1. Grammar manuscripts, which evince a knowledge of technical grammar and its application, and illustrate how this subject contributes to the study of literature.

2. Compositions, which illustrate correlation with other subjects. These evidence training in narrative and descriptive writing, also individuality and freedom of treatment, spontaneity of expression, and genuineness of work. The subjects of the compositions are as follows:

(a) Reading and literature, exhibited in (1) supplementary reading books, which correlate with other branches and serve as the basis of work in literature and composition, and (2) original reading lessons, by first grade teachers, which are founded upon veritable experiences of the children in the world of social activities, the nature world, and the realm of storyland, and lead them through self-realization to self-expression.

(b) History and civics, comprising a study of the development of our national life. These compositions illustrate its purpose, which is to give the pupil a knowledge of the history of and to instill a love for his country, and to enlighten him as to duties and privileges. They show the pupil's assimilation of facts and reveal his state of mind toward the subject.

(c) Geography work, exhibited in illustrated manuscripts and maps, and its aim indicated by the pupil's interest and pleasure in the observation of physical conditions of his home neighborhood; by his vivid picturing of places and conditions beyond the sense horizon; by his grasp of the relation of human industries to physical conditions, and by his power to think.

⚫ (d) Elementary science and nature study, the compositions manifesting their essential purpose, which is to make the individual happy in his environment by inciting an interest in and love for common things, and by increasing his knowledge and appreciation of the wonders and beauties of the physical world.

3. As German is elective, the growth of the department shows its practical as well as its educational value. These results are seen more particularly in the elementary work, while in the higher grades the pupil's knowledge of the theory and facility in the use of the language are shown.

The arithmetic exhibits are of regular school work. The aim is to provide problems drawn from practica!, industrial, and scientific sources, thus furnishing a basis for unifying this work with other subjects.

In the first grade the work is objective, constructive, and creative, and closely correlated with manual training.

An economical and practical application of educational manual training to a large school system is exhibited. Its purpose is development of originality, initiative, constructive power, and artistic sense; it essays correlation with regular school work.

The drawing exhibit illustrates a definite number of consecutively attainable steps in instruction in drawing, beginning with the simplest and ending with the most complex, and shows the daily work of pupils and the capability of entire classes.

Music is exhibited by manuscripts showing, as a distinctive feature, the development of invention, beginning with original melodies by children of the third grade and extending to the writing of four-part music in the eighth grade.

A modified Swedish system of progressive physical exercises and games, as shown by photographs, has been used. By these exercises every part of the muscular system is brought into action and developed.

The kindergarten exhibit shows, through photographs, the various activities of the kindergartens and original gift forms made by the children. The handwork, all unaided, shows skill of hand, increasing power of expression and control of material.

Special departments.

In the school for the deaf the oral method is used exclusively. Manuscripts, kindergarten work, and manual training are shown.

The boys' school receives boys persistently truant or incorrigible. The exhibit shows the possibility of relieving the ordinary school and of so treating the boy elsewhere as to prepare him to enter again the regular school. The truancy department records every case reported by means of the card system. Age and schooling certificates are important data. Complete forms, including the record of an obstinate truant, are exhibited.

Evening high and elementary school students represent two classes-foreigners desiring to acquire English and working men and women seeking to prepare for better positions.

Unique features.

The Home Gardening Association distributes at cost hundreds of thousands of seed packages and bulbs, and exerts a marked influence on civic improvement. The Art Education Society, composed of the teachers, has placed in the schools more than 4,000 pictures and casts of artistic merit, examples of which are in the exhibit.

The children's library, through the joint action of the public library and the schools, brings the finest reading matter to the pupils.

The teachers' lecture course, with a membership of over a thousand, brings its members the best thought in many lines.

The Mutual Assistance Association, 1,000 members, renders pecuniary assistance to teachers temporarily absent through disability.

The exhibit comprises the work of entire classes and selected manuscripts, corrected and uncorrected, representing every building and all grades; also the work of three entire elementary schools of American, foreign, and mixed nationalities.

The exhibit as a whole shows the child's effort at self-realization, as a worker, as a thinker, and as a social being with rights to maintain and duties to perform.

The unity of the work is to be noted. This is accomplished through harmonious concerted effort of central management. No special emphasis is placed on any one department, the endeavor being toward an all-round, symmetrical development of the individual through the system on the highest plane consistent with existing economic and social conditions.

CITY OF NEW YORK.

BY A. W. EDSON, DIRECTOR.

THE EXHIBIT.

The city inclosure was a continuation of the State inclosure. It had a floor space 27 by 52 feet and walls 15 feet in height. It had a dark Flemish oak finish, with staff ornamentation of old-ivory finish, and was noticeable for its dignity and beauty. Directly over the corridor entrance was a seal of the city in staff some 4 feet in height. The walls were covered with a light-green burlap. Several partition walls 9 feet in height projected into the inclosure, making alcoves, in which were arranged wall cabinets.

Below the wall cabinets were counters and shelves for the bound volumes,

albums, pamphlets, and shopwork. On the counters and in the corners of the alcoves were glass show cases for the display of manual work from kindergartens and from classes in sewing, cooking, drawing, and shopwork in day, evening, and vacation schools. The inclosure was furnished with rugs, tables, chairs, and a settee. On the top of the inside partitions large potted plants contributed to the decoration.

The general idea pervading the New York City exhibit was an exemplification of the course of study from the kindergarten through the high school. Each subject in each grade of the course was treated in considerable detail. The work displayed was confined wholly to the public schools. In order to make the exhibit fairly representative of school work in all sections of the city, four schools in each of the 46 districts were selected as representatives. In order to restrict the amount of work in any school and to make the preparation of the exhibit comparatively light, no school was allowed more than two subjects and no more than two grades were allowed to work on any.one topic. Thus about 200 schools and 600 classes in the elementary grades and all of the high schools participated.

The preparation of work was confined to the months of December and January. During these months the classes prepared ten sets of papers. From each of nine of these exercises the best six papers were selected. In the tenth exercise, prepared during the second week in January, all the papers of the class, good, bad, and indifferent, were reserved. Thus for nine exercises a limited number of the best papers was selected, and in one exercise the paper of each pupil in the classes participating was reserved.

One of the distinguishing features of the exhibit of written work in the city of New York and one deserving special commendation was the effort to have the exhibit present the honest effort of pupils and be fairly representative of the regular work of the schools. First drafts only were presented, except in a few exercises in the high schools, where both first drafts and copies were submitted. In most instances the method by which the teacher unfolded the subject was clearly indicated. The process rather than the product was made the important feature.

To accompany each set of papers, whether six or fifty papers, a statement blank was filled out by the class teacher. This statement was designed to give an intelligent and definite idea of the line of work pursued by teachers and pupils and to answer inquiries sure to be made by those who carefully inspected the work. The following is a copy:

LOUISIANA PURCHASE EXPOSITION, ST. LOUIS, 1904.

DEPARTMENT OF EDUCATION.

3. Number of pupils in class

4. Number of pupils whose papers are here exhibited

5. Time per week given to class instruction in this subject

6. Connection of this exercise with previous or subsequent work

7. Questions or topics given to class

8. Time spent by pupils in preparing for the written exercise

9. Nature of preparation

10. Time occupied in writing

11. Usual method of criticism or revision by class or by teacher

I hereby certify that the following papers exhibit the pupils' first drafts and show the regular work of the class.

The greater portion of the written work, classified by subjects and grades. was bound into volumes, 300 in all, of 400 sheets each, the binding for the selected papers differing in color from the binding for the volumes representing the work of the entire class. Selected papers also were mounted on cardboard

and inserted in wall cabinets.

In order to display properly the written work, drawings, maps, photographs, sewing, cord work, raffia blanks, circulars, etc., 58 wall cabinets and 90 albums were used. Each wall cabinet had 33 sheets of mounted cardboard, 22 by 28 inches, and each album had 25 leaves, 18 by 22 inches, mounted on both sides. In the glass of each door of the cabinet the seal of the board of education was daintily sketched, and back of each glass was a large photograph or group of photographs representing some educational activity, so that the first impression on entering the inclosure was a pleasing one.

The photographic exhibit was very complete. It consisted of ten or twelve hundred photographs, 8 by 10 inches or 11 by 14 inches, and covered the whole field of the city's educational activity. These photographs represented classes at work, the conditions under which they worked, and, as far as possible, the method of work in the day and evening schools, vacation schools, playgrounds, recreation centers, recreation piers, roof playgrounds, kindergartens, laboratories, and gymnasiums; classes in the parks, at the botanical garden, zoological park, natural history museum, and aquarium.

The photographic exhibit was of special value in representing the great achievements made in recent years in schoolhouse architecture. Upon the inside walls and upon the corridor side of the inclosure there were 35 large framed photographs and drawings in colors of some of the latest and best school buildings erected in the city. Two of the wall cabinets were filled with photographs of school buildings, so that anyone interested in schoolhouse construction could easily study every detail of the best type of school buildings that has found expression in this city.

On the floor, placed on high tables, were four elegant and expensive models of school buildings-the Morris High School, the De Witt Clinton High School, Public School 62, and a horizontal section of the third floor of Public School 62, the largest elementary school building in the world.

On the walls of the inclosure, in addition to the photographs and drawings of school buildings, were 80 frames, 24 by 30 inches, for charts and mounted material under glass. The statistical and graphic charts showed the remarkable growth of the city in population, in school enrollment, school attendance, expenses, etc., during the past fifty years. Valuable statistical information bearing upon the number of teachers employed, the attendance of pupils in the day, evening, and vacation schools, expenses, etc., for the year 1903, was displayed on charts. A tabular view of the teachers' salary schedules attracted much attention and favorable comment.

The arrangement and contents of the 58 wall cabinets, beginning at the right in the entrance from the State inclosure, were as follows:

Cabinets 1, 2, and 3 were devoted to vacation schools and playgrounds. Much of this exhibit was in the nature of photographs of classes at the outdoor and indoor playgrounds, evening play centers, and roof playgrounds, baths and swimming pools, and of classes engaged in the various industries taught in the vacation schools. Specimens of work in fret sawing, whittling, burnt wood, bench work, Venetian iron, leather, basketry, chair caning, elementary and advanced sewing, drawing, millinery, embroidery, knitting, and crocheting were displayed on the walls and shelves and in show cases near by. Cabinets 4 and 5 held photographs of classes at work in the evening schools, elementary and high, of classes in regular class rooms, laboratories, drawing rooms, and

assemblies, and specimens of mechanical and architectural drawing, and drawing from life and from cast. The evening schools furnished a dynamo, a chemical and physical apparatus, and specimens of work in dressmaking and millinery. The hats made of raffia were of superior workmanship. Cabinets 6 to 11, inclusive, held a large variety of specimens of cord and constructive work and sewing taught the boys and girls through the first three years, and of sewing taught the girls through the remaining years of the school course. The constructive work in cord and raffia-knots, chains, stitches, weaving, and basketry—were a progressive series of exercises to develop the creative and inventive faculty of children and to train the muscles of the fingers to freedom of movement and deftness of touch. The specimens of sewing were carefully graded from elementary stitches on canvas worked with worsted and coarse needle to fine sewing and garment making. Cabinet 12 included charts and theme work, illustrating and explaining the work attempted in domestic science in the last two years of the elementary school course and showing the close correlation of this subject with the other subjects of the school curriculum. In a glass showcase was an excellent exhibit of canned and preserved fruits and vegetables and of bread and candy making. In frames on the walls were illustrations of the work in nursing and laundering and in personal hygiene. On a stand near by in a glass case was a model sitting room arranged from a hygienic, artistic, and economic standpoint. Cabinets 13 to 20 included selected specimens in drawing, construction, and design. The cabinets were arranged to illustrate the eight years' course of study, one cabinet for each year. In each of the cabinets the first ten cards were devoted to drawings of familiar objects, the second ten cards to illustrative drawings in the lower grades and to drawings and painting in water color of plant forms in the higher grades, and the third ten cards to models illustrating the course in construction and applied design.

On the shelves and tables were displayed a large variety of articles in cardboard and wood constructed in class rooms and in workshops, illustrating the coordination of the work in drawing, construction, and design. The communal models made by groups of pupils of the upper grades represented apparatus of value used in the elementary science lessons. The decorated models represented one phase of the training in art.

Cabinets 21 to 30 included the course of study and syllabuses and written exercises in copy and dictation, composition, grammar, electives, literature, nature study, geography, history, civics, and mathematics.

The space between cabinets 27 and 29 was occupied by three units of class libraries, the first unit filled with typical books for pupils of the third and fourth years, the second for pupils of the fifth and sixth years, and the third for pupils of the seventh and eighth years. The exhibit was designed to give visitors an idea of what the city is doing in the line of class libraries in all of the schools.

Cabinets 31 and 32 and the large show case between them held an exhibit of the work of the New York City Training School for Teachers. Cabinet 31 illustrated the course in sewing and cord work, and cabinet 32 a graded course in map interpretation. The show case held teachers' and pupils' outfits in map interpretation and models of trees, roads, rivers, fields, farms, gardens, yards, houses, and villages, made by students in the city training school. Cabinets 33 to 47 included work of the high schools in ancient and modern history, ancient and modern languages, English, commercial branches, bookkeeping, mathematics, physics, chemistry, physiography, biology, and drawing. In the latter subject four cabinets were given to pictorial and constructive lines of work, followed by special art work. Cabinets 48 and 49 were filled with photographs of school