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executive and in other respects a superior relation. The State bureau of education is composed of the State board of education and the State superintendent of public instruction. The State board of education is composed of eleven members, eight of whom are members ex officio and three are appointed by the governor of the State. The ex officio members are the presidents of the two State universities, the president of the State normal school, the superintendents of public schools of the three largest cities of the State, the governor, and the State superintendent of public instruction. The three members appointed by the governor must be actively engaged in educational work, and at least one must be a county superintendent of schools. The State board of education is charged with general responsibility for the certification of teachers. It prepares all questions used and issues regulations governing the conduct of examinations. It is thus charged with the control of teaching standards. The State board selects and adopts text-books used in the elementary schools throughout the State. It inspects public high schools and the State normal school, prepares courses of study for the high schools, and establishes a uniform requirement for such schools as wish to be accredited as preparing for admission to the colleges and universities. It also supervises the University of Indiana to the extent of appointing five of the eight trustees of the institution. The State superintendent of public instruction is elected biennially by direct vote of the people. He is charged with the supervision of all school funds and revenues, the disbursement of school revenues, the preparation of courses of study for the elementary schools, the general supervision of educational conditions throughout the State, the promotion of educational progress, and the duty of advising the general assembly of needed legislation. He is ex officio president of the State board of education and a member of the board of trustees of the State normal school.

The county bureau is composed of the county superintendent of schools and the county board of education. This board is composed of an ex officio membership, the trustees of the several townships into which the county is divided. The chief function of this body is the selection of the county superintendent of schools and the truant officer. The county superintendent holds his office for a term of four years, conducts examinations and issues licenses to teachers, conducts institutes and other teachers' meetings, supervises the location of schoolhouses, advises in the selection of teachers, inspects schools and directs their management and the instruction.

Rural schools are under the management of the township trustee, who selects and employs teachers, provides houses and equipment, and holds or causes to be held township teachers' institutes. He must submit all financial matters to an advisory board for approval. The schools of incorporated towns and cities are under the control of a board of school trustees, consisting of three members appointed by the common council. This board is charged with all details of direct school management, but may and in all cases does employ a superintendent, to whom is delegated all details of instruction and government, and in many cases all executive functions, the board retaining a general supervisory function. In the city of Indianapolis this division of function is required by law.

The school system is supplemented by a number of voluntary agencies, conspicuous among which are the Teachers' Reading Circle, a State organization of more than 13,000 teachers, who study two professional books each year; the Young People's Reading Circle, with a membership of several thousand pupils; three general teachers' associations, with a combined membership of more than 6,000, and meeting annually; ninety-two county associations, and a number of

associations of teachers of special branches. In nearly every community of prominence a well-organized public library is maintained in close correlation with the public schools.

THE INDIANA EXHIBIT.

By an act of the general assembly, effective March 9, 1903, a commission was created and empowered to provide for an adequate representation of the resources, industries, progress, institutions, and attainments of the State at the Louisiana Purchase Exposition. The act conferred upon the commission full authority to determine the nature and extent of exhibits, to employ agents for the organization and management of such exhibits, and carried an appropriation of $150,000, of which amount $10,000 were appropriated for the purpose of an exhibit of educational facilities and progress. The commission appointed three of its own members a committee on education. This committee at once requested the indorsement of the project by the State board of education and the cooperation of the State superintendent of public instruction in the preparation of the exhibit. A superintendent was appointed and given large liberty in the organization and management of the exhibit.

The principle which guided in the selection and organization of material for the exhibit was the purpose to show three things by means of a cross section of school work:

1. The physical and personal equipment of schools of all grades from the kindergarten to the university and in all parts of the State.

2. The scope and organization of instruction.

3. The standards of efficiency or excellence in schools of all kinds in all parts of the State and in all departments of education, and giving thus the objective of the conscious effort of teachers and school officials. The effort was to select material with reference to the evident standard of excellence in each school corporation, not with reference to the standard of any one corporation nor to a State standard, nor to conform to the opinion of any judge or group of judges as to what constitutes satisfactory school work.

It was the purpose to make the exhibit historically true, an exhibit of Indiana school conditions and tendencies rather than a display of special features which were particularly strong. Material was accepted not with reference to its inherent worth, but because it was adjudged to be representative of what the contributing schools were satisfied to send out as a portrayal of the scope, organization, and efficiency of their educational effort. Little more than two months were given the schools in which to prepare their contributions to the exhibit. It was expected that a more truly representative portrayal of actual school work would be secured because the time was short. The material offered was necessarily a cross section of regular daily work. While the result could not be so attractive as an exposition feature, it certainly was more valuable for the student of educational conditions and of more value to the exhibiting schools, because it was a truer reflection of the actual situation. In every instance the contributing corporation exhibited the scope and character of school work of all grades maintained in the system and in all subjects of study and training provided. Something of the generally representative character of the exhibit is shown in the fact that such portrayal of the whole system was made by 82 counties of the 92 in the State, by 127 towns and cities, and by most of the colleges and normal schools.

Indiana was awarded a floor space of approximately 1,700 square feet near the southeast entrance in the Palace of Education. This floor space was divided into two sections, each of which was inclosed in an attractive façade 12 feet high, stained cherry and relieved with green draperies. The written matter was

bound in uniform volumes, half leather, of about 400 pages each. Photographic and art exhibits were mounted on boards, uniform in size, weight, and color, and exhibited in swing-leaf cabinets. Exhibits of manual training were shown in wall frames and in glass cases, with which most of the wing-frame cabinets were fitted. In all, 101 New Jersey School and Church Furniture Company wingframe cabinets, a number of sections of the Globe-Wernicke bookcases, and a complement of library tables and chairs were used.

Material used, for the most part, was drawn from regular class exercises in which all pupils belonging to the class participated, and was selected as typical in form, method, and content of the regular instruction. The written work was done on uniform paper, from first draft work without correction, and arranged in volumes, first by subjects, and then by grades. The written exercises filled some 700 volumes, aggregating about 300,000 pages. The exhibit included also about 20,000 photographs and pieces of art work, beside many hundreds of pieces of manual work. Wall charts exhibited the location and strength of reading circles, the location of schools and distribution of all the public school teachers of the State. The administrative system was shown by means of graphics and specimens of all forms, blanks, outlines, bulletins, courses of study, reports, and other publications of the department, the whole filling three cabinets. A complete exhibit of text-books used in the public schools at the present time was thrown into relief by a collection of the books used prior to 1860.

The display of each corporation was shown as a unit. These units were so placed as to group the exhibits of higher and professional education in one part, the larger cities in another, the smaller cities in a third, the rural schools in a fourth, and the exhibits of the reading circles and of the administrative system in a fifth. It was thus easy for the visitor to go at once to the particular kind of work he wished to see. It also gave each kind of school the most favorable setting.

A conspicuous feature of the exhibit was the quantity and character of pedagogical literature displayed and distributed. In addition to the full set of textbooks displayed, there was shown a complete set of books of both the teachers' and young people's reading circles. Besides the hundreds of copies of the School Law, the State Course of Study, institute outlines, department bulletins, Arbor Day books, directories, and department reports which were distributed to students of education, the State university published a thousand-copy edition of a volume in which the history of the university is reprinted, together with a bibliography of the publications by faculty and alumni of the institution, and a very careful and unique study of the evolution of the curriculum from the narrow academic course of 1829 to the full university organization of to-day. State Superintendent Cotton published a specially prepared volume of over 600 pages explaining, respectively, in three divisions, the administration and status of elementary, secondary, and higher education in Indiana. Two thousand five hundred copies of this volume were distributed. State Librarian Henry supplemented his large exhibit of the public library system of the State with a neat volume, specially prepared for the exposition, containing the history of every public and municipal library of the Commonwealth. The readingcircle board prepared and distributed several thousand copies of a neat brochure containing the history of the reading-circle movement in Indiana and a catalogue of all the books which have been used.

Aside from the representative character of the exhibit, the most conspicuous displays made by Indiana were the portrayal of the equipment, organization, and instruction in the rural schools of the State, the exhibit of rural-school consolidation, of the reading circles, and of the schools of the city of Indian

apolis as representing the standard of efficiency toward which all of the schools of the State are striving.

Examination of the Indiana exhibit revealed the fact that her teachers are awake to educational problems and movements. They are thinking and attempting to work out their problems in the schoolroom. It also revealed that Indiana schools, in common with most schools in this country, have in recent years failed to give sufficient emphasis to the formal elements of education. Sufficient time is not devoted to training as distinguished from instruction. The critical attitude of mind is stimulated, to the neglect of the art of doing things properly. The schools too much assume in children the power of selfcriticism and of self-correction.

The chief weakness shown, in the conduct of elementary schools particularly, is the lack of a clearly defined and consistently applied philosophy of education. This is manifest in the lack of system in the scheme of instruction.

At least four results should be realized from the exhibit:

1. A better definition of the lines and direction of educational effort.

2. A steadying of educational thought.

3. Increase of faith in public education, with increased liberality of support.

4. The establishment of definite and higher standards of excellence in the work of the schools.

INDIAN TERRITORY.

BY JOHN D. BENEDICT, SUPERINTENDENT.

THE EXHIBIT.

The exhibit of Indian Territory in the department of education was installed in the Territorial building, and consisted mainly of the following:

First. A collection of regular examination papers and written recitations. Second. A collection of drawings, free-hand.

Third. A collection of maps drawn by pupils.

Fourth. A collection of oil paintings.

Fifth. Samples of sewing, of all grades, from plain stitching to fine embroidery and lace work.

Sixth. Samples of woodwork from Indian schools.

Examination papers were contributed by some of the public and private schools for white children, but nearly all of our hand work, or industrial display, is the work of Indian children, as is also much of our written work.

Our exhibit demonstrates the fact that in all kinds of hand work (writing, drawing, wood carving, and needlework) the Indian children excel the whites, while in mental work they are somewhat slower than white children.

KANSAS.

BY JOHN MACDONALD, DIRECTOR.

THE SCHOOL SYSTEM.

The State superintendent is elected biennially. He is required to visit each county at least once in two years, and to give his opinious on questions and controversies arising out of the interpretation and construction of the school

laws. He is ex-officio chairman of the State board of education and of the State text-book commission, and is a member of the board of school-fund commisgioners. Salary, $2,500 per year.

County superintendents are elected biennially. Each must hold a professional certificate, or a first or second grade certificate, or must be a graduate of an accredited college or normal school, and must have taught at least eighteen months. Must visit each school in his county at least once each term of six months. May in conjunction with district board dismiss teachers for cause.

Each school district board is composed of a director, clerk, and treasurer, elected at annual meeting; term, three years; one retires annually. Board employs all teachers.

Boards of education in cities are composed of three members from each ward in cities of first class; if more than four wards, two from each ward; term, three years. In cities of second class, two members from each ward; term, two years.

In country school districts the maintenance is largely from local tax. Maximum allowed, 2 per cent.

In cities 8 mills on each dollar of valuation is the maximum. When population is 30,000 or more, 15 mills (including building tax) may be levied. Maximum in cities of the second class, 15 mills.

The State board of education is composed of the superintendent of public instruction, chancellor of the State university, president of the State agricultural college, and president of the State normal school as members exofficio. Three others, selected from among those engaged in school work are appointed by the governor. Term of office, two years. The State superintendent is chairman.

The State board may issue State certificates on examination, valid for three or five years or for life. Graduates of colleges or universities anywhere in the United States, whose courses are approved by the board, may receive certificates based upon their college grades, provided that such graduates pass an examination in philosophy of education, Kansas school law, methods of teaching, school management, and psychology.

The county superintendent and two persons, holders of first-grade certificates or of diplomas from the State university, State normal school, or State agricultural college, compose the county board of examiners. The superintendent is chairman ex-officio. All questions used in the examination of county teachers are prepared by the State board of education.

A normal institute lasting not less than four weeks must be held annually in each county. The institute is under the management of the county superintendent. He employs a conductor and instructors, who must have certificates from the State board of education. The course of study followed in the institute is prepared by the State board of education.

All men and women 21 years of age or more, who are residents of the district or precinct, have the right to vote at every school meeting in the country districts, or for members of the board in cities.

Text-books are adopted every five years for all the schools in the State by a State text-book commission, of which the State superintendent is chairman ex-officio. It consists of eight members, appointed by the governor. Not more than three shall be selected from any one political party.

Boards of education in city and country may levy a tax not to exceed one-half mill upon the dollar for the equipment and maintenance of industrial-training schools or industrial-training departments.

Every school district may vote a tax annually, not to exceed 2 mills on the

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