The Wisconsin free library commission showed photographs and statistics relating to many library buildings and organizations in the State and two traveling libraries, one containing books in English and the other in German.

The German-English Academy and the National German-American Teachers' Seminary, of Milwaukee, were represented by sewing, clay modeling, manuscript books, and allied material.

The Hillside Home School, at Hillside, showed photographs, drawings, and descriptive circulars that indicate a unique institution located in the country, which has courses of study extending from the kindergarten to preparation for college. The Gesu parochial school, of Milwaukee, showed excellent manuscripts, maps, and photographs.

Exhibits from the Stout Manual Training School and the allied Stout Teachers' Training Schools at Menominee made a group that justly attracted much attention from all classes of visitors. The exhibits consisted of the latest approved forms of conventional objects and some very suggestive extemporized forms, all in wood, iron, and fabrics, and photographs of raffia and clay models whose originals were deemed too bulky and fragile for transportation. These schools omitted manuscripts and other documentary articles, showing, however, a remarkable collection of model designs for wall paper and fine lines of drawings and water colors.

The Wisconsin Home for the Feeble Minded, at Chippewa Falls, showed that its inmates have skill in raflia, manuscripts, wood construction, and shoemaking. This school was well represented.

Industrial products shown by city schools for the deaf were valid arguments in favor of such institutions, and manuscript books and papers completed the illustration of the instruction given by the purely oral method, a method believed to promote advancement of the deaf in self-helpful habits.

Pamphlets giving the courses of study of many schools that were otherwise represented were sought especially by visitors from foreign lands and by those who were in pursuit of means of realizing ideals. Among the courses that attracted marked attention were those of rural schools (courses now in operation more than twenty-five years under direction of the officers of the State department of education), those of State graded schools directed by State officers, of the county training schools for preparation of teachers of rural schools, and of the county schools of agriculture and domestic economy.

At the close of the season, when all exhibits shall have been dispatched to their places of origin and all bills shall have been paid, the $7,000 appropriated for the use of the committee will have been expended. No serious deficiency resulted from reducing the actual expenses some $3,000 below the original estimate, though some desirable exhibits in statistical lines relating to the whole State were of necessity omitted.

It is the prime economic object of a world's fair to advance ideals. None but superior exhibits will attract sufficient attention to enable visitors to bear impressions to their homes that may persist sufficiently to take concrete form in the new locality. Therefore the director for each State serves one of the largest interests by soliciting and installing only the best that his constituents can produce, for the discriminating visitor, who at home might plead for the display of mediocre articles, will in the presence of the excellencies of the fair, approve the director's original rejection of duplicates and of series that require minute attention. This conviction readily suggests that mere personal gratification of seeing one's products at a great fair is no sufficient reason for their installation.

CITY OF CHICAGO.

BY C. D. LOWRY.

THE EXHIBIT.

The exhibit of the board of education of the city of Chicago at the Louisiana Purchase Exposition occupied a portion of the booth devoted to the exhibit of the State of Illinois.

The plan of the booth was prepared under the direction of the State commission, and the expense of erecting the same was borne by the State. The city exhibit occupied a floor space of about 27 by 30 feet. Its chief features were: An account of the organization of the board of education.

A brief historical sketch of the schools, illustrated by a series of photographs of typical school buildings, beginning with the one-room frame building erected in 1837. Descriptions and illustrations of the various departments through which the school board carries on its work.

Descriptions and illustrations of the work of the Chicago Normal School; the work of the compulsory educational department, including the work of the parental school and the school at the House of Correction; the work of the evening schools and vacation schools, illustrations showing the development of schoolhouse construction, heating, and ventilation; an exposition of the course of study in each of the subjects taught.

The descriptions were printed, and, together with the illustrations, were mounted on large cards and hung in cabinets of the usual sort.

On the walls of the booth were hung a number of pictures furnished by the Public School Art Society as suitable for schoolroom decoration; also several pictures of the latest types of school buildings erected by the city.

The work in illustration or exposition of the course of study was prepared as follows: A general notice was sent to all the schools stating that written work or work in drawing was wanted in all subjects and all grades, and each school was permitted to send in what it preferred, it being stipulated that in any case the work of a whole class should be presented and that the work should be the ordinary school work. From the papers that were sent in two kinds of selections were made.

First. Papers were selected which, taken together, would represent typical work in a given subject, from the lowest grade to the highest grade in which that subject was studied. For example, the work in English was shown as developed through the eight grades of the elementary schools, excluding the kindergarten, and the four grades of the high schools. The work in science, beginning with the simplest nature study in grade 1, was shown as developing into geography and elementary science in the higher grades, and then into the sciences of physics, biology, etc., in the high schools. These selected papers were mounted on sheets of cardboard. These cards were fastened in swinging frames that were inclosed in cabinets. The cabinet containing work in any given subject in the elementary schools was placed near that containing work done in the same subject in the high schools. One cabinet was devoted to the work of the kindergarten. It contained cuttings, drawings, hand work, and photographs of classes at work or play.

Second. The work of entire classes in a given subject was bound up in volumes, a number of volumes being devoted to each subject. A few volumes were also arranged to show the development of a given subject through a number of grades in one school.

The exhibit in manual training consisted of three parts:

(1) The work of the R. T. Crane Manual Training School. This school has in addition to the usual equipment of laboratories, etc., for the regular high · school course of four years, large and fully equipped machine shops, carpenter shops, foundry, and blacksmith shop. The exhibit of this school occupied a large case, and consisted of the finished work of pupils in the four lines of manualtraining work above mentioned; also of a complete gas engine about 20 inches high, the work entirely of the pupils of this school. Two cabinets were devoted to the drawing and academic work of the school.

(2) The manual-training work of the elementary schools.—This consisted of models by the boys of the seventh and eighth grades of the elementary schools. All of the boys of these grades in the elementary schools are taught manual training (carpentry and mechanical drawing) by special teachers. The work of the girls in the seventh and eighth grades in sewing was illustrated by samples of exercises in sewing and by finished garments. The work in cooking was described in writing. All of the classes (girls) in the seventh and eighth grades of the elementary schools are taught either cooking or sewing by special teachers.

(3) The construction work of the grades below the seventh in the elementary schools. This work has not been systematized. The work shown was a selection of that which was done in many of the schools under the supervision of the grade teacher, and consisted of work in many materials, such as beads, raffia, paper, cardboard, cloth, clay, etc.

The work of the elementary schools was displayed in the showcases and upon shelves in the lower part of the cabinets. One cabinet was devoted to the work in physical training and the work of the child-study department. The work in physical training was illustrated by a large number of photographs, showing pupils at work on all forms of apparatus in the high school gymnasiums and pupils playing various athletic games in these gymnasiums, and photographs of the pupils in the elementary schools exercising on the simpler apparatus installed in corridors and class rooms. In the high schools the work is carried on by special teachers of physical culture. Each high school is supplied with a fully equipped gymnasium. In the elementary schools the work is conducted by the elementary teacher, supervised by special teachers.

The work of the child-study department was made up of photographs and charts illustrating the variations in height, weight, physical strength, and vital capacity of children; by diagrams showing the rate of fatigue and variations of energy of children during different hours of the day; also, descriptions and illustrations of the ways in which children are examined to determine their physical condition. The diagrams were made from data obtained from the examination of several thousand pupils in the Chicago schools.

The exhibit of the compulsory-education department outlined the methods by which truants are followed up and the means by which the Parental School and the house of correction endeavor to reform persistent truants and juvenile criminals. The department is organized under State law. The head of the department has under his charge about 25 truant officers. Habitual truants are reported by the schools. These are followed up; the parents are admonished, if the absence is due to their negligence; and, as a last resort, delinquent parents are prosecuted if they fail to send children to school. The Parental School occupies a number of buildings located upon a large farm on the outskirts of the city. Truants and boys who are incorrigible in the ordinary schools are committed to this school by action of the juvenile court. Here the boys attend classes in the ordinary studies and in manual training during part of the day and have vigorous drill in military tactics; during the open season

they work on the farm, and at other times are under family government in the cottages. The boys are discharged from the school when they show evidence of trustworthiness or upon reaching the age of 14 years.

The work of the normal school and the normal extension occupied four cabinets. This school provides a course of two years, which fits for teaching in the elementary schools, also special courses in kindergarten work, in cooking, and in sewing. Two large elementary schools are associated with the normal school as practice schools. The work in normal extension was of particular interest. This department of school work has been in operation for about two years. It is established to furnish teachers of the city opportunity for study in professional and academic lines. Classes are formed at different centers through the city, wherever a sufficient number of teachers make request for the same. The classes are conducted largely by the instructors in the normal school, but many others are employed. The cost of instruction is paid by the board of education. All teachers, whether in public or private schools, are eligible for membership in these classes. The enrollment is between four and five thousand.

The department for the instruction of the blind was illustrated by hand work made by the pupils, by written exercises in the point alphabet, and by maps and books printed for the use of the blind. The pupils are taught in the elementary schools at convenient centers. The teacher is furnished with a class of five or six. During part of the time the pupils are under the direction of this teacher in order to learn special work. At other times they join in with regular classes of other children. The department is provided with an outfit for printing maps and books in raised characters.

The work of the schools for the deaf was illustrated by exercises and samples of hand work. These children are taught in different centers in classes of eight. The instruction is by either the oral or the combined method, as the parents of the children elect.. Practically all have chosen the oral method.

There are two schools for crippled children, containing about 100 pupils in all. The children are brought to the schools and returned to their homes in conveyances furnished by the board of education. They are taught the ordinary subjects of school work. The school furniture and equipment is adapted to their needs.

The bureau of geography was originally a voluntary organization supported by the principals in the elementary schools. The expense of maintenance has recently been assumed by the board of education. Its work is to prepare collections of raw and manufactured products, with descriptions and photographs relating to the means of production and processes of manufacture. Typical collections were exhibited.

The Projection Club is an organization supported by voluntary contributions from the schools. The club owns, or has the use of, about 132 sets of slides of 50 each. These slides are used in teaching geography, science, history, and literature. A large number of these slides were taken to the exposition and their use was demonstrated by the attendant in charge of the exhibit at certain hours of the day. Selected slides were projected upon a shaded screen. This screen was so arranged and the intensity of the light was so regulated that the pictures could be seen without darkening the inclosure. As a further illustration of the work of the schools practically all the photographs contained in the various cabinets and many others illustrating various phases of school work were made into lantern slides and projected on the screen.

Vacation schools have been maintained for several years in the densely populated sections of the city. They are supported partly by the board of education and partly by private contributions. Their work was illustrated by photographs showing the excursions and the classes in the gardens and playgrounds and by drawings and hand work.

CITY OF CLEVELAND.

BY EDWIN F. MOULTON, SUPERINTENDENT OF INSTRUCTION.

ORGANIZATION.

For twelve years the Cleveland public schools have been operated under the so-called "Federal plan." The main features of this plan are a small board of seven members elected at large, with tenure of office for two years, clothed with purely legislative powers; a school director elected at large, with same tenure of office as the executive of the business department, and a superintendent of instruction appointed by the director with full authority in the educational department, having power to appoint and dismiss assistants, supervisors, principals, and teachers. The tenure of office for the superintendent is

during good behavior.

The several departments of the schools are as follows: Normal, high, elementary, manual training, kindergarten, school for the deaf, evening schools (elementary and high), summer vacation schools, playgrounds, boys' schools for disciplinary purposes, with subdepartments of music, physical training, and drawing. The schools of the city are in close connection with the central office and directly under the control of the superintendent, his assistants, and the heads of the several departments named above.

The statistical exhibit, 1902-3, shows: Total operating expenses of school system, $1,734,847.68; teachers. 1,484; pupils, 62,874; pupils of American parentage, 62.8 per cent; foreign, 37.2 per cent.

THE CLEVELAND EXHIBIT.

The primary step toward the Cleveland exhibit was an appropriation of $3,000 by the board of education, which, with a later appropriation of $600, covered all expenses. An executive committee, consisting of the superintendent of schools, school director, two assistant superintendents, two members of the supervisory. force, and one member of the board of education, had entire charge of the exhibit, including the expenditure of money within the limits of the appropriation. Subcommittees submitted in writing the best means of exhibiting the work of the various departments of the schools. From these reports a unified exhibit was arranged by the executive committee. Instructions and supplies for exhibit work were sent out through the heads of the subcommittees, through principals' meetings, and by circulars from the superintendent's office.· From the class work selections were made by the various subcommittees, directed by the executive committee. Manuscripts, photographs, drawings, and manualtraining models were arranged, and either bound in volumes or mounted in leaf cabinets, wall panels, and frames, or prepared for exhibition in wall cases, and all packed for shipment.

The normal school exhibit shows the character of work done through photographs and manuscripts selected from work of pupil teachers in the various departments. The school furnishes a philosophic basis for professional work, and supplements this with a prolonged period of practical teaching under expert direction.

The five high schools are represented by manuscripts of classics, modern languages, English history, mathematics, and natural sciences, and by photographs of laboratories, libraries, gymnasiums, school societies, and athletic teams. The exhibit certifies to the high standard maintained.

The elementary schools' exhibit of language work comprises: