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While the demonstration was carried out under such artificial conditions that it was difficult to obtain accurate impressions of the true value of the Montessori work, visitors could not but be impressed with the attractiveness of the surroundings—the harmonizing color effects; simple, tasteful furniture; and the delightful manner of the directress.
Interior of the Montessori room. The color scheme was lavender; the furniture a pearl gray.
The significant school-extension work that can be done by a large city museum was illustrated by the exhibit of the N. W. Harris Public School Extension of the Field Museum of Natural History, Chicago. Convinced that the influence of the Field Museum, already one of the great museums of the world, could be extended to reach into the classrooms of the public schools and affect more closely the daily lives of the school children, Mr. N. W. Harris, of Chicago and Pasadena, Cal., established a fund of $250,000 for the establishment of cooperative work with the schools. As a result of this foundation collections of birds and small animals, of useful and rare plants, and of objects illustrative of economic geography are distributed to the public schools of Chicago and made an integral part of the educational facilities of the city.
General view of the exhibit of the N. W. Harris Public School Extension of the Field Museum of Natural History, Chicago.
The display at the exposition included typical cases of exhibits furnished by the museum. These cases are distributed by automobile to the various schools, where they may remain two weeks, upon the expiration of which time they are changed for others. Racks pro
Two of the cases of exhibits furnished by the Harris Extension to the Chicago public schools. Upper
picture, origin of coal; lower, the water snake. vided by the Chicago School Board serve for display of the cases, and when not occupied by cases, the racks serve for display of a placard explaining the scope and design of the museum, how it may be reached, etc.
NATIONAL CHILD LABOR COMMITTEE.
The exhibit of the National Child Labor Committee touched the school side of the problem at several points. Attention was called to the fact that the child who works can not have adequate schooling
even if his work is done outside of school hours.
“But many in the cotton LACK OF EDUCATION mills, in shrimp and oys
ter canneries, and in other THE VICIOUS CYCLE
through the States with Begin
Children have here
poor child-labor laws are period of inadequate schooling
of schooling. Their work does not take the place of school, and they too often grow up
illiterate, inefficient, and Lack of education ultimately unemployable.” keeps the worker Under the caption from improving his condition
Compulsory education As a father the worker
and child-labor reform," is compelled by circumstances and ignorance to send his children
the exhibit pointed out to work without sufficient
that States with the larg. education 3 Ready for the
est percentage of chiljunk pile in the prime of life
dren 10 to 13 at work have
also the largest percentTHE CHILD PAYS FOR HIS EARLY LOSS
age of illiterates. ToOF EDUCATION ALL HIS LIFE
gether, good child-labor laws and good compul
sory-education laws deA significant chart from the child labor exhibit.
crease illiteracy and crime, increase earning power, elevate citizenship, and make real democracy possible.
Continuation schools were urged for all working children under 18 years of age. There are 1,990,225 children under 16 at work in the United States to-day, according to the figures given at the exhibit; 817,800 of these are working in nonagricultural occupations or are hired out to work on farms.
The following table indicates the child-labor situation in the various States as summarized for the exhibit:
WHERE DOES YOUR STATE STAND?
States which have no 14-year limit in factories or a 14-year limit with
States which have 16-year limit in mines and quarries or a 16-year limit
have a 16-year limit with exemptions. States marked have
mining products valued at $2,500,000 a year or over.