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methods of school organization and administration. In general, it may show what the people of a community or State believe to be worth doing for school children and what they believe it to be worth while for children to do in school; for we have come to understand that children can do many different things well and with some advantage to themselves and the community, and that the crucial question in public education is, On what things and for how long time shall school children be employed during the hours that they are in school? The Massachusetts exhibit served all these purposes, but its emphasis was laid upon school organization, courses of study, and means and methods of instruction. It was not primarily an exhibit of fine penmanship, though penmanship was treated as an important school exercise. It was not specifically an exhibit of drawing, though drawing was represented as holding a high position among the several studies taught in the schools of Massachusetts. It was not an exhibit of manual training, though several excellent courses of study in this department were shown. It was not a collection of pretty exercises made by pupils and teachers for exhibition at the World's Fair; happily, their day has passed.

In a general way the things represented by the exhibit may be classified and described as follows:

1. School organization, shown by reports, charts, and printed pamphlets. 2. School architecture, shown by photographs of school buildings.

3. Courses of study, shown by printed pamphlets, descriptive charts, and illustrative exercises selected from the written work of school children. These were shown in the wall cabinets, 114 in number, which lined the walls and filled the alcoves of the exhibit booth, and formed the most prominent feature of the exhibit.

4. Illustrative school apparatus, designed and made by school children. This was placed in show cases and on exhibit tables.

5. Manual and industrial training models, including sewing, made by pupils, arranged in logical order and numbered serially. These were placed on the walls of the booth above the cabinets, in show cases, and in drawers beneath the exhibit tables.

6. Bound volumes of class exercises prepared and copied as special World's Fair work.

7. Bound volumes and pamphlet cases of class exercises, original drafts, prepared as regular exercises without the knowledge of anyone that they were to be used for exhibition.

8. Bound volumes and pamphlet cases of class exercises prepared as in No. 7, with corrections by the teacher, followed by revised copies made by pupils.

9. The exhibit of the Massachusetts Agricultural College.

10. The exhibit of the ten State normal schools.

11. Exhibits of the Lowell Textile School and of the Massachusetts Nautical Training Schcol.

12. The exhibit of free public libraries in Massachusetts.

The special circulars sent out to superintendents and principals called for exhibits as follows:

1. School architecture, buildings, laboratories, equipment, heating, ventilation, etc., shown by photographs, plans, etc.

2. School organization, rules, regulations, etc.

3. Courses of study, in brief and in full, illustrated by the written work of pupils.

4. First drafts of written papers, regular daily work.

5. Corrected written work, regular daily work.

6. Special exercises prepared for special occasions.

7. Hand work of pupils, made to illustrate subjects of study.

8. Portfolios of drawings.

9. Portfolios of photographs.

10. Manual training models, numbered in series and attached to screens.

11. School exercises of any kind that show orderly development, theories of instruction, and principles of method.

12. Original investigation of educational problems.

13. Office equipment.

11. Homemade apparatus.

15. Administrative blanks.

The response to circulars was not general, and most of the material exhibited was obtained by the personal solicitation of the director.

The following cities and towns contributed to the exhibit?

Athol, Auburn, Becket, Boston, Brookline, Chester, Clinton, Everett, Fall River, Fitchburg, Gardner, Georgetown, Groveland, Haverhill, Lawrence, Lowell, Lynn, Malden, New Bedford, Newton, North Adams, Northampton, Orange, Pepperell, Pittsfield, Revere, Somerville, Springfield, Sutton, West Brookfield, Weston, Winthrop, and Worcester.

Among the most prominent and valuable features of the exhibit were those representing the Massachusetts Agricultural College and the State normal schools. The agricultural college occupied a large space in the educational exhibit and was also the most prominent donor to the State exhibit in the Palace of Agriculture, while it contributed generously to the general exhibit of the agricultural colleges and experiment stations collected and arranged by the United States Government. The normal schools, under the advice of the director, took, in general, a single branch of study each, and showed the method in which the study is pursued. In this way no duplications were made, and the collective exhibit gave a satisfactory view of normal school work in the State. Of the cities and towns the following deserve especial mention:

BOSTON.

The exhibit of the city of Boston formed a part of the Massachusetts exhibit. It was limited in space and therefore had no room for ornamentation beyond that which was furnished by the work itself. While it was in harmony with the rest of the State exhibit, which was simple, but effective and beautiful, it was filled to every inch of space with charts-graphic and statistical-and with work direct from the schools, and every part generously illustrated and aided by photographs. The wall space allotted to Boston admitted of the close placing of 24 cabinets, and 6 more were placed in the center.

Though apparently restricted in space as compared with other large cities, yet every subject of school work, of both day and evening schools, was shown in detail, from the kindergarten through the normal school. The work of the evening drawing schools was vividly and systematically arranged on the outside of the booth.

The work was exhibited by subjects. The first cabinet contained the kindergarten work; the next 11 cabinets the elementary nature study, geography, arithmetic, history, music, physical training, drawing, language, cooking, and manual training; the next 10 the high school work in English, literature, history, commercial branches, botany, zoology, physiology, drawing, mathematics, physics, chemistry, foreign languages, and the work of the Mechanic Arts High School; then one cabinet showing administration and public lectures; one cabinet for normal school work; one for work of the Horace Mann School for the

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Deaf and Dumb; one of sewing; four cabinets for evening elementary, evening high, and educational center schools.

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The space in the wall cabinets amounted to about 4,000 square feet. these wall cabinets were show cases, or counters, containing note books and manual work in the subjects shown above; and beneath these were shelves for the bound volumes, pamphlets, and industrial work of the vacation and evening schools. Above the cabinets were panels containing the shop work of the day schools, extending around the entire space. On the wall above the panels were pictures of school buildings, etc.

The plan of the exhibit was designed for the convenience of educators who desired to study it, and the number who spent hours with notebooks in hand testified to the wisdom of the arrangement. Every school in the city was represented. In February each master was requested to send in work in whatever subjects he should choose. Most of the work had been done in the regular daily routine and was simply copied on the proper paper for uniformity. From the work thus sent in a committee of teachers selected that which would cover the course of study and arranged it in proper order. The most important feature of the exhibit was that it represented the regular work of the schools of the city.

The papers and photographs in the wall cabinets exemplified the course of study and the 200 volumes showed the quality of the work by classes. Equipment, methods, and material that could not be shown otherwise were shown by photographs. Two methods of teaching reading in the first grade were shown by series of photographs. The glass door of each cabinet held a large photograph appropriate to the work contained in the cabinet. The aim of the photographs was in every case to make clearer the work of the schools and not for ornamentation. The graphic charts in the administration cabinet showed plainly the school organization, the growth of the schools, the relative number of male and female teachers, the course of study and relative amount of time given to each subject, and, in fact, nearly everything that the student of education would desire to know.

Worcester had a full representation of elementary and high school work, filling six "units" and covering a large wall space. New Bedford presented a full exhibit of school work in all departments, with a large number of photographs representing school architecture. Springfield gave a complete representation of her work in the evening school of trades, a fine exhibit of high school work, and a fully illustrated course of study in arithmetic. Somerville sent a masterly representation of the work of her English high school, with careful and complete representation of her courses of study in language, drawing, and penmanship. Brookline showed a complete course of study in manual training. Lowell showed the work of her evening schools, her training school, and her kindergartens. Lynn sent a full exhibit of work in arithmetic and a representation of her work in manual training in her English high school.

The features of the Massachusetts exhibit which attracted most attention from visitors were the Boston high school exhibit in language, a fine representation of the highest standard of exhibition work, the exhibit of nature study by the practice school of the Bridgewater normal, the correlated school and home work shown by the training school of the Hyannis normal, the exhibit of the State library commission, and the exhibit of the evening school of trades, Springfield.

Unique features were the exhibits of the Lowell textile school, the nautical training school, the educational centers of Boston, the work of vacation schools in Boston, the high school organization from New Bedford, the designs from the

Somerville high school, the sloyd training school, and modern methods in kindergarten.

In general, it may be said of the Massachusetts educational exhibit that it showed fully the present attainments of a State school system which gives the largest possible local freedom in the management of schools, attainments which, in the minds of her citizens, justify the confidence which has been given to them from the founding of this ancient Commonwealth.

MISSISSIPPI.

BY T. L. TRAWICK.

THE EXHIBIT.

This exhibit was collected by Prof. T. L. Trawick, then residing at Crystalsprings, Miss., and though hurriedly gotten together was a very fair representation of the Mississippi educational system.

The State department was represented by six very elaborately prepared charts, five showing the statistical side of educational matters. The colleges were very meagerly represented, the agricultural and mechanical being the best. The colored colleges of Alcorn and Tougaloo were exceedingly well represented. The following high schools were represented: Crystalsprings, Greenville, Corinth, Jackson, McComb, Hattiesburg, Wesson, Grenada, Canton, Meridian, Columbus, Brookhaven, Learned, Utica. The high school exhibits were excellent, especially the one from Crystalsprings. The work of this school was arranged according to a plan adopted by the Washington, D. C., schools at Paris in 1900, and was composed of photographs of pupils at work in school. Jackson also had a fine exhibit of manuscript work.

Among the private schools the work displayed from French Camp and Blue Mountain College was excellent.

Mississippi's booth was well arranged and her exhibits were tastily displayed.

MISSOURI.

BY G. V. BUCHANAN, SUPERINTENDENT.

THE EXHIBIT.

The space allotted to Missouri for her educational exhibit consisted of a strip of floor space 30 feet wide and 140 feet long, lying near the main entrance to the building. This space fronted on the main aisle and extended back between 15-foot aisles. Immediately across one of these aisles was the exhibit of the city of St. Louis, occupying an equal area, and just beyond the St. Louis exhibit was that of the State university. Thus the Missouri educational exhibits presented a continuous front on the main aisle of the building of 105 feet, with an extreme depth of 140 feet.

For the purpose of collecting and arranging this educational exhibit the State

commission appointed Supt. G. V. Buchanan, of Sedalia, late in August, 1903. He at once began a series of visits to the county teachers' associations, which were held in the different counties through the fall and early winter, and with his assistants in the work presented the interests of the exhibit personally to about 10,000 teachers. Correspondence was then opened with the 114 county commissioners and county superintendents, with many city superintendents, and with teachers and school patrons who had been found to be enthusiastic for the exhibit. A systematic effort was made to secure exhibits from all the counties of the State-not from the city schools alone, but from village and rural schools as well. A circular outlining the scope and nature of the exhibit and giving general directions and suggestions about the preparation of the work was mailed to every teacher in the State. General interest was awakened, and it was apparent that the teachers of the State were ambitious to have the schools well represented in the exposition. In November the superintendent opened an office on the exposition grounds and conducted a vigorous canvass of the State by personal letters. Late in February the exhibits began to come in. He appointed as his assistants in arranging and maintaining the exhibit the following teachers: Miss Minnie Brashear, of Kirksville; Miss Catherine Cranmer, of Otterville; Miss Emma Serl, of Kansas City; Miss Mae Hansel, of Joplin, and Miss Jennie Hinkston, of Gower. The packages were opened and their contents examined and arranged in Blair Hall of the Missouri building, and as soon as our exhibit booth was ready the cabinets and bound volumes were put into place.

The Missouri exhibit was arranged by grades, or years' work, with a view of showing the prevailing system in this State, which separates the course of public school education into twelve years' work. Our entire floor space was surrounded by an arched façade 12 feet high, with an arch 18 feet wide constituting the front entrance. Each side of the inclosure consisted of ten similar arches. The oak cabinets containing the work of the children were so placed as to leave a central aisle 7 feet wide extending from front to rear of our space, and to divide the area into 20 compartments with side partitions 8 feet high, each compartment opening at one end upon the central aisle and the other looking out upon the broad aisle of the building through these arches, with a hand rail below. This arrangement gave 20 compartments, somewhat separated, in which to arrange the school work, all comparatively open, so that their entire contents were visible from the broad aisles on either side and from the 7-foot aisle through our own space.

While the kindergarten is no part of the public school system of the State, not being provided for by law, yet it is so generally regarded as a desirable beginning for all classes of children that it was decided to give it such position in the exhibit. From the twelfth grade, or senior year of the high school, down, each grade was allotted a separate compartment as far as the third; grades 3 and 2 occupied their proper sides of one compartment, and grade 1 and the kindergarten took similar positions in the lowest compartment. The compartments not occupied by the primary and secondary schools were assigned to the State normal schools and to the various colleges of the State. One side of one compartment, however, was reserved for the exhibits of special rural schools and an entire compartment for the exhibits of the negro schools of the State.

The façade, or arched wall, surrounding the State exhibit was of old English oak in modified Romanesque style of architecture, the same as used by the city of St. Louis just across the aisle, which was designed by Superintendent F. Louis Soldan, of that city. Mr. Ittner, head architect of the St. Louis school

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