ing, painting, modeling,” and in -decorative design, with supplementary courses in anatomy and perspective. The average number of enrolled pupils is something over 200.

In the department of drawing and painting the instruction includes drawing from the cast under Mr. Hale, from the nude under Mr. Benson, painting from still life and from nude and draped models under Mr. Tarbell and Miss Hazelton. Pupils are promoted from one class to another as soon as their proficiency warrants it. In the department of modeling, under Mr. Pratt's instruction, pupils are taught to model the human figure in clay, both singly and in composition. In the department of design, under Mr. C. Howard Walker, assisted by Miss Child and Miss Maguines, instruction is given by means of problems, which are criticized and corrected, and by lectures. The general principles of planning, of ornament, and application of ornament to material, and the principles of color harmony and contrast are taught in relation to all varieties of design. The purpose is to give a training which will fit a pupil to enter the field of design with a knowledge of the fundamental principles of design and an ability to apply this knowledge in practice.

THE EXHIBIT.

The exhibit of the museum school at the Louisiana Purchase Exposition at St. Louis was selected and arranged by each instructor in his own department. Mr. Tarbell's classes sent 53 oil paintings, portrait studies, and full-length studies from the nude, and 2 pastels. Mr. Benson's classes sent 56 drawings from the nude, Mr. Hale's class 52 drawings from the antique, Mr. Pratt's class 4 figures and 4 bas-reliefs in plaster. Mr. Walker's three classes sent 120 designs selected to include as large a range of subjects as possible. In all, the school makes something less than 300 separate exhibits. The whole exhibit was arranged and installed at St. Louis under the supervision of Mr. Philip L. Hale, instructor of drawing at the museum school, and the council voted to expend a sum not to exceed $400 to cover all expenses.

ST. LOUIS MUSEUM OF FINE ARTS.

BY THE DIRECTOR.

HISTORY AND WORK.

The St. Louis School of Fine Arts has been the art department of Washington University since May 22, 1879, and was established for the purpose of "instruction in the fine arts; the collection and exhibition of pictures, statuary, and other works of art, * * and in general the promotion by all proper means of æsthetic or artistic education."

The system which has been adopted in the school work is based on the idea of the universality of art; that is, it is limited to no material or product. The commonly accepted division of art into fine art and industrial art is not recognized. It is believed that no difference should be made between artists except by the measure of inspiration shown in their work. Upon these lines the work of the school has been gradually and steadily developed. Whereas at first the instruction was limited to modeling, drawing and painting from casts, still life, and the living model, instruction is now given in design (for fabrics, tex

tiles, wall paper, ceramics, tiles, book covers, book plates, etc.), ceramic decoration, pottery, book-binding, modeling for ornamental purposes, and illustration. It is continually impressed upon the student that drawing, modeling, or color is the true basis of all successful art work. They are urged to devote a part of their time to the serious consideration of these branches of the arts, and their knowledge of the technical side of their work is broadened by illustrated class lectures on art development and kindred subjects.

THE EXHIBIT.

The collection shown in the Palace of Education at the Louisiana Purchase Exposition is the selection made from work done by the students within the past three or four years. It has been arranged with a twofold object—first, to show the methods used in developing the student; second, to show the degree of excellence to which the student has attained. Work was submitted for this purpose by all the students in the school, from the juvenile to the most advanced class. From this work the collection was selected by the corps of instructors. A study was often chosen to represent a phase in the development of the student. Thus in drawing, mere outline studies were selected to show the process of construction. In the color and black and white sketch classes, unfinished studies, often mere suggestions, were chosen to illustrate the manner in which final results were brought about. The same process was adopted in the case of all applied art products. Designs of various kinds were taken not so much for their finish as for the knowledge they showed. In several instances a design made in that class by one student was carried out by another, either in the ceramic or bookbinding class. This enabled the students to see the practical results of their efforts in more than one narrow direction. They were enabled to see their weaknesses of design and their weakness of execution on one piece of work.

Both the students in the ceramic class and those in the bookbinding class are urged to use original designs-that is, designs which they themselves have executed. To facilitate this, their time is so divided that they alternate in their studies, devoting part of their time to one field and part to another.

In looking at the result of these methods of work it would seem that the student becomes more practical; that whereas brilliancy and cleverness may count up to a certain degree, method and thoroughness will carry the student further and enable him more readily to enter the practical field of his endeavors.

LUTHERAN PAROCHIAL SCHOOLS.

BY A. KAEPPEL.

ORGANIZATION.

The Evangelical Lutheran Synod of Missouri, Ohio, and other States is one of the five German synods in the United States forming the so-called "synodical conference." All of these synods maintain schools to provide for Christian instruction. Out of 2,225 elementary schools attended by 111,816 pupils, the Missouri synod alone maintains 1,888, in which 96,193 pupils are instructed by 1,061 pastors, 857 male, and 176 female teachers. Besides these schools for

elementary instruction, which are sustained by the individual congregations, the Missouri synod provides for the higher education in high schools, colleges, and seminaries, maintained, with two exceptions, out of the common funds of the synod.

The synod of Missouri, Ohio, and other States was founded in 1847 by 12 congregations, 22 pastors, and 2 candidates for the ministry. Within these congregations there were at that time 14 common schools, attended by 508 pupils. But previous to the organization of the Missouri synod there were Lutheran schools in this country, even as early as 1734.

While the primary object of Evangelical Lutheran congregations in organizing and maintaining parochial schools is the religious instruction of their children, an equal importance is attached to the fact that the best possible instruction in secular branches must be pervaded by the spirit of Christianity. For this reason synod educates its own teachers, who make their profession a life's calling.

The plan of instruction in these schools includes, besides instruction in religion, all the common school branches; German and English, reading, writing, grammar, composition, arithmetic, geography, United States history, physiology, zoology, botany, singing, and drawing. In most of the schools instruction in all the branches, with the exception of religion and German, is given in English.

It is obvious that the standard of these schools varies according to locality and the condition of the congregations supporting them. While some large congregations employ as many as nine teachers, others, especially small congregations in rural districts, must be content with whatever school the pastor can give their children.

Every congregation supports its own schools, either by voluntary contributions or by asking a nominal tuition fee of the pupils. The management of the school is in the hands of a school board elected by the congregation, the pastor acting as inspector or supervisor.

The Lutherans, as good patriots, cheerfully and loyally support the public schools, and deem it the duty of government to provide the very best education for the youth of this country. But they hold it incompatible with the character of public schools to give religious instruction, and much more so denominational religious instruction; and since this is out of the question, Lutherans who contend that there is "no morality without religion" must continue to support and maintain their parish schools out of their own means, asking no aid from government.

THE LUTHERAN EXHIBIT.

When in June, 1902, the synod of Missouri, Ohio, and other States authorized the faculty of the Teachers' Seminary, at Addison, Ill., to collect and install an exhibit of the Evangelical Lutheran parochial schools at the Louisiana Purchase Exposition, the committee was confronted with many difficulties, the chief ones being the newness of the undertaking and the extreme modesty of many teachers.

An executive committee of three, appointed by the faculty, began agitation for the cause by sending circulars to all the conferences, teachers, and congregations in the synod. Several of the larger conferences were visited in person by members of the committee, and teachers and pastors were shown the importance of placing on exhibition the work of the Lutheran schools and urged to combine efforts to make the display successful.

All material used for the work was supplied by the Concordia Publishing House, of St. Louis, and the completed work was sent there, where it was bound in neat covers.

The following was installed as an exhibit in April, 1904:

Collection of schoolbooks and helps, compiled and published under the aus

pices of synod by the Concordia Publishing House_

Leaf cabinet containing specimens of written work--

Leaf cabinet containing specimens of drawing and photographs_.

Leaf cabinet containing photographs only----

739

72

309

1

1

1

Leaf cabinet containing specimens of drawings from the Teachers' Seminary, at Addison

Bound volumes of written work from the same institution_-_.

Bound volumes of written work from the Walther College, at St. Louis__.

1

10

4

The school work exhibited was all regular class work, from 80 to 100 per cent of all papers written in the school being shown.

And quite a number of papers showed physiology, zoology, botany, general history, shorthand, and bookkeeping.

THE PHILADELPHIA MUSEUMS.

HISTORY AND ORGANIZATION.

The exhibit of the Philadelphia museums in the education building at the St. Louis Exposition consists of a collection of specimens of commercial materials of all kinds, designed to aid teachers of geography in classes of any grade. The collection contains, primarily, a series of samples of all the more important commercial articles of the world, and the products of various countries which are of actual use and value from a business standpoint. These are shown in series, from the raw state to the finished article, each accompanied by a number of illustrative photographs. The Philadelphia museums are at present distributing five hundred such collections to the public schools in Pennsylvania.

The value of such a collection to a teacher can perhaps best be shown by giving a short account of its development. The progressive teachers of Philadelphia and vicinity, feeling that the teaching of geography could be put on a practical basis only by illustrating the lessons by actual specimens of the prod ucts of the various countries, naturally turned to the Philadelphia museums for assistance, knowing that no other institution in the country is so favorably situated for securing such material. Requests for a cotton plant, a cocoanut, specimens of fibers, woods, minerals, and other objects came in constantly. It was soon seen that this was an opportunity for increasing the usefulness of the institution, supplementing its strictly commercial work with the business men by

making it helpful to the schools.

Teachers were invited to bring their classes to the museums. A large lecture room was fitted up with typical collections, selected from all of the exhibits in the museums, and lectures and informal talks were given by the director and by members of the scientific department. These talks became very popular, and the lecture room was often crowded by teachers anxious to learn about the world's commerce.

Meantime, other methods of work having the same purpose had been considered. Small collections, illustrating a few of the most important commercial materials, were prepared, and these were loaned to one school after another for a limited time on the plan of a circulating library, thus giving to schools at a distance a share in the benefits to be derived from the collections and making it possible for the teachers to use the specimens in their class rooms. This method of making the school children acquainted with the important products figuring in the world's commerce was the best that could be done under the circumstances, but it was only the beginning of what was planned. In the year 1900 the museums prepared 250 collections, each containing a more extensive series of samples than had been included in any previous sets. The materials which made up these collections were taken partly from duplicate material in the museums' collection and partly from samples donated for the purpose by wholesale merchants in response to the museums' solicitation. The specimens, representing many of the important commercial products of the world, were accompanied by illustrative photographs, maps, and printed descriptions. These collections were given away free of charge to such schools in the State of Pennsylvania as could use them to advantage and were willing to furnish proper cases and shelving.

The value of the collections from a pedagogical standpoint was at once recognized, and requests were so numerous that they could not be honored. When, a little later, the museums asked the legislature of the State of Pennsylvania for an appropriation to carry on the work the appeal was warmly supported by all of the leading educators, teachers, and members of local school boards. Quick to see the great educational advantages offered to the children of the State, the legislature appropriated an amount of money sufficient to send out 500 collections much more complete than the preceding ones and similar to the one exhibited. Aside from this appropriation the museums furnished freely many of the specimens and much of the labor of preparation.

THE EXHIBIT.

The list of specimens included in the collection was made up with the greatest care, and includes as many of the materials of commerce as it seemed practicable to show. Of course, some of the most important articles, being perishable, like meats, eggs, butter, fruits, etc., could not be exhibited. Specimens are shown from all of the chief commercial countries and of all the important groups of materials, such as foods and food products, drugs, oils, waxes, gums, resins, fibers, fabrics, woods, leathers, tans, dyes, minerals, etc. Wherever it seemed possible a series of products from one source has been shown. Under cotton, for example, will be found a cotton plant, unginned upland cotton, ginned seaisland cotton, brown Peruvian cotton, cotton linters, cotton yarn, cotton rope, unbleached and bleached muslins, Persian lawn, calico, gingham, zephyr gingham, chambray, cotton seeds, cotton-seed oil, cotton-seed oil cake, and cotton-oil soap. Such specimens as could best be displayed in bottles are placed in 8-ounce glass-stoppered jars. Most of the fibers are tied in hanks, each of which can be separated into several small samples to be passed around the ED 1904 M- -63