Dakota farmers' leader. (Canton, S.D.) 1890-19??, 1913-03-28

| uAoh anu average dUUcIlOduCo CeuOS 10
reduce the per capita cost of educa-
tion. This is accomplished through
the Batavia plan by reducing the
number of buildings, the number of
janitors, the number of separate equip
ments and other items. This plan
has a tendency to approach the condi-
tion of balanced school as to the
sexes. More boys remain to the end
| of the high school work under this
system. Quoting from Supt. Ken
inedy:
The immediate goal Of the indivi-
dual teaching is to put the pupil into
a condition to react against the sweep
of the class and to enable him to ap-
propriate the benefits OF class men,
bershipand DISSATISFACTION. Knowl-
edge is not the aim at the individual
table it; is power, initiative, vigor.
1t is not taking of him off his feet;
it is a putting of him on his feet.
He cannot get his lessons at the indi-
vidual table; he can get only his
power there so there; Is no coaching.
This means of course that that the
pupil cannot offer himself as a SUBJ
ject for individual attention. Every
pupil knows that he must recite on
his own preparation. If he does not
recte we'll his case receives such
attention as it merits A plan that
aims at vigor puts no premium on
laziness or cowardice.
AS A VISITOR SAW 1T.
1T was my privilege to visit the
Batavia schools last October. l can
truthfully say that the claims for
this plan are we'll grounded. 1 visited
every grade from the beginners thru
the high school. In every room of
more than fifty pupils there was an
individual teacher at her table in a
convenient part OF the room, busy at
work The work of the high school
principal was to visit classes and find
out who needed individual work and
report same to the teacher in charge
for individual instruction. At first
wondered how a pupil knew when
and for what he was to go to the in
dividual teacher. 1 soon discovered
the plan and asked the principal in
regard to it with the above confirma-
tiOn.
"In the lower grades, and even in
the high school, pupils were told by
sign or word to 60 to the individual
teacher at once. l asked the privil-
ege of listening to the work done by
these teachers. 1t was found that
ability to develop power to do, rather
than to get answers was the aim. The
pupils did not feel that it was pun
ishment but favor conferred upon
them to 60 to the individual teacher.
at was pleasure to 60 from room
to room and see the bright, happy
faces intent on the work ins hand,
ready and anxious to do their best,
not for show, but because the heart
was full of joy and gladneSs.
THE RECITATION SYSTEM.
"The seventh and eighth grades
were using Latin in a practical way.
AS l entered the room OF the seventh
grade all were standing with neither
book, pencil, nor paper in hand. This
| was the order of the recitation: A
sentence in English was first given:
the same in Latin then followed; fin
ally each pupil was required to pass to
the board and write the sen tence
| first in English and under the Eng
lish, the Latin. If any one failed he
was directed to the individual teach
er and the work Of the class continu-
ed as If there had been no interrup.
ton No time was spent In the class
| to note errors, reasons why, nor tU
see to 1T that tile pupil understood
wherein he failed. The individual
! teacher attended to that; the work of
the recitation the test and drill Of
the matter prepared by the pupils
was first, last, and all the time.
When a new topic was to be taken
up sufficient time was given in the
class TO prepare for the study Of the
lesson by the class teacher. L was i'm
pressed with this fact throug hout the
school; that the recitation was for
the pupils and they were kept busy
and active all the time. Principles
first, then application and drill. did
not wonder at the ability and skill OF
the army of children in the Batavia
schools Their ability to see, know
and appreciate showed itself 4
appearance and bearing. One fel,
that character was being formed tina,
would develop into true manhood anC
womanhood, making worthy Ameri
can citizens.
II attended part Of the opening
exercises of the high school. All were
singing, as we entered. To see 40t
tine boys and girls standing proud anc
erect in their young manhood anc
womanhood, and to feel that the sou
went out in the glad strains which
echoed through the spacious auditor
ium was enough to inspire the cold
est, unappreciative heart. AS ou
eyes looked out over this beautitu