Public school administration; a statement of the fundamental principles underlying the organization and administration of public education . o-class plan of instruction. For a muchfuller discussion of the development of more flexible promotional plans,see extracts from the Annual Reports of Superintendent W. T. Harris, ofSt. Louis, between 1869 and 1875, reproduced in Report of the Com-missioner of Education, 1898-99, i, 302-30. The discussions reproducedhere are important. * St. Louis has been a pioneer in the establishment and operation ofsuch a quarterly plan. 303 PUBLIC SCHOOL ADMINIS
Public school administration; a statement of the fundamental principles underlying the organization and administration of public education . o-class plan of instruction. For a muchfuller discussion of the development of more flexible promotional plans,see extracts from the Annual Reports of Superintendent W. T. Harris, ofSt. Louis, between 1869 and 1875, reproduced in Report of the Com-missioner of Education, 1898-99, i, 302-30. The discussions reproducedhere are important. * St. Louis has been a pioneer in the establishment and operation ofsuch a quarterly plan. 303 PUBLIC SCHOOL ADMINISTRATION and high schools. In classes of fifty children or less, it wasprovided that one half of the teachers time should be freefrom class work, and be devoted to helping the pupils intheir studies. When classes exceeded fifty, a second teacherwas put in to assist, recitation work and assisting pupilsgoing on simultaneously. A decrease in the amount of classrecitation work and an increase in the amount of pupUassistance and directed study are the essential features ofthe plan.^ Figure 21 shows how even progress for all pupils Apr. May. Fio. 21. THE BATAVIA PLAN Showing a hall-years progress for all pupils under this plan. The coaching of the slowpupils by the assistant teacher maltes this equality of progress possible. is maintained. The plan tends to very materially decreaseretardation and non-promotion, and in this lies its greatadvantage. It probably also tends toward producing aver-age results, and in this neglects the interests of the brighterpupils, though it might be possible to so use the plan as toadvance the brighter pupils more rapidly. The so-called North Denver plan represents the reverseof the Batavia idea, the brighter pupils there, rather thanthe slow ones, being singled out for special help. The Pueblo plan. This plan might be considered as a development of the Batavia plan, except that instead of large classes, small classes and small groups within classes are
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