Deaf and Dumb; one of sewing; four cabinets for evening elementary, evening high, and educational center schools.

The space in the wall cabinets amounted to about 4,000 square feet. Below these wall cabinets were show cases, or counters, containing note books and manual work in the subjects shown above; and beneath these were shelves for the bound volumes, pamphlets, and industrial work of the vacation and evening schools. Above the cabinets were panels containing the shop work of the day schools, extending around the entire space. On the wall above the panels were pictures of school buildings, etc.

The plan of the exhibit was designed for the convenience of educators who desired to study it, and the number who spent hours with notebooks in hand testified to the wisdom of the arrangement. Every school in the city was represented. In February each master was requested to send in work in whatever subjects he should choose. Most of the work had been done in the regular daily routine and was simply copied on the proper paper for uniformity. From the work thus sent in a committee of teachers selected that which would cover the course of study and arranged it in proper order. The most important feature of the exhibit was that it represented the regular work of the schools of the city.

The papers and photographs in the wall cabinets exemplified the course of study and the 200 volumes showed the quality of the work by classes. Equipment, methods, and material that could not be shown otherwise were shown by photographs. Two methods of teaching reading in the first grade were shown by series of photographs. The glass door of each cabinet held a large photograph appropriate to the work contained in the cabinet. The aim of the photographs was in every case to make clearer the work of the schools and not for ornamentation. The graphic charts in the administration cabinet showed plainly the school organization, the growth of the schools, the relative number of male and female teachers, the course of study and relative amount of time given to each subject, and, in fact, nearly everything that the student of education would desire to know.

Worcester had a full representation of elementary and high school work, filling six"units" and covering a large wall space. New Bedford presented a full exhibit of school work in all departments, with a large number of photographs representing school architecture. Springfield gave a complete representation of her work in the evening school of trades, a fine exhibit of high school work, and a fully illustrated course of study in arithmetic. Somerville sent a masterly representation of the work of her English high school, with careful and complete representation of her courses of study in language, drawing, and penmanship. Brookline showed a complete course of study in manual training. Lowell showed the work of her evening schools, her training school, and her kindergartens. Lynn sent a full exhibit of work in arithmetic and a representation of her work in manual training in her English high school.

The features of the Massachusetts exhibit which attracted most attention from visitors were the Boston high school exhibit in language, a fine representation of the highest standard of exhibition work, the exhibit of nature study by the practice school of the Bridgewater normal, the correlated school and home work shown by the training school of the Hyannis normal, the exhibit of the State library commission, and the exhibit of the evening school of trades, Springfield.

Unique features were the exhibits of the Lowell textile school, the nautical training school, the educational centers of Boston, the work of vacation schools in Boston, the high school organization from New Bedford, the designs from the

Somerville high school, the sloyd training school, and modern methods in kindergarten.

In general, it may be said of the Massachusetts educational exhibit that it showed fully the present attainments of a State school system which gives the largest possible local freedom in the management of schools, attainments which, in the minds of her citizens, justify the confidence which has been given to them from the founding of this ancient Commonwealth.

MISSISSIPPI.

BY T. L. TRAWICK.

THE EXHIBIT.

This exhibit was collected by Prof. T. L. Trawick, then residing at Crystalsprings, Miss., and though hurriedly gotten together was a very fair representation of the Mississippi educational system.

The State department was represented by six very elaborately prepared charts, five showing the statistical side of educational matters. The colleges were very meagerly represented, the agricultural and mechanical being the best. The colored colleges of Alcorn and Tougaloo were exceedingly well represented. The following high schools were represented: Crystalsprings, Greenville, Corinth, Jackson, McComb, Hattiesburg, Wesson, Grenada, Canton, Meridian, Columbus, Brookhaven, Learned, Utica. The high school exhibits were excellent, especially the one from Crystalsprings. The work of this school was arranged according to a plan adopted by the Washington, D. C., schools at Paris in 1900, and was composed of photographs of pupils at work in school. Jackson also had a fine exhibit of manuscript work.

Among the private schools the work displayed from French Camp and Blue Mountain College was excellent.

Mississippi's booth was well arranged and her exhibits were tastily displayed.

MISSOURI.

BY G. V. BUCHANAN, SUPERINTENDENT.

THE EXHIBIT.

The space allotted to Missouri for her educational exhibit consisted of a strip of floor space 30 feet wide and 140 feet long, lying near the main entrance to the building. This space fronted on the main aisle and extended back between 15-foot aisles. Immediately across one of these aisles was the exhibit of the city of St. Louis, occupying an equal area, and just beyond the St. Louis exhibit was that of the State university. Thus the Missouri educational exhibits presented a continuous front on the main aisle of the building of 105 feet, with an extreme depth of 140 feet.

For the purpose of collecting and arranging this educational exhibit the State

commission appointed Supt. G. V. Buchanan, of Sedalia, late in August, 1903. He at once began a series of visits to the county teachers' associations, which were held in the different counties through the fall and early winter, and with his assistants in the work presented the interests of the exhibit personally to about 10,000 teachers. Correspondence was then opened with the 114 county commissioners and county superintendents, with many city superintendents, and with teachers and school patrons who had been found to be enthusiastic for the exhibit. A systematic effort was made to secure exhibits from all the counties of the State-not from the city schools alone, but from village and rural schools as well. A circular outlining the scope and nature of the exhibit and giving general directions and suggestions about the preparation of the work was mailed to every teacher in the State. General interest was awakened, and it was apparent that the teachers of the State were ambitious to have the schools well represented in the exposition. In November the superintendent opened an office on the exposition grounds and conducted a vigorous canvass of the State by personal letters. Late in February the exhibits began to come in. He appointed as his assistants in arranging and maintaining the exhibit the following teachers: Miss Minnie Brashear, of Kirksville; Miss Catherine Cranmer, of Otterville; Miss Emma Serl, of Kansas City; Miss Mae Hansel, of Joplin, and Miss Jennie Hinkston, of Gower. The packages were opened and their contents examined and arranged in Blair Hall of the Missouri building, and as soon as our exhibit booth was ready the cabinets and bound volumes were put into place.

The Missouri exhibit was arranged by grades, or years' work, with a view of showing the prevailing system in this State, which separates the course of public school education into twelve years' work. Our entire floor space was surrounded by an arched façade 12 feet high, with an arch 18 feet wide constituting the front entrance. Each side of the inclosure consisted of ten similar arches. The oak cabinets containing the work of the children were so placed as to leave a central aisle 7 feet wide extending from front to rear of our space, and to divide the area into 20 compartments with side partitions 8 feet high, each compartment opening at one end upon the central aisle and the other looking out upon the broad aisle of the building through these arches, with a hand rail below. This arrangement gave 20 compartments, somewhat separated, in which to arrange the school work, all comparatively open, so that their entire contents were visible from the broad aisles on either side and from the 7-foot aisle through our own space.

While the kindergarten is no part of the public school system of the State, not being provided for by law, yet it is so generally regarded as a desirable beginning for all classes of children that it was decided to give it such position in the exhibit. From the twelfth grade, or senior year of the high school, down, each grade was allotted a separate compartment as far as the third; grades 3 and 2 occupied their proper sides of one compartment, and grade 1 and the kindergarten took similar positions in the lowest compartment. The compartments not occupied by the primary and secondary schools were assigned to the State normal schools and to the various colleges of the State. One side of one compartment, however, was reserved for the exhibits of special rural schools and an entire compartment for the exhibits of the negro schools of the State.

The façade, or arched wall, surrounding the State exhibit was of old English oak in modified Romanesque style of architecture, the same as used by the city of St. Louis just across the aisle, which was designed by Superintendent F. Louis Soldan, of that city. Mr. Ittner, head architect of the St. Louis school

board, gave this unique design its pleasing reality. The arches were supported by ample pillars, which offered abundant space for broad panels and large disks, into which pictures could be placed. The spandrels of the arches also invited the use of disks for pictures. To enable the façade to help tell the visitors the nature of the contents of the various compartments, transparent mosaics over the middle of the arches told the grades or named the colleges whose exhibits were within, and large panels and disks in the outer faces and smaller panels in the lateral faces of the pillars, and circular disks in the spandrels of the arches contained transparencies of school buildings, games, and faces appropriate to the grade of work. For example, as you stood in front of the compartment occupied by the exhibits from special rural schools you saw in glowing mosaics, above the center of the arch, "Special Rural Schools." In the broad panel on the side of the pillar supporting one side of the arch you saw the transparency of a Missouri rural schoolhouse of the better class. In the 16-inch disk just above this was a transparent picture of a country school playground alive with lusty boys and merry girls, just as caught by the camera in one of our rural districts. On the lateral face of the same pillar were arranged five 8 by 10 transparencies of country school children engaged in various sports, games, and class exercises. The spandrel above one disk showed a typical country lad returning from school, with his bookstrap thrown across his shoulder. Looking in upon the compartment from the same spandrel another disk contained a typical country school girl. In the compartment occupied by the Kirksville Normal School the name of the school stood out above the arch in illuminated mosaics. The large panel on the outside of the pillar contained the main view of the campus and buildings of the school. The lateral faces of the pillar contained transparencies of primary rooms, classes in the normal department, laboratory, and gymnasium scenes, and classes surveying and studying botany on the campus. On the spandrels of the arch the faces of two girls and two boys, selected as representative students of the different classes in the school, looked down upon the visitor.

In this same manner did each compartment suggest to the thoughtful student or the casual observer the nature of the work it contained.

Aside from the 300 transparencies of Missouri schoolhouses, school children, games, and recitations, the façade also presented the faces of 40 of the leading educators of the State, past and present, as selected by a committee of five of the best-known Missouri educators.

Within the compartments the work was chiefly arranged in bound volumes, base cabinets, and wing-frame cabinets, or filed in the portfolio drawers, or hung up on the 8-foot partitions.

Of the volumes there were nearly 500, of about 600 pages each, containing most of the written work and free-hand drawings of about 100,000 children, representing nearly 5,000 different schoolrooms in 80 counties of the State. These volumes were handsomely bound in red English cloth, with backs and tips in russia leather and with gilt lettering. In each grade compartment the papers were arranged by branches, and the order of contents of the volumes was by counties, comprised by the initials on the backs. Each volume was indexed, showing the location of work from the various districts within the counties. This arrangement facilitated the finding of work of individuals or schools. The work of any pupil in any branch of study could be found within a minute if his name and grade and the names of his county and teacher were known. We estimate that the work of about 60,000 pupils was found for visitors within the life of the exposition. On the shelves and within the showcase tops of the base cabinets, of which we used 139, various articles were shown, such as raffia work, clay modeling, pottery, needlework, wood carving, etc.

Within the portfolio drawers were maps, charts, drawings, etc.

The wing-frame cabinets, numbering nearly a hundred, contained a variety of work, such as essays, examination and test papers, drawings, and water colors. On the walls were hung framed pictures of half a hundred of Missouri's excellent school buildings of rural, village, and city types, drawings, photographs, charts, relief maps, and the like.

The arrangement for exhibiting manual-training work of the various grades was peculiar to this exhibit. End cases with glass fronts were made to order of the same material as the cabinets and set at the entrance to the different compartments. Each was filled with such manual-training work as seemed to be best representative of all the manual work sent from schools of the particular grade. Thus the manual-training work of each grade was set beside the general exhibits of that grade. When the work was completed it was easy to see that the manual work of the children, like their penmanship, began with larger and coarser forms and gradually grew finer and neater to about the seventh grade. From there on through the high school the work grew less delicate and less exact and painstaking. This decline in neatness and exactness in the high school did not seem to appear in those schools which give full courses and systematic work in manual training.

The most attractive feature of the exhibit were two graphophones, which recited lessons and sang songs learned from the children in the schools, and seven biogens, or large mutoscopes, showing the physical culture of the schools from the kindergarten to the State normal schools. Groups of people constantly formed about these machines watching the simple movements of the little children, the free-arm exercises of the elementary grades, the dumb-bell and Indianclub drills of the grammar grades, and the gymnasium exercises of the high school pupils, which were almost as realistic as if the visitor had been standing in the room where the drills were in progress.

All the recitations, drills, and exercises were from Missouri schoolrooms, and so arranged as to show a system of development. One of the most valuable of our educational exhibits, perhaps, was the Missouri model rural schoolhouse, which was located in a beautiful grove near the Fine Arts Building. This house consisted of a model schoolroom 23 by 29 feet, with cloak rooms and toilet rooms for boys and girls, and a basement for furnace, fuel, and work bench. The expense of the building was limited to $1,200, and it was the desire of the commission to show that every convenience and comfort of a modern city schoolroom may be enjoyed by any country district at an expense of not more than $400 over what is usually put into the common and inconvenient form of country schoolhouses. This model schoolroom was lighted from one side, the light coming to the children from their left, was heated by fresh warm air, ideally ventilated, and had as good toilet accommodations as are on the market. The water used came from a cistern at the side of the building and was carried up by a hand force pump and air-pressure tank.

This schoolroom was equipped with all necessary school appliances and had an experienced rural teacher ready to welcome visitors and explain the various features of the building.

Two thousand copies of the plans and specifications of this building were pub lished in neat pamphlet form for distribution among the rural school directors of the State.

The total expense of the educational exhibit of this State was slightly more than $100,000. The part for which the State commission was responsible cost about $75,000. The general exhibit of the State, not including the city of St. Louis and the four universities, cost about $40,000.

Aside from the exhibits of the public schools of the State were those of the