pupils' work in drawing, history, geograpny, miscellaneous work, and portfolios of forms in high school commercial department, drawing, and sewing.

In cabinet 31 Bristol shows selected papers in color work, drawing, designs for book covers, sewing, kindergarten work, and on the shelves portfolios of drawing and sewing, bound volumes of pupils' work in arithmetic, physiology, history, geography, language, and drawing.

Work from the rural schools in North Canaan and Prospect is shown in cabinet 33. The work from North Canaan is in English and mathematics, from Prospect in language and in science. There are also bound volumes in English, geometry, and language from these schools. In this cabinet are drawings from Groton, Meriden, and Greenwich, and bound volumes of pupils' work in drawing, writing, arithmetic, language, and music from Westbrook; in grammar, arithmetic, and spelling from Southington. One volume on this cabinet contains a stenographic report of the entire work of a half day in an ungraded school in Southington.

The Waterbury exhibit is in cabinets 34, 35, 36. A series of photographs shows the changes that have been made in school buildings in that city during the last ten years. There are specimens of free-hand drawing from the pupils of the high and evening schools; work of the pupils of the graded schools in civics, primary language, and local history. On the shelves below are bound volumes of pupils' work in language and history and civics.

The Connecticut State normal schools' exhibit in cabinets 38 to 41. In cabinets 38 and 39 is shown the work of the children in the model schools of the New Britain Normal School in drawing, nature study, science, stories from Connecticut history, translation from French (Grade VIII); the work of the normal school students in the geography of New Britain and vicinity. In the case is shown geological maps of the city and vicinity, prepared by the students. Booklets containing stories from Connecticut history and drawings by the model school children are on the shelves. The exhibit in cabinet 40 was prepared at the Willimantic State Normal School. The organization of the school, course of study, outline of plan for primary arithmetic, primary geography, letter writing, normal school extension, general plan, and typical science lessons are shown on the cabinet leaves. On the shelves are bound volumes of "Outline of work done in practice school in primary arithmetic" and General plan of teaching letter writing." The New Haven Normal School shows, in cabinet 41, a "Plan of common school education followed in the State Normal School, New Haven." In the case is a sample of a science cabinet prepared at the school, to be loaned to the teachers in the public schools of the State. A noteworthy feature of this exhibit is the list of books actually read in the different grades of the model schools connected with this school. On the shelves of cabinet 42 are two sets of Connecticut town reports and a set of the reports of the Connecticut State board of education and samples of library and school documents.

The exhibit of the New Britain city schools is shown in cabinets 43 and 44. It consists of papers showing the work of the high school in stenography and typewriting, and graded school work in penmanship, language, spelling, arithmetic, algebra, drawing, and kindergarten work. On the shelves are bound volumes of pupils' work in language, spelling, arithmetic, algebra, portfolios of drawings, photographs, and kindergarten work.

The exhibit of the Deep River schools (town of Saybrook) is arranged in cabinet 45. It consists of papers selected from pupils' work in algebra, arithmetic, number, papers showing the correlation of drawing with language, geography, history, and literature. There are bound volumes of pupils' work in algebra, arithmetic, and language.

In cabinet 46 the Connecticut public library committee show the library privileges open to the people of the State. There is a map showing the distribution of public libraries, charts showing organization and statistics, photographs of the buildings. On the shelves are samples of library and school documents, a library scrapbook, a sample portfolio of Audubon bird charts, sample portfolio of pictures loaned by the Society of Colonial Dames. In special cases in front are samples of libraries loaned to the library committee by the Audubon Society and the Society of Colonial Dames. These portfolios and libraries are loaned by the committee to the public schools of the State.

The Bridgeport exhibit is in cabinets 47 to 51. In cabinet 47 the Bridgeport City Normal School shows charts prepared by the normal students "during the discussion and application of the principle concerning the relation of the concrete to the abstract in instruction." In cabinet 50 the city normal school shows methods in geography and the work of the practice and regular departments. In the other cabinets are shown specimens from the art work of the public schools and pupils' work in arithmetic, language, composition, history; outlines of the methods of teaching music in the schools; a series of photographs illustrating the methods of physical training. There are bound volumes of pupils' work in drawing, composition, and arithmetic.

In cabinet 52 Ansonia shows the city school administration, specimens of the work of the children showing the correlation of drawing and language, pupils' work in number and drawing, and work from the high school. There are bound volumes of pupils' work in language, geography, history, and Latin.

ILLINOIS.

BY ALFRED BAYLISS, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION.

ORGANIZATION.

The public school system of Illinois is based upon the statutory provision that "each Congressional township is hereby established a township for school purposes." The law provides that three trustees shall be elected in each township, to hold office for three years, one being elected each year. The trustees appoint a township treasurer, who is under bond, and whose duty it is to receive, hold, and pay out all school moneys, securities, papers, and effects belonging to the township or the school district. The trustees are authorized to "lay off the township into one or more school districts, to suit the wish or convenience of a majority of the inhabitants of the township." This provision has led to the establishment of 11,751 districts, 10,677 of them so small as to require the services of but a single teacher.

In each school district having a population less than 1,000 there is a board of three directors, and in each district having more than 1,000 and not over 100,000 inhabitants there is elected a board of education consisting of a president and six members and "three additional members for every additional 10,000 inhabitants." The term of office of directors and members of boards of education is three years, one-third of the membership being elected annually. The presidents of boards of education are elected as such by the voters annually, and have no vote except in case of a tie. In cities having a population exceedED 1904 M- -57

ing 100,000 inhabitants the board of education consists of 21 members appointed by the mayor, by and with the advice of the common council, 7 each year, for the term of three years. Boards of education and of directors are authorized to levy taxes to the amount of 24 per cent upon the assessed valuation of all the taxable property in the districts, annually, for maintenance, and, when authorized so to do by the electors of the districts, a like amount for building purposes. When authorized by a vote of the electors, boards may also issue bonds for indebtedness to the amount not exceeding 5 per cent of the total valuation. These boards are authorized, and thus empowered, to establish and maintain free schools, employ teachers, adopt text-books for a period not less than four years, and make all necessary rules for the government of the schools, which are free to all residents of the respective districts between the ages of 6 and 21 years.

Two or more adjoining townships, or parts of townships, as well as any single Congressional township, may, in a manner provided by law, establish and maintain a "township high school;" such schools, of which there are as yet 33, being governed by a township board of education of 5 members, with the general powers of school directors.

No

In each county there is a county superintendent of schools, elected by the voters of the whole county quadrennially and paid by the State. It is the duty of the county superintendent to act as the official adviser of the school officers in his county, to examine and certificate teachers, to visit and supervise the schools. He is required by law "to spend at least half the time given to his office, and more, if practicable, in visiting ungraded (1 teacher) schools." scholastic qualifications are prescribed for the county superintendent. There is a State superintendent of public instruction, elected quadrennially by the voters of the whole State. He is charged with a general supervision of all the common schools of the State; is the legal adviser of all school officers; must give his opinion upon any question arising under the school law, when requested, and hear and determine controversies coming to him by appeal from the county superintendents, and report the general condition of the schools to the governor biennially.

There are five State normal schools, established and maintained by the State, in which tuition is free to all persons preparing to become teachers, subject to an agreement to teach in the schools of Illinois for a specified time, unless employment can not be found. These schools are governed by boards of trustees appointed by the governor, the State superintendent being ex officio a member of each board.

THE ILLINOIS EXHIBIT.

The school exhibit made by the State of Illinois represented every grade of school established under the foregoing provisions of law, except in school districts having a population of over 100,000 inhabitants. (At present the school district of the city of Chicago is alone in that class. The exhibit from that city was a unit by itself and was maintained as such.) The State commission provided the booth, received the material, and authorized the State superintendent of public instruction to install it. Except a very small allowance to each normal school, all expenses connected with the preparation of material and transporting it to and from the exposition were borne by the districts. It is, therefore, not possible accurately to estimate the cost of the exhibit.

The first request to districts to participate in the exhibit was made as late as November 1, 1903. At that time all schools under boards of education, except in cities of over 100,000 inhabitants, and all county superintendents were invited to send material, subject to the following classification and suggestions:

CLASSIFICATION OF SCHOOLS.

GROUP I.-Elementary education.

Class 1. Country schools.

Class 2. Semigraded schools.

Class 3. Graded schools.

GROUP II.--Secondary education.

Class 4. High schools.

Class 5. Normal schools.

Under this classification it is desired to exhibit:

1. Legislation, organization, general statistics.

2. Buildings--photographs, plans, models.

3. Administrative methods.

4. Results obtained by methods of instruction.

MATERIAL OF EXHIBIT.

CLASS I-Country schools.

1. The design of the best one-room schoolhouse in the county, to include floor plans and method of heating and ventilating.

2. Photographs of ten of the best one-room school buildings in the county, preferably with pupils and teachers in front of the buildings.

3. Photographs of every school building in ten or more counties, as above.

4. Photographs of groups and classes of pupils at work.

5. Photographs of school libraries, museums, natural history collections, etc. 6. Photographs of school gardens.

7. Manual training work of all kinds.

8. Collections of written work, honestly prepared and intelligently labeled, bound in volumes arranged by grades, so as to clearly and faithfully illustrate the solid and indispensable work of the school.

9. Free-hand drawing, color work, illustrations, map drawing, etc.

10. A bound collection of circulars, progranimes of teachers' meetings, school papers, and other printed matter used by the county superintendents in administrative work.

CLASS II.--Semigraded schools.

Material for exhibits from schools of this class may be chosen from the items enumerated for country schools or graded schools, in the discretion of teachers, acting under the advice of the county superintendents. All schools in buildings with fewer than eight rooms may be counted in this class.

CLASS III-Graded schools.

1. In this class should be placed schools in buildings with eight or more rooms for grades below the high school. For work done in this class the unit is the city, and material may be prepared under the direction of the city superintendent or corresponding officer. To the itemized suggestion of material under Class I may be added apparatus, appliances, models, and materials used in teaching each of the eight grades; lists of supplementary and collateral reading, reference books, maps, charts, magazines, and newspapers in use; printed courses of study, manuals of directions, blanks, reports, records, etc.; programmes, rules and regulations, annual reports, and other printed matter.

2. Photographs of all school buildings in the city, showing pupils and teachers at work, as well as exteriors and playgrounds.

3. Statistical charts, diagrams, and tables showing graphically the important facts in regard to the population, the number and kind of schools, number of teachers, number of pupils, cost of instruction, etc.

CLASS IV. High schools.

1. A photograph of each and every building in Illinois used exclusively for high school purposes is earnestly desired.

2. Photographs of physical, chemical, and biological laboratories and the assembly rooms are especially desired.

3. Photographs of manual training and household arts departments, showing equipment and pupils at work.

4. The school grounds, shown by topographical maps and photographs.

5. School gymnasiums, games, and outdoor sports.

6. Printed lists of text-books, libraries, and collateral reading lists.

7. Courses of study.

8. A graphic representation of the history of the school, showing number of graduates, their present occupations, the per cent of pupils who have gone to college, higher technical, or professional schools, and other data tending to illustrate the plans, methods, and ideals of the school.

9. Choice specimens of pupils' work in physics, chemistry, biology, and in manual training.

10. Bound volumes of the written work of the pupils, intelligently labeled to show conditions under which the work was done.

CLASS V-Normal schools.

1. Topographical map of grounds.

2. Photographs of grounds and buildings.

3. Photographs of interior views of libraries, class rooms, laboratories, etc.

4. Publications of the school or of members of the faculty.

5. Theses of students, graduates, or undergraduates.

6. Special methods of instruction and pieces of apparatus invented at or peculiar to an institution.

7. The course of study, equipment, maintenance, history, and purposes of the school shown by charts, catalogues, yearbooks, etc.

8. A representative collection of work done by pupils in the practice school. 9. A representative collection of students' written work, with especial reference to those forms peculiar to normal schools, as observation notes, lesson plans, and the like.

10. A pamphlet for judicious free distribution, to include paragraphs explanatory of the objective exhibit as well as a retrospective view of the school. The exhibit thus assembled was necessarily more or less unbalanced. The late date of the initiatory steps and the somewhat inadequate allowance for necessary expenses also operated to some extent as handicaps. Evidences that it had been collected and arranged on short notice were not wanting. It had, however, the merit of fidelity to actual and, perhaps, average conditions, and was more than ample in quantity. The exhibit included 3,500 photographs, 1,200 volumes of written work, 3,000 pieces of hand work, 7,000 drawings, an excellent model of a school building recently erected for the use of a consolidated" country school, a model of an unusually good type of one-room schools, and a topographical map and model of the grounds and buildings of the Carbondale Normal School-the work of students of that institution.

No features of this exhibit stood out in very bold relief as more excellent than others. Its characteristic was the completeness with which it represented, as far as it is possible to do so objectively, present conditions in the common schools of a wealthy State in which the school system is so organized as to leave almost everything to local initiative. From this point of view its uniformity was remarkable. Sixty-eight city and village school districts, 11 township high schools, 29 counties (country schools), and 5 normal schools were represented.