The following was installed as an exhibit in April, 1904: Collection of schoolbooks and helps, compiled and published under the aus pices of synod by the Concordia Publishing House. Leaf cabinet containing specimens of written work...-- 739 72 309 1 1 1 Leaf cabinet containing specimens of drawing and photographs. 1 1 Leaf cabinet containing specimens of drawings from the Teachers' Seminary, at Addison_. 1 Bound volumes of written work from the same institution__. 10 Bound volumes of written work from the Walther College, at St. Louis_____ 4 The school work exhibited was all regular class work, from 80 to 100 per cent of all papers written in the school being shown. The different branches were represented as follows: And quite a number of papers showed physiology, zoology, botany, general history, shorthand, and bookkeeping. THE PHILADELPHIA MUSEUMS. HISTORY AND ORGANIZATION. The exhibit of the Philadelphia museums in the education building at the St. Louis Exposition consists of a collection of specimens of commercial materials of all kinds, designed to aid teachers of geography in classes of any grade. The collection contains, primarily, a series of samples of all the more important commercial articles of the world, and the products of various countries which are of actual use and value from a business standpoint. These are shown in series, from the raw state to the finished article, each accompanied by a number of illustrative photographs. The Philadelphia museums are at present distributing five hundred such collections to the public schools in Pennsylvania. The value of such a collection to a teacher can perhaps best be shown by giving a short account of its development. The progressive teachers of Philadelphia and vicinity, feeling that the teaching of geography could be put on a practical basis only by illustrating the lessons by actual specimens of the products of the various countries, naturally turned to the Philadelphia museums for assistance, knowing that no other institution in the country is so favorably situated for securing such material. Requests for a cotton plant, a cocoanut, specimens of fibers, woods, minerals, and other objects came in constantly. It was soon seen that this was an opportunity for increasing the usefulness of the institution, supplementing its strictly commercial work with the business men by making it helpful to the schools. Teachers were invited to bring their classes to the museums. A large lecture room was fitted up with typical collections, selected from all of the exhibits in the museums, and lectures and informal talks were given by the director and by members of the scientific department. These talks became very popular, and the lecture room was often crowded by teachers anxious to learn about the world's commerce. Meantime, other methods of work having the same purpose had been considered. Small collections, illustrating a few of the most important commercial materials, were prepared, and these were loaned to one school after another for a limited time on the plan of a circulating library, thus giving to schools at a distance a share in the benefits to be derived from the collections and making it possible for the teachers to use the specimens in their class rooms. This method of making the school children acquainted with the important products figuring in the world's commerce was the best that could be done under the circumstances, but it was only the beginning of what was planned. In the year 1900 the museums prepared 250 collections, each containing a more extensive series of samples than had been included in any previous sets. The materials which made up these collections were taken partly from duplicate material in the museums' collection and partly from samples donated for the purpose by wholesale merchants in response to the museums' solicitation. The specimens, representing many of the important commercial products of the world, were accompanied by illustrative photographs, maps, and printed descriptions. These collections were given away free of charge to such schools in the State of Pennsylvania as could use them to advantage and were willing to furnish proper cases and shelving. The value of the collections from a pedagogical standpoint was at once recognized, and requests were so numerous that they could not be honored. When, a little later, the museums asked the legislature of the State of Pennsylvania for an appropriation to carry on the work the appeal was warmly supported by all of the leading educators, teachers, and members of local school boards. Quick to see the great educational advantages offered to the children of the State, the legislature appropriated an amount of money sufficient to send out 500 collections much more complete than the preceding ones and similar to the one exhibited. Aside from this appropriation the museums furnished freely many of the specimens and much of the labor of preparation. THE EXHIBIT. The list of specimens included in the collection was made up with the greatest care, and includes as many of the materials of commerce as it seemed practicable to show. Of course, some of the most important articles, being perishable, like meats, eggs, butter, fruits, etc., could not be exhibited. Specimens are shown from all of the chief commercial countries and of all the important groups of materials, such as foods and food products, drugs, oils, waxes, gums, resins, fibers, fabrics, woods, leathers, tans, dyes, minerals, etc. Wherever it seemed possible a series of products from one source has been shown. Under cotton, for example, will be found a cotton plant, unginned upland cotton, ginned seaisland cotton, brown Peruvian cotton, cotton linters, cotton yarn, cotton rope, unbleached and bleached muslins, Persian lawn, calico, gingham, zephyr gingham, chambray, cotton seeds, cotton-seed oil, cotton-seed oil cake, and cotton-oil soap. Such specimens as could best be displayed in bottles are placed in 8-ounce glass-stoppered jars. Most of the fibers are tied in hanks, each of which can be separated into several small samples to be passed around the ED 1904 M- -63 class, while the minerals and many other substances are placed on varnished blocks. The labels all give the commercial name of the product, its origin, its scientific name, the part of the world producing it, and its uses. Accompanying this extensive exhibit are over 200 photographs illustrating the production, preparation, and transportation of the articles. Each photograph bears on its back a complete printed description, together with information in regard to the commercial importance of the product. Maps of distribution, statistical charts, and a brochure of a hundred pages give supplementary information in regard to the materials. The collection is intended as a practical help to teachers of geography, commercial geography, and the study of raw materials; and while it contains in itself some hundreds of articles, it finds its greatest usefulness when it serves as a nucleus for a school museum, showing to teachers the kinds of specimens which can be profitably used, and how they can be obtained and exhibited. The collections are sent free to the schools, freight prepaid, caretuily packed in boxes made for the purpose, the exhibition cases being the only expense incurred by the schools. With the collections go suggestions as to the proper kinds of cases and shelving, and best arrangement of the specimens for convenient use. SCHOOLS FOR DEFECTIVES. BY A. E. POPE. THE EXHIBIT. The most important feature of Group 7 was the living exhibit in the model schools for the deaf and the blind. These schools were located near the east door of the Palace of Education. A high partition separated the schools for the deaf from the schools for the blind. On each side of this partition were six small, three-sided rooms, neatly burlaped and well furnished. The open ends of the rooms faced the main aisles, and a strong railing held back the crowd of visitors. The most popular classes in the deaf schools were the oral classes, where the little ones were taking their first lessons in speech and lip reading. The visitors could see the difficulties to be overcome and how they were mastered. Here, as elsewhere, the one predominating question, “How do you do it?" was answered. In the adjoining room was an advanced class reciting in language, geography, arithmetic, etc., entirely by lip reading and speech. Further on was a college graduate explaining the objective exhibits, and conversing freely with the visitors, thus illustrating the practical application of the work accomplished in the primary classes. In another room was a primary "manual" class learning their first lessons in English by the manual alphabet and by writing. In the next room a more advanced class was studying the higher branches by the same method. Across the aisle were six larger rooms with railings on two or three sides, where the industrial classes worked. There was a class in woodwork, in turning, a barber's class, classes in printing, sewing, tailoring, fancy work, and art. The boys were making their own uniforms, caps, trousers, and coats; the girls cutting and fitting their own dresses. This demonstrated to the public the prac tical training given to these pupils, making them independent and self-supporting citizens. The Lewis School for Stammerers was represented by a large class, demonstrating the various and ingenious methods used in this school for correcting defective speech. One of the most interesting features of the model schools for the blind was the kindergarten class. The circle in which they played was marked here and there by little wooden strips to guide the children and show each his or her standing place. Next was a primary class learning to read and write one of the point systems. To many of the visitors the point systems seemed quite a revelation, as did also the rapidity with which they could be used. There was a more advanced class demonstrating the utility of these methods in studying the higher branches. Special maps and globes devised for the blind were used in the geography class, and the high school class displayed their efficiency in algebra, history, literature, etc. One of the most practical classes was that in typewriting, showing that the blind could take dictation in one of the point systems and transpose it on the machine. In the industrial department was a sloyd class, where the blind boys were using sharp tools with great accuracy and precision. There were also classes in sewing, basket making, weaving, raffia work, bookbinding, and book making. The music room was very popular, being well equipped with pianos, pipe organ, and band instruments. Vocal and instrumental solos, duets, and orchestral performances were given at regular intervals throughout the day. Many of the blind lose their sight late in life, when they are too old and their fingers are too hardened to learn the use of one of the point systems. In order to relieve them of the gloom of solitude and make life more pleasant and agreeable, a simple method of reading has been invented, which was demonstrated by one of the teachers of the Pennsylvania Home Teaching and Free Circulating Library Society. Three deaf-blind pupils were present at different times. Emma Kubic, aged 8, came from the Illinois School for the Blind. She had been in school only a short time, and the public had an opportunity of seeing the first steps employed in reaching the mind of a child deprived of sight and hearing. She was just beginning to learn the names of objects and to describe actions in sentences of a few words. Lottie Sullivan, aged 18, came from the Colorado School. She represents a further degree of development. All communications were spelled into her hand by the use of the manual alphabet, or presented in Braille or New York point writing. She expressed herself in the same manner, and in addition could use the ordinary typewriter. Her teacher was a deaf lady, so it was necessary to have a third-party interpret. Clarence J. Selby, of Chicago, was still older, and could speak quite fluently. He is the author of many beautiful poems, which he distributed. All these classes of deaf and blind children were selected from the different schools of the United States, and maintained in some cases at the expense of the State commissions, in other cases at the expense of the schools, or jointly by the schools and commissions. The following is a list of superintendents and schools participating: S. M. Green, superintendent of the Missouri Schools for the Blind, St. Louis. C. P. Gillett, superintendent of the Illinois School for the Deaf, Jacksonville. Lapier Williams, superintendent of the Kansas School for the Blind, Kansas City. H. C. Hammond, superintendent of the Kansas School for the Deaf, Olathe. W. K. Argo, superintendent of the Colorado School for the Deaf and the Blind, Colorado Springs. Frank M. Driggs, superintendent of the Utah School for the Deaf and the Blind, Ogden. J. W. Jones, superintendent of the Ohio School for the Deaf, Columbus. R. E. Stewart, superintendent of the Nebraska School for the Deaf, Omaha. Mademoiselle L. Mulot, Directrice de l'École des Jeunes Aveugles, Angers, France. Dr. Robert C. Moon, president of the Pennsylvania Home Teaching and Free Circulating Library Society, Philadelphia. George E. Lewis, president of the Lewis School for Stammerers, Detroit. All participants in the model schools lived in one of the Washington University dormitories located in the rear of the Administration building. During the five months the schools were in operation there was not a single accident, and little or no sickness. Great care was exercised in the selection of pure and wholesome food. The pupils, teachers, and superintendents had the same fare and ate at the same tables, and any necessary inconveniences were shared by all. Every morning before school opened the children spent several hours inspecting exhibits in the various buildings. After school the pupils played about the dormitory or went sight-seeing. Two or three evenings each week they visited the Pike, going to the Boer War, Hagenback's animal show, the Galveston Flood, or for a ride on the scenic railway, which they much preferred to giving public recitations. One or two rooms were set aside in each school for objective exhibits, but the space was so limited that many schools were forced to place their displays with the general educational exhibit of their respective States. Among the most important schools having objective exhibits, in addition to those which have already been mentioned, are the following: American Printing House for the Blind, Louisville, Ky. The Texas School for the Blind, Austin. The Pennsylvania School for the Blind, Overbrook. The Kentucky School for the Blind, Louisville. The Massachusetts School and Perkins Institute for the Education of the Blind, Boston. The New York School for the Blind, New York City. The German exhibit from schools for the blind. Portugal's exhibit from schools for the blind. The Volta Bureau, Washington, D. C. The Wright Oral School for the Deaf, New York City. The New Jersey School for the Deaf, Trenton. The Michigan School for the Deaf, Lansing. The New York School for the Deaf, New York City. China's exhibit from a school for the deaf. The feeble-minded.—Schools for the feeble-minded were classified both in the department of education and that of social economy. Their exhibit, however, was located in the department of social economy, block 5, for the reason that most of the children in feeble-minded institutions receive hospital treatment, and only about one-third take the regular course of instruction. This was one of the most successful collective objective exhibits ever arranged, and its superiority is mainly due to the untiring efforts of Dr. A. C. Rogers of the Minnesota School. Dr. and Mrs. William II. C. Smith, of the Beverly Farm |