USA > Indiana > Indiana at the Louisiana Purchase Exposition, comprising the work of the Commission, including its report > Part 6
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(h) Special attention paid to any men or women who have won special honor in the state. (i) Description of any scene which has become well known for its beauty.
Drawing (Prang's Drawing Paper or its Equivalent ) .-
1. Set of illustrative drawings from any class in any branch not to exceed four by the same pupil.
2. Collection of free hand drawings not more than one by the same pupil.
3. Collection of original designs from any school, not to exceed one from the same pupil.
4. Collective exhibit in drawing from any school, not more than one drawing from the same pupil
Apparatus-
1. Collection of illustrative apparatus made by the pupils of any school.
2. Chart or other graphic presentation of schemes or methods of work used by any teacher.
3. Graphic scheme of statistical information concerning any district or township.
Photography-
1. Collection of photographs of schools in working order
2. Collection of photographs of school buildings and grounds.
3. Collection of photographs illustrating courses and methods.
4. Only good photographs will be accepted. The best photographers should do this work and even then the school officials. should oversee it to get the best results. Photographic displays will be a greater feature at this exposition than ever before and Indiana must be represented by first-class work.
5. To Show Actual Schoolroom Work .- Superintendents should select schools for special inspection. Have photographer take exterior and interior views of buildings. The interior should show the school, board work and decorations. A stenographer should be sent to the school to report the work including directions, questions and answers as given by teacher and pupils.
General Exhibits-
1. Display of the work of manual training schools.
2. Exhibit of school work of one pupil. This latter exhibit may also include any industrial work of the pupil done out of school.
All Children to be Represented -In order that all the children in the state may be represented in the exhibit, the following suggestion is offered: As soon as you receive regulation paper, have each pupil in school sign his name in the best hand possible; reserve a line under each signature for a later signature. On the day before sending papers to the county exhibit, have pupils sign again. This will insure each child representation in the exhibits and encourage good penmanship.
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County and State Exhibits .- Full suggestions will be given later with regard to the county exhibits. At the same time full directions will be given as to the manner of arranging for and shipping material to the state department.
General .- It is deemed best that no single school corporation attempt to cover all the different things that are suggested in this circular. Each school should do that which it can do best. The director of the exhibit will be glad to receive suggestions from those interested which may or may not be incorporated into circulars for the general public. It is earnestly hoped that every teacher in Indiana will become interested in the exhibit and that everyone may feel that he may do something to make such a showing of the Indiana schools as the state has never had before.
All correspondence with regard to exhibit matter should be addressed
FASSET A COTTON, Director of Exhibit, Indianapolis, Indiana.
CIRCULAR No. 2.
Indianapolis, Indiana, January 5, 1904.
To the Teachers and School Officials of Indiana:
The educational exhibit of Indiana in the Louisiana Purchase Exposition to be held at St. Louis will be organized with the purpose in view of showing-
1. Indiana's solution of educational problems, as. school economy, organization, course of study, methods of instruction and training, supervision, co-ordination of school and community, etc.
2. The scope and organization of Indiana's educational effort, embracing all agencies having for their purpose the dis- semination of knowledge and culture.
. The status of school work throughout the state, under the varying conditions.
The emphasis will be placed on the first and second objects. For the most part the above will be exemplified by the exhibit of typical work of schools which have succeeded in accomplishing satisfactory results. Typical good work of schools of all classes and localities will be needed to show educational conditions. All good work can be used. Unfavorable criticism of the state will be avoided so far as possible by a discriminating selection of material Unsatisfactory work will not be used merely in order to give a corporation representation The exhibit will be installed in such manner that the individuality of the cor- poration will be conserved, and at the same time so catalogued and handled that every item may be seen at once in relation to the problem or phase of work exemplified. All work will be exhibited in swing frame cabinets.
Directions for Collecting and Shipping Exhibit Material. 1. Deliver in person or ship by express, prepaid, to F. A. Cotton, State Superintendent of Public Instruction, State House, Indianapolis, Indiana. 2. Send material by February 1.
3. The local school corporation must meet all expense of photographs, mounting, boards, stationery, and transportation to Indianapolis.
All binding will be done at the department of public instruction and paid for by the state. Corporations may have work returned by paying cost of shipping and reimbursing the state for the outlay for binding. 1 The cabinets will be filled by the director All material submitted passes entirely into the control of the management. 5. Tying up and Packing Material .- (a ) Written matter should be bunched by subjects or tied by grades, or with refer- ence to both, in volumes from one inch to one and a half inches thick. These volumes should contain a title page as per diagrams furnished heretofore, and should be wrapped and tied separately. The name of the corporation and the nature of the contents should be placed on the outside of the wrapper. (b) The mounts of photographic and art work should be so packed as to prevent rubbing, or the crushing of the mounting boards. Every mounting board must have the name of the corporation printed at the top in the same style of type used in the diagram heretofore furnished you.
6. The cabinets are furnished by the state, but may be secured at the close of the exposition by reimbursing the state for the net cost. Applications for cabinets should be filed early.
Material .- You will materially facilitate the work of organization by preparing your exhibits so far as remains possible in accordance with the following suggestions:
1. There will be need of a great deal of written matter representing teaching units, exemplifying at the same time the organization of instruction, correlations, method and results. In geography the distribution of plant life is an example of the teaching unit This topic requires several lessons for its presentation, and its treatment would be typical of geography teaching in the particular school. If each daily lesson on this topic is represented by two or three typical papers, maps or charts, the whole will form a small monograph on the subject and a good exposition of the teaching movement involved. An exhibit of the teaching of a literary selection, of a movement in history, of a typical plant or animal in nature study, will form desirable material. The unit of exhibit should be a "type study" or "lesson whole." Only a limited amount of miscellaneous, unconnected matter can be used.
Examination papers should be submitted exactly as they come from the pupil, transcribed to the regulation paper, without teacher's marks or corrections. In large county exhibits it is better to submit the best six to ten in each township. Each set of papers should be prefaced with a concise statement of the grade, the time allowed for the test, the number of weeks or months
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of study covered by the examination, whether the test was preceded by an oral review, and should be accompanied by a list of the questions used, properly numbered.
2. Laboratory note books, history books, etc., if approximately of the size of regulation paper, should not be transcribed, but submitted in their original form. The complete note book, just as it comes from the hand of the pupil, is preferred. All exhibits of laboratory methods must be prepared for binding. The space will not permit exhibit on mounting boards.
3. Maps and charts should be prepared for binding in with related written work or arranged in portfolios. The former is preferred since it shows the place given to mapping and charting in the teaching process.
4. Photographs of pupils, laboratories, apparatus and working equipment should be inserted in the volumes of related written matter The photograph, unmounted, may be attached to a sheet of the regulation paper by carefully pasting the upper edge only of the print.
5. Stenographic reports of recitations should not be submitted unless the work represented is excellent. Reports of ex- cellent work are very desirable. It is needless to say that the report should be faithful.
6. School inade models should be exhibited by photograph unless otherwise specially requested.
7. Corporations should not attempt to exhibit manual training products unless they possess a fully organized course of training, well equipped and under expert direction. The fact of the introduction of manual training should be shown by graphics and photographs of pupils at work, and of the product. It is desired that all schools which have introduced manual training shall furnish such exhibit. The space allotted to manual training is so meager that only type pieces of work can be accepted. But the mass should be shown in photographs. The work accepted will be shown for the most part in cases.
8. Old text-hooks will be shown in cases, thus being protected from exposure and handling. Books actually used in the schools prior to 1860 are eligible.
9. Photographs of buildings and equipment should be arranged to show either excellence of attainment or the evolution of school architecture and furnishing. The exhibit should mean something. The photographs should be mounted directly upon the mounting board by the photographer. Only good photographs should be submitted
10. The volume of art work offered by schools having complete courses of art instruction under expert direction is so great that only a fraction of it can be exhibited at one time in the wing frames. In order to give an equitable representation to all good systems of art work. supervisors should mount one set of cards (a minimum number ) with types only. This set will show the scope and organization of instruction given together with the technical success A sufficient number of duplicates of types mounted by grades to show that the types of the first set are typical of results in general should be submitted. These mounts of duplicates will be bound in portfolios at the department.
11. It is earnestly desired that township and city histories and the signatures of all school children shall be furnished as per request on pages three and four of circular No. 1.
All good work submitted will be used. An effort will be made to give the effort as a whole an organic unity. Your prompt- ness in responding to the requests of the department is appreciated. We are sure that you will feel well repaid for the effort. We hope to have the benefit of any further suggestions for the better organization of the exhibit
Adjusting your exhibit to the foregoing as far as possible at this date, you will please send in all material offered in your formal report, except such items as may have been disposed of in personal correspondence.
FASSET A. COTTON. Director of Exhibit. W. A. MILLIS.
ORGANIZING PRINCIPLE
The principle which guided in the selection and organization of material for the exhibit embraced three things: 1. The physical and personal equipment of the schools.
2. The scope and organization of instruction
3. The standard of cfficiency, or excellence, in schools of all kinds in all parts of the state, giving the objective of the con- scious effort of teachers and officials.
The effort was to select material with reference to the evident standard of excellence in each school corporation-not with reference to the standards of any one corporation, nor to a state standard, nor with reference to the opinion of any judge or group of judges as to what constitutes good school work. It was the purpose to make the exhibit historically true-an exhibit of Indiana schools, not an exhibition by Indiana schools. Work was accepted not with reference to its inherent worth, but because it was adjudged to be representative of the best which the contributing schools could do, at least of what superintendents and teachers were satisfied to send out as representative work.
TIME FOR PREPARATION
Unfortunately, after instructions were issued for the preparation of exhibit materials, little more than three months remained in which the schools could prepare for the exhibit. However, it is probable that a more truly representative portrayal of actua school work was secured because the time was short. The material offered necessarily was a cross-section of actual daily work
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While the result could not be so attractive as an exposition feature, it certainly was more valuable for the student of educational conditions, and of more value to the exhibiting schools because it was a truer reflection of the actual situation.
THE INSTALLATION
Indiana was awarded a floor space of approximately seventeen hundred square feet at the southeast entrance in the Palace of Education, one of the main exhibit palaces. This floor space was divided into two sections, each of which was enclosed by an attractive facade twelve feet high. The written matter was bound in uniform volumes, half-leather, of about four hundred pages each. Photographic and art exhibits were mounted on boards, uniform in size, weight and color, and exhibited in swing- leaf cabinets, thereby multiplying the exhibit space available thirty-three times. Exhibits of manual training were shown in wall frames and in glass cases with which most of the wing-frame cabinets were fitted In all, one hundred and one wing-frame cabinets, a number of sectional book-cases, and a complement of library tables and chairs were used The furnishings were in natural oak.
The material used, for the most part, was drawn from regular class exercises in which all pupils belonging to the class par- ticipated, and was selected as typical in form, method and contents of the regular instruction. The written work was done on uniform paper, from first draft work without correction, and arranged in volumes, first by subjects and then by _ra les. The written exercises filled some seven hundred volumes, aggregating about three hundred thousand pages. The exhibit included also about twenty thousand photographs and pieces of art work, besides many hundreds of pieces of manual work Wall charts exhibited the location and strength of reading circles, the location of schools and distribution of all the public school teachers in the state. The administrative system was shown by means of graphics and specimens of all forms, blanks, outlines, bulletins, courses of study, reports and other publications of the state department of public instruction, the whole filling three cabinets. A complete exhibit of text books used in the public schools at the present time was thrown into relief by a collection of the books used prior to 1860
The display of each corporation was shown as a unit. These units were so placed as to group the exhibits of higher and professional education in one part, the larger cities in another, the smaller cities in a third, the rural schools in a fourth, and the exhibits of the reading circles and of the administrative system in a fifth. It was thus easy for the visitor to go at once to the particular kind of work he wished to see. It also gave each kind of school the most favorable setting.
LITERATURE
A conspicuous feature of the exhibit was the quantity and character of the literature displayed and distributed. In addition to the full set of text books displayed, there was shown a complete set of books of both the teachers' and young people's reading circles Besides the hundreds of copies of the school law, the state course of study, institute outlines, department bulletins, arbor day books, directories, and department reports which were distributed to students of education. The State University published a thousand copy edition of the university book in which the history of the university is reprinted, together with a bibliography of the publications by faculty and alumni of the institution, and a very careful and unique study of the evolution and curriculum from the narrow academic course of 1829 to the full university organization of to-day. The State Superintendent published a specially prepared volume of over six hundred pages exploiting, respectively, in three divisions the administration and status of elementary, secondary and higher education in Indiana. Two thousand five hundred copies of this volume were distributed. The State Librarian supplemented his large exhibit of the public library system of the state with a neat volume, specially prepared for the exposition, containing the history of every public and municipal library of the commonwealth. The reading circle board prepared and distributed several thousand copies of a neat little brochure containing the history of the reading circle movement in Indiana and a catalogue of all the books which have been used.
CATALOGUE OF EXHIBITS
The following catalogue of exhibits in the department of education shows not only the nature and extent of contributions accepted and the corporations represented, but also the official classification submitted to the juries on awards. A number of smaller towns organizing their exhibit in connection with their counties are not shown separately in the classification, but are grouped with their respective counties:
GROUP 1-CLASS 1-KINDERGARTENS
(1) Legislation-"School law of Indiana," page 133, section 130.
(2) General statement-"Education in Indiana," page 82.
(3) Indianapolis Normal Training School-Booth 2, cabinet 9
(a) Photographs of building, equipment, class rooms, classes in domestic science, etc.
(b) Specimens of art and industrial work of students.
(C) Photographs of model kindergartens.
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(d) Typical specimens of construction work-Glass case of cabinet 57.
(4) Richmond-Cabinet 72: Photographs of classes and equipment, specimens of construction work.
(5) East Chicago-Cabinet 57: Photographs of classes and equipment.
(6) Hammond-Cabinet 51: Photographs of classes.
(7) South Bend-Cabinet 46: Photographs of classes and equipment, specimens of construction work.
(8) Covington-Cabinet 44: Specimens of construction and art work.
(9) Attica-Cabinet 40: Specimens of construction and art work.
(10 Laporte-Cabinet 39: Photographs of classes, two "work books," illustrating scope and organization of work.
(11) Terre Ilaute-Cabinet 22: Photographs of classes, kindergarten plans.
112: Lake County-Cabinet 13: Photographs, specimens of construction work.
CLASS 2-ELEMENTARY GRADES
(1 ) The school system of Indiana- Outline, with specimens of forms, blanks, reports, bulletins, etc., and photographs, cabinets 1, 2, 3.
ib) Monograph, "Education in Indiana, 1904, Cotton," division 1.
(c) "School Law of Indiana, 1904, Cotton."
(2) "Report of superintendent of public instruction, 1902, Jones."
(3) Supervision and management-
a Monograph-"Education in Indiana."
16 School reports: Terre Haute, Shelbyville, Marion and Franklin.
IC. General statement: Indianapolis, cabinet 81.
(d Forms and blanks: Crawfordsville, Terre Haute, department of public instruction.
(4) Distribution of schools: Wall map.
(5) Training of teachers- State normal school, cabinets 7 and 8, booth No. 2: Photographs of buildings, equipment and faculty; specimens of art work; bound volumes of specimen student papers.
(b) Valparaiso normal school-Cabinet 10, booth 2: Photographs and specimens of art work; bound volumes of student papers; copies of books written by members of faculty.
(c) Danville normal school-Photographs.
(di Teachers' reading circle-Set of books, monograph, and wall charts.
(e) Teachers' associations and institutes-"Education in Indiana."
Examination and certification of teachers-"Education in Indiana."
(6) Methods of instruction-
(a) Bound volumes of pupils' papers.
(b) Monograph of city of Marion.
ICI Stenographic reports of recitations, Indianapolis.
(d) Stenographic reports of recitations, Greenfield.
(e ) Reports of "A Day's Work," Anderson.
(f) Bound volume of teachers' plans, Crawfordsville.
(g) Monographs on primary methods in bound volume of "Primary instruction," Crawfordsville.
(h) Teachers' plans and stenographic lesson reports, Terre Haute.
(i) Stenographic lesson reports, Bloomington.
Stenographic lesson reports, Monroe county.
+kı Stenographic lesson reports, Randolph county. = Stenographic lesson reports, Brown county.
(7) Rural schools-
1. Delaware county-Cabinet 4: Photographs showing buildings, centralization, and transportation of pupils; specimens of industrial work; three volumes of specimen pupils' papers.
2. Howard county-Cabinet 4: School architecture, transportation of pupils, and volume of specimen papers.
3. Fountain county-Photographs of houses, pupils, teachers, and transportation; two volumes of pupils' papers.
4. Parke county-Photographs of teachers and typical schools; four bound volumes of pupils' work.
5. Starke county -- Cabinet 5: Photographs of schools, specimen maps and drawings ; five volumes of pupils' papers.
6. Jay county-Cabinet 5: Photographs and specimens of drawings; four volumes of specimen papers.
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7. Allen county-Cabinet 6: Photographs of houses and pupils; specimen maps and three volumes of pupils' papers.
8. Floyd county-Cabinet 6: Photographs of schools, specimens of map making, and volumes of pupils' papers. Photographs of teachers and buildings; specimens of map making; eight volumes of
9. Union county- Cabinet 7: papers.
10. Gibson county-Cabinet 7: Photographs of schools; volume of pupils' papers.
11. Rush county-Cabinet 7: Photographs, specimens of construction work; two volumes of pupils' papers.
12 Lagrange county-Cabinet 8: l'hotographs and graphic statements of centralization of schools, specimen maps, and volume of specimen papers.
13. Fayette county-Cabinet 8: Specimens of drawings; four volumes of specimen papers.
14. Crawford county-Cabinet 8: Specimen drawings.
15. Huntington county-Cabinet 9: Photographs, specimens of drawings and industrial work, volume of papers.
16.
Knox county-Cabinet 10: Volume of specimen papers.
17. Orange county-Cabinet 10:
18. Brown county-Cabinet 10:
19. Owen county-Cabinet 10:
20. Jasper county-Cabinet 10:
Two volumes of specimen papers.
21. Steuben county-Cabinet 10: Volume of specimen papers.
22. Ripley county-Cabinet 10: Two volumes of specimen papers.
23. Noble county-Cabinet 10:
Volume of specimen papers.
24. Dubois county-Cabinet 10: Volume of specimen papers.
25 Hendricks county-Cabinet 11: Three volumes of specimen papers.
26. Ohio county-Cabinet 10: Volume of specimen papers.
27. Sullivan county- Cabinet 12: Five volumes of specimen papers.
28. Benton county-Cabinets 11 and 12: Photographs of recitation or building of each school in county; specimen drawings and volume of specimen papers.
29. Grant county-Cabinet 13: Specimens of drawings and three volumes of pupils' papers.
30. Lake county-Cabinet 13: Photographs of typical schools, music, physical culture, industrial work, centraliza- tion, specimens of drawings.
31. Clay county- Cabinet 13: Two volumes of pupils' papers.
32. Wabash county-Cabinet 14:
33. Tipton county-Cabinet 14:
Three volumes of pupils' work.
34 Pulaski county- Cabinet 15: Specimen drawings, three volumes.
35. Newton county-Cabinet 15: Volume of specimen papers.
36. Switzerland county-Cabinet 15: Volume of specimen papers.
37. Boone county-Cabinet 15: Volume of specimen papers.
38. Johnson county-Cabinet 16:
39. Jackson county- Cabinet 16:
Photographs of schools, volume of papers.
Photographs of schools, two volumes of papers.
Photographs of schools, fourteen volumes of papers.
42.
Tippecanoe county-Cabinet 17: Randolph county-Cabinet 17: construction work; three volumes of papers.
Photographs showing evolution of school architecture; specimen drawings; Photographs of schools.
Photographs showing improvement of school buildings; specimen drawings; four
45. Vigo county-Cabinet 19: Photographs; volume of pupils' papers.
46. Shelby county-Cabinet 19: Photographs; two volumes of papers
47. Madison county- Cabinet 19: Photographs; maps; four volumes of papers.
48. Monroe county-Cabinet 21:
49. Marion county-Cabinet 20: papers.
50. Henry county-Cabinet 21:
51. Warren county-Cabinet 22:
52. Porter county-Cabinet 23:
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