The reports by Mr. Sadler and the work of Mr. Webb on London education give a very clear insight into the educational policies and conditions of the cities to which they relate, but the statistics drawn from these sources are chiefly valuable as illustrating a movement which has assumed national scope. Independence and variety characterize English secondary schools, and in the judgment of the experts whose works have been cited are qualities that should be jealously guarded. Nevertheless the need of bringing this great department of education into closer harmony with elementary schools and with higher institutions and of reenforcing it by public funds and public supervision is urgent. The statistics tabulated may be taken both as a measure of what is already accomplished in this direction in the three cities specified and as a standard by which to measure further progress. PRINCIPAL EVENTS IN THE MOVEMENT FOR ORGANIZING SECONDARY EDUCATION IN ENGLAND. 1835. Appointment of select committee to inquire into means of extending a knowledge of the arts and of the principles of design among the artisan classes. 1836. Grant of £1,500 for the establishment of a normal school of design. 1837. Normal school of design opened. 1852. Department of practical art constituted. 1853. Science department added to the department of art. Reorganized department em powered to maintain special schools of art and science, to draw up examination schemes and conduct examinations of schools and classes complying with specified conditions, and to distribute Government grant to the same. 1853. Charity commission appointed to inquire into the condition and management of charities and to frame schemes for their administration; educational endowments thus brought under supervision. 1856. Control of the department of science and art transferred to the committee of council on education. 1861. Lord Clarendon's commission to inquire into the nine leading public schools (sec ondary). 1864. Lord Taunton's commission to inquire into the condition of additional secondary schools (endowed grammar, proprietary, etc.). Report of commission published in 1868. 1865. Endowed schools law passed. 1894. Commission appointed (Bryce's) to consider "What are the best methods for establishing a well-organized system of secondary education in England, taking into account existing deficiencies and having regard to such local sources of revenue from endowment or otherwise as are available or may be made available for this purpose?" 1895. Report of commission published. 1902. Education law passed authorizing local authorities to raise funds for and exercise a measure of control over secondary education. CHAPTER XIV. EDUCATION AT THE ST. LOUIS EXPOSITION. A SERIES OF MONOGRAPHS COMPILED AND EDITED BY GEORGE E. GAY, President of the Educational Exhibitors' Association of the Louisiana Purchase Exposition. I. PUBLIC SCHOOLS OF THE UNITED STATES.@ CONTENTS. Page. Introduction 864 Education at the Louisiana Purchase Exposition, by the Editor. 865 871 The Educational Exhibit at St. Louis, by Anna Tolman Smith, member of the Jury of Awards--. Colorado, by Helen L. Grenfell, State superintendent of public instruction, and 890 Connecticut, by C. D. Hine, secretary State board of education_. 894 Illinois, by Alfred Bayliss, State superiutendent of public instruction North Dakota, by W. L. Stockwell, State superintendent of schools 930 Pennsylvania, by Nathan C. Schaeffer, State superintendent of public instruction_. 932 937 Porto Rico, by E. W. Lord, assistant commissioner of education. 940 942 Tennessee, by B. A. Enloe, director__ Texas, by W. L. Lemmon, secretary of the educational commission_. Virginia, by A. M. Dobie, University of Virginia_ Cleveland, by Edwin F. Moulton, superintendent of instruction. St. Louis, by F. Louis Soldan, superintendent of instruction 9.55 958 960 965 Chapter XV treats of polytechnical and art schools and certain other institutions at the St. Louis exposition. Universities and colleges in the United States and the educational systems of foreign countries are treated of in other chapters in Volume II of this Report. 944 945 947 949 950 851 INTRODUCTION. The Educational Exhibitors' Association of the Louisiana Purchase Exposition was composed of the directors of the educational exhibits in the Palace of Education and was established to promote social intercourse among its membership, to advance the interests of the several exhibits, and to promote the cause of popular education in all possible ways. The organization was successful in all departments of its work and added much to the pleasure of exhibitors and the benefits received by them. It was early proposed by the association to publish a volume describing the educational exhibits and giving the lessons to be derived from them. The nature and form of this volume were discussed for a long time, and various propositions were entertained concerning its publication. It was finally decided, however, to offer the volume, when prepared, to Commissioner Harris for publication in his annual report. Doctor Harris accepted the same, and it now appears in this form. The editorial charge of the several manuscripts was committed to me, with directions to combine them into an organic whole, so far as possible, and I have endeavored to comply with the wishes of the association. Monographs were prepared in accordance with the following directions: The proposed volume will be devoted to a description of school systems and an account of school exhibits shown at the St. Louis Exposition. It will be composed of a series of monographs, each descriptive of a single exhibit and containing First. A preparatory essay on the school system represented. [Topics for this were suggested, and a description of the school system of one of the United States was supplied as a model of the kind of description desired.] Second. An account of the preparation of the exhibit represented. This should be historical in character and should include original features in preliminary circulars, and a brief and orderly account of the steps by which the exhibit was prepared, collected, and made ready for shipment. Third. A description of the principal features of the exhibit. The following topics are suggested as covering the matter desired, viz, expense, installation, arrangement, contents, principal features, and demonstration. In particular a complete account should be given of unique and original educational work shown in the exhibit, especially experiments of every kind, courses of study, methods of instruction, school devices, statistics, notable schools and depart· ments, and the work of special schools. Finally, the lessons taught by the exhibit should be drawn modestly, but frankly and fully. They should include those principles of education which the exhibit illustrates and enforces. Although these monographs were called for by circulars issued on the 4th day of October, and supplementary calls have been made upon all who failed to respond, the collection is not complete, and, much to the regret of the editor, the report does not cover every educational exhibit made at the exposition. The call for monographs assigned to each exhibitor a definite number of words as the limit of his monograph. This limit was set by the editor after a general examination of each exhibit and an estimate of the amount of space which it occupied, as well as of its educational value. The smallest assignment was to individual institutions, for which a maximum of 300 words was assigned. The largest assignments were made to Germany and to the exhibit of the United States experiment stations and agricultural colleges, to each of which a limit of 8,000 words was set. Some of the manuscripts received have been considerably larger than I could possibly use, and I have, therefore, been compelled to reduce them to the amount of space which could properly be given them. Others have been smaller than I expected. These I have not attempted to improve upon. Certain considerations have led me to reduce or change some of the contributions; but, as a whole, except in the amount of matter, the monographs are in the words of their authors. Credit has been given to the authors whenever known. In some instances manuscripts were received without signature, and I had no means of ascertaining by whom they were written. In the strictly editorial work I have been governed by the following principles: The compilation as a whole should be complete in its description of the exhibits; the style should be varied; there should be no unnecessary repetition, and as a whole the matter should be of general interest. No mention could be made of awards, no comparisons between exhibits could be introduced, and complimentary references to individuals must be avoided. Strict application of these principles has materially reduced the size of the work. The thanks of the editor are due to the numerous contributors, known and unknown, who made the compilation possible. I believe they will find their reward in the value which it possesses for all educators who study it, and, in particular, for those people of the succeeding generation who will have the duty of preparing for the world's next great educational exhibition. EDUCATION AT THE LOUISIANA PURCHASE EXPOSITION. BY GEORGE E. GAY. Education at the Louisiana Purchase Exposition received a recognition at the hands of the managers of the exposition far greater than was ever given to this subject at any previous world's fair. One of the main buildings, in the very center of the exposition, was given up entirely to this department and to the kindred subject of social economy. Here were arranged, with all the skill and fullness which the ingenuity of thousands of investigators could devise, all things that can be presented to the eye and the ear concerning educational systems, methods of school instruction, the means and instruments of school instruction, and the results of school instruction; so that, while the exposition did all that was possible in giving dignity to the subject, educators the world over did all that they could do to take advantage of the opportunity presented. Justice requires that credit in the highest degree should be given also to the chief of the department of education, Howard J. Rogers, and his faithful assistants, under whose direction the department was organized and brought to full efficiency. The following countries contributed educational exhibits: The Argentine Republic, Belgium, Brazil, Bulgaria, Ceylon, China, Cuba, France, Germany, Great Britain, Hungary, Italy, Japan, Mexico, Roumania, Sweden, the United States. The following States, Territories, and possessions of the United States made exhibits: Arizona, Arkansas, California, Colorado, Connecticut, Idaho, Iliinois, Indiana, Indian Territory, Iowa, Kansas, Kentucky, Louisiana, Massachusetts, Minnesota, Mississippi, Missouri, Montana, Nebraska, New Jersey, New Mexico, New York, North Dakota, Oklahoma, Oregon, Pennsylvania, the Philippine Islands, Porto Rico, Rhode Island, South Dakota, Tennessee, Texas, Utah, Virginia, West Virginia, Wisconsin. The following cities had special assignments of space: Chicago, Cleveland, New York, St. Louis. The following universities and colleges were represented by exhibits: Amherst College, Boston University, Bryn Mawr, University of California, University of Chicago, Christian Brothers' College of St. Louis, Columbia University, Cornell ED 1904 M- -55 |