The community service includes agricultural demonstration, model kitchen and garden, community recreation grounds, community circulating library, centers of social activities. A "practical ideal" for a consolidated school district showed a 10-acre school farm with an indefinite additional amount of from 10 to 40 acres for a district of 12 square miles, a population of 600 people, a school population of 200, 6 teachers employed throughout the year; a school building fitted up for school and community center purposes; manual training and domestic science buildings for school and neighborhood uses; residence for the home of the teacher and for social center interests; play shed; barn for stock and for Relative size of universities as shown in the Government education exhibit. horses used in transporting pupils to school, as well as for the teams of farmers attending social, educational, or demonstration meetings at the school and on the farm; poultry house, runs, and yards; athletic field and playgrounds for boys and girls; gardens, demonstration plats, vegetable and field crops; nursery and orchard; and parks for neighborhood picnics and outdoor exercises. The device illustrating the elimination of pupils from school showed that for every 60 pupils entering school in 1897-98, 3 were in college in 1910-11, Other charts in the exhibit illustrated problems of home education and the need for cooperation between home and school; the value of home gardens for city children under the direction and supervision of the school; the money value of education; the number and distribution of libraries in the United States; the kindergarten-its growth, present extent, and needs; and the plan of proposed Federal aid for vocational education. Two charts presented facts on higher education. One that aroused special interest showed the development of higher education between 1875 and 1914 as illustrated by a large privately endowed university (Harvard) and a large State university (University of Minnesota). The comparison was as follows: 12. Extension/Evening Courses; Correspondence Courses Of special importance for rural-school sanitation and hygiene were the charts prepared by the joint committee of the National Education Association Council of Education, and the American Medical Association.1 Comparison of city and country school children showed that in most respects city children were less defective than country children. The percentages were as follows: 1 For a detailed description of these exhibits, see Bulletin, 1916, No. 2, Agricultural and Rural Education at the Panama-Pacific International Exposition. 11619-16--2 WHAT FOUR YEARS WAGES OF TWO GROUPS OF BROOKLYN CITIZENS Those who left Those who left school at 14. school at 18. Yearly Salary Yearly Salary Notice that at 25 years of age the better educated boys are receiving $900 per year more salary and have already, in seven years, received $2250 more than the boys who left school at 14 years have received for eleven years' work. IT PAYS TO CONTINUE YOUR STUDIES One of a series of charts emphasizing the money value of education. Health defects-City children and country children compared. A number of effective charts and photographs showed the advance of the Negro in literacy, farm ownership, and standards of living. Hampton Institute was represented by furniture made in the school shops; in particular, a large, substantial oak table, the practical value of which was attested by actual use in the exhibit throughout the exposition period. The Hampton Jubilee Singers gave daily concerts at the Bureau of Education exhibit, and also in one of the motionpicture theaters in the Palace of Education during a period of several weeks, thus bringing Hampton's work to the attention of many exposition visitors who might otherwise not have known of it. It was significant that many casual visitors who came to hear the Hampton singers remained to study the school exhibits. The work of the schools for natives of Alaska was shown by charts and also by actual products of practical education in the Alaskan schools. The District of Columbia was well represented by work in art, manual training, millinery, etc., from the Washington elementary, high, and normal schools. Through cooperation with the Department of Agriculture and 13 agricultural colleges, the Bureau of Education was enabled to present a representative exhibit illustrating the extent and methods of agricultural education.1 1 For a detailed description of these exhibits, see Bulletin, 1916, No. 2, Agricultural and Rural Education at the Panama-Pacific International Exposition. |