45. Model of Oregon standardized one-teacher school__ 46. The significance of the standard school: The plan in Oregon_. 47. Illustrative of the Oregon industrial clubs_ 49. Boys' and girls' club exhibit at an Oregon county fair. 48. An Oregon girl in the canning projects_--- 50. State administration of vocational education__ 51. Smith's Agricultural School, Northampton_ 52. Consolidated rural school____ 53. Home project plan requires abundance of illustrative material_ 54. General view of the Utah exhibit_ 55. Model of the Jordan High School, in the Utah exhibit_ 56. Map of Jordan school district__ 57. The Illinois exhibit 58. The Wisconsin booth__. 59. School gardens and garden products from the Alaska educational exhibit 60. Appropriations for Alaska.... 61. Reindeer in Alaska__ 62. The Philippine system__. 63. Chart emphasizing evolution of Philippine education__ 64. The Philippine course of study- 65. Chart showing units in the Philippine system. 66. Chart explaining the reason for the Philippine plan_. 67. Industrial work in the Philippine educational exhibit_ 68. Collection of baskets and other industrial work in the Philippine educational exhibit__. 69. Barrio school building, Salinas, Bacon, Cavite- 70. A two-room unit barrio school in the Philippines___ 71. From raw material to finished articles-Philippine fiber plants_-_-_ 72. Excellent exhibit of handcraft work from the Philippine public schools 73. Provincial school plant, Batangas, P. I.. 74. Director of Education Frank L. Crone and Gen. Emilio Aguinaldo in the corn plat of Emilio Aguinaldo, jr., Cawit, Cavite-‒‒‒‒‒ 65 66 67 69 72 73 74 76 77 75. A typical school garden, from a photograph in the Philippine exhibit_ 76. Part of the Philippine exhibit_. 77. Unit plan of construction_-__ 78. The American Library Association exhibit__. 79. Corner in the exhibit of the American Library Association___ 80. Map illustrating the spread of the California county free-library movement 81. Preparing the traveling libraries at county headquarters_. 82. Map illustrating the operation of the free-library movement in Monterey County, Cal LETTER OF TRANSMITTAL. DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, Washington, October 7, 1915. SIR: Were it possible to print for distribution among those who are directly interested in education, a complete account of all the education exhibits of the Panama-Pacific International Exposition, a distinct service might thereby be rendered to the cause of education. But this bureau has no funds with which to have such a report compiled, nor are there funds available for printing it if it were compiled. I have, however, caused two brief reports to be made of some of the most interesting features of these exhibits; a brief general statement of the nature, purpose, and most striking features of the several exhibits, by W. Carson Ryan, jr., editor in this bureau, and a more detailed report of the exhibits in agricultural education and rural schools, by Harold W. Foght, the bureau's specialist in rural school practice. Those who read these two reports will have a fairly good idea of the meaning of these exhibits. I recommend that both be published as bulletins of the Bureau of Education, and I am transmitting herewith the second of these reports for that purpose. Respectfully submitted. 6 P. P. CLAXTON, Commissioner. PREFACE. This bulletin was prepared to indicate recent progress in rural life and education as disclosed by the educational exhibits at the PanamaPacific Exposition of 1915. The discussion includes (1) the general phases of progress in rural education, and (2) advancement in its more specific agricultural phases. Little attempt has been made to present the subject in a systematic way, either by kinds of schools or by school subjects, as the comparatively small number of organized State educational exhibits made such an arrangement impracticable. What was true of exhibits from many of the American States was also true of educational exhibits from foreign nations, which were limited on account of the war or for other reasons. Particularly was this true so far as rural school exhibits are concerned. The plan followed, therefore, has been to treat the exhibit partly by subject classification and partly by States and countries. A large number of diagrams and photographs has been included, which are depended on to make the context clear and interesting. Bulletin, 1916, No. 1, prepared by W. Carson Ryan, jr., editor of the Bureau of Education, deals in a more general way with all the educational exhibits at the exposition. It would be desirable for the reader to study this bulletin before taking up the rural and agricultural phases of the exhibits. Acknowledgment is due the Government Exhibit Board and a number of foreign, State, and local educational commissioners for the use of diagrams and photographs and for much other assistance. given while the report was being prepared. H. W. F. 7 RURAL AND AGRICULTURAL EDUCATION AT THE PANAMA-PACIFIC EXPOSITION. I. UNITED STATES GOVERNMENT. The general educational exhibit at the Panama-Pacific Exposition was prepared by the Department of the Interior through its Bureau of Education, in cooperation with the United States Department of Agriculture and many schools and colleges throughout the Nation. The exhibits occupied a commanding position, with many thousand square feet of floor space, near the center of the Palace of Education. The Government exhibits may be divided for convenience into1. Organization and work of the United States Bureau of Education. 2. Exhibits planned and arranged by the Bureau of Education. 3. Organization of agricultural education in the United States. 4. Activities of agricultural colleges and experiment stations. UNITED STATES BUREAU OF EDUCATION. Comprehensiveness of the exhibits.-The Bureau of Education exhibits occupied nearly 9,000 square feet of floor space and comprised numerous large mounted graphic charts, maps, and photographs illustrative of the present status of education in the United States, miniatures of model one-teacher schools and consolidated rural schools, the principal publications of the Bureau of Education, printed matter comprising student annuals and student publications of the leading higher educational institutions, home reading courses offered by the Bureau of Education, bound volumes of the principal educational surveys conducted in this country in recent years, and much other printed matter of interest to the public. The exhibit included, further, the work of the Bureau of Education among the natives of Alaska; the schools of the District of Columbia, with their organization, interests, and activities; schools for Negroes, indicating the present status of Negro education in this country; a comprehensive study of school health in the United States; stereomotographs, moving pictures, and moving hexagonal cylinders showing many phases of educational needs and progress in many sections of the country. |