new type of organization, and with a given 
 program, the maximum capacity of Emerson and of 
 Froebel is officially estimated at 60 classes, or 2,300 pupils, 
 as follows: 
 
 6 kindergarten classes of 50 pupils each . 300 
 
 34 first to sixth grade classes of 40 pupils each . . 1,360 
 
 8 seventh and eighth grade classes of 35 pupils 
 
 each 280 
 
 12 high school classes of 30 pupils each .... 360^ 
 
 If the educational conditions imposed by the proposed 
 program are accepted, for example, kindergarten classes 
 of 50 pupils coming at different hours and having a three 
 period day; all classes above the kindergarten Hmited to 
 three hours of academic work; daily auditorium exercises 
 of an hour, in groups of eight classes, for all grades above 
 
 ^They each have in effect 30 standard classrooms, 6 unusually large 
 rooms, and 4 rooms for the household and industrial arts, a total of 40 
 that might be employed for old line instruction. Admittedly, the 4 house- 
 hold and industrial arts rooms are not well suited to general class work, 
 owing to poor lighting and ventilation, yet they are surely equal to many 
 now used for regular work in conventional schools. 
 
 *See Table G of the Appendix, and Table XXV of the report on Costs. 
 
66 THE GARY PUBLIC SCHOOLS 
 
 the first; two hours of play and physical training for all 
 lower grades and at least one for all others; eight classes 
 circulating as observers and helpers; an eight hour plant 
 instruction day, which necessitates a double luncheon 
 period — if these and other educational and social condi- 
 tions are accepted, it is evident that the Emerson and 
 Froebel schools can, as the schedule shows, accommodate 
 60 classes, containing 2,300 pupils.^ But if any one of the 
 above named major conditions is changed, if, for ex- 
 ample, kindergarten classes consist of 40 pupils on a 
 five and a half hour day; or if for all classes above the 
 fourth grade four hours of academic work are prescribed; 
 if the auditorium is somewhat more highly systematized, 
 and if helpers and observers are reduced or eliminated — 
 if any one or several of these changes in program are 
 made, the estimated capacity of these plants is altered 
 and in each instance is lowered. 
 
 Although the particular schedule above mentioned 
 shows that Froebel and Emerson can on the conditions 
 there given each accommodate 2,300 pupils, it is 'm- 
 portant to note that 360 of these, or twelve classes, are 
 of high school grade. The question arises: What is the 
 elementary school capacity of these buildings under 
 the new type of organization? Fortunately, in at- 
 tempting to answer this question, the ofiicial esti- 
 mate is based on number of classes and not directly 
 on number of pupils. The proposed program require- 
 ments for high school pupils — three hours of academic 
 
 ^See Table G of the Appendix. 
 
USE OF PLANT 
 
 67 
 
 instruction and four of special work — are the same 
 as for elementary pupils.^ There would therefore be 
 Uttle difference between the accommodations required 
 by twelve high school and by twelve elementary classes. 
 Consequently, Emerson and Froebel could, with the pro- 
 posed program, each care for sixty elementary classes 
 even more easily than for forty-eight elementary and 
 twelve high school classes. In that event, owing to the 
 difference between elementary and high school instruc- 
 tional needs, less highly speciahzed equipment would be 
 required. There would also be a decided difference in the 
 grade distribution of the sixty elementary classes. This 
 would probably be for an ordinary elementary school 
 approximately as follows: 
 
 6 kindergarten classes of 50 pupils each 
 10 first grade classes of 40 pupils each . 
 
 7 second grade classes of 40 pupils each 
 7 third grade classes of 40 pupils each 
 
 7 fourth grade classes of 40 pupils each 
 7 fifth grade classes of 40 pupils each . 
 6 sixth grade classes of 40 pupils each . 
 5 seventh grade classes of 35 pupils each 
 5 eighth grade classes of 35 pupils each 
 
 30c 
 
 400 
 280 
 280 
 280 
 280 
 240 
 175 
 175 
 
 Total 2,41c 
 
 When the elementary classes are thus kept at the 
 same size as in the official estimate, and are in ap- 
 proximately the same relative proportion each to the 
 
 ^See Table G of the Appendix. 
 
68 THE GARY PUBLIC SCHOOLS 
 
 other, it appears that Emerson and Froebel might 
 accommodate 2,410 elementary pupils. But as the 
 classes might easily distribute themselves differently, 
 lowering this number by 100, no violence is done if 
 the elementary school capacity, on the proposed pro- 
 gram, of Emerson and Froebel is estimated at 60 classes 
 and 2,300 pupils.^ 
 
 USING ALL FACILITIES ALL THE TIME 
 
 Even when the pupil capacity of Emerson and Froebel 
 is estimated at 60 classes and 2,300 pupils, all the facili- 
 ties of these buildings are not actually in use during the 
 entire plant instruction day of eight hours, or during 
 the entire pupil instruction day of seven hours. For 
 example, at Froebel — and the same would be true of 
 Emerson — the kindergarten and primary playroom, the 
 auditorium, the gymnasiums, the swimming pools, the 
 zoology, botany, physics and chemistry laboratories, 
 the freehand drawing room, the mechanical drawing 
 room, the sewing room, the manual training shop, in 
 short, practically all the special facilities, are idle two 
 hours daily or a fourth of the plant instruction day, and, 
 besides, a few regular classrooms are also vacant one or 
 two periods. 2 
 
 'As we proceed with the analysis of this ofiBcial estimate, it should 
 not be forgotten that we are dealing only with an estimate; the pro- 
 posed program has never been given in all its details, nor has Emerson 
 or Troebel ever had any such number of pupils. 
 
 ^See Table G of the Appendix. 
 
M 
 
USE OF PLANT 69 
 
 The reason is obvious. Regular or academic rooms 
 can be kept going eight hours a day without requiring any 
 academic teacher to teach more than six hours. There 
 would merely have to be a few more teachers than there are 
 classrooms. In the case of an eight hour plant instruc- 
 tion day, four academic teachers would use three different 
 regular rooms, and in the case of a seven hour plant in- 
 struction day, seven teachers would use six rooms. But 
 it is impossible under the new type of organization, or 
 under any other, for that matter, to keep the highly 
 specialized facilities of Emerson and Froebel (such as the 
 botany, zoology, physics and chemistry laboratories, art 
 studios, cooking and manual training rooms) employed 
 more than six hours. Such facilities require specialized 
 teachers, who at most cannot give more than six hours of 
 instruction daily, and as a rule there is only one specialist 
 of each kind in a school plant. When the specialists 
 have done their daily round of hours, specialized facili- 
 ties, seldom adapted to academic work, lie idle the re- 
 maining two hours of an eight hour plant instruction 
 day, as there are no teachers available to use them.* 
 Consequently six hours of daily use is probably all that 
 can be gotten out of about a fourth of the facilities of 
 a modern plant, varying with the requirements of the 
 
 *The Gary authorities have heretofore met this difficulty in part by 
 employing in practical shops workmen instead of teachers. However, in 
 the program under discussion there are no provisions for specialized shop 
 work such as tinsmi thing; manual training only is provided; shoe making 
 and plumbing are purely incidental. See Table G of the Appendix. 
 
70 THE GARY PUBLIC SCHOOLS 
 
 program. This, however, does not necessarily apply to 
 the gymnasium or to the auditorium, unless the plant 
 instruction day is eight hours ; for in a school of size there 
 are a number of physical training teachers and usually 
 more than one auditorium director; besides, these exer- 
 cises are frequently in the hands of regular teachers. 
 The natural thing, therefore, when operating a school 
 under the departmental type of organization, would be 
 to have a six hour instruction day for both building and 
 pupils. Conditions would then be favorable to keeping 
 all parts of the plant continuously employed, and the 
 school, although under the new type of organization, 
 would approximate the usual hours, beginning at 9 
 o'clock and continuing until 4 o'clock, with an hour for 
 luncheon. 
 
 The particular program to which we referred calls, 
 however, for a seven hour pupil instruction day. To 
 provide this, in the face of the fact that highly specialized 
 facilities can not be used for more than six hours, the 
 plant instruction day is extended to eight hours; two 
 luncheon periods are introduced, half of the children going 
 to luncheon at each period; all special work is scheduled 
 for the first three morning and the last three afternoon 
 hours, leaving all special facilities idle during the two 
 luncheon periods; and, finally, regular classrooms are 
 used eight hours a day, being fully occupied during the 
 two noon hours when only half of the student body is in 
 the building at any one time.* 
 
 >See Table G of the Appendix. 
 
USE OF PLANT 71 
 
 This appears at first thought to be an Ingenious ar- 
 rangement to give pupils a seven hour instruction day, 
 increasing the daily use of ordinary classrooms, without 
 adding to the size of the plant. Analysis of the arrange- 
 ment dissipates this impression. 
 
 In the first place, the pupil instruction day in a school 
 operating under the new type of organization cannot be 
 increased from six to seven hours without additional 
 plant facihties. To illustrate: An instruction day of 
 six hours would probably be divided three hours to aca- 
 demic work and three to special activities. The three 
 hours allotted to special activities would probably be 
 apportioned as follows: 
 
 (a) Kindergarten and first grades, two hours to play 
 and one hour to other special activities; 
 
 (b) Second to the sixth grades, one hour to physical 
 training, one hour to auditorium, and one hour to other 
 special activities; and 
 
 (c) Seventh and eighth grades, a half hour to physical 
 training, a half hour to auditorium, and two hours to 
 other special activities. 
 
 Under these program conditions, the building require- 
 ments of a 60 class school are : (a) 30 standard classrooms, 
 that is, enough to accommodate half of the school at 
 one time in academic work; and (b) capacity in special 
 facihties equivalent to the capacity of 30 standard class- 
 rooms, that is, a capacity in special facihties sufficient 
 to accommodate the other half of the school at one 
 time; or a total capacity equivalent to the capacity of 
 
72 THE GARY PUBLIC SCHOOLS 
 
 60 standard classrooms. The special facilities would 
 be apportioned about as follows: 
 
 (a) Gymnasium capacity equivalent to ii| standard 
 classrooms; 
 
 (b) Auditorium capacity equivalent to 6f standard 
 classrooms; and 
 
 (c) Capacity in special facilities other than gymnasium 
 and auditorium, such as nature study rooms, handwork 
 rooms, cooking and manual training rooms, equivalent 
 to I if standard classrooms. 
 
 We are aware, of course, that school facilities caimot 
 be provided in broken units ; we however retain the frac- 
 tions in order to keep the relations mathematically exact 
 for purposes of comparison.^ 
 
 'The mathematics of these building requirements is simple. To ac- 
 commodate 60 classes three hours daily in academic studies is equal 
 to caring for 180 classes one hour. One standard classroom accommo- 
 dates 6 classes for one hour daily, therefore to care for 180 classes will 
 require 30 standard classrooms (i8o-f-6). 
 
 To accommodate 16 kindergarten and first grade classes (the estimated 
 number in a 60 class school — see page 67,) two hours daily in play, 
 34 second to sixth grade classes one hour daily in physical training, and 
 10 seventh and eighth grade classes a half hour daily is equal to 71 class 
 instruction hours; hence, on a six hour building instruction day, would 
 require gymnasium capacity equivalent to ii| standard classrooms 
 (71-6). 
 
 To accommodate 34 second to sixth grade classes (the estimated num- 
 ber in a 60 class school — see page 67) one hour daily in auditorium, and 
 10 seventh and eighth grade classes a half hour daily, is equal to 39 class 
 instruction hours; hence, would require auditorium capacity equivalent 
 to 6^ standard classrooms (39-^6). 
 
 To accommodate in special activities other than gymnasium and audi- 
 
USE OF PLANT 73 
 
 It is important to note that "equivalent capacity in 
 special facilities" does not mean the same number of 
 special as of regular rooms. The number of special 
 rooms will probably be less, for, as we have seen, several 
 classes can be assembled at one time in a single audito- 
 rium or in a single gymnasium. Nor does it mean an 
 equal amount of floor space. The space requirements 
 of the several studies and activities differ. In some 
 instances it takes more and in others less room to ac- 
 commodate a standard sized class in a special activity 
 than in an academic study. For example, cooking, 
 manual training, and science, the instruction groups being 
 ordinarily half of a full sized class, call for approximately 
 double the space required by academic work, whereas 
 auditorium requires only about a third as much. In a 
 word, we are dealing with equivalent capacity when a 
 standard sized class is the unit of comparison. There- 
 fore, the above requirements mean that apart from 
 the number of special rooms and amount of floor space 
 thus needed, the special faciHties together must be suf- 
 ficient to accommodate at one time 30 standard sized 
 classes. 
 
 On the other hand, when the pupil instruction day is 
 seven hours for all grades, three hours would be allotted 
 
 torium 16 kindergarten and first grade classes one hour daily, 34 second 
 to sixth grade classes one hour daily, and 10 seventh and eighth grade 
 classes two hours daily, is equal to 70 class instruction hours; hence, 
 would require special facilities other than gymnasium and auditorium 
 equivalent to the capacity of ii| standard classrooms (70H-6). 
 
74 THE GARY PUBLIC SCHOOLS 
 
 to academic work and four hours to special activities. 
 The time for special activities would be apportioned 
 about as follows: 
 
 (a) Kindergarten and first grade, two hours to play 
 and two hours to other special activities ; 
 
 (b) Second to fourth grades, two hours to physical 
 training, one hour to auditorium, and one hour to other 
 special activities ; and 
 
 (c) Fifth to eighth grades, one hour to physical train- 
 ing, one hour to auditorium, and two hours to other spe- 
 cial activities. 
 
 Under these conditions, when the regular classrooms 
 are used eight hours and special facilities six hours daily, 
 the building requirements of a 60 class school are : 
 
 (a) 22^ regular rooms (60 X 3-^8) ; and 
 
 (b) Special facilities equivalent to the capacity of 40 
 standard classrooms, or a total capacity equivalent to 
 the capacity of 62^ (40+22!) standard classrooms.^ The 
 special facilities would be apportioned approximately as 
 follows : 
 
 (a) Gymnasium capacity equivalent to i6i standard 
 classrooms ; 
 
 (b) Auditorium capacity equivalent to 7I standard 
 classrooms ; and 
 
 *It is recognized that the instruction day for kindergarten and the first 
 grade is usually shorter than for the other grades. Even Gary does not 
 contemplate a seven hour instruction day for the kindergarten and first 
 primary, and we hold to a seven hour instruction day for them in order 
 to keep the comparison exact. 
 
USE OF PLANT 75 
 
 (c) Capacity in special facilities, other than gymna- 
 sium and auditorium, equivalent to i6f standard class- 
 rooms. 
 
 The change from a six to a seven hour pupil instruc- 
 tion day in a school under the departmental type of or- 
 ganization, even though regular rooms are employed 
 eight hours a day, requires, it will be noted, a net increase 
 in plant facilities equivalent to the capacity of 2§ class- 
 rooms, or an increase of 4 per cent. But this may not be 
 the most important difference. The number of regular 
 rooms is reduced from 30 to 2 2^ and the special facilities 
 are increased from the equivalent of 30 to the equivalent 
 of 40 standard classrooms. This alters radically the 
 character of the facilities to be provided and the interior 
 structure of the plant, and raises the question of the rela- 
 tive cost of an equal capacity in regular and special 
 rooms. Let this be as it may, it suffices for the present 
 to note that, even in a plant operating under the new 
 type of organization, lengthening the pupil instruction 
 day from six to seven hours cannot be accomplished by a 
 mere administrative arrangement which permits the 
 use of regular rooms eight hours a day; to do it requires 
 additional building facilities. 
 
 In the second place, the double luncheon period, the 
 center of this administrative arrangement, is open to 
 question. It brings the school into direct conflict 
 with domestic arrangements and habits, as it interrupts 
 and makes irregular the midday meal in families with 
 children, who, belonging to different classes, go home to 
 
76 THE GARY PUBLIC SCHOOLS 
 
 luncheon at different hours. It is undesirable so to or- 
 ganize the school that it interferes unduly, as does the 
 double luncheon period, with the convenience of the 
 family ; in our opinion such an arrangement can hardly be 
 acceptable to the home, whatever school economies may 
 be achieved thereby. Let us consider what these econo- 
 mies amount to. 
 
 Any use of regular rooms in excess of seven hours when 
 the pupil instruction day is seven hours would seem to be 
 a clear economic gain. But the use of regular rooms eight 
 hours, when special facilities can only be employed six,^ 
 increases the proportion of special to regular rooms. For 
 example, under the above program conditions, special 
 facilities used six hours must be provided in sufficient 
 quantity to care during four hours daily for all the 
 classes that regular rooms used eight hours can accom- 
 modate three hours a day. Obviously, the greater the 
 proportion of special facilities to regular rooms, the 
 greater the proportion of the entire school plant idle 
 after six hours of service. For this reason, when the 
 pupil instruction day is seven hours, the net gain from an 
 eight hour use of regular rooms and the double luncheon 
 period comes to nothing. 
 
 'See pages 68-70. Moreover, it should be kept in mind that in order to 
 use regular rooms eight hours a day it is necessary to schedule all special 
 work the first three hours cf the morning and the last three hours of the 
 afternoon, thus leaving all special facilities idle the two midday periods. 
 Otherwise, with half of the school at luncheon each cf these periods, there 
 would not be pupils available to fill the regular rooms. See Table G of 
 the Appendix. 
 
o 
 
USE OF PLANT 77 
 
 To illustrate: Under the above program conditions 
 (page 73), when the pupil instruction day and the day for 
 regular rooms are seven hours, the building require- 
 ments^ of a 60 class school are : 
 
 (a) 25t regular rooms; and 
 
 (b) Special facihties equal to the capacity of 361^^ 
 ordinary rooms, or a total capacity equivalent to 62tt 
 standard classrooms. The special facihties would be 
 apportioned about as follows : 
 
 (a) Gymnasium capacity equivalent to 13I standard 
 classrooms; 
 
 (b) Auditorium capacity equivalent to 6f standard 
 classrooms; and 
 
 (c) Capacity in special facihties, other than gymna- 
 sium and auditorium, equivalent to i6| standard class- 
 rooms.^ 
 
 Therefore, when, in a school operating under the new 
 
 ^For method of computation, see note page 72. It should, however, 
 be observed that when the plant instruction day is seven hours, gymna- 
 sium and auditorium may be used seven hours daily. 
 
 ^To accommodate 16 kindergarten and first grade classes in other than 
 gymnasium and auditorium two hours daily; 21 second to fourth grade 
 classes one hour; and 23 fifth to eighth grade classes two hours, is equal 
 to 99 class instruction hours. Hence, there will be required a capacity 
 in special facilities other than gymnasium and auditorium equivalent 
 to the capacity of 14^ standard classrooms (99-^7). But such facihties 
 cannot ordinarily be used in excess of six hours. Therefore, that there 
 may be available each hour of the seven hour school day a capacity 
 in special facilities other than auditorium and gymnasium equal to 141^ 
 standard classrooms, there must be provided a capacity equivalent to 
 16^ standard classrooms, thus allowing for ^ of such facilities being idle 
 all the time. 
 
78 THE GARY PUBLIC SCHOOLS 
 
 type of organization and having a seven hour pupil in- 
 struction day, regular rooms are used seven instead of 
 eight hours a day, the requirements of a 60 class school 
 under given program conditions are reduced from a total 
 capacity^ equivalent to 62^ to a capacity equivalent to 
 62i\ standard classrooms.- The reduction is probably 
 even greater, for the double luncheon period and the 
 eight hour use of ordinary rooms permit no use of special 
 facilities for other purposes, as they are fully occupied 
 six hours of the day and are ordinarily not needed during 
 the two noon hours. In contrast, when regular rooms 
 are in use seven hours, it is possible to make occasional 
 use throughout the school day of some of the vacant 
 special facilities for regular instruction, and this might 
 easily add further to the economic advantage of the single 
 luncheon period and seven hour day. Where different 
 kinds of facilities are not available in proper proportion 
 each to the other, the double luncheon period and eight 
 hour use of regular rooms may be tolerated as a temporary 
 makeshift, but it cannot be defended on the basis of 
 either economy or more intensive use of plant; it is, more- 
 over, not an essential feature of the departmental organ- 
 ization. 
 
 But even the departmental organization of a school, on 
 the basis of a seven hour pupil instruction day and a 
 seven hour daily use of regular rooms, does not provide 
 
 ^See page 74. 
 
 ^These mathematical relations hold approximately for schools of all 
 sizes large enough to accommodate an extended program. 
 
USE OF PLANT 79 
 
 for continuous employment of all facilities. One seventh 
 of all special facilities, other than auditorium and gym- 
 nasium, which constitute more than a fourth of the entire 
 plant, will be idle practically all the time.^ There are, be- 
 sides, certain other facihties, particularly outside equip- 
 ment, that will be unused from a half to two thirds of the 
 entire school year. For example, when from time to time 
 children are at work in the school gardens, nature study 
 rooms and botany laboratories are likely to be empty; 
 when children are on the playgrounds, gymnasiums 
 and swimming pools are Hkely to be unoccupied, and vice 
 versa. When special auditorium exercises take place 
 outside the regular auditorium period, regular rooms are 
 vacant, and so on. 
 
 Obviously, the new type of organization, when the 
 school day is in excess of six hours, is not capable of 
 keeping all school facihties in full use every hour of the 
 school day. Undoubtedly, it possesses advantages over 
 the old type of organization in semimodern plants, for 
 in such plants, under the old organization, there is in- 
 evitable waste in connection with regular classrooms, and 
 all special facilities, such as auditorium, gymnasium, 
 cooking and manual training rooms. But whatever the 
 length of the school day, there is a certain amount of 
 waste even under the new type of organization, from 
 failure to use the plant uninterruptedly, because the 
 different kinds of facihties are not provided in proper 
 proportion to one another, or because of peculiarities in 
 iSee note, page 77. 
 
8o THE GARY PUBLIC SCHOOLS 
 
 the proposed program, or unusual makeup and grade 
 distribution of the classes. The economic loss will cer- 
 tainly be greater in a school so organized than in a con- 
 ventional school, and might even prove not less than in a 
 semimodem school operating under the classroom type 
 of organization, unless a high type of administrative 
 talent is employed. Even then it is doubtful whether a 
 plant so operated can be utilized ordinarily at more than 
 95 per cent, of its maximum capacity, if the experience 
 of a well administered high school similarly organized 
 is any criterion. The situation may therefore be sum- 
 marized as follows: A school plant with modern features 
 cannot possibly be utilized up to loo per cent, of its actual 
 physical capacity. Under the new type of organization 
 it can, however, be used more steadily and effectually 
 than under the conventional organization, but these 
 possibilities cannot be realized without unusual adminis- 
 trative skill. 
 
 UTILIZING OUTSIDE FACILITIES 
 
 It is interesting to note in this connection that the new 
 type of organization permits the use of outside facilities. 
 In some of the schools of Gary pupils leave the building 
 , at fixed intervals for religious or hbrary instruction and 
 even for physical training. For example, at Jefferson 
 they go to the pubHc library, and to the Y. M. C. A. 
 for physical training and competitive games. If it is 
 regarded as desirable to place school children in other 
 institutions for a part of the school day and thus to 
 
USE OF PLANT 8i 
 
 take advantage of the resources of other child welfare 
 agencies, it becomes possible to increase the number of 
 children the schools can care for. At Gary, however, 
 these outside activities are almost always scheduled for 
 the period or periods when the children would otherwise 
 be in the gymnasium or at play; consequently, with the 
 possible exception of Jefferson, this outside work has not 
 affected the number of pupils the several buildings have 
 been able to accommodate. 
 
 GRADE GROUPINGS AND SIZE OF PLANT 
 
 The foregoing considerations raise to new prominence 
 the questions: What are the proper divisions or grade 
 groupings in a system of free public schools and what is 
 the most desirable size of an elementary school plant? 
 These questions are of great practical importance, be- 
 cause elementary schools can not ordinarily have enough 
 seventh and eighth grade pupils to keep in constant 
 use the special facilities required by an extended and di- 
 versified program. 
 
 To illustrate : A seventh grade program may offer a half 
 year in botany and a half year in zoology, and an eighth 
 grade program similar periods in physics and chemistry. 
 If highly specialized facilities are furnished, as at Froebel 
 and Emerson, and the instruction groups are half of a stand- 
 ard sized class, six seventh and six eighth grade classes are 
 needed to keep them going continuously. If, on the 
 other hand, there are combination laboratories, one for 
 botany and zoology, and one for physics and chemistry, 
 
82 THE GARY PUBLIC SCHOOLS 
 
 three full sized classes will be needed in each of these 
 grades. Similarly, a program may provide at least a 
 year's work in cooking for girls. This may be distrib- 
 uted, half to the seventh and half to the eighth grade, or 
 all to the eighth grade. In either case, to keep a single 
 cooking room and teacher engaged six hours a day, when 
 the instruction groups are half of a standard sized class, 
 requires the girls from six full sized classes. The problem 
 appears in its acute form when opportunity is offered 
 such pupils to participate in a variety of specialized 
 industrial activities. For example, the Emerson school 
 in 19 1 5-1 6 provided forge and foundry as well as cabinet 
 and woodturning shops. These arts appeal primarily to 
 boys who make up less than half of all upper grade 
 classes. Therefore, as each shop can accommodate six 
 half classes a day, to keep these four shops employed, 
 provided all boys take industrial work a period a day 
 throughout the seventh and eighth years, would require 
 not less than 12 seventh and 12 eighth grade classes. 
 There are, however, only 7 seventh grade and 5 eighth 
 grade classes in all the schools of Gary, which points to 
 the economic impossibiUty of offering too much variety 
 in speciahzed industrial opportunities in an ordinary ele- 
 mentary school. 
 
 Gary has attempted to solve the problem by combining 
 elementary and high schools, and by using the same 
 specialized facilities for the instruction of upper grade, 
 even lower grade, and high school pupils. There is 
 obviously a sharp limit to the number of high schools 
 
USE OF PLANT 83 
 
 that can be established in conjunction with elementary 
 schools, for no city can possibly need as many high 
 schools as elementary schools. Moreover, the specialized 
 facihties required by an up-to-date high school are dif- 
 ferent from those required by seventh and eighth grade 
 instruction and are as far above the needs of the seventh 
 and eighth grades as the facilities they require are dif- 
 ferent from and above the needs of the intermediate and 
 primary grades. The most general special facihties, 
 such as handwork and drawing rooms, and nature study 
 rooms, suffice for grades one to six, and it is only the 
 high school that requires highly specialized equipment 
 such as separate art studios and separate science lab- 
 oratories. Therefore, to be compelled to use with in- 
 termediate and primary pupils facilities appropriate 
 to the seventh and eighth grades, or to use high school 
 equipment with seventh and eighth year pupils, inevit- 
 ably involves a certain amount of waste. 
 
 The first step toward the solution of the problem will 
 compel, we beheve, a new grade grouping within the 
 pubhc schools. The junior high school movement has 
 already pretty clearly indicated the nature of the realign- 
 ment needed, and it should occasion no surprise that the 
 requirements of the junior high school, itself an attempt 
 to modernize the seventh and eighth grades, should coin- 
 cide with the requirements of an expanding program for 
 all grades. The arrangement most favorable to the 
 development of modern programs and to the full use of 
 all facilities each hour of the school day is, we believe, 
 
84 THE GARY PUBLIC SCHOOLS 
 
 approximately as follows: elementary school, grades one 
 to six; junior high school, grades seven to nine; and 
 senior high school, grades ten to twelve; that is, the six- 
 three-three plan of organization. In large cities, there 
 would be separate buildings for the junior and for the 
 senior high schools. In cities the size of Gary, the junior 
 and the senior high schools might well occupy the same 
 building, while in small cities, a single building would 
 suffice for all three schools. 
 
 The second step involves the erection of plants designed 
 to operate specific programs and to accommodate a given 
 number of classes. A conventional program can be 
 given about as well in a twelve room plant as in a twenty- 
 four or a forty-eight room building. Economically, 
 there is Httle to choose. In fact, aside from the distance 
 children must go, there are only two questions of im- 
 portance to consider: How large can a plant be without 
 depriving the principal of that intimate knowledge and 
 contact essential to the achievement of satisfactory re- 
 sults, and how small can a plant be without interfering 
 with proper pupil grading? On these questions opinions 
 and practices differ widely. 
 
 An extended and diversified program alters entirely 
 the situation. To operate it at all the rooms must be of 
 different kinds and to do this economically these must be 
 in proper proportion to one another. Here is then a real 
 criterion. The working size of a building can not be 
 increased merely by adding a number of regular rooms. 
 Due respect for economy forbids that gymnasium or 
 
USE OF PLANT 85 
 
 auditorium or shops have a daily capacity of forty classes, 
 while other faciHties provide for only half as many. To 
 be sure, the number of children to be housed, their 
 convenience and best interests determine the number of 
 plants to be erected; but the number of classes to be 
 accommodated in any given building, or its size, as well 
 as the character of and relations between its facilities, 
 must be determined by the requirements of the program 
 to be followed. Hence, the starting point as well as the 
 final basis of decision in the erection of a new plant is the 
 program to be offered. This involves deciding by 
 grades on the regular studies and special activities to be 
 included; on the length of the school day, on the division 
 of the school day among the different kinds of work, 
 on the allotment of time to each of the special activities, 
 and on the extent to which the proposed special activities 
 require general or highly specialized facilities, on the length 
 to which departmentalization is to be carried, and on the 
 size of the instructional groups. When plants are thus 
 built around a given program and plan of organization, 
 it will be necessary, we beheve, in order to provide at a 
 minimum cost a broad, varied, and rich course of study, to 
 make schools larger than is common at present ; but they 
 will not necessarily need to be so large as the Emerson 
 and Froebel schools. 
 
 While the larger plant provides the more favorable 
 conditions, the new type of organization may be employed 
 in schools of almost any size, as the experience of Gary 
 shows. For example, at the Clarke school, which has 
 
86 THE GARY PUBLIC SCHOOLS 
 
 only two rooms, each teacher is responsible for a room and 
 yet the teachers as well as the children circulate freely. 
 They come together for general or auditorium exercises 
 now in one room and now in the other. One teacher 
 takes most of the arithmetic, history, and physiology; 
 the other, most of the reading and geography, and so on, 
 according to the special interest, preparation, and skill of 
 the two teachers. The 24th Avenue school has seven 
 teachers, with classes ranging from the kindergarten 
 to the second grade. Here one teacher has the play and 
 physical training, and another, the literature, music, 
 nature study, and gardening. The Glen Park school, 
 with eight teachers and all grades, shows a further divi- 
 sion of work. One teacher does the play and physical 
 training, another has charge of the auditorium, music, 
 and expression, and there is also a separate teacher for 
 manual training, handwork, and mechanical drawing, and 
 for cooking, nature study, and gardening. At Beveridge, 
 a school with fourteen teachers, departmentalization is 
 still more complete. Manual training, cooking, hand- 
 work and drawing, nature study, music and auditorium, 
 and play and physical training each have special teach- 
 ers.^ 
 
 LENGTH OF THE SCHOOL DAY 
 
 Finally, it is desirable to call attention to the fact that 
 the new type of organization is not bound up with a seven 
 hour instruction day. With the new type of organiza- 
 
 ^See Table C of the Appendix. 
 
USE OF PLANT 87 
 
 tion, as with the old, the school day may be of any desired 
 length. To be sure, an extended and diversified pro- 
 gram requires more time than a narrow, conventional pro- 
 gram ; but not necessarily seven hours. For example, by 
 the simple expedient of eliminating the auditorium the 
 Gary program could be reduced to six hours. For cer- 
 tain congested and foreign sections of Gary there are 
 convincing reasons why the instruction day should be 
 seven hours. But under other living and social conditions 
 there may be objections to a school day in excess of six 
 hours. 
 
 SUMMARY 
 
 To summarize: The number of pupils a plant will ac- 
 commodate under the new or departmental type of or- 
 ganization is determined by the requirements of the pro- 
 gram followed and will vary with these requirements. 
 
 With a rich and varied program, the pupil capacit}^ 
 of a modern plant will be greater under the new type of 
 organization than under the classroom type of organiza- 
 tion, as it permits the maximum use of both regular and 
 special teachers and of all facilities. 
 
 Special facilities cannot ordinarily be kept in use more 
 than six hours a day whatever the type of organization, 
 but the loss in a modern plant under the new type of 
 organization, when the program is rich and varied, will 
 never be as great as it would be under the old type of 
 organization. 
 
 Conditions are most favorable under the new type of 
 organization when the instruction day is six hours, when 
 
88 THE GARY PUBLIC SCHOOLS 
 
 the grade groupings are on the six-three-three plan, and 
 when plants are erected in view of the requirements of 
 particular programs and for the accommodation of a 
 given number of classes. 
 
 While a large plant offers the most favorable field of 
 operation, the new type of organization may be employed 
 within limits in a school of any size having more than 
 one teacher. 
 
VI. SUPERVISION AND ADMINISTRATION 
 
 THE results achieved at Gary in respect both to 
 education and cost depend no less than in 
 other systems upon the effectiveness of the ad- 
 ministration and supervision. 
 
 SUPERVISION 
 
 The administrative and supervisory staff of the Gary 
 schools consists of a superintendent, an assistant super- 
 intendent (who is also director of night schools and super- 
 visor of the upper grades of elementary day schools), 
 an assistant superintendent in charge of kindergarten 
 and primary grades, a supervisor of handwriting, of 
 physical education, and of the industrial arts, certain 
 heads of high school departments theoretically respon- 
 sible for the supervision of their subjects throughout the 
 system, and school principals.^ With the exception of 
 heads of departments and school principals, these ofl&cers 
 are charged with the responsibilities commonly associated 
 with their respective titles and positions. 
 
 *A teacher at Froebel who gave a considerable amount of his time to 
 advising and assigning pupils to industrial work is not included in this 
 enumeration. 
 
 89 
 
Qo THE GARY PUBLIC SCHOOLS 
 
 GENERAL SUPERVISION 
 
 The superintendent of schools and his two chief as- 
 sistants may be characterized as general supervisors, since 
 their control is exercised not over a particular subject or a 
 particular school, but over the entire system. It is not 
 easy to describe their activities, nor is it easy to evaluate 
 their work. The theory of supervision, which accords 
 with the practice observed, can be best expressed by 
 saying that the general supervisory staff develops a plan 
 of organization, making suggestions and outlining ideals 
 to be attained, and then leaves the other members of 
 the school staff to realize these aims in their own way. 
 
 The superintendent participates in the actual organiza- 
 tion of certain phases of the work, such, for example, as 
 transition classes between the kindergarten and first 
 grade, and all school programs are submitted to him for re- 
 view and approval. Three or four times a year he holds 
 general teachers' meetings on Saturday afternoons for the 
 discussion of policies and methods of procedure, but rou- 
 tine matters occupy a conspicuous place at such gatherings. 
 Occasionally, he announces special meetings, but these 
 are, as a rule, given over to topics of particular interest 
 to the teachers themselves, such as the length of the 
 instruction day and salary schedules. Informal confer- 
 ences are held at long intervals with supervisors, princi- 
 pals, and heads of departments, and now and then a 
 teacher calls at the office, but seldom for any other pur- 
 pose than to adjust some personal matter. From time to 
 
SUPERVISION AND ADMINISTRATION 91 
 
 time, questions of repairs, rearrangement of classrooms, 
 additions to buildings, and improvements to grounds, take 
 the superintendent into the schools for an hour or two 
 at a time, and occasionally he observes classroom work. 
 
 Similarly, the two assistant superintendents hold meet- 
 ings with the particular teachers under their direction, the 
 one supervising the upper and the other the kindergarten 
 and primary grades. The schools are dismissed an hour 
 earlier to permit teachers to attend. General problems of 
 interest to the particular grades receive some attention, but 
 the time is mostly consumed with details of instruction 
 and routine in management. The assistant superintend- 
 ents also visit classes, observe the instruction, advise with 
 the teachers, and finally grade them, as is required by the 
 Indiana law. They assemble reports on children's work, 
 determine whether or not they shall be promoted, over- 
 see the makeup of their daily schedules, and advise in the 
 organization of classes. In fact, the assistant super- 
 intendent of the kindergarten and primary grades gives 
 a good part of her time to studying individual needs and 
 to seeing that children are properly classified. Never- 
 theless, on the whole, there is too little supervisory effort 
 to organize the practices — many of them recent — for the 
 achievement of the proposed aims of the Gary schools, 
 too Httle close supervision to see whether the classroom 
 work makes good the theories and aims adopted, and too 
 Httle central endeavor to determine the quality of the 
 pupils' performances. In a word, the general supervision 
 is inadequate in amount and ineffective in its results. 
 
92 THE GARY PUBLIC SCHOOLS 
 
 There is no good reason why this should be so. Three 
 general supervisors, with the assistance of three special 
 supervisors,^ should be able to give unity of purpose and 
 consistency of effort to a system having less than 150 
 teachers and less than 6,000 pupils. Nor is it because 
 the outlay for supervision is meager. The combined 
 salaries for 1915-1916 of the general supervisors, charge- 
 able to the regular day schools, amounted to $8,925, and 
 of the three special supervisors, to $3,650, a total of 
 $12,575.2 In truth, the situation raises an interesting 
 question: What are the possibiUties, what should be the 
 practice, and what should be the character of supervi- 
 sion in a school or school system experimenting with 
 program and organization? It is impossible to answer 
 these questions offhand. It is, however, apparent that 
 the more complicated and novel the system, the greater 
 the need of central direction, the greater the need of 
 unity of policy, and the closer the scrutiny with which 
 results should be observed. Schools like Emerson and 
 Froebel are more complex both in program and in or- 
 ganization than the conventional school, and hence there 
 is every reason to beheve that they require rather more 
 
 *To be exact, there are two and one third general supervisors, counting 
 the superintendent, as one assistant superintendent gives only one third 
 of his time to the day schools. On the other hand, the teacher at Froe- 
 bel mentioned in the footnote on page 89 is not included among the 
 special supervisors. It is to be noted also that the industrial super- 
 visor has charge of repairs, but as this repair work is supposed to be 
 educational, we consider his entire time as being given to supervision. 
 
 ^See Tables III and IV of report on Costs. 
 
SUPERVISION AND ADMINISTRATION 93 
 
 than less the customary amount of administrative and 
 supervisory direction and control, always provided, be it 
 understood, that it is supervision of the right kind. 
 
 Obviously, there is a real danger of the wrong kind of 
 supervision in a school that is attempting tasks requiring 
 new and resourceful adjustments, as would be the case if 
 the supervisors should lack sympathy with the extension 
 and enrichment of the curriculum and the type of organ- 
 ization needed for these purposes. The success of a more 
 or less novel educational enterprise depends on vision, 
 initiative, and a certain freedom. But freedom is not 
 license. Genuine experimentation is exacting. While, 
 therefore, the supervision required in a school system 
 which is itself to a degree experimental differs from that 
 needed in schools working in conventional ways for con- 
 ventional results, there is certainly the very greatest 
 need in the former of supervisors of deep insight and Kb- 
 eral sympathies, who will assist teachers to appreciate 
 the ideals back of modem education as well as to grasp 
 clearly the specific aims which they are to realize, who 
 will direct them in developing instructional materials 
 and teaching methods appropriate to the realization of 
 their aims, and assist them in measuring and evaluating 
 the products of their classroom work by the sound and 
 inevitable standards of practical hfe. 
 
 THE SCHOOL PRINCIPAL 
 
 The Gary school principal has little to do with the 
 educational side of his school. He organizes it in con- 
 
94 THE GARY PUBLIC SCHOOLS 
 
 sultation with the superintendent and assistant superin- 
 tendents, looks after the building and grounds, meets 
 parents, handles special attendance and discipline cases, 
 orders books and supplies, collects reports from teachers, 
 hires and supervises the janitorial force, and makes re- 
 ports to the superintendent; he also arranges the pro- 
 grams of teachers and supplies substitutes, holds weekly 
 teachers' meetings after school hours to consider questions 
 of discipline, attendance, and school management, and 
 occasionally visits classes, but he has no responsibiHty 
 for the quality of the teaching. Records of enrollment, 
 of promotion, and of scholarship come to his office, but 
 the responsibiHty for what pupils do and for their 
 promotion belongs to the teachers and general super- 
 visors. In short, the principal is an administrative 
 officer. Our observations and our investigations of the 
 quality of the instruction indicate the need of a more 
 detailed and intimate type of educational control, such 
 as the best school principals of other systems exercise. 
 The principal at Gary should undoubtedly be the head 
 of his school, even if the business management has to be 
 delegated. For general supervisors who go from school 
 to school are rarely intimate enough with the needs and 
 abilities of particular children to advise wisely as to their 
 programs or their promotion, nor do they, as a rule, know 
 individual teachers well enough to be able to offer the 
 helpful criticism and suggestions which make for the 
 highest degree of efficiency in a teaching corps. 
 
SUPERVISION AND ADMINISTRATION 95 
 
 SUPERVISORS OF SPECIAL SUBJECTS 
 
 Special supervisors have to do with given branches of 
 instruction only; the handwriting supervisor, for exam- 
 ple, with handwriting. This particular special supervisor 
 at Gary corresponds, however, more nearly to what is 
 known in other systems as a special teacher. He goes 
 from building to building and from room to room actually 
 teaching classes, particularly of the upper grades; he 
 counsels teachers, gives suggestions, and at long intervals 
 brings them together for conference. 
 
 The supervisor of physical training^ — the latest addi- 
 tion to the supervisory staff — works in much the same 
 way. Through observing teachers at work, personal in- 
 terviews, printed directions, occasional conferences with 
 groups, and now and then a place on the program of a 
 general meeting, he keeps in touch with the play and 
 physical training instructors in the larger plants and even 
 gives some direction to the work undertaken in the small 
 schools by teachers who have had Httle or no special 
 training. Under his oversight, considerable has already 
 been accomphshed in organized play, in interscholastic 
 athletics, and other recreational activities. 
 
 The supervisor of the household and industrial arts 
 
 'The exact status of this supervisor is an open question. OfScially he 
 is ranked as a teacher. We rank him as a special supervisor, because 
 he has no class assignments on the school program, and because he gave 
 all his time to supervision during the period of our study of physical 
 training. 
 
96 THE GARY PUBLIC SCHOOLS 
 
 superintends also the repair work of the entire system 
 and oversees some new construction. During the period 
 of the field work of the survey, repairs, together with 
 moving pictures, consumed most of his energies, and there 
 is little reason to believe that he ever has much time for 
 his strictly supervisory duties. To be sure, he is in and 
 out of the several shops and even cooking and sewing 
 rooms almost daily; he knows precisely what engages 
 each shop and is thus able to give a certain unity and di- 
 rection to the work. He also meets with the shopmen 
 two or three times a year for an evening's discussion of 
 their particular educational problems, but at most, there 
 is little direct educational supervision of the practical 
 work for boys and even less of that for girls. 
 
 The heads of high school departments, particularly 
 those at the Emerson school, feel a certain responsibil- 
 ity for the teaching of their subjects in all grades and 
 throughout the system. There is, however, no evidence 
 that this mode of supervision is more than a theory. The 
 head of the EngHsh department at Emerson and the 
 physics teacher in the same school are, to be sure, keenly 
 interested and have some influence in their respective 
 fields, but teachers work, for the most part, independ- 
 ently of such control. 
 
 ADMINISTRATION 
 
 Superintendents and school principals handling the 
 new type of elementary organization have to deal with 
 practically the same administrative problems as admin- 
 
SUPERVISION AND ADMINISTRATION 97 
 
 istrators of conventional systems, but a number of these 
 problems have taken on new and more complex forms, 
 which make the administration of such an elementary 
 school comparable in difficulty with the administration 
 of a modern high school. 
 
 Among these problems are the storage of children's 
 wraps and instructional supplies, the equipment of rooms 
 occupied by children of different grades and ages, dis- 
 cipline growing out of the frequent passage of classes 
 from room to room, types of records and reports needed 
 when children are not under the control of one teacher, 
 and finally program making. 
 
 STORAGE FACILITIES 
 
 Storage space for the books and wraps of children is 
 provided at Gary by means of lockers installed in the hall- 
 ways and in some of the shops. Attractive cupboards 
 hold the textbooks and materials used in academic in- 
 struction, and such supplies as the special activities re- 
 quire are kept in the special rooms. As far as possible, 
 children are assigned lockers on the same floor and near 
 the rooms where they will be the last period before lunch- 
 eon and the last period in the afternoon. 
 
 SCHOOL FURNITURE 
 
 A somewhat more difficult task is that of providing 
 furniture of suitable size, when c asses with children of 
 different ages and grades use the same room. This 
 problem has not been successfully solved at Gary. Very 
 
98 THE GARY PUBLIC SCHOOLS 
 
 often the feet of children seated at desks or on chairs do 
 not reach the floor.^ Special rooms are equipped with 
 furniture of one size only, and, although there a^e usually 
 desks of two or three different sizes in regular rooms, 
 sufficient care is not exercised to schedule classes so as 
 to use to the best advantage equipment of the sizes pro- 
 vided. The difficulty is by no means insurmountable, 
 at least in fairly large schools. Rooms can be properly 
 furnished and devoted to a single grade group; for ex- 
 ample a single regular room can be used by second 
 grade classes for academic work the whole day. A large 
 school, providing the more general equipment for the 
 household and industrial arts, as the Passaic school men- 
 tioned above, will need more than one special room for 
 this work. Hence, equipment can be varied so that the 
 children of the first two grades wiU use one set, the third 
 and fourth another set, and the fifth and sixth still an- 
 other set. Similarly, special rooms for the seventh 
 and eighth grades can easily be suppUed with chairs or 
 stools of two or three different sizes. 
 
 SCHOOL DISCIPLINE 
 
 Under the new type of organization, practically the 
 whole school appears in the corridors at the same time 
 and goes from one part of the building to another not less 
 than four times a day. For the sake of promptness and 
 order all classes should move at the same moment. Other 
 devices may be employed, but for satisfactory results a 
 
 ^See illustration opposite page loo. 
 
SUPERVISION AND ADMINISTRATION 99 
 
 pneumatic clock and a full set of electric signals are es- 
 sential. This corridor life gives rise to new problems in 
 conduct and in discipline. In certain of the Gary- 
 schools, the corridor discipline, though varying, is not 
 everywhere or always satisfactory; but this is a local 
 matter depending on the principal. No unprecedented 
 or novel dijSiculty is presented, except perhaps the ex- 
 tension to elementary pupils of a type of self control al- 
 ready common with older pupils. An easy, natural, but 
 self controlled mode of deportment is desirable. Gary 
 indeed aims to secure just this and often does, but super- 
 vision is in some places perhaps somewhat too lax. 
 
 RECORDS AND REPORTS 
 
 The departmentalized elementary school, even more 
 than the conventional school, requires an adequate sys- 
 tem of records and reports. Not the least difficult of 
 these to devise and to keep is the record of attendance. 
 At the time of the survey, the Gary procedure in record- 
 ing attendance and absence was as follows: At the be- 
 ginning of the term, each pupil takes his daily program 
 card to the proper class teacher, who initials the card 
 for the particular period for which the pupil is registered 
 with him, and enters the pupil's name on his class roll. 
 At each class meeting, the teacher calls the roll and a 
 pupil selected for the purpose writes on an absence slip 
 the names of all pupils not present, designating the room 
 and period. These absence shps are collected at the last 
 hour of the day and taken in charge next morning by the 
 
loo THE GARY PUBLIC SCHOOLS 
 
 "clearing house," a group of pupils who, under the direc- 
 tion of a teacher, make up the attendance record of the 
 school for the preceding day, copy on a separate slip the 
 names of all pupils absent belonging to each register 
 teacher, and deposit these with the proper teachers. 
 Other pupils, serving as helpers, usually transfer these 
 reports for the register teacher to the permanent attend- 
 ance records of the particular group for which the given 
 register teacher is responsible; children not reported ab- 
 sent are marked present. 
 
 Children may well profit by such responsibility and 
 by engaging in such work, but the records kept in 
 this way are strikingly incomplete, as evidenced by 
 Table IX,^ which shows for each period of a given day for 
 both Emerson and Froebel schools the number of pupils 
 scheduled, the number of pupils actually present and ac- 
 counted for, and the number not accounted for. Thus, 
 at the Emerson school as many as 34 pupils are unac- 
 counted for during one period, and at Froebel the number 
 varies at given periods from a few to several hundred. 
 
 The discrepancy between the number of children sched- 
 uled for a particular period and the number present by 
 actual count, when allowance is made for those reported 
 absent and excused, can only be explained on the basis 
 of failure to keep complete records, if not to control at- 
 tendance. The discrepancy at Emerson is small and 
 yet sufficiently large to indicate laxity. At Froebel, the 
 conditions approach demoralization. 
 
 ^See page loi. 
 
SUPERVISION AND ADMINISTRATION loi 
 
 
 
 
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102 THE GARY PUBLIC SCHOOLS 
 
 PROGRAM MAKING 
 
 In a conventional school, program making is a simple 
 matter. The program for each class of a given grade is 
 practically fixed by the course of study; it remains for 
 the class teacher to arrange the order of daily exercises 
 so that there is a proper balance between the easy and the 
 difficult. Under the departmental type of organization, 
 program making is peculiarly the work of the principal 
 and presents at once great opportunities and great diffi- 
 culties. Upon the skill exercised in devising and dove- 
 tailing the several class schedules depends the use 
 made of the plant and its facilities. Further, there are 
 great educational possibilities in adapting the work of the 
 school to particular class and individual needs. Class 
 and individual differences may within limits be taken into 
 account ; the hours of some specially needed type of work 
 may be increased, and opportunity may be given for 
 double promotion or for specialization. The extent to 
 which classes and individuals may be put where they can 
 work to the best advantage depends, of course, on the 
 breadth of the program, the building faciUties, and the 
 number of classes in each grade and subject. 
 
 To take full advantage of an extended and diversified 
 program in a departmentalized school it is necessary 
 for the principal to have in his office for guidance a 
 carefully kept cumulative record card showing each pu- 
 pil's attendance, scholarship, and previous work in every 
 regular and special subject. Gary provides such a 
 
SUPERVISION AND ADMINISTRATION 103 
 
 form in the possession of the register teacher, but the 
 record is poorly kept. It is also necessary for the prin- 
 cipal in making up the pupil's program for a given year 
 and grade to have in mind the child's entire school career. 
 
 Gary does not realize the possibiHties of its program, 
 as the study of a single Froebel class (No. 44, 7A) illus- 
 trates. This class contained many weak pupils in un- 
 questionable need of individual consideration and atten- 
 tion. Its official spring program was as follows: 
 8:15 Gymnasium (play) or library 
 9:15 Music 
 
 10:15 Arithmetic 
 
 11:15 English 
 
 12:15 Luncheon 
 1:15 Auditorium 
 
 2:15 Shop (boys) ; Cooking or sewing (girls) 
 3:15 United States history^ 
 
 In a conventional system each of the 31 pupils of the 
 class would take the above studies at the designated 
 period. At Gary the entire 3 1 pupils recited together in 
 a single class — arithmetic — at the scheduled time. 
 (Table X.^) Only two other subjects — gymnasium and 
 English — claimed all members, but in neither of these 
 branches were they all in the same class. Twenty-three 
 took no music, seven no history, and four no auditorium. 
 These variations might well represent real educational 
 
 ^The class at this period was first scheduled for expression but the 
 work was changed to United States history. 
 'See page 104. 
 
I04 
 
 THE GARY PUBLIC SCHOOLS 
 
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SUPERVISION AND ADMINISTRATION 105 
 
 gains. However, as we point out in the next paragraph, 
 they are not adjustments to serve the interests of par- 
 ticular pupils or to secure their regular advancement, 
 but merely chance arrangements, the product of loose 
 administration and supervision. 
 
 The most surprising variations occur in the 9:15 and 
 2:15 periods. At 9 : 1 5 the class is scheduled for music. At 
 that time thirteen went to the gymnasium, seven had music, 
 one arithmetic, two shop, six cooking or sewing, and two 
 drawing. At 2:15 boys are supposed to be in shop and 
 girls in cooking or sewing. Actually, eight went to 
 gymnasium or Hbrary, one to music, seven to shop, nine 
 to cooking or sewing, five to drawing, and one to history. 
 Again, the official program calls for only one period a day 
 in each of the several studies; and yet fourteen pupils 
 took two hours of gymnasium or Ubrary and two took 
 three hours. Twelve pupils did double and one treble 
 duty in practical work. (Table XI^) All told, there 
 were thus not less than fifty-four deviations from the 
 ofiicial class program, but only three were to afford addi- 
 tional academic instruction — one in arithmetic and two 
 in EngHsh. 
 
 All persons concerned — teachers, principal, and chil- 
 dren — were questioned about these changes. The prin- 
 cipal, whose written endorsement is required, had no 
 recollection of the reasons for them and no record of 
 them. Although the pupil's Program Card reads, "No 
 dropping of class nor change of program will be permitted 
 
 ^See page 106. 
 
io6 
 
 THE GARY PUBLIC SCHOOLS 
 
 without the written consent of the assistant superintend- 
 ent," the children had not consulted this ofl&cial. A 
 teacher employed to advise with children about their prac- 
 tical work knew nothing about these departures. Reg- 
 ister teachers/ supposed to have on file for each change 
 "Permission to Change Class" slips, had barely a half 
 dozen of them — not one completely executed — and were, 
 therefore, almost wholly unaware of what had happened. 
 The fact is, that in a few instances, the regular teachers, 
 on their own authority, excused pupils from their classes, 
 but in most instances children dropped what they did 
 not want and elected what they wanted,' provided they 
 could get it, without consulting anybody. Prolonged 
 
 TABLE XI 
 
 Distribution of Class 44 (7A) by the Studies Taken and the 
 Hours Pursued 
 
 
 NUMBER OF 
 
 PUPILS 
 NOT TAKING 
 
 NUMBER OF PUPILS TAKING 
 
 SUBJECT 
 
 ONE 
 HOUR 
 
 TWO 
 HOURS 
 
 THREE 
 HOURS 
 
 Gymnasium r 
 
 Library 
 
 Music 
 
 Arithmetic 
 
 English 
 
 History 
 
 Auditorium 
 
 Practical Work: 
 
 Shop 
 
 Sewing or 
 Cooking .... 
 
 Drawing 
 
 23 
 
 7 
 4 
 8 
 
 15 
 
 8 
 30 
 29 
 24 
 27 
 (10) 
 
 3 
 
 6 
 2 
 
 14 
 1 
 
 2 
 
 (12) 
 3 
 
 6 
 3 
 
 2 
 
 (1) 
 1 
 
 'There were seventeen register teachers keeping the records of this one 
 class. 
 
SUPERVISION AND ADMINISTRATION 107 
 
 inquiry showed dearly that with five or six exceptions 
 all these changes were the result of childish caprice ex- 
 ercised without restraint. 
 
 Nor does class 44 stand alone. Out of eleven addi- 
 tional Froebel and Emerson classes similarly tabulated, in 
 six there was not a single pupil taking double work in any 
 of the regular studies, and in the remaining five classes, not 
 more than a single pupil in any one of them. In no class 
 were there as many deviations from the official program 
 in special work as in class 44. Still, such deviations as 
 there were, were rarely educational adjustments; they 
 were due mostly to the child's own choice, to the organi- 
 zation of the school at the time, and to the special facili- 
 ties available. Nevertheless, the flexible class program 
 might easily be made a material factor in the develop- 
 ment and regular advancement of pupils, in academic 
 as well as special activities. But, ob\dously, no little 
 judgment, knowledge, and sympathy are required for 
 efficient administration. Finally, an intelligent and con- 
 sistent policy cannot be pursued in the absence of com- 
 plete and accurate individual records. 
 
 SUMMARY 
 
 Supervision in schools like Emerson and Froebel is 
 clearly more difficult than in conventional schools. The 
 amount expended for this purpose at Gary would seem 
 adequate, but the supervision provided is not appropri- 
 ate to the real needs of a system that is more or less ex- 
 perimental in character. 
 
io8 THE GARY PUBLIC SCHOOLS 
 
 The administration is not efi&cient. The problems to 
 be met — ^program making, corridor conduct, attendance, 
 records, etc. — are admittedly difficult of solution. Yet 
 the modern high school has dealt with these very prob- 
 lems more or less successfully for years. 
 
 Finally, there is even greater need of wise adminis- 
 tration and supervision in elementary schools having 
 extended and diversified programs and operating under a 
 departmental organization than in conventional schools, 
 but to secure central direction and control of the needed 
 character it will be necessary, in our opinion, to provide a 
 higher type of administrative and supervisory talent 
 than is usually found in conventional systems. 
 
VII. COMPARATIVE COST 
 
 WHILE superintendents admit that extended 
 and enriched programs and facilities, such as the 
 two larger Gary schools afford, are desirable, 
 many of them hold that under ordinary conditions the 
 cost is prohibitive. On the other hand, boards of edu- 
 cation have been strongly recommended to provide 
 similar facilities and educational opportunities on the 
 ground that, when such schools are operated under the 
 new type of organization, they are no more expensive 
 than conventional schools. Which of these conflicting 
 opinions is correct? 
 
 Our report on cost gives in detail the actual expendi- 
 ture for all Gary schools for 1915-1916, and the cost 
 by grades for the three largest schools. Comparative 
 cost was not and could not be considered. To assemble 
 data on the basis of which reHable comparisons could 
 have been made would have involved an equally thor- 
 oughgoing financial study of other cities. However, 
 data presented in the several chapters of this present 
 report now enable us to throw some light on the problem. 
 The answer is not in terms of dollars and cents, but in 
 terms of service. Though something more could be 
 desired, the ideas of comparative cost now to be pre- 
 
 log 
 
no THE GARY PUBLIC SCHOOLS 
 
 sented will not be without value from the standpoint of 
 the considerations which determine the general school 
 policies of a community. 
 
 Differences of expense in providing and maintaining 
 conventional elementary schools, semimodern elemen- 
 tary schools/ and elementary schools like Emerson and 
 Froebel are due, apart from the length of the school day, 
 to differences in the cost of 
 
 (i) Buildings, grounds, and equipment, or plant; 
 
 (2) Instruction, or teachers' salaries; 
 
 (3) Administration and supervision; 
 
 (4) Plant operation and upkeep; 
 
 (5) Instructional equipment and supplies. 
 
 COMPARATIVE PLANT COST 
 
 ; In considering the relative building cost of a conven- 
 tional school and of schools like Emerson and Froebel, 
 two questions are involved: (a) the difference in the 
 amount and character of plant capacity required to do 
 the same unit of service, for example, provide for sixty 
 standard sized classes ; and (b) the difference in cost of an 
 equal capacity in regular classrooms and in special facil- 
 ities. 
 
 There is no magic in the new type of organization mak- 
 ing it possible to accommodate two classes where for- 
 merly only one was cared for. Hence, when the proposed 
 pupil instruction day is six hours, the capacity required is, 
 as we have seen, the same whether the school is conven- 
 
 Tor definition of conventional and semimodern school, see page 59, ' 
 
COMPARATIVE COST iii 
 
 tional or has special facilities and is operated on the de- 
 partmental type of organization. There is, however, a 
 difference in the character of the facilities. An illustra- 
 tion will clarify the issue. If a community having 
 a 30 room conventional school plant must, by reason of 
 rapid growth in population, provide at one time for 30 
 new classes, the situation may be met in one of two ways. 
 The capacity of its conventional plant may be doubled 
 by adding 30 conventional rooms; or an equivalent ca- 
 pacity in special facilities may be provided. In the 
 latter case, if the proposed program is divided as sug- 
 gested on page 71, the 30 ordinary rooms already at 
 hand may be used, and, in addition, it will be necessary 
 to provide : 
 
 (a) G3annasium capacity equivalent to ii| standard 
 classrooms ; 
 
 (b) Auditorium capacity equivalent to 6| standard 
 classrooms; and 
 
 (c) Capacity in other special facilities, such as nature 
 study rooms, handwork rooms, cooking and manual 
 training rooms, equivalent to iii standard classrooms; 
 or a total capacity in special facilities equal to the 
 capacity of 30 ordinary classrooms.^ 
 
 The financial question before the community is, there- 
 fore: Will a capacity in such special facihties equivalent 
 to the capacity of 30 standard classrooms cost as much 
 as, less, or more than, 30 conventional rooms? 
 
 The cost of standard classrooms as well as of equiva- 
 
 ^Seepage 72. 
 
112 THE GARY PUBLIC SCHOOLS 
 
 lent capacity in special facilities varies from city to city 
 and also with building standards. But in the same 
 city and with building standards in both cases the same, 
 school architects are generally of the opinion that on the 
 whole special faciUties, such as those in question, can be 
 provided at approximately the same initial cost as an 
 equivalent capacity in standard classrooms.^ In other 
 words, a new plant for a six hour school day and a pro- 
 gram divided as suggested above, can be procured for 
 about the same initial outlay as a new conventional 
 building of the same capacity; further, when sufficient 
 additional capacity is needed, a conventional plant can 
 be provided with special facilities for about the same ex- 
 penditure as would be required to provide an equivalent 
 increased capacity in regular rooms. 
 
 Although this conclusion, based on a 60 class building, 
 holds approximately under the above conditions for 
 plants sufficiently large to accommodate an extended and 
 enriched program, whether for 18, 24, 30, or more classes, 
 it is subject to a number of limitations; it would, for ex- 
 ample, not cover extraordinary and unusual facihties, 
 such as highly specialized laboratories for each of the 
 sciences, or highly specialized practical shops, such as 
 
 iThe opinions of architects are of value, but they would be the first to 
 grant that the issue can be finally settled only on the basis of actual 
 construction cost. Unfortunately, such data are not now at hand. 
 Moreover, the question can probably never be settled for all buildings, 
 but will have to be settled for each plant separately in view of the par- 
 ticular requirements. Among others, we have consulted the school 
 architects of New York, Boston, St. Louis, Cleveland, and Newark. 
 
COMPARATIVE COST 113 
 
 forge and foundry. As pointed out above, such labora- 
 tories are neither necessary nor desirable, and highly 
 specialized practical equipment cannot be operated 
 economically in an ordinary elementary school.^ Nor 
 does the conclusion cover outside facilities, such as 
 playgrounds, school gardens, and athletic fields. How- 
 ever, if the comparison is Hmited to an elementary school 
 for the first six grades, it would more nearly cover the 
 needed playgrounds and school gardens, depending, of 
 course, on land values and the land area provided. Fi- 
 nally, the conclusion rests on the assumption that the 
 two types of plants are used at their maximum capacities. 
 It is, however, next to impossible, as we have seen,- 
 to get maximum service out of a plant having special 
 facilities and operated under the new t>^e of organiza- 
 tion, and this fact alone would probably increase the 
 cost of such a plant as much as 5 per cent, over a con- 
 ventional plant of the same actual capacity. 
 
 Nor does the conclusion hold for a seven hour pupil 
 instruction day in schools like Emerson and Froebel in 
 comparison with a six hour pupil instruction day in con- 
 ventional schools. For, as we have seen, when the pupil 
 instruction day in such schools is seven hours, and the 
 program is divided as suggested on page 74, the building 
 requirements of a 60 class school, when regular rooms are 
 used eight hours, are equivalent to the capacity of 62I 
 standard classrooms, and when ordinary rooms are 
 
 'See pages 82-83. 
 ^See pages 79-80. 
 
114 THE GARY PUBLIC SCHOOLS 
 
 used seven hours, equivalent to 62t\ standard classrooms.* 
 That is, to extend the pupil instruction day in schools like 
 Emerson and Froebel from six to seven hours increases 
 the building requirements a little more than 4 per cent. 
 
 A kindred question is the cost of remodehng a conven- 
 tional plant to provide the special facilities required by 
 an extended and enriched program and the new type of 
 organization. If the remodehng contemplates no in- 
 creased capacity, but merely changes standard classrooms 
 into special facilities, such as handwork rooms, nature 
 study rooms, and auditorium, the cost of remodeling 
 is an added expense. It frequently happens, however, 
 that there are rooms in conventional buildings which, 
 while not suited to regular academic work, may, when 
 slightly altered, be employed for special activities; for 
 example, a basement room may be used for cooking or 
 manual training. By reason of the space in conventional 
 plants that may thus be brought into active service, it is 
 sometimes possible to add to the capacity of the plant 
 enough to cover the whole or a part of the remodeling cost. 
 
 Unlike the conventional school, the semimodern school 
 has, besides regular classrooms, certain special features, 
 such as cooking and manual training rooms, auditorium 
 or gymnasium; and, as operated, these contribute next 
 to nothing to class capacity. Hence, other conditions 
 and building standards being the same, plants of semi- 
 modern schools always cost more than conventional 
 plants of similar capacity, and their relative expensive- 
 
 ^See page 77. 
 
COMPARATIVE COST 115 
 
 ness over conventional plants increases with the number 
 of special facilities provided. 
 
 In contrast, all special facilities in schools like Emer- 
 son and Froebel, theoretically, at least, contribute their 
 part to class capacity. The plant of a semimodern 
 school is, therefore, also relatively more expensive 
 than plants like Emerson and Froebel, and, under given 
 conditions, might, although it probably never would, be 
 as much as 50 per cent, more expensive. 
 
 To illustrate: A semimodern school might offer pre- 
 cisely the same program and its plant afford precisely the 
 same special facilities as one of the larger Gary schools. 
 The only essential difference between the two schools 
 under these conditions would be: The former is operated 
 on the classroom type of organization, which leaves 
 regular rooms idle when children are in special rooms ; and 
 the latter is operated on the new type of organization, 
 which attempts to keep all facilities in use as continu- 
 ously as possible. In this event, when the pupil instruc- 
 tion day is six hours and the proposed program is divided 
 as suggested on page 7 1 , a semimodern school to accom- 
 modate 60 classes would require 60 regular rooms and a 
 capacity in special facihties equivalent to 30 standard 
 classrooms, or a total capacity equivalent to 90 standard 
 classrooms ; whereas a school operated Uke Emerson and 
 Froebel to accommodate 60 classes would require a total 
 capacity equivalent to 60 standard classrooms.^ 
 
 Regard for economy prevents school authorities from 
 
 ^For plant requirements under the given conditions, see pages 71-72. 
 
n6 THE GARY PUBLIC SCHOOLS 
 
 attempting highly extended programs in semimodern 
 schools. But school authorities, especially in our larger 
 cities, attempt in such schools moderately extended pro- 
 grams. Consequently their plant expenditures are al- 
 ways more per standard class than if they were content 
 with conventional schools, and even when the pupil 
 instruction day is not in excess of six hours, the outlay 
 for plants may be as much as 50 per cent, greater per 
 standard class than if the schools were operated on the 
 new type of organization. In a word, whereas plant 
 cost for a departmentalized school per standard class, 
 exclusive of all outside facilities, will probably be as 
 much as 5 per cent, more than for a conventional school, 
 plant cost for a semimodern school is always greater 
 per standard class than for a school operating under the 
 new type of organization, and increases with the extent 
 to which the program of the semimodern school requires 
 special facilities. 
 
 COMPARATIVE COST OF INSTRUCTION 
 
 ; Similarly, the comparative cost of instruction in con- 
 ventional schools, semimodern schools, and schools like 
 Emerson and Froebel depends on such differences as 
 there may be in the amount and character of the teach- 
 ing service to be procured. 
 
 Conventional schools have a single teacher for each 
 class. Therefore, a 60 class conventional school, when 
 the pupil and teacher instruction day is six hours, needs 
 60 regular teachers. 
 
COMPARATIVE COST 117 
 
 With pupil instruction days of equal length, the 
 number of class instruction hours for which a con- 
 ventional school and schools like Emerson and Froebel 
 must provide is the same. Hence, any difference in the 
 number of teachers is due to differences in the size of the 
 instruction groups, particularly in the special activities.^ 
 
 With a teacher and pupil instruction day of six hours 
 in schools hke Emerson and Froebel, the program would 
 probably be divided three hours to academic work and 
 three to special activities. The three hours to special 
 activities would probably be apportioned : 
 
 (a) Kindergarten and first grade, two hours to play 
 and one hour to other special activities ; 
 
 (b) Second to sixth grades, one hour to physical training, 
 one to auditorium, and one hour to other special activities; 
 
 (c) Seventh and eighth grades, a half hour to physical 
 training, a half hour to auditorium, and two hours to 
 other special activities.- 
 
 The instruction groups in physical training for kinder- 
 
 'Gary practice sheds little light on this point. The two larger schools 
 are combination elementary and high schools. At Emerson, in the 
 spring term 1915-1916, for 9 high school and 14 elementary and kinder- 
 garten classes there were 29 teachers, besides 3 shopmen, a printer, 
 and an assistant in sewing; at Froebel, for 7 high school and 45 elemen- 
 tary and kindergarten classes, 52 teachers, besides 5 shopmen and a 
 printer; at Jefferson, for 20 elementary and kindergarten classes, 20 
 teachers and part time of a custodian; and at Beveridge, for 14 elemen- 
 tary and kindergarten classes, 14 teachers and a practical cook. The 
 pupil instruction day in all these schools is, however, seven hours. 
 
 *It should be noted that this program contemplates no variety of 
 specialized industrial opportunities. 
 
ii8 THE GARY PUBLIC SCHOOLS 
 
 garten and first grade would probably be one standard 
 sized class, and for all other grades, two standard sized 
 classes; for auditorium in all grades, two standard sized 
 classes; and in other special activities for all grades 
 through the sixth, a standard sized class, and for the 
 seventh and eighth grades, a half of a standard sized class. 
 Under these program conditions a 60 class school 
 would require: 
 
 (a) 30 regular academic teachers; 
 
 (b) St2 physical training teachers; 
 
 (c) 3 t\ auditorium teachers ; 
 
 (d) 15 teachers of other special activities; a total of 
 56! teachers.^ That is, 5 per cent, fewer teachers than 
 a conventional school of the same size requires, and the 
 
 ^To accommodate 60 classes three hours daily in academic work is 
 equal to 180 class instruction hours (60X3)- Each teacher gives six 
 class instruction hours daily, hence, there will be required 30 academic 
 teachers (180-^6). 
 
 To give 16 kindergarten and first grade pupils (the estimated number 
 in a 60 class school — see page 67) two hours of play daily is equal to 
 32 class instruction hours and would require 5I physical training teachers 
 (32-J-6). To give 34 second to sixth grade pupils one hour of physical 
 training daily, and 10 seventh and eighth grade classes a half hour is 
 equal, with instruction groups two standard sized classes, to -*^ class 
 instruction hours, and would require 3^^ physical training teachers 
 
 To give 34 second to sixth grade classes one hour auditorium daily, 
 and 10 seventh and eighth grade classes a half hour is equal, with in- 
 struction groups two standard sized classes, to ^- class instruction hours, 
 and would require 3 ^o auditorium teachers (^-r-6). 
 
 To give 16 kindergarten and first grade pupils and 34 second to sixth 
 grade pupils one hour daily in special activities other than auditorium and 
 physical training is equal to 50 class instruction hours, and would require 
 
COMPARATIVE COST 119 
 
 same holds approximately for all schools large enough to 
 accommodate an extended and enriched program. 
 
 Any material change in the above program conditions 
 and in the grade distribution of classes will alter the 
 number as well as the kind of teachers required. For ex- 
 ample, if we decrease the proportion of the total time for 
 special activities assigned to auditorium and physical 
 training, the number of other kinds of special teachers 
 needed is increased. Increase the size of the instruction 
 groups in other than academic instruction, and the 
 number of special teachers to be employed is decreased. 
 It is nevertheless evident that, under given program 
 conditions with a six hour pupil instruction day, schools 
 like Emerson and Froebel can operate with approxi- 
 mately 5 per cent, fewer teachers than conventional 
 schools of the same size. 
 
 But these differences do not indicate the exact relative 
 instruction cost. The kind of teachers to be employed 
 is not the same. The conventional school needs regular 
 teachers only. Schools like Emerson and Froebel use 
 regular teachers for most, if not all, of the academic 
 instruction, but approximately half of them should have 
 special training and specialized experience. Such teach- 
 ers generally receive higher salaries than regular teach- 
 
 8f special teachers other than of physical training and auditorium. To 
 give 10 seventh and eighth grade classes two hours daily in special activi- 
 ties other than physical training and auditorium is equal, when the 
 instruction groups are half a standard sized class, to 40 class instruction 
 hours (10X2X2), and would require 6| special teachers other than of 
 auditorium and physical training (40-J-6). 
 
I20 THE GARY PUELIC SCHOOLS 
 
 ers. For example, the median salary of all regular ele- 
 mentary teachers at Gary for 191 5-1 916 was $800/ and 
 for special teachers,^ $900, Whether a difference of 12^ 
 per cent, would be generally true we do not know. Yet, 
 in view of the data at hand and the known higher salaries 
 of special as compared with regular teachers in other 
 grades of school work, authorities interested in establish- 
 ing schools like Emerson and Froebel would be on the 
 side of safety if some such salary differences were taken 
 into account. 
 
 There remains one other factor to consider. Sixty 
 teachers are admittedly ample to care for 60 standard 
 sized classes in a conventional school, but the 560 teach- 
 ers, the estimated number required to care for an equal 
 number of classes in a school Hke Emerson and Froebel, is 
 the very minimum required under the given program con- 
 ditions. To operate such a school with this number of 
 teachers requires an ideal class distribution and 100 per 
 cent, efficiency in the use of teachers. Ordinarily, owing 
 particularly to irregularities in the number of classes 
 in the several grades, this is impossible. Hence, in all 
 probability, to care for 60 standard sized classes in such a 
 school would require one, two, or perhaps three teachers 
 in excess of 56I. 
 
 ^See The Gary Public Schools: A General Account, Ch. VI. ' 
 ^Under special teachers are included those of auditorium, expression, 
 music, freehand drawing, mechanical drawing, nature study, handwork, 
 household arts, manual training, and physical training, but not shopmen, 
 nor the high school science teachers who also teach seventh and eighth 
 grade science. 
 
COMPARATIVE COST 121 
 
 Therefore, when the probable difference in salaries of 
 regular and special teachers and the probable need of 
 one, two, or three teachers in excess of the estimated 
 number are taken into account, it appears that the in- 
 struction cost for teachers' salaries in schools like Emer- 
 son and Froebel will be as much as in conventional schools 
 and may easily run 6 per cent, higher.^ 
 
 Even this conclusion does not hold for schools like 
 Emerson and Froebel when the pupil instruction day is 
 seven hours. If the program for the seven hour pupil 
 instruction day is divided as suggested on page 74, and 
 if the instruction groups are of the size suggested on 
 page 117, a 60 class school like Emerson or Froebel, 
 when the teacher instruction day is six hours, requires 
 30 regular teachers and t,t,^ special teachers, or a total 
 of 63I as compared to 56 1 when the pupil instruction 
 day in such schools is six hours.- 
 
 ^On the basis of the median salary for regular teachers at Gary the 
 salaries for 60 teachers in a conventional school aggregate $48,000. For 
 a school equal in size to Emerson or Froebel, on the basis of the above 
 estimate, there is need of 30 regular teachers, who, at $800, would cost 
 $24,000, and need of 26| special teachers, who, at $900, would cost 
 $24,150, or a total of $48,150. If to this there are added three special 
 teachers in excess of the estimated number, at $2,700, the total would 
 aggregate $50,850, or 6 per cent, more than in a conventional school. 
 
 ^With the proposed seven hour pupil instruction day program for 
 Froebel (see Appendix, Table G), 56 teachers care for 60 classes, 
 12 of which are of high school grade. The program requirements are, 
 however, different from the above. It should be noted, for instance, that 
 the 6 kindergarten classes have only a three period day and that there are 
 8 classes circulating as helpers; the physical training and auditorium in- 
 struction groups are also larger. It should also be noted that this pro- 
 posed program provides only manual training and not a variety of special- 
 ized industrial activities. 
 
122 THE GARY PUBLIC SCHOOLS 
 
 Such differences as there may be between the number 
 of teachers required by a conventional and a semi- 
 modern school of precisely the same size and with the 
 same length of day arise from the fact that a semimodern 
 school may and often does have special teachers. When 
 they are occupied, a corresponding number of regular 
 teachers are without classes and even the special teachers 
 may not be kept busy. Obviously, a semimodern school 
 will never require fewer teachers than a conventional 
 school of the same size, a'nd will ordinarily require more, 
 the number varying with the extent to which regular 
 teachers are relieved when their classes are under special 
 teachers and with the extent to which special teachers are 
 not kept fully engaged. 
 
 Differences in the number of teachers required by a 
 semunodern school over schools like Emerson and 
 Froebel arise from the same cause. Special teachers do 
 not take the place of regular teachers in the former as in 
 the latter; they are additional. Therefore, a semi- 
 modern school, which never needs fewer teachers than a 
 conventional school, will probably require, with the 
 pupil instruction day six hours and under the above pro- 
 gram conditions, 5 per cent, more teachers than a school 
 like Emerson or Froebel of the same size, and the excess 
 will go above this according as the program calls for spe- 
 cial teachers and these are provided. 
 
 To complete as well as to summarize these comparisons, 
 schools like Emerson and Froebel, under given program 
 conditions with a pupil and teacher instruction day of six 
 
, COMPARATIVE COST 123 
 
 hours, require approximately 5 per cent, fewer teachers 
 than conventional schools of the same size, and the per 
 cent, will probably never fall as low as this in comparison 
 with semimodern schools. However, authorities inter- 
 ested in extending and enriching the programs of their 
 schools should not lose sight of the fact that the above 
 estimate of the number of teachers required by schools 
 like Emerson and Froebel may be exceeded in practice, 
 nor of the fact that special teachers generally receive 
 higher salaries than regular teachers. Hence, the in- 
 struction cost in schools like Emerson and Froebel will 
 doubtless be as high as, and may easily be as much as 
 6 per cent, higher than, in conventional schools, but 
 doubtless never as high as in semimodern schools. Let it, 
 however, not be forgotten that for this relatively small 
 possible increase in expense over the conventional school, 
 immensely larger educational opportunities are obtained. 
 The Gary scheme is not cheap in the sense that it offers 
 more and costs less; it is only cheap in the sense that it 
 offers much more and costs at most only a little more. 
 
 COMPARATIVE COST OF OTHER ITEMS 
 
 Of the other items affecting cost little that is definite 
 can be said. Schools like Emerson and Froebel are 
 more complex and require more delicate adjustment 
 than either conventional or semimodern schools, and 
 to be effective require a superintendent, supervisors, 
 and school principals of high type. Hence, administra- 
 
124 THE GARY PUBLIC SCHOOLS 
 
 tion and supervision will be more expensive in such schools 
 than in either conventional or semimodern schools. 
 
 The plant operation and upkeep cost of schools like 
 Emerson and Froebel will also be slightly more than that 
 of conventional schools, as the plant is more elaborate. 
 On the other hand, the building requirements of a semi- 
 modern school are, in proportion to the number of pupils 
 accommodated, more extensive than those of schools like 
 Emerson and Froebel, because the special facilities are for 
 the most part in addition to regular classrooms. Hence, 
 plant operation and upkeep cost of semimodern schools 
 will exceed that of schools like Emerson and Froebel to 
 the extent that special facilities are provided which do 
 not add to pupil capacity. 
 
 There will be little difference in the academic instruc- 
 tional equipment needed. Each regular room of a con- 
 ventional and a semimodern school has some provision 
 for the academic branches. In schools like Emerson 
 and Froebel it is not only possible but necessary to fur- 
 nish given rooms for teaching one or more of these 
 studies. Therefore, while the academic instructional 
 equipment in any one of these rooms would greatly ex- 
 ceed that of any single regular room in either a conven- 
 tional or a semimodern school, there would probably 
 be little difference in the total amount in the different 
 kinds of schools, although for the same expenditure schools 
 like Emerson and Froebel would doubtless be the best 
 and the semimodern the least well provided. 
 
 There will be some difference in the equipment and 
 
COMPARATIVE COST 125 
 
 supply requirements of the special branches. These 
 requirements in the semimodern school will exceed those 
 of the conventional school to the extent that the former 
 provides special facilities and gives specialized instruc- 
 tion in drawing, cooking, and manual training, whereas 
 those of schools like Emerson and Froebel, to the extent 
 that they give greater emphasis to the special activities, 
 will exceed both those of the conventional and the semi- 
 modern school. 
 
 Experience thus far does not enable us to estabHsh 
 with certainty any one of the above positions. Never- 
 theless, there are good grounds for belie^-ing that author- 
 ities planning to extend and enrich the programs of their 
 systems, and to adopt the departmental type of organiza- 
 tion, would do well to count on an increased expenditure 
 for administration and supervision, for operation and 
 upkeep, and on added outlay for instructional equipment 
 and supplies, varying in amount according as their pres- 
 ent schools are conventional or semimodern. On the 
 other hand, they would, of course, procure additional edu- 
 cational opportunities for this additional expenditure. 
 
 SUMMARY 
 
 Of the three kinds of elementary schools under discus- 
 sion, the semimodern is therefore on practically every 
 count the most expensive, and its relative expensiveness 
 increases according as its program is extended and en- 
 riched, as its plant is improved by special facilities, and 
 as special teachers are provided. 
 
126 THE GARY PUBLIC SCHOOLS 
 
 Expenditures for administration and supervision, 
 plant operation and upkeep, instructional equipment 
 and supplies will be heavier in schools Hke Emerson and 
 Froebel than in conventional schools. The building 
 and building equipment cost, aside from what may be 
 spent on outside facilities, will be approximately 5 per 
 cent, higher, and there are good reasons to believe that 
 the instruction cost may be about 6 per cent, higher. 
 Comparative expenses cannot, however, be fairly con- 
 sidered except on the basis of comparative opportunities. 
 Schools like Emerson and Froebel may and probably do 
 cost more to build and to run than conventional schools, 
 but this shghtly increased cost is a trifle in comparison 
 with the increased educational opportunities provided. 
 
APPENDIX 
 
CONTENTS 
 
 Table A. Emerson School Program 
 
 Table B. Froebel School Program 
 
 Table C. Beveridge School Program 
 
 Table D. Special Work of All Froebel Classes 
 
 Table E. Division of Day at Froebel School 
 
 Table F. Program of School No. 12, Passaic 
 
 Table G. Proposed Froebel School Program 
 
I 
 
 
Note; 
 

 
 
 
 • 
 
 
 
 TABLE A 
 EittBSON School P«ocBAii 
 
 SPltIX(. TIRM iqi5-i6 
 
 
 
 
 
 
 
 Kl:v TO C l.A-^l^ 
 
 ROOIIS Ot- TEACBOIS 
 
 rvpts or Work ctpied bv 
 
 TtWTlE«S XAUE^ 
 
 , 8:15 1 9:15 
 ' TO n TO 
 
 915 , 1015 
 
 10 15 
 
 III TV) 
 
 11 15 1 
 
 lias 
 
 I\' TO 
 
 1215 
 
 12:16 
 V I'* 
 
 M5 
 
 M6 2:16 1 
 
 315 
 
 II TO 
 
 4 15 
 
 
 or 
 
 or CLAiiSCS 
 
 2:15 
 
 3;I5 
 
 
 
 SOT. DEC. j Mill 
 
 p|<;ll SH SCHOOL \VORK-lourlVn..|. _ 
 
 .V Sihool 
 
 L 
 
 ■v.... -1 
 
 r SihiX'i 
 
 
 -^ 
 
 
 
 104-105 
 
 I.«ds^MacNdl_ 
 
 1 
 
 1 
 
 1 
 
 
 
 2 
 
 2 
 
 
 2 
 3 
 4 
 
 6 
 
 6 
 
 7" 
 K 
 
 
 - u- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ] IC_ 
 2B-2A 
 
 IB 
 
 2A-2B 
 
 
 
 6 
 
 
 
 
 
 
 
 
 IB-C 
 1A-2C 
 
 Luw. and Numb. 
 
 210 
 
 Brooks 
 
 
 6 
 
 4 
 
 
 6 
 
 6 
 
 4 
 
 
 
 
 
 
 
 
 
 
 2A-3C 
 
 3C-3B 
 
 
 
 
 
 
 
 
 1 
 
 Srd 
 
 3fd 
 
 3A-4C 
 4th 
 7C 
 6th 
 
 
 
 
 
 
 
 
 
 1 
 
 
 9 
 
 4th 
 6th 
 
 4th 
 
 Arilh. and Read. 
 
 303 
 
 Heuring 
 
 9 
 
 11 
 
 8 
 
 
 9 
 
 7 
 
 12 Arit. & Geo. 
 
 
 
 ID 
 
 ~5th~ 
 6th 
 
 
 
 
 
 
 
 
 
 
 II 
 
 
 
 
 
 
 
 
 
 8 
 
 12 
 
 12_ 
 
 13 
 
 14 
 
 15 
 
 16 
 
 6th 
 
 6th 
 
 LaoKuaKC 
 
 310 
 
 Graves 
 
 
 7 
 
 9 
 
 11 
 
 11 
 
 7th 
 8th 
 
 7th 
 1 8th 
 
 7th 
 
 
 
 
 
 
 
 
 
 
 
 1 8th 
 
 Latin 
 
 208 
 
 Ott 
 
 17 
 
 17" 23 
 
 18> 
 
 18> 
 
 2l« 
 
 16 
 
 7th 1 8th 
 
 
 
 
 
 
 
 
 
 
 
 8th 1 9th 
 
 Math. 
 
 202 
 
 Johnson 
 
 23 
 
 IS< 
 
 20> 
 
 19' 
 
 
 17 
 
 18 24 
 
 17_ 
 18 
 
 ' 20 
 
 9th 
 
 9th 
 10th 
 9th 
 
 9th 
 
 
 
 
 
 
 
 
 
 
 
 
 10th 
 
 10th 
 
 German 
 
 811 
 
 Child 
 
 19 
 
 23 
 
 22 
 
 
 16 Eng. 
 
 21 
 
 14 Eng. 
 
 
 9th 
 10th 
 
 9th 
 
 
 
 
 
 
 
 
 
 
 
 10th 
 
 10th 
 
 Math, and Read. 
 
 201 
 
 Cory 
 
 16 
 
 Spec. Rm. 311 
 
 IS 
 
 
 
 16 
 
 10 Room SOe 
 
 14 
 
 21 
 
 9th 1 10th 
 
 
 
 
 
 
 
 
 
 
 
 22 
 
 10th 10th 1 10th 
 nth 11th 11th 
 12th 12th 12tli 
 
 French 
 
 802 
 
 Thomae 
 
 
 21» 
 
 20« 
 
 
 13 Lang. 
 
 12 Hist. Read. 
 
 
 
 23 
 
 1 
 
 
 
 
 
 - 
 
 
 
 
 24 
 
 ' 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Ilan.lWk. Nat. Study 
 
 312 
 
 Flood 
 
 
 6 
 
 7 
 
 
 6 
 
 8 
 
 4 
 
 6 
 
 |0r~ 
 
 
 
 
 
 
 
 
 
 
 ' 1 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 - 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Helpers 
 
 
 
 8—11 
 
 9 
 
 U 
 
 
 
 9 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Mcch. Draw. 
 
 401 
 
 Yeager 
 
 Specials 
 
 21' Math. 
 
 12 b 
 
 12 g 
 
 
 
 22 Geom. 
 21 
 
 22 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 F. H. Drawing 
 
 309 
 
 I-ull 
 
 11 
 
 9 
 
 4 
 
 6 
 
 19« 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Cooking 
 
 116 
 
 Groenewold 
 
 Specials 
 
 16 g 
 
 16 g 
 
 Specials 
 
 
 
 20 
 17 
 
 20 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Sewing 
 
 211 
 
 Anderson 
 
 21-13 g 
 
 19-13 g 
 
 15HUt.&Geo. 
 
 
 
 10 Hist. & Geo 
 
 19 
 
 1 
 
 ' -i 
 
 
 
 
 
 
 
 — 
 
 
 
 
 
 ■I ^ 
 
 Inilustrial Tr. 
 
 Shop 
 
 Shop Men 
 
 21—13 b 
 
 19-13 b 
 
 16b-10 
 
 16b— 10 
 
 18 
 
 18 
 
 
 
 
 
 
 
 
 
 
 
 
 Chemistry 
 
 209 
 
 Engle 
 
 20 
 
 20 
 
 14> 
 
 14« 
 
 
 24 
 
 24 
 
 
 Zoology 
 
 204 
 
 Ames 
 
 7 Nature Study 
 
 10 Lang. 
 
 14« 
 
 14' 
 
 
 20 
 
 20 
 
 
 - 
 
 
 
 
 
 
 
 
 
 
 
 
 — 
 
 Physics 
 
 101 
 
 Myers 
 
 IS- 
 
 15« 
 
 
 
 23 
 
 23 
 
 
 
 Botany 
 
 304 
 
 Snyder, Cora 
 
 IS" 
 
 15' 
 
 
 . 
 
 17 
 
 19 
 
 
 16 English 
 
 - 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Commercial 
 
 306 
 
 White 
 
 Adv. Stenog. 
 
 Stenog. 
 
 Stenog. 
 
 Book-keeping 
 
 
 Com. Eng. 
 
 Book-keeping 
 
 Reg. Stenog. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 TVher's A^w'ts 
 
 
 
 
 
 12' g 
 
 12«li 
 
 
 
 1 
 
 
 
 
 (.i;.\-l:k.\l. WORK an,l I.uncl.eon-l-our Periods 
 
 r Sclw«! 
 
 V .V 
 
 In,,! 
 
 r School 
 
 .V Sch.iol 
 
 
 I'l.iy and 
 Physical 
 Training 
 
 114 ; GaU 
 
 I 
 
 6 
 22 
 
 12 
 14 
 16 
 20 
 
 5 
 
 7-8 
 
 
 
 4 -6 
 13 
 
 n 5 
 
 
 
 124 Briggs 
 
 11 7-8 
 
 
 
 1 Young 
 
 15 10 
 
 ' — 
 
 
 114 
 
 17 
 
 
 
 
 Music 
 
 218 
 
 Snyder M. E. 
 
 10-12 
 
 4 
 
 6 
 
 8 
 
 17—19' 
 
 23 
 22-24 
 
 21 
 
 " 
 
 
 
 
 
 Expression 
 Knglish 
 Industry 
 
 Auditor- 
 ium 
 
 Lynch 
 
 1 16-18 
 
 6 1 9-11 
 
 
 
 
 
 Porter 
 
 
 20-22 
 24 
 
 7 13 -15 
 
 
 
 Myers 
 
 1 
 
 
 
 _— ^ 
 
 
 
 
 
 History 
 
 208 
 207 
 
 Chadwick 
 
 24 ' 18 
 
 IS" 
 
 
 
 14 
 
 13 
 
 20 
 
 
 
 Englbh 
 
 DavU 
 
 18 
 
 24> Room 201 
 24> 
 
 17* 
 
 23 
 
 
 
 19 Room 201 
 
 
 
 
 
 English 
 
 207 
 
 Porter 
 
 
 19» 
 
 
 23 
 
 21 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 T — 
 
 
 
 
 KxDression 
 
 308 
 
 Lynch 
 
 
 
 Adv. Eip. 
 
 
 
 ' WhT'lJl'" ''"*"'° "* * ^*" '■"* ''^'' "« ''*" ""niber (rem period 10 pttiod Md note tie kind o( awk for wbicli the cU»s a scheduled, 
 "en Ibe )>me c!«.^. numbe. apfiean Iwicr in the Mme period, il i«an< the cIms is di\ -Jed between the tm> tubiecl- indicaled 
 
i 
 

 1 
 
 
 
 
 
 
 TEACHERS 
 o Periods 
 
 TABLE B 
 
 Froebel School Procrah 
 
 sprinc term 1913-16 
 
 
 
 
 
 
 
 Key to Cl,xsses 
 
 
 ROOMS OC- 
 CUPIED BY 
 TEACHERS 
 
 , 815 9:15 
 
 'to 1 II to 
 
 9J5 10:15 
 
 10:15 11:16 
 
 III I» I\ TO 
 
 11:15 12:15 
 
 , 12:" 1:15 
 
 ^ V,S VI TO 
 
 1^* 2:16 
 
 2:15 
 VII TO 
 
 3:15 
 
 3.16 
 
 
 NOS 
 
 (■RADE NAUES OF 
 CLASSES 
 
 rVTES OF WORK 
 
 VIII TO 
 
 4:15 
 
 SES 
 
 SEPT 
 
 DEC. lUKO 
 
 I REGULAR SCHOOL WORK-Tn 
 
 .V School 
 
 r sciwoi 
 
 ■V School 
 
 r School 
 
 1 
 
 Kdgn 
 
 
 Kinder^rten 
 
 104 
 
 1 FlinnAVittke_ 
 Icavis^MullfE^ 
 
 1^ 
 
 1 
 
 
 
 2 
 
 2 
 
 
 
 2 
 
 
 .. 
 
 
 
 — _____^ 
 
 
 3 
 
 3 
 
 
 
 4 
 
 4 
 
 3 
 
 
 ,. 
 
 — 
 
 Play 
 
 Stage 
 
 F. W. D^andM;. 
 
 Sumcriin 
 
 CoUin* ^ 
 Pease___ 
 
 — _______ 
 
 M. a, 5 
 
 F. 1, 6 
 
 
 
 D. 4, 5 
 
 F. 2, 6 
 
 
 4 
 
 „ 
 
 
 10 
 
 First Primao' 
 
 105 
 
 6 
 
 6 
 
 W. 5 
 
 6 
 
 5 
 
 M. 6 
 
 6 
 
 6 
 
 5 
 
 IC 
 
 10 
 
 10 
 IB 
 
 A. M. 
 Reading 20' 
 Spelling 10' 
 Writing 15' 
 Numbers 15' 
 
 103,202.203 
 103 
 
 7 
 
 no class 
 
 9 
 
 8 
 
 7 
 
 no class 
 
 9 
 
 8 
 
 6 
 
 IB 
 
 IB 
 
 ___no class 
 
 11 
 
 10 
 
 luncheon 
 
 12 
 
 11 
 
 10 
 
 12 
 
 7 
 
 IC 
 IB 
 IB 
 
 IB 
 lA 
 
 IB 
 
 202 
 
 Cook 
 
 — -_i?___ 
 
 15 
 
 14 
 
 
 13 
 
 15 
 
 14 
 
 no class 
 
 g 
 
 lA 
 
 203 
 
 Stcphan 
 
 17 
 
 19 
 
 luncheon 
 
 16 
 
 19 
 
 17 
 
 no class 
 
 16 
 
 9 
 
 2C 
 IC 
 IB 
 
 20 
 
 P. M. 
 Reading 20' 
 Language 15' 
 Spelling 10' 
 Writing 15' 
 
 205 
 
 F. SebeigL- 
 
 > Colvan_^_ 
 
 Oingel 
 
 21 
 
 __no_class__ 
 
 20 
 
 18 
 
 luncheon 
 
 21 
 
 20 
 
 18 
 
 no cta.«s 
 
 10 
 
 IB 
 
 10 
 
 205.206.302,30 
 
 23 
 
 22 
 
 24 
 
 luncheon 
 
 23 
 
 24 
 
 22 
 
 u 
 
 lA 
 2C 
 
 IB 
 
 302 
 
 25 
 
 Aud. 
 
 26 
 
 luncheon 
 
 25 
 
 27 
 
 26 
 
 no class 
 
 12 
 
 lA 
 
 lA 
 
 305 
 
 Cornelius _ 
 
 29 
 
 31 
 
 luncheon 
 
 28 
 
 29 
 
 31 
 
 no class 
 
 28 
 
 13 
 
 2C 
 
 2B 
 
 lA 
 20 
 
 Reading 30' 
 Arith. 30' 
 
 306 
 
 Slocum__^ 
 
 33 
 
 no class 
 
 30 
 
 32 
 
 33 
 
 luncheon 
 
 30 
 
 32 
 
 14 
 
 2C 
 2C 
 
 2B 
 
 " 2B 
 
 3C 
 
 
 
 36 
 
 
 
 
 
 
 
 
 15 
 
 2B 
 
 Language 30' 
 Spelling 15' 
 Writing 15' 
 
 308 
 
 SimpMn__ 
 
 36 
 
 no class 
 
 36 
 
 luncheon 
 
 
 
 
 16 
 
 2B 
 
 30 
 
 " 
 
 Lytle _ 
 CSeberg«__ 
 
 34, 201 
 
 no class 
 
 34 
 
 34-212 
 
 " 
 
 34 
 
 Aud. 
 
 no class 
 
 17 
 
 2B 
 
 3C 
 
 3B 
 
 Mathematics 
 
 307 
 
 37 
 
 39 
 
 42 
 
 luncheon 
 
 41 
 
 no class 
 
 40 
 
 38 
 
 18 
 
 2A 
 
 2A 
 
 2A 
 
 English 
 
 306,310,311 
 
 ^_Fergison_^ 
 
 39 
 
 37 
 
 no class 
 
 42 
 
 luncheon 
 
 41 
 
 38 
 
 40 
 
 19 
 
 2A 
 
 3B 
 
 3A 
 
 Mathematics 
 
 312 
 
 Bailey __ 
 Hanway 
 
 49 
 
 no class 
 
 44 
 
 lunch. Aud. 
 
 45 
 
 43 
 
 no class 
 62 
 
 no class 
 
 20 
 
 3C 
 
 30 
 
 3B 
 
 
 301 
 
 51 
 
 53 
 
 48 
 
 46 
 
 luncheon 
 
 47 
 
 .. .. 
 
 U'l 
 
 3C 
 
 3B 
 
 3A 
 
 Eng. Latin 
 
 310 
 
 Lockridge 
 
 no class 
 
 49 
 
 46 luncheon | 
 
 47 
 
 Aud. 
 
 47 " " 
 
 -2 
 
 3B 
 3A 
 
 40 
 30 
 
 40 
 
 Eng.-Germ. 
 
 311 
 
 Gobin _ 
 
 53 
 
 51 
 
 54 
 
 48 
 
 luncheon 
 
 61 
 
 no class 62 
 
 23 
 
 30 
 
 
 1 ^_- 
 
 
 
 
 
 
 
 
 
 24 
 
 3A 
 
 40 
 
 4Ii 
 
 -\ 1 " 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 SPECIAL WORK— Two Periods 
 
 
 
 
 
 
 
 
 
 
 26 
 
 Mixed 
 
 Mixed 
 
 Mixed 
 
 1 
 
 
 
 
 
 
 
 
 
 
 26 
 
 •• 
 
 
 
 M. T. and D. 
 
 201 
 
 Liggett _ 
 
 Aud. 
 
 7 
 
 8 
 
 luncheon 
 
 10 
 
 13 
 
 26 
 
 no class 
 
 27 
 
 
 ■' 
 
 
 Nature Study 
 
 107 
 
 EUefson 
 
 9 
 
 21 
 25 
 
 no class 
 
 luncheon 
 
 11 
 
 28 
 
 8 
 
 General 
 
 28 
 
 4C 
 
 4B 
 
 4A 
 
 Music 
 
 210 
 
 Thompson 
 
 no class 
 
 15 
 
 luncheon 
 
 9 
 
 36 
 
 12 
 
 Aud. 
 
 29 
 
 4B 
 
 4A I 60 
 
 Application 
 
 201,106,107 
 210 
 
 Pearcy 
 
 11 
 
 13 
 
 7 
 
 15 
 
 luncheon 
 
 no class 
 
 Aud. 
 
 14 
 
 30 
 
 4A 
 
 BC I 6C 
 
 M. T. and D. 
 
 212 
 
 De Vinney { 18 
 
 17 
 
 20 
 
 luncheon 
 
 14 
 
 19 
 
 22 
 
 no class 
 
 31 
 
 5C 
 
 60 
 
 60 
 40 
 
 M. T. and D. 
 
 106 
 
 Wetton 
 
 23 
 
 
 12 
 
 18 
 
 luncheon 
 
 16 
 
 20 
 
 24 
 
 32 
 
 ForRn. 
 
 Mixed 
 
 Expression 
 
 206 
 
 Estabrook 
 
 General 
 
 Aud. 
 
 24 
 
 luncheon 
 
 17 
 
 21 
 
 Aud. 
 
 no class 
 
 33 
 
 5C 
 
 6B 
 
 5A 
 
 Application 
 
 212,106,206 
 
 Newton 
 
 19 
 
 29 
 
 23 
 
 22 
 
 luncheon 
 
 25 
 
 16 
 
 no class 
 
 34 
 
 1, 2 Col 
 
 1, 2 
 
 1, 2 
 
 
 
 
 
 
 
 
 
 
 
 
 35 
 
 Out 
 
 
 
 Helpers 
 
 
 
 31 
 
 
 32 
 
 30 
 
 27 
 
 33 
 
 28 
 
 26 
 
 36 
 
 3, 4 Col 
 
 3 4 0ol 
 
 3,4 
 
 " 
 
 
 
 
 
 
 
 31 
 
 29 
 
 
 
 37 
 
 5B 
 
 6B 
 
 5B 
 
 
 
 
 
 
 
 
 
 
 
 
 38 
 
 5A 
 6C 
 5A 
 
 5A 
 60 
 
 60 
 
 Chemistry 
 
 209 
 
 Coons 
 
 Aud. 
 
 no class 
 
 52 
 
 62 
 
 lunch Aud. 
 
 54 
 
 54 
 
 no class 
 
 39 
 
 6B 
 6B 
 
 Zoology 204 
 
 Aheme 
 
 no class 
 
 Aud. 
 
 62 
 
 52 
 
 luncheon 
 
 Aud. 
 
 48 
 
 48 
 
 40 
 
 6C 
 
 Physics 
 
 111 
 
 Holliday 
 
 47 
 
 47 
 
 General 
 
 luncheon 
 
 53 
 
 53 
 
 no class 
 
 General 
 
 41 
 
 6C 
 
 60 
 
 6B 
 
 Application 
 
 
 
 
 
 
 
 
 
 
 
 42 
 
 6C 
 
 TC 
 
 6B 
 
 6A 
 
 Botany 
 
 304 
 
 Monsch 
 
 47 
 
 47 
 
 Aud. 
 
 luncheon 
 
 61 
 
 51 
 
 no class 
 
 Aud. 
 
 43 
 
 7B 
 
 7A 
 
 Drawing 
 
 101 
 
 Carlisle 
 
 41 
 
 41 
 
 38 
 
 38 
 
 luncheon 
 
 no class 
 
 48 
 
 48 
 
 44 
 
 6A 
 
 7B 
 8B 
 
 7A 
 8A 
 
 Drawing 
 
 309 
 
 Hess 
 
 41 
 
 41 
 
 38 
 
 38 
 
 luncheon 
 
 no class 
 
 42 
 
 42 
 
 45 
 
 8C 
 
 Application 
 
 
 
 
 
 
 
 
 
 
 
 46 
 
 8C 
 
 8B 
 
 8A 
 
 Man. Training 
 
 120 
 
 Ringham 
 
 27 
 
 33 
 
 40 
 
 40 
 
 37 
 
 37 
 
 44 
 
 42 
 
 47 
 
 9 
 8B 
 
 9 
 
 9 
 
 Cooking 
 
 116 
 
 Pritchard 
 
 27 
 
 33 
 
 40 
 
 40 
 
 37 
 
 37 
 
 44 
 
 42 
 
 48 
 
 9 
 
 9 
 
 Commercial 
 
 207 
 
 Lester 
 
 Bookpng. 
 
 Stenog. 
 
 no class 
 
 luncheon 
 
 Stenog. 
 
 Stenog. 
 
 General 
 
 General 
 
 49 
 
 9 
 
 9 
 
 9 
 
 Application 
 
 
 
 
 
 
 
 
 
 
 
 60 
 
 10 
 
 Out 
 
 
 Sewing 
 
 117 
 
 Elbe 
 
 43 
 
 43 
 
 28 
 
 26 
 
 39 
 
 39 
 
 32 
 
 30 
 
 51 
 
 9 
 
 9 
 
 9 
 
 Shops 
 
 
 
 43 
 
 43 
 
 28 
 
 26 
 
 39 
 
 39 
 
 32 
 
 30 
 
 52 
 
 10 
 11 
 
 10 
 
 10 
 
 
 
 
 
 
 
 
 
 
 
 
 53 
 
 11 
 "l2 
 
 11 
 
 Teachers' yVss'ts. 
 
 
 
 
 
 
 
 61 
 
 51 
 
 42 
 
 42 
 
 J4_ 
 
 12 
 
 12 
 
 " 
 
 
 
 45 
 
 45 
 
 
 
 49 
 
 49 
 
 46 
 
 46 
 
 
 
 
 
 GENERAL WORK and Luncheon— Four Periods 
 
 y School 
 
 A' Scliool 
 
 ¥ School 
 
 X School 
 
 
 
 
 Play and 
 Physical 
 Training 
 
 Play- 
 rooms 
 and 
 grounds 
 
 CaldweU 
 O'Regan 
 
 1 
 
 11, 13, 16, 
 
 17, 19, 21, 
 
 36, 25 
 
 
 20,23 
 
 7, 8, 9, 
 10, 12, 14, 
 18, 22, 24 
 
 23,27,29 
 
 31, 33, 34, 
 
 37, 39 
 
 
 
 
 
 
 8, 10, 12 
 14, 15, 16, 
 20, 22 
 
 24,26,28, 
 
 30,32,38, 
 
 40 
 
 7, 9, 10, 11, 
 
 - — 
 
 Beaton 
 
 13,15,17,25, 
 
 
 
 
 
 Bruns 
 
 18, 19, 21 
 
 _ 
 
 
 Music 
 
 .\udito- 
 
 Chandler 
 
 24, 26, 28, 
 
 30, 32, 38, 
 
 40 
 
 8, 9, 10, 
 12, 14, 16, 
 18, 22, 34 
 
 41, 43, 45, 
 
 47, 49, 51, 
 
 63 
 
 
 
 42, 44, 46 
 48, 52 
 
 7, 11, 13, 
 
 15, 17, 19, 
 
 21, 36 
 
 20, 23, 27, 
 
 
 
 
 
 Hist., Civics 
 
 Jones 
 
 29, 31, 33, 
 
 — 
 
 
 
 
 
 Science 
 
 Estabrook 
 
 37, 39 
 
 — 
 
 
 
 Industry 
 
 Richardson 
 
 
 ■ 
 
 
 
 History 
 
 208 
 
 Chandler 
 
 Aud. 
 
 48 
 
 Aud. 
 
 luncheon 
 
 54 
 
 Aud. 
 
 no class 
 
 Aud. 
 
 ^ — - 
 
 
 History 
 
 208, 302 
 
 Mead 
 
 46 
 
 27 
 
 37 
 
 luncheon 
 
 no class 
 
 40 
 
 46 
 
 43 
 
 ■ 
 
 
 
 English 
 
 303 
 
 Taylor 
 
 no class 
 
 52 
 
 Aud. 
 
 44 
 
 luncheon 
 
 45 
 
 53 
 
 49 
 
 — 
 
 
 
 Literature 
 
 303, 209 
 
 CoUingwood 
 
 Mixed 
 
 54 
 
 39 
 
 luncheon 
 
 43 
 
 no class 
 
 61 
 
 mixed 
 
 - — 
 
 
 
 
 
 Music 
 
 211 
 
 Jones 
 
 Aud. 
 
 44 
 
 Aud. 
 
 luncheon 
 
 no class 
 
 Aud. 
 
 41 
 
 Aud. 
 
 -■ — 
 
 
 
 
 
 Expression 
 
 211 
 
 Richardson 
 
 42 
 
 Aud. 
 
 31 
 
 luncheon 
 
 no class 
 
 32 
 
 Aud. 
 
 44 
 
 ~— 
 
 
 Library 
 Phys. Training 
 
 Home, etc. 
 
 108, 109 
 
 
 44, 48 
 52, 54 
 
 42, 46 
 
 27 
 
 
 
 26 
 30, 38 
 
 43,49 
 
 41, 45, 47, 
 
 "- — 
 
 
 
 
 Gymnas- 
 ium 
 
 29 
 
 luncheon 
 
 assembly 
 
 53 
 
 
 
 61, 54, 36 
 
 ^" — 
 
 Parker- 
 Haosen 
 
 33 
 
 
 i 1 
 
 
 ■ ' 
 
 
 
 
 
TABLE C 
 
 Beveridge School Program 
 spring term 1915-16 
 
 TYPES OF WORK 
 
 NAMES OF TEACHERS 
 
 8:15 
 
 I TO 
 
 9:15 
 
 9:15 
 
 II TO 
 
 10:15 
 
 10:15 
 
 III TO 
 
 11:15 
 
 11:15 
 
 IV TO 
 
 12:15 
 
 12:15 
 
 V TO 
 
 1:15 
 
 1:15 
 
 VI TO 
 
 2:15 
 
 2:15 
 
 VII TO 
 
 3:15 
 
 3:15 
 
 VIII TO 
 
 4:15 
 
 \radeinic 
 
 Mellen 
 
 Room 1 
 1 (IC) 
 
 Room 1 
 3 (1A2) 
 
 Room 1 
 2 (lA') 
 
 Lunch 
 
 Room 1 
 
 1 (IC) 
 
 Room 1 
 3 (1A2) 
 
 Room 1 
 2 (lAO 
 
 
 Academic 
 
 "Williams 
 
 Room 3 
 6 (3C) 
 
 
 Room 3 
 5 (2A) 
 
 Lunch 
 
 Room 1 
 4 (2B-C) 
 
 Room 3 
 6 (3C) 
 
 Lunch 
 
 Room 3 
 5 (2A) 
 
 Room 1 
 4 (2B-C) 
 
 Academic 
 
 Champion 
 
 Room 4 
 9 (4A-5C) 
 
 Room 3 
 
 7 (3B-A) 
 
 Room 3 
 8 (4C-B) 
 
 Room 4 
 9 (4A-5C) 
 
 Room 3 
 7 (3A-B) 
 
 
 Room 3 
 8 (4C-B) 
 
 Academic 
 
 Falvey 
 
 
 Room 4 
 11 (6C-B-A) 
 
 Room 2 
 1 (IC) 
 
 Room 4 
 10 (5B-A) 
 
 Room 4 
 12 (7C-B-A) 
 
 Room 2 
 5 (2A) 
 
 Lunch 
 
 Room 4 
 11 (6C-B-A) 
 
 Room 4 
 10 (5B-A) 
 
 Room 4 
 12 (7C-B-A) 
 
 Art 
 
 Lutz 
 
 Room 2 
 3 (1A2) 
 
 Room 2 
 4 (2B-C) 
 
 Lunch 
 
 Room 2 
 6 (3C) 
 
 
 Room 2 
 3 (lAO 
 
 Nature Study 
 
 Snow 
 
 5 (2A) 
 
 6 (3C) 
 
 Lunch 
 
 3 (lAi) 
 
 2 (lA^) 
 
 1 (IC) 
 
 4 (2B-C) 
 
 
 Cooking 
 
 Polk 
 
 11 (6C-B-A) 
 
 10 (5B-A) 
 
 12 (7C-B-A) 
 
 Lunch 
 
 7 (3B-A) 
 
 9 (4A-5C) 
 
 8 (4C-B) 
 
 
 Shop 
 
 Eikenbary 
 
 11 (6C-B-A) 
 
 
 12 (7C-B-A) 
 
 Lunch 
 
 7 (3B-A) 
 
 9 (4A-5C) 
 
 8 (4C-B) 
 
 10 (5B-A) 
 
 Lunch 
 
 
 
 
 
 1 (IC) 
 
 2 (1A2) 
 
 6 (3C) 
 
 7 (3B-A) 
 9 (4A-5C) 
 
 11 (6C-B-A) 
 
 3 (lAi) 
 
 4 (2B-C) 
 
 5 (2A) 
 
 8 (4C-B) 
 10 (5B-A) 
 12 (7C-B-A) 
 
 
 
 
 Application 
 
 Mahoney 
 
 Portable 
 7 (3A-B) 
 
 Portable 
 9 (4A-5C) 
 
 Portable 
 8 (4C-B) 
 
 Portable 
 10 (5B-A) 
 
 Portable 
 11 (6C-B-A) 
 
 
 Room 2 
 12 (7C-B-A) 
 
 
 Playground and Gymnasium 
 
 Miner and Stevenson 
 
 10 (5B-A) 
 12 (7C-B-A) 
 
 8 (4C-B) 
 10 (5B-A) 
 12 (7C-B-A) 
 
 1 (IC) 
 
 2 (1A2) 
 
 6 (3C) 
 
 7 (3B-A) 
 
 
 
 3 (lAi) 
 
 4 (2B-C) 
 
 5 (2A) 
 
 8 (4C-B) 
 
 6 (3C) 
 
 7 (3B-A) 
 9 (4A-5C) 
 
 11 (6C-B-A) 
 
 9 (4A-5C) 
 11 (6C-B-A) 
 
 Music and Expression 
 
 Ashbaucher and Clark 
 
 4 (2B-C) 
 8 (4C-B) 
 
 2 (lAi) 
 5 (2A) 
 
 9 (4A-5C) 
 11 (6C-B-A) 
 
 
 Lunch 
 
 10 (5B-A) 
 12 (7C-B-A) 
 
 1 (IC) 
 3 (lA*) 
 
 6 (3C) 
 
 7 (3B-A) 
 
29 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 38 
 39 
 40 
 41 
 42 
 43 
 44 
 
 ii. 
 
 46 
 
 bra 
 
" TABLE D 
 SPEaAL Work op All Froebel Classes Dlrlng 1915-1916 and the Number of Hours for Which Each Acn\iT\' Was Schedcxed 
 
 
 Grades in: 
 
 Number of Hours Classes Were Scheduled for Various Subjects 
 
 
 
 
 c 
 
 i 
 7 
 
 
 8 
 
 8 
 
 s 
 
 1 
 
 1 
 
 > 
 
 ca 
 
 
 
 
 
 
 
 1 
 
 a < 
 
 
 
 1 
 
 1 i 
 
 
 
 60 
 60 
 
 i 
 
 ""50^ 
 
 1 
 
 
 7 
 
 IC 
 
 IB 
 
 IB 
 
 
 
 — 
 
 
 
 
 — 
 
 
 
 
 
 100 
 100 
 
 100 
 
 100 
 
 8 
 
 IB 
 
 lA 
 2C 
 
 lA 
 
 
 
 
 
 
 
 50 
 
 100 
 
 100 
 
 9 
 
 IB 
 
 2C 
 
 
 
 — 
 
 
 
 
 
 
 
 — 
 
 100 
 
 50 
 
 50 
 50 
 
 100 
 100 
 
 100 
 
 10 
 
 IB 
 
 IC 
 IB 
 
 IC 
 
 
 
 — 
 
 
 
 
 
 
 100 
 100 
 
 50 
 50 
 
 
 11 1 lA 
 
 IB 
 
 — 
 
 
 
 
 
 50 
 
 100 
 
 100 
 
 12 
 
 2C 
 
 lA 
 
 lA 
 
 
 
 
 
 
 
 
 
 100 
 
 50 
 
 SO 
 
 100 
 
 100 
 
 13 
 
 2C 
 
 2B 
 
 lA 
 
 
 
 
 
 
 
 
 
 
 — 
 
 200 
 
 
 100 
 100 
 
 100 
 
 14 
 
 2C 
 
 2B 
 2B 
 
 2C 
 2B 
 3C 
 
 
 
 
 
 
 
 
 
 
 100 
 
 50 
 
 50 
 
 100 
 
 15 
 
 2C 
 
 
 
 
 
 — 
 
 
 100 
 
 50 
 
 50 
 
 100 
 
 100 
 
 16 
 
 2B 
 
 3C 
 
 
 
 
 
 --^ 
 
 
 
 
 100 
 
 50 
 
 50 
 
 100 
 
 100 
 
 17 
 
 2B 
 
 3C 
 2A 
 3B 
 3C 
 3B 
 
 3B 
 
 — 
 
 
 
 
 
 
 
 — 
 
 100 
 
 50 
 
 50 
 
 100 
 
 100 
 
 18 
 
 2A 
 2A 
 3C 
 
 2A 
 3A 
 
 
 
 — 
 
 100 
 
 50 
 
 50 
 
 100 
 
 100 
 
 19 
 
 
 
 
 
 
 100 
 
 50 
 
 50 
 
 100 
 
 100 
 
 20 
 
 3B 
 3A 
 
 
 
 — 
 
 
 — 
 
 
 
 
 100 
 
 50 
 
 60 
 
 100 
 
 100 
 
 21 
 
 3C 
 
 
 
 — 
 
 
 
 
 100 
 
 50 
 
 50 
 
 JO 
 50 
 
 100 
 
 100 
 
 22 
 
 3B 
 
 4C 
 
 4C 
 
 — 
 
 
 
 
 
 100 
 
 
 200 
 
 100 
 
 23 
 
 3A 
 
 3C 
 4C 
 
 3C 
 
 
 
 
 
 
 
 
 
 
 100 
 
 50 
 50 
 
 100 
 
 iqo_ 
 
 100 
 
 100 
 
 24 
 
 3A 
 
 4B 
 
 
 
 
 
 
 100 
 
 100 
 
 25 
 
 - 
 
 Mixed 
 
 
 
 
 
 
 
 ■ — 
 
 
 200 
 
 60 
 
 60 
 
 100 
 
 26 
 
 " 
 
 
 
 
 200' 
 
 
 200' 
 
 
 200 
 
 
 
 
 
 
 27 
 
 " 
 
 
 
 
 
 
 
 
 200' 
 
 200» 
 
 
 
 
 200 
 
 
 
 
 
 
 28 
 
 4C 
 
 4B 
 
 4A 
 
 
 
 200= 
 
 
 200' 
 
 
 
 200 
 
 
 
 
 
 100 
 
 29 
 
 4B 
 
 4A 
 
 5C 
 5C 
 
 — - 
 
 
 
 
 
 
 300 
 
 
 
 100 
 
 
 30 
 
 4A 
 
 5C 
 
 
 
 — 
 
 200> 
 
 
 200' 
 
 
 200 
 400 
 
 
 25 
 
 25 
 50» 
 
 
 
 31 
 
 5C 
 
 5C 
 
 5C 
 
 
 
 
 
 
 
 60» 
 
 
 
 32 
 
 Foreign 
 
 Mixed 
 
 4C 
 
 
 
 
 200' 
 
 
 200' 
 
 
 
 
 200 
 
 50 
 
 60 
 
 
 
 33 
 
 5C 
 
 5B 
 
 5A 
 
 
 200* 
 
 200= 
 
 
 
 200 
 
 
 
 
 
 34 
 
 Colored ist & 2d | 
 
 
 
 — 
 
 
 
 ■ 
 
 100 
 100 
 
 
 
 
 
 100 
 
 36 
 
 
 No class 1 
 
 
 
 
 
 
 
 
 
 
 
 36 
 
 Colored 3d & 4th | 
 
 
 
 
 50 
 
 60 
 
 
 100 
 
 37 
 
 5B 
 
 5B 
 5A 
 
 6B 
 
 100< 
 
 
 100* 
 
 100* 
 1002 
 
 300* 
 100= 
 300* 
 
 
 
 
 
 
 
 38 
 
 5A 
 
 6C 1 
 
 
 100> 
 
 
 lOO' 
 
 
 100« 
 
 100^ 
 
 
 
 
 
 
 39 
 
 6C 
 
 6C 
 
 6B 
 6B 
 6B 
 
 
 
 100« 
 
 1005 
 
 100* 
 
 100* 
 1002 
 
 
 
 100 
 100 
 100 
 
 
 
 
 
 
 
 
 40 
 
 5A 
 
 6C 
 6C 
 
 100' 
 
 100« 
 
 
 
 100' 
 100' 
 
 100« 
 
 100« 
 
 
 
 
 
 41 
 
 6C 
 
 100' 
 
 
 100' 
 
 100« 
 lOO''' 
 IOC 
 
 100" 
 
 
 200 
 
 
 
 
 42 
 
 6C 
 
 6B 
 
 6A 
 7A 
 
 
 
 100» 
 
 
 100* 
 
 200« 
 100' 
 
 100* 
 100° 
 100" 
 100« 
 
 100s 
 
 100 
 100 
 100" 
 100 
 
 
 
 
 
 
 
 43 
 
 7C 
 6A 
 
 7B 
 
 100' 
 
 
 100' 
 
 
 100' 
 
 
 
 
 
 
 44 
 
 7B 
 8B 
 
 7A 
 8A 
 
 
 
 
 100' 
 
 
 100» 
 
 200» 
 
 100> 
 
 200 
 
 
 
 
 46 
 
 8C 
 
 100' 
 
 
 100' 
 
 
 100' 
 
 
 100' 
 
 100« 
 
 
 
 
 
 
 
 46 
 
 8C 
 
 8B 
 
 8A 
 
 
 
 
 100' 
 
 
 100» 
 
 200» 
 
 100» 
 
 100 
 
 
 
 
 
 * Part of the class spends this time in play. 
 "* Partof the class spends this time in regular work. 
 
 The same number above the scheduled hours of two subjects indicates that the members of the particular class had a choice between these 
 branches. 
 
TABLE E 
 
 Division of Day at Froebel School 
 
 spring term 1915-16 
 
 CLASS NUMBERS AND GRADES 
 
 8, lA; 9, 2C; 12, lA; 17, 3B; 18, 2A; 20, 3B; 
 21, 3A; 24, 4B ; 26, Mixed; 27, Mixed; 30, 
 5C;33,5A;38,6C 
 
 31, 5C; 32, 4C; 37, 5B; 39, 6B; 40, 6B; 42, 
 6A;43,7A;44,6B;45,8A;46,8A 
 
 7,1B;11,1B;13,1A;14,2C;15,2B;16,3C; 
 19,3A;22,4C;23,3C;29,5C;36,3-4Col. 
 
 28,4A;41,7C 
 
 25, Mixed 
 
 10, IC 
 
 6, IB 
 
 34, 1-2 Col 
 
 ^Includes manual training and drawing, music, 
 and cooking. 
 
 NUMBER OF 
 CLASSES 
 
 13 
 
 10 
 
 11 
 
 Number of Minutes Scheduled for: 
 
 ACADEMIC 
 WORK 
 
 SPECIAL 
 WORK' 
 
 120 
 
 120 
 
 180 
 
 120 
 
 180 
 
 60 
 
 120 
 
 180 
 
 180 
 
 120 
 
 120 
 
 60 
 
 180 
 
 60 
 
 240 
 
 
 AUDITORIUM 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 GYMNASIUM 
 
 PLAYGROUND 
 
 PLAY-ROOM 
 
 120 
 
 60 
 
 120 
 
 60 
 
 120 
 
 180 
 
 120 
 
 60 
 
 expression, teachers' assistants, helpers, science, drawing, shops, sewing. 
 
1 
 
Aritb. 
 
 Aritb. 
 
 392 
 
 402 
 
 E 
 
 39-40 
 
 14 
 
 18 
 
 40 
 
 36 
 
 24 
 
 24 
 
 26 
 
 26 
 
 391 
 
 401 
 
 16 
 
 20 
 
 315 
 
 316 
 
T.VBLE F 
 
 PxoGSAH or School Ndhber 12 
 
 Passaic Pubuc Scboois 
 
TABLE r, 
 Froebel School Program 
 
 
 
 
 
 
 1 
 
 Tt.u uj.i 
 
 
 rOR SIXTY cussis 
 
 
 
 
 
 
 
 Kev to Classes 
 
 Types of 1 Rooms 
 
 Work ' Occupied 
 
 jLY Teache 
 
 INFANT SCHOOL 
 
 s 
 
 ^'^'""\ ''"■'■■ '* '''^"i'-'l i«" eight ,„n.„l-: 1, 11. III. IV, \-. VI. VII and VIU 
 
 s 
 
 CLASS 
 
 NAMFJS 
 
 letters 
 
 8:15 9:15 
 
 1 TO II TO 
 
 9:15 10:15 
 
 10:15 1 11:15 
 
 in TO IV TV) 
 11:16 12:15 
 
 12:16 ' 1:15 
 
 V TO , \l TO 
 
 1:15 2:16 
 
 2:16 
 
 Vn TO 
 
 3:15 
 
 8:15 
 
 vm TO 
 
 4:15 
 
 1911 
 
 s 
 
 1916 
 ^ 1 
 
 UMBf 
 1917 
 
 RS 
 
 - "j? 
 
 14 
 
 - ^ 
 
 16 
 
 IS 
 W 
 _20 
 21 
 
 23 
 24 
 J^o 
 26 
 27 
 
 29 
 30 
 
 "IT 
 
 32 
 
 kindergarten 
 
 Primary 
 Primary 
 
 104 
 105 
 102 
 103 
 lOfi 
 
 flinn-Davis 
 
 Francisco 
 Chapline 
 
 A , , 
 
 8 '^ 
 
 8 
 
 1 
 
 7 ' ' ' 
 
 8 
 
 ---- - 
 
 4 
 7 
 
 6 
 7 
 
 K 
 
 K 
 
 7_ 
 
 8 
 9 
 
 Primary 
 Nature study 
 
 Collins 
 
 • 
 
 12 
 
 12 
 
 11 
 
 11 
 
 9 
 
 9 
 12 
 
 11 
 
 
 "~'^~i~ 
 
 Comtrucuon j Aho^e 1 V^'^t 
 
 - ^-"'■'"F'"" 1 121 1 Macl5Si:£;^H„„„ 
 KliGULAR SCHor)!. wnm.' ,-.. „ ■ . = 
 
 
 11 
 
 6 
 
 7 
 
 
 8 
 
 12 
 
 4 
 
 ^ 
 
 '/-T- 
 
 
 3 
 
 9 
 1. 6. 7 
 
 10 
 
 3, 8, 9 1.104 
 
 12 
 
 2-104 
 
 6 
 
 4. 7. 10 
 
 ^ 2. 6. S" ' 
 
 - " 
 
 _3 
 
 S 
 
 7 
 8 
 9 
 10 
 11 
 12 
 
 12 
 
 13 
 14 
 
 15 
 16 
 17 
 18 
 
 Math, and Eng. 
 Hist. " •■ 
 
 202 
 203 
 205 
 205-203-202 
 206 
 308 
 306 
 
 1 Pease 
 Hotchkiss 
 Kennedy 
 Stratton 
 Gingell 
 Simpson 
 Slocum 
 
 B , 
 
 t-'l 
 
 X .s 
 i:iiM 
 17 E 
 21 M 
 
 29 H 
 27 E 
 36 H 
 
 15 M 
 
 19 E 
 
 23 E 
 25 H 
 31 E 
 
 r ,s 
 
 14 M 
 
 18 M 
 22 E 
 34 H 1 
 
 li„ol 
 
 1?E 
 20m"~" 
 24 E 
 
 i34H 
 30 E 
 
 .V i. 
 13 E 
 17 M 
 21 E 
 
 29 E 
 31 H 
 
 16 K 
 191M 
 
 23 M 
 26 E 
 2711 
 
 14 E 
 
 18 E 
 22 M 
 
 30 H 
 
 16 M 
 20 E 
 24M 
 34E 
 
 1= 
 
 i- 
 
 3 
 
 13 
 14 
 15 
 16 
 17 
 18 
 19 
 20 
 21 
 
 19_ 
 
 20 
 
 21 
 
 22 
 
 23 
 
 25 
 
 Hist, and Geog. 
 -Slath. and Eiig. 
 •■ Hist. 
 Mathematics 
 Mathematics 
 Latin 
 
 306-308-206 
 
 302 
 
 305 
 
 307 
 .■jy7-305-302 
 
 312 
 
 303 
 
 Stephan 
 
 Scott 
 
 Cornelius 
 
 Ferguson 
 
 C. Seberger 
 
 Bailey 
 
 Lockridge 
 
 El 
 
 39 H 
 
 45 M 
 47 M 
 56 
 67 
 
 33 E 
 37 H 
 41 M 
 
 43 M 
 
 67 
 
 56 
 
 32 E 
 42 H 
 46 M 
 44 H 
 
 60 
 
 26 E 
 
 40 M 
 38 H 
 48 M 
 
 33 H 
 46 H 
 
 41 E 
 
 37 M 
 53 
 
 47 H 
 
 43 H 
 39 M 
 49 
 
 26 H 
 
 ^38M 
 48 H 
 42 M 
 
 32 H 
 46 H 
 40E 
 
 44 M 
 
 58 
 
 3 
 3 
 
 26 
 
 27 
 
 Mathematics j 301 
 German 1301.303-312 
 
 Hanway 
 Mact;reRor 
 
 
 51 
 
 51 
 
 60 
 
 52 
 
 52 
 
 60 
 
 69 
 
 69 
 
 64 
 
 56 
 
 66 
 
 54 
 
 -h 
 
 23 
 24 
 25 
 
 29 
 
 34 
 35 
 
 -\I. T. and D. 
 
 101 
 
 Wetton 
 
 F, 
 
 15 
 
 'J 
 
 16 I 14 1 1 
 
 
 17 1^/ 
 21 1 17 
 
 20,^4 1 m 1 -'-' 
 
 30 
 
 Nature study 
 
 107 
 
 EUefson 
 
 , 
 
 'i 
 
 13 
 
 1 16 
 
 1 14 
 
 23 1 ip 
 
 241^0 
 
 221 iS 
 
 
 
 
 .Music and E.v. 108 
 
 Estabrook 
 
 , 
 
 19 1 ij 
 
 17 I. r 
 
 20 1 2., 
 
 18|ji 
 
 16 1 
 
 13 1 
 
 16 
 
 '4 
 
 4 26 
 
 31 
 
 36 
 37 
 
 Application 108-107-101 
 
 Pearcy 
 
 , 
 
 23 1 rp 
 
 21 1 ,7 
 
 24 Uo 
 
 22 \ iS 
 
 1 16 
 
 13 
 
 r6 
 
 14 
 
 . 4 27 
 
 32 
 
 Helpers 
 
 Following 
 
 
 31 
 
 27 
 
 ^ 3D 
 
 28 
 
 25 
 
 29 
 
 32 
 
 26 
 
 4 28 
 
 33 
 
 38 
 
 .Vpplication 
 
 Below 
 
 F. Seberger 
 
 G, 
 
 25 M 
 
 
 26 M 
 
 32 M 
 
 35 M| 
 
 1 35M 
 
 28 M 
 
 30 M 
 
 4 29 
 
 34 
 
 40 
 
 Application 
 
 Below 
 
 Gelman 
 
 
 33 M 
 
 29 M 
 
 1 34 M 
 
 34 M| 
 
 27 M 
 
 31 M 
 
 50 
 
 _34U«L44_ 
 
 36 M 
 
 4 30 
 
 35 
 
 39 
 
 Drawing 
 
 309 
 
 Hess 
 
 > 
 
 S1\4'\ 43 
 
 
 36 1 40 1 48 
 
 
 39 1 47 1 43 
 
 33 1 ,,5 1 41 
 33 1 -,/ 1 41 
 
 60 
 
 5_ 31 
 
 36 
 
 43 
 
 Man. Training 
 
 120 
 
 Blaine 
 
 
 37 Ur 1 43 
 
 
 36 1 ,/o 1 48 
 
 
 39 1 .»7 1 43 
 
 . 
 
 
 33 
 34 
 
 38 
 
 Zoology 
 
 204 
 
 Aheme 
 
 
 43 1 37 1 41 
 
 46 UH 35 
 
 64 
 
 54 
 
 43 1 j9 1 « 
 47 1 «l 39 
 
 
 46 1 +, 1 34 
 
 
 40 
 
 42 
 
 Chemistry 
 
 209 
 
 Ladd 
 
 , 
 
 43 1 jr 1 41 
 
 45 1 47 1 3S 
 
 63 
 
 53 
 
 47|«l39 
 
 
 46 1 +, 1 34 
 
 
 5 
 
 35 
 
 39 
 
 44 
 
 Cooliing 
 
 116,117 
 
 Wickman 
 
 , 
 
 41 1 « 1 37 
 
 36 1 45 1 47 
 
 48 \ ,!« 1 40 
 
 i<i\44\ 42 
 i6\44\ 42 
 44 1 ,<i 1 46 
 
 
 411 J.! 1 45 
 
 52, 60 1 62, 60 
 
 
 36 
 37 
 38 
 40 
 39 
 41 
 
 
 
 Printing 
 
 112 
 
 Rosenbloom 
 
 , 
 
 41|«l 37 
 
 35 Ui 1 47 
 
 48 1 36 \ 40 
 
 
 41|jjl45 
 
 52,60 
 
 62,60 
 
 6 
 7 
 
 41 
 
 45 
 '^46 
 47 
 48 
 49 
 
 Drawing 
 
 310.311 
 
 CarlUe 
 
 
 49 
 
 47 1 .b- 1 45 
 
 
 
 61,66,57 
 
 61.56.67 
 
 42 1 ,,« 1 3S 
 
 43 
 
 Sewing 
 Bouny 
 
 212 
 
 Elbe 
 
 
 49 
 
 47 1 .15 1 45 
 
 
 44 1 42 1 46 
 
 
 51,66,67 
 
 51,65.67 
 
 42 1 J« 1 38 
 
 42 
 
 304 
 
 Monsch 
 
 1. 
 
 53 
 
 63 
 
 40 U« 1 36 
 
 42 1 4« 1 44 
 
 
 45 1 41 1 33 
 
 
 481 JSI42 
 
 44 
 45 
 
 Physics 
 
 110,111 
 
 Holliday 
 
 69 
 
 69 
 
 40 1 4S 1 30 
 
 42 1 4(S 1 44 
 
 
 46 1 4' 1 33 
 
 
 48 1 jS 1 42 
 
 Plumbing 
 
 107A 
 
 Brooncr 
 
 ,j 
 
 Specials 
 
 Specials 
 
 Specials 
 
 
 Specials 
 
 Specials 
 
 Specials 
 
 Specials 
 
 42 
 
 46 
 
 50 
 51 
 52 
 
 Shoemaking 
 
 106A 
 
 Skolak 
 
 ,. 
 
 
 
 
 Specials 
 
 
 
 
 
 43 
 
 47 
 
 1 
 
 
 
 
 
 
 
 
 
 
 44 
 
 48 
 
 GENERiVL WORK and Luncheon— Four Periods | 
 
 
 r School 
 
 X School 
 
 r School 
 
 X S,lmil 
 
 8 
 9 
 
 ^9~ 
 
 10 
 
 45 
 J6 
 
 _« 
 49 
 50 
 
 49 
 
 50_" 
 51_ 
 52 
 
 si 
 
 Play and Phys- 
 ical Training 
 
 216 
 
 iHcCarty 
 
 H, 
 
 30 38 
 32 40 
 34 
 36 
 
 14 22 
 16 24 
 18 10 
 20 28 
 
 12 19 
 
 13 21 
 
 16 23 
 
 17 25 
 
 
 
 11 20 
 14 22 
 16 24 
 
 18 26 
 
 13 21 29 37 
 
 214 
 
 Bruns 
 
 
 
 
 15 23 31 39 
 
 Swimming 
 
 124 
 
 Parker 
 
 
 
 
 17 9 33 
 
 Swimming 
 
 115 
 
 Hanson 
 
 
 
 
 19 27 35 
 
 
 Auditor- 
 
 
 
 14 22 
 16 24 
 18 26 
 20 28 
 
 30 38 
 32 40 
 34 42 
 36 44 
 
 45 53 
 47 65 
 49 67 
 51 59 
 
 
 
 46 64 
 48 56 
 50 68 
 
 29 37 13 21 
 
 53 
 
 Music 
 
 Jones 
 
 I, 
 
 
 
 31 39 15 23 
 
 61 
 52' 
 53 ~" 
 
 64 
 
 Accompanist 
 
 Schofield 
 
 
 
 
 33 41 17 25 
 
 55 
 
 58 
 
 Industry 
 
 Ringham 
 
 
 
 i 52 60 
 
 7; 1 
 
 56 
 
 English 
 
 210 
 
 Collingwood 
 
 J, 
 
 46 
 
 43 
 
 37 
 
 
 
 38 
 
 46 
 
 
 10 
 
 54 
 
 67 
 
 59 
 
 
 211 
 
 Heuring 
 
 
 60 
 
 62 
 
 39 
 
 
 61 
 
 1 42 
 
 
 49 
 
 10 
 
 11 
 
 11 
 ^u_ 
 
 12 
 
 ■ 12 
 
 55 1 58 
 
 56 
 
 57 59 
 
 60 
 
 Hist, and Geog. 
 English 
 
 201 
 
 Mead 
 
 
 64 
 
 56 
 60 
 
 41 
 
 
 56 40 
 
 59 
 
 
 Above 
 
 Taylor 
 
 J 
 
 68 
 
 43 
 
 
 67 44 
 
 
 63 
 
 Music 
 
 109 
 
 
 G,. 
 
 A|C|B 
 
 •4JC, IB, 
 
 A, |C, |B, 
 
 
 
 A4IC, |B. 
 
 A5IC, IB, 
 
 A. ICJB. 
 
 58 ' 60" 
 60 
 
 
 
 
 K, 
 
 B 1 A 1 C 
 
 B, 1 A, 1 C, 
 
 B, |A, |C, 
 
 
 
 Bj 1 A, 1 C, 
 
 B.IA. |C, 
 
 C. IBJA. 
 
 n. lAjc, 
 
 
 217 
 
 Sanford-Beaton 
 
 H. 
 
 C 1 B 1 A 
 
 C, IB, lA, 
 
 C, 1 B, 1 A, 
 
 
 |<-'. IB. |A. 
 
 C, 1 B, 1 A„ 
 
 The pupils o£ these classes are grouped for Music mto 
 three divisions, A. B and C. These groups alternate as 
 shown on preceding lines. Pupils may be excused from 
 
 42,44 
 48,52 
 56,60 
 
 26,39 
 46,60 
 54,68 
 
 27,29 
 31,33 
 35,38 
 
 
 
 28,30 
 32,34 
 36, 17 
 
 26 
 
 40.47 
 4'1. nn 
 
 41.43,46 
 51,55 
 57.69 
 
 
 
 A 
 Arit 
 Reat 
 S|)cl 
 Wri 
 Lan] 
 
 jplicat 
 imctic 
 inR 
 
 ing S 
 ■ng S 
 iiagej 
 
 11 
 
 M Periods 
 
 Arithmetic 20' 
 Reading 17' 
 Spelling lo' 
 Writing 10' 
 
 E Pcrioi 
 
 Reading 
 Spelling 
 Writing 
 Language 
 
 U7/CM teacher 
 
 cleat- sh 
 
 BelcKii Ihe his 
 
 Fire 
 
 CLASSES 13 to 
 s Nature Stu 
 
 ■,0' Nature Study 
 ,o' Spelling J" 
 10' Reading 1 
 1 7' Language j . 
 
 divide Ihe high school * 
 ould be iised for class re 
 school grades thirty m 
 
 t term classes are in reg 
 
 CLASS PE 
 
 24 
 
 ly Mu 
 
 Musi 
 
 30' Expre 
 
 Langt 
 
 > 27' SpeUil 
 
 Writi 
 
 ademic class 
 
 itotiott. t'iven 
 
 lilies of Ihe c 
 
 stud 
 
 ALTERN 
 
 ular t>pe. sc 
 
 ?IODS ARE S 
 
 »ic and Ex. 
 
 age n 
 ag i > 17 
 ag i) 
 
 hour between re 
 y-tioo minutes fo 
 ass hour should 
 ^^and three mini 
 
 \TION OF CL 
 
 cond term classe 
 
 JBDIVIDED A 
 
 Man. Tr. an 
 Manual Train 
 
 Drawing 
 Arithmetic 
 Reading 
 Language 
 
 idar class recital 
 r supervised study 
 be used for class r 
 Ics for change of c 
 
 ASSES IN SPE 
 ^ are in italics, an 
 
 S FOLLOWS: 
 
 i D. 
 ng & 
 
 on and study per 
 , and three minui 
 rcilalion, twenty- 
 asses. 
 
 CIAL WORK 
 d third term clas 
 
 M Periods 
 Arithmetic 
 Spelling 
 
 'od, thirty-five mi 
 es for change of ch 
 even mimites for 
 
 ses are in smaller 
 
 CUS 
 
 E f 
 
 40' Language 
 
 Lit.. Rea 
 Writing 
 
 :ttes in ti'C 
 
 KStS. 
 
 uptnised 
 type. 
 
 SF.S !!, lo 48 
 
 eriods 
 
 30' 
 
 H Periods 
 listory 
 leography 
 L and G. 
 Reading 
 
 ao' 
 17' 
 
 30' 
 
 in- 
 
THE PUBLICATIONS OF THE 
 GENERAL EDUCATION BOARD 
 
 REPORTS: 
 
 THE GENERAL EDUCATION BOARD: AN ACCOUNT OF ITS ACTIV- 
 ITIES, 1902- I914. 254 PAGES. 
 
 REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 
 I9I4-I915. 82 PAGES. 
 
 REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 
 I9I5-I916. 86 PAGES. 
 
 REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 
 I916-I9I7. 87 PAGES. 
 
 STUDIES: 
 
 PUBLIC EDUCATION IN MARYLAND, BY ABRAHAM FLEXNER AND 
 FRANK P. BACHMAN. 2ND EDITION. I76 PAGES, WITH APPEN- 
 DIX. 
 THE JUNIOR HIGH SCHOOL, BY THOMAS H. BRIGGS.* 
 COLLEGE AND UNIVERSITY FINANCE, BY TREVOR ARNETT.* 
 
 OCCASIONAL PAPERS: 
 
 1. THE COUNTRY SCHOOL OF TO-MORROW, BY FREDERICK T. 
 
 GATES. 15 PAGES. 
 
 2. CHANGES NEEDED IN AMERICAN SECONDARY EDUCATION, 
 
 BY CHARLES W. ELIOT. 29 PAGES. 
 
 3. A MODERN SCHOOL, BY ABRAHAM FLEXNER. 23 PAGES. 
 
 4. THE FUNCTION AND NEEDS OF SCHOOLS OF EDUCATION IN 
 
 UNIVERSITIES AND COLLEGES, BY EDWIN A. ALDERMAN. 
 31 PAGES, WITH APPENDIX. 
 
 5. LATIN AND THE A. B. DEGREE, BY CHARLES W. ELIOT. 
 
 21 PAGES, WITH APPENDIX. 
 
 6. THE WORTH OF ANCIENT LITERATURE TO THE MODERN 
 
 WORLD, BY VISCOUNT BRYCE. 20 PAGES. 
 
 * In Preparation. 
 
 The REPORTS issued by the Board are official accounts of its ac- 
 tivities and expenditures. The STUDIES represent work in the field 
 of educational investigation and research which the Board has made 
 possible by appropriations defraying all or part of the expense involved. 
 The OCCASIONAL PAPERS are essays on matters of current edu- 
 cational discussion, presenting topics of immediate interest from vari- 
 ous points of view. In issuing the STUDIES and OCCASIONAL 
 PAPERS, the Board acts simply as publisher, assuming no responsibil- 
 ity for the opinions of the authors. 
 
 The puhlicalions of the Board may be obtained on request