It is necessary to departmentalize only one-third of the classes. In Many teachers have classes in both schools.. The two duplicate When you have enough accessories in the form of shops, laborator- The above daily programs are only schedules for rotating classes Pupils and teachers have the same time in both schools. Both X Teachers have five and one half hours for class work and assembly By departmentalizing work in both schools 36 teachers do all the Student Assistants are used by all teachers in all departments of the Charts illustrating the Gary plan, shown in the Gary exhibit. The Gary system means practically two schools in one, schools "X" and "Y" alternat ing in the use of the different parts of the school plant. Value of productive output__ Cost for specialized shopwork.... Cost per student-hour____ Industrial work in the evening schools: All shops available two nights a week for adults. Some shops in use four nights a week. $28, 845 $27,875 $970 71, 514 $0.014 Night students encouraged to take mechanical drawing, science, and mathematics related to their daywork, rather than shopwork. Shop practice valuable for experience which can not be had in their day work. Seventy-five per cent of enrollment are men from industries. Cost of combined night school work 10 per cent of cost of day school. Average attendance, industrial evening schools: Mechanical drawing (three centers)--- Shop and advanced mathematics (three centers). Industrial science (two centers) –– Applied electricity (two centers) ___. Automobile theory and repair for three months only (one center)_ Printing (two centers)----. Plumbing (two centers) – Machine shop (one center). Pattern making (one center) __. Foundry practice (one center) Forging (one center)____ Sheet-metal work (one center). 40 60 20 15 10 Irregular. Irregular. Irregular. Irregular. Sewing, cooking, millinery, arts and crafts, and free-hand drawing have large attendance, but more from social and recreation than industrial motive (five centers). Cost of industrial training, night school: Student-hour cost ranges from 8 to 20 cents; not allowed to exceed 20 cents. Cost of plant: Average number of students per teacher_. The following is a summary of the "claims" made for the Gary plan: What we claim for the Gary plan in industrial education: Industrial training when needed, and by whom needed. Makes possible increased facilities for grades, high schools, and continuation schools. Keeps children in school longer. Gratifies the child's desire which every 12 to 14 year old boy has for a “real job.” Directs more students into the technical institutes, and sends others into life with a better understanding of industrial work. Develops a spirit of democracy on part of high-school students. Experience has proved that graduates stand in front rank on collegeentrance requirements. That the whole plant can be used all the time for all the people. IV. FOREIGN NATIONS.1 ARGENTINA. The education exhibit of Argentina in the Palace of Education consisted of numbers of attractive screens containing views of primary, secondary, and technical schools, and higher institutions of learning, together with legends and charts setting forth the present development of public instruction in Argentina, with special reference to outdoor activities for school hygiene. Charts called attention to the fact that "Primary instruction is compulsory and free in Argentina for all children from 6 to 14 years of age." Private schools are under the supervision of the national education board. All public schools are secular. The Federal Government of Argentina spends for its normal, secondary, and special schools $10,528,980, or $1.55 per capita. One chart illustrated the training of teachers, through regular normal schools, normal schools for physical training, normal schools for secondary education, pedagogical departments of universities, and normal schools for the teaching of modern languages. The latter type of school is described as an institution "distinctly Argentinian," where "all languages are taught in their own tongue for the sake of practice." Entrance requirements are the same as for the regular normal schools, and the graduates teach modern languages in secondary schools. The growth in provision for teacher training during the past 20 years was shown, especially with reference to primary teachers: In 1894 there were 35 schools, 1,316 students, and a total expenditure of $816,500; in 1914 there were 70 schools, 8,974 students, and a total expenditure of $4,270,000. The following summary is from a special pamphlet prepared by the department of education of Argentina for distribution at the exposition: PRIMARY EDUCATION. Primary education in Argentina owes its present state of development to Domingo F. Sarmiento, who was a personal friend and student of Horace Mann. Primary education in the Provinces (States) of Argentina is the concern of State authorities, who work in harmony with the educational bodies of its cities, towns, and villages. The exception to this consists in the control by the national board of education of the primary schools of the Federal city of Buenos Aires and such other exceptions as will be mentioned further on. 1 Other nations gave attention to education in the special buildings housing their official exhibits. Thus the French pavilion contained an exhibit of colored charts showing the growth of the schools of Paris since 1879. |