The Gary schools; a general account . maintenance andrepair might fall short of providing educative tasksenough to keep the shops throughout the schools effec-tively occupied. The shop men are themselves doubtless under the im-pression that they are constantly giving instruction, be-cause they are continuously called on for directions andexplanations. But the truth is that instruction in alarge sense has not been a part of the serious business ofthe department. The pupils take no notes; no tests ofshop or industrial information have been made; nopractical correlations of shop experience with m
The Gary schools; a general account . maintenance andrepair might fall short of providing educative tasksenough to keep the shops throughout the schools effec-tively occupied. The shop men are themselves doubtless under the im-pression that they are constantly giving instruction, be-cause they are continuously called on for directions andexplanations. But the truth is that instruction in alarge sense has not been a part of the serious business ofthe department. The pupils take no notes; no tests ofshop or industrial information have been made; nopractical correlations of shop experience with mathe-matics or science work were observed; no charts orsketches on the blackboard are employed; trade cata-logues, abounding in illustrative matter, have been usedonly to a very limited extent. In some cases, it is hardlyan overstatement to say that the shop work representsa maximum of acti\ity with a minimum of thought as tothe thing done. In part, these defects are ascribable tothe employment of artisan teachers; but they could un-. INDUSTRIAL WORK 137 doubtedly be more or less fully remedied by adequatesupervision. As an offset to the defects of the maintenance andrepair system, it may be urged that it is after all the onlysystem available under the financial conditions that ob-tain at Gary. This argument, however, relies on theassumption that the shops are self-supporting. Werethis the case, it might well be asked whether a schoolsystem unable to afford shops organized on educationalprinciples does not do well to organize them on the main-tenance basis. The situation, however, is neither sosimple, nor so favorable to the maintenance type of or-ganization. It will appear, when we come to the discus-sion of school costs, that, when credit is allowed forlabor and material cost of production, even the shopswhich are operated primarily on the maintenance basisare only 69 per cent, self-supporting. The question istherefore whether the sum needed to make up the deficitcould not be
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