Special education for teachers.-This exhibit showed by photographs, charts, notebooks, examination papers, and students' work the character of the equipment in the laboratories and workrooms, the scope and aim of the courses of study, the methods of instruction, and the development of the individual student in the courses for the training of teachers in the fine arts, the fine arts and manual training, domestic art, domestic science, and kindergarten work. It also contained records of the practice teaching done by the normal students and records of their work after graduation.

Preparatory education for girls and boys.-This exhibit showed by photographs the equipment of the high school building, and by charts, notebooks, and students' work the high school course of study, the methods employed, and the results obtained from the students.

The library. The library exhibit included specimens of work done by the students in the library school, which offers two one-year courses for the training of librarians, and charts and statements illustrating the methods of work in the Pratt Institute Library of 77,126 volumes.

PURDUE UNIVERSITY.

THE EXHIBIT.

The exhibit of Purdue University occupied a booth 20 by 27 feet in area. The plan of the exhibit was to project a few notable features of the work of the institution in education and research, rather than to attempt a complete exposition of the university. The exhibit was designed and installed by mem bers of the faculty and employees of the institution.

A frieze of large photographs decorated the walls of the booth on three sides and showed the external characteristics of the buildings and grounds. The library case at the rear of the booth contained complete files of all official publications, of student publications, and representative specimens of writings of members of the faculty. A valuable feature of the exhibit was the collection of manuscript volumes setting forth full information as to the courses of instruction in all important subjects of the curriculum. These volumes described in detail all the features of the methods of administration of classes, departmental equipment, the scope and character of the teaching, with specimens of student work, taken from the current files. To the educator these volumes were the most valuable features of Purdue's exhibit.

In ten handsome cases were collected materials illustrating notable features of the work of various departments. From the material-testing laboratory was shown a collection of objects and photographs illustrating work performed in classes, as well as research in testing all kinds of constructive materials, notably concrete. There was a case displaying typical theses prepared by students in each school as a prerequisite to graduation. Another case was devoted to an interesting and unique series of models representing higher mathematical studies with relation to their application in engineering.

The department of biology supplied a case showing valuable research work in determining the microscopic structure of different varieties of timber as bearing on their economic value, this being illustrated by a series of unique photographs.

In practical mechanics were displayed series of specimens and photographs illustrating the methods and sequence in instruction in shop practice and drawing as a training for the engineer in the principles of mechanical construction.

Agriculture was represented by a case of charts, photographs, and apparatus showing the results of studies in sugar-beet culture and soil characteristics in the State; also methods of instruction in soil physics.

The department of engineering design presented a large collection of selected drawings and designs executed by students, including maps and designs for machines, bridges, railways, etc.

In physics and chemistry there was a case of photographs, models, and materials illustrating courses and methods of instruction. Methods of administering engineering laboratory instruction were shown in detail by collections of forms, reports, data sheets, and theses.

An attendant was present with the exhibit during most of the period of the exposition, and a register was provided for the names of visitors.

RENSSELAER POLYTECHNIC INSTITUTE.

THE EXHIBIT.

The exhibit of the Rensselaer Polytechnic Institute at the Louisiana Purchase Exposition consists of photographs showing the work of graduates and drawings, maps, and graduating theses illustrating the work of students.

The photographs of the work designed by or constructed under the supervision of graduates illustrate some of the most notable engineering achievements both in this country and abroad. These include the longest suspension bridges, and many of the largest steel arch, cantilever, swing, and simply supported truss bridges ever built. There are also many views of large industrial plants, high office buildings, war ships, dry docks, steam and electric railroads; and the Ferris wheel, first erected in Chicago, is an unique example in engineering. Undergraduate work is illustrated by many bound volumes of drawings and These drawings were selected from the regular class-room work, and the endeavor was made to have the work of as many different students as possible exhibited, thus showing the average quality of the drawings as well as the number required in each course. The bound volumes of graduation theses illustrate the variety of subjects selected by the students, and cover designs for bridges, waterworks, sewerage systems, power plants, and railroad and municipal improvements.

maps.

MANUAL TRAINING SCHOOL OF WASHINGTON UNIVERSITY.

BY DR. C. M. WOODWARD, DIRECTOR.

HISTORY AND ORGANIZATION.

The charter of this school was adopted June 17, 1879. The school opened in September, 1880.

The object of the school was threefold: (1) To furnish a more appropriate foundation for higher technical education; (2) to serve as a developing school where pupils could discover their inborn capacities and aptitudes; (3) to furnish to those who look forward to industrial life opportunity to become familiar with tools, materials, methods of construction, and exact drawing.

The organization of the school was unique. It was of high school grade, and the course of study covered three years and was distributed daily along the following lines: Mathematics, one hour; science, one hour; language and literature, one hour; drawing, one hour; tool work, two hours.

The three academic lessons were to be learned at home. After several years' experience the "hour" was reduced to fifty minutes, and after still more experience the course was extended to four years. The drawing is both free-hand and instrumental. The tool work includes joinery, wood carving, wood turning, pattern making, and molding, forging, and bench and machine work in metals.

THE EXHIBIT.

The exhibit is taken from the regular work of the school. of one drawing, none of it was made for exhibition.

With the exception

No attempt is made to exhibit the work in mathematics or language. The exhibit in science is confined to first-year work in botany and zoology.

In drawing, as a rule, the work of four students is exhibited in each grade and kind of work. With one exception, all drawings were made from objects placed before the student or they were conceived in the mind. The exception is that of a pen-and-ink drawing enlarged from a printed cut, the purpose being to illustrate the method of handling material and of producing results. All drawings are arranged chronologically, and as every student takes the complete course the exhibit shows progress from year to year. All the drawing is educational. It does not follow examples set either by art schools or by commercialdrawing rooms.

Teol instruction is given in classes of twenty-four students each. Tools and processes are taken up in regular order, and the class goes over the fundamental principles as logically as in mathematics. The commercial element is completely eliminated, and usual forms of construction are introduced only so far as they illustrate the best methods and general principles. Each kind of shopwork ends in a project which is intended to 'embody in an interesting way what has been learned. Accordingly the exhibit is chiefly class work, a sufficient number of duplicates being shown to establish the fact that the class and not exceptional individuals have done the work.

Attention is called to the systematic way in which lettering and projection drawing are taught. The succession of steps in one drawing exercise is shown by four sheets, the first being a free-hand drawing, the second a mechanical drawing of the same object, the third a tracing of the drawing, the fourth a blueprint made from the tracing. This work is done by every student in the class. Free-hand drawing of groups of objects occupies but little time in the school, but every student produces a single sheet, and several of these sheets are shown.

In forging, after the typical processes are mastered, every pupil manufactures a set of steel lathe tools, made according to the best design and tempered for their special work; these tools he carries with him into the machine shop during the last year. The wrought-iron work done by the various pupils is well illustrated by the wrought-iron fence, gate, and arches shown around the exhibit.

No castings are shown beyond those in lead, soft alloys, and plaster. The molding and casting is purely educational, and the casting is done only to show the necessary features of the pattern and the method of molding it.

The lessons taught by twenty-four years' experience can not be exhibited at the fair. The fruit of a judicious and logical course of manual training lies wholly in the physical and mental abilities of the students, who acquire a fair mastery of material things and learn to control and utilize material forces.

The habit of mechanical analysis, which separates a complicated process into casy steps and reduces a complex construction to simple parts, cultivates also the habit of careful choice in the sequence of operations and in the selection of materials. All this is of infinite value in real life, and it goes far to produce clear-headed and far-seeing men in any calling. Nothing is more certain than that the fruit of manual training is in the boy and not in the project. In no instance is the " finished article" allowed to stand forward so prominently as to appear to be the main result. Our experience teaches that time spent in the shop in thoughtful, logical, exact work is well spent; that manual training stimulates an interest in all other studies; that the progress in mathematics, science, ancient and modern languages, and in English literature is none the less in consequence.

WORCESTER POLYTECHNIC INSTITUTE.

THE EXHIBIT.

Worcester Polytechnic, Institute, Worcester, Mass., founded in 1865, is an engineering school for the training of mechanical engineers, civil engineers, electrical engineers, chemical engineers, and students in general science.

A prominent feature in the exhibit of the institute was a collection of 84 large framed photographs showing the buildings with their surroundings and the interiors of the various lecture and recitation rooms, laboratories, and workshops. The relative time put upon different lines of work in the five courses was shown by large comparative charts, designed by the department of drawing.

The material prepared by the mechanical engineering department included various articles manufactured in the shops by the students. For example, from the woodworking department various pattern and core boxes; from the forge shop, specimens showing shaping and welding of iron, lathe tools, and work in tempering; from the foundry, a collection of castings illustrating the regular line of student work; from the machine shop, a large number of specimens, mounted in a glass cabinet made in the shops, illustrating plain and taper turning, spur, bevel, and worm-gear cutting, spindle for sensitive drilling, squarethread cutting, and inside threading, tool making, including construction of reamers, milling cutters, and standard gauges, parts of a regular speed lathe, and a complete bench-drill grinder. The mechanical engineering laboratories exhibited various broken specimens of steel, wrought iron, and bronze, illustrating strength of materials in tension, compression, and torsion. Metallography was illustrated by four groups of micro-photographs of cast iron, wrought iron, and steel. Practice in drawing was represented by the drawing-board work of the free-hand, mechanical, machine-drawing, and descriptive geometry courses, illustrating the training of the imaginative faculty as applied to designing, the acquisition of correct ideas of form, and the solution of engineering problems. That portion of the student's work in the department of civil engineering for which drawings are required was represented by examples of topographical maps, railroad maps and profiles, stress sheets for roofs and bridges, and designs of masonry, wood, and steel structures.

The chemical department displayed 24 beautifully crystallized specimens of pure chemicals, put up in 2-pound bottles. These chemicals were prepared in the laboratory of industrial chemistry from crude materials and waste products from the laboratories and various industrial processes. Accompanying these

specimens were bound copies of student reports, showing that in the manufacture of these chemicals the processes are conducted with as strict adherence as possible to the methods employed in commercial plants and that the cost element is carefully considered. The department of physics was represented by a new and, for the most part, original set of models recently designed and constructed by the department to illustrate a unique set of exercises for a laboratory course, which is intended to replace the somewhat unsatisfactory lecture and recitation course in elementary college physics.

THE ART INSTITUTE OF CHICAGO.

BY W. M. R. FRENCH, DIRECTOR.

THE EXHIBIT.

The exhibit of the school of instruction of the Art Institute of Chicago embraces, in brief, work from departments of drawing, painting, sculpture, decorative designing, architecture, illustration, normal instruction, and, in a limited degree, applied arts, pottery, ceramics, and metal work. It includes a representation of evening and juvenile classes. The academic drawing and painting are illustrated by original studies from the cast, from objects, and from life (the last portrait, nude, and costumed), accompanied by exercises in artistic anatomy, pictorial composition, illustration, and other studies appropriate to the artist. A frieze representing children at play, painted by the students for a public school in Chicago, crowns this part of the exhibit. The department of decoration is shown by original designs and exercises of many kinds; that of sculpture, by a few busts and figures, but more fully by photography.

The exhibit is much amplified by drawings and photographs exhibited in large bound volumes. It is in these books that the work of the normal department and of the juvenile classes is found.

The great Saturday juvenile classes, numbering about 300, are a peculiar feature of the school, and it is from this school that the colored-chalk drawing from objects on gray paper, so much used in the public schools of Chicago and now adopted elsewhere, originated. The normal work resembles closely that

of the other well-known normal art schools, but the close association with an academic art school of the first class is reckoned a great advantage, since one of the best qualifications of a teacher of drawing is to be able to draw. It is in connection with the normal work that the applied arts find their chief use.

The sculpture department claims to be the most thorough and practical in the whole country. The students not only follow the usual routine of academic modeling of head and figure, and the composition of small groups, but compose and model draped figures, set up their own armatures, execute large figures, cut marble, and, in general, perform the practical work of the studio. The importance of the work executed is shown by the photographs. The academic drawing, in charcoal from east and life, is believed to be unsurpassed by students of like experience.

The best claim of the art institute, perhaps, is its comprehensiveness. The various departments react favorably upon each other, and the collateral privileges, such as the art library, the permanent collections, the various and extended lecture courses, the successive passing exhibitions, create an atmosphere inost favorable to the development of the student.