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table shows the number of students in each of the four classes (1918, 1917, 1916, and 1915) taking each subject, with the average number of student hours taken by each:
Number of students taking the various subjects. Student hours taken by
The map reproduced herewith shows the geographical distribution of Smith College students in 1914–15, the figures indicating the
Geographical distribution of Smith College students.
number of students from each State. In addition to those shown on the map, four came from the Territory of Hawaii, and one each from Ontario, Province of Quebec, British Columbia, China, and Turkey.
ST. LOUIS EDUCATIONAL MUSEUM.'
The exhibit of the St. Louis Museum was designed to show its work with the public schools. Typical exhibits furnished by the museum to the school were shown and a working model pictured the system of automobile deliveries between the museum and the school buildings.
The material in the museum is arranged and grouped in accordance with the course of study followed in the schools.
The material is sent to the schools by a large automobile truck in the service of the museum. The schools are divided into five sec
St. Louis Educational Museum. The moving automobile on the rear wall illustrated the
method of distributing museum material to the schools.
tions, each of which has a delivery day once a week. The principal of a school which has its delivery day on Monday asks his teachers on the preceding Friday to send him the numbers of all the collections in the museum catalogue they will need for the illustration of their lessons during the following week. These numbers he inserts in an order blank for the curator, and on the following Monday the wagon delivers the material at the school, taking back at the same time the collections used during the previous week,
The method is further described as follows in a pamphlet distributed at the exhibit:
1 The plan is described in detail in Bulletin, 1914, No. 48, of the Bureau of Education.
The material is not simply shown the children as new and extraordinary things to satisfy their curiosity. The specimens of mammals, birds, insects, etc., the minerals, the natural and manufactured products of a country, in geography, for instance, are placed before the children to verify what they themselves have discovered through their own observation and reasoning as to the animal and vegetable life, the soil products, and the occupations of the people. The objects are handled, observed, studied, compared with each other and with such as have been considered in connection with other countries, and generally discussed. The pupils determine how the products before them affect the life of the people, their industries and commerce, their intercourse with other nations, their place among the nations, etc. In many schools each child takes up one of the articles and by his reading gathers all the information he can regarding it and presents such information to the class. At the present time the museum is delivering from four to six loads of a 1-ton auto truck to the schools of St. Louis daily.
STANDARD COMMERCIAL SCHOOL.
The “Standard Commercial School” was a living exhibit of the methods and equipments of modern commercial education of second
ary grade. Forty students, selected by competitive examination from California high schools, took a regular six-months course of stenography, typewriting, and business methods in specially prepared rooms in the Palace of Education and were graduated at the close of the period with appropriate ceremonies. The object of the exhibit was to make it possible for school officials to see a standard school actually at work and thereby gain suggestions on the organization and maintenance of a commercial department.
A view of the Standard Commercial School is given on page 107. The exhibit covered 3,000 square feet of space, marked off by glass partitions, with a balcony for visitors and a special booth for practice and training. The purpose of the exhibit was declared to be: “Not to show what a few sensational masters of shorthand and typewriting can do, but to point out the possibilities for young boys and girls of a thorough business training, if they have the necessary foundation for the work."
| [The following are titles of special pamphlets printed for use in connection
with the various exhibits. ] · Argentina. Department of education. Education in Argentina. Folder. Illus. >Carnegie Institute of Washington, D. C. Scope of organization ... 4th issue.
February 4, 1915. [Washington, 1915.) 45 p. illus. 8°. [Elizabeth McCormick Memorial Fund. Open-air schools. [Chicago, 1915. ]
Illus. .Japan. Department of education. Education in Japan, prepared for the
Panama-Pacific International Exposition, 1915. Tokyo [1914).
diagr. 8o. Massachusetts. Board of education. Vocational education in Massachusetts.
Boston, Wright & Potter printing (O., State printers, 1915. 151 p. 89. (Bulletin, 1915, no. 6.)
Reprinted from the 78th report of the Massachusetts board of education.
Contains : 1. Continuation schools ; 2. Training classes for teachers in vocational sehools ; 3. State-aided vocational-agricultural education ; 4. Statistics regarding State
aided vocational schools, 1913–14. INational Education Association and International Congress of Education. 5301
annual convention, Oakland, Cal., August 16–28, 1915. Complementary
souvenir book. [Oakland, 1915.] 189 p. illus. 8° INew York (State). Department of education. The University of the State
of New York. Powers and duties, etc. Circular of information for distribution at the Panama-Pacific International Exposition. Albany, N. Y.,
1915. 30 p. 8o. Oregon. State department of education. Rural school exhibit. Standard
rural schools, industrial clubs, and playgrounds. Salem, Oreg., State print-
Standardization of rural schools. Salem, Oreg., 1915. 5 p. 16'. IPanama-Pacific International Exposition. Division of exhibits. Department
B-Education and social economy. Official catalog of exhibitors. San Francisco, The Wahlgreen company, 1915. 50 p. 8o.
('ontains also Department (:-Social economy, p. 32–33. Philippine Islands. The Philippine public school at the Panama International
Exposition ... [San Francisco, Marnell & co., 1915.) 63 p. illus. 16". University of Wisconsin. University extension. The work of the extension division for the biennium 1912-14. Jadison, W’is., 1915. 14 p.