building is well lighted, heated, and ventilated, and offers very comfortable accommodation for 54 children. The building is composed of sections, and when it has done its service can be taken apart and transported to another school site. The St. Louis style of portable building has been adopted very generally by other cities.

This part of the exhibit includes information concerning ventilation and heating, latrine rooms, and janitors.

The charter of the board of administration, granted by the legislature of the State, is shown in outline on charts exhibiting a tabulated representation of the powers of the board and its organization. The mode of electing the board and the composition of the committees are shown. Other charts present a synopsis of the rules of the board. The functions and powers of the various officers are explained. There are a number of very striking graphical representations on large charts of the financial history and condition of the public schools. The sources and amount of income and the classes of expenditure are illustrated. The system used in the financial department, bookkeeping, accounting, auditing, etc., are exhibited. The statistics of the growth of the public school system form another important division of the exhibit of school administration. Quite a number of graphic representations contain interesting information concerning the school population of St. Louis. A collection of bound volumes of the proceedings of the board in its monthly meetings is presented, and a brief description is given of their mode of transacting legislative business. The administration exhibit also includes the bound volumes of annual reports of the public schools and the printed blank forms in various departments of school administration. There are charts showing the principles and methods observed in the appointment and government of teachers. The courses of study in the public schools form part of the administrative exhibit, because they emanate from the legislative power of the board and its officers. The general statistics of school administration are presented, and a synopsis is given of the progress of the last five years in regard to buildings, free books, teachers' salaries, etc.

The many statistical items which are embodied in a survey of the public schools are represented not merely by figures, but by graphic representation, or, in other words, by drawings, which allow the eye to take in more readily the comparative magnitudes of the enrollment and financial growth, distribution of revenues, and all matters which are less easily comprehended when given in the form of figures.

The photographic part of the exhibit has been made systematic and complete. It describes pictorially all the features of school life, such as schoolhouses, styles of buildings, equipment of rooms, ground plan of the school, the work in the schoolroom, the classes, the ages of children, their school life, the character of the teachers, etc.

The photographs were taken by some of the teachers in the employ of the public schools, who gave their whole time for several months to this task. A professional photographic assistant was engaged for about five months to assist these teachers.

An effective feature of the photographic display is a set of enlarged pictures, 6 by 34 feet, which are intended to show certain phases of school life. These photographs are displayed in proper sequence by means of a well devised mechanical contrivance, moved by electricity, which allows each picture to remain in view for a minute, then moves it aside to make room for the next. In this manner a consecutive series of school activities is displayed and simultaneously inspected by a large number of visitors.

At the extreme end of the space allotted to the St. Louis schools, as a crowning feature of the display an actual schoolroom with children at work is exhib

ited. While ordinary recitation work does not lend itself readily to an occasion where there is the noise inseparable from a large number of visitors and the constant passing of the crowd, there are certain kinds of school work which are not disturbed by these conditions. The features of work which have been selected for this purpose are manual training, domestic science, kindergarten work, calisthenics, drawing, physics and chemistry, and music (including the work for the School for the Deaf and the high school glee, violin, and mandolin clubs). These classes in the St. Louis exhibit report there every day from 3 to 5 o'clock in the afternoon.

The exhibit is so arranged as to present a connected view of the whole of the public school education of the city of St. Louis. At the entrance of our exhibit space the kindergarten is located, typifying that connection between the school and the home with which all education begins. A Christmas tree, with little colored lights burning all the time, and placed with the work of the kindergarten children, has been placed in the kindergarten section as a fitting initiation of the display. In the adjacent space the work of the district schools and high school work is exhibited. Next to the work of the children comes the space for that part of the display which illustrates the provision which the State makes for the institution and maintenance of education. This exhibit of the legislative and administrative activity of the school board shows the government and the resources of the public schools, and explains the economic and political basis on which they rest.

The department next in sequence covers the external means and agencies provided to carry on the work of education. Schoolhouses and school appliances are presented through models, photographs, and water-color pictures.

The last and culminating point of the exhibit of the board of education is the display of the actual results flowing from the legislative and administrative institution exhibited in the preceding spaces. This crowning step of the exhibit is a class of children actually engaged in school work.

L

CHAPTER XV.

EDUCATION AT THE ST. LOUIS EXPOSITION-Continued.

II.-TECHNICAL SCHOOLS, ART SCHOOLS, ETC.a '

St. Louis Manual Training School, by Dr. C. M. Woodward, director_
Worcester Polytechnic Institute

983

985

ART INSTITUTIONS.

Art Institute of Chicago, by W. M. R. French, director.

Massachusetts Normal Art School, by George H. Bartlett, principa!__
Minneapolis School of Fine Arts, by Robert Koehler, director

School of the Museum of Fine Arts, Boston, by Thomas Allen, chairman of the council

St. Louis Museum of Fine Arts, by the director

986

987

988

988

989

Land-grant colleges and agricultural experiment stations, by Dr. A. C. True, U. S.
Department of Agriculture--.

997

BRADLEY POLYTECHNIC INSTITUTE.

HISTORY AND COURSES.

Bradley Polytechnic Institute, Peoria, III., founded by Mrs. Lydia Bradley, includes two schools-the school of arts and sciences and the school of horology. The former has a six-year course, covering the work of the high school and the freshman and sophomore years of the college. The result of thus uniting the first two years of the college with the high school has been to place Bradley Institute in harmony with the present university system, as distinct from the older college system.

The curriculum of the school includes courses in the ancient and modern languages, English, history, mathematics, and the sciences, drawing, shopwork,

The preceding chapter (the first of this series) treats of the exhibits of the public schools of the United States at St. Louis. Other chapters, in Vol. II of this Report, are devoted to the universities and colleges of the United States, and the educational systems of foreign countries, as represented at the exposition.

and domestic economy. Five groups of studies are open to students: Science, engineering, classics, literature, and the mechanic arts, the latter covering four years instead of six, thus making it a technical course of secondary-school grade.

The school of horology is a trade school for watchmakers, jewelers, engravers, and opticians. It has no vacations. Instruction is individual. Students may enter at any time, and from this school men go directly into positions requiring a high degree of technical skill.

THE EXHIBIT.

In representing the school and its work at St. Louis four methods of exhibiting were employed:

1. Framed photographs, charts, and drawings.

2. Cases for displaying models and the work of students.

3. Wing-frame cabinets for photographs, drawings, written work, and outlines of courses.

4. The "Book of information," containing historical statement, general information, and details of courses.

These four means of exhibiting were unified by an installation that was harmonious in design, each case and piece of furniture having been designed especially for the place it occupied. The installation, as well as the exhibit, was wholly an institute product. Furniture, charts, maps, and photographs were all the work of members of the institute-students, faculty, and employees all contributing.

To study the exhibit to the best advantage it was desirable first to consult the chart giving the curriculum of the school of arts and sciences. This showed, by means of colors, the relation of courses to each other and the proportion of time given to each subject. Next in order came the wing-frame cabinets containing photographs of equipments, outlines of courses by departments, samples of written work, drawing, etc. Turning to the cases, one found the work of departments more fully illustrated by numerous examples of pupils' work. Finally, a study of the "Book of information" gave further details of courses, historic facts concerning the school, and much information of a general nature.

Among the unique features of the exhibit worthy of special notice were (a) the six-year curriculum in the school of arts and sciences; (b) the display illustrating the equipment, apparatus, text-books, and problems employed in teaching mathematics by the laboratory method; (c) the manual-training course in cold metals and its relation to courses in design; (d) the jewelry, engraving, and clock and watch work of the school of horology.

The great lesson taught by the exhibit is the feasibility of an enriched secondary-school curriculum, which places manual training, domestic economy, art, and applied science on identically the same footing as courses in ancient and modern languages, literature, history, mathematics, and pure science.

HAMPTON INSTITUTE.

THE EXHIBIT.

Hampton Normal and Agricultural Institute, Hampton, Va., is represented first, by a series of photographs, showing many phases and results of its industrial work, and second, by groups of models from courses in carpentry, black