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ELIZABETH McCORMICK MEMORIAL FUND. Open-air schools were illustrated in the exhibit of the Elizabeth IcCormick Memorial Fund, of Chicago. A model of an open-air chool and grounds was shown, the school building being built on he unit plan. Life-size figures demonstrated proper clothing for se in the various phases of open-air school work. Miniature reroductions of the Chicago open-air schools and photographs of pen-air schools from different nations indicated the world-wide pread of the open-air school movement.
“ Fresh air, sunshine, food, rest, medical and nursing service, peronal hygiene, recreation, study, comradeship” were some of the
indamentals of the open-air idea as insisted upon in this exhibit, nd the purpose of open-air school work was declared to be: “ To eave together these different features in a process of education and hygienic way of life.” The model of the open-air school on dislay, it was explained, combined features found in various existing hools. The unit plan of building would allow for adjustment to ke care of increased enrollment; each unit would accommodate 25 ildren. The general object of the Elizabeth McCormick Fund, according the exhibit, is to improve the conditions of child life in the United ates. “It has made open-air school work and the physical welre of school children one of its activities because it believes there e possibilities for promoting the 20,000,000 school children in the nited States, which make this perhaps the most fruitful field for rvice to childhood." Legends in the exhibit called attention to the
fact that open-air schools have practically doubled in number each year since first introduced by Providence, R. I., in 1908. There are
A nearer view of a portion of the open-air schools exhibit. The figures illustrate types of
wearing apparel, cots, desks, and other equipment for out-door work. now more than 600 open-air and open-window classes in public and private schools, hospitals, and sanatoriums in the United States. 3 FINE, APPLIED, AND MANUAL ART EDUCATION.
A special section of the Palace of Education was devoted to an exhibit of fine, applied, and manual arts education, made up of 6: separate exhibits and ranging from the simplest form of water-colo work in the grades to painting from the finest workers of the pro fessional art schools. Simplicity and sincerity were the predomi nant notes of the exhibit. On the one hand the level of taste in mo tives and treatment was high; on the other side, the emphasis upoi the practical was marked. A center of interest was the suite o rooms furnished and decorated by pupils of the high schools. T illustrate, one room, a child's bedroom and playroom, was designed and furnished by the drawing and art departments of the Stat Normal School, San Jose, Cal. The rug was woven on 80 hand looms by students in the primary handwork department. Flower and hangings were made by students in the millinery and sewin departments. The electrolier was designed and made by student
in manual work. Children of the fifth and sixth grades of the Normal Training School designed the chair cushion and made the toys. The chair cushions were embroidered by students in the normal art department. The children's drawings were done by the first and second grades training-school children.
Schools and institutions participating in the fine-arts exhibit included the Academy of Fine Arts, Chicago; Alameda public schools; Albany School of Fine Arts; the Art Institute of Chicago; Baltimore public schools; Berkeley (Cal.) High School; Bristol (Conn.) public schools; Chicago School of Applied and Normal Art; California School of Arts and Crafts; Chicago Normal School; Chicago public schools; Coggswell Polytechnic School, San Francisco; Crocker School, San Francisco; Crocker Intermediate School, San Francisco; De Kalb (Ill.) public schools; Denver public schools; East Orange (N. J.) public schools; E. Spencer Mackay School, San Francisco; Eben Comins School of Art, Boston, Mass.; Gloucester (Mass.) public schools; public schools of Gulfport, Miss.; Harvard University; Horace Mann School, San Francisco; Ohio Mechanics Institute. Cincinnati, Ohio: A corner of the art exhibit in the Palace of Education. Intermediate School, Oakland, Cal.; Jamestown (N. Y.) public schools; Leland Stanford, jr., University; Los Angeles public schools; Los Angeles High School; Lowell High School, San Francisco; Minneapolis Institute of Art; Minneapolis public schools; Minneapolis School of Art; Mission High School, San Francisco; University of Nevada; Newark (N. J.) public schools; Northern Illinois State Normal School; Oriental School, San Francisco; Polytechnic High School, San Francisco; Salt Lake City public schools; Ralph Johonnot Studio; Richmond (Cal.) High School; Richmond (Cal.) public schools; San Francisco Institute of Art; Santa Barbara (Cal.) High School; Seattle (Wash.) High
School; Sophie Newcomb College, New Orleans; Springfield (Mass.) High School; the California State normal schools at Los Angeles, San Jose, and Santa Barbara, Cal.; the State normal school at Warrensburg, Mo.; St. Louis public schools; St. Louis School of Fine Art; St. Paul Institute of Art; St. Walburges Academy, Syracuse University; Teachers College, Columbia University; Trade School,
Glass enclosure in which the Montessori demonstration class was held.
Hospital of Hope, New York; Union High School, San Mateo, Cal.; Wilmerding School; West Division High School, Milwaukee, Wis.; West High School, Minneapolis, Minn.
A glass enclosure in the center of the Palace of Education housed the Montessori demonstration school, which was operated for a period of six weeks in connection with the Montessori training class of the exposition. Dr. Montessori and two assistants conducted the demonstrations.
The school began on August + with an enrollment of 30 children. The daily average attendance during the six weeks of school was 24. Several of the children were just three years of age, and three had just passed their sixth birthday; the others were between three and six. In connection with the demonstration school a number of conferences were held at which Mme. Montessori answered, through an interpreter, numerous questions raised by teachers and parents.
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 $230,000 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.