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This article analyzes the US Bureau of Indian Affairs model Indian school exhibit at the Chicago World's Columbian Exposition as an artifact of spatial and social relations. It uses architectural drawings to examine how assimilationist ideals were spatialized and displayed in a functioning industrial school that structured education, race, and morality. At the same time, it considers the decorations of indigenous material culture and the resistances and ambivalences of the children who performed there. By considering the school as a stage for many forms of agency this article shifts the discourse from the exhibit's planners to those who lived it. [ABSTRACT FROM AUTHOR]