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One important phase of the education exhibits it is impossible to describe either by text or illustration-motion pictures. Motionpicture theaters assumed unprecedented importance at this exposition. Every exhibit palace had some; there were seven in the education building alone. In addition, nearly every booth had automatic lantern-slide machines in operation at all times, and the attendance at both the motion-picture theaters and the "stereomotograph" booths was large.

The present bulletin is intended to afford a general statement of the education exhibits. A detailed report of the exhibits in agricultural and rural education is given in a separate bulletin (1916, No. 2) prepared by Harold W. Foght, specialist in rural school practice in the Bureau of Education.


Interior view, Palace of Education. To the right is the New York State education exhibit. Directly in the center is the Bureau of Education space, the hooded device being the temporary stage from which the Hampton jubilee singers sang. The "beehive" on the left is Utah. At the rear is the American Library Association exhibit, with the map of Californía illustrating the county library plan.


The United States Government exhibits at the exposition were scattered over seven of the main exhibit buildings. In the Palace of Education the Government exhibit of education, including displays by the Bureau of Education, agricultural colleges, and public schools of the City of Washington, occupied a large central location. The Children's Bureau exhibit, also in the Palace of Education and Social Economy, bore directly on school problems, and in the Liberal Arts Building were the exhibits of the Public Health Service, the Bureau of Indian Affairs, the Military Academy at West Point, and the Naval Academy at Annapolis.


The Bureau of Education exhibit was designed to show the organization of the Bureau of Education for the purpose of educational

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investigation, information, policy, and promotion, and to portray educational progress since previous expositions through charts, models, pictures, maps, etc.

Progress in education since 1877, the year following the first national exposition, was shown in a large chart. pressive was the growth of high schools.

Particularly im


Chart illustrating kindergarten work of the National Kindergarten Association and the Bureau of Education.


Modern types of rural schools and processes of education were shown in the exhibit by a series of models and devices. These illustrated, respectively, the rural school in connection with the State Normal School at Kirksville, Mo.; the Cache La Poudre School. of Colorado; the model rural school at the State Normal School, Maysville, N. Dak.; the Farragut School, Tennessee; the rural consolidated school at Alberta. Minn.; a practical ideal for a consolidated school district; and the progress of school children through the grades.

The model of the rural school at Kirksville demonstrated how a country school can be, "not a one-room school, but a one-teacher school." The model was so constructed that it could be easily taken apart to show the arrangement of rooms, apparatus, and other special features. Particularly impressive was the use of all available space in basement and attic; the modern improvements possible in any country school; and the opportunities for industrial work, agriculture, and social center activities. The cost of construction, without plumbing and heating, was declared to be $2,200; with sanitary plumbing and hot-water heat, $2,750; with all equipment, $3,200.

The Cache La Poudre School illustrated particularly the community extension efforts of the Colorado Agricultural College at Fort Collins. It showed a modern high-school building set in a rural community with a "teacherage" on the school grounds, a school barn and liberal school grounds, a school farm of 5 acres, garden land of 1 acre, an athletic field of 2 acres, and an orchard of half an acre. The school serves an area of 15 square miles, containing 207 homes and a population of 800 people. The Colorado Agricultural College explains that, in behalf of "community betterment through rural school consolidation, we are working in Colorado”—

To improve all of our village and rural schools.

To secure the county unit of rural-school administration.

To provide adequate trained supervision.

To provide a school farm for each rural teacher.

To provide a house for the principal and make possible a resident teacher. To encourage lecture courses and neighborhood meetings in all districts. To make each school a social center for all the people.

To introduce agriculture and the home arts into all the schools.

To make a high-school education possible for every country child.
To train teachers for rural schools and rural leadership.

To consolidate our small, weak districts into large, strong ones.

The Farragut School was presented as a typical Tennessee countrylife school. The school has 100 pupils in its elementary course and 100 in its high-school course. The courses include agriculture, carpentry, household science, rural sanitation, and regular academic work "taught with an agricultural halo." There is a residence for the principal on the grounds, a remodeled abandoned schoolhouse.

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