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half of their school time in a conventional classroom. "Girls learned cooking, sewing, and bookkeeping while the boys learning metalwork, cabinetry, woodworking, painting, printing, shoemaking, and plumbing." In the Gary plan, all of the school equipment remained in use during the entire school day; Rather than opening up new schools for the overwhelming population of students, it was hoped that the "Gary Plan would save the city money by utilizing all rooms in existing schools by rotating children through classrooms, auditoriums, playgrounds, and gymnasiums."
102:, the plan became heavily identified with the interest of big business. "In January 1916, the Board of Education released a report finding students attending Gary Plan schools performed worse than those in 'non-Garyuzed schools' ." This opposition was a major factor in the defeat of New York Mayor Mitchel in his bid for reelection in 1917.
69:, which was built by U.S. Steel corporation. Wirt began implementing his educational values in the local schools. He initiated teacher hiring standards, designed school buildings, lengthened the school day, and organized the schools according to his ideals. The core of the schools' organization in Gary centered upon the
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Above the primary grades, students were divided into two platoons—one platoon used the academic classrooms (which were deemphasized), while the second platoon was divided between the shops, nature studies, auditorium, gymnasium, and outdoor facilities split between girls and boys. Students spent only
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The platoon system gained acceptance in Gary and received national attention during the early decades of the twentieth century. In 1914, New York City hired Wirt as a part-time consultant to introduce the work-study-play He became a consultant on a one-week-a-month basis at a fee of $ 10,000 a year.
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had visited Gary and was an enthusiastic advocate as the city worked to restructure schools buildings and schedules. In the following three years, however, the Gary system encountered resistance from students, parents, and labor leaders concerned that the plan simply trained children to work in
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paedagogical and economic efficiency, growth and centralization of administration, an expanded curriculum, introduction of measurement and testing, greater public use of school facilities, a child-centered approach, and heightened concern about using the schools to properly socialize children.
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However, there it was strongly opposed by unions and the Jewish community and was reversed in after 1917. In 1930 the census counted 25.7 million students in public schools. In 1929 variations of the Gary Plan were in use in 1068 schools in 202 cities with 730,000 students. (In 1930 the census
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or work-study-play system and
Americanizing the 63.4 percent of children with parents who were immigrants. The theory behind the Gary Plan was to accommodate children's shorter attention spans, and that long hours of quiet in the classroom were not tenable.
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counted 26 million students in all public schools.) Proponents claimed it both saved money and enhanced the learning experience. Ronald Cohen states that the Gary Plan was popular because it merged together
Progressive commitments to:
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BONNER, MARIANNE WALSH. "THE POLITICS OF THE INTRODUCTION OF THE GARY PLAN TO THE NEW YORK CITY SCHOOL SYSTEM." (PhD dissertation, Rutgers The State
University; ProQuest Dissertations Publishing, 1978. 7901235).
61:, an academic philosopher of education, inspired Wirt when Wirt was a graduate student at the University of Chicago. In turn Dewey and his disciples praised the Gary Plan. In 1907,
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MOONEY, JOHN VINCENT, JR. "WILLIAM H. MAXWELL AND THE PUBLIC SCHOOLS OF NEW YORK CITY" (PhD dissertation, Fordham
University; ProQuest Dissertations Publishing, 1981. 8119781).
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Education and the cult of efficiency: a study of the social forces that have shaped the administration of the public schools
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factories and the fact that Gary's Plan was in predominantly Jewish areas. In part because of backing from the
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was a new method of building a highly efficient public school system that was much discussed in the
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Thorburn, Malcolm. "John Dewey, William Wirt and the Gary schools plan: A centennial reappraisal."
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Goodenow, Ronald K. "Educating the Masses and
Reforming the City: Another Look at the Gary Plan"
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32:
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Power, protest, and the public schools: Jewish and
African-American struggles in New York City
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Cohen, Ronald D. "The Gary
Schools and Progressive Education in the 1920's" (1975), 32 pages
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in the 1910s and 1920s. It was in part inspired by the educational ideas of philosopher
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303:(1918), a summary plus all the detailed reports from the General Education Board study;
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Ronald D. Cohen, "The Gary
Schools and Progressive Education in the 1920's" (1975)
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The transformation of the school: progressivism in
American education, 1896–1957
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Breaking the Cycle of Failed School Reform What Five Failed
Reforms Tell Us
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The Paradox of Progressive Education: The Gary Plan and Urban Schooling
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Children of the mill: schooling and society in Gary, Indiana, 1906–1960
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became superintendent of schools in the newly planned city of
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in 1907 and implemented in the newly built steel mill city of
39:. Reformers tried to copy it across the country. Wirt later
376:. New Brunswick: Rutgers University Press, 2010)
353:Journal of Educational Administration and History
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341:The Great School Wars: New York City, 1805-1973
320:City of the Century: A History of Gary, Indiana
201:. Vol. 12, no. 47. Seattle. p. 8
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322:(Indiana University Press, 1978), pp. 62-65.
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31:. It was designed by School Superintendent
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325:Levine, Adeline, and Murray Levine, eds.
299:Flexner, Abraham, and Frank P. Bachman.
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367:. New York: Roman and Littlefield, 2007.
193:Ballard, Adele M. (November 24, 1917).
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272:Cohen, Ronald D. and Mohl, Raymond A.
248:(1916, reprinted 1970 by MIT Press).
112:History of education in New York City
88:History of Education in New York City
16:Methodology for public school systems
301:The Gary Schools: A General Account
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399:Public education in New York City
156:John Dewey and American democracy
293:(1915), pp 175-204 and 251-268.
218:Levine and Levine 1970, p. xxxv.
289:Dewey, John, and Evelyn Dewey.
158:(Cornell UP, 1991) pp. 179–182.
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54:Wirt establishes the Gary Plan
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41:promoted it in New York City.
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286:(Knopf, 1961), pp. 153-160.
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394:Education in New York City
276:, (Kennikat Press, 1979),
266:(Routledge Falmer, 2002).
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82:Gary Plan in New York City
315:(1982) 83#3 pp 467- 473.
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313:Teachers College record
355:49.2 (2017): 144-156.
154:Robert B. Westbrook,
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343:(1974), pp. 189–231.
129:Raymond E. Callahan,
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291:Schools of To-morrow
282:Cremin, Lawrence A.
244:Bourne, Randolph S.
227:Weiner, 2010, p. 42.
176:Weiner, 2010, p. 35.
372:Weiner, Melissa F.
95:John Purroy Mitchel
278:online book review
195:"The Gary Bugaboo"
100:Rockefeller family
329:(MIT Press, 1970)
262:Cohen, Ronald D.
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339:Ravitch, Diane,
327:The Gary Schools
246:The Gary Schools
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203:. Retrieved
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33:William Wirt
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388:Categories
205:2023-04-02
59:John Dewey
29:John Dewey
21:Gary Plan
106:See also
71:platoon
378:online
357:online
345:online
305:online
295:online
268:online
258:online
250:online
144:online
93:Mayor
118:Notes
63:Wirt
19:The
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