The Indianapolis journal., 1892-02-17
EXHIBITS OF THE SCHOOLS
How the State Educational Displays
Will Be Arranged atthe Worlds Fair.
Suggestions TO Teachers and Others from Chief
Peabody, of the Department of Liberal Arts
100000 Square Feet to Be Utilized.
.rtcia, to the indianapolis journal.

Association. in this city, q. 10 o'clock this
morning. The meeting Will continue for
three days. The department was called TO
order by the president. Prof. Henry Saby.
of Des Moines Rev. r. S. Storrs delivered
the invocation, followed by addresses of
welcome by Mayor Boody and President
Hendricks, of the Board of Education of
Brooklyn.
The regular proceedings were opened by
Prof. Henry Raab. State Superintendent of
Education of Illinois. who read paper on
the Rural Schools Problem" A general
discussion on the subject followed. L. r.
Klemm. of the Bureau of Education. Wash
ington, described the German rural
educational system. which gave the
authorities power to compel the parents to
send their children to school or summon
them before. the police magistrates. In re-
sponse to an enthusiastic request DR.. Hen
~ Barnard. editor of the American Jour
nal of Education, took the platform and
spoke at some length. Other remarks
were made by G. &. Rounds, president of
the Normal School. Plymouth, n. H., and
Mr. Raab, who said, in conclusion, that he
thought none of his statements had been
controverted. The meeting then took
recess.
At the afternoon session Selig Peabody,
chief of the department of liberal arts,
read q paper describing the educational ex-
hibit of the Worlds Columbian Exposition.
The educational exhibit. he said. would be
installed chiefly upon the ground floor Of
the main building. The space given to the
exhibit was about 200. 600 square feet The
exhibit would be organized both by States
and by grades Each State would occupy
q definite area. which would be assigned
with reference to the elements which the
several States would have to represent.
Each state exhibit would include:
First-A presentation of its public-school
system.
Second-Its academic, normal school. COL
leges and universities.
Third-Its special, technical and profess
sional schools, except in cases where o spe-
cialty In education could better be Illus
trated by a collective exhibit, independent
of State lines.
ALL GRADES OF WORK TO BE SHOWN.
Thus there would be a single collective
exhibit, showing library organization and
management one of commercial schools.
etc. The ruling idea would be to bring
in to the closest local relationship those
elements which have the closest educational
affiinities., An earnest desire had been ex-
pressed, both In private and by resolutions
publicly adopted, that all grades OF educa-
tional work should be shown IN active op-
u
ers upon living pupils. The public mind
seldom philosOphlcally accurately grouped
school work into two diyisions-the INTEL
lectual and practical. The latter kind Of
work might be illustrated to some extent In
active exhibits. The attempt to present
forms of classroom other than this would
not be made. The conditions of the worlds
fair. In intensely active progress, made It
Impossible.
In the presentation of public.school sys-
TENS Mr. Peabody said States and Terri
tories would be the smallest units for
which separate provision could be made.
So far as practicable. the higher institu-
tions of learning. colleges. universities.
technical and professional schools, would
be arranged according to the sequences OF
their respective States. The State execu-
tive officer would naturally extend to each
collegiate institution the largest liberty In
arranging it's own affairs. The assignment
of space to the several States and Terri
tories would be determined by the informa-
tion secured as To the character OF the re-
spective State exhibits. The several State
exhibits would show some or all of the fol-
lowing elements:
Eirst-Organization and administration.
A map of the state upon generous scale,
readable at a distance of fifteen or twenty
feet, showing by suitable conventions of
color the location of every educational IN
stitution. from the common sci sol up.
Second-Selected specimens of the actual
work of pupils, concrete results. drawings.
maps. essays. examinations. apparatus.
Mnch stress. Mr.. Peabody said. should be
laid upon the injunction that every item OF
work presented rs the product of the pu-
pill should be absolutely genuine. The In
terfereDce of a teacher. even TO correction
of an obvious mistake, should be deemed
an inexcusable fault.
PHOTOGRAPHS OF CLASSES
Mr.. Peabody suggested plan for select
ing the representative classes of each
school by competition. After the repre-
sentative class in any school has been &C.
lected, he said. let the members be photo
graphed together in group the photo
graph TO be the frontispiece of the papers
that the class has written. to he followed
by a neatly enkrossed statement setting
forth names, ages, nationalIties, grade IN
school, length of time IN grade, ETC., after q
form to he presented by the State COM
mittee. 10 this might be appended fur
ther statement setting forth the acts con-
corning the Numbers represented By the
class. the course of study and the place of
this subject In the course. time devo to
its methods of instruction. etc. Photo
graphs, he said. would be found useful
throughout the exhibit. They would illus
trate schools In operation. exteriOrs. in
terIOrs classes museums. laboratories spe-
cial apparatus. etc. School architecture
would form q valuable elemen of n State
houses would be instructive. presenting the
oldest as well as the newest examples. and
including the very humblest. the log
houses sod houses. dug-onts, etc. Bona
ventures tobacco shed would be welcome
addition.
A special department would include
architects plans. designs. etc, and these
will not find place in the State exhibits.
Evidently part of each state exhibit, Mr..
Peabody said, would illustrate general
progress and the status of affairs a
whole. Another part would show material
gathered, as previously suggested or other
wise. from all parts of the State. This was
the portion which will present most of
similarity and repetition. To relieve
this IN measure. he suggests thar the
work be divided into four parts. At the
opening of the fair one-fourth of the
material would be placed on exhibition.
After six weeks the first fourth might be
withdrawn and the second fourth put in
it's place for a similar length of time. and
SO with the other portions.
Ii would be more logical, Mr.. Peabody
said. 10 place special schools alongside
their corresponding grades of public
schools, than to separate out two distinct
series, public and private, In the SAME
State exhibits. 1t would not be possible
and it might be invidious if possible. to
attempt any such graduation among insti-
tutions OF higher grades. An exception
had been suggested as to manual training
schools which would apply to some Others
provisions would be made for n series of
active exhibits of this practical kind
These exhibits w0uld be easily accessible
but not on the thoroughfare. 1t would
probably follow that the manual trainiu y
exhibits should be grouped In the im-