search for information on matters of interest to the class, as well as in imparting that information to the class, under the stimulus of the same motive which actuates most of his reading through life. Arithmetic, language, history, geography, spelling, writing, etc., are all taught in this way, at least in the beginning until their necessity is fully realized, and then the usual formal work is given when needed. The natural motive makes learning very much easier and quicker than an artificial one; hence fewer exercises are needed in the formal studies, leaving more time and strength to devote to the central subjects of study.

In short, whatever the pupil reads or writes or makes or paints, the problems he solves, and the principles and facts of science he learns, are made to grow out of or illustrate something he has learned about the central subject of thought as far as possible. He thus becomes accustomed to seeing things in their mutual relations, and unconsciously acquires the ability to recognize and form an estimate of all the conditions and influences in life which may contribute to aid or defeat a desired result. He will be more successful in life.

VIRGINIA.

BY A. M. DOBIE, OF THE UNIVERSITY OF VIRGINIA.

THE VIRGINIA EXHIBIT.

The institutions represented in the Virginia educational exhibit embraced the primary public schools, Roanoke College, Hampden-Sidney College, the Randolph-Macon system of schools and colleges, and the University of Virginia. All of these exhibits were installed in the Virginia State building.

The exhibit of the primary public schools consisted chiefly of specimens of the written work done by the pupils of these schools as required, together with many small objects, the handiwork of the school children, showing the progress made in the various grades along practical manual lines.

The exhibits of Roanoke College and Hampden-Sidney College were very similar in character, composed chiefly of different views of their main buildings and the most picturesque spots in their grounds.

The Randolph-Macon system was represented by a series of cabinets containing charts showing the courses of instruction, photographs of grounds and buildings, the faculties of the various institutions, and student organizations. The cabinets were very comprehensive, and to the interested observer conveyed a faithful impression of the life at the schools and colleges comprising the system. In this exhibit stress was laid on the Randolph-Macon Woman's College. near Lynchburg, Va., an institution occupying a unique and high position in the higher education of women in the South and whose influence has been constantly widening during the last decade.

The most elaborate, complete, and interesting exhibit in the Virginia building, however, was that of the University of Virginia, the capstone of the Virginia public school system. To the founding of this university Jefferson gave the best activities of his later life, and directed that on his tombstone should be placed the title, of which he was so justly proud, that of "Father of the University of Virginia." The most interesting objects in the university exhibit were the Galt heroic statue of Jefferson, the Sully portrait of Jefferson, and

the chair in which he sat when, as Vice-President, he presided over the United States Senate. Many transparencies and photographs showed the picturesque beauty of the grounds and buildings, many of which were planned by Jefferson himself, while numerous mural tablets showed the prominent part played in the destinies of the nation and in the various learned professions by the alumni of this venerable institution. In many ways, too, the distinctive features of this institution were brought out, particularly the honor system, of which the university is the father, and the elective system of independent schools in the academic department. Altogether, the pioneer of State universities was represented by an exhibit that was at the same time complete, comprehensive. artistic, and interesting.

Besides the institutions first mentioned, the Virginia building contained small exhibits from Hollins Institute, Sweetbrier Institute, and the Virginia College for Young Ladies.

WEST VIRGINIA.

THE EXHIBIT.

The West Virginia educational exhibit at St. Louis was not very large or varied, but it contained a number of features that indicate a good degree of industrial progress in the Mountain State. The exhibit consisted of maps, charts, drawings, models, and other kinds of handicraft, together with photographs, books of manuscripts, etc. It was prepared under the direction of State Supt. Thomas C. Miller, who was assisted by some of the leading educational workers of the State.

One of the most noticeable portions of the exhibit was a series of graphic charts, prepared by the schools of Parkersburg and Sistersville, illustrating by pictures, drawings, and miniature objects the growth of some industry or the development of some product, as glass from sand, leather from rawhide, nails, springs, etc., from iron ore, and silks and other fabrics from the cocoon, the cotton boll, or wool. Each chart was accompanied by a sketch describing the various processes of manufacture. Lumber, agricultural products, and the minerals of the State were also made prominent by this graphic presentation, the charts showing the strata of oil-bearing sands and the situation of the coal measures claiming especial attention.

In the exhibit were about 100 volumes written by West Virginia authors, a number of educational works, a full set of the publications issued by the State department of schools, including the History of Education in West Virginia, recently published. This book of over 300 pages and containing many illustrations gives quite a full account of the growth and development of the educational work of the State, and has been widely distributed.

Over 500 photographs were shown in cabinets. These were of schools and school buildings chiefly, and indicate a good degree of advancement in schoolhouse architecture. The manuscript exhibited was the everyday work of the pupils and was of such a character as to indicate commendable progress.

The allowance made by the State commisssion for the educational exhibit was $2,000, but this sum was considerably supplemented from the contingent fund of the department of schools and by a large amount of gratuitous labor.

WISCONSIN.

BY W. D. PARKER, DIRECTOR.

THE EXHIBIT.

A committee consisting of fourteen persons was named by the Wisconsin Teachers' Association at its annual meeting in December, 1901, under whose direction steps were taken that have led to the representation of Wisconsin at the Louisiana Purchase Exposition. William George Bruce, of Milwaukee, publisher of the American School Board Journal, set in motion the activities that resulted in the creation of this committee, and his judgment has been followed in the proceedings in the name of the State.

When convened in May, 1902, the committee found insufficient funds for its purposes and, after naming a subcommittee to outline a general plan of procedure, adjourned subject to call. The general committee was convened in September, 1902, and the subcommittee reported through William George Bruce that all branches of the State educational system were represented in the committee; that groups of educational exhibits had been named by the exposition managers; that it was recommended that some person be named to direct affairs in behalf of the committee; that 5,000 feet of floor space be secured for displaying work; that an appropriate booth structure be erected in the palace of education for receiving the exhibits; that exhibitors be assured that all articles contributed would be received at a central place in the State, displayed, cared for, and returned to exhibitors at the close of the season, all at the expense of the State after the exhibits should come into possession of the committees, and, finally, that the State managers should be invited to appropriate $10,250 for meeting the expenses, and that they should be informed of these determinations and requested to allow the sum named.

The general committee held the third meeting on December 29, 1902, and adopted a report made by William George Bruce that provided a detailed plan of an exhibit in conformity to the general outline framed by the chief of the department of education of the exposition. The committee voted to recommend the Wisconsin Teachers' Association, then about to convene, to petition the legislature to set aside the sum of $10,000 for the use of the committee.

The legislature having made its final appropriation for the exposition, and the committee having been notified that $7,000 had been placed at its command, the committee was convened at Milwaukee on August 29, 1903, and it was voted that W. D. Parker be made permanent secretary to prosecute the business; that a special auditing committee be authorized to act during the season, and that the actual work be set in motion at once.

The board of school directors of the city of Milwaukee tendered ample rooms in the city hall for the use of the officers, necessary office furniture was assembled, a stenographic typewriter was employed, and on the 18th of September the whole plan of the exhibit was borne to the attention of teachers and superintendents by printed circulars. Personal visitation at local associations of teachers during October showed such apathy that a revised circular was mailed urging school board members, teachers, and superintendents to authorize the preparation of exhibits, and thereafter the whole work progressed encouragingly, so that, agreeable to dates fixed, the exhibits began to assemble at Milwaukee early in February. On the 2d of April all material had arrived at Milwaukee, had been acknowledged, inventoried, assorted, delivered to a transportation company, and consigned to the exposition, where it was delivered in

excellent condition on the 10th of April. Minor details excepted, the installation was completed at the date of the formal opening of the exposition on the 30th of April. In this final movement the celerity of transportation companies and the routine enforced by the exposition company were so complete as to leave little for the director to wish.

The secretary's office during the season of fifteen months issued 4,000 copies of the chief circulars, 1,500 copies of mimeographs, 240 editorials, and 1,200 individual letters.

The space allotted to Wisconsin was at the east of the main north door of the Palace of Education, 27 feet wide and extending 75 feet along the main north wall. Built upon this space was a platform raised 4 inches, and erected thereon was a façade having fluted columns that supported a massive cornice, all built of wood and painted white. Four partitions abutting the north wall and 26 cabinets, each having 15 swinging leaves, extended the wall surface so that its aggregate was 3,500 feet.

The exhibit was planned to show samples of each feature of the public school system as recognized by statutes and to include material from private and parochial schools as far as practicable.

The public school system consists of schools of country districts and of cities that fall under the supervision of local and State officers. The names of the departments are kindergarten, primary, intermediate, grammar, State graded, high, and university, but the university exhibit occupied space separate from that of the State exhibit. In addition to the public school exhibits proper this exhibit included articles from the State schools for the blind, for the deaf, for the dependent, for wayward boys and girls, for the feeble-minded, and from the State normal schools, the county teachers' training schools, the county schools of agriculture and domestic economy, and the United States schools for Indians. While manual training products were prominent, the exhibit was designed to represent all other phases of school activity, and to this end an abundance of manuscript books, drawings, photographs, courses of study, and models of school equipment and drawings of schoolhouse construction were installed.

One of the chief attractions was the line of photographs and charts of courses of study shown by two county schools of agriculture and domestic economyinstitutions of unique character in America-one located at Menominee, the. other at Wausau. They are housed at the expense of the respective counties, are maintained in part at the expense of the State, and their courses of study of two years' duration comprehend an interesting body of work that has called many boys and girls of farmers to enlist permanently in industries that are represented in the following branches of study:

For boys: Blacksmithing, carpentry, dairying, farm accounts, rural architecture, soil, fertilizers, and work in soils.

For boys and girls: Business arithmetic, civil government, English, library readings, economic insects, disease, plant life, poultry, United States history, vegetable and fruit gardening.

For girls: Chemistry of foods, cooking, sewing, millinery, home economy, home nursing, hygiene, and laundry.

The wood exhibits in manual training prepared by students of the Oshkosh State Normal School and the outlines in domestic economy by the Stevens Point State Normal School showed excellence for the experimental period of three years. These products seemed to justify the zeal of the advocates of those lines for teachers.

The city of Milwaukee made a special appropriation of $4,000 for its exhibit. Mr. A. E. Kagel, assistant superintendent of the city public schools, was placed

in charge of the preparations for the exhibit. In an allotted space of 460 square feet he tried to show the work of 38,553 pupils, taught by 956 teachers, and housed in 56 splendid buildings, also the work of such institutions as the public museum which correlate with the actual school work. To show this in a logical manner the exhibit was made to be distinctly developmental in its make-up, with the idea of growth predominant everywhere.

To add an original feature and make the exhibit more attractive Mr. Kagel conceived the idea of showing, by means of 500 records, covering a variety of 130 lessons, the work of the Milwaukee school children in reading, recitation, and singing.

Flanked on one side by a series of cases showing manual-training work, and on the other side by cases and cabinets showing school-museum work and photographs of buildings, the back of the exhibit booth is used to display drawings, by means of both wall and cabinet mountings. The front is given an inviting appearance by a huge settee and armchair—both products of the high school manual-training department. The written work is found in substantially bound volumes distributed on a large table, while the kindergarten work is mounted on a frame made especially for that purpose.

The administrative side of the school system is elucidated by a series of charts, which also give statistical information. Of the total number (103,923) of children of legal school age, 4 to 20 years, only 40.6 per cent attend public schools, private schools drawing 21.2 per cent. The public school children are taught by competent teachers holding a university or State normal school diploma, or some certification of efficiency to teach given by a committee of the school board. Appointments are made by the committee on examination and appointment of the board of school directors. The latter, one from each ward, are appointed by the school board commission, four in number. These in turn are appointed by the mayor for a term of four years, only one commissioner's term expiring each year.

The excellence of the kindergarten exhibit has influenced several prominent educators to visit Milwaukee that they might look into the system which showed such results.

Without enumerating in detail all the branches taught in the grammar grades and high schools, especial mention should be made of the work in drawing, geography, writing, and arithmetic.

The school for the deaf was well represented, its unique feature being a series of phonographic records portraying the results in speech obtained from the teaching of articulation and enunciation.

A case filled with museum specimens indicates that the institution is doing something tangible in helping to educate the school children of the city. A pamphlet describes at length the working of the system by means of which 20,000 pupils received instruction at the museum during 1903. This work of the Milwaukee public schools "is probably unique in the history of the schools of the United States, in that attendance at the museum is required of pupils. All classes from the third to the eighth grade are sent to the museum for certain definite work correlated with their class studies, and museum work is as much a part of the school work as any other study of the curriculum."

In conclusion, the series of pamphlets on various phases of school work issued by the Milwaukee board of school directors must be mentioned. They covered such subjects as school laws, portable schoolhouses, cooking schools, etc., and did much to enlighten the student in regard to educational conditions in Wisconsin's metropolis, thus greatly adding to the efficiency of the exhibit. The cities of Appleton, Ashland, Chippewa Falls, Madison, Merrill, Neenah, Janesville, and Superior made satisfactorily organized exhibits.