The Gary schools; a general account . s, from the standpoint of economy,a bookish school, organized by classes, cannot be sur-passed. When, however, the curriculum is expandedso as to include science, shop work, and other activities,the conventional type of school organization is illadapted. The Gary plan of organization appears,as will be shown, to utilize such facilities with less wastethan any other type of organization yet suggested. Though the plan is economical when viewed in thelight of the opportunities offered, it sprang fromeducational considerations, not from considerations ofeconom
The Gary schools; a general account . s, from the standpoint of economy,a bookish school, organized by classes, cannot be sur-passed. When, however, the curriculum is expandedso as to include science, shop work, and other activities,the conventional type of school organization is illadapted. The Gary plan of organization appears,as will be shown, to utilize such facilities with less wastethan any other type of organization yet suggested. Though the plan is economical when viewed in thelight of the opportunities offered, it sprang fromeducational considerations, not from considerations ofeconomy or convenience. There was no problem ofcongestion at Gary; nor was the town seeking to reduceexpense. The duplicate organization is simply an intel-ligent attempt to make efficient use of varied facihties—classrooms as well as shops and laboratories. Obviously,the more efficiently facilities can be used, the more pupilsa given plant will handle and the lower will be the percapita cost at which each child will enjoy the particular. THE PLAN AND PLANT 29 advantages offered to him. But though the plan lendsitself to the relief of congestion, and though, as we shallsee, equal educational opportunities can probably not beobtained so cheaply on any other basis, the conceptionitself is in its origin educational—not administrative orfinancial. As such, it represents a distinct contributionto educational organization. III. ORGANIZATION* WE HAVE pointed out that the Gary plan ischaracterized by two features: (i) an ex-tended curriculum, mth facilities to correspond,(2) a peculiar t^pe of school organization, devised forthe purpose of operating efficiently and economicallythe more compHcated program. In the present chapterwe shall endeavor to show how the extended curriculumis converted into a daily school program and how thenew type of organization procures an effective and eco-nomical use of school facilities. The Gary elementary curriculum provides, as has beenstated, four distin
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