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 edncational 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 appropriatión 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:

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 twosubjects 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.

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.

teacher, school ―――, Borough of