examination, that the entire work of the class was done under his own eye, and that all the regulations were observed as herein prescribed. These certificates, written on separate sheets of paper, shall be sent to the superintendent or other officer having the direction of the examination. They need not, however, be sent to the Exposition. (See Rule 6.)

CLASS II.-SPECIAL PRODUCTS.

Bound volumes or portfolios of examination papers prepared at any previous time in regular examinations and without reference to the Centennial or any other "Exposition." An exact statement of what it purports to be should accompany each collection of this class. Such statement should set forth whether the collection is from an entire class, or whether the papers are selected, and if selected, what part of an entire grade is represented; also the time occupied in the examination, the rules under which it was conducted, and all such other information as may be necessary to enable any one to judge of the merit of the exhibition. In Class II may be included, also, any work of students or pupils connected with or incident to school work, such as collections of insects, plants, shells, etc., etc., collected and arranged by pupils or graduates of schools, colleges, or other institutions of learning; specimens of manual skill in the construction of models of any sort prepared for the illustration of school studies; drawing and specimens of penmanship of special merit; in short, any thing which may be fairly exhibited as results of school instruction or training. Every production in this class should be accompanied by a statement of the age, sex, and class of the pupil, the time occupied in producing the article, whether it was made with or without assistance of professors or teachers, and of all the circumstances which should enter into an estimate of its educational value or bearing.

It is not necessary that students or pupils contributing to this class be members of the schools represented during the current year. All that is required is, that they should have been bona fide members of the school represented, and that the work exhibited be directly traceable as the result of school instruction.

CLASS III.

Specimens of examination papers, exercises in review, regular lessons, or class exercises of any nature which may be adapted to exhibit and illustrate the course and 1.ethod pursued in any line of study or instruction, from the commencement to the end thereof, in any public, private, or corporate institution or system of institutions of learning. The value of any exhibition in this class will not depend so much upon the excellence of the specimens submitted as upon the clearness with which they may show in outline and in detail the plans and processes of instruction pursued. The specimens sould be few, and it is quite indispensable that they be accompanied by written or printed explanations, as the case may seem to demand. More will depend in this department than in any other upon the judgment, invention, and taste of teachers and school officers, more, indeed, than upon the skill with which the schemes may be carried out in practice. Exhibitions in this class may also consist of proposed schemes or syllabuses of instruction in any department of literature, science, or art, without accompanying specimens from pupils, if from the nature of the case illustration be impracticable. If, however, any scheme is submitted as one which has beer adopted in any institution or system of schools, it is not to be accepted as such unless it be explicitly stated by the highest executive officer of such institution or system that it has been as regularly and systematically carried out in practice as any other work required in the school or schools under his or her re

DRAWING AND PENMANSHIP.

All exhibitions in Drawing and Penmanship shall be stamped or otherwise plainly marked as entered for exhibition in Class I, II, or III, as the case may be, and the preparation and display of the same shall be governed by all the rules for the respective classes, and in addition thereto by the following:

SPECIAL RULES FOR PENMANSHIP.

Specimens in Penmanship shall be written on paper of the ordinary size of the writing books commonly used in the schools, and shall consist of not less than eight or ten lines of poetry or prose, the selection to be announced only at the time of writing. (See Rule 3.) No written copy shall be permitted either on blackboard or elsewhere in sight of the pupil at the time of writing. Not more than two hours shall be given to the writing of such a specimen after the matter to be written is placed before the pupil.

SPECIAL RULES FOR LABELING DRAWINGS.

The labels are the underscored words, and they are to be used to designate drawings according to the explanations annexed.

In the drawing of problems, the thing required shall be written out in the pupils own handwriting on the same sheet and side of the sheet with the drawing.

FROM FLAT COPY.

Free Hand.-Drawings from flat copy without the use of a rule, straight edge, or measure of any kind at any step of the work.

Semi-Free Hand, Case 1.-Drawings from flat copies in which the construction lines were made with a rule, or points were located by the aid of rule or measure.

Case 2.—Drawings made on paper having construction lines or points either made in or pointed on the paper.

Instrumental.-Drawings of machines, geometrical or architectural problems, or any kind of drawings made from flat copy, and in which the usual mechanical appliances have been made use of.

FROM DICTATION.

Free Hand.--Drawing made entirely free hand, line by line, or part by part, at dictation of the teacher, no rule or measure of any kind being allowed.

Semi-Free Hand.-Drawings in which distances were measured, or construction points were located, but otherwise free hand.

Instrumental.-Drawings in which the rule and measure were freely used.

MEMORY.

Free Hand.-Drawings made entirely free hand.

Semi-Free Hand.-Drawings in which construction lines only were made, or construction points were located with the rule or by measure.

Instrumental.-Drawings from memory with the free use of mechanical aids.

MECHANICAL.

The Solution of Problems.—Whether geometrical, in mechanical contrivance or architectural arrangement, either from the object or to satisfy given conditions or dimensions, or both, wrought out by the pupils, in the execution of which the usual mathematical principles and mechanical appliances are made use of.

OBJECT DRAWING.

From the object without the use of vanishing points, horizon lines, or projections. From objects in alto-relief, as above.

From objects in demi-relief.

From objects in bas-relief.

OBJECT DRAWING FROM DICTATION.

The teacher stating the position in which the object is supposed to be, the pupil makes the drawing without seeing the object in that position.

PERSPECTIVE.

Drawings of problems made by mathematical perspective.

Drawings from the object with the use of mathematical perspective.

Drawings made with the use of elementary perspective, either as the solution of a problem or from the object.

DESIGNS (FREE HAND, SEMI-FREE HAND, OR INSTRUMENTAL, as the casE MAY BE). Entirely Original.-Designs made from natural objects, in which the particular natural objects from which they are taken are manifest.

Original Combinations.-Designs made up of elements taken from other designs and recombined, making new arrangements.

Original with Given Elements.-Designs in which given elements are combined, the plan and arrangements being the pupil's.

Elements and Arrangements Given.-Designs in which the elements and arrangements of the elements are given by the teacher.

Whole number of pupils in the class represented, -; average age,

Per cent. of whole number represented,

-; whole number of pupils in all the schools,

Whole number of pupils in the grade, -; average age,

Number of pupils represented by the selections, -; average age,

Per cent. of whole number represented,

-; whole number of pupils in all the schools,

CIRCULAR OF INFORMATION RESPECTING THE PREPARATION OF LOCAL SCHOOL HISTORIES FOR THE CENTENNIAL.

OFFICE OF THE STATE COMMISSIONER OF COMMON SCHOOLS,
COLUMBUS, OHIO, December 13, 1875.

At a meeting of the Centennial Committee, held at the office of the State Commissioner of Common Schools December 10 and 11, 1875, it was decided to bind the local histories, called for in the circular issued last October, in two volumes. One volume will contain the historical sketches of Public Schools in cities, villages and townships, and also of the State Institutions for the Blind, Deaf and Dumb, and Idiotic; the State Reform School for Boys, the Reform School for Girls, the Soldiers' Orphans' Home, and similar institutions supported by counties or cities. The other volume will contain historical sketches of Colleges, Seminaries, Academies, Normal Schools, and other private institutions.

The fact that many printing offices are not supplied with bourgeois type, with other difficulties brought to the attention of the Committee, seemed to call for a revision of the directions for printing the Local Histories, embodied in the circular issued in October. The modified directions are as follows:

The Local Histories should be printed on a page 224 pica ems wide and 40 pica ems long, with an additional margin of 14 inches, and from long primer type, single-leaded, without page-headings or "folios." The title, including name of school system or institution, should occupy not more than one-fourth of the first page. The histories should be printed on good, white book paper (No. 1), weight not less than sixty pounds to the ream, and the sheets should be folded, but neither stitched nor trimmed. Five hundred (500) copies should be sent to the office of the State Commissioner of Common Schools, Columbus, as early as February 10, and not later than March 1, 1876.

The histories of schools in townships should not exceed four printed pages; in village and special districts, eight or twelve pages; in city districts of the second class, twelve, sixteen, or twenty pages; in city districts of the first class, twenty, twenty-four, twentyeight, or thirty-two pages; and those of colleges and other higher institutions, specified above, should be limited to twenty, twenty-four, or thirty-two pages, including name of schools or institution.

It will be noticed that the number of pages above specified is in each case some multiple of four pages.

N. B.-This circular is printed in conformity with the above specifications as an illustration of what is desired. Please ask your printer to follow this circular as a specimen of paper, size of page, width of margin, folios, type, etc.

The printing of sketches is to be done at the expense of the local school authorities or of the institutions interested, but the Committee will make provision for the binding of the volumes. Boards of Education and institutions supplying five hundred (500) printed copies of sketches, as above specified, will each receive two copies of the bound volumes.

The Committee has received many applications for information respecting the character of the local histories, and to answer these inquiries the following outlines are submitted. They are intended to be merely suggestive, and may be followed fully or in part, according to the judgment of the writer. The sketch should be in the form of a connected narrative:

PUBLIC SCHOOLS.

1.-History of Schools before the adoption of the Graded System.

(a) First public or common schools; date of opening, name of teacher or teachers, wages received, qualifications, etc.

(b) How school accommodations were provided; character of school-houses, furniture, etc.

(c) What officers controlled the schools; how current expenses were paid, etc. (d) What pupils attended; how the tuition of indigent pupils was paid, etc.

(e) Branches of study taught, common and higher; when the several higher branches were introduced, etc.

N. B.-Give as much information as possible respecting the studies pursued in these early schools.

2.-Adoption and Organization of the Graded System..

(a) Date and occasion.

(b) Under what law organized; if a special law, give its history.

(c) Names of persons most active in securing the adoption of the system.

(d) Difficulties encountered; sources of opposition, if any.

(e)

Buildings provided, how furnished, etc.

(f) School revenues, from what sources derived.

(g) Number of grades or departments into which schools were divided, branches taught in each, etc.

(h) Number of teachers, with names of first superintendent or principal; also of first teachers, if they can be obtained.

N. B.-Give as concise and full account as possible of the schools as first organized on the graded plan, including all known facts of interest.

3.-Growth of the System.

This may be concisely shown by giving in tabular form the more important statisties of each tenth year, as indicated by the following:

Add any other facts that show the growth of the system, and its popularity and ussefulness.

4.-Improvement of the System.

(a) Changes in classification and grading; when made, and by whom secured. (b) Important changes in course of study; when and by whom made.