The evening world. Newspaper, October 25, 1917, Page 3

$4 Wholesale Grovery Conve FOR LIBERTY LOAN FER IRE FRINGCIPAL PATRI Tells of Its Merits EDISON SENDS PLEA 106,00 EMPLVES Leaves Mysterious ‘Workshop’ at Sea to Urge Buying of Bonds by Workers. ORANGH, N. J, Oct. 25—Out of the sea, where for many weeks, In tempest and cakn, the wizard of Orange has been pitting his wits @gainst all the submarine sclence of Germany, thero came a message to- day from Thomas A. Edison, It was @ Liberty Loan message! For ten weeks even the most In- timate friends and scientific asso- clates of the great inventor had been PREP unable to find out where he was, Even now they do not know exactly where he is, They only know that for a period long enough to send a telegram he was at Washington, C., this morning. Whether ho went back to the sea again at nee, or whether ho has re- tred to the seclusion of some inner office of naval experts none can say officially. But he paused in his ex- perimental work long enough to send | the following message to the 6,000! Almost ”| And More Pla the first school in the clity| system the children gave 580 minutes Bec 2 © @ @ By Marguerite Mooers Marshall. What is the Gary system, as New York school chil- dren are practising it and in certain instances rioting against it? Wherein does the Gary system differ from the educa- tional plan which preceded it? What are the specific objections of thos oppose it? In an effort to give an impartial and unbiased answer to these questions, which every conscientious parent in New York must be asking, I have obtained from Angelo Patri, principal of Public School No. 45, an analysis and defense of the Gary plan as it operates in his school, and a comprehensive criticism of ‘‘Gary-izing the schools” from Mrs. Grace Strachan Forsythe, District Superin- tendent and President of the Interborough Women Teachers’ Association. who THE EVENING WORLD, THURSDAY, OCTOBER 25, 1917. HE GARY SYSTEM FIRST COMPREHENSIVE ANALYSIS OF _SCHOOL PROBLEM _IN NEW YORK CITY. IT’S MERITS Described for The Evening World by Principal Patri of Bronx School No. 45, a Thor- oughly Organized Gary School. IT’S DEFECTS as Seen and Analyzed by Mrs. Grace | vork, public schools, X euppose some Paratively sinalt number of children of these advocates are pald. But 1] {in each school and they live near It, Strachan Forsyth, President of the Inter |i 6 should go slowly about| that might work. But imagine aend- borough Women Teachers’ Association. adopting an educational plan to] !ng @ thousand children from one ef New York's schools every time it rained during a play hour! “When children come and go to school at such unusual times aa many of them muat take In the Gary plan they are deprived of police protection which Supt. Maxwell, with his many years of experience, is opposed, to which the Board of Superintendents {8 opposed, to which the District Su- perintendents with a very few ex- br of the persons who know most about wan isrye little girls must travel the schools are opposed. miles to thelr homes at 6 o'clock or “Why are all these outsiders. try- etter aan the subway and care are ing to make New York accept the/ f returning workinen, I don’t | Gary system?" demanded Mrs. Vor-| “Physicians say that the best brain sythe. bp is done carly in the morning. et some of the little children in the “Mightn’t one assume,” I suggested. | Garyized wchoula do not. some to “that they honestly believe it the tii 10.60, For ott most beneficial educational system r must have lunch rr york?" as 10 in the morning. for New York? hat would be a charitable sumption,” smiled Mrs, Forsythe. “But—L don't agree with them, ‘1 think the one supremely valua- ple thing any child derives trom edu- cation is the ability to concentrate. How can he have that ability unless he practises concentration? I do not see how it is possible in the confused Gary programme. early The ef- to keep their children at school is made much harder if they como in at different hours for thelr lunoh, “It is difficult to criticise the Gary system,” added Mrs, Forsyth cause AS soon 4s You argue against any particular feature the advocates of the system expiain away that fea- ture, It's like trying to hit the bob- bing head of a negro with a ball at Coney Island. The Gary people now say that the system does not involve religious teaching. Yet at one school GRACE STRACHAN FOR- SYTHE. Details of the Study Plan Which Provides for| Play System All Wrong, Religion Brought Into Double the Number of Children in Schools. | y, Says Patri Not New York-Mrs. Forsythe Schools, Concentrated Study Impossible. use she thinks the Gary plan |sythe added with careful slowness, More Time Given to 3 R’s, Plan Is for a Small Town, “pam not talking about what [ do in this city where th syst pre- added in parenthesis. | \" y pre. vails hundreds of little children have not know,” #h |wchools. It separates the children tried, Mr. as visited my aiholle cauea, veweah eitguss, schools—and, incidentally, praised yterlan cliques, and it does an cortain features of them, injury to democracy FEATURES THAT MIGHT FIT SMALL TOWN, NOT NEW YORK. ephere are features of his plan| “Children love play. They love man- which might be worked out satisfac. | val training. Thorefore it seems vern : “ ‘ strange, doesn’t it, that they should torily in a small place, but eng see inst a system while! ew York. | ARY SYSTEM PLAY ISN'T PLAY AT ALL, diMoult of adaptation in much of b c ployed ry h omebody asked him what he would | Heve tho dissatisfacti Saison plant Sani employed in the 4. introduce the Gary system Was) a week to sctence, sewing, cooking, Makes for confusion and nerve strain | eee Peake are the aed Lice peti MTiRFe. ta “Blaveroans Scand Gr thee pacentecte “0. anne wes Public School No, 45 in the Bronx, at! shop, physical training and bygieue, | for pupils and teachers and therefore | ardent a ates the Gary syster fag when {t rained. ‘Send them | &nuine, : : tain at AM esate Aaa orner of Ld Mace and ° » drawing and supple-|kecps them from doing their best |are persons outside New York or per-| periods fannie he supervised play given in the ago our forefathers fought for less er of Lorillard Place #fd) music study, drawing @ vi ‘i fits|sons whose children never have at-| home, he replied. In a small com-| Gary system isn't at all, in the aan Wo ate Aphting tortocday, We th Street, and both the friends! mentary work in the auditorium.| Work, because the pian In many Of tended and never will attend New! munity where there are only @ com-' children’s eyes. It isn't play when Have inade heroes of the men who 4nd opponents of the plan admit that| That means an average of 80 minutes| details seems inapplicable to New ans New fought to make this country free. Principal Patri has been giving it an| a week for each one of the items, ex-| York conditions or applicable only a orth oa Laie acne unusually complete test for over two! cept the auditorium work, and 19| With hardship, and because she thinks POLITICAL, POLITICA _ __ POLITICAL. Fosterity “wilt ‘pais a elinilur judg- Years. | minutes for that, that New York has evolved its own | — ton us. ; “Are you satisfied with it?” I asked| Now the same children have 80 min. | duplicate system and its own training \ » men and women wp fee him. “What, in your opinion, are) utes a day for what ts designated as|!n work without the help of Mr. ¥ irt Ree ene ee on theif children 1% Advantages? And how does ths| “special work.” ‘That means, for the|of Indiana, Mrs, Grace Strachan Vor- and their chit@ren’s children work given the children differ spa-| boys, carpentry, manual training, | #¥the ts opposed to the Gary system. 2 “Germany's place in the sun means cifleally from that which they took| printing, physical science; for the| “I do not belleve in the Gary Rothing short of world domination. | before the Cary system was tntro-| girls, cooking, millinery, sewing; for| tem avd it wit not ve Introduced in Penk ia w tncokdge. trom youl to the] tees. both boys and girls, pottery, garden-| any ene of tho twenty yehuots ta iny Kalser that his ambi I believe that we have a good| ing, drawing or scienc distrig.s without a tight ou my part the world cuinot be school and that the children are get Sach student takes only one of|t Keep it out,” she told me uncom- ting better training in quantity and| these special studies at a time, and|Promisingly, as she gut at her desi to ite, monmay | was quality than. be we adopted the! spenda thirteen wecks on tt, Then be| Her oftice in Public School No. 14d, Willian Muxwetl, ‘vi Gary th dark-eyed|{s shifted to another, Since the spe-]}Central Avenue and Noll Street,| Beral = Wanax of the musical Man, one o: youngest] cial work is given from the fifth to] Brooklyn, Apu division et that core and most popular principals, an-| the eighth yeur inclusive, cach stu-] “I have been advised from many} 500016 inicsenatorined Ww tAbett ed firm), dent, before he graduates, has an|*ources that I had better ‘take tos Hhy at the tudy, work and pla ays have| opportunity to try his band at muny " she added dryly. nd it is read b cepted ax parts of a child’s| sorts of work to acquire manual dex-!a fact that the teachers and super- In addition Mr./education, But before the Gary sys-|terity, and to learn cnough about intendents who oppose the Gury sys- eae aet tem work and play were constd various vocations to decide which ong | tom are unable ty get anything they the fads of school training. ‘Th man over sev “The World’s Bes jhim, * were in It their importance, 99 |given to work and play, in the ¢ but they did per p not d The Gary sy n they deserve.” ‘I have heard the a hat becuuse so much tim not have] nity and | m means) of Simply the rescuing of work and play| from the status of fads, and the giv-| Jing to them the time and the atten-| tie | ‘gument,” I told he wants to follow after further trale | need—even so simple a thing as hot water in the room the school doc- tor uses, ‘The methods employed for pushing the Gary plan upon unwill ing teachers are one of my reasons for opposing it, But I have always felt that I am here to look after the interests of the child before every- thing else, and {f to do that I must sacrifice myself--why, I must do !t” training. Moreover, each child has 40 minutcs a day in the auditorium for muste, lectures or moving pietures connected | with his classre werk. And each child has 40 minutes daily of super- | vised play and physica’ exercise, ELIMINATING PART TIME ANO SUPPLYING FULL TIME. ix “How om. children can you ac- ALWAYS AN ADVOCATE OF IN-| tem, i vtary studies BECAUSE hues se riatl iy fn the case of cummodate a Jour: ipesent: #ya~ DUSTRIAL EDUCATION. / hiidren Ww a Patri “But what are the arguments The choicest coffee grown, Always) these children who have to Jjeuve ae ; | ‘ s uniform. Makes the richest, smoothest school at fourteen to work.” 4 dr t Me Mae against the Gary system?” I asked and most delicious drink, Guaranteed |GET MORE OF THE “THREE R'8” "C80!" he replied. “Before introduc-| Mrg, Forsythe, “Aw one of the sys- to please you per tuke it buck and get your Order from your grocer. Insist on “Sunbeam” or you can ney. POastED anp packED OY tin Nichols6@™ NEW YORK, GUARANTEED BY Austin, Nichols & Co., Inc., New Manuftact ‘ork The Largest Import HALLOWE’EN ! bofoi In 191 the G. Gr ollin vay THAN EVER BEFORE. Mie new law keeps erved Mr, Patri, “but, aside from ehildven get more drill in H's in any proper adapta he Gary wen Mr, Patrt pr ‘0 before the introduct y plan in Public les 7 and 8 had 92 minutes k for English, mathematics, geog- raphy, penmanship, history and cly- At present, under the Gary sys: m, these same minutes a week to these elementary grades give 1 children at chool until they are at leust fifteen,” plan than they recelvea eded to prove ichool No, 40, y and grammar, as against 400 utey of English before the Gar vary efor the introduction of the Gary. HALLOWE’EN ! WE ARE FORTONATE ™ BEING. APHELFROEEUR TSE 4 WorpanscE DECORATIONS FOR THE ROOM PUMPKIN LANTER! LITTLE FAVORS JACK HORNER ‘ANCY ICE CREAM CASES INNER TALLY CARDS |APPING n 1,000 of these chil- ume, ing the Gary p’ tem's most intelligent opponents, 1 drev were on part Now these | should like td have you state them.’ 1,500 boys and girls, all of them indhe) “yurst of all, I must suy that I have lower grades, have « Cull echool day |always been in favor of muscular ed- 9 Uf five hours, The rest of the chil- | ucation, as well as mental educa yy dren have a day of six and a quarter! tion began Mrs, Forsythe. “I be ure, Seven f tho children | eye that what the child gets through come to school at 6.99 In the morning. | the eyes and through the hands is often more valuable than what he ignths No one stays after 840 In the after. noon, | his point and to demolish, at least so - ‘ "i gots through the ears. T have been fur as his own schoo. is -oncerned, The children below the f ree an advocate of industrial education one of the commonest objections tu i “f See ee a ei vegas ee tor years, In my districts there are the Gi. m gah py to Bae fares I’! two schools, Public School No, 44 and as they ev iid, ‘They simply have rvised play under children from the the eighth are work, in every we introduced are having the rk and play.” f Public Schvol No, 162, where girls and boys in the sixth, sevent eighth grades training fr sewing, cooking, millinery, comm clal work and other similar branches, training sd practical that on gradu ation they get good positions, The principals of all my twenty hoo an addition the Gary pl fifth grade thr doing more acadeini instance, than before new periods for we a receive y systein, Phig ts the school’s Gary schedule: setulae rig top o divided Into the |{Y te have transferred to. thes They have 473 minutes of Engitshy x scot and the ¥ school, exactly |%hools such students as aro not able which, of course, includes reading, ~~ °°?" is ¢ states A f to attend high school, and there tra equal in num visions ts Each of those dl- fied into four equa | SPectally need such ing. practical imho jh ubdivisions, 7 jer childre) » They have 20) minutes of ae TER Ore Besides that, we have bh y and civics, as oppc in Groups 1 IL, the younger in 3 5 s an ing and shop work in man. Inutes on the old sched They Groups ILT d rcinnashanient canara ' 30 aa On aa: whe Groups I, UL, Uh and Iv, of x} °F 2% soustels 1 180 minutes of geography, when F z roe : | nothing new about tho study-wor eviously they had but 120 minut school spend 4 44, from 8.30 to | ¢ Pant 7 ‘ ee play slogan of the Garyites, } ime given to mathematics ts 200 | 9-50, In 1 From 9.50 to r sf F ae | long time that principle has been minutes In both the old and the new | 19-30 Group \ the auditorium : y lowed tn New York schools. ly programmes, and the time for|and Group [il play, From 10.30 | ; are seems strange to ma; : nmanship, forty minutes, does not) 0 1.40 Groups I and TL change St Ls places, row to 11.10 Group 11, | gives two full nerlods to special work, | St Play. while Group T. gives this tim: Group IV for this time, |t® #Peclal work and Group IIL novl {8 allowed from 11.0 {Mins at home. From 2.20 to 54 ony the last two periods of the day, t 5 > all Whole of ¥ school has acadernic work ur groups Fr | nave three | CHILDREN’S NERVES NOT AF ie work, Jin the lust two periods of the day, 2.99 |FECTED BY THE GARY SYSTEM jto 3 and Bt 49, Groups IT, and TV. I asked Mr, Patri if he took # Jare respective n the auditorium |8teck in the objection that the and at play, I. does special |@ent changes of work tn the G work and Gi + ut home. routine made the children ne us | During the Jott ,| “They are not nervous," he ¢ H ;|clared indignantly, Tar t om 8.30 to Group ILL of Beh Pane 4 an a S a r ditorlum and ¢ Nol them every day and T know. I ¥ 1s in the auditorium ane ID_Wl Haven wank oorwehh nies trey at play. The two groups chango|fore. We have had no st Group 1. | (hough my boys tell me that t tal work for the |Sioped on the way to schoo! by the day and|seen, and urged to stay away home, There are| “I belleve tn the Gary plan, ademio work for |¢Very other plan, tt 1s not fox ft j Our schools m | places for the next period of this schoo! has spec first two periods Group IV, stays at three periods of o of this school, from 9.60 tol and iteuceun Nhe a 12,05, Luncheon for the ¥ division ts | ferently by different individuas 1 | trom 42.05 to 1, In the two periods |!t# basle prinotpl ing between 1 and 2.20 Groups TT, and rv, | Child's Mte betw work play lare alfernately in (he auditorium and jy git -with study as the fo und." GRACE STRACHAN Tells of Its Defects fort our hard-working women make | “{ was one of the first it Gary, | been marched out every day to go to catechism, 1 don’t think religion Ind, T have been over the New York | ca : t | schoc here the Gary plan ts being | Should be introduced into the publie ~ | hav they stand in line on the playground and are told to ‘step one, two, and turn to the left.’ If when I was a child I had hed supervised play,” Mrs. Forsythe added fervently, ‘fT know that I never could have ‘taught all these years and kept my sanity! “They say here in New York that the work will be given only to the older children. But in Gary I saw little girls only eight years old work ing in the school foundry. You know what a certain church says—'Glve us # child till he is seven and you may do what you like with him afterward, It may be that the great employers of labor, realizing that with the sp of education and tha restriction of immigration they will a shortage in their minea and factories, are re- solved to reach potential workers in thelr earliest childhood through the eechools. “Dr, Prederick Gates of the Rockes feller Foundation tells us that we must not educate children above thelr station. I don’t agree with him,” Mra Forsythe remarked with emphasis, “f think the child of a washwoman de- serves just as good an education as the child of @ doptor or @ lawyer or a rich man, "I resent the aspersion that th teachern object to the Gary system bee cause it means more work for them,” she concluded. “The teachers are @ conscientious, hard-working group a whole. They often work when they are not physically fit. ‘The lasy teacher is tho infinitesimal exception .to the general rue, The teachers, many ‘of them, do not belleve the Gary sys- tem ts for the best interests of the child, Neither do I “Here in New York we have evolved a duplicate plan, the Ettinger system, which can be used where it is nece sary and which Is better suited to our conditions than anything brought from outside. Much part-time repres sents a lack of skilful co-operation be- tween the Principal and the Distri Superintendent. Where it is neces- sary to have duplicate classes, let uy them, but why complicate the machinery of all the schools by du- piicating all of them? If we want More industrial training, Jet us have more junior high schools—one in each district. But let us work out the prob, lems of our own schools in our own | way.” POLITICAL, Pit hos A Letter from the Mayor to the Citizens of New York October 24, 1917. To the Voters of this City— In my letter yesterday, | submitted the facts on which I base that Judge Hylan SWORE TO A FALSE AFFIDAVIT. — - In this letter I shall lay before you, without prejudice and without on which I base the statement that in 1905 Judge R. Goslin, a notorious swindler, and RECEIVE FROM GOSLIN while a candidate for Municipal Court Judge. my statement heat, the facts ylan was in touch with Alfred D AND CASHED CHECKS Alfred R. Goslin is still remembered by his victims as one of the most unscrupulous swindlers that ever preyed upon the American public. After serving a term for forgery in a French prison, he came to 1885, and for twent years made himself infamous from New York this country in to California. His records and exploits were intermittently in the public press during all that time. On March 18, 1906, after Goslin had fled the country, the Goslin’s office and seized his papers. police raided Among those papers was found a letter addressed to Goslin in Judge Hylan’s handwriting and signed by Judge Hylan. This letter read as follows: “Inclosed find note. Kindly thanking you for your interest in my behalf. J. F. HYLAN.” Among those papers were also found a number of Goslin’s' used had been cashed and returned to him. following: checks which Included among these checks were the A check for $500, dated October 9, 1905, and signed by Anna Irene Magher, GOSLIN'S STENOGRAPHER. A check for $250, dated October 17, 1905, and signed by Anna Irene Magher. A check for $100, dated Novernber 3, 1905, and signed by ALFRED R. A check for $100, dated November 6, 1905, the day before election, and ALFRED R. GOSLI All these checks were made out to the order of JOHN. F. HYL his endorsement on the back. All that I need to add is that in that same month of October, COSLIN. signed by AN, and bear 1905, Judge Hylan was a candidate for Municipal Court Judge in the Seventh District of Brooklyn, and that he was defeated for election on November 7th, 19) Ye Another lett Fusion Committee of 1917 <emeeeeeseunesnemcnsieseataasiapanmteaa eta TEER CEI 05. er will appear in the moruing wewspapers tomorrow