But while this method applied a high test to the educational spirit of the State and afforded a proof of the high quality of it, it was a very faulty method when results in the exhibit itself are considered. Uncertainty as to the time and the amounts of the contributions existed up to the very day of the opening of the exposition, so that no broad or permanent method of organization of the work was ever possible. The exhibits from the different towns and schools were sent in spontaneously and independently; but necessarily, viewed from the standpoint of philosophical principles, or even from that of methodical, practical organization and generalization, the exhibit as a whole was without form and void. It is true, however, that individual exhibits from some cities and from some of our State institutions were complete and well rounded and illustrative of the best modern conceptions of the functions of such educational units.

In the main it may be said that the exhibit amply proved that Texas is an alert student of educational progress; it is trying all things that other States are trying; it is holding fast to the three R's, and has laid hands on the three arts-liberal, industrial, and fine-and the exhibit displayed worthy specimens in all departments.

UTAH.

BY HORACE H. CUMMINGS, DIRECTOR OF THE EXHIBIT.

THE EXHIBIT.

The educational exhibit from Utah occupies a booth about 30 by 27 feet and is displayed upon the walls and in cabinets and glass cases, etc. It consists of samples of pupils' work in all the lines of the most advanced school work and methods. A row of photographs of modern schoolhouses along the sides form an upper frieze which illustrates the fact that Utah has $39.93 per capita invested in school property, while the per capita tax for the annual maintenance of the schools is equally high in proportion.

Below this frieze are found on one side samples of art work and charts illustrating history, geography, and nature study, while on the other side is arranged a display of manual-training work, sewing, basketry, and colored paintings. Nine leaf cabinets on each side, with bases and shelves containing photographs, written work, sewing work, designs, drawing, and other art work, complete the display on the sides of the booth, one side illustrating elementary schools and the other secondary and parochial schools. The end of the booth is occupied chiefly by the display from the State Normal Training School, consisting of an upper frieze of nature-study art panels, underneath which are three rows of plaster casts of things and scenes illustrating class work, and then a number of original designs for clay work, tiles, sewing, etc., and a design for a large rug, with sections of the same in process of weaving. A model of a mine and cases filled with specimens of clay work, sewing, weaving, etc., complete the training-school exhibit, and, with a fine roll-top desk made by pupils of the Snow Academy, cover the end of the booth to the floor. A hexagonal case filled with work from the State school for the deaf and the blind finishes the list of exhibits.

Space for an exhibit was secured at so late a date that very little time was allowed the schools to prepare any special work, but the display shows that Utah has an efficient school system extending to the remotest parts of the State,

employing the latest methods, and using the best text-books, supplied free to the pupils.

A class of second-grade children from the school for the deaf attracted a great deal of attention during their two months' work at the fair. The latest and best methods were employed, with the result that all the children had learned to speak orally and read lip movements. The daily class work attracted large crowds of the general public and afforded experts and teachers interested in that kind of work a valuable object lesson.

The exhibit most instructive for workers in elementary education was the normal training school exhibit, which illustrated a new and unified course of study worked out by the faculty of the State normal school. It seeks to provide as follows for the correction of the common defects in the usual school work:

First. To utilize instead of suppressing the natural physical activities of the child and make them cooperate with his mental activities.

Second. To encourage original effort on the part of the child instead of prescribing in detail all his school work, as is usually the case.

Third. To unify the whole school work, so that each recitation is seen to be related to the rest of the school work, instead of teaching each branch as a separate, disconnected study.

Fourth. To provide many opportunities for the children to do and say nice and kind things to others, and thus cultivate the altruistic tendencies in their natures in the best way.

Fifth. To socialize the work of the schoolroom and furnish the same incentives to work as actuate the pupil in life, while it places the usual formal studies in a similar relation to the main school work that they occupy in life outside of the school.

The central subject in each grade, respectively, and out of which the formal studies naturally grow, is as follows:

First year: Home environment and relations; lessons on things already somewhat familiar to the young child.

Second year: Shelters. Study of the house; birds' nests and animal shelters; adaption to the needs of their occupants.

Third year: Foods; obtaining, preparing, serving, kinds, cost, etc. Fourth year: Clothing; necessity, kinds, uses, where obtained, and how prepared; animal coverings, adaption.

Fifth year: Sources of supply. As the pupils have become familiar with the three great necessities whence spring most of our activities for life, they next study the sources of supply of the things needed for shelter, food, and clothing. Sixth year: Manufacturing these supplies; evolution of machinery, effects, etc.

Seventh year: Transportation and commerce; getting the manufactured products to the consumers; evolution of the means and methods of transportation on land.

Eighth year: Navigation and foreign commerce; relation to other countries; evolution of ships, etc.

Ninth year: The world's great empires and what made them great.

It is believed that the proper development of these topies in accordance with the principles already stated gives the child a comprehension of the things which engage the attention and labor of the average citizen during his life, and therefore prepares him better for life than the ordinary course of formal, unrelated "recitations" usually given. The so-called "common branches" are by no means neglected, but are taught more intensely than before, since a more natural motive stimulates the pupil. He does much reading, for example, in his

search for information on matters of interest to the class, as well as in imparting that information to the class, under the stimulus of the same motive which actuates most of his reading through life. Arithmetic, language, history, geography, spelling, writing, etc., are all taught in this way, at least in the beginning until their necessity is fully realized, and then the usual formal work is given when needed. The natural motive makes learning very much easier and quicker than an artificial one; hence fewer exercises are needed in the formal studies, leaving more time and strength to devote to the central subjects of study.

In short, whatever the pupil reads or writes or makes or paints, the problems he solves, and the principles and facts of science he learns, are made to grow out of or illustrate something he has learned about the central subject of thought as far as possible. He thus becomes accustomed to seeing things in their mutual relations, and unconsciously acquires the ability to recognize and form an estimate of all the conditions and influences in life which may contribute to aid or defeat a desired result. He will be more successful in life,

VIRGINIA.

BY A. M. DOBIE, OF THE UNIVERSITY OF VIRGINIA.

THE VIRGINIA EXHIBIT.

The institutions represented in the Virginia educational exhibit embraced the primary public schools, Roanoke College, Hampden-Sidney College, the Randolph-Macon system of schools and colleges, and the University of Virginia. All of these exhibits were installed in the Virginia State building.

The exhibit of the primary public schools consisted chiefly of specimens of the written work done by the pupils of these schools as required, together with many small objects, the handiwork of the school children, showing the progress made in the various grades along practical manual lines.

The exhibits of Roanoke College and Hampden-Sidney College were very similar in character, composed chiefly of different views of their main buildings and the most picturesque spots in their grounds.

The Randolph-Macon system was represented by a series of cabinets containing charts showing the courses of instruction, photographs of grounds and buildings, the faculties of the various institutions, and student organizations. The cabinets were very comprehensive, and to the interested observer conveyed a faithful impression of the life at the schools and colleges comprising the system. In this exhibit stress was laid on the Randolph-Macon Woman's College, near Lynchburg, Va., an institution occupying a unique and high position in the higher education of women in the South and whose influence has been constantly widening during the last decade.

The most elaborate, complete, and interesting exhibit in the Virginia building, however, was that of the University of Virginia, the capstone of the Virginia public school system. To the founding of this university Jefferson gave the best activities of his later life, and directed that on his tombstone should be placed the title, of which he was so justly proud, that of "Father of the University of Virginia." The most interesting objects in the university exhibit were the Galt heroic statue of Jefferson, the Sully portrait of Jefferson, and

the chair in which he sat when. as Vice-President, he presided over the United States Senate. Many transparencies and photographs showed the picturesque beauty of the grounds and buildings, many of which were planned by Jefferson himself, while numerous mural tablets showed the prominent part played in the destinies of the nation and in the various learned professions by the alumni of this venerable institution. In many ways, too, the distinctive features of this institution were brought out, particularly the honor system, of which the university is the father, and the elective system of independent schools in the academic department. Altogether, the pioneer of State universities was represented by an exhibit that was at the same time complete, comprehensive, artistic, and interesting.

Besides the institutions first mentioned, the Virginia building contained small exhibits from Hollins Institute, Sweetbrier Institute, and the Virginia College for Young Ladies.

WEST VIRGINIA.

THE EXHIBIT.

The West Virginia educational exhibit at St. Louis was not very large or varied, but it contained a number of features that indicate a good degree of industrial progress in the Mountain State. The exhibit consisted of maps, charts, drawings, models, and other kinds of handicraft, together with photographs, books of manuscripts, etc. It was prepared under the direction of State Supt. Thomas C. Miller, who was assisted by some of the leading educational workers of the State.

One of the most noticeable portions of the exhibit was a series of graphic charts, prepared by the schools of Parkersburg and Sistersville, illustrating by pictures, drawings, and miniature objects the growth of some industry or the development of some product, as glass from sand, leather from rawhide, nails, springs, etc., from iron ore, and silks and other fabrics from the cocoon, the cotton boll, or wool. Each chart was accompanied by a sketch describing the various processes of manufacture. Lumber, agricultural products, and the minerals of the State were also made prominent by this graphic presentation, the charts showing the strata of oil-bearing sands and the situation of the coal measures claiming especial attention.

In the exhibit were about 100 volumes written by West Virginia authors, a number of educational works, a full set of the publications issued by the State department of schools, including the History of Education in West Virginia, recently published. This book of over 300 pages and containing many illustrations gives quite a full account of the growth and development of the educational work of the State, and has been widely distributed.

Over 500 photographs were shown in cabinets. These were of schools and school buildings chiefly, and indicate a good degree of advancement in schoolhouse architecture. The manuscript exhibited was the everyday work of the pupils and was of such a character as to indicate commendable progress.

The allowance made by the State commisssion for the educational exhibit was $2,000, but this sum was considerably supplemented from the contingent fund of the department of schools and by a large amount of gratuitous labor.

WISCONSIN.

BY W. D. PARKER, DIRECTOR.

THE EXHIBIT.

A committee consisting of fourteen persons was named by the Wisconsin Teachers' Association at its annual meeting in December, 1901, under whose direction steps were taken that have led to the representation of Wisconsin at the Louisiana Purchase Exposition. William George Bruce, of Milwaukee, publisher of the American School Board Journal, set in motion the activities that resulted in the creation of this committee, and his judgment has been followed in the proceedings in the name of the State.

When convened in May, 1902, the committee found insufficient funds for its purposes and, after naming a subcommittee to outline a general plan of procedure, adjourned subject to call. The general committee was convened in September, 1902, and the subcommittee reported through William George Bruce that all branches of the State educational system were represented in the committee; that groups of educational exhibits had been named by the exposition managers; that it was recommended that some person be named to direct affairs in behalf of the committee; that 5,000 feet of floor space be secured for displaying work; that an appropriate booth structure be erected in the palace of education for receiving the exhibits; that exhibitors be assured that all articles contributed would be received at a central place in the State, displayed, cared for, and returned to exhibitors at the close of the season, all at the expense of the State after the exhibits should come into possession of the committees, and, finally, that the State managers should be invited to appropriate $10,250 for meeting the expenses, and that they should be informed of these determinations and requested to allow the sum named.

The general committee held the third meeting on December 29, 1902, and adopted a report made by William George Bruce that provided a detailed plan of an exhibit in conformity to the general outline framed by the chief of the department of education of the exposition. The committee voted to recommend the Wisconsin Teachers' Association, then about to convene, to petition the legislature to set aside the sum of $10,000 for the use of the committee.

The legislature having made its final appropriation for the exposition, and the committee having been notified that $7,000 had been placed at its command, the committee was convened at Milwaukee on August 29, 1903, and it was voted that W. D. Parker be made permanent secretary to prosecute the business; that a special auditing committee be authorized to act during the season, and that the actual work be set in motion at once.

The board of school directors of the city of Milwaukee tendered ample rooms in the city hall for the use of the officers, necessary office furniture was assembled, a stenographic typewriter was employed, and on the 18th of September the whole plan of the exhibit was borne to the attention of teachers and superintendents by printed circulars. Personal visitation at local associations of teachers during October showed such apathy that a revised circular was mailed urging school board members, teachers, and superintendents to authorize the preparation of exhibits, and thereafter the whole work progressed encouragingly, so that, agreeable to dates fixed, the exhibits began to assemble at Milwaukee early in February. On the 2d of April all material had arrived at Milwaukee, had been acknowledged, inventoried, assorted, delivered to a transportation company, and consigned to the exposition, where it was delivered in