excellent condition on the 10th of April. Minor details excepted, the installation was completed at the date of the formal opening of the exposition on the 30th of April. In this final movement the celerity of transportation companies and the routine enforced by the exposition company were so complete as to leave little for the director to wish.

The secretary's office during the season of fifteen months issued 4,000 copies of the chief circulars, 1,500 copies of mimeographs, 240 editorials, and 1,200 individual letters.

The space allotted to Wisconsin was at the east of the main north door of the Palace of Education, 27. feet wide and extending 75 feet along the main north wall. Built upon this space was a platform raised 4 inches, and erected thereon was a façade having fluted columns that supported a massive cornice, all built of wood and painted white. Four partitions abutting the north wall and 26 cabinets, each having 15 swinging leaves, extended the wall surface so that its aggregate was 3,500 feet.

The exhibit was planned to show samples of each feature of the public school system as recognized by statutes and to include material from private and parochial schools as far as practicable.

The public school system consists of schools of country districts and of cities that fall under the supervision of local and State officers. The names of the departments are kindergarten, primary, intermediate, grammar, State graded, high, and university, but the university exhibit occupied space separate from that of the State exhibit. In addition to the public school exhibits proper this exhibit included articles from the State schools for the blind, for the deaf, for the dependent, for wayward boys and girls, for the feeble-minded, and from the State normal schools, the county teachers' training schools, the county schools of agriculture and domestic economy, and the United States schools for Indians. While manual training products were prominent, the exhibit was designed to represent all other phases of school activity, and to this end an abundance of manuscript books, drawings, photographs, courses of study, and models of school equipment and drawings of schoolhouse construction were installed.

One of the chief attractions was the line of photographs and charts of courses of study shown by two county schools of agriculture and domestic economy— institutions of unique character in America-one located at Menominee, the other at Wausau. They are housed at the expense of the respective counties, are maintained in part at the expense of the State, and their courses of study of two years' duration comprehend an interesting body of work that has called many boys and girls of farmers to enlist permanently in industries that are represented in the following branches of study:

For boys: Blacksmithing, carpentry, dairying, farm accounts, rural architecture, soil, fertilizers, and work in soils.

For boys and girls: Business arithmetic, civil government, English, library readings, economic insects, disease, plant life, poultry, United States history, vegetable and fruit gardening.

For girls: Chemistry of foods, cooking, sewing, millinery, home economy, home nursing, hygiene, and laundry.

The wood exhibits in manual training prepared by students of the Oshkosh State Normal School and the outlines in domestic economy by the Stevens Point State Normal School showed excellence for the experimental period of three years. These products seemed to justify the zeal of the advocates of those lines for teachers.

The city of Milwaukee made a special appropriation of $4,000 for its exhibit. Mr. A. E. Kagel, assistant superintendent of the city public schools, was placed

in charge of the preparations for the exhibit. In an allotted space of 460 square feet he tried to show the work of 38,553 pupils, taught by 956 teachers, and housed in 56 splendid buildings, also the work of such institutions as the public museum which correlate with the actual school work. To show this in a logical manner the exhibit was made to be distinctly developmental in its make-up, with the idea of growth predominant everywhere.

To add an original feature and make the exhibit more attractive Mr. Kagel conceived the idea of showing, by means of 500 records, covering a variety of 130 lessons, the work of the Milwaukee school children in reading, recitation, and singing.

Flanked on one side by a series of cases showing manual-training work, and on the other side by cases and cabinets showing school-museum work and photographs of buildings, the back of the exhibit booth is used to display drawings, by means of both wall and cabinet mountings. The front is given an inviting appearance by a huge settee and armchair-both products of the high school manual-training department. The written work is found in substantially bound volumes distributed on a large table, while the kindergarten work is mounted on a frame made especially for that purpose.

The administrative side of the school system is elucidated by a series of charts, which also give statistical information. Of the total number (103,923) of children of legal school age, 4 to 20 years, only 40.6 per cent attend public schools, private schools drawing 21.2 per cent. The public school children are taught by competent teachers holding a university or State normal school diploma, or some certification of efficiency to teach given by a committee of the school board. Appointments are made by the committee on examination and appointment of the board of school directors. The latter, one from each ward, are appointed by the school board commission, four in number. These in turn are appointed by the mayor for a term of four years, only one commissioner's term expiring each year.

The excellence of the kindergarten exhibit has influenced several prominent educators to visit Milwaukee that they might look into the system which showed such results.

Without enumerating in detail all the branches taught in the grammar grades and high schools, especial mention should be made of the work in drawing, geography, writing, and arithmetic.

The school for the deaf was well represented, its unique feature being a series of phonographic records portraying the results in speech obtained from the teaching of articulation and enunciation.

A case filled with museum specimens indicates that the institution is doing something tangible in helping to educate the school children of the city. A pamphlet describes at length the working of the system by means of which 20,000 pupils received instruction at the museum during 1903. This work of the Milwaukee public schools "is probably unique in the history of the schools of the United States, in that attendance at the museum is required of pupils. All classes from the third to the eighth grade are sent to the museum for certain definite work correlated with their class studies, and museum work is as much a part of the school work as any other study of the curriculum."

In conclusion, the series of pamphlets on various phases of school work issued by the Milwaukee board of school directors must be mentioned. They covered such subjects as school laws, portable schoolhouses, cooking schools, etc., and did much to enlighten the student in regard to educational conditions in Wisconsin's metropolis, thus greatly adding to the efficiency of the exhibit. The cities of Appleton, Ashland, Chippewa Falls, Madison, Merrill, Neenah, Janesville, and Superior made satisfactorily organized exhibits.

The Wisconsin free library commission showed photographs and statistics relating to many library buildings and organizations in the State and two traveling libraries, one containing books in English and the other in German.

The German-English Academy and the National German-American Teachers' Seminary, of Milwaukee, were represented by sewing, clay modeling, manuscript books, and allied material.

The Hillside Home School, at Hillside, showed photographs, drawings, and descriptive circulars that indicate a unique institution located in the country, which has courses of study extending from the kindergarten to preparation for college. The Gesu parochial school, of Milwaukee, showed excellent manuscripts, maps, and photographs.

Exhibits from the Stout Manual Training School and the allied Stout Teachers' Training Schools at Menominee made a group that justly attracted much attention from all classes of visitors. The exhibits consisted of the latest approved forms of conventional objects and some very suggestive extemporized forms, all in wood, iron, and fabrics, and photographs of raffia and clay models whose originals were deemed too bulky and fragile for transportation. These schools omitted manuscripts and other documentary articles, showing, however, a remarkable collection of model designs for wall paper and fine lines of drawings and water colors.

The Wisconsin Home for the Feeble Minded, at Chippewa Falls, showed that its inmates have skill in raflia, manuscripts, wood construction, and shoemaking. This school was well represented.

Industrial products shown by city schools for the deaf were valid arguments in favor of such institutions, and manuscript books and papers completed the illustration of the instruction given by the purely oral method, a method believed to promote advancement of the deaf in self-helpful habits.

Pamphlets giving the courses of study of many schools that were otherwise represented were sought especially by visitors from foreign lands and by those who were in pursuit of means of realizing ideals. Among the courses that attracted marked attention were those of rural schools (courses now in operation more than twenty-five years under direction of the officers of the State department of education), those of State graded schools directed by State officers, of the county training schools for preparation of teachers of rural schools, and of the county schools of agriculture and domestic economy.

At the close of the season, when all exhibits shall have been dispatched to their places of origin and all bills shall have been paid, the $7,000 appropriated for the use of the committee will have been expended. No serious deficiency resulted from reducing the actual expenses some $3,000 below the original estimate, though some desirable exhibits in statistical lines relating to the whole State were of necessity omitted.

It is the prime economic object of a world's fair to advance ideals. None but superior exhibits will attract sufficient attention to enable visitors to bear impressions to their homes that may persist sufficiently to take concrete form in the new locality. Therefore the director for each State serves one of the largest interests by soliciting and installing only the best that his constituents can produce, for the discriminating visitor, who at home might plead for the display of mediocre articles, will in the presence of the excellencies of the fair, approve the director's original rejection of duplicates and of series that require minute attention. This conviction readily suggests that mere personal gratification of seeing one's products at a great fair is no sufficient reason for their installation.

CITY OF CHICAGO.

BY C. D. LOWRY.

THE EXHIBIT.

The exhibit of the board of education of the city of Chicago at the Louisiana Purchase Exposition occupied a portion of the booth devoted to the exhibit of the State of Illinois.

The plan of the booth was prepared under the direction of the State commission, and the expense of erecting the same was borne by the State. The city exhibit occupied a floor space of about 27 by 30 feet. Its chief features were: An account of the organization of the board of education.

A brief historical sketch of the schools, illustrated by a series of photographs of typical school buildings, beginning with the one-room frame building erected in 1837. Descriptions and illustrations of the various departments through which the school board carries on its work.

Descriptions and illustrations of the work of the Chicago Normal School; the work of the compulsory educational department, including the work of the parental school and the school at the House of Correction; the work of the evening schools and vacation schools, illustrations showing the development of schoolhouse construction, heating, and ventilation; an exposition of the course of study in each of the subjects taught.

The descriptions were printed, and, together with the illustrations, were mounted on large cards and hung in cabinets of the usual sort.

On the walls of the booth were hung a number of pictures furnished by the Public School Art Society as suitable for schoolroom decoration; also several pictures of the latest types of school buildings erected by the city.

The work in illustration or exposition of the course of study was prepared as follows: A general notice was sent to all the schools stating that written work or work in drawing was wanted in all subjects and all grades, and each school was permitted to send in what it preferred, it being stipulated that in any case the work of a whole class should be presented and that the work should be the ordinary school work. From the papers that were sent in two kinds of selections were made.

First. Papers were selected which, taken together, would represent typical work in a given subject, from the lowest grade to the highest grade in which that subject was studied. For example, the work in English was shown as developed through the eight grades of the elementary schools, excluding the kindergarten, and the four grades of the high schools. The work in science, beginning with the simplest nature study in grade 1, was shown as developing into geography and elementary science in the higher grades, and then into the sciences of physics, biology, etc., in the high schools. These selected papers were mounted on sheets of cardboard.

These cards were fastened in swinging frames that were inclosed in cabinets. The cabinet containing work in any given subject in the elementary schools was placed near that containing work done in the same subject in the high schools. One cabinet was devoted to the work of the kindergarten. It contained cuttings, drawings, hand work, and photographs of classes at work or play.

Second. The work of entire classes in a given subject was bound up in volumes, a number of volumes being devoted to each subject. A few volumes were also arranged to show the development of a given subject through a number of grades in one school.

The exhibit in manual training consisted of three parts:

(1) The work of the R. T. Crane Manual Training School. This school has in addition to the usual equipment of laboratories, etc., for the regular high school course of four years, large and fully equipped machine shops, carpenter shops, foundry, and blacksmith shop. The exhibit of this school occupied a large case, and consisted of the finished work of pupils in the four lines of manualtraining work above mentioned; also of a complete gas engine about 20 inches high, the work entirely of the pupils of this school. Two cabinets were devoted to the drawing and academic work of the school.

(2) The manual-training work of the elementary schools.-This consisted of models by the boys of the seventh and eighth grades of the elementary schools. All of the boys of these grades in the elementary schools are taught manual training (carpentry and mechanical drawing) by special teachers. The work of the girls in the seventh and eighth grades in sewing was illustrated by samples of exercises in sewing and by finished garments. The work in cooking was described in writing. All of the classes (girls) in the seventh and eighth grades of the elementary schools are taught either cooking or sewing by special teachers.

(3) The construction work of the grades below the seventh in the elementary schools. This work has not been systematized. The work shown was a selection of that which was done in many of the schools under the supervision of the grade teacher, and consisted of work in many materials, such as beads, raffia, paper, cardboard, cloth, clay, etc.

The work of the elementary schools was displayed in the showcases and upon shelves in the lower part of the cabinets. One cabinet was devoted to the work in physical training and the work of the child-study department. The work in physical training was illustrated by a large number of photographs, showing pupils at work on all forms of apparatus in the high school gymnasiums and pupils playing various athletic games in these gymnasiums, and photographs of the pupils in the elementary schools exercising on the simpler apparatus installed in corridors and class rooms. In the high schools the work is carried on by special teachers of physical culture. Each high school is supplied with a fully equipped gymnasium. In the elementary schools the work is conducted by the elementary teacher, supervised by special teachers.

The work of the child-study department was made up of photographs and charts illustrating the variations in height, weight, physical strength, and vital capacity of children; by diagrams showing the rate of fatigue and variations of energy of children during different hours of the day; also, descriptions and illustrations of the ways in which children are examined to determine their physical condition. The diagrams were made from data obtained from the examination of several thousand pupils in the Chicago schools.

The exhibit of the compulsory-education department outlined the methods by which truants are followed up and the means by which the Parental School and the house of correction endeavor to reform persistent truants and juvenile criminals. The department is organized under State law. The head of the department has under his charge about 25 truant officers. Habitual truants are reported by the schools. These are followed up; the parents are admonished, if the absence is due to their negligence; and, as a last resort, delinquent parents are prosecuted if they fail to send children to school. The Parental School occupies a number of buildings located upon a large farm on the outskirts of the city. Truants and boys who are incorrigible in the ordinary schools are committed to this school by action of the juvenile court. Here the boys attend classes in the ordinary studies and in manual training during part of the day and have vigorous drill in military tactics; during the open season