(b) higher instruction in commerce; (17) education of the Indian; (18) education of the negro. Group VII, three classes: (19) institutions for the blind, publications for the blind; (20) institutions for the deaf and dumb; (21) institutions for the feeble-minded. Group VIII, five classes: (22) summer schools; (23) extension courses, popular lectures and people's institutes, correspondence schools; (24) scientific societies and associations, scientific expeditions and investigations; (25) educational publications, text-books, etc.; (26) school furniture, school appliances. One could not help receiving the impression from some of the exhibits that the serious purpose of the Department of Education was possibly not fully appreciated by all exhibitors. Some exhibits seemed to have been hastily gathered together, without a well-defined thought of the real object of the exposition Many exhibits seemed to show that the intention of the exhibitor was to exhibit a finished product, with the steps in the process of making the product hidden, instead of laying bare, or revealing the processes by which the exhibit was brought to the state in which it was shown. Some exhibits might almost be said to have been too perfect for school exhibits. But many of the exhibits were illuminating in clearness, and gave the educator an opportunity of learning what was done in the different fields of educational activity, that left little to be desired. The public high schools of the country have made remarkable progress in the past decade, and, as exhibited at St. Louis, present lines of work that indicate that the molders of these "people's colleges" are fully alive to the increasing demands made upon them by the busy business world. It was natural that in an exhibition of school work, manual training, color-work, and photographs should be largely in evidence. The reasons for this are obvious. Manual training, drawing, and photography mix the mental and the physical, and easily lend themselves to the exhibitor's art; while the more purely mental subjects are less easily displayed in cases or charts. If one did not remember this fact, one would think that time is wasted in our public schools in manual training. And yet a careful examination leads one to see that probably manual training does not receive an undue share of school time. Much of the work in manual training deserved praise; some was excellent, as, for example, the exhibits from Philadelphia and one or two other places; some was mediocre; and a few exhibits were uneducational in both purpose and execution. Two or three leading manual-training schools showed products of so great value that it was easy to see that the old apprentice system of learning a trade has been most admirably supplanted by the training in wood- and iron-work given by the public schools of manual training and mechanic arts of our large cities. But this side of manual training, as shown at St. Louis, is not the important side. One could see that this branch is used, with the other branches of school work, to develop the youth, to train his creative and artistic powers, and to give his mind control of his body, to teach his physicial powers to obey his mental powers. It s impossible, of course, to show in an exhibition more than a small part of the real work of a college or university. But even here the scientific spirit of the age made itself felt, and there were fine displays of equipments for laboratories in which the secrets of nature were revealed to the student, for engineering, for medicine and surgery, etc. The literary side of college work was shown by the volumes exhibited by professors and students by charts, histories, photographs, etc. Permit me to quote from an article in the Educational Review for December, by Miss Anna Tolman Smith, a member of the jury of one of the leading groups in the Department of Education: The complete models of site and buildings presented by several universities, notably by the University of Wisconsin, Washington University, and the University of New York, excited universal admiration. Harvard showed a fine model of its students' stadium and, on the scientific side, a remarkable representation of intestinal digestion as seen under the Röntgen rays, and a case of the exquisite Blaschka glass models for botanical study; Columbia, a model of the beautiful new library building, with the majestic statue of Alma Mater in the foreground; and Yale suggested the highest outcome of university life by portraits of famous alumni. For æsthetic effect, pure and simple, the exhibits of the University of Michigan and of Columbia University surpassed all their sisterinstitutions, while the University of California excelled in photographic representations. The transparent views of her mining school, including class, laboratory, and field operations, afforded the highest example of this mode of exhibit as regards technical finish and illumination. But the special value of the university exhibits was in the conditions they illustrated rather than in their actual material. The lavish equipments answer to the expansion of knowledge and man's increased control over the forces of nature; beauty of environment and of architecture, to the hunger of the spirit for ideal things. Lessons such as these could not fail to be caught by the mere casual observer, while the nature of the subjects selected for representation brought clearly to mind the lines of recent progress in matters and methods of university instruction. The American exhibit of special education in fine arts, while it showed that we have something to learn from foreign countries, was highly creditable to us. In the entire exhibit one could not help noting with pleasure the growing tendency to combine the beautiful and the useful, or rather to beautify the useful, so that many objects of utility were clothed in a beautiful dress, thus showing, as quoted by my distinguished predecessor on the program, that "art is not only an ornament, but an excellent investment when properly directed." To quote from the report of the chairman of the jury of Group IV to the department jury: In our own schools we find the same strivings as in foreign countries, but, lacking government support, and working without the same sympathy and help, they have as yet been unable to produce that perfection of workmanship and execution which we find in some of the foreign schools. This does not mean that we do not find the most excellent results in the handicrafts, as taught in the American schools, but opportunity is not here offered on the same terms to young workers in the art industries by which they may perfect themselves in their trade or profession. A volume might be written upon the exhibit in Group V, Special Education in Agriculture. Let me quote from the report made by the chairman of the group jury: In the exhibits illustrating special education in agriculture by far the most notable was the "Collective Exhibit of Sixty Colleges of Agriculture and Agricultural Experiment Stations of the United States." Nowhere on the exposition grounds, perhaps, were the processes of education more completely exemplified, for here were model laboratories for every branch of agricultural education fully equipped, in charge of experts, and, so far as possible, actual laboratory demonstrations were carried on. Valuable as these model laboratories were, however, they were far surpassed in interest by the research work displayed in this exhibit. A well-known educator recently said that in no field of education is there today so great an opportunity for a man to make a name and fame for himself as in the field of agricultural research. For, while the realms of the classics, of mathematics, and of pure science have been exploited through periods of time extending in some cases at least through centuries, research in agriculture is but in its beginning. The jury was much impressed by the splendid results already attained and by the yet more splendid promise of future gains in this field. We congratulate Chief Rogers and the exposition management on the great success of this first collective exhibit of the agricultural colleges and experiment stations in the United States. Besides this collective exhibit, the United States is represented in this group by displays from various state agricultural colleges and experiment stations. Most notable among the institutions thus shown were the agricultural colleges of Illinois, Missouri, and Tennessee. From each of these came exhibits showing original research and experimentation of a very high order. It may be added that the beginnings of instruction in agriculture were shown in the exhibits of the rural schools of several states, and the study of the products of the earth, their planting and cultivation, and of harmful insects and their destruction, was a fruitful subject of the agricultural schools. This subject, which touches everyone so closely on its practical side, is coming to the aid of the farmer and fruit-grower, and will bring rich blessings to mankind. The chairman of the jury of Group VI, Special Education in Commerce and Industry, said in his report to the department jury: The exhibit of Indian schools was found limited in amount and poor in quality. The only exceptions to this statement should be made in favor of the Indian schools on reservations in the state of New York. Negro schools were creditably represented by institutions in various parts of the South, and in states as far north as New Jersey and Missouri. In the main, these exhibits were of students' work in wood and metal for boys, domestic science for girls, and from schools for such special trades as boot- and shoe-making, textile word, etc. The amount of material represented by negro schools was large and its quality good. The jury would probably concur in the statement that the wood- and metal-work from Hampton Institute was the equal of any similar work examined. The negro schools of the state of Missouri, particularly in Kansas City and the Lincoln Institute at Jefferson City, and the negro schools of St. Louis, call for special mention. These schools show much work which seems to indicate that they have gone far toward solving the problem of industrial education for the negro. The jury was disappointed at the limited showing of the evening-school work for the United States, but, while making this statement, desires to call attention to the excellent exhibit of the evening school of trades in Springfield, Mass., and the work centers of the city of Boston. The exhibit of the evening schools showed that the idea of continuation schools was a prominent one with them, with classes in millinery, dress making, typewriting, and other branches for young persons beyond the school age. The state institutions for the deaf and dumb and the blind from several states were represented by classes of students with their teachers and the latest methods of teaching these unfortunate persons were illustrated almost daily. Crowds were constantly observing and studying the classes whenever an exercise was given, and were alike interested and instructed by the "living exhibit." Of the special forms of education classified in Group VIII time will not permit me to say more than a word. The latest text-books, school furniture, and appliances were displayed, plans for extension schools and vacation schools were exhibited, and correspondence schools explained their modus operandi to large numbers of interested listeners. In text-books and school furniture America seemed to lead the world, and showed striking advancement over Chicago ten years ago. No report can be made of the exposition without at least a reference to the charts and statistical tables that were found everywhere and that were of great value to the student. Of the foreign exhibit it is not within my province to speak. Our own country presented charts and tables that were studied by large numbers. Thru the wide influence of the Bureau of Education, exerted here as elsewhere to the great good of our schools, the charts were sufficiently uniform in plan and matter to form a valuable basis of comparison in the data given by them, and the information presented by them became doubly important as a consequence. It is to be regretted that it is possible to present here only a superficial view of this marvelous exhibition of the work of American teachers. While defects were seen and might be pointed out, the Educational Exhibit as a whole made a most profound impression upon the thoughtful student, and will prove a source of encouragement and inspiration to the teachers of the land for many years to come. The predominance of the tendency of American education in all grades of schools toward reaching an end which is expressed in a material creation is most marked, and probably is an evidence of the impression that the mine and mill, factory and foundry, are making upon the education of our youth. In a country that has no national system of public education, the striking resemblances of the state public systems must excite comment. This resemblance was seen not only in public-school systems, but also in the exhibits of the most advanced institutions of learning, and confirms the opinion of the optimist that American schools are working in harmony with the intangible, yet none the less real, American idea, that has lived thru the generations, and that is leading our beloved nation upward to the goal of a free, united, peaceful, prosperous, God-fearing, and man-loving people. As we contemplate that marvelous array of cities and states, of empires and republics, presenting to the gaze of the world the choicest products of the choicest minds of the world, forgetting for the while the intense rivalries that have long existed, remembering only that each city, each state, each empire, each republic, brings its best gifts to teach its fellows, and comes to its fellows in humility to learn what better there is to learn—as we contemplate all this, we feel that, below or above the bickerings of business and the strife of war, there exists a universal brotherhood, which is typified by the wonderful exhibition just closed at St. Louis; and we realize that the whole world is not only wiser, but also better and nobler, because of the Universal Exposition at St. Louis. III. LESSONS FROM THE UNITED STATES EXHIBIT OF BEN BLEWETT, MEMBER OF THE JURY OF AWARDS, GROUP I, ELEMENTARY EDUCATION POSITION ACCORDED EDUCATION Those of you who did not realize the fact thru the exquisite pleasure of seeing it have been told time and again how the scheme of organization of the Universal Exposition at St. Louis recognized education as the alma mater of modern manhood, and enthroned her in her own magnificent palace, established in the seat of highest honor. You know how the whole world, the islands of the sea, and the great empires vied with each other in showing what they were doing for the development of intellectual and moral power thru the training of their children and youth. You know the artistic form and the vast extent of the installation that made suitable setting for this, the most significant part of the exposition. These things need, at this time, but be mentioned, not reviewed. It was no accident that gave to education this recognition, unapproached in the previous universal expositions. The recognition but measured the growth of an influence that had become a dominant power in the life of men, in every occupation, in every land. In other palaces you saw the processes of national living; in the Palace of Education and Social Economy you might discern the animating principles of these processes as shown in the national ideals toward which the youths were trained. One stood in open-eyed amazement before the displays made by Japan in industries, manufactures, and arts; yet the explanation of her marvelous achievements was complete to one who studied her scheme of education and its development. Education was accorded its honorable position on its merits, and to educators was given the most difficult problem to be worked out by exhibitors.. Mind manifests its power thru material forms that attract at a glance and that, in large measure, may be comprehended without weariness. Even one uninitiated in the uses of machinery can quickly see the import of the rotary. steam-engine. The processes thru which the powers of the intellect, of the |