CONTENTS

Introduction by William Wirt[xvii]
I. The Community Setting[1]
II. The School Plant: Educating the Whole Child
The Gary plant the concrete embodiment of an ideal—Educating the whole child by a fourfold unity of activities—The complete school: economic and educational advantages—The school site: playgrounds for growth—Playgrounds and parks as adjuncts to the school—Gymnasiums—The school halls as streets and galleries and “application” rooms—Museums, galleries, and libraries as adjuncts to the school—Auditorium as school theater for expression—Classrooms as intellectual workshops—Art and music studios—Science laboratories—Industrial shops—Juxtaposition and equal value of activities—Ingenious designing of school plant to arouse the imagination of the child—The fourfold division of activities as worked out in schools not built on ideal lines—The Gary plan in the small school.		[13]
III. Work, Study, and Play: The School as a Community
Changed urban conditions demanding reorganization of public school—Background as described by Professor Dewey—Gary school appropriates wasted “street-and-alley time” of children—School activities motivated by enhancement of school life—Manual-training shops as industrial shops for school community—Children as helpers to artisan teachers—Contribution of nature-study departments to school life—Of domestic science—Of commercial department—Auditorium as focus of school community life—School a “clearing-house for children’s activities”—School as the children’s institution.		[35]
IV. Programs: The School as a Public Utility
Problems of economy to be met—Solution by application of public-service principles to Gary schools—Impossibility of providing adequate facilities without multiple use of school plant—Abolition of “peak-loads”—The duplicate schools—Old program for eight-grade school—New program—“Application” work—Division of time between activities—The all-year school—Economies effected by Gary plan—Evening schools—Social and community center—A genuinely “public” school.		[57]
V. Organization
Superintendent—Executive principals—Supervisors of instruction—Director of industrial work—Assistant supervisors—Departmental teaching—Distribution of teachers in unit school plant—Junior and senior teachers—Training-school for visiting teachers and principals—The “Register Teacher”—Teachers’ hours—Promotion of pupils—Classification of pupils according to ability—Opportunities for extra work—Lockers and classrooms—Special students—Post-graduate work—The “helper and observer” system.		[86]
VI. Curriculum: Learning by Doing
State-prescribed courses—“Expression” work—Correlation of subjects—Special features of history and geography work—Special features of science work—Curriculum as subjecting both “utilitarian” and “cultural” to “social” purposes.		[113]
VII. Discipline: The Natural School
Children’s pride in Gary school—Minimum of formal discipline—Example of voluntary school—Superior effectiveness of discipline in Gary type of school—The school farm—The students’ council—No activities “extra-curricular”—Examples of spontaneous self-government—Dr. Harlan Updegraff on moral effect of Gary training—Not obedience, but self-reliance as keynote of Gary discipline.		[131]
VIII. Criticisms and Evaluations
Economies of Gary plan: no extra burdens on public—Comparisons of costs with large city system like New York City—Teachers’ criticisms—Features of Gary plan which benefit teachers—Absence of truancy—Longer school day no burden upon pupils—Criticisms of vocational work—Evaluations of Dean Burris—Gary school solves part-time problems—Gary school does not subordinate intellectual and cultural activities—Gary plan provides a school adapted to every kind of a child—Gary vocational training of peculiar benefit to young worker—Gary plan keeps pupils in school—Reasons why Gary school has national significance.		[144]
Appendix[179]
Index[203]