it was decided that the normal schools should make a collective exhibit. A committee in each school was appointed and their work was well performed. This is the first world's fair in which all of the normal schools bave been represented.

Nearly all of the material for the exhibit was collected in Westchester by March 1, 1904. To arrange the matter and install it at St. Louis two assistants to Superintendent Jones were appointed, Alicia M. Zierden, a graduate of Bucknell University and a teacher in the schools of Dubois, was made first assistant. Miss Zierden had done valuable work in the department of education in the expositions at Buffalo and Charleston. Prof. T. L. Gibson, formerly superintendent of Cambria County, and more recently an institute instructor, assisted in the preparation and installation of the material.

Supt. Edward Brooks, of Philadelphia, began early to make preparations for the best city exhibit the schools could prepare. He appointed committees in the different departments of the school system. The commission gave onefourth of the entire block allotted to the State to the schools of this city. The space was small, but the display is greatly admired.

The Philadelphia exhibit.-The kindergarten exhibit was intended to represent the progress of the kindergarten idea up to the present time. It consisted of work of children in public kindergartens, representing a sequence of a year's work as arranged in the programme authorized by the director of kindergartens; also a series of papers explaining the principles and methods of Froebel's philosophy as applied in the gifts, accompanied by drawings showing their application in the practical work with the children. In detail it represented the mathematical analysis of the gift work in sewing and original expressions of the children on this basis; original work in weaving, sequences in paper folding, paper cutting, original illustrations of kindergarten stories in drawing, and " color work" from models with brush and pencil. A typical programme of a month's work in the kindergarten contained an outline of a morning talk, games, gift, and occupation exercises, accompanied with drawings illustrating the details.

The exhibit of the elementary schools consisted of papers on language, arithmetic, geography, history and civics, physiology and hygiene, together with work in drawing and sewing, kindergarten work, etc.

The papers on language showed the successful application of the idea that in the correlation of studies language should be made the central study, and that history and literature on the one hand, and "nature study on the other hand, should be grouped around this center. The work is characterized by another educational maxim placed prominently on our exhibit, "Language is the instrument of thought and the medium of expression." The influence of these two principles was manifest in the language work of our exhibit.

The exhibit in arithmetic was characterized, first, by the fact that the muchlauded Grube system had been discarded for a more natural and logical system called the "normal system," and, second, by the prevalence of that analytic method of thought and operation which has done so much to revolutionize instruction in arithmetic in this country. The work ranged from the elementary processes of the first grade to mensuration and the elements of algebra in the eighth grade. The business applications of arithmetic were made prominent in the exercises.

The papers in geography showed the coordination of political and physical geography in the treatment of each individual country or State, and the influence of physical conditions on plant and animal life and upon the occupations, characteristics, and the welfare of mankind. In case of the United States

these influences were correlated with the history of the country, especially in respect to the State of Pennsylvania.

The work in physiology and hygiene represented the general character of class-room work in the Philadelphia schools. The work included, first, a description of the body as a whole; second, the bony framework; third, the muscular system; fourth, the digestive system; fifth, the blood and its circulation; sixth, the lungs and respiration; seventh, the skin and its functions; eighth, the nervous system and the special senses.

The papers on history indicated the methods and purpose of teaching this branch in the public schools. Those in the primary grades related to some prominent event in our country's history or to the deeds of its great men. The main object of the teaching, in these as well as in the other grades, is to cultiyate a love for the study and a desire to learn more of our country's history, rather than to fix in the memory a certain number of facts or dates. Biography is made the basis of historical study in these grades. In the grammar grades more attention is given to events and those larger movements that indicate the progress of the nation.

The sewing exhibit of the pupils, placed in a large glass case at the entrance to the Philadelphia section, consisted of specimens of plain and fancy sewing and dressmaking by the pupils of the elementary schools, ranging from 8 to 14 years. The exhibit included lace handkerchiefs, fancy underwear, beautiful and dainty dresses, etc.

The exhibit in drawing consisted of 80 mounts, 22 by 28 inches, containing an average of 10 drawings to each mount, part of which were displayed openly, the remainder being contained in two wall cabinets. In addition there were S bound volumes containing over 1,300 drawings. The drawings exhibited were selected from the work of all grades, and consisted of drawings of leaves, sprays, plants, common objects, etc., executed in colored chalks and crayons in the lowest grades, and in pencil, pen and ink, and water colors in the highest grades.

The exhibit of the Public Industrial Art School consisted of: (1) Drawings and designs in monochrome and colors, water color sketches, and charcoal drawings; (2) clay models, conventional forms and designs, nature forms in low relief and in the round; (3) wood carvings; (4) photographs of children at work in the various class rooms.

The pupils of the school are drawn from the fifth to the eighth year of the public schools, and attend one session of two hours each week in the after

The Central Manual Training School (William A. Sayre, A. M., principal) and the Northeast Manual Training School (Dr. Andrew J. Morrison, principal) united in the exhibit of manual work. In the manual work of the exhibit, which is a distinctive feature of these schools, each exercise involves a mechanical principle, and the chief object of the instruction is the development of this principle rather than a finished piece of work.

The aim is to teach the pupil to express his thought in a concrete form with the least waste of time and material and in accordance with the most approved methods.

Principles involved in the exercises are explained, and the elementary stages of the work at the bench, the forge, or the machine are gone through with by the instructors. Free-hand blackboard sketches are freely used. Mechanical shapes and units are designed to familiarize the student with types and methods of construction.

The exhibit of the Central High School of Philadelphia is designed to give to those interested in public education a fairly satisfactory conception of the

plant itself, its history and development, its methods, and the part it plays in · the civic, economic, and literary life of the city of whose educational system it forms the apex.

The plant itself—the building and equipment, confessedly the largest and most complete in the United States-is illustrated by a series of photographs exhibiting every detail, exterior and interior, class rooms, laboratories, and the magnificently equipped observatory. The various departmental exhibits show well the work done in the several lines of instruction which they represent.

As a school is to be judged only by its results and effects upon the community, the intellectual activities and achievements of its body of alumni are represented in some degree by the large library of works which have proceeded from their pens. It is enough to say that many of the greatest names in the literature and in the political, scientific, and professional life of our entire country are there represented.

In the exhibit of the Philadelphia Normal School every department of work is represented. A careful study of the 64 pages of its leaf catalogue and of its bound volumes, physical apparatus, and manual work will give a good idea not only of the aim of the school, but also of the educational tasks accomplished. Each department tells its own story by picture and text, but besides this, by a well-devised scheme of graphics, the number of hours devoted to each subject, the cost and running expenses of the school, and other valuable information may be obtained at a glance. Few normal schools contain such finely equipped laboratories, and these, together with the large and well-arranged class rooms, are shown by many photographs. All departments present a carefully arranged course of study. In some departments, notably literature, this, from the nature of the case, is the only exhibit. In many cases the course of study is made clear by notebooks, papers, maps, and other illustrative material, the work of the students.

Other exhibits.-The exhibit of Pennsylvania, so far as the public schools outside of Philadelphia are concerned, is composite. The best work of a grade is put together, so that the State is the unit of the exhibit rather than the school district. The work of all the kindergartens appears together, likewise that of the first grade, and so on through the grades. The high school and normal school products have been arranged by subjects, the papers from each branch appearing in a cabinet. Where there is sufficient work from a district, it is installed together, always with the name of city or district plainly marked and the name of the child on every article contributed.

The display is made on the inside walls of the booth, in leaf cabinets, base stands, and special show cases, and is classified under the heads of work from ungraded and graded rural schools, graded city schools, manual training, normal, and special schools. In portfolios and on the walls there are about 3,000 photographs of school buildings, interiors with children at work and at play; manual classes at sewing, basketry, weaving, in the shops, and in the gardens; plans and drawings in full of model rural school buildings; evolution of the schoolhouse, showing the first log building and its successors until the modern school structure is reached; noted places and buildings in Pennsylvania history.

Most of the written work and some drawings from the respective grades are nicely bound in cloth, each subject by itself, labeled with the branch and frequently with the district. In early all the volumes are found teachers' statements, describing in full the method of teaching, with other information necessary to a full understanding of the work and its value in a system of education. There are about 900 volumes and portfolios.

There are series of charts showing graphically the growth and extent of highschool instruction, teachers' tenure of office and salaries; progress and extent

of evening schools--elementary, manual, and high; the origin, value, and results of township high schools; the history, courses, and to some extent the work of the normal schools; the extent, educational necessity, and practical use of school libraries. There are also charts showing at a glance the status of nearly all lines of educational advancement, as well as forming the basis of work for the student who desires to study pedagogy and education. By means of the leaf cabinet a series of 33 charts is placed in a single case.

The exhibit from manual schools is varied and full, including work from manual-training classes in wood and iron, weaving and basketry, domestic science, and sewing. This work is much admired, and, on account of its excel lence and arrangement, attracts an almost continuous line of visitors. As in all other parts of the exhibit, the work is arranged by grades, and the name of the maker appears on every article.

The normal schools of the State have about 300 photographs of buildings, interiors, and students. They have much work showing methods in teaching, products from the training classes in science, art, language, reading, and pedagogy. Some of the schools also have excellent work from their model departments, showing plans by which the senior classes get their practice in teaching. A set of books, of which normal-school men are the authors, fills several shelves in the booth.

THE PHILIPPINES.

BY A. R. HAGER, CHIEF OF THE DEPARTMENT OF EDUCATION, PHILIPPINE EXPOSITION

BOARD.

THE EXHIBIT.

The exhibit from the schools of the Philippines was housed in the largest building of the Philippine exposition. While this was in one way a disadvantage, since it was thus dissociated from the educational exhibits of other countries, yet it was desirable that it should be located so as to form a part of the complete picture of the Philippines, and it was particularly desirable because of the larger amount of space thus available.

The educational building was a reduced copy of the Manila Cathedral, and near this was the bamboo and nipa structure that was an exact reproduction of a Philippine schoolhouse, even to the windows of pearl shell. In addition to the contents of these two, the building devoted to Commerce was an educational exhibit, as it was a replica of the laboratory building of the Philippine Normal School at Manila.

The area of the Philippines is approximately equal to that of the Hawaiian Islands, plus Porto Rico, plus the State of New York, and all of New England, with 2,000 square miles left over. In all this area there are less than 150 miles of railroad, and most wagon roads do not deserve the name. The difficulty of collecting materials for an educational exhibit will therefore be understood. The principal towns are, however, on the coast, so that a large part of the traffic is by water.

The work of preparing and collecting the educational exhibit was begun in May, 1903. Circulars were sent to all American teachers giving an outline of the plan to be followed. These were read and explained to the Filipino teachers, and the result was an enthusiastic response. Uniform paper for written exhibits and other supplies were sent to all Government and private schools

requesting them, and the Government and private boats carried exhibit materials gratis. The free use of Government telegraph lines was also granted. In spite of all efforts, however, the difficulties were in certain cases so great that supplies sent to some school divisions in June had not reached them in December on the final date for receiving exhibit material at Manila. Many schools in the neighborhood of Manila were visited by the writer while exhibits were being prepared.

The work of preparing exhibits was in charge of the teachers, the direction of the work in each province being under the division superintendent. Most of these superintendents and a large proportion of the teachers took an active interest, the result being that the collection of school work included specimens from nearly all of the 36 school divisions.

The larger part of the exhibit naturally consisted of work of the primary schools, since that has been the principal work of the bureau of education during the four years of active work. At the present time, of the 2,286 Government schools 2,233 are primary, and they contributed fully 90 per cent of the 8,000 exhibits shown. These primary schools are all supported by the municipalities in which they are located.

There is a growing demand for intermediate instruction as pupils graduate from the primary grades, and there are now 50 Government schools of intermediate and secondary grade, at least one of which is supported by each school division.

The insular government maintains three special schools in Manila-the Philippine Normal School, the Philippine Nautical School, and the Philippine School of Arts and Trades. The first named is training Filipino teachers, and has at present an attendance of about 600 students. It is well equipped, and students receive pedagogic training in the common branches, in which they also gain actual experience in training classes with critic teachers. The normal students are taught botany and physics by the laboratory method, for which well-equipped laboratories are provided.

The Nautical School has been developed from a school founded by the Spanish before the American occupation. When first reopened by the insular government it was in charge of a naval officer, and many of the Spanish instructors of the old school were retained, but now all of the instructors but one are Americans, and, as is true of all the schools so far mentioned, all instruction is in English. Both the Normal and Nautical schools sent comprehensive exhibits illustrative of their work.

The School of Arts and Trades made a good exhibit of students' work in drawing. Other departments are maintained in carpentry, plumbing, machine-shop practice, and telegraphy. Filipino students are very proficient in drawing, and have done creditable work in telegraphy, but they have not yet learned to associate the idea of hand work with their concept of an education. The “educated gentleman" was taught, in Spanish times, to look down upon manual labor, and it is, and will be, hard to overcome the prejudices that survive the Spanish régime. The Spanish themselves recognized their weakness in this respect and started a school of arts and crafts shortly before the American occupation. Its life was too brief, however, to give it rank even as a beginning.

Besides the government school exhibits there were several fine exhibits made by private institutions, many of which have been established under the American Government and some of which have survived the Spanish rule. The University of St. Thomas ("La Universidad de Santo Tomas ") is one of these. The charter of this university antedates that of any American university, and it includes colleges of letters and science, law, and medicine. It is a church institution under the Dominican order, and as a factor in the education and