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turning it to the service of the adult masses. To this extension work belonged photographs illustrating methods of physical training applied to weaklings, the cabinet pertaining to the free lecture system, the collective exhibit of vacation and evening schools, and the views of recreation centers, showing industrial and social features. Comparison was naturally suggested with the similar though less extensive collections in the exhibits of Boston and Chicago, which emphasized the elements of intellectual training for adults, and with the exhibits of the London polytechnics, which, like the extension work of New York City, place great stress on the social features.

The external side of the city booth was utilized for the exhibit of the Woman's School of Design, a private enterprise conducted in a philanthropic spirit. The exhibit consisted of a remarkable collection of original designs, which, with one or two exceptions, were purchased by manufacturing firms as they stood on the wall.

The signal lesson of the entire exhibit was that of great municipal problems and their possible solutions.

The exhibits of Missouri and of St. Louis, although on opposite sides of a broad aisle, can hardly be considered apart, as they followed the same general plan of arrangement and decorative treatment.

In both equal emphasis was placed upon results and processes; the former were shown by the work of pupils in lavish profusion, the latter by every available device of art, visual and audible. The written exercises and drawings from each grade of schools were assigned to a separate alcove, typical exercises being placed in winged cabinets along the wall, and the entire work of classes in bound volumes beneath. No effort had been spared to render every detail intelligible. The conditions under which each volume and separate exercise had been prepared were explicitly stated, the length of time the subject had been studied, and the time allowed to it throughout the course. So carefully was the labeling carried out in the State section that the work of any one of the 200,000 contributing pupils could be readily located. In this section, also, hundreds of pictures in crayon, ink, water colors, and oil, showing school buildings, playgrounds, groups of pupils, etc., adorned the walls, while moving pictures and photographs animated the scene.

It is difficult to express in words the magnificent effect of the exhibit of the public schools of St. Louis. It was spectacular and yet essentially instructive. The illuminated Christmas tree in the kindergarten section, the ingenious constructive work from the grades, the moving pictures of school scenes, the portraits of distinguished educators, the paintings, engravings, and casts loaned by various schools, the remarkable display of special lines of work and illustrative devices, and the living exhibit of a veritable class room, with daily exercises, attracted delighted throngs, but each feature was also full of suggestion to the professional visitor. From the aesthetic standpoint the distinguishing feature of this unique section was the façade, so constructed as to form an integral part of the interior exhibit while giving character to the external view. It consisted of 16 square hollow columns, connected by arches, in the style of a Roman triumphal arch. On the alcove side the columns framed illuminated photographs showing, in orderly sequence, typical school exercises. On the aisle side they were paneled with a series of 16 transparent paintings, representing a history of education. The choice of subjects-which included scenes from primitive life, from classic, mediæval, and modern history-the composition, costuming, and painting were all the work of an art teacher in the St. Louis high school, the personnel of the groups having been selected by her from teachers and pupils in the schools. The medallion portraits of children and

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youth in the spandrels above, and the illumined transparencies in the facing columns inclosing the State section heightened the effect of this brilliant series. It was, indeed, as expressed by one of the foreign jurors, the mission of St. Louis to excite popular enthusiasm and gratify critical taste at one stroke; in other words, to attain the ideal end of an exposition.

The exhibits here dwelt upon have been selected because they represent characteristic types. They do not, however, exhaust the striking features of the vast collection. The Pennsylvania section made a fine impression with its massive columns and panels of polished wood; California, with its façade of the native redwood, and Minnesota, by its air of elegant refinement. Indiana charmed the eye by a simple harmony between the framing woodwork of its cabinets and the tinted paper that lined the glass doors, and Denver gave a rich note of color by its tissue-paper art windows, original both in design and material. The general aspiration toward the beautiful must be taken as one of the most significant lessons of the exposition, a sign of spiritual forces working their way to the heart of the people.

There were exhibits also which with no attempt at æsthetic effects made lasting impressions by their system. This was particularly marked in the case of Kansas, which presented at a glance the most important features of an educational system in an agricultural State. The limited space occupied by the exhibit was divided into two sections by a narrow aisle. To one section was assigned higher education, subdivided into university, county high schools, and normal schools, each occupying a separate alcove; to the other section, elementary education, comprised also in three alcoves allotted, respectively, to city schools, rural schools, and manual training. The very complete statistics of the system were arranged in a sort of frieze running around the whole booth; the aisle partitions gave wall space for maps, drawings, etc. The striking feature of the exhibit was the alcove devoted to county high schools, a provision in which Kansas has led the West. The work of the schools, statistics showing their increase, and the text of the law for their establishment made up the contents of the alcove, with the portrait of Mr. James H. Canfield, author of the law, in a commanding position.

The exhibit of Louisiana, which comprised in a single booth the most dissimilar elements, public schools, parochial, and private schools, separate schools for the colored race, colleges and universities, was saved from confusion by the most careful organization. The feature of the public school section was the exhibit of the city of New Orleans, which compared favorably with that of northern cities, especially in the mode of displaying pupils' work and in the ingenious use of illustrative material.

Considered as a whole, the lessons of the St. Louis exhibits were for the most part repetitions of old lessons on a grander scale and in more varied forms, but in respect to one particular they made many revelations. Educational provision in rural communities for the first time assumed in this exposition the importance of a separate problem. It was presented under a variety of forms and with many suggestions as to its proper solution. State after State gave prominence to the subject in special or collective exhibits set forth in an effective manner. Minnesota presented a typical village school and a collective exhibit of rural schools; Illinois, a collective exhibit from 23 counties, including the best type of a one-room school building to be found in the State; Pennsylvania, a collective exhibit from every township in Indiana County, and Oklahoma, work from the whole body of her rural schools, with a map showing the exact location of each.

Among many evidences of efforts for improving rural schools in the interests

of agricultural communities were the unified course of study for elementary schools, as shown by North Dakota; the organization of teachers' reading circles, as in Indiana and South Dakota; the use of native material in school work, illustrated by interesting exhibits from Mississippi, Utah, and New Mexico; the general introduction of drawing and manual training, as in village schools of Iowa and Indiana, and the beginning of continuation schools for adults in rural regions, as shown by Wisconsin.

The most comprehensive and perfectly organized exhibit of the rural schools of a State was made by Indiana. It included the evolution of the consolidation county school represented by means of photographs and statistical charts. The former set in striking contrast the old conditions and the new, the latter proved that the gain in all elements of efficiency had been accompanied by a saving in public expenditure.

This running commentary on the education department of the great exposition has been limited to the exhibition features and the general trend of effort which they illustrate. Space forbids more than a reference to the pedagogic problems which it forced upon attention. Critical observers were struck with the remarkable similarity in the methods of the public schools throughout our country. But the net result in any State seemed in large measure proportioned to the resources at command. Hence the serious import of the wide divergences in this respect revealed by comparative statistics. While, however, there are many influences working toward unity of method on certain lines, the dissimilarity in others is equally marked. Manual training shows, for example, progress in three different directions. The St. Louis manual training schools follow the French method of analysis and repetition of fundamental exercises. The St. Paul Manual Training School places emphasis on construction from the beginning, while the Stout Manual Training School (Menomonie) follows the Swedish idea of strict attention to pedagogic form and adaption. Deeper still are the differences in the systems of art training, especially as seen from the international standpoint. France holds to classic styles, and England shows the subtle influence of ritualistic and heraldic emblems. Germany of all foreign countries has departed farthest from conventional models and turned to nature with splendid results. The same movement in our own country is rapidly freeing our schools from the cramp of imitation.

The exhibits also brought distinctly to view the conditions of secondary education as it is developed in different countries, and emphasized the need of some international agreement with respect to the limits of this department if nations are, at this point, to profit each by the experience of all others. Such agreement, moreover, is indispensable before the estimate of international juries can carry conviction or stimulate to large endeavors.

It were, indeed, easy to suggest a dozen lines along which select exhibits could have been made from this whole vast collection for the study of particular principles and processes in their historic and social bearings.

As an object lesson in methods of display the exhibit here considered surpassed all former efforts of the kind. In its varied collections two media of expression proved most effective, namely, photographs and statistical charts. The former not only please the eye, but they fix, in living form, subtle suggestions of mental processes to which words seldom give utterance. Statistics, on the contrary, seize and correlate the salient facts of a historic movement or of a national condition as reflected in its chief social activity. They use, moreover, a universal language by means of which a nation like Japan-newly arrived among world powers-escapes the limitation of an unknown tongue and makes intelligible to them the story of her ascent.

In regard to completeness and graphic presentation it would be difficult to choose examples from exhibits so rich in this particular form of expression. It was, however, recognized that our own country had a remarkable advantage in the high degree of uniformity that marked the statistical methods of independent States and cities. The result was justly attributed to the influence of the Bureau of Education, whose statistical survey of education in the United States formed the principal feature of its exhibit in the Government building. The reason for such location is obvious, but the regret was general that this series of charts, the impressive presentation of a nation's progress on every line of educational effort, could not have been duplicated to crown and complete our exhibit in the education palace.

ARIZONA.

HISTORY AND ORGANIZATION.

The earliest record of public funds being used for public school purposes in Arizona is found in the proceedings of the first legislative assembly, which convened at Prescott in 1864. From these it appears that appropriations were made from the Territorial treasury for the benefit of the public schools in the towns of Prescott, La Paz, and Mohave, to the extent of $250 each, on the condition that the said towns appropriated a like sum. Five hundred dollars were appropriated to the school at Tucson at the same time, conditioned on instruction being given daily in the English language. No further mention was made of the public schools in any legislative assembly until 1868, from which it is inferred that whatever schools were in operation during the interim received their support from private sources. In 1868 the first attempt at school legislation was made, and the first public school law was enacted. This law was replaced by another in 1871, and that by still another in 1875, which remained in force until 1879. Changed conditions seemed to require further changes in the law, for in 1879, in 1881, and in 1883 other laws were passed; but these were all repealed in 1885, when the present law was enacted, which, with slight amendments, has governed the schools to the present day. The year 1885 may be fixed as the date when the school system of the Territory was founded. In that year the normal school at Tempe and the university at Tucson were established, which completes the chain from the primary school, through the grades, the normal school, and the university.

Prior to 1885 the reports and records of the public schools are incomplete. Consequently the progress of educational affairs must date from that year. The normal school at Tempe has grown in many ways. Additional buildings, apparatus of the latest improved types, and a useful library have been added as funds were available. The buildings now on the campus are the main building, training school building, and two large dormitories, all equipped with the latest designs in furniture and modern appliances. These dormitories will accommodate about 100 young ladies and gentlemen. The Northern Arizona Normal School at Flagstaff was established in 1899, and enrolled 35 pupils the first year, with but 2 teachers in charge. From time to time it was found necessary to finish off other rooms of the spacious building to accommodate the increased enrollment and the apparatus required for successful work, and now the teaching force consists of 8 teachers.

The Territorial university at Tucson is well equipped for thorough university work, having commodious buildings on the campus, and a new library building in course of construction to cost $25,000. There are 10,000 volumes in the present library. These buildings are situated at a convenient distance from the city proper. In 1885 there were 137 schools in the Territory, with 10,219 children of school age in attendance, while the last census in 1903 gave 467 schools, with 25,951 children of school age.

ARIZONA'S EDUCATIONAL EXHIBIT.

In the great palace of education and social economy at the Louisiana Purchase Exposition the Arizona exhibit is found in close proximity to those of California, Illinois, and Pennsylvania. It is not so large and bewildering that the visitor is lost in its study, but attractive, tastefully arranged, and complete in its representation of all the grades of instruction, from juvenile hand work without the embellishment or finishing touches of the instructor to finished specimens of drawing and work in the higher branches, showing most clearly that the educational system and progress thereunder in Arizona compare favorably with those of other States and Territories represented at the exposition.

The exhibit occupies a space of 30 feet on the aisle by 18 feet in depth. The façade of colonial architecture is characterized by four large white columns with gold trimmings, the hand railing being of oxidized brass. The arrangement and display of students' work were planned by the custodian, who tried to make the most attractive exhibit possible with the small capital available. The wall space was decorated with drawings in color, photographs of schools, and work from the manual training department. There are also four large wall displays, consisting of census tables, statistics, courses of study, etc. These tables are the work of a student in the university and have received much praise from visitors. Below these are hung two large, swinging-leaf cabinets showing views in and around the university. Extending around the booth at either end are shelves, upon which is displayed written work from the various schools of Arizona. The Tempe Normal School exhibits bound volumes of school work, one case of drawings, one of history and science, one of literature and work from the training school, and a case of photographs of buildings, classes, and class rooms, grounds, and drills. The Northern Arizona Normal School, located at Flagstaff, displays a large four-faced glass case of views of the buildings and class rooms in the school, the case being made of the beautiful white pine from the famous Coconino forest of northern Arizona. On the shelf and wall immediately back of this case is shown the excellent work from this normal school, consisting of written exercises and drawings. Occupying a space on the right hand wall are four framed maps of great merit from the Nogales Public School. The remainder of that side is given to the Phoenix Indian School. There are six large leaves of work of its students, from the kindergarten through the seventh grade. The manual training department of the same school displays one glass case of fine lace work and embroidery, three beautiful rugs, and one collection of ironwork. On the right entrance stands a hand-carved oak writing desk, made by a student of the Phoenix Indian School. A glass case on the right is filled with construction work in paper and geometrical solids, pea and toothpick work, clay modeling, eggshell work, and sewing.

The gathering of this exhibit was the work of the Territorial superintendent and others appointed by him, and represents in general the work being done in the Arizona schools.

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