4:66 !Nbw Yoek at the Woeld's Columbian Expositioit. 



Value of an Edtjgational Exhibit. 



What can you exhibit in school work and of what use is such an 

 exhibit ? These are not unnatural questions from any one who has 

 given the subject little thought, and were asked many times during the 

 last two years. It is certain that those who visited the liberal arts 

 department at the Chicago Exposition bore away a satisfactory answer 

 to the first question, and it is almost as certain that any one who exam- 

 ines the foregoing papers or the catalogue appended will receive an 

 equal enlightenment. The latter question, however, is not so capable of 

 ocular demonstration and will bear discussion. 



The chief value of an educational exhibit is the opportunity of com- 

 parison. Courses of study, teaching methods and administrative 

 methods from different parts of the State, the country and the world 

 are arranged side by side ; whatever is excellent secures a world-wide 

 currency, whatever is bad is buried ; rival systems are subjected to the 

 closest scrutiny and many an " ism," fad or crotchet secures the stamp 

 of legitimacy or the rejection of dross. There is the closest analogy to 

 a commercial fair, the value of which is universally recognized. There 

 is the same interchange of ideas, and of ideas illustrated by commodi- 

 ties, even if not the actual barter and sale of such commodities. It is 

 not the commodity which produces the lasting benefit, but the idea 

 which it represents. 



The opportunity of studying the efEect of innovations and experi- 

 ments tried in other places is of great value. A school cannot evolve 

 from its own life all the methods necessary for its best development, 

 nor can it "afford time to try all new features, however promising. One 

 or two it may develop and contribute to the common good, but the rest 

 it must take ready made from its compeers. 



The great number of minor ideas in teaching methods, school 

 machinery, school furniture, school books, etc., that are caught up and 

 spread broadcast throughout the land are a positive benefit. One little 

 change may be all that is effected in the individual school, but the sum 

 total is enormous. Not a thing on exhibition, however small, but 

 caused an expression of surprise from some visitor and a copying into a 

 note book for future use. 



From an historical point of view such an exhibit is invaluable : First, as 

 showing the methods now in vogue compared with those of former 

 years ; and, second, as a base of comparison in future years. What 

 would we not give for such a collection made twenty-five and fifty years 

 ago ? What a graphic history of education a series of such collections 

 would present ? 



Incidental advantages of an exhibit are many. Prominent is the 

 value to the institution itself of preparing such an exhibit. The 

 interest aroused, the healthy rivalry excited and the deep concern in 

 success or failure are high incentives to school loyalty and industry. 

 When a pupil's interest is gained the battle is won, and a public exhibi- 

 tion is a device often used to stimulate flagging energy. 



National, State and local pride are strong factors in the preparation 

 of an exhibit, and though indirectly valuable to education itself, must 



