CHAPTER XV. EDUCATION AT THE ST. LOUIS EXPOSITION-Continued. II. TECHNICAL SCHOOLS, ART SCHOOLS, ETC. CONTENTS. TECHNICAL SCHOOLS. Bradley Polytechnic Institute Hampton Institute.. Massachusetts Institute of Technology. Pratt Institute, by Arthur L. Williston Purdue University Rensselaer Polytechnic Institute__ St. Louis Manual Training School, by Dr. C. M. Woodward, director. ART INSTITUTIONS. Art Institute of Chicago, by W. M. R. French, director. Page. 975 976 977 980 982 983 983 985 986 Massachusetts Normal Art School, by George H. Bartlett, principal__ 987 968 School of the Museum of Fine Arts, Boston, by Thomas Allen, chairman of the council Land-grant colleges and agricultural experiment stations, by Dr. A. C. True, U. S. 997 BRADLEY POLYTECHNIC INSTITUTE. HISTORY AND COURSES. Bradley Polytechnic Institute, Peoria, Ill., founded by Mrs. Lydia Bradley, includes two schools-the school of arts and sciences and the school of horology. The former has a six-year course, covering the work of the high school and the freshman and sophomore years of the college. The result of thus uniting the first two years of the college with the high school has been to place Bradley Institute in harmony with the present university system, as distinct from the older college system. The curriculum of the school includes courses in the ancient and modern languages, English, history, mathematics, and the sciences, drawing, shopwork, The preceding chapter (the first of this series) treats of the exhibits of the public schools of the United States at St. Louis. Other chapters, in Vol. II of this Report, are devoted to the universities and colleges of the United States, and the educational systems of foreign countries, as represented at the exposition. and domestic economy. Five groups of studies are open to students: Science, engineering, classics, literature, and the mechanic arts, the latter covering four years instead of six, thus making it a technical course of secondary-school grade. The school of horology is a trade school for watchmakers, jewelers, engravers, and opticians. It has no vacations. Instruction is individual. Students may enter at any time, and from this school men go directly into positions requiring a high degree of technical skill. THE EXHIBIT. In representing the school and its work at St. Louis four methods of exhibiting were employed: 1. Framed photographs, charts, and drawings. 2. Cases for displaying models and the work of students. 3. Wing-frame cabinets for photographs, drawings, written work, and outlines of courses. 4. The "Book of information," containing historical statement, general information, and details of courses. These four means of exhibiting were unified by an installation that was harmonious in design, each case and piece of furniture having been designed especially for the place it occupied. The installation, as well as the exhibit, was wholly an institute product. Furniture, charts, maps, and photographs were all the work of members of the institute-students, faculty, and employees all contributing. To study the exhibit to the best advantage it was desirable first to consult the chart giving the curriculum of the school of arts and sciences. This showed, by means of colors, the relation of courses to each other and the proportion of time given to each subject. Next in order came the wing-frame cabinets containing photographs of equipments, outlines of courses by departments, samples of written work, drawing, etc. Turning to the cases, one found the work of departments more fully illustrated by numerous examples of pupils' work. Finally, a study of the "Book of information" gave further details of courses, historic facts concerning the school, and much information of a general nature. Among the unique features of the exhibit worthy of special notice were (a) the six-year curriculum in the school of arts and sciences; (b) the display illustrating the equipment, apparatus, text-books, and problems employed in teaching mathematics by the laboratory method; (c) the manual-training course in cold metals and its relation to courses in design; (d) the jewelry, engraving, and clock and watch work of the school of horology. The great lesson taught by the exhibit is the feasibility of an enriched secondary-school curriculum, which places manual training, domestic economy, art, and applied science on identically the same footing as courses in ancient and modern languages, literature, history, mathematics, and pure science. HAMPTON INSTITUTE. THE EXHIBIT. Hampton Normal and Agricultural Institute, Hampton, Va., is represented first, by a series of photographs, showing many phases and results of its industrial work, and second, by groups of models from courses in carpentry, black smithing, and machinists trades, with accompanying drawings, produced by students. Hampton Institute was founded for the education of negroes in 1868 by Gen. Samuel Chapman Armstrong. In 1878 Indians were first admitted. The pres- ent enrollment is about 725 negroes and 100 Indians. The fundamental work has always been the training of teachers to go among the negroes of the South and Indians of the West. Industrial training was · incorporated at the beginning and has continued a dominant factor. Young men, . in going out, are able to influence whole communities toward good homes, while the young women, acting as teachers, do much to raise the standard of living. A trade school was established in 1896 with three-year courses, in twelve trades. Lessons in agriculture are given to all regular students, and with 750 acres of land ample practical application is offered. On entering the school each student is allowed to choose his special line of work, but of all a definite amount of academic study is required. Diplomas are given to graduates from a four-years' course in the Academic Department andcertificates from a three-years' course in the trades. Special and post-graduatecourses are allowed in the normal, agricultural, and trade departments. One of the unique features of the institute is the wage system of carrying on the ordinary as well as the skilled work. All the cooking, sewing, laundering,... farm work, etc., is done by students (under careful supervision) who receive fair compensation to help them defray the expense of board and clothing. No student is required to pay for tuition. In the trades the greater part of the product is sold, and a regular scale of apprenticeship wages allowed for all labor which produces marketable material.. The school is nonsectarian, but much attention is given to religious and moral. training, and it is expected that all who go out from Hampton Institute will do missionary work. MASSACHUSETTS INSTITUTE OF TECHNOLOGY. THE EXHIBIT. The exhibit of the Massachusetts Institute of Technology at the Louisiana Purchase Exposition was arranged with the idea of showing by means of photographs and drawings the general character of the instruction given in the various engineering departments and in applied science. Besides the main exhibit of the institute a considerable amount of material was included in the collective exhibit of the Association of Agricultural Col-leges and Experiment Stations, chiefly in the departments of architecture, chemistry, and mining engineering. The floor space assigned to the institute was on one of the main aisles, and in order to increase the amount of wall space and the attractiveness of the exhibit a booth was erected under the direction of the architectural department. The façade of the booth contained two large panels, in which were placed enlarged photographs of all the buildings occupied by the various laboratories. On the exterior of the side wall of the booth was shown some characteristic work of recent graduates, as well as a series of transparencies illustrating the Flagstaff (Ariz.) observatory of Prof. Percival Lowell, nonresident professor of astronomy. On three of the four interior walls were hung ED 1904 M- -62 enlarged photographs showing students at work in the laboratories and in the field. The remaining wall of the booth was occupied by the exhibit of the department of architecture. Models of the hulls of ships, designed by the students of the department of naval architecture, were placed on the top of show cases which extended around three sides of the room. Inside these cases were shown blueprints illustrating the original work of students of the departments of civil, mechanical, mining, electrical, and chemical engineering. On four large tables were placed albums in which the detailed work of every department of the institute was illustrated as far as possible by texts and photographs. The publications of the institute were placed on the tables and shelves so as to be readily accessible to visitors. The arrangement of the whole exhibit was an essential part of the architectural exhibit. It was intended that to one entering the portal the whole should be dominated by the bust of President Rogers, and that a hasty glimpse of the interior should convey at once the character of the technical education originated and planned for this school by its founder, William Barton Rogers. The drawings in the exhibit of the department of architecture were the work of the students in composition, as required in planning and designing interiors and exteriors. The system of instruction is based on that of the École des Beaux Arts at Paris, but the problems given to the students are thoroughly American in character, and similar to those that they will meet in actual practice. This department of architecture is the pioneer of the numerous schools now established at American colleges. The naval architectural exhibit consisted of drawings and models made by students during their third and fourth years. The drawings shown consisted of ship lines, general arrangement, and midship sections. The models were of merchant vessels, sailing yachts, and war ships. The merchant vessels were made by students in the fourth-year class from lines of their own design. The yachts, two in number, were made by third-year students, and the war ship, only one being exhibited, was the work of the young naval constructors sent here from Annapolis by the Navy Department to study war-ship design. All these models were made from lines and plans designed by the students who made the models. The tracings showed a part of the plans of the vessels designed in the regular course of instruction. The album contained a description and schedule of the course, together with photographs of the rooms, thesis work, and apparatus of instruction. The album of drawings from the mechanical engineering department presented a considerable mass of material, exhibiting the work of a large number of students, including dimensioned shop or working drawings made from machinery, boiler drawings, and problems in mechanism design, such as the design of cams, quick-return motions, gear teeth, simple and double valves for steam engines, and other designs supplementing the lecture courses. This collection showed not only the skill attained by the students, but the method of teaching. With each problem were exhibited the data sheet and the instructions from which the student worked. An album of log blanks of the engineering laboratories gave sample log sheets for tests on the apparatus of the laboratories, and calculation blanks that are used by the students, together with a brief statement of the method of conducting laboratory practice. In the exhibit of the department of chemistry and chemical engineering it was intended that the material presented from each branch of the department should show the object of the courses of instruction, the methods of presentation, and the results obtained. The labels, both group and specimen, were made as complete as possible in order that the story might be easily followed. In qualitative analysis the range of the work was shown in a general way by |