class, while the minerals and many other substances are placed on varnished blocks. The labels all give the commercial name of the product, its origin, its scientific name, the part of the world producing it, and its uses. Accompanying this extensive exhibit are over 200 photographs illustrating the production, preparation, and transportation of the articles. Each photograph bears on its back a complete printed description, together with information in regard to the commercial importance of the product. Maps of distribution, statistical charts, and a brochure of a hundred pages give supplementary information in regard to the materials. The collection is intended as a practical help to teachers of geography, commercial geography, and the study of raw materials; and while it contains in itself some hundreds of articles, it finds its greatest usefulness when it serves as a nucleus for a school museum, showing to teachers the kinds of specimens which can be profitably used, and how they can be obtained and exhibited. The collections are sent free to the schools, freight prepaid, carefully packed in boxes made for the purpose, the exhibition cases being the only expense incurred by the schools. With the collections go suggestions as to the proper kinds of cases and shelving, and best arrangement of the specimens for convenient use. SCHOOLS FOR DEFECTIVES. BY A. E. POPE. THE EXHIBIT. The most important feature of Group 7 was the living exhibit in the model schools for the deaf and the blind. These schools were located near the east door of the Palace of Education. A high partition separated the schools for the deaf from the schools for the blind. On each side of this partition were six small, three-sided rooms, neatly burlaped and well furnished. The open ends of the rooms faced the main aisles, and a strong railing held back the crowd of visitors. The most popular classes in the deaf schools were the oral classes, where the little ones were taking their first lessons in speech and lip reading. The visitors could see the difficulties to be overcome and how they were mastered. Here, as elsewhere, the one predominating question, “How do you do it?” was answered. In the adjoining room was an advanced class reciting in language, geography, arithmetic, etc., entirely by lip reading and speech. Further on was a college graduate explaining the objective exhibits, and conversing freely with the visitors, thus illustrating the practical application of the work accomplished in the primary classes. In another room was a primary manual" class learning their first lessons in English by the manual alphabet and by writing. In the next room a more advanced class was studying the higher branches by the same method. Across the aisle were six larger rooms with railings-on two or three sides, where the industrial classes worked. There was a class in woodwork, in turning, a barber's class, classes in printing, sewing, tailoring, fancy work, and art. The boys were making their own uniforms, caps, trousers, and coats; the girls cutting and fitting their own dresses. This demonstrated to the public the practical training given to these pupils, making them independent and self-supporting citizens. The Lewis School for Stammerers was represented by a large class, demonstrating the various and ingenious methods used in this school for correcting defective speech. One of the most interesting features of the model schools for the blind was the kindergarten class. The circle in which they played was marked here and there by little wooden strips to guide the children and show each his or her standing place. Next was a primary class learning to read and write one of the point systems. To many of the visitors the point systems seemed quite a revelation, as did also the rapidity with which they could be used. There was a more advanced class demonstrating the utility of these methods in studying the higher branches. Special maps and globes devised for the blind were used in the geography class, and the high school class displayed their efficiency in algebra, history, literature, etc. One of the most practical classes was that in typewriting, showing that the blind could take dictation in one of the point systems and transpose it on the machine. In the industrial department was a sloyd class, where the blind boys were using sharp tools with great accuracy and precision. There were also classes in sewing, basket making, weaving, raffia work, bookbinding, and book making. The music room was very popular, being well equipped with pianos, pipe organ, and band instruments. Vocal and instrumental solos, duets, and orchestral performances were given at regular intervals throughout the day. Many of the blind lose their sight late in life, when they are too old and their fingers are too hardened to learn the use of one of the point systems. In order to relieve them of the gloom of solitude and make life more pleasant and agreeable, a simple method of reading has been invented, which was demonstrated by one of the teachers of the Pennsylvania Home Teaching and Free Circulating Library Society. Three deaf-blind pupils were present at different times. Emma Kubie, aged S, came from the Illinois School for the Blind. She had been in school only a short time, and the public had an opportunity of seeing the first steps employed in reaching the mind of a child deprived of sight and hearing. She was just beginning to learn the names of objects and to describe actions in sentences of a few words. Lottie Sullivan, aged 18, came from the Colorado School. She represents a further degree of development. All communications were spelled into her hand by the use of the manual alphabet, or presented in Braille or New York point writing. She expressed herself in the same manner, and in addition could use the ordinary typewriter. Her teacher was a deaf lady, so it was neeessary to have a third-party interpret. Clarence J. Selby, of Chicago, was still older, and could speak quite fluently. He is the author of many beautiful poems, which he distributed. All these classes of deaf and blind children were selected from the different schools of the United States, and maintained in some cases at the expense of the State commissions, in other cases at the expense of the schools, or jointly by the schools and commissions. The following is a list of superintendents and schools participating: S. M. Green, superintendent of the Missouri Schools for the Blind, St. Louis. C. P. Gillett, superintendent of the Illinois School for the Deaf, Jacksonville. Lapier Williams, superintendent of the Kansas School for the Blind, Kansas City. H. C. Hammond, superintendent of the Kansas School for the Deaf, Olathe. W. K. Argo, superintendent of the Colorado School for the Deaf and the Blind, Colorado Springs. Frank M. Driggs, superintendent of the Utah School for the Deaf and the Blind, Ogden. J. W. Jones, superintendent of the Ohio School for the Deaf, Columbus. R. E. Stewart, superintendent of the Nebraska School for the Deaf, Omaha. Mademoiselle L. Mulot, Directrice de l'École des Jeunes Aveugles, Angers, France. Dr. Robert C. Moon, president of the Pennsylvania Home Teaching and Free Circulating Library Society, Philadelphia. George E. Lewis, president of the Lewis School for Stammerers, Detroit. All participants in the model schools lived in one of the Washington University dormitories located in the rear of the Administration building. During the five months the schools were in operation there was not a single accident, and little or no sickness. Great care was exercised in the selection of pure and wholesome food. The pupils, teachers, and superintendents had the same fare and ate at the same tables, and any necessary inconveniences were shared by all. Every morning before school opened the children spent several hours inspecting exhibits in the various buildings. After school the pupils played about the dormitory or went sight-seeing. Two or three evenings each week they visited the Pike, going to the Boer War, Hagenback's animal show, the Galveston Flood, or for a ride on the scenic railway, which they much preferred to giving public recitations. One or two rooms were set aside in each school for objective exhibits, but the space was so limited that many schools were forced to place their displays with the general educational exhibit of their respective States. Among the most important schools having objective exhibits, in addition to those which have already been mentioned, are the following: American Printing House for the Blind, Louisville, Ky. The Texas School for the Blind, Austin. The Pennsylvania School for the Blind, Overbrook. The Kentucky School for the Blind, Louisville. The Massachusetts School and Perkins Institute for the Education of the Blind, Boston. The New York School for the Blind, New York City. The German exhibit from schools for the blind. Portugal's exhibit from schools for the blind. The Volta Bureau, Washington, D. C. The Wright Oral School for the Deaf, New York City. The New Jersey School for the Deaf, Trenton. The Michigan School for the Deaf, Lansing. The New York School for the Deaf, New York City. China's exhibit from a school for the deaf. The feeble-minded.-Schools for the feeble-minded were classified both in the department of education and that of social economy. Their exhibit, however, was located in the department of social economy, block 5, for the reason that most of the children in feeble-minded institutions receive hospital treatment, and only about one-third take the regular course of instruction. This was one of the most successful collective objective exhibits ever arranged, and its superiority is mainly due to the untiring efforts of Dr. A. C. Rogers of the Minnesota School. Dr. and Mrs. William II. C. Smith, of the Beverly Farm Home and School, were in charge of the exhibits. The most prominent schools in the country prepared work under the direction of Dr. A. C. Rogers. He compiled statistics and sorted and arranged the exhibits. All of the different kinds of kindergarten work from these schools were properly labeled, classified, and scientifically arranged regardless of institutions. The large and costly model of the Craig Colony for Epileptics occupied the center of the room. Around the walls were the leaf cabinets containing school work and statistics. The high partitions and one large cabinet held the industrial work. The schools most prominently represented were as follows: The Polk Institution for Feeble-minded, Venango County, Pa. Several congresses held at the fair were closely allied to the work of group 7, among which were the following: The National Educational Association, Department 16. The Association of Physicians and Superintendents of Institutions for the Feeble-minded. The Association of American Instructors of the Blind. The convention of the deaf of America. The conference of superintendents and principals of American schools for the deaf. Helen Kellar day. There were three personal days at the exposition: Helen Kellar day, Roosevelt day, and Francis day. The entire exposition was an educational institution, and as Helen Kellar has won the most remarkable victories in this field she was chosen to represent not only the deaf and the blind, not only the department of education, but the whole process of education. The following quotation, taken from the Colorado Index, may close most fittingly this brief account of the representation of defectives at the exposition: "Among all the wonders of the fair, among all the achievements of human genius, among all the evidences of twentieth century civilization, this deaf-blind young woman embodied in herself the most striking features of all, and those who paid homage to her radiantly active soul unconsciously paid homage to the spirit of progress and enlightenment that is the guiding influence of the world to-day." LAND-GRANT COLLEGES AND AGRICULTURAL EXPERIMENT STATIONS. BY A. C. TRUE, DIRECTOR OF OFFICE OF EXPERIMENT STATIONS, UNITED STATES DEPARTMENT OF AGRICULTURE. THE EXHIBIT. The progress of agricultural education and research, as developed in the work of the land-grant colleges and experiment stations, was well illustrated in the collective exhibit of these institutions in the Palace of Education of the Louisiana Purchase Exposition. This exhibit, which occupied about 16,000 square feet of space, was planned, collected, and installed by a committee of the Asso ciation of American Agricultural Colleges and Experiment Stations, of which W. H. Jordan, director of the New York State Agricultural Experiment Station, was chairman, and A. C. True, Director of the Office of Experiment Stations, secretary, and which included in its membership the United States Commissioner of Education, W. T. Harris. James L. Farmer, chief special agent, had immediate charge of the execution of the plans of the committee. Centrally located in this exhibit were exhibits of the Bureau of Education and the Office of Experiment Stations, representing the United States Government in its relations with the colleges and stations. Around these were grouped exhibits illustrating the methods, appliances, and results of the educational and research work of the colleges and stations in agriculture and mechanic arts, subdivided according to the main divisions of these subjects. The agricultural exhibits were as follows: I. Agronomy, or plant production, including soils, in charge of Prof. M. F. Miller, Ohio State University, Columbus, Ohio: fertilizers, Director E. B. Voorhees, New Jersey Agricultural Experiment Stations, New Brunswick, N. J.; plant laboratory, Dr. W. H. Evans, Office of Experiment Stations, United States Department of Agriculture, Washington, D. C.; field crops, Mr. J. I. Schulte, Office of Experiment Stations, United States Department of Agriculture, Washington, D. C.; horticulture and forestry, Prof. S. B. Green, University of Minnesota, St. Anthony Park, Minn.; plant pathology, Mr. F. C. Stewart, New York State Agricultural Experiment Station, Geneva, N. Y.; economic entomology, Prof. Clarence P. Gillette, State Agricultural College of Colorado, Fort Collins, Colo. II. Zootechny, or animal industry, including animal husbandry (investigation), in charge of Director H. P. Armsby, Pennsylvania Agricultural Experiment Station, State College, Pa.; animal husbandry (instruction), Prof. Thos. F. Hunt, Cornell University, Ithaca, N. Y.; veterinary medicine, Prof. D. S. White, Ohio State University, Columbus, Ohio. III. Agrotechny, or agricultural technology, including dairy laboratory, in charge of Prof. E. HI. Farrington, University of Wisconsin, Madison, Wis.; sugar laboratory, Director W. C. Stubbs, Louisiana Agricultural Experiment Stations, Audubon Park, La.; inspection of foods, feeding stuffs, fertilizers, etc., Director M. A. Scovell, Kentucky Agricultural Experiment Station, Lexington, Ky. IV. Rural engineering, or farm mechanics. This exhibit has been prepared under the direction of Dr. Elwood Mead, Office of Experiment Stations, United States Department of Agriculture, Washington, D. C. V. Rural economics, or farm management. This exhibit has been prepared under the direction of Prof. Fred W. Card, Rhode Island College of Agriculture and Mechanic Arts, Kingston, R. I. |