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SCHOOL SYSTEM AT GARY School System at Gary, Ind. The rapid growth of Gary and the character of the population attracted by its gigantic industrial enterprises created an educational problem of uncommon difficulty. In the effort to provide suitable and sufficient educational facilities and have these keep pace with the needs of the city there has developed a school system having certain features which are essentially new. As is usually the case, this response to an emergency has taught lessons of value to schools everywhere, hence, the widespread interest which this school system has aroused.

The man under whose leadership the system has been built up within the short period of seven years is Superintendent William A. Wirt. The essential features of the plan of organization and administration had been thought out by him and partly applied while he was superintendent of the schools at Bluffton, Indiana. The success of the plan there and its special fitness for conditions which would have to be met in the building of Gary led to his selection as the one best fitted to build its school system.

Best results, under this system, are attained in what are designated as “complete unit school plants.” It is essential that a “complete unit school plant” be located adjacent to or near a city park. The school building must be situated on grounds containing ten to twelve acres. Within the building, besides class-rooms, there must be an auditorium, gymnasiums, swimming pools, work shops, laboratories, studios, libraries, and all the facilities for comfort and convenience with which modern school buildings are now constructed. Outside the building there must be playgrounds and school gardens.

Thus situated and arranged, the “unit school plant” is a “complete” recreational as well as an educational center for a section of the city—for adults as well as children. In the daytime it is a “complete” school, having all of the grades—kindergarten, elementary, and high school. In the evening it is a “complete” center for social, recreational and continuation school purposes. On Saturdays it is a “complete” opportunity for voluntary work, play, and for pupils who need special help in order to keep up with their classes. In the summer time it is a “complete” center for vacation school purposes.

Ideal centers are represented by the Emerson and the Froebel plants. When operated in accordance with programs which are described below the capacity of these plants is 2700 pupils each in the day time and an equal number of adults in the evening. This capacity is secured by grounds and buildings of unusually generous porportions and by programs which utilize continuously every part of the building.

The old program followed with various modifications in all schools which do not have large auditoriums, is so arranged that half of the pupils give half of each forenoon and afternoon session to “regular studies,” followed by an equal amount of time given to “special activities.” The other half of the pupils have the same program, but in reverse order. The “regular studies” are the formal language studies (reading, writing, spelling and composition), arithmetic, history and geography. The “special activities” are music, literature, drawing, manual training, nature study, physical training, play,