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income from the rentals of these lands and from the interest of the school fund forms the school income fund, which is semiannually distributed as stated above. The other school revenues are derived through a system of local taxation (a general county tax fixed by each board of county commissioners, the minimum allowed being 2 mills, and a special tax levied by the electors and varying in amount in the districts of the different classes) and from fines and forfeitures fixed by law.

Provision was made in the constitution for the establishment of a State university, and the institution was opened in 1877. It is located in the town of Boulder and has become far-reaching in its influence. Its first president was Dr. Joseph A. Sewall, the position being filled for the past twelve years by Dr. James H. Baker. The university is supported by a two-fifths mill State levy.

A school of mines was established at Golden in Territorial days and is a flourishing institution at the present time. Its students receive practical instruction in all lines of importance in mining work, such as engineering, assaying, etc., and its graduates may be found in the South African and South American gold fields, Europe, Australia, and Alaska, as well as in important positions throughout our own States.

The State Agricultural College was established at Fort Collins in 1879, and is doing excellent work in solving the agricultural problems peculiar to an arid region.

The State normal school was established at Greeley in 1890, and yearly sends out a large class of well-equipped teachers, but as yet the supply of teachers obtained from high school and college graduates and the normal school is insufficient to meet the demand of the State, which circumstance has attracted instructors from every part of the Union. In 1877 a law was enacted providing for the establishment and support of teachers' normal institutes, the various counties of the State being grouped for the purpose into thirteen institute districts. The county superintendents serve as members of the executive committees managing the institutes. The instruction in these institutes is given by educational people of high standing and has been productive of much good, better equipping teachers for the work of the smaller schools.

Institutions of importance are the State school for the deaf and blind and the State industrial schools for boys and girls, the work of which is on a thoroughly practical basis and is accomplishing most helpful results for the classes of children concerned.

A law providing for the establishment of free kindergartens in any school district was passed in 1893, and provides for the training of children from 3 to 6 years old, the latter being the age of eligibility to enter the regular public school work.

The common school work provides for eight years' elementary and four years' high school work. The law demands that the elementary schools must be maintained for at least sixteen weeks in each year to be entitled to a share of the State school income fund.

Local school affairs are managed by boards of directors of from three to five members, who are elected by vote of the people, the terms being from three to five years. These boards have full power to employ and discharge teachers, fix the course of study for the schools, and make rules and regulations governing them. In districts having over 1,000 children of school age the boards have the power to examine and certificate teachers, and also to fix the amount of the special district tax before mentioned.

Women in Colorado have always had the right to vote for members of school boards and to be members. Since the granting of full political rights to women, through act of the legislature in 1893, at least one-half of the county superintend

ents have been women, and women have continuously filled the office of State superintendent of public instruction since that time.

It is held to be largely due to the work of the women that the excellent compulsory laws now existing have been passed. These provide that every child between the ages of 8 and 16 shall be sent to a public, private, or parochial school during the entire school year, save that a child over 14 who shall have completed the eighth grade, or may be eligible to enter a high school, or whose help is necessary for its own or its parents' support, if in the latter case such child is being sufficiently instructed at home by a person qualified, shall not be required to attend school. The law also provides for the punishment of truant children by commitment to the industrial school or some other training school. Provision is made for the appointment of truant officers, whose duty it is to see that the law is thoroughly enforced in their district. Children under the age of 14 can not be employed in any factory or other place of business during the school term. All children over 14 and under 16 years of age who can not read and write English are required to attend school half the time or have private instruction from some person.

Free text-books may be provided by any district school board upon a majority vote of the electors of the district for the pupils in the schools. There is no State system of text-books, each school district having the privilege of using whatever books may be decided upon by its board of directors, the law requiring that changes in text-books be not made oftener than once in four years.

The schools of the State are passing more and more into the hands of women, the work of the men being practically restricted to the high school grades and principalships. The average wages per month in graded schools are, for men, $86.65, and for women, $58.58; in rural schools, for men, $52.27, and for women, $45.15.

The average expenditure per child of school age for school purposes in the year 1904, based upon the total enrollment, was $38.76, which includes only expenditures for elementary and high school work. The total expenditure per capita of the population for education in 1904 was $6.41. The growth of the State during its twenty-eight years of existence is plainly shown by the following statistics:

Children of school age (6 to 21) in Colorado in—

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In planning and preparing the exhibit of Colorado for the Louisiana Purchase Exposition the following purposes were kept in mind:

First. The schools of the State must be directly benefited in the preparation of the exhibit. In order to accomplish this end it was urged that all work be prepared during the preceding school year and with the pupils' knowledge that some of it would be sent to the fair; also, that the exhibit would be displayed at the school, or at the superintendent's office, so that parents and others could see what the schools were doing and surmise what they would be able to do under more favorable conditions.

This plan was pursued in many instances, and it proved to be a source of

much information to the parents as well as the general public and brought both into closer sympathy with the schools and their management.

It was also understood that all exhibits of the State would be assembled at Denver prior to being taken to St. Louis, thus giving the added opportunity to see what is being done in other parts of the State. Thousands visited the collective exhibit. All seemed surprised, and many wondered if the children could do it again.

Second. The course of study of each school should be illustrated as fully as possible by the actual work of the pupils in that school, thus benefiting the entire State, as well as the school, by giving opportunity for comparison, if not furnishing new ideas to students of education at the exposition.

Third. The complete system of public education should be shown as an organic whole-from the kindergarten through the elementary, secondary, and higher - schools, including the juvenile court and detention house, the industrial school for boys, and the school for girls, the State home for dependent children, and the school for the deaf and blind, the State university, the State normal, the State agricultural college, and the State school of mines.

Fourth. There should be demonstrated what can be accomplished in manual training and domestic science in a period of eight or ten years, working one and one-half hours per week in the elementary schools, and three or four times as much in the secondary manual schools. Also the relative importance of these subjects in the courses of study of the various schools in the State, and their influence, if possible, on the remaining subjects taught.

Fifth. To show that drawing and art can be correlated with manual training from the kindergarten through the elementary and secondary courses of study, and that they should be so correlated.

Sixth. To show the evolution of the schools of Colorado during the past twenty-eight years, relatively and absolutely, by means of six models of schoolhouses, consisting of the " dugout," sod house, log house, modern rural frame house, modern city graded school, and high school; and by statistical tables showing the growth of interest in education, and the State's position compared with the other States, with reference to expenditures per capita for school purposes.

The substance of the foregoing and many general and special suggestions were embodied in circular form and distributed to superintendents, principals, teachers, and school authorities throughout the State.

In the main only general suggestions were made for the preparation of material to illustrate courses of study. It was not desired to secure uniformity in the work from all the schools of the State, but to give as much freedom as possible to teachers and supervisors in preparing their exhibits, provided that the preparation be made with fidelity to their course of study. Special directions were given with reference to certain kinds of drawings and their mounting; to the form of the manuscript work, the original draft with its indicated corrections in red ink to be preserved and bound with the pupil's corrected copy, thus showing a teaching process; the different steps in the production of certain finished pieces in manual training were to be illustrated, and for the same purpose.

Special visits were made to superintendents and supervisors, to superintendents' and teachers' associations, and to State institutions, in order to gain and disseminate ideas that might prove helpful in preparing the exhibits.

All parts of the State's exhibit were prepared, collected, arranged, and installed in accordance with the purposes and general plan above mentioned.

The various kinds of work from each system of schools were installed as a unit, showing the grades in progression rather than by subjects.

Some of the most striking exhibits-the "Evolution of the schoolhouse," the

tissue-paper art windows, and the manual training from various schools were placed in the back part of the booth in such position that no one could fail to see them from the aisle outside.

The walls and partitions were covered with manual work, maps, charts, photographs, and more than sixty educational leaf cabinets filled with drawings, photographs, and paintings. Nearly two hundred bound volumes of manuscript were displayed on the shelves of the cabinet bases.

It was the intention to arrange the exhibits in a simple, orderly, tangible way, so as to attract and hold the attention of the visitor, and at the same time to assist him in following up the illustration of any course of study.

Some of the lessons of the exhibit may be summarized as follows:

First. In order to be of most value an exhibit must consist largely of the regular school work rather than special work or show work. It should be collected throughout the school year, and ought to show a teaching process wherever possible.

Second. Manual training, correlated with drawing and art, is not of importance mainly on its own account, but in its bearing and influence, directly or indirectly, on every other subject studied, and through these on the character of the child. The inference might here be made that if manual training one and one-half hours per week is good, three or four hours per week would be better.

Third. If the general opinion of visitors be taken as the expression of good judgment, an exhibit should be simple enough to be readily understood, yet complex enough to be educative in its general effect.

Fourth. A lesson to the school men of Colorado is that while her schools are doing some things as well as, and some things better than, they are done in other parts of the world, still they are doing other things not so well, and ample room for improvement may be found in many parts of the State.

CONNECTICUT.

BY C. D. HINE, SECRETARY OF STATE BOARD OF EDUCATION.

THE EXHIBIT.

The Connecticut educational exhibit was arranged by towns and cities, except in the portion displayed on the walls.

On the south wall are two panels of drawings from the Arsenal, Northwest, Northeast, Second North, Brown, and Washington Street schools of Hartford; charts from New IIaven, showing drawing and water colors; charts of watercolor work from New London; charcoal drawings from Middletown. On the north wall are drawings from Middletown; picture of the New Haven High School; pottery and basketry, original designs on cloth, leather, and wood from the New Haven schools; woodwork from the Stamford schools. On the east wall are three panels of raffia work and three panels of woodwork from the South School, Hartford; three panels of machine work, woodwork, forging, Venetian ironwork, and pottery work from the pupils of the Boardman Manual Training School, New Haven; four panels of work from the manual training department of the Hartford High School; two panels from the West Middle School, Hartford, showing specimens of the pupils' work in drawing and original design.

The Middletown exhibit is shown in cabinets 1 and 2. It consists of papers and illustrated booklets, showing correlation of nature study, language, and drawing, and history and geography with language and drawing. In the cases below are bound volumes of pupils' work in history, geography, nature study, Latin, physics, essays, drawing; and from the high school, work in French, German, Latin, physics, chemistry, botany, zoology, political economy, Greek history, English.

The New Haven exhibit is in cabinets 3 to 15, 53 to 56, inclusive. In these cabinets are exhibited specimens of pupils' work in drawing, kindergarten, nature study, science, English composition and letter writing, technical grammar, local history, United States history, penmanship, sewing, handicraft work, reading, arithmetic, suggestions for busy work. On the shelves are shown bound volumes of pupils' work in the subjects enumerated above, and also of kindergarten work. The high school work is shown in cabinets 12 to 15 and also on the panels above the cases. In the cabinets are shown the blanks used in the high school administration, outline of the courses of study, showing the number of periods devoted to each study, work from the business department, free-hand drawings, mechanical drawings, samples of work in sewing, domestic science, botany. Particular attention is called to the photographs of the pieces in wood carving, pottery, Venetian ironwork, shop work, and sewing actually completed by the class graduating from the Boardman Manual Training School in June, 1903. On the shelves are bound volumes of high school pupils' work in drawing, domestic science, geography.

The Hartford exhibit is shown in cabinets 16 to 26 and 32. The high school exhibit is in cabinets 16 to 18, and shows pupils' work in constructive drawing, free-hand drawing, work from the commercial department. In the cases are bound volumes of constructive drawing, blueprints, business forms, and specimens of the work of the pupils in the manual-training department. Other specimens from the manual-training departments are shown on panels above the cabinets. The work from the graded schools is shown in cabinets 19 to 26 and 32, and on the wall space above the cabinets. On the cabinet leaves are shown selected specimens of the pupils' work in geography, arithmetic, technical grammar, drawing, history, language and literature, nature work and science, algebra, geometry, penmanship, both work of the teachers and of the pupils, sewing and cooking outlines. There are on the shelves bound volumes of pupils' work in all of the subjects mentioned, and also an exhibit of kindergarten work, raffia, Venetian ironwork, basketry work, sewing, and a collection of twigs.

The New London schools exhibit, in cabinet 27, work in history, geography, arithmetic, and grammar. The bound volumes include the subjects mentioned and penmanship and portfolios of drawings.

The city of Norwich is represented by work from central district schools and from the schools in the West Chelsea district. The central district shows, in cabinet 28, work from the pupils in the graded schools. There are selected papers in language, literature, history, geography, and nature study. There are bound volumes of work in arithmetic, language, history, geography, literature, spelling, nature work, and in the case some mounted butterflies. The West Chelsea district, in cabinet 37, has selected work in arithmetic, history, geography, language, grammar, literature, and drawing, and bound volumes in the same subjects. In the case is an industrial chart on flax, prepared for school use.

The Stamford schools use cabinets 29 and 30 for showing commercial work from the high school and from the graded schools pupils' work in language, reading, drawing, kindergarten work, and cooking. There are bound volumes of

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