Eepoet on the Educational Exhibit. 467 



not be ignored in the argument. There is no reason why an esprit de 

 corps should not exist in schools and render them invincible, as in a 

 battalion. 



The opportunity of winning the widest possible recognition of special 

 and noteworthy features is of direct advantage to any school, it is a 

 proper and commendable motive, notwithstanding an inclination in 

 certain quarters to repress it. One of the most amusing features in the 

 preparation of the exhibit was the anxiety of certain schools to be well 

 advertised without appearing to advertise. There is no reason why a 

 good school should hide its light niider a bushel. 



Siich are some of the most apparent reasons why an educational 

 exhibit is of value and why a permanent one should be maintained at 

 every State's educational center. Those teachers who did not visit 

 Chicago, or who, being there, failed to study the educational depart- 

 ments, missed an opportunity for improvement greater than they would 

 care to acknowledge. 



The transfer of New York's exhibit to the State Museum cannot fail 

 to be of great benefit to the school interests of the State. The science 

 of pedagogy is advancing rapidly. JSTo man is now regarded as a com- 

 petent teacher unless he possesses the ability to correctly gauge and 

 analyze the pupil's mind and prescribe a proper course, just as a 

 physician would diagnose the child's physical condition. To do this 

 successfully the teachers of the State must have a museum where they 

 can keep in touch with the latest methods and discoveries tabulated 

 and collected from all parts of the world. With the splendid facilities 

 at the disposal of the State Museum for collection and investigation, 

 there is no reason why, with proper support from the Legislature and 

 Board of Regents, a pedagogic department should not be built up sec- 

 ond to none in the world. 



Awards. 



The New York educational exhibit received careful attention from 

 the judges and won seventy awards, a number far exceeding that of 

 any other State. The awards were divided as follows : One to the, 

 exhibit as a whole, seven to the University of the State of New York, 

 sixteen to colleges and universities, thirteen to academies and high 

 schools, six to normal schools, nine ■ to elementary schools of city sys- 

 tems, four to collective city systems, including both elementary and 

 high schools, eight to private schools and six to miscellaneous features. 

 New York schools were also foremost in the collective Catholic exhibit, 

 winning no less than ninety-six awards. There is, unfortunately, no 

 basis of comparison between the number of awards granted the 

 jjarochial schools and those granted the public schools, inasmuch as 

 each parochial or private school might receive an award, since it is 

 under a separate government, while in a city like Eochester, for 

 example, whose exhibit was made up by 100 elementary schools and 

 one high school, only two awards could be granted imder a department 

 ruling, which held that city systems must be treated as a unit. 



New York also received one award for institutions for blind, one for 

 feeble-minded, one for deaf mutes, two for business schools and three 



