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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."
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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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individualism by attempting government planning of the economy. He wrote pamphlets, articles, and addresses on the economy, particularly regarding the manipulation of the dollar to solve the economic crisis. Finally, Wirt accused the New Deal of being infiltrated by communists designing the collapse
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hired Wirt as a part-time consultant to introduce the work-study-play system in the public schools. He became a consultant on a one-week-a-month basis at a fee of $ 10,000 a year. In the following three years, however, the Gary system encountered resistance from students, parents, and labor leaders
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Wirt was born in Markis, Indiana. He graduated from DePauw
University and did postgraduate work at the University of Chicago. He taught high school mathematics in small towns in Indiana and was superintendent in Blufton Indiana, 1899-1907. His new methods at Blufton gained national attention and he
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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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In 1907, Wirt became superintendent of schools in Gary and 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'
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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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concerned that the plan simply trained children to work in factories and the fact that Gary's Plan was in predominantly Jewish areas. In part because of backing from the
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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, the
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in his bid for reelection in 1917. Ronald Cohen said the Gary Plan was popular because it merged together
Progressive commitments to:
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Thorburn, Malcolm. "John Dewey, William Wirt and the Gary schools plan: A centennial reappraisal."
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Power, protest, and the public schools: Jewish and
African-American struggles in New York City
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Ronald D. Cohen, "The Gary
Schools and Progressive Education in the 1920's" (1975)
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America Must Lose by a “Planned
Economy,” the Stepping-Stone to a Regimented State
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The transformation of the school: progressivism in
American education, 1896–1957
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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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In addition to these concerns, William Wirt launched an attack upon
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for the more efficient use of school facilities, a reform of the
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350:. Vol. Supplement Two. New York: Charles Scribner's Sons.
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of the
American system. His ideas appeared in his pamphlet
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that was widely adopted in over 200 cities by 1929.
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419:Journal of Educational Administration and History
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127:(January 21, 1874 – March 11, 1938) was a
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396:City of the Century: A History of Gary, Indiana
344:Carter V. Good (1958). "Wirt, William Albert".
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398:(Indiana University Press, 1978), p. 65.
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449:IUN: William A. and Mildred H. Wirt Papers
433:. New Brunswick: Rutgers University Press.
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403:Levine, Adeline, and Murray Levine, eds.
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281:Ballard, Adele M. (November 24, 1917).
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162:organization in Gary centered upon the
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378:Cohen, Ronald D. and Mohl, Raymond A.
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368:(1916, reprinted 1970 by MIT Press).
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414:(1974), pp. 197-207.
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319:Weiner, 2010, p. 42.
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141:Progressive Movement
185:John Purroy Mitchel
125:William Albert Wirt
42:William Albert Wirt
459:2011-02-08 at the
407:(MIT Press, 1970).
371:Cohen, Ronald D.,
283:"The Gary Bugaboo"
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72:(1938-03-11)
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481:1938 deaths
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93:Nationality
470:Categories
293:2023-04-02
243:References
115:Occupation
48:1874-01-21
157:Gary Plan
151:Gary Plan
137:Gary Plan
457:Archived
225:See also
218:(1934).
211:American
207:New Deal
96:American
164:platoon
82:Indiana
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38:Born
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