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 1 2 3 
 
 1 
 
 2 
 
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TO [ 
 
 IW 
 
 Were nai'd 
 power of < 
 uiulerstiiii 
 and even > 
 and force, 
 of a super 
 
 PRIIS 
 
SPECIAL EEPOET 
 
 TO THE HONOURABLE THE MINISTER OF EDUCATION, 
 
 ON THE 
 
 ONTABIO EDUCATIONAL EXHIBIT, 
 
 AND THE EDUCATIONAL FEATURES 
 
 OF THE 
 
 INTERNATIONAL EXHIBITION, 
 
 AT 
 
 PHILADELPHIA, 1876. 
 
 BY J. GEORGE HODGINS, LL.D., Deputy Minister. 
 
 
 " Thus we Bee that these greiit international Exhibitions were the first grand levers which 
 Were used to uplift the nations to a higher plane of intellectual life, and to demonstrate to theni, beyond 
 power of controversy to gainsay, ttie great practicnl truth which underlies the trite uiaxini which we all 
 iHuierstand, that " laiowledgc (.< indeed jiiiirer'" power, whic>i is irresistible -power, which endows delicate, 
 and even complicated machinery, almost with the instincts of life— power, which, with unerring penetration 
 and force, seizes ui>on salient points ; and, by controlling, turns even opposing forces into obedient servants 
 of a superior will and design." — Pagen •2;U-232 of this Report. 
 
 iSoronto : 
 PRINTED BY HUNTER, ROSE & CO., 25 WELLINGTON ST., WEST. 
 
 1877. 
 
 ^ V 
 
PREFATORY NOTE. 
 
 
 The accompanying Report contains a briei survey of the whole of the educational 
 exhibits of the various countries and states represented at Philadelphia — including our 
 own — nearly forty in all. It also contains an account of the present state of education 
 in some of the more important countries. To this I have added illustrative statistics of 
 the latest available date, not only of these countries, but of those which had no educa- 
 tional exhibit at Philadelpliia. I have also added, where practicable, a'" analysis of the 
 systems of education in operation in the principal countries. 
 
 So remarkably onward has been the progress of popular education in some of these 
 countiies, within the last fifteen or twenty years, that the fact itself, as well as the extent 
 of that progress, as detailed in this report, will be a surprise to many. This is notably 
 the case in regard to Kussia, Japan, and Brazil. Cliina, too, is laying the foundation 
 of a!i elTective system of instruction for her people. England, it will be seen, has, within 
 the last seven years (for the reason detailed in the Report), been compelled to take 
 vigorous ami comprehensive measures to recover lost ground ; while Austria, Italy, 
 France, and other countries named, are now taking energetic steps to improve their sys- 
 tems of poi)ular education. 
 
 The information in regard to the systems of education now in operation in Russia, 
 I'rus-ia, Sweden, ISelgium, the Netherlands, Portugal, the United States, Brazil, Argen- 
 tine Republic, Chili, Japan, and Kgypt, which I have given from authentic sources, will 
 be found to be more or less complete ; while that in regard to England embraces a 
 trustworthy sketch of the period of the administration of the Parliamentary grants for 
 elementary education from 18;59 to ISTG. To this I have added a full analysis, by com- 
 petent hamls, of the present Education Code of 187G. The whole of this information I 
 have endeavoured to elaborate with great care. I trust, therefore, that it will be found 
 to be both interesting ami useful. It will eiuible those interested in the subject to obtain 
 a comparatively satisfactory bird's-eye view of national education (from the recent stand- 
 point of the Centennial Exhiljition), not only of the forty states and countries which 
 were educationally represented there, but also of the almost equal number which had no 
 such representation at the Exhibition. 
 
 I have also inserted valuable papers on the " Special Educational Exhibits " at the 
 Centennial ; on " European Educational Systems and Policy," and a series of " Lessons 
 from the Centennial," from an American stand-point, in which it will be seen Ontario 
 receives more than one " honourable mention." At the conclusion of this Report I have 
 given, in tlu; form of a lecture, a popular sketch of the whole Exhibition itself, prepared 
 for delivery at Teachers' Associations. In it 1 have noted the progressive position occu- 
 pied by " education " as a " group " or section at the various international exhibitions. 
 
IV 
 
 PREFATORY NOTE. 
 
 At the close of the paper, I have sought to draw such practical lessons for ourselves, as a 
 careful study of the Exhibition, and especially of its educational features, warranted me 
 in doing. 
 
 In the Appendix I have inserted an interesting sketch by P. Cunliffe Owen, Esq., 
 of the South Kensington Museum* — the outgrowth of the first International Exhibition 
 at London in 1851, and the parent of all subsec^uent Educational Museums. I have added 
 a brief account of the Educational Museums and Depositories recently established at St. 
 Petersburgh, Paris, and London, <fcc. 
 
 The Report itself is more elaborate than I had at first intended it should be. I felt, 
 however, that it would defeat the primary object of such a Report, and gre.atly lessen its 
 value, if it did not contain an educational outlook (such as tiie Exhibition was designed 
 to art'ord), and of as complete a character as possible, of the various educating countries 
 in the world. This was, nevertheless, found to be a task of no ordinary magnitude and 
 difficulty, owing to the fact that the educational exhibits at Philadelphia did not include 
 those of more than one half of the educational states and countries of the world, — and 
 that more than one third of those represented there were of a veiy meagre and i-lemen- 
 tary character. The deficiency had, therefore, to be supplied from sources diflicult of 
 access, and sometimes contradictory and unsatisfactory in cliaracter. The information 
 given has, however, been carefully prepared from the latest authorities, and condensed 
 as much as possible. 
 
 The entire educational survey which I have attempted to make is, on the whole, 
 most gratifying and satisfactory. It cannot fail to impress the reader with two things: 
 1st. That other countries are making educational strides even mort; rapid, and educational 
 progress even more substantial than our own ; and L'ndly. That, in this great educational 
 race, our highly favoured Province, untrammelled by the many embarrassing educational 
 traditions of Europe, and not subject to the fluctuations of executive authority, as in the 
 United States, not only can, but has every national incentive to, put forth every ellort to 
 maintain the high position which, by common consent, she obtained at I'hiladelphia last 
 year. J. G. II. 
 
 * Secretary to the British Ci)niiiiission, uiidtr the rrc»iden<:y of the I'riuce of WuUh, of the I'aris E.x 
 hibition of 1S78. 
 
 1 
 
 Pii 
 
 I.N 
 
 Pj 
 
 P.i 
 Pa 
 Pa 
 
CONTENTS. 
 
 10 
 12 
 13 
 
 i;{ 
 16 
 
 PAGE 
 
 rilKKATORY Xr>TE iii 
 
 iNillonri TdUV liKMAHKS 1 
 
 I'AUT I- TlIK In I'KKNATIONAL EXHIIIITIONS OF 
 
 ISC; AND l.S7.'{ 1 
 
 1. Till' I'aris K,\liil)iti«)ii of ]«(;7 1 
 
 2. Till' VifTiiiiv Kxhihitidii of 187:5 3 
 
 i. Till' 1,'i'iii'nil scJit'iiu' ipf tilt' K.\lii1)i- 
 
 tinli 3 
 
 ii. Till' vjuious Niitidiiiil Kiluctitidiiiil 
 
 J^xliihits 4 
 
 Paut II -TiiK Ckniknnial KxHinrnoN at Thi- 
 
 I.ADl-.I.l'lUA, l.S7ti 8 
 
 1. Ktrcirts iiiiiilf to jproinote itM succi'mh . . 'J 
 Paut III ri«)(Ki:i)iNi;s t>y thk PlnrcATtoN 
 
 l)KrAl{TMKNT ol' OM'AIMO 
 
 Paut IV-Tiik Ontauio Kiucationai. Ex- 
 
 llIltIT, AS SKI' IP AT rilll.AI)i:i.I'HIA. .. 
 PaKT V— Tin; ClIAHACTKK AM) Sl'KCIAI.TIES OF 
 OIK ExillHIT 
 
 1. Tlit^ siiofiiil clmnictt'ristics of tlic Exhi- 
 liit 
 
 2 l?rii'f (k'scriptioiis of the twenty-six 
 
 I'lusses oiiiliraufil in it 
 
 Paut VI - Oi'iN IONS ok tiik I'iikss ami ok 
 
 SrUANilKKS AS TO Tin; VAI.Ii: Ol' THE 
 
 Ontakio Ei)t (aiionai. I'^xiiiiirr 24 
 
 (l)Of Aiiu'ustus Morris, Escj., Ivxfontive 
 
 < 'oiniiiissiont'r, New Soutli Wall's 25 
 
 (2) Of M. r.iiis.soii, ("hiiiniiaii, French Edu- 
 cation Coniiniswion 25 
 
 I, Opinions of Aiiiericun Vivm and Educa- 
 
 tionists : 
 
 (1) Of lion. Ellis A. Aiit,'ar, Statu Superin- 
 
 ti'iuU'iit, New Jersey 27 
 
 (2) Of Hon. J. P. Wiekershuni, Ll-.l)., State 
 
 Superinteiiilent of I'ennsylvaiiia 
 
 (3) tnNrir Yi.rk Tnhinii', Mi-s. K. H. Davis 
 
 (ii.it 1{. II. Dana) 
 
 (4) Of Niw Ynrk Sr/KnilJoiiriiitl ■ Ontario at 
 
 the ( 'entennial 
 
 (5) Of I'hilttitiliiliia J'reuli Exaniple for the 
 
 Ktiited States 
 
 (0) Of J'/,ila<hli>/iia Htvald ■ Plans inusued 
 
 iuCanada 31 
 
 (7) Of Diilitikliikia I'riKii- Object Lesson 
 
 'I'eachin;,' 33 
 
 (8) Of AtiKviaui Pulitixlnrt' IKwA/.v -Educa- 
 
 tional IJook Display ;54 
 
 (H) Of Lv Cijiirier ihn A'^/^s■f//l(s— Canadian 
 
 and American Education 34 
 
 (10) ()f liiiffitl Christian Advovatf-V^wt-M'v, 
 
 in advance 34 
 
 (11) Of Ddaware Wushimjton- li'mxAAy from 
 
 Ontario M 
 
 II. (V)nmients of the Canadian PresH ; 
 
 (1 2) The Toronto Globe 35 
 
 (13) The Toronto Afat7 3G 
 
 2_ 
 
 3. 
 
 4. 
 
 28 
 
 2!t 
 
 ;«) 
 
 30 
 
 PAGE 
 
 (14) The Qnel>ec Journal (V I nut ruction Pub- 
 
 li'l'ir 37 
 
 (15) Hon. 1' J. O. (niauveau, EL. I)., in L'la- 
 
 xlniftion I'lililiifiH' ail Canaild 37 
 
 Part VII Okkicial .Vwauds to the Onta- 
 kio Education Dki'aktmknt 38 
 
 1. Cxeiieral Award, ij'roup, Educution and 
 
 Science 38 
 
 Collective Exliihit Award |S|iecial] .... 3'J 
 Award of tiold Medal by Canadian (\)m- 
 
 inission 3!) 
 
 Award of a lironze Medal l>y American 
 Commission 39 
 
 P.vuT VIII -List of Canadi.vn Exhibitoks 
 
 IN TIIK DkI'AKT.'UKNT OF ElUCATION 
 
 AN 1 1 SCI KNCK 40 
 
 Paut IX Excuksion of Insi'kctoks, Tkach- 
 
 KKS AND EhIKNDS OF ]']DUCx\TToN IN 
 
 Ontauio To THK Exhibition 42 
 
 Part X- Sketch of the Edi'cational I.t.ti- 
 titions in Ontario, mv the ^Ion. 
 Adam Ckooks, Q.C., M.l'.P 44 
 
 1. Public and Hi^di Schools 45 
 
 2. Schools, Colli';,'('s and University, iirovin- 
 
 cially endowed and subject to the con- 
 trol of the Provincial (loverninent 4'J 
 
 3. Provincial Institutions for special classes, 
 
 maintained and managed l)y the Provin- 
 cial tJovernment 50 
 
 4. Institutions and Societies partly aided by 
 
 or under (Jovernmental supervision.... 51 
 
 5. Schools, Colli'ijes, and Universities not of 
 
 a Provincial character 51 
 
 6. Institutions partly Educational and Re- 
 
 formatory .52 
 
 Paut XI The Kdvc.vtional Exhibits of va- 
 kioi's States and Countuies at Phi- 
 i.adei.i'iiia 53 
 
 1. The State of Pennsylvania— Brief sketch 
 
 of Eilucation in the State 54 
 
 2. The Kingdom of Sweden -Brief sketch 
 
 of I'Iducation in the kingdom 50 
 
 3. The Empire of liussia -Educational De- 
 
 ipositiu'y and Musi'um Brief sketch of 
 Education in llus.sia— Primary and Se- 
 condary Education- Universities —Ex- 
 penditures 02 
 
 4. The Swiss CNmfederation- State of Edu- 
 
 cation in Switzerland 08 
 
 5. The Kingdom of Belgium — Sketch of 
 
 Education — Primary Instruction — In- 
 termediate Sujierior Special 00 
 
 0. The Empire of .lapan Introduction of 
 learning (rreat old Schools -Modern 
 Education-Origin of Education Depart- 
 ment System of Education I^ibrary, 
 Museum- Present state of Education - 
 Income and Expenditure — Drawing 
 Schools — Technical instruction— Popu- 
 
CONTENTS. 
 
 PAGE 
 
 Iivtiim, imiiiln, teavhem — Jivpim and 
 
 ( "hiii:i cDutniHti'cl 72 
 
 7. Exliiliit cif till- iriiitt'd Stivti'H (icivtiriniii'iit. 
 
 i. E\lii))it (if thu Siiiitlisiiiiiiiii liistitiitinn 
 
 - liuliiiii mill KtliniiliiL;ir!il iiiUi'ition 
 -Mi'tiils iiiiil Miiicriili Ijiiml Aiii- 
 iuhIh Fund Kislii's Ani'it''iltui'i' — 
 Liiflit HiMisii StTvici' SiLTiiiil litiiviui 
 
 - riituiitOtliLv I'liMt OHiiv Dfiiiul;- 
 incnt 84 
 
 ii. Exliiliit I if the I'^iiitt'il Stuti's Uiiroivu tif 
 
 Kiliifiitinn ^ ".15 
 
 Hi. rrof,'iV''H of Kiliifiitiim in tho Uuitfil 
 
 States W 
 
 8. Niitiiiiiiil ICxliiliit of Fi'ftiice— Htute of 
 
 Eiluciition ill FriincL' 101 
 
 9. Till' Stiitf of Massiiclnist'tts 103 
 
 Statistics (if I'ldui^atiiir. :u Massadiii- 
 Hi'tts, l>S7r)-7(i 10!t 
 
 10. The State of Ohio 113 
 
 Statistics of Ediifatiou in Ohio, 187">-7t> 114 
 
 11. The State of New .rersi y 
 
 Statistics of Educatiiiu ia New Jersey, 
 1«7C 
 
 12. The Kilij,'(liilii of the Netheiluilds 
 
 Sketcli (if Kducatioii in tlie kin^tdnni. . . 
 
 13. The State (if ('ciiiiie;ticut. ._ .... 
 
 Statistics (if Education iu CVinnecticnt, 
 187(i :. 
 
 14. The State (if Klicde Island 
 
 Statistics (if JO Incatidii in IMiode Island, 
 
 187") 
 
 1.5. The State of Now llaniiisliire 
 
 Statistics (I '■ Education in New Ilaniii- 
 shire, ]8V."i-7t') 127 
 
 16. The State oi Maine 128 
 
 Statistic, of Hducation in Maine, 187<'i. 128 
 
 17. The State of Illinois _ V2'J 
 
 Statistics of Edncation in Illinois, 187.''»- 
 7(1 131 
 
 18. The Statu of Indiana .. 1.31 
 
 Sti'l-istics of Education iu Indiana, 1875- 
 V(l 132 
 
 19. Tho State of Michigan .^ ...._.. 133 
 
 i. History and rroj,'ress of Edncation iu 
 
 Micliij,'an l;$4 
 
 ii. Comiiarative School Statistics for ten 
 
 years 1.35 
 
 'M, The f>tates of Wisconsin and Iowa 1.37 
 
 i. Statistics of Education in ^\'isc(lnsi^ . . 137 | 
 
 ii. Statistics of I'Mucatii in in Iowa 13H i 
 
 21. The Knijiirc of l'.razil 139 | 
 
 i. T'oiidition of Ivlucation in l'.razil 140 
 
 ii. Statistics of Education iu Jiiazil 141 
 
 22. The Kin^'doni of Norway 142 
 
 State of Education in Norway 143 
 
 23. Miscellaneous, viz : 
 
 115 
 
 115 
 118 
 119 
 123 
 
 124 
 125 
 
 125 
 127 
 
 Sjiain and state of Education there .... 143 
 l'ortu;,'al and iiroL^ress of Education there 144 
 Denmark ami state of Ivlucation there. . 147 
 
 Pij,'Viit and sketch of Education 147 
 
 i. I'riniary Arabic Instruction 148 
 
 ii. Suiierior Arabic Tnstriiction 150 
 
 iii. Denominational Schools 151 
 
 iv. Uovernnieiit SchiHils on the European 
 
 jilan 1.52 
 
 [5] Arf,'entine lJe]iulilic 154 
 
 L Outline of the Ai>,'entine sj-.steni of 
 
 popular Education 1.55 
 
 ii. Secondary and Higher Education. .. . 15() 
 
 01 Chili and state of Education there 1.5(1 
 
 7[ Mexico, with Statistics of Educaiion . , . 157 
 
 8 (Juebec, and pro^Tess of Kducatioii 1.59 
 
 9 Nova Scotia, with Statistics of Educa- 
 tion 101 
 
 [lOJ New IJrunswick, with Statistics of Edu- 
 cation 162 
 
 PACK 
 
 [11] Prince Edward Island, with StatisticH uf 
 
 K(hication 162 
 
 [12] British < 'olumliia, with Statistic!* of Edu- 
 cation 102 
 
 [13] .Taniaica 102 
 
 P.VUT XTI MlsCIM.T.ANF.iil ;* -I^IKIIK'AN Elil'CA- 
 
 TidNAi. JOxiiiimrt— WITH SxATiaxits or 
 
 Elll'lAIKIN : 
 
 1. StiUe of Maryland 103 
 
 2. State of Kentucky 103 
 
 3. State of Missouri 103 
 
 4. State of Tennessee 103 
 
 5. ( 'ily nf New ( Irleans 104 
 
 0. The Kindel■^'arteu disjilay 164 
 
 Part XIII Kihcatkin in Coi nihikh whkh 
 
 )iAii N(i SciKioi. Exminr at thk I'kn- 
 
 TCNNIAI.. 
 
 1. The Exhibit of the Empire of (Sermauy.. 105 
 
 i. Iiook and Map Mxhiliit 100 
 
 ii. 'J'he lliincatioiial System of I'nissia.. 107 
 
 2. Secondary I'lducation in l''rance 171 
 
 3. State of Education in the Emjiiiu of Aus- 
 
 tria 172 
 
 4. State of 1'!dncation in Ilun^'ary 173 
 
 .5. Stateof IMucitioii ill Italy 173 
 
 0. .State of Kduiatioii ill I'avaiia 174 
 
 7. State of I'ldiu iilioii in Wuitemlier;,' 175 
 
 8. State of Hducation in Saxiiuy 170 
 
 9. State of Education in (» recce 175 
 
 10. Servia 177 
 
 11. Koumaiiia 178 
 
 12. State and pro;,'re>s of Edncation in (Srea.t 
 
 lliitaiii and Ireland 178 
 
 i. Sketch of the Administration of the 
 School Oraiits in Eiit,'lan(l and Wales, 
 
 18:!9-I.>^7fl 178 
 
 ii. Statistics of Education in England and 
 
 Wales, 1,S7(»-1,S74 185 
 
 iii. Population of Englaiidaud Wales (Cen- 
 sus 1.S71) ' 180 
 
 iv. Aiialvsis of the English Education 
 
 Coi'le, 1870 187 
 
 13. State and progre.iH of Education in Ire- 
 
 land 191 
 
 14. State of Education in Scotland 193 
 
 15. The Hxliiliil (if the Australian Colonies ; 
 
 1. Victoria ; 2. New Smith Wales; 3. 
 South Australia; 4. (^'neeiisland ; .5. 
 
 Other Austialiaii Cohmies 193 
 
 State of Educiitioii in the .Australian 
 Colonics: 1. Victoria; 2. New South 
 Wales; .'!. South .\iistialia ; 4. Tas- 
 mania; .5. ti'iieensland ; (1. New Zeal- 
 
 ami 19.5 
 
 10. State of Ivltication in the East Indies . . VMi 
 
 17. Stat( (if Kducation in Hawaii, or Sand- 
 
 wich I.slauds 197 
 
 18. School Statistics of American States 
 
 which had no School Ivxhibit at the Cen- 
 tennial, viz : New York, Vermont, Vir- 
 fjiiiia. West Virginia, Minnesota, Cali- 
 fornia, Del.'iware, North Carolina, South 
 Carolina, (ieorgi;i, Louisiana, Missis- 
 sippi, Alabani.a, Kansas, Arkansas, Ne- 
 
 bra.sk.'i, Nevada, Oregon 197 
 
 PaUT XIV Sl'iaiAI, lOlUCATloNAL ExiiiniTM 
 
 AT Tin; ( 'j:ni i-.n.mai 198 
 
 _i. Technical Schools of the United States 199 
 
 ii. Various Eoreign I- liools 201 
 
 iii. The Centennial J look or liibraiy Exhi- 
 bit 202 
 
 PaUT XV I'llUdl'KAN Em CATIONAI- SVKTKMS 
 
 A.NI) riiMcv .^ 203 
 
 i. The Organization of Educational Wys- 
 
 tenis ; , , 204 
 
 ii. Building and FuruiHhing tSchool-houH«ti 205 
 
 Pj 
 
 I 
 
 Pa 
 
 B. 
 
I 
 
 CONTENTS. 
 
 VU 
 
 I 
 
 i 
 
 iii. TeiK'JifrM i\ui\ tlit'ir iirciPiiration '-'((."i 
 
 iv, (Viin'MCdf Stinly ill I'lli'iiiciitiiry HcIicmiIs 2(N> 
 
 V. IiiHpi'ctiiiii mill SiipcrviHiiPii of Hclmolrt . '^((7 
 
 vi. Hi'ttciiidiiry I'Mucaticni 20!l 
 
 vii. liidiifitriiil Siliiiiilfi '210 
 
 viii. Higher 'rccliiiical Kdiii'iitinn 214 
 
 Ix. C'oiiiparisiPii nf tlio comlitiDU of Pii- 
 
 niiiry EdiK'iitioii ill viirioUHcoiiiitrii's, 210 
 
 Part XVI Amkuk'an Eihcational Lkssonj* 
 
 KUOM THK ( 'f.ntknniai, 21G 
 
 i. By the Hon. (}. B. Nortlirop, Connec- 
 ticut 217 
 
 ii. By the Hon. J. P. WickevHliiini, Peiin- 
 
 Hylviiuia 220 
 
 m. livthf Hon. T. B. Stoikwdl, Itliod.- 
 
 Inland 221 
 
 iv. l.y tlu" Jlon. S. H. Wliito, Illinois .... 22:* 
 
 Part XVII T.kssons kou ('ANAniANH.cliicfly 
 Kdiicatioiiid, di'iivi'd from the lutenia- 
 tioiiia Jixliiliition, liy J. (i. H 226 
 
 APPENDICES. 
 
 A.— (1) The Educational Intlnonc*' of Intorna- 
 tioiial Exliiliitioiis, liy I'roft'sHor Arclicr, 
 
 British ( 'oiiiiiiissioiu'r 249 
 
 (2) lii'SHons dciivi'cl from the Paris E\i)osi- 
 tion, 18»i7, liy Hon. (i. B. N'orthroi» .. . 2.')3 
 B. — Pt!da;,'o^,'ical Musi'uiiis and Depositories : 
 
 i. In Kntrland, ('aiia<la, and JJussia, by 
 
 Hon. .1. 1'. Wickersham, M„D 2.')4 
 
 ii, Pi'da,L,'oj,'i(al Museum in Itussia, by the 
 
 lion. 15. <}. Northrop, M,.I) 2.V) 
 
 iii. OtKcial Accomit of the llussiau Peda- 
 
 ^,'o^,'ical Museum 2.">7 
 
 iv. Sketch of tlie South Kensint,'ton Mus- 
 eum, liy P. Cuiililfe Owen, Estj., Bri- 
 tish ("oiiimissioner _. . 2*}4 
 
 V. Pennsylvuuia Museum of Industrial 
 
 Art 267 
 
 PAOR 
 
 vi. Store imil Book IVpository of the Lon- 
 don Jtoard 2tW 
 
 vii. Depository for School AppUanceM in 
 
 I'liiis 272 
 
 viii. Peda^'o>,'ical Museiini at Washin>,'tou ., 27:* 
 
 ix. Depotfor Books, .Maps, Ac, in the Pro- 
 vince of </ueliec 274 
 
 X. Local Schiiol ExhiliitioiiH, or MusenmH, 
 
 (iiiehec 276 
 
 xi. Projioseil 1m|)erial Mnseniii for India 
 
 and the ( "olonies 277 
 
 C— International Exchange of School Material : 
 
 i. United States (to vornniSnt 281 
 
 ii. I'Miicatioii Deiiartment, Jajian 284 
 
 iii. Museum of Tokio 288 
 
 iv. Articles desi latched to Australia : 
 
 (1) Victoria 2S'.t 
 
 (2) New South Wales 2S9 
 
 (:n I'lildic J,ilirary, Mellioiirne 21H) 
 
 D. — Official t'orrespondeiice in re^jard to the In- 
 
 teriiivtioiial Kxhil)ition 2!tO 
 
 1. From the Chief Superintemlent of Edu- 
 
 cation to the Hon. the Pidviiicial Trea- 
 surer 290 
 
 2. Keiilytothe fore^'oin^,', by the Hon. the 
 
 Treasurer 2!H 
 
 3. From the Deputy Superintendent to 
 
 the Hon. the Treasurer 291 
 
 4. Circular from the Chief Supenntendent 
 
 to Boards of School Trustees and Iii- 
 
 s| lectors (with enclosures) 292 
 
 I .5. From the Deputy Minister to the (^ana- 
 
 di.an Commissioners, I'hiladelphia 297 
 
 6. From the Dei luty Minister to the Secre- 
 tary to the Canadian Commissioners.. 21W 
 
 7. Keply to the foreKoiiiK by the Secretary.. 298 
 
 8. Keport by the Deputy Minister to the 
 iive Jud^,'e« on Collective Exhibits, Phi- 
 ladelnhia 298 
 
 9. Award of those Judges ;i02 
 
 N. B.— For fuller particulars, see Index. 
 
2' 
 2 
 2 
 
 2 
 2 
 
 2 
 
LIST OF ILLUSTRATIONS. 
 
 1 
 
 2 
 3 
 4 
 5 
 6 
 7 
 8 
 9 
 
 PAOK 
 
 Perspective of tho Ontario Educational Exhibit Frontispiece 
 
 The Paris International I'xliiliition of 1H()7 2 
 
 Tho Vienna International Exhibition of 1873 3 
 
 Plan of Centennial International Exliibitioii ^ 
 
 Ground Plan of tho Ontario Educational Court A® 
 
 Ontario Educational Exhibit, No. I, Front View 12 
 
 Do do No. 2, North-west View 14 
 
 Do do No. 3, Soutli-east View 16 
 
 Seal of the Canadian Commission 3^ 
 
 10 Canadian (iold .Uetlal to Education Department 38 
 
 11 American Bronze Medal to Education Department 38 
 
 12 Guide to Edueationul Exhibit at IMiiladelpliia 63 
 
 13 Educational Hall, State of Peimsylvania 54 
 
 14 Model of Swedish Scliool House 59 
 
 15 American Booksellers' Exhibit (see page 202) 5-> 
 
 16 The Grand Avenue, ?<Iain liuilding • 82 
 
 The Chinese Exhibit, Main liuilding 82 
 
 The United States' (jovernment Centennial 84 
 
 Smithsonian Institute Exhibit of Food Fishes 84 
 
 The Main Huilding, Centennial Exhibition 233 
 
 Machinery Hall, Centennial Exhibition 236 
 
 Tlie Judjics' Pavilion, Centennial Exhibition 236 
 
 The Pennsylvania Educational Hall (reduced size) 236 
 
 The Great Corliss En'^dne, Machinery Hall 
 
 17 
 18 
 10 
 20 
 21 
 22 
 23 
 24 
 
 239 
 
 25 General View of Machinery Hall 
 
 239 
 
:' ^l^^'//r!.'r 
 1 1 
 
 EDUCATIONDEPART#N'r._ ._. 
 
 '''■'I ' i I 'I i. 1 1 via 
 
 1 1 1 
 I 
 
 Ja^th^I 
 

 
 
 NT/(iiiiiA^THt^GEKt£NNrAL International Exhibi' 
 
^ 
 
 ft 
 
 ■ 
 
EEPOET. 
 
 k 
 
 I' 1 
 
 
 i 
 
 (gbucutiou :Tt tbc Ccutcunial (ffivljibitroit, 187fi» 
 
 The lIonr.ur.il)l« Ai»AM CiiooKs, Q.C., M.IM'., 
 
 T'tiii/il'i, 
 
 Siu. — I have the honour to [present to yn\\ tlie following Report on the educationjil features 
 of the recent ('cntenniil Hxhibition at l*iiila(lel|ihia. 
 
 lNTii(»ln;rT((iiv 
 
 In o-<ler to illustrate more elearly the position of Ontario at that Jlxliibition, I think it 
 clesirahlu tu refer briefly to the irradual growth of tiio educational features of former Interna- 
 tional Mxhihitions, 
 
 When it is cnn>;iilercd how hidily every civilized nation at the present time rotrards tho 
 ditTusion of education am<inust the whole body of the people as the chief essential to its well- 
 boin;;-. and an evidence of its .••ocial and industrial progress, it is surprising to find that in the 
 irreat I'.xhibitions of 18.")], 1 So'*, and 1S02, so little prominence had been given to educational 
 matters. 
 
 PART I. 
 
 THE INTHRXATIONAL KXHIBITIONS OF 1867 AND 1873. 
 
 1. The Rahis Kxiiihition of 1867. 
 
 It was not until the fourth great Kxhibition, held in Paris in 1867, that the subject 
 of education, as a distinct department or feature of the exhibition, received formal recognition. 
 l>y till' Imperial (Jommis.-ion under Napoleon III., it had a group assigned to it under the 
 general desi-iiiation of the " i.)epartnicnt of Social Science. Group X, classes 89 and 00." 
 
 In so extensive a " dejiartment " there were nearly twelve hundred exhibitors — more 
 than line-half (if them, as might have been expected at an exhibition in Paris, were from 
 France; I ."V.i Were from Spain ; 8i> from Austria; 08 from Italy; '):1 from Wurtomburg 
 i:\ from (ireat Britain (."i.'i) and her colonies C^) ; 21 iVom Belgium; 16 from I'ru.-sia ; 14 
 each trom Sweden and Denmark, and the remaining I.IO from eighteen ditt'erent naiionalities. 
 The number ol' Prizes awarded was 42S, of which Franco received 278 ; Italy, 2'J ; Prussia 
 and North Oermuiy, 21 ; Austria, 22 ; Spain, li) ; Great Britain. 13; Belgium, 10. The 
 ,iein;iinin'_' H3 were divided aniomr the exbibit(n's of thirteen nationaiitics. 
 
PART I, — KDUCATION AT THK PAUIS EXHIIUTION OF 18()7. 
 
 As it IS interesting to know what .subjects were i)laced in classes 89 and 90, Group X, 
 
 and received jirizcs, I insert the following list ; — 
 
 SpeciJii-ation.f, Cluf<s 89. Prizes. | 
 Governments and founders 16 
 
 Primary Normal Schools I 
 
 Plans, furniture, &c 23 
 
 Articlesfor the Infant Schools.. 1 
 
 Educational collections 2 
 
 Hygienic and gymnastic collections... 1 
 
 Keligious Instruction 3 
 
 Keading 8 
 
 Writing 21 
 
 Arithmetic and .Metrical >ystcni 9 
 
 Accounts 3 
 
 (irammar 4 
 
 Geography 18 
 
 Natural History 2 
 
 20 
 
 7 
 
 3 
 
 11 
 
 Singmg 
 
 Design 
 
 Sewing .. .... 
 
 Authors of jiriniary liook 
 
 Editors 19 
 
 Blind, deaf mutes, idiots 32 
 
 Total 
 
 prizes 
 
 210 
 
 Specifications, Cl(u<s 90. Prizes. 
 
 Governments . 3 
 
 (Masses ai:d courses for adults 19 
 
 Special schocils and schools (ifdo-igri 14 
 
 Models and methods 1.") 
 
 Works of pupils 7 
 
 Works of pupils 7 
 
 Special secondary instruction ........ 15 
 
 Collections •' ' " .... ... 2<» 
 
 Agriculture 9 
 
 (.'ommeicc .. 1 
 
 -pS ] Mechanic Arts 22 
 
 :-J (Marine 8 
 
 Libraries, societies, etc. 19 
 
 10 
 
 4 
 
 12 
 
 7 
 
 .') 
 
 Ill 
 
 f Keading books. 
 ' PedaiiOnic works 
 
 2 ^ 
 
 ! Classical works. 
 
 Agricultural works 
 
 Industrial woiks 
 
 Military works 2 
 
 Editors of special works 18 
 
 s 
 << 
 
 Total prizes 221 
 
 T 
 
 i 
 
 The Honourable J. W. Hoyt, American Education Commissioner to the Paris Exhibi- 
 tion, thus characterizes the objects exhibited in these two classe.". He .x.ays : — 
 
 "The objects them.selves numbered many thousands, one entry — as that of a school- 
 house, for instance — often including many individual articles collectively shown by the 
 nation, society, or individual making exhibition. The vaiiety of objects was only less than 
 their number, extending through the whole range apjiropriatc to the work of education, and 
 affording ground for a discussion of every educational theme, fmm the material appliances 
 es.sential to the infant seliool, up through every grade of intermediate schools, general and 
 special, to the scheme of the Koyal Academy or University. In tlie Park were school- 
 houses, with furniture, apparatus, and numberless appliances, togetlicr with several pavilions 
 embracing a multitude of educational appliances used in .'•'chools of agriculture and me- 
 chanical industry, and the no less numerous products of tiie handiwork of the arti.^fic or 
 scientific skill of the pupils. In the Palace were numerous halls, alcoves and attractive 
 corners, tilled with charts, maps, atla.ses, globes, orreries, slates, eojiy books, contrivances to 
 aid in teaching children to read, write, and calculate ; te.xt-books from the primer to the 
 calculus and the classics ; schemes and reports of the Educational Institutions of every grade 
 and character ; copies of annals published by Educational Societies, Institutions and States; 
 the implements used in gymnastic exercises, and the appliances recjuisito to instruction in 
 the arts of design, architecture, painting, and .sculpture. Some of the halls embracing 
 these, and countless other objects e<|ually appropriate to the Educational Department, were 
 very beautifully and eil'ectively set off by portraits, bu.sts, and statues of distinguished 
 teachers and patrons of education in all countries, as well as by tiie inscription of the names 
 and living words of such as, by their labours for the diffusion of knowledge among men, 
 have made them immortal." 
 
 This collection of Educational objects awakened the greatest interest among the Teachers 
 in France. Mr. Hoyt (already f|U0ted) .says, '• that over 12,000 of them visited the Ilxhibi- 
 tion, while, from all parts of the world, zealous men and women came expres.^Iy to avail 
 themselves of such facts, principles, and suggestions, and .sources of information as the Ex- 
 hibition afforded." 
 
 J* . 
 
X, 
 
 T 
 
 i 
 
 The Pauis Inteknatidn.vi, Kxpositid.v or ISOT.— Pa-e 2. 
 
 *F. 
 
 
 ':^ 
 
 
 
 The Vikxsa Intkunatiunai, Exposition ok l^:,i.- -I'a e U. 
 
 * 
 
i 
 
 J 
 
KDUC'ATluN AT TIIK VIKNNA KXIIIlilTlON <>K lS7.1. 
 
 2. TiiK Vienna KxmuiTKjN ok 1H7;J. 
 
 The ^rcitt success which iiltendod the f'orniiil roco^•Ilitiou of tlio subject of E<lucution ut 
 
 tlie Paris Kxliibition, iiiJuceil the Austrian Imperinl Coinuiissioners to t^ive, if possible, still 
 
 greater prominence to it at the Vienna Kxliibition in IST.'J. Owins^- to the enlij^htened fore« 
 
 sii;lit and zeal of the |)ircct()r (jcner.il, (U.iron Schwarz-Senborn,) now Austrian minister at 
 
 Washin-^ton, the educational feiifuros of that Exhibition were particularly ^ood. On this 
 
 point, (fcneral Eaton, the able I'nitcd States Commissioner of Education, iidds this strony 
 
 testimony. 
 
 "TIic pro;;ramme of the Department of Kducation at Vienna, produced upon my mind 
 a uiiist foreiltie impression. The breadth of view, tlic all comiireiicndini>' grasp of the sub- 
 ject, worked out with such perfection ot detail, i^ave evidence that a mind of no ordinary 
 calibre had originate! thi.« noble conception. It seemed to me as if the man tiiat had 
 worked out the proj^ramme of that vast Kxposition had risen above the sphere in which we 
 move, accordim^ to the ideal of a grand [uinciple of vision, and had looked down upon 
 Austria, full of love Ibr every being in the entire [topulation, man, woman, or child, and 
 ha(J recognised the necessities of that people and the process by wliich their interests would 
 be elevated and harmonized, and by whicli the whole nation was to be lifted in rank among 
 the kingdoms ol' the earth. It seemed to me that ihe author had brought to this conception, 
 Hi't only this great love for the people and original ability for arrangement, but the experi- 
 ence of the world. That is to .say, he had successfully endeavoured to bring the experience 
 of the world, wiiich belonged to such an enterprise, down to the Hxpositioa at V^ienna, and 
 had incorporated and expressed that experience there. It .seemed the scheme of a great 
 philanthropic statesmen, planning lirst for the advancement of his own people, but broad 
 enough to include all the people of the world, who were freely invited to come to Vienna 
 and see the great results of eiviliziition. I can never forget the impression made upon me 
 by that magnificent programme, which not even the urand results of the completed design, 
 whiih it was my good i'ortune to behold, could obliterate from my memory." 
 
 The main features of the Paris Kducution'il Kxhibit of Istj7, were repeated at Vienna 
 
 in If 73. The "Group XXVi, Education, Teaching, -md Instruction," was divided into 
 
 sections and sub-.scctions as follows : — 
 
 Sirtinn I. — Infant (oul I'rhnary Schoul'i, 
 
 1st. Sub-.sectioa -Exhibition-i of various Governments. 
 Kindergarten, 
 
 N;itioiial and Fiowor Middle Class Schools, .Models, Plans and Material, 
 Teaching by means of Visible Objects, Pictures, Reading and Writing, 
 History and (Jeography. 
 xS'atural Science and IMiysics, 
 Drawing and Caligraphy. 
 Music and Singing. 
 
 Und. 
 
 (( 
 
 :h'd. 
 
 K 
 
 4th. 
 
 « 
 
 r)th. 
 
 « 
 
 (Ith. 
 
 l( 
 
 7th. 
 
 « 
 
 8th. 
 
 (< 
 
 iSecti'ia II, — Secniiiliiri/ Iitdtnidinii at Middle Schools. 
 
 1st Sub-division— Drawing and Plans. 
 
 2ad " Science and Gymnastic*. 
 
 3rd " History, Geography and Literary Instruction. 
 
 Seclioii III. — Sficdal Sdiouh, Ujijicr Technical Srhnnls, and Hifjhcr University Instruction. 
 
 Seition IF. — Accesiuri/ means nf Education and of Instruction — Learned Societies — Societies 
 for the spread af Iit-if ruction — Scientific Discoveries — Support and Mural Improvement (f 
 AijrlciiJtural Chtsses (f .Irtiuuis. 
 
PAHT I.— U. S. KDUCATIO.V AT VIKNN'A KXIIIHITKiX, 1.S73. 
 
 I 
 
 In roL:iti(l to iiiition.'il ri'iircsL'titjition in tlio Kduc.'itidii.il flcjiarttin'iit uf the Vicrinn Kxlii- 
 bitidii, llcv. Mr. Fiissull, tin' Hritili Kdiiciilioiiiil ('(iiniiii--iiiiiiT. in liis iriiOit s;iys : " 'I'lie 
 chief KuniiK'.in iialimis cniitiihiitcil largely tn tiiis I)t']i .itinent of tht' Kxhihitidii. (Iivat 
 Uriiniii alone stood all hut iilooC ' ; and iicr ahsciice was f'rcfjnt'iitly icI'iTrod to in laiiu'iiuc 
 iif IVicndly icuit't .... 'I'hc I'nited Statc-i of .\iiicrica was Wdi'iliily rcprcM'ntfd. The 
 coutiihuti ;ns ol' llritisli India ]ioss('^scd a jii.-culiar inti^Tot, and those nt s(,inie otiier cimti- 
 tries were not undcsorvinn' ol' attention. + 
 
 '■ Austiii, Swcilen and the I'niff'd St.ites (.'xliihite I >eliool-i.ioins of foil siz<', f'nin]iletely 
 furnished and lifted lor immediate (.crUfiatii.n. 'I'he Iviueational huililioLis of Ilnnu.'iry, 
 France, Bavaria, Saxony. Heluium, and Switzerland, were ehielly rejjrcM'nted hy the plans, 
 drawings ami models, 
 
 •' The m >il remaikalile model exhibited was one of an adinirahli; otahlislimeiit or depot 
 icceiitly created hy the ( ity of I'aris. for issnitej to its school, onci- a (piarier — or in I'.r- 
 iicut cases more fretinciitly — everythin;^ in the shape of Ivliieatiunal fnrnitnrt!. hooks, a) - 
 paratu.s and materials, all ol'^ tlie most approved de.'^cription, and in ureat part manufactnr-'d 
 on tlie prendses."* 
 
 The lion. J. \V. Hoyt, who was al.^o Anieiiean f diieatioii ( 'ommis-ioinr to .\u,-tria (an 
 
 he was to Frynce in 1HG7), thns refers to the ahsmee ul' an KnLdi>h Kdneati(]nal Kxhiiiit at 
 
 Vienna: " It is surpiisinL'' that no effort was made ))y the I'liti^h tioverninetit to insure a 
 fair illustration of the means now in operation lor the enlightenment ol the too lonu' nciileetcil 
 masses." 
 
 Spcakini: of the British Iinlia exhihit. however, he says: "It is certainly remarknhlc 
 that the far-oil ;ind less civilized British India sliould have (|uite surpassed the United Kiiii;- 
 doni in a representati(in of education at Vienna. To do this ncjuin (1 hnt little elfort. liow- 
 evci', and was certaiidy accomplished — the Indian government sendieu more than tuur tinio.s 
 a.s many contributions, and snch as better repre.>^entcd the condition and progress of 
 education." 
 
 In order to make this .summary of tlu; educational fe;itiire.s nt' the Vienna Kxhiliition 
 
 the more complete for the imrpose of eoinpaiisnn with those of the succeeding; F.xhihition at 
 
 Philadelphia, I have availed myself of a condensed sketch on the .subject, in Oenifal 
 
 Eaton'.s Keport for 1(S7;5. 'J1ie eritiei:-ms in this sketch are chietiy taken fnnii (Jerman 
 
 sources, and are therefore the more valuable, a.s the (Jerman ('(lucatioiiist.s aie jiciu'rally 
 
 regaided as competent critics in all niat!ei.> relating t(t schools and school adininistration. 
 
 KltLC.'ATIONAL K.MIIl'.lT OK TIIK I'.NlTK.h SlATK.S AT VlK.NNA. 
 
 In regard to the Anieriean Fducational Exhibition, a writer in the /•'/(•/(• /'ailiiijui/isr/ie 
 Bhil/cr, of June :i 1st, IS73, says: " I have travelled a ,^reat deal and havt' seen many 
 rural Sclioohhou.ses, have taiifzht in .several myself, but such a school-itioin as this I have 
 never before seen anywhere. It is almost provcdvin;; to see how the .\inericans ju'oducti 
 S(nnething no beautiful from smdi a cheap and simple in.iterial (wood), and then to remem- 
 ber how iiKSulhcient our Sclunddiouses are, which often ate erected ,it a cunsideralde 
 expense. The Americans are very practical in the election of their Schooldion.ses, and 
 are nia.sters in coinbiniiii: the beautiful with the usefid. This scliooliuom is e;ilcnlati'd 
 for foity-eight children ; and Ikjw roomy, how airy ! It does an old teacher's heart ;;<iod 
 to see this, and he sighs, ' Alas, if this were so everywhere ! ' * * * The oidy fault 
 
 * S(i, at the l'tiiliikl)ihi:i K.\liitiiti..n, Mr. Wliiiiti;;. ;iti i;ii('li>h C'irit.--piin(l«ii% aii>l a writer of cDiisi.leral.le 
 rtpute, .«i)eal;irjg ui Oiilnrii', .-ay.- : — " \Ut !-c1ii;c'1 txliilii' is net <,iily In iter ilia'i vt any sr.i'e in tliis ei uiitry, 
 butiti-i the crly ihirii; whii-li re'lei iiis the Hriti-^h .Scljoi.l Kxhiluf, uiil I have w ioeii lhi.< hi'tne. 
 
 ■t- Mr. Fu>Sfcll .iiiyp : — " Tlie .'^pjeiiii n.- eciiilrJhiilcil (rn.u Itfi'ui weru e.-perially inivri'^tiii;;. a.4 .scrviii); tu 
 i!hi.-irate the character ot the Wifk acv'rjtui l!.4,eil liy the native sih)!'!.', aiid tliu ajii'liariie.s in u.-c aiuou}; 
 tbein.' 
 
 j Thi.s description of the P. iii.'^ Depo.-itory .il>t>li'S to thiit for Oiil:iri'> in iiliiii..»t every p utiiiilar. niily 
 .nnt ill Oiiinrio tliere is no re.'-tri. li jn a.-i lu the perioiLs of siipiily. A >kuteh if this Depii.-itory will he ijivei) 
 towar i> tlie ch se ol this Uetiurf. 
 
 4 
 
 «« 
 
I 
 
 
 XATloNAI. KD'CATIoNAL KXlliniTS AT VIMNXA, iH?.*). 
 
 t<» iif fniiml witli tlif AiiHiicaii sdn ol liriiclics is tliat tliiTf i> no (liUVifiicc in sizi- iuid iit 
 tin- ii'Iativc iKisition (if tlu'ir (litrcicnt parts. * * # 'I'lic jihysical i^'i'infraphy is excel- 
 lei.tly ie]iiesente(l on lai'm- maps, tu the j,'re;it hoMoiir of .M. <iiiy()t, wlmsr name liiey hear. 
 * '■<^ * In the te.vt hooks, which lie iihout on the desks, we were iiaiticnlarly pleased 
 with the i,'()od thick paper, something,' which our own ' lilotting ])aper text hook pnh- 
 li>lieis niij^lit make note of.'" (Jeneral Katnn adds; '• Tiiis writer also expresses 
 his ailniiiation of the eohmred njitiiial history charts, the chails showiiii; tlu^ dif- 
 foreiit colonrs, ' si nielhin,LC tn'W to iln- (Jerinan Scliools," ami the calculating' niacliint! ; Imt 
 c'ontesses his siirpiise that Anieiica, the iiinne of machinery, in its rural scho.^1 does not 
 exhihit a sinj;lo physical instrument, not even a thernioint'ter." 
 
 (JUl'.AT I;UIIAI.\ AT VlK.WA. 
 
 "The English Kducational Kxhihition," the Frrlc J'dilii'jnifi.irlie IHiUhr says, " i.s even 
 U'>-< than nnassuminj.', and really oilers next to nothing,'. A .series of maps intendetl as 
 aid- for instruction in natural sciences, >ome geographical maps, and particularly a ideologi- 
 cal luap of <i>ueensland are iiiuhly commended. A nnneralou'ical collection is considered 
 Worthy of nn-ntion ; also, an exhiUiiioii of iiihles printed in all the different languages of 
 tho world." 
 
 FrANCK at TIIK AUSTIUAN EXUIIIITIO.V, 
 
 I'nc T^ondon Knudnecrinu' says of the French l''i.xhihitinn : — "The French '^'ullory shows 
 tluit much attention and a 1 u'l;c' share of t:ilent arc concentrated ti|i0ti devisiuir the hest means 
 of piiiiiiry instruction, of smonthinu' the asperities, and reuderiuj;' the first stasis of learuiuj; 
 ca-y ;iud aLrreis'dile to youth. \V(; know no country in which such vigorous and successful 
 effoits arc made to encourage and >tiiinil:ite the young student. 'IMiere are arithmometers, 
 to facilitate the simple rules; ueo^raphieal relief's in jilastcr, to give accurate notions of the 
 fund luit-ntal delinition- : \ arioiisly colonreil nnj)-. showing hy th<! difference of shades the 
 ultiiudes of countries ahove the s"a level ; and models of solids, with sections, to render tan- 
 fiilile the principles of jirai.-tical 'geometry, .\fter a careful examinatioti of the various sys- 
 tem< of drawing, we tlunk that tlie French department is preeminently the best. We mean 
 the Course of linear drawing, with zinc— and plaster —models of penetrations and architectu- 
 ral desi'^ns, as well as the card hoard arrangements for descrijitive geometry of the (,'hristian 
 
 Hrot 
 
 lesiLins. as 
 lers." 
 
 A'///-./. 
 
 an o 
 
 .. jfficial Swiss pajicr, also remarks: — " 'I'he final imprcs-ion made 
 upon lur mind on leaving the French exhihition is about the following ; — Higher instruction, 
 a." far as it can lie judi:eil hy such cvhihition, seems, to fl )uris!i, also the clem Mitary schools 
 of the City of Paris, while in the I'roviuces both higher and clenv-Mitury instruction seem to 
 be neglected." 
 
 . (JkKMAN FXIUIUTIO.V AT ViEN.NA. 
 
 Of the Germ in exhibition the /'/v/V Fu'liKjiKji.-ti'Ji,; Il/iifdr says : — "The German educa 
 tiona! exhibition is- -lext to the .\ustrian, which, of cour.se, from local causes was principally 
 favoured — the most complete of the whole exposition." |{cgret is cxpres.sed that it was not 
 (irrau'ied (Ui a unifornt plan. " Objects from one and the same State are placed in different 
 parts of the building, which prevents a clearand comprehen-ive view of the whole. Amoni^ 
 the aids to instruction especially ri commended are '' the paste board niodcls of blcssonis, and 
 other portions of pi intson a very iariie scale, exceedingly useful in cla.sscs where it is impos- 
 sible to procure fresh plants for every scholar ; * * the {ihysioloilic d and 
 an itomical models of I'leishmami, of Niind)erg. and Zie^ler of Fricbcrg ; the physical app:t- 
 ratus for elementary schools ; coloured charts for the illustration of botany and natural his- 
 tory, all on a very laruc .scale ; the globes, tclluria, ujaps and other aids to geographical 
 instiuetion; the drawing- copies and models; and the chemical laboratory exhibited by 
 Haecrsdorff— one of the finest objects in the educational exhibiti'U.'' The work done by 
 jichoiars in real .schools and industrial schools is highly recommend' Among the specimens 
 of Woman's work, the amount of useless embroidery is comnieute'. ,pon somewhat severely, 
 and it is remarked that " this branch of instruction is, in n)ost cases, far from what it ought 
 to lie." The Jlinaf, an ollicial Swi.ss paper, in noticing the German exhibition, makes special 
 mention of the collection of ores, nunerals, and fossil-plants ; the new apparatus for instruc- 
 
I I 
 
 ■! i 
 
 ' I' 
 
 PART I, — NATKtNAI, KDUCATIOXAL EXHIIUTS AT VIKNXA, 1873. 
 
 tion ill luiif lioiuiiticdl neoj,'ra[iliy, wliicli meets a lotm-felt want ; the aids to object-toacliiiiir. with 
 a view to instruction in national sciences in elementary and secondary schools ; tlio wall charts 
 for instruction in botany and zoolo^ry, and the aids to instruction of the blind. Of the work 
 ficrformcd by scholars, this paper says (referring' esjieeially to liie industrial schools of Ilam- 
 burti and Wiirteniberj:) : — " tlio drawings, j)laster casts, iVc, show us wliat the youth ol our 
 aj^c are Icarninji, and how j;reatly the cominuiiity is jirolitin^ by such institutions. We know 
 full well tliat the work of the scholars which is on exhibition is not in every resjiect the ino- 
 per criterion for the standard of e.xeellence of a school, for talented scholars will produce 
 nstoundinj,' results, even in a badly conducted scliool ; but the mass and variety of work on 
 exliibition nevertheless sliows that a jrieat deal is tau;:ht, and a ^reat deal is learned, Tho 
 drnwinj;s from .several industrial schools in Havaria are excellent, and ^reat admiration is 
 expressed for the work done by the Munich Kinderj;arten." 
 
 The KximuT or Swit/ehlvnp. 
 
 The (sanie paper also f'ltys of the Pwiss educational exhibit : — " The preliminary o.shibi- 
 ion held in \Viiiterthiir, in February, in 1S7,">, was far more imj)osin;j; than the one at 
 Vienna. Many very valuable educational objects, collections, apparatus, maps, \c.. have 
 been sent to Vienna in vain, because they have not either }>een unpacked or are totally hidden 
 from view. The most sii;iii(icant feature of the exhibition, a:- illustratiiiir the progress of 
 education, and the changes in the character of instruction <huin;,' the last few years, is the 
 collection of text books, apparatus, and charts for instruction in natural ,«cienee, A set of 
 these charts, adapted for every prade o( instruction, attractc d nnivers.il attention in Vienna, 
 The Ziirich exhibition disjilayed a colh ction of these olijects for primary and .secondary 
 schools as complete as we have not seen them in any other canton in the country.'' Tho 
 liund, speakinj: of what has been done for education in Zfiiicli duriiij: the last few years, 
 says : — " The authorities have thoroughly understood the spirit of tlie limes. They liave suc- 
 ceeded in brin^ioLr tlie^^reat aehievements of science into a liappy relation with theelement:iry 
 schools, and thereby with the edueation of the whole nation. A liealthy and beiieliciul 
 mutual relation has been established between tlie university and the primary school, such as 
 is scarcely found anywhere el.'^e. The Fiilv l'iiiln(ji>iiii'hi: Jllnlti f Hny^i : — "We must make 
 special mention of all the aids for instruction in i:atural scienct s, for these are truly admir- 
 able in their .^election and arrangement, all of the three natural kin;.'doms beini: well repre 
 sonted by a school-collection. The object of the Cornier is explained by its name, the litter is 
 collected by the scholars themselves. Kxaet rules ivuulatc the manner of makinir tliese col- 
 lections. The collection of physical ajiparatiis seems to have been made on tlic principle 
 ' little but good.' The aids to -.'eo^rupliieal instruction are ecjual to the demands of the time. 
 Also by maj^uificent illustrations arc the younj,' made aei|Uaintcd with the hi.story of their 
 nation." 
 
 AU8TKIA AT Home. 
 
 The Bund pronounces th« Austrian education exhibit " mau'iiiticeiitly frotten up and 
 beautifully iinaiiycd. The tnateiial for every giade of instruction is exhil>ited in natural 
 divisions and <j;ioiips, corresponding with each other. Tho only 'lovelty in the primary 
 division is a rotating slate of galvaiii/cd ruMicr, which, if dura'olo, will doubtless be in- 
 troduced into many schools. Tlie lieiliaria of the scli(dars in an elemeiitaiy bcIiouI in 
 btyriuare highly praised. The collection of physical appatatiis is very tine ; also the una- 
 toniical preparations for superior seliools. Foi the first instruetioti in geology and ) ala.'- 
 ontology the geological pictures svili r<'n<ler good servico." 
 
 ilix(;AUv AT Vienna. 
 
 The Frcii: l'(iil,if/nijl,<rli); IlhUlfr also finds es)i<'(ially adniirable tho geogiapldeal part of 
 
 in the highest degree cretlitalile. 
 
 Th 
 
 re- 
 
 tlie Hungarian exhil»it/i(jii. The maps are 
 
 lief maps" an; particularly e.vc'clli.-nt. Illustrations of natural history in the shape of charts 
 show that tlie study of iiatun; is tiot neglected in the Hungarian .Schools. Collections of 
 " admirably-pre|iar(;d iu.sects, anatomical specimens, and elegantly-fiiiislied physical a])par- 
 atus complete the aids for instruction in natural sciences." " For object-lessons there are 
 
 i 
 
 '1 
 
 5 
 
i 
 
 
 NATIONAL FDITCATIONAL KXHIHITS AT VIFNNA, 1878. 
 
 i 
 
 II few, Imt v»'ry useful, |tiotnn'8. In somo of those we mse uti idea wliioh a futuro time 
 will nin V out — j^roiip ]iictiin's fXcciited in a tniiy artistic mannfr." Mi'iition is iiiuclf of 
 " tsvo-yratt'd scliool li'iiclit's," " (liawinj,'-c'0|)i(>s," ami " a rich cullcction of nciMllo-woik done 
 by HcJiolars." " In (piaiitity FIun<,'ary nii:,'lit have given us more, but us regards theijuai- 
 ity, we must exjavss our untiro satinfaction." 
 
 Sweden at the Austrian Exhibition. 
 
 The i>V((/^T conuiKmds th^' .-iini|)licity aul jtractioal cliaracter of the Swedish school- 
 l»o\i.s(', ami says : — " Tlio Hwedis i (lOVcrniiK'nt docs niorf than alnioHt any otlier Emnpcan 
 (ioveiiimont for j^uod Hcrhool-houscs, es^x-cially in a sanitary jujiut of view. Tho Swedish 
 ({overnment not oidy distributes pians of soliool-liouses, but acc<)mi)anii!8 those by a 
 printed panipldct, j,'ivini,' innni-roMs and valuable hints as regards tlie location and sur- 
 roundings of the sdiool, till.' (juantity of space to be allowed to each scliolar, the dillerent 
 niethods of ventilation, »tc. 
 
 "A very inipoitant problem, the construction of school-benches, may be almost 
 considered as satisfactorily solveil in the Swedish School-house. The seats which are ex- 
 hibited have, it is true, as yet only (It*, b mrds, which deny the scholar every couifoii, and 
 the sligiitly slanting position of the boiiid does not coinptMisate for tiiis deft'C- ; but not one 
 of tlie scats is without a ba(;k, vliich, although es.sential to a comfortable seat, is found in 
 but veiy few of oiu' S(!li')ollinuse,s. We must draw special attention to IIk; facL tliMt in 
 the Swedish School-house thiM'e is a separate seat for each child. The long .school In 'Uch 
 should not be tolerated anywhei'c, but separate seats should be introduceil into all schools, 
 as tlie Swedes and Amiaictus have done. A peculiar feature of the school-room is a 
 numbfr of guns and a drum, used in the military g\nni.istics and the practice? of ai'ms, 
 which foi'itis an iinporfant branch of instruction in all the elementary schools. 
 
 " Iteljgious instruction is ol)ligatory and occupies a considi-rable number of hours 
 every week. Of the L'l2 objects e\hil)ite(l in the Swedish school-house, no less than liO 
 have referenc(f to religious instruction. The oidy object among theni deserving attenti n 
 is a collection of pictures for ins'ruction in r.il)lii'al history, which are I'cally valuable. All 
 the books in the Swedish si'hool-]ious(> ah', got up in the most practical manner ; the bind- 
 itig is elastic and cannot lie toin. Tliis also applies to the jieople's library, which, luun- 
 beriug several humlreil volumes, forms a specialty of the Swe<lish school-hous(\ Kitleen 
 years ago, th<' lirst people's libr.iries were established in Sweden, and now, in accordance 
 with the resolutions of the Swedish schoollaw, nearly every village possesses one. No 
 bt.-tter |)Iace could b:' found for it than the school-house, and no better librarian than the 
 teacher. 
 
 " Among the aids foi instruetion in natural history, the glass cas s with insects de- 
 serve special mention, on account t)f their in-.ictical arrangement. The.se cases have not 
 only !;lass lids and si<les, but also glass bottoms, ;iud lh(! insect can, therefore, be inspected 
 from all sides. The physical appaiatus which is exhibited, e.Mcels through accuracy ami 
 the greatest possible simplicity. We were struck with a large <lrawing slate made of dull 
 glass, which forms an excellent drawing-surface for colom-ed pencils. A part of thedrawing 
 copies arc in the sha]ie of gigantic wall maps. The calculating machin"s are few in num- 
 ber, which may be accounted foi- by the circumstance that instruction in aiithmetic in 
 Sweden aims more at rapid skill than at a clear undcrst.amling of the arithmetical process : 
 but a calculating m.ichine illusJratiiiL flc decimal system is considered worthy of mention. 
 An interesting feature of the e.xliibiiion is a collection of aids for iustiuction in \()cal 
 nnisie, which is much culti\ated in Swcilen." 
 
 JiKi.dUM AT Vienna. 
 
 The same journal remarks that, on ciitcrim,^ the Hclgium Kdueatioual H.xhibition. one 
 sees at once that in Belgium, with its busy marts of industry, but little has been done for the 
 education of the Uiasscs. The Belgian department excels in the m.uiy mathematic.il objects 
 made ot til). The collection of apparatus (or perspective drawing is of real value, as well as 
 the wire uet-work, al->o for dr.iwing purposes. In a culcul.ating-machino we were struck with 
 the e iinbinatioa of vertical and horizontal wires. A beautiful uiip of West Flanders, in re- 
 
r.Vli; II.- t KMKNMAI, KxHIIUTHtX AT I'HII.ADKI.I'niA, 1h7<» 
 
 I ', 
 
 * 
 
 lii'f, jiiiintcil lilur, Mill] the tu'viiis iiiiirkril liy >liiiiiii;,' wliitc spits, wliicli ciii lie scrri tVnm uf'nr, 
 j.s I'Xtrciiul) u-il'iil I'lir l;iiu<' eliis.L'ft. 'i'lii; li'iiiiilc work t'xliiliitril is clnr.ictci'i/ril \,\ .-.impli. 
 city mill iisi ruliK'.-s. Uisiijos tho nhjoctn imititioiioil, we tiixt notiiin^ in tliu l!».lui;in di'jiart- 
 tuent which i« worthy utir utteiition. 
 
 ITAI.V and liKIl HoilOOLS. 
 
 Of Itiily it iilsD ,xii\s; — '• 'I'hi' It;ili.iii I'ldiic iliun.il Mxhihition slirjws us iniiro than imy- 
 thiii^ else, the trans ril|)iiie .-upeiiur ami special SclinuN, Tlu' trciiiiiual Sehuol,^ particulady, 
 are reiiresciitcd in a hiilliant inamii r. Tiiis is nut astiiiii>hiiiL', i'<ir in a i (iiiiitrv wiiieli lias 
 proiluced the men wliu jiierced .Mmit Cciiis, we expect to liiid a hiuii de^re,' nl' leehiiical edu- 
 cation. The elenientai-y .scIkidIs are also well repiesi'iited. ,\ seliooj hemdi is exhiliileil with a 
 movable .seat. We saw a simil.ir arran^eineiit in ilu; Kreiieh exhihitimi, Imt we raiiiinf admire 
 it. There is ab.sulntely no mcosity lor tnriiirii; seats. Tlie linot paii of the Ilali.an - lemeu 
 tiiry school exhihition i.s the female work. 1 1< re we see the artistic tiait of the Italian nation. 
 A ,t,'reat pl.istie model of Vesuvius dc-erves .-pecia! utteiition. A sKJlful hand planned it, uud 
 it is in every way a most interestiti!.' object." 
 
 lU'.s.si.v AT THK At:.sT«l.\.N ("AI'ITAI- 
 
 Widely varyiiiLr opinion' are expressed by the Swiss Itmi'l ami the Vienna /•'/>■/<: I'mhtti- 
 Ofiisflti /yA'/A /•. concerninL: the Kussian rdiicalionai exhibition. Th<' fnrnier says; — "The 
 Kus.sian educational I'xhibitinii is a me;e rudiment compared with the other civilized State-- 
 of ICurope." and tiiids nothiiii;' worthy of remark Imt ;i .series of '• cibjeet lessons for tiio scho I 
 and family." 
 
 The l.itter p.'iper remarks : — "On visitiiiL' the Unssian edueatiniial exbiliiiinii. we liiid 
 occasion \n lid ourselves of many a prejudice. Ilii-.-i.a h(>re ap]ie,ars very respectable, not by 
 the iiumbor of articles exhibited, but by tiieir exeelleiice. The object ies>oiis for the sehoo! 
 and i'aniily are truly admirable. The work done by the inmates oi the Warsaw institute for 
 the Blind, desirves to lid nieiitioned, as well as iwo models of .M-bool de~ks. A box witli 
 arithiiietic.al blocks is very practical, and it is only ;istoiiishiiii: to iind it in the Uu>sian iKpirt- 
 meut. bcc.'insi! the Kussi.ans are particularly fond of cuniplii^aled (ialculatiiiii-m.aebiiies. l!n.>sia 
 has a ii'rcal I'uture, and even it,- small educational exhibition is a L:rain of .-ecd from which 
 much may lie expected.'' 
 
 I'OIITUOAL AT.^'ll:.N^•A. 
 
 Of i'ortuual the I'n'n I'lidiuiinji^fln Jl/i'itl, r .-ays : — '• The i'orlnutiese schofilhouse make> 
 a very pleasant impression from the outside, but inside it luoks very empty. {)n the wall,- 
 there are phot(igra| hie views of .school houses, which show that the Kchnol-housi' exhibited 
 cannot be considered a model. Ainoiiy,' the few objects exhibited, our atteniinu is lii>t of all 
 attracted liy the .'■chool desks, in which there is iiothinu' remarkable, except that there are two 
 scats screwed firmly to the floor bcloiuiiiL;- to every desk. Some pictures of parts of the 
 human body elicit the ciifjuiry, whether in I'ortujial drawinu; consists merely in copying', and 
 whether in mathematical instruction no natural bodies are einjiloyed. Neither the one nor 
 the other awakens a favourable opinion of the method of PortuL;ucse educators. 'I'he carta- 
 graphic cxhibiiion comprised two maps, both of l'ortu;^fal, one of them litho:irai.lied, the other 
 drawn by hand." 
 
 I'AHT II, 
 
 THE CKNTKiNMAL EXHIBITION AT I'll ILADELIMIIA, 187G. 
 
 At the ^'ienna Expisition (as already intimated), the United States occupied ;i promi- 
 nent and deservedly hiuli place. Canada did nothinj;- of material value educationally at any 
 of the former Exliibitions, except .sending some School reporis and educational periodicals 
 
I llulii uf'iu, 
 
 ii_\ .-irjijili- 
 i'lii (io|iiirt< 
 
 c tlian aiiy- 
 
 irnculuiy. 
 
 wliicli \^■.t> 
 'liiii(;iil (Mill- 
 (ill il with .1 
 mot .'iditiiri' 
 i.in • IciijuU' 
 
 i:iii iKition. 
 
 ricil it, uud 
 
 lys : — "'riit.' 
 
 ili/.cd Stiiti.'- 
 ir ilio >c'lio 1 
 
 imi, W'j tiiii.i 
 .iIjK', tint ])\ 
 
 V till! ScllOd! 
 
 Iiistilutc for 
 
 A l>ox wiili 
 
 >>i;iii (li|iii't 
 
 iiics. I!u»i;i 
 
 from wliidi 
 
 house iii.ikc* 
 
 (.)ll tllC \VMli> 
 
 Nc ev|iibit(.<l 
 is fiiM of all 
 horo iirr two 
 
 |i;irts of the 
 sopyiiiL'. iiiid 
 
 the Olio nor 
 
 'I'ho c;uta- 
 
 ifd, tho otluT 
 
 i<il a jiroini- 
 II ally at any 
 1 iioriodicals 
 
 
 rr.AX OF THK C'KNTK.N.MAI. I.NTKIiNATIoXAI. IvXIIlllITIoX ( JUOIXDS. - Pa.'ti 8. 
 
It i 
 
 M' 
 
 i 
 
A.Mi:i!lr.\N KDrcATInN A'l' ( KNTHNMAI, KX II 1 HITH )N. 
 
 Vdiii tlu! ri'oviiico ai' (^u'bcc.-' Ntituivilly oiioifjli, thcicloic, slic is iidt tlioutilit I'i' V),y ^'"■ 
 Au-n-iiM ('iiiiiiuissioiicrs. It wii.-, tlieroloiv, iMt that \\\c \'u\\v'\ Stato aluiie rtj|)i-c'.<(:iitcil 
 Ninth Aiiiurica in tho matter ni' (vlucatioii. 'Vhv Au-triaii l)in'ct(>r(ioiu'ral accordiii;j,ly wmtc 
 to tiiu Uiiitoil States Ciiiiiniis-ioners, '-uruin-- in the >tronu-est term- not to omit a lull iv]ii'e- 
 ficutation of American iMlneation, whatever ei-e mi^ht li" omitted. " He sail : — "The hxhi- 
 hitii'ii of it made at. l'ari> in Iftii? -o intere-ted Kui<)]ii; that he was ealleil upnn l.y the jienpir 
 of Au-tria ami llunuary from all ((uartrr< not to fail to have a uood thorouiz'h rejiresentation 
 of til'.' American systeii, there.'' 
 
 This ;i|)|ieal was etfeetual, and ^- 2<> >e|iarate educaliijiial entries from the I'nited State.- 
 were made in Orotip XXVI. Fur this di^iilay, ••is edue.ati >na! diplomas and medals wore 
 distriliuted, while only .'lO were uiven lo the United States for its exhibition in oil atliiir 
 (ji'ii'' I". '' 
 
 I have already intimated the lii-h oi)ii:imi which the distiiiiruishod Direclor-Ccneral of 
 tlir N'ienna ivvhiiiitidii (nnw Austrian .Minister at Washinuinn) had formul of the American 
 odii.Miiunal .xhil.it th.ic. The American^ tiiemselves felt tiie uravo res))onsibility wliich: 
 resird uiion them to make the edueational I'eatures nf their e.xhibitioii a <:-reat succes.-. The 
 Ilon.:iiral»h' .1. !'. Wickershani, t\\d enlightened .Superintendent o( Public Instruction in the 
 State (if i'ennsylvani.-i, felt the full wei-ht of this re-ponsibilily. and at a meet in,-- of distin- 
 i^ui-hrd cdueatiirs ''eld at \\'asliin'_tiin in .January, 1S7."). on this subject, he said : — 
 
 •■ A Leiitlein.'in jironiineutly eonnecteil with the management of the Centennial, \vritos me 
 within a few ilay>: -The Kducatio-nd I lepartm.nt (d'the I'lxhibition is. in my humble juiluuieiit, 
 Oil'- "f the most important to hv prot-nted by our ( loveri niriit.' Tiiis is tie' universal senti- 
 ine,:t. We ha\e been l'oa>linL; of i iir systems of i'vvr schools M) Ion,::', that ■•nv people have 
 oo!i e to think them the b.'M in tho whole world. Tliey will demand their full representa- 
 tion. l'';iilure l;t re. will. I am sali-fied. brin:^ severe ct iisure down upon the heads of the 
 C'eiitennial management, and prove deeply ihjuriiui- to the scho'd interest- of the country. 
 Mor' str.'inuers, too. from i'.reiL'n eoiuitries. will visit the M.xpo-ition Ibr the purpose of 
 
 wiliiessin'^- oiir sel 1 work, and aei|naintini;' them>elves with our scliool .-ystein>. 
 
 than foi any otjier olijeet, po.^Mbly timn for all ether olijects put ti ,t:-ether. The American 
 Scho.4-houM' at the ure.it l''reneh flxposition is said to have attracted more attention than 
 all el-e from America on exhibition The ti'.-t will be :\ <v.\v\v one, 1 admit ; but there is 
 now ni shrinkin'^- frmn it. (ormany, .\u>tria. Switzerland. France. Fnuland, nelt;ium. 
 ami ilolland will come, eonliile>s. prepared to submit their systems ot public in>truction to 
 a comparison with our own. ami we must be ready to meet tliem with the be,-t wo have. It 
 wa- easv to say ai I'aii-. at Lomion. ;it A'ieiina. that we left our best at liome ; but at 
 Philadeli-hi,'! we will be at home. '. . . . . ._ The Kxposition mu>t 
 
 be a full, fair, and ,<yslem!itic repre.-cntatien ot American Education. No possible credit 
 can eome to us by lilline our space mechanically with the ten tliousami articles that may 
 be efl'ered. The whole display must be representative, it must be somewhat ol an orean- 
 i>m. with its seviral parts nicely adju.sted. if not closely related, to one another. In the 
 seleetion and manae.'meiit of material. I take it. will be Ibuml the mo>t difficult and delicate 
 dutv of the (.Viitral (.'ommission ; but, with a fair Held in which to work, and a I'casonable 
 ainomit of moiu'y with which to pay expenses, a pre.-entation of the leadin^• features of 
 American education can be made tiiat will be an honour to tlio country, and a wonder to 
 the older nations that may cnme across the water to compete with u~.'' 
 
 r 
 
 i 
 
 Tho Hull. 1'. .1. 0. ell luvtiiu, Mi.l)., (^>.C., liili! .Minister >.f KJucnti.'ii for tlio I'leviiieo of (,)iit'bt'(', in 
 \i\> t.vw work, />' I hi-iituii„n I'dl'/ii/iir (III C'lii'i'l'i, tiiii.- rolcr.s to the o lucali mill c.xliiliit trom CHiiiuhi iit tlio 
 I-:.\'Ml.iti(in of lSti'> iiiol l.Stl7: — 
 
 •■ .\ I'K.xposition .'e li'inilri's <'n IsC'j, ot a c.ilo do Paris, en tSC,7, If I)i'|iartcmcnt do I'ln.-triiotion I'li'i- 
 liiiui' e ivo.va dc8 oollorliMns dos rii|iiiorl.s dos duiix jnuriiau.x, doslivro.s iipiirmivos pour li s I'l'oli'?, dos i\f'i^>.-^ et 
 lull ilros oil iisat;(;, cto. Coo mo luillo do liroiizi' a l,ondrc.<, ct une niodaillo d'ariiort a I'ari.s, fiiront aceordCes 
 ;.ii MiririteiiJaiit, priiioiia'cniont jieiir Ic rodaotion do.-< dcu.x rociioils po lagoi^iiiucfi. " l'<t[i(' 1'''2. 
 
10 
 
 I'AitT in. — PR0CEi:i)i\f;s -if oxtark* kducation I)i;pai!Tmi;nt. 
 
 ) 
 
 When howuver, it had been first decided by the Auiorican people to liold a lirand Inter- 
 national Exhibition in the United States in honour of their Centennial, energetic steps were 
 taken in that country early in 1874, so as to secure, .it tiiit important uatherinir, a fitting re 
 presentation of tiie educational enterprise and growth of the Republic. A meeting of repre- 
 .sentative educationists was convened at Wiishington by General Eaton, the United States 
 Commissioner of Education, in the niontii of January, 1874, at which a series of recommenda- 
 tions were issued to the educationists of " each State and Territory in the Union.'' inviting 
 them to co-operate in this important matter, and suggesting the best way in which they omUd 
 most effectively do so. In January, 1S75, another meeting on the .same subject (to which we 
 have already referred) was convened ;it Washington to appoint ;in Executive Coniniitteo to 
 co-operate with the Centennial Commission in this matter. 
 
 In this Province nothing, however, was done towards taking part in the Hxhibition until 
 the autumn of 1S75. Some hesitation was felt when the ((uestion was considered as to Iiow 
 we ought, without discredit to ourselves, to enter into a competition witli other and more ad- 
 vanced countries, especially the United States, in a subject rei|uiring so m uiy years, and 
 such favourable opportunities for development. It was, however, thought desiral)le tint 
 while efforts in almost all other departments were being energetically jiut forth by the poo]'le 
 of Ontario, in response to the friendly invitation of our neighbours, the Ivlucation iVvart- 
 ment should endeavour to contribute sometiiing whieh miiiht «how that satisfactory ])ro:ires>i 
 had been made in our educational system during the first twenty-five years of it< existence, 
 ;is well as in our material industries. It was due also to tlu! Legislature and peoplf ol' Ontario 
 that this opportunity should not be lost for conijiaring the working of our popular system of 
 education with that of older communities circumstanced somewhat like our own, and sojii-tify 
 the Legislature and the people in their efforts and liberal expenditure for this inipuitant 
 cause. 
 
 I 
 
 PAKT 111. 
 
 I'ROCKEDINliS OF THK EDUCATION DEl'A KTAl ENT. 
 
 Under thc-,0 circum-^taiices. and before his retirement, tlie lleveren 1 Dr. Kyerson. 1 ite 
 (Jhief Superintendent of Education, at the re((aest of the (loverninent, us conveyed to him by 
 you, authorized me to prepare a scheme in detail (wliicli I did) of the proposed Ontario ex- 
 hibit, lie also issued a circular, based upon tiiat scheme, ■' to the Inspectors and School 
 Trustees of Ontario, in November, lS7r), urging them (and suggesting means l»y whieh tle'V 
 could do .so) to contribute specimens of pupils' work, and photographs ,»|' their sjho '1 liuild- 
 ings, to the Educational Exhibition at Philadelphia, whieh was to be held in May o! the 
 following year. 
 
 Owing to the shortness of the notice and other causes, the nnniber ol' tlie contribniion» 
 received from the various schools to the Exhibition was comparatively small, Imt they were, 
 iieverthcliss, sufficient to illustrate the nature and jirogress of the f)Uj)ils in tiieir work, and 
 the styh; and character of thi' School-houses in our eitie,-, towns, and villages 
 
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 CLASSIFICATION OF KDL'CATIONAI- SUIUKCTS AT I»niLAI>EI-l'niA. 
 
 n 
 
 growth and projjjrcsii, wliich would prove both interesting aod instructive. To these jioints 
 I shall refer hereafter. 
 
 The Centennial Commissioners having constituted Honourable General Eaton's Bureau 
 at Washington, " tl<" Central Agency for carrying out the educational plans of the Exhibi- 
 tion," a sufficient number of copies of the "Practical suggestions rcspectin<_' the preparation 
 of educational material for the Exhibition," by General Eaton, were procured from him, and 
 circulated throughout the Province, with a view to assist in providing suitable articles and 
 specimens of work for the Exhibition. The result was that we were enabled to procure a 
 a number of photographic negatives of School buildings in cities, towns, and villages, and 
 also a variety of pupils' work, from which a careful selection was made for the Exhibition 
 The photographs were all enlarged to a uniform size, and these, together with photographs ct 
 Universities, Colleges, and some prominent private Schools, were mounted uniformly, and ar- 
 ranged on a handsome revolving stand for the Exhibition. 
 
 In order to show to what extent it was designed to illustrate the subject of Education, 
 and to provide for its display in the Exhibition, I shall here quote the following educational 
 classification, as published by the Centennial Cominissioners,and then show to what extc'nt we 
 were able to comply with the request made to us : — 
 
 llEVISED CLASSIKICATIoN OF KhTCATloNAI. SUHJECTS, HY THK ('KNTENNIAL C0MMlSl«IOX!» 
 
 /. — KiUiciitioual ^ii^tiiiia, Mtlhixls am} Lihrorits, 
 
 Class 300 — Elementary instruction ; Infiiit-sehools and Kindergarten, arrangements, 
 furniture, apjilianees, and modes of training. 
 
 TuMic scliools: (Jradtd schools, buildings and grounds, e(|uipmcnts, courses of study, 
 methods of instruetion, text-books, apparatus, ineludinij; niiq)S. cliarts, globes, &c. ; pupils' 
 Work, ineludiiig drawing and peinManshi|i ; provisions for physieil training. 
 
 (.'lass ;]01 — lliglier education ; Acadeniie> and high seliools. 
 
 Colleges and univer>ities : buildings and grounds; libraries; museums of zoology, bo- 
 tany, mineralogy, art, and arclia-uloLiy ; a])paratus for illustration and research ; matheniati 
 cal, |ihy.-ieal, elieniieal and astrommiieal courses of study; text-bonks. catalogues, libraries, 
 and gymnasiuni.s 
 
 Class ;iiiL'. — I'rofes^ional .schools: Theology, law, medicine and surgery, dentistry, phar- 
 macy, miniiiL:, engiiieerinu', agrieulture and mechanieal arts, art and design, military schools, 
 naval schools, normal schools, eonjincreial fceliools, music. 
 
 Buililiiigs, text-books, libraries, apparatus, metlKnls, and other acce.s.sorie.s- for pr.ifes 
 sional .M'liools. 
 
 ('Ia.>;s ;'.o;5. — Institutions for the instruetion (if the blind, the deaf and dumb, and the 
 feeble-minded. 
 
 Class ;;(i4, — Educational reports and statistics: National Bureau of Education ; State 
 city, and town sy-tem; eollegc, university, and prol'essinnal systems. 
 
 Class iiU'K— J.itiraries ; History, reports, statistie^ and catalo-ues. 
 
 Class ;5Uf!.- -Seiiool and text-books: l>ietionaries, eneyelopajdias, gazetteers, directories. 
 in lex volumes, l)il)liogi'a]ilier^. catalogues, alnianaes, speeial treatises, general and miscoila- 
 iieous literature, newspapers, teelmieal and speciil newspapers and jounials. illustrated ]ia- 
 pei.s, periodical literature. 
 
 JI. — Iiislil/i/(tiits (iidl (,'rt/ii/il:iitiiiiis. 
 
 Class ;U0, — Institutions founded for the iiierea-e and diffusion of knowled'je: sueli as 
 the Smithsonian Institution, the Koyal Institution, the Institute of France, the British As- 
 sociation foi the Advancement of Seieuee, and the American Association, \c., their oriiiiii- 
 zation, history and results. 
 
12 
 
 I'AllT IV. — oXTAUlO KfJlTATIONAL LXHIISIT AT I'lHLADELI'IlIA. 
 
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 •i' I 
 
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 Class .■'(11. — Jii';n'iir(l and scicntilio associatiims; ficolo^ical ami tiiinoral()i;ic;il sncictio, 
 iic, cnniiicci'iiiL', tL'cliiii(!.ii ami [inil'cssininl assuciatioii.-i, artistic, biolupijio il, zonlM^ical, uiodi- 
 cal socii'tics, astrouoinical olisi'i'vatKrifs. 
 
 (,'l:is.s .'UJ. — Musouihs. fdlioctioMs. art-i,'.illerics, (■xhiliitinris of wink-< of art and indus- 
 try; at^ricultural fairs; State and (,'(mnty cxliihitious ; rntinnal rxhihitions ; iMt(M-tiatioii;il 
 exhibitions ; scientific niu^enius and art-uuiseuius ; etlin()lii:^ic;il aiiil arclnc jlo^ioal ci>llooti(ins, 
 
 (Mass ;U."). — Music and tin; drama. 
 
 Of these clas-cs we were enabled to {iroviile more or less for illustration, from Ontario, 
 in the following' : — 
 
 Class 301) : Kinderi^arti'ii appliances; Public schools, buildin.;-!, ejuipinMits, courses of 
 study, methods of instruction, text-bo )k ai)paratus, ineludinL' maps, charts, j^lobes, iVC, 
 juipils' work, includinudrawin:;- and ])<Mimaiisliip, provisions for physical trainin.r. 
 
 Class ;i(U — Ilinher Kducation : Hiudi Scliools ; Ciille-es and Universities ; course of 
 study, catalogues, (or calendars). 
 
 Class :](}2. — Professional Schools: Normal Schools, buildini^s, text books, apparatus, 
 methods, etc. 
 
 Class 30;]. — Institutions for the instruction of thj P>liml, and the Deif and Dumb. 
 
 Class 30-t. — Educational lieports and statistics; provinn', city and towns, colleges, etc. 
 
 Class 80.'). — liibraries : reports and catalogues. 
 
 (Mass ."JOii. — ScIkj il and text books, dietionaiies, encyc!op;c lias, geographies, catalogues, 
 triuera] and miscellaneous literature. 
 
 Class 'M2. — Museum collections ; W(n'ks of art and si.-ience 
 
 From the foregoing it will be seen that, with the exception of classes 310, ;U 1 and 31.3, 
 viz., national scicntitic organizitions, learned societies, and music anil the drama, wo were en- 
 abled to send more or less illustrations on all of tho other classes enumerated in the Kduca- 
 tioiial programme of the (Jentennial. We were also enabled to send exhibits in other depart- 
 ments not enumerated on the prescribed lists, as I shall explain. 
 
 These exhibits were designed to illustrate (I) the extciut and variety of the School 
 appliances and material for aiding the teich(U' in his work at the disposal of tho Department ; 
 (■J.) the be^t facilities for supplying Schools with varied illustrations in the several branches 
 of stu ly, as well ;is providin<_' prize and liltrary books for the pupils from tho Dejiository 
 briiich of tiie Department, by means of the large ,-upplies kept in stock. (3.) We also in- 
 cluded in our exhibit jihotographie illustrations of the various public building's in tlio Pio- 
 viuce, such as the University of Toronto, and the Universities of Trinity, Victoria, and Al- 
 bert Colleges, Knox (.'ollege, Do La Salle Institute, the Ladies' ('oUeges at Hamilton, 
 Brantford, Whitby and Cobourg, and the Public In.-titutions under control of tho (lovorn- 
 ment. 
 
 I 
 
 PART IV. 
 ONTARIO EDUCATIONAL "EXHIBIT" AS SKT UP AT PIIILADIOLPHIA. 
 
 The whole number of articles sent by us to Philadelphia was nearly 2,000, valued, when 
 "setup," it:cluding fittings, at about .^lOjOOO. They were enumerated in a "catalogue 
 of exhibits " extending to 64 pages, which was freely distributed to visitors during the 
 Exhibition. 
 
 The position of tho Ontario Educational exhibit in the main building was admirable. It 
 was situated in the midst of the group of England and other colonics, and at the end of an 
 avenue leading up from the arch forming the entrance to the whole exhibit of the " Dominion 
 of Canada" in the main building. 
 
 
 i. 
 
I 
 
 The simco fhiiilly iillottcil to tho Ontario Dopartiiieiit, Wi.s 1 10 foct in loiiL'tli by about 
 25 in brcadtb. At tlii' back of tlio (xiiibit, wa.s a {lartition I^O feet biuli snnouudcd by a 
 hoavy, (K'i'|i corni<'(', <)i'siiiiir(l and jircjiariid in Toronto, as won; tin- wholo of tlic decorations. 
 In tlio centra of jiartition and -nrniuiintin'j tlie tirdiw i y, wen; tli<; Itoyal Anns, umlorncath 
 whieli were tlie arni^ and motto of tin; Deiiartnicnt (" lieliuio, Sciontia, I^ibertas"), and t!.e 
 word.x in larjic letters: " Kdiicution Department. Oiilario." 
 
 In the sjiaco allotted to us in the Canadian c urt, were a number of^lass cases plactMl ii; 
 symmetrical order, and lilleil willi the various articles exhibited. Althou^h the <rencral jilan 
 and jirincijial features of the exhibit were sketched in Toronto under my supervision, as 
 directed, yet tiic wliole .•irran-iimenf at I'hiladelphia of that cxiiibit was left to Dr. May. 
 Superintendent of the Mvhieational i)epo-itory, aided by ids >killed assistants, Mr. J. Carter, 
 of Toronto, and Mr. A, F. I'otter (formerly of 'i'oronto, who kindly volunteered bis valuable 
 services in setting up the exhibit). Tiie taste and judnuient wliicb Dr. .May displayed in 
 I:roupinu and arranging the material |ilac(!d at his disposal, was hiirhly commended by a!! 
 parties. The exhil/it thus arrauLicd, deservedly gave grace and tinish to the whole display 
 liroupcd about it, of which it formed the central part. 
 
 On cither side of the avenue leading from the geological display of Canada (as shown 
 in illustration No. 1). and forming the main feature (if the Eduoational exhibit, were threo 
 large glass ease> — one of them a double ease, in which were tastefully arranged and classified 
 the variou-; objects exhibited. '•= Two of the eases of the lelt (as shown in illustration No. 2i. 
 contained Philosophical ,ip;iaratus, classified to illustrate the virions l)ranche> of I'iiysics ; tlio 
 fither ease coutaine(l a .'<amiile col'ection of library and prize books, together with tho.-e 
 relating to the teachers" professioni! education — the whole arranged so as to correspond with 
 the printed catalogues. The three eases to the right, contained globes, astronomical appa- 
 ratus ; kinderi^arten and natural history; object Icsnoii appliances; cliemical laboratory, and 
 drawing models and material ; together with a collection of allegorical figures and small 
 busts of eminent men. These cases were surmounted with life-size busts of ."Shakespeare, 
 Ilcrschel, Newton and Faraday, as well as those of the Prince ami Princess of Wales. 
 
 \ 
 
 J. 
 
 PART V. 
 
 CHAK.XCrKll AND SPKCIALITIF.S OF OlUl KXiUHFr. 
 
 In the centre ui' the Ivlucational l-lxhibif, and grouped about the entrance leading from 
 the admirable ueologieal disjiliy tl' Canada, weie some of the specialities of our collection 
 (as will be seen in the Illustrations). Thes(> consisttid, among other things, of exterior and 
 interior models of."-'chool buildings; t a levolving stand containing a number of photograph-^ 
 of Schools, Colleges, Universities, and publii; buildings of Ontario ; photogra|)hs of the Edu- 
 cation Department, and of the Normal ."schools of Toronto and (Jltawa ; a collection of tlio 
 Great Si'als of Fn-land, i'rom NVilliani the ('on((ueror down to Her Majesty the (,!uccn : 
 raised n. ips oi' Furope, Greece, Italy, France, Palestine, etc., and two lignre^ in armour — one 
 
 * TliL' iilustralii'ii.^ iii,<i;rn.'il f^ht ii vtr.v isninl view ot llieto <M.<f.s mil of the iirti' Ic- wliieh lln.-v .■oiitiiiiic I. 
 
 t '1 llL'^^c uicmIc'Is who |irc'|.arL"l irj Turi'iidi uii.liT my diroctii'ii, aii'l, in oiio ur twu oasvs, were tiikuu triMii il- 
 lu.-^:riili'>iis (.'(iiiliiiiicil in llio (-ecoiKi eilitiou i.C » ,vorl\ on "The .SelKjuj House, its Arrliifecture, ete," uliicii I 
 hii'l liiililislu'il Inst ye:ir. Two (it tlie.-e iiindels liave L-niio I'l .J(i|';ir, iiii 1 one lu tlie lirup.ise 1 .\iii'.-ioau 
 E'iiieiiliiiiial MiisKiiii at Wa-liiiigton. 
 
14 
 
 PAUT v.— I'UACTIlAL FKATl'lJKS OF ONTARIO EDUCATIONAL EXHIHIT. 
 
 t / 
 
 :it I'ithiT^iJe of the eritriiricc itself. Witliin the cases, and ^^rmiped historically, wore «cvcrul 
 busts of noted Greek, Koinan, Furieh, Sjianish, Itnlian, Swiss, Heluian, American, Qcrtnan, 
 and Enj^lish writers and seientilic men, These, with a number of Htatuettes of German Em- 
 pcrorf', beautifully coloured, en ci^finiH', constituted a most interesting ethnolof,'ical collectiou. 
 These, and fuller details ot our exhibit, will be more systematically set out in the clansitica- 
 tion of the entire collection, which will be found on jia^'C — . 
 
 It was, however, universally aeknowlcd<j;ed by all of the educationists who visited the 
 Exhibition, that the chief excellence, as well as the special characteristic of the Ontario edu- 
 cational exhibit, was its comprehensive and varied collection of educational appliances, ia the 
 *hape if maps, charts, ^'lob^s, diagrams, models, object lessons, and a most extensive variety 
 of school apparatus — from the simplest kinder<,'arten ";:ift" or object, up to the more com- 
 plicated instruments desit,'ned to illustrate the several departments of Natural Philosophy 
 and of the Natural Sciences, etc. The number of articles in this extensive collection, which 
 was in our exhibit, was over l,t)0(), and was the result of years of careful selection and adap- 
 tation for ."schools under these heads. 
 
 Another practical feature of our exhibition, which for years liad received a larj^e degree 
 of attention from the Department, and which has been the means of greatly stimulating teich- 
 ers iu their profession was, a collection of books (called the " Teachers' Library "), which had 
 almost exclusive reference to the science atid art of teaching, the discipline ami management 
 of schools, national cilucation, school architecture, educational biography, the science of lan- 
 iiuage, and other practical subjects, relating to the Tei.chers' profes>ion. 
 
 Nearly 400 volumes of books on these important subjects, were selected and sent to the 
 Philadelphia Exhibition. It is <:ratifying to know that so highly were these invuluable aids 
 to a teacher in liis work regarded, that the Education Commissioners from Japan ordered the 
 entire collection for the Education Depiutmeut of that Empire. As an evidence of how much 
 in earnest the Japanese arc in this matter, I may mention that two excellent works iu the 
 coll.ction, prepared by tlie Honourable J. P. Wiekersham, Supcriiitendant of Public Instruc- 
 tion in the State of Pennsylvania, on " l<i'ho,,l Kn„i<ii,)ij" and '■ MrtJimhof Iicitiurtinn " have 
 been already translated into Japanese, and have been the means of inciiing the teachers of 
 Japan to greater skill and intelligent effort in the discharge of their responsible labours. It 
 was doubly gratifying to Mr. Wiekersham to receive copies of these works in u foreign dress 
 frotii the Japanese Comniission, and to see them also placed among the articles oti exhibition 
 in the Japanese Educational Court. 
 
 A cursory gl.mee at the various educational exhibits at IMiiladelphia would enable the 
 visitor to group them under three heads, viz. : — 
 
 1st. Those whieh consisted chiefly of " results " of education, if., pupils' work. 
 
 2nil. Those which consisted mainly of the "appliances"' of education. 
 
 3rd. Those which combined " ajipliances " and " results." 
 
 As a general rule the various American State exhibits con>istod chiefly of " result-^," 
 
 that is examples of pupils' work, with large and valuable collections of educational reports 
 and illustrative statistics. The Ilussian, Swiss, Belgian and Japanese, combined appliances 
 and results in a greater or less degree. Ontario alone (although slie had a few examples 
 ot jaipils'work in two or three departments) confined her exhibit almost c clusively to a 
 systematic and hcicntifio " exposition " of educational appliances, and objiicts of historical 
 
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 wore several 
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 Ontario cdu- 
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 [" how much 
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 teachers of 
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 exhibition 
 
 enable the 
 
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 examples 
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 or {iracticiil iiittriNt JVom our oJucational iiiUf<euiii. She wiis desirous of fxliibitirii: the 
 nioiinM by wliieh .slio .«ouu,lit to huild uji tlic nuitcrial or iinictioal part of lier sjHtciii, and illu?^- 
 trati'J it with sniiiiiles of the " tools " with which her educational workmen were funiislicd or 
 were avMilahlc! for their use. 
 
 The (luosfioii was MPinetiincs asked : '• Arc these object lessons, maps, charts and appa- 
 ratus in ireneral use in your Ontario schools? " Our reply was — the oJijcct lessons, maps, 
 chaits and lilobcs arc in jiretty ifcnernl use; but many if the more expensive kinds of appa- 
 ratu-, or more dillieult in>trunients, are rarely used. Nevertheless, our object is to obtain 
 s;unjles and supplies of all kinds of aitieles which iniuht be useful in our schools. As the 
 tciichers become better trained and the schools more ellicient, they rcijuirc, and should have, 
 the vei'y best kind of .-ehool material. We, therel'orc, keep in our Depository and Educa- 
 tional Museum the 1,'reatest variety of these useful and necessary aitijlcs. It is not the fault 
 of the Department, but of the schools, that they are not so j^encrally used as they ou^ht to 
 bo. Nevertheless, it is the duty of the Department to provide these things, and to yivo every 
 cnconrai^einent and I'aeility for their use. 
 
 The Kev. Mr. Fiii-sell, one of the Ihitish Jurors at the Vienna Exhibition of 1873, in 
 his report " on Kdiicational Apjiliaiices," sju'aks of "an educational exhibition as (for the 
 most part at least) an e.xhibilion of aj)i)liaiices and instruments, rather than of aceom- 
 plisi. 1 results." Such an exhibition, as every educationist must know, is by far the most 
 instnictive and valuable, — for it reveals the mechanism of the inner " life " of the system, 
 am! the contents, so to sjieak, of its " tool-house of practical education." It deals not with 
 results, but with the means and processes of education. It illustrates not so much what 
 you do, but how you do it.* 
 
 This was the main pnipose and object of the Ontario Exhibit. In carrying out this 
 
 idea, the Exhiltit was so planned and furnished that a stranger, if ho shoiildjjo able to de- 
 vote time to a careful study of the abuntlant information and material placed before him, 
 
 would, without ditliculty understand the whole structure and policy of our educatiotial 
 system, — its history, progress and devcdopment, and the moans employed for making il 
 ellVctive for the purposes which it was designed to serve in its establishment. He would 
 also see at I'hiladelpiiia what had been done and was doing in Ontario for the training of 
 teachers ; for securing a uniformity in metlujds of teaching and text books; for providing 
 an ample s.upply at the cheapest rates of the best school material in the shape of maps, 
 charts, models and ajiparatus ; for improving the construction and condition of school 
 buildings and premises ; and for suiipl}ing the pupils at a nominal cost, (during the pro- 
 cess of their education and at a critical period of their life,) after the taste of reading had 
 been developed, with the greatest possible variety of the best and most wholesome litera- 
 ture which the press of England aiul America produces. 
 
 Thus, an intelligent en(|uirer at riiiladelphia into our Ontario system could under- 
 
 
 ■'' Tlii.s view is shiircil in liv M. liuisson, tlic French Kiliiciiti'm Comroissioner at the Kxhibitions iif Vienna 
 ani Pliilaleli'liia. Siculiing • f the Amerioun Kxhiliit at Vienna, and what he liclicveJ to be its defect, he 
 sa.v^ : — '■ Tiio American l)istrict School- hduse .sali?tioJ the visitor's curiosity. The building contained a hall 
 and a largo and well lighted School-room with forty seats. The interior arrangement of the building was far 
 from making a favoura1)le iui] rcssion upon the visitor. I was surprised to find nothing that indicated this 
 great nation's intimacy in the practical school life. Rich furniture was the only object of admiration. The 
 maps and charts, i f whii h several seemed to be in the collection entirely hi/ fhdiicc, gave rather an idea of great 
 vari.'tyof means of instriicli>'ii than if regular methods in teaching, and "f a premeditated pedagogicial 
 plan." 
 
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EDUCATIONAL KXHIIUT AT PHTT.ADELPHTA. 
 
 17 
 
 . 
 
 
 Class II. 
 
 Eihcoikmul Inslitutiiins iind aflicr Ptihiic llvihVnKjsi. 
 
 Tliis class included photc^m'.aphs of riiivorsitics, Ladies' Colleges, Institutions for the 
 Dlind and Deaf and Dumb, Asylums, Kefonnatoiies, iV'c. 
 
 Class III. 
 PtiJilir (111(1 F/if//i Sc/ioo/ /liiiI(li',ii/.-i. 
 
 Tlio Education Department, Normal and Model Schools, CctUeqiate Institutes, lligli 
 Schools, Union, High and Public Schools, Public Schools, Models of School Buildings, 
 School Plans, iVc. 
 
 All the Schools iVc, in this class, are exclusively under the control of the Education 
 Department. 
 
 Classes II and III were chictly represented by large photographs, seventy-nine in 
 number, mounted in flames two feet six inches long, by two feet high. These Photo- 
 graphs were a great attraction to visitors. They were dis[ilayed on a rotary stand which 
 could bo eJisily turned. Visitors were in this way enabled to bring these photographs into 
 different lights, and thus ('ompare the architectural beauties of the Universities and Col- 
 leges with each other, and to scm; for themselves the class of buildings used for school pur- 
 poses in our cities, towns, and rural districts. 
 
 From the congratulatory remarks mad(! by thousands of strangers on the style and 
 l)eauty of these liuildings, we may judge; that even this small portion of our Educational 
 exhibition was the means of directing the attention of visitors to our excellent Educa- 
 tional Institutions, and giving them a better knowdedge of the educational facilities of our 
 country than they could otherwise have o))tained. 
 
 The .lapanese ^Minister of Education was so much pleased with these photographs, 
 that he ordered several of them for the Education Department in Japan. 
 
 Dr. May adds : The models for school buildings were also a source of great interest 
 an<l admiration. These models were constructed under the direction of Dr. Ilodgins, 
 from his own plans, as described in his new work on school architecture. Tiiey consisted 
 of a Collegiate Institute of striking architectural design, made to a proper scale, so that it 
 is (jUite easy for b\iilders to estimate the cost of erection, iV'c. 
 
 A school-ho\ise a-^ it -^Jiouhl he, with exterior and interior views, was also exliibite<l. 
 The exterior has two sejjarate entrances for l)oys and girls, and is of very neat design. 
 The interior is titteil up with all the modern appliances ; desks with folding seats, teacher's 
 desk, l)lackboarils, Xic. It has also galleries for primary classes, and two separate waiting- 
 rooms foi' l)oys and girls, with lavatories, kc. It also shows closets for maps and books, 
 ventilating shaft, iS:c. 
 
 We also exhibited a tasteful model of a IJural ScliooMiousc erected uc;ir Lake Simcoc. 
 iVnm a plan (with modification by Dr. Ilodgins) ]irep:ircd by Jas. C. Morgan, Esc[., M. A.. 
 lu-pcctor of Pulilic Schools, North Siuicoe. .Application was made for the purchase of these 
 models by gentlemen representing ilitfcrent foreign governments, includinu' the United States. 
 Aur-tralia, .Ja|)an. kc. 
 
 Dr. lloduiiis' models of Schoobhouse (exterior and interior) were sent to the Education 
 i'opartinent, Japan. The Rural School-house was sent to tlie proposed Educational .Muscunj 
 ■It Wasliiuiiton, U. S. 
 
 Class IV. 
 
 Sdiodl FiHiiiijn ((ill/ Fiiniil'ir(. 
 
 Including School desks and seats, model of gymnasium, CMlisthenie apparatus, map stand, 
 blackboards, Ac. 
 
 Specimens of class IV. were sent to Japan and Australia, and were noticed by the In- 
 ternational Judges for the excellence of their finish, durability and cheapness. 
 
 Class V. 
 
 ]'iijjI/s' ScliiKil W'orl. 
 
 This class representcil the work of the pupils iu the Public and Model Schools, from ten 
 to fourteen yetirs of age. It included map drawings, landscapes, aninitds, human figure, S:c. 
 
 I 
 
IS 
 
 VAHT V. — DKTAII.S OK ri.ASSi FICATK )N (iF TUK ONTAlild 
 
 Also specimens of poiiiii;msIii|i. In ;i(!(litiim to tli('>o, spcciiiu'iis of drawiiiL:' were (\\liil)it(>il 
 from tlic Seliool of I'lMctlciil f^ciencc, 'I'di-oiito. 
 
 Tliis cl:iss iittnieted iitii'tifioii. porlKips. iiinro fnnii tlie novelty "f tlie style of mountinLS 
 tliini from ii superiority over fitlier eiillections in the Mxliibition. 
 
 Tlie ilviiwint:' hooks, niiips. i^:e., were tittiiclu'i] to l.ir'^e mdv.ilile fVnines, so iirr;nii:e(l tli.it 
 they could he easily exaniiiK'd, ;iiiil although only oee\ijoyinL;' a l(,'W I'eet (if space, eontaini'd 
 over two hundred eo]iy hodks. drawin;:' hiuiks, maps. Ac. 
 
 Sir Charles Keed was mi much jilea-cd with this exhihit that he mtdc. a drawini:' of jr. 
 in order to (ir up similar eolleetions in Jidndnn. 
 
 Cr.Ass VI. 
 
 Entrance Examination I'aprrs i'cr Nurnial Sclinnls. lli'jh Scdmols and CulleLziate Insfi 
 tutes : ]''xMinin;iti(in I'ajiers fur I'rnvi.icial Ci'rtilieates ; School l!ei:'istei's, 'lime 'I'ahK's, Ijonnur 
 Uolls, Weekly lleports. Merit Cards. \e.. \e. 
 
 'I'liis class was of i:reat intrrest to educationists, as ijie (Mitire success and priisperity of the 
 School must depend upon its proper ori:anizition, conihined with a L;oiid metiiod of impartioi: 
 instruction. 
 
 The system of niciit cards, dcxi-cd hy l)r. lInilMins. ellectually dni-s away with the 
 pernicious system of pcisonal rivalry aiiiohu' pupils. It In llins cNjilained in the h.-t 
 lepoit fd' the late ChiiT Su]ici intendent (d' Kdin-ation (ijcv. \h\ Kyci-onl : 
 
 '■ The series (d' niei'it cards, with a]i]ii(i]ii iato illu>trations and niottocs. wlii(di Iri- 
 heen picjiared hy the 1 )(]iartn!cnt , is su]iplie(i to trn-^tecs and tea<dn'is at a xcry Nni,i!i 
 (diai'ge. aiiil these merit cards aic Ui he awarded d.iily, i-v inoic generally \\ eckly. to pnpii-. 
 meiitinLr t iieni. < )iie das- of caids :s loi' //'Om7//i'/'//// .• auothei' loi' r/o^./ cniiJuc/.' a thini 
 i'ov i/i'/ii/' I'lr : atdnithl'oi' j:, r/i •/ n, ■!!,//!,, us. Theie are L^eiiei'ally three oi' t'onr piiz'vs 
 under each of these liead>- : and the pn|iil oi ]iiipih who cet the lai'.u'est iinmiiei' lA' nieiit 
 cai'ds unih r each head will, at the i-\:<\ ol eacdi (piaiter oi' half year, lie entitled !o tl.e 
 jn'ize hooks tiwaided. 'i'hns an iiu" ■ ice is excited upon ever}' part of a pupil's c(Uiduc', 
 and dnriiii;- e\eiy day (d' his s(dio(.i ■ ■ . ,r. If he catiiiot learn as fast a> anoile r pupil, he 
 can he iiH /iiiiir/i'ii!, as (////'(/< ///. aini ihaintain a-- i/n,,,/ ih,i,/iii/ ,■ and to aci|uire di>liiictio:;. 
 ami tin ciilcrtainiiiL: ami heantiful hook. \'i)V j'l'f fmi/i/if, ih/ii/f/n'i, ijn,^<l i,,n<l'i'l. or frh-t 
 rriiliiiii.i'!'. or exercises, must he a Just uround of ^ati-fa(•tioll. not oidy ti> the ]iupil, In;! 
 to his or hei- ]iareiits and Iriends. 'I'lieic ,-iic two peculiarities of tli;- sy,-teiu oi' merit 
 cai'ds woi!h\ of special notice. The one i>. that it <loe.s not rest iijioi: the comparati\e 
 success of single e.x.imiiiations .at the end «. I' the term, or halfyear, or year, hut on the 
 daily conduct and diligence of each pupil duiiiiL; tlie wlude period, ami that iiiopecti^i 
 (d what may he (hme or not done hy aii\ otlnr pupil. The ill i- (dini;- hy livaKliip at a 
 siiiixle examination isa\oidtd. and each pupil i.- juducd and icwaided ;iC((irdiii,L; to lii-< 
 own merits, as e.xhihitcd in his e\ery da\' >ch<iid life. 'I'he second pecidiarity is, that the 
 stamiaid of tneiit is I'oumu d on the //e/,/ Srrij/n /■>.■<. as the mottoes on each card iiv ail 
 taken i'rom the sacred vadume. and the iilitst lalions on ea(h card con>i,-t o| a ]ioitia!; rd a 
 c]i,'iiacler. Of other pictorial illustration id' the jninciple (d' the motto, and as wotthy 'd' 
 imitiitioii. 'I'he jui/ediook system, .and (>pecially in connection with that i<\' ui' ril inrils. 
 has a nuist salutary inilueiu'e upon the school discipline, npiui hotli teachers and pupil-:. 
 l)esides diliiisiiig a lariii amoiint (d eiitntainintr and us(|'iil reailin,:j;,'' 
 
 Class VIT. 
 
 'L.rl /!nnh. 
 
 r 
 
 Specimens of the text hooks authorized fir use in the I'uhlic Schools, viz. : En;:liMi, 
 aritliiiietic and mat iKinatics, ueo^nphy and history ; fdiysical science, drawine' hooks, coj.y 
 book>;, iS:c. 
 
 Also specimens of the text hooks '^iinctioncd and tiuthoiized for Collefiiate Institutes and 
 Hiiih Schools, viz.: I.Jilin. Griik, .Micicut Idstory, elassictd fiC0f;Tii)diy .and iinti(|uities 
 
i:i)1'(;ati()Nal kxhumt at philadklphia. 
 
 19 
 
 luni!" 
 
 I'l'l 
 
 French and Gcrmiin, Enjisli. aritlimotic and initlioinaties, mmlcrn ^coirrapliy and history, 
 jihysical seiomo, and ini-ccllancotis hooks. 
 
 Tliis coilcotion ol' ono huinh-cd .iik! twrnts'-nino t.xt hooks was easy for reference hrini; 
 (•hissifk'd and nuinh' ii'd in aci'ordanee with tin; citalo'^ne. 
 
 Class VI IT. 
 
 'I'll I'll I r.s' l'riiti'.<.<'iiii>ii'i Li'ii'fri/ r>oii!;.<. 
 
 B'loks on tlio science of cilucsatioii ; pnielic il odiieation ; tlieory and practice of ednci- 
 tion ; lionic and early education ; Kindci'.::irti'n -md ol)ject tcucliinir ; the seic^accs ; teacliers' 
 aids in teaehin'.:' : pliysical education; i.'dnc itioinl iiio :r,ipliy and skctcihc-;; nnscellanenn> : 
 scliool liousc architi'ctuvc, iVc. ; sclf-cihic itioii and personal help for vounir men ; aid- to 
 female tcachiii'^' and cdiicatim ; school lile illu-trated ; Kn-lish lanu'iiane and philosophy : 
 and s]ieakinL:' and elocution. 
 
 'I'he colli'ction of hooks rclatinu' to the profi'S'-ion of teachers, einhraced over three hun- 
 dred and lilty vohinies. 
 
 Nearly the wIkjIc of this collection was taken hy tlio Japanese Vice-Minister of 
 Ivhiettion. 
 
 Class IX. 
 
 Lilii'ini iiiii/ I'li'.i' Jt'iii/:s. 
 
 History, voyages, hioL;r;i].liy. literature. zooioj:y, ethnolou'y and physioloixy : botanv. 
 atiricultuie, chcnii-fry, licoloMy. nitural phenomena, phy-ical science natural philosopliv, 
 arts and manufactures ; I'lactical lil'e. rcMLiious and nnral tales and essays, and fiction. 
 
 'I'll!'' total nuiiiher of works in calaloLiuo is oV(M' lhre(; thousauil. 
 
 'J lie prize-hooks were much admii'cd for their e.xcellenci' and hoiutv of hindinLr. but the 
 most coiiinienda(oi'y remark.^ were made 0!i the cheapness ami the a*lniirahle system hv 
 which ,-chools are pro\ided iroui the Ivluc itioiial D'po^itory with lihriry and prize hooks ; 
 and Lireat wa- the a.-tonishnient wlcii th' y wi-re iuforinel that through tht> liberality of tlie 
 Ontario Le-i-^lature ami ( lovernmeni. book- were supplied for librnaes and prize- at hall' tie- 
 Post ]irice, the .actual co<t to the school autlioritie-; purclrnin'^- from the; l)e[)Ository beinu' at 
 tlic rat<' of nine aiiil a li.ilfcents f.r books published at one -biilin.: sterliuir. 
 
 Class X. 
 
 J'liiilii'i/ /,.>■.<(/ /^^•, Mi(ih„a mi'! Ji'iifiiliJ. 
 
 Tablet readiiiL'' lessons, iliuniinated text< and mottoes for hangnim' on tlio .scliool w: 1 s, 
 ispcllinL; L'-ames, writinu', Ac. 
 
 Many eni|niries were made liy ja'iv.ite indiviilnals i-e^pectinu' the price of tlie text<, 
 inottoes, Ac. ll:id it been a eoinir.ercial enterpri/.e. ihou-ands might liave been sold, indepen- 
 dently of those whieli woidd have lieen di-poscd of to sc.diools. 
 
 Class XT. 
 
 . I I'l/huii fi'i' mill (I'l I'liiiitrr. 
 
 Numei'al frames, ticoineti'ieal cliart,-:. L'eonietiical forms and solids, conic s.e'i' ns, t*te, 
 Tiiis important class icceived its share oi' attention, as it exhibited the ta* 'ies that 
 youth now have of obfainiuLr jiractical knowlc.iue iu the measurement of solids, ^c. 
 
 Class XI I. 
 
 IhilirilUJ. 
 
 Drawine books; drawinir materials ; models of fruit and leave< ; models of hands and 
 feet ; plaster .statuettes ; colour boxes ; mathematie;d instruments, iScc. 
 
20 
 
 PART V, — DKTAILS OF CLASHIFIC'ATIOX OF THE ONTAIUO 
 
 The diawiiiii models were much admired by strangers, and as drawing fiorn objects is 
 now one of the prescribed subjects of study for each class in our Public Schools, they an- 
 important adjuncts to teaching. 
 
 Class XIII. 
 
 i i 
 
 Void/ Music, 
 
 Music charts for toachini^ sinj;ini:. 
 
 These charts arc on a larfrc scale, illustrating; Wilhelm's nicthcd, adopted by John 
 Hullah. 
 
 Class XIV. 
 
 ///".-•A'/y/ mill CI(r<ihiiJ(i(jii, 
 
 1. VhriitHihxjicid Charfs oi' Bible history, and !tiit'ieiit history; and j^'cnealouical charts 
 of the sovereiiins of England, showing their respective titles to the cnwn. 
 
 2. Histuruvl r//r/>7.>.— The roll of liattle Abbey, A.]>. KKiCi ; .Magna Charta ; Regis 
 Johannes, A.D. 1215, .with the shields of the Harons, tS:e. ; Magna Charta, with fur suuilis 
 of the handwri'ing of the signers ; Warrant to execute Mary (Jueen of Scots, A.l). U>i^l ; and 
 Warrant to execute Ki*ig Charles the b'irst, AD. 1()48. 
 
 3. J\hn ill yirmoiir, IIisfori<'al I'hiifoi/r(ij>/i.i, tin- Grxil Sm/s, <(•«•. — Kiiiglit's armour, time 
 of Henry the Eighth ; suit of black armour, time of Edward the Sixth ; photograph of the 
 Albert Memorial in Hyde Park ; photo;. raphs of the allegorical grou]is, represmting Eurojic, 
 A^ia, Africa, and America ; and photographs of the Relievos at base of the Memorial Monu- 
 ment. 
 
 In connection with the Historical Department, a collection of the Great Seals of England 
 from the time of William the Conqueror to Her Majesty (^hH'U Victoria, w;.s exhibited. 
 They were grouped as follows:— Early Norman Kings, Plantag lets Proper, House of Lan- 
 caster, H(.iUse of Vork, Tudor Period, Stuart Peri( d, and Guelph I'criod. 
 
 Class XV. 
 
 G((ifj I'd I'll// (Uiil Afili'iini'ih))!, 
 
 1. 7'(i]>rf(/r(ijiliic(il ////^•-7/V'^'^'//.^■.— Terrestrial globes^from three inches to thirty inches in 
 diameter ; blackboard globes ; di.s.'^octed globes, showini:' the natural hi.-tory and physical 
 features of countries ; raised and physical globes, .showing physical features, mouiitjiin ranges, 
 &c. ; maps of the World, Europe, Asia, Africa, .\nierica, Ihitish Isles, iiritish North 
 America, including Ontario, Quelxc, Nova Scnti:i, New ilrunswiek. Vancouver's I>lan(l. 
 Manitoba, i^c. ; United States; Palestine, ineluding iJible land ; Travels of the i'atriarehs; 
 Journey ol' the Ismelites ; Canaan, i'alestine. .\neient .lerusaleni, and Travels ol'the .\postle 
 Paul ; Raised .Maps, showing the elevations of mnuntains, de[ re.^sions IVir rivers. ,Vc.: I'lurope, 
 Ih'itish Isles, France and lielgium. Itiilia .\nti(|ua, lt;ily, Greece, (Iraica .VMtii|Ua. Palestine. 
 Jerusalem, and .'Nlodel oi' .^lollt Rlanc ; IMiy-ical Diagrams; .Maps of the World, ^-liowini; 
 physical features, mo^oments of the waters, distiiliution ol rain, di-tributinn .if climates, dis- 
 tribution of wind, iVe. ; Volcanic System of thetJlobc; .\llases. (;l;isyiea]. general, ilementarv. 
 physical, iVc. ; (ieographical Sheets, Dissected .Maps, Cubes, \c. 
 
 2. AstriiiiKiiiiiiil fiisfriifiiiiis.— {^{^hat'vA globes, viirious sizes ; cele>ti;il >pheres, Orreric.-. 
 Planetariums, Ilelintel'.us, Lnnatellus, TurnbuH's iieliocor.centric lv\iiii>it(ir nf Terrotri.il 
 Motion : Astronomical Charts. DiaLiranis, Ac. 
 
 Class XV. contained articles which attracted tlie attention of visitors jirobably more th.in 
 any other class .in our whole exhibit. 
 
 The (globes manufactured in Toronto were considered marvels of cheapness, the Maps 
 constructed by Dr. Ilodgin^, ai,d lithograjihed under the direction of the Department, were 
 admired for their distinctness and excellence of finish, and were objects of great curiosity to 
 foreigners, who had no idea that Canada manufactured such articles, and W( re still more sur- 
 prised when they ascertained that for cheapness no other country can compete against us. 
 
 In this class also arc Ilai.sed Maps showing the physical features of countries. 'J'hc 
 
 4 
 
 t 
 
K 
 
 :^'^ 
 
 ^ 
 
 
 I ::rA^ V 
 
 KHUCATIOXAL KXHIIJIT AT PHILADELPHIA. . 
 
 I 
 
 liir^c niiip of Murope cxliibitod was daily eximiiied by crowds of people, many of whom had 
 never jireviously seen or lieard of Raised Maps, but all seemed of opinion that the true way ot 
 tjachin;^ }j;eo;!;raphy is by the use of liaised Maps. 
 
 The full set of <^irO,ii;riipliical maps, togetlier with the Raised Maps manufactured in 
 Toronto, were jmrchased by <!eiieral Katon, (Joiumissioiier of Ivlueation for the United States, 
 fur the contemplated educational museum at Washinj^ton. 
 
 Sets of these :naps were also purchased by tlio Governments of New South Wales and 
 Victoria. 
 
 Class XVI. 
 
 Ad.liind lliatori), 
 
 1. ('I'li'iii^i/, Miii(r(i/ii//i/ (u:il ()r/i.-if'dliiiir(qihii. — (Jeoloufical Cabinets, Cabinets of l''ossils, 
 K'ocks, Minerals and Metals, Models of Crystals, (jeoloj!;ical Charts, &c. 
 
 2. Jlotniii/. — Models of Flowers on an cnlari^ed scale, so constructed as to be taken apart 
 to illu>trato I'hysiolo^ical Botany; Rot.inicil Charts; Botanic, il Plates, illustrating' seeds, 
 roots, plants, iVi;. ; ilotaiiical Plates for elemoutary ins'.ruction, including the plants of com- 
 merce, their prep:iralioii for food, mediciue. Cvic. 
 
 Cabinet to illustrate the veritable kingdom, with two hundred specimens of articles used 
 fur Food. Medicine and Clothini;;, and in the Arts and Manufactures; Apparatus for collect- 
 iiiL: Plants, iScc. 
 
 ;i. Zii(i/<n/,i, — /oolo::ieal specimens; stuffed specimens, illustratin^^ the following classes : — 
 
 Class 1. — Fislies: orders, Teleostei and (Janoidei. 
 
 Class II. — Anipliibia: order, Anuura. 
 
 Cla>s III. — i\e|ililes: ordi^rs Chelonia. and Oi)hidia. 
 
 Class IV. — Birds: orders, Natatores, (iiMllatores, Ivasores, Scan-^ores, Insessoros and 
 l;;iptorcs. 
 
 Class V. — MiMimalia: orders, Carnivora, Piodeutia, Cheiropter.i, Insectivora an I 
 (^uadruniana. 
 
 Silk Worm-;, showing' -pecinioiis of Metamorphosis, Silk, Mulberry JiCaves, iVc. ; Zoologi- 
 e:d l)iai:ranis of .Mnmiualia, Birds, Reptiles and fishes; Natural 11 i-tory Object Lessons 
 with Reading ; Zim- of the c irth showin;^ the inhabitants of its various zones ; Kindergarten 
 Nutural liistorv, Cbi''et hosims, i^c. 
 
 1. A'//(//.";/i7-A-;. — Busts, life size of Her Majesty Queen Victoria; Prince Albert;* 
 Prince of Walrs ; I'rineoss of Wales ; Shakespeare : Sir Isaac Newton ; Ilersahel and F.ira- 
 day. Busts reduced in .-ix.e, (Jieek I'liilosopliers and Orators; l{om ui Orators; French 
 Philosoplicrs, Statesmen, Painters. i.S:c. ; Italian Poets ; English Poets; German Scientists, t\:c. 
 
 ."i. .Imilniini (iirl I'luiti'iilnjij. — Anal<Mnical .Models s'lowing the Viscera in position, ditl(j 
 with orL:ans of eireulation and respiration; Model of Jaw .showing teeth in the various stages 
 ni' urowtli, nerves, arteries. vVe. ; Model of Skin showing the epidjrniis, perspiratory glands, 
 li lir fojliclcv, ;nterio, nerves, \e. ; Anatomical and Pliysiologieal Diagrams, .som ; of them 3 
 feet H inches wide and '.I feet long, each on a single sheet of paper, steel plates and paper had 
 to be expressly made for these eh.irts, and a leviatlian jiress designed and perfected to permit 
 so larue a >lieet to be printed in colours. 
 
 It was generally conceded that our collection included in the group Natural History, s 
 the most complete ever exhibited for the purposes of teaching, and as it is the opinion of all 
 prominent educationi>is that Object Teaching developcs aiid stimulates a spirit of encjuiry, 
 and i~ tli" mo.st effectual method of imparting instruetion, we may justly feel proud of' our 
 excellence in this department. 
 
 The specimens of N.itural History prepared by myself were awarded a Special Inter- 
 n itional .Med d as a collection for teaching purpo.ses. The Commissioners representing the 
 Iniperi il Museum at Japan made arrangements to obtain duplicate specimens of these for 
 their Museum. 
 
 Tiie Botanical Models too, were much admired ; they are far superi jr to plates for the 
 purpose of teaching. 
 
 Sets of these were ordered for the Education Department and Imperial Museum at 
 Japan, and the Educational .Museum at Washington. 
 
 'I'he Botanical Charts and Botanical Cabinets prepired under the di.cction of this De- 
 
I! J 
 
 I 
 
 'U ; 
 
 ! I 
 
 OO 
 
 PAUT v.— DETAILS OF CLASSIFRATION (»F TIIK ONTAItIO 
 
 partnient were conbidorcd of m) iiiuch iiiiiidrtjinco, tliat Juj.liciite CDiiicfi were purcliased for 
 Aujjtraliii, Japan, and the United States. 
 
 Duplieate co{)ies of tlie wliule eolleetiori of Natural Ilistoiy Cliaits and Diaurani.s that 
 ve exhibited, including: Zoology, litany, Uhjeet Ijio.-oiis, \:c., were ordered from the Depart- 
 uicnt for tlie Imperial JMuseum at Jajiau, the Jajianese JOdueatiou Department, and the Kdu- 
 calioual Museum at Washin^^ton. 
 
 This ccitainly isaureat eomplimeut to the Kdueation Department of Ontario, when tri- 
 plieates of every artiele in a certain j:roup that has been exhibited are ordered by pers(nis sO 
 Well (|ualificd to judj;e oi' their value ior tiie jiurpose desij;ned. 
 
 The Aiuitomieal Models manufactured in Toronto were con>i(lered s^o much superior to 
 others in the Exhibition, that an International Medal was awarded them. Sets uf tliesc were 
 also purchased for Japan, Australia, United States, tScc. 
 
 Class XVII. 
 
 Cliiiiiit'tri/, 
 l.'—^ljtjmraius far tuuhiiKj the Ehnanti of Chiinintrii. 
 
 1. CluTnical Luhondorits. — Boy's own Laboratory, Student's Laboratory, Normal School 
 Student's Laboratory, 'J'eacher's Laboratory, Ac. 
 
 2. Apparutus Jor Expaiincnt^ idth Uasis. — Gasometers, lletorts, Gas Buttles, Woulff's 
 Bottles, Eudioiueters, Eprouvettes, &c., Ac. 
 
 3. Chemical Thermometers made witiiout fittin^^s of wood or metal, so that they caa be 
 immerted in hot, caustic, or acid liquors w ithout daui^er of breaking. 
 
 4. Chemical Aiiparatus for iijjjjli/iiiij JIcat.—QVMin i^\imt Lamps, Russian Spirit Lump, 
 Blowpipe Apparatus, Blowpipes, &c. 
 
 5. ApjMiratii.s /'or tFciyhiiuj. — Chemical balance to .show .,J,j grain ; common Chemical 
 Balances, Ac. 
 
 (1. Various Chemiail Apparatus. — Alkalimiters, Test Mixers, Syphons, Pipettes, Evapora- 
 ting Dishes, Funnels, Percolators, Cork Borers, &c. 
 
 7. Vhtinlcid Diuyrains. — C'iiart^, illustrating Orgauogens or Generators of (Organization, 
 Sulogens or Salt Formers, Pyrogens, or Fire Producers, and Ilyalogens or (ilass Formers; 
 chemistry of Geology ; Chemistry of Light and Combustion ; Chemistry of Animal and 
 Vegetable Life ; Chemical Physics, &c. 
 
 The Chemical Laboratories in this Class, which are manufactured ouly in Toronto, were 
 awarded an Interuatioual Medal for their cheapness and excellence. 
 
 Sets of these were ordered ior several foreign countries, and they are now about beinu in- 
 troduced into the Schools of the United States. The wiiole department uf Chemistry was inter- 
 esting to manufacturers as well as teachers. 
 
 Chemistry has made such rapid strides witiiin the past half century, that all trades are 
 DOW partially dcpcLdent upou this science, hence its importance as a branch ot study. 
 
 Clas.s XIX. 
 
 I' ictmiuUiCS. 
 
 1. Ajipuratns for Ejliauntiiiii and Cmahimiiij.-- X'w I'umps, Magdeljurgh liemispheresf 
 Guinea aud Feather Apparatus, Hero's Fountain, Transfer Jars, Glass iiLceivers, Ac, Models 
 ol Pumps, &c. 
 
 2. — Metcvrohifjivid Instruiiuids. — Standard Barometers, Metallic Barometers, Aneroid 
 Barometers, Self registering, Maximum and Minimum Thermometers, Hygrometers, Bain 
 Gauge, Meteorological Abstracts, A:c. 
 
 Charts and Diaijrums. — Principles of Pneumatics, the Barometei', its eunstnietion and 
 uses, Ac. 
 
 The articles in this class were admired by almost every person that examined our 
 exhibit ; the construction of instruments applicable to every day life were explained, and 
 
 i 
 
1 
 
 KDl'CATlnNAI, i:\lllliir A I' I'llI l.ADKI.I'll I A. 
 
 2:J 
 
 tliat 
 
 <(. 
 
 tlu- Inw price at wliicli tlic ji|i|);ir,itii.s is sold to Caiiailiiiii ScIkioIs was aiiothtT important 
 ft'atiirt' ill wiiicii llic visitors took interest. 
 
 Ill point of liiiisli, tile inslrmiieiils in tliis class niainifai'tiiretl, niider tlie direction ot 
 the lldiicatioii Depai tiiieiit, are ((iiite e(|iial to tliose of any oilier country tliat exiiibited, 
 Vet they are sold at less than half the price! (|iioted liy foreign exhiltitors. Some of this 
 apparatns wiia sent to the I'Jilncatioiial Miisemn at WasliiiigUni. 
 
 Class XX. 
 
 Acmislics. 
 Apparatus for illustrating sounds with air pumps, &c. 
 
 Class XXI. 
 Liijfil — Ojtlica. 
 
 Microscopes, magic lanti^rns, kaleidoscopes, chiaromorphoscopes, spectroscopes, models 
 of the eye, electric lain[)s, magnesium lanijis, polarizing ajijiaratus, &c., &c. 
 
 Ill these classes our exhil)it was well represented; in fact all our pliilosophical appa- 
 ratus was highly finisluid, and had the latest improvements, therefore, elicited praise from 
 those who understood its uses. 
 
 Class XXH. 
 
 //','((/ (iml Sfecin. 
 
 Models of locomotive, steam engine, Ijeam engine, horizontal oscillating engine , 
 vertical, stationary, oscillating engine; iiyrometers, Tyndall's apparatus to exhibit une(|ual 
 expaiisi(jn ; retlectors, diagrams of steam engines, &e. 
 
 Class XXIII. 
 J'Jlt'flyirili/. 
 
 1. FnirlioiKil Klrrtiicitii. — Cai'i's electrical machine, Van Xorman's electrical machine, 
 Winter's plate electrical machine, Plate electrical machine, Hertsch's electrical machine 
 Kamsden's electrical machine, Cylin Irical machine, Klectrojihoi'us, Leydeii jars. Electric 
 batteries, Discliargers, Klectrosco[)es, Contomb's torsion balance spiral tubes, Klectrometer>, 
 and a great variety of other electrical ap[iaratus. 
 
 2. rultiiic Elictricitij, M(i(/U(tisiu, J'Jltrfric Maijnrtisiit, dc. — Grove's battery, Bunson ,, 
 Ijattery, caibon Ijattery, Smee's battery, Daniell's battery, Le Clanche's battery, decompo- 
 sition water api>aratus, models of telegraph instruments, electro magnetic machines, elec- 
 trotyjiing apparatus, vacuum tubes, galvanometers, magnets, charts, illustrations, ttc. 
 
 This ela-s formed the most beautiful portion of our philosophical instruments' exhibit, 
 and several were purchased for Washington. 
 
 Class XXIV. 
 
 Mechanics ami Mcchanisui. 
 
 Mechanical powers, models of locks, screws, centrifugal machiucs, charts and illustra- 
 tions, t^-c. A part of this exhibit was sent to Japan, duplicates being also ordered for 
 Washington. 
 
 Class XXV. 
 
 Hijdroslnt'trs ami Hydraulics. 
 
 E(|uilibrium tubes, hydrostatic bellows, pump, &c.. Archimedes pump, under and over- 
 •shot wheels, charts, illustrations, &c. 
 
24 
 
 PAllT Vt.— oi'iMoNs (»F TllK I'llKSS AND OF STIIANCKIIS 
 
 Class XXVI. 
 Kiinhnjarkii Illudratiiim^. 
 
 Miniature printing pros^, tools of various trades, working model of coal mine, lead 
 pencil manufactory, <.S:c., iVc, buildin;;' models, Kindevnarten toys, (k'j., Kindergarten illu.>tra- 
 tions were included in tl.e 2r)th or last of these classes, ami also attracted much interest. 
 Kinderj^artcn instruction was first introduced into Germany by Froebel, of iiamburii. wlm 
 devoted his life to improvinfi method.'^ of elementary instruction, bis jireut princiiile was to 
 combine amusement with instruction. This branch of education is now receiving ureat 
 Intention in the United States, schools for instructinn' very young children by this method 
 arc being formed. 
 
 From conversation with the leading educationists, however, I do not think it will ever 
 becomr popular on this continent. 
 
 They all agree that the mind should be educated through the eye, but they preier fur 
 that purpcsc object lesson teaching, as recommended by our Department. 
 
 In connection with our collection was a very tine exhibit from the Institute for the 
 Blind at Brantford. It consisted of books of instruction, apparatus, maps, cVc. for teaching 
 the blind, part of which was constructed by the Principal of that Institution, .Mr. Hunter, 
 and fancy work, willow work, iS:c., by the blind pupils. This exhibit was not only admired 
 for the neatness and oxcellcnci. of its work, but naturally created a sympathy for those of 
 uur fellow creatures who are deprived of sight. 
 
 This exhibit was far more deserving than many others that wer.' awarded International 
 Medals, but it had not yet been reco^'iiised by the Judges, although Dr. llodiiins and I have 
 repeatedly called at the .\ward Department, and represented the matter to the dilieial.-. I 
 may remark that the Ontario Kducational Exiiibit was awarded the (Juld .Mudal by tin; Eng- 
 lish Judges for the Canadian Department, and International .Medal and Diploma by the 
 Centennial Commissioners, and a complimentary award I'y sjieeial Judges for th" completeness 
 ol' our disjilay as a collective (lovernment exhibit. Dr. .May .add- : it is also very ^ratify- 
 ing to .state that the Company which ba\e purciiased the .Main Building at I'l.ilidelphia fur 
 tie purposes oi' ;i perniain'nt exhibition, have di-eided to devnte a very 1 irue space to Ivluca- 
 tion on a similar plan to that of tiie Ontario Kdueational .Mu- urn. 'i'he .Minister ol ivluca- 
 tion h.is presented to the Conipan; the littiii^s '>f mw Kdueational exiiibit. In addition, .bo 
 Company intend having Model rouui-; htfeil up with the iieee.-sary apparatus, Ac, for the 
 iliflerent grades oi' sebouls. 
 
 At a meeting of educationists, lield in I'iiil idelphia a lew weeks ago. convened by th.- 
 Cliairnjtui ul'the I'erm iiient Building v.'ompany to meet the members of tliatbody, it wis de- 
 cided that this portion uf the Exhibition should be u:ider the control of an Edu.^atioiial Com 
 niittee, consisting ol' the Hon. Mr. Wickoishnn, Siip,>rinteiid"iit of Ivlueilion for the State 
 uI'Deunsylvania ; Professor Apgar, Superintendent of Mdueatiun f )r the Ht He of New Jersey, 
 and myself, as representing the Education Department of Ontario. 
 
 As I am the only foreiLiUi^r chu-eii to act on tiiis Committee, it evinces an appreei itiou 
 nl our Museum and Dejiository system, and I may say furtiier that the two ^rnil.jiijn a|)- 
 puiuted as my colleauues are strong advocates of th ) (i-tablishuient of siiiiil.ii- institutiiias in 
 the United States. 
 
 ( Eii'l iij I)i\ M'li/s Siiiiiiii'ii'i/.J 
 
 PART VI. 
 
 Ol'lXIONS OF THE PKESS AND OF STKA.NOEUS AS TO THE VALUE OF 
 
 THE ONTAlilO E.XHIUIT. 
 
 Thus far I have coulined myself to an expression of my own opinion us to the valuo of 
 our educational exhibit. I shall now (piote the opinions of two gentlemen, as well as the fol- 
 lowing " Opinions of the Press " as to the character and excellence of that coUcciiou. The 
 latter I shall classify under two liead:^ — Ajuerican and Cmadian. 
 
 4 
 
 
AS TO THK ONTAUIO KDUCATIOXAI, KXIIllilT. 
 
 2.' 
 
 Till! fir.st opinion which I shall qiiotu is that of AugustUH Munis, Eacj., tlio ivhlf 
 Kxecutivi! Connnissionci' from New South Wak-s to the Auieiiean International Exhilii- 
 lion. Mr. Morris felt very anxious to obtain specimens from our tfxhibit i'or an exhibition 
 tt; be helil at Sydney this year. He, therefore, at tny suggestion, addressed a note to the 
 Minister of Education for the Province on the subject. The Minister felt, however, that 
 he had no authority to send any part of the exhiljit to Australia. When in Philadelphia 
 in October, Mr. Morjis again saw me on the subject. As my answer was still unfavoui- 
 able, he again addressed the following letter to Minister on the subject : — 
 
 "I am sorry to learn from Dr. llodgins that you did not think it was within youi 
 discretion to send to the exhiintion in Sydney a portion of your admirable exhibit at the 
 Centennial. I am sure there is nothing which so fully shows the extraordinary progress 
 of Canada as the educational display of Ontario. When 1 was seeking for information on 
 I'ducational matters, one of the Professors of the University of Pennsylvania recommended 
 me to visit Ontario, as I would there learn more on those; subjects than in any other 
 <()untry. Il<' i)ointed to you!' exhibit as aproof, and said he felt ashamed that tlie United 
 States was so far belaud Ontaiio. 
 
 " Nothing would tcacli the Australians more, or give them so high an oiiinion ot 
 Canada, as the study (jf your oilucational system. I am certain everything you sent woul'l 
 be purcliaseil by the ( 'ouncil of Kducation (tf New South Wah'S. It would not be neces- 
 sary to send any one tn explain the ol)jects, as I would make myself master of tin; details. 
 '^' * !\indly reionsidi-r i\\<' matter, and try what you can do. Professors 
 
 r>aird and Siiliiuan remarked tn-day, that Canada's progress in educational matters ha^; 
 greatly astonisli((l every oiic, and the I'nited Slates, instead of looking across the in^ciu. 
 for help, slioidd uel it frniu her immediate neighbour, 
 
 " 1 liopi' my admiration for your system ol' education is not making me uveilouk an;, 
 constitutional (piesliuii when i urge y(ju to favour .Xustralia so much.'-'- 
 
 The second opinion is iliat of .M. Ilui-soii, chairman of the CDimnittee of French gen 
 tl'^meii rejiresenting the Mini:4er of I'uljlic Instrueti'in at the International lv\liil)ition. 
 
 In one (if a -eiie> of artii-les on ilie educatiniial featuiv - of the Exhibition, ])'ab!ished 
 
 in the FreKcb .I,<iir,i'il d's /iisiiluli iir.<, and repu'nli>li.M| in the PiMUisylvania .S'lioul Jcir- 
 
 I'li/, M. I!ui--i>ii .'-ays : - 
 
 '• (Uall foieigii (iiiintiies thi»e which atliact the must atteniiun, because they makt 
 < .\hibit of new iiialeiial. aie Uiissia, .la}ian, and the JSrilish Colonies —Canada at tiie 
 iiead * * * i desiie to speak of the exhihition made by Canada. * * '' 
 la'sides, Canada oicupi(s in tlie Ivlucatiniial I >ep;irlnient of the Exhiljilion a place Ine 
 important not tn be .^indifMl by itself. Its allinities and its dill'erences witii th'' 1'nitei.l 
 States uf America aie .-iieii, th.iL we can comiireiiend more (piickly and lietter its exhilii- 
 tion, when we are familial- with fhat of the Cniled Stales. Commencing then our voyage 
 of explanatitiii wiili tlie latter cnnntiy, we will end it by visiting our oiinpatiints on the 
 bordei's nf llie St. Law leiice.''" 
 
 In a subs(>(pu'nl nuinber uf the Jnnniiil t!.s /,<ti/il/ili nr,-', .^l. Ilai^son eoiitiiiuos his re- 
 marks, under the lie.i 1 of 'i'lil': ("anaihan ExiillilTlox. For a tr.uishuion of these remarks 
 i:i advance ol ]iulilieation in the /'- /M/.s/yZ/vo^/" Sc/ki'iI Jii'iriinl, 1 am indebted to the kind 
 c'lurtcsy of Ib^n. d. 1'. Wickei-shaiii. it.^ Kditor. M. Huis.son says: — 
 
 '•'I'o make a brilliant educational exhibition by the side of thtit ot the United States was 
 not an easy thing to do, and i'or Canada to have succeeded in doiim it i:ocs to prove that her 
 schools are in a very jirosperous conditiun. That such is their condition, in fact, seems clear 
 from all kinds of documents and photogra[iliic siieciuieiis, and specimens of maps in relict, 
 which were lirought together at the Exposition. 
 
 ' As s|n'ciiiR'ns fiMiii iiiir eiillfi-timi (.niilil Udl 111' scut I'll cxhiliitiiiii t(i SyiliK'V, the Coiiiiiii.-si.HR'r pm 
 liasL'd ;i lar.;e iiujuitity nu lii'luilf nf liis .yiivL'iiiim'iit, for thu iiiii'iiuM-. iinlitalc'!. 
 
/ 1 
 
 I! 
 
 I I 
 
 ! I 
 
 ri 
 
 Vi 
 
 i 
 
 20 
 
 I'AIM' VI. — Dl'INIONS or TIIK I'ltKSS AND OF STUANOKIIS 
 
 At one tiling' we must, iicMTllicless, C'.\|ni.:>s mir cxfri'iiic rcjiiot : it i^ tliat Ijowit Caiia- 
 (1.1, tli(! I'roviiicc (il (Quebec tliat is to say, ."ill l'"ri.'iitli Cniiada -tailed to take little, il' any, 
 part in the educational oxliibition. This rcurot is dci'in'iicd hy the I'act that tin; o(.'('asion 
 Avas 11 fine one in which to contrnst Kieni h methods with those of Knulinnl and the I'nited 
 States. The Province of (^uel)cc, where the French still remains the dominai:t laii'^iiane • 
 where the recollections of the mother country are not yet etl'aced — wiiere French cus- 
 toms imd traditions still lart;cly prevail, — the I'rovinc.e of Quebec should have eon- 
 -idered it a point of honour, it seems to us, to dispute with the Kii,uli>li I'lHvince of 
 Ontario in the humble department of education, that pic-eminenee which ilie latter did 
 lint hesitate to dispute with tlut United States. French ( 'a ada has preserved as a teach- 
 ing force (almost to the exclusion of all others), the ditferent religious orders of liotli 
 .sexes. There are tlourishing schools directed i)y tint Christian IJrotliers, the Sisters of 
 Xotre-Dame, the Sisteis of I'iety, and several other bodies of this character, .some of which 
 aie more flourishing than in France. The nu'thod.s of teaching that were originally brought 
 from France are still preserved. Did not aC'anailian .Jud,i,'e lately say on an important oeca- 
 .sion, " Canada is France, l)nt France l)efore MS',) f' We should have i)een deeply inter- 
 ested in comparing this France beyond the sea, and of aaotlier century with its Kepublican 
 neighbours and its English brothers. It u greatly to be legictted that this pleasure has been 
 denied us, and we may Ije permitted to say without prejudgement that the neglect to take 
 part in so important an occasion is not exactly a good sign. Ontario, or Knglish Canada, 
 resembles more in its methods <jf teaching, the I'nited States than England. Its .system 
 of ])rimaiy education is organized on a plan wholly American. One of the most not.ible 
 ditt'erences which we notice is in favor of Canada : this is, the ;rood understanding between 
 the IVotestant majority and the Catholic minority. The latter ac(piiesce as in the 
 I'nited States, in the necessity of paying a tax for educational purposes, but the pnx.'eeds of 
 this levy on the supporters of Catliolic Schools are ]»liiced without abatement in the hands 
 of Catholic tru.stees who appropriate the money tluis received to the maintenance of Catholic 
 Separate Schools, popularly and pedagogically analogous to those supporteil by the Protest- 
 ants, but independent and no wi.se constrained in any thing that relates to ndigion 
 in forms of worship. This liberal policy makes recrimination and conflict inniossible. 
 
 "There exists at Toronto, the Capital of I'pper Canada, an establishment, the like of 
 which we would be glad to see at Paris, it is a ix'dagogical nni.seum, eml)racing school furni- 
 ture and apparatus, maps, charts, books, and documents relating to tcnching and .schools, object> 
 of art and industry ; in short, all that can serve the practical purposes of education. Adjoining 
 the same building i* the Normal School, with its several connected depaitmcnts of model 
 schools, which arc them.selves beautiful schools. 'J'he main building contains an educational 
 storehouse and depository, like tho.sc of the City of Paris, and bureaus for the administra- 
 tion ofthcaffnirs and laws of education. The building po.ssesscs a tine theatre, vestibule and 
 halls, in which are placed the busts of the great men of all nati(jns. Wc were curious to find 
 out what Frenchmen the Canadians had selected to pri.sent to the people and the young iu 
 this head-quarters of teaching, universal history by statues. .Nlust I tell you wiiat you will 
 find there ? Yes, for it will aid you perhaps in understanding certain ideas which prevail 
 respecting our country among strangers. They have given us the place of honour in the centre 
 of the gallery, and there we arc represented by tour busts : Henry IV., N'oltaire, Kobcspierre, 
 and Napoleon III. And behold how these young English-Canadians learn our history. -J- 
 
 " One of the most curious of the documents contained in the Ontario Ex'aibition, was the 
 
 * M. Bui.'.soii's (^l.'iiicu at tlic French busts in the Ontario Kilucutionul .Museum, whu ii iiicrc cur-sory one, 
 He overlooked the l'c.ll(jwing, wliicii formed part of the collcftiou to whicli ho rtfors: Henri I., Henri II., 
 Jlenri III., Sully, llichlicu, HuH'on, C'uvier, Napoleon I., Liicoudaire, and Eugenie. 
 
 In addition, wo hai the following from our collection on exhibition at I'hilaililphiii, arranged and cat,i- 
 logued under the head of historical ''Ethnography:" L'llopital, Diderot, K<iusseau, D'Alcmbert, Descurte.-, 
 Montaigu", Moliere, liossuet, Uoileau, Kuciiie, Chateaubriand, Dupin, Beaumarchai,«, .Sainto Pierre, Uelillc, 
 Lavoisier, Jacquard, Nodier, Lallemand, De Balzac, Part?, Malherbc, Etieune, Lebrun, (Jreuxe, Miilesherbes, 
 L'Abb6 de L'Epce, and Lamartine. 
 
 Further, we had in the same Museum which M. Buisson visited, a very e-vtensive collection of casts of 
 medals of all the French kings and most (f thedi-stinguishod men of France, besides small busts of Sully, Ber- 
 anger, Beauburna s, D'^guesseon, Fontenellc, La Ftntaine, La Bruyere, Kabelai.«, Corneillo, Mcsdames doStacl, 
 de Pompadour, Kolaad, G. Sand, as well as statuettes of Claude, Pcussin, und J. Paul, and u statue of Joau 
 of Arc. 
 
 1 
 
AS To TMK uMAKlo KlUt .VTluNAI. KXIIIIiir. 
 
 •17 
 
 fnlU'c'tioii ol' subjictx i.r (|iii',-fioii.s fur tlic cxitmitiMtiDii »>(' tcMcluT.x. 'riicti- were tlircu I'liih.-i.i 
 <it oirtificiiti's ; ;ii(i. !is in the I'nilcil St.iius. tin: (.'crtilic.ito.s of tin; tliinl L:riiik' liiivi! onlv u 
 t<'iii|M)rnry v;iliic, ami iiiust, imdor llif [niiaity ol'beiiii: untiulli'cl ult();;((tlicr, be renewed every 
 third year, nr he rejilieed hy a jit ruianent ( erlitieate (if a liii^lier i^rade. The lixaiiiinii- 
 tiuu* are (|uite dillieull, even in the lower ur.nles. They always iiuluJe the >uhject of 
 jitdtiiiogy, excrei>es in the theori.'lical and juacticil nianafienienl ui' a scliuol, ten writtei: 
 <[ne>tii)iis Dti uraniniar and et} tnoln^uy, a e(ini|iijsitii>n, arithnietie, ami ten i|ne.stiiinH in 
 iurttKiy and ^eti^niaiihy. The secimd .uradc eniltraces, in addiliim to the al)()ve, an ex- 
 tended written exaniinatitin in i;eii,uiii|iliy and in applied arillmictie, ten (piestion.s on 
 chemistry, Imtany, .'tid physiology, ami an exaniinatioii in drawii\^ and vocal innsic, A.s 
 to the eertilieate, a diploma of LIU! liii,die.st ;,Made, it alone, properly speaking, lia« a well 
 defined vahie, and seems to emhraee sevei'al Itranches in addition to those rcMjnired l»y 
 our t'nll eertilieate, especially in the direetioii of technical knowledge, (ienerally, how- 
 ever, the teachers who desire to obtain a certificate of tins highest graib', prepare them- 
 M'lves by a full nniversity course of instruction. This is often done by young men wlio 
 propose to teach during a few years to ol)tain means to continue tluar studies for the pur- 
 pose of becoming ndnisters, lawyers <r doctors. 
 
 '' We nnist stop at this point, inc. m[ilete as it is, this review of the Kxposition which 
 ia altont to close. U'hat we have written will not be entirely useless if it shall inspire in 
 one or another of our readers the desire to make a fuller actpiainlance with the educators 
 and educational affairs of the New World : let us hope all such may Ije able to do it in 
 fighteeii months without having to cross the ocean for the purpose." 
 
 1. OI'INIONS OF THK AMKltlCAN TKHSS AND EDUCATIONISTS. 
 
 1. Canada at tiii; PmLAitia.i'iiiA ExniiiinoN. 
 
 (Front the Annual Jlciiurt of the llmi. KlUs A. Ajujdi; iHtate Stqjtrintc/ukitt uf VM'v: 
 
 iHsti'Uctiiin, Ncir Jersci/.) 
 
 In speaking of the meagreness of the exhibit from Knglaiul, Mr. Apgar, says : 
 " Canada comes next. While we are sur[)rised that Kngland did so little, we are 
 astoidshed that our northern neighljoiir, one of her provinces, did so much. Ontario 
 presented the finest collection of expensive school and college apparatus exhibited. Witb- 
 out enumerating the articles, whieh would be tedious, I may simply state that it is doubt- 
 ful if one coulil find anywhere on sale a piece of school ai»])aratus for any grade of scliool 
 from the kindergarten to the college, that was not in the Ontario exhi))it. It should be 
 
 J understood, liowcvei', that this collection came from the eilucational de[)ository established 
 
 by the government at Tonoito. From it all educational institutions are furnished with 
 liooks and apparatus at a reduction of one-third the retail price, and in addition to this, 
 the go\ ernmeiit ajtpropriates towards the jiurchase an amount eijual to the amount raised 
 by the local authorities. iJooks and apparatus to any amount, therefore, may be had by 
 any institution for one-thinl the retail price. This province also exhibited a limitetl 
 amount of school work, including some excellent free-band drawing, map drawing and 
 penmanship. She also showed us about fifty i)hotographs of their finest graded and high 
 school buildings. They are all good substantial structuies. 
 
 In speaking of the lessons to be derived from the foreign educational displays at the 
 
 Centennial Exhibition, by the Americans, Mr. Apgar says: 
 
 (1.) " In the first place we find that the school officers are clothed with more authority 
 than those in our countiy, in determining the i)lans and anaiigemeiit of school buildings. 
 j I think it would be well if our law provided that all plans of school-houses should receive 
 
 the approval of some conipetent judge. 
 
 (2.) " Secondly, we find that the schools in most of the foreign countries are altogether 
 
 better supplied with apparatus than ours. ^Ve are far behind in this respect. The teacher 
 
 ( there can scarcely wisli for a contrivance to illustrate any subject he is called upon to 
 
28 
 
 PAHT VF.— Ol'IN'rONS OK THK I'llKSS AN'l) (»!' STIIAN'OKUH 
 
 'I 
 
 ; I i 
 
 ;! i 
 
 t 
 
 tonoh, tliat m not fiiniislii'il hiin. Tlic best ilisiilays of iippariitiis tor hi^h schools and 
 colleges, ;iH alrt'iuly iiu'iitioticd, won' iiiailc l>y Oiitiirii) and ItusMia. Tlic ('xliil)its Itciiii,' 
 madi! l)y their ih'po.iitoiii's, (h) not cnahh' us to jiiil;,'^ how iniicli is found in their .slIiouI.s. 
 ik'l^^'inni and Sweden showed iih wliat tools they aetually ]i,'ive their teachers to work with, 
 and it' we couM have all our hcIiooIs ei|iially well ('([uipped, the I'esults we would secure 
 in our school work in the right development of mind, would l»e greatly increased," 
 
 2. EmcATioNAi, KximwT oi" iiii; l'it()\i\(i: oi' Ontaimo at riii; Ckntknmai,. 
 
 ( Fi'itiii >/i'; ^^ I'liiiixiili'diiSa Sc/iDii! .Iiiiirniil," /•Ji/l/i'l It// Ihr llini..!. I'. W'lihi r.'ilinm. Sluli 
 
 Sii iii'i't iihiiili III III I'lihlir I list rni'limi. ) 
 
 Kngland has contiihuted very little to the Kducational Department of the Inteiiia- 
 ti(nial Kxposition. in other (h'pirtnients she occupies the leading place, Iioth in the ex- 
 tent and '.jualily <if her exhihits, Itut in the matter of ediu-atiou she m.d<<'s no attemjit to 
 show the worlil what she is doing. This neglect, however, is somewhat comiiensated for 
 by the line display made by her vigorous daughter, the Province of < >ntario, Canada. 
 This Province has for some thirty or forty years been making ell'orts to Imild up an etli- 
 cieiit system of public education. At the head of the Department of Ivlueatiou foi' nearly 
 the whole of that time, has stood the Rev. Dr. Uyerson, wi'l! known in the I'nited States, 
 and distinguished alike as a scholar, a gentlrman, and an enthusiastic worker in the cause 
 of eilucation. As a result of his wise administration, with the co-operation of lie- most 
 intelligent citizens, ( Mitario has male sueh piogress in hi'r school all'aiis as to wairanl her 
 appearance at (Hir Centennial Mxp.isition to compete in respect to them with us and w ith 
 the world. 
 
 Tiie Ontario e.\liil)it coi'tains several rotary stands, to whieh are hung a cousideia'de 
 number of photographs and drawings of school -houses. There are in it several specimens 
 of school desks and seats. These we do not like nearly so well astheb.'^t ones madi' in 
 this countiT. In sdiolus' work the exhibit is \ery poor, there i),'ingonly a few s].eci 
 mens of drawing, map drawin,;, and willing. This is ;i -real defeei. I'.ni that in whicli 
 the Oiitario exhibit eipials, if it iloes not excel, all olheis on the ground, is it- line di>i'lay 
 of school appaialus and appliances. 
 
 The (iiilario Kducational 1 >i'partmeiil is well arrangeil. There i> for a bickgiound 
 a wall biult like an archway, 100 feet long and "-n fe^.i hioli covered with map-, le 
 lief m.ips, drawings, ciiarts, ilUistrations in natural scienee, engravings, etc. lniniedia'el\ 
 \n from of this wall stanil eleven large glass cases filled with the exhibite<l articles. The 
 general character of these articles is presented in the following extract which \\v lakeiiom 
 a reci.'iil issue of a Philadelphia m-wspaper : 
 
 '■Two cases are devoted to the di-play ot' articles used in object teaching, oik; oi 
 which is em[)loycd in th' higiier grades of .■■cliools, and including a colh ctioii (jf Mam 
 malia, birds, I'epliles and tishes, aU (y'an.itlian ami Ameiicau in character. l''cu- ethnologi- 
 cal instruction there are busts <if celebrated men, lepresentiiig ivery country, v.diich are 
 constantly before the pupils while they aii- studying, and help to serve to make linn im 
 pre-^sions upon the memories. For botanical tuition, models of 11 owers ;ind plants are 
 used in connection with (Iray's Hook of llotany. For teaching Zoology, .Mineralogy and 
 Conehology, small cabinets are used, showing specimens of the prmcipd miner ils and 
 shells and their applications to the aits and sciences. In the schools wheic natural hi- 
 tury is taught, cabinets containing two hundred s[)t'cimens of useful substances of food, 
 medicine, and clothing are employed, and for the chemical (lei)artmeut aiKjlher cabiuei is 
 useil, piovided with .i[)])aratus for performing two hundred ex[ieriments. As an indica- 
 tion of their clH;apne.s.s, it may Ije said that the former are dis[iosed of to the schools for 
 ••^•jj while they would cost £") in Kiigland ; and the latter for the same i)rice, while they 
 would bring 810 at retail heic. The Kindergarten .system is illustrated by dimimuive 
 models of bridges, railroads and mining operations, which are beautiful in themselves, and 
 must be highly attractive to the youthful eye. Flcctricity, magnetism, galvanism ai.d 
 light, are created by instmtnents displayed in another case, and adjacent to it is one con- 
 taining pneumatic apparatus, embracing an air pnuq) in which the cylimlers iire e on- 
 
AS TO Tin; oNTAItlo KDICATloNAI, |;\ III liir. 
 
 2!) 
 
 Sfii/i 
 
 htiiictfil (if uliis.^t, tin' iniivriiicnt ultlit? iiistoii tlnTclty Immiij,' visihic, also dlijcets to show 
 tilt' t'liiployiiit'iit of li lit ami steam, tlic niiplianct's of inccliaiiics, liyilrostatics ami 
 liy'lriiiili''H. Ill tlif tcailiiii!,' of j,'«'o,i^ia|iliy ami astronoiiiy, j^lohcs aii.l atlascH ate freely 
 I iniiloyeil, and a fnll line of these jire (lis|ilayei]. as is also a new instniinent <lt voteil to 
 iiistiiietion in the latter luaiieh of science, entitled the lleliocitncentiic Mxpositcji' o| 
 'reiiestiial Motion, which i.s esteemed an admiiahle iidditioii to the iinproveiiients lieinp 
 made witii such lapidily in Kdiicatioiial |)iiisiiits.'' 
 
 The iiroiiiineiice ;j;iven to the |)re|nirat ioii of school a|>i>aiatiis and aiipliaiKMs in 
 Ontario i.s owiiii; to the existence of what is iMlied an h''liii-titli>iiiil /)ip<inl/iiri/ eslaMishod 
 liy the (lovernnieiit at Toronto. Kiom it all the schools of the Province are supplied at 
 half price, or less, with school liooks and all aiiides of school I'nrnitnre and apparatus. 
 The intelli,i,'ent otliceis in charge of the |)eposilory have, in the ooiirso of year.s, collected 
 and had maiinfictnred, a larj^n- supply of the kimls of ai'tides that have heen forwardeij 
 to the Kxpositi.ii. This I )eposif()iy and its working; we desire hy and hy to make the 
 siibjecl nf a s]iecial editi'ri;il in llie ./imriiii/. 
 
 That the Canadians are ((iiite well aware of their success at the Ivvtiosilion will 
 appiar from the fi'llowiiij; paraj,'raph cut from the Toronto ^'AiAc .• " .Meiitorion.s as the 
 Pennsylvania display is, it falls f;»r short of oiir own in some resjiects, while in L'encral 
 i'tfect it has only the advaiitii,i,'es dciivahle from greater e.xlent and a hettcr opporlnnity 
 for arranj^inj.; articles in an artistic fashion. The pxliihitiou of ajiparatns of every kind 
 from Ontario is far ahead of any exhihit from any other conntiT, and will almost ef|nal 
 the whole of tliem put together. Of specimens of pupils' woik, on the other hand, we 
 make comparatively a poor show, exhiliiting institutions heinj,' comparatively t\;\v." 
 
 :\. I'a.vada .\t tiik Kxiiiiutkin (IIdikation). 
 
 {Fnnii /III i\( II' ]'iirl: Trilniin. — Kx/rn Xn. .'!'>.) 
 
 (ireat IJritain has made no representation of her educational system ; at least I can find 
 lion. . The colonies, however, ciinpel attention to their work for their children. Our neigh- 
 Ipoiirs of Ontiirio, hy the care and labour which tliey have ijriven to this Department, show 
 how much more important they hold the manufacture of wives and women tlian of fabrics or 
 pottery. Kducation in that I'rovinco is compulsory, the parents of every child between the 
 .'iL'es of seven and twelve, who is not at school, beinu' subject to a fine of 81 per month, or 
 im] risc.nment if the tine is not jiaid. Catholic ratepayers can elect to send their children to 
 the separate instead of pul)lic schools ; he is taxed for their support, and is exempted from 
 pul'lic scliool rates. Then sectarian schools receive tlieir share ol' the Legislative Urant, and 
 are under the contiol ol the Hdiicational Pepaitnieiit. The prescribed course of study in 
 the public schools differs but slightly from our o.vn, the studies ranging from reading and 
 spt'Uiun; up to civil uovcminont. pliysiohigy. and the higher mathematics. The High Scdiool- 
 luniish a iiiulu r l']ni:lish course, wiih the classics and modem Knglish languages. There arc 
 .N'oniial Seliiiols for the training' ol' teachers, and, outside of the jurisdiction of the Educa- 
 lioual Bureau, Colleges, f'ound(d upon the model of the great Public Schools of England, 
 and Pniversilics. Potli Cv>lleges and Universities have been enduwed with large grants oi 
 pulilic lands, the aimual income amounting to from 81'_'.'">0 to 8r)r),()()l\ Institutions for 
 the blind, the deaf and dumb, mechanics' and agricultural schools, arc all aided or su])ported 
 by the liberiil Provincial (jovernnient. There are in tlio main building several models, in- 
 ;;ciiionsly built, of the principal coll(>ges and schools. There i> also a more complete display 
 of the apparatus oi' teaching than is to be found elsewhere, from l^'rocbel's balls and primers 
 for the babies to costly scientific instruments, coloured casts and manikins for advanced classes 
 in physioloL^y, dis.sectcd steam engines, and raised map.s i'or the use ( f the blind. ]h\ ]Mav. 
 (if the Kducational Pepartment of Toronto, is in charge of this detailed and remarkable di- 
 play. which assumes pertinency and meaning in the light of his statement, that every article 
 was furnished by the Proviijcial (iovernmcnt at half price to the schools, of which price a 
 moiety is paid by the Department ; thus, for an American book costing here 81, the .scholar 
 in Toronto pays only about 35 cents. 
 
:li 
 
 no 
 
 PAliT Vr. — OI'INIONS OF TMi; I'liKSS AND <>l' STI! AN(!i;i{S 
 
 i; 
 
 I ! 
 
 ' * 
 l{i| 
 
 k O.NTAiiin (Canada) at tiik ('kniknniai,. 
 
 {FriniL l/ii .\iir Yiifl,- SrIiiKi] Joifiinil iiiiil I'^diirnlidiiiil Xrii-<.) 
 
 " Our nnrtlicvn nci<ililiours iiKikc up for tlie nctili^cnco dl'tlio inothor onuiiti'y by sciiilin.: 
 ii m.iuniiiconl cxliiliit dl' tlirir sclinol system It iiichidt's luDileK of school buildini:-. from 
 cnniitryiMid city, tlic luriiior of wliicli iii:iy 1)0 stmlicd with profit ; ph ito'.:r;ipiis ofthr Kdu- 
 catioral Dojjartincnt at 'I'oronto. tlio N'nrinal Stdioid at (Ittawa, and otli' r clcuaiit school liuiil- 
 iiiu's. and full cases of Mpijaratus. from tlic countinL;' frames ol' the I'rimary Depirtineiit to 
 tiie eh^^ant ]iliiloso])!iieal apjiaratus of the llii:h Schools and ('olle^'es. 'I'iiero is :i fujle:' rx- 
 hihit of ajiparatus her.' tiian in any other department. On larue frames suspended )>y >iite 
 hinges, is shown the work of the scholars. ineludinL: fiist-rate Tnap drawing:' and jienman.-hi]'. 
 and supeih fiee-hand and mechanical drawinL; from the evening;- classes of the ^^(dhiol .1 
 Practical Science at Toronto. The samjdesof sidiool fiirniture are noticeable, also the el"u iiit 
 Helief .Maps, and Oliver and lioyd's ( (hjeet Lesxm Cards.'' 
 
 o. (j.WAIilAN l-lllICATK'N. — An I'X .\ M I'I.K I'OU IIIF, rMlKD SlWTKS. 
 
 ( Frt,ii) llir J'hiliiihJi:!,;,! I'nss. -I'Ml, .hnir, 187(;. J 
 
 In the Main Biiildini:', (Canadian l")epaitne nt. there is ;in exhihit which every Amerie.in 
 
 ■will admire, and which cannot fail to intei-e,-.t foiciiiiiers. W'e refer to th. (diic-ilional exhibit 
 
 from Ontario. 'Ihis exhibit is aja-aclical illustration of the method .-o >ucce.-sfully adoj.tiil 
 
 across the border I' rthe in>truction fif youth, and \\hic!i has >o interchti'd theediu-atii.nali>i^ 
 
 visitinu I ur i:reat l']xi;o-ition. .A fact j'lobably not generally known is, that the hominiori of 
 
 Canadii now contain- seven dilfereut provinces, slretehin'a continuou^'y in one unbroken country 
 
 like our own. from the ,\tl:intic to the I'acilie. Ontario, the most important i'rovince, and the 
 
 one best known to Americ.uis was recently called Canada We>l, it. like each of the other I'r >- 
 
 vinccs ol' the Dominion, havinu- a se]i;iral(! lieijislature an 1 liieutenant-liovernor. Tlu^ I'lduc i- 
 
 tional Departmen!. lonu' well-known under the snperintendejice of the Kiv. l>r. Ityer.^on, is n^.w 
 
 presided ovi r by a member of the Executive ( 'ouneil. who is directly res]ion-ible to the (Iovim n- 
 
 mont. 'fhe Ministi'r of Kducaion is the i Ion. .\dani Ci( oks. the former l>epuly-Su]ierin tender! I. 
 
 i)r. llodiiins.beiuL; Deputy Mini-lev ol Ivi neat ion. while all the former oHicer> of th(> f)epartnieiit 
 
 retain their ])laC' s under tlie new adniinis'r.ition. That it is and has been well man.aiied. and th:.t 
 
 the school system of ( )iitario. is of i^reat ai d direct ln>nelit to the jieople, i> easv to >ee bv a 
 
 iilance ;it the exhihit. A ]iart of the .-ystem is a l>e]io>itory in connection with the Mdue:i- 
 
 tion |)epartinent. e.-tabli>hed ,;hoi!t twenty five yetirs .-iiiO. I ts function is to supply the five 
 
 thousand Public Schools, and the jiii^h Schools of Ontario with books iuid all the neces-,ii v 
 
 cdncationnl a]iplianees ;it half th.' u>ual piice, so that an arlicle -old in V.wj.. id lur fiv(^ .-hii- 
 
 IIml;- -t<'rlinL;-. cost- the school only If) cents. Thus, it is by wi>e legislation, the CaiiadiMi 
 
 authorities have materially assi,-ted in i'osteriuL; eilueiition at home by tin' establi-hmeiii :i 
 
 libraries, supplyini;- school-prizes ami lurni.-hinL'' seliooMiouses. ami hav<' set :in example to 
 
 the whole Avorhl. The exhibit is at present under the superintendence of Dr. S. I*. May, 
 
 ol the Education 1)( partment of Toronto. 'fhe Doctor is a Licnileman of iar^e resourc.'-. 
 
 full of sULiuestions, and his pet subject i< education of the youiiLi. With his enodnatured 
 
 !iml easy manners, he is always ready to impart to all who ;ire intere.-ted in the subject his 
 
 ample knowledi^e, which always proves amine of wealth to the listener. He is e(|uallv capable 
 
 of expoundine- the Ontario Scln ol System, which he re|ires( iits, or to iiivc a vivid runniiii;- 
 
 Cfimnientary an th(> articles exhibited or represented, whether it he kinderLiarten. natural hi — 
 
 tory, eeourajiby. or the various branches (d'jihysics. lie not only explains, but interests .nid 
 
 instructs, and the throna' tliat daily i:ather around him during his short, ilescriptive lectures, 
 
 is a pio f of bis pojailarity. 
 
 So much has been said about the ai tides exhibited in the Ontario Hducational Court, 
 and the taste displayed in their arran'.;ement, that it leaves little for us tuiw to describe. The 
 visitor's attention isfirst attrac^ted by a lom: (uauimental wall covered with maps and charts of 
 the most elabortite finish. This wall, wliieh was erected by special jiermission from the ( 'en- 
 tctuiial authorities, is 110 feet Ioul'' and ."lO feet hi'jli. Tlie maps ami charts displayed on it 
 are manufactured in Toronto under thi^ superintendence of the Departrient. I'or (dearnc' . 
 distinctness, and beauty of finish they are superb. They cost the schoids only Sl.oO cai h, 
 
AS TO Tin; ONTAUIO f.DlJCATKiNAL KXllllilT. 
 
 31 
 
 The charts niul (liiiyrnins it'tirosontiiiu' bdtiiuy. zodloiiv. jmkI the vari(v,is hruiiehes of pliysics. 
 i^c., are most flMhoratc. iiii:l y<;t h(iiii:lit at sucli h)W prices umler tliis ailniirable system, that 
 every school eaii afford to piirchiise them. It lieliooves our people to awake to the con- 
 sciousness of uliat our iVieiids across the border arc doiiii: in cdueatini;- the masses. Wo 
 observed a really irood, useful ulobo wiiicli only costs 7'\ cents, as well as all sizes up to the 
 lari>e.-t to be found in the Exliibition. all of which are maiK' in 'i'oronto. as also a lar<re 
 l)inoeiiiar miero.-eope which cannot be distini:iiish(d in beauty and linish and excellence from 
 the m^re costly ones purchased in London ; L;ood electrical inacliiiics which in tlic hands uf 
 Hr. .May, Lzave a sjiark several inches lonii', are lurnished the rcliools for •'-^'). 
 
 The sciionl ap])arat,is illnstrat iiii:' pneum.atics. livdrostatics. hydraulics and eli'ctricity,'i c.,is 
 not surpassed in the lOxhibition, aiid there is no doubt that the Ontario Educ.itional Court 
 has awakened m;iny to the importance of the Canudian way of manauieinent. Flithcrto little 
 has been known fif the Work dontMii this direction, and iiuw to our surprise, we find tliis 
 colony succssfully competinu' ai^ainst the whole; worM. 'I'Ik; (ioverninent of Ontario certaiidv 
 acted a wise part in biin<_'inir their educational .system so proininent'.y before the Centenninl 
 visitors. The residents have positive proof that their children can receive proper eductition, 
 an! amon^the i lany thousand vi-itors to the Exhibition some arc sure to avail tiiemselves ol 
 tl:e instruction all'or.led by this Department. Another hand>oine feature is well executed photo- 
 i:'raplis and models of school bnildiULis. to^^-ether with a nninber of historical charts, ami 
 liusts of celebrated imn. Tiiere are al.^o displayed ]ilioto;:raphs ;inil en-favinus of historical 
 events ;tnd tin? dill'eirnt epociis of i.aijiorlance in ( )ld World history - copies of the seals of the 
 N'onn.an I\in^s. the IMantauriu'ts jiropcr, thehotise>ol' Ijan caster and Vork ; the 'I'udor. Stuart and 
 (iiielph periods, enibraein:^,- a full collection IVom the time of William the CoiKpieror to the 
 ri'iuu 'it 'v'tu'en N'ictnria ; al.-o, a laive dass case lilted uji to illustrate object teaehiny. The 
 imprtitane.' of te:'.(hinL:' the variotrs l)ranches of natural history is reali/.ed only Ky examininu' 
 these beantii'iil s|nciinens. I'lit ii" the visitor can L;el I )r. May for a few minutes to uive 
 a description of the maiuser in which these su' p-ets ai'c t.auizht, they will i^o away impressed 
 with a 'are.aler love for Nature, ;ind in tlu! words of the Doctor, a 'greater desire that their 
 children may be taii','lit the beantii'iil in nature, and thus be led iinpi-recptilily but surely 
 ••from Nature up t i Nature's <iod." 
 
 o. TlIK i'l.AN's I'l liSII',1) 1\ ('.\N.VI).\.— FiNl", FilUC.VTInNAr. K.\llli!ii' 1!V TIIK PiiOVINCK 
 
 OK (.)NTA1Uii. 
 
 (/■'mil, l/i, riiilihhliih'iii Hirahi) 
 
 On the imrllierii side of tbr Main Iluildiin;- tlicic is an exliibii wliicji is well desei v- 
 iiiL;' of the closest .sernliny. and (he careful tlnniuhl of evei'y iiuidi<--pirite(l eiti/.eii and 
 \'isi!or. It embodies the workings of the Mdueation Depailiueni u| ( )nlai'io. ami shows 
 in a tboiiiiiudi manner the admirable system of Irainiiij- the yiaii;;;' idea in vu^^iie "across 
 the iMM'der." it may not be L;eiH'i;viiy timh'rstood that ( 'aiiada is composed of se\cral 
 distiiK't i'ro\im'es, one (^Mlebee, another ()iitario, the latter KeirL;' fnrnieil} kimwn as I'p 
 pi'r < 'anada or Can.ada \\'est. it has an Ivlncation !»eiiaHmeni similar in its functions to 
 the Department of I'ublie instruction in France, l'ji:^land. and other eountries, whieli 
 beinji a Inam ii of the fiovernment, pays the fiille>t attention to the tuition of the yoiiii'.^ 
 lieiiii,' ideiitilied, therefore, with the best interests of the (Minnumity. (his section of 
 ollieial work receives excellent hamlline', and as a result its schools e.re cipial to, if they do 
 not exceed in qiriliiy, those of any on the (amtim'ut. I'hiladcdpliia has s[deiulid school- 
 hoiises, but the methods of instrmtion jiractiscd in tbein are not, it mn<l be confessed, 
 comparable to those adojited by the Canadian autlioi itie,-. The exhiliit made of this sub- 
 ject is arranged with connneiidable taste, ami the elbative manner with which it has been 
 prepared is diu' to the exertions of Dr S. !'. May, of the Ivliicatioii l)ep;utmcnt of To- 
 ronto. Kleven lar<f(; ,i,dass eases are situated in the hall, ami space is pro\ided for special 
 features upon a wall 'M) feet bi^h ami 1 Id feet loni.;. TIh' Ivlnealional Couit is represented 
 by specimeirs of philosophical instruments, maps, (harts. diaLfiams, text books. wliicl\ 
 are, kept in the department for the pnrpos(! of sujiplyinL; the Public asnl IIi;;h Sclmols 
 with material for the instinttion of their pniiils. liy a special arraii,i;ement made by th(! 
 (ioverninent (d' Ontario, these articles are furnished to all those schools receiving Oov- 
 
PART VI. — OITNIONS OF THE PIIKSS AND OF STRAX(iKRS 
 
 \i 
 
 R 
 
 ■ f ; 
 
 eninK'Ht iviil, at half tlicir cost. This is one of the manifold advantagos of the system, 
 which worivs, Dr. ]\Iay say.s, to a charm. 
 
 As an illustration of the cheapness with which the .schools arc supplied, English 
 publications which arc sold at one shilling sterling are provided to the schools at nine 
 cents, Canadian currency. The best arrangements are made both in Europe and this 
 country with publishers, and then the Government disposes of them at 5o per cent, of 
 their original cost. For instance, a book which, in tlieri'tail trade here, brings 81, is sold 
 to the pupils for 3") cents. This plan encourages the prize systeui, which, it is contended, 
 is greatly superior to the library method, especially in the rural districts. It not oidy in- 
 spires emulation among the children, but makes them ainl)it'ous, assists the l)0ok trade, 
 and creates a taste for reading. Prize books are mucli esteemed, the youth struggles for 
 them according to merit card system exhibited here ; and a healthy rivalry is formed, 
 which leads to tlie best results. They are enabled to collect a good class of literature ; 
 die mental condition is improved, and, through Government assistance, they are cariicd 
 into spheres of u.sefuluess which otherwise they would never reach. 
 
 Samples of standard volumes, in bright, ornamental covers, are shown, inchnling 
 Chambers' Encyclopedia, bound in calf, and furnished at the rate of ."-=1 50 per copy: 
 Hugh Miller's woiks for .35 cen's per copy, and resplendent gilt back, half-calf liooks for 
 GO cents per volume. The good work is attested in the Joumil of Juhiciilinii and Ontari o 
 Education Eeports, full sets of which are on hand, giving a history of the plans pursued 
 from their inception to the present time. 
 
 Miips. — Ficim the northern wall are suspended maps of the Hemispheres, Quebec, 
 the United States and ll.c general divisions of the earth, together witli relief or raisetl 
 maps, showing the physical features of the country, and (diarts and diagrams illustrating 
 every branch of natural science, all of which were made in Ontario. 
 
 Two cases are devoted to the display of articles used in (.bject teaching, one of 
 which is employed in the higher grades of schools, and including a C(dlection of mam- 
 malia, bird.s, reptiles and (ishes, all Canadian and American in character. For ethnological 
 instruction, there are busts of celebrated men representing every country, which are con- 
 stantly before the pupils while they are studying, and help to serve to make linn impres- 
 sions upon the memories. For botanical tuition, modcds of flowers and plants are used 
 in connection wiih Gray's Book of Botany, an excellent American work. For teaching 
 Zoology, Mineralogy and Conchology, small cabinets are used, showing specimens of the 
 principal minerals and shells, and their ai)plications to the arts and sciences. 
 
 In the schools where natural histt)ry is taught, cabinets containing 200 specimens of 
 useful substances of food, medicine, and clothing are employed, ;ind for tlie chemical de- 
 partments another cabinet is used, provided witii apjiaratus for perl'oiniing 200 ex|ieri- 
 ments. As an indication of their cheapness, it may lie said tiiat the former are dispo>ed 
 of to the schools for S~>, while they would cost .Z^) in England ; and the latter lor the 
 same price, while they would biing >rl0 at retail lure. Fuitiiermore, tliey are of the 
 greatest utilitj', and commeml themscdves to tutors eveiywbere. 
 
 The kindeigaiten svstem is illustrated in diminutive models of tiridges, railri^ids, 
 and mining operations, Avhich are beautiful in themselves, and nuist be highly attiactive 
 to the youthful eye. Electricity, magnetism, galvanism and light, aie ci'eatcd liy instru- 
 ments displayed in another case, and adjacent to it is one containing pneumatic appa'atus. 
 embracing an air pump in whicii the cylinders are constructed of glass, the Tuovemeiit of 
 the piston therel)y l)eing visil)le, also objects to sliow the employment of heat and steam, 
 the appliances of mechanics, hydrostatics and hydraulics. In the teaching of geogiaphy 
 and astronomy, globes and atlases are freely emi)loyed, and a full line of these are dis- 
 played, as is also, a new insti'unient devoted to instruction in the latter branch of science, 
 entitled the Ihdioconcentric Expositor of Terrestrial .^lotioll, which is esteennd ai an ad- 
 mirable addition to the improvements which are l)eiug niade with sucli rapidity in educa- 
 tional pursuits. 
 
 Over the principal archway or entrance to this section is the British royal coat of arms, 
 handsomely cmbelli.shcJ and the largest in the building, and on eitlier side of it is the 
 >hield of tiie Dominion arms and that of Ontario, while beneath the latter is displayed the 
 coat of arms of the Education Dcpni'tmcnt of the Government. All kinds of instruction for 
 the conduct of school meetings and the regulations of instruction rooms, prepared by Dr. 
 
 
AS TO THK ONTAIUO KDrCATIONAL HXHIHIT, 
 
 ,► 
 
 I 
 
 Hodcins, the Deputy Minister of Education, arc shown, and last of all, but perhaps most 
 interesting, arc samples of work done by pupils of the public schools, consisting of pen and 
 ink sketches, maps, drawin;is and writinu;, which in<licatc the value attached to the modes of 
 instruction, if not a certain precocity upon the part of some of tlic children. .Models and 
 phntou^raphs of .school buildinjifs are provided. 
 
 7. Oh-IKCT-LkssoN TEArillNn at TIIK CK.STKNNIAt.. 
 
 [Frniil itii' Plilhidi'J/iJnii l'riH.<s.) 
 
 The necessity of object teachiiiii is now an acknowledged fact. It has been demon- 
 strated that the future progress of our country and the advancement of commerce are depen- 
 dent \ipon tl.c progress of science. At the first Universal Exhibition, in 1^51, British nia- 
 nufaefurers were sur| Ti.«ed to find competitors from other nations exhibiting goods .superior 
 to their own, bclniiL'inL; to a class of which hitherto they had been proud as a nation. Tiicy 
 did not despair, bui to overcome the difficulty they established schools of art and design, and 
 offered rewards for the be.-'t m^t! " ! ef teaching practic.d science. What Hngland did we 
 n quire to lio. We must mako :- ■-f more popular with our youth. It must be simplified, 
 so as to call forth the observant , as of very young children. Tbey will eventually de- 
 
 velop tlie perceptivi! faculties a i ..stigatiiig energies of dur youth as they grow up and 
 m ike them practical people. We. cf course, consider the wiiole Hxhibition one huge object 
 lesson, tioiu whi li we >h:ill ac |iiire practical iiilormatioii which is worth to this country 
 wealth untold. It is impo.-sible to estimate the value this comparison of the pro hictions of 
 different countries will prove even to our own community. We can compare the artistic de- 
 signs .■Hid the fine workmanship so skilfully executed by the artizans of different nation^. 
 It behooves us. however, to do soinething iiure th;ni this. Wo must pro\idi' the; re(|uisites 
 fur tiie advancement of our childrtii. not only that they may keep pace with, but, if po.sti- 
 ble, take preccilence in the future. We have carefully examined the various educational 
 exhibits to ascertain what our educationists aio doing in this respect, and are pleased to find 
 that many of our States have ;id. pted the Kindergarten system for very young children, but 
 that seuns to be the extent of their (ibject teachings. The country that exhibits the finest 
 collection of educational appliances for this inipiu'tant branch of education is Ontario. The 
 exhibits of the (,'anadiaii Sciiool ajipar.atus .Manuracturing Company, of Toronto, in the On- 
 tirio Kdueition |)c]iartnieiit in the Main building, have received the International Judges' 
 awanl for their excellence aiKl cheapness. T'lie sy.stein adopted by them to teach natural 
 history is acknowlediied to be superior to the old, dry methods by books and charts; instead 
 thereof they teach from nature. For example, take botany : They have cabinets containing 
 the raw and manufactured material, from which the child isgrailually brought to understand 
 the nature and uses of the plant ex:imiiied. Supposing the snbject to be wheat, specimens of 
 the seed, br.in, Hour, biscuit, maccaroni. straw, straw plait, straw paper, &c., arc exhibited, 
 and as they are properly classified, they not only are useful to teach young d ildren the im- 
 portance of comnv'i things, but tliey impart a useful lesson in botany. These cabinets, con- 
 t.aining on the average I'OO specimens illustr.-itive of the animal, vegetable and mineral king- 
 doms, a-o sold at ■*12 each. The models exhiliited by the company for teaching physiology 
 and anitoiny arc superb. More information can be gained of the true position and the for- 
 matinn of the organs of circulation and respiration, the necessity of cleanliness, the impor- 
 tance nf Mtteiition to tho teeth, X:c.. by studying these models for a few hours, than can be 
 obtained from books in years otclo.se study. Their system of teaching chemistry, too, is 
 considered by experts to be very superior. This science is so simplified that little children 
 can perfiirni experiments. They have a laboratory for boys and girls, price 82, containing 
 ehemic.ils .-iiiil apparatus to jierlbrm over 120 experiments in chemistry, manufactures, domes- 
 tic eco.iomy. physiology. &c. Students' labor.itories .are supplied at .St) each, with a book, to 
 perl'oriu 2iii) experiments. The laboratories for teicliers and normal-school students, piii-e 
 sr2 ea di, are iii;irvels of che.ipuess. They contain ;ill the chemicals and apparatus to per- 
 form the uidin.ary experiments with the metalloids :.s (ouml in elementary books on chcmistrv. 
 Wi; have no doubt that this important blanch of study, which is the keystone to our manu- 
 factures, will receive an impetus and become one of the necessary studies in our school sys- 
 tem, as we understand several of (uir neighbouring States have already ordered samples of 
 these laboratories tor the purpose of introducing them into their schools. 
 
34 
 
 PART VI.— OPINIONS OF TIIK PHF.SS AND oF STIiANOKItS 
 
 ll \ 
 
 8. Educational P.ook Display at tiik Ckntknnial. 
 {From the Ami'rkan ruhlishim' Jl'cdJij, Jul;/ \sl, 187fi.) 
 
 The bookseller's eye is most likely to be attracteil at first sight, to the large case con- 
 taining books in the (iovernment (lisi)lay for the Educntional Department of Ontario. 
 Here at HIT he will find the hete noire of the Canadian trade, — the (Jovernnient Depository. 
 
 This is an institution to which, happily, we have no parallel, except so far as our own 
 Government interferes with the private business of the stationers, by furnishing envelopes 
 Itelow cost. It offers to the schools a selected list of books atone-half off, from which list 
 they are to draw their books for prizes, etc. Naturally, the list is said to be anti((uatej 
 and otherwise ohjection.ible, for private business is not best done by public departments ; 
 but of this the visiting trade may judge for themselves, since in this large cast' (No. ti."5), 
 is displayed attractively the full list. 
 
 9. Canadian and Amkimoan Education at thk Ciatknnial. 
 
 (From Le ('ourhr (hn Etats-L'nts.) 
 
 "The Canadian exhibition nr department has over the American one (to whicli it can 
 only be compared in the proportions of the two countries), the advantage of a perfect 
 order, of an intelligent and methodical cl.issilication that presents a sort of tal)ul:ir synopsis 
 of the resources of Canada in all l)ranches of natural or industrial production. One would 
 say it was a hook that one opens, where the matters are arranged chapter by chajitir. 
 following a logical chain that goes from the sim])le to the conijxisite, in such a way that, 
 having reached the end, the reader has his niemoiy stored and his mind t'lliticd without 
 effort as without confusion." .... After referring to the (iiil'erent bianclies of the 
 Canadian department, which it notices with much commendation, and especially to the 
 display of metallurgic specimens and agricultinal machines of all kinds, in which Canada 
 is not surpassed by any other exhibitors, the following allusion is niaile to tlie branch of 
 public instruction : — " Finally, and of this the Canailians have, above all, the right to 
 be proud, the section of public instruction deserves to be studied with ptarticular care, 
 even by nations who pique themselves on possessing the best nitithods of teaching." " In 
 short, Canada merits tlie greatest credit fortius exhil)ition of resources, which is besides, 
 a demonstration of the honest, orderly, patient, and lal)orioiis character of its inhabitants." 
 
 10. Ontahio in advanck in Educational Dlsplav. 
 
 (From the Clirisfidn Ailroaite of liuffulo.) 
 
 The Education Department of Ontario, Canada, makes by far the most extensive dis- 
 play of school apparatus at the Centennial of any nation. Seven large show cases in the 
 Main Building are filled with such articles as a selection of some hundretl volumes from 
 the school libraries, showing excellent taste ; zoological and botanical coloui<.'d charts, the 
 objects on the latter greatly enlarged ; philosophical apparatus of large size and elegant 
 finish ; object-lesson cards, the picture of the animal or plant being accompanied with 
 specimens of cloth, leather, etc., which the animals furnish ; prepared specimens in natural 
 philosophy ; models of various educational establi.shments in bristol-board, coloured ; sec- 
 tion models of steam engines ; large anatomical drawings and models ; enlarged geome- 
 trical figures in cut glass ; wall maps " constructed mxAov the authority of the Educational 
 Department of Ontario ; " relief w.all maps ; spcicimens of furniture, in fact everything 
 that could be desired in the equipment of a first-class educational establishment. Great 
 praise is due to our neighbours over the northern border for this extensive and costl}' ex- 
 iiibitii^n, and for the zeal in a great cause which it indicates. 
 
 11. Fine Educational Display from O.ntaiiio. 
 
 (From the Wilminqton llcpuhViran, Dilmrore.) 
 
 No one visiting the Exhibition '.'an fail to notice tlif m;'gnificent display made by the 
 Dominion of Canada. Its eduoational department especially is very attractive, showing 
 
 ^ 
 
hitaiio. 
 usitory. 
 lur own 
 vclojii's 
 lich litit 
 i([uatt'il 
 tmoiits ; 
 
 ;V, it CAU 
 
 I pclft'ct 
 synopsis 
 10 woul'l 
 
 ihajitfV. 
 viiy that, 
 , withiiut 
 OS of the 
 ly to tho 
 li Canaih^ 
 jranth of 
 
 riu'ht to 
 ihir care, 
 ' " In 
 s bosiilos, 
 ibitants." 
 
 nsive dis- 
 ises in the 
 mt^s from 
 harts, the 
 1(1 elegant 
 iiied with 
 in natviral 
 iirod ; sec- 
 0(1 gconie- 
 lUicational 
 
 verything 
 it. Great 
 
 costly ex- 
 
 T 
 
 AS T(» TIIK ONTAIUD KDIt A I'loNAL KXIIIlilT. 
 
 I 
 
 35 
 
 conclusively that its si'hools are of tin; higliest order. Wliere so umch attention is given 
 to education, tho Doniininii must eventually tak(! high rank in the scale of nations. True, 
 it is a (lepeiidency of Britain, l)Ut instead of l)onefiting by this connection, the probalii- 
 lity is that Hritain will ho tho gainer, if she give hood to tin; lessons Avhich tho lilK^ial 
 and enlightenod Canadians will he likely to give from time to time while Inisliandiiig 
 their portion of this Cdiitinent. 
 
 wide by the 
 e, showing 
 
 
 II. COMMKNTS 01' THE CANADIAN PRESS. 
 
 12. OnTAUKi Hl)l'('AlliiN.\I, SVSTK.M AT Till'. (.'KN IKN NIAl, K.\III1;H1(»N. 
 
 ( Fiillll tllC 'I'lH'Ollto (Hull)'.) 
 
 Meritorious as the Pennsylvania display is, it falls far short of our own in some re- 
 spects, while in gonoial otl'oct it has otdy tlu; advantages dorivablo from greater extent 
 and a better opportunity for arranging articles in an artistic fashinn. Tlio exhibition of 
 apparatus of ovory kind from Ontario is far ahead of any exhibit from any other country, 
 and will almost e(pial the whole of them together. Of specimens of pui)iis' woik, on the 
 other hand, we make a coni[»arativoly poor show, tho oxhil)iting institutions lioing com- 
 paratively few. Th(! principal [)art of the display in the Canadian Department is made 
 i)y Ontario, the other Provinces doing very little. The chief feature of the Quebec por- 
 tion is a citllection of models of educational institutions on a very small scale, each Iwing 
 suironnded l)y grounds ornamented with trees like the originals. As woi'ks of art ihey 
 are not liad. but ai'o so diminutive as to aj)|)ear out of place in an oxhiliitioii of our school 
 systems, unless intended to be shown as specimcins of pupils' work. .V characteri-ac 
 feature in all the cxhiliits is the midtitudo of mod(ds intended to illustrate the various 
 kinds of school house architecture and furniture now in vogU(!. Some of these models 
 arc largo, well-proportioned, and very expensive; others are trashy enough. One of the 
 best is to 1)0 found in tli(! Ontario collection ; it is a modtd of a typical Collegiate lusti- 
 tute, and must have cost several hundreds of dollars. There are a ii'W good ones to be 
 found in the exhil)its of the various States, but hardly any on so Imge and elaborate a 
 scale. I>y special permission of the Dir(;ctor-(.Jeiieral of the Exhibition, a wall has been 
 erected for tho puri)ose of giving a better opportunity to display the Ontario Educat'ional 
 Exhibit. Tills is a decided improvement to the whole Canadian Department, as it helps 
 to relieve the dead sea of uniformity caused hy the monotonous rows of rectangular cases 
 prescrilx'd l»y the Commissioners. The educational wall runs parallid with the princi|)al 
 nave, and cuts olf the geological disi)lay from the rest of the Canadian .show. It is 110 
 feet long, and .'50 foot high in the centre, where there is a large archway, throiigh whi(di 
 the petroleum exhibit is visible in the background. The wall is surmounted by tlie Royal 
 Arms, the largest to bo found in the whole Exhibition, while immediately over the arch- 
 way are placed a scroll labid with the Dominion and Ontaiio arms on shields, and the 
 arms of the Department in relief. The heavy cornice and all the ornaments of the wall, 
 together with tin; great majority of tho articles on exhibition, including maps and appar- 
 atus, were made in Toronto. Two smaller archways occur at some distance on either 
 side of the main one. The wall is hnng on the right with raised maps illustrative of 
 physical geography, ai:d on tho left with ordinary school-room maps. On one side of the 
 main archway a space has been st>t apart for specimens of pupils' work, for a collection of 
 seals of the P^nglish sovereigns, from William the Con(pieror to V^ictoria, and for philoso- 
 phical apparatus; and on the other side tor articles exhibited in connection with the In- 
 fititute for the lilind, and additional apparatus. Near the archway is a revolving stand 
 containing the photographs of school-houses throughout tiie Province, and another with 
 pictures of colleges, universities, and other public buildings devoted to educational pur- 
 poses. In front of the wall there are a TiUmber of glass cases tilled with articles for ex- 
 hibition, including a selection of library and prize books ; apparatus illustrative of elec- 
 tricity, thermo-electricity, galvanism, light, heat, steam, pneumatics, hydrostatics, and 
 hydraulics ; astronomical instruments ; a series of models for object lessons in botany, 
 zoology, mineralogy, crystallography, &c. ; educational reports, drawing models, goome 
 
36 
 
 PAUT VI. — OPINIONS OF THK I'HKSS AND (»F STI!AN(JKUS 
 
 h ; 
 
 tiiciil instruments, and chcniicivl app.ir.itns. The work of arrangeineiit lias been iiert'ormed 
 in a skilful manner by Dr. May, "f the E liicational Depository, and the OiitMi io I'Muca- 
 tion Court as a whole, as well as in its details, may fairly hv reifardcii as one of the most 
 interesting displays in the whole building. The amount of attention it receives from the 
 general concourse of people who are travelling up and down the aisles, as well as from 
 those interested in education on this side, is the best proof of its merits. 
 
 i;]. Ei)i:cATi<»N Di.'^Pi.AY OF Pknnsvlv.ania A.vi) Ontaiuu. 
 (Fi'ciii t/ii' Co.'rfujii'ixf'iif tif till' Tiiroii/ti ,)/iw'/,) 
 
 I have been longing; .ill this time to come lo the Kducational contrasts. In the Penn- 
 sylvania education boilding there is a representation of a school of the oUleri time. What a 
 contrast this rickety old school to tlie schoi Is of to-day ! rcnnsylvania takes great pride in 
 its schools, and the cxhibitinn of models, maps, etc., is most creditable, as arc tliose from the 
 other States. I am happy to say, however, that the Canadian exhibit in the educational way 
 takes the ^binc out of them all. 
 
 In walking down the centre transept when you comc to a certain point, the attention is 
 attracted by nnthinix so much as by the top of an immense wall of orn.uneiital i!esii:n. sur- 
 mounted by a hand.so.!,e eorniee, and pierced by three openinus or aiclies. Over the centre 
 arch is the Eiiglisli coat of arms, of larne size— gilt — the smaller uir's being crowned by an 
 emblematic lamp of learning and jien-:ind-ink >tainl of " Hrobdigiiagian jirop, rtions," to use the 
 felic.tous language of one of the ofMcers. This wall or arch is 1 id feet long and :)0 feet hiiih. 
 and for it exceptional permission was ■j.'wvi) by the l)irector-( iemral. Jt has on the niidill • 
 inscribed " Kihu-ifliiiiinl hiji'^rtim hI, On/'irin.'' beneath the Depai tiiiental coat of ariiH. On 
 the left are the Dominion aims, and on the ri^ht those of Ontario, while at caeli cxiremity 
 are busts of the Queen and the late I'liiice Albert. Will it lie believed that all this is hidilen 
 away as nmeh as it can be? " If " said an enthusiastic e(lurationali>t to nie, •' it has iidt 
 been .so costly as certain other triumphal arches at Paris, .Milan, and elsewhere, it is really an 
 arch of iriumph more pleasant to contemplate, and giving hirth to more pleasant associatidiis." 
 The idea of building this arch was a hap[)y mie, and is due to |)r. .May, It is the only thin- 
 which in the least breaks the monotony of the c.ises .sent from LoWrr Canada, and gives the 
 means oi' exhibiting an immen.se (juantity of educational ajjpliaiiees. It is completely covered 
 with plain and raised maps made in Toronto, speiimens and illustrations of botany, objeet 
 lessons and natural history, drawing and writing copies, speeimens and illustrations of the 
 physical .•sciences, zoology, astronomy, etc., manufacture and natural produetions, niai)s. ami 
 specimens of writing and drawing executed by pupils, the surface being multiplied inimen.-ielv 
 by hinged frames, screens and other contrivances. 
 
 In the front are nine large i;la.ss cases, probably each HOO feet scpiare, surmounted by 
 busts and globes, one of which is thirty inches in diameter, made in J'oronto. These cases 
 are full of .scientific apparatus of the latest an i most varied character, a de.scriji 
 would in it.-elf fill a large volume, and for single specimeis of the greater part 
 sear.h in vain throughout the building. In one are library and prize books 
 education of teachers, text books for public and high .schools, also a ease dev ou ti the educa- 
 tional apjlianccs for teaching the deaf ;jnd blind ; another for object caching, embraeim; 
 ethnology, the various clas.ses of zoology, botany, mineralogy, geolouy nd cry.-tallography ; 
 another for the Kiudergaiten system; others for optics, astronomy, electricity in all its various 
 branches, chemistry, magnetism, galvanism, anatomical models, jmeumatics, mechanics, hy- 
 draulics, meteorology, acoustics, &c. There are also s'ands on which arc models, maile to 
 scale^ of various public and collegiate school buildings in Ontario ; large working models of 
 stationary and locomotive engines ; school furniture, comprising desks, seats, etc. There are 
 rotary >t:in(ls seven feet high, each h.iving twenty or thirty hinge 1 irames for showing large- 
 sized phoio'iraphs and drawings of school buildings in Ontario. Not less than ten thousand 
 oljects were expo.sed and rendered ea.^y to exaniine. This dejiartnient of the Canadian porti(in 
 of the E.xbibition has been arranged by, and is i.nder the superintendence of Dr. S, P. .May, 
 of the Education Department, Toruuto^ who, with his assistants, has been busy at work lor 
 the pabt three weeks. 
 
 The Mail correspondent at the Exhibition further writes : — " tSir Chailes Keid visited 
 
 1 oi which 
 
 >liich We 
 
 .K.M lor the 
 
T 
 
 AS TO rilK ONTAIUD Kl)l'( ATlONM, KXHII'.IT. 
 
 37 
 
 ifit'ormcd 
 
 io Ivliica- 
 
 llic most 
 
 I fiDin tlio 
 
 II iif from 
 
 tlie I'onn- 
 . What a 
 at |iriile in 
 le f'mm tlio 
 itiuiiiil way 
 
 iittoiitiori i.» 
 losii:ii, sur- 
 ■ tlic ci'iitro 
 iicd liy ill) 
 " to usu tlii- 
 I) feet liii:li. 
 tlio uiitltU" 
 arm-. On 
 li I'xU-einity 
 is is liiiMcu 
 ■' it liMs nut 
 is really :iii 
 sdciatioiis." 
 only thin- 
 1 jiivos till' 
 tely covi'iTil 
 tauy, object 
 ions of tlu' 
 , maps, ami 
 I iniiiionscly 
 
 iiountcJ by 
 These cases 
 
 \ of which 
 vhich we 
 
 .Km lor the 
 L the eiluca. 
 ,', embriiein:; 
 tiilloLiriiiihy ; 
 ill its various 
 uchanics, hy- 
 lels, imide to 
 nii' models of 
 . There are 
 lowiuii' larj;e- 
 ten thousand 
 adlai) jiortiiHi 
 •. S. P. May, 
 y at work lor 
 
 5 Keid visited 
 
 the Kdiieation Depai tim'nt, and showed the greatest interest. He remained for two 
 lioiirs. lie sail) utter his visit, two years a,^o he expected a j^ood edncatioiial exhibit from 
 Ontario, ))ot that the exhil)it transcended nil his expectations ; ami lie InoL piirticninrs of 
 MVi rul <irlirfi:i III (irihr far l.'iiiih>n sc/iniits. So inipre"^'' \ \v e of tiie jndj^es in the sec- 
 
 tion of Instruments of Precision and IJeseiuch, wn sohk those in the IvUic'tional 
 J)epartment, that he wished to have* them made a special exi.. .t. 
 
 '' .Mr. Whitini^, an Kiinlisli correspondent at Philadel[)hia, ami a writer of consider- 
 Jible repnti', thus expressed himself with regard to the Canadian Department, in conver- 
 sation with the MkU's special, a day or two ago : — ' Canada astonished me. She makes a 
 great show. In every department she is rei)resented, and well represented, and in 
 the macliiiH ly ' — be it remembered Mr. Whiting was educated as an engineer — ' her dis- 
 play is perfectly wonderful. Tiu' iinest fin^ engine by a long way is sent from Canada. 
 Her seh(Md exhibit is not oidy better than that from any State of this country, but it is 
 //('' mil// l/iiiiif H'liii-lt rrili'i'iiH III!' Hr'ifhh fn'hnol I'xhiint ; ami I have written this home.' " 
 
 14. O.NTAKIo ANI> ((tUEHKC AT THE CeNTENNIAF-. 
 
 (Fk'iii III!' .loihiinl il' Iii-lrii'iiiiii /'iili'lijiir Jur tlir J'nirhici' nf Qmlifi'.) 
 
 In the Canadian dei)artinent, the educational exposition of the Province of Ontario, 
 whieh is not excelled l)y any other of the same kind, sums up and represents to the eye 
 of the stranger the best part of our .system from Vancouver to tin; Island of Prince 
 Kdward ; but no one sliotdd thence com hide from this exposition of one section of the 
 country that the other Provinces, Nova Scotia, New Ihimswick, and above all (Quebec, 
 coidd not make, if they should undertake the work in earnest, an equally interesting 
 educational exposition. The (lovernmeiit at Toronto has ptit a large sum at the disposal 
 of the Bureau of Pul)lic Instruction: that explains all. 
 
 We .siiy frankly that the educational ex[)osition of our Province, as of several ui' the 
 States of the American Union, is a fiiliin!. Our exhibit consists oidy of an album con- 
 taining some photographs of our gieat institutions, and in the display of several models 
 in wood of the buildings of the saim'. It is very little ; we acktiowledge it. Still, we 
 must say, that while tius album and these models are oidy a small contribution, they are 
 so installed as to app^'ar iiadly. I>y soiu" fancil'iil arrangement, the album is placed far 
 from the models upon an isuliteil desk, where it can l)e found only by chance ; whilst the 
 models are installed, tliose of the colleges in tli(( Canadian section of the main building, 
 in a good place; and tiio.se of the convents, in the Women's Department, a mile from 
 there, ill the midst of nee(llc'-w<iik 1 The extent of our exhibit hardly justifies this sepa- 
 ration — this faiici fill elassitication I 
 
 We will not now undertake to show what we would have been able to do had we taken 
 the matter up in earnest. All those wlio are concerned in the work of education in this Pr.p- 
 vince, well know that our colleges, our convents, and our academies can furnish a collection o\' 
 books and ajijiarafus that is not excelled by any like institutions abroad. The material of 
 our primary .sehools inigiit, perhaps, suffer by a comparison ; but as a whole even this com- 
 parison would not be unf ivourable to us. It now becomes the duty of the government and 
 of the Ic'islature to decide whether the Province of (JucbiC shall endeavour to make amends 
 for the failure at i'hiladelphia, by sending an educational exhibit worthy of her to Paris 
 in lf<7S. 
 
 1."). Kdim/atiox in Ontario and tiik Pfiii.ADEi.i'iuA Exposition. 
 
 (frniii " L'JiixIriirl'iiui /'ii/illi/iir lut Canndn." — />'// l/ir Hon. 1\ ,1. 0. Chan mm, LL.D.) 
 
 Le nouveau Ministrc et son D.'pute ont prepare uno representation tres-complete de leur 
 departemcnt a 1' Exposition de Philadclphie. 
 
 Nous avoiis sous les yeux le catalogue des envois du Department, ijui p^ut donner une 
 <;xcellente idee du matt'-riel d'l'coles en usage dans cette Province, ainsi (pie du musee d'cduca- 
 tioii dont nous ;iv.iiis th'.jj'i j- iide. Les plans de maisons d'ecole, au point de vue de I'hygiene, 
 et les appareils de gy,iiiiasti(|U(^ ont excite riiiterct des visiteurs .\ ce catalogue est joint une 
 petit(! brochure (|ui (ixpose tres sutrcinctement le systeiue d'instinietion publi((Ue, les statistitjues, 
 et tous les reiisignements sur li's institutions d'education superieure. les ecoles speciales, 
 etc.— I'aiic V.\. 
 
38 
 
 PART VII. — OFFICIAL AWARDS TO THK 
 
 '{ 
 
 ■M: 
 
 PART VTI. 
 OFFICIAL AWARDS TO THK ONTARIO EDUCATION DEPARTMENT. 
 
 The forcfjoiiii;^ extracts contain some of the many kind and appreciative utterances of the 
 American and Canadian press in rojiard to t)ntario Kducational Exliibit. It is no less 
 jiratil'yinir to the people of Ontario to Icnow tliat those opinions as to the practical value and 
 excellence (if ihe ()ntavio display, were also entertiiined hy the tiCMitlcnu'n appninted Iiy the 
 Centennial Comniission ti» act as judiics in the Depiirtinent of Education and Science. 
 
 From Director-lJeiieral (joshorn, copi s of the two awards which have hern made to the 
 Education Dei^artniciit of Ontario have l)(!en n^oeivcd. 
 
 The followini: are the names of tiie Judges in the Department of Education and 
 Science; — Sir Charles Keed. Hart., Eiiuland, President; lion. Andrew D. Whitii. LL D., 
 Piesident of Cornell University. Ithaca, New York ; D. ('. (Jilman, Escp, LL.D., President 
 of John Hopkins' University, Baltimore, Md. ; lion. J. ]\I. Creuorv. liL.D., Clianiiiaiun, 
 111.; M. Rene Fcmrct, France; Col. John Marin, Spain; Prof. J. W. Iluyf, LL.D., .Madi- 
 son, Wis., Sei'retary. 
 
 1. The first award of a bronze modal is made on the Re])ort of Judiics appointed b' 
 t'-e T'nited States Centennial Comniission to examine and report on the subject of iOducati' 
 and Science, 
 
 2. The .second award is made on the report of five judges appointed to examine and report 
 specially on (Collective E.\hiliits. 
 
 3. A third award of a i^njd medal wa.s made by Rriti.sh judL'es appointed by the Vniai- 
 dian Commission. 
 
 The first award is as follows : — 
 
 InTEUNATMNAL EXIIIHITION, Pnil.AIiKI.l'lIIA, |XT<!. 
 
 The Uni'ed States Centennial Commission has examined the report of the Jud^ies, and 
 accepti d the followin;^ reisons, and deeri'cd an awird in conliirinity thcrewitli : — 
 
 PiiiI,.\i)KM'm A, December Idtli, IST^t. 
 1, Report on Awauds— Ehucatiox and Science, 
 
 Product, Maps, Apparatus, Charts, School-house Miulels, Pupils' Work , Library, Text and 
 other Rooks, (fee. 
 
 Product, Educational Apparatus and Appliances. 
 
 Name and address of Exhibitor, Department of Public Instruction for the Province of 
 Ontario, {'anada, 
 
 'Ihe undersigned bavinu: examined the product herein describe!, respectfully recom- 
 mend- tlir same to the United States Centennial Commission for award, i'or the Ibllowinir 
 reasons, viz. : — 
 
 For a f|uite complete and admirably arranged Exhibition, illustrating the Ontario sys 
 
 tern of Education and its excellent results; also for the efficiency of an administration which 
 
 his gained fur the Ontario Department a most honourable distinction among Govcru'iiCDt 
 
 Educational agencies. 
 
 (Signed) JoilN W. IIoYT, 
 
 S'gnature for the Judge. 
 A true copy of the record. 
 
 (Signed) Francis S, Walker, 
 
 I'/iir/' of I/h' llnrcdii, of Airarif.-<. For the Ciiairinan. 
 
 Given by authoiity of the United States Centennial Commission, 
 (Signed) A. T. (iosriORN, 
 
 J}lrfrltir-(l'-iirr<tl. 
 
 (Signed) J. R. IlAWt.i'.Y, 
 (Signed) J. L. Cami'hei.L, ' Prrshlint, 
 
 ,Si il'ifil/'i^. 
 
ENT. 
 
 CCS of the 
 
 is no less 
 
 value and 
 
 m\ l)y tlic 
 
 L'e. 
 
 (le to the 
 
 atiiMi and 
 >. LL 0., 
 
 Presiflont 
 laiiijiaiiin, 
 
 1)., .Madi- 
 
 ointed b' 
 ivlucati' 
 
 nid report 
 
 the Cana- 
 
 idges, and 
 
 I, lS7r.. 
 
 ,-,Tuxt aud 
 
 S'VI, iiF CaNAHIAX CuMMISSIitXEHS. 
 
 Canadian Golu Mkdai.. 
 
 'rovince 
 
 of 
 
 illy rcconi- 
 ; followinir 
 
 intario sys- 
 tiim which 
 iovcni'iient 
 
 ;IoYT, 
 
 I! JuiJ>re. 
 
 vvr-HY, 
 
 'rr,siilri)f. 
 
 American Bronze Meual. 
 
 American and Canadian Meual awarded to the Edlcation Department, 
 
 Ontakio.— Paye 38, 
 
UNTAIIIO KIHrCATlONAI, DKl'AUTMKXT. 
 
 3!) 
 
 The socoiid iiwaiil was tlu* result of an «xaiiii»;itio» of our exhibit by an International 
 (.'oiiiiiiifti'e of tive ^'entleuMii, (ippointed by tho Centennial (.'onimissioii to uiuko reportb on 
 colK'ctivt" and naiiona! exhibits. 
 
 Iiiiuit di;ilely nn the ;iii|inihtinent of this (jommittee, in October, I addressed u letter to 
 the Secretary of tho C!aiiadi m t'oniniission, requesiin^; him to bring our Ontario K<lura- 
 tidiial Kxhibit miller their iiotiee. I subsenueiitly, while in l'liila(l((l|ihia, presented to the 
 Coniniitfee a >ui»niiiry re|iort o". the character of our exhibit, ami exjilained to the nn'mbers 
 of the Committee several mr.rfers eoiiiieeted with tlie workinj/; of our Kdueational system. 
 (TIh'sc letters ami report will be found in tie Ali|ieii(lix.) The results of the examination 
 and report of the Committee on our eulleetive exhibit are embodied in the foUowin;^ copy of 
 uD award wliieh wai* n.ade to tho I>ejpartmeiit by the United States Centeimial Conunissiou : — 
 
 InTKUNATKiNAI, I'!xIIIH1TI(>N, rmi.ADKV.l'lllA, 1H70. 
 
 Till' I'liitcMl Stall's Ceiitrniiial ('oihiiii^siini has cxatiiiiied ibc iJeiiiu* of the -ludges, 
 iind ;ieii'|iteil the following; rei'.-uiis, and tieiifnl an awaid in eoiiliirmity tberewilh. 
 
 rilll.AliKI.rillA, l>ereiiiber l*')tli, lS7<i. 
 
 •2. Kki'oht (i.\ Awards— (.'oi-i kctivk Kxiiimr.s, 
 
 '['lie uiMler-.i,:^iieil, liaviiii,' »'xamineil the jooiliirt liii'ein desciibfil, rf.s| ffully recoJU- 
 
 liieinK the .same tt» the I'liited States Cenleiiiiial Cuiiiiuissidii for the following rea.soii.s, 
 viz .- 
 
 Fur a Very extensive and atttaetive colleetioti, ilhistiative of the giowtli and extent 
 
 of the ediiealioiial .system <jf Ontario, iiielmling a great variety of appaiatus, inap.s, charts, 
 
 lUndels of sicliodl-huii.ses, photographs of school iiuililings, and reports. 
 
 (Signed) C. Jl III.IN l>\.NM'i:[,T, 
 
 Signature of the Judge. 
 
 Appmi'id of Groiiji Jm/ijus. 
 
 (Sigiu'd) .1. A. doliNsoN. 
 
 " K. ()l,l>KMti>KKF, 
 
 (Signed) T. K. Sicki.ks, 
 '" T. W. Tali-madue. 
 
 A true copy of the ncorii, 
 
 (Signed) Fuancls A. Wai.kkr, 
 
 C/ilif (if l/ir Hitri'iia <i/' .t funis. 
 
 (Uven by authority of the United State.s Centennial Coinmis.sion, 
 
 (Signed) A. T. (j(isH«'>liN, 
 
 JJifirtdr-dcneral, 
 (Sigiu'd) J. L. Cami'BELL, (Signed) J. 11. Hawley, 
 
 Sfi'idai'ji. rnsitleiif, 
 
 .3. AwAtti) OF a Gold Mkdal. 
 
 The tliird Award was that of a (Jold Medil, which was made by a Committee of 
 Ih'iti-h .Iudgi'.'<, aippoiiiteil by the Ontario Commission to examine and report upon the 
 vuriou- Canadian ruHectioiis. 
 
 4. Education Dkpart.ment and thk Japanese Commission. 
 
 Ill additiiiu to llicse satisfactory ofliiial testimonies Jis to the great excellence ami 
 ^tractical value 'f tin; Ontario Kdueational Exhibit, it was gratifying to know that iti 
 
 f 
 
40 
 
 I'AIIT Mil, — MST UK rANADIAN i:\IIIIIITolts IN TIIK 
 
 iickiiowlnl^riifiil (if " iiiiuiy touiti'sicH lecoiveil liv tin- Viic-Miiiistci ot Kilinatiun, Km- 
 "itiic (if .iaiiiin, aiiil tin' .lii|i.iiits(' ('DinmissioiK'rs, fn.in tlic dtlifcis of the Kdiicatiidi 
 " |)c|iaitiiniit (it (tiilarid," the (''iiimii-.-ioiiiTs liavc lufstiitcd to tlir Miisciiiii of tlic 
 Kdiicatiori l)i'[»iutiiiciil, a very liaiidsoiin' "pair of hroii/c tloucr vases, \aliii'(l al ^\!<(t 
 " Aiucritaii cuirciu y." 
 
 'I'lic lloiioiualilf l''iii.'irnaio 'I'aiiaka, Nic'-Minislcr of Kdiicatioii, also picscnti'd tlic 
 Dfjmi'linoiit with an iiiti'iiv-tiii;,' collfctioii of Oljjfct Ijcssons and Scliool Text nook>. 
 
 Till' following is tlu' otilciiil liwl of «'.\liiliitois in tin- I »(|iaitinrnt of I'lacticiil I'Miica- 
 tiuii Cud oi.ifliet', and of (|io>f wlni ictTivcd int'dal- and awanU : — 
 
 ? 
 
 iM 
 
 PAUT VI II. 
 
 LIST OF CANADIAN KXIII IMTOHS IN I'lIK DKTA 11 !"M KN I* ( )h' IMU'ca linN 
 
 AND SClKNCi;. 
 
 (From tlic Official ('atalo;iUC of Caiiulian F.xlnliitors nt tlic IntiTnation.il Kxlnliiti .11. 
 
 I'liiladi'lplda.) 
 
 Class 3U(>. 
 
 Eli'tntntunj liislnulinn. J'uh/I,- >f/ninl.-i. 
 
 KxiiimriiH: TiiK Km < atihn i»Ki'.\uT.\iKsT, Toiionto. Canaha. 
 
 NoTK. - From tin- Ollicial Cat.dou'ui' : " Thi> is a ht'iiarlmcnt of Slate of the I'iMvince 
 of ( )nlari(). jiresided oser Ijy a nieinber of tlie Mxeenlive ("onncil. who is directly re>|'"M>ilil(( 
 to tho Leui>lature. 
 
 Mnii^tir (if Kiliictill'iii lion. Adiini Cinoks. LI,. I '.. (^> t '. 
 
 D</nifi/ Miuistii' .loim (ieoi'iie Ilo.l-ins. Iji.l).. F.1{.(J S 
 
 Sii-ielmij Alexander .Marliiej, I, L.I!, 
 
 '• The educational system of ()?itario is set forth in a |iam]ihlet preiiared hy the .^lii.ister 
 for circulation at the Kxhibition. (This inform itin will !»• found in \>wj.v It.) 
 
 Can. Sell. Ajip. Manufacturing Co ..Toronto, (> ..Cliem. L.djor.: .\nat. .Mod. !- 
 
 J. 1'. Merritt St. Catharines. O , .Metric Tal.le. 
 
 .1. I'. Mcrritt •' O Chronological Tal.le. 
 
 J. 1'. .Merritt ■• O Chrono.lahl.' of Canad.i. 
 
 'J'ennant iV' McLachlaii Hamilton. < ) . , IVm,nishi|(. 
 
 Janie.s I'ear.se Cn.-ilham, (I . 1\ nmanslii|). 
 
 •lames Brown Toronto. Chart-stand .ind Illustrator. 
 
 L.J. Heatty lielliville, () IV'nmaiishi|i. 
 
 Thomas Ilestor Ottawi. (). . Kotary polar ui.ip of ilir world. 
 
 P. M. A. Genest Quebec. (^) ...Maj) of " l,a Noiivelle Franee. 
 
 G. N. Tackabury .Montreal, i\ ..Dominion Atlis .Majis id' Ontirio 
 
 and (jhiebee, 
 
 P. Jjcroy (^»uebec. Q.,, System of education. 
 
 Ch. liaillarge t^luebec, Q...Stereometrieal T.ible.ni. 
 
 Ch, Fngli.sh . St. Jiihn, N. I!... Composition black 1mi.ii(1. 
 
 'I . C. Jones Montreal Q... I'l'iimanship. 
 
 301. UufJlPr l'!'l nriiliiiii — Arii.lriiiiis II H'l Unjli Sriiiiiiln. 
 
 McCJill I.'niversity, Laval Lniversity ami fourteen other education lii,-.titntions in (^tii. !.ee. 
 
I 
 
 i 
 
 •1 .,..•. 
 
 i)i:i'.\in'.Mi;.NT t»i' kdii aiion ani» sciKsn:. +i 
 
 3(),'V I iinlihit!(>i> I'm' llii IHiiiil. hittf. /hiiiili II III/ Fii'lili ml mini. 
 I'll V"!! Il(is[)it;ils iillil InNtitntinllS ill (,>i1(1m'(!. 
 
 Si'liiiiil iiiiil Till iliiii'.s 
 
 Lnvcll I'riiitin- timl Till). ('oin|Miiy..M(iiitro,il. Q...Scli(iol iind ntliur books. 
 
 .liimo t '.illiplicll 'roiniito, (). INuiks. 
 
 (ii'o. \Vcl)sl.T llMiiiilton. O.Hiblo, jiriiiti'd. 
 
 \V. (J. Slirppiinl (^l(•lnH•, Q..,Hil.l.- (ir)r)r) ) 
 
 A. it W. .MrKinl.iy \ Co Iliililiix, N. S... Map of N. S.; mt'ich of sdi. I.^'ks 
 
 I>r. Kollin-'yer Monticil. <,>... Two Text Hooks on ('lioini>-tiT. 
 
 {"i,A.s,s :!•_'(». 
 
 I iixt I'll nil Ills nj jii I risinii iiiiil iiliilsifiil 1 1 r" II I'i'li . 
 
 I'. \\ . AUii'it M('ycr .Mdiiircjil, <^t ^iiiiiir.itiis I'or (lutcnii. iiiiic. j.oint- 
 
 Ilc.irii \ ll.iiriMiii Mciitrc'il, (i>...Survi'yiiii;' !iii(l otlior iiistruiiniil-< 
 
 '>•'■ l.'iM rill Moiitrciil. ().,.Mii('iiioiiio appnratu.s. 
 
 <'lii-li''liii- lliilil'MX, N. S....Miitl>eiii;ilic';il scali'. 
 
 i.No'ii. — Tlinc award.- by the V . S. ('nmiiiissioii wctv niido in tbis cbi.ss.) 
 
 Class :VV.\. 
 
 ( liiiiiiiiiiii I I'll' A jijiii I'lil lis. 
 
 Simon S.lwick IJiinii', « )...'i"inie Piece. 
 
 lioCoil \- Chnphim Montreal (^> ..Wiitfliniiin's Deti tor. 
 
 Cl.A.ss W-ll. 
 
 Mii>ii;i/ I iislnniH Ills. 
 
 ( NmTK - -Tliree medals were awarded in ;liis clis-.) 
 
 17. i',1 liiliiliiry t rmii Onliir'ni. (Ji(il'ii-, \iii-ii Si'nfiit iiliil Xii'' llnuisirir/, 
 
 (;i,Ass :3;{,-). 
 
 / llillK/l'llll/llCIII M II IIS. 
 
 •'• -loliiL-toiu' Ottawa. ()...(ie(>j:rapbical drawinji' 
 
 •*f l!"rp<i' Up. Sbeftield.N.I!,,..Mecbanical drawin-.' 
 
 '*'■■ Ib'oeyiii.iii llaliCax, N. S...rorUolio of'Goolosical Mapsof N.S 
 
 A. .). AiKbT.Miii Victoria, B.( '... IMiysieal iMap of IJritisb Columbia 
 
 (h.Ass ^.V\:^. 
 
 I Ini'i I'll tlliiil iiinl l.iiif. 
 
 Ten exbibits cbiefly of jdiotouraplis of places and scenes 
 
42 
 
 Ain* IX. — i;X('Ui;si()N oi" iNsi'Kcioiis and 
 
 i 
 
 ,/ ; 
 
 IM 
 
 Awards hv iifE Biurisii Jiiuiios (ik Mehai-h (ifi'Ekkd uy tiii; Canaihan Commission 
 
 von SPElIAl, ( 'o.MI'KTITION AMO\«i CANADIAN Mxil llill'i lUS. 
 
 Class I I. 
 
 /•'il iifiilidiinl Ciiil I'liil' sdifli'ii'iil A iijiii I'dhls. 
 
 Kducation Dcpjii'tiiuiit of Ontiirio, (Jo!<l Motlil. 
 
 IJoani iV' lliuiiiltin. .Montreal. Siirvcvirm lii-^truiiii'iits. Silver .Mc.ial. 
 
 Walker iV: .Mile.s. Toronto, Atlas oi' the Dominion, Silver Modal. 
 
 AWAIiBS TO ( 'aXADIAN 1'] .Ml I lilTOHS 1!V !1IF, CmTKU S T AT KS ( K.NIK.N' M AI. ( 'o.M.MI.S^K t.N. — 
 
 I.\ 1 KliN.N i Ki.nAI, ( (iMI'h.l riJO.N. 
 
 Class l*S. — KJ nfiiin,, ,i,,,l S,;, ,,,■'■. 
 
 Bronze medal to the Department of I'lihlic ln>tnietion, I'rovinee of ( hitario. ( 'anada. — 
 Map.-, (harts. .Models, Text IJooks, etc. 
 
 [.ovell i'rintini;' and I'liblisliini; Co.. Monireal, (^»in'liee. - JscIkkiI .iiid oilier Book.s 
 
 Hunter, Rose, i^ Co.. Toronto. — I'sefiil I'ulilieation'^ (!ood rriiitini;. 
 
 Nelson Loverin. M.J>.. Montreal. — l.overin'.- ilistorio.d t rntouraph. 
 
 Canadian Sehool ManufaeturinL: Co.. Toronto.- Jiabor.ilnry a id other apparatus. 
 
 S. P. -May. .M.D.. Toronto. ( )ntario. — Colleetion of Stufi'ed Animals ibr Teaeiiinii 
 /iooloi:\-. 
 
 Yoviny Men's Christian A.<sociiition> of .\ineriea and (".m.ida. Chart sliowiiii; the loe:i- 
 tiou of Aj;eneies and I'lranches, etc. 
 
 PART IX. 
 
 EXCIK8I0N OF INSPHCTOKS, TKACIIKKS AND FItlKNDS OF KDCCATION 
 
 IN ONTARIO TO TIIH HXillinTIOX. 
 
 In addition to the many thousjinds of Canadians who vi>ited the Centennial Kxhibition 
 
 at Philadelphia, it was thought desirable to .aflFord an opportunity to the ScIkjoI Inspector.- ami 
 
 Teachers of the Province to spend a week there, in order to study the K.xliibition as a whole, 
 
 and those details ol' it which miulit be ul' special interest. The .\lini,-ter of KdiK-ation maile 
 
 the followinj;' recommendation to the liieutenant-t iovernor on the subject : — 
 
 '• The undersigned eonsider> that the Educational interests of the Provime will l)e pro- 
 moted bj teachers and others visitln- tlie exiiibition, anil in this view would respectfully 
 recommend that His Honour in ( 'ouncil may be plea.sed to authorize that, in cases where 
 teachers may obtain the rccjuisite iiermission from the rispeetive Boards of Trustees to visit 
 I'liiladelphia. on the occasion referred to in tlie coiMmunication of the Committee of the l*r<>- 
 vineial A>sociatioii on the 1 Ith of AuL'Ust. and in con.<e(|nenee of which any M'houl may not 
 oe open, the days (ii which such selndl is so mcei-sarily closed, may l)e deemed by the Ivlu- 
 cation Deiiai'lhieiit ,i- meetini: da_\s. under the (leneral l{e,i:ulatinns in tiiat behalf.'' 
 
 This recommendati 'I has lu'eii apjiroNcil ; an excursion of the Insjx'ctors, Teachers and 
 
 other friends of Kducaiion took ]ilace on th jSih of Septemlier, under the dircetioii of Dr. 
 
 May. The toliowin^; account of the excur.-ion i> thus t^iven by a corre.-pondiiit of the 
 
 Torouto Tr/: 'jriiiii. 
 
 '^ H 
 
TKACIIKKS 'lO (KNIKN'NIAL lA llllUl'K iN. 
 
 4:3 
 
 UTS ami 
 of i>r. 
 dl' the 
 
 " 111 aiiticiiiiuii.ii of the arrival of tlio teachers, tlie I'ulilic School authorities ol' Pliiht- 
 (lilphia hail a)i]iointe(l a eoiiiinittce of thirty four teachers, roprcseiitini;' the Hidi Schools and 
 earli ward of the city, to receive the visitors, .ind ]»reparc a iiro^raiimie ior their eiitertaininent 
 and systematic study of tlie most imiiortaiii features of ihe Kxhil/ition. Tlu! teachers assem- 
 liled ill the .TudL'cs' Hall on Monday afternoon, under the -uidancc of Dr. May. of the Ontario 
 Education Deiiartnient. and were receivcil by the ('oimiiittee of Keceptioii,-— which was pre- 
 sided over by (ieiieral Katoii, I'nited St:iti',< ( 'oninii.-sioiier of Kducatiou, — who welcoineil 
 tlieni in the name of tlie teachers of the I'nited States, every one oi' wlioiii, he believed, would 
 bi' L:lad to be ]iresent to join in Lircetiiiu them. ( leiieral Ilawiey. uiic of the Centennial Com 
 missioners, after a short addp'ss bearing upon the fact that ( 'ana a had done more toward 
 the success of the Centennial tiiaii any eiiiht States of tlie Unii'ii except rennsylvauia aud 
 New Jer.-iey, expre-M'd. on bilialf of the Centennial Commission, iiis tliaiik> therefor to the 
 representative^ of the Doinininn pre-eiit : and on the same behalf he heartily wi .conn d them 
 all to 'he Ceiiteiuiiai l-lxliibition. 'The latter.' he said. • is larue, thorouL:li. coinpreluMisive. 
 and Lirand I.eyond expectation.' ( Hher addre>ses of welcome were deliver, d by lion, -I. P. 
 M'ickershain. St-ite Superintendent of Schools for Pennsylvania ; Dr. White, Secretary of 
 the Board of i'lducition tbr the State of Mas^Mclm-etts : and Ivlward Shippeii, I'lsij., ex-l're- 
 -ident iif the |;o;ird ol' i'ldiication for i'liiladelpliia. who a]ipeared as the representative of that 
 eity. Dr. May, on In half of the visitors, re]ilied tliat he did not know how to thank the 
 friends who h id so cordially t:reeted tlu m. He was sure that bis associates would have been 
 overwhelmed with the kindne-^ they hid received, had lie not t Id lliein in advanei; wiiat they 
 iiiiuht expect in llie City of Midtheiiy L ive. The ( )ld World prejudict's which, it must bo 
 .•.•■knowledge. I. had extended into ( 'ainda. and for a ioiil; tinie had iieeii in the 'aiblic mind. 
 Ii el loni'- since been obliter.'tcd ; and he fully coiii' ided in the beliel' that t Kxhibition 
 \vould (III nil re than could h ,ve been dune in many years, in ,~howin'.: to the ]'jie.ilisb speakiiiL;' 
 }ieopK'> that till- people fif the rnited States Were ol' the >,iine stock with themselves. JNlr. 
 Samuel .>lc.MliMer. .m beli.ijf ..f the I'ublic Sclmols of Ontiri ■. llr.nked the teachers repre- 
 seiitine- the Public Scliool< ol the I'liitcd States for their L:enerons reception of those for whom 
 b • >poke. For the -ame kindness Mr. In-pector II. ii. Slack expres.-ed the thank.'^ of the 
 lii~pectors of the Ontario I'ublic Schools. Dr. W. VV. Oudeii. Chairman of the Toronto 
 Doanl of School Trustees, then thanked the hosts on behalf of that body ; and addresses were 
 made by .Mr. Inspector llnuhes. of Toronto. Dr. C.arlyle, ol' Toronto Normal School, and Mr. 
 I lawsoii. of Helleville (ieieral Ivitim then introduced the lion. \V. \V. McCoy, of Nevada, 
 one of the six \'ice Pre-idents o| the ( mtennial Commission, wlm spoke words of welcome on 
 behalf of the Commission : aKo the lion .John Lynch. Centennial Commissioner for Louisiana, 
 who in a welc(uniii.;- vpeech said that the briiihtest jewel in .\ineri.as crown of u;lory, now 
 receiviiii:- the lioiin-e of the world at the Centennial Kxhibition, is the advancement which 
 she has made in education. The re.-t of the day was devoted to siuht-seein^ in the main 
 buildiiiL' of the Kvliihiiion. 
 
 "On Tuesday, the day's ]iroceedin,irs were commenced with a visit to the Vennsylvania 
 State nuildini:, which the teachers were invited to make their lieadijuarters durinii' their stay, 
 and from whence they were e.-corted by members of the local committee cd' teachers to the 
 educational exhibit of Massadiusetts, and from there to the other iialleries in wdiicli the 
 difTcicnt State exhibits toiichinii' eilucational matters were to be found. Durinu' the after- 
 noon the visitors were wailed upon and addressed in brief remarks by several ol' the repre- 
 scnt:itives of t'oreiun iiovernmeiits at the Kxhibition. Count D'.Vs'^i, of the Italian Commis- 
 sion, spoke of the progress (d' education in Italy, of how much had been done and was beinji' 
 <loiie for the advancement of the people, and particularly recommended the system of eveniuii' 
 school- in that cou' trv. Mr. tiiaiielli, Italian Consul at Montreal, and Commissioner Penny, 
 <d'('anada. also addressed the audience. Wednesday was devoted to the Kuropeaii, .Asiatic, 
 and other foreimi display- ; and Thursday tli(> party was divided up into two sections, and 
 t ikeii charLie of by the school authorities of the eity, wdio conducted them to the difl'ereut 
 I'uhlic and lii-h schools of the city, explaininu' the modes and svstem (d'iiiculcitiiiij: knowledge 
 in practice there, and 'jivin'.i- practical eviilence oi' the advancement bcinu' made by the pupils. 
 'Ihe v.irioiis parties met aL^ain at noon at the new Xormal School bnildinu', an establishment 
 of nia.;niliceiit proportion,- which will be opened some time next month. Here a collation had 
 b'cii ]. rep lied, ami was partaken of hy the teachers and their eonductors. which was folluwed 
 by votes of thanks to the school authorities and teachers of Philadcilphia, After this. carriaj;es 
 
I ^ 
 
 4-t 
 
 I'AliT X. — milKK SKKT( H dl' TIIK 1 DrCAlloNAI, 
 
 i 
 
 woro provided, and tlio purty driven to flirard Collejo, a marble Ijuiidin::, tlieuinnfa banker 
 to the eity, for the educition of orphans, erected at a ec)st of two niillion-i ot' dollars. Ki'mn 
 here the teachers were drivin to the Znoloiiieal (Jardcns, ;ind spent the remainder of tlie day. 
 Durinif the week arranuvmciits had been made by W. II. l-'ra/cr. I'!si|.. by whieli the teacliers 
 and their friends >, lo accompanied them, were admitte(l to nl.ices <if enteitainment in tlu> 
 cveninus at lialf fare, and at others free of admission. On 'I'hiirsday evening: a nieetini: was 
 held at Conj^ress Hall, and votes of thanks passed to the lion, the .Mini-ter and l>e|iuty-.M m- 
 ister of Education of t)Mtario, for the leave of absence granted the teachers, to Dr. May ami 
 Mr. Frazer for their zeal and attention, to tlie riiiladeliihia School representative-: for th-ir 
 lireat kindness, and to the coniniittee appointed by the Ontario teachers tlu'in -selves." 
 
 Under the heading- of " .V Noble Example,"" the Hon. J. J'. Wickerslian, State Super- 
 intendent, and editor of the I'iint.-iiilr.iiiiii Srluml Jniniiiil. tluis refers to this excursion; — 
 
 "We have, on more th.in one occa.<ion, commend 'd the educational exhibit made bj the 
 Provinco of Ontario at the International Kxposition. It is luLihly creditable, and in si.me 
 re-pects superior to any other on the iiround. We have also bi'cn aware for some years that 
 Ontario was making rapid progress in her educational ati'airs. This information was oljt.iiiied 
 liy a personal visit to some of the seho lis, and comes to us tluough reports and ]ieriodii'ils 
 relatim.' to education. l>ut for all this we were hardly prepared for the grand .-te]i taken by 
 lier school authorities in allowing all the teachers in tlie Trovince. over six tliou-and in nuin 
 ber, to close their schools /lu- '( n;,!: n-liliiinl liis.< nl' jutii. for the purpose of vi-iiin:: our 
 Centennial Kxposition. 'i'rue such a visit by the teachers will do more lor the sehool> than 
 the be.-t week's work that could have been otherwise done in them ; but it is not olten or 
 everywhere that this kind of truth is recognised and acted upon by tho-e wlio mana.:e o ir 
 schools or guide our school policy. No state.no eity.no county of ilic I'nited States, we 
 believe, has as yet shown an <• pi il breadtii of view, or an e(|u;d degree of liberality. Ontario 
 ha.s .set us a noble examp'e To wh it extent sh;ill we follow it '! " 
 
 r.virr x. 
 
 SKETCH OF THE i:i)l'C.\TlON.\E IXSTlTrriONS oF oXT.\l;l<t. 
 
 KV TDK IIO.N. .MLX-M CUOOKS, Q f. LL I)., .MINISTKll OF KDI \TI(i.\. 
 
 As alJeport oiiourl'Muoational Exhibit at I'iiiladidpliia would lie eonsideied ineonipleit- 
 witlunit some account of the Educational Iiistiuitions of the I'roviii'a-, 1 append here- 
 with the following brief sketch of these institutions, prepared for the e.\liibition by the 
 Minister of Education ; — 
 
 St.VTKMKNT ItKI.A'liSi; TO Till': EdL'CVTIONAI. iNsniT'PIO.NS OK O.NTAItlo. 
 
 This statement relatesoidy to the Edueatioiuil Institutions of the I'ruviiice of Ontaric 
 Eilucation is one of the sulijeets within the exelusive juiisdietioii of the l'i-o\ iiiees 
 wliicli compose the Confederation of Canada. 
 Tlie system comprises the following : 
 
 I. The Public and High Schools under the control of the Ivlucation Department. 
 
 II. The ScIkjoIs, (Jidleges and University provineially eniloweil, ami .subject to the 
 control of the Provincial Goveriimeut. 
 
 III. Iii.-itituti<ui8 for special classes, maintained and managed by the Pioviiieial 
 Oovernnieiit. 
 
 IV. In-litutions and Societies iiartly aided by, or nmler ( ioverninental supei\i>ion. 
 
 V. Sclio(ds ('olleges and Iniveisities not under Piovineial contidl. 
 \\, Instiiuiions partly e(luialiona! or reforniatoiy. 
 
Ill'i.ll 
 
 l^■^s^l■l•L:Tl(t^s ()[■ oxtaimh, 
 
 4:> 
 
 I. — I'lihlic (Dill Iliij/l Srlinols, 
 
 The Ednc.'itiun Dt'iiattmciit is ciitrustcd with tho cinitiol df the I'liblic and Hij^h 
 Schools of tile I'roviiico. Tiic I)c|iartiiu'iit, at tlio last Session of the liCgislattiic of Ontario, 
 uii(l«'i\vont an important chanj^'c in ccasint; to he nmler the control of a Hoard or Conncil 
 of Pulilie Instruction, with a Ciiief Sn))erinteiid('iit, ami is now composed of a Committee 
 of the Hxecntive Council nf the Province, i»resided over hy one of their numher, as Min- 
 ister of Education, and holding oHice with the other members of the Executive Council, 
 suliject to responsihility to the Legislative Asseml)ly, according to the principles of the 
 l)rili>ii Conslituti'Mi. 
 
 The Schools uiidiT tlie ailministration of the Education Department comprise — (1) 
 Pultlic (or primary) Schools; (2) Separate (or denominational) Schools; and (3) High 
 (or sec(jndary) Schools. 
 
 The Province of Ontario possesses a system of municipal or local self-government 
 which is unitorm throughout the Province, and while symmetric d in its arrangement, is 
 practical, and rests upon the free action of the ratejiayers in each municipality. TIk; or- 
 ganization comiprixs the (1) miimr municipal corporations, consisting of townships, l)eing 
 iiiral districts, of ,in ai'ea of eight or ten scpiare mihs, with a po[)nlation of tVoni three to 
 si.\ thousaml; (2) viilaurs with a i>opidation of over seven hundred and fifty ; ami (."?) 
 town> with a population of over two tliousand. Such (jf these as ai'e comprised within a 
 larger ili.-trict, termed a county, con litute (t) the county nntnicipality, wiiich is under 
 the government of a council composed of the heads of the dilferent minor municipalities 
 in .>urli counties as have already lieeii consiiuiti'd in the Province, (5) Cities are estah- 
 li>hed from the growth of towns when their population exceids fifteen thousand, and their 
 municipal jurisdirtion is akin to that of counties and tmvns ciunliined. 
 
 The functions of eacli municipality are commensurate witli their re.-pective localities, 
 riiis innuicipal niganization has lieeii leadily adapted to the reipiiremi iits of a popular or 
 national system of edni;alion. 
 
 Iiev I >r. Kyei'.-on, who, in Fel>ruary, retired from the otlice of Chief Superintendent 
 of Kducation, ai'tei' thirty tiin'e years of ahle service and devotion in founding ami develop- 
 ii;g the ()ntario systeu) of Pultlic Instruction, thus <lesciihes the facilities ati'orded to educ:.- 
 tioiial judgress hy tiiis nuiiiicipal system, in an address delivered in the year 1S")1 ; 
 
 •■ It is in I'ppei' Canada (now Ontario) alone that we have a ci)mplete and uniform 
 M'.stem of municipal oigani/.atioii, fnuu the smallest incorporated village to the largest 
 city, and from tin' feehlest school section and remotest township, to the lai'gest county 
 or union of counties— the one rising aho\e the other, l)Ut not superseding it — the one 
 merging into the other for purposes of wider expansion and more extensive coml)ination. 
 I'.y th< ii' constitution, the nnmieipal and sihool coipoiations are reflections of the senti- 
 ments ami feehngs ot' tile peoph' within their respeciiNc eindes of jurisdiction, and their 
 powers are adi'(|Uaie to meet all the economic exigencies of each munici[»ality. whether of 
 !-ehools {\y roads, of the dill'usion of knowledge or the development of wealth." 
 
 In each minor nuinicipality, such as a towiiship, local School Corporations for the 
 tow nshij), or for a section thereof, aic estal)lislied, and these are governed by trustees 
 ■elected hy the latepayers, who are liable for the support of the pul>lic schools in their re- 
 .«pecii\-e localities. Tile trustees appoint the teachei', who must possess the (pudifications 
 )i i|uii'ed l)y the lieparlment. They arrange ami pay the salary : purchase the school site 
 ^whiih may lie aci|uired compuls' rily ) ; buikl the school-house, and levy rates foi' all 
 funds which, in tiieii' judgment, are leipiired for ])ublic scho(4 pui]ioses ; or may, at their 
 option. re(|uii(' the Coiiioration of the Municipality to levy the i('(|uired amount of rates 
 instead. The tiustces can estalilish a circulating library, and may Imuiow, with the conseiit 
 oftlie Municipal Council, money for school [)ui poses. The trustees are under the ob- 
 ligation to provide aileipiati' school accommodaliou, as dehned by the regidations of the 
 Education |)e|iartnii tit. and siitiicient for all children of school age within the scho<d 
 di\ision ; to emjiloy the re(piired number of (pialified teachers ; to permit the children (d" 
 all ie>ident-. lieiween the ages of live aud twenty-one, to attend school, /'/vr .</",/// cAroy ; 
 tley aie liiiniid to keep the schools open the who'e year, and to send to the Inspectors 
 and tie ' 'epailinent the accounts an<l icports reipiire 1 l>y the Law ami Ivegulatioiis ; they 
 must a. take a census of the chililren between the ages of live and sixteen years inclusive^ 
 
M 
 
 . i 
 
 40 
 
 I'AUT X. — lUUKF SKKTCH ol' THK KIM'CVTIoNAI, 
 
 ail ! rspi'ciiilly tlinsi.- hiitwct'ii rs(:vt'n and twt-Ivt years of a,L;t', and in case any ot'tlie laitt-r 
 hav'- not been under instruction for four months in the year at h'ast, tiiey must notify 
 tlie [jarents, and can impose a rate of one dolhir per month for eacli child in case the 
 neglect continues, or may lay a complaint l)eforo a Justice of the Peace, who has power 
 to fine, and in default imprison for the ofTence. Similar powers and obligations reside 
 with the Hoards of School Trustees in cities, towns and villages, but these only raise the 
 sums recjuired for school purj)i)ses by reipiisitimi, according to their own estimate, upon 
 the Council of tlie Municipality, which is bound to raise the required amount by rate. 
 The Council of the County .Muniripidity is entruste(l with additional specitic duties in re- 
 spect of the townshij)s within the county, the most important beim;' to levy by rate an 
 amount eipuil to the Legislative gi'ant for education, lioth amounts being solely devoted 
 in aid of teachers' salaries. The County Council also apiioints Inspectors, possessing the 
 ([ualitications recpiired liy the Oeneral IJegulations of the De])artment ; pays one half of 
 their salaries, the other half being paid out of I'rcnincial funds; ami appoints a County 
 Doaid for the examination of second and thinl-class tt'achei's. The School jJoard of eai'h 
 city possesses similar powers, and of towns and incorporated villages some of them. No 
 teacher can l)e engaged by the trustees unless he lu Ids a certiticate acipiiretl after exannna- 
 tion according to the Ceneral Regulations of the l)epartment, wiiicli involve his parsing 
 a satisfactory examination upon ([uestions pi'cpared l»y the Central Committee of Mxaminers 
 appointed by the Department, and tiie classitiration is ariMuding to the result of his answer- 
 ing. First-class certificates can, however, only be .>btaine(l by candidates from the Iviuca- 
 tion Dei)artment or Minister of Education, alter ))as.sing a satisfactory examination by 
 such a Central Committee. 
 
 The County, City and Town Councils, in appointing Inspectors, are Hnuted to >uch 
 teachers as hold the highest gi-ade of ceililicate. 
 
 The Inspecti)r's duties are to inspect every school at least twice in each year, appor- 
 tion the Le::islative (li'ant jmhI County eipuvalent to eicli school, act as Chairman of the 
 Examining Board of his district, investigate, contirm, or set aside the rural school elections, 
 call meetings of ratepayers, decide disjiutes ; suspt'ud teachers' certificates for cause ; give 
 rep(Ut on the state of the schools to the Department, and generally to see that the Law 
 ami Regulations are ol)served, 
 
 The Examiners appointed by the County or City Council must [lo.^sess iiualitications 
 prescribed by the Regulations, and their functions are to examine candiilates within their 
 localities for second and third-class certiticates, on examination pape;s [uepared by the 
 Central Committee of Examiners. 
 
 The Central Committee of Exanuneis isai)pointed liy the Department fron) the High 
 and Pul)lic School Inspectors, with a I'rot'esscr in the Provincial I'niversity to act as 
 Chairman. 
 
 Separate Schools apply to Protestant and coloui'cd ])ei'soiis as well as to Roman 
 Catholics ; but this exception to the gemral Public School system is cliietly coidined to 
 Roman Catholics who desire to establish Separate Schools where their supporters are 
 sufficiently numerous to support one. Tiie principle is, that any Roman Catholic rate- 
 payer can elect to support a Separate School, and upon giving the presciil)ed notice, he 
 is exempted from the Public School rates. They aie goveined by trustees elected by 
 their supjjorters, and a cori)oratioi! w'ith powers similar t(» the other school trustees. 
 Their teachers are reipiired to possess propercertilicates of (pialilication, and their schools 
 share in tiie Legislative (Jrant in proportion to their attendances, and they are also suli- 
 
 ject to inspection by the Education Depaitnniit. 
 
 The prescribed cour.se of study for the i'ublic Scho 
 
 (il involves reading, spelling and 
 
 nnisu' ,iiid otiject lessons for all the 
 
 lours ot study per weeli. (Iram- 
 
 etymology, writing, arithmetic, geography, diawiii^, .. 
 
 classes (being from i to G inclusive), and iccjuiiing '2\}, ^ , . 
 
 mar and composition begin in the second cla.ss ; chemistry and botany in the fourth ; 
 general histiiry and literature, natural history and physiology, in the fourth class ; while 
 in the fifth and sixth classes, civil goveininent, natural pliilo>ophy, algebi'a, geometry, 
 mensuration and book-keeping are also prescribed subjects of study. The following table 
 shows the 
 
 1 
 
1 
 
 INSTITUTIONS ()|- oNTAIilO. 
 
 47 
 
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 Zjf, i^X__ "^ a 'C " -— 'l^ /.-T.Z *^ 
 
 
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 Ti T Ti — .- ri ri 
 
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 43 
 
 
 
 
 
 
 
 
 
 
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 ^ -■-§ r 
 
 
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is 
 
 I'AltT \. — ItKlKC SKKTtH OF THK KDlH'ATKt.NAI- 
 
 m 
 
 The followinn' are the statistics of tho I'ublic Schools of Ontario for the year 1875 : — 
 Number of schools reported as kept open, 4,8;U. Tho number of pii|ils between the au;es 
 of .') and in, attending the schools, was 450,805. The f^chool population was 501,083. The 
 number reported as not attending- any school is 10,cS0!t. The averai;e attendance, namely, 
 being the averai^c daily attendance, divided by the legal teachin<r days of the year, was 
 198,571. The number of teachers are (5,018 —2,0 15 bcinL: males, and 3,37'i females. The 
 following are the ((ualifieations of the different teachers witii Trovincial certificatoa ; 
 
 First class 236 
 
 .<econd-elass 1,088 
 
 Old County Hoard First class Certiticates 411 
 
 " ' '• Sccdud c'iiss '• .. ir.3 
 
 " " Third class •• 1>9 
 
 New County Board Third class CVrtificate.-; 3,552 
 
 Interim Certiflcates 539 
 
 The average salary of male teachers in counties was .■?;V)1 ; of female teachers, .*'230. 
 In cities, of male teachers, !*72'"^ ; of female teachers, $'J'J5. In towns, of male teacher.*, 
 *.')(14, and of female teacliers 82t)7. The Separate Scliools are included iu the above statement. 
 Tlic number of Roman Catlmlic Separate Schools is 15('), and of pupils 22.073. 
 
 The High Schools, like the I'ublic Schools, are open to pupils of both sexes who an 
 pass an entrance examination chiefly in the t'ourth diss work of the I'ublic Schools. I'lie 
 High Schools are intended to furnish a higher Hnglish, or a classical coiir.sc with mo'lern 
 languages, so that the pupily; may be fitted to pass the matriculation examination in tlu; Uni- 
 versity, or to enter business. Hidi Sclio Is which have four masters at le;;st, ainl ;i!i aver.i'.:c 
 of t)0 male classical pupils, are called ( 'olleiiiate Institutes. 'I'hero is a liCgislative ( irant in aid 
 of these schools, which, supplenieiitel witli the (.'ouiity grant, — e(|iial to half the Legislative aid 
 — is to be expended only upon teachcr.s' salaries. There is a further allowance out of Pro- 
 vincial fu.ids, based on the elHciency of tlu' schools as tested liy the results of the annual e.v- 
 amination an<l by the average attendance of the pupils. The County Council can establish 
 High Schools with the consent of the Provinciil (jovernment, and they are sutiject to the 
 suiicrvi>ion of the Education Department by its Inspcetors. Tlic he.id misters are reijtiireil 
 to be uraduatcs in Arts of Hritish or Colonial Cniversities, of proved ellicieiicy as teachers, 
 and to possess a certificate to that ett'ect from the Departmetit. 
 
 Each High School is under the government of trustees who .are appointed by the County 
 Council, tir iu case of a city or town separated from a county, by their Councils res- 
 pectively. 
 
 The tru.stces appoint the teachers pos.sessing the (lualifications reijuired by the Regula- 
 tions, and they also provide for the requisite accommodation, furnituro and apparatus, and 
 are empowered to call upon tho Municipal Council of lluir nispective districts for such funds 
 as they annually requite. The } I igli Schools are under the tJeneral Regulations and I'ro- 
 gramme of Study prescribed by the Department, and are subject to its inspect ion, and their 
 trustees ;: ust report thereto. 
 
 The rrogramme of Study in the High Schools prescribes, English language, mathematics, 
 modern languages, ancient languages, physical science, history and geography, bookkeeping, 
 writing, drawing and music ; each school being divided into a Ijower and l'p|er School, jind 
 specific subjects are prescribed for the Lower and Upper Schools, respectively. The trustee.- 
 are at liberty to decide (subject to the af)proval of the Hiizli School Inspectors), according to 
 circumstances, die order in which tiie subjects shall be taken up. the amount of work to bo done 
 in a :.;ivcn time, and tl:e nundter of cla-ses to be carried on at once. 
 
 Iu the year 1875 the following was the condition of the High Schools; — The number (d 
 Schools. 108 ; number of pupils, S,.'i42. 
 
 The Education Department is entrusted with the full cenral .-luthority for makin'.^ 
 general regulations for the efticiency of the rulilic and High Schools, and to that end pre- 
 .«cribes text books, library and prize iiooks. programme and subjects of >,tudy for the <lilbrent 
 schools, and for tiie examination and classification id' I'ublic Scho d Te:icliers, thr iiu.ditici- 
 tion of Iliiili and Public School Insjiectors, appoints the ('entral Comnuttee of j'lxainiiu'rs, 
 ;ind Teachers of the Normal and .^lollel Schools, ajiportions the Legislative (ii.ints, and 
 generally controls all matters relating to the Public ami High Schools. 
 
 X 
 
 
INSTII'UI'KiNS oi' ((NTAlUo 
 
 4!) 
 
 .1 
 
 For tlic ln'ttcr supply of tr.iiiiod tc:icli(?rs. two N'oninl Sclmols luivo been estnblislicd — 
 one at Toronto, and tlie other recicntly at Ottawa. Two Model Scliools Cor boys and <iirls are 
 attaclied to the Normal Scliool at Toronto, to aid in the practical training of Normal Selinnl 
 stuiients. Dnrin;;' the year 1S7.'>, 17 male and ')] female students obtained Provincial Cer- 
 tificates at Toronto, the new School at ( )ttawa ijeinu only in tlie first year of its operation, 
 ■j'iie total number of students admittcMl to the Xor'ual School, Toronto, to the etid of the year 
 187."), l)(>in^' the r)L'nd Sessiiai, was 7,0 1^5 — ;5,7!)l) beinir mile. .■'>,7o;i beini: female. In tlie 
 year 1S7.") tin- sum of .'^:5."Ji}'.i,27l was raised for tlie support of the Public Schools, beiiiu' de- 
 rived fro.n the fdllowinu; sources : 
 
 Krom the County municipal assessment 
 
 The Trust (M's' school assessment , 
 
 The I.eL:i>lative ( Irani and other receipts 
 
 .•:!75S,t(M 00 
 l,:i 17,1 •_'.') (Ill 
 l,<i">'.t,S(JL' I Id 
 
 Out (if thcsi! funds the amount paid for teachers' salaries is Sl,7r)8, 1 00 ; f^r apparatus, 
 
 prize I ks and libraries, s.").'5,S0ii ; for site and buildiu'.;' of School Houses, .■?702,;530; rents 
 
 and repairs to same, SllS.t.")! ; fur school Ixioks. stationery and cxpiiises, .S.'530,:VJ4. 
 
 ""?," I'tT II IliIi Schools the total e.xpendiiure in lS7r) was S-'^-'?2,4l;$. The total receipts 
 amounted to $•'> ■'"^.'MS, derived from the following; sources: Le<j;islativo (!rant, 876,012; 
 .Municipal Grant, sltiO,-J-J.') ; jiupils' fees, sl7,'.l'.»0 ; and other sources, $79,001. Tiiis shows 
 an increase over the preeeiiiiii;' yiMT of ••Sl'.l.tl-") 7. Out of the recoipts, the amoint paid for 
 salaries of masters Was si S4.7r)-J : fnr buildiu'.'. rents and repairs, i'?7<),r)8G ; booLs and ex- 
 fiense.s, .*(!('»,()( li i ; apparatus and libraries, si, 073. 
 
 //. S<'li<>oI{ij ('(ilhiji'X iiii<l ('ilil'irsifi/ I'l-iiriiKiiilIji I'lnhiircd, aixl nuhjirt fa t/ir COiltrol iff the 
 
 Pi'iiri iicidl liiu'iriinii'id. 
 
 These Institutions come next in onler. They are exclusively Provincial, being sup- 
 ported by Provincial fumls ami suliject to the General control of the Government, but pos- 
 sessini^ their own (-'ouneils or liovernin^ bodies, and are not within the jurisdiction of the 
 Education Depaitment — as such. 
 
 IJri'Kii Canai>.\ (.'oi.i.kok was founded in l>S2^,upon the model of the great Public Schools 
 of KuLiland, and was endowed with a large grant of |)ublic liixls. from which it now derives 
 ail amiud incouK! of .■^l.").iiOii, in addition to its building and grounds in the City of Toronto. 
 Its pupils numb^'rabiut .'^in, and it aims at pre[)ariu'.i' tliem for m itrieulation in the Provin- 
 cial University, and for ditferent professions and pursuits. It is governed by u Committee of 
 tlie Senate of the Provincial Cniversity, under Statutes passed by it from time to time ; but 
 Mich Statutes are sul)ject to the approval of the liieutenant Governor of the Province. The 
 curiieulum i^xtends over a six years' course of study in tiie same number of forms, and em- 
 braces Greek, Latin, luathematics, French, tierman, Knglish, granuu ir, literature and com- 
 position, history and geography (both ancient and modern), natural philosophy, experimen- 
 tal chemistry, physiology, l?ib!ic;il knowledge, the usual commercial branches, drawing, 
 niu^ie, gymnastics, fencing and drill exercises. 
 
 In otlier forms, known as thi; Lower and f'^pper, moilcru commercial and scientific 
 training can be obtained. The examinations in each form are (juartcrly. Scholarships may 
 be established by the different ('ounty Councils, while four exhibitions have been founded out 
 of the IJinversity funds, each exhibition being the result of a competitive examination, and 
 tenable for one year, in the fifth and sixth forms. Its staff of teachers comprises the follow- 
 ing : — 2 (Classical Masters, 2 Mathematical >Laslers, t English Masters, Drawing Master, 
 Gymnastics and Drill .Master. This School .and the High Schools already referred to, con- 
 stitute the principal feeders of the Provincial University. 
 
 The corporate designation of the University is that of the Univkrsity of ToKON'n.). 
 It was originally established by Royal Charter, and endowed with a grant of public lands in 
 18^8. The annual income from this endowment now exceeds ."^oOjOOO, Tin; institution was 
 inaugurated and opened for students in 181"). The governing body now consists of the 
 .Senate. Tlic Convocation, composed of all the graduates, elect the Chancellor and fifteen 
 
50 
 
 PAllT X. — inUKF SKl'TCH OF THK Knf( ATloN.VI, 
 
 members of the Senate, the Provincial Government nomii.atini: nini'. The Senate has power 
 to confer degrees (but not honorary deiirees) in tiie several faculties of Arts, liaw and Medi- 
 cine, and certificates in Engineerini» and Ai:rieulture, after the different examinations pre- 
 scribed in the curriculum, and subject to its provisions for attendanetf upon lectures in Uni- 
 versity College, or other affiliated schools or colleges. The Senate can also provide for local 
 examinations, and may recommend to the Lieutenant-(}ovcrnor in Council the estahlishmcnl 
 of Professorships in any department of knowledge, science or art, in University College. 
 
 The functions of the University comprise the examination of candidates for standini: 
 .scholarships, and degrees in the several faculties. It prescribes tlie curriculum of study, 
 and appoints the examiners, and conducts the respective examinations; it also maintains a 
 library and museum. 
 
 The work of instruction is performed by U.NIVKliSITV Cdt.M'.dK through its Professors 
 and Lecturers. This College and the University are maintained out of tlie common endow, 
 mcnt of th(! Provincial University, which is administered by the Bursar's Department, undiT 
 the control of the Lieutenant (iovcrnor in Council. University College is governed by a 
 Council composed of the President and Professors. Tlu' following chairs have I een establisiicd 
 in the College, namely : Classical literature, logic .ind rhetoric, mathematics and natural philo- 
 sophy, chemistry and experimental philosophy, history and Knglish literature, mineralogy 
 and geology, metaphysics and ethics, meteorology and natural history, and lectureships < n 
 Oriental literature, in German and French, Italian and Spanish. 
 
 The cour.se of instruction follows that prescribed by the curriculum of the University 
 of Toronto, and involves four academic years, each consisting of two terms. 
 
 The students are required to pass a matriculation examination for entrance to the Cnl- 
 lege, and also to the University, before being entitled to be recognised as regidar students ; 
 and the examinations prescribed in the College arc at the expiration of each term, while the 
 examinations for standing in the University of Toronto are required to be annual. Students 
 who arc not matriculated may attend lectures in the different departments. 
 
 Besides University College, which forms part of the i'rovincial University system 
 supported by the Provincial endowment, there are .several institutions which, maintained 
 from private sources, are athliated to the University, and are entitled to send up to its exami- 
 nations students who have conformed to the prescribed curriculum. Amongst such may be 
 mentioned the Canadian Literary Institute at Woodstock, and the Toronto School of Medi- 
 cine; but these properly belong to another class, and need not be further consideied hero. 
 
 Since the opening of the University in the year 18111, the number of students who ma- 
 triculated up to the end of the year 1875, is as follows : — In Law, IP!; in Medicine, '.]'.]*> ; 
 in Arts, 918 ; in Civil Kniineering, ."53 ; and in Agriculture, 1.'0 ; or the total number of 
 1,423. 
 
 The number of degrees conferred in the several faculties is al.so as follows : — -In Law, 
 118 ; in Medicine, 328 ; and in Arts, 7l'8; or the total number of 1,171. 
 
 Scholarship.s in the different faculties arc annually awarded upon the result of the exami- 
 nations in the T^niversity. There are thirty-nine in the Faculty of Arts alone, in sums of 
 SI -20 and 880 respectively. 
 
 Since the year 1840 the aggregate number of scholarships awarded in that faculty is 
 721. 
 
 The seat of the University and University College is in the City of Toronto, where they 
 occupy their own building, which is of Norman architecture, specially designed for their pur- 
 poses, and situate in spacious grounds. The cost of the building alone exct^cded 835(1,000. 
 
 ///. Priie'uirial Iiid'diitioi(x/<ir Sjicn'i'/ CVr^s.srs /iidlnfaincfl anil iikukkjp I hij ihf I'lurimitii 
 
 (i(in'7'inii('tif. 
 
 The Leiiislature of the I'rovince has established several Institutions of a specific cha- 
 racter, and maintains them by annual grants out of the I'rovincial revenue. 
 
 In 1870 the Lnstitution kor thk Edicatio.v of the Deaf ani» Dumb was esta- 
 blished in the Town of Belleville. Such pupils as arc unabb to be maintained by their pa- 
 rents or guardians are clothed, boarded and educated free of charge. The course of study 
 comprises the usual English education, namely : history ; geography ; arithmetic ; writing 
 and drawing, also articulation. The boys learn the following trades : carpentering, cabinet- 
 
 I 
 
INSTITUTIONS OF ONTAUIO. 
 
 51 
 
 inakin;.' and shoe inakinj^, and knowledf^c of tho farm and gardon. Tlu; fjirls are tauj;ht 
 sowini;', knittint? and ticmral donioslicf work. 'I'lie number of pupils is more tliau lUO. 
 
 In 1S71 the IvsriTrrioN for tiik Hmnd was established in tho Town of Brantford. 
 Its object is tlio instruction of blind pupils of sound intellect in the ordinary bninches of au 
 Knglish education, in vocal and instrumental music, and in certain niechanical arts within 
 the reach of the blind. No pupils can bo admitted excoptini.' tor tho purpose of instruction ; 
 and all over the aue of twenty-one are exchuhMl except under special circumstances, and only 
 Cora sinirle season as probationary. Admi.ssion is refused to the aued, infirm or to imbeciles. 
 l*U[iils unable to pay are boarded and tau^dit u'ratuitously. 
 
 The chief expense of the maintenance of tiui Institution is borne by the I'rovincial 
 Treasury. 
 
 The number of pupils durinu' its last session exceeded 1 10. 
 
 The S( iiodi, OK I'liACTKj.vL SciKNcE was established in 1873, and biiildinj^s secured 
 where lectures of a practical character are i^iven on chemistry, j;co!oji;y, and physics; and 
 classes arc instructed in linear, construction, and free hand drawing:. 
 
 In ISTt, the 8<'H(»0L ov Aouiculti RK at Guclph was opened. Its objects are (1st), 
 to teach the practice and theory f liusbandry to youn<^ men enj^Ji^'cd in auriculture, or in- 
 tendin'_' to so en<i;a<,'e ; and (L'ndl} , to conduct oxpoiinients of ueneral interest to agriculture. 
 The farm in connection with the Institution consists of ,")r)0 acres. 
 
 The reiiular course comprises two years, and instruction is ^ivcn in Agriculture, Horti- 
 culture, Natural Science, including Chemistry, Veterinary Surgery, Anatomy, and Physi- 
 ology. The buildings provide accommodation for ;")(!. 
 
 The sum reijuired annually for the maintenance of these Institutions amounts to 
 
 88r),ooo. 
 
 IV. Iiistifxtioiis luid Siiclit'ns purthj .tldrd In/ <ir intdi'r Gorenimcnfa! SiijJci'fisio}i, 
 
 Mechanics' iNsTrnrxKS may be esfablislied as Corporations under a general Act, for 
 providing a library and evening classes. Each is entitled to receive from the Legislature au 
 annual grant of SUH), conditional upon the local contribution being at least $200, and upou 
 being subjected to (iovernment inspection. 
 
 These exist in almost every town in the Province, and 1") Institutions are reported last 
 year t > have held evening classes, with an attendance amounting to 772, for instruction in 
 Engli.sh grammar and comj)osition, arithmetic, geometry, and mensuration, penmanship, book- 
 keeping, practical mechanics, chemistry, geometrical and decorative drawing, and free hand 
 drawing. 
 
 Several societies, partly educational, are also annually aided out of tho Provincial 
 Treasury, such as the Aoiiicui/iUHAf, AND .\iiTs Association, the Ontario Socmkty of 
 AuiTSTs, the Canadian iNSTmriK, and the Kniomoixxucal Socikty. 
 
 're they 
 loir pur- 
 r)i),00(>. 
 
 irt/ii'i'i^ 
 
 J'. aS''7/o'//,s, C<iflr(ji;.<, iiinl C^rnn rsiliifi mA nf a I'mriiirldl C/inrdcfu); 
 
 Causes of a social and denominational character have given oriL'.in to several Schools, 
 Colleges, and Universities wliicli, niaiutaineil by their special supjiortors, ;ire taking part in 
 the work of education in the Province. Of tliese, few are to be found in the rural districts, 
 and tho number in all does not much exceed 200. But schools of a private nature, and some 
 of a superior order, are to l)0 found in the cities and larger towns. These together number 
 21)7, witii some S,0(ti^ pupils, and 570 tcaoliors. 
 
 Of a social or denominational origin, may be mentioned : Episcoiialian — Trinity College 
 S.'hool, Port Hope; liishop Hellmuth's College, London, for Boys: Bishop Hollmutli's 
 Ladies' College; iiishop Strachan's School, Toronto; Church of England Ladies' School of 
 Ottawa; while the Wesleyans have established a Female College at Hamilton, and the On- 
 tario Ladies' (,'ollege, Whitby; as well as an Institute ibr Boys ut Dundas ; the Methodist 
 Episcopals have a Ladies' College at Belleville ; the Presbyterians a Ladies' College at Ot- 
 tawa and at Brantford ; the Itoman Catholic body have several institutions under their 
 exclusive charge, such as Saint Michael's College, Toronto; Lu Salle Institute, Toronto; 
 Loretto and Saint Joseph's ('onvcuts, Toronto ; and Assumption College, Sandwich. 
 
lis 
 
 52 
 
 I'AUT X. — EDUCATIONAL INsTITr I'K iNS (»F oNTAUH», 
 
 I 
 
 f'i : i( 
 
 From niiiny of tlio schools just montioiuHl, s (inc of tlio jjiipils pmcrod to tlie donoiiiiiia- 
 tionnl Collf^'cs and UniviTsilies to I o next iiiciitioii('(l, anil sunic to tlio I'ruvinc-ial I'nivrivity, 
 
 Under dcnoininiitional control, the followinir < 'ollo„'cs and Uiiivrrsilies aro fn lio noticed: — 
 
 (1.) TnK University oi' VirToiuA ('(ii,!,i.(;i:, ('obimii:. wliidi (djlained University 
 jiowcrs in ISIl, to confer degrees in tlie several lacnlties wliieli eomiirise Aits and Science, 
 Tlieolo;,'y, Law and Medicine. 'I'lic Senate is tlic i,'overnini:- I'ody, and tlie (.'ullegc is cliiitly 
 supported by an income di rived from an endowment of about sl()ii,(l(i(l, contribut(d by 
 voluntary subscriptions. 
 
 ('2.) University and (Jueens Coi.i.kuk, at Kin<_'>t(iii, under the control of tl.e 
 Presbyterian Church of Canada, foimerly in eonneetioii with the C lunch uf Scotland. 
 
 This College was incorpfirated by ijoyal J.etters I'.itent in 1S|1, ami endowed with 
 University powers. Its income is derived from an endowmnit fund of about .SiOtl.HiiO. Its 
 teaching work is confined to the faculties of arts and theology, .since the cipening of the 
 College, 871 students have been enrolled, and .'tjil decrees conferred. 
 
 (3.) The Univi:i;sii V di' '|'i;iNnv Coi.i.kck w.i>e>-tal)lis!ii'd for the in^tiuction of mem- 
 bers of the Church of Kngland, and obtained a i{oyal Charti r in Is.') J, which empowered it to 
 confer degrees in divinity, law, arts and medicine. It is suj'portrd by an endowment obtained 
 from subscriptions in lOiigland and in Canada, and is govt'rned by a Con\(H'ation, consisting 
 of the Cliancelji r, the Trovost and rrofes.-ois, and jieisons of the standing of .Ma.-tcr of Arts 
 or of any degree in divinity, law or iiudieine. Sub^criJption i.^ re(juired to the ethct that the 
 student is a member of the Church of Kngland, but i.-j not rc(iuired from any ciiiididate who 
 is iiot a member of the Church of Kngland, 
 
 (4.) Al.r.Kli'l Univkiisii V was established at Uelleville by the Methodist I'ijiiscopal 
 Church in IS')", atid obtained University powers in ls71. It is under the government of a 
 Senate which confers degrees in arts, law, music, theology and engineering. 
 
 (o) 'Ini; Ottawa Coi.M.<iE is under the direction of the Koman Catlolic body, and 
 obtained University piowers in ll^tKi. 
 
 Denominational institutions of alike character to the preceding have been established 
 by other religious bodies, but without aciiuiring University pnwers. their main objtct being 
 for the education of youths for the ministry in their le.-ptctive (.'hurches. 
 
 The Presbyterian (. hurch in Canada e-tablished Knox'.s ChI.i.ki.e, in ISU. 'llie course 
 !•> chiefly theological, ami the College now owns . and occupies a coinmoiiious edifice in Toronto. 
 It has acquired a considerable endowment from jirivate subscriptions. 
 
 IIl'KON Coi,Li;<iK, situated at London, is of like character in connection with the 
 Church of Kngland. It was founded in the year 1.'~'().3, and ac(|uired its building and endow- 
 ment by Jirivate sub.-ci i/itions chiifly obtained in Kngland. It is purely a tlicologieal college, 
 and pledged to tiic maintenance of the priiiciples of the Church of Kngland known as 
 Kvangelical. 
 
 The Canaiiian Liteuauy IssTlTtrTE. at Woodstock, while atllliated with the Uni- 
 versity of Toronto, in connection with its course of instruction in arts and science pi .••soses a 
 theological department for the training of ministers in connection with the IJaptist Church. 
 
 The foreguiiig is an enumeration o, most of the Institutions whose origin may be 
 traced to social or denominational causes. 
 
 In connection with j)rofessional pursuits, the Law Society of Ontaiio luaintaiti.s a 
 Law School, in which lectures are delivered to sUiJeiits, and upon an exaniiiiation being 
 held, Scholarships may be awarded upon the result. 
 
 For instruction in medicine the following schools exist : — 
 
 TiiK Toronto SriiooL of MiCiUciNi:, afliliated to the University of Toronto; the 
 Medical Dki-autmknt of the University of Trinity College; the liuVAL (.V)LLK(iK oF 
 PHYSICIAN.S AND Sl'KiiHONS at Kingston ; there is besides a Veterinary College in 
 Toronto. 
 
 J^L— Inililntiiiti<; j)firtfi/ Educdtmidl or Il<fnvrnatory. 
 
 In addition to the institutions propeily edncutional, there are others whose objects 
 are of some such character, and which are stiiving U>v the amelioratimi and reformation 
 oftho.se cla.s.ses which come within the .scope of their operation. Of these may be noticed 
 those directly maintained out of the Provincial funds, and controlled by a Depaitnieiit of 
 the Government. In the Provincial KeformatuRY, Peuetanguishene, there iire 173 
 
I «l 
 
 
 CENTENNIAL INTEKNATIOXAL EXIIIIUTION. 
 
 GUIDE TO EDUCATIONAL EXIII lUTS.— I'ji-c iVJ. 
 
 Mtixsarliiimiln (hi IJasf GdUvry). 
 
 a: 
 (J 
 
 J9 
 
 s 
 
 Hv 
 
 %0- 
 
 <g.J 
 
 ]Ojl U- 
 
 J]IJ[C^ 
 
 nnrr 
 
 ^'-z] 
 
 "0,^— 
 
 i_i- 
 
 »C! 
 
 :lli 
 
 5 ^^'^VCl'^ 
 
 ^-2 
 
 lUiLC'':]^'' 
 
 9j- 
 
 ---rioter-: 
 
 U J :^: L'] i 
 
 L!aL.;a::ia 
 
 [n[Q[ 
 
 IHlllllIM 
 
 Itiiliiinii. 
 
 Oh Ik. 
 
 Ktiiltirhil. 
 
 Mil f;/l<i inl. 
 
 Si ir J/iniips/ii'n 
 
 Mlrli'iijiiii, 
 
 ]\ ismiisiii. 
 
 t'uiitnc/ii'i'l. 
 
 Xri'' Jcrni'i/. 
 
 Ji'/ioile I nl 11 nil. 
 
 Miu'uij. 
 
 Imcii. 
 
 Mi.'<,i<iuri. 
 
 Xi'io ( trliiiim. 
 
 'li'IDIUXXii'. 
 
 Ilinnji/iiii, I'll. 
 
 ^Aiii. M isxiiiiiiirii .[.-(xiii'intiDii.^ 
 Jiijiii n. 
 .Viincdi/. 
 iS'w'ileii. 
 
 Jillti.'o'il. 
 
 Ontiir'in. 
 
 iin'ifirriainl. 
 
 JJi'/ijiinn. 
 
 llvirJl. 
 
 y I tlirrliliiilx. 
 
 Pi iniKljl fllliul . 
 
 K'lHilii'ijai'tiil A nil I ii'ii n 
 
 Sii'iilisli Sclioiil I/ini.ti . 
 
 Kiiiilrrijiirti'ii Frill ln:l. 
 I (iiirrr/iinint llnUiliiKj. 
 I h'l/iiriifliin ill I'liiteil SliitPH, 
 
 MiixsiichnHi'ltx Stiitt /Ini/'/iny. 
 
 Wori'isfrr Frit- Inxtitnti'. 
 
 C'lirnill L'ninrxifi/, X. V. 
 
 t^'.inpf- 
 
 Hmraii. 
 
 Ituhj. 
 
 (Irent liritniii. 
 
 (Jiriimni/. 
 
 I 
 
 
 S^ 
 
 Jc 
 
 Note, — ExhiMt Xo. 7, "Ontario," al.--o iiiLludi/il suiiie Mo<luls of Kducatimial liitititiitiuiis Huut fruiii tlie 
 I'lovince of t^ut-bec, and a few KdiRatimial niattfiH from Xova iScutia. 
 
is" • 
 
 I'AIIT XI.— I'lHf ATlnNAI, KXIIIIHTS (IK VAUIUlS NATIONS. 
 
 38 
 
 lioyn, wliu liiivr Inch (oiniiiitti'il in it on liciii;; tiii'il fur criiiiiiiul olVi'iiccs. I'.ul of their 
 timo in ^'ivni til instiiK-tinn aiiii purl tu tiaiiiiiij^ in varimis inilnstrics, iiiiil t ho general 
 rosultH of thr liratincnt have iHnvi'd I'avnuiahh'. 
 
 Till' ('i;nii;\i, I'kison waH t'staldishcil l»y the Proviiicf in IST.'i, for the purpose of 
 reforming' oiilinary olVemhTs wliose .seiiteiieeH were of liiniteil ihnalinn. The prison has 
 heen constnnleil at an expense of al)ont >? lL'0,O0(>, and is prohahly one of llie iiest prisons, 
 in all lespects, to lie foiiiul on tiie continent, '['he short expeiience of its eiVeets shows 
 that the inlhienees are of a lienelieial and icforniin;,' tharacter. Olfemlers eoiisii^Mied to it 
 are free from the eontaininatint,' as.><otiations to he found in the ordinary <(aols of the 
 Province, ami heinj; insliucted in various trades, leave the prison hetter titled for earning 
 an honest li\in,i,' in the future. 
 
 The I'lihlic Schools are iinahlt! to reach the class of ne}^lected children which are to he 
 found in cities and the larger towns, and Hoy-s and (Jirls' Homes have heen estaldished 
 l»y individuals and Societies to meet tliis want. They care for, e(lucate and train ;i large 
 lunnher of such children, and their elfoits are aided out of the Provincial Treasury acconl- 
 iug to the nuiidier who are cared for in each institution. 
 
 Finally, while reli,'ious instruction in the Pulilic Scho(ds is option.'il with trustee.s, 
 teacheis. pirents and pupils, the Sunday Schools existing in the I'roviiu'c exccedeil in 
 187r». :{,!)IH), with L':itl,(i(lU .sciiolar.s, and 'J-*,700 teaciiers. 
 
 Iielying upon the>e popular and national agencies, ami those which special consider- 
 ations h.ive developed, the Provinci' of < )atai'io is steadily pursuing a caret'r of progress, 
 material, moral and intellectual. 
 
 While the foregoing presents some indication of the elVorts of the Province in striv- 
 ing to hecoine a civilized aiul well ordered comnuinity, its people und'Orstaiul t^iat their 
 future process, welfare an<l happiness maiidy depend upon the continued etliciency and 
 improvement of these education.il agencies uiuh-r their free constitutional system of gov- 
 ernment. 
 
 ADAM fKOOKS, 
 Miuc.\ii(i\ l)i;i'\i!T.MKN"i', Oniai'.io, Miiiisli r (if FAncai.hm. 
 
 Toronto, April. ISTfi. 
 
 PAKT XI. 
 
 TiiK Korcvriox.u. kxiiiiuts of VAUiors statks axd e'OUXTUiKs 
 
 AT PllILADKLPlIIA. 
 
 ill Older to present a complete view of tlu; educational features of the Exhibition, as 
 a whole, 1 slcill refer to the more striking points in of the educational collections of various 
 countries as exhiliited at Piiiladelphia. 1 shall then give in connection with this reference, 
 a brief conipaiiion sketch of the present co'idition of education in these States and 
 Countries. 
 
 It is due to these States and Countries, to say that 1 have taken them in the order, 
 as it appeared to me, of the comparative merit of their respective educational exhibits. 
 For this reason I shall have to abandon any attempt at geographical classification or 
 secpieiice ; but this is neci'ssary, in order Ui judge of the (piality, extent and variety of 
 each count ly's e.\liil)it. With tiiis view, I have classiiied the exhibits as follows : — 
 
 1. The State of Pennsylvania. ">. The Kingdom of Belgium. 
 
 •_'. Tlu' (Kingdom) of Sweden. 0. The Kmpire of dapan. 
 
 .'5. '{'he Fmpire of liussia. 7. The I'liited States (Bureau of 
 
 I. The Swiss (Confederation. Education). 
 
 '.V 
 
 'I 
 
54 
 
 I'AUT XI. — NATIONAL KDIJCATIONAL KXHimTS. 
 
 S. Tlie Kopublic of France. 
 
 [). Tlie State of Massaclmsetts. 
 
 10. The State of Ohio. 
 
 1 1 . The State of New Jersey. 
 
 12. Tlie Kingdom of tlie Nctherlnnds. 
 
 13. The State of ronnecticiit. 
 
 14. The State of Kliode Island. 
 
 15. The State ol' New Ifamjishire. 
 1 ('). The State of Maine. 
 
 17. The State of Illinois. 
 
 18. The State of Indian.". 
 
 19. The State of jNIicliigan. 
 
 20. The .'M.iie of Wisconsin. 
 
 21. The Einpire of I'.razil. 
 
 22. The (Kingdom) of Norway. 
 
 23. ]\Iiscellaii(Mnis. 
 
 24. Ivlncation in Conntries not I'eprc- 
 
 sented at Philadelidiia. 
 
 I. TJIE EDUCATIONAL EXHIBIT OF THE STATE OF I'EXNSVLVANl A. 
 
 i 
 
 The educational exhibit made by the State of IVnnsylvaiiia, was by far the most 
 extensive and systematically arranged of all of the School e.vliilnt.s at Philadelphia. It 
 just lacked, however, what the Ontario exhibit had in suth variety, in order to make it 
 the most complete, as it was the most extensive of the cdui'atinnal collections at 
 the Centennial. The skill and energy which the State Supcrintfudent of I'mIpHc In- 
 ijtructioil (Hon. J. Wickersham) evinced in collecting and arranging the material placed 
 in the " Educational Hall" of his State, was rem.irkable. Every fducaiinnal interest in 
 Penn.sylvania seemed to have had a titting representation in the niches or alcoves of the 
 " Hall ;" while the whole exliil)it, taken together, presented an admiral)l(' biid's-eyc view, 
 or aniji d\iU, of tlie material results and i>idgivss of education in the State. 
 
 That such was iutendei to have been the character of the entire American Educational 
 Exhibit is clear Ironi the observations on the suojcct uiiide at publie meetings, by the able 
 United States Coniniissioner of Education ((leneral Eaton ), by the Hon. Mr. Wickersliam 
 himself, as well as by other noted American Educationists, Had the views oi' these gentlemen 
 prevailed, "the .Vineriean Elucatioind Exhibit,"' would, as a whole, h:ive been, as .Mr. 
 AVickersham expresses it, in his last report, "the grandest and most intere-tiii',^- .\nicrican 
 feature of the great display." 
 
 The American people had the strongest incentive to re.dizo this Ihmk; of their own 
 countrymen, and the expectation of strangers. .Not only had they won a hiijldy honourable 
 educational position at Vienna, in the very centre of inoniirehicul Europe in ls73, but en- 
 lightened European Statesmen and Educationists had, in most comiilimeiitary terms, referred 
 to the fact tliat it was to the United States they looked with so much interest for examples 
 of the IiiLdicst devolopau'iit in America of .^^ysteins of Public Instruction. 'I'liis w;is the 
 viow expressed, (as already quoted in this report, p;ii:e .'>) by the Austrian Minister at 
 Washington, Baron Von Schwarz-Senhorn, Hirector (icneral of the N'ienna Kxposition of 
 1873, Austrian Uommissioner at the International Exliibition of London in ISal and 18(12, 
 and of Paris in 18.")0 and lSi)7. M. Kippeau, also a well-known French writer on Education, 
 in speaking of the then forthcoming American Exhibition of 187(i, says : 
 
 " There will be many objects to iittnict the attention of foreign visitors, but we may 
 boldly allirm tliat none will produce a deeper impression than the Educational Exhibit, and 
 
lay 
 
I. TlIK STATK (»1' I'KNXSYT.VANIA. 
 
 oo 
 
 tliis for tlio fbllowint; rcasoiiii : The United States have the rii^ht to feci proud of their Pub- 
 lic Scliool.s and Institutions to produce enliL,fhtened and educated men for the honour and 
 
 prosperity of their Ill-public Have our people thouu;ht of letting our teachers derive 
 
 some profit from this unii|ue occasion to study everythint;- the Uniteil States have done for 
 Education in the way of school orfianization, methods of instruction, educational apparatus 
 hyt;ienic rej^ulations, (jtc' 
 
 The leadint: American Educationists (juite understood what was expected of them by 
 
 iiireinu nations. This, Mr. Wickershain, as their mouthpiece, expressed in an address ou the 
 
 subject, delivered in Auunst, 1S7"), he said ; 
 
 '' Thousands of distinguished citizens from abroad will visit Philadelphia next year 
 (187'i), /"*• ///'' .s-"/c jtiirjiiis. Ill' s/iiil/iiiiij liar si/sti'iit-^ of piililh: cilnnitii'n. These systems are 
 everywhere recoL;nized as tiic only salt that can save institutions like ours. They are the 
 centre of iiur natiunal life. In them is found the chief source of llie strenuth of the Repub- 
 lic. The political jihilosippher who \uuhr.-taiids them will find no ditficulty in uuderstauding 
 all that we have to show -all we aie. 
 
 •' With a view to make the American Hducatinnal Ivxhihition a credit to the llepublic, it 
 \va> nriLiinally dcsimied tn pluce it in the main huildiML^ within an area of I'OOO feet long aud 
 <il' a reasonable width, so as to allow for e<iunlfr and floor space, no State to occupy more 
 than ln(j feet of wall. Delays and other caux's prevented this desirable jilan from being 
 carried out ; so that instead oi' one ^raiid C'mliiiicd exhiliit of the whole educational resources 
 of tiie I'liited States, the whole e.vtensive and valuable collection with one exception (Peuu- 
 >vlvaiiia), was scattered and hid away in a very small and inconvenient gallery." 
 
 The conse((Uence of this delay in preparing for a full educational exhibit of the various 
 
 State.", was, as Mr. Wickersham .<ays in his late annual report, " that no State maile a full 
 
 lejiK'vciitatioM of educational interests, and many States were not represented at all Tiie 
 <'.\hiliit as made was Itroken up into fragments, and locate 1, some in one place and 'ov, > iu 
 .•uiotlier, ill tho ditVerent btiildinus about the grounds. Pennsylvania erected a buildii ;' of 
 her own ; Massachu>setts occupied a gallery over the east entrance of the main biiildiii'.;;, while 
 thioe oj others, with that of the Natiof.al Uureau of Kducation. occupied space in the Ijlovern- 
 ni'iit bnildiii'..; ; and fragments of what ought to luive been one uniteil, well-orgai. iy.ed wiiole, 
 M'ere scattered about the floor of the .Main liuilding, the Women's J'avilion, an' r.,ie of the 
 annexe.-. Tin.- disorgani/.eil mass of material, excellent as it was in [larts. distra.;ted, if it did 
 Hot di-unst, the Innnlredsof learned foreigners who came to the Exposition expressly to study 
 American system- of education, and lost to us an opportunity that may never occur agaiu of 
 doing jn>lice to the great ilforts our people in all sections of the country have made to educate 
 themselves." 
 
 The failure early in IsTH to carry out the oriLiinal ])lan of grouping the] educational 
 exhiiiits of ihe several Slates together in the .Main lluildine, stimulated the Hon. Mr. Wicker- 
 .sham to proceed at once with the erection td' a very handsome " Kducationa! Hall" for the 
 State of Penn.<ylvania, at a co.-t of .-^l-J.OOO. So urgent was the case, that, as Mr. Wicker- 
 sham state.-, ••the Hall was under roof before any money was obtained with which to pay 
 i'or it." 
 
 I mention the.-e fact.- to .-liow the great dilhculiies ex]ierienced by the Americans them- 
 selves in giviiit: their educational t'xhibit that prominence at the " Centennial " which they 
 so jn-ily and eminently deserved ; and also to show how unselfish they were in giving .so 
 a<lmirablf a pi»iiion in the .^lain liuildinu to our own and other foreign school exhibits. 
 
 r'ntiu this nece.-sary digres.-ion 1 shall now proceed to point out some of the more in- 
 ti'rc.-tini,' features (d' the Pennsylvanian Exhibit. 
 
 The Penn.^^ylvania Educational Hall provided "jtl.tKIO stjuare feet of wall surface for 
 exhibitors. It was octagonal in shape (as shown in the engraving.) Not including the 
 
Il' 
 
 on 
 
 PART Xl. — NATION.VI. i;i)i;('AII( ».VA I. KMIIItlTS 
 
 
 winfjs, it was 100 by 100 foot, the win^s were 40 by 24 foet. Tlic centre contnincd an oc- 
 tagonal room 4S by 48 feet. In the wing.s there were apartments for the Slate Sujierintcnd- 
 ent's office, conference and sittinir-rooms, etc. Tlie main uisle was ten feet wide, with alcoves 
 on either side eiulit foot deep. In tliese alcoves were admirably arranged articles, or otlier 
 illustrations, relating to Kindergarten ; ('omninii School appliances of 1770 and ISTfi ; School 
 Ornamentation ; Orphan Schools ; Schools for the Blind ; for the Feeble-minded ; Schools of 
 Design for Women; Sunday Schools; Academics; Seminaries; Collei^es ; Universities; 
 Normal Schools ; the Education Department, etc., etc. 
 
 In addition to these departments of the J'ennsylvanian Exhibit, there were very adinir- 
 able collections of School furniture. School apparatus,-' maps, charts, text-books, and other 
 appliances for Schools. 
 
 I shall now refer to the specialties of the Exhibit as they presented themselves to me. 
 
 1. 'I'he admirable and systematic arrangement of the whole exhibit, its extent .uid 
 variety. If it had any defect it was that of being too miseclltineous. 
 
 2. Tiie Peniisylvaniaii /(/re/ Common School. — This consisted of a Complete collection ot 
 furniture, maps, apparatus, stationery (70 articles), ami text-books suitable for a Common 
 Country or tillage School. 
 
 3. Elaborate uiodels and photourajihs of School-houses and (iround<. — 'i'iiesc models wre 
 admirably ])repared, and the pbototzraphs were, on the whole, excellent. 
 
 4. Illustrations, books, charts, dia'irams nride iiy apparatus, and decorations for Sunday 
 Schools. — This unique exhibit was very .extensive and complete. It was contributed by the 
 Protestant Episcopal. Presbyterian, Lutheran, Baptist, Quaker and dewisli Cliurcbes of the 
 State, as well as ])y the American Sunday School Union. 
 
 5. School Ornamentation, including a fountain with lish, twining vines, hanging liaskets, 
 flower pots and va.ses, statues and statuettes, mottoes and engraviuirs,— -This collection was one 
 of the most interesting and suggestive, as well as the most pliilosophical in the exhibit, In 
 tlie pleasing features of " .^school life " the Americans excel all otiier nationst 
 
 (1. i\Iatters of Historical Interest. — This exhibit con>istedofa " condensed " model of 
 the interior of a School of " '70," and by way of contrast, one of ls7ii ; also, valuable his- 
 torical portraits of per.jons identiticil with the cause of educttion in the State fnuu its 
 earliest history. 
 
 ?. Students and Pupils' Work. — Tiiis Dejiartmcnt, although not peculiar to the Penn- 
 .sylvania Exhibit, was yet here in almost exhaustlos variety. The elegance and finish of 
 much of this work, especially fn.m the Colleges and higher S.Mninaries (and many Public 
 Schools), were >ubj'Cts of frequent remark and commendation. 
 
 *Froin the collection e.\lii)iitcit liy .Mr. N. JI. Eilgerton, I ^ele'tei, with tlio ni 1 of Ur. May, n number of 
 very excelleiit articles f'oi- our Jtipository ami Normiil ScIkjoI?. 
 
 f So ilcf]ily iiiipiciseij luivo I licen <:f the c "ftoning ni)ii ole\ iitiii)^ itilluoncu <>{ retincinetit in tlic orna!]i"n- 
 thtion of Schdol prcini.-c.-, Imtli williiii iiivl without, lh;it 1 Imve <leviiteil two whole cliafitors to the sutijct in a 
 second edition of ii rccei't wurk wiiich ( hnvc [luldi.^hcd on " Thk .•^cauoi, llm hk : it* .^inMiTKCTi'itr, l''.x- 
 TKUNAL AND l.NTKiiSAi. AiiiiA"f(ii;»ii:N rs." I have treiitc'd this sol>icct under the foil. ivvitur lu'ad.s ; — The In- 
 flutncnof iiD Aiirai'tive Sidiocd House— Sclmnl II ,usi;s .-ili'Milil lie I'liMsaot '.V'ay Marks — Sclimd Uuuse Influ- 
 t'leo on the .Miirality of it- Fn i|ucntcr.s '^liiMrcn'.'* Im fVn'oiiKIe McinurieH of tln' ^'cloi.d Hniso iKxainples) — 
 Ornament your .Sclo'i'l, as well hs yniir 'Inui.', 'i r luods — KiM-ons why \vi; .'•tioul'l I'r'ivid.- Kural Uclliii'inent — 
 S.;b(iol Fhiwcr Show— lluw t^i Arraoir" KImw.t.- iilioiii s,.),,,,,) l'reM\i-es, etc. 
 
 I 
 
 '„ t 
 
I. I'lli; ST.VTK OF I'KNVSVI.VANIA. — SKKTCII OF KDrcATIOX. 
 
 .-.r 
 
 I 
 
 As a L'oiicr.il rule, txaini>los of jmiiils' work — most of it very excellent, niul exccutetl 
 wiili skill anil accuracy— was the j^'rcat stajile of the I'Mucational Exhibits or' the various 
 American States. Tndeod, to my mind, its profusion was rather a defect than a special 
 oxcellenco. 
 
 It was an elaborate exliibition of "results" rather than an illustration of " processor, ' 
 or "niodcs" of instruction, with corrcspoiulinjjj examples of the appliances of education. 1 
 .shall, however, refer to this subject in aiintlior place. 
 
 BUTKF SKKTCII OF KDUCATION IN PENNSYLVANIA. 
 
 From tlic descriptive Catal-'.;uo of the State Exliibit, prepared by Mr. Wickersham, I 
 extract the following; statistics and explanations ;— 
 
 Extent of Territory — square miles 40. 000 
 
 Population in lS7('i 3,521,71.'l 
 
 Number of persons in the State in 1S70 between the ages of 
 
 _ five and eii,ditccn .' l,(i7G,00O 
 
 Estimated number in ISTd between six and twenty-one (tlie 
 
 school ;i<ie) 1,-20(),000 
 
 Number of Pupils enrolled in the Public Schools In lS7.") ,^'.M).07;5 
 
 Average number 5r)l,8l8 
 
 i'lstimated numlier in other than ]*ublic Schools G0,()00 
 
 Number of Public SehooN in ls75 17,092 
 
 .Vumber of (Jraded Schools in 1S7.')... 5,G:i5 
 
 Number ol' School Directors in 1S7.') VS,)<2') 
 
 Number of Superintendents in IS 75 89 
 
 Numl»er of Teachers in 187;") 19,880 
 
 Average salari"S of Male Teaeliers in lS7r>, per month §41 07 
 
 Average salaries of Female T lohers in lS7r). per mouth 34 09 
 
 Average length of School Term— mouths, nearly 7 
 
 Averaiie cost of tuition per mouth for each pupil SO 92 
 
 Cost of tuitinii in j s7.-, ,*4, 47(5,875 .52 
 
 l'o>t of liuildiu-s, \e., ill ls7,-| 2.t)5!l,4(;4 8:> 
 
 Cost of fuel and eoutiiiiiefieies in 1S75 2,44S,:il5 78 
 
 Other a]ipropriati(iiis and expenses in 1S75 272,411 lO 
 
 Cost of Soldiers' Orphan Schools, paid directly by the State, 
 
 i» 1875 .; 423,09.T 76 
 
 'I'otal ex|ieuditures for School jmrposes ill 1S75 9,950,7(')<> 99 
 
 State appropriations to Common Schools 1,000,000 00 
 
 Amount raised by local taxes levied for School purposes 8,i:il,9S0 45 
 
 Value of School i'roperty in lS75 24,2t;0,7S7 00 
 
 The (1-nrcs below show the growth of the Public School system in the past ten yc; 
 from lstj5 to 1875 : — 
 
 ir- 
 
 5,(525 
 
 89 
 $41 07 
 
 1865. 1875 
 
 Number of graded sehoois 1,743 
 
 Nundier of Superiutemleuts (55 
 
 Aveiagt; salavifs of male teachers .-*;}1 82 
 
 Average salaries of female teachers 24 21 ;54 (»9 
 
 Cost of tuition ,...,. !?2.515,528 C,3 i?4, 74(5. 875 52 
 
 Cost of school houses 4(15,088 08 2,<>59,4(;5 8:5 
 
 '';'0d cost :5,»)14,2:!8 55 9..'5r,.s,927 07 
 
 Number of teachers atteiulinu' ('ounty Insti- 
 
 ""^■^•;-, 2,755 1:3,8(;:} 
 
 Number of Normst! Sehools 3 9 
 
58 
 
 TAUT XI. — NATIONAL KDUCATKjXAL KXUllUTS. 
 
 i:i 
 
 t 
 
 t ' 
 
 ; I 
 
 State Department ok Pum-ic Tnsiiuk tion and School Oi'fk Kits.— The State 
 Sujicrinteiident is npiioiiitcil by llio ( Jovenior, but tbe iippdiiitiuont must be conlinueJ by a 
 vote of two-thiids of all the members of tlie Senate, lie lioM.i Iiis olliee for four years, ami 
 at prescat his .sahiry is J^^JfiO and travellinj; expenses. lie is aided by two deputies, one 
 chief cleric, two Inspectors of Orphan Schools, and five otlier officers. County Superinten- 
 dents of Schools are appointed by the County School I)irect()rsonce in three years ; are com- 
 missioned, if no valid objection is nuide before him to its beinij done, by the Suiierintendent 
 of I'ublic Instruction, and are subject to removal by him for ciusc. There are si.\ty live 
 such officers now in commission. Tl (-re .'u\> .ilso in otliee twenty three city and borough 
 Superintendents appointed in the saiiM' way. The aver.i-i- s.ilary jaid the County Sujieriu- 
 teudents is a little less than si,'_'Ol» ; .t annum, and that paid City and Borough Superin- 
 tendents .somethinii over 61. -"''H) per ■ niiMia. 
 
 NoHMAl, ScHiioi.s. — The city 'I' 1 ; iladelphia has a well appointed Normal School for 
 Girls, established in 1S4S. Jt is i. ii';;c, cii with the pulilic school system of the city. 
 
 Under a State law passed 
 
 IS I. 
 
 'it 
 
 here are nine State Normal Schools in succcpsl'nl 
 
 operation, with an attendance oi ueai'y I 000, and projierty valued at SI .(loo.OdO. 
 
 CoiNTV Insittites. — A Teach' ■■ Mistituto of a wei-k's duration is he' 1 in every 
 County oi the State onee a year, uiiiit r :[,: direction of the Superintendent. I'lie main ob- 
 ject of the Institute is to import professi uial instruction. The attiMi lance in 1^7,') was, of 
 teachers l;),S(i,") ; of School J)irectt)rs, ],'.t3."). 'I'he lecturers and instructtirs numbered 
 nearly .")U0. The several counties appropriated i'or tiiis jiurpose .•-^l.'),14."). 
 
 Te.vciiEKs' KxA.Ml.vA'lKiNs ANI> Ckui i I'll 'ATES. — Tlirce 'grades of Teachers' Certiii- 
 cates are granted by Superintendents, and two by Hoards of K.\amiiier.- at Norm.d Schools. 
 The first grade of certilieate Liranted by Superinten lents is cilled " J'rovision;tl. " The 
 second grade, called a '■ Trofessional " certificate, is granted by Suju'rinteiidents to those who 
 possess a l/mnnKjIi knowledge of certain branches, and have had succe.s-ful e.\perience in 
 teaching. 
 
 The third grade, called a "Permanent" certifieate, is granted by the State Superin- 
 tendent of Public In.-triiction to any teaelicr holding a " Professional" cerlilicale who is re- 
 commended by the lioard of Directors for whom he has tanirht, a Committee of live teachers 
 holding the liigher grades of certificates, elected by tiallot at the County Teachers' In-ti- 
 tute, and by tlie Superintendent of the jiroper jurisdiction. Tiiis certilieate is tjood for life 
 in the jurisdiction where issued, and for one year within the juri.-diction of any other Super- 
 intendent. 
 
 The Hoard of E.vaminers at a Normal Sohool is compo.sed oT ^!ie S',;perintendent of 
 Public Instruction, or Deputy, as President, two Principals of 'rii.; uial ^ehooKs, and two 
 County or City Superintendents. 
 
 The means of Secondary EJucation in the State are : 
 
 1. Publi'j High .SehooLs. 
 
 2. I'ublic (iii'.idcd Sehools with Depirtnients for Ili'jher Instruction. 
 
 3. Ungraded Public Schools witli Pujiils in Advanced Studies. 
 
 4. Academies and Seminaries. 
 
 5. Boarding Schools and i'rivate D,iy Stdiools. 
 G. The State Normal Schools. 
 
 The Normal Schools furnish iti>>truction in the higher branches annually to about three 
 thou.sand sludenLs, 
 
 Ilnfiiiai Edi'CATIon. — In 1>'70, according to tlie census, Pennsylvania had six Univer- 
 sities and thirty-three C'lleges, with three hundred ai: 1 forty-iiiin' piufo^nrs, and .-i.v thousand 
 three hundred and fifty seven studints, of whom one th.ius.in 1 fnur hundred and seventy were 
 females. Not all the institutions tliu- reported enjoy full eolleuiatc rank. 
 
 TEcilNlCAr, Ki)U('ATiiiN.~TIie i'olytcchnic College (<f PhiLelelphia compri.ses a scien- 
 tific .school and five technic il schools. 
 
 The Lehigh University and Pennsylvania State; College ;ire more technieal than litnary 
 in theii' aims, aiKl are doing .a good wi rk in fitting young men to ilirect the various industries 
 of the State. ]iaf:!ycltc College, the Univer>Ity of Pennsylvania, ami the Wc.-tern Univer- 
 sity of Pennsylvania, have strong, well organized. t(ehiiicMl departments, Tlie Ni^iht School 
 for Artisans, under the jiublic .M,'hool authorities of j'hiladel|ihia, the Department oi Techni- 
 cal Education connected with the High School at J^ittsburgh, the addition of hiatiches of study 
 
 ffi^^BW«KS-«ii:^,ir ■,■..- 
 
.:i!s.— The State 
 
 conlinneJ by a 
 
 lour yeiuH, iiml 
 
 \'o deputies, one 
 
 nty Supcriiitea- 
 
 yeurs ; arc coiu- 
 
 Suiieriiitciidcnt 
 
 ro are sixty liv<' 
 
 ty and boroujih 
 
 .'ouiity Suj)oria- 
 
 iii(iujj;h Supcrin- 
 
 rnial School for 
 
 the L'ity. 
 
 Is in successful 
 
 < he' 1 iu every 
 
 riio main ob- 
 
 1) 1^7,") was, of 
 
 ,tiirs iiumbeix'tl 
 
 :\'icluM's' Certili- 
 S'nriii.il Schools, 
 ■isinnal. " The 
 its to those who 
 il experience in 
 
 State Supcrin- 
 ieate who is re- 
 )f five tcacliers 
 Teaclurs' In-ti- 
 
 is Ljdod for life 
 ny oiher Sujjer- 
 
 [lorltitendent of 
 ■hools, and two 
 
 to about thri'C 
 
 lad six TJniver- 
 id .-ix thousand 
 id seventy were 
 
 npnses a scien- 
 
 ;d than literary 
 iniiM iii(iu>tri('s 
 'isfern I'niver- 
 e iNi:;ht School 
 H'lit oi Techui- 
 inches of study 
 
•t I 
 
 V I 
 
 '■ r I 
 
 1: 
 
 1 t 
 
 MoPLi. OF SwEm-<H Sciioi.r. lI(ii-.-.i;. -('i;ni'i;nni.vi. IxrKiix.vTinXAi. KxiiiuiriuN. I'li-c .".!•. 
 
 Tuf Am].i;kan }'.iMiK>Ki.i,f;i(s' KxmmT.— Main Hi n.iiM ,— Ckntin.siau. Lmicunaiiu.val 
 
 E\llli;lTloN. I'a-e 'JdL'. 
 
II. I'llK KIN(il)(iM or SWKDK.N. 
 
 o}) 
 
 ■.;•. 
 
 of ri tecliniciil cluuMctcr to tlic courses of llii:li Schools in otliorsot'our cities, nil iioiiit clearly 
 to tlic !ido|iti(iii of a policy favouraLlo to technicMl education. 'I'lie Franklin institute, of 
 I'liiladeiipjiia, lias Ioiil' lalioured in tlie cause of jiractical science; and tlic Warner Free; In 
 stitutc is doinu a ^ood work in tlie same direction. We liave two flourishing' Art Schools or 
 ScIiooIh ol' l)esij;n, one in Philadel|iliia, and the other in- I'itt.'^buriih. There are also Coiii- 
 iiiercial Schools and Schools of l)(iitistry, .Music, Flocntion, and ("alisthcnics. In the licld 
 of Natural Science, Art. and Literalure, the American rhil(iso]ihieal Society, the American 
 Historical Society, the Numismatic Society, the Academy of Natural Science, and the Aca- 
 demy of Fine Arts. 'J'licre are 14, H I!) public and larLie jirivale libraries, containinL; <i.:'i77,S I.'") 
 volumes; (l(iO periodicals, circulating ni'arly t,<'<'0,(i(i(i of c(ipies; and hundicds ol'llourishin<j,- 
 liVceums .and jjteiMry Societies. 
 
 I'ltdi r.s.sKi.NAI. iOliVCA'i ION. — The Mc dical Colleues oi' Penn.sylvania are widely known ; 
 I'heie are also a number of 'J'hcolooical Schools and soxcral ]iaw Schools. 
 
 St'liMKits" (>ni'll.\N SciKidls. — lu ll^C].") I'ciMisylvania established a comprehensive 
 system of scheols lor the destitute orph.ans of her soldiers kilKd or crip]i!cd in the late civil 
 war. Into ijjcsi' schools ^,r>('(i children have licen j:Mthercd from all parts of the State, fed, 
 <'lotlicd, in.-tiiictcd. and c;irc(l for until sixteen years of wji . at a cost to the State of 
 ,i.*), (1(10,(1(1(1. ( )f charitable institutions, (iiiard (,'ollei:e lor Orphans is the most noted. It 
 lias now a sniliiicnt income to maintain anil in>truct ].."i(H» children. 
 
 II.— TIIK KDrCATIOXAL KXIIIIJIT OF TllK KINGDOM OF SWKDKX. 
 
 This Kini^doin bad ahxady distini^'uisliod itself by itse(lucational exhibit at the Pari.s 
 Fxpiiritiuii of 1S(17, and especially at the Vienna Fxhibitioii of 1873. But, as tbe.se 
 idaccs were in Futope, it was a les,s dillicult and expensive undertaking, to transport a 
 large variety <if articles to the Fiencli ami Austri;ui Capitals, than it wa.s to have tbcin 
 <les])at<bed to the Xrw World. It showed great enterprise and decision on the part uf 
 a comparatively small kingdom, in the north of Ivirope, to enter into competition with so 
 formidable, ami imted an edmational competitor, as the I'nited States of America. 
 
 The study of the ediicatinnal contribution fiom Sweden, was, however, a great treat 
 to the Americans, a^ it was to (,\u:adian Klucaiionists, who visited l'hiladel[)liia. The 
 mode adopted by Sweden to illustrate her proce.^se of ediic.ition, was most striking and 
 injunctive. Few who visiteil the exhibition, would liktdy visit Sweden ; she, therefore, 
 ill elb'ct, transpoiteil to iMiiladcdiihia, as it were, a little shady nook of a rural village, 
 with its (plaint, but tasteful Sdioolbonse.* Once within its doors, the visitors would be 
 as liteially iu one of the village schools of the kingdom, as he would be wer<' he in Sweden 
 itself. There was the hall or eiitrv, with its fittings ;ind liuue liai'ouieter— tlie school- 
 I'oiun with its tile stone, desks and seats, tearbd's i)latform. musical instruments, maps, 
 illustrations, ai)[)aratus and other appliances, the teacher's ju'ivate room, or class-room, and 
 above all, the teaclier's aiiartiuents, oi;cupying one side i>\' the scInxd-lMiilding. t 
 
 Hon. Mr. I'liilbrick, the excellent Superintendent of i'ublic Srlionls in Boston, thus 
 refers to his own experience at A'iemia, where a Swedish School house had also been ex- 
 hibited. He savs ; — 
 
 The size iif this very neat liuilciinj;, wiii* 4'l.\.')0 (rot. The fraina worls of tho School house was brought 
 fr 111 Pwedon. Tlie Ari')iitci.ts were Me-.T.''. IsstiiH iinj JiU'li-uii, ami the K.xhiliitur, C. 0. Wcngstroui, of 
 Ptiekholiii. 
 
 t la oonncptiin with thi-- peculiarity of tho SwiMli,<li S 'lindi-liou^e, T m.iy .=ay, tliat a." teachers in Sweden 
 arc t'cMerallv marric'l lucn, |)rovisiiin is male in the St'iciol-huuscs fur their ai'c.piiuiin latiun, anil a plot of 
 griiuiiil is assigned to them (or cultivation, as a garden. I have retcrreJ to Norway farther on. 
 
 '"^^i 
 
hi 
 
 4.''\ 
 
 u\ 
 
 lu 
 
 (JO 
 
 I'AllT XI. — NATIONAL KIU'CATIONAI, KXHIlllTS. 
 
 "I had ni!i(lt> soiiic cti'int to takeout with iiic to ViiMiiia, an cilifici* to ilhiiitratc onr itloa 
 of a Model Schoolroom, with it.s lUtini^s. I felt pretty sure that notlii'iij; hiit inoncy was 
 wanted to make this inoject aeomjilete suece-^ ; hut when I entered tiie ln'antit'nl SwM'dish 
 Sehool-liouse, and took my seat on the Ma-ter's platl'oi'ni and siirveyeil the speetaele pie 
 sented by the school-room, with its apparatus and littinj,'s, I I'elt .ijlad tiiat my ;it- 
 tenii)t to hrinj,' over a seliool-room hail laiicij, liecause [ could not have matched what I 
 saw hefore me. 1 reckon tliat tlie State of MassacTui setts will j^et paiil for the cost of 
 sending; me to Vienmi, a hiuidred times over, l>y tht^ lienetit derived from the knowdedi,'e 
 of the idea of a school-room ((ieinian and Swedisii) which 1 lirou_uhl home with me." 
 
 In addition to the Swedish 8cliooidiou.se, its tittinns, furniture, and apparatus, there 
 
 were about 400 other articles, illustrative of educational systems, methods, and libraiie.s 
 
 exhibited. 
 
 In s]iCMkini:' of the Swedish exhibit, tlio editor of the Pi-iinsi/fnmi'i Srhni>^ Jaurii'if^ny!^ : - 
 
 " Anioni: the s-chool appariitus and appliances exhibited, tliere arc mnps much .Miperi'tr 
 in fulness, accuracy, and execution, to any school map we have in thi> country, .some philo- 
 sojihiciil ii)>p;iiatus, very line <!;coI,ioiL';il, botanical, zuo|oi:ic;d, and other chart.s, a clmrt of 
 weii:hts ;iiid mciisnres, and coll ctioii of birds, li^hcs, plants, fossils, dc. 
 
 ' We were jiarticuhirly interested in a case coiitaiiiinL>', in small spjices, specimens (fores, 
 rocks, nuts, grains, seeds, phnits, insects, sliclls, etc. 'I'liis CM>e i^ prob;ibly not over live feet 
 squiiie, and iiiny be two or tliiee inches in deplli, Tt i>; pluced au.'i'ost the w;d'. Jind eoiiso- 
 (piently occupies but little room. Its c nitents are seve.\d hm.dred spf'-imoiis of objects, of a 
 character admirably adajited t" interest .'md instruct you'iifr cliiidrcii. 'W'ith a little etlort, imd 
 a lew dollars of expciii^e, it could he placed in any schxil-room. In our primary scho(d.s. a.s 
 matcriid for object lesson^, its value Wduld be ii, calculable. 
 
 " Norl r r teaclun^' aritiiinetio seeni'' to be well adapted to the fiwrpnse. 
 
 We were sp i . ^ a frame an aimed to aid children in compreliendinir the decimal 
 
 scale in nun . • in the IVame two hundred and fifly-three holes of three diller- 
 
 ent sizes, holes . •' • ,.; /.e biiiiLi' ten times as lari:e a-tiiose >if the lh>t ; and tiiii>e of the 
 
 third ten times as lar_'e i. - iio.^e of the second. 'J'lus hori/ont;d rows cniitain nine holes of 
 each size, the nine -niaile^t ones beiivi on the ri:.:ht band, and the nine larue>t rmes on the 
 left. Little peus oi- sticks ire pinvliled in Imndles. The .-niall holes will lii.ld one each, the 
 next in size ten eacn, and the largest ones a hundred \\y thi;- simple contrivance children 
 can readily be taught to count, and to understand hoi/ ten unit-t make one ten, ten ti'us one 
 hundred, etc." 
 
 The whole of the Swedish educational <lisplay was in charge of Professor C. J Meijerberg, 
 
 Special Commissioner of the Education Department, Stockholm. At the International 
 conference on educational matters, which took place in I'liiladelphia, during the JCxliihition, 
 this gentleman gave much valuable information as to the practical workit/g of the Swedish 
 system of education. lie arranged with me to give his aid in procuring at Stockholm, for 
 our Educational Mu-cum, some of the Swedish school iijiparatus, ko. 
 I have referred to the school exhibit of Norway in chapter xxii. 
 
 BKIEF SKETCH OF EDUCATION IN SWEDKN. 
 
 The official account of the present state of education in Sweden, prepared for the Cen- 
 tennial, is so voluminous that I avail myself of a sketch of it (which I condcn.se) written 
 from Philadeljihia by a correspondent of the Chicago Trihimi' : — 
 
 " Thi' Tofc/ii r. — To the teacher is ;issigiied the treble duty (d' instrnctinu' the youthful 
 mind in bookdoie, religion and practicil art, half nf the salary i' paid by the (lovernment, the 
 other half by the people. To this is added fuel and fodder for Ids cow ; every teacher wdio 
 has been in the service for thirty years is allowed a pension for the remainder of his life, 
 equal to three-fifths ol his salary. If, after ten years of teachiii'.:', he becomes an invalid, or 
 is disabled in any way from pursuing active duties, he may still retire on the same jicnsion. 
 
 i Ii: 
 
J 
 
 II. I III'. KIN«il)(1M or SWKDKN. — SiMK ol' KDlrATloN. 
 
 Ill 
 
 yontlifiil 
 iiu'iit, the 
 iclu'v who 
 4' liis life, 
 ivaliil, or 
 L' [iciision. 
 
 " tjrniltt iif Srl,,H''<. — 'I'luro MX tliivc j;rii(li'H of Sclionl^i in Swoilcii — tlic infant f^cliools, 
 |iriniiiry scliools, iind tlu; liiiih >'cliool,x. Kiliiculion in tlio tii.-<t two mtiuIoh is compulsory, tlio 
 inritiit s('li()ol> ^'I ill fly Kiiidcr^artcn) iiro 'generally comliictt'il liy wonu'ii ; eacli sclinol oon- 
 taiiiiii'4 alioMt twenty jiiipiN. In tliis xdiool tlit^ cliiM roccives its tir>t lessons in rcadini^ and 
 writinir, with a little ol' arithinitic. 'i'ho A. H. (!. huok (on t!\liihitior») has this peculiarity 
 that it teaches readinL' and wiitio'j at the same time. Thus, on the tir.st pa','. '■; the alphah^t 
 in ii'onian lelh is, while on the opposite pau'e is the same in writtiii eharaei. The cliiM 
 
 learns to asxieiate each writli'U chancter as he acMpiires it, with the printc ' i and tlir 
 
 task is scarcely mere dillieult than le irnini:' either one ahtno. In lorminn the wi i ^len characters 
 in the copy bodk. the Swedish pupil is nided at first hy straidit lines hivin'j; the slant of writ- 
 ing.', and placnl closely toLiether across the pj'^e. 
 
 "The jjiimary >cho(il is the common school of tiie country, It iloes not correspond with 
 our s-chool (if the nati.e, heinu' far more eompiehen.-ive. It embraces the whole of our public 
 s-chool in all its ilep.irlmenfs— primary, intermediate, uiammar, and hiv,di. The i|U ililications 
 of a teaciier ill the primary seliool are rii;id. lie is obliuiMl by hiw to have previously attended 
 u Normal school I'or three ye:irs, and to have pa.ssed a suflicient examination. (July within 
 the past few yi !irs have women been adiiiitte(l to teach in the primary school, and cvi'n now 
 the number of U-iiiale teachers is .-mall. The hraiicln>s taught are readiui^, writing', grammar, 
 religion, arilhmeiie, ueoL^raphy, history, natural bi»toiy, physics, chemistry, sin^MiiL:', drawiiii:. 
 uymnastics. military drill, etc. The l;iw of coiniail.soiy education is strictly enforced. No 
 parent can delay seiidiiiL,^ a child to tlie primary sclmol after the iiiiith year. The cour.sc of 
 inNtruclioti u.-ually la-ts until the liftccnth yeiir. The children of jmor parents Inve privi- 
 lci:<'s from which the wealthier arc excluded, for they are allowed to t:et otl with the minimum 
 of instruction in the several branches. They can also arrange to attend .school only one day 
 in ea(di Wi'ek — Saturd.iy — or to attend continuously three months in (he year, The former 
 plan is very i:ener;illy adopted by the poorest, since Saturday is the day on which the studies 
 of the week are re\ iewed, ami by ajiplication and evinin.;- study the poor .scholar can keep up 
 with his class, ami rehearse with the re-ular pujiil- in the lessors of the week. 
 
 "The laws of Sweden make it very uiiplea.-anl tor illiterate people, (.'hildren are not 
 allowed to uo to the Lorcfs Sniiper without passing an f.viiiniiialioii in reading,' and writ- 
 iiii,', ;iiid yoUMg men and women must prove their aliility to read and writer before being 
 allowed to iiiaiiy ; and the (Joveriiiiieiit insists upon a ligitl enforcement of the law. 
 
 " Iteligioiis instiiietioii is an iiiiport.int fe.iture in the Swedish .school system. It lias 
 it.s friends and its opponents among the ])eople, but with them the ((uestiou is wlu-ther 
 the teacher should give actual instriu^tioii in the Hibh; and (.'ateehism. There is a large 
 party which holds on this ipiestioii the theory that religious training shoiiM Ixdoiig exclu- 
 sively to the eleigy. The prevailing religious deiioniination is the Lutheian. and, of coiirsi'', 
 the itdiiiioiis ttaihitigsin the r-chools aretui the Lutheiaii liasis. Vet, while the Lutheran 
 cliureli is all jiowerful, other deiioiiiinations are alloweil full liberty, ami in the chief cities 
 may be found IJaptists, Methodists, lioinaii (.'atliolics and dews, who worshiji according to 
 their own foiiiis. Theicisa ])idvision in the scho(d law by which if the parent bidongs 
 to the iSaptist or other per.-ua--ioii, Ik; sends a written rcipiest to the bead teacher that his 
 child be excused from that part of the course, ami the reijuest is alwa} s resjiected. Keligious 
 instruction comprises iJible reading, Bible history, instruction in the Uatechism, singing 
 hymns, and juaycr. This comes immediately at the opening of school, and generally 
 lasts halt an hour. 
 
 " iMhtiiiids of TlvVfiTiNd. — Some very excellent methods of teaching the common 
 branches are shown in the Swedish scluxd house. For beginners in geography, for in- 
 .stance, there is a blacklioard ujion wdiich is painted an outline of Sweden — simply the 
 coast lines and the rivers iieing depicted. In place of towns there are only little iron pins 
 fastened into the board at the jioints where these towns should be located. Accompany 
 iiig the board is a little bo.v containing a large number of oblong blocks, each half an inch 
 in length. Upon one side of ilie block is printed the name of some town. On the ojipo- 
 site siile of the block is a small hole, fitting exactly the pins on the blackboar.l. The 
 pupil is re(piired to select a block from the box ami place it on a pin, which shonld rightly 
 locate the town ]irinted on its face. Any one will see how greatly this simple ap[iiratus 
 relieves the tedium of study. The pupil timls it not a dry and ditlicult task, but an in- 
 teresting recreation and amusement. 
 
 @r i^ 
 

 v^ 
 
 IMAGE EVALUATION 
 TEST TARGET (MT-S) 
 
 #^ 
 
 
 ^ 
 
 A 
 
 S^ 
 
 f/j 
 
 
 1.0 
 
 I.I 
 
 1.25 
 
 Ifrl^ IIIIIM 
 
 
 1.4 
 
 1.8 
 
 <^^ 
 
 V 
 
 
 Photographic 
 
 Sciences 
 Corporation 
 
 23 WEST MAIN STREET 
 
 WEBSTER, N.Y. 14580 
 
 (716) 1172-4503 
 
I 
 
 62 
 
 PART XI. — NATIONAL EDUCATIONAL EXHIBITS, 
 
 r 
 
 ; ( 
 
 ii 
 
 " In maps I noticed one set which is worthy especial mention. The first, by means 
 of different colourings, showed the location of liigli and low lands in Sweden. The second 
 showed by the same means the various elevations of tiie country ; the third, the water- 
 masses ; the fourth, the river systems ; the fifth, the comparative fertility of different 
 parts of tiie country; the sixtli, the density of population; the seventh, the political 
 divisions ; the eighth, the post-roads and railroads. 'J'lu^se maps are furnisiicd to every 
 school at Government expense. There was a series of coloured prints ornamenting the 
 walls, illustrative of the manners of life in the different provinces. An arrangement for 
 purifying the air in the school-room was to be seen, in the shape of a brass box about one 
 foot square, containing pine tar. A si)ecimen of the stove in general use is exhibited. 
 It stands twelve feet high, and contains three funnels, the heat passing up one, down an- 
 other, and finally up the third in the middle. 
 
 "The High Schools. — Above the Common or Primary School is the Higher Common 
 School. This, although under the protection of the Government, has of late years lost very 
 much of its importance, owing to the competition of the numerous Academies, which are 
 founded on a more liberal ba^is. These Academies had their origin in Denmark some twenty 
 years ago, in a time of war, when there was need of awakening all the patriotism of the 
 younger people. At these schools the practice of singing national .songs was introduced, and 
 found to be popular and beneficial. The idea spread into Sweden, and twenty years ago the 
 first of the Common High Schools was opened. In these, only the very ablest and most ex- 
 perienced men were employed as instructors, most of them having attained distinction at the 
 two great Swedish Universities. The importance of having good teachers may l»e seen at 
 once, when it is stated that the pupils themselves are f're(|uently men who are thirty or forty 
 years old. The schools are only open in the winter, and the full course lasts about two years. 
 They are supported by contributions from the people of the district where they are situated. 
 The Grammar School, corresponds closel}' to the High School. Besides the ordinary branches, 
 are taught theology, Hebrew, ancient and modern languages, (including English), higher 
 mathematics, chemistry, physic, etc. Studies arc divided into two courses — the Humanistic, 
 or Classic, and the Realistic, or Mathematical. Still higher in grade are the Universities of 
 Upsala and Lund, justly celebrated throughout Europe. In special instruction there are 
 Polytechnic Schools, six Technical Schools, Agricultural Schools, £iilors' Schools and Schools 
 of Forestry. 
 
 "Work uy the Pupils. — A collection of work by the pupils of the Technical Schools 
 at Norrkijping and Orebro, the Grammar Schools of Mahnil, and the Slojd Skola of Stockholm, 
 is exhibited in the Swedish section of the Main Exhibition Building. In looking at it, even 
 the casual observer must see that it denotes a high state of skill and education. There is a 
 thoroughness in the execution of the various specimens — whether they be drawings, wood 
 carvings, or plaster casts — that places them at once in the rank of the productions of the Art 
 and Industrial Schools of Munich, Vienna and Dresden. The Stockholm school is largely re- 
 presented. A bas-relief carved from hard marble shows graceful intertwining of flowers and 
 foliage. In free-hand drawing there are several busts, the contour in each being perfect, and 
 the shading as delicate as if engraved. From the Elementar-Skola of Malmii, I noticed par- 
 ticularly a drawing of a human foot, with an accompanying drawing of a cat's paw. The 
 muscular construction in each was well handled. There are numerous original designs — one 
 for paper-iianging that especially was attractive. From Orebro there was a Corinthian porch 
 carved of wood, quite ornate. There were hundreds of other exhibits, such as carpets from 
 the Val-Skola at Booas, lacquer-work, silver chasings, linear drawings, fayades, etc. Taken 
 altogether, the educational display of Sweden at the Exhibition is far more satisfactory to 
 any one interested in this subject than that of any foreign country." 
 
 t 
 
 III.— THE EDUCATIONAL EXHIBIT OF THE EMPIRE OF RUSSIA. 
 
 The Educational display of Russia at the Exhibition surprised everybody. It was 
 expected that " in barbaric pearl and gold, " and her exquisite Malachite jewelry and 
 articles of Vertu she would have excelled ; but in the matter of popular education, it was 
 
in. THE EMPIRE OF RUSSIA. 
 
 65 
 
 *■* 
 
 . 
 
 thought that she had taken no special interest. Yet it was otherwise. It is true that at 
 the Paris Exhibition she had only three exhibitors in Oroup X, classes 89 and 90, relating 
 to " Education," etc.; and at Vienna, in 1873, she is reported by Hon. J. W. Hoyt, the ex- 
 perienced American Commissioner, as having, with some other nations named, an exhi- 
 bition in this department " so entirely unsatisfactory as a means of conveying any just 
 idea of the condition and progress of education in the country, that it furnishes no warrant 
 for more than this mere mention of the delinquency." 
 
 By referring to the information furnished by Russia herself, this meagre display in 
 the educational department may be easily accounted for. 
 
 It is not much more than fifteen years since Russia made any advance in educational 
 matters. After the emancipation of the serfs by the pro'-ant Emperor in 1861, he set him- 
 self, with the ai<l of wise counsellors, to devise a scheme of general education in 18G2. 
 
 Thus, for instance, while little or no educational facilities existed in Russia at the time 
 of the emancipation of the serfs in 1861, yet within five or six years nearly 10,000 pri 
 mary schools were revived or called into existence for the enlightenment of these very 
 serfs. 
 
 Nor was this movement half-hearted on the part of its promoters. The government 
 and the clergy vied with each other to promote this great work, so that within a short 
 time the church provided instruction for nearly 400,000 children. The state on its part 
 did not fail in its duty, for the Budget of the Minister of Public Instruction was increased 
 from about 1,000,000 roubles for primary schools, in 1863, to nearly 6,-500,000 for pri- 
 mary, secondary, and superior schools in 1865. 
 
 Russian Educational Depository and Museum. — As an outgrowth of this re- 
 markable educational revival, and as an evidence of far-seeing sagacity (as the history of 
 the movement has proved), the Government of Russia, established in 1864, an educa- 
 tional depository, or museum, of school furniture and apparatus, which has since grown to 
 such grand proportions. 
 
 The Museum was at first founded at the Russian Capital, in the exclusive interests of 
 the military schools. 
 
 In 1871, the functions of this Museum or Depository, were enlarged, and it was 
 erected into a grand " Pedagogue Museum," and constituted as an independent section of 
 the " Grand Museum of Practical Science of St. Petersburgh." (I shall, however, refer 
 to this branch of the subject in another chapter.) 
 
 The Russian exhibit at Philadelphia was, as I have intimated, a gratifying surprise 
 to the large numbers of Educationists who visited the Exhibition. It consisted of four 
 parts : 
 
 1. Specimens of school furniture, maps, charts, models and apparatus, and other 
 educational appliances from the Pedagogic Museum, or Educational Depository. 
 
 2. Specimens of pupils' work, chiefly from Stroganoff's Central School of Technical 
 Drawing at St. Petersburg. 
 
 3. Specimens of minerals from the Mining School of St. Petersburg. 
 
 4. Maps and other Government publications of various departments. 
 
 The first and second parts of the Exhibition excited special interest, particularly the 
 
. I ! 
 
 4 
 
 U4, 
 
 PART XI. — NATIONAL KDL'C'ATIONAL EXHIHITS. 
 
 models, apparatus and appliances for schools. These were in great variety, and of a 
 higlily pi'actical character. In tlie official cutaloyue they are thus classified : — 
 
 1. Chnrtof/rapJu/, picture nlliavi^ inul «//'/.svs— Tlie Chartographic estahlishnient of the 
 members of the Committee of the Pedagogic Museum, Commissioner of the Cliid Staff, 
 Colonel of the General Staff, Ilyin. 6 lithographic machines (Koiiig et Baiier Wiirzburg), 
 6 hand machines (Briss6 a Paris), 8 hand machines (Lutter in IJerlin), l! glazing and stone 
 polishing machines, brought into action by 6 H. P. Steam Engine (St. (lalli, IVtersburg), 
 6 printing machines (Alisoff), 2 photographic apparatus and t relief machines. There are 
 149 employes and workmen in the establishment. It produces all kinds of lithographic, 
 chartographic and oleographic work down to printing of labels and autographs to the 
 amount of above 400,000 roubles, including .sale of its own publications. The aimual 
 quantity of printed copies amounts to nix millions. It ])ossesses 7 mcMlals and 2 honorary 
 mentions, obtained at varitms local an<i international Exhil)itions, during the period from 
 1867 to 187"). 
 
 2. Arfich'S imt'le of phister of P"ri.< and papha-tnmhe. — 1. Schindhelm's Workshop, 
 formerly Heyser's, an immense assortment of models in ethnography, universal and Rus- 
 sian, models of animals, as well for educational as agricultural j)Mrp(is('.s, manikins, &c. 
 2. Female work-shop, types of the human races and anatomical nio(lels. ;{, Strembit- 
 sky's Laboratory for producing articles for scliool, and scientitic cabinets of natural his- 
 tory. The laboratory is remarkable for its very correct and carefully finished work. 
 (Specially noteworthy are movable models of india-rubber with papier-mache.) 4. Tin- 
 Workshop of the Juvenile and Pedagogic Library in Moscow : preparation of terrestrial 
 globes. 
 
 3. fVnx-Work. — The above-named laboratory of Strembitsky. 
 
 4. rreparalion of skeletons and sfuj/cd i'.ninudx. — \. Strembitsky'^ Laboratory. 2. Tl»e 
 School Workshop in LeshtookofT's jjane, St. Petersburg. .'J. Messrs. Perstchetsky ami 
 Prihodko, pi'eparators of the Academy of Science. 
 
 T). Artifkii of Wood. — 1. StrookofT's Workshop, 2. The School Workshop. .'}. 
 Yeropkin's WorkslK)p in Moscow. 4. The Workshop of the J. a P. Library in Moscow. 
 
 6 AiileleK oj imta/, woo<1 and ahiss. — \. Driicker's and Pauler Workshop of physical 
 and cosmographical apparatus, 2. Sperling's Workshop for apparatus in mathematical 
 geography (Nosoff's api)aratus.) 
 
 7. Drau'iiKj models. — The Comnussioners of Museum, Messrs. Fenoult X' Co., and 
 Beggroff's Workshoj). 
 
 8. Prcpandlons in sjdrils of ivlm' and Injeitlonx. — Strembitsky's Laboratory, 
 
 9. Models ill Crijslullographij. — Skibinefsky's Workshop. 
 
 10. Gjimnnsties and class furnit are. — Strookof's and the School Workshop. 
 
 11. 6-V«/«('.'<.— School Workshop and tin; \V(nksh()p of tlie Society of Laiiie-s, 
 
 12. Articles for excursions in untnrdl tiisfori/. — Tiie School Workshop. 
 
 13. Aquaria, terraria, and small hothouses. — The School Workshop ami Mullert and 
 Bart's. 
 
 14. ^f(lps in Ii'elief. — MikhaylofT and Schoolgin's Workshops. 
 
 15. Publications for the people. — Company of General L' tility.* 
 
 16. Slides for the marjic lantern. — Yermolin's photography at the Pedagogical Mu- 
 seum. 
 
 17. School-harmoniums. — Workshop of Lucas and others. 
 
 18. S)>ecial trade in school apparatus ami te:rt-books. — Messrs. Fenoult »t Co., Commis- 
 sioners of the Pedagogic Museum and military schools. These gentlemen accept orders 
 for all Knssian as well as foreign school apparatus. 
 
 Address : Commissioners of the Pedagogic Museum, Solianoy Gorodok, St. Peters- 
 burg. 
 
 • This Co. published and sold iibove 1,500,000 ropies on different briinchea of knowledge. It ptigsefses one 
 of the largo.-t printing cfBees 5,000 poods (;W lb?. ) of types, 10 000 wood-cut«, 1 1 | rinting machines, 8 hiinil 
 machines and 10 subsidiary machines, brought into action by two gteam rngincs). There are 200 employ6» 
 and worlimen in the eiitablishment. The annual quantity of printed copies amounts to 25 milliun*. It 
 pofBGSsei a medal obtained at the exhibition in 1870. 
 
 1': 
 
of il 
 
 ■? 
 
 M 
 
 III. THK EMPIRE OF RUSSIA. 
 
 65 
 
 The Hon. E. A. Ap^ar, Siipfrititi'iidt'iit of Public Iiistrnction for th«! state of New 
 
 Jersey, thus refers to these features of the Jiussian and Ontario exhibits in his recent 
 
 rejiort to the Legishiture ; He says — 
 
 " Russia made an e.Ktensive and instructive exhibit. It consisted mainly of apparatus 
 selected from the Pedagogic Museum of St. Peterslturg. Tliis nniseum, as is set forth in its 
 catalogue, has for its leading object, ' The collection of information regarding the manu- 
 facture of school ap|>aratus in Russia and abroad, and to exhibit as complete a collection 
 as ])ossible of educational apparatus, both of home and foreign make, with a view of facili- 
 tating educational establishments in the choice of proper apparatns suitable to their require- 
 ments. It was begun in 1804, and its growth has been wonderful. It now contains 
 2,700 kinds of ilhistrative aj)p.iratus suited to all branches of instruction and all grailes of 
 educational institutions, and also a teachers' lilirary of Il'.OOO volumes. In variety, sim- 
 plicity and excellence, they excel those of every other exhibit made. This Institution in 
 some lespects, is similar to that already referred to at Ontario. It differs from that, how- 
 ever, in l>eing a receiver of apparatus only, and not a distributor.* That at Toronto 
 collects and supjdies the schools. The Canadian collecti(m consisted of articles that as a 
 rule were more expensive thaii those com])osing th ^ Russian collection. Every article in 
 the St. Petersburg exliibit, while exceedingly ingenious and adai)ted to the use inteiuled, 
 seems to have been made to sell for the lowest sum jjossible. They are sul)Stantial, how- 
 ever. The Milling School of St. Petersbui'g sent a line collection of mineral specimens, 
 and there is a large <lisjilay of drawings from Stroganoff's Central School of Tech- 
 nical Di'awing at St. "etersburg, that was surpassed by nothing of the kind exhibited, 
 except by that from the Soutli Kensington Museum. The exhibit from this Institution 
 included designs for various fabrics, and for cabinet, silver bronze, and porcidain ware. 
 Tlify were rich and beautiful." 
 
 The second part of the exhibit contained a good collection of beautifully-finished 
 specimens of students' work, chit;Hy frohi the Technical School at St. Petersburg, 
 
 Tiie tine art specimens were well I'xecnted ; while those relating to technical art were 
 no less creditaljle, and showed a -woinlerful progress in these subjects of late years in 
 Russia — the causes of which 1 shall now consider. 
 
 I have already referred to the remarkable advance which liussia has made of late 
 years in education. We do not require to seek far for the causes of this wonderful pro- 
 gress. The final issue of the Crimean war taught the sagacious Russian a terrible lesson. 
 It taught that ])roud and self-reliant nation at Sebastopol, as it did the self-confident 
 Austiians at Sadowa, that the physique and courage of the uneducated soldier, when 
 armed with the niost deadly weapon, were as nothing when opposed to the skilful linger* 
 and eidightened bravely and foiethought of the conii)arativeIy educated rank and file 
 of Hritain or Prussia. 
 
 .^l. Ejiile de Laveley.s, of the University of Liege, Relgium, in a thoughtful article in 
 
 the lo'r}u- ihn ihti.c iMiniilcs for April, llS74,| on " the pro^iress of Education in Russia," 
 
 thus accounts fur this wonderful change in the educational policy of Russia. He say.s : — 
 
 " Russia, during the lust twenty years has shown how a great state may rise from a 
 defeat. Like Prussia, after the battle of .Tena, it has profited from a bitter lesson. While the 
 country was recovering from the shock of defeat, the time was n )t spent in sluggishness and 
 fruitless experiments ; it has, on the contrary, been a |)eriod of radical reform and complete 
 reorganization. In 18.")4, Russia had really not been conquered, as, after two years con- 
 sumed in gigantic exertions, the allies had only succeeded in taking one .single city, situated 
 on the confines of the empire. The frontiers had scarcely been touched, for the enemy never 
 
 * It, however, .is u Mibstituto (or the Out irio jilan, has as Coiiunissioner.-', Me.s:ir!i. Feen lult A Co., wbo act 
 hS apeiit,i for the .sale of unifies in the .MiMeuin or Depository. This iin.swers the smiu; imrposc, 
 
 t For this tninslalion, which I have iireatly shortened, I am iudebted to Oiroular No. 3, of the Amerii;a!i 
 Burvuu of EJueutiou, issued by (Jeiii-rdl Eaton in 1875, 
 
n 
 
 I, I 
 
 Oi 
 
 PAUT XI. — NATIONAL EDrC'ATIONAL KXHIJUTS. 
 
 tlii'iiuht of loadinir liis armies into tlio hcvirf of tlio country. Tlio country, ncvorthok'sf!, wm 
 t'xli lustcj, Jtiid niiulc peace because it liad not tlie slreni^lli to continue tlic war any longer. 
 Th'' Russian oovcrnnient was fully aware of the ciuses of its weakness. Those causes were 
 tl rre in number; First, the lack ot' rajjid means of communication ; secouilly, the insufficient 
 (li'veloiiment of tlie productive ]io\vers of the country ; and, thirdly, the want of enlightenment 
 anioim the masses of the peopK'. To remove thesis various cau-.;s of weakness has been tlie 
 object wiiich Kussia has pursued with iudefatigable perseverance and in an iutcllii^ent 
 manner. 
 
 "The bednninir was made by traciivj: a net woik of railroids, whicli extends every year 
 in .-dl direction-;. Next, the serfs were emanci|i;ited, a r^'iorai of far -reaching,- conM'ljUetices 
 whi li must clian^c the wlioh' econimical situation of tlie einpire, since it has awakened in the 
 population that d(!sire for proL'ress, which alw lys accom|iiiii's freeiloni. 
 
 '• Tor some years the (Jovernmcit has been carni'stly cul:- lired in the enormous work of 
 extending!: education to all classes of society, both in the rural districts joid in the towns and 
 citie*. This, in my opinion, is tlic most important matter, I'jr it is tlie application of 
 scieijiifie kni\vl'd,ue whicli makes labour proilu tive. 
 
 ''Open as many sehools ii Kussia as in America, and the power of that immense empire 
 wi'l surpass that of any otiier country in the world." 
 
 lUilKF SKinVII OF KDl'CATIOX IN Kl'SSlA. 
 
 *' The first attenijits to educate the people date from the rei:;n of IVter the f Ireat. In 
 Ilnllaiid. wh'ie even tit that time; there wen- many and ;,'ood .sciiools, the imperial reformer 
 saw the marvellous results produced by them." 
 
 " In 171 1 he est iblished ' coinpul.>ory schools nf arithmetic' for the liiLiher classes." 
 
 " In ITl.'i and 171i> stricter rei:iilations were publisiied, and attendance at school was 
 niidi' compulsory ibr all except the nobility. 'I'hisse excellent measures, far from mectinji 
 with favour, were violently oppo-ed, Tnc (Jity ("ounciis of several cities . sent petitions de- 
 mandiuLi' the sup]iression ol' these schools as beiiiL' dangerous institutions. 
 
 "in 1744, it was ascertained tint not a sinLilc [mjiil linn the mi. idleela^s attended these 
 schools, and, after special schools had been founded for Uu: clei'iiy and the nobility, they were 
 completely deserted. 
 
 " In 177o, Catharine TI., infl ,i need by the pliilo-ojihieal ideas of the el-hteenth century, 
 ordered the e,-tablislinient of scliools in towns and viliatres. She wislicd that the school fee 
 should be a.s small as jiossible, in order not to deter the poorer classes from sendinir their 
 children to school; but this order unlinrtnnately nuniined a dead letter, for verytbin;^ was 
 waiitini^; teachers, school li0U~es, l,ook>, money. .Since that time, si^veral other etlbrts weic 
 made, but invariably without any result. Consider ible sums would liavi; been reijuired to 
 lual^e a beginnini;-, and the <Jro\eriiineiit eotitenied itself with passiiiL; laws. 
 
 "In 1 7>^2, it committee, with M. Z i\ aduisky as chainnan, projiosed to '.-stablish two 
 kinds of schools, one with a four years' courro for the hidier classes, and another with a two 
 years' course for the cummon people. 
 
 '•In 17SG, certiiicates ol ability were re<juired of all persons— at least in the cities — 
 who o])encd a .school. 
 
 " In 18l)3, the Hiirh Schools were ehan;_'ed to j;ymuasia, nruatiized on the same plan aa 
 the institutions of that name in (jcrin.atiy. 
 
 " In 1S((4 a new effort was made to establish schools on the estates of the Emperor and 
 the nobility; but, owinir to w.nit of money, notliiii;,' s(,'iiou> w.as done. 
 
 " Finally the elerizy felt touched in tlieir honour, and decided to show what the zeal and 
 devotion of the servants of reli<^ion may accomplish. In ISdi! it was stateil, that in the district 
 of Noviiorod, there were one hundred and six schools k(;pt by otHcininu' ministers. The re- 
 port of i'rince Gau:arin, who mentions this fact, adds that, ' unl()rtunately, two years later 
 they had all disappeared.' 
 
 " .After .serfdom had been abolished in 1861. the Kmperor Alexander II, saw that the 
 indispensable eonsequencc of this ij;rcat reform must be a thoroui^'h reorganization of public 
 i.'titruction. In IHIJl a Committee was appointed to draw up the plan of the law. 
 
 "In 1HG2, M, Taneef submitted to the Emperor a 'general plan for the or^'anizatioo of 
 
 > 
 
> 
 
 III. THK KMPIRE OF IIUSSIA. 
 
 07 
 
 poj)ulir education,' whidi contiitii'd some very excellent points The result was the General 
 Ileguhtiond of I60i, which are .still in force." 
 
 Sec.'ondauy Educai'ion in Russia. 
 
 " Secomlary eilucation in liussia i.s or^iinizt'il almost like that of Oermany, especially 
 since the })i'omiil;4atioii of the law (»f 1871, which rt'gulatfs the studies in the gymasia, 
 and tliat of 187-', regardin.; the nsal schools. Tiie gymnasium's course now embraces 
 (il't't'li, Latin, (lermaii, anti French, besides the scientitic branchfs. The Russian real 
 schools are very excellent institutions, and every way suited to the wants of Russia. 
 Without neglectin,:,' g<;neral studies like history, they devote nearly all their eflbrts to 
 matiicMiatics, drawing, chemistry, modern languages, and all tliose studies which tend to 
 ai I in histrial activity. Tiu;y enable young men to ac(piire a very complete and very 
 6Ui)eri(»r ('(lucalion, without troubling them with the study of the ancient classics (humani- 
 tarian studies), which frequently drive them into a career leading to nothing. 
 
 The Ku.ssian Univkusitiks. 
 
 " Russia has eiglit, organized on the German i>lan. These are : — St. Petersburg, 
 Mo.sciw, ('harkof, Kasan, Kief, Odessa, Dorj)at, and Warsaw. The total number of 
 IVofesMUs was .')iJ, and of Students, .j,77'.t, of whom o,L'17, or almost onedialf, or 47 
 per tent, .studied law; nu'diciue was studied by 1,9-2, or 27 per cent. Tlie number of 
 students .studying at the p',i!)lic exi)ense, is very considerable ; 1,430 are educated en- 
 tirely free, li,L'()8 liave only to jiay half, and 1,732 receive occasional subsidies; thus t^O 
 per cent are not able to bear their own expenses. 
 
 Si'Ms Exri'Muii) roll Ekucatiunai, PniposKs r.Y the vauious Ru.ssian Minis- 
 
 TuiKS in 1872-73. 
 
 Roubles. 
 
 Sfhools utider the Holy Svnod l.r)3it,225 = .Sl,O0O,284 37 
 
 Ministrv of l'ul)lic Instruction 13. 108,12.")^ 9,327,421 87 
 
 .Ministry of War G,02r,,3.")(] = 4,2GS,(!G8 83 
 
 Ministry <.f the Navy 44'J,!)22- 318,744 33 
 
 Ministrv of Finance 3,013.0")!)= 2,488,841 79 
 
 Ministrv of Domains 78r),0y-2 = 556,.531 83 
 
 Ministry of the Interior 338,477= 239,744 5i 
 
 Ministrv of I'ul)Iic Works l.o9,81.5= 113,202 29 
 
 Ministrv of Justice 402,824= 28.5,335 33 
 
 Ministry of Caucasia 508.01)3- 359,899 20 
 
 Ministry of Foreign Affairs 12,800= 9,000 6G 
 
 ►Schotds under tlie direction of the Empress Maria... 1,551,494= 1,098,974 91 
 
 Total 28,455,482= J?20,15G,775 95 
 
 " Large sums are also anmially expende<l for educatiomil purposes by cities, town, and 
 private individuals. 
 
 '* Hi<jh'r .ScAook— Universities, 8, (not including the one in Finland), with 543 pro- 
 fessors and <i,ll5 students, lyceums 5, with about 000 students. 
 
 " liitcrmnHnh; ScIiihiIs. — Gymnasia, 122, with 39,270 scholars ; progymnasia 33, with 
 5,014 scholars ; real schools, 7,* with 1,752 scholars. 
 
 " Loii'rr ,Srfioiif>i. — District schools, 423, with 29,709 scholars; popular schools, 21,0GG 
 with 875,445 scliolars. 
 
 " Sprcinl ,S^(7((;(y/.s.— Normal schools and teachers* seminaries, 54, with 2,552 students ; 
 higher theological schools 4, with 118 professors and 440 students; intermediate theo- 
 logical schools, 51, with 789 professors and 13,103 students; lower theological schools 
 187, witli 1,375 professors and 26,671 students; higher military schools 7, with 1,416 
 
e58 
 
 PART XL— NATIONAL EDUCATIONAL KXHIIUTS. 
 
 1 
 
 Students ; int.Tmciliato military sclii.ols io, with fi.nMO stmicnts ; lower niilitjuy schools, 
 31, with C>,HC>:\ stiuh'iits ; naval .schools 7, with l.li'li htudcnts ; aj,'ncultiiial schools, 
 higher, 3, with i."J3 .students; agricultural schools, lower, 1<), with 1,025 students; 
 higher technical schools H, with 2,0(1(1 students ; lower technical schools lli ; scliools 
 of art and drawing '» ; schools of music and the drama 3 ; husine.-s colleges 4 ; law schools 
 1, with 320 students, each (each university li;is a faculty of law) ; schools of iihilology 3. 
 
 ">SV7/(>«/.< I'.rchtsiirhi fill- Fi'iiHilcA. — Institutes 28, with r),-l.'t3 scholars ; gymnasia and 
 progymnasia 105, with 23,854 scholars. Ko statistics can he obtained regarding the i)ri- 
 vate schools." 
 
 General Eaton, in his reixirt just issued, gives the following statistics in regard to 
 
 the state of education in Ivussia at |)resent : — Nund)er of common schools in the Kumjiean 
 provinces, 20,;57n ; number of puijils, 8;5I1,.")(I5, viz., 070,180 boys arid I0',i,37l.» girls. 
 Total number of cliildren between tiie ages of and 14 years, 12,213,r)SS, viz., 5,f'o:{,(l."»0 
 boys, and G,40'.),!l02 girls. Of these only ]ier cent, attended School, Number of schools 
 in Siberia, 2,392 ; number of pui)ils, 102,'J22 (AllgeuieineSchulzeitung, I87t;, No. ItJ.) 
 
 IV,— THE EDUCATIONAL EXHIMIT OF THE SWISS CONrEDEfJATION. 
 
 Switzerland has long been noted for the completeness and thoroughness (»f Jier can- 
 tonal .system of education as a wliole. There is, of course, a great iliversity in the state 
 and progress of the educational .>-ystem of the several cantons; but taken together the 
 Confederation has maintained a iiigh position iti Europe a^i an educating country. 
 
 Owing to the independent character of the cantomil system of Switzerland, the edu- 
 cational exhibit from the liei)ublic, though extensive, was not as systematic as that of 
 other countries. The lioards of Education of nine of the cantons rcpn'sciited at I'hihelel- 
 jdiia, necessarily sent du])licates of some kinds of illustrations. ll(»wever, the display was 
 rich ; the various school ajipliances were of an excellent descrijitioTi — such as relief maps, 
 globes, charts, plans, and pictures. In models and object lessons the collecti(»n embraced 
 (as iu the Kussiaii exhilMt) very neatly mounted portions of birds, fishes, flowers, plants, 
 and leaves. There were also cases of fossils, minerals, .shells, woods, grains, seed,'', etc. 
 The Board of Education sent a good collection of .scho(d laws, regulations, reports, text- 
 books, plans and photograjdis of school-houses, A number of jirivato .schoids and imlivl- 
 uals sent contriliutions of various kinds. Tlie " inductive principle" in education was il- 
 lustrated by Franz iJachniann, of Lucerne, a?id the " coiistniclive method for chil- 
 dren of 5-12 years," by F. Iknist, of Hottingen. M. lieust had also a collection of majis, text- 
 books, and apparatus. Froebel's Kindergarten jirinciple was fully illustrated (rtith speci- 
 mens of pupils' work) by J. Willaner, of St. (Jail. F. Gaiiz, of Zurich, had an iiitere.stinj» 
 collection of " photograjihs of microscoiiic jueparations for instiuction in natuial science." 
 There were also a variety of majis and atlases, drawing, cojiy and music books; p\ijiils' 
 work in modelling, books on teaching and school architecture, schoid furniture, etc. There 
 were inteiesting exhibits from the Swiss Orphan Asylum for girls, the blind, deaf and 
 dumb, and other institutions, literary societies, etc. Some very good niotlels of bridges, 
 atchcs, wheels, steeples, roofs, and stairs, models of leaves and flowers, architectural draw- 
 ings, etc., were exhibited by the " voluntary school for ajiprentice.s" at St. Gall. 
 
 * 111 1873 twant^'-threo new real school- were oiitticJ. 
 
IV. THE SWISS CONFKDKIIATIOX. — V. UEUHUM. 
 
 ()9 
 
 lools, 
 
 lools, 
 
 Iciits ; 
 
 'liools 
 
 ',-y 3. 
 
 ;i and 
 le i)ri- 
 
 STATE OF P:I)UCATI()X IN HWITZKllLAND. 
 
 Ill speakinx of tlio cliiiracter of the Swiss exhibit at Vienna in 1873, Hon. J. W. 
 
 Hoyt, .s:iy.s : (ami the same may be suiil of the exhil)it at I'hilaih'liihia.) 
 
 •'Tlie (1i>tinj,'nisliiriLf f^at lire of the Swiss edMcatioiial (•xhil)itinu was the excellent 
 quality of tlm text bonks sliown ; the extramilinaiy iiuality of the nuqKS, cliaits and 
 relief's in piaster and pastelioard, fur instiut.tion in .neoyraphy, and the nnnierons illu.strjv- 
 tions it ailnrdeil of the zeal and entlnisiasni of teachers and piipils, especially in tho 
 scientilic departments <if study. The pur[iiise is that each school shall have its scientific 
 cullectiuns, and that each pupil shall also fur himself make collections and ol)servations 
 as he v'oes on with his studies. In this way each student incidentally Ijecomes a natu- 
 ralist or physicist accordiii;^ to the bent of his miml, and the whole body of schools so many 
 recruitiiii^ centres for tht; several scientific corps of the Republic." 
 
 Althoiii,di a small and ru<,fged country, yet Switzerlaml has long been n<ited as among 
 the most ent«'rprizing and progressive in matters of public education." She bus maile ample 
 provision for her sclniols, and recpiires every child between the ages of five and eight years 
 to attend them, unless good reason for non-attendance be shown. Her schools are free. 
 
 The following is the latest statistical information in regard to education in Switzer- 
 land, taken from (leiie.al Katon's report for iK?;") ; 
 
 Si'-!fu'r!iiiiif, ciuifederate republic ; avut, 15, 2.'5:5 square miles ; population, 2,0»]9,147, 
 (in 1'**'"); capital, ilerne, population, ,'}n,(»(IO. Date of Iie[)ort. July, 1875, 
 
 FJuiu'iitiirij /v//'o'//o//.—Xuiuber of schools, .5,088 ; nuiulier of pupils, 411,760, viz., 
 20,'t,i.'28 boys, and JOfi.o.'J-J girls ; number of teachers, 7,471, viz. , r),7.")0 males, and 1,7-4 
 females. There are besides t,3'.J."5 special female teachers for needlework, iV'c. 
 
 SrlioiJ Lilirnriii. — Nunilier of lil)raries, 1,216; number I'f volumes, ;$:i7,2y7. 
 
 Xonit'il Sr/iocL':. — Number of Normal Schools, 20 ; nuiri -r of teachers, 182 j number 
 of Sjtudeiits, l,ftO,'». 
 
 r/(((;v7/..s\ — (From report of 187<).) Orphan Asylums, nuni >er 33 ; number of inmates, 
 1,(>0(> ; institutions for destitute children, number 3.1 ; number of inmates, 1,209; Deaf- 
 mute Institutes, number 9 ; number of inmates, 328 ; institutions for the blind, and for 
 the insane, number, 9 ; niiiuber of inmate.s, 46'!. 
 
 ,^,r<iiiiliiri/ KiJiii'dthiii, — No report. 
 
 Siijirrinr Hi/nnillo,,. — U.N'i VKiisiTY «)K H.\sM'. — Number of rrofcssors, 67 ; number of 
 students, ls7.'')-i,'s7().2o4. I'nivcrsity of Heme; number of Professor.*, 70; number of stud- 
 ents IJIT), (187'tl876). University of Zurich : number of Professors, 77; number of stud- 
 ents, .'iii4, (lH7")-76.) \'etcrin,u'y Acmlfniy at Herne: I'rofessor.s, 7 ; students, 17. — I'nicersitufe 
 k(il>',i.l, ,: (1>7.V7';.) 
 
 V.-TIIK KDUCATIONAL KXIIIBIT OF TlIK KINGDOM OF I5KLGIUM. 
 
 Next to the Swedish School-house and its appointments, nothing interested educa- 
 tionists visiting the Fxhibitioii more than a neat model of a Belgian School house in the 
 main building. Whde other countries (our own among the rest>, gave specimens of their 
 schools and appliances in det.ail, Belgium and Sweden gave us examples of their schools and 
 appliances in combination. They did .so in a manner too, which gave a vividness to the im- 
 ftrcs.^iou left on the mind of the visitor as to what the ichoobhou.se of the country and its np. 
 poiutuients actually were, or ought to be. They were pedagogical oljject lessons on a large 
 and comprehensive scale, which could nut f;iil to impress the beholder, either with a sense of 
 fitness and adaptation to the object intended, or, if in a critical mood, with some deficiency in 
 the ide:d standard of what, in the visitor's mind, a school-house ought to be. lu.'sensibly the 
 visitor, if educationally interested, would thus subject the whole school and its appliances to 
 a professional scrutiny and criticism. He would naturally compare it with s^chools in his own 
 country to see if it were superior or inferior to them. In this sense the Swedish and Belgian 
 
I 
 
 I. tl 
 
 70 
 
 PART XI. — NATIONAL KDUf'ATIONAL EXHIDITS. 
 
 exliibits did f;()(ij service scsthtticMlly nrd practienlly. For no one could look at the neat and 
 elei,'ant appearance of the Swedish scliool-house in all its det.iils, witliout lein;; itjiprefisod with 
 its beauty and finish, or at the conipIetone.sn of the iiitera;il arranj^oiuent of the Uel^ian 
 jchcol-house witliout beini; struck with the care and forethouj^ht with which the appliances of 
 the two Kchool-roouis (each xiii iiniii-ix), hail beiii provided. 
 
 There was one excellent feature almut the IMuian exhibit. It prcstnted an exi.niple 
 of the practical and .systematic mode adopted by the (juvernnient of carryinif out the ollieial 
 plans and instructiims of the Di'partiiuTjt of Kducation throuj^liout I'elyium."* 
 
 Upon iiiquirinu; I found that lliis school-hou.se was a sample of the kind of school-houses, 
 and their fittiiijis, apparatus, tcvt books, ete., prescribed by the Education Department for 
 use all over the kinjidoin. The peculiarity of the .school-house and it.s tittini^s were: 
 
 1. It was built on a Ky.stcniatic plan, applic.ible to schools of various si/es and kinds. 
 
 2. The .systetii of veiitilatinn adupted was one which had lieeri thoroughly testeil.t 
 
 3. Tlie arraiigenu'iits in the huli.s, vt.stihule, I;iv;itory, etc., were excellent, and tho 
 plan of seating was convenient. 
 
 4. The eoUeetiuii of object lessons, textbooks, maps, apparatus, school niuscun), appeared 
 to be sutlicieut tor the requirements of thesehoul.J 
 
 •Cdpies of theiio u(f cial reguliition? iitjil iii.^tructione wore diatritiutcl tn vinifors at tho K.xliitiition uiuler tho 
 tillf <pf " (.'onstructicin et AiiHulik'iiieiit ilu liiitiiiunt.s D'IvkU-," Tlusf wurc rcvi.^nl in 1S7I, .x» iiitiiuiittil in 
 the pniQiihltt, viz : " Le 27 Ndveiiiliro, l.s74, le (liuviTMiutnf, iJo I'livis (.•iiifrpriu« (to lit ooiuiiii^'siiin ciTitnilu Je 
 I'in.-'tructiuD {iriniaire et du coii^oil tuiitriuur d'hy-i! nc, ii ri'VisC It: priif,'raiiiiiif rclatit uux I'liiKstru' fiuns ct 
 aiotuhlKiiifiits ilcj njiiiMoiia (ffcoh'." Tn ihc |)iinii>lilff are aftiiihc 1 |i!iiii.'< of M'huul -hcii.-i; iiiiil gjliinii.^iuuiii. 
 
 t Thf r>elt,'iiiii systi'iii iif ,<(1iihi1 h"Usi; vciitiliitiipu in thii.s ile-i'iiiu'd tiy thf HoimuniMo K. A. Api^'ar, 
 Slate Suiierintulidt'iit i>f Niw Jersey, in liis reiimt just imlilisheil : — 
 
 The sy.steiu (if veiilihilidii evhiliited [iu tliu }5elL;i:m sihoul lidusel is wnitliy nf jiartienlar iitteutiini. 
 There is ii tliiee-fnM anaiij^ciueiit for th.: sulkily "f fresh air. (1). The .-urlia>e is s.-t .itf frnm the w iiU ah mt 
 f(Hir irielius iiiid ouvrred uitli jioiforated ziiii'. 'V\\U furiii-' ail t<\w\i. sji.iee e'>iii|ih'ti'1y ari>uiiil tlie rn.iia. Thin 
 Bjiaee ciiiiiiuiiiiicates with the (Hitside hy ..evei'.d ■ipeiiiiiLjs, eaeh aho^'t ei^ht iuelus in diameter. Tlie-e odIii. 
 lijiiiiieatidiis iiiaj' he uh).sed or left ijieii at the will of the te.ieher. 'I'lie air enters these nj)ciiin,'s, hut in>t'-,nl 
 of jiaMting directly into the room it strikes the -'Uilp.i>e iiupl is n'lIei'tiMl upwards iiitu tin; rpioin fhrou_di the 
 perfipiiited zinc. ('i). Tlie lawn -ash «if th.' wlinhnv is inteinlepl ti> remain ehpsepl, tin' upper s.i-h is hiili;,' on 
 hinges on its Lpwer edge, ami -io :irratiged that itean In! opeiii'pl hy diawiiiL; the iijiper eil'-jt! within the rop'iii. 
 The allele it can make to the vertical Wall is thirty di'^'ri'e.s. The .air in enteiing this pppeiiiii;,' eipiues in ecu- 
 tnet with this inclined sash and is retleeleil npwaril a'^ainst the eeiliii;.; ami down intpi the ripppni. 'I'lins the 
 forcp.' <if the cnrreiit is spent hefppre it reaeln s the eliiMieii. (.".). 'J'iit.- stpive, in>teapl ipf dejii'iipliri:,' iip.a 
 the air in tlie I'ooni for the o\y>4en it needs to snjpport (■ilnlpU>tion reeeiv<-,s its .-iiipiply fr-pin out of dpi..rs, 
 thrppngh an opening or pas.<;ii.'e-way <iii<lp'r the fhpppr. 'J'hus there is an almndant .-npply ppf fre^h air iiitip the 
 rippiin and the children are all seenre frppni draught, 'i'here is a ilouMe arr;in_i'inent fp.r the exit of f.piil air : 
 (1). 'I'liero is a register in the Ihior in each corner of the rp»pm, fipptn each of whii'li tlnre. is a pa -sie.e way t>r 
 flue iindei' the floor. These fines cppine tppgetliPT ami iirdte nmlp/r the .-.tppve, and thi-r.r eommunieate w ilii a 
 fine in the .stove that leads out of <lipip|s thr.pU'-;li tlierpp.)f. TliispassagH w.ay fppr the f.pul air is ahpM;; .-ipie the 
 hot fiir (hie, it tlierefore heopnies heatiil and draught is prp'phieepl, which tenpls to diaw the fipiil air. wliidl 
 tinds its place near thefhpor, frcpin the ripppin. ('!]. A passage way ai-ppuml the epige of t'ue <-eiling isnia'lo with 
 
 {.'eifpiiiited zinc similar to that aroutipl the i ni helppw. 'I'his eppmnaiiiie.-ites with tlie outside hy ipipe>, one at 
 
 eiu-'h corner. These pipes are ahpnit eight inches in iliamcter and aio capped with iiu elhp.vv and vane .si) 
 arrangeil tliat the month is always furneil in the ilirectioi he winpl is hlowing, 'I'his has tho ell'tet of caiH- 
 inga draught also, and the fp ul air that tiuds its place near the ceiling is diawn fripln the room." 
 
 1- As in lla 1. u-i-iaii aii.ljSwijs colketip ns, tlio ohjeei let.-'ijLs, iind vai iuus artiiles for illumratiin-tcachiDif 
 In t! e un.-eiiii:, iioluieJ auiipi.g other thing's, ^p^■ei^u■tJ3 of JplaiitH, w-^o.ls, teuJ.'', feriiip, miui-ial', sl.tliij foespilg 
 paitdot ai.imiil.s bit!.', icstitt-i, etc. 
 
 t 
 
 -a 
 
1 
 
 V. THK KINCiOOM ov nKr,(!irM. 
 
 6. Tlio iirriin!.eiin'ntH for •ryinnnstio and out-Joor exercises of tlio jiiipils were ample .imi 
 Viiried. 
 
 Alto^iftlicr the details of tlic wh.do school-houso and its iip|iliances wt.re most conipK'te 
 and suti.Hfuctory. 
 
 lUlIKF SKI-ynjIf Oi-^ EDUCATION IX MKLGIUM. 
 
 Am to the pre cnt coriditinn of I'Muc.ition in Bi-ljiuin, I iiin indibtcil to an nrticle on tlie 
 
 subjeet, publishtMl by (JeinT.il Ivituri id his "Circular of Inlormiition," Xo. '^, 1S75. 
 
 " I>i:UiU'.M. — ('i»iisti'.iition;il moii.iirhy, (kirii^'doin). Area, 11,:JIU sfiuare niih'S ; 
 pnpn/iifioii, r»,(i-JI,:|:;(t. ('ni'i'"!, Uiusycls ; //"/'/'/.'//'>«, ;U 1,077. Minister of i'uhlio In- 
 stiuclidii, tin! .\iini>ti'r of tins luU'iior, ch. DiUmn. 
 
 I.— PitlMAUY InsTIIUJ.TIoN. 
 
 ^ 
 
 *' Tlio basis of the pn-si'iit system of primary instruction is tlie huv of St-ptember i',), 
 18 12. 
 
 " The iiispfction of primary schools, as r'',^ards instruction anl ailmiiiistration, is in 
 the harnls of the couiimiiial authorities ami of inspectors, am), as regards religion atxl 
 "" 'rals, in tlii> hands of men appointed by tlie heads k^ the ditl'erent denominations. 
 
 " i'lien- is in every province a provincial inspcctorof pi imary instrnetion aj>iiointed by 
 
 AI«14II |iill<.1 •Villi Lilt lilllLWIIdl IIIOl'tUL't'irif triK/illi: <^ll>fW|i|IMll>Ll.' Liwilllllt 
 
 " The provinces are divided into districts, each composed of one or more cantons, cac 
 havinj,' its ins[icctor, who is ap[iointed for three years by the Goverinnent on tliu recon 
 inendation of tin; Provincial (lovcrnment. The cantonal inspector communicates with th 
 
 I i^ 111 i->i'i\ iii"\iiu:i- li [iiiM(n<;iiii iii:^|itMLi»iiii |mi]ii<iij ni:^L.iu>LiiMiaiMM;iiu'.''i<»j 
 
 the Kin;,', lie inspects .-it h'ast once a year all the schools of the province. He com 
 munieiites with the cantonal inspectors, who are sul)ordinale to him. 
 
 .-•.-. . ... . ,^,.,j 
 
 com- 
 
 v........ „.„ . .w, ...,,.... ,.w,^.,,..., .... ..>„ ^.^.. .,..,,„ ....,(,^x.„„. V,.,... ....... .v.,.„,,-, ....hthtj 
 
 conimnnal administration, visits tlie schoids of his ilistricts at least twice a year, and keeps 
 a di.iry of his inspections, whicli must at any time, be oiien to the [)roviiicial inspector. 
 Tlie cantonal ins|>ector holds, at least once a (puirter, a conference of all the teaciu'i's ot his 
 district, where edncationiil methods, text-books, \-c,, an; discussed. Unco a year these 
 confejcnces are presided over by the pinvinciul inspector. 
 
 " 'J'he proviiieial inspectors a-^sendde onc(! a year under tlu; presidency of the Miiustcr 
 of the Interior. Tins Assend>ly is calleil llie (,'entral t'ommitlet! of In.strnction. Kach 
 inspector jiresents the report of his province, and the assembly 'Uscu.sse.s new toxt-books, 
 methods, ,Vc. 
 
 ''I'ui.MAiiY Scijout.s. — Tlie law provides that every connnun( must suiiport .at hast 
 one primary school, whi're !;ral\iitons instruction to all those children 1)elonging to the 
 connnnnt; whos(! jiarents cannot all'ord to pay anyLliiiig, is given in religion, reading, writ- 
 iiii,', eleni'-nts of French, l''lenu>h, or Cierman lam;iiai;t( (accor.ling to the dill'erent locali- 
 ties), arilhnietie, and legal .system of weights and measures. 
 
 " Sciidul.s i(.ii Airi.TS, — I'.y tlie law of Septend)er 1st, ISfit), moditied l)y later l.iws, 
 the comnuuial ouncils are ol)liged to establish sjiecial >cliools for adults Those scln ols 
 are to kejit in the [irimary .schooldiouse, an<l i)y the primary schixd teacher, and are sul)- 
 ject to the same inspection as the primary schools. 
 
 '' XdliMAI. .'^riiiKii.s.— I>y royal decrees of Apiil 10, and Xovend)er 20, 18-t.'). two 
 State Xoiinal Schools have been eslal)lished, ime at Lu'g(! for the FltMuiiii portion ot \\v} 
 population, an<l one ,it Xivelles for the Walloon poition. 
 
 " .Miscr.l.r. V.Nl'.dUs. — I'esides tht^ jirimary schools enumerated above, there are a 
 number of sueh schonls under the ministers of justice viz: Prison-schools, hi .spiral- 
 schools, and .ilni-^house schools. 
 
 " IMtlMAKY S(.'ii()(iT.s rNDK.K Till-; MlNlsTi;i; (H" Wau. — I'A'ery regiment in the Uelgian 
 army has its school, where illiterates can learn at least, reading, writing, and arithmetic. 
 
72 
 
 PART Xr. — NATIONAL EDrCATIDXAL KX HI HITS. 
 
 2.— Inteiimkdiatk Instulction. 
 
 "Tl»e basis of intermt'diiite iustt action is the orj;iu»ic law of J line 1, 1850, modified by 
 suecet'iiiiig laws. 
 
 " Tilt' ititciini'diato scIkhiIs are either t^ovcrnnient scIidhIh, tho.s() oF a Iiijiher j^rado bo- 
 iti;^ (.'allt'd royal atlii'iiii'iiiiis,]iind tliosi' of a jowtT uradc, iiitcriiiidiiirc scIkkiIs, (t'cojcs iv.oy- 
 eiiiU'S ) The provincial or rnniiniriial iiitfrriifili;itt' .-cliuuls of tlic hij^hfr grailo are called 
 collt'^»'S (colU'j^i'.s), ami those of tlif lower j^rade inteiiiiediate scIkmiIh. 
 
 "NoiiMAL Srirooi.s von iNrKKMiwuATi; iNSTiiiKiioN. — There are four normal 
 schools for interiiiediate iiistiiiclioti, viz: two normal courses — one normal school of 
 humanities, and one normal schoid of .sciences. 
 
 3.— SuPEUiOH Instruction. 
 
 "'Ihere arc in I'el^iiini four universities, two supported by the i^overninent and two 
 free universities; the fornur attJhent and Lii'-u'e, and the latter at Ihussels and f.ouvain. 
 
 " Kach univc'isity lias four faculties, viz: of IMiilonophy and Literature, of Mathema- 
 tical and Natural Sciences, of Law and Medicine. 
 
 L— Sl'KClAI. lNSTRl-(/ri()N. 
 
 " iNItrsTRAL Instruction. — There are a nimiber of ffju-cial .schools contiected with 
 the .State Universities, as tiie .School of Civil Ku^Ljiuceiiuir, connected with the University 
 of Cilient, estal)lislieil 1S;;8. 
 
 " iNDisriiAi, Sciiodi.s ani> Wor.KSHurs. — The number of Industrial Schools is 20; 
 they are almost exclusively couinicrcial institutions, receivin,i,' Jiid iVum the (Jovernment, 
 which has tlie t;eueral superintendence and the ri.nlit of inspection, 
 
 " An institution peculiar to riel;j;ium are the work-hops for learnin;^ trades, (ateliers 
 d'apprentissajj;e. ) The (ui,L,'in of these workshops was the hopeless condition of tlie weavers 
 in flaiiders aK()ut Ks^iO, who were siitl'eriuj4 nnich on account of the introduction of ma- 
 chinery. 
 
 " AcRIcui/irRAI. iNSTUt'CTiON. — There is one St;ito A,L;ricuItur:d .*^ehool at Genibloux, 
 founded iu ISOO. 'I'liis scliool is loo:ited in liirue and well iirriitiued })uildin,t:s, :um1 has a 
 luodel I'arui and ^lU'den, and in the neiuhbourliood are l;iri;c distilleries, breweries, and sULiar 
 nianuf;ictories, thus atfor(liii;j, the students an opportunity of hccouiiu::; ac((Uainted with these 
 briniches of industry. 
 
 '• .\UT Insihiction. — There are two iic.ideniies of the tineart;>, one at Brus.sels and the 
 other :it Antwerp, both under the direction of the ( lovernnient. 
 
 " Lower !irt instruction is i;ivtn iu drawin<j-schools, chiefly niniritaine 1 by the cenimuual 
 or '.roviiiciid authorities, at presint nuinberini: upwards of fifty, where firatuitous instruction 
 in drawiie^iind kindred branc'ies is ;^iven. 
 
 '•There are two iloy.il Conservatories of .Mu>ie at Brussels and at Lici^e, niiuiiii:ed by 
 Couimittces Mppointed by the Kiuir, under the supcrvivion nf the .^Iinis(rv of t lie Interior. 
 
 •' '^lll.llAllY LxsiurirridN. — Tlieie are three institutions for militio-y iiistiuction, all 
 under the su| ervision of tin; .Ministry of \\'»r. viz., tlie School of War, (ir,ilr (/<' </tirne), the 
 .Military School, und the .School for non-coniinissiotied oilicers of the infantry and cavalry, the 
 first intended for tlie education of statf o tiecrs, (he second for the education ol' coniniissioned 
 officers of the infantry, cavalry, artijleiy, and engineers, and the last for the education of non- 
 coniuiissioncd officers. 
 
 " Nauiicai, Lnstruction. — There are two Schools of Navigation, viz., at Antwerp and 
 Ostend. 
 
 VL— THE EDUCATIONAL K.XIIIMIT OF THE E.Ml'lKE OF JAPAN. 
 
 ■Tapan, Iiy reas.on (jf lier former national isolation, and from other causes, was unable 
 to take any jiart in the great e.vhibitioii at Paris, in l,sG7. In lS7;$, however, slie contri- 
 buted to the Vienna Exposition " varieties of her natural products as well as art specimens ; 
 
 •ll 
 
 r 
 
 -j» 
 
Iby 
 be- 
 
 ciilled 
 
 f 
 
 VI. THK KMIMItt: OF JAPAN. 
 
 73 
 
 i 
 
 iiiiiKnil^, ores, vej,'ftiil>I»>H, iuiiiiiuls iirnl binls wtTti si'nt, tn;L,'ttIi< r with (|iiiiiititifs of 
 .JiHiiUifHt! wall', niiul' lip ill tuni-n styl»' ainl :sliaiM>, in lidpcs of tciiniUii;^ jiiiicliaHCN, l)y 
 coiiiMiiiiij; tHiidciiiiil idtjis of utility witli oiii-ntal iiU-as of mtistic lu-iuity. At tliiit fxlii- 
 bitioii •Ia|i;iii iliil lo'ixlt' j^Ttat trt'dit, «'li(itiii^ lii:;li ('(iMiiiifinlatioii t'iniu llic Kiii'ii|iran 
 [ircN.--, l)utli t'ur tin- ri(liiii>.s ami iiuvclty of Iut collections, ami for tlio ili.L^iiity with wiiicli 
 tliu L'oninii«Hioiier« romliictetl thi'rnst'lves."* 
 
 Till' same reiiiarkH pre-eiiiiiifii(ly liold j»ooil in rej^ard botli to the .Tiii>anP'^e disjilay at 
 Philadcljihia, and the (•ondint ainl abiliiy of her ('(jnniiissinneis. 'I'lie di>i»lay was of so 
 exteii.xive and siiiieiior a i haiaiter an to Mirpri«(! every one. It called forth sincere con- 
 gratidiition on the part of the friends of education generally. 
 
 For reasons which I shall pre.sently explain, Japan was unable to mako any educa- 
 tional display at Vienna. She, however, quite niaile up for the oniiHsi.m there, by the 
 vaiiety aiiil practical chara<'ter of her educational exhibit at IMiiladeljthia. 
 
 It may l)e de>irable here luiclly to take a j^lance at the causes wliidi have bnm^ht 
 about so desirable a change, and havt! h'd to so extensive a revival of Hdiicatioiial zeal in 
 Japan, the gratifyiti},' fruits of which were seen at I'hila<h'l[>hia. The detailed narrative 
 on the siilijict is of great interest; and it embodies in brief space much historical and 
 general infurmatioii. I have condensed the folh»wiiig summary of it from an official 
 account of tlui "HistoryofJapaiie.se Education, prepared for the Philadcl[ihia Interna- 
 tional Kxliibitioii, isTl), by tlie Japanese I)e[)ailiiiciit .if Kdiication." Tiie writer, David 
 Murray, K-ij., LL.I)., " Foreign Siii)eriiiteiident of Ivliication in Japan," says: 
 
 *' The early liistnry of eilucati<»n and literature in Japan, as in all other countries, is 
 oliscure and uncertain 
 
 " III tlie theoiy of Japanese government, tlie final ami alisolute authority vested in a 
 sovereign ruler called the MihaloA An unbroken Hue of these sovereigns is traced back 
 in J;i|iaiif>e histoiv to alioiit fiilo, \].('., penal laws, inii)cii,d e<li(ts, and adiiiinistiMlive 
 regiilaiidiis, were all siippos( (1 to emanate troui the sovereign. From about the twelfth 
 ceiitiiiy, however, owii.g t(» internal and external commotions, the actual duty of re[ires- 
 sing tumults and extciitiiig justice upon relpcllious subjects was intrusted to ageiicrjilissimo 
 of the inqieiial forces known as tlie ' ,^lin,jiiii,' At tlie beuiuiiiiig of the seventeenth cen- 
 tury this otlice fell into the hand of a member of the Tokugawa family, in whicli it sub- 
 6e(|Ueiitly liicame heieditaiy and so continued down to lJ^(i7, when the incumbent re- 
 signed the otiice into the hamls of the Mikado. During this period of tlu; Tokugawa 
 power, la>tiiig more than two Immlred and fifty years, the entire executive authority of 
 the goveriinii lit wascxi'icisetl l»y the Sliogun. He did not, however, assume independent 
 sovereign power, but continued to act nominally as the representative and servant of the 
 Mikado. 
 
 " It was during this iRiioil that the feudal .>ystem attained its highest development 
 in Jajiaii. The ancient territorial nobles were reduced to sulijection, and became vassal 
 primes under tlie Shoguii. New and coiKiiieied provinces were parcelled out to tin; con- 
 nections of the Shogun's family ; so that, at the time of the making of the f(Ueign treaties, 
 there Were about two htiiidreil of these princes, who, uikU'I the name of (A</«(o^', exer- 
 cised in their provinces hjcal authority, and yieldt^d to thf Shogun, as their superior lord, 
 feudal ol)e(lit"iice. 
 
 •' iNTKdDiriioN OF LKAliNrMt INTO JaI'AX. — The first st( ps ill eiliicatioii in the 
 empire were taken before the period of the Shouuiiate. (,'liiiia and C'orea were in this 
 particular, as in many others, the source from winch they derived their first seed of learn- 
 ing. As early as A.I>. ;?')(», there 'are accounts of Coiciui and Chinese scholars being 
 brought over to teach a knowledge of the Chimse alphabet and Chinese books to the 
 Japanese imperial court. It is now generally conctiled that, previous to the introduction of 
 
 * •' Jiipan anion;; tlio Nutions." Iiitiriinfionul I'lvkw fur .liiiiuury ami Ful;iUiiry, 1877, iiiii,'fs (');<- lit. 
 t In the curly trtuties and dipl' matic corre.-poudtnie bu i.", under a misci nt'cpti" u, oiillcd T/icoon. 
 
74 
 
 PAUT Xr. — NATIONAL KDUCATIONAL KXHIIUTS. 
 
 k 
 
 
 (Jliiiifsc, 111) ;il|iliii'ii'tii-iil writing existed in Japan. The ali'liahct ot'torty-i'inlit cliararti rs, 
 known as the .fapancsc iro lia, wiiicli is usc(l in tlie simiili'i' styles of wiitiii,i;, is now enn. 
 sidercd to liave lieen tlie modification and sini[)litieation of certain ianiiliar Chinese char- 
 acters 
 
 '•TIio first teachers employed were Kmuglit over tVnm Corca and China ; l>nt snlise- 
 qiiently native sdiohirs wiio liad heen educated in China were aide to take their [daces, 
 and giadiially there i^row up in connection witli the Imperial (Jovernnient a system of 
 education which dilleied wid(dy from its prototype, hut was so fur h'ted to the wants of 
 the .'.ipauese Kmpire as to secure not only its stahility thnmuh many centuries, hut a hi^li 
 degree of culture and civilization. 
 
 " Till" primary ohject aimed at in the education of this pt'iiod, wliich may he termed 
 the " middle. ages " of Ja|)an, was not the diffusion of knowledge anu>iig all classes of peo- 
 ple. This is a conception ol' recent origin e\,'n in Western countries. 'I'he ohject sought 
 was, hy means of special training, to i»re[iare men to enter the service of the (lovernnient. 
 For this purpose, an institution which we may call a univei'sity, was estal)lished at tin; 
 capital of the empire. It had hraiiihes also in the varioi;s principal provinces, which 
 were tiil)Utary to the central institution. 
 
 "TllK (ii;i;AT Sciiodi.s of Old Jai'.VN. — The founder of the Tdkngawa dynasty of 
 Shoguns was a lilieial i>atron of learning, and did much to encouraiic the orLranizition <jf 
 schools aiul lihiaries. He ( slahlished at his cai)ital in Veddo. a ('ollege which attaiurtl 
 great celehrily, and was attended hy more than three thousand [uipils. It was deilicated 
 to tiie honour of the Chinese piiiiosopher, Coid'ucius. ...... 
 
 " Other institutions of a like character were founded hy several of the more powerful 
 daimios in their provinces. ........... 
 
 " The.se institutions were, however, designed solely for the use of the '• Summai" class, 
 i.e., those who held feudal relations as military retaiiirrs to their masters. 'I'he children 
 of the common [leople were not pi'ovide.l for in government schools. The education they 
 received was at private schools, or hy private teachers. 
 
 "The women also were not e<lueate(l at the great national schools, hut were taught 
 in private sdiocd.s, or l>y tutors emphiyed specially hu' their instruction. The education 
 of females was less extensive and thorouizh than th.'it designeil for l)oy,s, They learned 
 to read hooks in t!ie ea:>ier styles, hut were not generally taught the Cliim s(! classical 
 authors. They could writi; and play upon some musical iiistninients, and were t.au'.rht 
 female accomidisiiments in the line of sewing, endnoidery, etc. Theie \.tiv, h'.wevcr, 
 some notahle exceiitions to this limited female education. IVm.ile .-cholars i>\' great cele- 
 brity apiH'ared from time to time, and not a i'vw of the most I'amous names in literature 
 are tlio.se of femah s. ............ 
 
 " Jai'ANK.sf, MdDKKN Kl)ic.vi'i(>N.— The first seeds of a reformat ioii in I he educa- 
 tional .system of Ja|)an were sown while the Dutch held the iniuiopoly of trade at Na- 
 gasaki, A C(»nsiderahle number of the .Jai)anese learned to speak and tn read the Dutch 
 language ; and, although the Covernirent diseoiintenanced the introduction of foreign 
 ideas and foreign books, yet both of tiiem slowly peiccdated into the empire. 
 
 " The influence of the Dutch learning is plainly tracealde, especially in the direction 
 of medical science. At the time of the a<lvent of Commodore IVrry, in ls5i}, avery 
 peiceptihle advance had been made out of the old Chinese imdical system into the mnro 
 rational one of Hurope. 
 
 " But it is oidy since the ccjuntiy has been o[)eii l)y treaty to ftiieign trade and ibnign 
 intercoui'.se, that the influence of Western learning has ically be^uu to affect the natiiuial 
 life. The coidlicts ni which the country was iilunged o\cr the (pies! ion ot foreign inter- 
 course, led them to investigi'te for themselves, the points in which Western civilization 
 was superior to their own. They could not lesist the arguments which were supplied to 
 them in the foiiu of powerful ships with their destructive arm.iiiients, the knowledge of 
 military and naval science displayed by the strangers, the many strange ,ind useful articles 
 of manufacture which tlu'V brought, and the su[ierior knowledge they dis[ilayed iinvgaiil 
 to geography, astronomy, navig.ation and medicine. 
 
 "They maile early efforts, thereloic. to remedy their deticieiicii s in tlicM' particulars. 
 They engaged from Fiance a c<inimissiiui of militaiy oflicers to instruct them in the modes 
 of warfare in Furope ; they inirch.ased vessels, and engaged skilful persmis to teach them 
 
 % 
 
 t 
 
 ii'T«Tt[|-iTr""-'nniT 
 
VI. TlIK EMIMUR OF JAPAN. 
 
 75 
 
 jM'i)- 
 
 llrnt. 
 
 It llltj 
 lii.h 
 
 i 
 
 lumuv'vs ami scienut'!! of 
 
 how to manage tliom ; tlioy bonglit foreign arms and ammuniHim for the use of tlicir re- 
 organized troops; they took evi'ry (([iporttiiiity to study the Dutch, English and French 
 languages, so that they might he abh; to obtain from foreign books the secrets of that 
 power whicli they couhl not fail to acknowledge. 
 
 " I'ut the most iinjiiirtant step was taken when they resolved to send to fcireign 
 count) ies, ynimg men to be educated in the sciences and arts of the West. As early as 
 18()1 some of their ydu^hs weie sent to Holland, and afterwards to England and America. 
 Strangely enough, snme (if the lirst to be sent out, were from provinces whose daimios 
 had been the most bitter opponents to foi'eign intercourse. They were the lirst to see 
 that, if they were even to oomiiete with liie power of Western nations, tliey tnust be aide 
 to tnrn agaiiiSt them the weapons drawn from their own sciences ami arts. The educa- 
 tion of dapanese ynnng men in foreign ei)untries, although of so recent a date, has already 
 been pidiliicti\e of the most important I'csults. Many of the most res[)iuisil)le positions 
 in the (JoVei iimeut arc; now hlled up by the men wiio received their educatiijn, and ac- 
 qnired llu-ir kiiowledgii of foreign atfairs in Europe and America. These men, and others 
 eqnally enlightened and ]irogressive, saw the necessity of establishing a system of (dnca- 
 tion whicii should give to their country a knowledge of tin 
 those nauons with which in the future they were to be so intimately associated. 
 
 "()i;i(iiN dl' THK JaI'anksk I )ki'AIII mi:ni' of Educ'ATION. — Hence, after the revo- 
 lution in the (bivernment by which the Sliogiinate was alxilished, and the Mikado re- 
 s>nne(l his ancient authority, one of the most important reforms inaugurated was the es- 
 tal)lishment of a department (if ]iublic instriictidu. This took [dace in 1S71, and all 
 matters I'elating to schools, c(dlegcs, liluaries, and ntlier educatiomd institutions, were 
 intrusteil to this department. The system of education which now prevails, and wliich 
 is fast providing for the nation a system of universal education, is the work which it has 
 undei taken. . ,.........'.. . 
 
 " I'nder the stimulus of foreign intercdurx'. and the strong desire to learn foreign lan- 
 ^nages, there had already sprung up in various cities, schools designed to satisfy thi>waiit. 
 As early as Isriii, u sch o\ tor leaching foreign languages was liegnn in the City of Veddo, 
 nnder goveinment ausjiices. I'nder nativt^ and foreign teacluM's, .-several I'oreign lan- 
 
 guages were taught, and the (dements of a western education were supjilied. It was out 
 (>[' this nu(deus that the present large and llnurishing gron[) of institutions for foreign 
 learinng in the City of Yeddo originated. The newly organized Department of Education 
 wisely icsolved to utilize all such eijucational material, and has nuule it the l)asis for the 
 ni'ire systematic and cumplele set ai' institutions which it has e.-tabhshed. 
 
 ".Svsii;m or Eiucatio.N 1.\ .IaI'AN. — The responsilde head of the emiiire is the Mi- 
 ka'lo, or I'lmperor, in whose name and authority all laws and edicts avr issued. I'ho 
 ( etails of aiimini^tiatioii, however, are intrusted to various departments, each being 
 charged with its ai)|iropriat<,' work. 
 
 " Jai'AM'.sk Lir,i!.\uii:s a.\i» Musr.UMs. — From the time of the recent transformation 
 of the (loverniuent, the c(dlection of books has become necessary for the use ot the de- 
 jiMrtments, and the institutions of leaining. The first public lil)rary, however, umler the 
 new r(''ginie, has lieen op( ne(l in the capital by the Department of Education. It was 
 Hist organized in 1^72, and then c(Mitained only da[)anese and Chinese books. In 1875, 
 it was reorganized on a largt r basis, and now contains a large collection of valuable 
 foreign as w(dl ;is native literatuie. 
 
 ''In Is7;{, a museum was organized, intended to exhibit the following classes of col- 
 lecti(jns : Industrial specimens; s[ieciniens of Art, and Art applied to Industry ; specimens 
 of Scientilic and i'lducaliomd Ajuiaratiis ; sjiecimeus in Natural History, Agriculture ami 
 Ethnology. This nniseuni grew out of the collection ot' articles made for the Vienna Ex- 
 position, and has gradiudly increa.sed, until it is now a collection of rare value and 
 interest. 
 
 " .Another museum has been more lecently organized by the l)e])arlment of Education, 
 for the beiKdit (duidly (if the eilucati.mal in.-titutions located in 'fokio. It is. however, 
 also intende(l Id l)e iipeiied for the pulilic benelit. It is less a general museum than a 
 series of collections in the various subjects iin[)ortaiit in an educational course. 
 
 It was from this educational museum, and from the scluud apparatus m;inut'actory 
 connecte(l with the " Department of .\rts and .Mamdactuieo of the i niversity of Takio,"' 
 
J 
 
 ^ t 
 
 1 1 
 
 ! i 
 
 % 
 
 76 
 
 PART XF.— NATIONAL KDL'CATIONAL KXIIllilTS. 
 
 that the extensive collection of Jai>aiit'se scliool apparatus exhibited at Philadelphia was 
 obtained. 
 
 There was something very peculiar and yet very strikingly suggestive in this collec- 
 tion. Many of the articles exhibited iMniliinc(l, witli more or less vaiiation. some of the best 
 features of the school a])paratus and other appliances in use in our scliools, eombinid 
 with the most useful and |)i'actical products of Hastern scholastic skill. Kach article was, 
 moreover, picseiited in a Japanese dress ami iinish. —with here and there a (plaint ligure, 
 or ornament, oi' syndicl, to distinguish it as a product of .(,i])anese skill ; with also what 
 appeared to Knglish eyes hieroglyi)hical characters inscribe<l upon it, descriptive of the 
 name of the article, or illustrative of the purpose it was intended to serve. 
 
 In this way the visitor got a practical example of the Japanese idea of an air pump, 
 a liydraidic press, and a steam engiii(>, etc. '•" 
 
 .\nning the most striking tilings in the Japanese collection, was an admirable series 
 of coloured "charts," as object lesson sheets, for teaching natural history, langiuige, arith- 
 metic, gynniastics, and for familiarizing children with the names and uses of every-day 
 objects. In kindergarten material, tliere wert; forty-one different articles of Japanese 
 manufacture. The " raised pictures " were very good. They represented the plucking of 
 tea leaves; a plum tree with orioles ; ;i farm house and accessories; antdepliant; a battle, 
 etc. The " lacipu'red pictures " were intensely Jai»anese. They represeiiteil a ( 'hinese 
 General; a falcon; a "sago-palm," with frogs, etc. There were also quaint looking 
 " painted pictures " of men, women, llowcrs, l)irds, grasses, trees, warriors, farm-house, 
 etc., foot-l)all, musical dance, besides these, there were others illustrative of inedi;jal 
 science, of the mode of reKning gold ami silver at the Sado miius. Pro1)al>ly, however, 
 among tin; articles which attracted most interest and attention, was the Japanese al)acus, 
 or arithmetical "counting-frame." An anecdote, illustrati\'e of its use and value, i.s thu.s 
 given Ijy the correspondent at the Exhibition, of the Xew Voi'k Tril)iii/i' : — 
 
 "There is an al)acus or counting instrument of movable wooden buttims on wires, 
 ditfering little in appearance from that in use in .American or European kindergartens. 
 The Japanese, however, use it in their daily life. Tlie ( "onnnissioner told me that all the 
 accounts in their (ifhce were kept by it, and that 'although lie had of late years studied 
 arithmetic, and even the higiier mathematics, by aid of the written liguies, ^uch as wo 
 use, he still preferred the al)acus (cr in .la|)anese s()ro-l)an) as a "pucker and simpler ami 
 more accurate method.' A doubting Ho>toniaii who was present, idiallenged him t<i a 
 trial of the two systems. vSomebody called otf large sums running up to billicins, whi<'h 
 the American wrote down and added in the usual way, while the swift, nervous lingers of 
 the (,'ommissioner Hew over the wiies. There was something very lieaity and cordial in 
 the way in u'hich the eager crowd took part with the foreigner, rejoicing when, as a l)y- 
 stander said, he won by several lengths. J)illicult sums in the tirst four rules resulted iti 
 victory for the .soro-ban ; ami [ btdieve it can bt; used in any mathematical calcidation." 
 
 The whohj educational collection from Japan, consisting of nearly l,<lO(t olijects, was 
 thus classified into fourteen groups, in the otiicial catalogue, puldished at i'hiladelpliia by 
 the Vic((- .Minister of Education. 
 
 "1. Japanese Educational History', .'J books. 
 
 " 2. Educational Notifications and Law.s, 1- book.s. 
 
 " ."?. Kducational Re[iorts. 5 books. 
 
 " i. licgulations of ( io\-eiinnent Schools,. (i books. 
 
 " a. Charts, maps, books and ap[)aratus for schools, containing the following : 
 
 Five cliaits for teaching Language ; .Six charts for teacliing Arilhmi'tic ; Four charts 
 
 * A l.ni'Lfe vnrifty <'f iimst iiitcrostiii;,' s|K(iiiiiiis ef .laiiaiicse srlicidl M[iii;ir,'itus mid !i])]ili:uin'K wcro jmr- 
 cli.'iNfd at l'liilM(lcl|p|iiii fer tin,' < liitiirin K(liii;i!iiiii;il Musi'iini. 'I'lic .lupaiioc vice-ininistei- als.i i.urchiiM'd a 
 grc'iit iimiiy iiHicles fiviii the (»iit;iiici HxliiMt. A li>t ef tliifiu fxcliaiigca will lif Kivtii iR-iir the clese <>f this 
 
 ri'iK.it, 
 
VI. THK KMl'lKF, (tF JAl'AX. 
 
 7T 
 
 pump, 
 
 School Slates ; Lacijucivd Slatrs ; School dusks ariil chiiirs. School ajipuiatiis, niiuuifUo 
 tnifd at the l)(i>artinent of Arts and iManufacturos of the Universitj' of Takio, viz. : 
 I'tilariscope, hydraulic ram, ♦■lliptical compass, glass-cuttiug machine, Newton's plates, 
 }ilinie mirrors, model of steaui-en<iitie, pyrometer, conjugate miri'ors, sonouK^ter, tiuiing- 
 ioris, force-i)ump, suction-pumj), JViagdehurg hemispheres, air-]iumiis, Archime(lcs' screw, 
 reaction wluHil, hydraulic press, Cartesian diver, incliiu'd }»lane, pidleys, wheel and axle, 
 lever, co!icave mirmr, and convex mirror, • double cane and inclined jilane, rocking-t()y, 
 collision-])alls,camera-oV)scura, centrifugal machine, ailhesion j)lates, parallelogram uf forces, 
 gyroscope, orrery, wedge, accompanied hy a list with prices. 
 
 "T). Examination Papers of (Jovernment Schools ; (5 books, 
 
 " 7. Kindeigaiten material : 'J"he collection under this head emVjraces forty-one differ- 
 ent articles. They consist of boxes of letters, cards, puzzles, etc. ; of pictures, play-card.s, 
 easy-readers, simjjle games, shadow-pictures, hand-balls, and children's toys, together with 
 four boxes of kiiulergarten gifts. 
 
 " 8. Library, museum and botanical gardens, G photographs, maps, &c. 
 
 " 9. l)esigns and jdiotographs of Schools : 16 photographs, plans, models, etc. 
 
 " 10. liooks, maps, etc., S:3, viz. ; Dictionaries, histories, ma])S, laws, medical books ; 
 ancient and modern poetry ami prose, Jajtanesc and Cliiiu'se styles of writing; books of 
 nmsic ; biographies, natural history and agriculture; almanacs, old model books of writing 
 ami aiithmetic ; lectures and treatise ; catalogues of new books. 
 
 '' 11. New.spapers, lU kinds, etc. 
 
 "12. Instrumetits, ajiparatus and literary material, 48, viz.: Ancient and modern 
 medical instruTuents and medicines ; measuring instruments, globes, ancient writing in- 
 struments, arithmetical coiuiting frames, pencils and brushes, paper penholders, ink, 
 books for accotints and memoranda. 
 
 " 1.1 rainting and printing instnnnents, 43, viz. : Kaised lacquered and painted pic 
 turcs, instruments for drawing, painting aiid engraving. 
 
 " 14. Photographs of various places ami buildings. 
 
 PKKSKNT STATE OF EDUCATION IN JAPAN. 
 
 From the ofllcial report of the "History of Education in Japan," to which we have 
 already referred, we gather the following particulars as to the organization and progress of 
 a natural .system of K luiation in the em[)ire. The information has been greatly con- 
 densed from the olHcial report : 
 
 •' Orijnuhiiiion <>f thr Japdncn- Jhjiartiueiti of Kilucatlun. — The Department of Educa- 
 tion is administered by a minister and other olHcer.s. At its organization the head of the 
 Department was Oki, a man of great energy and judgment. He was subsecpiently 
 transferred to the head of the Department of Justice. At the pre.sent time the head- 
 oilic«'r isTanakaFujimaio, the Vice-Minister, who had charge of the Japanese Educational 
 Exhibit at Phila(h'lphia. 
 
 " Th' JluKtni (/ >'>ii/)rriiitemh'nce is charged with the duty of inspecting the schools 
 of the empire, ami with the <luty of general sui)erintendence 
 
 " ]'/ic Jliinvii vf Si-liool Ajliiirf has charg<' of the btisiness of the schools with the de- 
 partment, and with the a)>pointment and designation of oflicers and teachers 
 
 " 'J'/if linrc((H o/' li'rjxirts collects, arranges, and pulilishes statistics of education. It 
 gathers iidormation conc«rning education in foreign countries. It ](ublishes a semi- 
 monthly report containing information for teachers and those interested in Education 
 
 The Compilation and jucparation of school-books are in its charge 
 
 '* The Jlurmv (fj'iiuunv is chaiged with the care «>f all financial trans;xctions of the 
 department, with the paynu nt of moneys to the government schools, and the distribution 
 of the annual appropriations to the local schoid bunuus 
 
 "The government schools are each managed by a director, who is appointed hy the 
 Department of Education, and who is generally one of its oflicers. The director is re- 
 sponsible for the general conduct of the institution, but in all inijiortant matters is re 
 quired to consult the department. 
 
78 
 
 PAHT XI. — NATIONAL KOUrATIONAL KXHII5ITS, 
 
 •*Iit c'lcli of tlio IdOiil ^'oviTtitiii'iits tlicro are ofliccts cli;ir,i,'c(l with tlic care of filiica- 
 tioiKil affairs, wlio are reciniicd to look after tlie or_L(aiiiz.»tioii ami niaiiitenaiiee of the 
 schools ill tlie (liffereut districts. Tlie eiiiiiire is divided into seven ^'rand sciiool-di.strict.s, 
 ill each of whicli it is planned to cslahlish edncational institutions for hi,i,dier instruction. 
 Tiiese urand school districts are siih-divided into inidille and eleineiitaiy school-<listrict.s. 
 Of the latter there AVer.' in 1S71, ahout forty-tive thousaini. Tiieir lionndaries are dt'- 
 teiinined lij the natural features of the conntiy, care hcin^' taken to construct districts so 
 that the access to the school may he easy, and also so that the ancient conuiiuiial associa- 
 tions of the iieople may he as far as jiossihlc respected. 
 
 '• The institution.: of leariiin;^' which have been organized under the dejiartuient may 
 he elassitied and descrihed under the following heads: 
 
 " 1 Ehninilanj ^VZ/i/n/.v.- The clcineiitary'scliools are nndei^the ininiediate charjre of 
 the educational oflicers of the local govirnnu'iits. As fast as the circumstances of the 
 districts would Justify they have lieeu estahlished, and where schools alreaily exi.sted they 
 lia\e been reoi'ganized. In tins way many schools have heeii adopted and have hcconio 
 imhlic schools. A schedule of studies and other regulations for eleineiiiary schools was 
 issued hy tlu' I)e])artnieiit of Kdiicition. Tliey are adhered to as far as the condition of 
 the schools and the ahility of the teaclier will allow. Text-liooks on the various siilijecta 
 of learning have been prepared under the direction of the ])epartrnent and publishe I for 
 the beneht of the schools, ("haris for teaching reading, writing, gt'<igr,ipliy and arith- 
 metic, have lieen prepared and issued. 
 
 "The entire |)rogramnie of study i.s*desigti<'d for eight years, and is divided into two 
 courses — a junior and a seiiioi course, each of four year«. Kaih year is divided into two 
 grades, .so that each of the two courses is divided into «>ight grades of si.x niontlis each. 
 
 " As fast as the wants of the conimunity reijuire it, secondary schools, graded so as to 
 receive the ])U]iils after they have finished the (denieiitary schools, jire to be established, 
 
 "The subjects of study are designed to follow those pui-.>ned in the <deinentary schools. 
 They differ from those in corresponding .schools in Europij and America in giving more 
 weight to the native language. .......... 
 
 " The elementary and secondary schools aro supported frotu four different sources : 1. 
 The Department of Education makes an annual grant Ut all the schools of the empire, in 
 proportion to the school population in each <listrict. The pourr to make or withhold 
 this grant enables the department to reijuire that the .schools shall be conducted in accord- 
 ance with the regulations prescrilied. 1.'. In most ilistricts the chihlreii are charged a 
 small fee, which goes to the support of the school. 3. A tax is levied in each ilistrict 
 inider the siijiervision of the local school oflicers : it varie.s with the ability of the district 
 and their willingness to sustain ediiention. 4. Private iiniividuals, especially the former 
 daimios, who still have considerable revenues, and rich merchants, fre(iiiently make 
 liberal donations for the sujiport of the .schools in their localities. 
 
 "To show the number and increase of tlementary .schools, the following table is 
 given. It is estimated that in 1^75 the schools numbered at least .■50//()(», and the puinU 
 ,2,0ii0,t)00. 
 
 Kk'iiit'iitfirv Sclidiils ami jmjiils. 1&74. liiert'a.-n; f<ir the war. 
 
 " Elementary Schools, pulilic KS712 1<»,7U 
 
 do do private 2,."Mfi 2,2*J4' 
 
 " Pupils of Elementary Schools, male l,.'Ki3.:{00 2!«3,684 
 
 do do female 4'Jl,8u7 10.3,471 
 
 do do Total 1,725,107 3i)7,155 
 
 "Income of Elkmkntauy Schools, 1874." 
 
 Inciime for 1874. Yen or •?• IncreaHe for the year, 
 
 "From School Fees 30-',«;o;j 32 \V^S>rA) M 
 
 " From School di.strict rates 1,4."»8,«;10 OG 620,2yl 32 
 
 "From voluntary contributions l,0St»,845 46 651,080 78 
 
 1 Decrease, 
 
 *The yen in almost identical n value with the gold dollar of the United Statea. 
 
VI. THK KMl'IUE OF JAPAN. 
 
 79 
 
 Ino.IiU' f.ir 1874, Yfii (T !? 
 
 'From (Jnvtttiiiit'tit pro-rata ajijiropriiitioiis 272,:'.SO 17 
 
 ' Fidtii interest uf various iuiidb , .'iSK^^lil) ')(» 
 
 'From lui-ct'llaiit'ouw sourcrs ;52(i,4ii7 T)*) 
 
 Total 3,7"J4,11.'.". (»l 
 
 Iu('r»';<sf for tlie year. 
 
 27.8()i 89 
 
 3(i9,7(;iS 7fi 
 
 <i<!,4:js 40 
 
 l,8r)r),(i:i4 i'/j 
 
 " KxPKNUiTunK OP Ei,kmi:ntahy Schools, 1874" 
 
 Kx|)riiilitui>.' fur l'^"4. Yvn nr .S 
 
 •' For tfaeli.Ts' salarirs l,'2UnJ\8r, r.O 
 
 •• For iitlicr salaries. L'N2,ri-J7 51 
 
 " For expcDsi's in iiisiicctiiij; 2s,'jt')'j (!! 
 
 •• For liuililiii^ and icpairs Cl-S,."):')i'> (»1 
 
 •• For linoks ami a|piiaratu.s 4S,-!,i;^7 ">'■") 
 
 • For fwhia.i li-lits 170.s;]j 5(5 
 
 "• For iui.sci-llun»'ous purpoM'S 2"<n,2s;t o,'} 
 
 Total 3,U*r»,27.S 03 
 
 "Klf.mkntauy School PuorjniTY, 1874." 
 
 Increase fur tlie year. 
 «i72.r).10 74 
 15(t,.^)ir, 54 
 2-'.R7f. 38 
 3.-) 1.2 13 94 
 17(k100 45 
 ln7,*;r)7 7.') 
 138,5(10 81 
 
 1,0 1 9,700 61 
 
 A)>iir<ixiia.ati' valntn, 1S74. Y«'ii or ?. Incrt-.-isi- fi>r the year. 
 
 "Vahit'of Sriiool hais^s 1,03S O^C. .'iT f)0.").752 ♦>(] 
 
 ••Vultif of Scliool grounds I24,r)8(t 39 71,090 79 
 
 •'ValiU'of School aipparatus 413,:)9:» 01 24s,:54t; r)3 
 
 •■ Valn«' of Srlu.ul t.uok^ 3(;7,0r)3 .*)3 17'.t,.''<t;7 8.5 
 
 •• Amount of School fuuiU 3,79(),;'.(;2 07 l,93t>,43<> 89 
 
 Total r),740,248 27 2,941,488 72 
 
 " 2. Normnl Scfimh. — 111 1872 a normal school was or^'anizfil in tlit» city of Takio j* 
 . . . . It was (lcsi;.rru'(l to ^ivf the pupils a <;oo(l education in all the l>ranclit'S to 
 be taujiht in the chnu'iitary ischools, ami also to give them instruction ami traitiinj;; in the 
 proper niethotls of teachinj;. Tliis school has been in operation four years, an<l has sent 
 out between two and three hundred graduates. It has connected with it a training-school 
 of !*niall children, where the pupils of tlie normal .school are exercised in teaching. . . 
 
 " As soon as tlu' success of the Tokio Normal School was assured, another was es- 
 tablished in the third grand school district in the great cimunercial city of Osaka. One 
 year later the system of male normal schools was made complete by establishing five 
 others, thus giving one to each grand school district. 
 
 " Female education had never received that attention in the old system of education 
 that its importance deserveil. The wise and progressive statesmen of the present era, 
 saw the necessity of giving to female education a great and a decided impulse. Tliis 
 purpose was secured by the enlightei.'d generosity of the Empress, who resolved to do 
 something to promote the education of her own sex. She gave from her own private 
 purse the niom-y necessary to erect a building for a female normal school, and directed 
 the Department of Kdueation to see her wishes carried out. An excellent building was 
 thereupon erected on a beautiful a!id commamling site, and in October, 1875, it was dedi- 
 cated in the presence of Her Imperial Majesty, with simple but impressive ceremonies. 
 It was immediately opened for the instruction of female teachers, and is now in successful 
 operation. . . . 
 
 * At thf time of the reiiinval "f the inijierial capital frimi Kiato to Ytdd.i, the name of the latter city 
 was chatiged to Tnkii), i.e., " Eastern t'ai>ital." 
 
80 
 
 PAHT Xf. — NATIONAL K.IHTCATroNAL KXHIIUTS. 
 
 «« Taiili: showing tiik Schools roll TitAiNiN(; Tkachkus. 
 
 Noruml .Scliot>l» in liS74. 
 
 First gniiul-Hchool (lintrift 
 
 Second {,'''aud-Hch<iiil distiict. . . . 
 
 'I'liiiil f,'raiul-Hcho(il ilistiict 
 
 Fimith gnind-.sdKiiil district . . . 
 
 Fifth griHid-schodl district 
 
 Sixth yraiul-schodl district 
 
 Seventh t,'r:»nd-schu(il district... 
 Total 
 
 Niinilicr. 
 
 
 
 
 
 
 
 
 
 
 N'niiilicr cif 
 
 Niiliilier of 
 
 (iiiVlTll- 
 
 niciitiil. 
 
 l.nc 
 
 ul. 
 
 Teachers. 
 
 >;tiuieiits 
 
 
 
 17 
 
 I.:. 
 
 1,177 
 
 1 
 
 * 
 
 
 G 
 
 r.. 
 
 1.07'.» 
 
 
 
 •1 
 
 •M 
 
 r.17 
 
 
 
 li 
 
 :<t! 
 
 .v.".* 
 
 
 
 4 
 
 Iti 
 
 2;{.J 
 
 
 
 
 
 22 
 
 77:» 
 
 
 
 a 
 
 '2r, 
 
 :wi 
 
 2.s."i 
 
 .■'.<»22 
 
 " 3. Forchjn Ldhjiuuji' Sihonh.—W)\ the jtrosciit, .... tlio liio;lier t'diioiitiori of 
 the Japanese must ccnne to them thruiigli .1 l'oieij,'ii tuii<,HU\ Their own huiguao;e is too 
 deficient in the hteratuie of I'uieign science, ami «'ven in well undcistodd terms tor the 
 expression of the ideas of foreign learning and philosophy, to make it a lit medium for 
 their consideration 
 
 Foreign I.angiiat,'f School.-i, in 1S74. 
 
 First (,'riiiid-school district. . . . 
 Second t'raiid-.sch(>ol district. 
 Third grand-school district. . . 
 Fourth f,'iaud-8chool district . 
 Fifth ,L;rand-Kchool district . . . 
 Sixtli grand-school district. . . 
 Seventh grand-school distriit. 
 Tot:-.l 
 
 Ntinilier. 
 
 I 
 
 I Xiinilierof jNiniilicrof 
 
 (Jovern- 
 
 mental. 
 
 Local. 
 
 ' Teaeliers, 
 
 Sllidelit'". 
 
 2 
 
 .-.li 
 
 147 
 
 :{,♦);(] 
 
 
 8 
 
 2!t 
 
 3 IK 
 
 
 11 
 
 2.$ 
 
 Iw") 
 
 
 
 5 
 
 5.> 
 
 
 1 
 
 
 
 «I8 
 
 
 2 
 
 32 
 
 :W4 
 
 3 
 
 4 
 
 
 2."i8 
 
 10 
 
 82 
 
 247 
 
 r.,;{i!i 
 
1,177 
 
 1.07i» 
 
 .vir 
 
 77:» 
 
 ;i,»i:!l 
 
 055 
 55 
 08 
 
 .-{04 
 
 VI, THK KMI'IUE OF JAl'AN. 
 
 81 
 
 •* At pri'S^'iit the following schools art! organized .•vtul in operation : — 
 
 " 1. Ciilh<j>' vf Lno. 
 
 "2. Ci>//egr (if C/ii'iiiiriif Tir}nuifo(jy. 
 
 " .'$. Cullcijc (if KnijiidirliKj. 
 
 •* 4. In addition to tht^ foregoing departments of study, there is a School of Arts ami 
 AfdiinfnrfKrcs conducted ill the ilii])anese Language. 
 
 " It may !)" mentioned ihut the greater part of the philosophical apparatus in the 
 educational part of the Japanese exliil)it, was manufactured at the School of Arts an«l 
 Mainifactnres. 
 
 " The clii(^f director of the university is Matakeyama Yoshinari. The instructors are 
 in part foreigneis and in part .iapauese. The following statistics will exhibit the present 
 condition of the institution : — 
 
 " l>ire(t(trs •. 2 
 
 " Other ollicers 11 
 
 " Foreign professors , 20 
 
 •'.Japanese pnifes.sors and instructors 14 
 
 " Students in S<'ho(d of Law 17 
 
 " Students in ScIkiuI of Cheinir,try. 24 
 
 *' Stuilents in general course 131 
 
 "Otlier stu<lenls 150 
 
 "Total Students 349 
 
 "PuoiKSSluNAL ANI» TkcHNICAL InsTITITIOXS. 
 
 "The want of trained puldic servants led the Government, at an early period of it8 
 foreign intercourse, to estaldisli institutions to provide men educated ami trained in the 
 speciid arts of the West viz. : — 
 
 " 1. Ml/ifan/ CnJInp'. 
 
 "2, ^llval i'liUn/,:' 
 
 " li, KiKiiim rimi i.'iilh'jv, 
 
 " 4. Mnliod Cnf/r</,: 
 
 " In estimating the progress that has been made in medical education, we must not 
 omit the organization of liospitals in the empire. 
 
 "TAiiLi: SiiowiNc Tin: Poitlatiox and number of Pupils in 1874. 
 
 "Po))ulation of seven grand school districts 33,579,909 
 
 " Wliole nunil.er of pupils, 1,739,422 
 
 " Percentage of pupils to population 5.18 
 
 "Pupils in eleujeutary schools 1,725,107 
 
 " do ilo do males 1,30.^,300 
 
 " do do do feiiiales 421,!<07 
 
 " I'lipils in government and local normal schools 5,022 
 
 " Pupils ill foreign language schools 5,319 
 
 " Pupils in government colleges 3,927 
 
 "Tauli: Siidwincs the nu.mher op Teachehs ix 1874. 
 
 " Whole numher of teachers 38,365 
 
 "do do do male teacliers 37,731 
 
 "do do do female ti'achers 634 
 
 "Teachers in elementary schools 37,611 
 
 " do ilo normal schools 285 
 
 " do do foreign language schools 247 
 
 " do do goverumeut schools 245 
 
 "Foreign Teu;hers 2"12 
 
 6 • 
 
82 
 
 PAUT XI.— NATIONAL EDUCATIONAL KXHIJUTS. 
 
 Such is a brief skctcli of tlic state and progivss «»f Ivliu-atioii in tliis newly .-iWiikened 
 and progressive empire. Tlie facts .stated are wortliy of onr eareful study. Tliey will 
 no doubt be read with interest by e<lucationists in this country, win., in many oases, have 
 not been aware of the remarkable strides which this ancient. l)Ut energetic ami spirited 
 people have been making during the last few yeais to overtake tlie civilization, and pir- 
 take of the refinement of the modern nations of our old and new worlds. 
 
 It was an ajiproju-iate coincidence that the (!liines(' and d.ipanese national exhibits 
 were placed side by side in tlie main l)uilding. Their proximity suggested an interesting 
 comparison, not only as between the evidences which these exhibits pri'.-ented of imlustry, 
 taste and skill, but also as to the tliU'erences wiiich exist in tlie national and social condi- 
 tion of the peo])le of each empire. In the Chinese department, or exhil)it, there were 
 abundant evidences of indusliy and ingenuity of invention and imitation in symbolizing, 
 in vases, urns, and tn])ods, the national religion and mythology, of the country. In tho 
 Japanese ilepartment, there were the same evidences of ]i;Uient labour, skill and ability in 
 combination, as illustrated in tln^ grotexpie ornaments ami articles exhibited. l!ut there 
 was, nevertheless, strikingly apparent in them, i\ reliiiement, a eullivated taste, ami evi- 
 dence of propriety, as well as a womleri'td adaptation in reducing the mythological fablo 
 and ti'aditional legend to real tangible shape. In the .Tapanese <lepartment there were also 
 jialpable indications of the presence in the national mind of i'nr<ign ideas, which had taken 
 form ami shape in various ways, but which were thinly disguised in a Jialive dress. In 
 the (Jhinese dcpartini'nt scarcely a ray of light from modern Kuropeau civilization seemed 
 to have penetrated the mind of the artist or artificer of the grotes(pu' figuics, i>r fashioner 
 of articles of domestic and social life, exhibited. In th • Japanese exhil)it the rviilences 
 Were many and striking of an anxiety, on the part of the leading minds of the em- 
 ]iire of the present <lay, to enlist on their side tlutsc potent means of intelleetual life 
 and vigour, which in Kuroj)e and America have proved .such iiuwerful auxiliaries 
 to national enlightenTnent and elevation. In tho Chinese collections there was no- 
 thing of real, substantial value to indicate that the thought of a higher and better 
 civilization than their own had entered the minds of the people, or even existed in tho 
 World. Thus were the characteristics of these two ancient nations presented to the minds 
 of visitors from all parts of tliis continent. It was a curious and instructive study ; full of 
 lessons of great interest to those who were never before brought into contact with modern 
 eastern life. It dissipated many a prejudice, cleared uj* many a doubt as to facts, dis- 
 proved many a theory, and brought out into strong relief the essential ditlerences between 
 two Asiatic nations of kindled type, which in the popular mind, were, often confounded 
 together or mixed up, as far-otf people, in a dim haze of uncertainty. 
 
 It would, however, be unjust to the Chinese peoplo to assume that because the Japan- 
 ese exhibit at rhiladeijihia was es-cntially superior to that of the Chinese iu its evidences of 
 refinement, taste, ingenuity, and .skill, that, therefore, thoy (the Chinese) were making no 
 efforts to take higher intellectual rank among the nations of the world. Far from it. Thoy, 
 like the Japanese, have been aroused and stimulated, although more slowly, by contact with 
 lluropcan and American civilization. They have been later in the field ; but they arc taking 
 effectual steps to place themselves, like Japan, in the front rank of Eastern civilization. From 
 a paper published in an educational periodical at Chicago, by the Hon. B. G. Northrop, a 
 
 .t 
 
•xhiliifs 
 
 ■n'sling 
 
 lu.stiy, 
 
 ooiitli- 
 
 re were 
 
 The (Jkand Avkme, Main Ki ildixo..— (.'estkx.nial Inteiinationai. ExHiunKiN.-Page 82. 
 
 The Chinese Exhibit, Main Building. —Cente.nnial International Exhibition. —Page 82. 
 
■II 
 
 H 
 
 t 
 
 !'•• 
 I i 
 
VI. THK KMI'lUr. OK JAl'AN. 
 
 83 
 
 tllntini:\uslioil iiutlmrity on <|Uostloii.« of tliis kind, and wlm, I li'linvo, huiicriiitoiuls tlio 
 
 ciluc.ition of the Cliiiit'-o in ('onncfticut, \v<; (juotc tlu! foUowiiii; jias-!i.;es, (.xiiliinatory and 
 
 illnstrativi> ctf tlic sttjis which hav«- hcon fakon l)y flio Chinoso Ooviiiiniout to dual prac- 
 
 tirally witli tho great ijuustiuii of tlic extension of jiojiular education in that viist cnipiio. 
 
 He says: — 
 
 " Kvery M'liolur who ^aw the ma^'nilicent exhiliits of ("liinn and Japan will more en^ily 
 orient himself, and hviicelorth tstndy the ueo^rajihy and history of those eoimtrics with live- 
 lier interest. Still mere will a new charm and vividness bo imparted to all delineations of 
 th"n<'arer nati<iiis of I'lumpe. It was a t:reat aixl Lrrateful siir[iris(! to all, that in the three 
 deparlnn'iifs of hronze, 1 ii'.jH''i', and (leramic works, Japan was nnrivalled. 'IMie l)rij:hltie«H 
 and ititelliL'ence of the one hundred and fifteen Chinese students wliom I escorted I'mw 
 Hartford to J'liiladi'lphia. their (|uiet and j.'entlenianly deportment, and still more their 
 cxamiiiatioti papers and /-'//'///.iA compositions, shown in tiie ( 'onneeticut ivlucational Kxliihit, 
 have already nnulifnjd p'lhlie sentiment as to the eliaracter and capieiiy of that most populous 
 nation of the ^'lohe. 'J'lie.se written exercises are jironounced hy eminent educators, inelud- 
 iiil: many State Supirintcsndents of schools, iimonu' the most remarkahle papers of the kind in 
 the IvNposi'iiiM. The iiureau of ■lud.'es for l-lducational l';xliil)its, of whieli Sir Charles 
 lieed. of L'lnd.-n, was I'nsidmt, uave a .-peeial award to this work of (,'liinese students, in 
 tho followini.; words ; * The work sliown is i,'enerally uoml, some of it of very extraordinary 
 cxeelleiier, fihowitiu' on the part of the pupils, not only L'rrat prulieieney and ai)ility hut, 
 remarkahle dmrnand of the Kn::lish laniiuap', and thorouirliness in tlieir studies. I{y 
 intrudueimr into the schools oftliis country so lari:e a mimher of (!hine>e youtli, (he Cliinoso 
 •lovernnient has rendered a u'l'cat service to tlie people of Cliina, and cwutrihuted somewhat to 
 the «ioluii(in of a <pH'stion of vast imp irtance to tliis country.' These promising t/liincse 
 stiKh'iits — alrradv favourites in tlu; ehuj 'est .-eliools and familie'i of Nrw i'jii^land, and win- 
 ning' prizes for their prufii'l'in y, in cimpetition witii American boys — ou^ht, by tlielr 
 example and aehii.venirnts, to eouuirraei tlie prejudice a^'aiast tlieir rac>, current alonj^ 
 otir I'aeitic cna>f, and thus, in the wurd- of tlie .Indues' award, 'contribute somewhat tu the 
 solution of a fpn'stiim uf va^t ini;<irtinre to this country,' 
 
 •'This edaealioiial .-chcinr i- a lew departure for the oldest and lar>;est nation of tho 
 iilobo, and initiates a nafioinl luovement most siL;nilieant and prophetic, proml-in;.: to 
 expand into bioail au'i'Mciis and vast results. Th 'se .'imhitious student.--, when eijuip]>ed with 
 tho best education — aea iemie, colleui ite, and iirol'es>ioiial — which America can give in a 
 thorough cour.-eof fifteen years, will return to China as the exponents of the highest civiliza- 
 tion, and beeonie the In-nefaetors of tlieir country by iiitroducint: modern science, inventions, 
 and intertill iMiprovi'inents. This far-rcaehing plan h.is (■nli>ted the cordial sympathy of tiie 
 iiKrst intilligtiit minds in our country. It was ;i lit expression of this national feeling when 
 till' I'resideut of the Cniied .States honoured these students with u special reception at 
 I'hiladeliilii 1, pi'r.-onally L'reetiie.: each one, and the l're.»ident and Director. (jeneral of the 
 Kxpo.-ilion, Presidents of colleges, ;ind other eminent men, aiidre.s.<ed them in Judges' Hall. 
 It is a coriipliment to Co'ineetieut that Itartlord is selected as tho prominent headquarters 
 of the (')iine>e Kducatioiial Cominission, for the .><upport of which tho (.'hinese government 
 
 Ii;is appropriate!! one million and a half of dollars 
 
 "One feature of the Chinese and Japanese I'lxhibits is worth noticing, as showing either 
 a radical dill'erenee of type between the Occidental and OrivMital mind; or else, what is far 
 ln<i|e probable, the (lill'erence between the results of the imperfect, traditional, fossilizej 
 t'llueation of thr reat empires of Asia, and that education of Christian civili/.,ition which we 
 enjoy, (lire oIim rver.» have remarked that, while iu the exhibits of the so called Christian 
 nations, the displays of skill were largely inrtiitirr, that i.>, devising new means and ajipli- 
 anei's for inereasing comfort or {iroductiveiiess, the skill of Oriental nations, perhap.s no lesd 
 Wonderful of its kind, showed itself to be feebly inventive, being essentially ;ind laboriiuisly 
 ii/ii/i(tir>; a reproducing of old ideas in innumerable forms of minute exjun'tness in handcraft. 
 Invention implies incre se of power and growth of ideas and character. Merc imitation keeps 
 a uatiun repeating itself lor ages 
 
84 
 
 I'AUT XI.— KXIilHIT t»F THK IMTKh STAlKS 
 
 I' 
 I' 
 
 VII, KXIIIIMT OF THK UNITKI) STATKS CJOVEUN.MKNT. 
 
 Oiu' of til." most nniiiiknblt' aii.l uni-nie collections nt tli" Ititi'rniitl.miil Kxliibition was 
 that contitiiie.l in tin- Tnitcd Sfiitt's HuildiiiK. It was n'maikahl.: for the ^rcut varit'ty of 
 Oovcriituciit industries and ontorprisos which it n'pn'soiitod, as well as i)raetically lllustriited. 
 It was unique, Iroiii the fact that it included in it material examples, or t,ne_Ml)le evideneu., 
 of the national interests, which the United States ( iovernment had iiraetieally to do with. 
 It illustrated also in some de,i,'ree, the material, social, .-ind intellectual lite of the .American 
 people, so far as that complicated life was in any way touched upon, or affected, by tho 
 K.xecutivo Uovernmeut. In this aspect the whole exhibit was a curious am] instructive 
 study. It brouifht directly into view of tlio people the practical machinery of Oovernineiit, 
 80 far us if related to material things, and presented in a tangible -hape thiniis which had to 
 do with the details of national lile, and the administration of (iovernment. 
 
 This j^feat and comprehensive exhibit of the Amcricin people, presented on so extensive 
 a scale, was in reality a series of j;rand object lessons, most interestiiiii and Miii^otive. It 
 showed at a ^'lancc the extent of that great workshop with its miiny departments which ttic 
 nation possessed, and in which it produced — while from its immense >tore-hou>e, it dispensed 
 
 the various articles and material recpiired for the u»e of the nation. The National Mxhibit 
 
 was indeed a National Depository on avast scale, in which nearly every trade and industry 
 were represented, but which were, of necessity >iniler the control of the (iovernment. 
 
 In speaking of this .striking exhibit, the editor of the I'l unsijlidnin S'lmtil .A//;/ /a^/^regards 
 
 it as : 
 
 "Certainly the best organized, and perhaps the must instructive exhibition on the 
 Centennial grounds." Further he says: "as a whole, and in its various departments, the 
 result of order and method are everywhere apparent." 
 
 In the belief that a brief description of this great exhibit, in the many scientific and 
 educational asi>ects which it presented, will prove both interesting and instructive to persons 
 connected with education in our I'rovince, I have condensed the report of it which appears 
 in the l'i)nisi/fri(nt(i Sfhoul Junrtml. The editor says: — 
 
 "The exhibit, taken together, was a pr.ictical rniniature representation of the executive 
 department of the United States (jovernment in active operation. The completeness of the 
 display, its .systematic arrangement, and the Libelling ol everything in the (Jovernment build- 
 ing, were features which did not fail to impress the ob-eivant visitor mo-t favouiably, 
 
 " .\ visit here is a revelation of wonders eonneeled with the Army and N;ivy di-p.irt- 
 ment, the Department of Agriculture, the I'ost ()lfic(!, Patent Otliee, Signal .^^^ervice. Ordnance 
 Bureau, Ijighthouse Hoard, and ail the subordinate departments and bureaus that are in any 
 way connected with the Government. .... 
 
 " Here may be seen a wonderlul collection of curious specimens of shot .tikI shell, small 
 arms of all kinds, ship's guns and howitzers, (jlatling guns, and other terrible engines of n.ival 
 warfare, that will show the world how well we are pre]i;ired to defend the flag that flies over 
 building and house-top far and near. Then there ar<> specimens of fvery doeriptioii ol'naval 
 stores, from a shiji bi.scuit to a sheet anchor. Marine eiiiiines and boilers are also exhibited, 
 showing what improvements have been maile by the liureau of Marine Hngineering. Immense 
 cables, with mammoth iron li; ks and li.iwsers, so big that they look strong enough to liohl the 
 ship to her anchor though the four winds of he.iven were blowing her away. IJe.'iutilnlly 
 finished models of every class of ship on the naval list. .... 
 
 " Lifeboats and rafts of all kimls and shapes are also exhibited ; and a handsome case 
 contains the relics of the Folar expedition under Oajitain li.ill. 
 
 "In the 2savul section are also on view the various ho. pilal appointments used in the 
 
 •I 
 

 
 
 SjIITHHONIAN lN«TmTK.-i:.\III|lIT ^^Y Fch.|, FIsHCX. I*. S. rji.VKIINMKXT LriLMNO. 
 ('EXTtXXIAL IXTtUSATKlX.VI. KXH111ITI<>X. — I'llv'e KS. 
 
 
 ,1 (■iii.i^n^^ an.,>.j| :-' . 
 
 it 
 
 The rxiTEii Statks Covkksmknt Ckntksmai, IUildixg.— Centennial 
 
 IXTEUNATKiNAL KXHIHIiloN. — I'llgf 84. 
 
GOVKUNMKNl'. — SMITIIKONIAX IN'SlTITTloN-. 
 
 85 
 
 iiMvy — the beds iiiid blankets, ami even the sur<,'ical instruments wliicli flitter with something 
 <if' a L'hastly lidit in the cases. Passinti from the Navy De|iartment, the visitor enters the 
 I'ost OiVu.'c i)('i)artnient, wherc! he can mail his letters and buy stamped envelopes with the 
 old I'ranklin "^tamp ol'tlie colunial timt's, which is impressed on the envelopes in the course of 
 their manufacture in this Department. .... 
 
 •• Notl'iiii^' that is useful or iiecess;iry for the Iiandlini^ of the niiiils is unrepresented. . 
 " Tn the l)e|iartnient of ALirieulturc!, the whole country is shown on n special map. . 
 " Every tree and shrub, llower and root, cereal and fibre, is shown in their respective 
 sections. The funui that destroy the different jilants are illustrated by photographic and 
 microsco])ic view-, all i'ormini; the most remarkable exhibition of this kind that has ever been 
 jiresente<l to f)ublie view in this or any other country. The various chemical products are 
 also shown by specimens, 'i'lie earths, with their oils, vines, and other productions, are also 
 here, 'robaceo, eurn, fruits, are arranucd accordint: to class for inspection. Hirds, insects, 
 fishes, and reptiles are represented by ninu:niflcent specimens of the taxidermist's art, or by 
 photer easts painted to the natural colours, 'i'lu; Patent Office presents all the treasures 
 and curiosities uf its wonderful collection. Machines that have revolutionized labour, and 
 maciiines th.it never could be made to i.'o. are liere in miniature. 
 
 •■ In the Department of the interior is to be found a vast collection of Indian curiosities, 
 idols and weapons of war and the chase, curiosities, carve(l and coloured. Warriors of the 
 plains, in full dress, stare at you from ipiiet corners. Choice plioto^rraphs illustrate the .sur- 
 vt'vs made in the Western territories, and e.irry the observer into regions rarely trod(ien by 
 the fool of the white man. .Nlinerals of ;ill kinds are displayed, and a most remarkable col- 
 lection of tra]i< uxd for the capture of fur animals, by i\m renowned trapper.s who figure so 
 oficii ill soil'.: aO'l >torv. .... 
 
 •■ In till' War Department we find the manufacture of arms anil amiuunitioii pro- 
 <j;r(.'>>inL;. .... 
 
 •'The l-]n'.:ineer Department of the army makes a fair display. In the way of tor- 
 pccloi's the display is full. ;iiid rather p;iinfully interestinij;. Amoii'^^' the specimens, there 
 are some whi(di, burstini:; nndei a ship's bottom, would sink the vessel almost immc- 
 diatelv. .... 
 
 •■ Tho ,^i:^u il Srrviee Department in operation, (sxcites a LCreat deal of interest and close 
 ex.aminatioii o!i tli.' part of visitors. The weatiier report has become a fixed institution, 
 carefully eoii-u!ied Ijy .all ehn-^es of ncw^p ip(T reiders. Tin; tnanner of collectinij; reports 
 from siiiual service stations relative to the eomlition of the weather, velocity and direction of 
 the wind, condition of the barometer and thermometiu' at the points tele^ra})hed from, the 
 )iroe<'.-s of eileulatiiiu' from these reports —all shown lucidly in the section occupied by this 
 dc^partment. 
 
 '• .\ strikiii'.'' exliibit is made hy the Liii'hthouse Hoird. illustrative of the different kinds 
 of liLihthouses e.-eeted by the ( loveriine'iif in various parts of the United States. Specimens 
 are .also shown of the difi'ereat mode< oi liLihtinu; in use, models showint; construction of foun- 
 dations of liLihthoiises. mineral oils, wicks, ami all the appliances used in the li'ihthouse ser- 
 vice. The Treasury and rnternal Ileveiiue departments arc illustrated by framed cards con- 
 tainiu',^ specimens of currency, coins, bonds, stamp-i, etc. The Internal Revenue department 
 exliibit also contains s|ieciincns of instruments used by its oificiils. The exhibit of the 
 National llurciiu of Ivlucation, which will attract the attention of the rea(h;r, is also found in 
 the (loveriunent buildiiiLr. 
 
 K.MIIUH'nF Tin: >MITHSi)NiA.\ I NSTITCTIO.V, W.\SUIN(»T0\. 
 
 ■' The exhiiiit made by the Smithsonian Institution occupies the i^reater ])()rtion of the 
 western section of the buihlin^j;, and C(unprises : — 1. Ktlinolouy of the United States; 2. 
 .Mineral resources of the (iiiited States; ;?. .Animal and fishery resources of the United 
 •States ; 1. Publications of the institution, models, drawin'i>, maps, etc. 
 
 Indian and Ivhinolocical Collkction. 
 
 '• The s(nttli-western section of the bnildinii' is occupied by a hiiihly intercstiui? coUo'tioa 
 to illustrate the ethnolo-y of the United States. It is in change of Dr. Charles Ilau_ iiud is 
 made by the Smithsonian Institution in conjunction with the Indian Baroiiu of the Interior 
 
80 
 
 I'AUT Xr. — KXHIIilT Ol' Tin: rNITKI) STATUS 
 
 i ' f 
 
 dcf artinciit. The extreme western portioii of tlio seetion is oecujiieil by a Iriru'C collection 
 of ]ilioto<rr;ipli.s of Itiiliim life and charncter, and of western seeriery. Near by, arranged 
 in eases, and oienpyinu' llie L;reMter luirlion of tlie seetion allottid to the Iniliaii Hnreati, is 
 a must interestini: esbibit oi' Indian work in stone, wood. l),irk and pottery. 'J'lic s)re('inieiis 
 arc very nunnrous. and bave been colKeted from all ]iarts of tbe I'nitod States, ineludinsj 
 Alaska, as well as from Uritisb ( 'olnmbia, (Jreenland and .Mexico. 'I'be cidlection of >tonc 
 implements and weapons is probably tbe largest ami most complete in existence, while tbat of 
 pottery is almost e(jually valuable and altraetive. Near tbe models df rnins id' ('dlorado and 
 Arizona is a collection of ]iottery taken from tiiese ruins, jt is deenrated in black and wbite, 
 and blue and white pattrrns. These patterns are rinU'. but slmw that tbe desitrners liint 
 mastered tiio art of presei'vui^: tln' patterns tbri.iiubout, and knew bow to combine colours and 
 forms with some ulimmerinLj nf taste. Tbe designs are all very simple. Tliere is also ex- 
 hibited from tbe same section, matting made of slip-^ nl birk. Tlie stone implemt ntst'mbrace 
 specimens from alino.-t every state of thi' I iiii'ii. i her,' ari; net sinkers, chisels, "scraper- 
 like instruuicnts." cutting tools, weapons used in ceremoiual observances, adzes, gauges, dii;- 
 ping tools, a beautiful cnllection of arrow heads and spear beads, ]ierlbr.ators, grooved axes or 
 tomahawks, some ol' tbem very large and jionderotis hammers, nails, pierced stones for clubs, 
 ri great variety of jiipes in clay and stone, boat .-baped articles, plates, ves.-els for eating and 
 drinking, ring.-, lieads. tnlics. pe>t'es and mortars, and a very laige colliction of Large stone 
 implements from California, made by pre historic tribes ; rude sculptures in stone, ;i cas-t of 
 one of the .Mexican Cilemlar stones, bi.:hly and ■lelieatoly caived with imi'_'es ; idols carved 
 out of stone, from Tennesst'C and Mrxico, and a carved bivid of stone formeily owned liy 
 Thomas Jetferson. ami now exlubited by Dr. W. 0. Dabney, of Virginia. Tin re i.s also u 
 great vaiii'ty of objects carved out of bone. Ainonir tlu'se are wedi^os. smuotbing tools, [x.-r- 
 forators. harpoon iicads, ru'le kiuves, club heads, adzes, etc. A numbir ofneitly carved <oips 
 and spoons of shell ar<' exhibited, tom'tbcr with beads in -reat ttund.d'r and variety. Tlure 
 arc curious idols maile by the .^I(Jund lluilders, caived and painted figures of wood, figures 
 carved out of bone and iidaiil with glitteiing shells ; fiL:ures in wood, earvi d and painted in tbe 
 most fantastic matnier, by the .\laska Indians ; a number (d' utensils of metal, bone i ml Woed, 
 carved and made by the Hlaekl'eet Indians ; a box (d' paintinir tools from the Kolosb lndiai\H, 
 of Alaska ; a large wooden ti'.:ur(; paitited in red, wbite and blue, with a hideously distorted 
 face, carved by tbe Indians of Vancouver's Island ; spoons made (d' tlie horn <d' the mountain 
 goat, by the North-west Coast Indians ; berry spr)ons. ladles, etc., o\' carved wool from the 
 Alask.i Indians; a spoon made of born from (ireoiland; war knivt's and hatchets of -feel from 
 the l'ro((uet Indiims; club.x, with [jrojecting steel jioints, IVoin the Lake Superior Imlians ; 
 War clubs from tbe Indian tribes ol"(.'olorado ; ancient stone war clubs used by the Kontznon 
 Indians, of ,\la>ka ; war kidvcs from Sitka ; wooden ehe.-ts, carved and painted by tbe North- 
 west (.'oast Indians ;a beavei's head and claws supporting a cup, all carved out of wood, and 
 the contents of which, the label tells us, 'made one drink (d' whiskey.' 
 
 " The display i<{' pottery is particularly attractive and occupies the eastern er.d of the 
 section. There arc two vases in the collection from Mexico, which an; really cxct'llent sj eci- 
 mens of decorative work of a higher order. One is coloured in black, gold and silver, while 
 the other is covered with an elaborate pattern in various br'i;bt colours tastefully blended. 
 There iire idso some good specimens (d' pottery from the .Moipiis and some from the Alaskii 
 Indians. From the I'lsnuimau.v there are several stone lamps. 
 
 "A row of eases on the soulbern line id' tlu; section contains a number of hi'.:hly inter- 
 esting specimens ui Indian dress. In one ca.-e is exhibited the \cry complete and valuable 
 collection made by .Mtijord. W. I'owell. durinir his exploration of tbe (,'oloi'ado Hiver of the 
 west. It Cfunpri-es the different dres-es worn by the I'ali Utes, of Utah, includinu a variety 
 of specimens varying greatly in size, richness (d' decoration and in style, but all made of the 
 same material, buckskin. .About the neck of one of these dresses is bung a necklace made of 
 the talons of <a bird. 'I'iie costume consists of a diirt, leggings and iiiocc isins. The shirt is 
 generally decorated with a baldric of red flannel or other material coveted with bead woi k in 
 I'cd, biack, yellow, white and blue. From the edges of the shirt and the slecvt's hangs a long 
 fringe made of buckskin tbon.gs. The leggiii'js are similarly ornamented. The bank of the 
 shirt is til.so decorated with the wings of birds, while from the shoulder sometimes bangs the 
 tiiil of some tmimal. 'i'he moccasins are id' buckskin, embroidered in bead w(uk, The t:ext 
 cabinet contains samples of fur and skin dnsscs worn by the FjS([uimaux of the Northwest 
 
Ji 
 
 Coast. Ainoni? those are some handsome mantles made of the Vitrlejiated plunuiire of birds. 
 Near by is a collection of b;iskt't'<, units, s;islios, hats, iilovus, fotitlicr orn;iuK'nts, ho'id-work, 
 etc. Tht're an* 80Vor;il models of Indinns and Esquimaux in full dress, and ;i Cullectioii of 
 war sliic'lds and \voa|Mins used by the (Jrosvontrc Indians of Dakotali, tlic Indians -if Floiida, 
 and tlio Sioux and Comanche trihos. In tht; adjoinitm; cabinet arc exhibited l)ask<'ts, water 
 bottles, etc. Tiiere is alsn a very full display of food jiroducts raised by (lie In'lians, such 
 as Indian corn ; moss, usd with spruce liuni ; acorns which ate ground intu llour "nid made 
 into bread ; seeds used f'T food ; pino nuts, routs, beans, and specimens of salt used by the 
 Apaches, and by the Neshanani, Tule and Tejon Indians of California. 
 
 United States CuLLEfTioN op Metals and Minerals. 
 
 " The north-western section of the buildinir is occupied by a collection made under the 
 auspices of the Smithsorian Institution, and especially tor tho Int( rnational Kxhibition, to 
 illustrate the mineral re.-unreis of the United States, The objects of the collection have been 
 to illustrate : 1. The nature and varitty of the mineral resources uf the United States. 'J. The 
 geographical distribution and i;eoloi;ieal associations of the minerals. 3. The extent to which 
 ihey have been utilized. 4. The mechanical, metalluri^ical and mechanical processes by 
 which tliey arc converted into useful products ; and T). The inherent and comparative quali- 
 ties of these products, A portion of the collection — particularly the crystallized minerals, 
 and marbles and :;ranifes — has been arranjied according; to the nature of the .speciuKiis, with- 
 out reirard to the locality Irom which they came, but the greater part of the collection is 
 arran.ixed ;^eoirraphically by states. 
 
 " The most inviting display of crystallized minerals is contained in two upright cases 
 which are placed in the extreme not th western section of the building. This exhibit is said 
 to cnjbraee the finest display of crystallized minerals in the whole exhibition ; and the speci- 
 mens have been selected as exhibiting the handsonie.^t and rarest f'lms in which these mine- 
 rals are fo\ind, but are not desinfned to be in any sense a complete collection, representative of 
 all tlie crystallized minerals of the country. Here are to be found some specimens which are 
 unhiue. and jierhaps unsurpassed in any other collection in existence . , , . 
 
 •' The ciillection of Marbles, which occupies the westerti end of the section, is extremely 
 intercstii.g 
 
 "The exhiliit of Marbles from Tennessee, is very attractive. Some of the .«labs are mot- 
 tled with the inijiressions ot' fossils embedded in the marble. These give the stouc; a very 
 curious apiiearanco, and it is a very interesting thing to trace out in the marble the distinct 
 
 outlines of these tltssil remains. 
 
 ■ " Xevada has a larger and more complete representation of hor mineral resources than 
 any other state, owiiig to the liberal appropriation by her legislature of S-0,O(i0 to secure a 
 representation of the products and resources ol the state at the exhibition. Among the ex- 
 hibits are specimens of native sulphur in large blocks, crystallized wulfenite (very rare nod 
 fine,) native salt, borax, gypsum, carbonate of soda, sulphat.' of eop[ier, and a very large re- 
 presentation of gold and silver oies, (.)ne case is tilled with specinrjns of ruby silver fr in 
 the Uee?e lliver district, together with some very valuable specimens of stephanite. Four 
 ca.seH are til!e(' with ores from the famous Conistoek Lede or " ISig Honanza," and among 
 the specimens is tlie first bar of silver, about two inches in length, ever taken from this lode. 
 There are beautiful ery>tals of aragouite and specimens of silver retort* d fioni the amalgam. 
 From Teme-cal tin ore is exhibited. This is quite an interesting i'eature of the collection, as 
 tin is very rarely found in any ijuantity in this country. Beautiful incrustations of malachite 
 and azurite, together with crystallized salt, amethyst quartz, and plain (iiartz, are al«o ex- 
 hibited. 
 
 " California sends a ca?e contairdng silver-bearing copper ores from ranament, Ingi> 
 county, which present a very handsome appearance from their mottled blue, green, yellow and 
 brown surfaces. There are also specimens of drills used in drilling ore, and giant jiowder 
 cartridges for blasting. Cherokee county sends sandstone containing diamonds and specimens 
 of gravel containing K^autiful nuj^gits of goin. f here are gold ores from all tlie [U'ineip d 
 mines, some of the specimens showing the entire width of vein ; also a number of sficeimens 
 of mercury from Sonoma Lake ami other counties, and a beautiiul specimen of the rare 
 mineral metacinnabar. 
 
88 
 
 PART XI. — EXHUUT OF THE UNITKI) STATES 
 
 Thk Smithsonian Kxhihit ok Land Animals. 
 
 The collection iii.-alo by the Sinitlisoni:m Institution, to illustiiito tlic iinininl rcsourcoH 
 of the United States, occupies, touetiier with the fisliery exliibit, the princijial portion of the 
 north-western section of llie building. Many of the dhjects have be n jihiced in the same ca«es 
 with fisli exliibits. but as far as possible tln'y liive bei'ri kept (li>tinet. Tiie collection may 
 be divided into three i^ronjis, under tlic followini: heads ; 1, Trescrved specimens of aniiuals. 
 2. Means of pur.■^uit and capture. .'>. Animal ])roducts .an<l their pr<'paratioii. The ex- 
 hibit isconlined to non domesticated animals, in view of the fact that a very full exhibit of 
 the domesticated animals is made by the Aiiricultiiral Pojiartment. and the de.-i^'u has been 
 to exhibit only such non domesticated animals as aie diri'ctly beiii tlcid or injurious to niHU, 
 Alfliouj;]i every specie-^, down to the very least, exercises some iiill i iiee upon tlie well Iteiny 
 of man, it seems scarcely piacticable to aftenij)t the exhibition of those which aft'cct it only 
 in an indirect way. 
 
 " The 'jolli'Ction of presiwed specimens rf animals endir.iccs some of the finest speci- 
 mens of the wild animals of North .\meriea which can be obtained, and ii.is been prepared 
 witli great care 
 
 "The imjikinents and apparatus for bunting' are divided into: — 1. Hand implements or 
 tools for .striking, cutting:-, and thrusting'. -. Ini|ilements llir seixure of obj':ctf, such as barbed 
 impliinents. grasping lines (nooses), snares, tlirowii nooses, and loaded lines. '.\. Mi->iles, in- 
 cluding hurled wi'iuhts. liurled sticl\<, hui'led spears, sliii'_;s, ;nid spears thr.jwi; 'ly straps, nii"*- 
 .silcs propelled tiy tiirowing sticks , bow.s and arrows, guns, . and accessories. 4. Nets. 5. Traps, 
 f). J)cco3s and disgui>e>. 7. .^letiiods of tr.insportatini). S. Personal ci(uipmonts. 
 
 *' The collection of hand implements includes a hi-hly intei'estiii: collection ofelnbsnscd 
 by the Indians of the west, and also by the .\'orth-wi'.-.t CunM Indians; knives of various 
 patterns and size>. including the stone and bone knives ir-ed by the Inilians and Ivi^uimaux : 
 axes, tomahawks, cleavers, and hunting spears, Tlio im|ilements for the seizure of objects 
 embrace chii fly barbed spears for thru.-.tin_', useil to a great extent by tho Northwest Coast 
 Indians. Some ol' these iiave lixed heads, and others detaeliable head.s. Tlie collection of 
 nooses is confined ;ilnio,-t entirely to the lariats made of hair, of hemp, and cowliide, l)y the 
 Indians of tiie ]ilains. Then' are also bird >iini:s, used by the I'.siiuimaux, and t^ntanglod 
 lines, chii'fly used in catchin<j; birds, 'i'lie collection of mi>-iles Is v(M'y complett! and cuvious. 
 It cndjraces, among other tliinus, an interesting set of throw sticks, iised by the .NTotpii Indians 
 of New Mexico lor hunting rabbits. These closely resem'ole tiie b'romer.ang used by the natives 
 (black) of Australia, specimens of which are placed be>ide the tiirow sticks. There are also 
 darts, lances, slings, and a number of bows and arrows, the njajority of wbicdi, iioWever, ;iro 
 exhibited in the Indian and i;thnolo'.:ical collections. In the collection of hunting nets, are 
 rabbit nets used by the Indians of the -outh-west, bir'l mesh nets, clap nets for liird.s, rabbit 
 spring nets, and sieve nets lor birds. 'i"lu; various kindsof traps used in aluM^t every .section 
 of the counti'y are vei-y completely reprcsenlei], inehnling speciniens of stcl tra]>s used in 
 catebing bears, box traps for catching hares, loves, sipiirrels. opo»ums, i^vc ami steel traps 
 f. r c;itc!ung rats, })ird>. niu^krats; -jirinu traps for citehiuu' bares, grouse, iVe. ; tlie log dead- 
 fall used in the .Mis-is>ip|ii V:illey, fall traps for partridges, grou.'^e .snares, and fox trap.siuadc 
 of boni', n>eil by ti,c J-^Mjuiuiaux. 
 
 Fish Commission K-xhiimt. 
 
 " The exhibit made by the United States Ti-h Commission, in connection with the 
 Smithsoidan institution, occupies the groatci' portion of the space reserved for the exhibit of 
 the animal resources of the United States, and is desii;tied to illu>trate, as completely ;is jio.s- 
 ."-iblc, the fishery re.souices of the country, riiotographs, drawing.s, and plaster casts offish, 
 together with fish preserved in ice, have been ol)taincd, ns also u very complete and Inter- 
 tisting collection of fishing ves.-;els, boats, &c. (lull size and models), apparatus used in whale 
 fisheries, net.'^, traps, and pounds, prepared specimens of acpiatic animals, and othir products 
 of the waters, and ccontunical apj)lication of .some of these products. 
 
 " Uii an upright partition, near the specimens of fi>!dng hoat.s, is exhibited a beautiful 
 display of sea-Weeds fi'om deep sea soundings, and from tho surface. They are preserved on 
 card board, and framed, and they C(nnprise some very rare and pretty specimens, coloured in 
 beautiful tints, from ib.c palest pink and green to the richest purple. Extending from ea.st 
 
 T 
 
GOVKUNMKNT.— ANIMALS. — FISH. — ACKICl'LTUUE. 
 
 89 
 
 \ 
 
 to west is* a dou})lf liru' of ptirtitions, on which are arrangoJ the admirable colloctinn of plasttT 
 casts of fish, specially ]in'par('J for the Siiiithsoiiinn Iiistituion, toLiethcT with the spoeiiiiens 
 of HsIiiiil; tackle, which hnve ali'cady been inentimied. 'i'iie northern wall is oocu|iie(l by a 
 very hirue and line colhiction of pliotouraphs of lish. The plaster casts are by far the tnost 
 interestini: portion of the fishery exhibit. These easts are obtained in the followin<: tiiarnier : — 
 The .artist of the Swiilhsonian Institute, Mr. J. H. Uiehard, fir.-t copies in water colours 
 the fish fresh from the water. Plaster casts are then talvcn from the fish, and the casts ore 
 painted in imitation oi the water colours. This is done with the L'reatest minuteness, Ciieh 
 K'ale beiiii; painted separately. It is claimed thiit these specimens are mueli more accurate 
 representations of the liviiiLi fish than preserved .specimens would be, since tlie colour of tlio 
 livin;.' tisli is often not retained after death. Tiio models, however, are coloured from 
 paintinu's of the (ish mailo while it is still alive. Tliere are tns of these inndels, all 
 arranged on screens pl.ieed at rtiiular intervals. I'arts of ^.'H families offish are represented, 
 and it is believed that none of the food fishes of any imj ortiince of the Niuth .Vmerican 
 coast, from the Arctic coast to Mexico, are omitted. The collection has already cost between 
 .*:i(),(»(Ki atid .^J.'i.OlKt, ;ind is undoubtedly the finest of the kind in the world. 
 
 " The wliale fisheries ar»! Inlly represented by models and specimens. Thern are three 
 very intercstinji models representitn; ' a whale i i its dyim,' flurry,' ' striking tlie whale,' ami 
 a cauH'l fli<atinir dock, for floating whalini: V(.ssels over Nanluek<^t bar. Ne.ir tliese uiodel.s 
 are a srroup oi' obj(!ets used in whalin;:, sucli as liaipooris, limccs. axes. harpoHH lines, tubs, 
 buat-keys. hand inineiuL' knife for cuttin;; lubber, he;id axe u.-ed in i.-^ettin'^ off the whale's 
 head, knives ior cuttiTit; lubber on shipboard, ami four enormous jaw bones of wiiales. There 
 is also a model of wlialin^ vessel, five feet Ion;;, and pl.ister casts of tbi! whitt; whale and of 
 the blacU sperm wlc'le. Also a fine collection of preser\ed seals, walruses and sea lions. 
 ()yst<>rs are represented by a very full collection, not only of shells of oysters in a healthy 
 condititin, but also of cysters destroyed by whelks, boring sponu;e. starfish and other enemies, 
 together with sjiec'mens of oysters Liiowinir on stoncvs, rubber boots, Jul:s, etc. The collection 
 of jiearl oysters .and of oiiiaments made iVom them is veiy beautiful. There is al-o a full 
 colledidu of (lams, molliisks, iiiiis>el> {sniiie of tlieiu in ihe nM>t delicate ami beautiful 
 tiiit>), papers and sea sliells of v.irion.s kinds, together with tiie dillerent varieties of cvabsj, 
 lobsters, sea-ureiii IIS, and starfish. 
 
 " The tnetliods employed by the Fish Coniniissiou for the proibn.'tion and projia^a- 
 tiou of fisii, to-etiier witli the apjiliances and ajiparatiis used, are fairly represented. 
 Thcie iIleIlldt^ lisli-ways to enable salmon ami shad to forci' their nay over dams ii. rivers, 
 ajiparatus used in collri tinij; specimens of lish, publieitions of the Commission, and the 
 varied api)lianees which are at pre:jcut made use of in propagating- lish and oysters." 
 
 Unitki) Statks I)i;i'Ai;TMr,NT or Atiiucri.TUiti:. 
 
 k- 
 
 This department is classified under fiv(^ distinct heads, viz : chemistry, naturalhis- 
 tory, and economic lauseuni, mieroscupy, botany, and statistics. 
 
 *• The collection of tiie cheinical division consists of .soils, rocks, mails, fertilizers, 
 a,;;ricultiiral .and liurticnltural products, and materials manufactured t'roni them. The 
 object i-. to show, as tar as possible, in this way, the history of H')ils, and theii' formation 
 by disiiitej,fratio!i and (lei'omposition of rocks ; marls, includin_L^ the green sand, calcareous 
 and phospli.itic, from din'ereiit ages ; natural fertilizers and their application in niannfac- 
 ture of arlilicial fertilizers; the agricultural and hiuticuUnial proihicts, the value of which 
 <lejiends upon the cheinical composition, and their utilizati(Mi l)y means of economic 
 niethuds, involving chemical processes. To carry out this jtlan, a series of saniiiles of 
 soils is arranged with reference to the gecdogical fiumatioiis from which they were 
 obtained. Another series, accompanied by samples of roi'k, illustrates the formation of 
 Soil by the disintegialioii and decomposition of rocks. For example, there is a specimen 
 of ilole]i;e rock and snil, t'oianed from dec(niiposed dolerite, granitic and gneis.-' I'ock and 
 the .soils for,iie(l t'lom them. And so, also, with the rt)cks of other kinds, and fnnn other 
 geological fiuiiiat iniis. 
 
 '• Following these series are the marls, among which are some fine specimens of green 
 fiaml and calcareous marls from New Jerst-y, and phosphate mails from South Carolina. 
 The .samples of phosphatie marls are taken from different depths beiieaLli the surface, 
 
■ I 
 
 i 
 
 I 
 
 li 
 
 !)0 
 
 PAiiT xr. — KxmniT of thk unitkd statks 
 
 rnm^'ing fnim '^ to ^><i> tVct, Tln^ rn'.vt iiitfrcstitij,' fViittiri'S of this cullcrtion aiv tho plios- 
 pliatic idrlcs tVuiii Siiiitli ('.'unliiia. In nfit* Ciisf, tiiio siMTunrtis an- cxliiltitt'd in a miiiuM-r 
 • Irsjj^nt'il to .-tril\iti','!y illiistiatf tlu' tliil'i rtMii'fs hi'twi-rn tin; two kimls of p!io-i|>luit<' of 
 lime, kiMUH as river ruck ami Iitul rock; ainl tlit- fossil tfitii ami li.mcs fmui'l in the 
 (lill'civiit t'iiiiiiatin!is. Tlic river Mck is much liaikcr than thr lainl rock, hotli kinds ar« 
 foiitul in iiri'gulai' nias-es, varying' in \V(it,'liL fioni that of tiit^ smaller sjieiirnen-s of one or 
 two ]ionii(l.s, to that of tin.' lat'i,'er suctiinons foniid in aintlher [lart of tin; collection, ami 
 weii;hiii,<^ l.lnO lljs. 
 
 " Ui regard to the cereals, thero is, fir.-.t, the niantifactnn.' of flour and tneal from 
 wheat, rye, corn, hnckwlieat, etc., illustiated hy nicans <if specimens taken front dilFcreut 
 stages of the process employed — from tiic raw grain to the tinished product, atid the \va>te 
 niateiials resulting. 'I'he special product.s used for food and manufactured from '.".rvids, 
 such as wheaten grits, steam-cooked and desiccated v.heat, harley and oai-:, oaten grits, 
 oatnu'al, etc. The furtlu'r \i!ilization of cereals is illustrated hy starch and gum. .\inong 
 those are starch froni wheat, corn ami rice, and the gums made ficTii them, and nf valine 
 on account of tln^ir adhesive onaiities. This portion of the cidlection is accompanied hy 
 tnodels fif machinery employed in ihe process of mannfactMie. 'i'he picduction of jngar 
 is represented hy specimens of cane sugar aril molasses from New (hhans; hcet rout 
 sugar from Calilornia ; njaple svr'p and sugar from New Kngland ; model.-, of concentra- 
 tors, tilter.s and <hyers, ami photograiilLS .showing the method of c<dlecting and concentra- 
 ting maple sap. 
 
 " Another case contain.^ a s< lies of specimens illustrating the production «i' vegetahle 
 oil.s. In this hram h (4' manufacture two tmthods are emjiloytd, tliat of e.vpus.-iun and 
 that of fractioTial distillation. I'.y the tiist method, castor oil, linseed oil, and cotton seed 
 oil are ohtaiiied. 'Ihcy are representeil hy specimens of tlie seiils, the pmuace, raw and 
 refined oils, the cake from the press, ami the cake gr<iund for cattle food and for fertilizers. 
 By the .second metiiodare ohtaiiu'il principally the essential oil.-i emjihiyed for the nianu- 
 factiM'e of tlavouriiig materials and perfumes. Of these essential oils there are eighteen 
 rnanufactuied from native products, a fact not generally known. All these essential oiks 
 are shown. 
 
 "The ne.xt snhject for study is the jm'serv.atioii of frtuts and vegetaMes. The dilVcr- 
 ent methods employed I'lr this purpose .are hermetically scaling, dcsiccatinu, and jiacking 
 in sugar and .syrup. The ticst method consists of packing fie.-~li fiuiis in glass and tin 
 with exclusion of air, and is lepieseiitcd hy sjiccinieiis of canned goods IVom v;nious .^i.nr- 
 ces. The secomi is illustrattd hy specimens diied hy the piocoses of Alden and others, 
 .and the third hy a series of fruits prepared hy (Jurdon and l)ilworth, of New Vork. In 
 another section are the more valuahle vegetahle products of the American Materia Mi'di(.a, 
 with their active proximate principles separated in the ciystalliiie Inrm. the oil or th»; 
 resin, as the case may he. The jiroducts employed in, atid resulting from the manufactnr ' 
 of hutter and cheese, occupy a i)ortion (jf anoliier ease, .and foiin an interesting , ^l 
 instructive series. They consist of milk, cream, hutter. salt, rennet, curds, and diU'erent 
 glades of cheese mamd'actnred iti New Yorlc and the New Mnglaml Stales. The .speci- 
 mens of vegetahle products are all arranged in the ca.se.s with reference to that stage uf 
 the proce.ss of ni.aniifactnre fiom which they weic taken, in sm h a manner as to illustrate 
 clearly the changes through which the raw material uuisl pas.s to render it tit for maiket- 
 ing and ("Msumption. 
 
 '• Th(> Natural History Department and Kconomie Mnsenni comprises, first, the science 
 of entomology. This collection is made and classilied rather for the I'Urpose of denoting 
 the injurious, heneticial, and ediide insects of the United States, than as a complete scien- 
 tific museum. The insects are arranged, therefore, according to the ciop destroyed, ami 
 include the eggs, lava, and perfect insect of the well known potato hug {/Jiiii/iilitini Jllil. 
 linpfifa). and all other insects (hdeterious to tlie potato are shown in the same way. Ne.\t 
 are those affecting cottcjii, corn, and all staple crops, and these are followed hy instait.s 
 affecting forest trees and those av.ailahle for fo;)d.* 
 
 • In our HJiu'.itiiiiiiil Miisciiiii, ut 'I'drmito, wo liavc an HihciraMe celU'ctiaii of iiisrct'< ilcstriutivi' to 
 veget.atii.ii, witli actual spt'ciiufiif:, aiul >if thii.sc usfful in Miitt.aia Mcillca, whhli was oliliiintil tiy iiie at the 
 raris Exhibition in ]8(i7. 
 
(JOVKUNMKXT.— A(}RICULTURE. 
 
 91 
 
 " Tlif lattt'v am inii-;tly of tlio grassliopjicr tribt', ami their ap^iourrincp. is by no 
 mt'iiiis tciiiiitiiii,'. Next ill onliT arc afnumctl tlie insects <l<'>ti<iyini; Imnx'hdld |)i-o}u>rty 
 
 ami iliinfilatiiij; mi the larilcr. All tlif alwivc ar»> tuiitaituil in tut'uty-t'Miir Miiall ca-os, 
 ati<l ill <(iiiiir('tifr]i witii till' ili.-plny aiv sninc tlirt'f hiuiilr».'il plutf^, illustrativo of tlio j>riu- 
 cipal iiijiirii<iis iunl Ijcik liiial in^t'ds in tin- Ciiitcil States, ainl tlu! (linctidu of tlifir apjie- 
 titi's, ciii^iintil nil steel liy VmW <l|i)Ver, the eiiti<tanl(i^i>t of tln! (leiiartiiieiit. Tlicre are 
 
 about 7,<l(lO li;;llle.> ill tilese ell;;liivill^s, wllicll aie all foli)llfl'il tlUt; t(t iiatiito. 
 
 " A Very large collectiuii of birds follows, and bus been niado and (dassitied with the 
 satiie avowed oliject as the eiitotiioloj,'ic;d Kpeeiniens, viz. : To denote to the firmer and 
 ai,'ri(iiltiirist the eliief beiielicial and iujiiriniis liirds of this ooiititry. The (|ualitios or 
 1,'rades are >lio\vii by the vmln of the perches. If tli».se are painted all white, then the 
 bird is wholly beiioticial ; and the degrees of njnry are shown by painting the ends of the 
 peich a (|Uarter, half, or wIkiUv black, as the case nriy be. Aecotnpanyiiig nearly every 
 fiird is a small Imx <'iinlaiiiiiiu' the eoiiteiits of tht; stomaidis, taken at <lilt'eren), seasons of 
 the year, to verity this fact. There is a most complete and well-arranged display of 
 domestic poultry, chiejly of American origin. The jmre breeds are shown true to name, 
 so that the farmer may very »'asily distinguish their peculiar beauty a!i<l eoin[iare tlutn 
 with his own. Next are domesticated ducks, turkeys, guinea fowls, etc. with amua spe- 
 cimens of food ducks, and about thirty specimens exhildtiiig the cro.sses iietween the chui- 
 inon dome^ticatid dink and the wild mallards. Tlit^ npner part of the case contains a few 
 of the fancy breeds of pigcdiis. 
 
 "The fiiiit display is very large, and, wleMi closely stiidieil, v«'ry ititeresting. There 
 are about .'5,000 specimens (jf ap]iles cast in pla-ter tVniii the fruit if.>elt', to insure accuiacy 
 in size and shape, and painted in oil. [nclndeil are specimens of the famous "(tloria 
 Mundi," Weighing twenty ounces, placed tbr comparison side by side with the small 
 Alaska aiijiles. which aii' no larger than cherry stones, and in appearance resemble tbeui 
 closi ly. 'I'lie apples aie arianged — some nf the same snrt from each state — to siiow the 
 various ell'ects of climate and temperature. For instance, the "Baldwin'' is smaller 
 when grown in the New |''ngland States, yet that section is iiniloiibtedly its true home, 
 a point demonstrated by the fact that when pla!ite<l in the west, it becomes larger, more 
 >:pongy, and subject to the bitter rot, and of poorer ipiality generally. Included in thi.s 
 (Section are pi'ars, plums and collections of the juiiaipal vegetables, such as watermelons, 
 beets, etc., arranged and classed in similar order. 
 
 . " hi the gr.uii secii(Fii tlieic are about SdO samp'es of American grain collected fr^m 
 fveiy State in the I'liinn, and arranged in this order. Tht; object of this cidlectiou is also 
 to show the dilfercMce lietween the same varieties in distinct parts of the country. Tlnre 
 are 12."> samples of mai/.e nr Indian corn, amongst wliich ;ire specimen ears, only three 
 inches long, gmwii liy Indians in Arizona, in comparison with which there is an ear frnni 
 New York, niea>uring seventeen inches in length. In tliis collection are also about lUO 
 samples of manutai tares fii'iii corn, wheat and other cereal.s. 
 
 " In till' direction of tilires, tliert> is a collection of American wools, representing the 
 principal varieties giown in this country, from the finest Merino tlecce, aliout one inch 
 long, to samples of the Cotswold, one foot in length. Hidow these are samples of the 
 wool in every stage of manufacture, from rnv material to Ibusscds and Wiltoti carpets, 
 and shawls, stockings, etc. Next come tlie cottons, of which tliere are about I'OO 
 samples, illustrating the manufactiin.' of that article. With these are arianged specimens 
 of jute, llax, and hemp, and a collection of miscellaneous fibres 
 
 ".\dJoinitig the libres is a very interesting collection of jiaper, showing it from the 
 raw material through all its stages of manufacture, from straw, bogus manilla, scrap maii- 
 illa, and rope manilla, to straw manill.a, book-coloured, flat and American linen papers. 
 Other samples of paper that have been experimented with are also shown, and to complete 
 the collection is a specimen of paper maile by wasps. It is really a nest, but from tirst 
 to last it is madi! in the same way as we make our paper by machinery — anotlier illustra- 
 tion of the truth, that theie is nothing new under the sun. 
 
 " Under the head of microscopy there are about 100 frames containing illustrations. 
 of various fungi, including mushrooms, edihle and jioisonoiis, and fungous disea.'jcs of 
 agricultural products, fruits, etc., and others destructive to plant life. 
 
I i 
 
 .02 
 
 PAHT XI.— KXmillT OF THK UNITKI) STATKS 
 
 "111 the l>()t;itiii','il section is a cullfttioti of Aiiu-ricaii forest tn-cs from all parts of 
 till' country, d.issiticd in the »;imc way as tlit; fruits, to show iiow tlit> same tn-cs tlnivt' 
 in ilitlcrcnt latitudes. 'I'he sj'cci?ncns :\rc each about two feot hm^, arraiiiied on two 
 sliclvcs in two lines. AImivc are frames containing; pressed leaves and flora of each speoi- 
 nien below. In iiddition to tliese is a small stand of subtropical trees of the Unilt'<l 
 States, inchidiiii,' the palmetto and otiiers of the s nne cl:is>'. 
 
 "There is also a series of large miips, the first in tive dei,'rees of density, sliowin;,' tho. 
 value of farm lands in the I'nited States ; tlie seconds shows the respective rates of wa,i,'e«! 
 in tlie various States; the tliird map illustrates the woodlands of the rnited States, ami 
 the fourth indi<Mtcs the dist riliution ot the (;ullivation of cotton, tlax, wool, hemp and silk 
 throuj'huut the entire e.xteut of the eountrv." 
 
 Tin: U.MrKi) Sr.viKs Liciit-hocskSkiivick 
 
 "evliibit is admirable. The eye is at once .attracted l»y the beiuitifnl ilisplay of lanterns. 
 a lar<;(' rotaiy one of the first class creating' 1,'reat curiosity in those unfamiliar with suidi 
 subjects. The general .<hape of these l;\nieins is much like an e.\,i'_"-'er.ited pineapple, 'In' 
 loiLses and [irisnis re[utsenting the scah-s. The uninfi rnied ob>erver usually turi:s away 
 with the impression that tlie.»e ])risms are merely for the sake nf ornament. On the con- 
 trary, their shape, iheir si/e and position liavt! lieeii determined by tin? liest skill of the 
 Optician, and eacli individual trinnu'iilar piece of ;:lass perfoiuis i's special duty of receiv- 
 iuH and transmittim: the rays of light from the lamp. To those urdeai'ued in the scieiu'e 
 of optics, till' following ['i\r\> in relation to light may be of value in helping to nnderstand 
 the construction of these lanterns : — Ivays of light continually diverge or separate, so that 
 the farther away »me is from their source the fewer lays are received l>y the eye, and as 
 the distance is increased the brilliancy is diminished until the light entirel\- fades from 
 sight. Il will lie jierceived, then, if the rays could be made to go in parallel lines, the 
 li-ht would be vi.-ilile at any distance in the direct line of the rays, were there no inter- 
 vening obji ct. Tiie puipose in the ouustiuctioii of these lamps is to seinl out paralhd 
 rays. This can be accoinplisiied in two ways — -by refraction, that is. changing their coursi' 
 tliiough a glass h lis or juisni, and by retleclion — a poli-hed suiiace behind the lamp. 
 Tjiis latter method has a familiar example in the lo,:omotivir head light, which, with an 
 ordinary -izeil lamp, thixnvs a flood of !i^ht .along the line for a great distance. It will 
 be 1 oticed, also, that at eitlier side of the straight track the ligbt is feeble, the greater 
 portion of the rays taking a straight course. 
 
 "Tliese pineajiple-shaped lanterns utilize every ray of light fi'om tjie lump, both by 
 reflecting and lelVaeting them, and send them all out in straight ]paralle! lines. 'I'he central 
 lens receives all the diverging rays which strike it, and sends theni out like the rou'id 
 liLad light of ilie bicoaiotive. Arranged above and bejow it are triangular j.risms, each 
 of which receives its ipiota of rays, which it sends on the same route as those from the 
 lens. All the rays, however, which strike .-i jn-ism are not refracted, — that is, do tiot pass 
 tliiofgh the glass. Some of them are lellected from the sui't'ace, .and thesi- alsn are utili/.ed, 
 as they are sent off at such an angle from the glass that they take the same route as those 
 which were refVacted. The result of such a eondiination of rays is to make om; vast beam 
 of light, which can be .seen at a great distance. Sonit; of the lights i>ii the .Vtlantic coast 
 can be seen for twenty-eight miles. 
 
 "The lanterns are divided into six classes, the class being determined by the distance 
 of the lamp from the surrounding lenses. 'I'he farther these latter are from the lamp, the 
 larger they must be. l''irst-class lights are those which are placed on the headlands running 
 farthest out to sea. They are [ilaced on high towei'w, and are the first lights seen by the 
 mariner when he approaches a c^ast. These, of course. ha\e the laigest lamps. .Second 
 order lights are similar in construction, but on a smaller st'ale. 'I'he smalha- lights than 
 those first named, are used in narrow seas or passages, on the courses of rivers, oi- at their 
 outlets, where they empty into a liay or gulf. Many circumstaiiei are to be taken into 
 considei'ation in deieiniining the character of a light at any given point, tht^ conformation 
 of the shore, the distance it is to be seen, its proxindty to otlu.T lights, are all elements in 
 the oalculali'in. 
 
 " Some lights are fixcil, others are revolving or flashlights. The former class arc in- 
 
 •* 
 * 
 
 « 
 
tiOVKUNMKNT, — LKiHT-HorsKS. — SUiNAL SKUVK K. 
 
 0'^ 
 
 tonili'd to send ii beam in a particiiliir direction, or aie in a I'jiiiidriciil lump, which shines 
 tMjUiiliy well in all, tlioutjli not witli so i^reat hrilliiincy. The revolvini:' or flash lij^hts are re- 
 presented in the exhihition hy the lanterns before deserilied. It may have occurred to the 
 reader that n vessel on first pereeiviiii;' ii li^ht on approRchinj» a coast, uiiiiht, if not entirely 
 certain of hir reckoninir, be misled by it, thinkinii it to mark tlie entrance to a different 
 harbour. The flash lii;ht makes a variety which perfectly indicates its locality to the mari- 
 ner, As has been before described, the parallel beam of light is seen only in the line of its 
 route ; as the lantern rijvolves the direction ol' this beam is ctnitiinially ehan;^ed, so that tha 
 lipht, at one instant bright, in the next disappears, and is not again seen until the revolution 
 biings the next set of lensi's to bear upon the vessel. The length of time elapsing betwcetj 
 these flasiies affords a means of identifying the locality ; thus some lights flash at intervals 
 of ()(> seconds, otheis at 'M\ and others at 10. 'i"he large lamp revolving in this exhibition 
 will show a face (juite a>« fretpieiitly at ten secimds. The lamp is made to nivolve by clock- 
 work, which runs by a weigiit suspended in the tower. The works re(|uire winding every 
 four or five liours, and the watchman who falls asleep endangers the shi|)ping in his vicinity ; 
 for by the .stopping of these revolutions his flash lii:ht becomes a fixed lii^ht, or no light, and 
 thus misleads the mariner. 'I'o guard against unfaithful watchmen a system of daily reports 
 has been adojited, by which ♦■aeh light-keeper acts as a cheek upon his neighbours. Tho 
 lights are so near each other on our coast, that each keeper may see three or four, and should 
 he fail to see all these light.s. Ids report must show the hour of such failure, lie cannot 
 kr) w the c:iuse. Should his own light fail, he reports the cause, and the two reports will 
 show the faithfulness of tlu; kee[iers. 
 
 " The lamjis ;ire of peculiar eonstruetiwn, and are the invention of .Mr. Funck. who 
 has charge of that special department. Those for the three largest sizes are what arc called 
 fountain lamps — that is, the reservoir is above the lamp, with which it comiects by a tube. 
 The burners are of the argaiid jiattern, and are four in number, one within the other. Lard 
 oil is used in all the lar:;e lanijjs, and mineral oil or petroleum in the smaller sizes It has 
 been found that a more intense light can be produced in a moder.atesized lamp with petro- 
 leum, but with the increased light there is also au increase of heat, and tins volatilizes tho 
 mineral oil so rapidly that the supjily of air is not sufficient to burn i _i the carbon, .and the 
 lenses are thu.s coated with it. The illuminating power of the different oils is tested by an 
 instrunuiit which is on oxliibition, called a radiometer. Thus a cert.ain oil is said to be 
 eight candle oil, cipial to eight ciuidles ; aiul oil of this fjuality is generally used. A first- 
 class lantern jiroduces a light equal to 100 caiullcs. 
 
 *' There arc al-o floating lamps, which can be anchored over any dangerous shoal. On 
 the western rivers, especially on the Mississippi, where the channel changes daily, the new 
 channel must be marked ilaily. For this purpose a .small lantern is hung upon a stake, and 
 hence the name ' stake light.' Fiaeh day the keeper iu charge of these lights sounds the 
 channel and removes his stakes. 
 
 *' 'flie Jiiiihthouse Board h.ave now in service '.!.").'? lights, as follows : First order, 4*; ; 
 second, 28 ; third, (17; fourth, 190; fifth, 12.") j sixth, 17'J ; reflector lights, .S.s ; stake 
 lights, :i8(i. There are also .').■] fog signals. One consi.sts of a large bell, tolled by clock- 
 work ; the other is a siren, or steam fogdiorn, which, it is .said, might bo heard for a distance 
 nf 25 miles, 'i'liis instrument is one of a chiss which Prof. Henry, of the Hoard and of the 
 Suiitiisonian Institution, has laboured long to perfect, and it is the most ell'ective of its class. 
 The steam is forced through two revulving discs, pierced with rouiul holes. The discs are 
 placed close together, and revolve in opposite directions. Steam passes only at the instant 
 when two holes are opposite each other, and the current is thus continually interrupted, the 
 r.apidity of the interruption giving its pitch to the far-sounding horn," 
 
 Tin; Uniiki) Statks SniSAL Sehvici: Bl-reau. 
 
 " This very important branch of tlie government service has been, to a very great 
 oxfcnt, tile creation of Hen. Albert J. Meyer, Chief Signal Utticer, U. 8. A., who is now 
 familiarly known as 'Old Pro1)al)ilities ' 
 
 " (Jeiieral Meyer, when in command of the Signal Curj)S during the war, communi- 
 cated information across districts where it would have been impracticable for I'. S. Mili- 
 tary Telegraph C'orp.s to have run its wires. At the close of the war, (Jen. IMeyer was 
 
94 
 
 I'AHT XI. — KXimilT OF JlIK rSMKh STAIKS 
 
 calliid upon to oii,mii1/,i> ;i system of duily wcallicr rcpDrts, in cuitn'ctiuii with liis Sij,'n:il 
 .Si'ivioo Corps. Tliis his studit's and tastes !idmiral)ly tittcil Iiini for, and flu- work has he- 
 gun 
 
 " IIo startt'il out with the pruu'ii)h' tliat the ohservers sliouM he tiit only ipi ilitii'd, hut 
 shouhl '),' under strict military discipline. In this way oidy could reliahle data lie olitaiued. 
 He therefore accepte(l none liiit enlisted men for ohservers, and these were first instructed 
 in their duties iiefore \h'\u'^ i)Ut into service. Ohserviui; stations were estahlisheil at, all 
 the important cities in the lliiion, and at every sea and lahe piirt which was accessilth' hy 
 telei^i'ai»li. Many othei' important seaports have since hcen reached hy a coast line uf 
 telei,'raph, huilt for the )(urpo-:e hy this di'iiirtmi'Ut. At tiiese stations ol»scrvations \vei(r 
 made three times in the tweiity-foui' hours, at intervals of ei'^ht hours, all heiiiu; made at, 
 the same instant of time. 'I'lie results of these ohservali ins are sent immediately liy teiti- 
 ;;raph, hy tlie operators connected with the signal ollice, to the otiice of (leiieral .\leycr, at 
 Washington, and from thi'se data skilled utiiccrs make up the " I'roliahilities" for each 
 hicality, which are so universally consulted hy the readeis of the morinng papers heforn 
 tliey venture over their thresholds. 'l"he ]>redictions, and the repoits from all the sta- 
 tions, are telegiMjiluMl to each station, 'i'lie ultservi-rs iiote, first, the state of the harome- 
 ter ; second, the state of tlu' thermometer; third, the humidity of tlu- atmos)>here; 
 fourth, the rainfall ; fifth, the direction and velocity of the wind. For ihis purpose each 
 ofHoe is provided with a harometer, a thermometer, a wet and dry bidh thermometer, a 
 raiii-gauue, and an anemoiueter. 
 
 " The display lure madi' showed a signal station with all tliese a]i]>]ianees. Th<' in- 
 «struments, a^ exhihited, were all selfregisterin',', and m il<e a rccorcl fuller and more ac- 
 curate than any made l)y human ohseivers. They ;ire all of American invention, and aro 
 principally l>y gentlemen couuecled with this dcparlmeat of tho scivice." 
 
 Tin: Umti'.I) 8rATi;s Paii;nt Oi tick. 
 
 li t 
 
 "The f.xhihit of the Patent Ofiic einhraces ."),0()() of the tnost interesting models in 
 the possession of the I'atent Ofiice, together with the piihlicatious of the uilice and ii 
 selected series of diMwings ami e.\planations of models. The models aggregate ah cat 
 tlri'ce ])cr cent, of all the mo<lels irr the Paterrt Ollice, arrd h.ive heerr cla>.>itied under the 
 f(jllowing h(>ads ; Agricultrrre — harvesters, millsand pi'esses ; aichilectuii' — civil cngiMcer- 
 iirg, railways, navigation ; metallurgy — metal woikirrg, wood working, stearrr hydraulics ; 
 pneumatics— mech.irrical movenrents, hoisting, hor.se |iowers. jonrirals and liear irrgs, veiiicles ; 
 firearms; textile; juirrting and stationery ; slorre, clay, glas.s; leather; light, heat, I'lc-c- 
 tricity ; hotrsehold — chemistry, gas, ice arrd firre arls. 
 
 ♦• The numlier of paterrlsissued from ]77'.» to 1S7;'., is l<;n .0111) 
 
 "The Tateiit Ollice also exhibits an inteiestirri^ collection tA' iiatiotral relics. 
 
 4 ! 
 
 Thi: Umtki) Sr.vrr.s I'o.sr Orin i: I)i:i'.vi;T.Mr.NT. 
 
 " Among the jtostal exhiliits shov.-rr, the mo>t intt re>tiiig is a ihlieately corrstrncted 
 Jiiachine which iirakes the Cent( rirnal errvelopi^s. The that ]iiece of paper is placed in at 
 one enil, and is drawn thrcnigh the intricate rriachirrejy, iec( ivirrg the .stamp, and being 
 gummed and h)lded, passing oirt at the other' end, a c<iriiplete envelope, ready Wn u.-e. As 
 every twenty-fifth en\-elope passes into the tray awaiiirrg its reception, the next errvelopo 
 slips autorrratically a little out ol't!ie regular' lirre, irr or'der' to mark the divisional nriiaber 
 to bo included in each package. So tieautiful aral regirlar- is this piece <it rrrecharri.-ni in 
 its every movemeirt, that it seems as if it were endowed with life and iinderstanding. and 
 indeed, the best urechanics could riot make liy hand eri\'elopes with anything like its pie- 
 cisiorr. The rapidity of work may be jrrdged fronr the hrcl that, orr arr average, twerrty- 
 live thou.saiul envelopes are made a day by this nrachirre, without taxirrg its capacity in 
 the least. 
 
 " Ther-e ma.v be seeir in this vicirrity, irr h.andsorrie frames, fine sjiecimeiis of all tiro 
 dilVoreirt varieties of stamjis, stamped errvelopes, nrail bag>, tojiogiaphieal rrraps if the 
 various post-routes, and all the prirrcipal blairks, bound irr beok hum, irsed hy thedejiart- 
 
(ioVKHNMKNT. — rATKNTS. — I'OST (HFK.E. — KDt'CATloN'. 
 
 !i.) 
 
 Si,i,'H;il 
 
 ll.lS l)C- 
 
 liiit! (tf 
 
 »> 
 
 liU'iit. Otlicr iiitiTi^tiiiL' I'xliiliit'^ lire Franklin's oM Icd^^'cr account wlidi lu^ was p ist- 
 master, ami a inoilcl sliowin.i,' tlic jtatciit nriil catdior usol in liic last mail trains, which 
 liick up till! letter l»ii;^'H iit tilt', .stations, while the train is nmiiinj; at full speed. 
 
 KXmiWT OF Tin: UXITKI) STATlvS IIUIM'.AU OF EDUCATION. 
 
 Such was thy general clidracter of tlie well plaiuieil and cuniprehetisive cxhihit nf 
 liatiu!ial "material" ami of scientilic and iniluslrial appliances in use hy the several de- 
 jiartnients of tiie United States (iovernnient. There was one si'ction of that exhibit, 
 however, to which we have not yet referred — that of the Uniteil States Ihireau of Miluca- 
 lion. In tlie skilful hands of the indefatiyahle Commissioner of Kducation, (Icueral 
 Katon, this jmrtion of tin! e.\liil)it was rendered most intiresting and instructive. It 
 Consisted of two parts ; first, that which illustrated the .subject j^enerally and so far 
 as it dealt with a national interest, — though in the hands of eaili stale goNcniuient ; 
 and .secondly, that which gave practical illustration of the t'tforts of the l^nitMl States 
 Ciovernment to educate the Indians, and otherwise to ameliorate tlieir tiocial eo'iditiou. 
 
 It was <i('ni'ral i'liito'i's jnirpose to niak-o the tii'st part of lii- xhil)it historical, as well 
 as rej>re.';enlative of the vaiious Slates, and CDinpi'deaisiNC, so far as the educational institu- 
 tions and agencies in the I!e|iulilic weie concerned. Jn eanying out this scheme he was, 
 liowever, oidy paitialiy successful. l']ither for lack of tiiu(% or for want of general co-o))er- 
 atioii, tlie disjday was not as complete as desired. On this point, the correspondent of tho 
 Ni'W York 'J'rihinir says : — 
 
 " (len. Katon's plan was to illustrate thi; scope of our edui'.atioiial institutions, hy 
 means of photog>'aplis or engra\ings of school an 1 college huililings and their plans, copies 
 o! their catalogues, showinn' the nature of the inslructiun given, six'cimens of the apparatus 
 used, and of ilie work pea-formed l)y the |)upils. 'llw historical branch was to cmtain 
 niiiilels of niodein school buildings, and of (hose in use .')() or lOO years ago, and specinu'ns 
 of appai'attis, text books, etc, cuni/ared with those in former use. Alllnjugh the inttaesL 
 shown l>y educators iarougli<»ul tin' country in the exhibition, was not as great, nor the 
 contributions they made as numerous as it had been hoped they would be. (hi' display is in 
 many respects a very suu'gi'stive oue, and worthy the study cif teachers and all others 
 interested in pojiular ediiealion." 
 
 To a consideralile extent, however, the Comnnssioner was able to carry out his plan, 
 so far at least as to have illustrations in the .several departments of education which he had 
 ii.'uned. 
 
 General Eaton's own contributions to the exhibit were exceedingly valuable. They 
 ineludeil (1) his (jwn voluminous report foi- 187o ; (2) a sjiecial it ji^ut in two volumes on 
 the liiiraries (.)f tin- U^iuted Slates. 'Jhisrej»ort was projected l)y CJen. Eaton, and the work 
 iipon it has lieen done by ]\lr. Samuel A. Warren, Siatistician of the liureau, with the 
 assistance of .Major S. M. Clark, also of the Bureau. Volume one, which contains 1,187 
 J'ages, gives the statistics of all ]iid>lic libraries in the United Stales eontainiug moic than 
 oOO volumes each, with historical accounts of tho more imjiortant libi'aiies, ju'epared by 
 the librarians at the reipiesi of the editor, Volunu- two (SD ]>p.), contains lades for making 
 a luinted Dictionary ('alalogue, liy Mr. Clias. A. Cutter, Librarian of the Boston Athcna3am. 
 
 This report is illustrated, and is supplied with an excellent index,* (."5) A Sjjecial 
 
 *■ In lU't'iiriJ'f Mn:iii:iii( fur Frliruiiry, I h ivo tlius referred to this report : — " A most va'irible otrn;i:il 
 Jijturucnt, ruliitiii;: t'l ilic )i!oiii 'tinn of eJuoiitiou anJ knowlcd;{e, ha< been recently iju'iliihoj in tho Uuitdl 
 
ff 
 
 !' i 
 
 !Mi 
 
 I'AUT XI. — Kxiiimi' OK Tin: i'xn'i:i) statks 
 
 Iv'f'iioi't on Art Kducatiou in Aiiiiiicn, witli s|ii'iial rt'tcniuc lo tlic iiitiiMlintioiinf ili'iiwinj^ 
 iiH oiic of regular NtiiilitH in llic comscH of llio jmlilii' free si'IiooIh, l>y Mr. .1. I'Mwanl (Jlaiki*, 
 
 of tllf Ulllt'ilU. 
 
 Tln' sccmnl ]iait of (iriifial K;itoir.s cxliiliit wan liotli novel ami riiiioiis ; ami toaiiy 
 out! who .><yiii|)atliizi'il witli llit- fa>>ttlisaii|ti'aiiiij; ivtl man, it wa.s iinprissivc, It con.sistcd 
 of practical and intcn'stinn illiistiatioiis of wliat tin' I'nitfil Stairs is now doinj^ titwards 
 liiinj,'inj; tin' civilizinj,' inllncnct's of Ciiristi.ui Ivlmation to hcai' npon tin' Indian trilt»is. 
 UeniTul Eaton kindly divut.'il .sonn' time in f.vplainin^ to nic tin- various details of the 
 system or scheme of Indian ediHMtion. in wliicli he felt so deep an interest, lie pointed 
 out from tlie various ilhi.>tiiitions and examples in the eolleetion, h<»w leinarkaMy success- 
 ful had hern the elloits of the (lovernnient as far as they liad i,'one, in deiiioustiatin^ the 
 entire feasihility of hrinijinj,' the Indian tiilus under the potent iiilluencesot the .semi- 
 domestic and ('hii^tian liumelihe intluenci'.-; of the various mission .-cliools in active 
 operation amoiiL,' them. 
 
 As to the natui'e of tlie exhilpit, a correspouih'nt of the New \'orlv Tiilnnif \\\ speak- 
 ing of it, says : — 
 
 " The schools of the Indian Territory havi' made a very credit. ilile display. Tliey 
 have sent photographs of their school-hou-es, prominent teachers, and repi'esentative 
 pupils, and exhiliit s[)ecimens of text-hooks, chiidL;ra]iliy, needlework, diawinu-, etc. Tlie 
 wonderful progress which even some of the wilder tiilus ol Indians ha\c made in a few 
 years' residence in the Indian Teiritory, as shown in this exhil)it, demonstrates the wi.-iloni 
 of an Indian policy that removes the savages IVuiu the demoralizing inthicnce of frontier 
 settlements, and places tlieiu under direct civilizing iniluences. The .Modncs, even, who 
 a few years ago, from their fastnesses in the lava heds, defied the power of the I'nited 
 States, and spread terror throughout a whole region, are mnv lapidly learning the arts of 
 
 States, It i.s a .-ju'i-iiil rujiurt (in two iiarl.-i), cii tlit' iiulilic lilirarii's of tin; I'liiteil iSintcs uf .Aiiicrii'i, tlioir 
 liistnry, eciiulilicn, iiml luaiia^^tiiicnt. Thi.s Vdlutiiinciii.'* and iini.-t iiitiri'.-^liii.,' ii'ii'Tt, li.irjjust Wccii is,-uocl \<y 
 the inili.(atij;alile Uniteil States l'niiiiiii->iiiiiL'r (.f lMii<ali"ii, 'iciicral Kaloii, Iri'in hi- I'.iircaii at \Va.-hii];^li.n. 
 ThroU(;li thu ooiirti'-y ut (JiMieral Katun, tliu-^e Keinprtfi liavu hci'ii hl'IiI tn Ihj IMii. .itiiai l)c|iartnn;iil of tlio 
 various Prc>viiici',<, for ilibtrilmtioii to the college.-' ami imlilio institutions of ilie Dominion. 
 
 " It would ho iuiiiii.s.-ilple in our .sliort notice to il(; justice to a lepoi I on lihrurie.s so eonii'i'clunsive and com- 
 pact as this one is. It cuil)race.« a discussion, statement or illustration ofalinost every topic relalinj; lo lilraries — 
 their liistory, nnina;;enient, and u.selulness. lis eomidlation does the (greatest credit to the zeal, patience and 
 alility ot the Ci>minissiotier and his ahle co editors, Messrs. Warren and Chirl<. .Many ol ilie papers are 
 \vritten by the eilitirs, hut several are eoetriliuted hy various noted lihrarian- in the I'nited .'stales. The 
 work is divided into forty chapters, einhracinj; among other suhjei-ts, a sketch of" lihraries ;ine hundred years 
 a(;o," an accuuiit of the School, Collejje, Theological, .Medic. il, Law ;ind Seienlilic hiliraries in the United 
 States. It Contains also, papers on Libraries of tho (icneral tjoveriuiieiil. Ili.-t nical, Mercantile, Slate and 
 Territorial Lihrarios ; those in Asylums, I'risons and llelormatories, a.s well as pajiers on Copyriijht, I>istri- 
 hution, E.\chan(.'es ; How to malie Town I/ihraries useful; Art .Museums and their coniic'tion with I'uldic 
 Iiibraries ; Free Libraries and Reading Rooms ; Library liuildings ; Organiz.ition and man.igemenl of I'uldio 
 Ijibraties ; C. liege Libiary Administration ; Public Libraries and tho Youii^ ; Library L'atalogucs and Catik- 
 loguing ; liook Indexes; Inde.viug Periodica';- and MiseoUanoous Literature; Uiuding ami preservation of 
 B oks ; Works of Iteforcnces for Libraries ; Titles of Books; Library Bibliography ; Beports and Statistics, 
 Ai'. Part II contains an elaborate series of Kales for a prititud " Dictionary Catalogue ol Liliraries," with 
 iliustrntions ol the method. In referring to this Province, the I'Mitir says : — 
 
 " A brief account of the excellent School Library system of Ontario, will bo fonrjd in Chapter II. . . . 
 An exuiuination of tho revised catdlogue ))ublishod by the Department of Ivlucalion, shows that great care 
 has been c.xcrcise<l In the choieo of books, and that a judicijus selection from it would form an excellent 
 library in all departments of literature tor adults, us well as for pupils iu tho Public Schools." — Page W. 
 
 1 
 
1 
 
 KUrcATluX milKAl 
 
 07 
 
 ■v* 
 
 c-ivili/iition, mill tlu'ir scliool-* luaki! a wry < rt'ditiililc tliNjdny in tlm ('fuUfimiiil Kxhil)i- 
 tion." 
 
 Mr. A. Toliniiii Smitli, it iiidcil Ainfiicun t'lliiciitionist, in iffVuin;,' to this inter- 
 
 wsting pKitiiin of tlin (.'ominis.iioiici'H t'xliil)it, writo-s to tin; iV' c* I'^kjIhihI Ji>iirniil of Kiln- 
 
 mtimi as follows : — 
 
 '* Of its many siilijt'cts prest'iitt'il in tin- cxliibit of Kdniation in tlit^/nitctl States 
 < iovi'i'imicnt Dnililing, niHitt attractt'd nunc attention than that of Indian cdncation — 
 never so suggestive, never so inn»erions in its demands upon onr solemn consideration as 
 at this moment. 
 
 •' The two cases, however, ilhistrating Indian iiliniiUnn are Imt a fragment, a ti)r!i 
 leaf, Ity themselves. I'laee them in se(|Uence with the I'nited States Survey and Inoian 
 i>.xhibits in the same I)Milding; begin with nnxlids of rnineil cave-towns, clill dwellings 
 and towers ; pass to the models of these restoreil ; rnn throngli the pottery and stono 
 relics of a race unknown, ami a date nnchronichid ; pass throiii,di the archieological, (.-thno- 
 logical, ami ornamental relics of fnilians, wrought Ix loic the shadow of the Spaniard fell 
 athwart the land ; then follow, ste[i liy step, the representation of c"Mtemporary, Imt 
 savage trihes, through the cinnpri'lieusive exhibit of their implement , their industries, 
 <n'naments, superstitions, dress, their very faces, ami daily haunt., and domestic life, photo- 
 gra[iheil with iiiu-rring exactness — trace the slow mingling of savage handiwork, with the 
 aciiuin^l arts of the Saxon race, and come then to the cases re[»i«'senting the results of 
 Indian education, under the fostering caro (jf (,'hristian intelligeMce, and yon have tho 
 history of the al)origines of America ; a far-reaching, tdo(pu'nt, imperishable record. 
 
 " Wo will not, however, rest content with tin; genmal im[)ort of the Imlian exhibit, 
 but pause to gather some of its lu'actical h^ssons. In the first case of antipiities is a series 
 (d' Hint arrow heads ; these itrimitivo missiles were, at tirst, perfectly plain at the blunt 
 edge, ami nnist have be(ni fastened with no .small ditliculty to the handle ; gradually a 
 «:liange is noticealde, a slight depression appears in the blunt eilge, and finally an inden- 
 tatimi on either side wduch secundy held the sinew thai i)ounil togi:tln'r Inindle and weapon. 
 Something of the .same slow growth of thought is a[>parent through the school exhibit. 
 
 " In the .sann; case with thi," writing are specimens of the handiwork of pupils. You 
 may hold in your hand a bit of [)atch-work sewn by an Apache girl, nine years old ; a 
 year ago, the wonu'ii of her tribe, sunk in savage s(iualor and apathy, knew no finer art 
 than the fashioinng of skins with strings of sinew, and l)one needles pushed in and out 
 after the manner of an awl. 'I'his patch-work, like nearly all tho primary sewing, was 
 (lone without the thimble, one implement rt a time being as much as they can master ; 
 so it is first the needle, then the thiml)le, still step by step, as in the old days of arrow- 
 lieads and bone needles. Hut the lit'Je Ai)aclu)'s patch-work is by no means the present 
 limit of .sewing. In the same case .ue aprons, skirts, quilts, and that triumph of feminine 
 domestic art, the plaited shirt-bosom, hand-made ami machine-made, by Modocs, Dakotas, 
 Choctaws, Creeks, and Cherokees. Instinctively, as you view them, your thoughts run 
 over to the needlework album in the Massachusetts exhibit, and the two simple works 
 assume a .subtle relation to the coming brotherhood of races. 
 
 " The general conduct of the ' Manual Labour Schools ' can be understood by an ac- 
 count of the Tallahassee school. The institution has a fine farm a<ljoining ; both .sexes 
 are admitted to its care, and wdiile receiving the same class instruction, are at once 
 initiated into their appropriate industries. The girls are trained in sewing, house-work, 
 the management of the dairy, etc.; the boys work the farm, and ac([uire the management 
 of ordinary tools. This industrial training, joined with the direct development of tho 
 purely mental faculties, is in vital relation to all the future of these transforming races. 
 
 ■' Without this, education for them would be merely a revolution of mental condition, 
 the substitution of discontent for apathy, of ctfete thoughts for savage activities. This 
 training simply directs these activities into channels adapted to civilized, intelligent life. 
 Thus saitl ' Running Chief ' of the Pawnees : ' Following the plow will give me that acticii 
 e.xercise which I used to get on the hunt ; formerly the only way for a Pawnee chief to 
 make his mark was to kill a gotxl many of his enemies ; to-day the only way is to beconi 
 a great farmer, a great mechanic, or perhaps a great lawyer.' 
 
98 
 
 PAHT XI. — NATlo.NAl 
 
 DUCATIONAI. KMIimiS. 
 
 "The ('xliil)it of tlu,' direct results of tlie schoolroom traiiiin,!j; in these eases tol'ou> 
 the general course. The most advanced studies represented in examination papers arc 
 geo,i;raphy, history, English composition, book-keeping, and algel)ra. The papers I ex- 
 amined gave a fair percentage ot correct work. The report of an oral examination in 
 grammatical analysis, conducted in a very rigid manner, showed Oo per cent, of correct 
 answers. In ranking these varied results, we should forego unjust standards ; they nui-t 
 be valued, in every instance, by their liistoric meaning rather than their comparative 
 excellence or compass. The group of mnv.ual-labour schools, of which Tallahassee has 
 been taken as the rei)resentative, has only a twenty-five years' record ; thus it appeals 
 that, as yet, livu' hardly enters as a factor in the results. 
 
 " We ought not to close a notice of tiu' Indian exiiibit witliont a moment's atten- 
 tion to its most impressive feature. Upon tlie walls assigned to the geological-survey sec- 
 tion is a series of photographs, representing tiie untamed savage of the plains, i)i his 
 varied haunts and costumes. In the midst of the Indian education cases is a second series. 
 representing pupils and graduates, and parents who have caught oidy the reflected intliu'iire 
 of training. The countenance, the attitudes, are transformed ; the savage has become a 
 man. No one can escap(; the eloquent, forcible lesson conveyed in tlies(> coiitrasti'd pic 
 tures of Indian humanity." 
 
 PROGKKSS OF EDUCATION IX TilH IMTKI) STATKS. 
 
 It may be interesting in this connection tn give the following brief iiistorical skotcj; 
 of the condition and progress of education in the United States as a whole. In his opi^n- 
 ing address at the meeting of the Xatinnal Ivlucatiunai Association in IJaltiiuore, July, 
 187G, tiu^ President, Mr. Phelps, said . — 
 
 " Prior to 1770 but nine colleges hail bi'cn established, and not jnoi'e than tlve of 
 these, we are told, were in a really eliicieiit condition. Now more than four hundred in- 
 stitutions bearing the titles of 'college' and 'university' are distributed throughout 
 forty of the vStates and Territoiies, with lu'arly 57, tlOO students and 3,700 Professois 
 and teachers. Tiieii little was done for the higlu'r education of women. Now theic 
 are 201) female seminaries, with 23, 4-t.") students and 2,2S.") teachers. Then, says a 
 wtiiL'v in tho Kcir J'J)i(/f(iiiiJ tJ^iiurndl (if Juliicalinn i'ov .June 10, 1^70, ju'ofessional sciiools 
 were almijst unknown. The candidate for the honours of the law, tlie digiuties of the 
 ministry, and, generally speaking, for the toils of meilical piactice, was obliged to pursue 
 his stmlies under private tutors. Now there are 322 ])rofessional schools of the various 
 classes, excluding teachers' seminaries, with 23, 2S0 students and 2,11)0 instructors. Then 
 Normal Schools had no existence on this continent. Now 121 are reported in the I'nited 
 States alone, with 24,100 students and !)fi(j in.structors. Then tli, 're were no commercial 
 colleges; now 127 are i,i operation, with 2."),S!)2 students and ."i77 teachers. Then 
 secondary and preparatory schools had scarcely a name by which to live; now 1,122 are 
 said to exist, affonling in.' i --uction to 100,.")lt3 i)upils, and giving em])loymeut to <;. 10.3 
 teachers. The Kindergarten, that last ami l)est of educational inventions, is a very recent 
 importation. In 187-1: we were blessed with fifty-live of these human nurseries, with 
 1,63G pupils and 125 teachers. May their lunnbeis rapidly incieas(\ 
 
 " We have no means of giving the school population of those earlier days. It is not 
 likely that it was ever ascertained. Now thirty-seven States and eleven Territories report 
 an aggregate of more than thirteen millions, or more than four times the t(»tal population 
 of the country in 1770. Then the school enrolment was, of course, uidcnown. Now it 
 amounts to the respectable figures of S,000,000. Then the schools were scattered, and 
 their number was correspondingly restricted. Now they are estimated to imiulxn- 150,00o, 
 and as emi)loying 2;")0,000 ttiachers. The total income of the pu!)lic schools is given at 
 $82,000,000 ; (their exi)enditure at $7"), 000,000, and the value of their property at >;I<!5, 
 000,000. The figures thus far exhibited seem to indicate what we have done ; there are 
 others which tell us with impressive emphasis that which we have not done, ^^^ith a 
 school population of 13,000,000, as reported, we. have an actual enrolment oi' but S,0UO. 
 000. The number of illiterates by the census of 1870, above the age of ten years, was. in 
 
PROfJHKSS OF EDUCATION IN THK rXITEI) STATKS. 
 
 [)<) 
 
 round numbers, 5,500,000. Of tlicsc more tli;ii! 2.00(1,000 wvw n.^Mlr^i ; upward of 2,000, 
 000 more wcn^ from liftccu to twi-nty-ono years of iii;e, and 1,000,000 were between ten 
 and fifteen yearn old. Of the ninnber between fifteen and twenty-one years it is estimated 
 that about onedialf iiave jjas.sed the o]»i)ortnnity for eibication, and since it is well under- 
 stood that a large itriiportion of the clnldren in this coiintiy leave the schools perhaps at 
 an avera.ge a|,'e of tru or twelve years, the conclusion is irresistible that tens of thousands 
 of those who are reporteil a.s illiterates between ten and fifteen years of age will forever 
 remain so. Of the 'J.'^0,00() illiterate pei'sons between fifteen aiul twenty-oiu' years of age 
 who iiave passeil their o[)portunities for instruction, l;')7,O(^0 are in the Northern States, 
 m.OOO in the Pacific, and 77S,000 in the Southern." 
 
 'I'he h'lliirn/i'iini/ irei/di/, published at (.'hicago, gives the following interesting statis. 
 
 ties, illustrative of tlie foregoing facts stated by Mr. Phelps : 
 
 " Of the jiersons ovei' ten years of age who cannot read, we Iiave, in the difTerent sec- 
 tions of the I'nited States, the following percentages ; — 
 
 Ketr 
 
 are 
 
 ■I'ntul v.. p. 
 
 I'naMi' t(i y>\u\. 
 
 I'n- CO 
 
 lL'.:^.o:3..-)(U 
 
 ■1-7S. (")()(; 
 
 3.8 
 
 1l',(»2;'..(;2'.) 
 
 toil, 17.') 
 
 :V4 
 
 i;!.s7,^,4;}5 
 
 :5.5-)0, iL'.-> 
 
 L'.).."» 
 
 N'ntcrs. 
 
 I'liiilili' t(i I'cail. 
 
 Per cut 
 
 2,747.(iO-t 
 
 221,51)2 
 
 S. 
 
 2. n 14,870 
 
 217,40:5 
 
 8. 
 
 2,H1 4,730 
 
 1,137,:503 
 
 39. 
 
 Kastern and Middle States, 
 W'estei'H States, 
 Southern States, 
 
 " As to the voting population, tlu^ figures stand as follows 
 
 Kaslei'u and Middle States, 
 Western States, 
 Southern Slates, 
 
 '•'rhe expenditure for eilncation, in the three sections as above, in 1873, were : In the 
 Kastern and .Middle St.ites, .■<;')2, 1.") l,GOl ; in t lie Western States, .8-")4,S28,G28 ; in the 
 Southern States, .-< 1 1,1 70,:) U. 
 
 "'{'he following conijiarison will prove very suggestive. It is between states of nearly 
 eipial poi>ulation, north and south : — 
 
 P(i|iulatiMii. l^xpc uilitiires fur Ivlucati m. 
 New J.'rscv, OOH.ODO .S2,471.;U3 
 
 Alabama, ' O'.m; <.)!)2 490,004 
 
 Iowa, 1,194,020 4,229,452 
 
 (leorgia, 1,184,109 223,060 
 
 "The foregoing statistics show the present status of illiteracy, that which we subjoin 
 showsour prospective condition, uidess ourefforts for the difiusion of education are prosecuted 
 with redoidiled energy. The first .statement shows the number of children between five 
 and eighteen years of age in the whole country ; the second the school attendance, an<l 
 the tiiird the percentage of non-attendaiu'e. For these statistics we acknowledge one in- 
 del)teduess to a masttu'ly speech of Hon. Henry W. Blair, of New Hampshire, in the 
 House of Uepr(!sentativt>s, on Saturday, July 29, 1870. Their entire accuracy maybe 
 r(4ieil upon, since tliey have been carefully compiled from the latest returns in the Bureau 
 of Kducation at Washington. 
 
 SCHOOL fOITL-VlION. 
 White. 
 
 Mi 
 
 Fe 
 
 Total. 
 
 r).2(;4,63.") 
 ."),1.') 7,929 
 
 Coloured. 
 8 14,.') 70 
 800,402 
 
 10,422,504 1,020,978 
 
 otill. 
 
 0,080,872 
 5,908,.^71 
 
 12,0.5.-),443 
 
 sti 
 
100 
 
 PAllT XI. — NATIONAL EDUCATIONAL EXHIBITS. 
 
 ATTENDINCS SCHOOL. 
 
 White. (*(ilnuTe.l. Total. 
 
 Males 3,32(;,7U7 88,5U4 3,415,:}91 
 
 Females 3,087,943 91,778 3,179,721 
 
 Total G,U4,740 180,372 0,595,112 
 
 NOT ATTKNDINi; SCHOOL. 
 Whitf. Colciiruil. Total. 
 
 4,007,824 1,440,000 5,458,977 
 
 " From the above, it appears that of the white c'liiMreii of the whole coiiiitrj', between 
 the ages of five and eighteen years, 38 per eent. are not attending school ; uf tlu; coloured 
 children, 88 per cent, are not attending, while an aggregate of io piT cent, of both classes 
 are not under instruction. 
 
 " We close this exhibit with a statenn-iit of the jwr aijiiln amounts raised by taxation 
 for educational purposes by certain Stales during the year 1875. 
 
 Arkansas 8 ()2 
 
 Georgia 1 10 
 
 Tennessee 1 01 
 
 South Carolina 1 7u 
 
 Virginia 1 93 
 
 Maryland ."» 01 
 
 Montana Territory 8 42 
 
 Massachusetts 22 00 
 
 "General Eaton's lleport, just issued, shows a total school population in thirty-six 
 states and eight territories, excluding Delawart', the Indian Territory, Now .Mexico, and 
 Wyoming, as not reported, of 14,007,522. The total enrolment of pupils in the public 
 schools of all the states is 8,756,059. Tiio total number of teachers reported is 249,202. 
 In Alabama, Delaware, Kentucky, Nevada, and Texas, tiie same salaries are paid for the 
 same work to men and women teachers. The total income for i)ublic ,-chools in all the 
 states and territories, except North Carolina, Idaho, Washington, and Wyoming is ■'?88,- 
 048,950. The total expenditures for public schools in the Union, excluding Delaware, 
 Georgia, Missouri, Idaho, and the Indian Territory, not reported, is 881,932,954. The 
 value of school property reported from twenty-nine states and six territories is $173,833, • 
 545. Statistics are given of 137 normal schools, with 1,031 instructors and 29,105 
 students. Fourteen normal schools, including the one in Michigan, each receive an 
 annual appropriation exceeding 817,000. lleports exhibit from 131 commercial and busi- 
 ness colleges, 594 instructors, 20,109 pupils, and 19,099 volumes in their libraries. There 
 are 95 kindergarten schools of which information is given. These have 210 teachers and 
 2,809 pupils. There is an increase over the number reported last year of 40 schools, 91 
 teachers, and 1,173 pupils. Forty-one schools for the deaf and dumb are reported. These 
 have 293 instructors, 30 of whom are semi-mutes, and 5,087 pupils. There are 29,040 vol- 
 umes in libraries ; value of grounds, buildings, and apparatus, 80,130,815 ; amount of State 
 appropriations during the year, $1,049,524; amount received from tuition fees, 894,520. 
 Twenty-nine schools for the blind, with 498 instructors and other employes, and 2,054 
 pupils, report. The value of grounds, buildings, and apparatus is 83,893,407 ; appropria- 
 tions during the year, 8551,780, A statistical table ati'ords information of 278 other in- 
 stitutions, classed as follows : — Orphan asylums, 151 ; soldiers' orphans' homes, 17 ; uifant 
 asylums, 12 ; miscellaneous charities, 71 ; industrial schools, 24. The number of inmates 
 reported in these institutious is 54,204, under the supervision of 1,789 teachers and oHi- 
 cers. The income reported for last year was 82,791,204; the expenditure 83,033,087. 
 Eighteen states and the District of Columbia report 47 Iteform Schools, lieports were re- 
 ceived from nine schools for the feeble-minded. The whole number of inmates is 1,372, 
 under the supervision of 317 instructors and other employes. The Commissioner remarks 
 
 'f 
 
NATIONAL EXHIBIT OF FRANCF. 
 
 101 
 
 191 
 
 •u 
 
 12 
 
 • 77 
 
 02 
 10 
 
 »;t 
 
 7(» 
 
 ;>;] 
 
 01 
 42 
 
 00 
 
 »> 
 
 that the effect of the financial depression througliout the country is seen in the reduction 
 of the amount of hencfactions for educational purposes during the year now closing, the 
 total heing st, 120, 502. In 1R74 it was 80,053,304, and in 1872, 811,220,077. In edu- 
 cational hencfactions, Pennsylvania stands far hefore the other states for tlie past year, show- 
 ing the amount of i?!^10,072. Tlie nearest to tliis is New Hampshire, with 8475,700. 
 
 VIII. THK NATIONAL EXHIBIT OF FRANCE AT PHILADELPHIA. 
 
 Although the edticational exhihit of France was very meigre at Pliiladelphia, it was 
 nevertheless of superior excellence at Paris in 1S07, and at Vienna in 1873. (To this 
 matter I have already referred on jiages 2 and 3 of this Report.) In her national exhibit, 
 however, in the sjjccial department of civil and military engineering, her entire collection 
 and the special examples of ingenuity and skill which she showed, exceeded in excellence 
 and variety those of any other nation represented at the Centennial Exhibition. 
 
 Like the United States she liad a Ihiilding of her own (although a small one) near 
 the north-eastern entrance to the grounds, built of red brick, relieveil with black, remind- 
 hv' the visitor of old liuildings in Frante. 
 
 As the collection in this building was, to some extent, a counterpart of portions of 
 that in the Cniteil States Building, it is appropriate to refer to it here in connection with 
 the remarks respecting that building. Tins is the more appropriate as tlic contents of the 
 Frencli l)uililiug were of much interest to educationists and scientific men. Tliey embraced 
 (as enumerated by M. Simonin, in the 1,'cnic dt/^ (hi/.r. Momh'x,) objects sent by the French 
 government to M. Lavoinne, engineer of roads and bridges — who had charge of the e.v. 
 hil)it, including : 
 
 " Models and designs of bridges, viaducts, acpiedncts, lighthouses, jetties, dikes, canal 
 locks, railioad station buildings (i/tn-rs), and innumerable niai)s, including a large geologi- 
 cal cliart of France.'' 
 
 In addition to these, as intimated in the /'i)i/isi/lra]i!(t SrhaoJ Jtiurnal, there was "a 
 handsomely framed cliiirt. about twenty feet scpiare, showing the lines of communication 
 of France, and forming a veiy interesting sttidy. The lines are divided into terrestrial, 
 tluvial and maritime. The terr<'stri:d com])rise the roadsand lailways, and tlie fiuvial em- 
 braces the navigable rivers and canals. The national roads are represented by dark lirown 
 lines, tlie dei)artment roads l)y a narrower line of the same colour, while the railways 
 aie marked by white lines, and tlie rivers and canals by blue. \ conventional rejiresenta- 
 tion of the mountains show tlie summits of water-sheds, and tlie large rivers occupying 
 tlie intervening valleys. The princijial lines of maritime navigation are figured by gold 
 lines, whih' the (lc])tlis of the sea, from one hundi'cd to one thousand metres, are shown 
 by lines of red. The ciiuntry is jiainted green, set oil' in pretty contrast Ijy semicircles of 
 light all around the coast marking tlie illuminating ranges of the ditVerent lighthouses on 
 the coast. Tlie cliiut also iiuliides the cliief towns and cities, properly marked by l)rass 
 buttons. 
 
 "To the right of the entrance to the building is placd a iiumlier of surveying instru- 
 ments, milling tools, and civil engineering instruments generally. Over the door is a fine 
 representation of the liridge Du-jour, at I'aris, crossing the Seine. In connection with it 
 tiiree models lire shown, made on a .scale of rn wenty-fil'tli, one representing the viaduct 
 entire, another an aliutment arch, and the thi, . wo arches of the viaduct from the Ver- 
 sailles road to the (|Uay on the right bank of ... Seine. To the right of it is a well- 
 executed ])icture of the canal of Marseilles and the lu'idge of Uoiiuefaveur, illustrated also 
 by a liuiidsome model of three arches, about twelve feet in height, while on the ojiposite 
 side is a view of the Port Launay viaduct on the Aulene. A large model is also .shown of 
 three arches ami four piers on a scale of one twenty -fifth. The bridge was constittcted 
 

 f I 
 
 102 
 
 PART XI. — NATIONAL EDUCATIONAL KXIllIUTS. 
 
 for the railway from Cliateauliii to Brest, and coininisos twelve arches of twenty-two metres 
 siian. 
 
 " Next come drawings and models of lighthouses, showing sectional views, the 
 foundation lied, and other interesting i)oints. On the first of January last tlie nunil)er of 
 lighthouses on the Frencli coast amounted to three liundred iind seventy-nine, nut includ- 
 ing those of Algeria. Tlie first of tlie drawings and models represents the lightliouse of 
 La Croix, erected a distance of two thousand metres from sliore. Tliere is also a fine 
 illustration of the liglithouse at Cape Spartel, soutli of the Straits of ( lil)raltar, a very 
 dangerous point, and where, previously, many vess(>lh had been wrecked and many lives lost. 
 The edifice consists of a towei', of wliicli tin; exterior is s(|uar(^ anil the interior circular. 
 Plans, drawings and models are then shown of the lighthouse of ("reacli, at the eastern 
 extremity of the Island of (^uessunt, of Triagnon, of Koyan, and several otlier jilaces. 
 
 •' The viaduct of Dinan on the JJance is nicely illustrated hy a large model of tlireo 
 arches. Tiie l)ridge is 315 metres in length, and tlu; archway 41.30 metres al)ove the level 
 of the canal, and the whole bridge consists of ten semicircular arches of 1 (1 metres span. The 
 model is i)erfect in all its details, ;ind sliows gi'eat skill and ingenuity in its construction. 
 Tliere is also exhibited an excellent model of tin; bridge of Arcule on the Seine, on a scale 
 of one twent3'-fifth. This bridge comprises on!}' a single span of Ml tuetres. It is c(jm- 
 posed of twelve ribs, of which the ten intermediate are 1.31} metres apart, and the two 
 outside ribs are ."'.."jO metres. These ribs are made up of three parts -an arch, a string 
 piece, and a rigid spanilril luiiting the arch and string jiiece. Tiie next model of interest 
 is that of the swing biidge at IJrest, together with a moih'i of th(^ towel' and its meclianism 
 and a fine view in jierspective of the port of Brest. Besides tliese tliere are excellent 
 drawings and models of the bridge of St. Sauvan, the iron viaduct of Bussean D'Alninan, 
 the Creuse and the iron viaduct on the Bouliie. After theoe came .si»ecimens of steel 
 nails, lamps and aptiliances for lighthouses. api)iir;itus for electric light, ejid mimerous 
 l)ortfolios of lithographic drawings, and jtliotograpiis of railway depots, stations, roiling 
 stock, A'c. Among the moi'e int esting of the eliails, plans, and drawings, whicii adorn 
 the western wall, is one showing the improvenienl of the; Seine, from U(Mien to Havre. 
 It is drawn on a scale of l.GOOOO, and is executed in excellent style. Another drawing 
 represents the line of navigation between i'aris and Auxerie, also an excellent geologic 
 chart in detail of France, and a plan showing tlie deposits of phospliate of lime. Then 
 there is a model in stone, wood, iron, and l»ronze, of the lock of tlie iioit of Dunkirk, 
 representing the great lock with gates and swing bridge. The lock is l' I metres in breadth, 
 and is calculatetl for ships of the largest tonnage. The port of Mar.seilles is illustrated l)y 
 a large peispective view, together with a model showing the extent of basins and suing 
 bridge. Numerous models of other bridges, Ac, are also exiiiliited, showing t!ie depth of 
 water, the state of foundations, and forming altogether u valuable; disphiy for aid of the 
 student. 
 
 In the matter of education and educational a])pliances, France did not do herself 
 
 justice. Theie were, as intimated in the Ameriimi Jjiink.*i'//rr for April 1st.— Some models 
 
 of school-seats, a few leading charts, mai)s, models of Ijattle-lields, etc. The Industrial 
 School of St. (ibientin seixls some interesting siiecinietis of embroidery and sewing, and 
 beautiful and uniipie designs for various fabrics. This is the most important school of 
 tiie kind in the north of France, and is supported by tlu' manufacturers, and tlie people 
 of the Department of Aisue. l^iris shows a dozen portfolios of art work from its higher 
 schools, among which are some elegant specimen.s. luliard's wall-maps, pidilished by 
 Ilachette it Co., are particularly noticeable for their c(nre(tness and beautiful execution. 
 There are .samples of tiie school writing-books of Ang. (iodchaux &, Co., and other text- 
 books used in the schools, as well as others of various grades. In the Book Department 
 ale also to be found many books which tiiruw light upon the nature of tlie work done in 
 the schools." 
 
 STATE OF KDCCATION IX FBANCK. 
 
 Ill conversation with M. Buisoii, Chaiiinari, and M. Beiger, ^leml)er of the French 
 Educational Commissioners to the Philadelphia Fxhibitioii, I learned that since the recent 
 
 
EDUCATION IN FHANCK.— MASSACHU.SLTTS EDUCATIONAL EXHIHIT. 
 
 108 
 
 metres 
 
 tlio 
 
 w;ir, Franco Inis been thoroughly aroused to the necessity for greater activity for the ])ro- 
 ludtioa of popular education. No official reports have, I believe, since the war b(;eu i>ub- 
 lislu'd, A late number of the Jdun.nl (Jrg Debuts, however, furnishes -sutiicient inforuia- 
 tiun'on the present state and prospects of education in France, it says :— 
 
 '• France has made especially within a few years, enormous progress by the diffusion 
 of primary instruction. 1 iider the emj)ire M. J)urny had given a great impulse to this 
 ])iiljlic service. Since our disasters the Departments and Municipalities have redoubled 
 tlu'ir elforts. Tiu^ sacritices made for our Sciiools have increased considerably. In his 
 report upon primary instruction at tlie Vienna Hxposition, M. Levasseur estimated at 
 71, 00(t,U0O francs the cxin'ndilure of France for tliis l)ranch of i^ducation ; M. Haideux 
 states it at s."),(iij( 1,000 francs, of which •_'.">,o00,00i) are furni-shed by the State, H,O0(),000 
 by the Departnu-iits and ( 'oinmunes, aiul the remainder by families. Adding the expen- 
 ditures for higlicr lu'aiiches of education, and the other items that help to swell the list 
 of expenditures, one nuiy calculate the tot;d expenses for educational pur[)oses in France 
 at l.")0,000,OOU francs. There has, then, been nmch progress made, but there still remains 
 iinuh to do ; the increase of the salaries of teachers, of the number and efficiency of the 
 ScliDiils, of the pul)]ic liliraries, etc. 
 
 " Normal Sciiools rerpiire )>articular attention, so that capable teachers may be pro- 
 vided, and tJie credit for this luanch in 1877, will be increased 100, OOU francs. New 
 primary schools ari; to be opennl. In 1804, there were 1,800 Connnuni's, where no school 
 existed ; and llu-re are still too many unprovided, or not sufficitiutl}' supplied." 
 
 In referring, however, to the comparative exiieruliture in France and the United 
 
 States, on behalf of education, M, Sinioiun, in a hite number of the Iknic dcs (hnx Mondes, 
 
 .says ; — 
 
 " In France we give an annual amount erjual to scarcely i^ 10,000,000 for public 
 institutions, whih' tiie State of New York alone, with less than five millions of iidiabitants, 
 t'Xpends yearly for popular education dn murk us all France." 
 
 IX. KDUCATIONAL KXlIiniT OF THE STATE OF MASS.VCHUSETTS. 
 
 Next to that of Pennsylvania, the most complete and systematic " Exi)ositioii" of the 
 fducational condition ami resource.* of a sister State of the Union, was that of " the old Bay 
 State" of Massachusetts. It was worthy of a land whose Colonial history and traditions 
 are so inseparably bound up with the subjects of popular education and enlightetmient. As 
 tlie leading State of New England, .she proved herself in educational matters at the ex- 
 liibition to be in every way worthy of that pre-eminence, and of her noble parentage in 
 enlightenment and intelligence, which she derived from old England herself True to 
 these instincts ami traditions, she, as one of the tdder States of the original tiurteen, has 
 built her educational structures, on the whole, more substantially and securely than any 
 of tliem, and tliat too, upon the broad educational basis which was laid in old colonial 
 times ; and to-day, as in these early times, she is still in the van of her sisters in the educa- 
 tional race which they, together with her, are so assiduously running just now. 
 
 A writer in the Xm-fh Aiiier/ruti. h'criew for Octol)er, 1875, says: — 
 
 " It was in the year 1 03(1, only six years after the arrival of Governor Winthrop and his 
 colony, that the General Hoard of Massachusetts voted £400, (a sum, according to our 
 authority, vnnA to a year's rate of the whole colony), towanls the I'rection of a college. It is 
 (if interest to n(ite that this was two years before tlu' llcv. John Harvard gave to the college 
 his nanu', by leaving to it half of his estate, and tlie whole of his lil)rary. 
 
 The present President of the new John Ifopkins I'niversity at IJaltiiuure, speaking 
 
104 
 
 I'AHT XI. — XATIUNAI, KDUCATIOXAI, KXHHUTS. 
 
 in tiie " Centennial iniinber " of the same Jlccltii', of Harvard and eiglit other C'ollegoa 
 
 founded in the early Colonial times, says : 
 
 " The institutions wore colleges of an Knglish parentage and model, not Scotch nor 
 continental universities." 
 
 The same writer, in speaking of the pre-eminence of Massaclmsetts in educiitional 
 
 zeal in the old Colonial times, says : 
 
 " We shall not even attempt to dislrilmte among the original colonics which consti- 
 tuted the Union of 1770, the honours which they may justly claim for an early devotion 
 to the interests of education ; but among all the official records there is none more worthy 
 to be hehl in perpetual remembiance in the Republic than an older which was ado])ted 
 in Massachusetts, November 11th, i()f7. Its language will never be forgotten ; its spirit 
 is still vital in every part of tiie country. Its words ar(> these : — ' It is therefore ordered, 
 that every township in tiie jurisdiction, after the Lord has increased them to the number 
 of fifty householders, shall then forthwitli ajjpoint one within their town to teach al' . .ich 
 children as shall resort to him to read and write, whose wages shall be paid either by the 
 parents rr niasteis of such children, or by the iidiabitants in general, by way of sijiply, 
 as the major part of those that ordered the prudentials of the town shall a)ip.)iut ; ])rovided 
 those that send their children be not oi)])ressed liy ]>ayiiig more tlian they can have them 
 taugiit for in other towns. And it is fnrthei' ordi^red, that w'len any town shall have in- 
 crea.sed to the numbi'r of one hundred families or householdeis, they shall set )ip a gram- 
 mar school, the master thereof l)eing able to instruct youth so far as they may be fitted 
 for the university ; i)iovitle(l, tliat if any town neglect tlic jiiit'orniaiKc hereof above one 
 year, that every such town shall pay five pouiiils to the next school till they shall iirrform 
 this order.' 
 
 " Here," the writer says, " is a ))laii involving local icsponsDiility ; state oversight ; 
 moderate charges or gratuitous instiuction ; iJiovisiiui for all and not for the poor alone; 
 a recognition of three harmonious grades, — the primary scIkio], the grammar school, and 
 the university.'' 
 
 General Eaton, in commenting in his report for l^l'i, on this comprehensive provision 
 
 of the old educational law of Massachusetts, says : — ■ 
 
 " Here is a philosophical recognition of tlic subdivision of instruction into elementary, 
 secondaiy, and superior. Tlie whidc State, or colony, through its i,egislative ])owei', pro- 
 vides the metluxl and makes the duty ol)ligatoiy niioii tlie |Municipality| to sustain 
 elementary and .secoiulary instiuction, while the .State itself makes approjiriation and re- 
 quires ])ioper aid for all the univ( rsity. The M-hole projjerty is taxeil for all the diiidren 
 in the dilferent grades. It is not amiss here to note the wide effect of tiiis action. 
 
 " Maine, as is well known was a ])art of Massachusetts until it became a State. 
 
 "The methods of the colonies of Connecticut were closely in harmony with those of 
 the Bay, and lioger Williams, though escai)ing to Klutde Island, <lid not leave behind the 
 excellencies of the Institutions alreaily founded ; so tliat it is simply a statement of truth 
 to aflirm that this action of ^Massachusetts colony siil)stantially shaped the educational 
 Institutions of New England." 
 
 As t(j the jtaieiitage and ))resent characteristics of tlie system of pcipular education 
 
 adopted l>y the various states of the Union, the same writer in the Xarl/i Aiii<rir(tii 
 
 lieineti:, to wiiom I have already referred, remarks : — 
 
 " From its New iMigland biith])lace, the common school lias gone to every State and 
 Territory. Jii its main featun's. the system is homogeneous throughout the continent. 
 It is based on local responsibility and State supervision, supplemented l)y the co-operative 
 agency of a national statistical Imreau of education. The system is elastic, lieing some- 
 times restricted to primary schools, and sometimes exp iid eil lo include the' schools of 
 every grade, not excluding the University. Instructionis free, unsectaiian, non-parti.san, 
 and oi)eu to all, without distinction of race, biithplaic, or social standing." 
 
 As the " birth[ilace," theivfoie, (jf the " New Hngl.and iilea" of the " Common School,'' 
 
 it was expected that the school exhibit fidin Massachusetts would be superio.i to all others 
 
STATi: OK KlircATKiN IN MASSAOUCSKTTS. 
 
 1(».- 
 
 ;i)ii 
 
 — siilH'iior, not f)nly in niatfiinl, lnit in all tlm.se aiipliaiicfs and tit-tails uf an elaborate 
 school system wiiifli indicate completeness antl comprehensiveness in the State scheme of 
 education. In most if not all of these respt^cts, Massachusetts came up to the standanl 
 expected tif her. The various grades of her educational Institutions, from the village 
 school up to (in part) their time lionoiued T'niversity were well represented. In order 
 to secure this eftectively, she took the precaution to appoint a competent committee to 
 select the material of the exhilntion. A brief statement of the result of their labours, 
 and a comprehensive sketch of the whole exhibit displayed in eight rooms of the east 
 gallery tif the main builtling was publishetl in a pamphlet, from which we make the fal- 
 lowing exti'acts : 
 
 The Committee say : — 
 
 "The duty of preparing the exhibit in this ilepartment was assigned to tiie State 
 Board of Education by the Centfiiniai CommissioUfrs, with tlie approval of the (iovernor 
 of Massachusetts and Council. 
 
 " In the performance of this tint}' the Couimittfc have endeavoureil to prt^sent to the 
 eye, through exliibits, some of the newer phases t)f oiir educational system, and to supple- 
 ment tliose e.\liil)its Ity reports, giving a geiiei'al liistory of etlueatioii from the settlement 
 of tlie State, and illustrating the sever.al departments indiuled in this exliil)it. 
 
 "The exhiliits iflate principally to tjurTiililic Schools, Technical Institutes, Women's 
 Colleges, Xoinial Schools and Free I'uMic Libraries, and are intemleil to show the 
 .systems ailo]ited ,ind ifsults obtaineil. 
 
 "ri'l'.l.ic .Si iKini.s. — The exliil)its are eontaiiieil in l'sO bound volumes of scholars' 
 
 Work, from selioois in iVi towns and cities in tlie State. Tlii\v are from the Primary, 
 
 (Jiammar and lligli Schools, and were inteiidi'il to illustrate methods of teaching and 
 hanilling subjects by showing on ]»apei' actual class work, and to show the stanilard of 
 .scholarship attained in diilennt institutions, irrades. and classes throu'di examination 
 exercises. 
 
 " Most of them weic prejiared for the lv\hil>itioii, and the results obtained by our sys- 
 tem t)f instruction are t'aiily exhibited, and sliow tlie attainments and the general proti- 
 ciency t)f the pupils in the tlill'erent grades of schools. 
 
 '' Cnderthe saiue system, ditferent results are olitaiiiel in various parts of the State. 
 We have, therefore, obtained tinee re[tresei;tative exhiliits : from Creenfitdd in the west- 
 ern ])art t)f the state, ;in agiiindtural A"'/* of the second lank in population ; from New 
 i!etltbi-d in the southeast, a manufacturing and comuiercial rifi/ o\' the second rank in 
 population ; ami IJoston. tlie metropolis. 
 
 "They exhibit the text, reference ;ind reading liooks. cliarts and apparatus, scholars' 
 work of the tlilb-rent giades of schools, jilans and piiotographs of some of the school 
 buildings, with full reports and statistics of the schools. 
 
 "(Jreenlield and New He.lfonl make very complete and collective exhibits, and atten- 
 tion is esjjecially called to them, as they are Ixdieved to e.xcel anything of tlie kind in the 
 Exhibition. A catalogue of the New IJcdtnid Exliilnt has been preparetl. 
 
 " The Uoston Exhibit includes: — 
 
 " 1st. Drawings from the Piiinary. ( iianiniar, High and Evening Schools. 
 
 " 2d. Scholars' woi'k on slates, iiicliuling Wiiting, Drawing of Primary Schools, scho- 
 lars' woik from the Pi'imary, (Irammar and High .Schools, bound in lnj. volunu^s. 
 
 " -'111. A case of Pliilo-;o|iliieal Ajipaiatus, as a sample of the set furnished to each of 
 the fifty Oranimar Schools. 
 
 "4th. A case cont.ainiug the text-books used in the Primary, < irammar and High 
 Schools, and tlie refei'ence books fiunisiied to each of the tJrammar Schools. 
 
 "."•th. Six poittbHos of sewing from the Orammar Schools ; one from the .ShnrtletV 
 School, showing an analytie ami progressi\r course of instiuction ; and one from the 
 Winthrop School, containing a tlress cut and made by its pupils. A sketch of the history 
 of sewing in the schools, in the repoii of the Siiperintcndi'nt foi' 1871. 
 
■i(»0 
 
 I'AliT XI.— NATI<»\AI, i;i>Lf< ATloNAT, KXIIIIUTS. 
 
 " Ctli. A ciitaliiiiUf of till' cDlIoctidii of ousts in the riiils' High School, cliilmcMl to be 
 the best of the kind in the conntiy. 
 
 " 7th. Tiie Public Day School for Deaf Mutes, which is believed to be the only one of 
 the kinil in the country, and the first in which " visil)le speech " was ai)i)lied to the 
 insliuction of the deaf. A sketch of the school in the Supeiintcudent's I'cjioit for 1N7 t. 
 
 "8th. Four frames with plans and views of a scliool-house, embodying feature.s of 
 German ^5ch()ol architecture, presented as the l)est specimen in the country. 
 
 " 9th. A complete set of IJostoii School Ifeports from ]s:t2 to iS7o. 
 
 " 10th. Statistics of Public Schools of the City of I'osloii, for the school years 
 1.^74-5." 
 
 "There is also exhibited the Peports of the Poind of Education, in 20 vols., from 
 1837-1875, and a complete set of the annual Sciiool icports of the ."ill cities and towns 
 of the State, for 187"> : Ixnind in ]'2 volumes with the School Paws, 
 
 "These liei)orts aie of great interest in themselves, as furnishing a history of educa- 
 tion in the State i'm the last forty years, and the systematic method in which the town 
 reports are made under the su])ervisi()n of the Secretaiy of the Boaitl. A similar collec- 
 tion was made by Mr. Philbrick, for \'ieninv, and attiacted great attention. 
 
 '• Dl!AWl.N(i. — Instruction in Drawing was made obligatoiy in the Pul)lic Schools in 
 1870; and cities and towns containing mon- than 10,000 inhabitants weie reijuired to 
 give frei' instruction in industrial drawing to jjcrsons over fifteen years of age. Mr. 
 Walter Smith was ai)pointed Director of Art Education, and the sysli'in prepare<l by him 
 has been adopted by the Hoard of Education, ami very generally carried out in the Pub- 
 lic Schools. 
 
 '•The drawings of the Piimary, Grammar and High Sciiools are shown on the walls of 
 the first room; industrial drawing of the evening classes in the second room, and draw- 
 ings from each in many ]>ortfolios in the third room. 
 
 '■ A Normal Art Scluiol was estal)lished. The jjupils are divided into four classes, and 
 the work of each class is e.\hil)ite(l on the walls of tlu' third room and in ])ortfolio*. A 
 sjiecial cf.talogue of these dra^^ings has been prepared, and they are so arianged that the 
 gradual development of the pupils may be traced from tlu; Primary through Grammar, 
 Digh and Evening Schools to the Normal Art School. Many Diawings fiom ditl'erent 
 schools and towns were sent to an exhibition lield in Po ton in May, and the best of 
 these Avere .selected by a Committee for tiie Centeniual, ami are tho.se on e.Khibition. 
 
 " JMilVATE ScilOdi.s. — Petween thirty and forty years ago, the. nnvere many Private 
 Schools and Incorporated Academics in the State. Tlicii' piaci; has been to a gnsat e.vlent 
 supplied by better Pulilic Schools, and by the introduction of free High Schools, which 
 have taken the place of incorporated academies, excepting in those jdaces wiiere some 
 peculiar advantages in the instruction, were enjoyed, as at Pliilliiis' Arademy at Andovcr, 
 or Williston Seminary, at East Hampton. 
 
 •'Tiiere is no better proof of the excellence of our Common and High Schools than 
 tliat they have taken the place of othei' schools. 
 
 " Private .schools, th.ough subject to the general control <jf the State, art! not under the 
 supervision of the Board of Education. 
 
 " They are exhibited by a few photographs of academies ami .school Itnildings. A very 
 full and able report upon our (Jommoii and High Schools and Academies is in ourse of 
 ineparation. 
 
 " Tkciink'AL .StlKtiU.s, — These arc the Lawrence Scientific School, Museum of Com- 
 parative Zoology and Pussey Institution, all connected with llarvar<l Cidversity,-— ex- 
 hibited by a watei-colour painting of Bussey Institution ; by a series of drawings, illustra- 
 ting the building and working rooms of the Museum of Comparative Zoology, and l)y an 
 illustrated catalo,:^ue, in 8 vols., with maps and plates, designed among other things 
 to show the results of the investigations carried on at the -Museum, — by Theodore Lyman, 
 L. F. DePourtalcs and Alex. .Vg.-issiz. 
 
 "Worcester Fiee Institute exhiliits drawings of its beautiful building and workshop, 
 150 .S2)ccimens and models in wood and metal, 180 drawings in civil anil nieilianieal engin- 
 
 'J'lii' \iiliii.' of .-cliiiol-lumti's in Bostim is I'stiinatcd at uIj' 
 
 ss,,-jOO,000. 
 
 i 
 
STATi: OF EDUCATION IN MASSACllUSKTTS. 
 
 107 
 
 to be 
 
 )' Olio of 
 to the 
 
 :uro.s of 
 
 ; 
 
 t'l'iinj,', five tal)l(.'t« of the study and instruction, 22 liound volumes of examination papors 
 iiml tlicscs of the yraduatinif clas.s of 1S7G. lIcictlH' pupil is instniotcil Uy an alilc faculty 
 in tilt' (litl'crcnt di-partnu-nts of Mcclianics, Engint'ciini,' and hcsi^n, and in tlu^ worksiiop 
 applies tlie theory to practice, and lieconies skilled as a workman in all the various depart- 
 ments tau;4ht in the leet\n'e room. IJeports have heen prepared of its history, re(]uire- 
 nients for admission, and course of instruction, and a very full catalogue of the Exhibit. 
 In its peculiar features, it is not excelled liy any in the country. 
 
 "Tile Institute of Techuoloiiy at lioston exliiliits its departments of Mining' and Metal- 
 lurgy, i'liysics, Clieiiiistry, Architecture, C^ivil and .Mechanii'al Kiii^Miieeiing, and students' 
 work in each of these departments. Specimens from its Mininj,' School, beautiful archi- 
 tectural designs, mechanical diawings, models, with theses of each mendier of the class 
 graduiiti'd in June, ISTT). Tlie .').")(i diawing.s on the walls ami portfolios and 17 theses 
 will eiialile the .Judges and Kdiicators to foi'ui a mon^ accurate knowledge of the niei'itsof 
 the Instilulioii and ae(|uirements of its students than coidd l)e obtained in any other way, 
 and is a comiilete answer to the ijuery .so often made — " How can you make a satisfac- 
 tory eiluc.'itioiial exhibit I " 
 
 " J)ocuments descriptive of the work of the Institution ami catalogues and reports have 
 been i)repared. 
 
 " rartitular attention lias been paid to the exhibits of these Institutes, as tlioy present 
 a new ]iliase in the educational system of Massachusetts. 
 
 " The Atjfii'iiliurdl I 'of/cifi' at Andierst is exhibited in the Agricultural Department, and 
 will well re]»ay the attention of all who are interested in that subject. 
 
 " W'o.MKN's ('(•!. l,i:oi;s. — The eldest of these Institutions, though it has never claimtJ 
 the name of ('ollege, is Mount llolyoke Seminary, now in the thirty-ninth year of its ex- 
 istence, but as nourishing as at any other period of its history. It combines manual labour 
 with educational training and religious instruction. 
 
 " Wellesley ( 'ollege, one of the most munilicent donations of a single individual to any 
 object, and the largest ever made to an institution devoted solely to the education of 
 women, will ever be a lasting nionumerit to Mr. Durant. It was established to give young 
 Women o[)poitunities for education e(|uivalent to those usually provided in colleges for 
 young men. it is under christian intluence, discipline and course of instruction. One hour 
 a day the pupils aid in domestic woik. It con^prisesa Prejiaratory and Collegiate Depart- 
 ment. Kxhibited by a beautiful water-cohjur painting, ground platis and photogiaphs of 
 its buildings. 
 
 " Smith College at Northampton owes its origin and endowment to Mi.ss Smith of 
 Hatfield, who left a large Ijeipu'st to trustees to establish a woman's college at Northamp- 
 ton, imposing, as the sole condition, that the re([uirements for admission should be the 
 .<i;n!ie as at colleges for young men. It has no preparatory depai'tmeiit. It was dedicated 
 ill duly, 1(^75, lietweeii one and two hundred pupils apjilied for admission, but only six- 
 teen were received, ami form its Freshman Class. Each of these exhibits have documents 
 and reports giving tiie history, couise of instruction and catalogues of the institution. 
 
 " Noit.MAl. Schools.— Six in number. Their design is strictly professional, and none 
 are admitted except on jiassing examination. One sciiool is to prepare the pupils to teach 
 diawiiig, the othei's to lit them for organizing, governing and teaching the public .schools 
 of the Connnoiiwealth. The essential part ot the instruction is the actual practice of 
 teaching, under the eye and supervi.-ion of the teachers. It is believed that these schools 
 dill'er froMi the Normal Schools of other States in retpiiring of the candidates for (hImIhsIo/i 
 that they shall have acquired habits of ai)i>lication and study, that their characters shall 
 lie fornu'd, and that they shall be well giounded in the rudiments re(piired of teachers in 
 the pui)lic schools. In other words, they arc not .schools for the teaching of general 
 knowledge, or for the training of character, but are strictly technical or professional 
 .schools. They are exhibited by twenty photograi»hs and drawings of the interiors and 
 exteriors of each of the live schools ; by circulars of the course of instruction, and by re- 
 ports giving a full history and statistics of these schools. 
 
 " Pur.Mc EinitAitiKs. — In the early jiart of the present century, provision was made 
 l)y law for the oi'ganization of Social Libraries. These answeicd the wants for fifty years, 
 but as our common school system was extended, the value of libraries as a part of our 
 
lOH 
 
 I'Airr Xl. — NATroNAI, KDrcATIONAI. IIXIIIlllTS, 
 
 system of iiistiii<'tii)ii lifcainc .i,'i'iicrally : fcnj^'iii/fil. Tin' iicn'ssiti(> ai' .sciini'tliiiij.' licttcr 
 lliiin tilt' Sdcial jjihiiiiy led to tlic |)ii«sin,t,' nt'aii act, in iSfil, " t(i aiillinii/f cities ami tdWiin 
 to estalilisli ami inaintaiii piililie lihraries." One Imiulred ami seventy-two city ami town 
 lil)iaiie.s liave Iteen esfablislied. total lihraiies, ISG.'i, containiii},' 3,0(»0,(i()(» volumes, ami 
 eiiculatint,' annnally S,(»fl(l,()()(l volumes. 
 
 " The laifjest fret; lihiivry in the United States is at Boston ; the oldest at New Bed- 
 ford. That of I'oston has over ;5OO,0O0 volume.-, lends more than a million of l)ooks in a 
 year, and is exhiliiteil liy seventeen V(tlunies, j^ivinj^ its history, contents of the lilwiuy, 
 and its administration. It has seven branches, malvinj; it more accessible to the |io| illa- 
 tion. The liihiary of I'lo.ston, and some of the other city lihrai'ies, are open on Siiiulay, 
 and very favourable results have attended the oiieiiini; of them on that day. 
 
 "The Iiil)raiiesat New Bedford, Springfield, Concord. liynn and Worcester are anionji 
 the more noted, and are iej)resente(l hy cataIo.L,'iies and photo;,'ra]ilis of the exteriors ami 
 interiors. A full and complete history of the Public liibraries lias been jtrepared for the 
 Kxhibition by Mr. Horace K. Scudder, and contains much useful and valuable informa- 
 tion. 
 
 "Mis( Ki.i.ANK.ois. — Perkins Institution for the Blind ami Clarke's Institution for 
 the Deaf are cor))orations supported mainly by priv;ite endowments, but receive yiinly 
 irrants from the State pid|)ortioiie(l to the numlier of pupils. They are classilied by law 
 with educational inslitutiKus, and aif uiub'r the direction of the ISoanl of Ivlucation. 
 
 " Perkins Institution, the earliest school for the blind in the country, was incoiporiited 
 in ISi'D. and for many vears was under the care of Dr. ilowe. It is exliibited by 
 s(\<'ral laip' volumes, iiiiiit"d at the scliocd, liy specimens of the work of the [nipils. ami 
 liy a comjilete set of its reports. 
 
 " At the Clarke Institution for the Deaf, and at the Deaf Mute School in I'.nstnii. 
 the pupils are tan,nht articiil;ition and reading from tlie lips, dispeiisin;,' almost eiiiirely 
 with the ".siu'ii lani.'iiai,M'.'' They use the Kiiulish lanuuaL'e as a nieiliuni of cominunica- 
 tion between themselves ami with others, it is exliibited liy views of exterior and in- 
 terior, and liy reports specially ])re]iared, ,t,'ivin.u a luNtniy of the Institution and of the 
 .sy.stem of instruction adopted at the school. " Vi.^ible Speei'h," which is used in tliis 
 school and moie oi' less in most of the other deaf sciiooU of tiie ciniiitiy, is exhibited in 
 ten volumes, picpaicd by Pl■ufr^~(ll .\. (ualiani PmII. and in six charts. 
 
 '•The Hdiicational .Map of the Slate was de.^i:,Mle(l liy Mr. i'liilluick, the Snpi'iin- 
 tendeiit of .Si'honls in Boston. ;ind shows tlie ililiiwioii of our educational system in evi-iy 
 section of the State. Tiie cnllcm' is the foundation of our ediicatiuial system. Jt was 
 established in K'kiS. and was (ulhnved liy the common school in KUT. The colleires nave, 
 from time to time, laised their standard of admission am) j.'radiiati<iii. and the uramnnir 
 and hi,L'li schools have ni;ide their coiiise to conform. Tiie college — thouLrh the crcatinii 
 of the State, and freipieiitly aided liy it — is .•m imh pendent corporation, over which the 
 State retains a visitoiial jiower to restrain and coerce, if it should depart from its normal 
 course. The colleges have been coni rolled and governed by lemned and jmlieious men, 
 according to their views of the wants of the people, and have been the source and iii.;)iir- 
 ation of our .system of instriictioii. nioulciing and hailing pulilic opinion. Our sy.-.tem I'c- 
 seinliles the Knglish rather than that 'if many of the Western States, where the coniiiKiii 
 school is the foundation, the university the outgmwth and e.iiistoiie ; the whole moulded 
 by public' opinion, and dependent ujioii the State. 
 
 "The Mas.sachiisetts Slate llo.ud of I'Miu'ation claim that its exhibit in " IMm alinn.'il 
 systems, methods ami liluaiies," stands the liist, — 
 
 "A. in the systematic arrangement of the ditl'erent clasM's in its gioiip. l'"ioni ihe 
 limited space allotted to it, being coinpi'lled to gi\'e ]ii'oiiiineni'e only to tliose exhibit of 
 present interest from their novelty and value, an '. showing the others by leports and 
 catalogues. 
 
 " B. In fuinisliiiig evidence by its exhiliits and re]ioits that the ediication.'il .system of 
 Massachusetts excels in breadth and variety, beginning with the Kindergartens, continued 
 through its I'rinnuy, (Jrainmar and High Schools, to its Colleges and Iniveisities, where 
 equal advantages are offered to each sex, and thence through its Law, .^le(lical and 'J'hco- 
 louical Schools, 
 
iiL' ln'ttor 
 
 mil towns 
 
 and town 
 
 nncs, ami 
 
 New \\i6. 
 I>()(il<s in a 
 lie lilir.'uy, 
 
 If |H.| ulii- 
 
 iii Sunday, 
 
 arc anioin» 
 
 ■ridis and 
 
 red lor tlu' 
 
 V int'oniia- 
 
 tntion for 
 civc vtiiily 
 lied l>y law 
 tion. 
 
 lCOl|l(iI;lttMl 
 
 liliitcd liy • 
 impils. and 
 
 in rmstnl). 
 
 ost rniiicly 
 I'niiniiiiiia- 
 riur and in- 
 I and ot' tlic 
 iscd in this 
 xliiliittd in 
 
 If Sni.riiii- 
 I'ln in cvfiy 
 ni. Jt was 
 llfiTi's iiav«', 
 he ^uraniniar 
 tlic creation 
 r wliicli tin* 
 1 its normal 
 licioiiK men, 
 and in.;](ir- 
 r systoni )■<'- 
 he connnon 
 iilc nionldcd 
 
 Mdncational 
 
 1' loni ! Ii»' 
 (■\liiliil> of 
 I'ciiorts and 
 
 lal system of 
 s, coMtitnu'd 
 iities, wiierp 
 1 and Tlieo- 
 
 STATK n| KDIT.VTION IX .M.\SSA< HL'SirnU 
 
 10!) 
 
 I 
 
 "C. ill Drawing, starting with tlic principle that every child that can he tanght to 
 •write can learn to draw, reijuiriiig drawing in its I'rimary, (Jrammar and High Schools ; 
 ill teaching industrial drawing in its Kveiiiiig ('lasses, and providing for the training of 
 toiudiers in its N- rmal Art School. 
 
 "D. In its Technical Schools, educating the haml, eye and mind for indii.itrial and 
 scientitic pursuits. In its Normal Schools, training its pui)ils sohdy for their chosen pro- 
 fessions. 
 
 " K. In its free l*n))lic Liljiaries and Reading Rooms t'ninishing the means, which arc 
 largely used, to continue througli life tlie culture of the faculties nurtured in youth. 
 
 " F. In showing an educational .system more complete in the advantages offered to 
 every age and class, and to each se.K, and with a larger endowment and annual expendi- 
 ture in proportion to population. 
 
 Tiiere is no (piestion hut that the Massachu.setts Hducational Kxhil)it was all that i.s 
 here claimed for it, in regard to ".systems, methods and lihraries." It was planned in 
 • juite a philosophical .-nirit. Nothing appeared to have hoen atlmitted into the collection 
 hut what ''ad either some special e.'ccellence, or [leculiarity of its own. It was arranged 
 ahso with great care and in systematic order. This rendered it highly attractive to edu- 
 cationists from ahroad, and especially to tho.se from the west and south-west of the con- 
 tinent, who, regarding Massachusetts as their educational ((/wt nudvr, were still anxious to 
 learn from her words of wisdom, and gather from her, lessons of deep practical exiierience, 
 
 From an otlicial account of the Kducational Institutions of Massachusetts we con- 
 den.-'e the following information : 
 
 STATISTICS OF EDUCATION IN MASSACHUSETTS, 1875-G. 
 
 Area of Massachusetts in scpiare miles, 7,^00. 
 
 I'opulation, I,(i31,9l2; in cities, «3G,'J-J4 ; in towns, 814,!J88. 
 
 Valuation. .* 1,8 10,73--', TUC. 
 
 Cities, I 'J ; towns, \^'ll \ total, 3-41. 
 
 Common Schools, a,.'].'}!) ; teachers, 8,20'J ; pupiLs, 28t),'J50. 
 
 Iligli Schools, 'IVl ; teachers, 582; pupils, 15,82(3. 89 per cent, of population of 
 JStatc is in cities and towns having High Schools. 
 
 Pupils in Tuhlic Schools, .305,77(3. 
 
 Average lengtli of time the PuIjUc Schools are kept open, 8 monLas and 17 days. 
 
 Evening Schools, lU; teachers, 3(34 ; pupils, 'J, 337. 
 
 State Normal Schools, (3 ; teachers, 50 ; pupils in Art School, 330 ; in other schools, 
 ■d'y^; total, 1,226. Expemliture for, $72,980. 
 
 Teachers' Institutes, annual average numher, 8 ; average annual attendance, 1,063. 
 
 Incorporatcid Academies, 72 ; pui»ils, 5,756. 
 
 Private Schocds, 341 ; pupils, 14,513. 
 
 Special State ln.stitutions, 7 ; pupils, 1,687. 
 
 Lihraries.— Free Public, 172; volumes, 1,069,508; yearly circulation, 3,068,335. 
 Social, 237 ; volumes, 536,191 ; yearly circulation, 1,171,071. In Institutions, 178; 
 volumes, 1,010,073 ; yearly circulation, 671,418. Sunday School, 1,276 ; vohiraes, 609,- 
 399 ; yearly circulation, 3,081,692. Total number of libraries, 1,863. Total number of 
 volumes, 3,225,171. Total yeaily circulation, 7,992,516. 
 
 Universities, 2 ; general students, 858 ; professional, 1,047 ; total, 1,905. 
 
 College*, 7 ; students, 1,076. 
 
 Professional Schools, 7; students, 194. 
 
 Scientific Schools, 3 ; students, 506. 
 
 Expenditure : total for Public Schools, ^6,201,614 ; for erecting and repairing school 
 buildings, §1,533,142 ; for each child of school age, !?21. 
 
 School Fuml, $2,065,238 ; income, $167,655 ; moiety to cities and towns, $83,827. 
 
II 
 
 
 ! I 
 
 110 
 
 I'^KI" XI. — NATIONAL KUt'i ATloNAI. KXimilTS. 
 
 Taiilr Hliowini; Mi(? itK'ri'iiMo in llit! vulunliiMi ; in tlic iiinouiit r.iiscil liy tiixiirimi for tlio 
 support of Hcliools ; tlio imuhIm'I' of cliildrmi la'twioti tlic iiucs ol I iiml 1(1, to IS HI, nrul 
 bctwiM!!! tlio iiuiN of "» iiii'l I't, siiioo tliiit tiiiKv, fitnl tilt! iiiiiouiit r.iiscd fur cncli cliiM. 
 Tlic Tfil)l(> comincncc-* witli tlir cstablislinii'iit of flic MoMi'd ut Ivliiuiition, in 18:{7, jiikI 
 'jivt'M tlu: iiiiiouiits, lit iiiti;rv;iis often w.ivn, down to |s7tl. 
 
 VKAI!. 
 
 VAM A'llnV. 
 
 Alihiuiit nf Mmii'V in't!- 
 
 »'i| liy 'I'li^'H fur tlir N'liiiilii r of iiciwint. lie- 
 
 Hll|l|iii|t nf SclhMil-, tUicll till' llu'i'K "if I 
 
 iiirliiiliii,' mily thr ainl HI, tn iMIll. .'iml 
 
 Wil,'i- uf 'rfarlli'l'i, lii'lWiiM "p Mini j.'i 
 
 liuiii-ii, finl, ;iiiil r:iri' vcais >iiiii' Isili. 
 
 .if lilVs. 
 
 is:i7.. 
 isio.. 
 
 IS'iO,. 
 ISt'id . 
 
 l«7ii. . 
 ls7ti,, 
 
 >•■.'! I',I.S7S,.!-.",I 
 
 .V.i7,'.»:iii.'.iii."i 
 
 S'.i7.7'.i."i,:!'_'i; 
 
 l.HC.'i.-'I.'isi'i 
 
 1.s|ii.7:'.--'.7ofi 
 
 ^:is7.1-'l 
 l!i|.oi:i 
 '.il."p.s:;'.i 
 l,17"'.'.iis 
 :\.\r:-^.:\:v. 
 I.lnii.^i.is 
 
 l77,o-i:l 
 1M.:!'.|-.' 
 
 1;m;.".:;i; 
 
 L'/.I.ISll 
 
 .•;(i:,.77i'. 
 
 Alllniillt l;ii-iil 
 liy 'I'liM'i I'll- 
 I'ili'li rllilil I'l- 
 tWi'rIl tll'-i' 
 il''l'M. 
 
 SL' :;ii 
 
 •_' Ct, 
 
 1 Ct. 
 
 *; :;: 
 
 11 7i' 
 
 1 1 :v.i 
 
 Total viihic ol Schiiui liiiildin-s in Is.'iS. .<:..■)( ),()( id. 
 
 Total viilnc of Scliudl r.uildiiiL;.- in ls7(i, sj(i.s:i(;.(i77. 
 
 Statk i'.DAUIi ni' I'jiur.vI'loN.-- i;>tabli-liril in ls;{7, consists of the (lovniioi' ;iii,i 
 Liinit.-fnivciiioi', and cis^lit persons ajipointcd \>y the (lovcrnor for a term or(>i;,dit yc;ii>. 
 one retirini; each year in the order id appointment. Holds in trust any ,i,'iant or devise nt' 
 lands, and any donation or beipicst of ]iersonal property, made to it for cilncational |iiii- 
 poses. I'reserilies the form of sidiool registers, and of hlaiiUs for school retnrns. Ihe^ 
 eharj,'e of the State Normal Schools. Appoints a secretary. a,_'eiit-^, the art-director, and 
 the visitors and teachers of tin; Normal Schools, Makes an annual report to Ije^i^Jatnn' 
 of its doings, with oliservations and snggestions. together with an ahstract of the school 
 returns. Incidental expenses of Hoard, and ollicial expenses of incmlicrs, paid out ol 
 income of school fund. 
 
 SkchktAIIY ok IJo.viM) ol' i'jil'CATIoN. — .\ppointed hy Moard. Salary, travelling, 
 ami otfict^ expenses paid out of income of school finid. Receives, arranges, and makes ah- 
 stracts of school reports and returns. Collects information res[iecting condition of educa- 
 tional interi'sts. DilViises information to promote those interests. Suggests imjirovements 
 to Hoard. Visits ditferetit ])arts of the State to awaken jmhlic interest in educational 
 matters, ami attends educational meetings. ('o?iducts, hy himseiror agents, Teachers' In- 
 stitutes. Sends iilaiiks, registers, and reports of iioard to towns and cities. Is a visitor 
 of each of the State Noinial Schools. 
 
 Ai;i',NTs ol' I)iiAi;ii ol'" Kducation. — One or more authorized hy statutes, to lie ap- 
 pointed liy Hoard. Xinv. live in inimher. assigned to ditferent section^ of the Stale. 
 Visit towns and cities ; oliserve schools ; confei' with teachers ;ind committees ; give, advice 
 and instruction in principles and methods of education, hy lectures and teaching e.\eici.>es : 
 hold institutes. 
 
 Statk l)li;i',('Ti)lt ol' .VliT KlifcAlliiN. — .vppointed ly I !oard of Kducatioii as one ot 
 its agents. Is at the head of the State Nornuil Art School ; siiiicrintends the instruction 
 in drawing, and examines the classes in the State Normal School, and in the Free Imlus- 
 trial Drawing Schools of the cities and towns ; visits the cities and towns to confer with 
 teach(>rs and committees. 
 
 City and Tows Sciioji. ('o.M.Mrni;i;s. — Elected hy ^he people for three years, one- 
 third retiring annually. Women are eligible. Have entire charge and superintendence 
 of all public .schools in town. Ueiiort annually in print to town, and make annual returns 
 
 1 I 
 
I 
 
 III tor the 
 ISl'.t, iiikI 
 ;ich cllilil. 
 
 is:;7, ;iM.l 
 
 nllllt l;ci-i'il 
 TlIM- toi- 
 irll I'llil.l It- 
 V.I'll ill'-.' 
 
 SL' :iii 
 
 •_' r.i. 
 
 I i;i. 
 
 <; :'>7 
 
 11 71. 
 
 1 1 HI I 
 
 i\'fiiiiii' aim 
 I'iuht yi'ii!>, 
 or ilcvisc ot" 
 atiuiial )iiu- 
 luriis. \\i[< 
 ir.M'tiir, aii'l 
 
 Ijcgislaturc 
 r tlw si'liool 
 
 paiil niit of 
 
 travelling', 
 d iiial<t's ali- 
 ijii (if I'lliii'a- 
 Hirosciiifiits 
 ('(liicatioiial 
 'cacliiTs' Til- 
 ls a vi.sitov 
 
 OS, to lie .\[- 
 
 )f the Slate. 
 
 uivc a<l\ ii.T' 
 
 g exercises ; 
 
 ion as one of 
 
 e instinct ion 
 
 i'ree Imlns- 
 
 i confer with 
 
 e years, oiie- 
 eriliteiideiico 
 iiuial returns 
 
 STATi; iiV l.lir< AiluV IN MAsSAiHUSETTS. 
 
 in 
 
 i 
 
 to Secietiiry III State Hoaiil of Kiliicalioii. Hinieivi' aye (//.//( allowance for Mcrviees. tlie 
 niiniinnin of wliidi is IImmI liy -tatiite. 
 
 Cjiv AMI Town Si i'i;iii\ir,M>i;Nl'.s. - May lie apiiointed liy Sdiool ( 'onimittee ..i 
 town, if MO onlered liy annual vote < 'oniiieiis.ition (ixid liy conimittee. May lie ap- 
 poinied liy .^cliool coiiiinittee of a city, wlio may aUo lix tlieei>in|i.'ns ition. If a snpi'iin 
 telident is appointed, tlie seliool eolillnittee receive no conipen>at inn. Sllpeiillti lideiit 
 Works wlioliy under tlie diiectiun and control of coniniittee, and reports to that hody. 
 
 (.'iiM.MdN Sciiodi.s, -Ksialilislieil liy voliint.iiy act ion of t.iwns in I'i.'U. .Made cni- 
 |Milsory liy law in I<il7. l«e'|iiiri'd in every town Must lie l<"pt for six months, in 
 iimiilier sntlicieiit for all chihiien. Musi instruct in ortlmgriiph) , re idiii;..', writiiiL', Kit:;- 
 lish graininar, neoL,'ia[)hy, arilhtnetic, the history of the I niteij States, drawing, and g.md 
 beliavioiir. Mni/ instinct in .ilgelira, vocal music, physiology and hygiene, iigriculture, !iii'i 
 sewing, (iraded in the cities and villages ; niinraded in the rural districts. 
 
 Ilhiil S( ih'iii.s. h^talili.>hed in Itl.'il. Allowed in esciy town, and leipiiicd in 
 towns ot rilKt families or householders. Are for the heiielit of all inhaliitaiits. .Must he 
 ke])t H(i weeks, liesides liraiiches taught in common schools, instruct in general history, 
 bookdieeping, geometry, natural phiIo--.iphy, chemi-try, liotany, civil polity of Massachu- 
 setts and Inited States, ;iiid lii'.iiii. .\ higher gracle leipiired in towns of l,0()i) inhalii- 
 taiits. liesi.lcs liiaiiclies previously mentioned, instruct in (Ireek, French, astronomy, 
 geology, rhetoric, logii', intellectual and moral science, and political economy. 
 
 I'Ai'.MNC SriKMii.s.- -l-'irst kept in l.'<;iii. ,\utlio!i/ed hy law, 1'S.-|7, .\Ij,y he kipt 
 in any town I'lr persons nvi'r t w.'lve years of age. I).) not lake [ilace of other schools. Arc 
 iindi'r coiitiul .il Schoiii ( 'onimittee, 
 
 SiAii; NiiUMAi. Si iinui.s. ~|''or instruction and training, only, of persons intending 
 to teach. M I'Vamingliam, for kulies only, oiieiieil l"^;{;i; at Westli.dd, for lioth sexi's, 
 opened ISl'ili ; at r.ridegw.iter. for both sexes, opened IS-l"; at S.deiu, for ladies only, 
 opened ls."i7 ; at Worcester, lor hot h si'Xi's, opened [f^7 [. A regular course of two year>, 
 in four terms of twenty weeks . acli, ami, in addition, an advanced course of the same length ; 
 or, a single course of four years. Instruct, in regular course, in all Knglish hranches 
 taught ill the pulilic schools; and in (ri'eek, Latin, French, tlerinan. and higher math'- 
 in.'itics ill the .idvanced course, .Vll these suhjects are .studied with reference to teaching 
 them, and spi'.ial instruction is given in the principles and methods of school organi/,a- 
 tion, government, and teaehing. Schools under general control of Hoard of Ivlucation : 
 and e.icli, under imniediati! su|iervisinii of a Hoard of Visitors, consisting of two members 
 of the Hoard of Ivlucatioii, with the Sc.retary. .Vt IJridgewater, Westtield, and Framing- 
 ham, hoarding halls are connected with the schools, where stuileiits live at cost. Schools 
 supported wholly hy State. Tuition free. Normal Art School, established in 1873; ob 
 ject -to furnish tr.iiiied instructors in industrial art to the towns and cities. Open to both. 
 Se.\es Supported by .St.ite, ruder control of Board of Ivlilcatioii, 
 
 'ri",A('m':i!s' LssTiri ri'X — .'Vuthori/ed by statute. Held in various parts of the State 
 by the Secretary and Agents of the iioanl of I'Mucatioii. Supiiorted Viy income of school 
 fund. 
 
 [NiiirsTiti Ai, 1)i:a\vin(; Ci.Assi-.s. — Hcpiiivd in cities and towns having 10,000 in- 
 liabitants. I'Vee to all llu; inhabitants. L'nder the control of sclmil committee. Usually 
 ht'lil in the evening, 
 
 Si'Ki'iAi. SrAi'K iNsiriiTiiiNs. — Supported only ill part by the State. State appro- 
 priat.s a gross sum annually to th(> Perkins Institution, and Massachusetts Asylum for 
 the Hliiid, in which all the State [lUpils may be eiUicated. To the Clarke Institution at 
 Northampton, tli(> Hostoii School for Deaf .Mutes, and the American Asylum ;it Hartford, 
 Conn., State pays a specilied sum for ti. ition an<l boanl of each deaf mute sent as a State 
 pupil. Keiiuired to report annually to Board of Education. To the School for Idiotic 
 and Feeble Minded Youth, State a|ipropriates annually. Schools under supervision of 
 Hoaril of State Charities. Pupils sent to all these institutions by (ioveiiior, on petition 
 of parents or friends, accompanied by proper certificate. Xumlier of Deaf Mutes. 168 
 of Hlind. 15',) ; of Idiots, 1:^0. 
 
 KkI'OK.m Scitooi.s. — For boys, at Westboro.' For girls at Lancaster. Received for 
 minority on sentence hy a magistrate for a statutory offence. Each school under control 
 of a Board of Trustees .ap[iointed by Clovernor. 
 
112 
 
 I'AliT \1. — NAimXAl, llDrcATKtN'AI, EXHIini'S. 
 
 Statk 1'kimauy Si'IIool. — For jxior cliildrcu (lepeiick'nt iipon tlio State, because 
 having no town .settlement. Under a Boanl of ln.s[)eLtors, appointed by the Governor. 
 
 Teachers' Associations. — Membership vohmtary. State Association receives, 
 annually, •'S300 from State. Each County Association receives annually, B2i), on condi- 
 tion of hohling an annual session of not less than two days' duration. Fouiteen counties 
 in State. Eleven Clounty Associations. 
 
 Lir.KAHlES. — Each city and town is authorized, by law of llS")?, to establish and 
 maintain a free public liljrary, for the use of the inhabitants. May appropriate for builil- 
 ings and founiliiig libraiy, not more than one dollar for each latable poll. .May ai)pro- 
 priate, annually, to maintain lihrarv, not more than fifty cents for each ratable poll. 
 Societies of seven or more j/ersons, may be organized as corporations, to maintain 
 libraries, clioose officers, hold a limited amount of property, and assess the shares to raise 
 money. 
 
 School Ecnd.— Established in is:).'). Amount. •'^lV^"0,( )()(). Onedialf of income 
 divided annually among cities and towns, a part according to valuation ; the remainder, 
 according to number of children between "i and 15, proviiled town has made reipiired re- 
 turns, and has raised by taxation for sn|»|iort of schools, not less than three dollars for 
 each child between o and I.'). Other half of income applied to e.\pen.-.es of Hoard of 
 Education and its otlicers. Normal Schools, Teachers' Institutes and A.ssoriation.s. 
 
 School Attemiam i:. — Compulsory for children between 8 and 11, to the extent of 
 twenty weeks, in- two term> each of ten consecutive weeks. Towns and cities reipiired to 
 make by-laws concerning haViitual tiuaunts, and to designate place of couHnenieiit and 
 instruction. School committees recjuircd to appoint, and iix compen-sation of, two or 
 more truant otHcers. Towns and cities authorized to provide for neglected children, 
 under sixteen years of age. 
 
 Univehsitii:s aM) Cii|.i,ei:Es. - Harvard rniversity, Candnidge; Harvard College, 
 1638; Medical School, 17S2 ; Divinity School, jSlt; Law School, 1S17; Lawrence 
 Scientific School, 1847; Museum of Comparative Zoology, 18r)'J ; Dental School, 18G8 ; 
 Bussey School of Agricidture, I87ii. 
 
 Boston Univeksitv, 18I)'J. — School of Theology, 1847 ; (."ollege of liiberal Arts ; 
 School of Law ; School of Medicine ; College of Alusic ; School of < )ratory ; School of All 
 .Sciences. 
 
 MiscellaneoL's. — Williams College, Williamstown, 1793; Amherst (_ollegc,Andierst, 
 1821; College of Holy Cross, Worcester, 1843; Tufts College, Meaford, I8.")t ; Ho.ston 
 College, 1803; Smith College, Xorthamptori, 187."), foi' women; Wellesley College, Wel- 
 lesley, 1875, for women. 
 
 Professional and Sciemuti' Insittltions. — .Vndover Theological S<nninary, 
 Andover, 1808; Baptist Theological Seminary, Xewton, 1825; Tufts College Divinity 
 School, Meaford, 1855; New Church Theological School, Waltham, 1860; Epi.scopal 
 Theological School, Cambridge, 1807. 
 
 Miscellaneous. — Massachusetts College of Pharmacy, Boston, 1807 ; Boston Dental 
 College, 1808; Massachnsetts Institute of Technology, Boston, 1801; Ma.ssachusetts 
 Agricultural College, Andierst, 1803 ; Institute of Industrial Science, Worcester, 1805 ; 
 American Academy of Arts and Sciences, Boston, 1779 ; Boston Society of Natural 
 History, 1831; Lowell Institute, Boston, 183',); Peabody Academy of Science, Salem, 
 1821 ; Worcester Lyceum and Natural Hist(U'y Association, 1852 ; Museum of Finc^ Arts, 
 Boston, 1870 ; Ma.s.sachusetts Historical Society, Boston, 1791 ; American Anticiuarian 
 Society, Worcester, 1812; New England Historical Genealogical Society, Boston, 1845. 
 
 State Normal Schools.— Framingham, 1&39; Westtield, 1839; iJridgewater, 
 1840; Salem, 1854; Worcester, 1874; Nornud Art School, Boston, 1873. 
 
 Teachei!s' Institutes, 1845. 
 
 Industrlvl Drawing Classes. 
 
 Special St.vie I n.sittution.s.— Perkins Institution for Blind, Boston, 18:29 ; School 
 for Deaf Mules, Boston ; School for Idiots, B(wton, 1848 ; State Reform School for Boys, 
 Westboro', 1848 ; Clarke Institution for Deaf Mutes, Northampton, 1807 ; State Indus- 
 trial School for Gills, Lancaster, 1850; State Primary School, Monson, 1800. 
 
 I 
 
THK KDUCATIONAL KXHllilT dK TIIK STATE (»F (Ullo. 
 
 113 
 
 e, because 
 
 )vernoi'. 
 
 receives, 
 
 on coiuU- 
 
 11 counties 
 
 iil)Usli and 
 for build- 
 lay appio- 
 itable poll, 
 maintain 
 •es to raise 
 
 of income 
 lemainiler, 
 eiiuin.'d re- 
 iloUars for 
 f Hoard of 
 
 MS. 
 
 le extent of 
 reiiiiired to 
 lenient and 
 1 of, two or 
 I children, 
 
 ml College, 
 Lawrence 
 hool, 1808 ; 
 
 iberal Arts ; 
 lclio(d of All 
 
 ge, Amherst, 
 ^ai ; Boston 
 'ollege, Wel- 
 
 l StMninary, 
 ege Divinity 
 } ; Episcopal 
 
 oston Dental 
 lassaciiusetts 
 tester, 1805 ; 
 f of Natural 
 ieiice, 8alem, 
 of Fiiui Arts, 
 
 Antitpiarian 
 Boston, 1815. 
 
 Hridgewater, 
 
 1S-J9 ; School 
 lool for l>oys. 
 State Indus- 
 fi. 
 
 3 
 
 X. THE EDUCATIONAL EXHIBIT OF THE STATE OF OHIO. 
 
 Next to Pennsylvania and Massachusetts, the Ohio Educational Exhibit stands out 
 MS one of the best from any of the Western States. The .system of education in Ohio has 
 much in coinniou with tliat of the other States. The chief speciality brought out in her 
 exhibit was that of pupils' work in music, as pupils' work in drawing was the department 
 in wliicli iMassacimsetts so greatly excelled. 
 
 Like the educational exhibits from other States, that of Ohio consisted mainly of 
 pupils' work, which was in great profusion and excellence. This wmk included speci- 
 mens of penmanship, music, drawing, and written exercises in .all of the various branches 
 of instruction, from the lowest to tlu; higliest — many of them (nearly twenty volumes) in 
 Oermaii, es|>e<;ially from Cincinnati. The coloured ])Mpils' work, even in the higher 
 branches .sent from this city, was remarkably good. 
 
 In prnviding for the education of coloured children, Cincinnati has taken the lead, 
 probably of any city in tin; I'nited .States. Siie has provided for them live primary 
 schools, two intermediate, and one superior High School. 
 
 Tlie speciineiis <if penmanship from the various schools in the State, and notably 
 from all of the teachers of the schools in Cincinnati, were excellent. The specimens of 
 •hawing by pupils in Cleveiaml and Coluinl)ns were also particularly excellent. 
 
 There were some j)oiiits luought (Hit in tlie Ohio exhibit to which I .shall brief!}' re- 
 fer : — 
 
 1. Mus'u: — This retining and elevating "accomplishment," as it is justly called, is 
 largely introduced into the Ohio schools, especially in the cities. It is indeed a mighty 
 po\ver for good among the jiupiis ; and its .softening ami humanizing iuHnence is felt to 
 be potent for sensibly controlling the disposition, and drawing out the finer sensibilities 
 and feelings of tlie heart. Judging from tlie specimens of pupils' work exhibited in this 
 department, it is clear that nnusiial pains were taken to render the instruction effective, 
 •'.specially in Cleveland and Cincinnati. 
 
 Tile editor (jf tlie Iowa C'inniaua Sch'ml, in speaking of the pupils' manuscript work 
 
 in mUrtic from Cleveland, says : 
 
 " .Vinong tile many volumes of maiiuscri[)ts showing the results of the truly philoso- 
 pliical and progressive methods of instruction in tiie Cleveland schools, we noted very 
 particularly those, on nuisic. Tluise results, in view ot the method, must be surprising to 
 every one. It was well shown that pu|)ils in the public schools may be taught accurately 
 and reailily to reproduce in written exercises the tones. nielodi(!s, and entire pieces of 
 music, iiiiproiiiiitii, on hearing them Ming or played. This is truly admirable, and should 
 entitle the instiucinr to a gold medal. The execution of scholars in other branches taught 
 111 the Cleveland schools seemed to us second only to that of Cincinnati." 
 
 The Aiinricmi />oi)l.<i l/ir, thus desciil)es the method in teaching music at Cleveland : 
 
 " In Cleveland music is introduced in the lirst sehocd year, and the work l)y pupils 
 of from six to t<'n years of age, shows wonderful talent. Some of the papers are exercises 
 written from dictation, giving time, measure, etc., and writing the notes on the stall', as 
 the te:iclier sings or plays." 
 
 2. Jhviciixj. — As in ^Massachusetts, so in Ohio, great attention is given to the sub- 
 ject of drawing, and with most gratifying success. "Free-hand," as well as copying fnmi 
 naluie, are the methods employed, either singly, or, as is desirable, combined. In order 
 
 
 ^ 
 
 ■§ 
 
W III 
 
 I I ! 
 
 114 
 
 PART XI. — NATIONAL EDrCATIONAL KXHIlilTS. 
 
 to render teaching in tliis branch more successful, thti authorities of tlie Xortnal Scliool 
 at Cincinnati, require that tlie candidate teacher shall go through a tiiorough course of 
 blackboard drawing for the purpose of being able to sketch off-hand object lessons, rea- 
 dily on the blackboard." As to the system of drawing adopted at Cleveland, the Ame- 
 rican Booksclh')- says : — 
 
 " In drawing, Cleveland has a system of her own. It is introduced in the first school 
 year, and continued throughout the entire course, about an hour and a half per week 
 being devoted to it. Pu])ils begin with line drawings on l)la(kboard and shvte ; from this 
 they pass to drawing of simph^ objects, which tiiey are not only re(;uire(l t(» draw, but to 
 describe, both object and position, orally and in writing. Tlien tl;<'_, draw the (diject 
 from the object itself in different positions." 
 
 3. Thorowjhmss. — This was an excellence, winch, even from a cuisory e.vamination 
 of the puj>ils' work, especially in the City Schools, was fbrcilily impressed upon my mind. 
 Nor was this evidence of thoroughness confined to the higher branches ; it seemed to be 
 characteristic of the school work generally throughout the State. 
 
 4. Eilucntioxdl .'^tuflKtir.'i. — I'nusual pains were taken by the State ciuthorities to pre- 
 sent the educational statistics of Ohio in a clear and striking light, l^iis was done by 
 the aid of a series of maps and charts. The iri/iCiiisiii Jaiirvdl cf KJnattlvit thus describes 
 these maps : — 
 
 " No. 1, is a plain white cloth ujion which is ))ainted*!i globe, as large as the area will 
 admit ; this is red, and repicsmts the entire sc^liool population of the State, the figures of 
 which are printed in bold type across the Ixittoiu. We will suppose it is 100,0(10. 
 
 "Map No. •_', represents th(i same glolie witii say H.") ])<'r cnit. of it slightly colouretl. 
 This coloured ])ortion rejjresents the number enrolled in the I'ublic Schocd, and the pure 
 red the unenrolled, or number not attending school ; the figures and percentage are given at 
 the bottom. 
 
 "Map No. 3, gives a still smaller portion of the glolu! coloured, representing the 
 average attendance, in its proportion to the entire enumeratio!i, figures and percentages 
 being given also. Successive maps in the same manner sliow the innuber and jintportion 
 of pupils )iursuing the diflerent branches re(|uired to be taught, as reading, spelling, pen- 
 manship, history, &c. It is a very unicpie, iin{>ressive, and instructive exhiltit." 
 
 "Another feature is a series of maps of the State, showing by a .system of shading, 
 the amount between certain named sums, which each county ajiproiiriates for educational 
 purjmses ; its population and valuation ; and monthly wages paitl to teachers, as indicative 
 of the character of teachers employed : and also school population and attendance. These 
 also are ingenious ami interesting." 
 
 STATK OF EDUCATION IN TIIK STATE OF OHIO. 
 
 " Number of vouth of school age : Whites, 9!)'), 128 ; Coloured, 
 
 2l',598 ..' l,017,72fi 
 
 *' Number of pu])ils enrolled in Pul)lic Schools: Hoys, 37'),430; 
 
 Oirls, 33r),G«)3 712,120 
 
 "Number enrolled in High School: Bovs 11,2H0; Girls, 
 
 12,932 \.. 24,212 
 
 " Numl»er of pupils 10-21 years of age enrolled: l5oy.s, 
 
 54,941 ; Girls, .38,110 03,0^^1 
 
 "Number 10 21, enrolled in High Schools: Hoys, 4,740 ; 
 
 Girl.s, 5,r)23 '. 10,20!t 
 
 " Average daily attendance in all the Schools : Hoys 22r»,431 ; 
 
 Girls, 209,91 S ; 435,439 
 
 "Number of Teachers employed: Men, lO.xlO; Wctmen, 
 
 12,300 22,492 
 
 '1 
 
 '1 
 
n;il School 
 
 li course of 
 
 cssoiis, rea- 
 
 , the Anif- 
 
 tiist school 
 
 If J)(T WOl'k 
 
 ; from this 
 
 raw. hut to 
 
 thi' ohjoct 
 
 EDUCATION IN OHIO. — KDrcATIoNAI, KXHIIUT Of NKW JKHSEY. 
 
 11.' 
 
 "Nun)l)er t'nii)loyt'(l in High Schools: Men, 127 ; Women, 
 214 
 
 "Whole numher of School-houses in the State 
 
 *' Total value of School-houses in the State, inchulinf; 
 
 grounds 8H),87 
 
 " I'fccipts from all sources for School purposes 8,71 
 
 " Total ('Xpeiuliture for Puhlic Schools S,17 
 
 "Average cost of education jjfr ra/tifa of enrolment 
 
 "Aver.age cost of education jwr cupito of average daily at- 
 tendance » 
 
 "Number of pujjils enrolled in Private Scliools 
 
 *' Number of Teach(rs in Private Scliools 
 
 641 
 1I,.S34 
 
 r,,504 00 
 
 1,411 86 
 
 0,9.-)') 08 
 
 10 57 
 
 17 29 
 
 10,f)52 
 
 211 
 
 'xamination 
 )n my mind, 
 .■emetl to be 
 
 aitit's to pre- 
 was done by 
 bus describes 
 
 s the area will 
 the tigurt"' of 
 !(),()( Ml'. 
 
 htly coloured, 
 and the pure 
 L;e are given at 
 
 i)resenting the 
 id jx'rcentages 
 lid proportion 
 spelHng, pi'n- 
 bit." 
 
 ■m of shading, 
 for educational 
 s, as indicative 
 idance. The.'jc 
 
 017,720 
 712,129 
 24,212 
 03,OP1 
 10,2<',!i 
 435,4;i9 
 22,492 
 
 I 
 
 4 
 
 XI. THE EDUCATIONAL EXHH'.IT OF THE STATE OF NEW JERSEY. 
 
 A' 'hough a comparatively small State, the Educational Exhibit from New Jersey 
 was, ''■ t btedly, the most extensive and representative in its character (according to 
 her ■.. '- "■■ any State in the Union. This was owing to the admirable manner in which 
 the Hon. E. A. Apgar (State Siipcrinten<lent of Education) had planned the " E.xhibition 
 Campaign " in his State, and enlisted the schools in the project. He held meetings in 
 <3Very county and city, and urged upon the school authorities the necessity of getting 
 specimens of woik from every school, so as to secure a faithful exhibit of school work 
 from the whole State. P>y this means he enlisted the entire educational machinery of 
 New Jersey. It was, therefore, exceedingly gratifying to Mr. Apgar, and most creditable 
 to the State, that of the 2,810 Public Scliool Teacliers in New Jersey, 2, GOO, or 95 percent, 
 of them, furnishe(l work for the Exhibition ; tliat of 17,062 specimens exhibitefi, 16,150 
 were from the Public Schools alone. The number of pupils that furnished work was 
 14,000. The character of the whole exhibit may be best gathere<l from the following 
 summary, prepared by the State Superintendent : — 
 
 *'(1.) In Vol nines. • 
 
 Drawings, number of specimens 1,190 
 
 Maps, number of specimens 2,G07 
 
 Mathematics, number of specimens 1,602 
 
 Penmanship, number of .specimens 1,808 
 
 (irammar, number of specimens 714 
 
 C(mii)osition, number of specimens 630 
 
 Spelling, number of specimens ... 2,821 
 
 Primary Work, number of specimens 3,147 
 
 Miscellaneous Work, number of specimens 340 
 
 Total number of volumes 438 
 
 Number of specimens in volumes 14,859 
 
 ^2.) In Frames: 
 
 Drawings, number of .specimens 106 
 
 Maps, number of specimens 99 
 
 Penman.ship, number of specimens ,... ,„., 32 
 
 Number of specimens in Frames 237 
 
if' 
 
 If. i 
 
 1,^ 
 
 IIG 
 
 PART XI. — NATIONAL EDUCATIONAL EXHIHITS. 
 
 (3.) In J'orl/olios , 
 
 Drawings, number of specimens 132 
 
 Maps, number of specimens 57 
 
 Number of specimens in portfolios 189 
 
 (4.) Miscellaneous : 
 
 Number of Photograplis of School Buildings 333 
 
 Number of Stereoscopic Views G9 
 
 Number of Decennial P]xbibits in Manuscript ... 21 
 
 Number of School Histories 27 
 
 A complete set of State Educational Reports from 1839 to 187.'), inclusive, bound in 
 seven volumes. 
 
 A full set of Blanks and Forms used in conducting School business. 
 Copies of the School Law, containing blanks, forms, and directions. 
 Large Pen Drawing, 48 x 32 inclies, resi)ecting the progress made in the L^^niteil Stati-s 
 during the past century, executed by D. T. Ames, of Elizaljeth. 
 
 Cryptogamia of New Jersey, arranged by Ooc F. Austin, including — 
 
 Five hundred and twenty-six species of Musci ; 
 
 One hundred and sixty-eight species of Ilepaticie ; 
 
 Two hundred and fourteen specimens of Lichenes. 
 
 Total number of specimens of Miscellaneous 865 
 
 Total number of Books exhibited by the Colleges 730 
 
 Total number of Minerals, &c., exhibited by the Colleges G2 
 
 Total number of specimens of Pupils' Work furnished by the Private 
 
 Schools 720 
 
 GRAND TOTALS. 
 
 •i^ 1 
 
 II 
 
 " Number of Colleges represented 2 
 
 Number of Private Schools represented 33 
 
 Numljer of Public Ungraded Schools represented 1,184 
 
 Number of Public (Jraded Schools represented 230 
 
 Number of Iligli Schools represented 8 
 
 Number of Pul)lic Schools unifpreseiited 120 
 
 Total number of Piddic Schools in the State. 1,542 
 
 Number of Public School Teachers in the State 2,810 
 
 Number of Piililic School Teachers who furnished work 2,'i'JO 
 
 Percentage of School Teacliers wlio furnished work US per cent. 
 
 Number of Pupils who fiirni.-<hed wurk 14, Gnu 
 
 Number of Specimens fi'oni Pul)lic Schools I0,ir)0 
 
 Number of Specimens from Colleges and Private Schools l,rtl 2 
 
 Total number of Specimens exhibited 17,002 " 
 
 It will thus be seen that the New Jersey exhibit coJisisted of drawings, maps, niathe- 
 matical work, ]ieiimauship, grammatical exercises, composition, etc. Besides this, Piince- 
 ton College sent to the Exhibition a uni(|ue and rare collection of books written by past 
 and present alumni and oflicers of the college, numbering seven hundred and thirty liound 
 volumes, and several luimlred pamjililets, incliidii;gone tliousand one hundre<l ami sixteen 
 titles, 'i'he bound volumes represented neaily three hundred authors, including thirty 
 
32 
 57 
 
 21 
 or 
 
 ', bouU'l in 
 
 litoii h^tut.-! 
 
 730 
 02 
 
 720 
 
 2 
 
 33 
 
 1,184 
 
 230 
 
 8 
 
 120 
 
 1,512 
 
 2,S1() 
 
 2, OHO 
 
 ■ cent, 
 
 1,000 
 
 0,1 r.o 
 
 l,r)12 
 
 .7,002" 
 
 iiiaps, niathf- 
 s tliis, Piince- 
 ritU'ii by past 
 thirty buund 
 ■il and .sixtft-n 
 jUuling thirty 
 
 
 STATK OF KDUCATIOX IN NEW JERSEY. 
 
 117 
 
 i.olloge professor.s, eleven college presidents, nine supreme court judges, two vice-presidents, 
 and one President of the United States — James Madison. 
 
 Rutgers' College also exhibited old and rare views of the college, photographs, por- 
 traits, old apparatus — among which was a compass used by General Washington in his 
 survey of Virginia, in 1 748. There were in addition models and geological specimens, 
 etc. Private Schools, and the Normal School at Trenton, were also well represented. 
 
 ST.VTK OF KDUCATIOX IN NHW JERSEY, 1870. 
 
 From the Catalogue of the New Jersey exhibit, I gather the following interesting 
 facts in regard to her educational progress during the last decade : — 
 
 1870. 
 
 Ki:VKNIJK. 
 
 1800. 
 
 .State Appropriation $ 82,929 09 
 
 Township Tax 480,878 14 
 
 Interest of Surplus Kevcnue 
 
 District and City Tax 47,097 17 
 
 Total for support of Schools 010,398 00 
 
 Total for Erection of Buildings 47,090 17 
 
 School Childbkn. 
 
 Census 
 
 Enrolment. 
 
 208,404 
 130,290 
 
 Sciiooi- Tkum. 
 •Schools kei»t open 7 months. 
 
 Valuation (»i' Sciiooi. Pr<H'Erty. 
 
 Number of School Buildings , 
 
 Valued at $100 or less 
 
 Between 8100 and 8500 
 
 Ik^ween .S.")00 and 61,000 .... 
 Between SI, 000 and .$;">, 000 . , 
 Between 8."), 000 an<l 810,000. 
 
 Over 810,000 
 
 Average Value 
 
 Total Value 81,045,000 
 
 Condition hf Sciiooi, Bvildinos. 
 
 Very Poor . , 
 
 Poor 
 
 Medium 
 
 Good 
 
 Very Good. 
 
 Tkachki'.s and Salauv, 
 
 Males 
 
 Females 
 
 Salary per month to Males. . 
 Salary per Month to Female.' 
 
 )51,. 338,578 57 
 
 24,805 31 
 
 31,709 40 
 
 910,252 18 
 
 1,702,590 35 
 
 548,809 17 
 
 312,049 
 191,731 
 
 9 months 14 days. 
 
 1322 
 
 1512 
 
 115 
 
 36 
 
 548 
 
 330 
 
 304 
 
 378 
 
 264 
 
 546 
 
 35 
 
 94 
 
 50 
 
 124 
 
 81,0.39 
 
 .^4,085 
 
 45.000 
 
 80,205,000 
 
 382 
 
 62 
 
 315 
 
 108 
 
 283 
 
 281 
 
 288 
 
 fi23 
 
 54 
 
 534 
 
 852 
 
 946 
 
 1310 
 
 2.307 
 
 839 83 
 
 807 75 
 
 824 25 
 
 837 75 
 
 ! 
 
f I 
 
 
 118 
 
 PART X(. — NATIONAL KDlCATinNAI, KXHnUTS. 
 
 XII. THE EDUCATIONAL EXHIBIT OF THE KINGDO^I OF THE NETHFJi- 
 
 LANDS. 
 
 Next in order of merit, as it appeared to me, was tlie somewhat exteiis've 'iid com- 
 plete two-fold exhibit from the Netherlands. From a pnrely educational point of view, 
 the collection of school material was, of course, the most attractive ; hut the admirable 
 series of illustrations of the pul)lic works of Holland, —dykes, sluices, canals, a(|Ueducts, 
 quays, bridges, railroads, etc., was ncvertlieles.s most interesting and instructive to the 
 educationist. Here was vivitlly portrayed, on an extensive scale, and in a series of grand 
 object lessons, the engineering difficidties caused by tlie peculiar physical conformation of 
 Holland, and an illustration as to how they were overcome by the jjatient foresight and 
 scientific ability of her engineers. The constant demand for this kiml of professional 
 skill has imposed upon the Government the necessity to whidi it has liberally responded, 
 of providing means for training " boys of from 17 to IS yeais of age " in the " Industrial 
 and Artisan Schools " of the country, so as " to become clever artisans in theory and 
 practice." These schools are practical workshops, where boys are taught to be skilful 
 smiths, carpenters, joiners, wood carvers, and masons. In other scliools they are trained 
 to various higher mechanical and engineering pursnit.s. 
 
 In addition, therefore, to the school apparatus from the Nethrrlands, which was ex- 
 hibited by "the St)ciety of Teachers in Holland," there was exhibited from the artisans 
 schools at Kotterdan), a capital collection of drawings and designs of bridges, embank- 
 ments, fortifications, illustrations of trades, and of the machines used in connection with 
 them ; also models of locks, hinges, wheels, pulleys, etc. 
 
 This branch of instruction has of late years i tceived a great impetus in other coun- 
 tries, — even in those very diil'erently circumstanced finm Holland. The reasons for this 
 attention to practical and industrial training in other countries are very diflerent from 
 those which have weight in Holland. The reasons are, however, no less practical, but 
 they arise out of a difi'erent state of things, and grow also out of the necessities of the 
 case in each country — necessities which demand a better culture and training for young 
 men in the practical arts. But to this subject I shall refer hereafter. 
 
 The chief peculiarities of the exhibit from 'be Kingilom of the Netherlands may be 
 thus summed up : — 
 
 1. It contained a carefully selected colh"^' , of " physical instruments and appara- 
 tus, constructed for schools, under the an jiices c' the Society of Teacliers in Holland." 
 This collection con.sisted of 80 articles They are " sui)plied by the Society, through Mr. 
 H. J, Harting-l>ank, mechanician, Utrecht," at a cost of •'-'ijr). 10. There was also an ex- 
 cellent collection of maps, charts, globes, atlases, plast;'r casts, models, drawings, etc. The 
 illustrations of natural history exhibited l)y Mr. Rerghius, of Groningen, were particular- 
 ly excellent, of which I took a note at the time. 
 
 2. It embraces a very extensive and typical collection of nearly "2,.')00 original Dutch 
 books and periodicals, classified by subjects, and, for the greater part of a late date, re- 
 markable for their contents, or for the form in which they have appeared, and sent in by one 
 hundred and twenty-six publishers." 
 
 w 
 
sETHEK- 
 
 •nd com- 
 t of view, 
 admirable- 
 Ill |iu>(lucts, 
 ivc to tho 
 I's of grand 
 mation of 
 sight and 
 •oft'ssional 
 rt'spondi'd, 
 ' Imlustrial 
 theory and 
 o he skilful 
 ar»* trained 
 
 hith was ex- 
 
 the artisans 
 
 ,'cs, I'nibank- 
 
 in'itiou with 
 
 other conn- 
 s(tns for this 
 ilTerent front 
 )ractical, hut 
 isities of the 
 ig for young 
 
 andti may be 
 
 5 and appara- 
 in Holland." 
 , through Mr. 
 IS also an ex- 
 ings. etc. The 
 lire particular- 
 
 )riginal Dutch 
 I late date, re- 
 sent in by one 
 
 EnrCATIONAI- KXIinUTS OF AND EDfCATIOX IN IlOI,LANI>. 
 
 119 
 
 i 
 
 3. It included a display of "designs and models, very carefully drawn, of some of 
 the great public works of Holland ; among others plans, of the principal tlykes and canals • 
 not the least interesting among which was a plan of the proposeil dyke to shut out half of 
 the Zuyder Zee ; and a plan of the new ship canal from Amsterdam to the North Sea, 
 which great work is now )r> )f constrnction. Views of the great recovered puldcr 
 
 of the Haarlem Lake were also s, n, with a represe ' 'n of tho immense pumping 
 machinery which aft'ected that drainage.* " 
 
 SKI'/rCH OF KDUC.VTION IX THE NETHERLANDS. 
 
 From aji elaborate report on the " Elementary and Middle Class Instruction in the 
 Netherlands," pul)lisiied by the lloyal Commissioners to the Exhibition, I gather the fol- 
 lowing facts relating to the history and growth of education in that Kingdom; — f 
 
 " When, in tile beginning of the present ct^ntury, the Hatavian Republic had taken 
 instruction under its special protection, and endeavoun-il to promote its establishment liy 
 ltul)lications based entirely on the liberal principles advocated and promulgated by the 
 Soeiely for tiie Pultlic (lood. which teudeil especially to render the school entirely inde- 
 pendent of ecclesiastical inHuence, the first School Law was passed on the 3rd of Ai>ril, 
 ISOC, 
 
 " By this law, and the regulations and ordinances thereto ajipertainiTig, it was pre- 
 sciibed among other things, tliat the supervision of the school should be committed to 
 Sehool Ins[)eetors, who were to constitute in each I)e])artment (Province) a permanent 
 .School Board. In lai^er Communes there were to be. besides, Local School Boards. No 
 school w;is to be established without a special sanction of the Provincial oi' Communal 
 Covernnient. The instruction embraceil : Reading, Writing, .Vrithmetic, Dutch, French, 
 and other modern languages, and even the Classics, Geography, and the allied branches. 
 This law applied to all schools with the single e.vception of the Gymnasia, or Latin Schools 
 ((iiiunmar Schools). Public Scliools were such as were entirely, or partially supported 
 i>y funds, either of tlie State, the Department, the Municipality, or some ecclesiastical cor- 
 jKiration. Private Schools were distinguished into two classes: to the iirst class belonged 
 those founded either by churches and other ecclesiastical bodies, or by the Society for the 
 Public (Jood, or else tliose, the expenses of which were defrayed by individuals binding 
 tliem.selves to their support. To tlie second class belonged such as were carried on entirely 
 at the expense or risk of the Principals. 
 
 " With regard to the tuition, it was ])rescribed that, while imparting suitable ami 
 iisefid information, it should be made coiulncive to the development of the intellectual 
 faculties of the children, and to their training in all cliristian and social virtues. 
 
 " The school-books to be us(id were subjected to a strict inspection on the part of the 
 Government through the School Boards. The (|ualificatioii for giving school instruction 
 was obtained by certilicates after examinations held l)y the School Inspectors, or School 
 B(»ards. There were four difVeient cla-iscs or grades of certificates ; to get appointed to 
 any .school, however, wliether pultlic or private, a s))ecial appointment or admission was 
 reipiired which, as a rule, could only l)e obtained by submitting to another examination, 
 mostly a competitive one. For female teachers and all privat(! teachers, there existed 
 only one class or grade. Their (|iialificatioii however, as well as that of the teachers of 
 the fourth grade, and originally of those of the third grade also, was limited to the Pro. 
 vince, or the coinmuuo where it was olitained. Persons transgressing any of these jae 
 scriptions were liabh> to punishiu'.Mit or penalties. 
 
 * M. Simonin, in Il( nu ihrnlviix Mtiiulm of October 15th, ISTfi." 
 
 1 1 have thought it doiniblc to give this infoniiiition iis full a-' iiossihle, although greatly comienseil. nut 
 (inly for the interest which attaches to the history of eilucMtion in Ilnlhin^l, but also because of the fact that 
 many people confound the Dutch system of [educiitioii with that of (Itruiatiy , whereas they differ widely in 
 many particulars. 
 
120 
 
 PAHT XI. — NATIONAL KDrcATlONAL KXIIIinTS. 
 
 I 
 
 " Wlit'ii, on the ostablishinent of the Kingdom of tlic N» ' I'llaiids, ufttT tlu! evoiits 
 of 1813, ii new constitution wjis fiaint'd, a Dfuvi-, dated the fitii of Maieli, 1815, settled : 
 Tiiat the School Law of 1800 should he taken as the basis for tlie furtlier regulating of 
 instruction. Afterwards, however, a veheni'-nt opposition arose in the Soutiiern Provin- 
 ces (Belgium), among the clerical i)arty, against tlie exclusion of dogmatic instruction 
 from the schools, objecting to the State's interfeiing witli educational matters. This op 
 position as.serted itself especially during tiie political disturbances in Uelgium in 1830, 
 which resulted in the final separation of the two parts of the kingdom. 
 
 "In the Northern Provinces (Netherlands), too, voices were heard in favour of the 
 sii-called liberty of instruction. J!y a Koyal Deere*,', on the I'lid of .lanuaiy, 181'J, 
 (Staatsblad No. 1), the influence of the ecclesiastical element obtained an imi)ortaiit 
 ascendency. In appctinting teacheis, the candidate's religious iieisiuision was to be taken 
 into account. The clergy of the various creeds were allowed a right of censorship on the 
 school books. Keligious instruction was not exactly included in th<' programme, but the 
 school-rooms were to be placed at the disposal of the clergy, out of the school hoin-s, for 
 religious instruction. At Haarlem, there was a Clovornment School for the tiaining of 
 teachers, founded in 1810 ; in sonu' i)laces there were smaller (stablishments of the same 
 description, erected cither by Comauinal (Jovernments, or bv tlu; Society for the Public 
 Good. 
 
 " The results of the provisions of the law and of the i iiietion were, — considering 
 the condition of the schools in other countries at the time, mentioned as satisfactory, even 
 in the opinion of foreigners who had made a study of ihe sMl)ject. Nevertheless a con- 
 viction prevailed that instruction might be made more universal ; that the position and 
 comforts of the teachers, especially, called for iniprovem»'nt, and that government ought 
 to do more for the tiaining of etticieiit teachers. 
 
 "In 181!) and 1851 His Majesty's ministers laiil Itefore the States-deiu-ral several 
 projects of law, or Bills, for regulating elementary instruction, which, however, were 
 never taken into <li.scussion. At lengtii in 18.")7 tlie law was passed. The chief provisions 
 of this law, which came into operati<in on the 1st of .laiuuiry 1858, are the following : — 
 "' There arc two liiuds uf elcmcutury instniction, — ordinary, which embraces read- 
 ing, writing, arithmetic, the elements of morphology, or knowledge of form in general, 
 Dutch grammar, the elements of geography, history, natural philosophy and singing : — 
 and the more extended, including, in adilition to the foregoing l)ranches, a knowledge of 
 the elements of modern languages, of mathematics, of the agricidtural sciences, gymnastics, 
 drawing, and needle-work. Th<' schools are distinguished as : — Public schools, supported 
 by the State, the Province, or the Commune, and — private schools,— all other schools, 
 whether subsidized, or not, liy the Province or the Commune. 
 
 ''The charges of Public Elementary Instruction an* borne by the Comnnines, who 
 have to provide tor eflicient public instruction, under the supervision of the States' Depu- 
 ties and the Crown. If the finances of a ('omnuine prove insutlicient, jieeuniary aid is 
 granted by the Stale and by the Province— each for one-half School W-*'^ may Ik^ raised 
 by the Comnuine, but this is not obligatory. Children supported by puldic charity, or 
 )iarents in indigent circumstances, are exempt from paying .school fees. 
 
 "The Public Schools, and such Private Schools as receive pecuniary assistance, are 
 open to all children, witiiout distinction of religious creed. The instruction, while im- 
 parting suitable and useful infornuitioii, is made conducive to the develo))ment of the in- 
 tellectual capacities of the chihlren, and to their training in all Ciiristian and social vir- 
 tues, lieligious instruction, for which the school-rooms shall be available out of the 
 school hours, is left to the ecclesiastical communities. 
 
 "Teachers are distinguished as head masters and heail mistresse.s, assistant teachers, 
 male and female, and [lupil teachers, male and female. For the education of teachers, 
 there are to l)e, at least, two Government Training Schools, while normal lessons are to 
 lie given in connection with some of the best Elementary Schools. 
 
 " Certificates of capacity as Assistant Teacher (male or female) are to be obtained by 
 passing examinations, which are held twice a year in each Province, by the Provincial In- 
 spector and the District School Inspectors. An appointment as Head Master or Head 
 Mistiess to a Public School can oidy be ol)tained after passing a second examination, and, 
 muieover, a competitive oiu'. The appointment is made by the Communal Council, from 
 
 I 
 
 
111! events 
 ), sottk'd : 
 iiliitiiig of 
 11 I'roviii- 
 istnictioii 
 I'liis on 
 11 iij 1830, 
 
 iiir of tilt' 
 
 aiy, 184'J, 
 
 iin|ioi-tiiiit 
 
 lie taken 
 
 lip on tlif 
 
 hut till' 
 
 hours, for 
 
 liiiiiiiig of 
 
 >f thi' same 
 
 the Tiihlic 
 
 loii.sideniij,' 
 L'tory, evi'H 
 L'h'ss a coil- 
 ositioii and 
 nciit ought 
 
 I'lal several 
 vever, weie 
 provisions 
 hiwing : — 
 hraces read- 
 in general, 
 singing : — 
 lowledge of 
 gymnastics, 
 *, supported 
 her schools, 
 
 niunes, who 
 tales' Depu- 
 iiiary aid is 
 ly lie raised 
 charity, or 
 
 distance, are 
 1, while im- 
 it of the in- 
 d social vir- 
 out of the 
 
 lit teachers, 
 of teachers, 
 sons are tu 
 
 obtained by 
 ovincial In- 
 :er or Head 
 nation, and, 
 uuncil, from 
 
 HTATK OF KDriATION IN THK NETHKHLANDS. 
 
 121 
 
 » 
 
 
 'V- 
 
 i 
 
 a list of from three to six names of candidates, prepared by theHnrgomasteratid Assessors 
 in concert with tlie District School Inspector. Any person giving instruction without a 
 C4;rtificate of capacity is lialile to punishment. 
 
 " The Teachers at Public Schools are entitled to pensions, one-third of which is borne 
 by the Commune and two tiiirds by the State. 
 
 " For giving private instruction, «>r instruction in private houses, a certificate of 
 capacity is likewise reipiired, and a testimonial of good moral conduct; foreigners r«- 
 <|iiire, beside, a Ivoyal permission. Any jierson guilty of scandalous conduct, or pn^pagat- 
 iiig doctrines inconsistent with morality and public order, may be deprived of his 
 qtialiticatiiin liy the States Deputies. 
 
 "The School inspection is committed to Provincial Inspectors, District School In- 
 spectors, and Local School Hoards. The Provincial Inspectors and Schixd Inspectors are 
 iip])ointed by the Crown ; the I'rovlncial Ins))ectors receive an annual salary ; the District 
 lns[)ectors only allowances for travelling expenses and maintenance, In Communes with 
 a population of more than ;5,00() souls there are Local School Boards, ajipointed by the 
 Council ; in the others the Burgomaster and Assessors act as Schoid Board. The Board 
 reports every year on the state of the instruction. 
 
 " Hy transitional provisii ii a period of three years was allowed to the Communes for 
 «airying out the provisions of this law, and the certificates of general admission of the 
 l>t and Jnd (iraile, obtained under the law of 1800, were considered as giving the same 
 righ . as tlie certiticates of capacity for head masters. 
 
 " The main points in which the present law diflersfrom the i)revious one are — 
 
 "1st. The more precise specification and the greater extension of the sulijects of 
 tuition. 
 
 " 2nd. The admission of all children, without distinction of religious creed, to the 
 Public Schools. 
 
 " 3rd. A greater freedom for the establishment of Private Schools. 
 
 " 4tli. An improved and more ellicient school supervision. 
 
 *' 5th. The transferring of the cost of Primary Elementary Instruction to the 
 Communes. 
 
 " A Koyal Decree of 5th February, 18.')0, ordered the establishment of three Govern- 
 ment Seminaries for the training of teachers at I5ois-le-Duc, at Haarlem, and Groningen. 
 Tlie programmes for the examinations of teachers were fixed by Royal Decree of the 5th 
 April, 18()8, and afterwards amended by Decree o( -'Sth August, 18G5." 
 
 " Befort! the introduction of the Law of I'nd of May, 18G3, there existed no proper 
 regulation of Middle-class Instruction 
 
 " The popularity of the Law, as evinced by the greater number of Middle-class 
 
 Schools, established in a very few years, proves that it met a want v/idely felt 
 
 While on the one hand, CJovernment with commendable zeal acquitted itself of its duties 
 resulting from the Law ; a noble emulation arose, on the other hand, between the 
 Cummunes, to organize the new Middle-class Schools in the most efficient and liberal 
 way. Middle-class instruction may now be considered as b.ing completely organized 
 throughout the kingdom." 
 
 " The (iovernment Memorial on the subject of Middle-class Instruction says : — ' Ele- 
 mentary Instruction is for the people, and destined for all. University Instruction may 
 be considered as destined for the few who wish to obtain a scientific education for a pro- 
 fession or oHice for which scientific attainments are required ; then the broad field of 
 Middle class Instruction, lying between these two, embraces the education of that nume- 
 rous middle-class, who, beyond the elementary subjects, require a more general culture 
 and preparation for the various professions of industrial society, including not only agri- 
 culture, manufactures and trade or commerce ; but understood in.its widest signification, 
 points plaiidy to the acquiring of the knowledge of the present world, and to its applica- 
 tion to economical and technical pursuits.' 
 
 " These schools then fall within the following chief divisions : — 
 
 " A. Schools specially destined for artisans or small farmers, chiefly serving to impart 
 to those who have to support themselves by the labour of their hands, such information 
 as is most useful to them in the exercise of their trade The law makes these 
 
•(f^ 
 
 122 
 
 I'AUT Xr. — NATloNAI, i;i»l( .VTI<».VAL KXIIIItlTS. 
 
 ' 
 
 schools ol)li;,Mt(>ry in all Coiiiinuncs, without any |u(iiiiiiiiy aid from tin- State or the 
 F'rovinct'. In .special cases, the C'ntwn can ivlfasc tlicCDniiniinc t'loia this oljIJLfatioM 
 
 " I». Another class of Schools are the lii.^h l'>iir^'lier ScIkmiIs. destined for that 
 wealthier middle-class who require a superior culture, and more midtifarious ac((uirement> ; 
 and more especially for those, who, without elas.'iical trainiiii,', wish to prepare themselves 
 for Commerce, Industrial pursuits, or the ("ivil Ser\ ice, or who in ;;rneral, aim at supeiior 
 
 culture Till! law makes it ohli^'atory for the State to found and maintain fifteen 
 
 such schools ; besides this, the Provinces, Communes, and private individuals, desiring to 
 found such establisiinients, may receive ,i,'rants from the i'lihlic Treasury 
 
 " C. In the third |)lace the law s])eal<s of the rolyte<h?iic School. This is a (Jov- 
 ornment Institution, destined 1st, for the traiiiini,' itf Mamifa(!turers or Techniial In- 
 dustrials, who desire a hii^her dej,'ree of theoretical and practi' al I<nowledL,'e than tan lie 
 obtained at a Higher Murijher School with a tivc; vears' curiiculuni ; and -'ml, for those who 
 wish to become Civil l'-n>,'ineers, Architects, Xavai Kiiii,'ineers, Mechanic and Mining 
 Kngineers. 
 
 " I). Hesides the above ii.hmd sch(ii)ls,the law speaks expi'essly of a,i,'ricultnral sehools, 
 in respect of which it is fixed tluit, if no private estal)lishments arise, with or without 
 ( Jovernment aid, to provide for this want, a school shall Iti- founded by (Jovernmeiit for 
 the scientific training,' of a^ricull mists 
 
 " K. Schools for navigation, eoinmerce, and drauing are not nientionetl speiilicallv 
 ill the law, Such schools are, however, reckone<l to be establishments of niiddle-eias* 
 instruction." 
 
 The following inforniatiun is also given in this report : — 
 
 ♦' By the Xetherl.'in.ls' Constitution of 18 IS. /art. lit I) the position of the State with 
 regard to public instruction was regulated as follows : — 
 
 '• ' Publie instruction shall be an ol)jC(t of incessant cire on the p;ut of the (Jovorn- 
 ment. 
 
 "' Public instruction shall be regidated by law, witli due deference to all religious 
 deeds. 
 
 "' The constituted authorities shall jirovide foi' sutlicietit public elementary instruc- 
 tion throughout the kingdom. 
 
 "' Instruction is free, under sujiervisjon of tlie authoiities, and, with reganl to mid- 
 dle-class and elementary instruction, conditioning an examination as to the capaeity and 
 Jiiorality of the teachers, as shall be regulated by law. 
 
 " ' A report on the state of the universities, middle-class, and elementary schools shall 
 be sent in to the State.s-(Jeneral every year by the Crown.' 
 
 "The law on elementary instruction was p.assed I:Uli August, lSo7, and on middle- 
 class instruction, L'nd May, 18f5.'{. 
 
 " A project of law on higher (universities) instruction h;is been framed and was dis- 
 cussed in the Chambtirs in the Spring session of IS7'i. Hitherto the universities and 
 gymna.sia (grammar schools) included in this branch of instruction have been regulated 
 in ,accorilance with the organic I )ei'ree of 2nd August, isl,"), witli some supplements of 
 later date, but on the same principles." 
 
 For the following statistical information, in regard to the present state of education 
 
 ia the Netherlands, I am indebted to (Jeneral Eaton's elaliorate report just issued. 
 
 " XefJiPr/iiiKh, constitutional monarchy : .ticn, 20, .')•_'? s(|uan' miles ; jiii/,i(hili''i,i, 
 i5,7G7,2G.3. Ccty>//*(/, The Hague ; popnlnlioH, 07.")(ir». Hate of the report of the Iloyal 
 Commissioner, 1820. 
 
 *^ Eli'iHPjitoiij liistnaiidi!. — Number of Pul)lic Klementary Scliools, I)eceml)er ."Jl, 
 1873, 2,009 — viz., 2,215 ordinary elementary, anil l.'il more extended elementary schools ; 
 number of sul)sidized Private Klementary Schools, \ \:] — viz., •>ll ordinary elementary an<l 
 113 more extended elementary scliools; nuinltcr of non sul)sidized Klementary Private 
 Schools, 978 — viz., 400 ordinary elementary and .")72 more extende(l elementary schools. 
 Total number of Klementary Schools, 3,7it0. 
 
 " Xuniber of pupils in lOlemcntary Schools. :'.S2, 1 !(! — viz., 2I2,'.in.'i boys and 1 <•'.», Ml 
 girls ; mimber of pupils in subsidized Priva'e Scliools, ."),il',l!i —viz.. 2,^70 lioys and 
 
 
 i 
 
[(■ (tr the 
 
 lioii 
 
 tor tliat 
 It'iiiciits ; 
 
 'tllSflvt')* 
 
 sii|H'ii()r 
 
 111 tit'trctl 
 
 ■liiiiig to 
 
 IH a ( Kiv- 
 
 Jlli':i 
 
 1 III- 
 III can ln» 
 
 M 
 
 IIIIIU 
 
 III schools, 
 
 witlioiit 
 
 iiiciit tor 
 
 )ccilicallv 
 Mlcclas* 
 
 tatc witli 
 
 (lovoni- 
 
 rclijiious 
 
 "y instiiic- 
 
 rd to tiiiil- 
 )acify ami 
 
 lools sliall 
 
 in iiiiiMIc- 
 
 1 was (lis- 
 
 ■sitics and 
 ri'milatcd 
 I'inciits of 
 
 odiicatioii 
 •d. 
 
 :lic l;<.\al 
 
 mhcr ;n. 
 
 ■ scliools ; 
 itary aii'l 
 V I'rivatc 
 f scliools. 
 
 1 ir.!M:>l 
 bov.s and 
 
 
 
 KIHTATIoNAr, KXmniT OK THK sTATI', r»K « oNXKCTIrlT. 
 
 12:1 
 
 ■1,129 ^iirlH ; nnnilMT of pupils in lion stil)sidi/t'd Piival*' Stliools, 111,'.U4 — viz., 4l),'.)5(" 
 hoys and ()],!)(] 1 jjiils. Total nnmhcr of pupils, r(00,(i5!t. 
 
 " Nnnilicr of I'nhlic School 'IVaclu-rs, Assistants, nnd Pupil Toachcrw, 7,21*' — viz., 
 <!,r)l'.» iiiah's and 7'J!t ffnialts ; nnnilicr of Private School Tcaclit'is, Assistants, ami Pupil 
 IVaclitTs, 1,217 — viz., 2,172 males and 1,71."» IVmaU'.-*. Total nuinhcr of ti-aclitTs, ll,4(».'> 
 — viz., H.iml males and 2,474 females. 
 
 " /wv ?////</ .Vr//Ws.— Nnmlier of pnitils in Puhlic Kveninj,' Schools, 10,23(» ; nuniher 
 of pupils in Private Kvenin},' SehooLs, 4, "».'».'). Total niiniher, 23.7'.tl — viz., 17,730 buys, 
 
 am 
 
 I (i-Orif) "iris. Xumher of teachers not yiv 
 
 en. 
 
 " ifejieatinf,' and Sunday Siliools. — Number of Piihlio Schools, 102 ; number of sub- 
 sidiz«'d Private Schools, IH ; number of non-subsidized Private Sihools, 121. Total, 241. 
 
 "Number of Public Schofd Teachers, 219 — viz., 21") males and females; number 
 of subsiiii/.ed Private School Teachers, 41 — viz., Hi males and I female; number of non- 
 
 subsidized Private School Teachers, 31;? — viz., ll^d male: 
 ber of teachers, 57.'? — viz., 411 males and l.VJ females. 
 
 am 
 
 I 127 temales. Total num- 
 
 lb 
 
 Numher of [iiiiiils in Public Schools, .">. t'l.")— viz., 2,9f<l males ami •"• 1 4 females 
 
 numher of pupils m sulisidized Private Schools, [n>i — viz.. un.i males ami -IS I temales ; 
 number of pupils in non-subsidized Piivate Schools, D, ;')!:! — viz., 2,7">4 males and 3,7'»'.* 
 temales. Total, 10, ',17") — viz., (>,4 18 nia'.es and 4..")57 females. 
 
 "Total e.vpenditnro for elementary instruction in 1873, l)."*.')'),.')!'.! tlorins. 
 
 " Scroll, /mil /iislrnrtidn. — (In Holland Middlel'lass Scliools.) — For boys, number ot 
 Day I'nijiher Schools, "i ; numt)er ipf Hveiiin;,' I tm^uher Schools, 151. Total, ."iii. Xiimber 
 of teacheis, 348 ; number of day scho(d ]piipils. ;'.")(;; number of eveiiinj; school puj'ils, 
 1,148, of which .•i.:5(t7 jiractised a trade. Total, 4,")ni. 
 
 " Iinbi'tiiiil Srlnmls iniil Druniiiij Sijunih. — Number of schools, .V2 \ number of teacher.", 
 120; number of pupils, •J.SOO. 
 
 " niijliir ]iiir<ilnr Srhauls. — Number of schools, I'.i. of wiiich 17 aw (Jovernment 
 schools; number of jiupils in December, 1874, 3,874, of which 73 are below 12, and 4*>r) 
 above 18 years of aj^e. Number of professors in |S74, 573. 
 
 " Thr Roi/itl I'dliitfrliiilr Sclioiiln. — Number of professors and as.->istants, 25 ; number 
 of students in I874-'», 23f) ; number of pupils in the jjit'iiaratory class, 70. 
 
 "There are si'veial ajuricultural schools in Holland, cf which the number of pupils 
 and professors is not <,'iven. 
 
 " XiirUjdtiiiii SiliiHils. — Number of .schools in 1874, 11 ; number of teachers, 23; 
 number of pupils, 250. 
 
 " Mi'ldh' ('hi!<A SiliovlA for dirts. — Number of schools, 7 ; number of pupils, 539 : 
 number of teachers, 82, viz. :4I males and 41 females. 
 
 " /iiiliixfrid/ Scliiiiffs fur G'irls at Anmti nliDii. — Number of pupils in 1874, 172 ; num- 
 bers of teachers, 15, viz. : 7 males and 8 females : total annual expenditure, 12,0(10 tlorins. 
 Total nmuunt of expenditure for middle class .schools, 1.401,400 florins." 
 
 XIII. THK KDUCATIOXAL EXHIBIT OF THE STATF. OF CONNECTICUT. 
 
 Ytom Connecticut, the sister State of Massachusetts, so noted for her munificent 
 school endowment, and for her long continued devotion to the cause of education, much 
 was e.\pected at the E.vliibition. In this no one had any cau.se to feel disaiipointed. The 
 noble tiyure of Dr. Abraham Pier.son, llie first President of Yale College, in the quaint 
 costume of British colonial times of 1700, gave an air of dignity and historical interest 
 to the whole exhibit. Like New Jer.sey (one of the old colonies too), Connecticut seemed 
 desirous of proving to her younger sisters that her zeal in the cause of education was not 
 a thing of yesterday, but that it had animated her sons long before the star spangled 
 banner of a century ago, had replaced the meteor flag of ten centuries. 
 
 In this filial and patriotic efibit, Connecticut liml reason to be proud of her success. 
 
124 
 
 TAIIT XI. — NATIONAL KDfCATloNAI. KXIIKllTS. 
 
 For whilo tlio (•(»nii".'ii'ativt'ly small stiito ftf Ninv Jersey was iihlf, in tin- lv\liil»itioii, to 
 point witli priilf to iicaiiy 8(M) voliinn's proiliicf!! l)y the gniiluiitt's of one of Iht two noted 
 colonial collej^es, the little State of Connecticut (not niiicli niure than one lialt'oflier size), 
 was able, with equally panlonalile gratification, to [loint to tlie tine collectitm which she 
 liatl reverently made of 1. JCfi volumes of hooks written or iditnl by tin- aluniiii and pro- 
 fessors of her college. 
 
 There were some other points of inteiest in the ('oMne( tii ut School Mxliiltit which 
 were noteworthy. The first and most interesting was a highly creditalilc di.>play (tn 
 which I have referred on page S.'$ of this Uepdrt) of the scIkioI work of a large numbci 
 "f Chinese pupils who are being educated in Connecticut un<ler the direction of th<' Hon. 
 I>. (r. Xorthrop, Secretary of the Moard of Kducation in that State, and an cdncationi>t 
 of coii8i<h'ral)le note and experience in the I'nitcd States.* 
 
 The next feature nf interest is the creilitable display made by pupils, of the practical 
 character of the metric system of France (by means of .scales, wet and dry measures), whicii 
 is being taught in the variou.s schools of Connecticut. The other points <if interest in the 
 v.\liil)ition relate to the work done by students of the Normal School at Xcnv Britain, tln' 
 pupils of the fJirls' Industrial S<hooI at .Midilletown, and those of the (Jranimar Schoi>i> 
 it Hartford, New Haven, etc. In addition tt) these, there were e.xcelleut photogra|ihs ot 
 the Wesleyan University, the I'eabody Institute, Normal School, ami other educational 
 institutions of Connecticut, besides an admirable Suhixd ma|) of the State, showing tln' 
 position of every school in it, and its grade, etc. 
 
 STATK OF KDUCATION IN CONNKCTICITT, ls7(). 
 
 The educational statistics of this State, as given in the last otlicial report, are as 
 follows : 
 
 " Number of chililren between land I •! years of age, in January, 1H7<! 1.35. isn 
 
 " Number of pupils registered in winter schools IJS.UL'.i 
 
 •' Number of pupils registered in summer schools H;».s;i'j 
 
 " Number registered who were over Ui years ot ag(! .... 1. 1")4 
 
 "Whole number of ditferent pupils registered in the public .^ciionls 1I'.',H>(> 
 
 " Numi)er in other than pul)lic schools 9,^l(i 
 
 " Number in schools of all kimls 12s,!»22 
 
 "Number ])etween t .ind 16years in no scIkmJ li'.il'.iT 
 
 " Average attendance at winter .schools 74.;{(Ili 
 
 " Average attendance at .summer .schools ()r),r,_M 
 
 •' Number of teachers in winter; mab'.s, 7(57 ; females, 1,S8'.) .... •_',t)r)ti 
 
 " Number of teachers in summer ; males, 3:21 ; females, l'.JIT '2/>'-i!^ 
 
 " Number of teachers continued in the same .school l,7S(l 
 
 * And here I thouUl not omit reference to nnothor eminent eiiiiciilionist of Connectiouf — Iho lien. 
 Henry Barnard, LL.D. Dr. liarnnrd has rendered distinguished eervicu to the cuu.so ol education, not only 
 n his State and country, but wherever American oducati<jn is known. He has bold the office of Superinten- 
 dent of Public Instruction in his own State (Connecticut), and in lUiodo Iiland, and was the first United 
 States Commissioner ot I'ducntion at Washington, lie has not only been the able editor of the American 
 Journal of Edutntion — a quarterly inngazino or review, of groat value — but has also published a series of 
 standard worku on the History, Science and Art of Education in Kuroi'C and Aiiericn, which almost form a 
 complete reference library on education in themselves. 
 
KDUCATION IN CONNKCTICUT.— RH(»I)K IHLAND KDLCATIONAI, KXIlimr. 
 
 iltition, to 
 two nott'd 
 
 riiiT size), 
 wliirli slio 
 
 iliit wliicli 
 
 Lspliiy (tn 
 
 ;(' miiiilMT 
 ' til" Hon. 
 Iiu-:iti()iiint 
 
 (' i»ra('ti<;il 
 res), wliicli 
 ri'st in tlir 
 Iritaiii, tln' 
 ar Si'li()i'l> 
 iiyraphh nt 
 iliiCiUidiial 
 owiiij; till' 
 
 " Number of toacliciH who never taiij^lit before B39 
 
 " Av«rage wa}<e« per iiiotitb of male teadiers IJOT 43 
 
 " Average waf,'eH jier month of f-miUe tvachors 137 1(» 
 
 " Number of towns in the State ... ... 107 
 
 " Number of scIidoI districts in tlie State I,t<.t3 
 
 " Number of pnl)lic m-huols 1,028 
 
 " Number of (h'partments in public scliools 2,499' 
 
 " Average leni^th of jti'' lie school ilayH 178 
 
 " Number of new KcliiH I houses built in the year 26 
 
 " Number of Hchool-houses reported in good condition 883 
 
 " Iiirome .• 
 
 Incoirie frnni schixd fund ^l-V IHl) (10 
 
 lVtv,,33 no 
 
 (7.(50,') 00 
 
 I2,r)0-J oJ 
 
 711, liH '.>^ 
 
 :$ii!t ,s;u Cut 
 
 4,r)!»«.» 11 
 
 UmCi.'J '2X 
 
 " Keeeived from State nchool tax.. 
 
 " Received from town depoHit fund 
 
 " Ueceived from local funds 
 
 " Received from town lax 
 
 " Received from district tax 
 
 " Keeeived from voluntary contril>utions. 
 " Received from nthn Mnirces , 
 
 " Total receipts for public hcIiooIs 81,ri0(),.')0r) ()0 
 
 " Ammint expended for teachers wa-vs S1,08."),l>!)0 0.') 
 
 " Amount expeudfil fiH' fuel and incidentals 13;{,,'M:5 8'J 
 
 •■ Amount expi'iided tor new school-houses ltri,7.">8 03 
 
 " Amount exjieiided for repairs of school-houses (iS.SOO 0'.» 
 
 '• Amount expended for sciinol libraries and ajiparatus 7.il8 7-_> 
 
 " Amount exiu'iuled for other school purposes l.'58,48(> 14 
 
 " Total amount expende(l for icibli'- -chools *l,r)2yl8l, 52 
 
 " Income of school fund distributed, 187G $135,181) 00" 
 
 )ort, are as 
 
 J5,lS!i 
 
 is,'.»L';i 
 
 <'.»,8:52 
 4.454 
 
 I ',•,!()(! 
 
 is,!»22 
 
 r4.;{t;!t 
 ;o,(;--'i 
 •_',or)ri 
 
 1,7S(I 
 
 It — lllO llt'll. 
 
 tion, not only 
 f Supcrinten- 
 first UnitOfi 
 the Americiin 
 cd a 8erio8 of 
 ilmost form a 
 
 XIV. TIIH KDUCATIOXAL KXIilHir OF THE STATE OF RHODE ISLAND. 
 
 Like Massachusetts and Oonnecti'U. , Rhode Island, though in a lesser degree, ha.-> 
 an honorable educational record in her later history —e.specially siiu;e 1828. Being thw 
 place to which Roger Willian , lied, wiu-n driven from Massachusetts, it became the home 
 under its founder's Uimlly rule, of all the op|)ressed of other colonics and countries — 
 French Huguenots, (^tiiakcis. Episcopalians, B.iptists, etc. The population thus gathered 
 was not homogeneous. .\iid although Roger Williaius, the founder, was a "School 
 Teacher and a friend of Milton, "■*■ it was not until 1800 that the tirst really serious public 
 cll'ort was made to estal)lish schools in the State. The law passed then was very unpopu- 
 lar, and it was rejieaied in ISO,"?. In 18iiO another feeble effort was made to revive public 
 eiliication ; but it was not successful. In 1828, a inucli more successful etlbrt was maile. 
 aiul a School Act was passed which is still the foumlation of the school system of the 
 State. It was not,' however, until the ITon. Henry IJarnard became Commissioner of 
 
 * i litis ho writes, attir returniiii: Ircmi a two j^'iirs' stiiy in lOiif^land, ](')54: — '"It pionscU the LorJ to call 
 mo tor rt'itiio time, and witli some tn'r-^'ini! to practi-^e tlio Hohrcw, the (Iroek, Latin, French, and Dutch. The 
 ■'Secretary of tlio ( 'tuiiicii (Mr. .Milton) fnr my iJut 'h I read him, real me many more lanjiuage:?. ... 1 
 tau;;lit two yonn^ gentleitien, a parliHincnt-inan's .-ons. as we teach (Jiir children English, by words, phrasci!, 
 and eon.stant talk."' — History ol I'lildic Ediu'aii'.n io Uhndc Island IG.Sfi-lSTti, page 1. 
 
4^' 
 
 I2(i 
 
 I'M!!' \l.-~NAI'l(i.\.\l, KDli AI'IONAI, K\ II I HITS. 
 
 Education in IS-lt, that Kliodc Island took any eiedital»lo position as an educating 
 State. From tliat time until the present the educational growth and progress have been 
 steady ami satisfactory. The value of school property in the State has trebled within ten 
 years. 
 
 Like most of the otlu-r Stutcs the Educational exhibit of Rhode Island was chietly 
 made up of specimens of ))upils' work, of which there were 220 volumes, principally in draw- 
 ing of various kinds (map, freehand, mechanical, and architectural), music, writing, etc. 
 There were good plans of .school-houses, photographs of school buildings, and of the Normal 
 School, and Brown University ; statistical charts, course of study, etc. The schools in 
 the Cities of Providence and Nowpdrt were well represented. 
 
 STATE OF KDrCATION IN RHODE ISLAND, 1875. 
 
 From General Eaton's last Kej»ort we g;ither the following information in regard to 
 che condition of Education in that State : — 
 
 •' Number of children of legal school ago— 4-l(i years 
 
 " Number under years of age 
 
 " Number between <) and 10 
 
 " Number enrolled in day schools 
 
 *' Number enrolled in evening .schodls 
 
 " Average monthly enrobnent in day and evening schools 
 
 "Average daily attendance in day .schools 
 
 "Average attendance in evening .schools 
 
 "Number of school-rot)ms in dny schools, exclusive of tho.se used 
 
 only for recitation 
 
 "Estimated value of sites, buildings and other school pr^peity 
 
 " Average duration of day schools, in days 
 
 " Number of teachers employed in jtublic day .schools : men, 195 ; 
 
 women, 861 
 
 " Number of teachers employed in evening .schools: men, S.'i ; 
 
 \vomen, 109 - 
 
 " Total inimber of teachers employed 
 
 "Average salary of men per month in day schools 
 
 "Average salary of wt)men per month in day schools 
 
 
 5:?,3l() 
 
 IS,.3-J1 
 38,r)54 
 
 4,r.oo 
 
 :{3,40S 
 
 L>ti,l()M 
 
 7:VJ 
 
 .*-J.;{i;o,oi7 
 
 178 
 
 l,o:)(; 
 
 192 
 
 1,24S 
 .*8.5 18 
 .*Jfi 17 
 
 /;j 
 
 • ' Receipts : 
 
 " From State tax 870,102 .^O 
 
 " From local tax <il |,;5^!2 .57 
 
 "Total from taxation !?fi84,785 07 
 
 " From interest on pernuincit fund, including rents of school lands. .S22,092 5(» 
 " From other funds, individuals and corporations 10,28(1 13 
 
 From other sources. 
 
 44,»3.3;} 22 
 
 Total $701.79(1 9: 
 
 " F'jhinlHiiie 
 
 •' For sites, buildings, and furniture , 8274,320 41 
 
 " For Libraries and apparatus 1,5('8 CI 
 
 " For .school supervision II, 081 02 
 
 " For .salaries of teachers 383,284 14 
 
KDICATIONAI- KXlllitir (JK AND KDIi Al K iN IN NIAV II AM I'SII 11!K. 
 
 li>7 
 
 iducatiiig 
 lave been 
 ivithin ten 
 
 'as chieHy 
 yin dvaw- 
 
 •iting, ctr. 
 le Normal 
 
 schools in 
 
 Misffllaiicons or cniitingcnt ^n,()i)\) 23 
 
 For evening scliools l(),7f^l 33 
 
 ill regani lo 
 
 03,31 C. 
 4,U'Jo 
 IS, 321 
 
 88,r)54 
 
 4,r.oo 
 
 33,408 
 2tl,U)3 
 
 2,2r)r. 
 
 73Vt 
 3C)<),017 
 
 1, •>.■)•■. 
 
 l'J2 
 1,248 
 
 :=;sr> 18 
 .*4() 17 
 
 (0,402 r)0 
 14,382 r>7 
 
 84,780 07 
 
 ;22,092 riO 
 10,28(1 13 
 44,033 22 
 
 •G1.79t; 02 
 
 274,320 41 
 
 l,r)('8 61 
 
 11,(;81 02 
 
 383,284 14 
 
 "Total 8704,043 74 
 
 Amount of available sclidol fund §250,370 37 
 
 Amount of permanent school fund.... 205,142 51 
 
 Increase of permanent fund in the scliool year $1,810 02 
 
 Number of boys attending private schools of grades below high.. 1,770 
 
 Number of girls attending privatt^ schools of grades below higii.. 
 
 " Total attending scliools of such grades 
 
 •• Number of boys attending private schools for secondary instruc- 
 tion 
 
 •■ Number of girls attending private schools for .secondary instruc- 
 tion 
 
 •' Total attending private .schools of such grades 
 
 *• Number of men teaching private schools of all grades 
 
 " Nunil)eiof women teaching private schools of all grades 
 
 1,870 
 3,040 
 
 2,2 
 1,000 
 3,800 
 
 100 
 
 7.V 
 
 W. TUK EDUCATIONAL EXHIBIT OF THE STATE OF NEW HAMPSHIRE. 
 
 Reing one of the New England States, the exhibit from New Hampshire was good ot 
 it> kind — being chietly, as in the case of the other States, pupils' work. This work was 
 ])rincipally from the High Schools, of which there is a large number in the State. It con' 
 sisted of drawings, slate work, and music, writing, etc., bound up in IIT) volumes. 
 
 Among the other o])jects of interest were: 1. Photographs of the interiors and ex- 
 teriors of several ladies' colleges fantl seminaries, Dartmouth College, the New Hamp- 
 shire Institution, ;..id vaiious High Schools. 2. A very striking map in relief of the 
 White Mountain region, by the State Geologist, 3. A handsome model of the Manchestei 
 (Jiammar School, and a photograph of an old sc'-^^ol-house in the same town. The con- 
 trast is both striking and instructive. 4. A case of old text-books of 1776, including 
 Pike's Arithmetic, the Historical Leader, and Morse's Geography — this latter is a great 
 cuiiosity. T). Kindergarten work and material. 
 
 Dartmouth College was represented by catalogues, examination papers, and excellent 
 specimens of the work done in the scientific department of the college. The other state 
 institutions were represented by their catalogues and other official papers. 
 
 STATE OF EDUCATION IN NEW HAMPSHIRE, 1875-6. 
 
 The last report issued gives the following particulars : — 
 
 " Number of boys enrolled in the public schools 35,901 
 
 "Number of girls enrolled in the public schools 32,850 
 
 " Number enrolled between the ages of and 16 years 55,845 
 
 " Total enrolment of pupils in the schools 68,751 
 
 " Average attendance of pupils at the schools 48,288 
 
 '" Number attending private schools 3,357 
 

 .i 
 
 if! 
 
 PAUT M 
 
 ,,.V,.,ONA,. ,a.U.A1."NA,, KXH.mTS. 
 
 " Amount ii\isi (I "^ ^ f,,Y.>s 
 
 u Amount mi«ca by <>stvuttaMS.... 
 
 ..Amount of literary inn'l •■ 
 
 u Amount of local tumU 
 
 .< TotaUchool revenue 
 
 .< Paid for new buildings ..... • • ;;;;*■;;;; 
 
 .. Pv ,1 for permanent repairs.....^-- 
 
 . M ov miscellaneous ^-V^^; bJard 
 
 .< ptll for teachers' salaries, includm. 
 
 4,164 
 
 70,272 
 
 5,172 
 
 3,1<>*> 
 842,01 
 S2."),'>4 
 
 2,1 If* 
 
 2,r.'.t'.t 
 
 2 22:^ 
 
 S2 228,01 !.'> 
 
 '*"'82".Kl'«4 
 
 sStT.K.Bl?' 
 
 6tl^*l7 
 
 27,:'>K> 
 'J.').;54S 
 
 24,S83 0(» 
 
 8023,137 Of) 
 
 8220,523 00 
 ' 37.721 00 
 
 f,l,Hr.o 00 
 
 .V24,8S'.) 00 
 
 ''^^^^^^ " \.^ ' ,, .,,uc Schools in the State S750,..3 00 
 
 « Total expenditure for Public 
 
 T ^VHTPIT OF THE STATE OF MAINE. 
 
 TliP free-hand urawii'n" "^ ,„i,.>f 
 
 ine iie<: »" lieen somewhat 
 
 ^^^^'^- one excellent feature of the exhibit which ^^^ ,,^^, ,,,,,« very 
 
 There was one excel u ^,^^ ^^^^^^ ^^,^^,,^1 ..^i^b.t, an ^^^^^ 
 
 ,,enhar to the M^ --;y:;,,, .bh-cloths^ ^7-^;:^ t^ination. and 
 excellent designs fo I ^^ ^^^^ ,j,,,,, .winced both taste ^^^^^^^ ^^ ^_^^^ 
 
 Pembroke (a small v.U.^e , "„,,,, .admirable mechanical draNMUi^s , 
 
 1>1'»'»S™1''" """' ,v,.- 1 
 
 
 I ! 
 
 rroui t.iv. .> . /i oi\ 
 
 •jl8,4'.to 
 12'.»,182 
 " 1()C.,U70 
 
 "')2 weeks 2 days. 
 4,322 
 4,201 
 
 M 
 
XVII. EDUCATIONAL KXWimT f)!' THK STATr: OF ILLINOIS. 
 
 120 
 
 
 1G4 
 •272 
 ,17-2 
 
 50:^ 
 i-2,ni 
 
 2.')..') 4 
 2,1 1 f< 
 2.r.'.il) 
 
 40:^ 
 31» 
 
 2'.>.1.')4 
 7S.H1J' 
 60 S17 
 •27,:'. M> 
 '2.-..;54S 
 101 (10 
 
 Sf<:i 0(> 
 
 ,137 00 
 
 ,5^23 00 
 .721 00 
 
 ,sr)0 00 
 
 '8!^'> 00 
 
 asmiKleavory 
 
 sistor States. 
 
 oso from Pern- 
 
 icen somewhat 
 ;it was the very 
 were, sent fniiu 
 nmiiiatioii, ami 
 , ami there were 
 
 1'2'.',1H-.J 
 
 l(i('.,i)70 
 
 eeks -2 day^. 
 
 4,:'.22 
 
 4,201 
 
 " Xumher of male teachers emph)ye(l in whiter PiihHc Schools ... 2,151 
 
 •' Numhei' of female teachers employed in siiininer Public Schools 4,284 
 
 "Total male and ftMiialo teachers G,4."55 
 
 " Salary of male teacher per month, excluiliiig boaid 8')-'» [7) 
 
 " Salary of female teacher per week do ... 4 '2<] 
 
 •' Receipts fnjm school ta.\ 882,285 00 
 
 •' Keceipts from l)anlv tax 133,'JGr. 00 
 
 "Total receipts from taxation ,si,010,'240 00 
 
 ••Keceipts from interest on Permanent I'luid i?24,033 00 
 
 " Whole receipts for .schools in 187C .Sl,01(),273 00 
 
 •' I'aid for sites, l)uildin,i,'s, and fiuniluro in 1875 sll0,725 00 
 
 " Paid for salaries of Sui)enntenilents do 29,008 00 
 
 " Paid for salaries of teachers .lo 1,040.700 00 
 
 •' Paid for fnel, lights, rents, repairs, &c. do 120,144 00 
 
 " Whole expenditnre for sciiools do 81,313,303 00 
 
 " I'A'iiendituie /)(■/• r'i';'/A' of school population do .*?5 41 
 
 •' Kxpendilure //(■/• (v>y;/A( (>f pni)ils <'nrolled do 7 08 
 
 " Kxiienditure ^<r/' (7f/>(7(( of average attendance do 12 01 
 
 " Amount of available school fund do 400,558 00 
 
 " Increase of PermaiuMit Fund (hiring the year past 30,()85 00 
 
 " Total estimated value of sites, liuildings, and other school property 3,019,540 00 " 
 
 XVII. TIIK EDUCATIONAL EXHIBIT OF THE STATE OF ILLINOIS. 
 
 Of all the Western States, Illinois occupied by far the highest educational position at 
 the Ceiiteiuiial Exhibition. The aggregate of i)upils' work in the exhibit greatly exceeded 
 in fpiantity that of any of her sister states — there being nearly 500 volumes of such work 
 in manuscript exhibited. Nor was the (piality inferior, except in a few departments. 
 This aro.se more from ineipiality in skill and nianipulation of the subject by individual 
 pupils and in individual schools, than from any defect in the system or modes of teaching. 
 In so extensive a collection of pupils' work, it was ditlicult to secure erpial excellence in 
 all of the specimens, and in the several departments of the schools. Great care was, how- 
 ever, apparent in the supervision which had been exercised in selecting the work sent to 
 the Exhil)ition. No primary work below the third grade was permitted to go.* The 
 chief i)art, therefore, of the work came from the High Schools, graded schools in cities, 
 the County and State Normal Schools, and the Industrial University. It included among 
 other subjects, examples in various kinds of Drawing, Writing, Music, German, Mathe- 
 matics, and composition. In the two latter subjects the Chicago Schools excelled, as they 
 did indeed in most of the other branches. 
 
 » The lollnwiiig explanation of tlio " ijuantity iind 4U>ilit.v of the Illinois c.\hiliit is given by the Hon. S. W. 
 Wliito, State Agent :" There was no attouipt at display beyond what was necessary for convenience in exam- 
 ining the woik e.vhibitoJ. Tliere were a few instances in which the ftudcnt had taken time to do his b;3t in 
 developing his plan and finishing it in detail ; a few volumes of manuscripts had been copied, but the great 
 mass of the exhibit was shown just as it came from under the pens of pupils at work cm tiiae. It was an 
 honest disjday of what the schools are able tu do any day," 
 
ll' 
 
 I 
 
 ''i 
 
 i:Ul 
 
 ivvivr XI.- 
 
 .,,T„,S.... K,>vo,a-,oSA.. KX.nU>TS. 
 
 youth of the country wl^o« ' .,^^^^ ^.,,,,;,,,,,,,, s,ys .- cKhibit, show- 
 
 r<„llu<Tc of AsillCUlluu'i' 1 iinW no loss tU.lii '"•' .' .), 
 
 ^'"''uThis University ^^^''V^]^Zm ami its in'^a.uo. i. al-U ^^^. ^.^^^ ^^^.^ y 
 £■ , - vomver schools ot ua^ '^ ' , oneiu'tl m ion , ^ T" ,j,\ eounty 
 
 10,000 vol"'J. ;;/ ,uom are la.Ues. .^ ,,,, ^ „r.>mi.um 
 
 »::^ 0^^^^- -S^r .verity occupie. a l-J^ V^^l^ll l^^uS: icl^^^; 
 "Very propeily, tli^n, uif ,. .^^^-vor, volumes "'.^^'"'\ •,. 
 
 ,ln ..ai.r coU.:.^.'S, Knox, 
 
 "-" \. Very properly, tuc.., \,,,w(.ver, volumes '"."-••.•., ,\cserve exanunalion. 
 
 ted to So!. sW I -;-.;r;a .ri'ou..»nl Umv,T«..y, « ;;,,,,,,„,„ volume, of 
 
 ^^^^^fSBi^^'''' r^ ».W..*.,to 
 
 .vWd,n.avorferre.l,tl.»Uon.>.. • ,„„„ tl.at .M »™'y 
 
 tenmal remarked :-- ^,,„ „,,,iWi. from 0"? «",„,;, „„ ,l,„w„ Imt 
 
 .. It was a pre*""'"""., r,,, Iwir c.\.Katio..a\ 'J'f •"';„,,;..' i„ ,loi,.S »■ '''•>"'"' ",° 
 
 co„si.tca of -..|« ;;-;«; lil » .v'j-- -;' ,;;:,f :::*'.„. co„.n«. >.*-•; ;; 
 
 -:'s:i^fSt,,c«.c.„a.r<^.:-JL 
 
 S-f* r,/ vSoty of .""--™ »'■-■"'- '"■ ^^.^_.,^,_ ^,.,,„.„ ,..,t e,,...t 
 
 -H:::"» o. .. co...... „., .» -;;r ti t„. «>- ^ ^^^ -» 
 
 . .^ — ,. a,.d t.. ^,,„,^„^,„,.^,,„, 
 
 ,,on the \ea.Ung eaucauou.^o ^^^^^ ^_^^^^_^^^ ^^^,^,_ 
 
 :Ion. Mr. W^^i^e :- ., ^^ ,,^, the nuvnuer m^' '^ *; ^ • ,,,i an.l all its pre- 
 
 u A marked peculiarly of the e^hi > .^^ V^-^]^^^f^^'^^^^on seeme.l natura 
 
 NVorU. But that the rai^V^^____ _ -—TT. of Na.ural Science, a 
 
 par 
 
 iiminary 
 enough. 1' 
 with their 
 
 
XVII. EDrCATlON IN' ILLINOIS. — XVIII. FXIIiniT FH(»M INDIAX.V. 
 
 131 
 
 a\ of atten- 
 nent of thU 
 c American 
 s and clever 
 ial pursuits. 
 
 chil»it,sl>ow- 
 lii Natural 
 students, and 
 iieerin;^ show 
 of excellent 
 .,.,., Domestic 
 ,ik, that from 
 , Uenee. 'Vho 
 n as the Mui- 
 ,in tlie United 
 
 the most pro- 
 viding beyond 
 ng fouudetl hy 
 ,ate and county 
 .esides invested 
 1., a library of 
 i now on its roll 
 
 the space allot- 
 - coUei^es, Knox, 
 ive examination, 
 iture, volumes of 
 
 chool Exhibits, to 
 ,,lress on the Cen- 
 
 ,- that they mainly 
 U was sliown, but 
 i„j, it, beyoml the 
 iitiast h-tween our 
 hind, Norwy, -"'.'i 
 inleivst from their 
 very department ol 
 
 ^tleeted threat credit 
 us explained by the 
 
 it was plaiin.'d, pre- 
 ■iv.-d and all its pre- 
 vtion seemed natural 
 ,re closely cou.iected 
 ,1 the whole linancial 
 
 ego of Natural Seience, a 
 ry Science, ..f Commerce, 
 
 resp(*iisibility, should be undertaken by :' it body, entirely without guaranty from any 
 party against loss, seemed almost iiicred..)ie to loany who were wont to comi)lain of the 
 poverty of their own State apjiropriations. This wonder naturally increased when it was 
 seen that in fimount of material or of work presented, the display stood not lower than 
 tliird in the list of States." 
 
 STATH OF EDUCATION IN ILLINOIS, 1875-G. 
 
 " Males in the State under 21 years 
 
 " Females under 21 years 
 
 "Total persons under 21 years 
 
 " Whole number between G and 21 years 
 
 " Number of school districts 
 
 " Whole number of public free schools 
 
 " Number of male pupils enrolled 
 
 " Number of female pupils enrolled 
 
 "Total number of pupils enrolled 
 
 " Number of male teacliers — 
 
 " Number of female teachers 
 
 "Total number of teachers 
 
 " Number of graded schools 
 
 " I'upils ill female schools 
 
 " Numlter of districts liavini' school libraries 
 
 " Acies of school land sold during the year 
 
 " Number of acres remaining unsold .' 
 
 " Whole number of .school houses 
 
 " Number built during the year 
 
 " Number of males between 11 and 21 unable to read or write.... 
 " Number of females between 11 and 21 unable to read or write... 
 
 751,947 
 719,194 
 
 1,471,141 
 
 97.3,.-)89 
 11,0 0.3 
 11,90") 
 
 3r,.-),or.4 
 
 331,782 
 
 087,446 
 
 9,295 
 12,820 
 
 22,121 
 
 822 
 
 49,375 
 
 1,901 
 
 1,399 
 
 13,011 
 
 11,093 
 
 283 
 
 2,941 
 
 2,507 
 
 XVIII. THE EDUCATIONAL EXHIIIIT FUOM THE STATE OF INDIANA. 
 
 This State takes rank next to Illinois among the western sisterhood of States in her 
 Educational exhibit. (Jreat care was taken in its arrangement, and in securing excellence 
 in the material itself. There were 175 volumes of pupils' work in the various depart- 
 ments of study in the public and high schools, and in the Normal School and the Uni- 
 versity. 
 
 Although the number of volumes of pupils' work shown was not more than one-third 
 of those in the Illinois collection, yet lesr, care was exercised in its selection for the Exhi- 
 bition. Specimens of pupils' work from no less than 15,000 children were sent. Such 
 an " omnibus" collection included, as might have been expected, examples of work, "good, 
 bad, and indifterent." This want of discrimination marred to so Tie extent an otherwise 
 admirable exhibit. And yet, it was no doubt intended, that in excluding none, a fair 
 and honest typ"cal collection of the varied work of every kind of pupil, and of every grade 
 of school should be exhibited. So far, it was interesting and perhaps useful ; but the 
 time of visitors was too precious to allow them to give such an exhibit that careful ex- 
 amination which curiosity and a desire for information might have otherwise prompted. 
 Among the specimens of jiupils' work exhibited, there were some of superior excellence 
 
i 
 
 !i i 
 
 Ml 
 
 < I 
 
 1 
 
 .1 
 
 of it ami .rite *""»'>,;';'„„ ,„,.,al woU ,.r.|.ar-l an. ,. -" ,,,,,,,,,, ;,,„„. 
 
 ' „.„ u.o,u.,. of -'»""'■; ;'t;„.t Normal sci I '-'•>";;,,',, „,. s„a, 
 
 tlwro were <l">t'. a ' "' ,^,,,,„„1 ,-\..«scmU 1 ■ *"» s,l..wl-l"«l»«- 
 
 a„ i,„tn,ctive ""™""' '^.^^ ,„ t„„ style a,..l co,ul.t,.u oi - ^^. „,^,„^ ,„ ,,„. 
 
 S„a> l,ou.es are toe of o^ ^ ^^_^^, ,_^,„„^ ,, wl, - ^^_^, ,^^„„„ „ 
 
 t„„,i„e to .•.. -a - ,. „.„„„ the,- '"'^ ;:,,;;;::;.,,;,. for the ,....,."" 
 
 stmcture. are ""^" ' ° ., „,„tr„etiou they are gemra 1> J ^_^^^ ^_,^ ^^^,^„„„„ ,, 
 
 their a,vearan- ^J^;^ ,,„.itivcly «.Aoaltl.y. o.„.s to 
 
 ..thela.U.,ei,ortofthe.ate.i,er,,.,,«,...^ 
 the following wets : .^ 
 
 ::^^::Xi^^^'^'''^-" .;^ 
 
 ■'* 1 r)0U.:M>7 
 
 " 1"tal • ^^^ii,!,,,,, onvolU'a..... ,.^,53 
 
 I ,.,— Total iiumiHT ot NMi"-*^ 1 ,.i,il<lvcu I'lii'olk''' ' 
 
 u School attenclaiicc.-^ ^>J'^; ^^^^^^^,^^,. ,f eoloured dnUlu u . 
 
 11, .,1 ill thf scluiolrt 
 .TotalnumVr ofcluWren -volleA^- t ; 5,,,,., 
 
 .luring the g^;;;:; - 
 
 " ^--" f tiTuX: -1^'^^ ::::.;::::::■•• -^ 
 
 :;^zS;:f:ote;aacu^ .... T;rin 
 
 . Total number of teachers -l'^^*^^"^-;- ;;'•; -^^^ ,^^ ,,,,,, .,^ 
 
 .0, of teachers throughout the State, as a. K ^ ^^^ 
 
 .The average compensation of teac ^^ ^..^ 
 
 .. lu Townships ;;;;;;;;•;;; ;;•;;•;; 328 
 
 "In Towns -•-Vm; w;;e Val e.l at 8U,5l^^)9^ G<. 
 
 . In Cities •■••••V'Viol-houses in l^Tfi, ^^^''^Jo^^^ 43." 
 .< There ^vere 9,J3^1 ^choo' .^^ ^g-^., ^^.^,, i,8,b<0,«- 
 
 u The amount of the bciiooi 
 
f holiiiiical 
 
 ly sl>e<:iiilly 
 
 a draw in;.' 
 
 (2) /''■>■/;/ "■>^- 
 (U'sij^iis for 
 tstrinl Draii: 
 le wore al^" 
 
 s^wAt usft'ul- 
 I of a rti'vifs 
 
 atcil oltl l«>b' 
 111 iidilitioii, 
 
 IDllSfS. SlK'll 
 
 crest by tliosi- 
 school-hou.sos. 
 (Ullicult to (If- 
 x\\ ill-iil;nim;(l 
 and tasteful in 
 for the puri)ose 
 no attention is 
 
 miit to mention, 
 r.s of the State. 
 
 XVni. KDIC.VTION IN INDIANA. — .MX. MICIIIOAN KXIIIIilT. 
 
 1.S3 
 
 1 
 
 Tile following Statistics regardiny the Sciiool system of the State has been pub- 
 IIsIumI :-- 
 
 Guowrii OF THK Indiana School System. 
 
 v.... « 
 
 T^'imtli (if 
 
 Xiiinlior of 
 
 Attnidiiiire 
 
 Total Anioinit 
 
 
 .ScliiHil ill 1 )mvn. 
 
 'i'l'ilcluT-*. 
 
 lit Sc'IkmiI, 
 
 Paid 'IVaclii'iN. 
 
 is.-.r). 
 
 Ill 
 
 4,0 It) 
 
 200,«J9V 
 
 S 2.30,;)24 
 
 ls(,0. 
 
 (U) 
 
 7,04!) 
 
 .•50.3,744 
 
 481,020 
 
 1S(;:>. 
 
 iW) 
 
 '.»,ia:? 
 
 402,812 
 
 1,020,440 
 
 1870. 
 
 '.)7 
 
 1 1,820 
 
 402,r)27 
 
 1,810,800 
 
 1S7.-). 
 
 1:50 
 
 1:5,1:5:5 
 
 502,302 
 
 2,8:30,747 
 
 " Indiana Scliunl reveinn' for tuition inclndes State tax of IG cents on each 8100, and 
 interest on common fund ; this is distril)uted to school chihlren per capita. School Trustees 
 can order a local levy of ')() cents on each 8100 for special purposes. Township Trus- 
 tees, Town and City (.'ouncils, can order a local levy of 2;") cents on each 8100 for tuition 
 jiurposes. Town and (,'ily Councils can, on petition of Scliotd Trustees, issue bonds to 
 the amount of 8')0,000 to ]iay del)ts contracted by said Trustees in the purchase of grounds 
 and in the erection of buildings, and thoy maj' levy a ta,x of .'")0 cents on each $100 each 
 year to redeem said bonds. ,\n aggregate poll tax of .82.7.') may also be levied for school 
 pui'iioscs. in cities of liiNt-class certain adilitionai ta.xes may be levied. 
 
 "School I'evenue for the year 187">, from Litpior Licenses, &c. .8 205,505 
 
 " Interest on lM"id 507,718 
 
 ".State Ta.v 1,577,5.3.3 
 
 " Local Tax 2,050,02.3 
 
 Total 85,031,439 
 
 Indiana Ki)1'(.:ational Statistics, 1875. 
 
 1- last, we gather 
 
 I 
 
 " School-ilays in year 
 
 "County Superintendents 
 
 " ( 'ity Sy.stems 
 
 " Town Systems 
 
 " district Graded Schools 
 
 " Ungraded Schools 
 
 '' Sciiool Corporations 1,253 
 
 "School Otliccrs 1,845 
 
 " .Schofd Houses 
 
 1.30 
 
 92 
 
 40 
 
 202 
 
 300 
 
 8,940 
 
 0,307 
 
 Numlier of Teacliers 13,133 
 
 County Institutes 
 
 Attendance at same 
 
 No. of Township Institutes 
 Houses erected during year 
 Enumeration of children.... 
 
 Enrolment in Schools 
 
 School Fund 
 
 Additions to Fund during 
 
 year 
 
 91 
 11,103 
 
 4,080 
 
 3S2 
 
 007,730 
 
 502,302 
 
 ,799,191 
 
 .887.943 
 
 Value of School Property... 810,870,338 
 
 XIX. TIIH EDUCATIONAL EXHir.IT OF THE STATE OF MICHIGAN. 
 
 The school exhil)it from our nearest western neighbour, .Michigan, was, in many re- 
 spects, most complete and interesting, especially in the specimens of pupils' work and 
 various articles sent from Detroit and Adrian. 
 
 ^Vllat struck the visitor first, however, on entering the Michigan department, was the 
 very handsomely bound collection of specimens of pupils' work, arranged in a neat book" 
 case. These si)ecimens were, on the whole, worthy of this distinction. They were neatly 
 and carefully pre[)ar(!il, although not so numerous as were those from Indiana; yet they 
 
 I 
 
134 
 
 I'AHT XI. — NATIONAI. KDLCATIONAL KXHIHITS. 
 
 Avcre sufficiently roprcsentative in their character to sliow that while no branch of ordinary 
 school study was omitted, none wore brought into unc(iual iironiineiice. 
 
 There was a scries of interesting charts exhil)ited, which were worthy of study. 
 (1.) The first was a well-prepared chart illustrating the school system of the State ; the 
 others showed : (2) its areas and population ; (3) value of school property of the State, 
 income, e.xpenses. (4.) Teachers' salaries. (5.) Position of .schools at various periods of 
 the history of the State, etc. 
 
 STATE OF EDUCATION IN MICH 10 AN, 187t;. 
 
 " Townships 987 ; school districts, .'),70() ; voliiines in town liliraiifs, ^i,(\()7) ; in di.s- 
 tiict libraries, i;]"2,33.5 ; teachers ill public .scliools, {•J,478 ; avera,L,'e wa,i,'cs of tho.sc, ."^.'il.J',) 
 for men ; 828.10, for women ; total wages paid teachers for tlicyear, ■•^1,!).")2,')7 t. lU ; value 
 of .school i)roperty, !?y,H5,3.")0 ; number of .school-houses, 5,787; cliildrcui of school age, 
 419,181 ; whole number attending school, 343,931. 
 
 " Total receipts. . . . 
 " Total expenditure 
 
 81,107,58', 78 
 4,107,583 78 
 
 The following interesting facts are collected from an elaborate Ueport prepared for the 
 Centennial Exhibition, by Mr. S. 1*. MeCracken, on the " History, Po.sition, llusourccs, and 
 
 Industries of Michigan ": — 
 
 Eaulv Governmental Provision fou Kuucation in Mn:inuAN. 
 
 " The ordinance of 1 787, for the govcriinient of the northwestern territory declared that 
 ' .schools and the means of education, shall ever be encouraged.' The Act of 1801, providing 
 for the sale of lands in the then Indian territory, of which the j)rescnt Stati' of Michigan 
 fbrnied a part, expressly reserved from .sale .section sixteen in every township, ' (or t!ie support 
 of .schools.' The Act of 1805, organizing the territory of Michigan, reaffirmed these provi- 
 sions, and the territorial authority, as ei.'rly as 1827, enacted laws for the establishment of 
 schools in accordance with their intent. In 1828, Congress placed the school lands under the 
 supervision of the Governor in Council, to protect and lea.se, so as to make them productive. 
 1 he Act of Congress of 23rd June, 183<;, making certain propositions to Michigan as condi- 
 tions of her admission into the Union, declared : ' That section numbered .sixteen in every 
 township of public lands, and where .such section has been sold orotlierwiso disposed of, other 
 lands e(|uivalent thereto, and as contiguous as may be, shall be granted to the State for the 
 use of schools.' 
 
 " The Constitution of the State declares: 'The proceeds from the sales of all lands that 
 have been or hereafter may be granted by the United States to the State, for educational jiur- 
 poses, and the proceeds of all lands or other property given by individutds, or apj)ropriatcd by 
 the State for like purpo.ses, shall be and remain a jterpetual fund, the interest and iiicome of 
 which, together with the rents of all such lands as may remain unsold, shnll be inviolably 
 appropriated and annually apjtlied to the specific objects of the original gift, grant, or appro- 
 priation.' So far then as regards tlie fund arising from these grants, which has become a 
 munificent one, it is dedicated to the purpo.'^es of education, beyond any probability of 
 diversion. 
 
 "The Constitution of the State also provides that 'A school shall be maintained iti each 
 school district [without charge for tuition] at least three months in each year. Any school 
 district neglecting to maintain such .school, shall be deprived for the ensuing year of its pro- 
 portion of the income of the primary school fund, and of all funds arising from tiixiis for the 
 support of schools.' 
 
f onliiiaiy 
 
 of stuily. 
 itatc ; the 
 tlu! StiUf, 
 
 pciiotls of 
 
 XIX. STATE OF EIU'CATION IN MU.HIOAX, IS?*!. 
 
 135 
 
 " The jiresent scliool law requires a school to be kept not less than nine months in each 
 year, in di.striets having over ei<rlit hundred cliildrtn of school a<;e (between five jind twenty), 
 not less than five months in districts having over thirty, and less than eight hundred chiklieu, 
 and not Ic.sh than three months in all other district.s." 
 
 COMPARATIVE SCHOOL STATISTICS FOR TEN YEARS. 
 
 The facts embodied in the four following tables will be found of interest : — 
 
 TAliLE I. 
 
 U).") ; in dis- 
 K'.s.-, •■^.M.^l) 
 l.l'.t ; value 
 .school age, 
 
 Showing : A, the number of townships in tho State ; B, number of school districts in 
 the State ; C, number of volumes in town libraries; D, number of volumes in district 
 libraric!* ; E, whole number of teachers employed in the schools ; F, G, average wages per 
 month of male and female teachers, respectively j U, total wages of teachers for the 
 year; I, total value of school houses and lots. 
 
 ,.')8'. 78 
 ,5S3 78 
 
 eparcd for the 
 Icsourccs, and 
 
 UAN. 
 
 J declared that 
 1 80 1, providing 
 itc of Michigan 
 for t'iie support 
 ed these provi-_ 
 istaldishmeut of 
 lands under the 
 icm jiroductive. 
 ;hi'.;aii as condi- 
 sixtcen in every 
 ispo.-ed ol', other 
 he State for the 
 
 ; of all lands that 
 educatidiial pur- 
 approjiiiated by 
 :st and iiiennie of 
 all be inviolably 
 , grant, or appro- 
 ich has become a 
 iiy probability of 
 
 laintaincd in each 
 •ear. Any school 
 iiir yc.ir of its pro- 
 from taxes for the 
 
 YJ 
 
 AK. 
 
 A. 
 
 1805. . 
 IMIO. . 
 
 
 713 
 725 
 774 
 
 780 
 828 
 858 
 
 1807 
 
 1S08 
 
 ls(;<.) 
 
 ]s7() 
 
 1S71 
 
 88.3 
 
 ]s72 
 
 901' 
 
 1873 
 
 9411 
 
 1874. 
 1875. 
 
 987 
 
 15. 
 
 4,474 
 4,ti25| 
 4,744 
 4,855' 
 5,0."(2| 
 5,108 
 5,2991 
 5,375: 
 r.,.521 
 
 r.,571 
 
 5,700 
 
 D. 
 
 .58,053 
 04, ("42 
 .52,883 
 40,8111 
 40,2.".4 
 53,725' 
 48.470 
 49,744 
 49,291] 
 49,872 
 54,005 
 
 95 
 
 79 
 
 87,' 
 
 27, 
 90. 
 97, 
 101, 
 108, 
 115, 
 120. 
 132, 
 
 • '(( 
 .•|01 
 000 
 .'87 
 580 
 101 
 700 
 281 
 331 
 577 
 ;;35 
 
 E. 
 
 8,792 
 
 9,182 
 
 9,.!84 
 
 9,0.30 
 
 10,249 
 
 11,014 
 
 11,274 
 
 11,0.59 
 
 11,9,50 
 
 12,270 
 
 12,478 
 
 F. 
 
 a. 
 
 1 
 
 S41 77 
 
 .*17 .54 
 
 4.3 .53 
 
 18 44 
 
 44 03 
 
 19 48; 
 
 47 78 
 
 21 92 
 
 47 71 
 
 24 .55 
 
 48 04 
 
 24 73 
 
 4'.» 92 
 
 49 11 
 
 51 94 
 
 52 31 
 51 2<.t 
 
 .'1 
 
 2t 
 
 27 131 
 
 27 Oil 
 
 28 19 
 
 H. 
 
 ^720,251 
 811,!»59 
 917,5,39 
 1,041,905 
 1,177,847 
 1,3!»3,228 
 1,529,111 
 1 ,0ii0,22t) 
 1,705,009 
 1,917,011 
 1,9.52,074 
 
 37 
 01 
 
 58 
 80 
 .59 
 58 
 11 
 .59 
 lOJ 
 19 
 
 i?2..3.)5,9S2 
 2,8.54,9!M) 
 ,3,301,507 
 4,.303,472 
 5,331,774 
 0,234,797 
 0,755,995 
 7,470,339 
 8,105,391 
 8,013,84.5 
 9,115,3,50 
 
 Table IT. 
 
 SllowiNd : A, whole number of school houses in the State; B, number built of stone; C, 
 number built of brick ; D, number of frame school houses ; E, number of log school 
 houses ; F, whole number of seatings for pupils ; G, number of children in the State 
 between five and twenty years of age ; II, whole number attending school ; I, per cent, 
 of attendance to the whole number ; J, average number of months of school. 
 
 YEAH. 
 
 A. 
 
 15. 
 
 C. 
 
 1). 
 
 E. 
 
 F. 
 
 G. 
 
 298,007 
 321,180 
 338,244 
 354,753 
 374,774 
 3.84,5,54 
 393,275 
 404,235 
 421,-322 
 4.30,094 
 449,181 
 
 H. 
 
 228,029 
 24t>,9,57 
 243,101 
 250,990 
 209,. 587 
 278,080 
 292.400 
 310,000 
 324,015 
 327, .500 
 343,931 
 
 I. 
 
 00.5 
 
 70.5 
 
 72. 
 
 70.7 
 
 72. 
 
 72.5 
 
 70.5 
 
 78. 
 
 79. 
 
 75. 
 
 79. 
 
 J. 
 
 1 805 
 
 
 2 
 
 i8(;o 
 
 4,495 
 4,022 
 4,715 
 4,921 
 .5,110 
 5,30.) 
 .5,518 
 5,572 
 5,702 
 5,787 
 
 07 
 73 
 72 
 74 
 78 
 77 
 79 
 80 
 81 
 79 
 
 329 
 375 
 410 
 45! » 
 538 
 .570 
 595 
 041 
 082 
 719 
 
 3,370 
 3,509 
 3,009 
 2,707 
 3,8(;7 
 4,024 
 4,153 
 4,24(i 
 4,390 
 4,470 
 
 723 
 
 0(;5 
 (;i8 
 
 021 
 027 
 029 
 0!I1 
 »i05 
 54',» 
 513 
 
 
 0.'' 
 
 1807 
 
 
 0.2 
 
 1808 
 
 
 
 0.2 
 
 1809 
 
 0.3 
 
 1870 
 
 374,700 
 3,82,107 
 399,007 
 407,072 
 414,000 
 
 9 
 
 1871 
 
 rf 
 
 1872 
 
 75 
 
 1873 
 
 
 1874 
 
 m' 
 
 1875 
 
 9 
 
 
 
i-'\ 
 
 13G 
 
 PART XI. — XATIONAI. EDl'C'ATIONAL KXIimiTS. 
 
 Table III. 
 
 Showino : A, nniount of moneys on hand at tlio connnoncomont of tlio year ; B, iinounf of 
 two-mill tiix ; (', anu.unt of primary school fund ; I), district taxes to pay teachers iiiid 
 incidental expenses ; K, other district taxes ; F, receipts from all other sources.* 
 
 YEAH. 
 
 ISiM.. 
 
 isik;.. 
 m\7.. 
 
 18(;h.. 
 
 IHC.'.I.. 
 1870.. 
 1871.. 
 1872., 
 1873., 
 1874.. 
 
 ls:!.!i,si im; 
 
 I'.tL'.iid-J O'.'i 
 
 '.'«!•, 87 7 871 
 
 ;cj<;. ti(i L'2 
 
 :i(i(M77 Ml 
 
 4;t7,'.K{!i :.'.'(] 
 
 n:«).'.'(;o 28! 
 
 .'hid.nso i;7| 
 
 .'i7(i,ori(; (K! 
 
 187."» ! tJ7.">,8;t2 40 
 
 J 5. 
 
 s28l,770 7t 
 •>s,s-.^(( (ii; 
 2N!i,!iti7 t;:! 
 :iO!i,LM!t :f8 
 :;2:!,'J4(l !•-' 
 4(i.\111 tl4 
 40ll,.">41 20 
 421,!i71 2',t 
 ll!.'.,<M2 SI 
 
 jcci.osi; or. 
 :,»s,:,:,\ s7 
 
 (', 
 
 ■<l:!7.:i:il !i2 
 
 1 i:i,!M:; m 
 
 1 I2,!il:! -'."i 
 
 l.M.oCid .".(• 
 
 IC.'p.lKIO ."p1 
 
 177,.fl:; 7!> 
 
 IS2,'.t'2 2."p 
 
 IS-.'.O'.C. !I7 
 
 1'.M,I7H r,s 
 
 2o.\i;io 11 
 
 218.o,'i(i 2'.t 
 
 1). 
 
 I 
 
 sl78,i;«i 24 
 
 2:ti.7i;ii 211 
 
 ;{:i2.s(:j 11! 
 
 441, '.M:{ (H) 
 
 :<7\.:<i,\ II 
 
 I,o;ii.78,s 77 
 
 1.1. ".."vt!" 4:1 
 
 l,;i.s|.07!t 0:! 
 
 l.;f(;i;,(il'.i cs 
 
 2.:!'.i.'!,(;o I 
 2,;f41,i»2:; 
 
 K. 
 
 ><2!»r>,7(i'.t lit 
 
 :!oo,:!i!» 10 
 
 .■>tl,4ii2 0.'" 
 
 <i2:i,(iis :.;! 
 
 7:i7,o.VI ii7 
 
 7o7,7'.i() 1(» 
 
 ."i:tl,,s."i,s It; 
 
 .".!i:;.f'i,so no 
 
 72s,r.7o in 
 
 * The cdhiinii "total rcsoiirci's for tin- vi'iir,"' i.i diiiittiil ff.iin tliis tuMv fur tli 
 It coiTL'si Kinds Ku1)staiiti:illy, year liy viur, with ccilmiiu i;. in taMc I\'. 
 
 Tahle IV. 
 
 .'<201 
 :!I7 
 
 ■is:. 
 
 (;:!i, 
 r.2ii, 
 
 ,.M1 
 
 ..V.'l 
 
 ,fi'j;( 
 
 12."> 
 i81 
 
 41:!, 
 
 4.-i:!, 
 
 :wi;, 
 
 .lii2 
 !t71 
 
 .V.l'.i 
 2ii."> 
 
 24 
 44 
 
 70 
 2."> 
 :!1 
 f.7 
 2:? 
 
 2;> 
 
 i.f 
 
 cull'. -Mli.'Mrt' 
 
 I'j 
 
 Showing : A, amount paid for Imildinsr and repairs ; B, ])aid on bonded iiulehtcdnes.s ; (', 
 paid for all other purposes ; D, amount of money on hand at the close of the year ; H, 
 total expenditures for the year, including amount on hand ; F, total indebtedness of the 
 di.strict. 
 
 YEAH. 
 
 A. 
 
 U. 
 
 (", 
 
 I). 
 
 l.sd.j 
 
 l.scii; 
 
 18(17 
 
 1808 
 
 I8(;t» 
 
 1870 
 
 1.S71 
 
 l.'^72 
 
 is7;i ! riii7,oo(i fi,s 
 
 1S74 j r>M),:',{)7 28! 
 
 187.') r..ju,(iiii till 
 
 .•*17').471 ;v.' 
 
 :w.i,(;!M) 711 
 
 :.4.".,4:i7 .'lo 
 
 .H0."i,70.'i ,SS' 
 
 77<l,o71 00 
 
 8:ii.M22 (12 
 
 (i(;2,.s',ii; 11 
 
 ii2.'),si:i til 
 
 .s.SSI,l».-,l 41; 
 
 .'i'.i.s ititi n' 
 
 •SI 70, 
 
 274, 
 
 2S7. 
 
 ;{()'. I, 
 
 4(; 
 
 r.i 
 
 (i4.s, 
 74(i 
 
 7SS, 
 t;oo, 
 
 (Hit, 
 
 til 10 
 
 sio 
 
 701 
 
 1 .'.s 
 n.s;) 
 
 CpL".! 
 
 il2 
 -.'.■.:; 
 ittrj 
 
 Mil 
 
 112 
 
 I 
 I 
 ."jtl 
 21 1 
 (111; 
 ,Sl) 
 
 co; 
 
 .~p.~) ' 
 ',1(1 1 
 
 is; 
 
 !t,S, 
 
 .•sin.- 
 
 21.- 
 
 :io:; 
 
 ;!s:'> 
 470 
 .">27 
 "it it), 
 .V.I I, 
 
 (is,;, 
 till 
 
 ,o(;7 
 ,1:11 
 
 ."id 
 
 21 
 il2 
 
 'S'.l 
 
 ,12s 
 
 ,221 
 
 1(17 
 11(11 
 70(1 
 
 4.'. 
 H.'i' 
 00 
 11 
 
 18 
 
 :;:! 
 
 .*I,2I2.SL>1 
 I..'is7.l04 
 ,02.". 
 
 ,."i(i0 
 .ti.Vi 
 .2:V2 
 
 ,MiS 
 
 .ir'.i 
 
 2,011 
 
 2,|S7 
 2.771 
 
 ;i,i.-ii 
 ;;,:i(i7 
 ;;,ri(i:;. 
 .■i,7l:i, 
 4,107. 
 4,ltis, 
 
 ,"i,s:; 
 mi:; 
 
 '.12! 
 241 
 
 81 i 
 
 o.s' 
 70 
 
 7s 
 
 .S221, 
 2:i.'i. 
 
 IM'.t, 
 
 (il:i, 
 '.117, 
 8(11, 
 1.1 HI 
 1.2:11, 
 1.70:, 
 l.S.'iO, 
 1,82.1 
 
 7(i:i 
 7.s(; 
 17(1 
 
 '.Mil 
 (127 
 Ki'.i 
 .'id'.) 
 d.st; 
 7tio 
 7(;i 
 Kit) 
 
 4.". 
 
 2(; 
 
 ;;,s 
 4'.t 
 .s7 
 ill 
 14 
 '. (5 
 
 k; 
 
 V.I 
 ■IS 
 
 The value of school hou.ses was first obtained in 18(!'.)— sixteen years ago. in that year 
 it was .^1,01»3,29G. Average annual increa.'.^e, 8.")0 1,(144. 
 
 The amount expended by the districts for tlie entire sujiport of the schools (including 
 moneys paid on bonded indebtedness) during the year ending Heptember 7th, IS71, was 
 83,410,959,08, whif^'h is 87, SI per capita of tlic .--chool population by the last cenisus. 
 
 The following comparative statement of leading items shows the relative position of the 
 two classes of schools (graded and unuraded) in the State, for the year 1874, ay to the items 
 stated :— 
 
1'. 
 
 XX. KCHOOL EXirilUTS OF WISCuNSIN' AND IOWA. 
 
 1:^7 
 
 N'utnliiT of (li-tiii'trt 
 < 'ciisiis I'lndliiii lit . , 
 Siliiidl ciiriiliiiiiit . , 
 I'llclii'is I'liiliIiiyL'il. . 
 
 (rini' 
 
 "iitiil ri'siiiircf-i 
 
 'ntlll I'VIH'llllituri'H 
 
 '..till imli'liti'.lncsK , 
 
 N'aluiiti'iu "f HcliiMil iiroperty 
 
 ll-M.'.M'.t 
 L'.'.'7.".,l »!i 
 
 l,HSM,0;tli 
 
 1,4h:..'.mi 
 r.,4H(),"(;i 
 
 I'liKi'mliMl. 
 
 :.,2I4 
 'jris.iiin 
 •_'(),■•), r.M7 
 
 !MI!»S 
 
 ><i,ool',7."iS 
 
 l,.vj(i,i;h,"( 
 
 :i(;r>,.v_>2 
 
 a,l'.'."','.t:»7 
 
 XX. TIIH EDUCATIONAL EXIIiniTS OF THE .STATIvS OF WISCONSIN 
 
 AND IOWA. 
 
 With the oxcpption of the City of Milwaukee, the State of Wisconsin has sent very 
 little to the Exhihition. Milwaukee may thus he considereil as the rej)resentative of the 
 State. Her exhibit is admirably prepared, hut it ilifTfrs little from that of the other col- 
 lections. 7'lie State University has illustrations of a very interesting collection of natural 
 history objects, prepared l>y a student. 
 
 Iowa has some gootl examph-s of drawing, and other school work, but <lid not pre- 
 sent any special features in her exhil)it. 
 
 STATE OF EDUCATION IN WISCONSIN-IST."). 
 
 " Number of children in the State of Wisconsin 4-20 years 
 of age 
 
 " Number of such age who attend school 
 
 " Total number of pupils attending school 
 
 "Number of ditlerent persons employed as teachers 
 
 "Average monthly wages of male teaclieis in the counties .... 
 
 " Average montlily wages of female teaeluTs in the counties. . 
 
 "Average niontli y wages of male teachers in tiie cities 
 
 " Average monthly wages of female teachers in tlie cities 
 
 " Number of scliools with two departments 
 
 " Number of schools with three or more departments 
 
 "Whole numl)er of graded sclio(ds 
 
 " Aveiage nunil)er of days' schools maintained ; in cities I'J") ; 
 in counties 1-lM 
 
 " N\iniber of public school-houses. 
 
 " Number of pupils the .school-houses will accommodate 
 
 " Numlier of sites containing less than one acre 
 
 " Xuml)cr of sites well enclosed 
 
 " Nun)ber of .scliooMiouses built of brick or stone 
 
 "Number of out-houses in good condition 
 
 " Keceived from trixes levied for building and repairing 
 
 " Ueceiveil from ta.xes levied for teachers' wages 
 
 "deceived from taxes levied for apparatus and libraries. 
 
 '' ]\eceived from taxes levied at annual meeting 
 
 " lieceived fi-om t:i\es levied by ( 'ouiity Supervisors 
 
 " lieceived from income of State School Fund 
 
 " Keeeived from all other sources 
 
 ir,i,s-_>'.) 
 
 •277,8S-f 
 
 l.'71),S-15 
 
 !),451 
 
 s-13 50 
 
 ;< 
 
 13 
 
 109 10 
 
 39 40 
 
 181 
 
 210 
 
 394 
 
 172 
 
 5,200 
 
 330,189 
 
 3.072 
 
 1,050 
 
 003 
 
 3,180 
 
 .•?4G9,870 00 
 
 234.207 00 
 
 ir),r),-)6 00 
 
 39r),052 00 
 
 241,920 00 
 
 178,072 00 
 
 200,010 00 
 
 Total receipts $2,728,157 00 
 
4* 
 
 138 
 
 I'AIIT Xl. — NATIONAL KDUCATIONAI, KXIIIIUTS. 
 
 " Kx|ifii(lt'il tor l)iiil(liii;4 "ikI I't'l'niiing 8'-'!)H,(ir)7 ()() 
 
 " Kx|i(Mi(U'(l ('(If apjiiinitiis ami liln-nrit^H '11 ,'1'S>\ 00 
 
 " Kx|i('iiil((il for (services of iiiali' tfaclicrs ri,")! /iljf) 00 
 
 " Ilxpciidt'd for st'iviei'H of ft'iiialt) Icaolu'rH 7i)'.t,7l.") 00 
 
 " Kxpend.-d for old ind.-l.tfdnoHS 10:>,I1S 00 
 
 " Hxpciidi'd for fiiriiiturc, r('i,'istfi'8, and recordH ir»,r>I(i OO 
 
 " Kxiit'iidcd for all otlicr purposes 211,777 OO 
 
 Totid .iiiioiiiit cxptiiuUHl ,....i?'J,Ofi(i,;57r. 00 
 
 •• AiMount of School Kiiiid s-_»,(;i'i,L';;;t rif) 
 
 '• L'liivcisity Kiiiid -'J-'/.T):. HI) 
 
 "Agricultural CV.llcgo Fund 2:{ii.i:i;{ Oo 
 
 " Normal School Fuud '.)7<;,;iO I iU 
 
 " Income from School Fund lH(l,|0;i O.*. 
 
 " Income from InivcrHity Finid .... r.',(i71 13 
 
 " Agrietiltural ("ollcijc Fund Income KsMOlt !t7 
 
 "Normal Scliool Fund Income <;i,12S 70 
 
 STATK OF P^DUCATION IN IOWA, X^I'k 
 " Popuhitiun of school age in Iowa (r)-2I): hoys, 274,031; 
 
 girls, 259,272 ■.)■^■^,\\\y^ 
 
 " Number enrolled in pultlic schools, 1874-7") :<S4,0I2 
 
 " Total average attendance 225, 1 15 
 
 "Number of teachers in lS74-'75 : males, 0,500; females, 
 
 11,045 1^,115 
 
 "Average monthly pay of male teachers •'^•50 OS 
 
 ••' Average monthly pay of female teachers 2S 34 
 
 " Number of ungraded pul)lic schools 'J, 203 
 
 " Number of graded schools 407 
 
 " Whole number 'J,01O 
 
 " Average duration of schools in months O.S 
 
 " Number of private schools 131 
 
 "Teachers employed in jirivate schools 45!) 
 
 " Aggregate attendance of scholars in private schools 13,;i50 
 
 " Number of school-honses : frame, 8,4U8 ; brick, 050 ; stone, 
 
 ^ 259; log, 121 9,528 
 
 " Estimated value of sites, buildings, furniture, and apparatus.88,017,9r)(; Oil 
 
 "Received from local tax 4,220.975 98 
 
 "Received from interest on permanent fund and rent of 
 
 lands 318,997 72 
 
 " Keceived from other sources 189,524 32 
 
 " Total receipts .«5,035,498 02 
 
 "Expended for sites, l)uilding, and furniture .'?1,087,983 30 
 
 "Expended for libraries and api)aralus 20,700 55 
 
 " Expended for salai'ies of teachers 2,598,439 81 
 
 " Hxpended for mi.-cellaneous and contingent matters 892,025 73 
 
 " Total expenditure $4,005,749 39 
 
 "Amonnt of school fund permanent and available $3,303,900 00 
 
 "(From report of Hon. A. Abernethy, State Superintendent of Public Instruction 
 for 1874 and 1875)." 
 
Ifr^ 
 
 xxi. i:i»i cATioNAi, i:\iimri, i;.\ii'iiti: i>\- iiu.vzii.. 
 
 i:)!> 
 
 XXI. Till-; KDICATIONAL KXIllltIT Ol .I'lIK KMl'Ilii: ol" \\\l\'/AL. 
 
 The coinpivijitivcly small ('diicntioiml cxliiltit from the Kinpin' ttf Brazil would not 
 iiiivf iittnictt'il so miicli attriitioii, wcru it not for tlu! very favonriiUlc iniiircssioii whit'li tlic 
 «'iilii,'htfiit'il Kmipcroi', I)om I'fdro mailc, wlu'it-vi'r lit; wont during his ncent vi.sit to this 
 cuiitincnt. TIk* advent of the Kinperor at this particular Jniictiirf, and Iuh taking part 
 witli President (jirant in the opening ceremcHiies, not only gave adtlitional i-rlat U) ihr 
 Kxhibition, hut it created quite a sensation among tiic sight-seers. The tact that an actual 
 llniperor, an<l a Hourhon too, should so completely identify himself with a popular inter- 
 est, and take i)art freely in proceedings so cosinopolitan in their cliaraeter as a great l{e- 
 puliliciin deiuonstration in connection with the Kxhibition, was indeed (piite a surprise. 
 I'^urthtr, tliat he shoulil ilo so in a matter-of-fact way, and without poin[i or paraile, was 
 as luii'Xpecled as it was gratifying to American feeling ; that he should regard nothing 
 alfecting the industrial and social position of the people as too unimportant for inspection 
 and ini|uiry, was a new character for an Kmperor to assume, and that in conducting these 
 iiMpiiries he should evince so thorough a familiarity with the details of the subjects which 
 he investigated, and which it had been supi)osed iiad never come under his observation, 
 heigliteiied all the more the interest and popular curiosity which had l)een excited in his 
 movements. Spi'aking of the iH'ect of the visit of the Emperor to tim United Stcates, and 
 of it.- unostentatious character, the Aim riant, Jonrixil of Educiillott says : — 
 
 " The truth is, that IJoyal visilois iicretttfore have done little to si'duce us from our 
 allegiaui'e to hcimocracy ; luii a King like Doni IVdro, who comes to the country to talk 
 with its statesmen, savants and poets, who looks into the workings of Schools, Newsbo)'s' 
 homes. Manufactdries and .Asylums, tlmt hr may the better uplift and ennoble his own 
 people, is a tlangerdUs man in a rcpul)lic." 
 
 In harmony with tlie enlightened statesmanship which Was shown by Dom Pedro 
 in his visit to this continent — his identification with popular movements, and his thorough 
 aiipreciation of the object ami great benefits to be derived from international gatherings — 
 he took the necessary steps to ensure that the JJruzilian department of the exh bition 
 should be worthy of his country, and gratifying to visitois. In this he was highly suc- 
 cessful. The Hon. Mr. W'ickersham in the /'causi/lniHia •Sr/uxjl JourudI, thus speaks 
 of it :— 
 
 '• lirazil comes to Philadelphia with a V(!ry creditalde exhibit of her educational in- 
 t<'rests. indeed, it may be said here with propriety, that the whole display of IJrazil at 
 the Kxposilion does her great honour, ami seems to indicate for her peoi)le a future of 
 great prosperity and power. Tlie exhil)it contains specimens of text-books and scliolars' 
 work from the primary schools, including writing, drawing, needle-work, etc.; specimens 
 of the ap|)aratus u.sed and work done i)y the inmates of tlie Deaf ami Dumb and Blind 
 Asylums ; collections of drawings and <lesigns from the Academy of Fine Arts ; scholars' 
 work, writing, book-keeping, drawing, etc., from the Commercial Institute and the Arts 
 and Metiers Lyceum. A largt; collection of newspaper.? show that the people like this 
 kind of literature as well there as in this country ; anil the specimens of Natural History 
 <m exliil)itiou, indicate how rich Hrazil is as a storehouse of material for science. Several 
 Itook publishers make very creditable presentation of their work." 
 
 The Aincn'iaii Jvnrnal nf I'Jdiicn/ioii also, in speaking of the Brazilian Educational 
 
 Exhibit, says : — 
 
 •• No eilucational department in the exhibition surpasses this in breadth of scope and 
 accuracy of detail. The books, ina[>s, pictures, and cases of brilliant insects are all ar- 
 
 !^ 
 
 ii 
 
ito 
 
 PART XI. — NATIONAL HDIK'A'I loNAI- HXHIHITS. 
 
 ranged too, with an artistic sense of colour aiil ctlcct, wliicii liints that tlieir tlircctor 
 belongs to the tropics. 
 
 I 'i: 
 
 STATE OF EDUC.NTIOX !\ THE EMPIRE OF BKA^^IE, l,^?."). 
 
 Inrtuenced by the personal popularity of the Emperor cf lii'azil, and charmed l>y liis 
 unaffected manner, as well as intimate ac(|uaintance with sunjects which im i>n(^ had sup- 
 posed that he had mastered, the iJraziliin Exhihit attracteil a i;reat numher of visitors, 
 and was examined with a curious interest. The educational system of Ihazil too, Mliieh 
 Wiis supposed to he framed on some old European model, was fouml to be not only popu- 
 lar in its character, hut adnural)ly adai)ted to the wants of a country of such great extent 
 and of such varied populations as exist in Hrazil. The Enipii'c was foitunate in tlie 
 selection of its educational representative at tiie exhibition, Dr. IMiilippe Da .Motla. I met 
 him at several educational gatherings at Philadclpliia, and found him to be a man of luoad 
 anil liberal views with regard to education, and an enlightened statesman in his mode of 
 carrying them out. A writer in the Amcn'aoi Jain-iri/ nf Kilih-ntin,,^ gives the folIo\. ing 
 analysis of the liiazilian system of education, as explaireil liy i'l: I 'a Motta at an educa- 
 tional congress in Philadelphia, :iiid from otiior sources: — 
 
 " The poptdar Americaii idea tiial llie lives of tliesi; tro|uc;d brethren of our> is a 
 dreamy afternoon siesta, will receive a shock when we lo k iiit) their jiublic school 
 system. A little .loses and Salomes in the cities have small leisure for dreams of ai;y 
 soit. From the age of.") to \'l they are compelled to attend the piimary schools. In the 
 coiuitry, IJrazil being so sparsely settled, education is eom[)ulsoiy in but part of the l':o. 
 vinccs, but the (lovernments of all are zealous in urging it on tlieir people. In these few 
 
 primary scUools the clii 
 letters. In schools of the first 
 
 (1 is taui^ht to read bv the svll.ibit 
 
 moi 
 
 le, not bv the individual 
 
 the little Erazilian is tau'dit Christian doctrin 
 
 reading, writing, elementary notions of grammar, arithnu'tic, and -a system of weii^hts .md 
 measures. In the second grade he learns the history ,ind doctrines of the Bible, elements 
 of i)rofane history, geography, especially of Iha/.i!, of physical science, of natural history, 
 geometry, land surveying, linear dr.iwing, music of lioih kiiuls, and gymnastics. iJoys 
 
 an( 
 
 1 girls are rigorously separated. Women a 
 
 re enijiloyei 
 
 1 and are pieferreil ir. tl 
 
 primary .schools. I'eceivi; tht! sami,' salary as men, and otl'er more successful results as tl 
 
 )roof of their e(li 
 itl 
 
 cletiev. 
 
 fr( 
 
 (juently recruited tiom the ordm.iry si 
 
 th 
 
 He there are nianv 
 
 ■lloo 
 
 Xornial schools, the ranks of teaehers me 
 lUiiil r"cei\inL,' notes of disliiietioii is 
 
 permitted to act as assistant, tlius i|ii;ililying himsell tor teacher. 
 
 II 
 
 th 
 
 It) en^nt classes o 
 
 f tl 
 
 lese scliools lie si 
 
 iiliiiiits to an exai'iinaiioii, and if 
 til 
 
 ivini; passi-i| thrnugli 
 
 le p;i> 
 
 an as.sistant teacher of the second vear witii salarv, a svstem more imniedi 
 
 than that of Normal 
 
 Tl 
 
 .•-1 
 
 ately 
 
 n'ciinu'- 
 
 nrai 
 
 tical 
 
 le conv-DooKs, iliawiiii 
 
 am 
 
 th 
 
 lese pubhc .scliools preseiileil witli more tan ness tlian is usiia 
 
 th 
 
 th 
 
 1 specimens of sewing tiom 
 
 il in other e\liil)its of the sail 
 
 kind, 
 
 as w(> nave 
 
 the 1 
 
 lail \M 
 
 th tl 
 
 le ifooi 
 
 anil 
 
 suecimeiis yellow with aire, datiiii: liaek 
 
 nearly twenty years, contrasted with those of last winter, to show the impro\ement in tin 
 systeuLS. The chirography is unusually excelieiit. Whether these nrazilian yiils wil 
 
 ever write for the press is problematic, but if they do. it 
 
 Wll 
 
 lie a dav marked with a 
 
 white stone 
 
 for tl 
 
 le printer: 
 
 O 
 
 lie 
 
 iiig.i il;i Alvareiiga s composition, i rememiter. tin 
 
 I 
 
 lb 
 
 script of which would nuike a compositor's heart leap for joy. Absolute religious tolera- 
 
 tion IS prac 
 
 tised 
 
 in the schools, as in every department, of l>raz.l. Oliject teaching, by 
 
 aid of pictures, plastic models, and pre[)ared animals, k,*'., is used ; lait the Kindergarten 
 is not known, One errand of the Commission here, indeed, is to secure competent lady 
 teachers of Frochel's system, familiar with the Portuguese language, who will introdiiie it. 
 Besides these public schools there are private institutions of every grade, from the primary 
 to the lyceuins, and the Im[)erial school of Dom Pedro II., in the capital. There are. too, 
 religious seminaries, naval and military .systems of .schools, technical schools for artisans 
 and workmen, three ni^dit .schools in Kio de .Janerio, where more than i.dOO adults are 
 
 u 
 
 ^1 
 
NXI. STATK OF i; Die ATI ON IN l!l!A/II,, lS7-'>. 
 
 141 
 
 taiiiilit, and iiiniil)cilcsn ])iiv;itc cliis.scs ure ('.slaMi^licd liy wcallliy iiluitcrs for the bcnotit 
 (if llu'ir poorer iiei^hhoiirs or former slaves. Dr. Da .Motta lias hioii^lit representations 
 from tlie naval, military, ami law schools, the aeademie.H of free arts, the apparatus for 
 traeliiMLf the Mind, and specimens of their work. There is also a superl) and complete 
 collection of t!ie insects of ISrazil, intended for presentation to one of onr scientific 
 Institutions. 
 
 •■'riiere is no doulit that the educational work which lies hefore 15razil is hut fairly 
 lic-iin : her poi)ulation is scattered over onc-hl'lh of the continent, and three-twelfths of it 
 arc sava^ics or em lucipated slaves, ihit in hei' elforts are shown an electric energy ami 
 a sound common sense which i)romisc exceptional success. One ])i'oof of this is seen in 
 the hiirh salaries and the icspect paid to teachers ; in the wise policy that a ni:\n must be 
 lelieved of an.viety coiicerniiiLi; his family if yon would have his best work. Another proof 
 is the fact that fif the twenty Provinces, four expend one-si.xth of their annual revenue in 
 schools, thive one-lil'th, six one-fourth, two one-third, and the riimainder a lai'ge pr(*p()rtion. 
 In addition to this is the aid from the Centi'al <lovernment. In half of these Provinces 
 and in all the cities, ]iiimary eclucation is coini)ulsory. The National Libi'ary, which 
 I'.intains over KLiiOii volumes, to which every decently clothed per.5on has free access, the 
 National .Museum, whose visitors on Sundays avera,t;e 1,0(10, and numerous polytechnic 
 seliools and liliraries. well established or spiingini; into life in all the provinces, testify 
 i'> the viL(or of her intellectual life." 
 
 
 Statistics (u- Kiui ation in IJka/ii.. 
 
 Tiie following resume has been pre]iared at the Tniled States IJureau of Kducation 
 imm the oliicial hand-book pul)lishe(l by the IJraziliau (iovernment I'or the E.xhibition at 
 riiiiadelphia in ISTC. 
 
 ••/-'/■'/;//, constitutional moi'.archy ; uriH, i),275,."'(2(I scpiare miles; jiopiilniinn, 
 1 •_>.('(( 10. out), (estimate of the hand l>ook for I'^Tii,) Citiiilul : llio de Janeiro ; /lojui/dtioii. 
 •J7 1.072. 
 
 ■'<;,, II rat ]!' iiiiir/.s. — The organization of complete statistics relative to education 
 throughout the I'hupire of Ihazil has been impeded by various causes, among which may 
 1)0 mentioned the absence of a general census, the sparseness of the po|)ulation, and many 
 '.thers. 
 
 "The results with legai'd to the number of schools and pupils are far from represent- 
 ing the truth. In iht' number of pupils given below, those children who receive prinuiry 
 instiucti<ui ii'. industiial estal)lishments at the expense of the pioprietors, are not included. 
 
 •' Theic are. liesides, many plautei's residing at a distance from towns, who prefer to 
 liavi' ]irimary schools, and sometimes schools for higher branches, on their private estates, 
 lioih lor their own children and for their ])oor neighbours. ' 
 
 '■ A comparison of the last statistics with those of 1872 shows an increase of U'.)4 
 primary anil secondary schools, and of •J(t,17S pupils. 
 
 •' The great zeal which is manifested in Brazil for the tlilbision of knowledge is revealed 
 liv very striking facts, among which the following maybe nientioiu'd. 
 
 ''- 1. The estalilishment of night schools for adults in the capital and dilh^rent ])rovinces. 
 
 • 1. The arrangement of lectures on sciences, of popular courses, and of polytechnic 
 
 cur'.s. 
 
 " 3, The estal)lishment of mechanic schools for destitute children. 
 
 ''1. The estaldishment of normal schools foi both sexes. 
 
 " "), The establishment of jiopular libraries and reading rooms. 
 
 "(). The larg(! increase of the educational aiiproi)riations in the general and provincial 
 Imdgets. The expenditure for education in some provinces amounts to one-third of the 
 leveiiue. 
 
 " ( 'i))iijiiil-<)iri/ Alh-uilnno'. — The regulations relating to compulsory attendance are only 
 tiit'orced in the capital of the empire and in a 'i^'w provincial towns. The great distances 
 otinany dwellings from school-houses has made general comi)ulsion hitherto impossible. 
 
 " I'^rjKiriition ()/' >'(■./•(>'.- The law forbids the admission of the^two sexes into the same 
 school. This law is strictly enforced. 
 
 I 
 
142 
 
 I'AUT XI. — NATKiNAI, KDlCATloNAI, K\ HI IMS. 
 
 " JCih'i'iil!iiii>il /''.'■j/fitih'ti(rf. — Tt'tal t'.x|i('ii(litiirf' for |ml)lic jii'iniai'V and sfcomlary cdii- 
 (iitiiin, r),Jo:i,8l4 inili'i'is (tlic iiiilrcis is (/(juivalciit to two sliillini^s iiiid llirccpcnco, Kiiulisli 
 iiionev). 
 
 " Prunnry (did Si'roiularj/ luliioifiait. — Niitiil)cr of |)iiiiiary and Ki'ci.iidary sdiools, 
 .'), 890 (private schools im-ludcd) ; Tuiitilicr of |iU|iil.s (tliose of private? scliools iiiolmlcd), 
 187,91"i : iiunilicr of traclicrs not yivcn in tlir liand-hook. 'I'caclicrs of pul licscliodls an? 
 (■xaniined, ap])oint('d. and paid l)y tlic < Icnoral and Pro\incial < !n\ rrntncnis. 
 
 " I/iij/nr /\'e/i</i<ii"< /•J(liii((/liii/. — Niinilicr of Itonian ('atliolic x'niinarifs, ]',t ; nnndicr 
 of students, l.'3(J.S ; yovcrnnK'nt grants for tlic support of tin? scininarics, 1 lo. (111(1 niiln'is. 
 
 •' Millfi'i-'/ KiliiciilittiK — Military sulijrrts are taugiit in the following cstaMisinni'nts, 
 sul)or<linate to the Wai' I >e])artnH'nt : regimental schools, preparatory schools, the military 
 school, the gunnery school of ("anipo (Irandc, and th(! de|iiirtnient of artiUery apprentices. 
 Xunilicr of pu|iils and jirofessors not given, 
 
 ^^ Ndcnl Kdiirnlinii.. — In tiie Marine department there are se\-eia] estalilishnients f.»r 
 naval edncati.^n, in which a large? nninlni of young men receive' a thoidngh training. 
 Nundier of profe^sois and ]iupils is not givi n. 
 
 "■ l'()li/l<cfiii!'' K'l (ifiitiiiii. — Numher of polvtcchnic scliools, 1, with one general and live 
 special courses. Nundxa- of prejfessors and assistants, .'5'); numlier of students, '.\W. 
 
 " Mediral Eilii'iitioii. — Xundier of medical I'aculties, 'j ; nundiei' n\' professors anil 
 assistants, 3il ; numher of students in lS7t, lir>(», (Jovernnient grants for these twt) 
 faculties ainiually, the; sum of 21('>. '.•!(• nnlreis. In I'^^TI, '.VI stmleiits of thi; medical >cii<iol 
 obtained tic degree of doctor; and '! 1 of the pharmaceutical course recei\ed diplomas of 
 c;»i)acity. 
 
 ^' fm-iilth a (if /y'N".— Xundiei' of fculties, il ; numher of students in 1.S71-, t("1, \i/,, 
 '2fiU at Itecife, ami i l") at ^t. I'aul's ; lunnhi'r of gr'adnates in 1^7 I, S.'3 ; numher of pro- 
 fessors and assistants, M! ; annual exjienditure, 172, iMK) nnlreis. 
 
 " ('iiiitiiu'rciid. Si-lidtiln. — There is one commercial institute at the capital of th(» empire, 
 with a course of feair years. Uranchos of instruction are, i'^remdi, I'lnglish, German, aiiili- 
 nietic, algehra, geometry, connnerjial statistics, commorcial law, and ln)ol< Iscrping. N iini- 
 hcr of stmlents, 7u ; viz., ."{S matricidated, and I'.t not matriculated. Annual expenditure 
 20, son milreis. 
 
 •' J/'s/itiitloHS fur thr liHiiiJ. — Numher of schools for the Miml, 1 ; numher of teachers 
 and assistants, 1<> ; niuiiher of pupils, 29, viz., l'.» hoys and Id girls. Nearly all are 
 educated at the cxiiense of the (rovei'nment. Annual expenditure, t!.'{,77<> milreis. 
 
 ^' /iintiliitioKK /or l/i'- /h'df mill huiiih. — Numher < f institutions, I ; nu.iiher of pupils, 
 20 ; numher of teachers and as.sistanfs, (J ; tinntnil (iovernment grant, r)4,000 milreis. 
 
 " AriKh'hili'S of Fitir .Ir/.'--. — Numher of academies, I ; numher of professors, 27 ; nuin- 
 her of laijiils in 1875, 107 ; annua.l expenditure, 'M J)l\{) nnlreis. 
 
 .1/ 
 
 KSica 
 
 I ( 
 
 oiifurcufiini 
 
 Th." (' 
 
 iiiservatoiv is connected with tins Acadeinv of Fine 
 
 \rts, \inder a special director. 
 
 Numher <jf students in lS7ri, lOS : \ iz. 
 
 ;>!' males, an; 
 
 OG 
 
 females. Number of ti'achers not given. 
 
 " Miii'uiij Si/ioo/.-~A mining >choi,l has rece ntly hi'en estalilishecl in the Province of 
 Mitiiis Geraes, with a course of two years. Numhei- of professors and pupils not given. 
 
 " /((Tirrtn'''.'?,— Numher of lihraries not given ; numher of volumes, 1(50,272; reading- 
 rooms connected with lihiaries were attended hy 8."),(ll 1 [lersons. 
 
 " Miisiiuns of .\iitiirid llistun/. — Nundit'r (jf museums, .") ; inimber of natural history 
 cabinets connected with institutions of hi^dicr learning, 7. 
 
 XXII.— THE EDUCATIOXAL EXHIHIT OF THE KIN(H)()M OF NORWAY. 
 
 1 
 
 Strictly .speaking, Norway slioiUd not be referred to as a .se])arate Kingdom, as it i^^ 
 inoor[)orate(l with Sweden ; but I u.se tiie term in a convenient sense, as we do wl en 
 speaiiing rjeparately of England. Scotland or Ireland as one of the "three Kingdom^." 
 Besides, the School exhibit of Norway was kei)t (ptite separate from tliaf of Sweden, and 
 was of an entirely different character. It consisted of tiie model of an open school-room in a 
 rural district, with seats, desks, &c,, arranged in a convenient form. On the desks were 
 
 || I 
 
 i 
 
XXII. NoinVAV. — XXIH. MlSCKLLANKors KXHiniTS. 
 
 14S 
 
 iuv f'du- 
 Eiiulisli 
 
 sell 1)1 lis, 
 
 chidt'd), 
 
 lonls ;Ue 
 
 miiiilicr 
 inilri'is. 
 
 llllH'lltS, 
 
 military 
 ii'i'iitic't'S. 
 
 i< 
 
 Ills for 
 raiiiiiiL;. 
 
 aii'l tlvt' 
 ,s<irs aii'l 
 
 llCM' tWc) 
 
 ,•;.! M-l,.".l 
 
 |lllllll(S of 
 
 int',. viz., 
 IT of jiru- 
 
 10 fiiij'iic, 
 iiiin, aiiili- 
 
 N Hill- 
 
 cpoiuUlurt' 
 
 if tlMclltlS 
 
 •ly all an- 
 
 is. 
 
 • of |iu]iiU, 
 
 lifis. 
 
 27 ; niun- 
 
 ly of FiiH! 
 Ifs, ami .")♦) 
 
 'I'oviiicc of 
 t given. 
 ! ; rcailinL,'- 
 
 ral history 
 
 fORWAV. 
 
 0111, as it i;* 
 ro do wl.i'ii 
 viiigilo)ii>." 
 wcdcii, ami 
 il-rooin in a 
 drsUs wt'i'o 
 
 text and copy books ; and on the space allotted, other paraiihernalia of an ordinary school 
 in its every day dress. There were also a variety of school apparatus, such as maps, 
 globes, charts, ttc. The whole .school cxhil)it of Xorway, though most interesting and in- 
 structive to the visitor, was yet inferior to that of Sweden in many respects. In regard 
 to this exhibit, Mrs. li. II. Davis, the corresponilent of the Xeic York Trihunr, says : — 
 
 " Norway sends a little school-room too, oddly natural and lifedike. Here are the 
 gra<hiated seats, and the ink-stands and the c()py-l)ooks of the anxious Kalthenkas and 
 Johanns, with a mark of a little inky thumb on one. There is the teachers' raised desk 
 and a bunch of wintry blo.ssoms on it, and on the wall, photographs of the mountain and 
 fiords ivhieh she sees outside of the windows whenever she raises her weary eyes. From 
 Mr. (Jade's published account, we learn that education in Xorway is in a measure com- 
 pulsory, children being recpiired to attend school nine or twelve weeks in the year, until 
 they can read, write, and are instructed in religion enough for confirmation. In 18G7, 
 32,(i82 children were in tlie common schools receiving instruction in reading, geography, 
 history, natural history, dr.nving and sewing. All these seliools are undc the supervision 
 of the church. Tliey are tilled by the children of the poor and middle classes, wealthier 
 parents preferring private schools. Above the primary, are public and high schools, 
 classic, coniliineil Latin, and higli civil, in which the Fnglish and ohl Norse tongues are 
 made obligatory stmlies ; peasants' high schools, where [)easants in winter receive instruc- 
 tion in history, geography, and religion. There are also a free university and many 
 asylums for little children, agricultural, nautical, naval and military academies." 
 
 The " Statesman's Year Book for 1870 gives the following ailditional information : — 
 
 " Kducat ion is compulsory in the kingdom of Norway, parents being bound to let 
 their children, between the ages of seven ami t'oui teeii. receive public instruction. 
 
 " Sehoolmasters are settled in eacli parish, who i.v ■ either in fixed resid"P ;e, or move 
 at stated intervals from one place to another, and wIk if'>'(nently attend ditiereut schools, 
 devoting their time in turn to each. Tlii^y are n^id by .5 ,mal' tax levied in every parish. 
 Instruction in the primary .schools is limited L- religii;, , i'^u'.ing, writing, arithmetic, 
 grammar, and geography. Almost every town supDorr..- a superior scliool ; and in thirteen 
 of the principal towns is a 'herd skole,' or collegf, the instruction in which include* 
 theology, Latin, (Ireek, Norwegian, (lermaii, Fr'"ich, Knglish, Miathematics, history, and 
 geography. Ciiristiania has a university, foujije.; by the Danish GovLriiment in 181 1,. 
 which is attended by .about 400 students." 
 
 XXIIL— MISCFLLAXFOUS EDUCATIOXAi. EXHIBITS AT PHILADELPHIA. 
 
 The Educational Exhibits from the countries named in this chapter were so meagre 
 and di.sproportionate to the importance of tiie countries themselves, that I could do no more 
 than briefly to refer to them in one group. I have, however, endeavoured to make up for 
 this deficiency, by giving, if possible, fuller information ia regard to the educational 
 statistics of these countries. Our people will thus be enabled to get a complete bird's- 
 eye view of the educational condition of the various countries which were in any depart- 
 ment represented at the Centennial Exhibition. I have sought, with much additional 
 lal)our, to obtain from every available source the fullest and latest information in regard 
 to the state of education in these and (I may also say in regard to) ti.e other countries 
 and states to which this report n-fers. 
 
 1. Spain. — The general e,Khil)it of Spain in the m.ain building was effectively arranged. 
 It consisted chiefly of ecclesiastical ornaments and decorations in gold, silver, bronze, 
 wood, silk, linen, glass .and earthenware of rich Moorish patterns. Over the handsvmie 
 entr.ance to the Spanish Dep.vrtment were two pictures interesting to North Aniericau 
 visitors, one representing Columbus before his patroness, (Jueen Isabella, and the King— 
 
 I il 
 
144 
 
 PAHT XI. — NATIONAL KDl'(,'ATI(»NAL EXIIIl'.lTS. 
 
 the otlior an allegorical pictiiro rcpivsentiiig Spain drawing aside a curtain and exliil)iting 
 America to the gaze of t!ie world. 
 
 Ill her own National laiilding, near St. fleorge'.s Hall, Spain had a .small edncational 
 e.xhibit consisting of the following objects and articles, thus summarized by the Hon Mr. 
 Wickersham : — 
 
 " 1. Of a large num1)er of architectural drawings and models. A large wall space is 
 oecupied with tine plaster casts designed for drawing mudels; exemplifying dill'ereut styles 
 of architectiiVe. 
 
 "2. Of several thou.sand volumes of books e.vhildted by the Director (ietieral of 
 Public Instruction. These embrace te.xtbuoks for all grades of schools and many works 
 on the history and resourci'S of Spain. There are books relating to medieine, science, art, 
 philosoiihy an<l literature. In the colle(;tion we noticed sc^veral work-; relating to educa- 
 tion ; among others the " Princi[des of Education and I'laclical Pedagogy,'' by Dr. 
 Mariona Carderera, Madrid. 
 
 " ;i. The only school apparatus we noticed were the Domsih' Fiunhi'l, some geometrical 
 models, alphabetical bloeks in a fiame, a s|ielliiig chart, and a variety of maps and globes. 
 
 "1. Of scholars' work there is little l)eyonil a few specimens of geometrical drawing 
 and desi<niinsi, — anioiiLC the rest St, Thomas College, jiarceiona. Several normal and 
 other schools have e.xhibits of designs, maps and drawings arranged in jiortfolios. A 
 school for the I'dind at .Mailrid, .scut some scliool appliances and pupils' work." 
 
 State or EnrcATioN in Spain. 
 
 From the " Statesman's Year P>ook for li^TO," I viake the following extract : — 
 
 "According to the latest otiicial returns from Spain, there v/ere Ij'J')!,^.");] ]iupils 
 attending the jirivato ami pulilic schools, Itciiig at the rate of one juipil to every thirteen 
 of the ])oiiiilation of Spain. 
 
 " Middle-class education is givoii in fiftv-eiglit pul)lic colleges, l)y 7.')7 professors, to 
 13,881 ])U]tils. In lirst-class education, the most lemaikable feature is the large number 
 uf law-stiideiits, namely, .'{,7")") in IS'iO-Cin, diviiled among ten iaciillie.s. 
 
 There were, at tliat date, ten faeiiltiesof lileraluii' 
 
 ami ]iliilosopiiy, 
 
 ,-ith 221, students 
 
 seven faculties of sciences, M'ilh 111 students; four faculties of pharmacy, with 044 : 
 .seven faculties of medicine, with 1,178 ; and .six faculties of theolouv, with WW.) Bludents 
 
 eilucalion bv tli 
 
 ''overnment 
 
 — in all <l,l.'''l sttiileiits. The expenditure for public 
 
 amounted, on the average of the last year's, to rather less than £2.")l»,(iU0 stg." 
 
 li. Portugal. — The chief educational exhil)it from Portugal consisted of a number 
 
 of philosophical and .scientific in-^trumeuts manufactured by the stu(h'nts of the Lisbon 
 
 Industrial Institute, which I examined with a good deal of interest. This Institution 
 
 received medals for similar exhibits at London, in 18<»2, at Paris, in 18G7, ami at Vienna, 
 
 in 1873. Mr. J. M. Motta, of Lisbon, has also .some electrical instruments. There were 
 
 also a number of works on elementary instruction and general literature, science and art, 
 
 The Oporto Industrial Institute exhiliitcd a number of original and translated works. 
 
 Several volumes of reports, statistics, iiewspaper.s, and other periodicals were .shewn. 
 
 Mr Mengo, the present proprietor of the More book-store of O^iorto, had a large number 
 
 of Portuguese works in the exhibit. 
 
 State ant) Pi;o(ii;i:ss or Elucalion in PuUTUtLVL. 
 
 From a voluminous catalogue and report on the Portuguese exhibit, kindly .sent to 
 me by Seiior Loureiieo Malheiro, the lioyal Commissioner at Philadeliihia, I make the 
 following interesting extracts: — 
 
 ■I 
 
 15 
 
XXIV. STATK OF EDUCATION IN FORTrOAL, 187.'-(i. 
 
 145 
 
 lilnting 
 
 national 
 Ion Mr. 
 
 space IS 
 lit styles 
 
 em'ial (if 
 
 ly 
 
 Wl.)Vl<>: 
 
 nco, art, 
 t(i I'tluca- 
 • l.y Dr. 
 
 •ometrical 
 nl l(Io1h\s. 
 1 (liawiii.ii 
 DViual and 
 folios. A 
 
 ct: — 
 
 ,r..")3 y\\\^\\i 
 ■ly tliivU'oii 
 
 i)ti'j5.-5"r.s, to 
 r"(' muiOicr 
 
 )tf;U\a.'nt.s ; 
 ■, with i'l-il ; 
 V.V.) students 
 <f{)Vfrnu)eut 
 
 t 
 
 of a numlior 
 flhe Lisbon 
 ,s Inslilulion 
 ,1 at Vienna, 
 
 Tliere were 
 Lciicc and art. 
 slated works. 
 
 ^vere shewn, 
 lariie nuiulier 
 
 kindly sent to 
 ia, 1 wake tlie 
 
 % 
 
 " Tlie ailininistration of alFairs rtslative to public instruction, is in charge of a general 
 direction in tho Ministry of tlie Interior. A consulting board of public instruction acts 
 witli this .Ministry, giving its vote on the works tiiat are submitted to its examina- 
 tion, and consulting on questions of public education. The special nulitary educa- 
 tion is under tiie direction of the Ministry of War," and the naval education under that 
 of the Ministry of Marine." 
 
 " The public instruction is divided into three branches : higher, secondary, and primary, 
 having besides the special instruction of the fine arts. 
 
 The expenses under the direction of the Ministry of the Interior, of the public 
 instruction in I'ortngal, were as follows : — 
 
 1871-1875 777,fjni.^OOO* 
 
 " »\timate for 1875-76 798,0146000 
 
 This estimate of expenses is distriljuted in the following manner : — 
 
 "Consulting Board l,200i?000 
 
 "Coimlmi i'niver.sity 87,285^000 
 
 " Lisbon rolyteclmic School 5.^,217sO(lO 
 
 "Oporto Polytechnic Aca(h'my 17,H74j?00O 
 
 " Lisbon Medico-Surgical School 13,r)7;)8O00 
 
 "Oporto Medico-Surgical School 12,840.s00l) 
 
 " Funchal Medico-Surgical School 1,0278000 
 
 " Iliglier course of letters (curso superior de letras) 3,400^000 
 
 " Extraordinary Gratifications 4,0008000 
 
 "Lisbon Academy of Fine Arts 9,050$000 
 
 "Ol)orto Academy of Fine Arts 4,5508000 
 
 "Subsidies to Pensioi.ists 3,0008000 
 
 " Lisbon Koyal Conservatory 0,4328000 
 
 " Subsidies to Theatres 33,5528000 
 
 "Lyce;;ii : 67,1188000 
 
 " Secondary Instruction outside of Lyceums 13,110.^000 
 
 " Extraordinary (! ratifications 0,000.8000 
 
 " Primary Noimal Schools 7,0378000 
 
 " Primary Teachings 244,7348000 
 
 " Other K.xpenscs 35,4008000 
 
 " Koyal Academy of Sciences 12,0098000 
 
 " Archives of Tone dci Tombo 7,080.8000 
 
 " Public Libraries Il,73(i.8(i00 
 
 ' Statw Printing Offices 138,8308000 
 
 798,G14.*000 
 
 Added to fhe expense in charge of other Ministries, as follows : — 
 
 " Military School 31,143S0OO 
 
 " Military College 19,0508000 
 
 "Naval School 7,470.8000 
 
 " Elementary Agricultural Teaching 3,5(l0.s000 
 
 "General Institute of Agriculture 17,8"<7$000 
 
 "Lisbcm Industrial Institute 14,3208000 
 
 "Oporto Industrial Institute 10,770.8000 
 
 "Grand Total 902,7303000 
 
 "The sum sperd liy private parties can be estimated at 300,0008000, being the 
 total outlay of the country, with the instruction estimated at 1,200,0008000. 
 
 *l!?(KIO in e<iiiiil tip 81. owl") (^miuliuii C'urreiuy. 
 
 10 
 
146 
 
 PAUT XI. — NATIONAL EDUCATIONAL KXIIIIIITS. 
 
 " The liiL^Oicr teaching is furiiisliccl by tin; foUuwiiii^ cstablislinioiits : — Cuimbni Vm- 
 versity, Lisbitii I'olyLocliiiic School, MiUtary .School, ()|>i)rto Polytechnic Acaih-niy ; Lis- 
 bon, Oporto, and Fiinchal Medicosur^dcal Scliools and IIi,i(her (.'ourse of Letters (CurKo 
 sHju'riiir ill /rfi'iis.) 
 
 " For the otiiuial secondary teaching there are in the kingihim eigliteen lyceunis, 
 seventeen beini: ;it tli< cipitals of the ailniinistiative districts, and one in Lainego. 
 
 •' Li the a(!;,i Tilt i-jl.tnds tlieri' are four lyceniiis at the capitals of the districts. . . . 
 
 "There aif 'U Lisbon two Normal I'riniary Schools, one for males and tlie other for 
 females, pstab^ ^licJ by the <U^cree of the 1 Ith of l)ecenil)er, If^iVJ, whose object is to pro- 
 pare pr •('■■siir- Lj the i)i'iniaiT instruction. 
 
 " i'!,'> ii'-.t o'U! has two professois, who govern thu primary schuul annexed to tht 
 normal. 
 
 " The secitr ! iias a regent and three female teachers. 
 
 "Each oiie .,; :]\i; normal schools may receive twenty students, for each ono vtf which 
 the Stat<' gives ;; , iision of 08000 reis munthly. 
 
 "There were in lSt;-_', in tlie kiiigdnm, 1,.'>."50 publi; schools for mil', s, ami 127 for 
 females. In 1874, there were already 1,087 of the fdraier, and loS of tiie latter. 
 
 " At the adjacent islands, there were in 1SG2, niiiety-three ]prolessors jitid twenty-si.f 
 female teachers, and in 1871, one hundred and twenty-seven nf tlie iirst, and torty-seven 
 of the .second, 
 
 '' I)esides this, there were eight innreTnuniiipal schoids for males, and four for females. 
 
 "The total number of public schools in 1871 was, therefore, U.O.'il. 
 
 "There were, in 18G2, four hundi'eil and eighty juofessors, and four hundrecl and 
 sixty-four female teachers of free schools in the. kingdom, and forty of the first, and one 
 hundred and tiiirty-four of the second in tiie adjacent islands. 
 
 "In 1871, there were in tiie kingdom 1,987 professors, and four humlred and fifty- 
 eight ruling female teachers, and eight {irofessurs ainl fmir municipal female teachers ; at 
 the adjacent islands, one hundred and twenty seven professors and forty-seven teachers, the 
 whole lieing 2,212 of the or,,', and five hundred and nine of tin; otlier 
 
 " There is understood under the desigiiatiun of special iii.-^truction, the teaching of 
 the tine arts, for which, tiu-rc are the foUuwing estal)lisliments ; Lisbon iJ'iyal Academy 
 of Fine Arts, Ojiorto Academy of Fine Arts, and Lisbon lioyal C'oM.servatory 
 
 " In 18r)2-.")3 there were e.stablished, in li'-bon an I.MUsiui.M. l.NsllTr K, and an 
 lNDrsri:f.\r. Scik^ol in Oporto. The ui ieiii <J(jninierci;d School, establi.'^lied Ity the 
 Mar(juis of Poin1)aI, was anne.\e(l afterwards to tlie liislxin inslitute. 
 
 " By the primitive organization tliis < stablislinieiit vwi^ limited to the purely indus- 
 trial and commercial tc-adiing, liiit at jireseiit comprises the fi)llnwiiig courses : of general 
 instrnctiou for workmen, of factory ilirectors, of industrial .--liiips, superintendents and 
 assistants, assistant civil engineers, of engineers and liremen, of telegrajih o])erator.s, 
 of ma.sters of works, of constructors of instruments of precision, and of commercial 
 course. ...... 
 
 " The agricultural teacliing, decreed in 1802, is uivided into elementary and higher. 
 For the elementary teaching there were established, in 18.")2, mochd farms, and in 1809 
 there were decree(l the establishment of e.\])erimeiitai stations in the districts, and ele- 
 mentary courses of agriculture in the lyceunis. For the higher agricultural teacliing there 
 exi.sts the General Institute of agriculture, which was estal)lishe<l in l'<o2, incorporating 
 with it in 18r)r> the veterinary teaching, wiiicli, up to that time, was in ch.irge of a veterin 
 ary school. 
 
 " There is at present for the elem(;ntary teaching only the Cintra model farm, which- 
 h IS an expense of :3,;300>?"OO reis votetl in the estimate of the State. 
 
 " Jn .some districts there were established exiierimeiital stations, and the agricultural 
 and z /otechnic courses were commenced. These courses are n )t cbligatory ; their pur- 
 pose is only to disperse and divulg<; agricultural knowledge. 
 
 " The OiixiatAL AoKicL'LTL'itAi, Lnstitl'tic comprises the agricultural and veterinary 
 courses, and it has 10 profes.sors and 1 professor of design. 
 
 " The administrative personnel consists of a director and 5 subaltern employes. It 
 has 5 chiefs of the service. 
 
 " Thk Kuyal A( ADio.MY OF SciKNcH was established in 1779, by the initiative of the 
 
 ,.afi.S^* 
 
XXIV. STATK ()K EDl't'ATlo.V IN DKNMAKK. — KYOPT. 
 
 U7 
 
 iia Uni- 
 
 ly ; Lis- 
 
 lyceums, 
 
 I, 
 
 cts. . • • 
 other for 
 is to p>e- 
 
 i;d to tUf 
 
 n -A wliicli 
 
 i.l 127 f<»r 
 
 cr. 
 tw.'nty-six 
 
 torty-seven 
 
 for females. 
 
 .intlrcil and 
 rst, an<l one 
 
 ,1 and fifty- 
 teivoliers ; at 
 toacUerrf, the 
 
 [. t,>;ichiiig of 
 ^■;il Acaih'uiy 
 
 :r K. and an 
 U>lii'd l.y the 
 
 purely indus- 
 .^ . nf i^eneral 
 iit.'udeiits and 
 tj.h operators 
 uf commercial 
 
 rv and hi^^her. 
 sand in 18G'J 
 aviets, and ele- 
 t.-achint; there 
 iiicoriioratmg 
 're of a veterin 
 
 led farm, which- 
 
 thc agricultural 
 ^ovy ; their pur- 
 
 ,1 and veterinary 
 
 u emi'^'O^'*- ^^ 
 initiative of the 
 
 1 
 
 ■',■■'5 
 
 duke of Lafoes atnl the ahbot Jose CVjrreia da Serra. By its primitive statutes it was 
 divided into three classes : — 1st Natural Sciences. 2nd Matliematical Hciences. 3rd 
 Literature. 
 
 " Each class had to have 8 effective memhers. Afterwards the number of su[)er- 
 nuinerary memhers was Hxed at 12, the honorary ones at 12, and the corresponding ones 
 at II 10. 
 
 '' I'(jrtugal ])ossesses 3 astronomical establishments. The Lisbon lioyal Observatory, 
 the Astronomical Observatory of (Joimbra University, and that of tlio Lisbon Polytech- 
 nic School (in construction.) 
 
 ''Inl87ltlu' ancient ^lariiie Astronomical Observatory in Lisbon, was abolished 
 aiul auuexeil to tlie Naval School, fur tlie practical study of astronomy and navi_!^ation in 
 tlie course of tlie same school. It has under its charge the regulation of the chronometers 
 and determination (jf error of the instruments destined for the men of war 
 
 A recent official newspaper, Ld L'rfornw, in speaking of the state of education in the 
 
 sister kingihnn, says : 
 
 " Tilt! salaries of teachers give an idea of the state of primary education in Portugal. 
 
 Tli<v>p of Lisbon, 0[ii>rto, and Cuinibra do not excecid $280 per annum The 
 
 pi'iniary instruction, such as it is, appears to be organized pretty much upon the basis of 
 that uliich prevails in Spain, with the exception that the teachers only receive about 
 halt' nf the salaries of S[)aiush teaciiers." 
 
 STATi: OF LDUCATION IN DENMARK. 
 
 3. KlXOiiOM or Di'.NMAltK. — The educational display of this kingdom was very meagre. 
 It Consisted, however, of some excellent wall maps and atlases, published by Steen & Son, 
 of Copeidiagen; also a large collei'tion of very striking drawings in industrial art, by Mr. 
 Hel.M-h, of the same city, There were some excellent specimens of photodithograi)hy. 
 
 From Martin's " Statesman's Year Book for 187G," we learn that : — 
 
 " Klenientary education is wiilely diffused in Denmark, tlie attendance at school being 
 obligatory fVoni the age of jcven to fourteen. In conformity with Act 85 of the Con- 
 stitution, educati<in is atforded gratuitously in the public schools to children whose parents 
 cannot atford to jiay for their teaching. The system of mutual instruction, introduced in 
 Is-JO, was generally adoi)ted in IS to. Besides the University of Copeidiageii, there are 
 thirteen ])ul)lic gymnasia, or colleges, in the principal towns of the kingdom, which afford 
 a ' classical ' e(hication, and under them are a large numlier of middle schools, for the 
 eliihhvn of tlu trading and higher working classes. Instruction at the public expense is 
 given in the parochial schoels, spread all over the country, to the number, in August, 
 18<i'.t, of 2,910, namely : 28 in Copenhagen, 132 in the Towns of Denmark, and 2,780 in 
 the rural districts. 
 
 STATE OF EDUCATION IN EGYPT. 
 
 4, E<;YrT. — Although Egypt has of late years made considerable progress in education, 
 she had very little evidence of it at the Cente'inial Exhibition. She had, however, a very 
 handsome dei)artment there, in tlie style of an Egyptian temple, and a very good collection 
 of national objects. The school exiiibit was confined to school books, printed in Arabic 
 with paralhd columns in '"'reiicl) and Italian. The school books and dictionaries were 
 se.,' t)y the Mi!u>' i of T hlic Instruction, but in the entire collection there was nothing 
 t< ie :• 'ate life or .pirii in thf cause of education in Egypt. In addition to the books 
 tl' ' >'r'; raisrd works for the education of the blind, curious types, &c., from Mr. Ousy, 
 of* ,\\ Tiie extensive collection of ancient manuscripts in hieroglyphics, as well as in 
 iIm' ■', .,ic, Arabic, and Hebrew languages, was both curious and interesting. Tliere were 
 
 I'i 1 
 
 i 
 
;! I 
 
 148 
 
 PART XI. — NATIONAL KDUfATIONAL EXIliniTS. 
 
 i I 
 
 11 
 
 some excellent plaster casts of celebrated F,j,'yi)tiau monnmeiits, busts, ami statues. Tlieso 
 I understood from the attendant were made by Mr. l»ellair Friedrichlius.se, of I5ei'liii. 
 
 From a valuable paper published in 187.'5, by the United States Hureau of Hduration 
 at Washington, on " Public Instruction in Kgypt," I make the following extract, which 
 will be found the more interesting from the fact that so little is known in Canada of the 
 educational state of this ancient people. The i)aper is a transiaticm ami a compilation 
 from a work on " L'instruction puldiipie en Kgypte," par V. E. Dor, Ph. I), of Paris. 
 The writer, in an instructive chapter, gives a brief sketch of the history of Kgypt from 
 the earliest times down to the invasion of the country by Napoleon I. in 17US. Ho 
 says : — 
 
 " In whatever light as to its motives we may consiiler this strange and fantastic ex- 
 pedition, it cannot bo denied that in its consecpiences it became a lasting beuclit to Kgypt, 
 which, forgotten for centuries, once more became an active membt-r of the family of 
 nations ; and in the hands of a man of genius was now to raise to ii new life. 
 
 "This man was Mehemet Ali, to whom Sultan Selim III. intrusted the fortunes of 
 tlie country after its evacuation by the French. 
 
 " At an early age he had conceived a strong love for France and t;veryilnng 
 French. ...... His first care was to organize the army nn the 
 
 French model. In order to i)riug about a thorough and lasting reform not only of the 
 army but of the whole state, Mehemet All recognized the necessity of education, ami 
 numerous schools of all kinds soon began to spring up throughout the whole of Kgyiit. 
 The pasha himself set a praiseworthy exami)le, ami it nuisL hi' confessed that it was a 
 noble sight to see the old chieftain sit down at a ripe oM age and learn reading and 
 
 writing. 
 
 PUIMAKY AllAIIKJ INSTIIUCIIO.V. 
 
 "The Primary Egyptian Schools, Kanttal) — are at this presetit day in a much liigher 
 state of devt.'lopment tiiau is generally l)elievtMl outside of Egypt ; and allhougli tluy may 
 no loager meet the demands of modern times, having remained stationary for al)uut oiglit 
 centuries, these schools neverthehjss possessed a gre.at deal of vital force, enabling them 
 to live through centuries of darkness. These primary schools arc essentially a creation 
 of Moliammedanism, and tin.' reading and writing of portions of the Koran formed the 
 chief occupation of the scludars. 
 
 " A peculiar feature of the whole system was the foundation of scliools by wealtliy per- 
 sons, the nuiid)er of such schools giadually gi'owing very large, hi ni;iny <;ases the lieiio- 
 factor gave, besiih^s tlio school-house, an annual sum of money for the teacher ; in others, 
 money to b.; Jcvotc-d to the clothing oi poor children, and in some cases, though more 
 rarely, a lil)rary. 
 
 "These (irimary schools have not changed much, either externally or internally. Tho 
 school-room mear-;ureH I'y by "20 feet, and is enclosed by a wall on three sides only, and this 
 wall is built up to the ceiling on the two sides oidy, the greater porti(jn of one side front- 
 ing on the street having a sort of lattices-work, to hide the scholars from the gaze of the 
 passers-by and to admit air and a subdued light. Tli(> walls are generally covered with 
 verses from the Koran, and on tlus side turning towards Mecca thei'e is a sm.Ul niclie with 
 a ])laster ornament representing a holy-lamp. The lloor is sometimes covered with mats 
 or carpets ; otherwise there is no furniture whatevei- ; only in rare eases there is a, small 
 desk on which the teacher [ilaees his ivorau. ()ccasion;illy one (inds school-houses having 
 a second story, used either as a library or as tho teacher's dwelling. 
 
 "Recently the Government has directed its efforts towards establishing schools more 
 in ai 3ordance with the wants of modern life, so that tho school-houses ilescrit)ed will 
 gradually disappear. 
 
 "The Egyi)tian schools are, ius regards the way in which they are supp<M-ted, divided 
 into three kinds : scho(;ls with ancient endowments, and subject to (iovernment-iusiiection, 
 
 I 
 
These 
 in. 
 iniition 
 
 which 
 11 (if the 
 |iil;itiiin 
 i Paris, 
 •pt from 
 '..i8. He 
 
 aslic ox- 
 
 'lunily ot 
 
 rtiinos of 
 
 /oryihin,^ 
 iiy on tlie 
 ijy of the 
 ticii, ami 
 i)f Iv-O'l't. 
 it it was a 
 kUul; and 
 
 noh higher 
 
 I tli.y may 
 ilxmt eight 
 I, ling tliem 
 
 a creation 
 formeil the 
 
 ivealtliy \tvv- 
 es th(> licno- 
 ; ill otlifrs, 
 hough moi'O 
 
 rnally. Tho 
 Illy, an.l tliis 
 10 side front- 
 gaze of the 
 [•overed willi 
 
 II nieho with 
 hI with mats 
 M-o is a small 
 ouses having 
 
 sehools more 
 ,('serit)eil will 
 
 M'ted, divided 
 iit-iiisi»'eUon, 
 
 XXIV. STATK OF EDUCATION IN MiYTT. 
 
 U9 
 
 sehools having ciidowmcnts, Imt iiidc|iciidciit of the guvornment, .and schools having no 
 endowment ami hciiig in iiu wisi; siilmrdinato to the Ministr*- of I'uhlie Instruction. 
 
 " Till- teachers (yZ/iv) are not generally men of any great attainments ; all tliat is recjiiired 
 of tlieiii is to know the Koian by heart; and t'lis mere nieehanical knowledge fre(jncntly 
 hides the greatest ignorance. Ik'sidi* the Koran tlio JUc! does not know nuich, except a 
 few simii]<', rnles of arithmetic an<l some fantastic notions regarding geography. 
 
 " The ,-alary which they//,'/ receives is, of course, very small. On the last day of the 
 Week (TiuM'fiday) the scholars eacli lu'ing one or two jiiasters (the piaster is equal to five 
 cents), Ml that tlie average annual salary comes to about .~^80 or i^lOO. 
 
 '•The children go to school in the morning not to leave it till o'clock in the evening, 
 except oil 'I'inirsdays, when, on account of the coming Salib.ith (Friilay), they leave at 
 noon, 'j'licy eitiier bring their food along, or give half a piaster to the teacher, who sup- 
 plies them with some dates, Iteans, and a piect! of bread. 
 
 " Till' iiist years of tlicir life the children spend in the harem, which tliey have when 
 about 6 or 7 years of age, to attend school. Mr. Dor gives the following graphic descrip- 
 tion of a school in full opciation : ' Tiie teacher and scholars sit on the floor, the former 
 t'euei-illy near the door or in that corner of the room which has the best liglit, the chil- 
 dren grouped around him. 'I'iiis assembly of white, tawny and black ligures, with their 
 glittering eyes ; their red lips wide open, showing two rows of shining teeth ; with their 
 round heads, sonic freshly shavi'd, others with short hair ; with their long blue garments, 
 from under whicii their naked feet peep forlii— all this, framed by the characteristic Arabic ' 
 arcuiii'cture and seen in the dim twilight found in all Egyptian houses, forms a very 
 pretty jiictnie.' 
 
 "The apparatus whicli the scholar brings to scliool with liim is exceedingly simple, 
 consisting of a wooden slate, sometimes of thin iron ; a leather case containing some reeds 
 to write with, and, fastened to it, a little iron box, with <'i spouge steeped in ink. 
 
 " The teaclu'r never teaches a whole class at one ami the same time, but only one 
 Scholar. K\ciy child in liis turn comes up to the teacher, sits down by his side, recites 
 what he has learned, shows what he has written, n'ceives a new task, and resumes his 
 place amoii)^ the other schwlars. The scholars commence by learning the letters and 
 the numbers, with their values. Tiiey liave to repeat them and write them till they 
 are tlioioughly aci|uainted with them. Then follow simple syllables commencing with 
 Consonants, and the syllables commencing with vowels. From this they progress to 
 the study of Words and phrases, mostly taken from the Koran. The teacher writes the 
 woid^ on the chilli's .slat( lets him spell and pronounce them aloud, and then the child 
 practices the writing. \\ lien the child can read words or sliort [ihrases, the teacher in- 
 scribes >onie characters on his slate in coloured ink ; and the father, after having convinced 
 himself of the jirogress made l)y his child, generally sends the teacher a present of one 
 or two ])iasters. As soon as tlie child knows how to read, he commences to learn the 
 Koran by heart, and as there is but rarely more than one copy of the sacred volume in a 
 school, the teacher writes verse after verse on tlie child's .slate to be learned by heart. 
 All this learning is done aloud, and the noise resulting from it is considerable ; still, dis- 
 cijiliiie is rigidly maintained by a prompt and energetic aiiplication of the jus flagelU. 
 The study of tlie Koran in th(> primary schools is merely mechanical, no explanation or 
 commentary whatever being given. After a child has gone in this mannei' through the 
 whole of the Koran, his education is considered finished, and, though his knowledge is 
 limited, it must be stati'd that at any rate he has learned to read and write correctly. 
 
 "Arithmetic is but rarely taught in these schools, which are not under Government 
 sniieriiitendcnce, for the simple reason that the teachers know very little of it themselves. 
 If a cliild is obliged to have some knowledge of arithmetic, he studies it with a rahaiii ov 
 }iublic weiglier, or he is apprenticed to a merchant. Other subjects — such as history and 
 geography — are not taught at all, although it is the intention to make a beginning in this 
 direction in the Crovernment schools. 
 
 " .\s will be seen from tlu' above, the s tudy of the Koran is the chief object of the 
 
 Aiabic schools, and reading and writing are only considered as means for reaching this 
 
 object. Only very gradually does the primary school begin to assume a more practical 
 
 character. This tendency of the school to become more ami more a purely lay institution, 
 
 is shown above everything else in the disappearance of the prayers which, during the first 
 
II 
 
 1 
 
 150 
 
 PART XI. — N'ATIONAr. KDUCATIONAI. KXlIIDITSv 
 
 half of this century, formod an important .sul'jcct of instruction in nil the .schools, whil" at 
 
 present they are only taught in .siiine of the country schools 
 
 "The number of children attending school — (|uite large in the cities— is small in the 
 rural districts, where, in spite of numerous Kchools, the most jiro'uiind ignorance ri'igns. 
 The teachers of many of these schools, entirely isolated and sc]iarated from all intelleetual 
 intercourse, are frequently as ignorant as the poor _/'//"//.«- pi'asants — tliemselveN ; and 
 then (in Kgyjjt, as elsewhere) it does not sufliee to have attended school in ordi'r to ac- 
 quire a good elemcntaiy education ; and as the method ]nirsne<l does not doelop the intel- 
 lect, the result is, in most cases, that nothing of what has lieeii sown in the sehool ;.fr- 
 minates ;ind ripens. As the knowledge of reading and writing is closely united to a 
 knowledge; of the Koran, it giudually vanishes from want of e.xercise, and when the diild 
 has arrivod at the period of maidiood, hut little of all he learned at .school remains, Mr. 
 Jules Simon has j)roved that in France one-fotirth of the male popidation is illiter.ite at 
 the ago of twenty, while about one-eighth does not attend schofd ; and this decrease i.s 
 no doubt still hirger in Hgypt. 
 
 " Once a year, during the month of HaUKnldii (October), or the month of ('luinliin, 
 preceding it, examinations are held ; clothes an<l shoes, and occasionally ;i small sum of 
 money, are distributed to the children. The moneys for sucli distributions being derived 
 froiM the endowmetit funds, and a pr'»ct.-; ion ])arades the streets, headed by the be.>t 
 scholars. 
 
 " Such is the actual tot.ite of tjie '/'uely Arab.c schools, which are now under the 
 
 superintemlence of the Goverj'D'enl, Soiie of them are entirely independent of the 
 
 Ministry of Public Instruction. These .'schools aic exactly in the same state to ilay as 
 
 "■ they were centuries ago. With that tenacity an.! stability peculiar to iMohamniedan 
 
 Institutions, they have survived all the political revolutions through wiiicli Euyj't has 
 
 -sed. They have not followed on the road of refoim which Kgypt has jmrsned .-ince 
 
 ■i ceign of ^feheniet Ali ; or, rather, the Ooveinment, renouncing all idea of retnrm- 
 
 ■icni, has preferred to raise by the side of tlieni other jirimaiy scluiols, resembling 
 
 so of Europe, The otily important innovation has been the introduction (if a little 
 
 tlementary arithmetic ; and even to this, the majority of the old schools have refused to 
 
 submit, contenting themselves tc t^-ach tiieir scholars t!ie numbers 
 
 "There are no .schools for girls, with the exceotion of the sciiools for nurse> at (Ud 
 Cairo and of such as an; supported by the Copts or the various Kuroijean colonies. 
 Foi' years, the ministry has tallied of opening an immense institution for the e(bnatinn of 
 young girls ; the plans have been made, ami the work has even been commenced, but 
 nothing more is being done. .... .... 
 
 "Among the higher classes, the girls are occasionally instructed by educated native 
 women, or European governcs.ses, but there is no iiublic .system of instruction for girls. 
 
 SuPKiuoR Aivahic I.nstkuction. 
 
 "The Mohammedan University of Egypt, El Azhar, is as old as Cairo, having 
 been founded in the year 970, by the Fatinuile Cleneral fJanhar, and its name. El .\/.liar, 
 means the flourishing. The building was partially destroyed by an earthquake in l:U)2, 
 bnl immediately restored and enlarged, and renovated in 15'.)0. Duiing the French in- 
 vasion of 1798, the president — sheik — of El Azhar, was called upon to play a jiait in 
 politics, for to him Donaparte aihlressed himself to demand the surrender of the City of 
 Cairo, and on the following day, the sheik j nlilislied a solemn pnnl.nnation in favniir of 
 the French. Under the arches of this venerable building, IJonai 
 garb, sat down with the learned sheiks, on the2nth of August of tli 
 day of the prophet, and recited verses of the Koran and an inti lUo 
 life of Mohammed. 
 
 "The extent of the buildings may be judged from the fact that when, on the 21st of 
 October 1798, an insurrection broke out against the French, fifteen thousand insurgents 
 found a place of refuge within its walls, ami did not suirender till I'onaparte lii'ouulit 
 artillery to bear upon it. 
 
 "The main building, the mosque, has an irregu'ar pentagonal shape, an<l is surrounded 
 on all sides by different buildings and cuuityards, leaving oidv room for four gates. The 
 
 clad in Oriental 
 ■ year, the birth- 
 iilc litanv on the 
 
XXIV. ST ATI-: or i:in •cation' is- inivi'T. 
 
 Ul 
 
 11'" at 
 
 in the 
 
 vij,'iis, 
 
 ctniil 
 
 :iimI 
 
 to ill'. 
 
 iiitcl- 
 to n 
 
 rliil.l 
 
 Mr. 
 
 .itc at 
 •ast' in 
 
 sfiutli-wcstcrii }ii\\v is llic cliit f tritiancc, and leads into a small court, from wliifli iin 
 ancient jiortal opt iis into tlic ^rcat court, and wliicli tlic nios(|iic tares. Tliis nios(|ii(' is n 
 vast liail, wliosc ccilini.', lilackcnt'd Ity a;,'o and tin- sniokc of twelve hundred lamps, is 
 sup]»oited \>y tliree liuhdicd and ei;.dity ancient pillars. 
 
 " I'll Azliar lias always had a ^'icat t'anir, and tliou.sands of students have come hero 
 from all parts of the Moliainniedan worlil. Kvei at this d.iy there are students from 
 India and Soudan, each country or provinc' ola' hing endowments for the support of 
 their students, 
 
 "The students are distrihuteil in riirfiL<:, oi ,.i.s, and lidmlis, or (piarters, the latter 
 correspondiiiL' to the country or province of the student, There are thirty one ii/>-iil:s wwA 
 Iwvlvv Intiii/is. lyuypt, of course, sends the larj,'est iiuiiiher of students and pos.sesses the 
 greatest eiidownients, hut stutleiits come from Tunis, ,\li,Mers, .Morocco, Sennaar, Darfour, 
 Arahia, Syria, .\sia Minor, Koordistaii, and India. Tliou.nh the huildings are st) v.ist, 
 they are not laru'e enough to accoiiiniodatt; all the students, and those who possess private 
 means — and they are, jierhaps. the niajoiity — live in the ad jniinn.i; caravansaries. 
 
 "The .Molianiinedan relij;ion his seveiity-si.v sects, four of which only are orthodox, 
 the other seventy-two being considered as heretics. Theses four orthodo.x sects are the 
 C'hatVites, tiu? .\Ialel<ites, tlu! HaniMiies, and tlu; Ilainhalites ; taking their names from 
 their founders 
 
 " The chief sheik, or chief of the mosijuo, to whom all the others are suhordinatc, 
 is appointed by the ( lovernnient, ami his ollicc is considereil as one of the highest in 
 Kgypt. lle^ appoints the siirik for each W/'v//.- (hall), and is attended hy a numher of 
 choristers, vergers, and ushers. ..;... 
 
 "There are ;'>! t profi'ssors, M.'J of whom are Chafeitcs, 07 MaU'kites, 70 Ilaiudites, 
 and only 1 llainlialites. Tlieir pay is only raised hy volnntary contriliutioiis from the 
 students, their position hi ing considered one of honour rather than of emolument. any 
 fif them h(dd at the same time otlier olliees, such as that of preacher in other mosijues, 
 and professors in the hi.dier government schools 
 
 "The students scarcely ever leave the mosque, Kl Azhar hecomes to them an 
 adopted country, to which they remain faithfid all their life. While the European 
 students hastens to leave the (i/iim )iitihr to enter active life, there is ahsohitidy no limit 
 hut death to the studies at Ml .A/har. and a student with siU'ery lieard and hair is no un- 
 frei|Uent occurit'iice in the republic of letters. The average length of time, however, 
 which a student has to stay at Kl Azhar to hnish his stmlies is two to three years, 
 although many stay four to si.x years. ...... 
 
 " i'.veiy morning all the sfmletits attend prayers, and then collect in .small grou]).? 
 around their profe.-sois to receive their instruction. The course of studies at Kl Azhar is 
 limited, liecause its object is iohdy to educate Jiki, lawyers, and theologians. There are 
 four divisions, or grailes, of study, the first two comprising the preparatory studies, viz., 
 grammar an<l syntax ; the third, called ' aelm and taiihib,' is the doctrine of the unity of 
 Uod and his attributes; the foui'th comprises law, and consists of learning liy heart in- 
 numerable commentaries of the Koran, explaining the [iriiiciples of jurisprudence. . . 
 
 " I'x'sides the above-mentioned four studies, which are consitlered the most import- 
 ant, the following subjects are taught to .some extent, riietoric, prosody, logic, arith- 
 metic, and mathematics. ....... 
 
 "There are similar schools connected with some of the moscpies, but they are all 
 more or less peifect imitations of Kl Azhar, and are not deserving of notice. 
 
 "The total nuinl)er of students of Kl Azhar is aliout 10,0(10. 
 
 Dkn'omin'ATIoxal 8('nooi.s. 
 
 " Of these, deserve to be mentioned first, the primary schools of the Copts, of which 
 tr.ere are quite a number. They resemble the Kunftnh in every respect, with the only 
 exception that instead of the Koran the Psalms and the Gospels are read and learned by 
 heart, and that, in addition to reailiiig and writing, singing is taught, confined, however, 
 to the singing of a few religions hymns. 
 
 " With regard to one point, howe\'er, the Copts possess a decided superiority over 
 their Mohammedan conquerors, in feeling the necessity of educating women ; thus there 
 
 1|1 
 
 1 , 
 
 €^r « 
 
^% 
 
 
 
 
 IMAGE EVALUATION 
 TEST TARGET (MT-3) 
 
 1.0 
 
 I.I 
 
 1.25 
 
 JS IM IIIIIM 
 
 I ^ M 
 
 I lis 11120 
 
 1.8 
 
 1.4 
 
 6" 
 
 PhotDgmphic 
 
 Sciences 
 Corporation 
 
 23 WEST MAIN STREET 
 
 WEBSTER, N.Y. 14580 
 
 (716) 872-4503 
 

n 
 
 152 
 
 PART XI. — NATIONAL EDUCATIONAL EXHIBITS. 
 
 rut 
 
 \n 
 
 I i 
 
 are at Cairo two Copt scViools for girls. Tlie course of instruction in these scliools com- 
 prises reading, writing, tlie fundamental rules of arithmetic, vocal music, and needle-work. 
 These primary Copt scliools are sujiported in the same manner as the Mohammedan ones. 
 
 " The Copts possess two colleges at Cairo, one at Ilart Saggain and the other near 
 the Metroi)olitan church. The foimer has tliree classes with 125 students and 8 jirofessors. 
 The course of study includes French, English, Italian, Arahie, and arithmetic. The latter, 
 and by far superior, institution — the great college — numbcis 2 1 ."i studcnts,with 1 2 professors 
 and G assistant professors. It occupies a fine building, with .s])acious well-lighted and 
 ventilated school rooms. The eouise of in.struction c niprises the Cojitic language, Arabic, 
 French, English, Italian, vocal music, arithmetic, elements of geometry, history, geography, 
 and logic. 
 
 " The Jews likewise support a mimber of schools in Cairo and Alexandria ; primary 
 schools, where the children learn Hebrew and Arabic, reading and writing, and (icca.sion- 
 ally Italian, which Linguagi' is of great importance to the Jews in their commercial trans- 
 actions. Some of the Jewish primary schools are also attended by girls, while others are 
 for girls exclusively. 
 
 " The largest educational establishment which the Jfws have foundecl in Egypt is the 
 college Darbel lahoud, at Cairo. This institution founded in ISOO, owes its existence to 
 the liberality of ^Ir. Samuel Kubino. It is in every resjiect well managed and the pupils 
 receive a good solid education. Tlie course of study enil)races Hebrew, French, Italian, 
 vocal music, geography, cos-nograjdiy, history, and arithmetic. Tlie number of pupils 
 whose age varies between G and lo, is 83, who are instructe<l by two rabbis and three pro- 
 fessors, one of whom is at the same time president of the college. 
 
 " rtu^ few schools of the Catholic Copts are nearly all located in Upper Egypt, and 
 are attended by about 220 scholars. 
 
 "Tlie Hyrian Miii'onites have three schools, difl'ering but little from the Ki'iiHtih, 
 with the exception of the Psalms and (Jospels being used instead of the Koran, and the 
 scholars sitting on benches instead of on the floor. 
 
 " The Syrian Greek Catholics li.ive recently opened a flourishing school at Alexandria. 
 
 GOVEIINMENT S(.'HOOI.S ON THE El'Koi'KAN Pt.AN. 
 
 "As it has been sai<l before, it was Melieniet AH who began tlu; work of 
 reform in Egypt. He commenced by reforming the ainiy, and went on to estab- 
 lish numerous schools, a military academy, an artilleiy scliool, a naval academy, an 
 infantry school, and even a .school of military music, but above all, a great college 
 (to which Mehemet Ali .sent his sons), which at one time numbere(l more than 
 1,-300 pupils, and received the name "School of I'riuces." A .school of languages 
 was opened in the ))alace of Esbekieh, sixty .select juijiils of which were formed into a 
 bureau of translation, which still exists, and somewhat later a .school of typographical en- 
 gineering was found.'d. 
 
 " All the schools founded by Melieniet Ali were b.i.sed on the education.'d wants of a 
 standing army of 150,000 men, and when the army, in 1841, was, otiicialiy at least, re- 
 duced to 12,000 men, the schools (if eveiy kind gradually deeliiied, both in numliers and 
 in efficiency, so that when Ab1)as Pasha, on ascending to the tliMiie in 1818, had the origi 
 nal iilea of holding an examination of teachers ami pupils, Ik? found that they rivalled each 
 other in ignoranee 
 
 " Ahlias's successor, Said Pasha, revived, in 18,'') 1, some of the schools, especially the 
 school of medicine, and showed himself extremely lilieial towards the .schools of the 
 European colonies, but the great work of reform was reservi'd for his successor, Ismail 
 Pasha, who ascended the throne in 18Gri. 
 
 " He was the first E.;yptian ruler who felt the nece.s.sity of not only founiHng a num- 
 ber of schocds, but of an organic law of public instruction. Such a law was sanctioned by 
 the Khedive in 18G8. According to this law, all the pul)lic schools are of three grades, 
 primary, secondary, and su[)erior, and besides these, there are the special schools. 
 
 "With regard to the primary schools, the Kouttult, i\w. law provides that arithmetic 
 must be taught in all, and that in the larger cities they shall become, in the full sen.se of 
 the word, preparatory institutions for the secondary schools, by adding t(j their pro- 
 
 t 
 
 v^. 
 
■d and 
 .rabic, 
 •aphy, 
 
 college 
 tliati 
 
 r 
 
 ^ 
 
 XXIV. STATE OF EDUCJATJON IN EGYPT. 
 
 153 
 
 gramme some modern lanfjuago, and the elements of geography and history. The law also 
 urges the parents to provide more liber.ally for the teachers of their children 
 
 "A school of mechanic arts was established by Ismail Paslia, and is now one of the 
 most admirably airanged in Egy|.t. The conrse lasts tlii'ee years, and the Ht\idents have 
 the very best opportunity to study the mechanic arts not only theoretically, bnt also ju'iic- 
 tically, and manufacturers frc(piently apply to the director for students to become, after 
 having tinislied their studies, foremen in various factories. ..... 
 
 " Tlie Polytechnic School is the largest and most important of the government-schools 
 on the Euro])ean i)lan. A spacious building contains the Ministry of Pul)lic Instruction, 
 a prejiaratory school, the Polytechnic School jiroper, a libi'ary, the l)ureau of translation, 
 and a large amphitheatre for p\d)lic examinations, The whole building is built entii'ely 
 in the modei'n style, and the urrange:nents i'or light and ventilation are jierfect tliroughout. 
 Most of the scholars are day-scholars, (mly tlie stud:»nts of the Polytechnic Sehool ))roper 
 being boai'ders. The stiiderits choose between an English and a French division, in which 
 the study of eitlier of these languages is mort! thorough and serves as a means of convoy- 
 veying other knowledge. Coiniected with the Polytechnic School is a law-school, which no 
 doubt is destiTied one day to exercise a great infhience, when the ^Mohammedan code of 
 laws shall be reformed. In this school not only Arabic law is taught, but also Roman and- 
 French law. ( )ne section of tht; Polytechnic School is devoted to book-keejiing and sur 
 veying, and furnishes most of the employes in the Government ollices." 
 
 There are also a number of other schools besides those connected with the missions. 
 
 Hon. Ii. Ileardsley, the American Consul General in Egypt, writing in 1874, gives 
 
 the following information on the present state of education in Egypt, 
 
 " Tlie number of children receiving public instruction has increased from 3,000, in 
 the time of ]\Iehemet AH, to 00,000 in the first years of the period, 1803-72. The number 
 of scliolars in the primary and ))reparatory schools is now (187.3) 89, 8'j:?, independent of 
 higher aiul special instruction. Tiiis number of 89,893, in a po])ulation of 5,2.50,000, re- 
 presents 173 schools for every 10,000 inhabitants. This ja-oportion is less than in most of 
 the European states, except in Russia, where the proportion is 150 to every 10,000. 
 
 " The obstacles in the way of ))ul)lic education are, however, great and exceptional 
 in Egy{)t. Ann ng the 89,893 scholars in the primary schools, there are oidy 3,018 girls, 
 all, or most of whom are of non-Mussulman families ; thus one-half of the poi)ulation of 
 Egypt is, or has been until now, beyond the influence of education, it being one of the 
 social dogmas of the east, that women are not worthy of the blessings of education. 
 
 " A favourable change involving an (iutire revolution of oriental ideas, appears, how- 
 ever, to be guaranteed for the near future. Breaking through the secular prejudices 
 of the coiuitry, which have not even the excuse or sanction of religious dogma, the 
 Khddive has resolved that the future women of Egypt shall not be deprived of the 
 blessings of education. By his order, the instruction of girls is receiving the r.iost care- 
 ful attention of his Government. One school, the first in all the Orient for Mussidman 
 girls, has already been inaugurated at Cairo, and extensive educational establishments of 
 a similar nature are in process of organization. It will be no light task to change woman's 
 social status in the Orient, and emanci[);ite her from a domestic servitude, which has re- 
 duced her to a condition of intellectual imbecility ; but the Khedive has determined that 
 no efl'orts of hi shall be wanting to accomjjlish this great woi'k in Egypt. The progress 
 of tliis social revolution, for it can be called nothing else, will be regarded with unusual 
 interest, for on its success depends the solution of a cjuestion which heretofore has been a 
 stumbling-block in the way of all Oriental progress towards modern civilization. 
 
 " A comparison of the immber of boys attending the primary schools, with the total 
 number of boys old enough to attend them, gives the following results, viz : — after de- 
 ducting the male children of foreigners from total number of boys of sufficient age to re- 
 ceive instruction, there remained 350,00'J boys old enough to attend the public schools, 
 while the number in actual attendance is about 83,000, being a propoition of 23'G per 
 100, a proportion inferior to that of some of the European states, but greater than that of 
 Turkey (105 per 100), or Russia, (5'7 per 100)!and approximating to that of Italy (3r9 
 j)er 100). In 18G2, under the administration of Said Pasha, the approj)riation for public 
 
 1 
 
1!?' 
 
 \- 
 
 lo* 
 
 PART XI. — NATIONAL EDUCATIONAL EXHIBITS. 
 
 instruction amounted to 750 purses (i?18,750). In 1872, a sum of Ifi.tOO purses (8410,000) 
 was appropriaterl for the same work, besides several subventions by tlie Kliedive and his 
 sons, to independent schools, native and foreign. 
 
 " The Egyptians are eager to learn and are susceptible of education to a high degree, 
 and if public instruction receives the official encouragement in the future tliat it has dur- 
 ing the past ten years, Egypt will soon rank with many of the European states in educa- 
 tional attaiimients. 
 
 " It will l)e observed, 1, That the national schools are systematically graded from pre- 
 paratory and normal up to the higher grades of literature and languages, arts and sciences, 
 medicine and surgery, and polytechnic ; 2, That 51 students are l)uing educated in Euiope, 
 at Government expense ; 3, Tliat, at Cairo. Alexandria, and tiie chief towns and villnges, 
 there are 2,007 schools, with 2,381 teachers, and 77,2'J2 pupils ; 4, That each scholar pays 
 from one to four piasters a month, according to his means, the pi'Voter being equal to .5 
 cents of our money ; and, 5, That these schools are all under the contnd of the Depart- 
 ment of Public Instruction. Tliere are also in the pul)lic schools r),01() scholars, who aie 
 being educated partly at the expense of the Government and partly at the expense of rdi- 
 ligious estates, making a total of 82,302 students in the national schools. Under the 
 head of European schools are classed all independent schools; these are mostly under 
 missionary auspices, and the number of scholars here given at Cairo and Alexandiia, is 
 5,078, which, adde(l to 82,302, the number of scholars in the national schools, makes a 
 total of 88,280 scholars. Besides those schools, however, there are the many missionary- 
 schools in Upper Egypt, and the regimental schools in the army, of which no mention is 
 made in the report in ijuestion. 
 
 " It is safe to say that the number of scholars in all the schools in Egypt, will not 
 fall much short of 100,000. A noticeable feature in this report is the mention of the es- 
 tablishment of a school for girls, which is an innovation of oriental thought and custom 
 almost too great to be i-ealize(l." 
 
 The Rev. Horace Eaton writuig from Cairo, in 1874, says: — 
 
 "The Sultan supports a large class of young men in course of training for engineers, 
 translators, antl other agents of the Government. The Khedive of Egyi)tis also buihliiig 
 an institution on the banks of the Hosporus for female ed\ication. The mosf|ues at the 
 capital are very richly endowed f)y beepiests, so that a large portion of the land at Con- 
 stantinoi^le pays a yearly tax, which is designed to furnish means of education to every 
 child of either sex, so tar, at least, as to fix in their memory a portion of the Koran, and 
 certain foims of prayer which the law re((uires tiiem to repeat five times ii day. 
 
 " All the different Christian bodies have schools of their own, wiiich each supports 
 without aid from the Porte; and the same is true all through the empire. The tijst 
 impulses were given to education by foreigners, Protestant and Itoman Catholic mis- 
 sionaries taking the lead. This has provoked the natives to improve their own .s\ -tern, 
 but the schools under foreign patronage still seem to raise the stan(lar<l of education. 
 
 "Robert College, founded by C. R. Robeit, Esq., of New York, stamls upon a lieight 
 overlooking the Bosporus, a site not eijualled for be.auty by any otiier College in tlio 
 world. It was founded it 1861, and has IG teachers and some 200 pupils, commaii'ls the 
 confidence of all ChristiaTi communities, ami the respect of the Mohammedans, ami pro- 
 mises great intellectual blessings to the Ottoman Empire." 
 
 STATE OF EDUCATION IN THE ARGKN'ITNE REPUBLIC. 
 
 5. Arukntine Rei'I T.LIC. — Ex President Sarmiento, now Director-General of Public 
 Instruction, sent a large number of reports and text books to the Centennial Exhibition. 
 The whole collection included school reports ami statistics, laws and decrees relating to 
 education, and works on science, education, law, politics, finance, and history ; specimens 
 of newspapers, works in general literature ; school books, guides, official documents, &c. 
 
 From an interesting atldress delivered by Senor Donna, Charge d'Aflaires at Wash- 
 ington, before the National Educational Association at Baltimore, and the International 
 Conference of Educationalists at Philadelpliia, I make the following extracts ; — 
 
 *--• 
 
XXIV. STATE OF EDUCATION IN ARGENTINE REPUBLIC. 
 
 155 
 
 \noO) 
 il his 
 
 I 
 
 " Many Americans know that the Scnor Sarmiento has devoted all his life to educa- 
 tional matters. From the school room, he was sent to this country as its Diplomatic 
 Representative, the Argentine Government believing thni as it now believes, tiiat the 
 secret of the happiness and greatness of the American people is closely connected with 
 their system of education. When Senor Sarmiento was in this country, a presidential 
 election took place in the Argentine Kei)ublic, and he was elected to the Presidency by 
 the unanimous vote of fourteen states, which office he honourably filled during six years, 
 the duration of our presidential term. 
 
 " When he was President he appointed as Minister of Public Instruction, Dr. 
 Avellaneda, a young man, 30 yeans of age, whom for his great talents and great achieve- 
 ments in liehalf of education, the Argentine people called, at the expiration of Seiior 
 
 Sarmiento's term, to the Presidency of the Rei)ublic The 
 
 cause of education is a national one in the Argentine Republic — and we always ask our 
 public men to show their ability in educational affairs in preference to any other of 
 national interest, 
 
 " Senor Sarmiento, after the expiration of his presidential term, accepted the lunuble 
 and honourable position of General Superintendent of the Schools of the State of Buenos 
 Ayres— one of the fourteen States that compose the Argentine Union, or Republic, or 
 Confederation. 
 
 "The American school system of education is our own system, as the constitution 
 of the United States is our national constitution. 
 
 *' The administnition of Senor Saraiento was a very faithful one for the cause of 
 education. Fourteen large colleges, two iioimal scIkjoIs, three schools of agriculture with 
 their model farms, two schools of their mineralogy, one ac.-^.demy of science, one astrono- 
 mical observatory witli Professor Gould as director, and 140 popular libraries. All these 
 institutions were established with the six years of his administration. 
 
 Outline of Argentine System— Popular Education. 
 
 I 
 
 "1. Common education. Secondary education. Higher education. 
 
 " 1. Common education, under the control of the State, and municipal governments. 
 Definition. The elementary training of man ; his initiation into the secrets of intelleetual 
 and moral life. National governme'.it ; co-oi)eratioii by means of exhibitions, books, 
 models, apparatus, supervisors, or superintendents. 
 
 " Obligatory and Gratuitous Education. The principle is not a uniform system — we 
 are in want of the necessary agencies to enforce it, 
 
 " School fund — capital not to be touched ; the interest to be employed in the ac- 
 quisition of lands and construction of school buildings. State constitutions. 
 
 " Notwithstanding the majority of the Argentine people are Catholics, the schools 
 are not in the hands of the priests, and those children that are not Catholics are not com- 
 pelled to attend to the teaching of the Catholic religion. 
 
 " The present Minister of Public Instruction, Dr. Leguixamon, in his report to Con- 
 gress, says : — ' Notwithstanding that every man ought to have one religion, and that 
 every one wishes to have it taught to his children, the public school, supported with the 
 income of men belonging to different sects ought not to teach one religion to the exclu- 
 sion of the others, without having at least the consent of all the parents, especially in 
 commmiities like our own, where advancement depends in a large scale on European im- 
 migration belonging to different creeds.' 
 
 " In some States of the Argentine Republic, there is a logical division ;ind classifica- 
 tion of elementary teaching, but it is not a uniform system. Dr. Leguixamon in his re- 
 port says : — 
 
 " 'The American s)'stem ought to be consulted exclusively on this subject. Its graiied 
 schools, (Primary School, Secondary School, and High School), demonstrate the advantages 
 of the division of teaching since this division of labour multiplies and ameliorates the 
 production.' 
 
 " Notwithstanding all the facts, says the Minister of Public Instruction, we have got 
 to do a great deal to place the Argentine woman in the same rank as the American woman. 
 
44"^ 
 
 150 
 
 PART XI. — NATIONAL EDUCATIONAL EXHIBITS. 
 
 Her most noble work is undoubtedly the education of that great Rejjublic, whose free in- 
 stitutions are tlie glory of mankind. 
 
 " The establishment of fourteen Normal schools for (.'•.; training of women, is a proof 
 that the education of women is considtsred a national necessity. 
 
 Secondary Instruction and Higher Education. 
 
 " 1. State government. 
 
 " 2. National government — by fourteen diflforent colleges, — one in each State. 
 " General jjlans of studies. — Duration six years. 
 
 "Libraries. — Cabinets of Mathematics; Physics; Laboratories of Chemistry; Mu- 
 seum of Natural History. 
 
 "National University of Cordoba — Philosophy and Grammatical studies. 
 "1, Law, Mathematics, Medicine, Physical and Natural Sciences. 
 
 2. Two Schools of Law. " 4. Two Schools of Mineralogy. 
 
 3. Three Schools of Agriculture. " 5. School of Painting. 
 
 " Next to the duty of self-preservation, there is no higher, no more sacred duty which 
 a nation has to fulfil, than to promote national education. 
 
 " Now, let me read in conclusion what Niebuhr said about the jirofession of school- 
 master, and remember he said it after he had been Prussian Amlrassador at Rome : 
 
 " 'The oflfice of a schoolmaster, in particular, is one of the most honouralde, and, de- 
 spite all the evils which now and then disturb its ideal beauty, it is for a truly noble 
 head, the hapi)iest path in life. It was the ])ath which I had once chosen for myself, aiid 
 how 1 wish 1 had been allowed to follow it.' " 
 
 
 "Argentine Cimfedcration, federal republic: — -Arcn, .51.'), 700 scpiare miles ; /»o;h'.- 
 hifioii, 1J3C),^22, Cii)>it((l, Buenos Ayres ; /-o/inlatioii, 177,787. Minister of Justice, 
 Public Worship, and Public Instruction, Dr. I). Onesimo Legui.vmon. 
 
 " Tlie last report is dated May 1, 1875, and forms one of a set kindly transmitted to 
 this oflice by the Argentine charge d'alTaires at Washington, Dr. G. Videla Dorna. 
 
 " Pr'nnari/ Instruction. — Number of chiltlren between the agfs of six .and sixteen, 
 4G!S,0.'i7 ; number attending school, 112,22.'5; proportion of children attending school to 
 entire ]iopulation, one in every 19 -87. 
 
 "Number of .schools, 1,810, of which 1,327 were public, and 489 private. Number 
 of public .schools for boys, 70.j ; for girls, 2')\. Number of jn'ivate .schools tor boys, 
 1G7 ; for girls, 112. Number of mixed public schools, 328. Number of mixed private 
 schools, 210. 
 
 "Number of pupils, 109,941, of whom 8r),C72 were in public .schools, and 24,209 in 
 private -chools. 
 
 "Number of teachers, 2,808, viz., men, 1,.')93, and women, 1,27'). Of these, 1,828 
 were in public .schools, and 1,040 in private .schools. 
 
 " Sfcoiularif Instruction. — Number of colleges, 17; number of .student.s, 4.'>3. 
 
 '^Superior Instruction, — Univer.-;ity : number of faculties, five; number of .stu- 
 dents of law and political economy, 434 ; of nuidicine, 303 ; of mathematics, 98 ; of 
 national sciences, 100; of philosophy, 500. 
 
 ^' Professiondl Instruction. — 1 school of agriculture, with 27 students ; 1 business 
 college with 18G students; 2 industrial schools, with 98 students; 1 school of draw- 
 ing and painting, with 50 students ; 1 .school of music and elocution, with 300 .stu<lent3 ; 4 
 normal schools, with 53 m.ale and 321 female students. 
 
 '^ Po/»ilar Lifiraries. — Number of libraries, 150; number of reailers in 7G of these 
 77,109; number of volumes, 64,878 ; estimated value of books, 899,449.77 ; number of 
 libraries established in 1874, 9." 
 
 STATE OF EDUCATION IN THE llEt'UnLIC OF CHILL 
 
 6. Republic of Chili. — Next to Brazil, this country had one of the be.st general 
 exlul)its of the South American States. The educational features of the exhibit were un- 
 important, but, yet they included a very extensive collection of specimen minerals, as 
 
 »' 
 
XXIV. STATE OF EDUCATION IN CHILI. — MEXICO. 
 
 137 
 
 free in- 
 a i)roof 
 
 » 
 
 well as a large number of text-books used in the schools and colleges in Chili ; annals of 
 the University, literary and scieutiiic periodicals, and reviews and miscellaneous Chilian 
 works in general literature and science. The ctllection of native woods and agricultural 
 specimens from the Normal school farm were highly interesting. 
 
 From a recent letter in the New York I'ribune from Santiago, on " Education in 
 Chili," I select the following facts : — 
 
 "lu 18G5, the number of children attending school in Chili was more than double 
 in 1843. In the last decade the progress has been considerable. There were last yeai", 
 (1875) 80G public schools with 02,244 scholars, and 478 private schools with 23,108 
 scholars. Accordingly there were in the Republic 1,284 schools, wherein 85,442 children 
 were receiving elementary education, the proportion to the whole number of children of 
 suitable age being 1 to 4.94. The Government paid for primary education $715,418 ; the 
 municipalities only $G5,000. The sum paid for public education was 70 centb per head. 
 In Spain the amount so expended in 1866 was only 20 cents ; in France, (1864) 31 cents j 
 in England, (1870) 40 cents. 
 
 " At present the children in primary schools are taught reading, writing, simple 
 arithmetic, geography, linear drawing, catechism and singing. In some of the better 
 schools lessons are given on hygiene and natural history. Besides the foregoing, girls are 
 taught needlework, and boys receive elementary notions of physics, chemistry and geology, 
 as applied to agriculture. The text-books are such as have received the sanction of the 
 Government. They are mainly compilations made by Chilians from Spanish, French and 
 English books, and are printed and published in the countrj'. One or two New York 
 firms publish a few text-books which have been officially approved in Chili. Many of the 
 teachers' books of reference, as well as the maps and books given as prizes, arc from New 
 York houses. The school-houses are private dwellings which have undergone alteration. 
 The furniture is invariably defective. 
 
 " There are only seventeen male and seven female schools for higher education. 
 The institutions are called lyceums. Some of them are partially endowed, but the 
 Government makes good any deficiency arising from want of income. Instruction in all 
 these schools is entirely free. Besides the lyceums, there are in the larger cities excel- 
 lent English and German schools. There are also schools supported by the Masons, which 
 are non-sectarian. The studies at the lyceums are generally as follows: Arithmetic, 
 physical geography, linear drawing, Spanish grammar, catechism, French or English book- 
 keeping, hygiene, history, and the elements of algebra and geometry. In Copiapo, in- 
 struction in mining, engineering and mechanics is also imparted. In 1873, the total 
 number of students at the lyceums was 3,203. 
 
 " The National Institute at Santiago is divided into two branches —the preparatory 
 and the university. The former is practically a higher ' lyceum,' while the other is alone 
 entitled to confer professional degrees. In the lower branch, the ages of the pupils range 
 from 9 to 23. The professors are paid salaries running from .$300 to $1,200 ; most of 
 them receive only $600 to 8800. In the University, the itudies correspond with those 
 in the leading American Universities. There are 35 professors, two of whom are paid 
 $3,000 per annum ; the remainder receiving mostly $1,000. The number of degrees con- 
 ferred in 1874, was as follows : Bachelors in humanities, 139 ; in medicine, 11 ; in law, 
 72 ; licentiate in Medicine 18 ; in law, 40. Theological instruction is not given in the 
 University, but is imi^arted in Seminaries, which receive $32,000 annually from the State. 
 Chili has also a Military Academy, which costs the State $31,000 per annum, and a Naval 
 School, which entails an annual charge of $15,000. There are four Normal Schools^-one 
 male and three female." 
 
 STATE OF EDUCATION IN THE REPUBLIC OF MEXICO. 
 
 7. Republic of Mexico. — The most interesting part of the Mexican display, i* 
 that relating to the historical remains and art antiquities of that curious people the Aztecs, 
 The Mexican pavilion itself is constructed in the Aztec style of architecture aa it existed 
 
I 
 
 i 
 
 158 
 
 PART XI. — NATIONAL EI)UCATI(;NAL EXIIIIIITS. 
 
 in times of the Montezumas, before the coiKinest of Mexico by Cortez. The exhibit also 
 contained quite a collection of text-books for schools, books on various subjects, forms and 
 mo(U'ls, &c. In the official catalogue of the Exhibition at Philailelphia, seventeen pages 
 are devoted to the department of " Education and Science." It relates chiefly to an 
 account of the state of education in the Ke{)ublio, report of libraries, description of the 
 text books exhibited, account of the literary societies in Mexico, maps and charts, iVc. 
 
 •'Mexico, federal n-public : Arfu, 1,0.30,442 S(iUare miles j 2"^'i)H/rt/4Vrt 9,170,082. 
 Cdpifiih Mexico ; p(ij)i(hifiuii 230,000. 
 
 " There is no national system of public instruction, each state managing its own 
 educational affairs. In 187;"), however, the central government had (for the first time) 
 a report prepared, giving an account, statistical and historical, of the schools in all the 
 stati ■^ This report, as well as a manuscript abstract from it, has been transmitted to 
 the United States Educational IJureau by Hon. J. W. Foster, I'nitcd States Minister at 
 Mexico. Date of Keport, March, 18, 1875. The same information is contained in the 
 official report of the Mexican exhibit at the Centeiniial. 
 
 " I'rimari/ Schools sustained by the federal and state governments, 003 ; sustained 
 by the municipalities, .'),240 ; by private corporations, .378 ; by religious associations, 
 117 ; private schools in which tuition is paid, 1,518 ; schools without classification, 184 ; 
 total primary schools, 8,103 ; i.e., about one primary school for each 1,110 inhabitants. 
 Attendance during the year, 349,000, or soniewiiat less than one-fifth of all the children 
 between the ages of G and 13. Total amount expended for primary in.stniction, •'*! 1,0 32,430, 
 of wliich sum i? 1,042,000 was furnished by the niunicii)alities, 8117, 0(10 liy the general 
 and state governments, and sifl 73,000 by individuals and private corporations. 
 
 " Sccondari/attd professional schools. — Seventy-eigiit colleges, (5 4 civil and 24 ecclesias- 
 tical ;) in 33 of these law is taught, medicine in 11, engineering in y, agriculture in 2, 
 aiul theology in 24; total number of students, 13,137 ; total expense of the government 
 colleges, 81,100,000. Fifteen higlier schools for girls, 1 school of mining, and, school of 
 the tine arts." 
 
 STATE OF EDUCATION IN THE PKOVINCE OF QUEBEC. 
 
 8. Pkovin(,'E of Q('EI5I:c. — The educational exhibit from the Province of Quebec was 
 almost exclusively confined to models of various public buildings, chiefly devoted to the 
 purftose of education, mentioned on pages 40 and 41 of this report. The October number 
 of the Journal dp U In struct i<)n Pithlifjue, Quebec, makes the following remarks in regard 
 to the Quebec educational exhibit, and the absence of the educational exhil)its of various 
 countries : 
 
 •• Several foreign countries have not sent educational exhibits to Pliiladelidiia, some 
 on account of the difficulty of transportation and others, no doubt, owing to the expense, 
 as private individuals cannot be relied upon to bear the cost of an exhibition of this 
 character. Thus Germany, Austria, and France are feebly rci)resented, an error which, 
 in view of the utility of educational expositions as shown at Philadelphia, will not fail to 
 be repaired at the next exposition at Paris, in 1878. 
 
 *' It is more difficult to understand why, in this department, all the states of the 
 American Union have not shown equal pride. The States of New York, California, 
 Virginia, and those of the whole south, shine only by their absence. This absence pro- 
 bably had several causes, but the most potent, quite likely, was found in the exigencies 
 of local politics or in an exhausted treasury. Thus, the visitor interested specially in the 
 question of schools does not find at Philadelphia all the elements necessary to a complete 
 study of the different American methods. On one side, it would do too much honour to 
 the country should we judge it by the brilliant exhibition of Pennsylvania or that of 
 Massachusetts ; and, in the other, we would deceive ourselves if we should conclude from 
 the absence of certain states that their condition is behind-hand in the matter of public 
 education. These would be able, perhaps, to appear well if they made the attempt, but 
 
XXIV. STATK OF KUrcATION IN PH<»V1N(K OF QrKiiEC. 
 
 i:.o 
 
 libit also 
 )rm.s and 
 fii pages 
 fly to an 
 )n of the 
 s, Arc. 
 17C,082. 
 
 circumstances proventcd them fn^m displaying the extoiit of their resources in this 
 direction. 
 
 " Tlie same reflt'ction ap})li('S in a certain measure to our own country. In the Canailian 
 il'.'Iiartnu'nt, the educational exposition of the I'roviucf of Ontario, wliicli is not excidli'd 
 liy any other of the same kind, sums up and represents to tin; cyt' of the stranger the l)e8t 
 part of our system from Vancouver to the Islaml of l'iinc(! Kdward ; hut no one should 
 thence conclude from this exposition of one section of the countiy that the other provinces, 
 jN'ova Scotia, New Brunswick, and above all <i>uel)ec, coidd not make, if they should 
 undertake the work in earnest, an etjually interesting educational expo.sition. The 
 Oovernmentat Toronto has in hand some two millions of dollars with which it did not 
 know what to do, and so ])Ut a large sum at the disposal of the bureau of public instruc- 
 tion : tiiat explains all. 
 
 " We say frankly that tlie educational ex]iositi(m of our province, as of several of the 
 s'ates of the American Union, is a failure. Our exhibit consists oidy of an album con- 
 taining some photograi)hs of our great institutions, and in the display of several models in 
 Wood of tlie buildings of the same. It is very little, we acknowdedge it. Still, we must 
 say, that while this all)um and these models are oidy a small contribution, they are .so 
 installed as to appear badly. 15y some fanciful arrangement the album is placed far from 
 the moilels Ujion an isolated desk, where it can be fjund only by chance ; whilst the models 
 are installed, those of the colleges in the Canadian section of the Main Building, in a good 
 place, and those of the convents in the Women's Department, a juile from there, in the 
 midst of needlework I The extent of our exhibit hardly justifies this separation, thi.s 
 fanciful classiQcation ! 
 
 " We will not now undertake to show what we would have been able to do had we 
 taken the matter up in earnest ; all those who are concerned in the work of education in 
 tliis province well know that our C(dleges, our convtsnts, and our academies, can furni.sh a 
 collection of books and ai)paratus that is not excelled by any like institu^'ons abroad. 
 The material of our primary sciiools might, perhaps, sulfer by a compa ion, but as a 
 whole even this comparison would not be unfavourable to us It now becvjUr-s the duty 
 of the g )vernment and of the legislature to decide whether the Province of (.Quebec .shall 
 •endeavour to make amends for lier failure at Philadelphia, by sending an educational 
 exhibit worthy of her to Paris in 187S. 
 
 '* If it is possible to retrieve our lost credit it should be done ; for, hereafter, to 
 remain behind would be to acknowledge our inferiority. Educational expositions have 
 assumed so much importance in our day that a country which desires to keep a good name 
 nuist take part in them. 
 
 " Besides, to attract foreign emigration and keep our credit in the European market 
 we should take all proper means to make known our advantages. 
 
 " There is another consideration still more grave. The Province of Quebec is French 
 and Catholic, ami with us the clergy control puldic instruction. It rests upon us to prove 
 that our nationality and our religion do not prevent us, as certain fanatics are constantly 
 ju'oclaiming, from being the frientls of progress and learning, and that we are able to march 
 forward at an erpial pace with the English provinces, whose success at Philadelphia has 
 «lone so much to honour the Canailian name." 
 
 In connection with these remarks on the school exhibit of Quebec and Ontario, I 
 would direct attention to the opinion expressed by M. Buisson, the French Education 
 Commissioner at Philadelphia, on these same exhibits. They will be found on pages 25 
 and 26 of this report. 
 
 From the last report of the Education Department of Quebec, we gather the following 
 pirticulars:-^ 
 
 " A work which we had occasion to notice a few days ago, of which the Hon. Mr. 
 Chauveau is the author, furnishes remarkable evidence of the progress of education in this 
 province during the last (juarter of a century. It is satisfactory to know that this pro- 
 gress is continuous, and it is even more rapid than the increase of the population itself. 
 According to the recently published report of the Superintendent, we find (during the 
 five years from 1871 to 1876 inclusive, there was an augmentation in the number of pupils 
 
f" 
 
 1(50 
 
 PART XI. — NATKJNAL EDUCATIONAL EXHIBITS. 
 
 attomlini^ our various bcIiodIs, of tnoro than 11 per cent, —the increase of the popuhitiou 
 beiiif.' only 8 per cent. The actual number last year w.as 'JlTitJ'Jfi. The niinilxT of 
 .schonls under the direction of coninii.ssioners or trustees han increased from ;{,7U0 to 
 ■1,0;?0 in the last two years. In tlie same time the averaj^e attendance rose from 171,l'-t3 
 to 1 !•■■{, 7 11. The progress made in the last two years, may he seen in the statement that 
 in 1857 there were '-',.'573 commissioners' schools in operation, against (as already men- 
 tioned) l,o;',0 in ls7() 
 
 " It must not l)e supposed that we have reached perfection. On the contrary there 
 is still need for a ,i,'reat deal of improvemi'nt in many respects. In the autumn of 1S74, 
 the inspectors received instriictiohs to pay a special visit to all the academifs and model 
 schools, so as to ascertain how these institutions discharj,'ed their ol)li\i,'ations to the public. 
 The result was that several of them were found deticient, and were removed from the list 
 of subventions. One chief cause of their failure, was a kind of foolish ambition on the 
 part of the founders, which burdened them with a name to which they had no ri,i;ht, and 
 which imposed duties which they could not fulfil. Wc have ourselves known schools, 
 virtually elementary, which were complimented by the name of model, model schoola 
 which were known as academies, and academies which were dubbed coUej^es, Such a 
 system of nomenclature places the institutions in riuestion in a false, and sonietinies 
 ridiculous, position ; thouj^h in somi; cases it may lead to such laudable effoits as may en- 
 title them to the n.ame. But nothing tends so much to bring the cause of education into 
 contempt, as to place a cheap, and tlieiefore inferior, teacher in charge of ont! of these 
 high-sounding estal)lishments. The beggarly remuneration which teachers receive for 
 their work in some parts of the province, is one of the great drawbacks to sound educa- 
 tion. Some of the s.alaries paid are so h)W that, if the fact were not stated in black and 
 white, we could hardly believe that trustees could be found to oiler, or teachers to receive 
 them. There are in the province ll.'» male teachers, and \^1'1'1 female teachers, who 
 labour for aii annual stipend of less than 8100 ! Tiiere are 374 males, and 2,044 females, 
 who receive less than !ii>200 a year. Salaries of from 8200 to .8100 are given to ISO male 
 and 345 female teachers ; and those who receive the prizes of the profession, salaries ex- 
 ceeding 8400 a year, number 219 gentleman and 50 ladies. It ought to be ■nientione(l, 
 however, that of the 1,722 female teachers who receive less than $100 a year, 7iS7 belong 
 to religious communities. This still leaves 935 lay female teachers who obtain only that 
 sum. Of the whole number of male teachers, moreover, r»3G are religious by profession, 
 which reduces the number of male lay teachers who receive less than -8400 to \S\^, This 
 is certainly enough to suggest the necessity of more ample remuneration for a class of 
 persons who, by courte.sy at least, are ranked among eilucated people. It may bt; re- 
 marked that the ill-paid teachers are found almost invariably in the country districts. 
 Any one who glances at these figures, need not wonder if he sometimes hears complaints 
 from inspectors and others, of the want of knowledge and skill by which such teachers 
 are characterized. The wonder is rather that, for such rewards, persons should be found 
 at all to undertake such laborious and responsible duties. The first re(piisite for any 
 marked improvement in the rural education of this province is to rectify this absurd in- 
 justice. 
 
 " As to higher education, we see that there are twenty-one Roman Catholic indus- 
 trial colleges, attended by 3,401 pupils; and one Protestant institution of the same kind, 
 with 160 pupils. Protestants, it must be remembered, obtain their commercial educa- 
 tion in our high schools. The progress which has been made in this branch of educa- 
 tion in late years, is very marked. In I8G7, there were only 0,713 pupils learning book- 
 keeping; in 187G, this number had grown to 13,383. In most of the schools and colleges 
 it is now customary for a commercial coures to precede the classical course, and this iinio- 
 vation has been found to work well. p]nglish and French are taught with equal care 
 in almost all the schools. General and Canadian history and geography, also receive 
 more attention than formerly. The ordinary branches of Luucation — arithmetic, gram- 
 mar, dictation, &c., are taught in all the schools. As to the higher branches, the reports 
 of the inspectors are, in the main, favourable. An impetus has been given to the teach- 
 ing of design, and the Hon. Mr. Ouimet quotes largely from the report published by the 
 committee appointed by the Council of Arts and Manufactures. It is now a part of the 
 
 \ 
 
EDUCATION IN NOVA SCOTIA ANU OTHKU PUoVIM KH. 
 
 101 
 
 regular course in all lli»^ schools (»f the Christian HrotluTs, and there is hope that, before 
 lung, the example will he t'ullowed. 
 
 " Anioiiji the refonuH siijigcsted by the Suiierintendent, are the an lamentation of 
 teachers' salaries, already ret'erre 1 to ; the estal)lisliMietit of a dejxtt for honkH. niaii-^, and 
 other school ap[)!iances, and of a sdiolastic niuseiim ; the constrii<ti<in of schodl Imild- 
 inj,'H accordiiiLT to the principh's of hy^qene and the demands of conifoit ; the adopt inn of 
 the savinj^s hank system in connection with schools; the ;,'eneral use of a textdiDuk on 
 a;,'ri(ulture, witii some instruments, when needed, in hnrtienlture and apiculture ; the cun- 
 tiniions preservation •>♦' tlie school archives ; and, in the education of j,drls, a more [iracti- 
 cal jireparation for their mission in life, than which at present prwvails even in the best 
 seminaries. Every one of these snbjeets is will worthy of consideration, but just now 
 wc can do no more than make mention of them." — Montrnif C'lCtfte, 
 
 STATK OF EDUCATION IN Till-: PKoVINCK OF NOVA SCOTIA. 
 
 9. riKiviNcK OK Nova Scotia.— The N»>va Scotia educational exhibit merely con- 
 sisted of a few text books, school phot(if;raphs, atid work from the Itlind Asylum at 
 Halifax. They w»re v'ood as far as they went, but did not do justice to the Educational 
 Status of the iVovince in the Dominion. 
 
 Nova SniTiA : Ari'(f, 18,(!(i() square miles ; /)')y////((//i)/;, 387, SOO. C'(i/>lf'(l, Halifax; 
 jmjuitiitiint, 2'.t,ri82. iSujHriiiti nil, lit !>/ E'htrii('n>ii, liev. A. S. Hinit, Al.A. iJeport, 
 March, 1877. 
 
 "Number of school sections, 1,754 ; numl)er of scho«d secti<»ns having no school any 
 part of the year, ISG; sdiools in winter, l.')itt ; schools in summer, \,1\\; teai'hers in 
 winter, l,7i(t; in summer, l,8cSl ; mimberof pupils registered at school in winter, 77,.")t);{ ; 
 number of pupils registered at school in siiimner, 8l',0.'U ; number of children at scliool for 
 some piirtidii of the year, '.•t.lt^'J; projJortioTi of piesent population at seliool for some 
 portion of the year, 1 in 4; animal expenditure for primary schools, .SCOo, 8 U) ; nundier 
 of county acailcmies, 10, with 47 teachers, and 2,812 students; number of sjjccial academies, 
 7, with US teachers and assistan's, ami OoG students ; iniml)er of colleges, *», with Wl pro- 
 fessors and I'll nmlergraduates, and 121* in partial course; one Normal Schocd, with 4 
 teachers and l^l* students; one Model School, with 10 teachers and 700 pupils. 
 
 " 7^*^( Eihii'iitidiial J'J.r/irii(/it>iir. — Public schools, i?()l!),015; Noi'mal and Model 
 School, .*8,71 4; .si>ecial acailemies, ;?.').'», 2t)l>; colleges, ."r!.t4,374 ; total, .*7 17, ;}74." 
 
 STATK OF EDUCATION IN NEW lilJUNSWlCK, PIUNCE EDWARD ISLAND, 
 lililTlSH CUI.U.MIUA, AND JAMAICA. 
 
 The other provinces of the Domitdon had no educational exhibit at Philadelphia, 
 although they did well in other respects. I should, however, regard this report as itu;om- 
 plete did I not include them in the exhibit of etlucational progress which this report 
 contains. 
 
 In the Report of the Canadian Commissioner on the International Exhibition, men- 
 tion is made, in very conn»limcntary terms, of the lumber exhibit or trophy contributed 
 by Quebec, New I'runswick, and British Columbia ; the coal display of Nova Scotia, 
 British CoUnabia and the Saskatchewan ; the " gold column " of Uritish Columbia, " re- 
 presenting a mass of gold of the value of .S37,000,000, obtained within the last thirteen 
 years ;" the excellent collection and management of the geological exhiljit of Canada, illus- 
 trated by an admirable special catalogue, '• the very striking display of the Ontario p]du- 
 cation Department, provided by the Hon. Mr. Crooks ; " the i;how of agricultural iniple- 
 meuts which " attracted close attention and cordial praise ; " the machine tools, spoken of 
 II 
 
162 
 
 PAUT XI. — NATIONAL KDUt'ATIONAL KXHIIUTS. 
 
 as of liigh value, on account of " the excollonce of their finish, the solidity of their pnrtB, 
 and thf novelty of their construction." In agricultural and dairy products too, the Cana- 
 dian di.Hitliiy was most creditable." 
 
 In connection with the Educational Statistic.^ of the several provinces which foUow, 
 it is gratifying to be able to note the fact that the progress indicated by them is most 
 marked and creditable to the jirovinces concerned. The following are the statistics taken 
 from last year's reports in each ca.se : — 
 
 10. Nkw Hui'NswicK : Area, 27,105 stjuare miles ; population, 2^5,594 ; Caintal, Fred- 
 ericton (lluport lf<7tl). 
 
 Number of pul»He hcIiooIh, 1,171; number of teadicrH, 1,217: mules, 4r)2, feniules, 
 7().') ; nuinl;er of pupils, 1H,43G. Teachers' Hiilaries : lirst-ebusH male, !?571 ; second-class 
 male, 8;3()r) ; fii-st-olii.HS female, !?IUH ; Heoond-('la.ss female, .*'J()0 ; tliird-class mule, .•?'-*•'> 8 , 
 tliiril-clas.s female, .^I'Jl. Provincial grants for education, •''?n2,100 ; total expenditure; 
 $L'01,2r»7. Superior .schools, 51 ; pupils, l.*,71"t; granunar sclioois, i;j; pupils, 71)7; Nor- 
 mal School, 1 ; students, llti ; expenditure for school-houses, grounds, etc., from 1872 to 
 187t), !?777,7;{.'». 
 
 11. i'HiNci: Ki)w.\KD Island : Arm, 2,173 scpiare miles; popiilation, 94,021 ; Capital, 
 Charlottotown (Keport, 1876). 
 
 Numb(>r of eliililren of ^;c•hool age, 22,t)10 ; number of public schools, 400 ; number 
 of impils, l."),i3l ; boys, 8,1,")0, girls, 7,2X1 ; average attendance, 8, 799. Pail for .salaries 
 of teachers, J?')!, 472 ; average salaries uf male teachers, .*l lO to .S324. Grammar schools, 
 17 ; Normal Scliooi, 1, with 79 pupils, and 7-") in the Model Seliool. 
 
 12. IJairisii <'(»M MiiiA : jna, 213,000 stpiare miles; popiilution, 10,.')85 . Capital, 
 Victoria, V, I.(lleport, l87i")-6). 
 
 Number uf public schools, 40; number of t«'achers, 50, — males, 27, females, 23; 
 8alari»!s of teachers, >!3lO to !?8tO ; numlter of pupils, l,fiS.">, — bo^s, 01)7, girls, 778 ; aver- 
 age attendance, 9S(I. Paid salaries of teaehers, !?32,220 ; school-houses, repairs, etc., 
 825,21)9 ; total e.xpenditure, §03,091. The Provincial Superintendent and IJoard of 
 Education are autlKnized to purchase and distribute text-books and apparatus at such 
 piices as may be tixed by the IJoard. 
 
 I regret that I have not been able to obtain recent educational statistics from 
 Newfoundland i>r Manitoba ; but I know that these provinces are also making progress. 
 The following information in regard to the leading West India Island I have in.serted in 
 comiection with the North American Provinces : — 
 
 tl 
 
 \.\ 
 
 13. CoLONV OP Jamaica: .!/>«, 0,400 S(piare miles; population, ^^OC■l,\^)\•, Cdi'ifal, 
 Kingston ; popiilatiua, 35,009 ; Inspcrtor of iidiooh, John Savage ; date of report, Decem- 
 ber 19th, 1874. 
 
 Elcineiitarif Schoi)ls. — Under Government inspection, 500 .schools with 43,135 pupils 
 on the books, a!id an average attendance of 25,160, and an increase from Government 
 grants and school fees of £18,795. Nut under Government inspection, 15 schools, with 
 579 pupils on books, and an average attendance of 382. Total of elementary schools, 515, 
 with 43,714 pupils on books, and an average attendance of 25,542, 
 
 Guvcnimtnt iSchuols. — Two schools with 280 pupils on books, and an average attend- 
 ance of 150; income, £612; expenditure, £037. 
 
 Endowed Schools. — Twenty-Hve schools with 1,043 pupils on books, and an average 
 attendance of 1,188; income, £5,934 ; expenditure, £5,101. 
 
 IWirmul Schooh — Seven schools, with 113 pupils on books, and an average attendance 
 of 112 ; income, £4,194 ; expenditure, £.3,929. 
 
 Grand Total. — Schools, 549 ; aggregate number of pupils on books, 45,750 ; average 
 attendance of pu})ils, 20,998 ; total income, £29,555. 
 
 Estimate of the total cost of all the schools in Jamaica, in 1874, £41,767. 
 
MISCKLLANP:0US RDUrATIONAI. KXIIIHIIS i)F AMKHICAN HTATKS. 
 
 103 
 
 heir parts, 
 thu Cuna- 
 
 ich follow, 
 m is most 
 sties taken 
 
 uUal, Fretl- 
 
 2, ft'iiiiiU's, 
 rond-diiHS 
 ale, !^-J')S , 
 cfn'iiilitui't'; 
 71)7; Nor- 
 111 1872 to 
 
 1 J Capital, 
 
 r> ; number 
 for siilaries 
 ar Bcliools, 
 
 5 . Cajntal, 
 
 males, 23 ; 
 778 ; aver- 
 ['jiiiirs, etc., 
 I IJoanl of 
 tiis at such 
 
 istics from 
 ii;^ progress, 
 inserted in 
 
 4 ; Cdi'ifal, 
 ort, Decoiu- 
 
 ,13.') pupils 
 Jovernment 
 ;hools, with 
 thools, 515, 
 
 •age attend- 
 
 an average 
 
 ! attendance 
 )6 J average 
 
 PART XII.- 
 
 MlS("KLL.\NIX)r.S KDrc.VTIONAI, KXIIIIMTS OF AMKUICAX 
 
 S'l'ATKS. 
 
 A few only of the South-Wcstern and Southern States contrihuted any school 
 
 exiiihit to the Centennial, and those sent were very meagre indeed. Various causes may 
 
 be as.signed for this omission. Tiie j)riiicipidones were — 1. (Jenerul apathy of the people. 
 
 2. .Vltseiice of educatioiiid etforts in furnii-r yc .us. .3. The unsettled state oftlie principal 
 
 8r)iithern st.itea. The following are tlu! states which liiid but small school exliiiuts at tho 
 
 Centennial. I have con<lensed the account of them from the American liookscller for 1st 
 
 August, 187G : — 
 
 "1. MmivlanD. — From a school map shown in theMaryland section, we get averygooil 
 ideaofthe distribution of sciiools for wiiite and coloured children. From it we learn that 
 thereare in the State 1 524 white schools with 120,52;{ pupils, and .322 coloiirtul .sciiools with 
 10."i,76(> pupils, nearly as many coldiireil cliildreu as white, witii liut one-lifth as many 
 schools. This is ;iccounted for by the fact that coloured schools are (mly supported in tho 
 cities, where they arc all large. The State Xornial School makes a very fair exhibit of 
 the examination papers for the past ten years, riiere are also gooil specimens of Map 
 I>rawiiig from the N^ornial School, ami photographs of the hnildiiig. The Baltimore City 
 College shows some very good work, and that shown from tic Western Female High 
 School, and the pul)lic (Jrainniar Schoids, shows great care and proticiency. There are 
 large pictures of the bi-autiful buildings of the Kastern and Western Female High Schools, 
 of the lialtimore City College, ami of one of the (Irammar Schools of the city. This 
 small exhibit of scho(d buildings is more than compensated for by a colU'ction ul" designs 
 for frame, bricl<, antl stone; school-houses, prepared by the State Itoard of Education, and 
 largely followed throughout the State. Specimens of the school furniture in general use 
 are diowii, also .sam|)le copies of the text-books. The Maryland Institution for the iJlind 
 is n'preseiited by a case of pretty work in worsted, beads, wax flowers, etc. 
 
 " 2. Kl'.N rrcKY exhibits very little of school work, but Professor Henderson, tho State 
 Superintendent, in a brief but coiui»rehensive account of the schools of the State, shows 
 that the State has made great advances in tho W(»rk of po[)ular eilucation within the past 
 few years. The country schools are in very good condition, ami nearly all of the larger 
 towns have eflicient graded schools, and either set)arate High Schools, or High School 
 grades in the (irammar departments. Lewisville has a good Normal or Tr.iining School, 
 and there are Normal classes in several other towns. The coloured schools are provided 
 for by a State Fund, and in most of the cities municipal appropriations are made for their 
 support. 
 
 " In this section, the American Printing House for the Blind, located at Louisville, 
 make an interesting exhibit of plates and l)ooks, music, mai)s, etc., for the blind. The 
 design is to furnish such educational works for tht; blind as private parties couM never 
 undertake to produce. The book's already printed, some in raised letters and others in 
 points, include primers and readers, a geography an<l other school books, some of Shakes- 
 peare's plays, liobinson Crusoe, Whittier's Snow Bound, and other popular poetry and 
 stories. 
 
 " 3. MissoUKl. — The great State of ]\Iissoiiri makes a very meagre exhibit, which is 
 confined almost entirely to St. Louis, only thirty District Schools outsiile of the city being 
 represented. The most interesting portion of the St. Louis exhibit is the work of the 
 thirteen Public Kindergartens, consisting of weaving, .sewing, paper cutting and folding, 
 stick-laying, peas-work and modelling. The children are from three to seven years of age, 
 ami are divided into classes of from twenty to twenty-five. 
 
 "Of fTrammar School work, two classes are exhi])iting, tlie first embracing the best 
 tenth of all papers, tho other comprising the papers of entire classes. The Drawing is ex- 
 cellent, the Penmanship not near so good, the best of it being in German. The photo- 
 graphs of all the school buildings and of the interiors of the Kindergarten rooms ad<l to 
 tiie interest of the whole. 
 
 " 4. Thnnessek shows photographs of her Normal School at Nashville. The cities of 
 
 < <'l 
 
h i 
 
 V)i 
 
 PART Xtll. — KOrcATION' IN' CoUNTRIKS HAVING \() SCHOOL EXHUl T. 
 
 Mciuphis and Nushville show some creditable work in the common branches, but there is 
 no exhibit from the country schools. Last year eiglit counties reported no schools for 
 want of funds. 
 
 " In tht, .same section is the exhibit of the Hampton Institute of Virginia, and the 
 Fi.sk University, in Nashville, Tenn., displaying views (jf the buildings, some of the agri- 
 cultural products, and samples of the handiwork of the students. There are also .speci- 
 mens of drawing, writing, essay writing, and other .school work, all showing great 
 aptitude and earc ;sl elfort. Both of the.se institutions are for coloiired people. The 
 American Missionary Society, which founded them, has five other chartered institutions 
 in the South, and a large number of other schools, which are doing important work in the 
 education of coloured peojile. 
 
 5. "Ni:\v OltLKANs make sa display of photographs of its school building.s, its school 
 records and school work, ami all of which indicate that the city provides haiulsomely for 
 the education of its children. 
 
 6. " TilK KlNDKiuiAKTEN ilisplay for the purpo.se of practically showing Kindergarteri 
 methods of instiuction, is exiiibited. The school-room is simply but prettily fitted up, ;)ud 
 has been tlie centre f)f attraction for large inimbers of visitors. Miss Murritt, who is in 
 charge, seems to have thoroughly mastered the .system, and the readine.ss and dexterity 
 witii wliic!'. her little pupils acquitted them.selves have won the admiration of all who have 
 seen them. 
 
 " In another buildiiii; Miss Coe exhibits what is called in the catalogue '' The .\meri- 
 can Kindergarten System." She differs from nearly all other Kindergartners ami teach- 
 ers by the object method in tlie arrangement of her lessmis, begiuuing with the sphere 
 and spheroids, from which she derives the other solids, and passing from them to surfaces 
 and then to lines." 
 
 Statistics ok Kdi.'cation in Makvi.and, Kkntitky, Missuiui and Ti'.nnkssk.k. 
 
 Status. 
 
 N(i. fiiiiilli'il 111 v- f . I \- 1,, t 
 
 I ciirllrrs. 1 ,.Scll( Mil Sites. 
 
 \'t'H|-. I 
 
 •JJS.OUO 
 IIL'.'.H.IL' 
 
 :;!il,7s(i 
 
 l'.l'.l,0."iS 
 
 ; I 
 
 ."i.'.n;s I .s], i:;s, iiti j ••si.c-ji.hoo 
 
 I I 
 
 •.',7-';< l..i:ii.<)n; 
 
 !t,i;.M .-'i.e!:;,."!!!.". 
 -1. •.'!() 7in,:;ii; 
 
 ri.:7i.ii;.< 
 
 PART XIIL— KDCCATIOX IN COUNTRlKS WHICH H.\D NO SCH()(»h 
 KXHir.lT AT THE CENTKNNIAI- KXII iiUTlUN. 
 
 It was som(!what remarkable tliatsome of \\\o foreiimst nations in lOui'ope had no eihi- 
 cational exhiliit at Pliiladelpiiia, although they generally made a gooil representation 
 in that dejiartment at V^ieuna, in 1S7;3. These iiutions were at tlie Centeniiiul well 
 represented in ull of those materi.d things which imlicate ingenuity, skill and imhistiv. 
 They there also vindicated tlanr claims to pre-eminence in the higher (h^partnients tif ait 
 and science ; but, in the s])(.'cial subject of social science? (including educatiun), they pre- 
 sented to the new worUl no e\idence tliat they attached special im|)i)rtance to the suliject 
 itself; or that they had either made any marked progress in this great national intecest, 
 or had any information to give to educationists on this contiiuMit on the sul)j(,'ct. 'i'liis w.is 
 felt to be an error. To many it in<licated a want of that rare fcjresight and sagacity on tin- 
 part of upholders of monarchical institutions which genc^rally characterize European states- 
 
II! T. 
 
 KXHIIUT (»F THE KMI'IHK (»F (iKlJMAXY. 
 
 105 
 
 lit there is 
 [schools for 
 
 la, and the 
 |f the agri- 
 |il.so speci- 
 .'iiig great 
 ph;. The 
 listitutiuns 
 I'ork in tho 
 
 its •school 
 '.•sonu'ly for 
 
 pilergarten 
 
 ttnl up, and 
 
 wlio is iu 
 
 (h'Xterity 
 
 who have 
 
 "he Aineri- 
 and teach- 
 the sphere 
 to surfaces 
 
 NNKSSKK. 
 
 I V,-,lur,,f 
 Schiiol Sitfs, 
 
 ■i'litl'JI.iidO 
 
 li.m.ita 
 
 ad no cdu- 
 •csontation 
 luiial Well 
 
 industrv. 
 Ilts (if all 
 tliey pre- 
 lie sutijeet 
 1 iIltel•e^st, 
 
 'I'hi.s was 
 ity on the 
 tan statc's- 
 
 I 
 
 nifu and pidilic men. The omission surprised, ani: at the same time, greatly disapi)ointeil 
 o<ia<.ati<)nists un this side of the Atlantic. It was accounted for in \arious ways, viz. : (1), 
 The omission was reganlcd by some as a tacit admission that the European systems of 
 po|iular education wen; inferior in practical \itility and result to those of the American 
 Stale;; (2) it was by others regarded as a implied admission that the development of 
 tho educational systems in monarchical Kurope was not suflieieutly marked to warrant a 
 comparison with those of Kepublican America; and f3) it was felt by many as an 
 ollicial intimation that education, as a national intei-est, was still considered of less import- 
 ance than that of trade and industry. Whatever may have been the cause, the fact itself 
 from the American stand-point, was f(dt to b(! signitlcant. It was, therefore, much 
 conuneiited on by the general public, especially l)y that portion of it which took an interest 
 in education jiur sv. 
 
 TiiK ExiuniT 01' Tiir, Kmimuk of Okkmanv. 
 
 1. Tin: IvMi'iKK ot" (iKK.MANV. — There was an omission on the part of one country 
 whieli was felt to be unaccountal)le on any of the.se grounds cited — ami that was the 
 absence of any educational exhibit from the Empire of Cinanany. Tliis country — Prussia 
 projier, espitcially — had long been known to occupy a foremost place among the nations of 
 Kui'iijie in the matter of education. It was one too, wdiich it was believed had reduced 
 |>opular education in its various dei)artments to a practical science. It was known that 
 in her system of public instruction, Prussia had on the one hand clearly deiined the duty 
 of the state to lie to provide abundant f icilities for education of every description ; and on 
 t-lie other, she had as clearly imposed it as an obligation on tho parent or guardian, to avail 
 himself of them foi- his children to the fullest extent. A carefully [)repared and philoso- 
 piiieally arranginl school exhibit — as might have been expected from such a country — 
 shewing the processes, as well as tho extent of the coiu'ses of instruction in the different 
 grades of scliools, would have been an object of great interest, and of careful and thought- 
 ful stmly, <;n the part of educationists in the new world. Why the omission was made, 
 therefore, on the pait of so sagaciotis a people as the (Jermans, was at first sight unaccount- 
 able— cspeciall)', at such a celebration as that of the birth-day of a kindred [)eoide. It was 
 a graiul o])[)ortunity of meeting that peojjle as a worthy competitor on their own favorite 
 Kubject, and of exchanging practical educational views, as well as of comparing modes and 
 s\ stems of instruction with their well informed transatlantic friends on this .subject. On 
 asking the able Commissioner from (Jermany the cause of so unexpected a disai)pointment, 
 he expressed great regret for it. He said that in order to have a full and satisfactory 
 exhibit of (Jerman Ivlucation, it would ha\(> been necessary to have got five ministries, or 
 d' paitnuMits of government, to mute in the m:itter. Kach miinstry would then have iiad 
 to contribute its (pu)ta of material, in oriier to seciu'e anything like com}ileteness in the 
 collective exhibit. Even then, care would have had to have been taken to })revent repeti- 
 tion and incompleteness in any one department. P»esides, the time was too .short to Inive 
 aceomidished all of this in a manner creditable to tho German Government, and worthy 
 *>f the n.itional occasion of the gathering. They, therefore, confined themselves to those 
 subjects and branches of industry, etc., which were more easily and satisfactorily managed. 
 Even in regard to these, the otHcial catalogue of tln^ (Jerman Exhiliit, says :— 
 
I; 
 
 ' !( 
 
 y\t 
 
 : 
 
 IGO 
 
 PAUT XIII. — KDfCATlON IN COrNTUIKS HAVING NO StJHOOL PLXHIBIT. 
 
 "Besidfs other causes, the present stagnation in business, the rapid succession of the 
 world's and tlu' simultaneous occurrence of oilier exhibitions, especially at London, Bi'us- 
 sels and Munich, may bo mentioned as having unfavorably influenced Germany's partici- 
 pation in the Philadelphia Exhibition." 
 
 CiEiimanBook and Map ExiiiiiiT. — While Germany asan emigre sent no national school 
 exhil)it to the Centennial, yet private parties endeavoured to some extent to supply the defi- 
 ciency. The character of tliat private exhibit is so well illustrated by the Hon. Mr. 
 Wickersham, that I give his description of it in preference to my own. He sa3s : 
 
 " Famed as Germany is for her schools and systems of schools, slie has little at the 
 Centennial Exhibition to justify her claim. Strictly si>eaking, she has no educational ex- 
 hibit. Models and pictures of school-houses, si)ecimens of school fm-niture and distinctive 
 school ap|)aratus, representations of her school syst-'uis and the work of the pu|(ils in her 
 schools are, .so far as we can find out, wholly wanting. Tj learn what this great Eurt)pean 
 nation can ilo in an educational way, we are compelled to be .'satisfied with the exhibits of 
 some of the gi'eat publishing honses of Berlin, Leipsic, Stuttgard, etc. These display 
 pamphlet.s, books, atlase.s, mai)s, globes, designs, charts, etc., etc., in great variety. Their 
 bookmaking is certainly ecjual to anything we can do in this counti-y, and their at'ases, 
 maps, globes, charts, etc., are in mo.st I'espects greatly superior to oui's. Tlio sluuliog and 
 colouring of the maps and charts, and their relief ma|is and globes, ate liner than any- 
 thing of the kind we have ever seen. If any one should question our judgment in the 
 matter, let him visit and study the Geruian exhibit. 
 
 "Ii; .saving above that the educational svstems and institutions of (Mirmnnv are tin- 
 rei)re,sented, we should have e,\ce[ited the Polytechnic Institute of Darmstadt. Tliisj 
 
 school has a tine exhibit, consisting of the usual products of sucli institutions 
 
 It is enough to say now that Europe is greatly in advance of America in the matter of 
 technical and industrial education, and we should hasten to profit by her experience." 
 
 The German ofhcial catalogue gives some inter^^stillg and valuable information in re- 
 gard to the Vjook Exhibit which I condense as follows ; — 
 
 "The development of the German book trade was immediiitely from its origin 
 favoured by the invention of book-jjrinting on German ground, in 14i<). German [irinting 
 missionaries transidanted the new art to France, Italy, Spain, Sweden and Poland; and 
 Caxton, the founder of printing in England, had li'arned tlie art in Germany. In this 
 country the trade in scriptures was, even in tlu^ time of the maiiuserij)t traflic, free and 
 unimpeded, not regulated and confined to certain limits by statutes of the universities, as 
 in other countries. Favoured l)y these circumstances th(i book-trade develojied on sticli a 
 large scale, and became of such vital imjtortatice for the mental culture of JMiro|ie, that 
 the fails at Frankford-on-the-Main, even at the clost; of the first (piarter of i\w Ifith et'ii- 
 tury, presented the jticture of a lite:ary world market, visited not only l)y (Jernians, but 
 also by Italians, Frenchmen, and Dutchmen. Beside tlu' Frankfort fairs, those held at 
 Leipsic, rose to iiujiortance, and were devoted in prcfi^rence to the furthering of (ilei'man 
 interests. In the following jieriod of mental and mateiial retrogression, the old organiza- 
 tion of the book pnblishing and .selling trade maintained, and held together Germany, 
 mentally, which was then politically so greatly diviiled. The classical period of German 
 poetry and philosophy gave a new and powerful impetus to t!ie book trade. Then, after 
 the wars of Napoleon, mental life in Germany assumed a specifically literary character, 
 thus I'aising the book-trade to its ])resent standing. ...... 
 
 " Besides this capacity of <litl\ising it.self over all countries, the Germati book-trade 
 has the j)eculiarity of not bsing locally centralized in its publishing activity. Leijisic, 
 Berlin, and Stiittgard are certainly tiu^ chief se.its of pulilication, yet their joint contril)U- 
 tion of the total publications, stands but in the proportion of 4 to 5, to that of the other 
 parts of the Gei-man Empire. In reg.ird to the nundx^'of its annual ptiblications, (Jermany 
 is far superior to any other country, which, leaving alone the importance of the literature, 
 is only to b(> explained by tli(^ excelhiut organization of the book-ti'ade. At present, there 
 are published in the domain of Germ.m tongut; I •_',()()() volumes of new works, continuations, 
 and new editions, a year Of this number, 10, OdO at least are published in the (Jerman 
 
UT. 
 
 THE EDUCATIONAL SYSTEM OF PRUSSIA, 
 
 107 
 
 sion of the 
 [Ion, Bni8- 
 r's piulici- 
 
 prialscliool 
 
 JHon. Mr, 
 
 ttle at the 
 iitioiiitl ox- 
 listiiic-tive 
 ll'ils in her 
 Etiro|i(nin 
 ■xhibits of 
 '*' «]is|)lay 
 y. riu'ir 
 I'ir at'ascs, 
 lading and 
 tlian any- 
 ♦nt in the 
 
 nv aiv un- 
 it. Tliis 
 
 matter of 
 ■nw." 
 
 iou in re- 
 its orii,'iti 
 II printing 
 land ; and 
 . In this 
 , free and 
 'isitics. a8 
 on .sucii a 
 ropt', tliat 
 I nth ocn- 
 nans, Imt 
 St" iicid at 
 r (iciinan 
 organiza- 
 'iorinaiiy, 
 Goiinan 
 ion, after 
 ;har;icter, 
 
 • 
 
 ook-tiade 
 licipsic, 
 contriltn- 
 cli»! othor 
 (icrniany 
 iterntnre, 
 'nt, tliere 
 iniations, 
 (Jerniun 
 
 Emjure. The statistics o' Fiance and Enghind do not present much more than 5,000 
 publications. Allowing for the different methods of circulation, it may be as.sunied with 
 certainty, that the German Empire produces half as many books as Franco am! England. 
 Its su{)eriority lies chiefly in the scientific literature, and in that of a popularly instructive 
 character. As regards entertaining literature, Germany is, as far as numbers go, not in 
 advance of England. The sale of the German book-trade may, at i)resent, be fstiniated at 
 15 to 17^ millions of dollars, exclusive of the newspapers, |)eriodicals sent by mail, can- 
 vassed and local litei-ature, which stand beyond the limits of control," 
 
 THE EDUCATIONAL SYSTEM OF PRUSSIA. 
 
 School Svstkm of Prussia. — With a view to furnish a condensed view of the 
 school system of Prussia, I quote the following brief sketch of it from an address on tlie 
 subject recently delivered by Professor Gwathmoy b3fore the Virginia Educational 
 Association. lie says ; — 
 
 "As early as 1540, before the kingdom of Prussia existed — save as the Mark of 
 Brandenburg, — visitors wore ap|)ointed to inspect the town-.schaols of the Electorate, and 
 report measures for their improvement. 
 
 *' A decree by the Elector, John George, in 157-3, provided for the appointment of 
 committees of suj)orintendenco, coiresponding to the present school connnittees. In 1717, 
 a decree of Frederick William the First enjoined upon parents to send their children to 
 'school, and provided for the payment of teachers, and for the education of the poor. 
 
 " Tlie first regular seminary for teachers in Prussia was established at Stettin in 
 173r>. A royal decree of the following year declared that the i)arent of every child be- 
 tween the ages of five and twelve, should pay a certain fee, whether tlie child attended 
 school or not. 
 
 " During the reign of Frederick the Great, public instruction received a new impulse 
 that decided its future im[)ortance. The regulations drawn up by Hecker and approved 
 by the king in 1703, though in part superseded by later decrees, are in many of their pro- 
 visions still in force, 
 
 "The most trying, but perhaps the most important, era in the history of public in- 
 struction in Prussia, v/as during the Naj^oleonic invasion and occupation. 
 
 '•Although the country was reduced to the greatest extremity, so strong was the 
 conviction of the crown that to educate the masses, and thus infuse into them a German 
 spirit, was the only hope of deliverance, that the ablest men were |)nt in charge of the 
 Department of Instruction, and several most important regulations as to appointing 
 teachers and reforming the higher schools, were adopted and enforced with unwonted 
 vigour. 
 
 " The cardinal provisions of the school system of Prussia are ; 1st, That all children 
 between the ages of seven and fourteen shall go regularly to school ; 2nd, Each parish 
 .shall, in geneial, have an elementary .school ; 3d, Teachers educated in seminaries adapted 
 to the pride of instruction to which they intend devoting themselves are, other things 
 l>eing eipial, to be preferred ; 4th, The authorities which regulate the schools, and, in 
 fact, the teachers, are to be regarded as officers of the government. 
 
 " The system eiitbrac'-s three grades of instruction, provided for in three classes of 
 institutions. 1. I'limary or elementary instruction, conveyed in schools corresponding 
 to our common selionls. 2. Secondary instruction, ju'ovided for in gymnasiums, prO' 
 gymnasiums, real scliools and upper burgher schools. 
 in the universities. 
 
 3, Sujicrior instruction, imparted 
 
 "1, The primary schools of Prussia are of two kinds: the elementary, and the 
 burgher or middle schools, 
 
 *' The first is not an introduction to the second, as might be supposed by its name, 
 but proi)oses to instruct in those common branches of knowledge, alike indispensaltle to the 
 inhabitants of the country and towns. These schools educate the poor, and are frequently 
 designated as poor, or charity-schools, 
 
 "The burgher schools carry on the child until he is capable of manifesting his indica- 
 
 I 
 
 f 
 
i^n 
 
 I 
 
 I- : 
 
 1(58 
 
 PAHT XIII. — KOrCATloK IN COUNTUIKS HAVING No Kin<»OL EXHIBIT. 
 
 (IDS for a classical tduoation, or for a trade, Tlioir impils i^onorally bceoiix; artisans or 
 li<>[)kt'(']H!rs. TIk'v aflbrd an elevated standard of true primary instruction. 
 
 As a rule, the elementary schools liave two classes for each sex (the hoys and girls 
 heing taught sejiaiately), the lower containing |)U])ils from six to nine or ten years of age, 
 and the u|>])er pupils from nine to thirteen years of age. This division retpiires (lit; union 
 in one class of pupils in very dillerent stages of progress. 'Pla^ lower class has twenty- 
 six, and tlu,' ujiijcr tiiirty-two to thirty-four hours of instruction per week, tht; former liav 
 ing one ho\ir less per day than the latter, 
 
 " The su])erioiity of tln^ hurgher to th(> elementai'y schools is due not only to tht! greater 
 varitity of suhjeots '.aught in them, and to the greater extent of their courses, but t(» various 
 minor advantages. Among the tirst of these may be stated an increase in the nundier of 
 classes to four, or sonu'tinu'S six, admitting of a nearer e(juality of knowledge on the part 
 of the ])U))iIs composing each. Next, the smaller iunnl)er of pupils under tlie chai-ge of 
 one teacher j the average; nuinlier to the teaclier l)eing about one-half that in the elemeiit- 
 ary schools. Again, the higher .salaries paid gives them the choice of the teachers. Further, 
 the grade of int'dligenco of their pupils is abov(.' that in the elementary schools, 
 
 " The subjects of instruction in the primary schools vary in the difTcrcnt classes. In 
 those for tho younger children who have only just entered school, they are con lined to 
 Scripture history, reading, writing, arithmetic and singiiig; but in the classes for the ohh-r 
 childien, higher and more advanc<'d exercises in the al)ove subjects aic given, and the 
 scholars learn also German histor}-, geography, drawing and mental arithmetic. 
 
 '' Tlu' burgher schools afford an opportunity for the further study of ail tlu; subjects 
 enumerated above, and moreover give instruction in gcMnuttry, universal history, and 
 French, 
 
 " 2. At tlie head of the secondary schools of Prussia, and ilirertly leading to tlio 
 Mniversity, are the gymnasiums. Trior to 1.S12, they were variously called gymnasium.s, 
 lyceums, pedagogiums, colleges. I.atin-schools, iS;c. 
 
 " A gymnasium has properly six classes, counted from the sixth, the lowest, to the 
 first (jirima), the highest. The course in each of the three lower classes is of one year, in 
 each of the three higher of two years, making nine in ail : it being calculated that a boy 
 should enter the gy.iuiasium when he is nine t»r ten yeai's old, and leave it for the univer- 
 sity when Jie is eighteen or nineteen. 
 
 " Fornu'rly, the FttcJisiixtcnt, or system by wliieh the pupil was in different class<>s for 
 the different branches of his instruction, was prevalent. Since 1(^20, this system has been 
 gradually sviperstMied by ilw Cla-'^'^cii.-ii/strm, which keeps the pujiil in the .same class f.»r all 
 his work. 
 
 "A plan of W(»rk is jire.scribed by miiusterial authority. It merely fixes fin' subjects 
 of study and the number of hours to be allotted to each in each class. (!reat freedom in 
 the minor details is left to the teacher, and great variety is to be found in |iiactice. 
 
 " Some years ago, the hotirs of woik were thirty two in tiie week. This was found 
 to be too nnicli, and since iHafi, in the lowest cla.ss, there are twentycight hours per week 
 of regular school work, and in the five higher thiily hours. The schoid horns ai'e : in the 
 morning, from 7 to about 11 in summer, from eight to 12 in winter; in the, afternoon, 
 they are from 2 to 4 all tiie year round. There is but one half holiday, and that is in the 
 middle of the w»!ek. 
 
 " Latin has ten hours a week given t<» it in ;ill five classes below j)n'i)i(i, and eight in 
 priiilft. (Jreek begins in nfiirld, and ttiencefoiward has .'.ix Ikmms a week in each class. 
 The mother tongue has two hours a week in all claH>es bc!ow /trini'i. Mathematics has four 
 hours in sivum/d ami jirioiu, and four in sfxtn^ but only three in ijniittn qinirtu ami tertia, 
 Frencli begins in qnlntii, and is the only foreign modern language re(|uired as part of the 
 regular scImjoI work. It has three hours in ijniiita, and two in all the classes above, 
 English an<l Italian may be studied in m;iny of the gymnasiums, if desired. (Jeography 
 and history have two hours a week in w.'7a and quiufn, and thenceforward three hours. 
 The natural sci«'nces get two hours in piiin'i and one in scnniiln ; in the other classes they 
 are thetnost nnnable part of the work. Drawing is taught in the three lower classes of 
 Sthe school, and has two hours a week. Religious instruction is given in eve»y cla.ss, in 
 exta and quivfa for three honrs a week, in the four higher classes for two hours. All the 
 
 
MT. 
 
 utisans or 
 
 ;iii(l giris 
 [ns of a<,'c, 
 J tilt' union 
 lis twfiitv- 
 lnii»r hav 
 
 t}i<'f,'rt'atfr 
 
 |t<> vaii(ju)i 
 
 iuiinlHT of 
 
 111 flic j);ut 
 
 cliargo of 
 
 |f rlcnifiit- 
 
 Fiiitluir, 
 
 UllilKid to 
 
 till' older 
 II, and the 
 
 !•■ MllljcL'tS 
 
 ifoiy, and 
 
 ng to the 
 iiiiKisiiinis, 
 
 VHt, to tho 
 !<■ year, in 
 that a hoy 
 he nnivtir- 
 
 dasscs for 
 I has hcen 
 iiss f.u- all 
 
 <' Kulijocts 
 ict'doMi in 
 
 L'C. 
 
 Aas fonntl 
 per Wft'k 
 <' : in tlic 
 iftcrnoon, 
 is in the 
 
 i tight in 
 ich class. 
 I has four 
 lid fcrtiit. 
 It of tho 
 's above. 
 I'ugiaphy 
 I'l" houi'S. 
 sscs they 
 'lasses of 
 
 Class , 
 
 in 
 
 THK KOriATloNAL SVSTKM (»K I'lUSSIA. 
 
 100 
 
 All tht 
 
 hiivs h'arn sin^'in;!' and i'ViiMiastics, and all who are di'stiiicil fur thcolo''v leai-n H(!hre\v in 
 
 Ai:nt.ii'hi and jif 
 
 IIIKl. 
 
 l)iit tiiese three matters do not come in tlie rei'iilar srliool hours. 
 
 WhiU; it is deoineil higlily iiniiortant that thi^ |)U|)il should iiavc [)i(']i,iration to make, 
 rfi|ui'Mng the o.vercise of his own resoiircfs, it is not less so, that the amount of privatt; 
 stuily should not he carried to an iiijirious excess. The regulations provide, therefore, 
 that at till,' beginning of each term, there shall he a conference of the teacheis, to determiiu? 
 tht.' due amount t)f such work in tht different classes in detail. 
 
 " Every teacher must kee[t a hook, suhject to the inspection of the director, in which 
 tilt.' fxercises given ai't^ to he accurately noted. 'Die exercises written hy the pupils must 
 he coi'rected liy the teacher, and a review of tht? exei'cist; liooks must he gone through with, 
 at least once a month. Themes tin suhjects with which the pupils are not acipiaintcd, so 
 that tliey must lalior hoth for the matter and language, are forltiddeii. The te.icher should 
 not oiily select suhjects for these exercises known to tht; stuilenis, hut sliouhl also explain 
 tht» m.i liner in which he expects them to he ti'cated. 
 
 " Those who intend to emhrace one of tho professions recpiii'inga university courso of 
 thn'O or four years, must, hefore matriculating at the univiM'sity, pas; at a regular gvni- 
 in.sium, what is known as the ' Arf/ihirl.iifcii-jirii/'ini;/,' or Liiaving-exaniination. 
 
 " To he admitted to tlu; exandnation, a pupil of a gynniasium must have lieen in its 
 liiNt class at least thi'ee terms of half a year each, excejit in cases where pupils have 
 cs[iecially distinguished themselves in tliis class during a yt\'ir. Persons who have been 
 ♦•ilncated in private; undergo this .same examination in any gymnasium their parents niay 
 sihvt. 
 
 •'The examining hody is composed of the ilirector of the gymnasium and the professors 
 whi» teach in jirlnni, of a memher of the ecclesiastical authority of the place, and a royal 
 ctimmissary, where there is one, and of a memher of the provincial school hoard. Tho last 
 name<l is always president of the examiuiiig committee. The examinations are )totli 
 written and tual. The subjects of the written examination must be such as have never 
 been treateil specially in tim class-room, but not beyond the spht're of instruction of the 
 pu|>ils. The oidy helps allowed are lexicons and niathtiuiatical tables. The written ex- 
 t'lciscs embrace : 1st, A (rcrman prose composition ; 2nd, A I-atin t>xtempore (in which 
 the niaster speaks in the native tongiu! to the stuth'ut who must render the (Jerman into 
 J<atiu in writing); ami a Latin composition on some stiltjcct which has been treated in 
 the course, the special reference in this exercise being to the correctness of the style ; 3d, 
 A translation from a (Jreek .luthur which has iu)t been read in tht; course, and Iroin Latin 
 into (Ireek ; 4th, A tran.salation from (Jerman into French : 5th, The solution of two 
 questions in geometry, and i>f two in analysis, taken from tlui courses in those subjects. 
 The tiiue allowed for these several written exercises is as fullow.s : for the (rcrman, five 
 ht)urs ; l^atin com|iosition, five hour.s ; (Jreek translation, three hours; translation from 
 Latin into (Jreek, two hours; French composition, four hotirs ; inatheinatical exercises, 
 five hours. Four tlays — not consecutive — are allowed for examination in these subjects. 
 The candidate who fail.s on the written examination is not permitted to proceed further. 
 The ritu voce examination is generally conducted hy the masteis who have given instruc- 
 tii>n in jirinui on the subjects of examination. Atlditional questions are asked on the 
 subjects of the written exaniiiuitioii, and the knowledge tif tho jiupil is testeil in history, 
 )»hysical, niathematiaal and itolitical geography, elementary physics aiul the olenients of 
 moral philosophy, jdiysiology and logic. 
 
 ■' Those students who are deemed by the committee to liiive pas.sed a satisfactory ex- 
 amination receive a " (Vrtilicate of Maturity." The others are remaiuh'd to their classes, 
 ami may prestuit themselves after an interval of six months fttr another examination, unless 
 they are deemed entirely incompetent to continue a literary cart;er. Proficiency in o/l the 
 subjects of examination is u.'sually retpiiretl tt) entitle a candidate to a certificate, but ex- 
 ception is sometimes made in favour of those who show great attainments in the languages 
 or niatlu'inatics ; and in the case of those students of a somewhat advanced age, the direct 
 bearing of the different subjects upon the profession they intentl to embrace is considered. 
 
 " The certificate of maturity is necessary to enabh; a youth to be matriculated in 
 either of the faculties of theology, law, medicine or philology in one of the national 
 uuiveisitie.s, to be aiimitteil to examination for an acatlcuiic degree, to be ajipointed to 
 otlice in .state or church, or to obtain one of the royal bursaries at thti universities. 
 
 ! ; 
 
 i 
 
 I 
 
 I 
 
 1 a 
 
11 
 
 170 
 
 PAIIT XIII.— KprCATlON IN Col'NTUIF.S HAVIX(J NO SCHOOL KXHIl'.IT. 
 
 :1 
 
 u 
 
 i ■': 
 
 I: 
 
 i' 
 
 •i t' 
 
 Students who have not passed a satisfactory tixamination, and vvliosn parrnts demand it, 
 are entitled to a ccrtificivte stating the branches in which they are deficient. Tlicy may 
 enter the university with this, and are registered accordingly. But they hohl an excep- 
 tional position. They can only enter the faculty of philosopliy, and even there they are 
 enrolled in a special register. They can attend lectures, but the time dues not count for 
 a degree. They may be examined once more, and but once, going to a gymnasium for 
 that i)urpose. The three or four years requinul in the faculty, which they follow, only 
 begins to count from the time when they pass. 
 
 " Pro gj iinasiuuis are gymnasiums without their higher classes. Most of them have 
 the four lowest classes of a gymnasium ; some have only three, and yet others have as 
 many as five. The tendency is to develop the pro gymnasium into ttie full gymnasium, 
 and their courses and hours of instruction are identical as far as the pro-gymnasium goes. 
 
 "Tiie first school that Itore the name Itcolstiiiilc was established at If idle, by (Jhri.>i- 
 topher Sender, in 1738. This institution soon perished, but was followeil by others of the 
 same kind in different parts of tlie country. Hut their success seemed doubtful for along 
 period. One of these schools was founded at Herlin, in 17 47, by Joliann flecker. It led 
 a precarious existence until 18:.''J, when, under the managemetit of Spilleckc, it was 
 developed into a complete real-school. This is said to have been the first good specimen 
 that ever existed. 
 
 "The Prussian government began to occupy itself with the real-schools in 1^32. 
 Their increasing popularity made it necessary, in the opinion of thi) ministry, that a 
 definite plan and course should be framed for tiiein as for the gymnasiums. 
 
 "The studies of tlie real-school proper and of tiie gymnasium hive exactly the sim-? 
 elementary basis, and they remain so far parallel to each other, that a pupil, by taking 
 extra instruction in Greek, may pass from the lower third class of the former to the lower 
 third of the latter. Keal-scliools are distinguished as of three kinds : first rank, and 
 second rank, and higher burgher schools. The real school of the first rank has the same 
 number of classes as a gymnasium, and the course is likewise for nine years. The plan 
 of study prescribes for tliem a ratiier greater number of hours of school work per week 
 than the gymnasiums have : thirty for the lowest clas.s, thirty-one for the class next above, 
 and thirty-two for each of the four others. 
 
 " All three kinds of real-schools are for boys destined to become mechanics and trades- 
 men. The modern languages and the sciences are, therefore, brought more prominently 
 forward. Tlie study of Knglish is made obligatory, as well as French, though the latter 
 has the most time allotted to it. 
 
 " Religious instruction has the same tmmber of hours as in the gymnasium. Draw- 
 ing has two hours a week in eai;h class below y/Wwf, and three in j)rl)nn. 
 
 " The real-schools of the second rank liave the six cla.s.ses of those of the first, hut 
 are distinguished from them by not having Latin made obligatory, by being free to reduce 
 their C(Hirse from nine to seven years, and, in general, by being allowed considerable 
 latitude in varying their arrangements to meet local wants. 
 
 "Tlie name of higher buiglier school is assigned to the third class of real-schools, 
 which has not the coin[)lete system of six forms that the other two kinds have. The 
 higher burgher school stands, therefore, to the real-school in the same relation that the 
 pro-gymnasium .stands to the gymnasium. Some of these schools have as many as five 
 classes, and in all of the best of them Latin is taught to a limited extent. 
 
 "That a sufficient number of trained teachers may be provided for the primary 
 schools, it h refjuired by law that a normal sclntol shall be established in every depart- 
 ment. Tlie cour.se of instruction in thesty schools extends through three years. The first 
 and second years are taken up in a thorough review an<l further prosecution of the .study 
 of the subjects taught at a higher primary school, and the greater portion of the third 
 year h devoted to practice in teaching under the eye of an experienced teacher. 
 
 "At stated periods, examinations are held at these institutions and diplomas con- 
 ferred, and no person is allowed to engage in premary instruction, either in a public or 
 private school, until he has taken one of these. The diplomas are marked one, two, or 
 three, according to the merits of the student. Only those marked one will secure a per- 
 manent appointment to the ofliice of teacher. If the diploma be marked two or three, 
 the bearer may receive an appointment on trial for one or two years, but at the end of 
 
 
IlilT. 
 
 EDUrATIoN IN (iKUMAVY AND FRANCE. 
 
 ITI 
 
 lemand it, 
 iTJicy may 
 
 ail t'xcep- 
 |e they are 
 
 count for 
 tisium for 
 plow, only 
 
 [li«^m liave 
 
 p Imve as 
 
 mna.siimi, 
 
 Jiiurn ,i(i)t'3. 
 
 Jby Chris. 
 
 jiLTsof the 
 
 jt'or a long 
 r. It le.1 
 
 Je, it wag 
 spt'cirnen 
 
 < ill 1M32. 
 y, th;it a 
 
 the sitne 
 )y taking 
 tlie lower 
 <uik, and 
 th<' same 
 Vhv plan 
 p«'r ivcfk 
 'xt above, 
 
 nl tra.les- 
 HUlltiitly 
 
 lie latter 
 
 Draw- 
 
 irst, hut 
 o rt'tluce 
 ideiahle 
 
 ■schools, 
 '. The 
 liat the 
 as five 
 
 >riinaiy 
 <lepart- 
 lu' first 
 ! study 
 e third 
 
 as con- 
 blic or 
 rto, or 
 a Per- 
 th ree, 
 eiKi of 
 
 
 that time he must submit to another examination, and continue to be rei-xamined, from 
 time to time, until he receive a <iiploma marked one, or iintil he be finally dismissed as 
 incompctont. Even after he is once settled, should lu' fail to continue to improve himself, 
 or should he stctn to have rusted in what he had learned before, he may, at any time, be 
 remanded to the normal school to review. 
 
 " T(» be appointed to the oflSce of teacher in a secondary school in Prussia, it is 
 necessary that tlie applicant submit to a rigorous examination in those subjects embraced 
 in in the courses of tiie gymnasium or re.al-school ; and having passed this examination, 
 he is to prove his fitness for the office by a year of actual trial in a regular gymnasium or 
 real-school of the first rank. Tlic trial year may be dispensed with, only in the case of 
 those students who have have passed satisfactorily through the courses of one of the 
 pedagogical or jdiilological seminaries, attached to most Prussian universities, where 
 amp e opportunity of testing the ability of the student in practical teaching is afforded. 
 
 l" 'i'lie examination is both oral and written. Tiiose who have made their doctorate, 
 and published the Latin disseitationre(puredftjr that degree, are excused from the written 
 part. A main condition for admission to an examination is the com))lete triennium of a 
 university — at least three semesters having been spent in a Prussian university. A 
 foreigner, to be admitted to the examinations; must have a special permit from the I>e- 
 partment of Education." 
 
 The following gives the number of stmlents and teachers in the (Jerman and other 
 Continental Universities, taken from the University Calemlar for 1870-7 ; — Berlin, 
 3,C(;G students and UKUeachers ; Vienna, 3,.')81 and 247 teachers; Leipzig, 2,803 and 
 15r»; Munich, 1,158 and 114; Hreslau, 1,122 and 108; (jottingen, 1,059 and 119 ; 
 Tubingen, 1,025 and 86 ; Wiirzburg, 990 and 06 ; Halle, 902 and 90 ; Dorpat, 844 and 
 C5 ; Graz, 804 and 88; Heidelberg, 795 and 110 ; Bonn, 785 and 100; Strasburg, 700 
 and 94 ; Kiinigsberg, fill and 82; Innsbruck, 570 and 07; Greifswold, 507 and CO ; 
 Jena, 503 and 77 ; Marburg, 445 and 09 ; Erlangen, 422 and 55 ; Miinster, 415 and 29 ; 
 Zurich, 355 and 75 ; Bern, 351 and 74 ; Giessen, 343 and 59 ; Freiburg, 290 and 54; 
 Basel, 239 an.! 64 ; Kiel, 223 and 05 ; and Rostock, 141 and 36. 
 
 STATE OF EDUCATION IX FKANCE. 
 
 2. Rkpublk; uv Fu.vnck.— This country, which had so excellent a representation 
 
 in educational matters at Paris in 1867, and at Vienna, in 1873, had no school exhibit at 
 
 Philadelphia in 1876. Her national exhibits in the departments of civil and military 
 
 engineering were, however, most interesting and valuable in an educational point of view. 
 
 I have alre.uly referred to this government display (on pages 101 — 103 of this Report), 
 
 and also briefly to the educational prospects of France in the matter of primary schools. 
 
 I now give the following information in regard to the condition of secondary education, 
 
 which has recently been published in the Michigan Un'icemtij Chronicle: — 
 
 " Nearly every city in France, with more than 10,000 inhabitants, has a * College ' or 
 'Lycie.' These institutions of learning are on the plan of boarding-schools. All the 
 * Lyc^es ' are government .schools ; the colleges belong to the cities where they are esta- 
 blished. Ahoutone fifth of the scholars in the above institutions are received free of any 
 expense — (board, lodging, clothing, books, etc.) The remainder pay from $h'iO to !$200 per 
 annum, and no extra charges. Scholars are received in tiie ' Lycees ' or ' Colleges ' at 7 
 years of age, an«l usually remain there until they are 19 or 20. No degree is conferred on 
 leaving these institutions; but the scholars are prepared to pass their final examination for 
 the degree's of ' Bachelier-es-lettres ' (B. A.), or * Bachelier-es-sciences ' (B.S.). Of one hun- 
 dred students who have finished their course in the above institutions, sixty usually pass 
 their examination successfully the first time they try, ten the second time, (three months 
 latter), five one year latter ; leaving twenty-five, wlio seldom ever get their degrees. In 
 the Lycees and Colleges an examination is held every year, and no scholar is allowed to- 
 
, : 
 
 172 
 
 TAUT Xlll.— KlHCATIoN |.\ tol MUIKS IIAVINCJ No S( Hixil. KAIIIltlT. 
 
 |iii*« OH to the nt'xt y<'ar's courst' who has faih'tl in one of tlit; studies of thi> iirt'ccding 
 year. The studies ])ursued are ahout tlie same as in our universities, perliaps somewhat 
 more of the classics, hut less of the sciences. The scholars are not considered students 
 uni''ss they take up on leaving the Lycee wiiat we might call post-graduatt; studies, in one 
 of the universities or special government institutions of the countiy. Tiiere are hut thre« 
 universities in France which coml)ine the four faculties — Law, Medicine, liClters, ami 
 fc»cience. These are located at Paris, Lyons, and Nancy (formerly Strasl»urg). There 
 are seventeen other universities throughout the country with two facidties only, Letters, 
 and Science ; eleven with a law faculty oidy ; five with a meilicd fa<'ul*y <mly. All of 
 the atiove universities are government institiuions, Tlie degrees conferred ;ii'e : Lst, 
 ' Licfucieesdettres ' or ' es sciences '; *«'ul>roit,' or en Medicine ; .'ird, ' Agrege ' in ono 
 special branch. To licconie ' Licencie ' a course (tf five years is usually needed. To hc- 
 conir * Docteur ' usually from four to six yeai's ; to become ' Agrege ' usually from seven 
 to ten years. Xo mi' can take one of the iil)ove degrees who is not both U..V. iind M.S. 
 There are, since 187.'^ al)out tiflecti otl\cr private universities in France, with one or more 
 faculties. To the aliove can be added no less tlian :.'()0 Catholic institutions, preparing 
 for tiie first (h'gree ( i'.A. and U.S.), and for tlie priesthood. 'I'he government posse-ise.s 
 also twelve special schools of Letters, Arts, and Scii'iiee. The admission to these institu- 
 tions re(juires at least two to three years stmly after leaving the Lycee. They are also on 
 th»' pl;in of lioarding-schools. The average age of admission is :.M. The courses extend 
 over tiiree, four, and five years. Special courses are pursui'd in these institutions, fitting 
 till' >tudent for teaching, the army, navy, engineering, architecture, etc., etc. In tlie 
 univei'sities, ])roj»erly called, the students are free, and pass their examinations when they 
 see tit. These examinations are four in nnmlier — tinee during tlie course pursued, and 
 one final examination, covering the whoh^ ground. A graduate of any of the govfrnnietit 
 schools is called a graduate of the L'niversity of France." 
 
 KTATK OF KDUCATIOX IN ArSTIlIA— IIUNGAllY. 
 
 .'?. Emimke of AlSTiti.v — Small as was the Trnssian Contribution to the Kducational 
 Exhibit (»f fJermaiiy, Austria had less. Hers eoiisistcd only of a display of some scientific 
 and technical works in coniieetion wit! tliat of tlie Austria) Society of Civil Kngineers and 
 ArchiteetH. As to her educational sy.stem, 1 ipmte the following remarks m:»de by Dr. 
 Uittes, in a speech which he delivered in the lleiclisiath, in December last ; his po.sition 
 a.s a member of the Austrian Parliament, President of the Pedagogium of Vienna, and 
 author of several distinguished works upon Pedagogy, gives much impcMtancc t<» his state- 
 ments; — 
 
 "The whole sum denoted by the government to edncational purpctsese.xeeeds 17,0(10,000 
 florins, but not a (piarter of a million is employed fur (he people's scliotjls in the country, 
 wheif, howcv«'r, nine-tenths of the population must derive tlieii' instruction. The schools 
 of Vienna, and those of Cinier and Lower Austria and Styiia are in a satisfactory condi- 
 tion ; but the same cannot be said, unfortunately, of other parts of the empire. Thus, in 
 Ihikowina, tliere an; in all Itl' country scliods, while the law re(|uires more than tOO ad- 
 ditional one.s. And even these leave much to lie desired; they are but little and very 
 •irregularly attended, the number of scholars not reacliin;^ llO ]ier cent, of tlu? number of an 
 age to go to school, thus leaving S(J per cent, without instruction. Put in what sort of 
 places are the schools held in Pukowina ? In many parts, in the tnost miseralile huts that 
 can be found ; in many others there is no special place assigned, and they make use of tho 
 (lead chainh:T in the cemeterio.s. In many parts, the rttoms are unhealtliy, and lack overy- 
 thi:jg requisite for a school-room: the door does not shut, the glass is broken and replaced 
 hy sheets of jiaper, there is not a trace of sclnxd material, no blaeklioard, not even tlesks 
 .for the .scholars, or a chair for the teacher, and v«!t tliev call it a Hchool-house I 
 
IltlT. 
 
 KIHt.VTKtN IN AlsTltlA, HI NiJAHY AM» ITALY. 
 
 i7:f 
 
 I' prt'Cfding 
 
 .S(tlllcu-Ii;it 
 '"i -<tll(iiTlts 
 
 lii''^, ill uMtj 
 i<'l»nttlirc«! 
 [•'Iters, ami 
 
 ;)■ Tlicie 
 l.v, Lfttcrs, 
 
 (y. All of 
 
 ■irt' : Ist, 
 
 •■ ' ill (»ll«; 
 
 I. To l»o- 
 irom seven 
 iiiid U.S. 
 |iie or iiioro 
 
 prepaiidg 
 t possesses 
 '•■^e ili.stitu- 
 ll'e also oil 
 •ies extend 
 IIS, fitting 
 In tlii> 
 when tlicy 
 •sued, and 
 vt-rnint lit 
 
 dite.itioniil 
 • scientific 
 ineers and 
 ie ).y Dr. 
 ** position 
 'iina, and 
 liis state- 
 
 ,0(10,000 
 eonntry, 
 ; Mclioois 
 V condi- 
 I'Jins, in 
 
 100 ad- 
 nd verv 
 er of an 
 
 sort uf 
 Its that 
 ^ of tho 
 
 I'plaoj.d 
 1 <losk8 
 
 " In tiallicia, except in (he hir^'e towns, all is pretty tniudi in the same conditii 
 
 >u 
 
 there aro not 20 per cent, of children, of snitahlo ai,'e, who attend tlie schools. In the 
 Tyrol, ('ariiithiii, Carniola, Istria, and nalinatia, thinj,'s are better, hiit still far li'oni satis- 
 factory; in lioheniia, .Moravia, and Austrian Silesia, the school, ire lietter still, lait there 
 is yet li great evil arising from the dillicnlty of finding snitaijle teachers, and in conseijiience 
 they are oliliged often to employ men who are not at all fitted for the post. This evil is 
 l>y n(» moans eon(in(;d to one locality, since at least .'),000 more teachers aiv neeileil in 
 Austria. They are making great saci'ifices to remedy the esil hy estahlishing normal 
 schools, anil tht' pupils there an; numerous; Init unfortunately all these normal scholars 
 do not Itecome teacheis, and thus the evil is slow in heing remedied. ' And how can we 
 expect youn 
 
 l; men to hccoiue teacheis,' exclaimeil l)r. liittes, ' as Ion;' as a ti'acher is woi 
 
 so 
 
 paid than the lowest day laborers >. ' some of them not receis ing more than a hundred llorins 
 a year, and suflering under tho despotic sway of school commissioners composed of peasants, 
 li(juor dealers, Jews, sei'vants of the nobility, many of whom can neithi'r read nor write, 
 and have neitluT the desin- nor tlu? jiower to im|)rove matteis ; they enter the school- 
 room, often dinnk, with a pipe in the mouth, and their hats on, and giv«^ absurd orders, 
 which tho poor teachei' must obey or run tho the risk of losing his place." — New Etijloud 
 Jourmil uf Ediiciitidii, 
 
 4, .ST.vn: o|- Kiir<.\TloN IX HI'Noauv. — From the same Jonriiiil,l extract the follow. 
 
 ing resume of the education report for the years 1873-75, publishetl last December, by the 
 
 Hungarian Minister of Public Instruction : — 
 
 " In the Primary Department, tho number of ohildn-n between the age of six and 
 twelve was "J,!."}'.!,-'*!' ; of tliem were not registered ()13,()();5 chihlren ; the average school 
 attendance was 70 per cent. ; Jind in respect of former years, the increase is 2 per d-nt. 
 The inimber of the <'lementary school buildings was l.'i.'VjO, Proper school-house^i were 
 13,71*1.'; while l..''>97 were hired buildings, Tho number of school gardens increased much, 
 iH'ing, together, 10,01S, and tj.'^iOO more than in the former year. School libraries are 
 only iit ISOl places, which show.s an increase of 373, comparing it with the year l!*7'i. 
 The annual income of the elementary .scho(d was 7,iSS,21i:{ florins. (State, county, and 
 city tax; about eight millions of floi'ins ; from other sources, "J4S, 382 florins). Normal 
 schools wen- in IS71, altogetlu^r, .*)8 (between these, 10 female normal schools). The num- 
 ber of professional .schools about 20 ; besides tliem were the commercial schools, the 
 mechanical imlustry si'hools, aiul a eonmieicial academy at Ibida-l'esth. Kindergartens 
 were, altogether, P.'S, ;ind two normal schools for training kindergarten '.eachers. This 
 nvnuber is lej-s than .should be e.xpected. The numljor of gymnasiums was 14*3, with 17G8 
 teacheis, and 27,144 pupils, (lietween them more than 20,000 Hungarians), Ileal schools 
 were 3."), with 4.'U teacheis, and 80S») pupils (between them, 7,ri2f3 Hungarians). Pre- 
 parandics for gymnasial teachers were 2, one in Ihida-Pesth, th,> other in Kolozsvar. 
 School furnitures, 32,S.')4 ll. ; bursarii's, 71,041 fl. and 17.') ducats (one ducat costs '».•, tl.) 
 for salaries of elimiiitiinj nm/'-rs; (!,2"'^.-44 fl., being the average sum jier capita, 31'J ll; 
 (In Austria, same per capita in l87r>,4il7 ll). The report shows in every re.speot, a fair 
 progress of public instruction in Hungary." 
 
 CONDITION OF EDUCATION IN THE KINGDOM OF ITALY. 
 
 5. Statk of EDUCATION' IN ITALY. — With the exception of a number of books and 
 publications on medical, musical, a!id other subjects, Italy had no educational or literary 
 display at Philadel[iliia. In art and in some other dei)artmonts, she, of cour.so, excelled ; 
 but, that has no reference to the subject in hand. The following extract from a recent 
 number oill Muiieoiristncionf, will give some idea o*" what is now doing in Italy for public 
 instruction. This periodical furnishes the following ateinent of sums expended for edu- 
 cation : 
 
 
if 
 
 
 174 
 
 PAIIT XIII.— Knn'.VTKiN IN fOt'NTniKS HAVIXd NO SCIH)"!. KXHIBIT, 
 
 "Snperioi- Comioil (.f I'uMic ItiHtnu'tion )!!l,2H,800 
 
 " ExpoiiHos of ITnivi'isiiii's luid IiiHtitiittis connocted thorewith, 
 
 LiliniiicH, Kiiic Arts, AciulfiniL'H, Muscmns. iVc 10,<)n!),H23 
 
 " Socoiuliirv iiiul IVchiiiciil ItiHtnictioii, HuIiirioH, Apimmtus, Sic .'),77H,:5().'J 
 
 "Normal Sd.ool 1,307,081) 
 
 "D(!iifiin<l numb Schools l!)S,r»70 
 
 " Primiu-y Iiistnictiou 1,797,500 
 
 •• Divers exiK'H.ses for encoura>^in<; sclioliirs, repairs, maintenauce, iVrc. L'.O r.*,y"J2 
 
 "Total 2.V»lfi,0C8 
 
 "In all, more than twenty-throe millions of lire Italiiinw, or nearly four millions and 
 A half of dollars, Itcsidos those cxpcnsos of elementary and socoiidary instruction which lie- 
 long in \)art to the different communes throughout the country, and the expenses of certain 
 t( cluneal, professional, and nautical institutes, that are defrayed \>y other <lepartment8 : 
 
 " In the 80 Royal Lyceums there are inscrihed in three divisions as 
 
 scholars r),r»32 
 
 "In the lot gynjnasia, five divisi(ms , ..,., 9,772 
 
 "In the Technical Schools, four divisions G.nOl 
 
 "In 26 National Boar.ling Schools... 2,:J.IG 
 
 " Total. 
 
 24,141 
 
 "Tliis enumeration docs not include the city of Naples, or the city or province of 
 Bologna, which appear to be under a separato regimen, In the last pi()%ince, it is stated 
 that only r>3 per cent, of boys, and 4 1 i)er cent, of girls, of age to atti-nd school, jiie in- 
 scribed on the records. .... 
 
 "The new Minister of Kducation of Public Instruction, Michael Coppino, was born 
 in 1822, at the little town of Alba, the Alba Pompcia of antiquity. He is the son of a 
 cobbler, and has raised himself to his present jtosition entin-ly by his own in<lustry and 
 talent. He received his education at the Carlo Kmanuele College of Turin, and became 
 afterwards professor of rhetoric at several Italian universities, aiid fin;dly at the University 
 of Turin. He hehl the position of Minister of Public Instruction, as a member ot the 
 Ratazzi Cabinet in 18t)7, ami is a very fluent .and polished speaker. L' Aunotutore states 
 that he is giving proof of his desire to better the condition of teachers, and to excite u more 
 lively and fruitful ardor in study : he is full of gooil will toward the class of instructors, 
 and will certainly imi)rove their position and ren«ler their lot le.s.s tryin<»." 
 
 STATE OF EDUCATION IN THE KINGDOM OF BAVARIA. 
 
 I give the following ioformation in regard to the state of Education in Bavaria, from 
 General Eaton's last report : — 
 
 6. Bavaria, constitutional monarchy: Area, 29,347 square miles ;/)o/)»//(i!/»o», 4,863,4.50, 
 Cfipltaf, Munich ; yupulition, 169,478. Minister of Public Instruction, Dr. von Lutz. Date 
 of report, 1875. 
 
 " Pkimauy Instruction DcutKcke .§rAH/<°»:— Number of .schools, 7,016; number of 
 teacher*, 10,599 ; number of pupils, 841,304 j in the number are included pupils of Sunday 
 and Evening schools. 
 
 " Common hultistrial schools /or girls : Number of schools 1,671 ; number of teachers, 
 1,837 ; number of pupils, 71,635. 
 
 " Normal schools : Preparatory schools for higher normal courses : Number of schools, 
 35; number of students, 1,276. 
 
 " Teachers* seminaries, (higher course) : Number of seminaries, 1 1 ; number of 
 students, 786 ; number of professors, 94. 
 
 " There are, besides, a seminary for Jewish candidates, 3 seminaries for the training 
 of female teachers, and I seminary for the training of teachers of gymnastics. 
 
 
 :i 
 
 I 
 
MiniT. 
 
 STATK OF KI)L'<ATI<»X IN liAVAItlA AND Wl'UTFMHriia. 
 
 17') 
 
 111,800 
 
 !n!),H23 
 r7H,;5()3 
 fJOT.OHD 
 
 i!)s,r»70 
 
 J7[»7,r)(l0 
 
 (fM'.»,y-'2 
 |oir.,068 
 
 millions nnd 
 Jon which he- 
 Isc's of certain 
 Eirtnients : 
 
 r»,r.32 
 
 !t.772 
 
 r.,.-.oi 
 
 L',.'J3G 
 14,1 U 
 
 r provinoH of 
 
 f, it is .stilted 
 iciiuul, uie in- 
 
 ino, was bom 
 s tlie son of a 
 
 iutlustry and 
 , aiul hocanio 
 hf University 
 iMuher of tljo 
 lofiitore Htiites 
 
 excite a nioro 
 )f instructora, 
 
 IIA. 
 Bavaria, from 
 
 )w, 4,863,450, 
 I Lutz. Date 
 
 "> ; number of 
 •ils of Sunday 
 
 r of teachers, 
 
 er of schools, 
 
 number of 
 
 the training 
 
 " KhiifirgdrttH nnd iufant srfio<ils : Number, 241) ; of which 27 are KindergiirttO : 
 NnnibtT of iMipils, 24,".Mri. 
 
 " Siroinhirii Eihunilon : Jjitln nrhonh • Number of Hchools, 7!) ; number of teachers, 
 748 ; of wliich 553 are exchisively employed in fiHtin schools ; number of pupils, ti,73H. 
 
 '^ (I'l/iniKiifin : Number, 2H ; number of pupils, .'.(VtO ; number of professors, 438; of 
 which 31)() are exclusively employed in the (Jymiiasiii. 
 
 " Ji'dif (ji/iniKisiii : Number, C ; number of pupils, 'ii)2 ; number of professors, Of». 
 
 '* Snjtcn'or K'hiriitlou. — University of Munich ; Number of professors in 1870, 116; 
 number of students, winter semester, 187r)-7*;, 1,232. 
 
 " Un'mrsHif of Jfiirr.bnrp ; Number of prt^fessors in 1870, C7 ; number of students, 
 winter semester, l87r)-7fi, 1,01 D. 
 
 '♦ Univcrxitif of Erlnnjen : Number of professors, 54 ; number of students, winter 
 ienu'ster, 187r)-70, 42'J ; total number of universities, 3; total number of professors, 237; 
 total number of studetits, 2,r)80. 
 
 " Si'KciAL Instiu'ction. — Polytechnic school at Munich : Number of professors, 
 4S) ; number of students, 922. 
 
 " Vlfrirn/ smiiiiarics : Number, 9 ; immber of students, 449. 
 
 " Jt'(>//((/ li/cnnns: Number, 8 ; mimber of professors, 07 ; number of student.^, 349. 
 
 " Trrhna/ngicaf tchouls : Number, 30 ; number of students, 3,745 ; number of pro- 
 fessors, 420. 
 
 ^^IJiflher iiului^truil siliooli : Number, 3; number of students, 189 ; number of pro- 
 fessors, 40. 
 
 " t'tutial vdcrimiry »t:hool at Mnnkh : Number of professors, 1 1 ; number of students, 
 
 " Ifii/ht'r commtrddl schools : Number, 2 ; number of professors, 43 ; number of 
 students, r)r»3. 
 
 " i^'chovls of (inhlhclitre : Number, 3 ; mimber of professors, 23 ; number of students, 
 130. 
 
 " Pfii/es.-mKil ereuiihf nnd Suinliii/ Si/ioofs: Number, 20O ; number of teachers, 827; 
 number of students, 14,501. 
 
 " Schools of (iijiliidluir : Numler, 4; number of professors, 70; number of students, 
 
 3ir>. 
 
 " Sjiecldl atfriiulliirnl ciiitf.^es : Number, 947; number of 'hearers,' 18,200. 
 
 " Ci'iififil tnhool of fvrc6trti at Aurluijfmburg : Number of professors, ; number of 
 student.s, llj.'i. 
 
 " MiHtnifi (tenth i)> us ami schools : Number, 4 ; number of instructor.*), 38 ; number of 
 students, 240. 
 
 " Schools of art: Number, 2; number of professors, 40 ; number of students, 475. 
 
 " Miscdldiicoiis schools fo)' sj'cftdl cdiicdf ion: Number, 102 ; number of pupils, 7,079. 
 
 "Musical Institi'TIOX.s, — lioi/al music school at Munich: Number of professors, 
 23; numl)er of pupils, 140. 
 
 " lioiial mntiicol institHti' (it Wilrzhmj: Number of pupils, 184; number of professors, 
 12 ; number of musicians and singers, 180. 
 
 "CHAlMTAl!i.K iNsTrrmiONs, — Asyhnns for destitute chihlreu : Number, 78; number 
 of attendants, 208; number of inmates, 2,185. 
 
 *' Orfihuiis and j'vutuUiHijs homes : Number, 53 ; number of attendants, 173 : number 
 of inmates, 1,902. 
 
 " iMif'-mutc nsi/hims . Number, 12 ; number of teachers, 33 ; number of pupils, 301 ; 
 viz., 192 males, and 169 females. 
 
 ^* Institutions for the bliml : Number, 3; number of pupils, 129. 
 
 " Institutions fyr aij)ples at Munich : Number of inmates, 33." 
 
 STATE OF EDUCATION IN THE KINGDOM OF WURTEMBURG. 
 
 7. WuRTKMliUKr;, constitutional monarchy: Area, 7,075 square miles ; population, 
 1,818,539. Capital, iit\\tt'^a.rt ; population, 91,623. Minister of Public Lcslruction, Dr. von 
 Gessler, Date of report, 1870 (sent in July). 
 
170 
 
 I'AIIT Xm. — KIUtATIoN IN COlNTKIKH HAVIN*; NO St llooL KXHIIUT. 
 
 •' PkIMM.'V F-KI (ArinN, XimiiImt of scliodls not ■^ivt'ii. Xlltiilii'ldf tt';i(.l»T!!t' JtlilCi'S, 
 3,87S, viz., l',(i.");5 I'lutislani iiiid 1/J2."» Catliulic. NiinilitT of iMi|tils not ;,'ivcii. 
 
 *^ Sicoiiiliiiji tlilitiHtitni. — Public jd'cparatory Mchools : Number of hoIiooIh, l;i, witli 42 
 clasbCH and l',<I(i1 [iu|)ilH, vi/„, 1,0(I(( uativef ami lO'"^ fbroigut'i's ; number of touebi-ri not 
 t'lvcn. 
 
 " I'lili/ii- Ii'iiifsi-liiifi' : Numbi-r of public roiilscbiilf, 81, with "J.U classrs ; number of 
 pupils, 7,I8"_', viz., "i,?;'!-' I'rototiiiits, \,IK\ Catlmlies, .'{.■).') .lews, and II of other (K nomina- 
 tions ; number of te.iehers, litil. 
 
 ^^ (liimmmin tiinl li/i'iiinix : Numbei' of (jvniiiaxia and Iveeums, ill, with 27.'i el;i""eM ; 
 number of pupils, 7, |S-J, viz., r(,;V.i;t rrotestants, I, till Catholics, i.'7l Jews, and G of other 
 denominations ; numl)er of teachers, '.\H\. 
 
 "SiriitKii; KidiATlnN. — /■//,>-/■,./■///»/' '/',i/,!i„/r,i : Number of -.tudents, S7M, viz., ."lOS 
 ♦roni W'urtembur;;, and 370 from other countries ; number of profe.-^.sors, f<9 ; number of 
 assistants, 7. 
 
 " .Irdifiinlis (■/* Aiiriciilfiiri\ FmiMrii. dc. ; Aeailemy of Agriculture ami Fore-try at 
 Hohenheim : number of students : winter ."emester, 1^71 r»,8t ; summer semester, 187.'>. "SJ ; 
 number of profes.sors and assistants, •«'">. 
 
 " Veterinary School at Stuttgart ; Number of reuular students, JO ; number of .-tudeiits 
 who study anatomy oidy, "Jl ; number of pndesMors and assjst.ints, lo. 
 
 " Agricultural >choois at Kllwaj^'on, Kirchbern, and ( >ch.>^enhausen ; Number ot pupils, 
 ?)C) ; number of profe.s.'^ors, 4. 
 
 "School for the training; of vine cultivators : Number of pupils, 13 ; number of teachers. 2. 
 
 " Auricultural winter schools: number of ."iciiools, 5 ; number of juipils, 7"); numtier 
 of teachers not i^iven. 
 
 " Agricultural eveninii schools nnd rcadiiif; rooms for adults : Number of schools. Mi3 ; 
 number of ])Upils, L'(i,',»liti. Thesis institutions have (ii'd libraries, with SI,I3S volumes. 
 
 " 'refhiiieai e(bK'atioii. — Poiytcelniie Sclioid al S(ii(tL,Mrt : Nmiibcr of piofc.ssuis mikI 
 HSsistantH, 7:5; number of students, winter semester, 1871-."), U'M : viz., \'ll in the ti'c:;- 
 nieal, ami 11") in the mathematical department; stimmei' semester, 187'), -i'i'J stmieiits : 
 viz., Ill in the niatlii;m;itieal. and .i')! in tiie technic.d ilepailnient. 
 
 "School of Areidtecture at Sttitti^art : Number of professors and assistants, -Id ; num- 
 ber of students, winter seiiieslei', 1.^71-"), 915 ; summer semester, l.s""", "J.")'). 
 
 " Sunday ami eM'nini,' schools foi' ailults ( Fortbildunu'ssciiuJiii) ; Nuiolpcr of st IhmpIs, 
 1'),'? ; nundier of pupils, 1 l,'.l'.Mi ; ninidier of tiMcln-rs, G 1 1. (.Jtnernmeiit eoiitriluites .ibout 
 .*;30,()<M) for the support of these schools. 
 
 " School (jf Fine Arts at Stutt;,'art : Nundier of piol'cssois and assistants, 12 ; num- 
 ber of students of wintci' semester, l.'^74-.'"), S.") ; summer semestcidt 1^7."), 71. 
 
 " ('onseivatory of .Musical SLutt;^art: Nundier of pupils, ."i?!!, of whom 7'J Were from 
 America; nund)er of ti'achers, ,31); nundier of lessons yiven each weeU, HM). 
 
 " ('liariliilih' IiiKlihil'niii.i. — Orphan Asylums : Nundier of ( irphan Asylums, ?i ; viz., 
 2 Protestant and 1 Catholic ; nund)er oi' inmates, (i2 1 ; number of outsiders, 28.") ; nundier 
 of directors and assistants, 2() ; annual e.\i>en,ses aliout i^'il^lSO. 
 
 " Institutions for the Deaf and OumI) : Number of |)eaf and Duml) Institutions, ; 
 number of |iupils, 2'i7. 
 
 " In.stitutious for the Blind: Nund)er of institutions, 4 ; nundier of pupils, 9G." 
 
 STATK OF EDUCATION IN THE KINODOM OF SAXONY. 
 
 ?il 
 
 8. SaxuNY, constitutional mouarehy ; nrfi, 0,777 sijuarc? miles ; pupiilntiou, 2,.*).'iii,2 \ t ; 
 Cfipltiif, Dresden ; jmptilatii'K, I8(l,()()0 ; iMiidster of Public Instruction, Dr. von (Jerber ; 
 date of )'ej)oi't, l87."5. 
 
 " Piti.MAKV Kuit'.vnoN.— (Elementary, extended clomeutaiy, and higher elementary 
 scliools) : Nundier of public schools, 2,1 l.'>, with 8,;5,57 classes ; nundjcr of teachers, .'i.oGO, 
 of whom 'I'.VS are bnuales; nundier of pupils, 429, ()7'.t, viz., 212,732 boys, and 210, 'J47 
 gii'ls ; nundjer of p'rivatc schools, 124; nundier of teachers, 711 ; number of pupils, 4,2''i7, 
 viz., 4,178 boys, and 4,08'J girls. 
 
lllltlT. 
 
 KI)r«'ATI<>N IX .SAXUNV, (iUr.lXT,, ANI> MItKKV IN KnUJl'K. 
 
 177 
 
 en. 
 l;i, witli 42 
 
 I tciK'li. rt not 
 
 s ; numrrr of 
 luT tlciiMiiiitia* 
 
 ml (J iA' uthor 
 
 S7S, viz., .'.OS 
 ) ; imuiljor of 
 
 (1 Forest rv at 
 ;er, 187.'.. .-Si* ; 
 
 er of >tuilL'utH 
 
 licr oj iiuiiilf*, 
 
 orto!U'Iiir>. '2. 
 7.') ; miiuljcr 
 
 .-cliools. ."^'.tS ; 
 
 VoluilR'S. 
 ll'oft'SSDiS illld 
 
 •J ill (lie trch- 
 
 If'iJ stiiiiiuts : 
 
 nts, 40 : laim- 
 
 Licr ot" si'IkpuIs, 
 itrilniti'S aliout 
 
 iiti, I "J ; uiiiii- 
 
 n. 
 
 II 71) Wen- from 
 
 ,liiins, ?i : viz., 
 , 2S^> ; nuiiilicr 
 
 nstitiitii'iis, G ; 
 
 qiils, Ofj." 
 
 NY. 
 
 ivii, '2,^)i)*'>,-\ \ ; 
 r. vol! dorlifi' ; 
 
 lior olciiifiiturv 
 U'lK-iiiTH, r.,(ili(>, 
 s, aiul L>1G,'J47 
 if pupils, l;-'i7, 
 
 "Sniuliiy illld I'vi-iiiiii,' Holr ols : XiimluT uf hcIiooIs, 182; iiiiiiilior (if [nipilj', 12,f)lM ; 
 
 niiinlicr <if Icik'Iu'Ih, ('i2'». 
 
 '• Kiii'lci-.irlcii. --'rntnl tiiiiiiliii'. !U ; iiniiiltcr fif ti-acln'rH iiiiil pupils nut mi'iilioncil, 
 " NniiiialSi liddls.-- 'riMclins' M'liiiiiiuiiv-. ; NiiiuImt of s('lio<i|s, I I, vi/., l.'l I'loti'istaiit 
 
 and 1 < 'iitlidlic. ; iiiiiiiImI' of ttMclicrs, 1.'):}; iiuiulii'r of studt'tits, 1,.'') '.!."), of whom (12 
 
 ft nil 
 
 are 
 
 Ill's. 
 
 '• St'coiidaiy lii-iiiH liiiii. — 111 111 cliulo : XiimlitT of roalMchule 20 ; iuuuIht of teachers, 
 200 ; niiiiilM r of pupils, 1,1 M. 
 
 " (lyniii;i-ia : S'liiiiln'r of j;yiun,isia, 12, witli 1 li> classes ; iiuiiiluT of |)i()fi'.-i.sor,>5, 225 
 
 initnlicr ot piipil>, 2,'.i2(. 
 
 " Si I'liMiij; Insiiu iTliiN. — '/'//' r,i!rr,:-ilfi/ ,>f Tji'ipzie : Xiinilici of p^of('•^sols mid 
 tutors, wiiiliisciiicstt T, 1S7.'">1H7(;, .S.o:V_', viz , 2.'.i2.'i fiiutriciilalcd uiid |ii7 not niatiiciilatcd. 
 
 " Misccllanniu> Institutions. — .Saxony has rxccUcnt acadfinii's of line aits, poly- 
 tt'clinic. iiiilu>trial, cnmiiiiMcial, niinin.L;. dr.iwiiiL', u;,'rii:uUiiial, and cvfiiing .'schouls, of 
 which the nuiiiher of teiidieis and piipiis is nut nieiitiened in the repoii." 
 
 STATK 01' I'DUCATION IX THE KIX(;i)OM OF GUKKCE. 
 
 !». Cli!i:i( i:, eoiisiiiiitioiial monarchy: Al•i(.l,V^,'^\\ sipiarc m\\i!»;piiiiiilatt()n, l,l.')7.8'.t l. 
 C'lj'i/'il, Athens ; /'ojiii/iitliiii, 44,.')l<i. 
 
 The followiim i^ an ali.-traei of an article in the Archivo di I'edaj^oj^ia, of Palermo : — 
 
 " PiMMAliV l',liI(AI!nN in 1 S7 1. — N'llllllier of ]iul)lie flee schools, 1 ,1 27 : llllinher 
 
 of puiiil-, 7 l.noi — viz., nM,l.'i(i hoys and 1 I, In.") girls; niiiiilier of private schools for lioys, 
 41 ; nuniher of jiiipils, ;},."i.')8 ; nmnlier of private schools for girln, 20 ; nuiiiher of pupils, 
 
 '• Si'.coNitAKV l']|>r(Aiiii\ in 1S7 t.— ((iyinnasia and Hellenic schools.) Numln'r of 
 Hellenic schools, l.'iO ; nuiiiher of teachers, 2f>U ; nuinljor of impils, 7,040; niuiiber of 
 j.'yiiinasia hs ; muiiher of in'oiessois, 12"; nuinher of impils, l',400. 
 
 " Lycees and hoardinir schools. — l.umlier of lycce.s and lioarding .schools for hoys, 
 {."^ ; llllinher of pupils, 7lf^; iiumhcr of lioanliiii^ schools for girls, 1.1 ; numher of pii[)ils, 
 122. 
 
 "The last named ;ue private institutions, and suliject to government inspection. 
 
 "Sli'Kiiini; Mini AiinN. — 'file university: numlier of students in 1.S74, 1,.352 ; 
 numher of pidfessdis, i)'.i, numher of tutors, 2 1. 
 
 " ^liscellaiieous schools. — Naval schools, '», military aca leiny, 1 ; polytechnic school, 
 1 ; seminaries, 1 ; royal marine school, 1 ; total numher. 12, iiuml)er of professors, 8.") ; 
 numher of students, (isl. 
 
 '■(.liind tul;il of institutions of learning, l,;')',i4 ; numher of pupils and students, 
 
 " No mention is made of normal schools and educational journals." 
 
 TilK STATH OF EDUCATION IN TUUKEY IN EUlIOrE. 
 
 10. Sr.ltviA, jirincipality, nominally helonging to Turkey, but independent siiice 1850 : 
 A.'c 12.000 s(|uare miles ; //■y///A'//r//(, l,.'33S..'')(i5. Cn/iU'iJ, IJi'lgrade ; jvipKlulinii. 20,(;74. 
 
 '• Fkimauv iNsiKnriiiN. — Xiimoer of schools, 507 ; number of teachers, 0:i7 ; num- 
 her ot pupils, 2'J.7.'"iO. There are besides, 15 free schools, of which the number of 
 teachers and pupils is not mi'iitioiied. 
 
 •• Si;( (iNDAKV l.NSTiui iioN. — (iyuuuisia: number of gymnasia, 17; number of 
 teaclieis, .")'J ; nuiulxr of jiupils, 040. " 
 
 " High School for girls: Number of tea.chcrs. 2(i ; mimber of pupils 2.38. 
 
 " Si ri:i;i(ii! Insiiu ition. — Uniwrsity : number of profes.sors, 17; number of stu- 
 dents, r.io. 
 
 '• Theological Seminary : number of professors, 11 ; number of students, 279. 
 
 •• Ndiiiial School — Xumber of teachers, 11 : number of pupils, .^'J. A library with 
 2,0(10 volumes is connected with the Normal School. 
 12 
 
 I 
 
178 
 
 PART XIII. — EDUCATION IN COrNTKIES IIAVIXO NO SCIIooL EXHII5IT. 
 
 " Industrial Schools. — Number of inclustrial schools, 1 1 ; mimher of teachers ; 40 ; 
 number of pupils, 54G. 
 
 " Only 15 per cent of tho conscii))ts examined before the war were able to read and 
 write (Allgomeine Deutsche Lehierzeitung, 187C, No. 39.) 
 
 11. PiOUMAN'iA, constitutional monarchy (tributary to Tuikuy) : I /tc, 15,012 S(|uare 
 miles, popuhitioH, ,3,804,848. Ccjiitu/, I3ucharest ; iiojinhdioh, 1^21,1.^)0. 
 
 " Oq the 1st of September, 1875, Koumania had 2,413 public schodls, of which 2,138 
 wore supported by the State. The number of teachers was 873, of which .')27 were rcyidaibi 
 
 STATE AND PliOGKESS OF. EDUCATION IN GKEAT BKITAIN AND 
 
 IRELAND. 
 
 12. Great Britain and Irelanh. — The la.st seven years^ ha.s witnessed a wonderful 
 chansiie in the eJucutioual status of England. During these years she has made vigorous 
 strides onward. In her elaborate and comprehensive elementary School Act, she has sought 
 to place her system of public education on a firm and substantial foundation. In doing this, 
 she has recognized two or three important principles, and incorporated them in the School 
 Act. 1st. The inherent right of the child to a good elementary education. 2nd. The duty 
 of the parent to give it, or to justify his refusal by suihcient reasons or a jiecuniary 
 forfeiture. 3rd. The obligation of the general ratepayer to supjiort the primary schools. 
 These principles, which have long iirevailed on this continent, were not conceded without a 
 vigorous struggle in England, but ihuy at length Iriumiihed. There are sevi'rnl otliur im- 
 portant principles endjodicd in the English Schudl Acts, which are fully exiilained in the fol- 
 lowing .summary sketch of the progress of popular cducition in England, from l83'J to lN70. 
 This sketch has been prepared by II. J. Briggs, Es(|., and I. \V. Edwards, Es(|., of the Mid- 
 dle Temple, Barrister.s-at-Law. I have thought it desirable to condense this sketch, and in- 
 sert it in this report, as so many of our people arc interested in the subject, but do not know 
 exactly what is t o present condition of the law rclitiiig to popular education in Enuhind. 
 
 I. SkKTCII 01' Tin: Al).MlMsTi;.\ll(>N Ol" ■rili: (iHANTS lOlt I'lliMC El.KMKNTAl;^ IllM ( AIKIN 
 
 IN IOv(;i.AM) AM) Walks ( 18.">'.t-]87<l). 
 
 " Before the yi;ar 1^:')'.!, the primary education of the poor was left entirely to juivate 
 elVoit or to the voluntary association of individuals, unaided (with the exception of a few iso- 
 lated grants from the Treasury), and uncontrolled by the State. A huge number of charities 
 for the education of the poor iiad been foundcl by the benevolence of a i'ormerage, but many 
 of them had fallen into complete neglect, whilst others, though doing some educational work, 
 had in course of time been jierverted from their original design. In Scothnid, a large numhcr 
 of parochial schools had existed ibr generations, but in England and Wales uood .schools were 
 few and far between, the school-houses were often s(jualid, with miserable turniture, lew books, 
 and scarcely any other school api)liances. The attendance of the children was irregular; their 
 attainments were wretched. The teachers were often ignorant adventurers, who had ado|ited 
 the profession when they had proved their utter iiiconjpetency for any other calling, while 
 those who pos.^cssed any knowledge were ignorant of good methods of imparting it. Riot and 
 disorder were kept under only l)y the most savage di.-^eipline. 
 
 "A few philanthropists, and notably Joseph Lancaster, had endeavoured to cope with the 
 ignorance and immorality of the masses, by labouring to extend the education of the poor, 
 irre.spcctive of denominational teaching, and the British and Foreign School Society, at iirst 
 named the Royal Lancasterian Society, was founded in 18U8 ibr the i)urpo.sc of encouraging 
 the education of the children of the poor in the principles which Lancaster had advocated with 
 so much zeal and .self-sacrifice. 
 
 U.. 
 
;iiuT. 
 
 rUOGllESS OF EDUCATION IN EN(iLANl) AND WALES, 1839-1870. 
 
 179 
 
 ichcrs ; 10 ; 
 
 to read and 
 
 ),G12 si|Ucire 
 
 which 2,138 
 rcrc regularhj 
 
 IN AND 
 
 I a wonderful 
 ladc vigorous 
 10 has soULiht 
 In douig this, 
 iu the School 
 ad. The duty 
 r a jiecuniary 
 iniury schools, 
 dod without a 
 iTJtl dtliL'i' ini- 
 ued iu the Col- 
 I83t» to 1S7C. 
 (j.. of tlie Mid- 
 iketch, and in- 
 it do not know 
 
 II Kn'jlaiid. 
 
 KV I'.IU ( ATKIN 
 
 irely to juivate 
 on ol' a i'fW iso- 
 ber of charities 
 r a^e, but many 
 ucational work, 
 a lar^o number 
 )od scliools were 
 turo, lew books, 
 irregular ; their 
 'ho had adojited 
 n- callinti, while 
 Y' it, Uiot and 
 
 to cope with the 
 ion of the iioor, 
 Society, at iirst 
 e of encouraging 
 d advocated with 
 
 " Three years later tlic " National Society (or Promoting the Education of the Poor in the 
 Principles of the Church of England," was established. These two Societies struggled 
 bravely on, doing their best, with the limited means at their disposal, against the lethargy of 
 the public and the vice and ignorance of those for whose bonetit they came into existence. 
 
 '•' In the year lcS;^9-10, IJr. James Phillips Kay (now Sir .Janies Kay-Shuttleworth), and 
 .Mr. Carleton Tufncll foundfd a College at IJattersea, for trainitig a number of young men as 
 schoolmasters. This institution afforded a generally superior education, and .special instruc- 
 tion in the best methods of imparting knowledge to children ; while an elementary .school, 
 adjiiining the College, exemplilioil thi'sc methods, and cniibled the students to put them into 
 practice. The history of the College, and of its rapid and continual progress to the present 
 time, is detailed in the Reports of the Committee ol Council. More than 1,500 young men 
 have passed through it and been added to the ranks of the teachers. Not a few of these have 
 gained eminence, and all look baek on the days they spent within its walls as amongst the 
 most valuable of their lives, and rciiard its I'ouuders with esteem and aft'eetion. 
 
 •' Dr. Kay united to varied attainments, great energy and decision ot character ; and when 
 the (ioveriiment of Lord John Russell determined on I'orming the Committee of the Privy 
 Council expressly to administer an education grant from the public exehe((uer, Dr. Kay was 
 appointed its .Secretary, 'i'iie early Minutes and Reports of the Committee of Education, set 
 forth the eilucational destitution of the country, and the generous and statesmanlike policy 
 pursued by Sir .lames KaySliuttlewortli. 
 
 TaMc slnnviiig' tlir siieci'ssivc Cliiefs df tlo' Kilucutioii ])epiU'tiiK'iit sinci; the 
 fiirniiitiii)! (if tlic ( 'i»iiiiiiitt(f of (^)Uiieil nii Jvbir;iti<jii. 
 
 1 >:itf. 
 
 is.-,! I 11 
 
 isii-n; 
 
 ls|(l~.-.i.' 
 ls:Mi :,:; 
 i,s:,:r.-,i 
 1 >^:. I-.-.:. 
 1 -.-,.v.-is 
 
 ls:,s-.v.t 
 
 is.v.i-dii 
 
 isi'ii; (i7 
 
 l.sc: (is 
 l.stis-7;; 
 
 1S7;{-71 
 1S7I-77 
 
 l.nnl I'li-i.lnit. 
 
 \'ii'(/-l'ii'>iili.iil. 
 
 SftTftai-w 
 
 .M,-iri|ilr.-s nf l.alisiliiwiif 
 l„,r,l WliiinielitiV 
 
 . , . i 1 >r. .Taiui'.-i Thilipiis Kay, 
 . . .1 aftirwanls Sir .laiiu's iviiy- 
 i Slnittl.'\V(.rtli, IU. (is:v.i-ts). 
 
 >[ar'|Uiss of Laii-'lnwu, ....'• I{a)]ili IvuluTt WIk'i'Kt Liii- 
 
 -iMi, Ksii., C.V<. (1S4S.70) — 
 
 imw Secrt-tary tn the 'I'rea- 
 
 surv. 
 
 'i-'l 
 ;t;ail ..f I, 
 JE.'irl ( ir.oivilli'. . 
 |l,ui-,l.l. K.ISM.U 
 lOail ' Ir.oivUli.'. 
 
 .1. 
 
 l;i-iil llciu, \V. ('..U|irl--'iVlll- 
 plr. .M.l' 
 
 Kiulit lliui. Sii' ( '. AdderKv.: 
 
 , M.l' '..| 
 
 , lii::lit llnii I'liluTt LoWL', 
 
 • .M.l'. (1S.V.t-(;i| j 
 
 1 Ki-lit llcjii. 11. A. Iiruci',1 
 
 j ' .M.l'. (lS(il-(itl) I 
 
 Dukii of riuckiiijliaiii and lliulit ll'in. If.'!'. E. Cnriv,! 
 
 Chan.los , M.l' i 
 
 Diiko of .Marll..,niu-li i;i.;lit Hoii. Enr.l 1!. .Moiita:;u 
 
 Mariiucss cp'f Kiiinii iKiuht linn. W. E. E'lustri , Sir Erain-'is liielianl Sainlfonl, 
 
 ' M.l' CI'... I.E. I). (1S70 t.. the 
 
 .Maii|Ur~- nf Salis)iiir.v 
 
 , j'^ail < lraii\ illi/ 
 
 Enid AlM'lda.V 
 
 1 )iii<e nf Kiiliiiiniid and t J'lr- 
 
 dnlL, K. (i. tlir |HV>Cllt 
 
 Enrd ri-,si(h'iit. 
 
 \'i-<c.-nuut Samlnii, .M.l'.- the 
 |ir(.v-ciit \'iiM'-l'rrsidriit. 
 
 ]ll-CM'lll tlllH.'l. 
 
 " From the lir.st Report of the Cctmmitte of Council made to the Queen, we find that Par- 
 liament, iu 1831J, voted £;5(),0t)0 for administratiou by the Committee of the Privy Council 
 for the purpose of elementary education during that year. The amount which had been 
 applied fov by persons desiring aid was £tS,.j9o, and the number of children on wdiose 
 behalf this amount was asked, was £.')8,302. 
 
 ''The Committee of Council at first restricted their operations to making grants in aid of 
 the erection of schools, and in all ca,ses they insisted that the ecliool .should be in connection 
 with either the National Society or the British and l*'oreign School Society. It was not un- 
 til some years afterwards that grants were made on behalf of Roman Catholic and other de- 
 nominational schools. The great aim of the Committee was, by offering liberal grants, to 
 
 gj 
 
ISO 
 
 PAUT XIII. — KDUCATloN IN COUxNTltlKS llAVlMi No SCHOOL F.XHll'.lT. 
 
 itiduco influential pcr-oiis to I'onn lnv^.i! f')niinitti;os for tlic [nirposc df liuiklini:, niaintaiiiiii::, 
 and niana^inii; ]iornianont scIkuiIs. Tliey oHercd 10s. per lioad (or every cliild to be aceoni- 
 iiiodated, and rc'iuired tint lo^-al sii]>.scriiitions .-hnild ]iro\idi' the rest, Knowiiiti' tliat their 
 most yiowerl'iil allies would be the eleri^y and ministers of tlij various denoniiiiations. tlio 
 Conimittoe ol' Couneil mule the daily re. idiuLT ol' tin; Serijifures .'in iiidi-;|iensilil(' portion of 
 tiie instruction to bo tjiseii in the se'aools; iind, while ;idvocati:ii^ the ennijil 'ti; liberty ol' the 
 jiarent in re.speet of the withdrawal of his ehild (i'om religious insiru.'tidn, il he weie so 
 minded, their Jiird-hip- were ol'djiinion '-that ni> jil in ot eilueitioii should be eMe(iur.iL:ed in 
 which inlellectual instruction was not subordinated to the reiiulalinn ol' the thouLihts iuid 
 habits of the children by the doctrines and precept.- of revealed religion.''* 
 
 " In all cases where urants were made, the (Joniniittee of Ceuneil insisted on the llj:lit of 
 !ii!</nc/io,i of the schools by their own oflicers. 
 
 " The inspectors, then very few, m ly be said to hive been tlu' jiioneer.s of educatlnn, and 
 the ch iracter and results of their labours are fully det died in their annual liepnrt-i in the 
 Conunittee of Council. A comparison of the school destiiutiori of the country then (ls;p,n, 
 and iif the school provision cxistiu:^ in 187"— a d:ite which m u'ks a neweiHudi in the history 
 of public education — will show what an excellent work was d ine duriui' this p(;ri(id. 
 
 " Not merely had the whole educational field to be broken, but ^cientilie metlnids of iii- 
 struetiiin ha 1 to be devise 1 or inti'oduced I- Indeed, to the early labuurs of Sir d.mus Kay- 
 Shuttlewortli ami his coIKmuucs is, in a t;reat measure, owiuu the imnu'n-e inipro\en) nt that 
 has taken pl.iee in the t>ri"itr-' of teachitr_' in higher uradc .scluiuLs, as well a.s in tho.-o lor the 
 jioor. 
 
 " In November, 1.^1:5, their l.ordsliips determined to make L^rants towards the ereelion of 
 schooluiasters' houses, towards the purchase of a]iparatu>, and in aid <if tiie ereetinr, of trainiii.L;- 
 schools ; and they also offered special grants to cxccjiliniially po.ir and populous pl:icc.». and ii 
 lar^e number ol' localities soon jiarticipated in these benelits. 
 
 '■ 111 ISK) the ( 'iinimiltec of ('.luneil made auDtiier and most impoitaiit .stride. 
 
 " It v.as clf.ir that sueeess in this new wm k of tlie cduealion of lii" )io ]r, must wholly 
 de[ieiLd ou the ebaraeter and altainmeiils (if tie' teacher. Ilaiid>onie seiiool biiildiii^-! aial 
 lib.'ral supplies of sehool apparatus would be valueless, unless liie teaelie)' weir coniprteiit, 
 higli-miiidecl, devoteil, and /•■.tlons. To create a liody of well-iiualitiod and Uill paid 
 teaehers, who should eonniiau i eoiililcnce and rrspcet liv tlioir aliility and chai'aelfr. b.-- 
 came the j^reat aim (tf Sir .1. iviySiiiit tleworth. jl was ]iot lik-ely tiiat (••luratiuii would 
 be son;j:bt or vabieil if tlio.sc wiio inip.uteil it were nut held in icspeet, iior their otlieo 
 deemed a liiu'h and important oih'. Willi tlie.se vii'ws the Mimites ol' lS|(i seem tu have 
 been framed. They provide(l for the animal p.ayiiieiit tocNcay teathcr in eharL;e of a school, 
 of not less than £1;"), iior more than i'.'Sn, in nu^'ineniaiion of the sal, iry paid liy the mat la- 
 gcrs, (IK I'liiiiJilhin tlint }(!■ sldiuhl (ililniii A// (XiniiiHutiiiii ti ciMfi'iricAi'i: (iK .mi'kit. tli.it bis 
 school should 1)0 «/*/*'/'(//// rejiorled bv oiio ot' iicr Maji'sty's in--iircior.s, to tic cHicieutlv 
 conducted, and that his ciairaeter and eoiiiliiel should lie salisfu toi_\ to his ciiiployfis. 
 
 " To caeh jiossessor of the cell i Ilea I" of iie'rit ac.iially in eliaii;o of a school, i ho .Miimtos 
 oflered the payments aboNC iiam"d, r^'(|nil■ill^■ that i/nnl/c the amount awarded from the 
 public grant to the teacher, should be pro\ idcd by the /ii'n/iti/, dm -Ini'i' lA' v.hieli w.is to lie 
 obtained I'rom ruhdddrii .•oilifrli'thiu.^. I>y the jiidsjiccts thus set forth, and liy tin- tone of 
 respect and sympathy shown for tiie teachers in all olVn-ial iidali.ms with tlieni, a barge 
 iiumlier of superior jiersons were soon .■iddcd to tlicji' r.iiiks. 
 
 " In ordectj ensure a sih-r< -xcin a/' ir, //-friiim 'I 1i in-ln rs^ and to jii'ovide competent assi-t- 
 ancf in the sebo(ds, the (.'ommittee of Coum-il inaugurated the system of jiaid I'l'l'll.- 
 Ti:.\t'lli;us, which has been so prominent a feature and so maiked a sueees.s of the tdeinent- 
 arv .schuol s\stem ui' t.liis couiitrv. 
 
 !>• 
 
 • 1 
 
 
 * It \\\\\ \v jiratifyiiiu' tn tlm-i' wlm >till ImM tliis <mhi\ I'l ti'ai, tn sic, I'V lo-liuii.- |ii Mlit.-c] tn I'iU'- 
 lianniit ill tli.' M-simis l,s7.'i alnl ls7i'i ir,-|M rtiii_: /.'( ijiuns (>l,,<i muiCi a in .Sr/,,,,,/ /!,„ii(/ Sr/,, „,'.■.■, lli;it ..f Hie 
 
 vidr 
 ami 
 nf tl 
 
 tli'ai ill cxistt'iKT v( rv {<■ 
 
 ■\rliiiii.il iili.iiiii~ ti-,i( liiiiLT finiii tiicir .^t'licls 
 
 01 clati'ir.'iti-' C'liirsc nf iTli'jinii-^ in^tniiti'in. .■oj.] (■.•iii-iil Ihcir 
 
 1^ (.. lu. (I] 
 
 (I tliat 
 
 liyiiiii-^, fiillnwt '1 liy tliv rfaiiiii;^ nf tlic Srii|ptmrs, v.illi t\iilaij.iti"ii.-< s\iiti<l tn tl 
 
 iiiaiiv' i>r!i. 
 c'liiil wjtli |H;iyii> 
 
 If a;,'i' ail 
 
 laliili-lty 
 
 II- !-cliiilar- 
 
 I One of tiic ]i'i|inrt> (istO) c'Dlitaiiis a )ii.i>t valuililc pajii-r eii tlic " ('iiii-tnn.ti\e Mitlioil nf ti' 
 
 lUa.l 
 
 lll.:J 
 
 iuid \\ ritiii 
 
 I 
 
I!1T. 
 
 IM{<j<iltESS OF KDUOATION IN P:K«LANI) ANM) WALES, 18:j!)-187G. 
 
 181 
 
 iuntainiiij;, 
 be Mceoin- 
 tlifit tlu'ir 
 
 ;itiotis. tlio 
 
 rty (if the 
 le wero so 
 (lur.iui'd ill 
 luiilits iiuil 
 
 ho rblit or 
 
 iitldti, ami 
 '■t>i ti. till' 
 11 (ls:5'.)., 
 lio hi>torv 
 
 A. 
 
 iliiij-i of iii- 
 
 l.iiiu > I\;iy- 
 rlll lit tlmt 
 
 iu.>u lul" tho 
 
 I.' ClcctidJl of 
 
 (if ti;iinin^- 
 
 l:ieo.». and !l 
 
 i.lc. 
 
 mist wlinlly 
 iiililiii^-: mill 
 
 ■ VOIIll'fti'Ut, 
 
 nl vrll |iaiil 
 liaractiT. Ik'- 
 ■atiuii \s<)iil<l 
 ' tlicir <iilii'i> 
 rem tu liav«' 
 ' {<{' a scIkmi], 
 ly till' iiiaTiii- 
 Kll'. tliat liis 
 ic cli'uii'Utly 
 [iloVfls. 
 
 i1m' .Mimitt'S 
 
 C'l flMIII tlic 
 
 li was tu ))i' 
 
 ■ till' tduc of 
 iuiii, a larijo 
 
 irtciit as~;i'-t- 
 jiaid I'li'ii.. 
 tin' flrnuut- 
 
 Miit.-d til I'iir- 
 
 .'.-■, tll.'lt l.f tlic 
 hill liiaiiy I'ld- 
 1 witli |iia\ils 
 V ainl iMjiaiity 
 
 tli.'d ..f tfiuh- 
 
 ** Alitady .Fosciili I/uioast'r ami Dr. Kl'U had done niucli for tho monitorial system, by 
 wliith a lari^c number of eliildrt'ti woro taught in one scliool by boin^ divided into dassts 
 ntider tbe oMtr and more protieient seholars, wliilo tho teaeher kept order and governed tho 
 whole school. I'lit the system liad Ljravo defcetx. Tho nioiiitors were | ut to tho work of 
 tiaeliiui,' and superiiitench'nce wlien they wero too younjj; to iiavo learnfd nuuh thenKselvcs, 
 whilst they liad few or no methods of impaitin;,' what they knew. Atid, as they were paid 
 little or nothiun for their services, tho exiireneies of tlieir puronts n.snally conipelled their 
 re iiiiival from school at a very early ai^c. I'.y tlio minutes of ]6\C), however, the ('oninutteo 
 of Council greatly improved on thenmnitoiial system. 'J liey otl'ercd to every pupil-teacher 
 wliose parents or t^'uaidiaiiH coiisenteil to apprentice him (or her), for ii term of years 
 (Tisually live), commencini; at thirteen yeais of age, an annual stipend be^^inninj^ at .£10 
 for the lirst year of apprenticeship, and risiui^ by yearly increments to .C2(> for the last year. 
 
 "The impil-teacher wan reijuired to bo of Ljood character, and conio from a respectable 
 homo. Ife was i('i|uired to piss an examination befoio the inspectm* prior to admission, 
 and at the end of each year of his ai)prenticeship. Ho was to assist tho teacher in the in- 
 struction of the scholars during tho sclionl houi's, an<l to receive separate; instruction from 
 the teacher for one hour and a half daily. This was an additional boon and stinndus to 
 tlio teacher, for, besides having the daily-increasing benetit of the service of tho ohh'st and 
 most intelligent of liis scholars, he liad tho advantage of adding to his owt\ attainments 
 when st'jdying witli them alone. Moreover, as tlu; Oommitteo of Council offered him au 
 smiuial gratuity for each pupil-teacher who jia.^sed a creditable examination before the in- 
 spector, it was to his interest to seek for candidates likely to do him credit. 
 
 " The course of instruction for pupil-teachers was prescribed and carefully graduated by 
 the Committee of (.\uiiicil, and their animal stipends wero dependent on the certilicates 
 from tho managers and the repoi-t of tho inspector ; ami at tho completit)n of tlieir appren- 
 ticeship they wero generally well prepared for admission to a training-college. Tlu>y were 
 induced to enter the colleges by tho oiler of <Jueen's scholarships, whicli consisted of exhi- 
 bitions of the value of I'OA to I'tf., paid by the (,'onimittee of Council on behalf of eveiy 
 candidate who j)assed the presciibed examination and entered tho college. 
 
 *' The ( !ommittee of Council also provided for substantial annual aid to tho training-col- 
 leges themselves, which aid iias formed ono of tho mo.st important features in tho sy.stein 
 administered by tlu! < 'ommitteo of Council. 
 
 " These colleges, of which there are now in Knglandand Wales IS for masters and '23 
 for mistresses, were mostly founded by grants from the National or I»ritish and F'oreign 
 Sciioiil Society, and base been supported [niucipally by tho voluntary subscriptions which 
 the various denominations enlrusted to these societies to administer. T'he Committee of 
 Council had .already voted substantial aid towards building most of the training-coHeges 
 already founded, and they Tiow proposed to pay the ."sum of L'O/, for every student residing 
 cne year, L'.V. for the second year, and .'50/. for the third year of his training. 
 
 "The colleges oll'ered i'wi) board, lodging, and tuition to candidates who p.isscd the ex- 
 amination prescribed by the i'ommittee of (.'ouncil. During their residence in the college 
 tin; students are carefully taught by competent professors, not merely in the usual subjects 
 of instruction, but the greatest caro is taken to place befon; them the best known methods 
 of im|>arting knowledge to the young ; and at regular and frequent intervals they are em- 
 pli yed, in elementary schools adjoining tho colleges, in teaching cla.sses, xinder the direc- 
 tion ami criticism of experienced masters. 
 
 '' The training-college system gave emphasis to the fact that the person who presumed 
 to rule and guide the young, who, for good or ill, was to 'eavo an indelible impress upon 
 them and who was to bi-ing them uji religiously and morally, ought not to bo entrusted 
 with such a responsibility without careful selection and proper training. 
 
 '• When it is added that pensions wero to be provided for deserving teachPi-s of long 
 service, and that provision was made for the annual inspection of every school seeking a 
 grant, by insiiectors whose jtosition and emolument freed tlu'in from any sus[)icion of par- 
 tiality, the scope and intention of the celebrated .Minutes of 1840 will be understood. 
 
 '• Of the value of the work performed by Her Majesty's inspectors of schools it wouM 
 be diillcult too speak to highly. It was their duty to report minutely on the condition of 
 the school-premises, on the supjily of books and apparatus, and to put the cla.sses through 
 a starching examination ; and, as on their Reports to the Education Department depended 
 
 'II 
 
 i 
 
I 
 
 . I 
 
 i 
 
 I 
 I 
 
 182 PAftt xiii.— EbucATioN in countries having no school exhibit. 
 
 the payment of the grant, it will be understood how great was the demand made npon theiii 
 for ability, accuracy, discrimitjation, and firmness, besides a <letailed Itepoit on each school, 
 which nicely weiglied tlie results of the examination, the inspector niiulc a general Report 
 every year on the state of education in his district. These General Reports wore, iiiid 
 continue to be, laid before Parliament, and they now cover the petiod from 1839 to Is?'), 
 forming a most valuable record of the progress of elementary education in this country, 
 and testifying to the great ability and industry of their authors. 
 
 '* Mr. Matthew Arnold, one of Her Majesty's inspectora of schools, looking back on the 
 Mioutcs of 181G, says in his Report (1871-:.') : — 
 
 " ' The growing concern for popular education, and the growing sense of tbo magiutudc 
 of the interests which depend upon it, of themselves do much to direct notice to the pro- 
 fession of teacher, to invite aspirants to it, and to free it from the dislavour which in tlicr^o 
 last years it had incurred. There u no doubt that it is becoming easier to obtain pupil- 
 teachers, and this return of the tide has, probably, by m means yet reiiched its highest point. 
 No policy could more judiciously further this liappy movement than the jioliey which the 
 School Board of London is announcing its intentions to follow. By offering to the teacher, 
 in addition to his tixed salary, a uioicty of the csaminatiou iirant, it jn'ojioscs to restore it* 
 augmentation; by offering to him special payments fdv tlie instruction oi'puj)il-tciiclicrs. it 
 proposes to restore his jiu{)il-teacher gratuity. It is well known how heavy a discouragemont 
 the withdrawal by the Revised Code of the augmentation ixrant to teachers was felt by tiiem 
 to be ; it is well known how the withdrawal of the gratuity for instructing pupil-teaclie;'s 
 diminished the zeal in finding them. It may well be urged that local Hoards can employ 
 with advantairc a system of apprnpriatod Lirants which, when it I'eaehed a great scale, beeamo 
 inconvenient I'or the central (Jovernmetit toenijiloy, and the force of this plea fiu" the Revised 
 Code I by no means underrate ; but, still, it may be j)ormitted us, who remember tlie Minutes 
 of 184G, to .see with satisfaction that a body of men like those who make up the JiOiulmi 
 School Bo;;rd, desiring to attain that primary ;md essential re(|ui>ite for jMipular education, 
 a supply of good teachers, revert to the .Minutes of 18-10 and to the policy of their authur,' 
 
 "►Some of the immediate results of these Minutes will be seen from the Ibllowing state- 
 ment : — 
 
 " In l8<!0 the number of i-chools under regular iiininnt insjurtinii had increased to 2. 000, 
 while the number of children accommodated therein was nearly halt-ainillion. There were 
 3,00(» male and 1,.")0(» female pupil-teaehers, and there were 17 traininu'-schools, with •_'0."> 
 resident students. Hetween hS.'J'J-.'iO Tarliamcnt had voteil, for buildings, augmentations, 
 and stipends, grants to the amount of .")t!0,(l(Hi/. 
 
 " In all the schools careful instruction in religious knowledge was imparted, frcijuently by 
 the clergyman of the parish or by members of his family. The girls were taimlit plain needle- 
 work, and most of the children who stayed until they had completed their tenth or twelltli 
 year could read, write, and cyjiher fairly and intelliuilily ; but the Reports of tlic inspectors 
 constantly urge the necessity for compelling the regular attendance of children at school, bo- 
 lore the efforts of the teachers could result in substantial and lasting benefit to their scholars. 
 
 " Notwithstandmg the progress hithertn made, it was iound that very n.any fllstricts were 
 still unaljle to take advantage -of the Iti-ndits offered by the (!om!n;tt(>e (jf Council. The 
 tJoverument only helped those who helped themselves; an 1, in many districts where schools 
 had been established, it was found impiossible to rai.-e, voluntarily, sultieient "subscriptions to 
 maintain them Some forcible and earnest pleas for more help, and that itin/Kdi/i/, to peor 
 districts, were answered in Is.")."} by the ('(ijiil'iflan. (irdiit on the attendance of the ehildren. 
 To schools in riirnl ilistrlrts the Committtc now offered, in addition to the usual augmenta- 
 tions and stipends, Gs. for each scholar, in schools with less than 50 children in average daily 
 attendimcc ; os., in schools of more than .50, but less than 100 ; and 4s., in schools of more 
 than 100, and less than loO. Asa coinlitiun of this grant it was re(|uired that a scholar 
 should make 192 attendances in the .school-year, and that the children's fees were not to ex- 
 ceed 4d. per week. 
 
 " The progress made during the five years from LSoO to 185,") was considerable. Whereas 
 up to 1850 the total amount expended from the Parliamentary grant was, as we have stated 
 above, £500,000, it had reached in 1855 a total of £2,000,000. The principal items of ex- 
 penditure during the period fronj 1839 to 1855 stand thus :- 
 
BIT. 
 
 PROOKESS OF EDUCATION IN ENGLAND AND WALES, 1 839-1 H76. 
 
 183 
 
 -^h scliool, 
 
 'al l{o|i(n-t 
 
 were, lunl 
 
 9 to is 7.'), 
 
 is country, 
 
 ack on the 
 
 niagiiitudo 
 
 to the pro- 
 
 ch in thoiso 
 
 >ia |)U{iil- 
 
 it'st point. 
 
 wliich tlio 
 
 teaelier, 
 
 < restore it* 
 
 tcjichers. it 
 
 >ur;iuement 
 
 'It by tiiem 
 
 I>il-te;iclie-,'.s 
 
 -';in einjMiy 
 
 lie, bee;rno 
 
 lie H(.'vis(Ht 
 
 lie .Minutes 
 
 he JjOn(h)Il 
 
 educ.'itioi), 
 
 eir autlmr.* 
 
 jv/iuii -siate- 
 
 !d to 2.000, 
 Tlicrc were 
 S with •_'()*> 
 mentation.^, 
 
 '<|Uently hy 
 lain iieedle- 
 1 or tw.'Uth 
 i insjieetors 
 
 school, he- 
 ir schohirM. 
 strict.s Win; 
 iicil. 'J'ho 
 ere sciiooLs 
 -riptions to 
 /{'/, to poor 
 le eliildren. 
 
 augnienta- 
 eraue daily 
 )ls oi' more 
 it a seliolar 
 
 not to cx- 
 
 . Whereas 
 lavo stated 
 tenjf. oi' ex- 
 
 •• Buihling elementary schools ^£.580,000 
 
 " ' normal Schools 147,000 
 
 " Providini,' maps 10,900 
 
 " appiiratu.s 500 
 
 "Augmentation grauta 160,000 
 
 " " (assistants) 7,000 
 
 "Pupil teachers' stipends C0|,000 
 
 "CapitutiorHirants *. 100,000 
 
 •' Annual tyrants to normal schools 151,000 
 
 " The .schools which had hecn cither newly built, or improved and enlarged, with aid 
 from the tirants during' the same period gave accommodation for upwards of half-amillion. 
 
 "The number of teachers who had gained certificates of competency was 3,431, viz , 
 2,211 masters and 1,190 mistresses; and there were la 1855 under their superintendence 
 •1,9 lU male and 3,01 1 female pupil tcacher.s. 
 
 " In January, 18.')0, the (Japitation Grant was cxtcndeil to fmn sch'inls, on tlie .same con- 
 ditions as those which had been required to bo fulfilled in country schools ; and the stimulus 
 thus given added greatly to tlie number of .schools, teachers, and children, for whom aid was 
 sought annually from the Parliamentary grant. At the time of the issue of the '^'ode of 1800 
 the number of certified teachers had risen to upwards of 7,000 and of pupil-teicuers to more 
 than lO.OitO; whilst the number of scholars in average .attendance exceeded 700,000. There 
 was school accommodation for nearly one million, and the amount spent from the public 
 funds had rcaeh(;d a total of t'5, 000,000. The average annual expenditure from liii',i! si.iur>\'8 
 ]ier scholar aoeonimodated was ISs. Ud., the average annual amount co:itributcd by the Gov- 
 ernment being about lOs, The educitional activity of the country at this period will be ut 
 once seen from the fitllowint: short statement made in the Report of the Committee of Coun- 
 cil for 1«60 :— 
 
 "In 1S39 Parliament voted £30,000 
 
 "In iSiy " " 12.^,000 
 
 "In 1859 " " 770,000 
 
 "In 1858, a Royal Commission had been appointed to inquire into Popular Education. 
 Their Keport, which was published in 18(31, recommended (infa)- alia) that— 
 
 " 1. Grants should be expressly apportioned upon the examinaticu of huVividunl chil- 
 dren. 
 
 " 2. .Means should be taken for reaching more ntphUj the places not hitherto aided with 
 the money voted for public education, 
 
 "3. The administration of the grant shotild bo simplified . . . in the imiiortant 
 sense of withdrawing Her .Majesty's Government from ilirtxt financial interference between 
 the managers and teachers of schools. 
 
 " 'i'hc Commissioners suggested that the old organization of inspection, and of certificated 
 ixnd pupil-teachers should be retained, and highly commended the work that had been done. 
 
 " In 18G0, the various Minutes of the Committee of Council had been digested uifo a Code, 
 and, acting on this Keport, the Committee of Council endeavoured to carry out the recom- 
 mendations of the Commissioners above mentioned. Grants were to be offered [a) upon the 
 average attendance of tlie scholars, (fi) on their individual examination. Direct payments to 
 teachers of every class were abolished. The grant earned was to be paid directly to the mana- 
 gers, who were left to make what terms they pleased with the teachers as to service and 
 salaries, provided that the requirements of the Code were compliid with. 
 
 " The changes involved were great ; but, after much discussion, during the recess of 18'U 
 ai>d the early part of the session of 1802, the revised Code became law. 
 
 " Its result was, in the first instance, discouraging to managers and teachers. But, after 
 the first discouragement had passed away, a steady increase took place in the number of aided 
 schools, and the stafl' of certificated and pupil-teachers was steadily augmented. If bad or in- 
 different schools obtained less of the grant, good ones earned as much as they did under the 
 old system ; the amount expended from the vote for the year 1870, was .£840,000. The 
 schools under inspection in that year would accommodate 2,152,712 scholars, and there were 
 
 ,1 
 
ft 
 
 I 
 
 ! 
 
 184 
 
 PAIiT XIII. — EDl'CATIOV IN COUXIUIES HAVING NO SCHOOL EXHIBIT. 
 
 on the rt gistrrs the nnnus of 1,9 lO.O'Jf; diilJiun. In tlie sniiie year thorc were nearly 15,000 
 certificiiful teachers ; at.d 2,r)00 students were resident in trnininu' seliouls. 
 
 "This statenitnt brings us to tlie elose of tlie ]iurely voluntary era of [luWio ediu.atiou. 
 In thirty years the zeal, the selt'-sacrifice, and the continued and stendl'ast work of the volun- 
 tary managers of i-ehools (aided by their parent i^ocietii's and the State) liad made provision 
 for upwards of two millions of eliildrcn ; had brought into existence and Tuaintniried a larLre 
 army of teachers and pupil tcacbers ; and had spent during the i-anie period, probably, tiffeen 
 millions — the total amount awarded I'roin tht- fiublic lundsleing CI l,S<i:{,(i()i».* 
 
 '* In spite, however, of this admirable work uuieli remained to be done. Tiu're were still 
 more than one million of children for whom there was mi piofer sehnol aceommoilation, and 
 who wtrc quite out of t!ie reach of sinmd elementary instruction. The elose competitiim 
 of neighbouring countries in manufactures, which had onee be n almo.-t rntircly in iOnuli-h 
 hands, was a subject of ;tnxiety, and it was felt that the maintoii.ince of our manufacturing 
 and commercial supremacy depei ded largely on a more thorough instruction, both elementary 
 and technical, of our artisan and bilionring ela--,os.f 
 
 "Moreover, the passing of the Representation of the People Aetif 1807, liad an in- 
 fluence in the same direction. 
 
 "In February, iS7<», the Ijight Hon. William Kdward For.-ter,- Vice Tresident of the 
 Committee of Council on Kducation, lirouiiht in his " Bill to provide for Kh'mentary I'Muca- 
 tion in Knuland and Wales." The main object of this measure was to provide, conipulsorily, 
 ii supply of efficient schools in tho.-<e di.-triet^ which before had tailed to supply thorn volun- 
 tarily. 
 
 " Its second cliaincteristic is that it retnlers possilile the eiifor'-etnenl of attendance 
 at school of thiliiren of school age ; hut tiiis provision is of jn'ir/lr^il ,if,'rt only so far as 
 a district niay have been unwilling to provide, of its free action, the required school 
 accommodation; or may, in onler to obtain such a power, he willing to undertake the 
 trouble and exiieiise of creating a special body for its exercise. 
 
 " Mr. Forster did not ignore the splendid services rendered to education by the 
 different religiou.s bodies ; nor did lie, wliile paying them their just meed of praise, aim 
 at supplanting the schools which had been provided by them.:}: On the contrary, while 
 
 *Taltle sliowin;,' the Aiuoiiiit'S voted by I\ir!i;imi'nt. tor Public Klcnieiitiiry Kdii- 
 
 catii'U in tlu' Ve;us is.Sit-T'i.J^ 
 
 Year. 
 
 Ainoiuit. 
 
 War. 
 
 Aiinmut. 
 
 Wav. 
 
 Auiwimt. 
 
 V.Ml-. 
 
 Amount. 
 
 
 ^ 
 
 
 t' 
 
 
 t; 
 
 
 f 
 
 18:w 
 
 •.w,\m) 
 
 IK to 
 
 l-_ri,(i(lO 
 
 lS.-.!t 
 
 s:;c..'.rjo 
 
 iscs 
 
 7sl.:i-.'» 
 
 ISIO 
 
 30,00(1 
 
 1S.-.0 
 
 1-J.'>.(I(I(» 
 
 lSi'>(( 
 
 7'.'>,l(w 
 
 ls(,;i 
 
 »v\:\\ 
 
 INII 
 
 ;jo,o()() 
 
 is.-,i 
 
 I.'pO. 11(10 
 
 IsCI 
 
 Mi:;.7'.(t 
 
 InO 
 
 ttn.r'-'i 
 
 1S« 
 
 40,000 
 
 IS.VJ 
 
 lliO.ddO 
 
 1si;l> 
 
 .sf..Mi:i 
 
 iNl 
 
 l,4.'>s.|o-_> 
 
 1H4:J 
 
 r>a,()oo 
 
 18:.;$ 
 
 2(10,0(1(1 
 
 ISIl.'l 
 
 SOt.dM-J 
 
 1■^7J 
 
 i.n.-.i, .■<■,() 
 
 1H44 
 
 40,(MM) 
 
 is.Vt 
 
 i'(;;i,o(Ht 
 
 ISlil 
 
 7ii.-,, II n 
 
 l>r:i 
 
 1, •_".''•,( 11 ••! 
 
 lfl45 
 
 7'>.00() 
 
 IS.-,.-, 
 
 .•;!h;,'.|'JO 
 
 r-M;.-, 
 
 C'.in.iiTS 
 
 !->:» 
 
 l,."..ill,S.VJ 
 
 lH4t5 
 
 10(1,000 
 
 \s.'ii; 
 
 4.-i1 ,•-'!. -5 
 
 1.^1 iij 
 
 (;'.(i..".:;o 
 
 is:.-, 
 
 1.. MS.. -.!,:{ 
 
 1«47 
 
 1(10,(1(10 
 
 1M.-.7 
 
 .'.41.'-':i.$ 
 
 1J(17 
 
 7o.''i.,^t;.-) 
 
 1.S70 
 
 l,7o7,o.V") 
 
 184* 
 
 12."sO(»0 
 
 l.svs 
 
 r)(p.i,4>) 
 
 
 
 
 
 f Reftrence ti) t}iii sulijiit will Ijo fuiiiiil mi jia^'o 
 
 + The N.\ii(iN.M. S(.cii:ty lias uiiward.s nf lt,(i(M) scliMnl-i in imi'in with it. Mnro tlian li^'ht thuusiiid 
 teacluTs Iiave liocu tr.'tim'il in its institutiinis, ;iiiil it Ikis ilirt-etly ili.strilmli'cl jitiu-ly imt,' luillinu jmimils to. 
 wards the ci-octinn .'uid iiiaiiitcniiiuf df truiiiitif,'cu]li';.;(s :uul N;iti<iii;il Sciiouls, 
 
 Thi: HuiTisli .\N0 Kohki<;n Scllom. Socikty has several thou-iiiicl .schcmls in coiituctioii \utli it. It 
 BUpiii'rts live ti;uniii^;-ciillfges, h.ns a lar>,'e .•vimual revenue, ami has >iieiit during' its most \iseful career cnu- 
 uider.'ilile slims in e.xtfiidiiit,' and imi roviiii,' elementary education. 
 
 'I'ili: Ivo.M.AN ('.M'llol.ic I'ooK S( IKiOl.S ( 'oM.MITTi:!-:, THK WllsI.KV.W KnilATH jM CoMMlTTrK, aild ThK 
 
 HoMK .\N]) Ccii.oM.M. i^ciioi.ii, S(nn;rv have alsi) lari,'ely ediitrilmted tn the spread of elementary udiic-a 
 tion hy tlie nuiiiitenanee rif excellent trainin;,' .schools and tlu; erection cf elementary school.s. 
 
 In .'<eotl<and similar woik lias been performed hy the Kducvtiou (,'ninuiittee of the Church of Scot- 
 land and Free C'liuich. 
 
 § Tlicpe Bums include the nn noy awarded tn Hclumls in Scotland. 
 
BIT. 
 
 riy 15,000 
 
 t'lliiratiou. 
 the vdlun- 
 ; provision 
 vl ;i lariiO 
 ly, fifteen 
 
 wore still 
 ■ition, ,'irnl 
 niipc'titidti 
 n KivJUh 
 ufjicturirii,' 
 
 ciuentary 
 
 lind an in- 
 
 nt of the 
 ry Mduca- 
 
 ipulsorily, 
 icia volun- 
 
 ttoridmce 
 
 ' so far as 
 rcil solidol 
 I'i'take the 
 
 >n by tho 
 raise, aim 
 iiy, while 
 
 arv Kilii- 
 
 .IlliillUt. 
 
 f 
 
 j<i'>,rii 
 
 l.-J.'iS.iitu 
 l..v.i,-i;o 
 1. ■_".':•, I ;i':i 
 l,:;.jivs.vj 
 l,.Ms,.-,.;:{ 
 l,7(»7,O.V) 
 
 it tllnusjiuil 
 li'nillil.s til. 
 
 nitliit. It 
 caixi'i full- 
 
 :, aiiil Thk 
 iiry giliu'ii 
 
 Jl of tscit- 
 
 8TATISTICS f)F EDUCATION IN ENGLAND AND WALES, lh70-lH74. 185 
 
 d<'nlHn^lin^ that all schools seeking aid from the Pailiaint'titary ,maiit, shoiild provide for 
 tlie coiiiplfto liljcrty of the parent, as to tlie presence or witli.lrawal of liis chiM from tho 
 reliiiious instrMctinn ^iveii tiiereiii, he provided for a libt^ral annual grant to tlieni on tiie 
 fuhilment of the n.snal conditions. 
 
 " As a consec^nencc, a large number of districts, whidi Iiave sntlicient schools, still 
 retain the great i)enefit of tlie personal interest and oversight of tliose who for years 
 have devoted their culturo and knowledge to the service of the children under tlieir 
 charge. 
 
 *' Tho new Kducation Act has been five years in operation, and the accompanying 
 extracts fmtn tin; Heport of the (committee of Council in 1875* will show how rapidly 
 the school supply of the country is lieing provideil : — 
 
 " ' The following table of statistics abstracted from the I'eports of tho inspectors on 
 the sehi>ols visited by them in 1870, and in each of the last three years, shows clearly 
 the rate of progress in the period which has elapsed sinc*f the passing of the Klementary 
 Education Act of 1870 :— 
 
 II. Statistics of Education in Exulanu and Walks, 1870-1874. 
 
 Yf;irM tniHii:,' Aut,'U>t .'!1. 
 
 1S70 
 
 I. — KsTIMATEI) 1'01M.I,ATION 
 
 II.— Ximukk ok Schools (Institntl'ii!*) in- 
 
 ^IK•^•t^.•.l 
 
 III. — Anntai, (Jkant Si itiMii.s: - ] 
 
 XuiiiliiT I'f IKliiirtnant* - 
 
 1. Dav 
 
 1>, Nijit_ 
 
 Aivi'inini»l:iiii n - 
 
 \. Dh.V Sl'hnol.s 
 
 2. NiL'lit >(li(inlr» (iu)t connuctfil 
 
 witli (lay scliiiiils) 
 
 Pl'OM'ut nt <X!\niin:itiun — 
 
 L l»ay M'lii.laiN 
 
 2. Ni;-:ht sclinlarH 
 
 Avtvau.'!' attriulaiico — 
 
 I. Day M'l,..lai-t 
 
 'J. Ni:^'Iit silii liars 
 
 Viiluiitary cuiitriliutinns 
 
 IJatos 
 
 Sihc " A iicm t) 
 
 (riiviTument K'rants 
 
 22,0;)0,K} 
 8,;tl!> 
 
 12,0(il 
 
 2.r)04 
 
 l,87fi,r)84 
 
 1872 
 
 IV.— SiMPu; Is'srE( Tfov Scnooi-s- 
 
 L Acconmiiidatioii 
 
 2. I'ri'scnt at insiH'ctioii . . , 
 .'<. Av^*l•a^'e atteiKiiinoe. . . . , 
 
 1,4.1I,7(;(; 
 77,ftlH 
 
 l,l.V2,;:s!_> 
 
 7:>,:!7-'> 
 e»is,x:{0 
 
 v. — XfMUKU OK TkACHEUS— 
 
 ("I'l tit'u ateil 
 
 A.-~i-^taut 
 
 rui.il 
 
 Stuilyin;,' in tr.iiniii^' onliojjfs 
 
 t5()-i,0-J2 
 
 tr.s7,4'JO 
 
 lti,.Mil> 
 
 12,4(;7 
 ],•-'• ;2 
 
 I4,;;i)t 
 2,o;t7 
 
 2:;,W)7.8:ij 
 10,t-8;} 
 
 14,101 
 
 2,0(;:i 
 2,29'), S;t 4 
 
 1S7.J 
 
 2;!,3:if.,414 
 11,840 
 
 l.-,',i2'.» 
 
 i,.wr> 
 2,ri82,r.4'J 
 
 1874 
 
 l,r.07,.M1 
 
 t;i,i<iH 
 
 l,:!;!(l.l.-,8 
 
 (;ii,:iSH 
 t'V,»:!,;<s.-. 
 
 fa'.l'.l.'-'S:i 
 
 t78',i,tis;) 
 
 .s:?,!t:r. 
 r>4.L'iio 
 
 2'.t,7'.i8 
 
 14,771 
 l,illCi 
 
 21,2'.t7 
 2,018 
 
 l,81I,.V,t.-. 
 
 3."),(;2i 
 
 1,482,480 
 
 4:),!»7;3 
 
 t'.">:i'.i,:i02 
 
 fill, 210 
 
 tli88,2',M> 
 
 t'itii>,8r.7 
 
 82,!I17 
 .VJ,4',IC, 
 :30,0'.t'.» 
 
 1(',,810 
 
 1,!I70 
 
 24.(i74 
 
 2,8;Hi 
 
 2;;,tit8,fiof) 
 
 1.{,H'.3 
 
 17,<;4rt 
 l,4:i2 
 
 2,8);i,:51!> 
 
 10,,-,o7 
 
 2,o;!4,o<>7 
 :jt;,72i) 
 
 l,tl78,7.".!l 
 
 4s,(;'.to 
 
 t(;o2,s:>i> 
 
 ti:r>.'.i'.a 
 
 fSl i.2s:$ 
 
 £1.0.-.0,2.V.i 
 
 iU.lt'.O 
 
 .v,t,;'.oi 
 :i2,l'.»2 
 
 18,714 
 
 2.4^'.t 
 
 27,o:!l 
 
 2,l«^2 
 
 "The Department also state that the accommodation in 838 Hoard Schools, provided for 
 245,.')08 !-cholars ; and that the increase in the Mccommodation in vol uittary M-houls sinco 1800, 
 has amounted to 8Gi»,371 places. 
 
 
 * The Heiiort for lfi7r)-6 is not yet publifhed. 
 
tn 
 
 I ! 
 
 186 PART XIII. — EDUCATION IN COI'NTniES HAVING NO SMIOOL EXHiniT. 
 
 " The following table shows the number of School RoarilH which were formed up to 
 October 1, 1875, in England and Wales, and the number of districts in which by-laws for the 
 compulsory attendance of children at school ore in force : — 
 
 III. Population of England and Wales (Census 1871). 
 
 EN(!LAND. 
 
 London 3,2GC,087 
 
 203 Municipal boroughs 6,327,r)r)0 
 
 13,051 Civil parishes ll,90O,.'^,78 
 
 Total (England) 21,495,131 
 
 WALES. 
 
 21 Municipal boroughs 204,416 
 
 1,031 Civil parishes 1,012,»>89 
 
 Total (Wales) 1,217,13:) 
 
 Total (England and Wales) 22,712,20(i 
 
 Total Population under Boards. 
 
 ENGLAND. 
 
 London 3,200,887 
 
 104 Boards in 10 1 boron^dis 5,308, 123 
 
 1,298 " 1,784 parishes 3,201,025 
 
 11,776,435 
 WALES. 
 
 15 Boards in 15 boroujjhs 185,582 
 
 235 " .300 p.irishes 500,520 
 
 74(1,102 
 
 12,522,537 
 
 Total Popul.vtion under By-laws. 
 
 ENGLAND. 
 
 London 3,260,987 
 
 \)2 Boards in 92 boroughs 5,173,131 
 
 351 «' 424 parishes 1,537,153 
 
 9,977,271 
 WALES. 
 
 11 Boards in 11 boroughs 109,022 
 
 71 " 109 parishes 320,722 490,344 
 
 10,407,015 
 
iniT. 
 
 rnicd up to 
 laws for the 
 
 " The Department estimate that 3,250,000 children ought to he in average daily at- 
 tendance in elementary schools. At present the power to compel children to attend a 
 school is in the hands only of School Hoards. This dilliculty must lie overcome before 
 the Work of many eminent statesmen and able ofticials can be called complete. 
 
 " Doubtless, f-ach year will make its solution more easy. Arbitrary barriers to merit 
 and ability are daily biing removed. We may, thcsrefore, hope that tlu' day is not far 
 distant when the whole of the chiMren of the poor will be daily brought undei' such edu- 
 cational intluenees as will tend to make them peaceful and useful citizens, and religious 
 and cultivated men. 
 
 )y,131 
 
 IV. Analysis op the EN<iLisH Education Codk, 1876. 
 
 The 
 
 dly voted by Piiili 
 
 it for public educatiou in England unit 
 
 
 money annnn 
 Wales is administered by tue iviuciinon ix'piuiuieni. 
 
 "The grunts are made to aid local exertion in niaintaining elementary schools for 
 children and tiaitiiTig-collegcs for teachers. 
 
 " An elt'uientary school is a school at which elementary instruction is the principal 
 part of tlie ♦•(liicatiou tliere given, and at wliicb tlie ff(;.s do not rxvrc/ Ud, per week per 
 scholar. Evvry scheol for wliicli a grant is claimed nmst l>e a piihlic fleiiH'Utary schiiol 
 within tlio meaning of .Section 7 of the Elementary Educatiou Act, 1870. 
 
 '• Thi^ grants Jiiadf by the Department are juade once a year, to the maiuKjuvs of tliK 
 srltoof (i)ili), after a Report from one of Her Majesty's ins|iect()rs of schools that the condi- 
 tions prcscri'.fd by the (amV' as to the suitability (jf the school Imildings and ap\'liaui'cs, 
 t:;o (pialitications of the teachers, and tlio attcudnuco and pnjticieucy of the schohirs hav«.« 
 been fullilled. 
 
 " No grant is paid for any instruction in religious subjects, ami Her Majesty's inspt-c- 
 tors do not examine the scholars therein. 
 
 " The managers of a school (which term includes a School I'oard — desiring to obtait\ 
 ainnnd idd towards its nuiintenance, should ajipoint some one m('ml)er of their body to cor- 
 respond with the Deiiartment on their belialf. 
 
 •' If the school is placed on the list for inspection, a month is tixcd in which the in- 
 spector will annually examine the scholars. Tlie inspector may visit a school at any other 
 time witliout notice. 
 
 " Teachers cannot act as managers cf, or correspondents for, the schools in which they 
 are employed, nor can they be i-ecogni/ed by the Department as members or otiicers ot 
 School JSuards. 
 
 " l«L'ii.i)iN(} (.JrtANTfi. — The Dc[>artment no longer receive any applications f r aid 
 towards building, enlarging, improving, or littiug up schools. Only those applications matlo 
 for these objects hetbii! December ;31, lS70, and not yet determined, are entertained. 
 
 "Annu.VL GitANTS. — rnTtmiinu-ij C'lii'lilioiiii. — Tlie school must le conducted as a 
 public elementary school, and tlie minuujiia may derive no emolument from it. No cliihl 
 may bo refustxl ailmittance on other than reasonable grounds. The school premises must 
 be healthy, well lighteih warmed, dmined, and ventilat(>d ; properly furnished ; and sup- 
 plied with suitable ollices. Tliere must also be in the wdiool-room and cl:\ss rooms eighty 
 cubical feet of internal space,and eight sipiare feet of area, for each child in avenvjc attiiuhmcu. 
 
 " Tlie princiind teacher must bo certijiaifed, and nuist not nudertake any work vhich 
 interferes with his school duties. 
 
 " The managers must immediately notify to the Department any change in the school 
 stall" which may occur during the school year. 
 
 " Girls in a day school must be regularly taught plain needlework and cutting-out. 
 
 "All returns called for by the Department must be made, the registers must be 
 carefully marked, the accounts of income and expenditure must be accurately kept and. 
 duly audited. 
 
 " Three responsible managers of the school must designate one of their number to 
 sign th«3 receipt for the grant. 
 
w 
 
 18.S 
 
 PART XIII. — EDUCATION IN CorNTllIlS HAVINO X«) M.IIOOI, KMIIIilT. 
 
 " Tlu'sie vtieitlidl cuiuiitioim l)citig fiilfillod, tlm following grants may be eaint'il bviliy 
 Achoolii ; — 
 
 ••The school luviii<4 hcpn open tOO tinic-j (inurniii;; and Mt'triiKxiti) tnay «';un : 
 
 •* 1. On j-ltrriii/i', Atli'infiin^'i; — 1, is. tor cvfi-y .-cliDl.ir in iiviT.i^i^o atU'iitliinco ; 
 
 '* '2. Is. if siiii^ini,' is part (>( tlio oiilinary i'lstmctinii ; 
 
 "•'J. Is. it' tln! ili<(.'i|)lin»' runl or;,'anisation an^ satistai-tory. 
 
 •'2. On Prf.irii'iiliiiii. — 'I'licy may also earn tVir cvi'iy i:liiM pfr-'i'iif, o,). f/m ihiij uf »';> 
 fDiiini'tioit, and who lias atti'ndfd at least 2.")0 iiii'ctin;,'s ot' tlin schnol. 
 
 " (") It" Ixtwocn fonr and st'vt'ii years of au'i*. 
 
 "((») ."^s., if'tan'_;l»t as '(»/».« of a sclioul .suitably to tlu'ir a;,v, and in a uiainiiT not to 
 intoiforo uith tlic ohler cliildtvu; or 
 
 "(/.) 10-)., if taiiulit in a .si'iiarato and suilably-fuini.slu'd dei.artnunt, and by a <'i'rti 
 ficalcil ti-aiher of their own. 
 
 •' ;V On lii-iiiiiii iid'iiK — (},) Ifmorf than seven years <>f a!,'t», 
 
 ■'3is. for oaeh pass in Headin;.,', Writiiii,', nr Aritliiiietie ; or 
 
 ■' Is. for each ssiicli pass in an Infant Schixd or Dcparlnierit. 
 
 " .After March 31, lS7i<, no grant will In; paid for any scholar who passes in only ow 
 of these snhjcctH. 
 
 •' The results of tho txaminatioa of eaeh si;holar will )>c co?ninnnicatod to 'ho 
 niana;.'er.s. 
 
 ■' Kvory scholar who ha.s niado the re<piisite attendances //I'/.v/ be prosente.l for ex- 
 amination. 
 
 " \. Cl'iin I'Jri-Ditiiiiition.'i. — If the <7"v.->s' (from wliidi tlm cliiMivn are oxaininecl in 
 Standards II. to V'l., or in specilic subjects) pass a creditalijc examination in any tn-o of 
 the following snlijects, viz., i/riiimiKr,; h'l^tnrij, ff'niU'Dfin'i/ <;■■ xjru/i/i'f, and ;'A///; ii,,Jhii;ir!:, 
 the managers may claim an additional Is. per .scholar, above seven years of a:^e, in aver- 
 
 age attonilance. 
 
 Only 2s. per head will bo i>aid if le.«s than 10 per cent, of the scholars e.x.itnineil 
 are presented in .Standards IV. to VI. 
 
 " 5. (irKutii fur Sprrijic Siihji i-t.<, — If the time-table, in nsi; tbrouu'bout the year, has 
 
 i>rovided for one or more sjurljiy xnhj, ,•!.■>, viz., Knglisli literature, malhematics, Latin, 
 r'rench, (lerman, mechanics, animal physioloiry, physical '^conrapliy, botany, ami domestic 
 economy, a grant of 4s, per sul)ject will bo paid for e\('iy day sdiojar, presented in 
 Standards IV. to VI., who passes satisfactorily in not more than ///'* of thi'se snl)jects ; 
 bnt this payment will not bo made nrdess 7'> per cent, of the pa~^es attainabhi in the 
 $hiii'lii,;( ,j-inniiiiit/ii)i has been obtained. A scholar who has previously passed in Standard 
 VI. rnay (if (pialilied liy attendance) be presented in ////■<■».' of tlies(> subjects. 
 
 "G. (,'r<tiils to Snii'll Unraf Sr/ionh. — X\'* (subject to a report from the inspe(tin\ if 
 the population within two miles, l)y Mad, of the sciiocd is less than 'i(K) sonb, and there 
 is no other i)iiblic elementary .«cliools, with .snflicieiit acconnuodation for such population, 
 within 'three miles of the sciiool. If the population is muru than 'JUO, but less than ;»ih», 
 a grant of £10 is made. 
 
 "7. (irniit^ iit lu.^pu't i/ PiipU-fi'rn/ii'jy, — The .snni of (iOs. in respect of eaib pupil- 
 teacher who produces y'l"^ ccrtitlcates of cliaiacter, and passes a satist'aetory exaniiuation. 
 If the examination or the ceititicates produced are oidy_/b/r, only l"s, will be paid, 
 
 " Kxcin'TlON' AS TO Attknd.vncks. — I.jU utt-ndaiues are acceple<l in p'ace of 1250 in 
 tho case of 
 
 '• (f») Scholars attending .school under any hal'-tinie Act. 
 " (ft) Scholars aliove tt n, 
 
 "(1) Who otitain certilicates in pni-.snanco of Section 74 of tl'e Kdncation Act. or 
 
 of any by-laws of a School IJoard ; 
 "(2) Who (not being in any disiiict where byduws are in force) are cer titled hy 
 the managers to be benelicially emijloyed. 
 "(c) i^cholars who reside two or more miles from the school, 
 
 "(Jhants to Kvknino Schools. — If the school has been open at least forty-tivo 
 times in thecours(! of the evening school year, 
 " (rt) -Is, per scholar in average attendance ; 
 
I!IT. 
 
 |i<'il by (lay 
 
 iUll 
 
 lA/y i,f 
 
 liii-r iii)t ti» 
 
 ty a ciTti 
 
 n only Dii'' 
 
 'il to 'luj 
 
 ti'>l for ox- 
 
 v;nniii('il in 
 my tn'o itf 
 
 i).,,lh ii'iirb, 
 jc, ill uvff. 
 
 i oxAtiiiiU'd 
 
 ' year, h;»s 
 ti(s, fiiitiii, 
 il ilolllcstio 
 I'sciitcil ill 
 ^ sulijcc:t>! ; 
 lilt! ill tlin 
 I Slauilanl 
 
 '])('(tni\ if 
 aiitl tliiT«» 
 
 )()[iiil;iti(in, 
 th;ni ;;ftii, 
 
 'Hi'Ii ]Mii.il. 
 iiiiiuation. 
 
 <.f 1250 ill 
 
 m Act. or 
 irtitiod liy 
 
 fortv-fivo 
 
 ANALYSIS or IHi: K.N(il,l.sH j:i>l\ATH>N loDi:, 1,S70. 
 
 1S!> 
 
 ('/; For every Hcliolitr wlio has Ixcu uuiUt inHtruction not U-ss tliun forty houn 
 
 2s. Tid. for ii.tKsiii'' in Itfadiii'', 
 
 LN. (mI. 
 2h. M. 
 
 Writ 
 Aril! 
 
 iiiK'tic. 
 
 ■' ','ai,i ri.ATiox oi" Attkndanci:. — Attcinlaiicc in a day school nmy not Ik iirkoin-d 
 iinlt'M tlio SL'lidlar lias liccn uudi'i- iiislnutiun in ^muhir >-iilij<.i'tii, 
 (d) ll'alio\(' st;\('ii vcar.s ut'anc t\\o liuur; 
 
 ■•(h) If 
 
 iiiulcr seven 
 
 *' oiii' iiiid !i li;ill" laair. 
 
 " Atlciahiiirc in an ca I'liin'' si'liiml nlll^l Ic lor :it li'ast om: }i 
 
 'I'ltii: 
 
 '•'I'lif allfudincr of liovs at iiiiUlnrii iliill, and <it yirls iil lessons ui j'/i'i'tirnl (•»«,/,•,•)// 1 iv 
 ('onil>('teiii iiisuiictoi ■^; niav lie iiaiiitecl lis scliool at teiii'.iiiict' ; lait not more llien fti'n lininy 
 a vcek, nor moie {]i\\)] Juili/ l/Diny in tlie year, niav lie so eoniited. 
 
 " Aiteiidaiiee may not I'e ieel<oiied lor iiiiv selielar in a day seliool tmdertliree oi'al'ove 
 oiglitei II. (u ill an e\eiiiiii,' selionl nialer t\vcl\t' til' ilIjonc twenty-one years of a !,'<'. 
 
 " 'J'lie itlteiidaiiees of half tiiiii- .sdiolais leekon as those ai' other seholars. 
 
 " SrAMiAiiOs or KxAMiNATiuN. — 'J')u.' rvijiiiieiiients of tho standard fxaminulion are 
 set forth in tlie Act. 
 
 "A selmlar may not lio )iresente(l nndi'r a l"i';)- t.liri,tlni'(1 than that in wliieh he has 
 linen jneviously examined, iiur in tin? t^iUm: td'iiriurd nnle.ss he lias failed to Jia'^.-. in tifi) 
 
 Sillijiits. 
 
 » Itr.KfcTloN OK TliK dUAXT. — The giaiit elaiiiialile tinder the Aet is reduced l»y its 
 «'Xe«'Ss al)o\(' — 
 
 " 1. 'J'he iiieome of the sdioo] fiom fees, lates, ami snliscri|ttions. 
 
 " •_'. < >iie hall' of the annual exiiciiditui'e on the tiiaintoiiMiice of the f-eliool. 
 
 '• The ^raiit is liahle to a reduetion of e/c /. i.i/i to niii-liii/f i'or serious defaults of instruc- 
 tion, diseiiiliiie, or reLdstratimi, for defects in the jiivuiises, or deficieuuios in school furniture 
 and ii]i|iliances 
 
 '• It is further liahlo to deduction if the school is three months without a certificated 
 teacher ; or if a siillicieiit stalVol' ]ai|iil teaclu'r- is not jirovidcd. 
 
 '■ A school of <)(! children n(|iiires im |iuiiil teachers, 
 " (')] to 1(1(1 re(|uircs n/,/ {lujiilteacher, 
 
 " 101 to 1 |(l rei|iiires tn-i, jai]iil- teachers, 
 and so on ; another jiujal teacher hcinu rei|uired ior every additional 4t> scholar!*. Cue assis- 
 tant teacher is e(|uivalcnt to two jai]jil-te,ieliers. 
 
 '• Inereased attendance duriiiL: the ve.ir eausos no dednctinn. 
 
 '•Sciiodi. J)iAi!V OK lido i'.ooK.- The niaiiai:ers iiiust J lovido aco|iyof the Code, regis- 
 ters of attendance, a diary or lou-book, and a jiorlfolio to contain the oilicial corres)iondciice. 
 
 *' The diary is to he in the charLie of the jiriiicipal teacher ; and he is to record in i.t, at 
 least once a weik, entrio< of iiciieral jjroi^ress, visits ol' manauers. changes in siaft, vVc. The 
 in.-|icctor's Kejiori, e<iiiiiiiuiiicatcd hy the l>t'iiartnieiit, must also he cojiied into it. 
 
 " 'J'r.A('iii;ii'-i Ki;rKUHKi> to in xiii: Cdiir,. --/,(/// jiersons can only be rccoi:uised as 
 teachers, who are ol throe classes, (u) certiiied teachers, (//) imiiil-teachers, (r) assistant 
 teachers. 
 
 " Ckutii'If.I) TKArnr.us.— 1, (.'ertiiicates (infh thv ixr< /.fii,i,<i (., he iiotnJ prc-o^utli/) arc 
 panted after exaniiiiali(ai. 'J'iie cxamiiiatii'iis are held in December of each year, at the seve- 
 ral tl'aiiiiiiucolleLjes and other centres. 
 
 '• The S\llabu> of the subject is forwarded fioin the l)ei>artnKiit on application. 
 
 '• 'l"he exaiiiiiiatiiMi i> open to (it) students re-^ideiit in the traiiiiiig-colle|:es, (A) other Jier- 
 soiiS who are twenty one years of aui' and have either, 
 
 " (1) Completed an appreiiticohiji a> a ]iup:l teacher satisfactorilj ; 
 
 '•(2) Obtained a favourable report from an inspector; or — 
 
 '■(:')) iServed as assistants for at least six nioiiths, in schools under a certificated te.icher. 
 
 " 'I'hc names of actinj;-teacliers desiring to be examined must be notified to tho l>epart- 
 niout before October in each year. 
 
 " Acting' teachers may take the papers either of the first or second year. 
 
 " A list of successl'ul candidates is published, and the result of the cxauiiuatiou is re- 
 Corded on the certificates. 
 

 ,ii 
 
 KM) 
 
 I'AUT XIII. — KDUCATION IN CoUNTKIKH lIAVINd No SCIIOOI, KXIIIIIIT. 
 
 *' Before eortificiileH nro imoicl, the onndiilatoM wlio liiivo pussed tlio oxnininiitinn, must, 
 HM tenohcrs contiouoiisly on^^'.iLretl in tlie siuiic .^elionl.s, obtuiii two fiivdiirablo reports Inmi iiu 
 iuspcotor. Teachers duriiii; tliis probation are counted as certilicated Cor the purpose of the 
 iiiiHiiiif finail. 
 
 •• (Joitificate.s are of tlirec chisscs. Thoy are raised from the second to the first <lass 
 only by service; from the third to liic srrniul only by reexamination, A eertilieate of the 
 tliinl elnss does not entitle the holder to have the eliarue of pupil-teachers. 
 
 •■ CkUTII'IcATES miANTKK To I'EUSoNH Foil iJiNO AND (iOoD HKUVH'K WIIHOt r KX- 
 AMlNATlON. — Certilicates of the thlnl rings may be granted iiithuiil < .rniiiiiiiiflnn to teachers 
 wlio satisfy the ibllowini: conditions : — 
 
 " 1. ^h to uiji'. They must be over 2') years of iij,'e. 
 
 "2. As to service, Tliey must have bei'ii tcaclier.s of clfnientary schools for at leiist 
 
 ') years. 
 
 " 3. As to character. They must present certificates of good character from the maiia- 
 ticrs of their schools. 
 
 "The inspector mn.st icpoit, — 
 
 " 1. That they are ellicicMt teaclieis, 
 
 " 2. That 2<i children (// lenst who had been in their schools diiriiii^ the preceding six 
 months were individually examined. 
 
 ".3. 'fliat at least 15 of the ' passo' made by these scholiu.s wei'e above Standaul 1. 
 
 "No applications for ceititieates umler this Article will be entertaine(l after .March 
 
 31, 187!». 
 
 Kiil'oins oi' M.\NA<;i':iis am> Insi'IcciiHis. ('crtiiicati s may atany tim(! hv, nmllnl, 
 ^iisjintilrJ, or ruliviil, and are continued siibjrct to a report from the managers as to char- 
 acter, and from the inspector as to ( fliciency. 
 
 " Pl'I'1IXI'i;A('I1i;I!S.- Pnpil-teaciiers are //"//.v or (jh-li (not adults) ; and their employ- 
 ment (but not more than 1 to every ceititicated teacher engaged in the school) is sanc- 
 tioned on condition that the i)riiuii»al teacher is c<'rtiHcate(l, and that the general condi- 
 tion of the school satisfu'S the usual re(|nirements. They nuist be not less than l.'J years 
 of age (com))leteil), and of the same sex as the teacher, in a m/.'V'/ school, Imwever, a 
 female pupil-teacher may serve umler a master, if some respectable woman is jiresent while 
 the in-ivate lessons are being given. 
 
 " The managers, the pu[»il-teacher, and his surety nuist enter into an agreement in 
 the terms of the memorandum set I'orlli in ydiediile II. of the Code. 
 
 "The L)epartment is no party to the agreement, but will arl)iliate if recpiested. 
 
 " Puiiil-teachers are recpiired to produce go(jd certilicates friuu the managers and 
 teacher, and to pass an examination before Her .Majesty's inspector on entering ;iiid at the 
 end of each year of their apprenticeship. 
 
 " Vacancies cause a reduction of the grant uidess filled up at tlu^ next examination. 
 
 " I'on/iurdi ij uimiiturs may be eiigagetl to fill vacancies <if pu[)il-teachers occurring in 
 the course of the school year. 
 
 "The tir.st Schedule annexed to the lode sets forth tlie ([Ualiiicatioiis and certilicates 
 rc'iuired of pu[)il-teachers. 
 
 " ruiiil-teachers, at the close of their engagement, may l)ecome assistants, be [)ru- 
 visioiially certiiicate(l, or enter a training-college. They are jtri'/'c-tli/jWi- In (In- r/ioirc <;/ 
 ///' //■ iiniihiijinent. 
 
 " Ahsistant Ti;A('1Ii:I!S. — ^Pupil teachers who have comitleted their apprenticeship 
 creditably, or jjcrsons who have passed the examination for admission to a training-school, 
 are recognized as assistants in place of pupil-teachers witlujut further examination. Assis- 
 tants must be rei)orted as efficient, and produce certificates of good conduct. They are 
 counted as part of the school stafl" (being e(piivalent to two pupil-teachers), and make 
 their own terms with the maiuigers as to wages and service. 
 
 " Tkainlnu Colli:gks. — A training college includes a college for boarding, lodging, 
 and instructing candidates for the office of teacher, and a practising school where they 
 may learn the exercise of their profession. The grants to the.se training-colleges are regu- 
 lated by law. 
 
 " The examination of the students resident in them is regulated by the Act. 
 
 " The examination of candidates for admission will be held annually in Jidij. 
 
HIT. 
 
 tMii, must, 
 t.H from (iti 
 »ose of 1 1)0 
 
 fir.st clasH 
 •ad; oCtiiL' 
 
 lloi T Kx- 
 N) tuiit'liei's 
 
 1)1' at li'iiht 
 tlic inaiia- 
 
 cc'iliii,!4 six 
 
 iiiiilai.l 1. 
 tor Marcli 
 
 ((• ririill,,!^ 
 IS to char 
 
 ir oiniilny- 
 'Ij is saiic- 
 ■ral coiidi- 
 I l.'j yi'ars 
 imvcvcr, a 
 sfiit wliilf 
 
 <'eiiiciit ill 
 
 4(Mi. 
 
 i.ui'rs ami 
 iitl at ihu 
 
 iniiiatioii. 
 ;iirriiig in 
 
 LTtilicates 
 
 .s, Ih! i»ro- 
 ■ eh (lire iij 
 
 iitic('siii|) 
 
 lg-S(ll()ul, 
 
 . Assis- 
 T!u'3' art' 
 wX inaiic 
 
 lodging, 
 leru tliuy 
 are rogu- 
 
 PlUKlllKHH OF EDUCATION IX IRELAND, IHM:}-IH75. 
 
 lUl 
 
 " The ciiinliilates aro solccted by tl»e aiitlioritifs of the traiiiiiij^ college, with whom they 
 imist agree (in writing) to {[|}n^,l and follun' the profession of teacher. 
 
 •'Candidates must, if piijiil-darhiiy, iiave successfully completed their engagement ; if 
 Hilt jtnpil-teaihers, In; 18 years of age on Jainiary 1st next following the date of the ex- 
 nmination. 
 
 • The authorities of each training college" settle their own terms of admission. 
 
 • KVK.siNd .S( iKtoi.s. — Th(! manag<!rs of any school to which inspection has already 
 heen promised nuist apply itnnudJhj to the inspector of the district for an examination of 
 their school. The examination may take place on any day l)elween I'ebrnary 1 ami April 
 30. The grant is paid either with the grant to the day school, or if the accounts are kept 
 (/H/7( ."iiKintlc, as soon as jiossihle after April 30. 
 
 " If there are less than -0 scholars they are examined at some centre fixed by the 
 inspector. 
 
 " CkktiI'Icatks rNDi'.K liAiKiL'K A< Ts. — For the purpo-ie of granting certificates pui- 
 siiant to the Agricidlural Children Act, ami other Acts regulating the education of child- 
 ren employed in labour, the Department have made special })rovisions for their examimi- 
 tion, and for the issue of the certiiicates. The regulations undi r which they are grantdl, 
 anil uniler which the persons ai»plying for them must act, are H<.i forth in the Act. 
 
 ••The Act pro\ ides foi' the granting of pensions to teachers. 
 
 •• Following the Articles of the Coile are live Schedides, which contain: — 
 
 •• I. — <i>ualilications ami Certificates of Pupil-teachers at admission and during their 
 engagement. 
 
 • II. — I'upil-teachers' Memorandum of Agreement. 
 
 •• III.— Portions of the Code of 1870 relating to lluilding Grants. 
 •• 1\'. — Table of Specific Subjects of Secidar Instruction. 
 •■ \'. — Supplementary Rules." 
 
 STATK AND I'KOdKFSS OP KDL'CATlON IN IPKLAND. 
 
 13. IiiKi..\M).- Fmni the last Report of the Irish Natiouid lioard of Education, 1 
 extract the I'ullowiug interesting facts relating to the progress of Kducatiou in Ireland, from 
 l.s;'.3 :-■ 
 
 No 
 
 Dat.' >>( n<' 
 
 ■rt 
 
 No. ,,f Schools 
 
 I ill n|iii':ition. 
 
 No. of I'liilihiu (111 tlif lioll> for 
 
 N,, 1 :ilsi |)i.'Lviii)»T, ls:W 
 
 No. - ;il>t Miuvli, ls:i."> . .. 
 
 No. :i ilo I'-ioC, . . . 
 
 No. I (lo is:;? ... 
 
 No. r< do ls:is . . , 
 
 No. i.--:ilst Dec villi iLT, ls:i'.i 
 
 No. 7 ilo isio 
 
 No s a.i IMl 
 
 No. '.I ilo 1.S4:.' 
 
 No. 10 'lo l.si:! 
 
 No. 11 <lo IS 1 1 
 
 No. 1-' - ilo isi.". 
 
 No. i:'. tlo IS Hi 
 
 No. 11 ilo isi: 
 
 No. 1"' 'lo Isls 
 
 No. Iti do is lit 
 
 No. 17 ilo Is.-iO 
 
 No. IS - .In Is.M 
 
 No. lit - ill. ls.-,L' 
 
 No. liO- ilo is.Vi 
 
 No. 21 - ilo IS.M 
 
 No. -Ji- ilo is.V) 
 
 No. •-'.■<- ilo is.m; 
 
 No. --'4— do IS")? 
 
 No. •-'o— do 18,-)8 
 
 No. M— do 18.-)'.) 
 
 No. 27— do 18110 
 
 No. -.'S- do 1801 
 
 7s',i 
 1,11111 
 
 1,181 
 
 l,:iiio 
 l,:isl 
 
 l,o81 
 
 l,'.t7s 
 2,:i:!7 
 2,721 
 2, '.1 12 
 
 :!",1.V! 
 
 :i.f_'r, 
 :{,ii:!7 
 :{,s2:) 
 4,l<i'.t 
 4,:<2i 
 4,r.47 
 4,704 
 4,87.-) 
 
 ;-.,178 
 .'■.,124 
 
 r,,-24r, 
 .'.,:«7 
 
 .•i,40S 
 ."),4'.l(> 
 
 r,,iy.i2 
 
 5,8:30 
 
 lidf-ycar iMidiii.; :iotli SL-iitoLitiLT. . 107,042 
 
 do ^ do .. 14:.,r.2l 
 
 ilo do .. l."p:i,707 
 
 do do ,. l(;ii,'.i2'.J 
 
 do do . . li;',t,.'i4S 
 
 do do .. I'.t2,'.i71 
 
 do do , . 2;<2,:,i;o 
 
 do do .. 2Sl,S41i 
 
 do do .. :il'.i,7'.i2 
 
 do do .. :(.V),:f20 
 
 do do :{'.t,')^,"i.")(j 
 
 do do .. 4:{2,si.i 
 
 do do .. 4.->li.410 
 
 do do .. 402,(i:i2 
 
 do do .. 507.4il!t 
 
 do do . . 4S(),ii2:) 
 
 do do .. ,">ll,2:i',t 
 
 do do .. r.20,401 
 
 do do .. 514.ti04 
 
 do do . . .-mO,('i:;1 
 
 do do .. "101,110 
 
 do do . . r.:i.->,iio.j 
 
 •iUt Decfiiiljer ,51)0,134 
 
 Year ended 'Mnt December 770,47:5 
 
 do do 80:f,iil0 
 
 do do 80i;,.".10 
 
 do do 814,000 
 
 do do 803,304 
 
192 
 
 I'Airr Mil. — i;i)r<ATi(tN i.\ coi ntiuks iiavin(. no sciiooj, loxiiinrr. 
 
 \(i. iuiil Date (if JiiMioit. 
 
 No. (if Sell. mis 
 i;; ;''ii'r:iticiii. 
 
 N(i. (if fliil.livii on the J!. 11- f. 
 
 No. 
 
 2!i-,Slst 
 
 ] h-Vi 
 
 Xo. 
 
 ■•so- 
 
 
 Ni.. 
 
 ul- 
 
 
 No. 
 
 ;v2— 
 
 
 No. 
 
 :<;< - 
 
 
 No. 
 
 •M-- 
 
 
 No. 
 
 sr,- 
 
 
 No. 
 
 ;{(•,- 
 
 
 No. 
 
 .•)7- 
 
 
 No. 
 
 ;i8 -• 
 
 
 No. 
 
 ;«i - 
 
 
 No. 
 
 40- 
 
 
 No. 
 
 41- 
 
 
 No. 
 
 42- 
 
 
 ii.lji'r. 
 
 isr.-'. 
 isi;::. 
 1st it. 
 ]sr,r,. 
 
 IS'lCi. 
 
 is(i7. 
 
 ISIiS. 
 
 lsr,;i. 
 1S7II. 
 1S71. 
 1>7l'. 
 is7:i. 
 1.S7I. 
 ]^7.•.. 
 
 ,010 
 
 lo:; 
 
 ll;ilf-ycar ciiiliiiL,' .'lOlli SiptfU 
 
 ."C'lt 
 
 ."iSC 
 
 7117 
 
 i.sik; 
 
 i.Oll 
 .n")(i 
 .lii<i 
 .•-'.•i7 
 ,-'•17 
 
 do 
 
 (I" 
 
 <h, 
 
 <l.i 
 
 <lo 
 
 sio, 
 
 n7o, 
 
 ''L"_', 
 
 '.ilo 
 
 •.11:1. 
 
 I'll, 
 '.i.~.il, 
 
 '.i7-J, 
 Oi'.o, 
 
 :i7i, 
 I H II ; 
 
 !oi], 
 
 ■>-( 
 
 .'lO'.) 
 101 
 
 o,s4 
 Mil 
 
 :1I4 
 •jyi 
 li'.iii 
 
 '.lOli 
 I.! I 
 
 i;:m; 
 
 70'.) 
 
 " From tlio tablo il aiiiioars that of 1,(107,071 iiupils atU'iuliiii; National Sclnuil:: in 
 187.5 : 
 
 708,0^' I or 7!'. 2 per cent, wcir Kunian Catholic. 
 ni,K>2 or 11. percent, were I'resli^terian. 
 Mi.!H)7 or 9. jier eent. were Kpi.scopal. 
 y,(iii8 di' .8 per cent. M-ere othei'.s. 
 
 " AVc liatl in our service at the end of the year 1875, 7,'m;7 Principal 'l'eaclHi>. .'i.d:!? 
 As.-;istants, and 177 .lunior Literary and Indu.strial Assi.stant.s, niakin^^ in tiic whi.h', 
 lfi,"-*^l) of whom 3,IS7 were trained in our Niuinal estahlishnicnt. Me also liad in nur 
 sei'vico a! Lhu haiiie perind, 3l'."i Wcirk mistresses." 
 
 "Tiie total amount at the di>posal of the (,'ommissioners. in auumentatinn of tlie 
 fixed grants, con.si.stcd, under tln' new ariam:ement of: — 
 
 (((). £05,000, iiicioase to class .salaries. 
 
 (/*). £<10,OUO, for results, i)ayments. 
 
 (r). £32,0.")5, results, payments from contiihutory Unions. 
 
 ('/). £:'.•_', 05."), the ctiri'esponding amount to ditto fiom the Imperial Ivxchetjuer. 
 
 T<.tal .<;i8!»,ll(i. 
 
 "The total income of the teaching stiiiV finm all souiccs for the year, a])]icais tu have 
 lieen £071,0 IS is.s. 1 Id.— viz., £}8(i,7s^ Ms. L'd. frem Heard and ratc.^. and £s j.Sdli -Is, Hd. 
 for ]iayment liy pupils (including appoiticmment (»f nitidcl scIkhi] tcos) and suh.-eiijptions, 
 iScc, l!i.7 pir cent, oftliissum was locallv provided, au'l 80.;j per ci'iit. was deiived from 
 the funds jdaced at our di.sposal by the State. 
 
 I'jDl'C'AlloNAL ])Kr(isri()|;V Idi; S( IKKil. l!(HiKS AMI A ri'.\l!A'J Is. 
 
 "The amount received for hooks, school reciuisites, and ajipaiatus sold to National 
 .schools in the year 1<S75-G, was ,£28, '121 18.s. The iuiml)er of ordeis was iri.l7<i ; ,ind 
 the average amount of each older, .£1 17s 8^(1. 
 
 " By direction ol' llie Lords of Ijer Maji'sty's Treasury, the commission of 2tl pi-r 
 cent, which was allowed on the jmichase of l)ooks ami other re(juisi(es 1)\- National 
 Teachers was reduced to 10 per cent, from Ist-luly, 1875, and altogether discontinued iiom 
 the :J 1st March, lS7r,. 
 
 '• The value of r((piisit(>s and appliances granted as Free Stock to the National Schools 
 in 187.5-0, was £1,101 .'is. 8d. The nuinber of grants was .'380. Kxche(|uer extra leceipts 
 pajahle to H. M. ]"].\(hei|uer. Aniount received for books, school ie(|uisites, and ajipa- 
 ratus sold to the National Scliools in Ireland, at 1 educed prices, duiing the twelve months 
 ending 31st IMarch, 1870, £28,021 iss. Od. Do miscellaneous, £.S,sis !is. Kid. 
 
i;iT. 
 
 fnr : 
 
 
 
 
 or 
 
 ^1-. 
 
 ■<-7 
 
 
 .SKI. 
 
 .Ml'.) 
 
 
 sTii. 
 
 1(11 
 
 
 (i->.) 
 
 (hS4 
 
 
 '.iln 
 ■M:\ 
 
 
 
 <.n:< 
 
 :;it 
 
 
 I'll 
 
 -.'.^11 
 
 
 '.<r.'\ 
 
 '.I'.l'.l 
 
 
 HT-' 
 
 '.1(1(1 
 
 
 1 ii .1 1 
 
 i.;» 
 
 
 '.17! 
 
 r.'.n; 
 
 1 
 
 ( II II ; 
 
 •Ml 
 
 ....1 
 
 .nil 
 
 ."'.''.' 
 
 IScl 
 
 HK.ll 
 
 s ill 
 
 iclu'is. :^.(i:;7 
 
 1 tlic wlmlc, 
 :> liud ill I'dl' 
 
 lati<ni of llio 
 
 U'llUcV. 
 
 ]icai> til iiavi' 
 ><l.S(i(i.l>. [u\. 
 -uli.-cii]itii)U>. 
 (lciivc(l f'rcui 
 
 1 t(i Natiniiai 
 l."».17(i ; ami 
 
 nu (if L'd prr 
 
 liy NiiliuiKil 
 
 inliiuu'il iVdia 
 
 tidiial Scliddls 
 extra ii'cciiitis 
 ti'j<, ami ajijiii- 
 
 AVclvi' UHllltll.S 
 
 10(1. 
 
 EDUCATION IN SCOTLAND. — AIJSTKAMAN KXIIII5ITS. 
 
 193 
 
 " l?(jok.s and School Apiiaratus Department : 
 
 "1. Book Poi'tors' wag(!.s £ 59!) 5 
 
 " 2. Contractors for paper, printing, and biiKlini,' of National 
 School b(5oks ; and for map-. a]iparatn.s, and .sciiool re- 
 (piLsites purchased from piilili.sher.s 39,958 12 5." 
 
 £40,557 17 5 
 STATH OF EDUCATION IN SCOTLAND. 
 
 I extract the following particulars of the present state of Elementary Education in 
 Scotland, from the last report of the Scottish Hoard for 1875 : — 
 
 '• When tlie census was taken in lS7l. there were in the landward parishes and districts 
 of Scotland, :5GS.2.)"<, and in the burghs, 2iJl,0U), m.akiiig together (529, ■_*5-i children between 
 the aues of five and tliirteen. In 1S7.'5, when the school boards reported to us, we estimated 
 from the iiifoniiation supplied by them that there were 5ll,(JUl scholars on the rolls of all 
 the .schools in the country. 
 
 •' We have now been able to dispose of tlie schemes proposed by the School Boards of 
 825 parishes ami burghs — 7(i!t of the former, and 51) of the latter, — with a total number of 
 children (if school age (5 tn l.'S years), of 587, -"578, of which 329,480 belong to the parishes, 
 and 257,892 to the burghs. 
 
 '•On ."ilst Deeemlicr. 1S75, there were 2,329 public schools under School IJoards in 
 Scotland, with ."5(17,955 scholars on the voW, and au average attendance of 2:}3, 130, taught by 
 3,418 j)rincipal teachers and assistants, with 3,024 pupil teachers and monitors, 1,1(34 sewing 
 mistri'sses, and 1 1'^ visiting teaeher.s. 
 
 •• There were [(J5 evening schools, having 12,343 scholars on the roll, and an average 
 attendance of 9,8(13. In the.se schools there were 203 principal teachers, and 103 assistants, 
 0") jiupil teachers and monitors, I .sewing mistresses, and two visiting teachers. The fees 
 am lunted to £2,nG(i 9.s. 5Jd., the tirauts under this Cdde to £1,904 Is. lOd., and the salaries 
 to £3.t;;}l 9s. 7Ad. 
 
 •• The ratable value of lands and heritages, according to the Valuation Roll for 1875-0, 
 is £17,340,407 Ids. lid. The asses>ment rc(juired lor the year by the School Boards, 
 amounts to £285,704 12s. 3-),-d. The school fees amount to C'135,808 4s. 2fd. ; the annual 
 grants under the code to £131,053 7s. 9^d. ; and the additional grants under the (i7tli sec- 
 tion (if the Education Act, to til, 520 5.s. 4d. The total salaries and emoluments paid during 
 the year 1875, amdiuited to £377,00.3 2s. l^d. 
 
 '■ The School Duards report that during last year, in carrying out the compul.sovy clauses 
 of the Education Act, 7,199 parents h;ive been summoned to appear before their respective 
 Boards, and that notices have been sent to 421 emplnyers ; that 279 p;u'ents and one (.'m- 
 ployer have been pro.secuted ; that 197 of the former were convicted, 135 of whom were fined 
 and 20 imprisoned. That the fines and expenses amounted to £130 4s. 8d., and that the 
 cost of prosecutions, less the amount of fines and expenses recovered, was £400 18s. lOd. 
 The jiarents of 2,974 children applied to parochial Boards, under the (i9th section of the 
 Education Act, for assistance to educate their children ; but it appears that the applications 
 on behall of 1,150' of the.se were refusi'd. The number of children who during the year have 
 been brought into school by the operation of the compulsory clauses, is estimated at 28,054. 
 Of these children, 15,510 belong to towns, and 12,538 to rural parishes." 
 
 THE EXHIBITS OF THE ACSTUALIAN COLONIES. 
 
 15. AlSTltAl.lA. — Tlie general exhibit from the Australian (^loiiies excited both 
 
 surprise an<l ple.isiue. Ii. was very cdirprehcn^ivc and well arranged. The great product 
 
 of the.se Colonies, as indicated by gilt pyramids in their respective courts, was gold. Wool 
 
 nd grain of vaiious kinds f(nined the next chief staples. An American writer thus sums 
 
 up the whole exhibit. He says : — 
 
 13 
 
194 
 
 PART XIII. — EDUCATION IN COlNTRIKS HAVING NO srHOoL EXIIUilT. 
 
 "The Australian exhil)its are cliicfly specinieris of raw products, views of sceiieiy and 
 flowers, and samples of soils and minerals. New Snutii Walrs has erected in the centre 
 of its s[)ace a larj^e trophy, containing,' specinn'tis of its coals in blocks; and (.^hiccnsland 
 exhibits photographs and drawings of .scenery, specimens of tin, copper, sugar, arrowroot, 
 wood, oils, timl)ers, silks, natural history, and lK>tanical [»re})arations. There an- also 
 five tons of cojiper, and twelve tons of tin, in various forms, besides furs, leather, wine, 
 spirits, fine wools, and specimens of twenty-two diifepnt woods." 
 
 The following is a brief statistical view of the extent, jjopulation, and products of 
 various Australian Colonies, taken from the latest available sources : — 
 
 i; 
 
 ! 1 1 
 
 f: IV 
 
 Cor.o.NV. 
 
 Victoria 
 
 New Scmth VVale.s . . . 
 
 South Australia 
 
 C^ueensland 
 
 West Aus'tralia 
 
 New Zealand 
 
 Tasmania 
 
 Area, s(|uarf 
 Milos. 
 
 '.I14,7;{0 
 
 !t7S,(K)0 
 
 'J(H),(M»0 
 
 L'tJ.L'l."! 
 
 ropulatiiin. 
 
 Miles of 
 railroad. 
 
 Sl.'(l,()(M) 
 .•kS1.-'7.H 
 210,ti'.t!l 
 
 it;s,7o<) 
 :>(».()o() 
 
 U.S.-) 
 
 rm 
 
 •J40 
 
 dm) 
 
 Ivcports. 
 
 i".t'.t,:.l4 I 1,010 
 
 1(I4,'J17 I Itl"' 
 
 i;i,4oii,'.)(M; fi.".,4ii,ioii 
 
 4,-'i:f,'-'st; iL','Ji."p,iio;i 
 
 l,14;«.l(l() 4.44-',10() 
 
 l,L'L'0,0.f4 I 4,oi2,r,i:i 
 
 l.M,s-j;j ! ;f'.ts,!Mii 
 
 ;i,<ii;;t,,sii i r.,'.'.')i,'.'(iit 
 
 (lold ]inMlui.t« 
 siliit; IS'il. 
 
 !*S7.-.,5es.781 
 157,4;i7,Si«»' 
 4"i,'.".»7 
 ;«,.Si:<.4i)0 
 
 1, Victoria. — The leading colony of Victoria had an extensive exhibit of native 
 products in their natural and maiuifactured state. I5y means, too, of a large collection of 
 photographs and other illustrations, a very good idea of the scenery and other physical 
 characteristics of tiie country was obtained. She had, however, no school exhibit ; 
 although by the aid of about thirty photographs, the character and style of the school- 
 houses erected in various parts of the country were seen, and incidentally its facilities for 
 education. The valuable special reports relating to Victoria, prepared and distributed at 
 the exhibition, were of much interest to tiie intelligent visitor. 
 
 2. New youxn Wales had a very large and interesting exhibit, representing her 
 products of gold ; her inexhaustibh; mines of coal, besides iion, lead, tin, copper, and 
 other minerals. Her collection of nativt; wines, inchuled about une hundred varieties, 
 the extensive exhibits of wool, blankets, shawls, leather and other products, excited a 
 good deal of interest and attention. The large photographs of Sydney and its harbour, 
 were unequalled in the exhibition. 
 
 To the able and energetic Executive Commi-ssioner, Augustus M(jrris, Esquire^, "visitors 
 to the New South Wales Court were greatly indebted for valuable information in regard 
 to the varied products and extensive exhibit of that country at Philadelpliia. Mr. Morris 
 was also greatly aided in his labours by his assistants and by tin; extensive distribution 
 of the interesting and useful special reports which were prepared in the colony for that 
 l)urpose. llis visit to these provinces was with a view to jtromote trade between New 
 South A\"ales and Cana<la, and this he sought assiduously to promote. He express(!d him- 
 self as greatly pleased with our gratifying progress, as indicated by our educational ex- 
 Liibit. His views on this subject will be found on page 20 of this report. 
 
IIT. 
 
 EDUCATION IN THE AUSTKALTAX COLONICS. 
 
 195 
 
 ,lit' centre 
 
 UCfltsliUlil 
 
 ii'Viiwroot, 
 ic art' nlso 
 ,her, wiiK', 
 
 troilucts of 
 
 1,1,1 i,n>.ljK-t'* 
 
 iiS7r.,r)i»s.78l 
 ir.7,4;i:.j*'''>' 
 
 4<i,'J'."7 
 
 3. HoUDI AusTUALlA liiul iilsu a large collection of photogniplis of her scenery ami 
 farm life, besides specimens of woods, grain, wool, silk, minerals. Tliore are in addition, 
 various curious ornaments, such as vases, cups, &c., manufactured in the colony out of 
 ostrich and emu eggs. A great variety of stuffed birds and animals peculiar to the 
 country were also exliihited. Tiie interest of visitors in her extensive and uilmirable dis- 
 play was greatly increased by means of the full and satisfactory information given on the 
 very valuable work on tlie " History, Resources, and Productions of South Australia, eilited 
 by Wm. Ilarcus, Esij., J. P." which was distril)uted. This book was beautifully printed, and 
 contained sixty six full page iljiistrntions of the country, taken from photographs on the 
 spot. It was published by Messrs. Sampson, Low & Co., London. 
 
 4. Ql'KKNSLAM). — The exhibit from this country was a repetition to a large extent 
 of that from tlie utlier Australian Colonies. It was well arranged, and included coloured 
 photographs of scenery, farm life, &c., specimens of mineral products, woods, oils, sugars, 
 wine, and tobacco. 
 
 5. Othki! Australian Colonies. — West Australia, a penal colony had no exhibit. 
 Tasmajiia and N(tw Zealand vied with each other and with the other colonii's, to present 
 a creditable exhibit. None of them, however, attempted an educational display. 
 
 ir):?,'.t'.'-.'W> 
 
 STATK OF J:DUCATI0N IX. THE AUSTRALIAN COLONIES. 
 
 bit of native- 
 collection of 
 Lher phyj^ioal 
 lool exhibit ; 
 f the school- 
 s facilities fur 
 distributed at 
 
 )re.sentitig her 
 1, copper, and 
 ilred varieties, 
 nets, excited a 
 d it.s harbour, 
 
 squire, "visitors 
 ition ill regard 
 I. Mr. Morris 
 ve distril)ulion 
 colony for that 
 between New 
 expres.sed him- 
 educational ex- 
 
 Fronj the educational reports received at the Depar ment from the Australian 
 Colonies for 1875, I have had the following information compiled : 
 
 1. " VlCTOi{L\. — I'l-li/Kini J'Jihdvfion. — Number of Schools: — Public, 1,111; private, 
 610; total. IjL'l. 
 
 "Number of Pupils:— Public, 216,114 ; private-, 22,148 ; total, 23S,5il2 ; viz. : 122,- 
 000 boys, and 1 1C.,.'):5l' girls. 
 
 " Number of Teacliers : — Publiy, 3,715 ; private, 1,509 ; 5,224 total. 
 
 " Sfrotiildni Etiiiratiiiii. — (Colleges, (Jrammar Schools, etc.) — Number of schools, 5 (all 
 connected with churches) ; number of |)upils, 1,024; number of teachers, 50; amount 
 received from government for buililing, f.;:52, 1'.l8. 
 
 " ^'«//'7/<*/• /v/?"v///(y//.— I'niversityof MeUiourne: — Number of students in 1874, 177 ; 
 number of professors not given ; total expenditure in 1S7I, £16,393. 
 
 " In(lii<tr'h<l (ukI .!rf liislifiifiiiii.-i. — The Scbool of Painting and Design ;— Number of 
 students in 1S71, 1 91), viz. : 75 males and 139 ftMnales ; tiie Industrial and Technological 
 Museum; Numlier of students in 1S74, 120, viz. : 110 males and 10 females; tlie 
 National Mu.seuni : nunil)er of visitors in 1874, 100,514. 
 
 " Llhraiits. — The Melltourne Public Library : — Number of volumes in 1874, 83,231 ; 
 number of visitors in 1874, 239,188. Tiie Supreme Court Library : — Number of 
 volumes in 1871, ll,3t)r). Miseellaneous Libraries : — Number, 130; number of volumes 
 in 1874. 171,103. 
 
 2. "Ni;\v SdTTii Walks. — Public scliools, 4t)l ; provisional schools, 202; half- 
 time schools, 110; denominational schools, 191 ; total nuinliev . ''schools, 1,030. 
 
 "Pupils in public schools, 58,)511 ; in provisional schools, >^ " (1 ; in half-time schools, 
 2,350 ; in denominational schools, 38,218 ; total numlier of pupi 104,450. 
 
 " Propoi'tion of pupils in average attendance to the average number enrolled : — In 
 public .schools, 04.8 per cent. ; in certified denominational schools, 04 per cent. ; in all 
 schools, 04.5. 
 
 " Amount of school fees : — In public schools, £33,985 12s. 6^,d. ; in provisional schoids, 
 £3,800 14s. lid. ; in halt'time schools, £077 9s. 9:^d. ; in denominatiofial schools, 
 .£17,722 15s. ll.ld. ; total, £50,240 Pis. 8d. Teachers :— Principal teachers, 975 ; assist- 
 ant teachers, 220 ; pupil teachers, 309 ; total number of teachers, 1,504. 
 

 .hi 
 
 100 
 
 PART XIII. — EDirCATION IN COUNTRIES HAVING NO SCHOOL KXHIBIT. 
 
 " Annual Sckonl licrcniie. — lialanco from 1874, £S73 8s. lid.; vi)tc for I'lihlic liistruc 
 tion, £180,000; church and school estates revenue, £2,180, 7.s. 9d.; total, £183,059, 
 IGs. 8d. 
 
 "Ann7(nl School ExpcmUtnrc — Salaries of teachers, .£91,573; building and repairs, 
 £16,593; general nianagenient, £7,082; in.^pcction, £7,")2r) ; training, .£3,157; books, 
 printing and stationery, £3,1.30 ; total, £132,900. 
 
 3. " South Austuai.ia. — Number of schools under control of the board, 320 ; number 
 of scholars on the rolls during one month, 17,120 ; aveiage atteiulance for one month, 
 13,774; average miniber on tiie rolls at each school, 5 1 ; average attendance at each 
 school, 43; percentage of attendance to the number on the roll.s during one month only, 
 79; number of licen.sed teachers: — male, 210 ; females. 97 ; total, 313; model school : — 
 average roll number of scholars for the year, 739 ; average daily attendance, 580; annual 
 receipts, £33,330; annual expenditure, .£31,177. 
 
 4. ''Tasmania. — Number of .schools, 151; number of scholars on rolls duiing the 
 year, 12,271 ; average nundjer of scholars on I'olls duiing tlie year at each .school, 79.08; 
 average number on tiie roll^• from month to month at eai'h school, 52.89 ; average atten- 
 dance at each school, 37.03 ; percentage of attendance to the av<'i'age number on roll.s, 
 70.02 ; number of teachers and as.sistants, 151 ; animal incon)e, £13,551 ; annual e.\pen<l- 
 iture, £12,82.3. 
 
 5. "(^ttri'.KNSLANn. — Number of .schools in opeiation, 231 ; number of new .school.s 
 ojiened, 35 ; number of schools closed in previous year, 8 ; mimber of applications dealt 
 with for new schools or additions, 5 t ; nunilier of new vested schools completed, 20 ; in- 
 crease in number of f^chocds in operation, 27 ; number of vested schools in ojieration, 
 157 ; number of non vested .schools in ojieiation, 28 ; number of provisional .schools in 
 operation, 45. 
 
 ^' Tiiirlurs (iixl I'uplls. — NumlxT of U- hers, iticludiug pu[iil teachers, 074; aggre- 
 gate attendance of scholars, .33,043 ; aveiagt ittendance, 10,887. 
 
 " ScIiodI FliKincr^. — railiaiiiciitary vote for education, .C87,2(i0 8s. 7d. ; local snb.sciip- 
 tions toward school buildings, £2,181 Is. 7d. ; .salari"s of teachers, £55,810 I9s. Id.; 
 buildings, furniture, and repairs, £19,880 5s. 2d. ; total e.xpendiluie out of parliamentary 
 vote, £81,135 Is f<d. ; total e.vpenditure out of local subscriptions, .C2,084 l.'t.s. Id. 
 
 0. " Nkw Zkai.AND. — Number of school distiicts, 108; iuiml)i'r of schools, 140; 
 highest attendance on the roll, 8,28 1 ; average attendance, 1,929; ruiuilx'r of teachers, 
 178; expenditure for educational jiurposes, £2n.5:>l ; annual average cost pei' i)Ui)il, 
 
 .£2 10s. ; total value of .scliool buildiii 
 
 £0,nO(i; Auckland ColK 
 
 an( 
 
 ] ( 
 
 iianimar 
 
 School, number of teachers, 7 ; number of students, UU. 
 
 \i t I ! 
 
 STATK OF EDUCATION IN THK H.VST INDIKS. 
 (From Mufti ii\'< SlittiMii-'inn.i Yinr-llDii]: fitr 187G.) 
 
 10. "Kast lNPli;s.--Kfrorts for spreading eibuation among the |)o])ulution of Itulia 
 have been made since 1848, in which ye.ir the Lieuten.int-( lovcrnor of Agra brought for- 
 ward a scheme for giving a .sclujiilmaster to every village of at least a hundred families. 
 
 "After three years' discussion, the Court of Directors of the Kast India Company ac- 
 cepted the groundwork of the plan, and orders were issut-d directing that a good vernacu- 
 lar .school shouhl be establi.shcil for every 'circle ' of villages called ' I lulkabandee ' and 
 that the teacher should be paid from a cess of 2 per cent, on the land revenue. 
 
 "The following table gives the number of schools and colleges belonging to, aide(l, or 
 maintained by (iovernnient in British India, with the nv(>rage number of pupils attending 
 them, the amount expended by Coveinnient, and the gross expenditure on account of in- 
 struction in each of the five years, 1807 to 1871 : — 
 
Instruc 
 183,059, 
 
 ropoii's, 
 ; books, 
 
 number 
 • inonlb, 
 
 at each 
 nth only, 
 ■;(.'hool : — 
 annual 
 
 uiing the 
 ol, 7'.t.»',8 ; 
 agf atten- 
 V on rolls, 
 al exjiend- 
 
 v\v f-chools 
 
 tions (Iralt 
 
 •d, '2G ; in- 
 
 (ijpcration, 
 
 .scliools in 
 
 )'\; aggrc- 
 
 ;al sub.scrip- 
 n llKs. •1(1.; 
 .rlianuMitary 
 ,.-,. 1(1. 
 
 ho(jl.s, 140; 
 of tiacht!r.s, 
 L \>vv pupil, 
 1 (; ran I mar 
 
 tion of Iiulia 
 L brought t'or- 
 I familios. 
 C'onii)any ac- 
 food vcrnacu- 
 ibantU'O ' and 
 le. 
 
 ig to, aided, or 
 pils attending 
 account of in- 
 
 KDL'CATION IN HAWAII. — AMKIIICAN STATES. 
 
 197 
 
 Years ciiik'd. 
 
 tii.ii: 
 
 il Iiistitiitiiiiis. 
 
 Avurii^'i' iittfiidiincu 
 uf I'upils. 
 
 AiiKnuit fXiK'ii(U'(l )>y 
 GoviMimieiit. 
 
 Totiil i'xi)eiuHture 
 f 1(1111 nil soiu'ces. 
 
 1H07 
 
 
 L'0,(;,s;{ 
 
 tMH,8;u 
 
 i;4ni,:}78 
 
 k7:>r>,r,u 
 
 1808 
 
 
 21, .".JO 
 
 »;7-"),:i'.i2 
 
 .'i37,(J04 
 
 H',Mi,8:W 
 
 1809 
 
 
 '.':{,:ioo 
 
 7.-.s,;!.-.7 
 
 .'i!tl,(;.')2 
 
 l,(K)!l,7:U 
 
 1870 
 
 
 •.'4,-.'7l 
 
 7H!l,tL'.-. 
 
 C:{7,4(i:J 
 
 1,()70,(W5 
 
 1871 
 
 
 •j'-Mi: 
 
 "'.•'.t,ti22 
 
 tl(!i.r24 
 
 1,010,418 
 
 " In the North Western Provinces and Madras the foundation has been laid of a 
 national system of education ; while tl>e general position for the whole of India is, that 
 the Government has succeeded in establishing a system of public instruction for the upper 
 and middle c!a>ses, but has, as yet, made little or no impression upon the great body of the 
 population. 
 
 STATE OF EDUCATION IN HAWAII OR THE SANDWICH ISLANDS. 
 
 17. SANDWicif Isr.ANDs. oi! FI.UVAH. — The rapid emergence of these islands out of 
 heathen darkness into Christian light and civilization has been remarkable. The results, 
 as shown at IMiiiadelphia, were, on the whole, most gratifying, particularly as regards the 
 progress of education in the Islands. 
 
 The School Kxiiibit at the Centennial was confined to a number of good photographs 
 of native teachers, pupils and scIkkjI buildings in the islands. There were besides speci- 
 mens of a inimber of text books printed in the ' Kanaka' language — some of them com- 
 pilations or translations of American .school bdoks. Tiie whole exhibit, though small, 
 was highly interesting, coming as it did from islands which were, not so many years ago, 
 (lark and unenlightened." 
 
 From reports relating to education in Hawaii, which were distributed at the E.xliibi- 
 
 tion, we learn {,\u: following facts : — 
 
 *' The .schools in tliis kingdom are diietly supported by the Government, which ex- 
 ])ends annually about ^i! Kl.doO in sustaining them. The total expenditure is about i?7r),000. 
 Every district is provideil with .scliools and teaciiers, where all who choo.se can receive in- 
 structioti in the eoinniou liranches, and it is a noteworthy fact, tliat a Hawaiian who can- 
 not, at least, icad and write, is rarely to be found. Besides the common schools, there 
 are liiglier seminaries and boarding schools, in which both the vernacular and English 
 languages are taught. There are :24 J schools of all grades, and 7,755 .scholars in the 
 king<lom. iionohdu is well provided with select English schools or seminaries (of which 
 there are .seventeen), where natives and foreigners can obtain a good academical education." 
 
 AMEinCAN STATION WHICH HAD NO SCHOOL EXHIBIT AT THE 
 
 CENTENNIAL, 
 
 \^, AmkiiICAN Statks.— Of the thirty-seven States of the American Union, only 
 twelve or thirteen (about oiietliird), made a creditable educational exhibit. Seven had a 
 mere representation, resp(!ctable, but very small in extent or variety ; while seventeen 
 States had no educational exliiliit whatever. To these may be added the eleven Terri- 
 tories. 
 
 Th(! educational absence of the " Empire," or leading State of the Union (New York), 
 was ipiite conspicuous, and was uiueh noticed. The othei States which took no educational 
 
 i W 
 
 i 'ill 
 
iT 
 
 198 
 
 PAllT XIV.— SPKt'IAL EDUCATIONAL KXHIlilTS. 
 
 jtiut ill the exhibition, wero Vermont, Virgiiiiii (t-xoopt Hiiiniiton Institute iind Fisk 
 University, Tennessee, both for coloiucil pcoiilc), West ViiLjiiiia, Minnesota, Calit'orniii, 
 Dehiware, North and South Carolina, (it'orgia, Louisiana (cxeeiit New Orleans), Alississijipi, 
 Ahibania, Kansas, Arkansas, Nebraska, Nevada, and ()regon. 
 
 Tho edueational statistics of tliese States I have conipilfd from the latest available 
 report a.? follows : — 
 
 Kt.vte. 
 
 Date. 
 
 187f. 
 
 187:!-» 
 
 187(1 
 
 187; '.-4 
 
 1875 
 
 1874-5 
 1. 
 
 t* 
 
 ti 
 
 1875 
 1871-5 
 
 i87t; 
 
 1874-5 
 
 No. ..f 
 
 SeliiHil :\'^v. 
 
 N<i. of I'lipils 
 atti'iidin;,' 
 
 Sl-lln,,!. 
 
 Nn, nf 
 TrMclicls. 
 
 Schnnl 
 
 Inciiiiie. 
 
 ;!,i;!'.'.7--'5 
 
 51 (■,,•_'•-'•_' 
 
 l,oil'.Ml7'.i 
 
 7.5:;.I77 
 
 i,.57i;.osi 
 ;i,:i!io..!.v.t 
 i'.iL',7;i5 
 (OS. 711 1 
 4S!»,.-,ll' 
 4:i.5.:il'.» 
 
 Cll'.I.Ctr. 
 1,110,'-'I8 
 
 .5.-,:;,o| 1 
 
 l,li,.",,(;.;8 
 
 7s;i,5;;c 
 
 '-".I--', 175 
 lie. 181 
 
 ,sc,c7;i 
 
 Value of 
 
 Sites. 
 
 ^ow Viti'k . . 
 
 1,. 585, CO! 
 811, .541 
 4v_'.7-'.t 
 17'.'.S!i7 
 •-'18,741 
 17I.5(;;{ 
 
 l,<Hi7,l'.IO 
 
 7s,l;!0 
 i'.i:t,8.-)C 
 lir.,:!oo 
 11C,C71 
 
 l;;o,:i:!(t 
 
 ll),S8l 
 
 MC,7;i7 
 110,11C 
 
 15i;,:i',t4 
 
 74,8 (C 
 1C8.-_'I7 
 
 li7,;;io 
 
 147,L"2I 
 
 7;i,878 
 
 .55, )!.';{ 
 
 4,811 
 
 '-•1,518 
 
 ;!(),■_'(('.• 
 
 4. IOC 
 J,tr_'0 
 
 ;i,4(;i 
 
 •j,;v.)'.i 
 
 •-',c',t;{ 
 
 i;;ii 
 
 •_',C!IO 
 
 •-•,8.M 
 
 ;'.l,oi7.if.'i 
 
 l,:{;i'.t,8C4 
 
 851 7;i(» 
 
 \"t'niiiiut 
 
 Vir''iiii:i ... 
 
 Wi'xt N'irgiiiia 
 
 Miiiiuxita 
 
 < 'alifoniia 
 
 1 >i4awaiv 
 
 1,C(r),CL>7 
 •_'.SO,"),l.")ti 
 .5,OC8,C7H 
 
 N. ( 'aroliiia 
 
 S. ( 'aiiiliiia 
 
 ;; js.co:! 
 2;'.o.i'(;i 
 ;(!t4,o;<7 
 
 •-'74, CSS 
 
 ;ii8,4.5i» 
 
 4oC.'-'7i» 
 •-'1 •_','. 177 
 is 4,1 ;!»•-• 
 
 8(),1-.'L' 
 
 c,;;i5 
 
 44,CC1 
 
 ;n:!,'-'Sit 
 
 (ft'oivia . . 
 
 
 licmisiaiia 
 
 Mississippi 
 
 1 ..557 
 4,'.Mi8 
 
 :!.'.r.'0 
 
 5..57t'. 
 
 'J .;<•-':.' 
 ;{,oin 
 
 115 
 '•53 
 
 .•vlKMOO 
 1,000,000 
 
 Alaliaiiia 
 
 Kansas 
 
 Aikansas 
 
 Xetiraska 
 
 Nevada 
 
 Uleguu 
 
 4,ic7,'.t48 
 
 ;!55,0(H» 
 
 1,8I8,'J!I,'{ 
 
 I r.'i.ou 
 1 ;{.5o,oi)() 
 
 I : ;. . 
 
 I I 
 
 PAKT XIV— SPECIAL EDUCATIONAL EXIlliil'l'S AT THE CENTENNLVL. 
 
 I have hitherto referred only to the school exhil)itsof various countries and state.s, as 
 ihey were presented at the Centennial. Viewed in another light, however, these .same 
 exhibits, classitied under the heads of Scieiititic, Technical, and Industrial, possessed 
 features of special interest whicli wen' full of instruction to the educational student. The 
 gr()'u])ing of these exhibits was undertaken by S. li. Thomp.son, Esij.,* a gentleman of in- 
 telligence and experience. I have a\'ailed myself of liis .sketch, as it appeared in the 
 I'emisf/lvauid. School Journal, as follows : — 
 
 '•■ The i)recise field of lab()Urappro[iriately belonging to each of these cl.is.ses of .schools 
 is not clearly defined. At the one extreme we have schools devoted to teaching pure 
 science in its most abstract form, without any direct reference to its application to the 
 industries or the arts of life ; at the other extreme are the trade schools, in which young 
 people are taught the methods and processes of some art or trade by which they may 
 obtain a livelihood. In the purely scientific school the knowing faculties are principally 
 cultivated, in the trade school the activities are, more largely called into action. 
 
 "The technical schools, to some extent, occupy a medium ground between these ex- 
 tremes, and either teach the sciences with special rel'erence to their a]H)lication to the de- 
 velopment and conduct of the great productive and constructive industries, or some form 
 of productive or creative activity is u.sed as a means of fixing upon the mind of the pupil 
 the principles of science which lie is learning from books or from the living teacher. 
 
 " To study the school displays at the exhibition with profit, the peculiarities of these 
 different schools must be borne in mind ; sinc(( in <'aeh case the student's work will natu- 
 rally vary with tiie kind of .school. Eorexamj)le, in the school of pure science, the written 
 
 '\ ! 
 
 * The J'ciiii/iiilniiiio Srlmol Junnia/ for October aiijs :~" TLi.s iirtirlo was written by a gentleman furmcrly 
 of Pecnsylvania, but lor tbo last eight or ten years occupying a high cducatiunul position in another Btute." 
 
litnriiiii, 
 -;siissijipi, 
 
 availiiMo 
 
 - - - 
 
 i'mIiii' of 
 
 Siti's. 
 
 * 
 
 l,iil7,li-.'» 
 
 l.:i:;'.t.S(l» 
 
 .s;.i,7.!(> 
 
 1.il(i.".,ti-.'7 
 
 'J.S(C),1,")ti 
 
 .■.,(m;>s,(;78 
 
 ;«i:!,'.'8'J 
 s',ir.,i(»o 
 
 1,(I(MI,(K)0 
 
 4,ii;7.'.tj« 
 ;!.".:),(HH» 
 
 l.sis.L'it:? 
 r.'i.oii 
 
 NNIAL. 
 
 il states, as 
 these riiune 
 , j)t),s.sessie"l 
 lent. Tlie 
 'iiKvii iA' in- 
 ured in the 
 
 i of schools 
 Lchiiig pure 
 tioii to the 
 liich youu^' 
 !i they may 
 principally 
 
 ■n these ox- 
 1 to the de- 
 ' some form 
 :)f the pupil 
 aclier. 
 
 lies of these 
 k will natu- 
 tho written 
 
 :man formerly 
 ulher state." 
 
 TFXIIMCAL St'HOOf.S IN THK rMTKI) STATKS. 
 
 l!)f) 
 
 examination paper, if fairly doiu', may he accepted as an indication of the kind of work 
 done ; hut in an industrial or trade school, a school for mechanical engineers or formachinists, 
 an txaniination paper, no matter hov- well written, would hardly he accejjted as the sole 
 indiration of the kind of .school work done. In this case we look for examples of work 
 done — work in whicli the hand is concerned as wtdl as the mind. 
 
 •'To sliow the results of the study of science V)y the pupils, the usual resort ha i hcen to 
 examination papers, or to tlie display of theses ami technical [)aiiers onscientitic subjects. 
 In snme cases oiiginal investij^ations of considerahle in^'eimity and value, maile l)y students, 
 are shown. The oxhihition of drawiuL^s of all i-:inds, liy those schools, ismon? nearly uid- 
 VH'r*al than any other single thin:,'. 
 
 I. Ti;ciiNir.\i, Schools of thk Unitkk .Statks. 
 
 ''The Chandler Sciontitic School and the Thayer School ot Civil Engineering of Dart- 
 nioutli College, N. H., have a large collection of drawings— chietly instrumental — of build- 
 ing.* and bridges ; also, class drawings in descriptive geometry, ami models of a l)ridge, and 
 passage ways through embaidiments. 
 
 " Pardue University, of Lafayette, Indiana, .shows a series of fifty consecutive lessons 
 in geometrical projection ami eleuKMitary perspective done by students, and a glass case 
 containing a large number of chemical compoimds made by students. 
 
 "The Cooper Union (N. Y.) School of Design for Women, has a fine; scries of drawings 
 and examination papers. 
 
 '• Maine State College has a series of drawings designed especially to show tlie course 
 of instruction. The serits includes line, machine and topographical drawing, and photo- 
 graphs by students who are taught this art in the laboratory. 
 
 " The Missouri School of Mines exhibits a collection of excellent drawings in descrip- 
 tivt' (Jeometry arid in Shades and Shadows. 
 
 "Jjafayett(! College, Easton, Pa., exhibits a series of elementary drawings, plane prob- 
 lems, elementary projections per topography, machine drawing, coloured topography, 
 drawing for stone cutting, perspective drawing, and in .shades and sha(h)ws. The work 
 done by the diiferent classes in each year of the course; is clearly distinguished in this 
 display. 
 
 "Lehigh I'niversit}', Pennsylvania, shows machine and to[)ograj)hical drawing ; also, 
 plats of compass surveys, house plans, and plans for work in landscape gardening, varie- 
 gated pavcMnents, ornamental stone work, etc. 
 
 •'The Girls' High and Normal Schools of Philudelphia exhibit some excellent indus- 
 trial design.s, and a number of other drawings. 
 
 "The Hampton Normal and Agricultural Institute of Virginia, has a very interesting 
 t'xhibit, valuable not so much from the character of the exhibit itself, as from what it 
 suggests concerning the peculiar character of the school. This institution was estatdished 
 for the purpose of instilling habits of intelligent industry among the coloured people at the 
 South. To this end, the effort is to educate teachers for coloured schools who shall, while 
 ac([uiring that book knowledge which will enable them to teach school, get such habits of 
 industry, and such knowledge of industrial arts, as will enable them to help their cidoured 
 friends to organize and improve the various industrial pursuits in which tiiey are en- 
 gaged. 
 
 " The Department of Mechanical Engineering, Cornell University, exhibits an amateur 
 engine lathe, a steam engine, magneto-electric machine of great power, and a number of 
 other things di!sign(Ml and built in the University macliine shop, and nearly all the work 
 done by students in mech.anical engineering. This exhibit is not large, but all the articles 
 shown are excellent of their kind. 
 
 " The University of Pennsylvania exhibits relief maps, models of gearing, arches, 
 passage-ways, bridges ami self-supi)orting roofs. Also, drawings of a locomotive. 
 
 " Thtf University of Wisconsin exhibits school papers, water-colour drawings, photo- 
 graphs of blackl)oard diawings, etc. 
 
 "The Polytechnic School of the University of Michigan, has a con.siderable display, 
 hut notes taken on the spot were lost, and the oidy thing recalled is a list of over one hun- 
 dred pharmaceutical preparations, all made by the students in the College of Pharmacy. 
 
<t*'^ 
 
 I 
 
 
 i ;' 
 
 200 
 
 I'AHT XIV. — Sl'KcrAI- KDrtATIONAL KXIIIIUTS. 
 
 " Tlio Deaf, l)ini)l), and IMiiid St'linol at Flint, Miclii^aii, cxliiliitsa ciiiisidcraliN* col- 
 lection of articles made I)y tiio blind students, siieli as hoots, bedsteads, baskets, brushes, 
 knit-work, S:v. 
 
 " A most note-wortliy part ot' the Michit^'an exhibit is a series of very fine micro- 
 f^coi)ical drawings, by Miss Ijouisa M. Kecce, a student in tlu; scieutilic deiiartuient of tho 
 University. 
 
 "The Illinois Industrial rniveisity, locateil at Champaign, has a large and e.xcllcnt 
 exhibit by various scliools. 'The school of chemistiy shows over ont^ hundred ami tifty 
 chemical proilucts made; by the students as part of their course in tins department ; that 
 of architecture, a model of a "half-space" stairs; that of civil engineering, a patent 
 drawing board. The school of mechanical engineering exhil)its a collection of linislied 
 machines and models of mechaiucal movenu'nts largely made by students. The v.irin\is 
 articles are as follows : Water crank substitute, cut-otf valve gear, i>aehm's link coupling, 
 cam movement, liidv work, ratchet windlass, pin and slit movement gear, liidc motion 
 valve, intermittent gearing, chain gearing, hyperboloidal gear, odontograph, sliding curse, 
 epicycloidal (.'oupling, .sun and i)lanet combination, tieadle movement, shock inodtds .Nos. 
 1, 2, 3 and i, eccentric gear and crank. The various departments show drawings of parts 
 of machines and tools ; lists of exiieiiments with drawings of implements used and re.-idts 
 obtained ; vacauon journals witli diawings of woiks visited and studied ; jiroblems in 
 mechanical construction ; theses on water wheels with illustrative drawings ; experiments 
 in strength of materials with calculations and drawings ; experiments on the resistauee of 
 materials ; experiments in hydraulic^^ ; experiments iu photography ; experinuMits in cen- 
 trifugal force ; experiments on extension of steam ; experiments with curved tloats ; spe- 
 cimens t)f railroad notes, of railroad books, lettering, thesis on highw.iy briilge at reniia, 
 analysis of a bridge, elevations aiul designs for mantels, doorways, etc., both in line and 
 in colour; specimens of modelling in plaster and clay, frescoing, etc. 
 
 "The Penu.sylvania Institutefcu' the iUind makes ,iu interi'sting display of appliairees 
 used in teaching the blind, and a large amount of ])roducts of the iuilustry of the lilind 
 students in tlie school, consisting ot bead-work, brushes, knit woik, baskets, luooms, mats, 
 chair-liottoms, rugs, carpets. &c. The nudtiplicity and ex<'ellcnce of the kind of work done 
 by the l)lind iu this aiul kindred schools, is a striking illustiation of the ext<'nt to which 
 good instruction can enable a person to esca[ie the coiise((uences of the deprivation ct 
 sight. 
 
 "The Massachusetts Institute of Technology in the l)cpartmeiit of Physics, exhiliits 
 a case containing about tifty specimens of students' woik, including novelties, inventions, 
 published menu)irs, and results of a series of laboratory experiments iu mechanics, sound, 
 light, heat, and electricity ; nu)dels of biidges ilesigned, constructed, tested and repi)rte<l 
 upon by students ; a light and inexpressive plane taljle ; and theses of grailuates. Tho 
 department of Chemistry exhibits theses for 1S7() ; that of architecture, seventy-seven 
 original designs and copies iu frames and portfolios, with theses of graduates; that of 
 Civil Engineering, seventy-four drawings in p!)rtl'olios of railroad surveys, topography, 
 stone cutting, briilgts and loof construction and oiiginal designs for structuies ; tliat of 
 mechanical engineering, four hnndicd and thirteen drawings in fiaines, illustrating boilers^ 
 engines, jmnips, motois, tools, wheels, iS:c., as well as theses of graduates witl: drawings. 
 
 " The Worcester Free Institute of Ma.ssaehuselts exhibits models used in teaehin;.- 
 drawing, and made by students tor sale; drawings in mechanical engiiu'criug ; I'l' bound 
 volumes of examination papers made by class of 187<i ; free hand drawings, sha<Iing an>I 
 mechanical drawing ; apparatus for illustrating principles of mechanics an<l 20 photo- 
 graphics of its coml)inations ; speed lathe to measure geais ; models to illustrate cam 
 movements ; ilrawing stand ; modtd of link and valve motion ; work iu metal and in wood, 
 100 specimens ; maps and drawings of surveys ; civil engineering ])ractice, fifty specimens ; 
 industrial designs for oil cloths, prints, carpets, book covers, wall paper and bonlers, ami 
 .specimens of carpets manufactured from designs by students. 
 
 " The Philadeli)hia School of Design for Women, makes an excellent display of paint- 
 ings, lithographing, wood eugiaving, and drawings of various kinds. There are s(rnic 
 attractive designs by tlie pupils in the exhibit. It is stated that a balmoral factory in 
 Philadelphia, is now usin" desi^Mis furnished by a student of this institution. 
 
 i 
 
Ti;<HNlrAI, ANI> VAltlolS KuUKKiN SCllonl.S, 
 
 2(11 
 
 inirio- 
 
 It Ml' tli« 
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 tiiii>lii'il 
 
 V. nil Ills 
 
 L'oiiiiliiii,', 
 
 : tiiDtioii 
 
 11,' (Ml I've, 
 
 Ids Nos. 
 
 of jiart.s 
 
 III roiilts 
 
 l)l('iiis in 
 
 icriini'iits 
 
 istiuni' ot 
 
 ts ill crn- 
 
 Jits ; sjif 
 
 it I'l'Diiii, 
 
 liiu! ami 
 
 ilHiliuint'S 
 
 tiu' l.liiul 
 
 mis, mats, 
 
 work 1 1 Hill- 
 
 I to wliich 
 ivatioii ct 
 
 s, fxliiliits 
 iivfiitioiis, 
 irs, souinl, 
 
 (I R'l>olt(Ml 
 
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 ciity-scvon 
 s ; Uiat of 
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 II ti'acliiiij; 
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 ailiii.t; aii.i 
 liO jihoto- 
 strati' cam 
 il ill wood, 
 s])i'ciinciis ; 
 oi'ilors, aiitl 
 
 ly of paint- 
 ' arc Millie 
 1 factoiv in 
 
 "Otic fif tliti most ititcrt'stiiii,' ami stiikinj,' cxliiliits is tliat of tho iVniisylvania Sol- 
 •litTs' Orplian Sdiools, in tlic rciiiisylvaiiia I'liiiicatioiial iJiiililiiij;. Tlirsc sclioo's liavt. 
 ln'rii kept lip Cor a iiiiiiilirr of years at an airgri'^jatf cxpfiisc of nearly five millions of 
 •lollars. In tlicni tliousamls of hoys ami ;;irls, orpliaiicd hy tin; j^rcat rclicllion, liavf n-- 
 ct'ived a good education, and wliat is sometimes (piite as valnalile, a good trade. Almost 
 cveiy conceivalile kind of labour is exini]ilifi<'d in this exhibit. Drawing, jiainting, faiuy 
 work, hair work, iiiihol.slcring, plain and ornamental sewing, woiking-hntton holes, wax 
 work, crocheting hy girls, and carpenter, tin work, shoe making, cigar making, iiaiiiting, 
 etc., hy the hoy.s. This display coming from some twenty ditlVrent schools, is necessarily 
 somewhat heterogeneous, hut it speaks volumes for tho skill and industry of the orphans, 
 and the large-hearted honevolenco of the old Keystone State. 
 
 II. Vaiiious Foukkjn Schools. 
 
 " The Agricultural Colonies of the Beneficence Society of tho Netherlands, is an or 
 ganization designed to ameliorate the condition of th.e working classes, by procuring tlnni 
 permanent employment, as much as jiossihle according to their individual cajiahilities, and 
 includes within its scope instruction in liooks and in various inaniial arts. Articles made 
 at the factories or schools, and oxhihited in Philadel]iliia, are, in part, as follows : mats,, 
 carpets, cloth, sets of tresses, wicker-work, rojio, model of house and barn, a jiortfolio of 
 drawings, one of penmaiishij), etc. It will he understood that tho chief design of these 
 ' colonies ' is to convert a non-prnductive into a productive class. 
 
 " The I5lind i^sylum at Amsterdam exhibits a largo collection of apparatus for teaching 
 the blind, some of it made by blind ])upils in the school ; also, baskets, knit goods, and 
 other articles of blind pupils' workmanship. 
 
 " The I'rofessional School of Amsterdam is really a trade school which seeks to teach 
 trades in connection with the olenK'iits of a book education. The last catalogue shows 
 the names of one hundred and twenty students, classified in tho following trades : eighty- 
 two carpenters, twenty-two smiths, live cabinet-makers, six sculptors, four turners, and 
 one house painter. This schord oxhiliits drawings of machines and parts of machines, 
 tools, stairways, architectural details, both free-ham I and instrumeiital. The drawings are 
 partly coloured and all meritorious. 
 
 "The Artisan's School at Rotterdam is an Institution in which boys from twelve to 
 fifteen are furnished with a rospoctalilo education, and at the same time to be clever 
 artisans. Hero is found a large collection of drawings, showing tho whole course of in- 
 struction in graphics, drawings of machines, movements, architectural details, design and 
 ornamentation. There is also a collection of jiarts of machines made by students as a 
 part of their regular work. These wore evidently done by learners, and not finished up 
 by their teachers. The sam(> may be said in reference to the models of stairways, illus- 
 trations in joining wood, doors, sash, etc., designed to show how these trailes are taught. 
 
 " In the Swiss l)epartiiiont is seen the exhibit of the Freiwillige Forthildungs Schule, 
 where wo find models of stairs, self-supporting roofs, the framework of a church tower, 
 several bridge models, models of archways and passages, in plaster. A large collection of 
 drawings of machinery, architectural details, some specimens of design and ornamentation, 
 and e.xam|)les of modelling in plaster. 
 
 " In the display iiiaile liy tho Imperial Technical School of Moscow, in the Russian 
 I)epartnient, wo iiavoa detailed exhibition of the different steps taken by a pupil who is 
 learning to be a machinist and mechanical engineer, and each step in the jirocess is illus- 
 trated liy a piece of work done l»y a pupil in the school. Take for illustration tho art of 
 finishing metal forms with a tile. Here we h;ivo ditVerent stops to the number of forty- 
 five, each one a little more dilhcult than the preceiling. and each one illustrated by a])iece 
 of work done by a student ; 1. The chipping of the surface to be filed. "J. Filing thoir 
 edges according to marking lines. .'5. Filing planes. 4. Filing of two parallel planes. 5. 
 Filing of two rectangular planes. G. Filing of two acute angled planes, ete. In the sane 
 manner tho methods of learning tl e various operations connected with boring, turninu:, 
 drilling, etc., are all minutely and systematically illustrated." 
 
 " The South Kensington Museum has a display, in the Art Gallery, worthy of atten- 
 tion. Only a part of this disiday is tho work of students. A series of illustrations slvv- 
 
!l 
 
 ■ 
 
 ■i 
 
 u 
 
 202 
 
 PAUT XIV. — SPK.riAL KIMCATIoNAI. KXllllirrs. 
 
 ing tl\(' various Hto|)s of tlio process of otcliiii!^ on copper is ititercstiiii,'. The exliil)its 
 iiiclinle : Decorations on putteiy, ilesij^'ned liy a teai-lier, ami executed l»y .stmlent.s ; etch- 
 ing l)y students ; a centre Clip, desij,'iicd l»y students ; ticiwer paintings; shades intended 
 to teach tile nietliod of treating; natural ol»jects orn mientally ; di'awiiii^s from nature, with 
 refereiireto dtisi^jn ; linear and prospective drawinj^s ; elevations and plans of buildini,'s; 
 •ilso. eleinentaiy design and historical design. 
 
 *• 'i'ho Koyal School of Art and Needlework in the Uritish s( -tion is an Institution 
 founded under the patron, ige of <^>ueen Victoria, and intemled to teach lailics t!ie finest 
 kinds of needlewcu'k. Xone hut ladies of good — that is gentle —liirth are adniitteil to 
 this highly aristocratic institution, where they are taught to he especially skilt'id in le- 
 storing ainl repairing the ancient tapestry which the la|>se of time has injured. The dis- 
 |)lay of work hy this school is uni(pie and decidedly interesting. . . . . 
 
 " Tlie .Si:iiool of I'ractical Science ot Toronto shows (unamental drawing for upholster- 
 ing ; bridges, wheel-work, elevations, mid plans of buildings and details of machinery. 
 These (irawings iire sai(l to be by pii[iils fi'oni seventeen to thirty years of age, and arn 
 very tine. 
 
 '•One thing is obvioirs, that our industrial schools are genei'ally working in tht,> right 
 direction, and gradually freeing themselves from the chains of ti'aditional scholastii:ism, 
 which have so long retardecl their true development, if any oue wishes evidi'uce of this 
 let him consider what fractional part oftlu! present industrial school display couM have 
 been found in the I'ldted States ten years ;«l;o. 
 
 HI. Tm: Cknti-nmal I^kik on Lir.itAUY Ivviiir.rr.s. 
 
 One of the most noticeable and most artistically arranged exhibits at the ('enteniua' 
 was the American book display in tiie main building (see engraving). So also were the 
 French and (Icrinan Ijook pavilions— (To the latter I have already referreil on page lOii). 
 The I'lihlislii rs' //' r/7// .says : " Of individual e.xhibitors there were proliably no less than 
 000 in books and ."{'lO in stationery. . . . Four of the book exhil)its were collei'tive 
 — that is, I'lade under tin; auspices of the traih'. .Mr. Warren, in tiie Anirrir'ui. Lilii-i(ri/, 
 says of the display : — 
 
 "The most extensive exhibit was that found in tlie rioveriimeiit Building, whc^re the 
 Bureau of iviucation had the largi' collection of cataloguis and reports which were recent- 
 ly accunudated by (Jeneral Katon in the course of preparing his valuable work on " Pub- 
 lic Lil)raries in America." Noticeable among these were the nine volumes wiiich composed 
 the catalogue of the National liibiary. 
 
 '• In the same building the I'nited States Patent Olllce displayed a collection of live 
 hundred well-l)onnd volumes of its reports, and other publications. The Superintendent 
 of Documents .sent from Washington a full set of the publications issued during the Forty- 
 third Congress. TIk' other departments and bureaux exiiibiteil sets of tlieir rejiorts. 
 
 " In the Main Building the W'W lil)rary exhiliits projier were coiitined ehii'lly to the 
 dis[)Iays of the State educational departments. In the Uliode Island exliil)it there was a 
 drawing of the nnv and beautiful Brown I'liiversity lil)rary building, and in the .Mas.sa- 
 chusetts exhiliit there was a sii,a!l collection of libiary cat.dognes and rejioits. Notable 
 uniong these was the contribution from the Boston Pul)lic Library. The Woi'cester Pub- 
 lic Library had prepared a special report for the Centennial. Williams and souk; other 
 colleges had also prepared bililiographies of works by their pr(»fessor.i. The exhibit of the 
 American Book Trade Association, at the south-eastern angle, was full of interest to lilua- 
 riaiis, who are [larticulaily concerned in it, especially witii .Mr. ■!. It. Bartlett's catalogue, 
 in i vols., shown in a spi'cial case; ; of John Carter Brow's lil)rary, of which only lifty 
 copies were printed; and Mr. Sabiu's lllh/in/hrrn Jiurrirdiin; also indirectly with the 
 trade-l)ibliographical [)ul)lication of the I'ii.Ij/Is/d'i'x IT'c/./// ami the Am: n'rtm llmik.'ic/fer. 
 
 " The special attention of lil)rarian.s was called to the very valuable displays made by 
 the C'Tc/c ih: In. /Jdrnrii', and by th(> Messi's. llachette iSc Co., in the French section in the 
 Main Building. As a cuUection of choice authors and editions, it was unsurpas.sed by 
 
 ] 
 
1 
 
 Hook KXHIIilTS. — KlUol'KAN KDri'ATIoXAL SYSTIiMS. 
 
 2<»n 
 
 s ; ftfh- 
 inlfiidctl 
 nil', with 
 
 ititiitiiin 
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 itt*'(l to 
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 ipliolster- 
 
 iicliiiicry. 
 
 ami ant 
 
 t1u> ii.i;ht 
 
 asticisin, 
 
 I'l" itf tlii.s 
 
 mill liiivo 
 
 Vnt«!Tinial 
 wtTi! the 
 
 [lagc I *)•)). 
 less than 
 
 coUi'ctivti 
 
 //. Lihidi'iiy 
 
 \vh('i<! the 
 
 CIV ri'cciit- 
 
 oii " I'lih- 
 
 CDinpo.siMl 
 
 lull (if live 
 riiitcndt'iit 
 the Forty- 
 ports, 
 rtly to th<! 
 Iicrc was a 
 lie Massa- 
 \ntal)h> 
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 OMM! otluT 
 
 liliit of thii 
 •st to liiiiM- 
 catahij^iiL', 
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 y with tho 
 odkscller. 
 ys inado by 
 ;tiuii ill tlic 
 irpa.ssoil by 
 
 any piiblishi'i's display In tin- wlioh' «'.\hibiti()n, whih* tin* dilVrnnt inipiifant sjitcialtifs 
 Ifpic-ciitcd made the di>play a very liiir Kn'iK.di liltiary. Tlnis, liistitat <!,' uj,;if,h'iiiiir cx- 
 Mliiti'd all its nfoi^rapliii'al, cMtoifiaphical, and iclii'l' publications. M. < ! uitliicr N'illars 
 liail a lull line of works mi niathciiiatics, physics, clicmistry, and the other practical 
 sciences, etc. The paper, print in;.,', ilhistialioiis, and bindiii;; wciv all excellent, and tin! 
 trade catalo<^iies were models of neatness and convenience. 
 
 "In the vieiiiiaii Hook I'avilion tlwre was found, anionic other publications, several 
 Series of the trade-bibliouraphical ptiblicatiinis of (ierniany, where current bililiotiraphy 
 approaches more r. iily to a science than in any other country. (Sec pa!,'e liWi of this 
 liepoit). These were included in the exhibits of the IJoisenverieii, lliiiirichs, Weigel, 
 and Schnltz. 
 
 •' In the N'etheiland I'avilion there was included Hrinckinati's series of alphabetical 
 title lists of Dutch books from 17"J() to IBii'J, and other bildioyraiihical iiooks of NyhoH', 
 Asher, and .Miiller. 
 
 " Knyland, little represented iti books, had nothirn,' special in biblioL^iaphy in her own 
 
 exhibition proper, 'i'lie Kducation l)epartiiu!nt of Ontario, however, exhil>iteil a free 
 
 'public sclio(d library such as it supplies to the .school districts. The Colony of Victoria 
 
 <'xliibited a handsome bound set of the catalogues and n^iorts of the great Mell)ounie 
 
 Libiai'y. 
 
 '• In file Kussian depiutnient, librarians were interested in tin; display of the " I'eila- 
 goL'ic Museum," which distributed gratuitously an interesting catalogue desc,ril)ing, among 
 other things, the " pulilications for tlie peoplt!" by tin; " Company of (Jeiieral Ltility," 
 which is doing in Russia soinethiiiL' of the work of our public libraiy system here. 
 
 •• In th<' Swedish sclKjol-building there was a library of one thousand volumes, suitable 
 for the schools and parishes of that country. A catalogue of this was distributed in the 
 ^>Wellisll school-house. 
 
 " i"he Ceiiteiiiiial number of the /'(////,>// r/.s' /AV/.///, which was also distributed at the 
 Kxliiliitioii, descrilied exhibits of books in sixteen other countries, besides those named, 
 but iiio>t of these had only a general relation to library interests. This included not only 
 UociiptiiMis, with plans and views of these exhibits, liut a general map of the Main 
 IJuildiiig, liy means of which librarians ccnild find their way to each part of tiie building 
 where liooks were to be seen. 
 
 "ill the Women's Pavilion tiiere was a small collection of books, written by the 
 women of Anierica. 
 
 "The I'ennsylvania Bible Society (auxiliary to the America) had a position near Hor- 
 ticultural Hall, fur the sale of Bibles, where there were one or two curiosities." 
 
 TAUT XV\-KIIU()PK.\N KDUCATIOXAL 8VSTKMS AND POLICY. 
 
 With a »'iew to atVord (Uir people an instructive insight into the educational systems 
 and policy of leading Kuropean countries, as viewed from an American standpoint, 1 
 have selected the following article on the subject from the recent report of the Superinten- 
 dent of Public Instruction for the State of Pennsylvania, (Hon. .J. P. Wickersham, LL.D. 
 I have abridged it from a chapter in the report, heailed " Facts concerning Fin'eigii Edu- 
 cational Systems and Policv." It will be found to be both a valiial)le and instructive 
 paper. 
 
 '• The occasion of the Centennial Kxposition ought not to be allowed to pass without 
 deriving all possible beiielit from it ; and that foicign nations can teach lis some very 
 useful lessons on the subject of education, will not be denied by any (uie who has paid the 
 least attention to what some of them were able to show us in that line at Philadelphia. 
 Did otlier duties permit, it would be a grateful task to describe in full the educational 
 exhibits of the several toieign nations making them, and to draw therei'roni such practical 
 inferences as might be of advantage to the interests of education here: but this work 
 Would fill a wiude volume, and require for its performance months of liine. Indeed, never 
 
•nn 
 
 t'Altr W, I'ollKKlN KDl'f.MloN Al, 
 
 hct'on* t'liiilil tlic ('\|i(>ri(>ii('c of otlitT nations Imvi' lu'cn worth so niiicli to iis as now, an<l 
 nt'VtT Itct'orc hail tlicy so much valnahh- int'oriiialion to impart. Kvfiy civih/.cd nation in 
 thi' woiM lias made vast indi;rcss in ciJucatioMal inattcis witiiin thf last I'rw years, and 
 to-day the selmol <|iit'stion seems to l»e everywhere the h'ailin^' topic of in<|uiry and discus- 
 sionamoni,' thinkini; men. Tiie rniled States must iveep herself well itifomieil icspeet 
 inj; what is being done in other coiintiier! in urdei' to hold her proper place in advance 
 of them. 
 
 "There are certain facts conceiiiiiii; the educational systems and policy of other na- 
 tions maile known or su,i,'j,'ested hy their e.\hil)its in Fairnioiint l*aik, s(»si).;nilicant and so 
 well calculateil to aid ns in our future manai;ement of school alfains, tlijit to omit ^oine 
 acc(tniit of them would he to withhold much needed lii,dit from our pe<iple. 
 
 
 I. — TItK oiUiAMZATION lU' I'.DICAlIi )N Al. SVSir.MS. 
 
 " Tho political divisions of the nations of Murope are very similiar to those of tin- 
 United States. KuLjIand has I'arishes and Counties : France -('omnunies, .Vrromlisso- 
 nieiits and Departnu-nts ; I'rusNia — Communes, Districts or Ciicles, iteyeiicies and Vrr- 
 vinces or hepartments ; llolland -Communes and Piovinces ; Switzerland— Comnuines 
 and Cantons ; and so of other l'',ur(i|iean coiiiitiieN. I/ike in our townships and towns, 
 too, there an> everywhere local .sciiool hoards ; hut the hand of the central u'dvernment is 
 always felt in the election of thoNC who are to he intrusted with the manaj,'ement of schools ; 
 and it exercises a controlling; power in the Ixiiidinj,' of .school-houses, the employment of 
 teachers, the selection of te.xtlxjoks, the arrangement of the courses of .study, and the 
 work of inspecting tho schools, Cnder tho most favourahle circumstances, systems of 
 schools are organized in Europe as follows : There is at the seat of government, as Minis- 
 ter of l'ul)lic Instruction, a l>road minded statesman and liheral friend of education ; he- 
 low him, in tho larger divisions of his juiisdiction, there aro learned school councillors or 
 inspectors, either a|)pointe(l hy him or suhject to his authority; ami still further down, 
 even in the smallest di.-'tricts, he selects memhers of school hoards, chooses in.Npectors, 
 aiul has a controlling voice in the whole work of education. Such an organization, with 
 otHcers free from the weakening inthience of popular elections, secure in place during good 
 behaviour, united in a common cause, intelligent, skilful, earnest, can ell"ec:t in a short 
 time marvellous results f(U' tin' school interests of a nation. 
 
 "Tlio I'russiaii is an example of .i -trong school organization. There is at ISerlin a 
 well constituted Department ol Public Instruction, with ;i .Minister at its head. Mach of 
 ton Provinces into which the kingdom of Prussia is divided, has a I)epa,rtment of Pulilic 
 Instruction, constituted in a manner i|uito similiar to that at the Capital. This depart- 
 ment or council has direct control, subject to the higher authority, of all institutions for 
 secondary education in the Provinces, and (jf the schools for the education of primary 
 teachers. One section of it called the Provincial School Collegium, has general ciiarge of 
 primary education, and in the peiformanco of this duty o.vamines the statutes and re- 
 gulations, selects text-bonks and gives permission for their introduction, after haviuLi ol)- 
 taincd the a])prol)ation of the .Ministry at lierlin. The Provinces in Pi'ussia aie (livi<lod 
 into IJegencios, those into Circles, and these again into Communes. The chief civil au- 
 thority in a Uegency is a president, who is assisted by a coinicil. Oni' section of this 
 council has chaigoof both school and church atVairs. It examines and api)oints idl teachor.s 
 of olomontary and higher schools, .•superintends the schools, ascertains that tho .s<:hool- 
 hou.sos and churches aro duly kept in onlor, and collects and disburses the funds. 'I'ho 
 president of tho section is called tho School Couiu'iilor, anil as such, ho is comi)elIed to 
 visit tho schools, and .satisfy himself that they ai'o in good condition. He reports yearly 
 to the higher authorities. Xe.xt l)elow the School Councilloi-, is the Inspector of a Circle 
 composed of .several Communes ; and still further d<»wn is the School Committee, generally 
 compo.sed of the clergyman, and two or more loading citizens, with its Ijocal Inspector 
 for each school. The controlling power extending through tho whole seri'.. of authorities, 
 is that of the Minister at tho seat of government. When the word of command is given, 
 departments, councils, inspectors, committees, and teachers, are all forced to obey, it is 
 a civil organization with military discipliiu' and military efficiency. 
 
SYSTKMS AM) I'nI.K V. 
 
 •JO.". 
 
 now, iiiwl 
 
 nation in 
 
 ■caiN, ami 
 
 IK I ilisciis- 
 
 1 Il'SpCCt 
 I ililVillKt> 
 
 ntlicr ii:i- 
 inl :ttiil 81) 
 )Mlil ^nlllO 
 
 ).St' lit till! 
 
 ir(inili-<Hi'- 
 aiid I'lv- 
 nninmncH 
 iiiil towns, 
 rniiii'Mt is 
 lit '.-t'liiMils ; 
 iiyiiirni lit' 
 y, ami tlir 
 systtMiis of 
 IS Minis- 
 cation ; lii'- 
 [inrillnrs or 
 tiii'i' iliiwn, 
 in>Iii'(;tors, 
 ation, with 
 uiing j^'ood 
 in a sliurt, 
 
 lit lii'iiin a 
 I. Ivirh of 
 it of Public 
 'his ih-purt- 
 tMiions for 
 of piiniary 
 il chai 'HI' of 
 cs ami re- 
 iia\inu' i>h- 
 iic iliviilt'il 
 irf civil aii- 
 imi of this 
 all tcarhrrs 
 iho school- 
 
 uiiis. 'riu- 
 
 mpcllcil to 
 torts yearly 
 of a Circle 
 i\ j,'(Micially 
 I inspector 
 luithorities, 
 1(1 is given. 
 )bcv. It is 
 
 II. — III IIJilNii AMI I I liNISIIINd sriKMil, IJnlsKS. 
 
 " Two I'.iiriipeaii nations i-xhihiteil sihool hmisiH at the Mxposit ion- Sweden ami 
 lielgiiini. The Swedish scliool hoii^.e was of the lej^iilar si/e and e'ected on llie j^roiinds ; 
 the lielijiaii was a laryt' model, somewhat lewH than tlif r('j;iilar ni/e, and located in tlu! 
 lielL'ian de)iartinent in the Main riiiilding. Doth planned hy slxilled anhitects, were 
 Very complete. The fornur contained thiee rooms, one for a sehool room, and t wo for 
 the use of the teacher. The school looni was siitliciently larj;e, with a lii;;h ceilinj,', well 
 lighted, ami well provided with the means of heating and ventilation. The furniture was 
 hcarcely ('(|iial to the hest made in the country, Init the room was admirahly siip]ilieil with 
 appaiatiis and the other appliances used in teai liiiig, The Belgian model was well ar- 
 ranged, and intemled to npiesent a school room for tifty scholars with furniture ami aji- 
 pliance.s. It is desciil)eil in the catalogue of the lielgiaii exhihit, as follows : Si.x pupils' 
 se.it- of various sizes designed for primary schools ; a platform extending along tlie wall 
 towards wliidi the scliolaiN faie, and on which is placed the teacher's tahle, an .iiithnio- 
 liieter, and t wo movalile t.ihies ; a lilackdmard the whole length of the platform, fixed 
 against the wall, and aliove whiili is placed a nia|)liearei' surmounted with a bust of the 
 king; a hooU-case and other smaller cases containing apparatus and scieiitilic coUeitioiis ; 
 dilleieiit other collections, siicli as pictures for oKject lessons, weights and measures, Ac ; 
 a Ventilating stove and .ijiparatus for pnrHying the air of the room. At the eiitraiue are 
 found two clothes rooms, in which ale placed hat and coat racks, iinihrella stands and 
 wash hasins. A gyn nasiiim containing the prescrihed apparatu.s for teaching gymnastics 
 ill the primary schools is attached to the school iiioni. 
 
 •' ' In Sweden,' so ,says the Swedish ihireau ot National I'Mucalioii, ' the school law 
 jircscrihes, that every schooldiouse shall he constructed in keeping with these reipiirc- 
 ments. The school rooms sliall he sullicieiit in iiumlier and spaciousness, light, cheerful, 
 lolly, provided with tire-places, and generally arranged with strict regard to the health of 
 the scholars and necessary conveniences of iiistniction.' 
 
 " In 1S7}, the (Soveriiiiieiit of ilelgiuni, with the advice of the Central Commission of 
 jiiimary instruction and the Superior Council of hygiene, revised the iirograiame relative 
 to the construction and fiirnituic of school houses. The result was the adoption of the 
 Jilaiis represented hy the model above spoken of, and its contents. They were agreed upon 
 only after the (lovernmeiit had availed itself of all the knowledge and skill in relation to 
 the subject which it was practicable to olitaiii. 
 
 " In virtue of this jtolicy, the .school-hou.ses of Sweden will .soon be, if they are not 
 now, in plan and eipiipment, like the one exhil)itcd at Philadelphia ; and those of Bel 
 gium will, within a few years, be erected, arnmged ami provided with a[)paralus and 
 apjiliaiices, in accordance with the adniiral)le plan adopted by the Government. 
 
 " III. — TlACIIKKS AM) TIIKII! Pl{i;rAl!ATION. 
 
 " As a rule, teaching in Kurope is a permanent business. Preparation is made for it 
 in the same way that preparation is made in this country for a profession or a trade. A 
 young man who chooses to become a teacher generally exjiects to remain a teacher for 
 life. The scliools are kept open for terms of from eight to ten months in the year ; and 
 when a teacher obtains a situation, he goes to work, knowing that no local school board, 
 suliject to the whims or prejudices of a neighbourhoood, can disturb him iii his place, and 
 that he cannot be easily dismi.ssed by any authority as long as he performs his duty faith- 
 fully. Teachers are very seldom changed, not more frequently perhaps than jihysicians 
 and clergymen make changes in this country. The salaries paid teachers are not high, 
 not higher than with us; but every teacher is sure of a pension, should he become old or 
 wear himself out in the service. 
 
 " Teachers in all schools, both public and private, must possess a certificate of com- 
 petency or a license to teach. The examinations are conducted mainly by inspectors or 
 superintendents of schools ; but it does not appear that they examine any who luive not 
 previously made special preparation for the work of teaching, either in a teachcis' semi- 
 nary, or as pui)il teachers, api)rentices under some ipialitied master. An applicatit can 
 obtain no certificate at all, unless both in scholarship and pedagogic knowledge he comes 
 
ilf*" 
 
 200 
 
 I'AUT XV. — I'oltKKi.N KIH'CAIIONAI, 
 
 
 m •! ■ 
 
 uj) to <a certain jiri'scrilicd staiulard ; but upon obtaining a c(>itific'at( , lie is Irouhlt'd with 
 110 further examinations. 
 
 " Dr. Cliarles Saiiiay, a learned Frenchman wlio visited the Centennial Exposition, 
 and carefully studied our school syst<'ni, thus .speaks of the teacher : 'lie should he chosen 
 for his merit, proved by (li))lomas and serious examinations; lu! .should feel sure of ))re- 
 serviug his ))osition as long as he reuuiins worthy thereof; his salary should secure him a 
 modest comfort, with the knowledge that after twenty-five years of loyal service, he can 
 count upon an old age not exposed to misery. As long as the United States do not ussuic 
 to teachers impartiality of nomination anl promotion, peruuuience of functions, and 
 security for the future, they will, too oft'ii, have oidy inferior or mediocif teachers ; and 
 in spite of the most tiattering programmes, popular instruction will remain, in many dis- 
 tricts, quite insullicient.' 
 
 "There aic in ail European countries numerous Ngrmal Schools, teachers' seminaries, 
 and training schools. Some of them are eiitiiely under government control, while others 
 are private institutions, many of which, however, are aided by goverinnent funds and sub- 
 ject to inspection by its agents. The .aim everywhere seems to bo to establish as many 
 Normal Schools as are necessary to supply the demand for teachers. Nowhere is the pinc- 
 tice tolerated of employing luitrained teachers. 
 
 " From the best information obtainable, it a})pears that Switzerland has 27 public 
 Normal schools or teachers' seminaries; the Oerman Kmpire, 170; Sweden, 'J ; Ilolhind, 
 5 ; Austria, CG ; I^aly, oK ; France, \}2. It should be remarked that in Holland thei'e aic 
 very numerous courses of Normal instruction in connection with the elementary and 
 middle-class .schools, and many i)rivate establishments for the training of teachers, some of 
 them aided by the State. This is true also to a less extc^nt in Sweden. In short, it has 
 come to l)e recognized as a principle that good schools cannot be had without good 
 teachers, and that to secure good teachers means must lie provided for specially prepaiing 
 them. In the countries of Europe most advanced, it is considered wise policy to make 
 liberal expenditures to establish and support schools for the training of teacliers ; and the 
 folly of paying out annually millions of dollars to per.sons professing to teach .school wiwt 
 have never studied the principles of teaching as a science', and who have never ac()uired 
 skill in teaching as an ait, would there be considered supreme. Such a practice is certainly 
 not more wise on this side of the watei'. 
 
 "The courses of study at the best Normal Schools in Furope, are very comprehensive 
 and thorougii. The following, given as an example, is the course of study at the Pedago- 
 gium at Vienna : — 
 
 "■ L(iU(jii(iii(\ — ThefJermau Language and Literature, the French Ijinguage, (Irammar 
 Exercise in Dictation, Composition and Conversation, Translation and Analysis of the 
 French Classes. 
 
 " Mat]u'iii(dirn. — Arithmetic, Algebra, Ceometry, Trigoiionu'try. 
 
 '^ N'ltnnil Hisfon/. — Zoology, Botany, .Mineralogy, Human Somatalogy, Morphology, 
 Chrystallogi'aphy, (Jeology, Physics, Chemistry, Exercises in Laboratory, 
 
 " (I'cdijiiip/ii/ (Hill His/i/ri/. — (ieneral and Special Ceogiaiihy, inehuling Map-drawing 
 and Statistical, Physical, Economical and Political (Jeograpliy, History, (Jeneial and 
 Special. 
 
 ^' Arl Studies. — Design, Linear and Aristic, Figure, Ornamental, Architecture, lilack- 
 board Drawing. The Study of Forms, Modelling, (Jeometiical Constructions, Keiief 
 Maps, etc. 
 
 " J'e<l(ii/iii/>/. — Psychidogy and Logic. Methodology, or Methods of Instruction, IvIp- 
 cational system. History ot Pedagogy, Practice of i'edagogy. 
 
 " IV.— TiiK Ci»ii;sK or Study in Fi.k.mk.n iakv Scikkh.s. 
 
 '' It seems to be the i)olicy in many European countries to ]>rovide public educational 
 facilities for children at an age nuich younger than is the case with us. In France, parti- 
 cularly in Paris, thonsamls of children ai'c admitted into the Salies d'Asile, oi' Infant 
 Schools, at tlu^ age of two years. The new school boaid of L(»ndon ai'e eaiTying into elieet 
 a somewhat simihu' arrangement. And in Noiway, Sweden, Pelgium, Spain ami other 
 countries, there are in operation a huge number of Infant Schools, designed for children of 
 
SVSTKMS AM) I'oLK'V, 
 
 Qor 
 
 lied with 
 
 ;iii)^itiiiii, 
 )(' dioscu 
 rv uf ])H'- 
 iic liiiu a 
 e. lie can 
 ot nssurc 
 >iis. and 
 ci'.s ; and 
 naiiy dis- 
 
 •ininarirs, 
 
 ill' (itlifis* 
 
 and sul)- 
 
 as many 
 
 27 ]>iil)lii; 
 Holland, 
 then,' arc 
 itai y and 
 some (if 
 •rt, it has 
 
 lOUt <'()0(t 
 
 |)icj>aririii, 
 y lo make 
 ; and the 
 jliool who. 
 r ac(|niit'd 
 i oc'itainly 
 
 )fi'h('nsivo 
 e IV'dago- 
 
 (Ji'anmiar 
 his of tlu' 
 
 )rjiiiolin:y. 
 
 |i-iliawin_L' 
 nrial and 
 
 lie, lilack- 
 :is, Relief 
 
 tion. ivh'- 
 
 liicational 
 nee, paiti- 
 ()!■ Infant 
 into etl'i'ct 
 Hid otlif'i' 
 ;hildieii nf 
 
 from three to eight years of age. Kindergartens liuve heen numeronsly ostahlished in 
 Germany, Austria and Switzerland ; but they are not anywhere direetly under the control 
 flf the (iovernment. i!ut in speaking of the course of .--liiily in Klemeiitary Scluiols. 1 do 
 not projiose to take into account schools that adnnt children under tlu> age of five or six 
 years. Keference is had to that class of schools in the Old Worhl which are suppos.'d to 
 correspond to our country and village schools, and to tlie i)rimary and secomhuy dcjiart- 
 ineiits of our graded systems in towns and cities. This is doiu^ in onkr that a comparison 
 may be made between what is taught abroad and what is taught at home, in tlie same class 
 of schools. 
 
 " Ueligion, as a branch of learning, is phiccd at the head of the courses of study in all 
 Hurope, except Holland and some of the Swiss Caiitons. Included in it are Scripture 
 lessons, Sacred History, and Catechetical Instruction. The lessons in religion are idveii 
 either by the teacher, tinder the direction of a clergyman, or at stated times by the clergy- 
 man himself. 
 
 " Instruction in the elements of sciences, which most concern the people in their em- 
 l»loyments ami ways of living, such as agriculture, horticulture, domestic economy, liy- 
 gieiie, iVc, has a prominent place in the course of study ]irovided for elementary schools. 
 The tirst steps in the natural sciences, in the form of object lessons, are almost nniver- 
 .sally taught to children of from six to ton years of age. Collections of suitable objects for 
 this kind of instiuclion are placed by law in the elementary .schools in many countries. 
 They consist of j)roductions calculated to interest and instruct children, selected from 
 the mineral, vegetable, and animal kingdoms, and apparatus for exhibiting nature, and 
 illustrating her simple laws. 
 
 " Drawing and singing .are tniiversally taught in the lower schools of all European 
 countries, educationally the most advanciid. 
 
 " Reading, wiiting, arithmetic, geography, grammai', and history, are recognised, in 
 Europe as in America, as the base of all courses of instruction. 
 
 "Gymnastics are obligatory in schools of both se.xes in Prussia, Saxony, Austria, Bel- 
 gium, and most of the Swiss Cantons. Suitable rooms are generally provided and fitted 
 up for these exercises. 
 
 " In addition to the branches above named as embraced in their cour.se of study, some 
 Huropean countries require that the girls in the elementary schools shall receive instruc- 
 tion in sewing, knitting, mending, cutting out garments, and the work of the hou.sehold ; 
 while the boys are taught practical gardening, the elements of carpentry and military 
 tactics. Many schools have rooms, garden>, yards, and shops for these purposes. 
 
 v.— InsI'KCTION (IK SriMCIlVISlUN OI'" Sciiuot.s. 
 
 " No system of schools can reach a high degree of etiiciency withoutclo.se and constant 
 supervision by competent otlicens. The truth of this proposition is proven by the ex- 
 perience of all countries. So strikingly true is it, indeed,_that if informed of the character 
 of the supervision exercised over the schools of a countiy, one acquainted with the sul)ject 
 can readily describe tlur condition of the schools. Pennsylvania has all along thought 
 that her system of sui)ervision was one of the most complete in the United States ; we 
 will see how it compares with some of the best in operation in European countries. F(jr 
 this puiposc we will describe in some detail the .system of the Netherland.s. 
 
 " Holland has an area of l.S,4G4 sipiare miles, and a population of 3,G7-i,i02. In ex- 
 tent of territory it is less than one-fourth as large as Pennsylvania, but its population is 
 about the same. It is divided into 1 1 Provinces and 94 School Districts, in each of which 
 there is an Inspector of Schools, making lOf) in all. These Inspectors are appointed by 
 the King, through his Minister of I'ublic Instruction, and hold their office nominally lor 
 six years, but virtually as long as they faithfully discharge its duties and behave tluni- 
 selves well. They receive special training for this work, and while in oflice are allowed 
 to engage in no other. A few statistics will show how complete is the system of su|iei- 
 vision of elementary schools, suliject to inspection : There were in the Netherlands in 
 1S7;?. ;?,7'.H) schools ; of pu|)ils in them, 50(1,0.")',) ; and of teachers, including head-mast eis, 
 assi.-ta'its and pupil teachers, ll,4()."». With an e(|ual division, each Provincial Inspector 
 would have under his control, in a jurisdiction of 1,22-t s(piare miles, containing 334,128 
 
i'08 
 
 I'AKT XV. — I'oUKKiN KIU'CATION AL 
 
 N 
 
 jH'ople, 344 scluiols with tr),4()l) pupils, ;iii(l 1,042 tciclicrs ; and each Scliool District In- 
 spector would have to sui;crvi.st', in a jurisdiction of 14.'i sipiaro miles coMtainin:^' a popula. 
 tion of 1^9,0811, only 40 schools, with .">, :\\\) pupils and l'2'l tcachfrs. This is an admirable 
 ;irrani;omtM\t ; l)Ut to make it moreelfective. there is in every Commune, a politicid division 
 correspond iu;^ to o\ir townships, a local school hoard consisting,' in the less populous (,'om- 
 munes of the llurj^'oinaster and Assessors, and in the more populous, of notahle persons 
 aitpoinled by the ("ominuiu' Oouiicil. The mode of constituting these boards always bring 
 into them the leading citizens. The duties of the '.ocal boanls and the inspectors in super- 
 vising the schools will l)e stated in the exac,t language of the law. 
 
 "' The Scluxil Hoard shall carefully inspect all schools in the Communes, where (deiii Pti- 
 tary instruction is given. 'I'hcy shall visit them at least twice a year, either collectively 
 or by a deputation fioni their body. They shall see that the regulations concerning 
 t'lementary instruction are strictly observed. Tiiey shall keep a record of the teachers, 
 of the number of pupils and the state of the instruction given. Tiiey shall send in to the 
 Communal Council, every year before the lirst of iMarch.a report, with their obscivations 
 on the state of e lucatiiui in tlu' (.'omuuine, and they shall semi a copy of this report to 
 the District School Inspector. They shall give notice to him of any im[)ortant alterations 
 that may have taken place in the stat(> of the scliools ; they shall furnish him and the 
 rrovincial Inspector with all information they may each re(piire ; they shall atl'ord their 
 co-operation tt) such teachers as may reipiire it, and consider it their duty to promote the 
 interests and prosjierity of the schools to the utmost extent of their power. 
 
 •' 'The District School Iris]iectors shall always be fully acnuainted with tl:e state of 
 the schocL in their district. They shall visit at least twice a year, all .schools where elemen- 
 tary instruction is given, and keep an accurate recoi'd of such visits. They shall see that 
 the regulations concerning elementary instruction be strictly observed. They shall cor- 
 respond with the local School 15oards, and with the Comuunial Councils ; they shall lay 
 before them, as well as the l'n)vincial Inspector, such jiroposals as they may think con- 
 ducive to the interests of education. They shall report to the said Provincial Inspector 
 everything which, in visiting the schouls, lias appeared to them of importance, ami furnish 
 him such infoiination as lie may reipiire. They shall send into the I'rovincial Inspector 
 before the first of May in e\i'ry year, a rei)ort on the state of education in their disti'ict, 
 with their remarks thereon, ;>nd send a copy thereof to tin; States' Deputies. Tliey shall 
 promote the interests of the teachers and their pericxlical meetings, and be pi'esent at 
 them if possible. The District School Inspectors shall have access to the nreetings of all 
 local School Boards in the district, and they shall have a consultative voice in such 
 meetings. 
 
 "• The Provincial Inspectors shall, both by visiting the scliools and by oral and 
 written communications with the locil School Boards and with the communal Council, do 
 their utmost for the improvement and prosperity of tiie schools. They shall advise our 
 Minister of the Interior on any (piestions respecting which their opinion may be reipiiied. 
 They shall prepare from the annual reports of the District School Inspectors a report, 
 with their own observations, on the state of education in tiieir Province, and semi this 
 report, before the first of duly in each year, to (uir Minister of the Interior.' 
 
 "Cousin, in his icport to the French (lovernment, as lor.g ago as 183G, thus ex- 
 plained the working of the .-ystem of school inspection in the Netherlands : 
 
 " ' Every insjiector resides in his own district, ami he is bound to inspect every 
 school at least twice a year, and he has juiisdiction over jiriinary schools of every grade 
 within his district. Without his ajiproval, no one can either be a public or a private 
 teacher, and no jmblic or private teaciier can retain his situation or l)e promoted, or re- 
 ceive a gratuity, for no cummissioner lias any power in his absence, and he is either the 
 chairman or inHuential meniber of all meetings that are held. He is thus at the head of 
 the whole of the primary instruction in his jiarticular district. He is required to repair 
 three times a year, to the cliief town of the Province, to meet other District Inspectors, 
 and a conference is held, the Covernor of the Province presiding, which lasts for a fort- 
 night or three week?-, during which time eacli Inspector reads a re])ort upon the state of 
 his district, and l)rings before the nu-eting all such (jUestions as he desires to have con- 
 siilered. As each Province has its own particular code of regulations, the Provincial 
 Board (at whose head is now the Provincial In.spector) examines whether all the proceed- 
 
 j» 
 
SYSTKMS AM) PdLICY. 
 
 2( :) 
 
 in^'s of tlio s«!V«!r.il I)istri<;t Insjtcctois liavi; hfi-n curiforiiiiil)!*! to that i),iilif;iil;ir cmlo ; 
 tlify look to tilt! strict luul unit'orm <!Xcciitioii of llit; code ; they pass siirh iiirasiiics an 
 bflon^.to tlit'iii t(» oriyiiiatf, and tlify liniw up tlm aiimial report, wliicli is to Vx; pirscrittMl 
 to till' Ct'iitial Afliiiinistiatioii, ami siil»iiiit such aiii(;iiiliiH'.'iis as appnar to thciii iifi;('ss;iry 
 iiiiil iisfiul, ami of which tiii' <!fiitial Ailniiiiistratiori is <;oiislituti'ii thi- imlL't'. rmicr th« 
 Minister of th«! Tiitt^riop llicn; is a hij^h fiiticlioiiaiy, th»; Iiis|Mctor (irncral of Primary 
 Iiistnictioii ; and from time to timi! a .general mrftiri:; is summoiu'd hy the (jovcriimcnt, 
 to iit! held at the Ha.mif, to which ♦■.ach Provincial Hoard sends a dcjiuty ; and tiuis iVom 
 till' Inspector-! liuii-ral down to the local Inspector of tlio smallest distri<;t, tin; whoh; 
 jirimary instruction is under tht; direction of lnspector.'4. Kach Inspector has charge of 
 his District, eai;h Provincial Hoard has charijt' of his Province, and the iretioral meetin',', 
 whicli may Ik; called th(! Assemhly of the Statesdli-iieral of Primary Iiisti le.iion, h;is 
 cliaiL^e of th(r whole kinL(dom. Ail (he.se authorities are, in tlieir several degrees, anah>- 
 .yoiis in their' nature; for all iirtf puMic functionaries, all are paid and responsible olHceis. 
 The I)istrict inspector is lesporisihle to tin; Provincial l!oard of <.'omrnissioners, and tlu^y 
 are lesponsihle to the liispectoi--(}erieial and the Minister of the Interior. In this 
 learned and ve v ^ nfle liierarciiy, the powers of every iueiuhi;r are ch'arly defiried ami 
 limited.' 
 
 " The system . ">. ' s the same to-day, hoth in ]ilan and spirit, as in 1838, but owing 
 to the adoption oi iiujiler'n im])i'(jvements, its wor'k is much mort; eifective ; ami it is 
 enou,L(h to say in pi'aise of it, that it has made the schools of the Netherlands among the 
 best, if not the best, in the whole world. 
 
 " In all that has l)et;n said, we have ha<l in mind only the inspection of elementary in- 
 struction ; it should now be ailded that special provision is made, and special officers 
 appointed, for the inspection of .Secon<lary, High, and Professional educaticn. The sys- 
 tem is comprelierrsive and thorough. 
 
 " VI. — SECONDAUY EbUCATION. 
 
 " I>y Secondary education, in a European sense, is meant the general education that 
 is imparted in the schools that stand betwei'ii the Klementary schools, on th<; one hand, 
 and the Colleges and Univt;rsitit;s on the other. The grade of .Secondary school in Eu- 
 rope, is ubuut e(iual to our best High Schools and Academies. Much is done in the 
 nations of the Old World most advanced educationally to establish and support this class 
 of schools; and intelligent tbreigners, studying the system of education in the United 
 States, are apt to note <jur lack of a proportionate number of similar schools as a serious 
 defect. Dr. McCosh, Pr'esident of the Priuct'ton College;, an extensive traveller", and a 
 clo.>e observer-, and withal an ardent lover of repul)lican institutions, says on the suljject, 
 in an address delrvered before the Xatiorial Teachers' Association: 
 
 '"The gr'and t;ilucational want of .Vniericaat this ])resent time is a judiciously scattered 
 bodv of secondary si/hools, to carr\v on our luighter youths from what lias lieen commenced 
 in liie primai-y schools, and may be so well completed in our colleges. How are young 
 men to mourn from the lower to the hiu;her platform I Everyone has heard of the man 
 who bulit a tine house of two stories, each large and conimodious, liut who neglected to 
 )iut a stair between them. It appeal's to me there has been a like mistake committed in 
 most of the States of the rnion. We need a set of intermediate ^chools to eiuible the 
 abler youths of .Vmei'ica to tai<e advantage <jf the education pruvided in the colleges.' 
 
 "To siiow how ricii some l']uropian counlriesare in this class ui .suhuuls, I willsimjily 
 copy a ii'W figures fi'(uu the repm't bri'ore rue ; 
 
 " • ^'-r/H'f ////.— Population, 4 1,00().0()0 ; .secondary schools for boys, 1,''43, with 12,r>(i(i 
 teachers and 177,."'>7'J students. 
 
 " ' Austi'i'ti. — Population, 3i'),0()(),i'0o ; .secondary schools fur boys, 2n."), with 3,oii7 
 tt'achers, and llt,-JS() students. 
 
 "'Ila/ij. — I'opulation, 27,0(10,0(11); sccondarv'schools for both sexes, 3S3 ; studeiit.s, 
 18,8.-. 2. 
 
 '" AVM/;-A(/i'/A-.— Population, ;},(;74,4ii2 ; secomlary schools, 210; teachers, l.S'.tO ; 
 stiiilent.s, l4,r.(M>. 
 
 '• ' ,bVe(Aj/6. — Population, 4,250,4r)2 ; secondary schools, 103; stu.lents, 11,87-t. 
 U 
 
210 
 
 PART XV. — FOUEIfJN KDl'fATIDNAL 
 
 ^*' Sii-lf:.r,/(nnl. — I'l J tili.tioii, 2,009,147 ; secciKlary schools, 375; teachors, 1 ,000 ; 
 students, 12,7^0.' 
 
 . "VII.— INDUSTRIAL SCHOOLS. 
 
 •' It lias l)ccii .already stated that industrial woik (f ferfaiii kinds, chiefly needle-woik 
 tor girls, and eardenini: for boys, forms a part of the course of instiuction in a lar^re por- 
 tion of tlie elementary sciiools of Europe. In addition to this, there lias been established, 
 mostly within a few years, a large number of speci.il industrial or trade schools for both 
 sexes. S.iys Mr. F. I'uisson, a delegate from France to the Vienna exjiosition as well as 
 to our own at Pliiladeli)hia, in his rejxirt to his government res])ecting educ.ition at the 
 former: 'Nearly all countries rival one? another in their efforts at the preserrt time 
 to organize, p.irtly with the funds of the state and inunicip.alities, and partly with private 
 resources, a great number of institutions, new and original, and designed to form the 
 transition between the school and the shop. Some of those which have been in operation 
 several years, h.avc .ilre.idy rendered great service to that part of the working class who 
 can spare their chihlren now, for the .sake of their increased help after having finisheil 
 their course of instruction.' The United St.ites has, as yet, taken little p.art in this move- 
 ment ; but is high time that something should be done to en.ible our youth to learn trades 
 and to form industrious habits and a taste for work. It is not enough to instruct a boy in 
 the branches of learning usUi.My taught in our common schools, and there leave him ; it 
 must be seen to by some authority that he is allowed a chance to prepare liin)self to eaiii 
 a livelihood. It takes more th.an a mere knowledge of books to make a useful member of 
 "iciety and a good citizen. The present product of our schools seem to be, in too great 
 a degree, clerks, book-keepers, salesmen, agents, oflice-seekers, and office-holders. We 
 must so modify our systems of instruction as to f-end out large classes of young people 
 fitted for trades, for business, and willing and able to work. Kurope is teaciiing us how 
 to do this, and we must sit at her feet and learn. 
 
 " The character of this niovenient abroad, in the direction of a more practical educa- 
 tion, and its benefits to the working class, to society and to the State, cannot be In-tler 
 described than by the translation of some paragraphs of M. Huisson's report aliove referred 
 to. We shall only quote what he s.ays of the movement in certain parts ui Cermany and 
 in Austria. 
 
 " ' In Saxony, contrary to the practice elsewhere almost universid in (Jermany, in- 
 struction in tr.ades .and for business is made to follow immediately that of the daily ]>ri- 
 mary school. To this circumstance is owing the establishment of the schools of liuilding 
 iit Feipsic, Dresden and otiier plac<'s ; and all that fine group of special schdois at ("Ik mnitz, 
 designed to give preparation for mechanical, manufacturing and chemical industrac- 
 industrial art, etc. ; aiul, in addition, a great nund)er of lower schools for weaving, lace- 
 making, needle-work and wood-carving. 
 
 " ' In North (Jermany the nioilel of the industrial establishments of all grades is in- 
 contest.ably th.at at Hamlmrgh. The general school and the sjjecial school for Ijuihling, 
 open in the evening and on Sunday for apprentices and workmen, and every d.ay to pupils 
 who luave the time at their disposal, imparts remarkable instruction in all respects, in its 
 .simplicity, its excellent method, its practical character, and the variety of ilsa]t})lications. 
 The industrial school for girls, which was founded in ISO?, is managed in the same spirit, 
 and with a success ecpially marked. The organization of these establishments, and the 
 course of instruction which they have adopted, were the object of the most lively attention 
 and sympathy at Vienna. 
 
 popid; 
 
 'Of all countries in OernKuiy,Wuitendiurg was the fir.,l to give large divelopment to 
 
 ir niilus 
 
 trial 
 
 instruction. 
 
 Tl 
 
 le gi'i'iit special scluxd for bnilding, ;it Stiiltganl, i 
 
 bers some seven hundred students, of whom it demands for 
 
 ailinis>ion oi 
 
 ly 
 
 lum- 
 
 gooil iniiiian 
 
 in-truction, or the qualification of apprentices or workmen in tiiis Itianch of industry. 
 The State aids the est.ablishnieiit liy a ycnly appropriation of 80,()(f(» fiancs. Tliecdiirse 
 requires from two to five years. Wuilenilmrg has also several good ;-clio(ds for weaving, 
 of which three received awards for excellent methods and the practical character of their 
 work. In all, there are fifty industrial schools in Wurtemburg. Tlie(!iand !)ucliy of 
 Faden has also had for v^any years in operation very good iiidu.^lrial scIhjoIs, which have 
 exercised a marked inlluence on the industries of tin; country. 
 
 i 
 
SYSTEMS AND roi.ICY, 
 
 211 
 
 -work 
 
 " 'Bavaria, although introducing this kind of practical instruction at a later day than 
 some of the neighbouring countiies, possesses already from a hundred to a lumdred and 
 fifty industrial schools, some of them elementary, and placed immediately ahove the 
 primary schools; others in a degree higher, eight of them serving as model schools for 
 ••JL'ht Circles ; and still others devoted to special industi'ies as l)uilding, the construction 
 of machines, drawing and sculpture applied to the making of furniture and objects of art 
 of all kinds. 
 
 " ' The single polytechnic association of the Circle of Wurzburg has established 
 within a few years 111 industrial schools or courses, of which IG are* for apprentices and 
 workmen. Tliese different establishments, spread over a territory scarcely larger than 
 one of our French departments, employ 315 professors; and teach German, French, Calli- 
 graphy, Jiook-keeiiing, Arithmetic, and the Metric System, with special reference to aj) 
 plications to commercial affairs, Geometry, Design, Modelling, outlines of Natural History, 
 Hygiene, I'olitical Economy, etc. 
 
 " ' Austria began the organization of industrial instruction at a later day than (Jer- 
 inany, but she has developed it with a rapidity and a success which are truly extraordin- 
 ary. There is no other country, we believe, which has done more in this regard within 
 the last six or eight years. 
 
 " ' After having placed herself among the first nations in Europe, for the encourage- 
 ment given to superior or polytechnic education, Austria had no industrial establishments 
 for the peoi)le, .She had resembled ten years ago an army which has at its head a bril- 
 liant major-general, very mediocre corps and division ofHcers, and no s ibordinate officers 
 at all. Between the highest and the lowest industries, as between patron and workmen, 
 the tie of union failed. The trade and business of the country seemed manacled for the 
 want of foremen. The gradual decrease of this middle class, the elite among workmen, 
 indispensable as they are to commerce, agriculture, manufactures, and s'll otjier kinds of 
 imhistry, so stirred up public opinion that the (Jovernment, urged fid seconded by nu- 
 merous societies of landlords, matmfacturers and economists, undertook to establish at 
 once a system of institutions for imparting instruction in trades and business, to large 
 classes of workmen and laborers and their children. The Real Schools were at first 
 reorganized in a way to lead from polytechnic instruction to the higher special industries. 
 Then, below the lieal Schools, designed for the burgher class, they estal)lislied schools 
 more popular and of a character more specially industrial, adapted to prepare foremen for 
 dill'i-rent important l)ranches of indufitry. Souie of these are 'complementary' schools, 
 an<l merely review the ordinary branches of school instruction with a view to their prac- 
 tical application, or impart this knowledge in connection with a more special course of 
 prt'paration for apprenticeship ; others devote themselves exclusively to preparation for 
 apprenticeship, and still others assume as a preliminary an apprenticeship to .some trade 
 or tjranch of business. 
 
 " 'Thus Austria possessed eight years ago three schools for weaving, at Vienna, Iveich.ju- 
 btTg and Ihunn ; she has now added, as popular ' complementary ' schools, twenty lowfr 
 scliools for weaving, two or three schools for lace-making, and as many workshop schools. 
 Several of these schools so recently established, received marked commendation at the 
 Exposition, for the success with which they already apfdy the latest iniiuovements uitro- 
 duecd into the process of manufacturing in the ditfeient stages of their iiL-itruction, and, 
 for what is more difficult, the style and taste which the}' ap2)ly in developing new depart- 
 ments of design. 
 
 • ' Iji anotiier branch, the industry of building, Austria for a long time possessed oidy 
 an establishment for higher instruction. She oi)ened, in 1802, at Kagenfurt, a school and 
 wiiikshop for t\w whole group of mechanical industries; then, in 1804, at Vienna, a re- 
 inaikable school for building, founded by j\Ir. Maeiteus, and subsidizi'd in common l)y 
 the State, the Province, and the Comnumc of Vienna. Tliis establislinieiit, whicii re- 
 ceives scholars without any other preparation than that of the primary school, has pid- 
 videii an excellent programme of industrial instruction, botli theoretical and practical, 
 fir toremen as caipenters, calunet makers, masons, etc. Six otlier analogous estal)lish- 
 nient> have grown up since 1870, iu the capital and in llie provinces, partly from snbsi- 
 (hes gianted jointly by the ministers of education and commerce. To this st;ili'nient we' 
 mu.^t add the special school for watch-making at Vienna ; and throughout the Empire, 
 
212 
 
 PART XV. — FOKKIOX EDUCATIONAL 
 
 fifteen scJiools for .giving instruction in the arts of working in wooil, marble and ivory ; 
 six for instnictii n in making toys ; four for instruction in making baskets and mats ; and 
 seven for instruction in making arms and other mt'tallurgic industries. 
 
 *' 'Several of tliese foundations have been acknowledged as a publie benefit by the 
 rural population of the Empire. The schools for the sculpture of wood, for example, 
 have created a new kind of business in the mountainous districts of lloheinia, Silesia and 
 Moravia, where they make a great many toys for childieii at a low pric«^ ; ami also in 
 several localities in the Austrian Alps, in tlie Tyrol riotably, where the shepherds are 
 as skilful as those of Sv.'itzcrlaiid or the Ulack Forest in tutting in wood and carving 
 with knives tiic figures of animals, cottages, boxes and statuettes, without ait but not 
 without grace. IJesides, in the Duchy of Salzburg, for example, the local industry which 
 had very much slackened or wholly disaiiixand, owing to tlie exhaustion of salt in the 
 mines, has returned again very opportunely upon the introduction of new kinds of busi- 
 ness, with schools to prepare the young for them. 
 
 " ' Even among the schools that give instruction in woodwork only, each is rc<piired 
 by the Government to specialize sutiiciently to accommodate itself to tlie particular needs 
 and resources of the region in whicl) it is located. In the Tyrol, for example, the shop- 
 school of sculptor (JreisseuKUi, at Inist, attracting attention at tiie Exposition for the good 
 taste shown in its scholars' work, is designed to develoji over all others, artistic cabinet 
 work and ornamental furniture. At Innsbruck, the industrial school api)lies itself to 
 figuies ; that of Mondsee, to groui)S of animals; that of Saint Ulrich, to the sculpture of 
 religious statutes, and that of \\'allern, to the commoner kinds of furniture, and to cases 
 for clocks, etc. 
 
 "'The industry of glass-making, especially in Bohemia, had, before 1870, only a single 
 special school, that at Steinschoenau ; at the pi'e.sent time all those wlio desire to li'arn the 
 art, comuience with the ajtprojiriate studies of industrial design, and ajij^ly themselves later 
 to the technical work of making ei'ystals, nuinufactining glass and decorating enamel and 
 procelain. They are now organizing in Bohemia sevei'al schools of modelling, in view of 
 the ceramic industries.' 
 
 "To the j)reccdiug extract from the report of M. Buisson, we add, for the ]iurpose ot 
 showing in some detail the working of a European industrial scliocjl, a brief ac;ount of the 
 'Artisans' School' of Kottridmii, in the Netherlands, an institutinu that was very liand- 
 souicly represented at the Philadelphia Exposition. It will .'>erve as an example of the 
 class of schools U< which it belongs. 
 
 " The Arti.siins' School at Kottenliim was established in 18*)9, and is intended for 
 sons of woi'kmen. Inoi-dei- to gidn admission they iiuist lie from twelve to lit'iecn yenis of 
 age, and be abk' to read and write. An elementary kuowleilgc of aritlinu'lic is also re- 
 quired. The luinibcr of pn|iils is now about 'JUO, and is increasing. 'J'hey pay a small fee, 
 and are e,\pecte<l to remain in tlu; school for three ye.-irs. The institution is both a sclioul 
 and a workshop. In the .school are taught, for a part of the day, ■ hranclies in which 
 instiuction is usually gi\cn in our Cdinmon scIuhiIs, togetliei- with lg(;bra. Geometry, 
 Elementary Mechanics and I'liysics, Drawing, Singing, etc. The w i ops in svliich the 
 reniaining ]iart of the day is >pent are arranged fdi ditlerent trad ■, ai are large and com- 
 fortable. Tlieiv arc shops for each of the folhjwing classes (jf • (rknien : carpenters, black- 
 snaths, metalworkers, masons, stone-cutters, caliinet-maker- woodcarvers, met;il-turners, 
 and others less important. 
 
 " Eur the followhig information concerning the .school v/e are maiidy indebted to a re- 
 port of the directors : 
 
 " ' The ])ractical instruction, ceitaiidy the most impoitant for the class of pu])ils ad- 
 mitted to the institution, who when they lea\(.' st'luxjl must be lit for practical life, is given 
 in the afternoon in special workshops liv clever masl>'rs, where the hoys are taught for 
 carpenters, smiths, l>raziers, ] ainters, masons, stonecutters, caliinet-nud<ers, wood-car\ers, 
 nu)(k'llers, turners, etc. All Jietty wtjrk is entirely exeluded ; the tioys are as much as 
 possible occupied with work of solidity aiul utility, either for ust^ in thi^ school, or for sale 
 to the trade. This instruction is given in .such a way that, without exagg ration, it may 
 be said that the pu})il, from the motnent of entering the school, or in this instance the 
 woikbhoj), enters into real life. In the first plac(; he is made familiar with the tools, and 
 immediately afterward entrusted with work, which, when finished, ha.s a real destination, 
 
SYSTKMS AND I'OLICY. 
 
 213 
 
 f 
 
 so tliat liis task is tiovcr nsi-lfss in his own oyos. Tlio iunbition iukI tlio dt's I'nto <lo riglit 
 are kojit more alive in this way, tlian by working witiiont a well-(h!tinc(l ain). Moreover, 
 experience lias taught that a ]iroiniHe to be allowed to work at a large and bona fide jiieeo 
 of workmanship excites ambition in !• 
 
 " 'The workshoiis arc all as far as \. sible ■ o the standard of the moHcnt day, and pro- 
 vided with all necessary tools and conveiiienc(:,i jf the most appro\ ■' ad and (luality. 
 The bo3's are not allowed even to handle ini[ierfect or worn-out tools. In the; carpenter's 
 slu)j), wliere more than eighty jaqjils ar(> taught togetlier, there are a sufficient number of 
 benclies, with all n^jaisites thereto belonging ; and in tlio smithies, with seventy boys, aro 
 all needed forges, anvils, vises, bench(>s, lirc. 
 
 " * Besides, th(! continual enlargements and improvements of the several workshops, 
 required by the increasing numb'r of pupils, constructed by the boys th(;insolves under the 
 eye of the masters, the carpenteis make chests fjr the school, benches, trestles, ladders and 
 stejps, windows, doors, desks, &o. The smiths make big nails, cram|is, hooks, hinges, locks, 
 stoves with api)urtenancos, screw nnts, smiths' tongs, girders, &C. The braziers make dif- 
 ferent kitchen utensils, as water-cans, soap-tins, haking-pans, kettles, ibist-pans, springs, 
 stair-rods and eyes, basins, &c. The l)razi('rs are also taiight stretching, turning, forging 
 and soldering, Tht^ instrument makers, working in tie smithies, are instructed in the 
 cutting of screws and worms, the forging of' steel and coppei' and the castiuL' ■ )" eoppei' ob- 
 jects. TIk; masons make different joints, plain walls, foundations, chimneys, nielies, s(;wers, 
 arches, &i;. Tiit; stone-cutters mike sink stones, s(i'|ps, stone thresholds, keystoi\e;-i, and 
 besides tliis, they are taught the hewing of si djs, transposing stones, placing fluisliel pieces 
 of masonry, flooring tiles and placing plintlis. i'lie jiainters are ins; riieied how to make 
 putty, to grind piint, to stup, to smooth, to iiil), to cut and to s 't window glass, to write 
 and [iiint letters, and to iiniiate wood and marlde. In tlu! workshops for iMbinet-makers, 
 wood-carvers and turners, they make benches, lime and screw tongs and other tools, 
 drawers and mo lelhtd and carved ornaments.' 
 
 "That these boys attain a good degree of skill in their work, was plainly proven by 
 the collection of articles made by them and exhibited at Philadelphia. Those wIkj ex- 
 amined them eloselv, and understood the character of the institution making the exhibit, 
 were both surpi'ised and de|i..;hte(l w itii the result. 'I'lieir interest was greatly incre ised 
 when told that the experinuuiL at llotterdam had shown that boys who ai'e occu[(ied one- 
 iialf the day with books in the school, and the remaining half-day with tools in the shops, 
 make about as rapid intellectual jirogress as those of e(iual ability who spend the whole diy 
 in study and recitation. And in addition, the mechanical skill they ;ic(piire is of immenso 
 value. 
 
 "' It ought to be remaikcd also,, that the instruction given in tlie school, ha.? con- 
 stant reference to tlie practical ends to be sii))served. Take drawing for example. As 
 soon as the boys have obtained some practice \n copying mathematical problems and con- 
 structi(jns from models, they are set to draw simple constructions from life, wood, iron, or 
 brickwork, such as window joiiils, doors, jatnbs, ravelin.?, stair-cases, simple roof construc- 
 tions, brace-\iork, hinges, screws, springs, loclcs, masonry joints, simple stone work, pro 
 tiles of cornices, architraves, panel joints, &c. To draw a lock, the pupil proceeds as 
 follows : After having drawn the outside, he I'cmoves the plate and draws the inside, 
 locked as well as unlocked ; afterwards every part that offers any pecidiarity is treated 
 separately ami from every point of view, tlie outside and the underside of the slide are 
 drawn, and also the tumblers and the spring. Tiien the lock is agaiti [uit together by 
 the pupil, so that at the same time he has gained a clear idea of the right place of every 
 l)art, and is prepared to complement his theoretical knowledge by making in the shop the 
 article he has drawn. Arithmetic, Geometry, (,'hemistry, Physics and other branches aro 
 taught in the .«ame way with reference to the immediate pr.actical a[>plication of their 
 principles. 
 
 "'Th" number of masters employed in the school at Itotierdam is twenty-one; a 
 director, \vlio is at the same time teacher of construction and [irojective drawing and the 
 knowledge of materials ; a .sub-director, teaching construction drawing ; a teacher of recti- 
 linear and architectmal drawing ; two teachers of ornamental and model drawing ; a 
 teacher of physics; one of mathematics ; one for repetition of general branches ; a singing 
 
214 
 
 PART XV. — FOUKION EDUCATIONAL 
 
 master; four niiistcr carpenters ; three smiths ; oiu' metal worker ; nut! stone-cutter ; one 
 cabinct-makor ; one painter ; one moulder and wotjd-carver, and oik; \vo<jd-turni'r. 
 
 "'Whe.ithe hoys have successfully completed the course of three years, they are 
 honourably dismissed, and the authorities of the school readily procure good ])laces for 
 them as workmen, where for five years longei' they are kept in view and followed with in- 
 fluences for their welfare. The pay received l)y tlieni is consiilerably higher than that 
 received by other boys of the same .age who have not enjoyed the advantages of the 
 scliool.' 
 
 " The subject of Industrial Schools is becoming of so much importance in this country, 
 that I feel justified in having devoted a considerable amount of sj)ace to its consideration. 
 
 VIII. — llKiUKii Tkohnical Kuucation. 
 
 " Above the class of Industrial or Trade Schools, like th.it just described .it Rotter- 
 dam, there are in alm( st all the n.itions of Europe, wholly or in part supported by the 
 Government, many institutions devoted to the work of imparting instruction in special 
 branches of learning appertaining to some trade, occupation or profession, ''"here are 
 schools of law, medicine .ind theology; schools of mining, .igriculture, h culture, 
 forestry, architecture, engineering, veterin.iry surgery ; schools of drawing, .linting, 
 music, sculpture, landsc.ipe gardening ; n.iv.il, military and commercial schools ; schools 
 for nurses, cooks, &c. Hut of these we caniujt speak here, and passing them l)y, we at 
 once call attention to the greiit Technical schools or Polytechnic Collegtis. of which little 
 is known in this country. There .ire many such institutions, souk! of them on a grand 
 scale, but the principal ones represented at the Exposition were those <it Stockholm, 
 Lisbon, Moscow ,ind St. Peterslnirg. The exhibits of the Russian schools were located in 
 Machinery Hall, and were by very much the most systematic and instructive collection of 
 obj.'Cts of their ckss on the ground ; and the United States must be bliiul indeed, not to 
 profit by the lesson they so .idmir.ably taught. The schools at Moscow and St. Peters- 
 burg are so nearly .ilike in their courses and methods, that a description of one is a <h's- 
 cription of both. A brief .account of the sciiool at Moscow is all that will be .attempted 
 here, .ill th.it is ncces.sary, I trust, to awaken an inteiest in the subject among our people, 
 
 "The Technical school at Moscow is under the immediate patron.ige of the Emperor, 
 .and possesses buildings suitJible for schools, workshops, offices, &c., and an endowment 
 fund of over $2,000,000. It has a .special library, containing more than 0,000 volumes 
 of works on specialities, a cabinet of physics, two chemicil laboratories, a cabinet of mecha- 
 nical models, a cabinet of natural history, and extensive mechanical works with scpaiate 
 smithy, foundry, c^'c. The students iiuml)er about GOO, and they arc admitted only after 
 a severe competitive examination, embracing the several branches taught in the gymnasia 
 of the Empire. The course covers six yeans. The woik of these six years may be divided 
 as follows : 
 
 '"1. A three years' course of general study, embracing the following subji'cts : — 
 Religion, Freehand and Linear Drawing, Descriptive Geometry, (ienural Physics, Zoology, 
 P>ot,iny, Mineralogy, Chemistry, (Jeodesy, An.ilytical Geometry, Higher Algebra, Diflferen- 
 tial and Integral Calculus, General Mechanics, Drawing of .Machine-parts, the French and 
 German Langu.iges. 
 
 " ' 2. A three years' course of special study, embracing the following subjects : Or- 
 g.anic and Anjilytical Chemistry, Metallurgy, Practical Physics, Mechanical and Chemical 
 Technology, Technics of Wood and Metals, Analytical Mechanics, Kailw.ay Construction, 
 Engineering and Constiuctive Art, Projecting and Estimating of M.achines, Works and 
 IMills, Industrial Statistics and IJook-keej ing.' 
 
 " P.arallel with these theoretical courses are the pr.actical courses, viz. ; 
 
 " ' 3. A course of systematic instruction in the school workshops. These workshops 
 consist of a joiners' shop, with turning leathe, pattern shop, fitters' shop, smithy and 
 moulding shop.' 
 
 " Every one of the shops is under the management of a technologist — specialist — or 
 a skilled workman, and their duty is to instruct the pupil in the rudiments of mechanical 
 labour. Every pupil is instructed in the shops in turning, fitting, carpentering and forg- 
 ing, constituting the elements of the mechanical art. The whole operation is an.alyzed 
 
 k 
 
SVsrKMS AND I'HLK'Y. 
 
 213 
 
 one 
 
 into a series of progressive steps, and the pupil he'ius with the simple ami easy, and 
 gradually i)a.ssi'.s on to the complex and difficult. 'I'ools, one after another, are placoil in 
 tlu'ir hands, and they are taught their uses ami htw to handle thetn, sometimes h >w 
 to make them, and this process goes on until tliey are al)le to execute skilfully the work 
 of the several shops. Hut, to make the whole matter more clear, we will introiluce, at 
 this [)oint, an extract, modified somewhat in the form of expression, from an account of 
 the working of the school by the director, Mr. Victor Delia- Voss. lie says : 
 
 "'The auxilaries of education appointed for the teaching of any mechanical work 
 whatever, for example, fitters' work, are classed ii; three categories ; to the first of these 
 belong ttie colhsctions of instruments employed in fitters' work, with which the beginner 
 must make himself perfectly familiar before entering upon work, ami afterwards to nsi; 
 those instruments during the execution of tlie work itself. To this category relate all 
 thosi! collections of models indispensable to the teacher of fitters' work, for tlie purpose of 
 demonstration ; the collection of instruments most in use for measuring, full size ; the c )1- 
 lection of instruments, full size, for drilling metals ; the collection of instruments, full size, 
 for finishing, from the smithy to the fitting shop, inclusive. And, also, models of files, 
 increased to twenty-four times their ordinary size, for the purpose of demonstrating the 
 surfaci! of the incision ; the collection of models of instruments employee in cutting screws 
 and nuts, increased six times tlnur ordinary size, for the stmly of the direction of tiie 
 an^d.'s of incision , the collection of models of drills, increased six times, for the practical 
 stmly of the cutting angles ; and, lastly, the coUccLion of instruments and apparatus for 
 teaciiing the tracing of yet unworked metal articles. 
 
 " • To the second category belong the collections of models appointed for the systematic 
 and gradationary study of hand labimr in the fitters' art. These collections have the same 
 sigiiitication with regard to tlus work of fitting as is allowed to scales and exercises in in- 
 stniction in music. They are so ordered that the beginner may bo enabled to overcome 
 by certain gradations the difficulties which present themselves before him. It will be 
 Kutfii'ient to glance at the objects contained in these collections to be convinced that if the. 
 pu[iil, under the guidance of the teacher, carefully study all the objects embraced in the 
 collections, or, in other words, complete the educational programme of the art of fitting, 
 he must inevitably, a!id in the most rational manner, render himself familiar with all the 
 known practical hand labour of this art. With such a system of instruction, the super- 
 vision of the teacher over the pu[)ils and his observation of their progress become ex 
 ceedingly easy. He need only see that each step in the programme is executed satis- 
 factorily by tlie pupil, anil putting the next step before him, give the necessary explana- 
 tions for his further progress. By this method instruction to classes in the shops is ju^t 
 as easy, and is attended with the same advantages as instruction to classes in the school- 
 rooms. 
 
 " ' To the third category belongs the collection of such articles or parts of machines 
 that, in the execution of them, all the practical hand labour of the fitters' art is successively 
 repeated, having been ac([uired during the studies of the previous course. 
 
 " ' What is above said in relation to the manner of study of the work of fitting ap- 
 pliis also to the other branches of labour taught in the shops, wood-turning, carpentering, 
 smithy and foundry work 
 
 '• ' In the school workshops, a pupil must make himself acquainted with 85 different 
 tools in wood-turnery, and 30 casting models and machines; 80 tools in model joinery, 
 and -43 models in wood joinings, and patterns, and castings; GO tools in forging ; 130 
 tools in metal turnery ; and in the fitting sliop he must familiarize himself with hundreds 
 of models of drills, files, screws, etc., constructed on a large scale in order the better to 
 exhibit the principle involved, and with other hundreds of tools used in the work appro- 
 priate to the shop. All through their course the pupils are required to repair their own 
 tools, and to construct samples of a number of them. 
 
 " ' 4. A course of practical mechanics iti the works attached to the school. From the 
 school workshops, as described above, the students are transferred to the large machine 
 shops att.iched to the schools, where they are employed under skilled masters in con- 
 structing upon orders, steam engines, working engines, pumps, agricultural michine?, and 
 other machinery of many kinds.' 
 
^' 
 
 w 
 
 210 
 
 PART XVI. — AMKIIICAX EDUCATIONAL LESSONS 
 
 "Tlift works consist (if the folldwiiif; sliopm : — .fniticrsi' shop, En,i,'iii<'»!rH' shop, Krec- 
 tors' sliop, I'.iiiittiH' sliop, a lorj^o i\)V•^^' witli sti-iim hiuiiiiifi ;mil tan l»hist, iron t'oiiinlry 
 with f'uniacc, and ))rass t'ounilry. The woiks liavf also a (lrauini,'-otlic>' ami a coiiMtinf^- 
 lioiisc attacliod to th»'in. A steam cimint- of thirtyiiorsf power is used for the wotkinu of 
 the shops, wJiih' the foundry, with fan Ijlast and coal pulveiiziny mill, are worked liy an 
 engine of ten-horse power. 
 
 • The works are under the maiiau'einent of n head meehanical engineer and an as* 
 sist<int. The drawiiiy-ottioe is in eliarye of a mechanical engineer. The liead <ptlicers are 
 al! graduates of the school. These works heing within the walls of the institution, and 
 managed hy skillful technologists, would he of important assistance in the instrm'tion of 
 the students, even if tiicy simply looked on and took no active part in wh.at is done ; hiit 
 trained as they are to peiform work of all kinds, no system can he conceived lictter cal- 
 culated to send forth master mechanics and skilled workmen. It should lie added that 
 the Works earn, mainly hy the lalimir <if students, fidiu 83<),'t(i() :o !*t(;,(i(iO a year." 
 
 IX. Cii.Mr.\i;isuN OK Ti 
 
 r. CoMUri.iN <iC I'lMMAltY iNSTia'tTION IN VAUIUUS 
 
 L'or.NTi;ii;s. 
 
 M. Levasseni has read liefore the Academy <if .Mor.iland Political Science, of France, 
 some tigurcs that ought to m.ikc yovernnients and pcopjis icud, mark, Nain, and inwaidly 
 digest. He has analyzed the official ric<ir(is coutriliutnl liy various countries to the Mdu- 
 catioiial Deparlment of tin' \'ienna llxhilpitiou in \f<7'.]. lie uirasiins thrstate ot' primary 
 instruction throuiihour the world tiy the ratio of tiu' ruiiulier of ciiildrtu on the scIkmiJ- 
 rolls to loo of the inhaliitants. I'jijiir ('niiinlii {n,- (hilmio) tnnln this iii.-^liiiiltr> /!.■</, 
 having li3 \n;v cent, of registered pupils ; tlifu follows the lMiro|ieau children in Algrri.i, 
 
 L'2.8; New South Wales, 'Jl ; the Dutch ('oloui"s, L' I ; Lower Canaila, ((,»uei ) iind th'- 
 
 United States, IS; Victori:i (Ausiialia), 17.;") ; SwilziTland, 1.").") ; Prussia. 1."); JJavaria, 
 Holland and France, !.'{ ; (Jre.it IJrit.iiu, IJ; l!rl;,dum, 11.'.'; New Puiinswiek, Au tria 
 and Spain, '.( ; Ireland, 1^ ; Italy, li.r* ; Ai\''Utiiit' Confeileration, .") ; Chili, 4; Port\iyal, 
 ■J5 ; Russia, '2; Pr.izil, 1.2; Turkey, 1; and Fgypl, 0."j. M. JA'sasseiii does not expert 
 very yreat results from free educaliou. Ikcuisc it simply costs nothing, ai d doidits the 
 heiK.'tits of olilij^'atory instruclion, so long as people remain careless and inditlirt'iit towards 
 it. H(! linds that ;ittc)iilance at school is not nU'ei'tiMl li\- either elimati', rare, or fmiu of 
 government, and that while certain exciusi\c!y Catholic reirioiis in France iia\e as man\ 
 children on tlit^ school-rolls as in <'xclusively J'rolestant countries, he avuws that readin.' 
 among Protestant pupils is mure general, owing to the necessity of their jierusing reliuious 
 works. 
 
 I'AUT XVI.— AMKHICAN EDUCATIONAL LKSSONS FKO.M TIIK ULNTHNN lAL 
 
 KXllllUTlUX. 
 
 In the preceding p.ages I have sought to iiriiig out, grouped togethei, ;is many strikim; 
 facts as iiossihle, connected with tho condition ami progress of education in the vai-ious 
 countries represented at the Centenidal, I have endeavoured to illustrate them either hy 
 a brief account of the educational exhibits thi'mscdves, or in the detailed or statistical state- 
 ment of cdncationarprogress in tho various countries which I have' given, or liy lioth to- 
 gether. The perusal of this iid'ormation, and a knowledge' of the facts themselves will. 1 
 have no douht, suggest to the thouglitful reader many valualilo le.s.soiis applicable to our 
 own educational condition. I have ventured to point out some of these li.ssons so far as 
 our count! y is concerned, in a subseipient part of this re[iort. But I have thought it de- 
 sirable before doing so to avail ourselves first of the calm judgment and practical wisdom 
 of ourntighbours in drawing similar lessons of wisdom and expei-ieiice for themselves from 
 the educational teachings of the exhiliition aid its more striking features. This 1 felt, to 
 
 1 
 
 t 
 
 4 
 
h'lloM TIIK CKNTKNNIAL. — (ONNKCTUUT. 
 
 217 
 
 J>e tlio nioro doHimblo from tlio fact tliat u jji-cat similarity in many respoctH oxiHts in tho 
 educational condition of our country and tlnit of Home of tlie Amnrioan Stat«'H. With this 
 view, I liavc Hclrcti'd tiir I'l'mai'ks on this siilijcct of thrct; or four of the h'a<lin|L,' Amoiii'nn 
 ?)ducatioMists, whoso char views and comprchonsivo grasp of mind on thcsulijcct sfcnnd to 
 nio to peculiarly (it them for this duty. Another advaiitagi; which it occurrt-il to me we mii:ht 
 derivo from a knowledge of tho vii^ws of these gentlemon on tiiis sul)ject, ami that was that 
 thoy cmhrvci'il a survey of Kuropi'au systems and methods from an American stand-point. 
 Further, that the educiitiunai eitiitrasts which they instituted, and the defeels which thoy 
 pointeil (Hit in their own systems and methods as compared with those of othera, wo\thl 
 coiivey to us a duuhle less )n, illustrated as it would bo hy tliem, from European and Ameri- 
 can examples and experience. 
 
 ExTiiACT KitiiM Tin: Kki'dijt or Hon. U. 'i. Noitrnuoi', SnciiKTAUY to thk 
 
 IJOAltl) or l')l)UCATI()N FOK CnNN':('l'l<UT, 187G. 
 
 " The (yeiiteiinial Kx])osition was a school for the nation. Tho lessons arc manifold. 
 The grandest product of American education — the ])roudest <'xhihit at Philadelphia — was 
 the visitors themselves. This product is as directly trnceahlu to our schools as are the 
 fabrics there shown to the mills that made them. 
 
 "' That so many millions of peoj)le* could attend that Exposition, and that iOSjO.'jS 
 by actual count of the unerring turnstiles, shoidd gather there in a single day, not only 
 without violence, but maintaining ipiietand decirum, and showing ])roofs of self-conimand, 
 sobriety and education, reflects more honour upon our nation than did al! the works of 
 .'it, skill, and inventive talent theri; disjdayed. That this PLxposition, though receiving 
 less aid from the general government than any other — mainly a voluntary work of the 
 people the fruit of private nniniticencc, should jtrove of all others, our foreign visitors 
 lieing juilges, the largest in extent, the best in (|uality, the fullest in attendance, and the 
 lirst that i!ver i)rove(l a financial success, is also a tribute to .American schools — a demon- 
 stration of the itractical value <if universal education, witiiout which such achievements 
 would hav<' l)een an impossiliility. Our visitors from abroad were .struck by the .self-pi>ise 
 and orderly bearing of our people— by the absence of gendarmes, so conspicuous every- 
 wheie in the old wni'ld. Nov/hei'e in Ivirope would so large a throng be allowed to asscm- 
 lile without the presence of the military, which masks the necessity of constantly and visilily 
 guarding the State, under the semblance of giving eclat to all pul)lic occasions and cele- 
 brations, f 
 
 " This Exposition has broadened th(> views of millions. It was to them tho world 
 in miniature, where they gained new idiias of the achievements of modern civilization. 
 While exaniining the, productions of almost every nation of the glo'he, they breathi-d a 
 cosniopolitui air— a healthful corrective of conceit, narrowti(>ss, prejudice and exchisivc- 
 lU'ss, enlarging each one's acijuaintancc and sympathies, and making more real the great 
 biotheiiiood of the human family. 
 
 " Tr.ivel is an important means of education, Persimal observation gathers the most 
 
 '■■ Till- total iiiiiiilii':- of .'i.dinissiims at tlio ',Mtrs was H.lUD.'.Kitl, 
 
 t I'lef, Will. II. I'rt'Ufr, wild, ivs (iiie (if the I'lUiciiu of .IikIlcs, sjicnt most iif tho autmiiuttt riiilinlcliihia, 
 rt'pdi'ts to iiic the follduiii;; cdiiversiitidii df a fd:cii.;ii dlliccr ; — 
 
 " I have lii'cii lien,' sniiic iiidiith.-<, ami liiivc si-cu nivat crowds at the K.viid.sitldii, soun'tiiiie.-' over a hun- 
 (lii'il thdiisaiiil ill a day, 'I'licy covei- tli(-' ground like ants, Imtthe .stran^ft'st tliiu;' to luf is, tliat there are uo 
 riots, no di,-t\irliaiK'e, no violcne", and yet no soldiers are here to hold the lieople in cheek, I h.-ive seen sdUit; 
 Ifiilit.ary eunipanies playiny soldiers and edinini,' in their nniforins to see the show, Imt t.ikiii',' no part in inv- 
 serviiiL: tlie peace. While there liiis been no rowdyism. 1 have seen identy uf ill manners - well dresseil 
 Wdineii for example -takint,' hold of a ( hi;i-'se eiimmissidner's ctie to see if it were real hair, and step ami 
 -tare at a Spanish Ljimrd's liii;,dit iiniforiii or a Turk's edstniiie. and ilMired lioy;! iioint aiidhuiLrh at his luvti-cy 
 ti'dwsers. 111 my eouiitry, no woman however stroni; her curiosity, would show Hueli ill hieedini,' ; .'ind \ct, 
 with all dur politeness, we must keeji noldicrs always at hand to restrain the people from disorder, riots and 
 liilhil^'e. But with all the ill manners in America, the [leople seem vei-y kind, stepping; aside for a rolliiiif 
 chair, and even outside, when there is a horrible rush for the ears, with pu-liin^' and rudeheHs, nobody tights,, 
 but all seem ''ood-iiatured. All this .^(.■ums verv curious to ini.'," 
 
218 
 
 PART XVI. — AMKUK AN KDICATloNAI. I.KSSOXS 
 
 !>ii'ikiiig matitrials for iiivt>stigjilioii aixl D'Hitcbioii. Hut tlin Kxposiiiun, liki; mi cxtciiili'il 
 |i;ui(iramic tour, ('i»iti»iiiizi'il to tlio luiiiiy tin- Icssoii.s wliicli n trip round tlio worM iiinpli- 
 lif.-i to a ft'W. In a l)rii't' tinn- atul at comparatively little ('X[)('riHc, it sliowcd many mil- 
 lions of peopli! what it would have cost each ono months, if not years, to learn Ity travel 
 alone. It was also a school of Hdlowship and j,'ood feelinj,'. The intermin;,ding of our 
 pcoph; from the north and south, tht; oast and west, nieetini; on (M)nimon ^^round at the 
 (.'onteiinial anniversary of the Re[)uhlic, forming' new social ties, strengthenin},' old asso- 
 ciations, kindling patriotic fervour and fraternizing all, was a timely anliilote to the re- 
 pellent iiilluences of an intense political struggle. 
 
 " The intermingling also of reprcfsiMitatives of the great civilized and semi-civilized 
 uatinns of the worhl, meeting on tho common ground of sympathy with tlu; progreis >A 
 humanity, each nation willing to impart, ami anxious to receive, all more or loss prompted 
 to deeds of iiiitional generosity, and all mutually revealing and discovering new traits (jf 
 excellence — was of incalculahle value in disposing tho people of tho world to international 
 peace. Ilarmnnions conferences in cases of nati(«ial disagreements, and arhitrations like 
 that of fJeneva, will he the necessary se(]uences of tlut hearty international exhibition of 
 187ii ; and so long as Krupp cannons and monitor turrets are sent as delegates to siicii a 
 re-union of a common luiinan hrotherhood, they will he far loss likely to do that feail'ul 
 work in the destruction of human life, for which they are designed 
 
 " One feature of the exhil)its is worth noticing as showing either a radical ditfercnce 
 of type l)etwoen the Occidental and Orii^ntal mind ; or else, what is tar more jirohahle, 
 the (lidorenco between the results of the im|ierl'ect, traditional, fossilizeil education of the 
 gieat empires of Asia, and that education of Christian civilization which we enjoy. Close 
 ol)servers have remarked that while in the exhibits of the so-calleil Christian nations the 
 displays of skill were largely lurrntlvr, that is, devising now combinations and ap})liances 
 for increasing comfort or productiveness, the skill of Oriental nations, perhai)s no loss 
 wonderful of its kind, showeil itself to be but feebly inventive, being essentially and libov- 
 iously Imitatlvt — a reproducing of old ideas in innumerable forms of minute exiiertness 
 in handicraft. Invention implies increase of power and growth of ideas and character. 
 Mere imitation keeps a nation repeating itself for ages. 
 
 "This tendency on our part to tho invention of machines and appliances wiiich 
 confer on society new |iower, and to the bringing forward of new ideas which uplift 
 whole communities into a higher stage of existence, ami into broader lields of inlluincc;, 
 may be largely attributed to the nature ar.d the bn-adth of (»urpopidar education. If the 
 (tiiiinion school of Europe and America did have but a scanty corner or two in the vast 
 siiow, it was iieverthele.ss represented as a leading factor in results, throughout all the 
 br.iad displays of inventive genius which filled those great halls. IJut for the work which 
 our present type of education has done and is doing, Machinery Hall, at least, would 
 have been as .silent as the grave." 
 
 "The Educational Exhibits made by our States consisted mainly of .scholars' work, 
 those of European countries, chiefly of school apparatus and applian(;es, in which they 
 greatly excel, and teach us a much needed lesson. The contrast between European and 
 American .school rooms in their equipments is striking. With superior buildings, and 
 more elegant and costly furniture, our bare school rooms have far less provisiijii for 
 illustration. 
 
 " .SVfr/t'H. — This was adnnrably shown in the complete outfit of the Swedish School 
 House, the walls of which were nearly covered with charts for teaching every depart- 
 ment of natural history, physiology, and botany ; maps, drawing copies, and chai'ts for 
 teaching reading, writing and arithmetic. Their charts in natural history wen; of such 
 rare excellence, that I tried to procure them for our Normal School, but found that tiiey 
 weie already sold to Japan. I secured two large volames containing many hundred 
 species from their grand herbarium. Here were eight cases containing their ordinary 
 species of moss, lichen and fungi. In other cases were stuffed specimens of mammals, 
 birds, fishes, reptiles and preserved molluscs; and minerals, .shells, corals, fossils, grains, 
 seeds, nuts, woods, and insects. As illustrating a plan I have long recommended to 
 teachers, I purchased tho large case of native woods hero sliown, such as any teacher 
 miglit procure for his school without any cost. Our youth need to bo taught the beauty 
 (if our native woods, and to discriminate the different kinds of wood by the grain. There 
 
t'ltn.M niK ( KMl.NM.M,. — 1 oNNKt TK IT. 
 
 21!) 
 
 Icildi'il 
 
 ly iiiil- 
 travi'l 
 of our 
 lit the 
 
 tl ilSSO- 
 
 tlic le- 
 
 ivilizi'il 
 
 olilpti'd 
 I'ilits ol 
 .itiiiiiiil 
 HIS liki' 
 itioii lit 
 
 Sllcil II 
 
 rcartiil 
 
 . 
 
 Wi'ic maps showing,' tlici {^»H)loj,'y as woll as tho t,'('0!;raphy of Swcilcn, ami also the rainfall, 
 tcniiHiMtiiic ami density of jioimlatioii of the ilill'fn'iit srctioiis of tin- country. Ik'siih-s 
 n sriiail .sut of iiliilosophiral and chfniical iipiiaratns, tlnTo were shown ;^t'oni»'ti'ic forms 
 ftml int'tric \vci<^hts and incasiirt's. Tim latter is an appliaiu'c usually foumlin tho schools 
 of the continent, and just l)e;,dnnin^,' to he introduced into the schools of America. Not.i- 
 tion is tauj,'ht in the Swedish schools hy Imndles of small sticks like Inii}^ inatchos, tied 
 loj,'elher in packaj^es of lens, hundreds, thousands, and so on, placet in a board with 
 holes in the unit plac«) for sinj^le sticks, in the tens place, for the packages of tons, . nd 
 so on. A clock fac(^ with inovahle hands .served to show how to read the time, thotonder 
 settinu it ami the scholars reading the time, or the scholars each in turn hoth n tting and 
 reading the time. Upon the school organ was a Idank musical statf, . u which by ;in 
 iui^enious contrivance the notes instantly darted intr) place as the teacher played the 
 instrument, so that the notes were sounded and shown at the .sam»! instant. 
 
 " Hr.i.dirM. — In the IJelgian scluxd house were shown most of the same appliances a 
 in the Swedish, especially the speciuKMis in natural history, and sam|ilus of woo! mine- 
 rals, insects, and other ohjeds found in the vicinity of the school; also, celesti: Anu ter- 
 icstial globes, geometric forms, a printed programme of .study, and a thormometc for each 
 rodiu ; a library of reference books, copies and models for drawing and for lessons in 
 architecture, and a set of metric scales, wei;;hts and measures, also a variety of fabrics of 
 leather, linen, woolen, .silks, and tlu^ like, arranged in connection with the material out of 
 wliich they were maile, and this material .shown in various stages of growth or preparation. 
 The crucili.v and a bust or i)ortrait of the king are usually found in the Helginn schools. 
 Tin- ai)iiaratus for light gymnastics are also common. Oymiiastics are widely pi.ictised in 
 Switzerland, (Jermany, Austria, Belgium, and some other European countries. 
 
 " S\vrrzr.lu..\Ni) showeil most of the same apiiliances, and besides some excellent 
 needle and worsted work done by girls. Advocating industrial schools for girls as well as 
 boys, 1 endeavoured to procure the latter to illustrate the practibility of similar work here. 
 These interesting specimens for the present have been returiu'd, as originally promised, to 
 the Cantons that furnished them, Ijut 1 have arranged to secure e'Mier these or others like 
 tlieni, during the present year for our Normal School. The inHie":,!- if Industrial Schools 
 ill Switzerland, (Jermany, and othei' European countries, is as iii^portant in dignifying 
 labour as in increasing its etiiciency and productive value. CJirls as well as boys are there 
 taught, both in the family ami school, that to learn to be useful is alike their interest, i)ri- 
 vilege, and duty. The too common theory with us that laV.our is a degrading drudgery, 
 and the aspiration for genteel enii)loyments, have ruirci', niyriads of our young men, and 
 brought financial disaster to the luition. These mischievous notions ought to be refuted in 
 our ,'^chools, where our youth shouM be taught the necessity and dignity of labour, the 
 evils of indolence, and the sin and folly of this wide-spread disdain for manual laltour. 
 Tills sentiment, that labour is .servile and degrading, is one of the worst effects of American 
 slavery that survive it. Tlu; Swiss schools not only have the metric weights and measures, 
 but re<|uire the pupils to weigh objects and work out extemporized problems of cost, per 
 kilo, of common objects to tratiic. ..... 
 
 "r)NTAl{lt). — Large and very handsome exhibitions were made by some countries, 
 among them our interi)rising neighljour, Ontario, of forms, models and drawings, for use 
 in the school room, by means of which, the eye may be made greatly to assist, and in a 
 measure, sujjplement descriptions, whether given in the text books or by the living 
 teachers. These agencies arc much more extensively employed abroad tliaji among us, 
 and might, with great advantage, be more generally introduced here. 
 
 " The exhibition of school apparatus made by Ontario was a grateful surprise to most 
 Americans. It was the fullest and finest collection of school and college equipments 
 shown at Fairmount Park, embracing every appliance from tin; ' gifts and occupations' of 
 the Kindergarten to the apparatus of the college. In a visit to Toronto a few years .since, 
 1 was greatly interesteil in the Grand Educational Depository, which the Government of 
 Ontario had established in that city. On the plan of helping those who help themselves, 
 kindred to that of the Connecticut Library Appropriation, the government appropriates 
 within certain limits, an amount equal to that raised by the local authorities for the pur- 
 chase of apparatus, prize-books, text-books, and books for school libraries. These are 
 furnished from the Toronto Depository at two-thirds the retail price, and by the aid of 
 
220 
 
 I'ART XVI. — A^IKIUCAN EDUCATIONAL LESSONS 
 
 tlic government appropriation, may be procured by any educational institution at only 
 one third of the retail price. The i^rand exhibit maile at Philadelphia, was sent directly 
 from this great depository. So Far as my observation has extended, the schools of Ontario 
 ha\e as yet but partially accepted this most wise and lil)eral provision for securing 
 apjiaratus. Their own statistics confirm my impressions made by visiting Canadian 
 s IkjoIs. ..... 
 
 " JJut the distribution of books by this agency has been surprising. There have 
 been sent to 4,310 l*ul)lic Libraries over 1*53, OoO, and also for awards lo scholars over 
 <)27,O0O prizel)ooks. The stinudus to stndiousness by prizes has been c uiied further in 
 Ontario than in any country within my kii(»wledge. 
 
 '•.Iai'AN. — The School Exhibit of Japan was a new revelation to many, as nnicii as 
 were ln'r beautiful lacciuer, bronze, and ceramic works, riiotographic views of their oM 
 school rooms, were shown in striking contrast with interioi views of the new. In one, 
 the pupils sat on their feet, placed behind them in a posture which an Anirrican adult 
 could hardly take, and sitll less endure foi' any length of time, and yet tin' iiosture which, 
 until recently, has been universal in Japan for all classes, and alike the old and young ; 
 the other was a representation of our most improved .school room and fiirnituie. . . 
 
 '' Besides various ajtpliances foi' teaching gymnastics, the Japanese (>xlii!)it included 
 an excellent set of chemical and philosophical ap[)aratns of Japanese workmanship, cases 
 of shells, molluscs, reptiles, insects, birds, fish, and pressed botanical specimens : also 
 charts for reading, writing, arithmetic, drawing, and a most beautiful seiies of coloured 
 charts in natural history and l)otany. 1 shouM deem it most fortunate for Connecticut 
 if every school was supplied with charts as ;idnurabl;' as these for teaching natural hi.-tory 
 any botany, a set of wiiich, pU'sented to me liy lion. I'^igiuiaio Tanaka, tiie .Ministei' of 
 Public Instruction, may be seen at the otlii'c of liie Hoard of Ivtucation.'' 
 
 II. E.vtracts ritoM tiii-: KKrour of tiik SiTKiiiNii;Niu;.\-i n\- j'it.i.k Insi'imctidn 
 
 (iF Tin; Statk ui' Pk.nnsyi.vama. 
 
 "No one can road the stateineuls made in my Iti'jioi't without coming at once to tie- 
 conclusion that Pennsylvania has somethin!; y(.'l to learn in eiluealional ali'airs. 
 < >ur people have the amliilioii, 1 trust, to compare tliemst'lves not with the wealc but with 
 thi' strong; not witli tiie slow, Init witli tlie tleet ; not witli the bad, Imt with the best ; 
 and the courage withal to enter liu; lists for tlie gi'cit edueationai nice, that is pi'esi-nied to 
 t'St the nu:)ral and nuMital capaliiiities of men, and the poliiicai \-itality of nations. I lino 
 ^eizi'd the grand oppurtuiuty allbr<led liy the Intfrnalion.il Ivxjiosiliou iield on ^nr soil, to 
 gather, passing by tiiose Ic^js worth gathering, llie brst and tairest eiluealional fruiis fipmed 
 in otiiei' countries; and I woidd urge immediate action, that we may not fall lieliind in the 
 noble struggle growing every year more earni'st the world over, lowanls a higher ci\iliza- 
 tion ami a jitirer life. The partimUar lessons tleit I would impress upmi the l,"ui.slatnre 
 and the people are : — 
 
 '■ 1 . That the [)olii y of placing so much p(jwer in the hands oi' local School Hoards, as is 
 done liy oui' laws, has its weak as well as its strong ]>oints. Among intelligent eiiizens, 
 alive to the interests of education, it is worthy of all praise ; but wheic .^.i ignorant pi'ople, 
 (jr a peojile wanting in public spirit, elect School P.oards like them.si'lves, no policy could 
 possiiily be wor.se. Can we not lind a way to strengthen what i- weak in this part of our 
 system of public education! Indeed it is easy to see that, as a whole, our educational 
 forces and agencies can be .so organized as to greatly increase ihcir ellicicuicy, 
 
 "2. That the State shotild lose no time in adopting scum; [dan of aiding the district 
 school Itoards in erecting and furnishing schoohhotises. Xo more unsightly, uni'oinlort- 
 aole, inconvenient, badlydighteil, badlydieated, badly-ventilated, ill-furnished sehool- 
 himses should be jwrmitted to be en-cted in the State by anybody, to disligure tlie laml- 
 scape a'td disgrace the peo|)le. With the same moiu'y now sent for the pur[iose, s( hool- 
 houses of the most appro'-ed plan can be built. 
 
 " 3. That the status of the teacher should be mon; clearly dehned ijy law, and pro- 
 per privileges be accorded to those who prepare thenrselves for a life-work in the pro- 
 fession. 
 
 "4. That our Normal School system should be modified and strengthened. It is a 
 
at only 
 liivctly 
 )lit;ll'ii> 
 (KMiriiig 
 uiadiaii 
 
 have 
 •s iivor 
 tlier in 
 
 inch a.s 
 'ir olil 
 111 (inc, 
 .11 uilult 
 which, 
 
 It i.s a 
 
 l'l{i».\I Till': CKNIKNNIAl, 
 
 'KNNSYI.NAMA. 
 
 221 
 
 folly laii<,'hed at ovcrywhoru in the Ohl World, to expect i^ood teachers to ^row up them- 
 selves. They must be pre|iai'ed. There must he Normal School.s, or the whole system 
 will tall to the irroiiiid, and the State should aid them with a lilieral liand. If those we 
 havi' are anywi.se defective, let us cure their faults, make them what they should be, and 
 thereafter treat them generously. No policy could Ije worse than starving them to deatii. 
 
 " 5. That the coiiise of study adopted in the (demeutary schools of Kurope shoul I 
 teach us that cour^^e so loiii; used in our common schools needs amendment. It .should 
 be broader and richer. We want le.ss of woids and mort^ (jf things ; less of abstract rules 
 and detinitions. and more of living facts. Wise teachers are satisfied that half and more 
 than half the precious years n|' chiMhood are wasted by oui' little ones in an ellbrt to learn 
 what they are entirely incapable of learning. A reform in this direction cannot come too 
 soon. 
 
 " •>. That as comjiared with the best systems of supervision in Kium|h', our syetem is 
 not close enong'., and is too dei)endeiit upon the popular will. We need a system of 
 supi'rvision that can keep its eye constantly upon every scliooldiouse, every teacher, every 
 class, every pu|iil, every study ; and that will not (»nly permit tin' officers wluj administer 
 it to say what tluy think, but reward them for saying it. 
 
 " 7. That secondary education, involving the grading of sciiools, ami the establish- 
 ment of High Schools, Academies and Seminaries, should be more encouraged. The mere 
 mechanical facility of reading, writing and arithmetic, lifts a people up only to a very low 
 plane of civilivation. The State has duties in the matter of education far beyond the 
 establishment of elementary schools. Tiie highest function of a .school system is not t(j 
 teach bonks, but to form character. The primary scho(d may plant this gc^d seed, but 
 it cannot ripen it. What a republic most needs to give it strength is a body of citizens, 
 intelligent, independent, self-ndiant, virtuous, too true t(j them ' 'es to wrong others, 
 and too true to their country not to use every eifort to iirotect a. id strengthen it; and 
 qualities like the.se are in great measure the product of liberal culture. 
 
 " ' 8. That not only the interests of business, trade, coniinerce, and the mechanic arts, 
 but the nior(,' important and more vital interests of society and the Stat(i itself, demand 
 that our system of pid)lic education bo supplanted by a system of industrial and teclinical 
 sciiools. Kxperieiice in the Old World lias shown that the theoretical and the practical in 
 learning, can be safely united ; and that the woi'kshop can be ma<le an auxiliary to the 
 seliool in preparing the young fen' usefulness. Wo must profit by it. 
 
 " ' 1>. That a beginning shoi M be made at once for the establishment, at llarrlsburg or 
 Philadelphia, of a great Static Pedagogical Museum, where all school malerial that is [iro- 
 duced at home or abi'<)a<l, worthy of such disjilay, may be e.vhibited.' 
 
 " In \ iew i>t' these lessons, and to profit by them, more cari ''"' iiKpiiry could 1)0 imule 
 into the characti r and working of systems of e(bu'atioii in other States and countries, 
 l-'raiice will hold a threat Internatinnal lO.xposition in tlit; summer of 1878. From what I 
 leai'U from those engngeil in organizing it, the ed\ieatioiial ilepaitment of the l']xpositioii 
 will be mueli iimri-full and eompleir than has liei'etoforo been the ease at such expositions. 
 
 " 1)<) we I lit know that general intelligence is essential butli to the prosperity of the 
 people and the welfare of the Stat<'? is it not the must potential means of |iroiuotiiig all 
 a -ood eiti/en euulil desire fur Ids ivjuntry, i'oi' his I'cllow-iiien, or for himself ( Let no false 
 eeouomv Mind us here. We must prip\'ide the best pnssiMe system of schools for our youtli, 
 if to accomplish it miney must be poureil out lik(.' water, '["o fail tn perform our du*^y in 
 this regarii, is to lose t lie great liattle for fne institutions. There is sn.in to be among the 
 nations the grandest sMiim'^I,. (.he wnrM has ever seen, — a stiuggle the result of which is to 
 determine where and uii'ler what inllueiiees ilu' truest uianlnHMl is develnpcd — the iiolde>t 
 men grow up, ( 'c.sl what it may, we must not lie behind in a race that shall test the make 
 and metal of earth's bravest and best, and that Heaven itself will witness with delight." 
 
 III. IvMKAi rs I'KdAi riiK Kr.i'tiin oi- Hon. Tiio.mas U. Srm kwi.li., Siati; Cdm- 
 .MissiuMiit vv I'fiii.ii' Schools, Jiiioiii-: 1si,.\n'i>. 
 
 "One <d' the ipiestions freipiently askeil in reference to the educational exhibit, wa-, 
 of what use will it be / It certainly serveil a two-fold purpose, by [uesenting for insper- 
 tiou of others, that from which something might be learned either to avoid or to imitate, 
 
222 
 
 I'AHT XVr. — AMKUIi'AN KDrCATIoNAF. LKSSONS 
 
 U 
 
 ,iii<l also by awakoiiiiig aniutig our tracliers ami scluiol oHicors, a (k't-per iiitort'st in tli.it 
 (1. partmcnt of the exhibition, and thus rendering them more eager to study it and obtain 
 f' )iii it fresh information, new ideas and better metliods. This exhibit, moreover, ren- 
 dered it possible for us to institute comparisons, and form judgments as to our present 
 status, our needs and our capacity, tliat would otherwise have been impossible. Like all 
 investments in the line of education, it does not pay its lieaviest dividend the first year ; 
 but as year after shall pass away, it shall be compounded again and again, till the return 
 shall be many fold, in the broader culture, the clearer thought and the greater power of 
 the teachers, with a more simple, thorough and systematical training of tlie pupils. . . 
 
 " Many lessons were enforced by the exhibition in a way that could not otherwise 
 have been done. Some of these lessons I feel it my duty to suggest here. 
 
 " First of all we need a moregeneial and thorough knowledge of the t<r!cnre of teach- 
 ing. Too many of our teachers are still, after years of experience, making costly expi-ri- 
 ments, that a reasonable knowledge of the princijiles of teaching, wouhl have shown to 
 be impracticable. Pedagogic science is as capable of accurate presentation as any, and is 
 as readily mastered ; and he who has been taught its jirinciples and tht-ir relation, must 
 be as much better (jualified to ajiply them than one who is wholly ignorant of tl.em, as 
 the niastei of any other science is superior in its ajjplication to a novice. 
 
 " Another jjoint closely connected with this, is that we may inqirove the character of 
 our primary work, by devoting more time to the development and culture of lIic perspec 
 tive faculties, and less to the reflective. At that age children are not fitted for the latter, 
 while the former is in perfect harmony with their natural development ; but they neeil 
 careful instruction in the art of seeing as much as in the processes tpf reasoning. U]tou 
 the right or wrong use of their senses will dejx'iid the accuracy of the knowledge which 
 must serve as the iiasis for their judgments. Here, as in the matter of jprofessional skill, 
 we must take lessons from our German friends, and avail ourselves of the opportunities 
 afforde<l by the field of Natural Science. 
 
 "Instruction should be more thoroughly localized. ^Vhat even the branch may be, 
 it should be illustrated as far as possilile by reference to that with which the pupil is 
 familiar. Especially is this true of tlu; Natural Sciences and geography. With the ob- 
 ject of thought immediately before them, the teacher can almost unerringly tletect the 
 false impressions or the wrong conceptions of his pupils, and thus prevent much sulise- 
 (pient error. Then, when the pupil has Ijecomcs accustomed to this w(jrk, he is (pialilied 
 to etdarge his field of inquiry, and extend his observations through the nie<lia of theper- 
 c<!ptions of others. 
 
 " In geography, to which nllusinn has been made, this feeling of localizing the instruc- 
 tion would also secure another cliange which seems to me very desiral)le. It was notice- 
 al)le in every Kuropeim exhit>it, tliatthis subject received its chief attention fiom a point 
 of view (piite neglected among us, viz., the physical features. This asj)ect of liie sul)ject 
 was always presented, whether on the textbooks, on the maps, glulies. or in whatever 
 way it was brought before the mind of the pupil. Ueliet maps and glolies were uni\er- 
 sal, so that a pupil's idea of a country nmst l>e associated with its physical conformation. 
 Such a knowledge of a country cannot l)Ut lie vastly more valual)le. than one which omits 
 it, for very much of political and descriptive geography is dependent upon the [ihysical 
 characteristics. 
 
 '• A matter of special importance to oui own State is that connected with the subject 
 of Drawing. 'I'iiis exiiibition lias demonstrated beyon<l a doubt, licjtli the impm ance and 
 tiie fcasiliilitv of training the people to a higiier appi'eciation of art on the one ban !. and 
 to tl)(^ acipiisitiou of a more t?-uly artistic skill on the other. < >f tin' expediency of taking 
 till' necessary steps to secure these; results, there uugiitto be no (picstion alter the experience 
 of Great I5ritain. As an investment alone, the manufacturiiig interests of lUiode Island 
 cannot afloid to aliow (lie oppoi'tuniiy to Ik; neglected. 
 
 " The |)roYisions adopted in many foicign cottntries in reference to the <'rection of 
 sclccl-lionses suggested to me the (piery whether the best interests of all parties, do not de- 
 nial. d that with us tliere shall lie an authoritativi; supervision of S'IkjoI buihlings as sliall 
 pri'Vent the construction of those which are eoiis)iicuou>Iy faulty in their essentiid features J 
 The principle invohi'd has alicady lieen recogni/ed in codes adopted by various city gov- 
 
 i:i I 
 
FROM TfJK C:F,KTKNXIAL.--Un()r)p: ISLAND. — ILLINOIS. 
 
 '2-2fi 
 
 it) th.at 
 I obtain 
 tor, reii- 
 pivseiit 
 Like all 
 'St year ; 
 e return 
 tower of 
 
 )f teacli- 
 
 lowii to 
 ami is 
 111, must 
 tl.eni, as 
 
 ernments with reference to certain classes of private hiiililing.s. How much clearer tho 
 right to secure the protection of j^cneral inter.^sts in puhlic huildin^s. 
 
 " The last siiggestion I would make is with reference to the advisahility of creating in 
 connection with our Normal School a museum of pedagogic material. It should l)e collected 
 by degrees as necessity calls and means jierniit, till we shall have there as complete a set 
 as possible of all the apparatus needed, or found to be really servicable, in a school-room. 
 It may serve at once as a means of instruction in the school, and also afford an opportunity 
 of st\idy or investigation to teachers and school oilicers throughout the States. 
 
 " If we give heed to these and similar lessons derived from the oxpeiience of others, 
 anil attend to the demands of our own consciousness, wt; cannot fail to build up a firm busis, 
 and to create such a svstein of instruction as shall be consistent buth with the ri'diis of 
 the child and the responsibilities of the State." 
 
 IV. Rki'ort liY THE Hon. T. II. White, Illinois Kducational State Agent. 
 
 " There is need of greater permanency in the plan and means by which our work is 
 carried on. The policy which leai^s to success in any commercial enterprise will apply 
 just as forcibly in educational work. Careful management under competent and perma- 
 nent direction have built up the great business establishments of the countiy. If our 
 educational progress shall keep pace with the growth of our industrial interests, or with 
 the intellectual advancement of other countries, it must be managed as well. When 
 the Czar of liussia, in his projects for developing tin; wealth and power of his country and 
 eilucatiny, his people, finds a man fitted for a certain work, he puts him at it and keeps 
 him there. As a result, there was in the Kussian department of the exposition an array 
 of material for illustration in teaching almost every branch of knowledge, prophesying a 
 fuiure piogress for that nation which we can but poorly conceive. The instruction in some 
 other higher institutions is even now equal to that of the best schools of their kind in this 
 or any other country. Already the Massachusetts Institute of Technology has introiluced 
 her methods in some of its departments, and other similar schools are contemi)lating the 
 same action. And all this is mainly the result of one man's labour in giving shape to her 
 educational work. So in other Euro[iean countries. Their system is permanent and pro- 
 gressive, their administration is fixed, and their teachers are teachers for life. 
 
 " O.NTAitio. — In visiting the educational exhibit of Ontario — a display which found, 
 from its peculiar character, but little competition from our own States — one met men who 
 have been connected for years with the control of her system of schools, men who were at 
 the outset selected because they Avere fitted for their positions, men who make their plans 
 for tlieir work, and then work to carry them out. They are never deterred from a course 
 which they aie certain would be? for tlie advancement of education for fear that it will ex- 
 cite the picjudice of enougli voters to control the nominating caucus or political election, 
 and that tlu^ people would then retire theiu from ofhce and so their plans be overturned 
 and their work destroyed. On my return from l'hiladeli)hia, I had the pleasure to meet 
 in Toronto the teachers of the Province in their annual meeting, and an opportunity to 
 learn something of the working of their system. They informed me that some of its most 
 valuable features, when introduced a few years since, encountered the prejudice of large 
 inimbers of the people, and even of the teachers themselves. This feeling has gradually 
 died away, and now all recognize the wisdom of the regulations. 
 
 "I (io not wish to be understood as commending all the features of their system. 
 Some of them would be no iniprovetnent upon our own. IJut this one of greater per- 
 manency of a(biiiMistrati(jii, and its indeiiendcnce of the party feeling that prevails at 
 popular el( ctions, might, it seems to me, be profitably adopted l)y us. 
 
 " l*i;Nysvi.VANlA.--l5ut we need not go outside of our own country to learn the same 
 lesson. Theic was not a single state exhibit which was more extensively visited, more 
 widely ccminunded, and which Itrought more credit to the Ameiieau idea of education, 
 than that of Peiiii.sylvania. As an expose of the working of all the edueatiimal ageucii'S 
 of a state, both puldie and private, advanced and elementary, reformatory and charitabh', 
 and of the means used in producing educational results, it went far to show how grand 
 the educ.itional feature of the exposition would have been, iiad it received its pro[ii'r 
 ileseits at the <.utset, and l)i'cn carried out arcurding to a well-digested plan. 
 
rr" 
 
 224 
 
 PART XVI. — AMKRICAX EDUCATIONAL LKSSONS 
 
 i ! 
 
 "The favourable circumstanci'S undt-r which this oxhihit was pivpariMl made all this 
 jKissible ; hut it could not have l)een done even then, liad the State of Fennsylv.inia been 
 in the habit of chan^u;ing lier State Sii[)erinten. lent every two, or <!ven every four years. 
 The enlistment of all the forces which were tributary to that exhibit could he done only 
 by a man who was familiar with his resources, and who kiu'W how to marshal them into 
 action. Such a kiu)wledge comes oidy by long ac(|uaintance with the whole situati<ni. 
 And lu? Would not have been able to present tho>e spleiulid results, had the litness of his 
 lii'st of subordinate utlicers for their positions been detenuined by the deliberations of a 
 
 )V 
 
 litical 
 
 caucus. 
 
 " Let us ask that our educational work be lifted above sucli associations, and that it 
 
 be treated with that consideration which its itupcrtance demands. Kdncation knows no 
 party, and violence i.s done it when it is diagged into the arena of political stiii'e. I'jx n 
 it depend the progress and the very life of tlu; state, and it is entitled to better treatment 
 from her than to lie math? the footl)all of party strife at the jioUs. 
 
 "II. A second lesson taught by the exixisition is, that o\ir primaiy instruction deals 
 too much with the abstract, too little with the concrete. The exhiltits from this country 
 showed an array of results of school work. Ot',<'r countries showed very little of this, and 
 more of the means for working out results. 
 
 "Tile abstract has its origin in tlie concrete. Conceptions, the material which fur- 
 nishes food for the judgment, come from things. If a man has convictions which lead to 
 a decided character, they arise from clearly-detined thoughts. Tiiese can be tiaced back 
 through judgment, comparison, ant. conception, to first impressions. If these impressions 
 are exact, truthful, there exists one condition in the formation of character. If they rest 
 oidy on the appeal of the teacher to the immature imagination of the child, they lack that 
 completeness which is necessary to a char comprehension and accurate judgment. The child 
 needs to be awakened from the condition of a recipient of vague notions to that of an 
 active searcher for truth. Through the avemies of the senses he forms impressions which 
 are original, hence clearer. 
 
 "Our primary schools should be supplied with greater abundance of aiils to the 
 teacher in giving instruction. The schools of technology, natural history, and art, con- 
 sider such means a necessity in their woik. A stronger ri'ason .applies for inrni>hing 
 suitable objects for use in teaching children, whose work shoidd maiid.y be to acipiire ac- 
 curate impressions of the world about them. 
 
 "Sw1':den. — To assist in conveying an idea of her schools, Sweden erected in the 
 exposition grounds a country schooMiouse of her own importation. I'nder the same roof 
 was a home for tiu; nuister of tht; school, 'i'lie school-room was fuiiiislied with .^ingh; 
 seats and desks, substantially and pl.aiidy made. The teacher's desk had two divisions 
 with locks and keys. A cal)inet organ stood in one corner. .Vniong the apparatus for 
 tiaclung geography were globes, a frame for maps, maps of vaiious kinds, and a iihuk- 
 bt.ard upon which were permanently drawn an outline of the country, its rivers, and the 
 boundaries of its ])olitical divisions. Cponlitth; bhx'ks were printed the names of ihe 
 divisions, riveis, towns and cities. The w(M'k of the chilil was to attach its proper name to 
 each object upon the map. So this suliject was taught in a way inferinr only In actual 
 tiavel. Fiu' i.istructi(,n in numliers, llni'e was a blacklioard lor use in teaching their 
 fill ination, and the method of writing and reading theoi by means of objects, from it 
 tiic [);ipil gains an actual comprehension of niimlier, in>tead of a familiarity \\ith ceitain 
 t'lins of woi'ds which aic meaningless to him. f'oi' teaching botany, tliei'c was a l.uge 
 \' iriety of charts and a collection illustrating the llnia of the whole country. There was 
 aUo a collection of mosses, and one of culti\ated prudiicls, as nuts, seeds, etc. There was 
 a -et of appar.at us for illusn-.uing tla principles lij'n.-itural philosojihy. Tin ic were cabinets 
 of Uiitural histoiy containing stuU'ed lieasts, liiid> and li-hes, and >peciniens of eoiaU, siai'- 
 tishes, 'jrustaceans, molluscs, in-ecls, rocks, ores, and fossils. I huvi; l)y no means named 
 i'\-erything. liy means of all these, the (dnld, umler the insti'uction of its teacher, foiins 
 a true idea of the various sid)jects of its study. So the niiii 1 grows by an exercise of its 
 own powers. It becomes sliong by assimilating its nutrimeiu. 
 
 " Bi;i.(;iiM, Kissi.A, S\vir/Ci:i;i..\Ni). — The exhiliits o'' other countiies might be de- 
 scribed in detail, each showing its peculiar h'atiires, but it is not necessary. Ilelgiion 
 presented its .school-house siuiilaily furnished. At first the Ivussian exhiliit reminded 
 
 
FUOM Tin: CKNTKKNIAL.-- ILLINOIS. 
 
 22'» 
 
 riii>hiiig 
 
 
 \ 
 
 one of ail iniiucii.st! toy sliop without any particular purpose or system. I'ut subserpieiit 
 .study rcvt-alt'd tliut every article was for a purpose and that it was of vahiahle service iu 
 instruction. So Switzerhmd presented its disphay. That of Ontario lias already heeii 
 alluded to. 
 
 "In this connection the que-stion arises, whether our state, or a single county, cannot 
 encourage its sidiools to furnish tlu-ir houses with these appliances, by arranging for a 
 supply at a :a^' which will be within their means. '1 here are many things which are as 
 nuich a necessity in the .school-room, if we con.sider what education really is, as the stoves 
 on which Wi' cook our food, the tables from which we eat it, or the chairs on which we 
 sit, are necessities for our homes ; and they increa.se the elKiciency and pleasure of school 
 work as much as do these implements economize the labour and add to the enjoyment of 
 home. The projter authorities can agree with a manufacturer to supply .such of the 
 schools of a county as desire it, any article at a stipulated reduced rate, at the .same time 
 encouraging tin; schools and saving them the impositions practi.sed by agents whose pro- 
 fits depend \\])m tht; credulity of their customers. 
 
 " Tliere are other lessons which the careful observer learned from the display at 
 Philadelphia. 1 will name only one more. It is for those of us who are teachers. 
 
 " ' A workman is known by his chips,' is a homely saying, but full of significance. 
 In the ]iupils' work we see the teacher as well. In the neatness, the arrangement and 
 the general api)earanct^ of pajiers from schools of about the same grade, there was a great 
 contrast. Often one was reminded that the.se things, ini[)ortant as habits of life, are too 
 little thought of in the training of children. Penmanship is too much neglected. Orthn- 
 graiihy, so long as the present system i)revail.s, will always be a stumbling-block to pupils. 
 Bui greater e.Kcellenco than manuscripts generally show ought to bo attained. The 
 character of the stMitences used too often furnisheil ground for the charge that the study 
 of grammar is a meaningless form rather than a practical reality. The rules for the use 
 of capital letters, especially at tiie beginning of a sentence, seem to be good to learn and 
 recitt", and nothing more. 
 
 " If 1 may be allowed to make a single suggestion in this connection, it is that as we 
 ourselves lise, we lift Up those about us. 
 
 ''A lesson without a point fails to accomplish its full purpo.se. The following 
 thoug'-'.s are suggested for the consideration of those present: 
 
 " 1. That the teachers of the state secure the establishment of an educational de- 
 partment in their county or district fairs. In this may be exhibited articles of school 
 furniture, apparatus, plans and models of school-houses, school-books, specimens of work 
 doiu' in the schools of the region, and any other things possessing an educational interest. 
 An exhibit of simply the things necessary in every common school would be very sugges- 
 tive. If steps be taken in season, jdans can be matured by which specimens of penman- 
 ship, drawing, sipelling, and other written work from different schools, can be presented 
 in such foiin as to be attractive to the public. I'rizes might be awarded to the school 
 showing the best results reached in accordance with specific regulations. In this way a 
 greater jiopular interest in education can be excited, a stimulus to do better work in the 
 schools given, and the ingenuity of teachers exercised to devise improved methods of 
 teaching. 
 
 " 2. That this association encourage teachers and others to ])resent for general in- 
 spection at its annual meetings any apparatus or other aids to instruction, whether of 
 their own invention or otherwise. The display now made by the publishing houses is of 
 this nature, and possesses great interest. The enlargement of this feature of our gatiier- 
 ings would bring a corresponding increase of profit. 
 
 " .'3. That this body present to the schools of the state a scheme for their encour- 
 agetneiit in pursuing specified studies, the work done l)y each to be presented for exami- 
 nation at its annir.l meeting. 0(;rtain conditions could be made according to which the 
 seliools shoidd present their work, and co'nntittees could V)e appointed to pass upon its 
 merits and give their decision. This undertaking would involve niiu'li labour, but tin* 
 good to be accomplished would warrant the effort. It is possible that the association 
 cmdd award prizes or give some mark of distinction to the schools showing the greatest 
 excellence." 
 
 i.j 
 
2'2i> 
 
 TART XVn.— KDUCATIONAL Ll.SsoXs 
 
 I'AUT XVII — LKSSONS FOll CAN'ADrANS. ClIIHI'LV i;i)i:(\V IIOXAL 
 DKUIV'KD FROM THH IXTKKNATlON'AL KXlUDU'lUX 
 
 (A Lkctuuk Dki.ivdiucd iiei'oiie OS'TAiao 'rKACiiKiis' Associations, Ktc.) 
 
 On the U'lii iii' May, uf last year, tliere was ()[)L-ne(l in llio City of l'Iiila(lt'l[)liia, 
 oiif o( tlif graii(l''.it sflioul.s uf Ul)jt'ct Ll'.ssuii 'lY-achiiig wliicli any one oii this coiuiiii.-tit 
 had ever st'en. 
 
 It was groat, in the first placf, for tlic coniin'cliriisivt; ami .stiilun;;- Ohjcct Lcssiiii.s in 
 Xatiunal Life, Xaticjnal Cicography ami Xaliiuial Indii^lry wliicii it taiiLiht. Xatiuns ami 
 countrius which to the oiiliiiary Kuirner fidin tlie text hook, were as tar i. if ami intan.^il'le 
 as the fabled land uf Kl-Doradi), ur the yarden of tlie Hesperidcs, wrre hnmglit into close 
 view, with a distinctness which surprised ami ania/ed hiiu at the reality. i'l:^yi»t, China, 
 Japan, Russia, Drazil, ami the Indies, were thus before his vision, no less in the persons 
 of the lironzed, piy-tailed and almond-eyed natives of the one, tha: in the men of stranj^e 
 speech and dusky hue of the others. 
 
 Tiieii, in the second place, there were the strange and grotes'pie productions of native 
 skill and ingeruiity, with "the barbaric pearl and gold" of the half-civilized nations of tiie 
 east, mingled with therefinenient and elegance of Europe and America. 
 
 Again, there was rarely seen in such close proximity and utdon, ^5ucll a varied com- 
 bination of the characteristics of national life and industry, as wtae here brought out, 
 with tlie vivid distinctness of a panorama. 
 
 In passing up and down the long avenues of the Main JJuildiiig, there was one thing 
 whic'.i specially struck the eye of every Canadian visitor, or that of a Ihiton, amKLat 
 was the name and national symbols of our mother-land fiom across the .sea, which, in 
 all the industries and pursuits which render her so famous, was .so well ppresentcd 
 there. Surrounded as she was, with her noble group of colonics — Africa, Australia, tiie 
 Ivist and West Indies, and our own Dominion— many of them rei»resenting an incipient 
 nationality, and that, too, with all the .self-reliance, strength ami profusion of material le- 
 tiources which well became the sons and daughters of the foremost empire in the world. 
 It was an impressive sight, full of significance, which was not lost upon our Americ.m 
 friends, nor upon the representatives of other nations, gathered there to witness such a 
 brotherhood of Anglo-Saxon and Celtic freemen clustered around their imiieiial motln-r. 
 Well might the (j|ueen of such an Empire, like the lioman Matron, Cornelia, ]iuint, with 
 a flush of pride, to iier noble group of Colonies, in all their glow of youth and manly 
 strength, and say with tiulhand dignity: — " Tliese are indeed /hj/ Jewels,"— the only 
 adornments befitting the mother of such a galaxy uf youthi'ul natio.is. 
 
 IJut, among the sons and danghters of this great Empire, none enkindled a warmer 
 >;low of satisfaction at her wonderful growth and progress tiian did the United States uf 
 America. It is true that siie had challenged a great international comparison of her own 
 industries and skill, with those of the old and renowned conntries of Europe, whose age 
 was at least ten times tiiai of hers ; and whose industrial skill and resources she knew 
 were almost inexhaustible. But she was on her own soil, and that this gave her an 
 -mmense advantage. 
 
 J 
 
110N\L 
 
 , hTC.) 
 
 IMiilailolphiii, 
 \m coiUiiii.-ut 
 
 •Ct Lt'SSnIiri 111 
 
 Xatiuiin ami 
 nil iiitaiiLiil'le 
 milt iuti) cImsu 
 Kuyiit, China, 
 in the lu'i-suns 
 lieu of htraiiiju 
 
 Lions of native 
 nations of the 
 
 a vai ied com- 
 ; Ijrouyht out, 
 
 was one tliiiiy 
 ritou, ami .hiit 
 
 at-A, wliicli, in 
 ell 1' iin'rti.Mit>il 
 , Australia, tiie 
 iig an iiitipiciii 
 
 ut' material le- 
 in the woiM. 
 II our American 
 
 witness such a 
 iiipciial mothi'i'. 
 r!ia, iiuiiit, willi 
 uth ami manly 
 vels,"— the only 
 
 iidled a wannt-r 
 United Statt-s uf 
 risuu of htr own 
 roiie, whose age 
 iirces she knew 
 his gave her aa 
 
 KOll CANADIANS FKOM THK CI NTKNNIAr, KX II i I'.ITK "X. 
 
 4)07 
 
 *; 
 
 It is no less true that, liaving given this challenge, every spring of h.'r ambition as 
 a nation, was (juickened, that she should nut sulfer hersidf to be worstcil in u ruomentoiis, 
 th.iiuh peacefid contest like this which she herself had invited. It was, therefore, tlie 
 urcati-r pleasure (which was shared in alike by visitors from the I'liitod Kingdom and 
 from all the Colonies) to mark how well this cMest of Iliitain's olfspiing ;u'(|uittcd hrr- 
 self. It was no less a pleasure to witness the vast proportions l.j rt-hich slu- had grown 
 during the first hundred years of her national existi-nce, and to see evidences on every 
 hand of how fully erpiipped she was for this great international content of industry and 
 skill. 
 
 (dancing, too, at the numberle.ss foreign e.\hil)itN, './hicli were everywhere so exten- 
 sive and so prominent, the visitor began to realize how grand a school it was for him in 
 which to learn impressive le.ssons in regard to the numlier, e.^tent, peculiarities, social 
 condition, production.s, prowess, science and skill, of invuly every civilized and half-civi- 
 lized nation in the world. It was no wonder, thercfon', that visitors to this vast aggre- 
 gation of the industries, commercial products, ami intellectual life of the worlil, should, 
 on thi'ir return home, prove to be the pioneers of luiudreds and th.ousands of (jtheis who 
 also came back eijually (kdighted ami profited by their visit. 
 
 IJefore dealing with the general details of this great gathering (jf nations in the New 
 World, I shall for a few moments glance rai)idly at the more important of the national 
 and international Hxhiljitions which had preceded the one at Philadelphia. 
 
 The instinct which imjiels to a national ilisplay of ])rowes3 or skill, and a local compe- 
 tition for honours and distinction in both, has long been characteristic of semi-civilized 
 and civilized communities. The Olympic games of classic Greece, the chariot races of 
 ancient Italy, and the tournaments of mediaeval times, were followed at intervals, and in 
 a more practical age, by the great commercial and industiial gatherings of Venice, Russia, 
 France, and Kngland, bringing them down — Ijut only as national gatherings of a local 
 kind — to the days of the present generation. Thus, the first industrial show, or " trade 
 tournament," was held in Venice in 1208, Subscipieiitly, to facilitate trad<! between 
 jtirts of the extensive Russian empire, a great fair had long been hehl at Macaritf, and 
 afterwards at Nijni Novgorod. In 1091), an Exhiljition was held at Leyden ; in 175G, 
 tiie London Society of Arts offered prizes for specimens of decorative manufacture.-,, such 
 a- tai)estry carpets and jjorcelain. The book fair of Leipsic has long been famous ; but it 
 was in 171)8, and in France, that the germ of a Natioiuil Kxhibition first developed itself. 
 It grew rapidly there, however, until at length, in the thoughtful mind of Prince Aliiert, 
 it expanded into the greater idea of a grand gathering of nations, whose contests here- 
 after, as he had hoped, should be those only which would promote the arts of peace and 
 industry. 
 
 Most of us remember the wonderful success of that first great Internation; I I'^xhilii- 
 tioii of 1851 — the marvellous structure of Sir Joseph Paxton, which arose fairy like in its 
 proportions, covering twenty acres of land, and lofty enough to enclose within its ample 
 si)ace some of the noble elms of which Hyde Park (where it was erected) was so justly 
 proud. A recent American writer thus recalls the incidents of this memorable fore- 
 runner of subsequent International Exhibitions: — 
 
 " Novelty and innovation attended the first step of the great movement. The desi"n 
 
228 
 
 I'AIIT XVir. — KDICATIONAL I-KSS()N!4 
 
 of the structure maile arcliitects opt-ii their eyes, and yet its oriijin was liumblo and piac- 
 tical ei oiigli. The Adiun of Crystal I'ahiccs, like him of Ivlrn, was a j^anleiier. Whfii 
 Joseph Paxton raised tlie palin-lioiise at Ciiatswnrth, lie litth; suspected that he was 
 raising a structure for the world ; that, to horrow a siuiile from his own vocation, he was 
 setting a bulb which woultl expand into a shape (jf as wide note as the domes of Florence 
 and St. Sophia." 
 
 The result may be summed up in a few word.s. Out of 2 10 competitive plans, those 
 of Joseph Paxton, the head gardener of the Duke of Devonshire was chosen, lie himsilf 
 was knighted by the (^ueen when he had demonstrated that his fairy-like striicture with 
 its firmament of glass overhead had a local habitation and a namt- — that of the fnnious 
 Crystal Palace of 1851. The exhibition itself was amazingly successful. It cost about 
 .^IjSOOjOOO ; while its receipts during the tive months it was kept open, nearly .~?ii,r)(i(»,0(»(>. 
 The number of admissions was 4,740,000. Out of the suri)lus .$1,000,000 grew the gerni 
 of that famous South Kensington Museum, which to-day stands at the head of the many 
 popular and attractive museums of Europe.* 
 
 The remarkable success of the London International Exhibition of lt<r)l, acted as an 
 extraordinary stimulant to that class of popular " Expositions" of industry everywhere, 
 so that national ami international exhibitions soon became an epidemic. The spirited 
 City of Cork led the way in 1852. Dublin and New York followed suit in is").'? ; Munich 
 in 1854, and Paris in IS."),'). Then there was a lull, until Manchester, in 18.")7, inaugu- 
 rated a grand " Art Exhibition," which created (juite a sensation. After a little breathing 
 space, the international mania for "Expositions," as the French designate them, .soon 
 broke out again ; and Florence in hSGl, London in 1SG2, Amsterdam in 18(J1, lu.'ld suc- 
 cessful industrial gatherings, which stirred up such a feeling of emulation and friendly 
 competition on the continent of Europe, that it was at length deciiled to sus[)end the snme- 
 what located class of exhibitions which had been held there during the previous years, and 
 to call upon exhibitors from all parts of the civilized world to unite in a grand inter- 
 national gathering worthy of the name 'at the gay capital of France, in 1807. The call 
 was responded to with enthusiasm on the part of about forty countries, which were repre- 
 sented by nearly 50,000 exhil)itors. Every conceivable sul)ject, as well as industrial and 
 social interest, as might have been expected, were well represented at this grand exhibi- 
 tion. They were classified into ten groups^the tenth group was, for the first time, in the 
 history of these international gatherings, added to the list of sul)jects which had a distinct 
 place assigned to them in the exhibition. This group included " articles exhii)ited with 
 
 * 111 siieakiiig of the e.st.ablisliiiieiit of Smitli Ivfiisiii','t()n Miisuuiii and nf thr inw niuviiiii-iit in favuiir nf 
 Art Edncation in England, tJeiinany, Franco, and otliur lonntrii's, tin Aniiriian Nittimtdl QnniUrlii JUn'm) 
 
 for Mari'li, 1877, says: 
 
 si.-nuols for instrnution in drauini,', niiidcllin.L,' ami di'si;,'iiini;'. Those srhcinls aro siip|iortid partly I'V the 
 (iovornniont and pai'tly liy local authoiitios and fi'os. In IS7l' tiny nunil Mod IL'L', ami uito attended liy 
 ■J'i,fs4") stndents, besides the 7(i-"i at ^jonth Konsinyton. Tlioy had also 5;j,S oveninj,' classes for instruction il'. 
 drawing to artisans."--( J'aL;e im). 
 
Foil TANADIANS FltnM TlIK (KNTKNNIAI, KXUMUTIoN'. 
 
 OOO 
 
 lo jiml |ii'iic- 
 
 IT. Wllill 
 
 liat li(f was 
 ion, lit! WHS 
 ot' Flort'iicu 
 
 plans, tho.-iO 
 He liinisclf 
 ucHu't! with 
 tlu' famous, 
 j cost about 
 .■«:j,r)( 10,0(10. 
 !W the genu 
 of the many 
 
 , acted as an 
 eveiywheie, 
 Tlie sjiii'ited 
 ;">:! ; Munich 
 8.")7, inaugu- 
 tlc l)reatliing 
 them, soon 
 n(jI, lield suc- 
 aiid friendly 
 nd the souie- 
 us years, and 
 I grand inter- 
 im The call 
 h were lepre- 
 iidusti'ial and 
 grand exhibi- 
 it time, in the 
 liad a <listinct 
 xhibiLed with 
 
 ii'iit in faviiui- i)f 
 'Jiiiii-Ur/ii Ikrii to 
 
 iitluT l*'.UliiIii;lIL 
 to 111 lirl.iu- lliT. 
 liniiMlt lllinli.' till! 
 .lie llMlMi- iif till.* 
 
 HimI tci iiiilu.-^try. 
 ', u]I<l :lll iilllliliJ 
 ' lii'ad I'l'liti'i' (if 
 |ir(i;il liliii ss fur 
 ^.tl•i;ll tnuiis, art 
 ■il |i:u'tl.\ liy the 
 ,rri' attcmlc'il liy 
 ir iiistnuliiiii ii'. 
 
 the special object of improving the jihysical and moral condition of the people ; " — or in 
 other words, the gre:it and most im])urlant de))artment of " Social Science," including 
 Ilducation, first received recognition anil an approjtriate place among those special subjects 
 of national importance which touch more closely than any other, the moral, social, and 
 intellectual well-being of our race. 
 
 T do not nicMu to suy that this subject received no attention whatever at previous inter- 
 tintionMl gatherings, especially at (lie great parent exhibition at London, in IH.il ; for it hid 
 loiiLT formed a topic of earnest interest and discussion at the Social Science Congresses of Kii'i- 
 land, and elsewhere. Nor was it overlooked at Munich, in 1S')1, at Paris in 18');"), or at 
 l.imdon in 1S(]2. Far otherwise ; but what I do say is this, that it was only treated as a 
 ^subordinate branch, fit only to be grouped in with other kindred subjects. But it was other- 
 wi>c at I'aris, in 18 i7. There, to the credit of Napoleon III. and the members of his Ini- 
 pi rial Commissi. ,, it was formed into a distinct group. And thus, fitting homage was the 
 first time nationally paid to that great department or out-growth of our Christian liviliza- 
 lion, which, under the comprehensive designation of "Education," deals with interests so 
 momentous to the well-being and enlightenment of nations, communities, and individuals. 
 
 In speaking of this " new departure," at the Paris exhibition, Dr. J. W. Iloyt, the 
 
 educational representative of the United States at that exhibition, says: — 
 
 " If Napoleon TIT. had signuiized his eventful career by no other shining act done in the 
 interests of liunianity, tlic imperial decree which opened group X, and created ' the new 
 ordi r of reconi|ienses, with a special view to the amelioration of the moral and physical con- 
 dition of poiiulation.' should, of itself, place his name on the i)agc of permanent history in 
 K'tti'rs of light, and insure to his memory the benedictions of mankind." 
 
 And now let us pause and consider for a moment what this act of the Third Napoleon 
 involved. We, on this continent, from the earliest time of British Colonial rule, have been 
 tauuht to regard education as of inestimable value to a people ; in fact that, as the humble 
 hand-maid to religion, it is essential to their growth and prosperity intellectually, morally, and 
 socially. Our fathers, and the fathers of the noble U. E. Loyalists, the heroic founders of 
 this youthful and ]irospcrous Dominion, (who, a« we arc told, " were themselves, to a remark- 
 able degree, educated in the schools and Universities of England,") shortly after they landed 
 on the shores of the New World, established schools j and six years after their arrival (in 
 1G:')(')). gave .£400 to establish Harvard College, as a supplement to the Reverend John 
 Harvard's benefaction, and private subscriptions which had been collec'ed. Further, as an 
 instance of their touching zeal on behalf of their beloved college, the colonists of those days 
 gave the rent of the ferry between Boston and Cambridge, to the college ; and once, at least, 
 every family in each of the colonies gave it twelve British pence, or a peck of corn, or its 
 value on unadulterated wom-pom-poage. More than this, the fathers of our heroic U. ]•]. 
 Loyalists, decreed that every Township of fifty families should support a public school ; and 
 when they reached the number of one hundred families, that they should support a grammir 
 school. 
 
 To us, therefore, with our loyal and traditional instincts, so nlivc to the vast importance 
 of education, it was only a matter of unfeigned surprise, that in the first great international 
 gatherings this important interest did not at once receive due recognition, and bi placed in 
 the front rank of subjects to be considered and illustrated. But, when we remember that at 
 that time more than one half of Europe did not recognize popular education as a subject of 
 
iT 
 
 I 
 
 1 I 
 
 2n» 
 
 PART XVM.-KDfCATIoS'AF, l,i;ssf)XS 
 
 iiiitional importaiiHO, and that in other countries it wa- a niittcr of «ubor linato interest, wo 
 can well understiinJ the vant si.rniKcaiico of its fornial ri!co;.'iiition at th« I'aris Kxhibili'ui of 
 lt<t'(7. Tilt' nations liad at I'ormcr oxliihitions slowly learned tliis important les-on, (mih! it i> 
 one of those nioinentous truths whieli the thouuhti'iil and s:i;,'aeious men who took part in 
 them at once perceived and applied,) that those tilings whieli are of real practical utility, and 
 are the products of enlij;htcnnient, foretliou^ht, and intelli^■ent skill, were, in fact, in the 
 t'liest sense, the result of the labours of the school-nnster ; th it the invention and impri>\.- 
 iiient, which are made in tlie direction of the amelioration and advaiiecment of the social in.t- 
 dition of mankind, do not emanate from ignorant minds iind unskilKid hands, but are i he 
 result of that process of intelligent training and systematic culture which reach tlie nia^se- of 
 the pcoide fhrou.^'h the schools. On this point, W. 'I', Harris, \')-([., of St. Loui>. in an 
 address before tlie Massachusetts Statu Teachers' Association last l>eeember, says: — 
 
 " In a nation who>e boasted self-^overiinient claims to rest on I'ree school education 'tf 
 the masses, doulitless its >ehoo| teachers, had a better ri^lit to coiiiir.itulate themselves upon 
 the i;eneral lesult of the exiiiliition, and to f^ee exultinLily in the vast display, ehietly tlie result 
 of cdue.itcd intelli,Lreiice and skill. Tliey may not be blamed if they saw ev(ry where the 
 influence of .school education as an e.'^seiitial factor in the (juality df versatility everywhere 
 nianirested in American skill. They are doubth^ss riuhl in traein;^ the same influence of 
 school education in the products (if skill of Ibrei::!! nations 
 
 "From these considLrations it is dbvious how pertinent have been the studies nf our 
 teachers upon thepiolucts of inacliinery in the ureal exhibition as directly related to the 
 projiress of school education. Wherever there is evidence ol' vers:itility of skill in the ie, !i- 
 vidual workman, or evidence of hiiih directive [lower, there is i,'i|u.il evidence of s. hool educa- 
 tion or its equivalent. This eorielntioii of productive industry with education has been re- 
 cognized in the most recent of world's fairs." 
 
 Even our own Mother Country, with all of her for.;thoui;ht and sagacity, and her late 
 ellbrt to uplift the masses of the people, intellectually, even she found with dismay, that 
 during the interval of her own pioneer exhibition of h"^;")!, and tint of I'aris in l.'-<i7, >lie had 
 bejn left imincasurably behind in .some of those departments of industry in which she had 
 prided herself, and which rei|uired in their treatment a su|ierior intelligence, and an eiiliLiht 
 encd skill on the part of the workman. 
 
 Mr. J. Scott liu.ssell, who was one of the Ihitish .Judires at I'.iris, in 1S("!7, on his 
 
 return to England, wrote a book on this suhjeet, and, in his dedication of it to fhi' (^tneeii, 
 
 b. 'Sought Her Majesty to take steps through her .^lini-ters, to arouse the Endish people from 
 
 their educational lethargy. Speaking of the rude awakening England has just received, he 
 
 s.iid, (writing in ISH".)) : — "The hist IS years has been a series of (!vcnts slowly, reL'iiarly, 
 and disagreeably, awakening the iiMiimi fioni a pliMsant lielief. once ;i reality, now only a 
 dream. Eightees! yeais .igo there began a si^ies of coni]ietitive trials of intelligence an I >kill 
 between the citizens of tlie diil'ereut civilized nations of tlie woihl. Tlie first trial in iiondon 
 in 1851, was I'liighmd's great lesson ; the second was the exhiliition lieM in I'aris in i ,S.").'i. 
 Nothing was mon; striking than the enormous progress nations had luade I'roin 
 the first lesson. , . , iMmland was struck tiy tip- amazing superiority of some continent.il 
 nations in the beauty and grace of design which sulhced to convert the rmle and nearly worth- 
 less material of flint and clay. . . into inv.iluable works of .\rt. . . . Tlie le>-' n 
 which the French and Gerniaiis learnt was of another sort. Tiiey I'elt their inferiority. . . . 
 and they argued thus. . . . The way to compete with England, in mechanical power, 
 is to apply hiLiher .-eienee to it, . . . They did sd ; and in IS,")."), what we saw was in- 
 structive to the cletir-sighted and the thoii-htful. , . . liut did not alarm the J'liiglisii 
 manufacturer. . . rnli.ajijiily thererore they did not take warning in time. They 
 
 merely committed the common blunder of despi.sing their rivals. . . , This .self-satisfac- 
 tion was a huge blunder. . . . The jirogres^ of the l''reneli and (ierinans was an ominous 
 
inft!ro.-t, \x>> 
 xliibitiMii of 
 ti, (iiml it is 
 took ii.irt in 
 utility, :iiiij 
 i'liL't, ill the 
 111 iiiiprox I'- 
 sociiil Cmi- 
 Imt an.' liio 
 to. mu>si'> of 
 iOui.«. ill .ill 
 s ; — 
 
 '"liiuatioii of 
 iiwlvos ufMin 
 fl.v tlie ro>wlt 
 y \vl;('ri' tlic 
 >• cvcrywlicic 
 
 iiifliioiioo of 
 
 tiidios of our 
 itcd to the 
 II till! ii'. 11- 
 
 s. liiiol .(liica- 
 li;is boon rr- 
 
 aiid lior late 
 ilisiiiay. that, 
 [-"fiT, .-hoha-l 
 I'hicli .-lie had 
 id an t'liliuht 
 
 IHOy, Oil his 
 ;o the (^iiocii, 
 li pooplo from 
 t rocoivcd, ho 
 ly, rc-'ii.-irly, 
 
 ,', now nlily a 
 
 iico an I skill 
 111 in liOiifloii 
 iris ill i .S."».'». 
 d iiiadi' Injui 
 coutiiicnt.il 
 nearly wortli- 
 Thc lo.»<. I) 
 riority. . . , 
 inical fiowof. 
 .saw was i ti- 
 the J'liiLilisii 
 time. Tlicy 
 i .self-sati.sf:ie- 
 .san ominou.s 
 
 roil CANADFAXH FHOM THK CKNTENXIAL EXHiniTIOX. 
 
 281 
 
 
 roality. . . . Tlio tliird losson wa.i our own pxliihition of 1,S(>'2, wi.ich win hiiniiliatin;» 
 to us.* . , . liiit the I'aiis l'].\!iihiti'in of JMIT uiiive r]n<_'l.ind ii final h-.xson. We werrt 
 there riidi ly awakeuel ami thoronjihly alarmed. W'l then h ;ii mm) not that w were e(|ualled, 
 hut that we weiT / if. ,i not on sonir jpNiiit,-. l»ut liy fioiiie natimi or other on nearly ail those 
 point.s on whieh we had hitherto prided ourselves. ' 
 
 In speal<inj,'on the .same siiliject, lion. Mr. Northrop, iti his Kilncntinn Ahyoml, says : — 
 
 " The I'liiversal Mxposiiioii of Iinliistry in Paris . . . foiiml a <.;oo(l sehool fur 
 I'.nLclaiid. ami throimh Hniflaml for all Kiirope. The investigations iiistitutedhy I'arlia- 
 tiieiit and embodied in a report in re}.;ard to the failure of Kiif^dand at the exhibition were 
 tiiofoiiudi ami eoncliisive. The epitome of that repert was eireulated widely in variou.s 
 j'lirnals on the eoiitiiietit, ami reaehi'il TiirUey, Cliiiia. ami .Japan. Perhaps no report of 
 Parliament attained <,'i'eater celelirity or e.xerteil a wider and happier iiitliieiice. It wa.s 
 aecepted as a denioiistiatioii of the iiiiliienee of education in jiromotint; individual thrift 
 and national prosperity. Mven Knijlisli reviews and newspaiiers, and the largest ami nio.st 
 intelligent nianiiracturers, were eompelled to admit that liritain fared ill in that eompari.-on 
 of the world's imlustries at Paris. This was an unwelcome .sur[)rise to the nation. Il-r 
 .sii|ieriority to all the world in iiianufaetures has been long assumed as umiuestiom-d. 
 1'lie most keen sighted and ptaetieal I'.ritish observers admitted the mortifying fact tiiat 
 riiglaml was .siir]ia sed, either relatively or absolutely, by In r conti>iental rivals. Tiiis 
 v.as true, not in a lew, but in luany and various branches of manufacturing and median ieal 
 i'ldiistry. There was great unanimity in this view on the part of those Kiiglish ' .lunu-s' 
 .'1 lid other observers osiK'oi.illy ap|Miiuted to e.xamine and report the results of their ob- 
 .servatioiis '' — paL'e I l''>. 
 
 " The evidence ot loss of ]irestige for Pritisli manufactures was too cle.ar to be di?- 
 jiiited. Leading men and jonnials at once discussed the cause. There was general unar.i- 
 iiiity as to the fact itself; and the cau.se was found to be the absence of technical a,'id 
 general education in (treat Pritain, and the prevalence of both on the continent." — 
 page 1 f*^. 
 
 Thus wo sec that the.'.e groat international Kxhibitions were the first grand levers -vhich 
 
 were usei] to uplilt the nations to a higher plane of intellectual life, and to demonstrate to 
 
 fluni, beyond p'lwer of controversy to gainsay, the great practical truth which underlies the 
 
 . . _ _ iiM.iiis i'l tlii- I'y.tr.irt, tliat tilt' Fr<>iiiii and (ithcr K'li ii].i..:i!i X.itiuiis tncik to 
 
 li<'art tile !r-s(ins nf tiif<i' Tiitcni.i'JnKMl ; \liiliitiiiiis which Ihi.'H'nl nc-'l ■(■t>'il. i'lit- sti'in v.liii Ii Im'^iuoo .'cul 
 "tlici- nations VmU, iiftiT thi' Lnuilun Kxhihiti'iii uf l.si'.'J, an; th>n statfilhy t)ie Aiiit'ric.au Katimnl Qinirtiitii 
 /!,<■;, iriur Ma- '■ '^-"■ 
 
 IlifHir u>r Alaich. I.Sm : - 
 
 " III thi' fiilliiw iiiLT year (1 SUM) tip' KniiiiT')ra[>))oiiiti'il a lavLTc ni\i\ n\Af t'cuiiim'ssii.ti, wliicli was (li\ iilnl into 
 'I'ctiiiii-.. to iii\i'sti'..ati' th.' . iihji'ct iif ti'rhiiiral I'llucatinn in jiai'ticular. In lS(i."i, this fmninis-inn siihinittcd 
 an claliiiratc ri|ini t. slin\' in'.;- wliat thv sitn.itiun was at lioiiu' ami in ail jiarts of l'jii-(i|ic. Tlu'v ih'flai'Ml 
 'hat ilriiirliKi^ ii-i/li :il/ il.. ,1 itiilicil liiin: tn I'm i/iii'i ri iil ini/nxlriill itrt.i, nli'ni 'it In ciiiixiili n >/ ii.-i tliv pyiiirij.iil 
 •naiiis 1,1 III I nijiliiiiiil in !■ rluiifii! iii.iiriiiiinii." 'I'hi'V inailr v.irinus M'cnniiui'nil.-itinns, which wric actcil iipnn 
 at unci- hy till' ( ui\i , ninnit, " and the art instruction of France, which hiul sn Inni,' liccn the hot in Kamiie 
 for industrial |ini'|".-c;, was in vai-i'ins imint- rccnnsti'uctcd and made lietter still." 
 
 (Ill- \^tiui.ii in 1 laiKe. ne_mii,niuns ill n"i;"ani 
 d'lstiial schiMils Were iircjuired at the same time. 
 
 " in Austria the incivenient in fa\nur of art edncatiim is even more iuarke<l. 'I'lie Miiscui.. of Art iial 
 
 •i|ually lienetii ial 
 
 In Austria the movement in ia\our or art education is even more marke<l. I lie Miiscui.. of Art ii:d 
 rniln-try at X'ieinia is similar to the South K. nsin^jtoii ^Miiseum in FiiLrland. and exerts an ei|ually liemtii ial 
 intlneiice o\(;r the iilher schools of the eiuiitrx'. l'>ut it is needless to speak of each conntry ; the im|pul~i' 
 has lieeii universal throuiihout all I'airope within the last twenty-five or thirty years, and e\rrywl. re t'e 
 most irei! Tous ]iro\ision is hein;.,' m:alc K the various (io\ •■rnnieiits, and new art sciiools, new museini.s ami 
 new ieL,'ulations are everywhere estahlisheil. 
 
 " These movement^, the reviewer ^'oi's on to say were, "observed liy thonuditful {ir.actical men" in the 
 ''iiiti'd States, " who in .Massaclnisi^tts |ietitioneil the l.ej^islatnre to take action .... .and, in May, 
 1.S70, a law was passecl " .... in whii-h dr.awiic,' was " re. |uiivd to he tam,dit in the T'ulilie Schools, 
 and also rei|uirin;,' every city or town, with over 1(1,01)0 inhahitants, to |>rovide aiiiiually for fra inslrniiina 
 ill iiiiliislriiil ilriiiriiii/. . . In 1S7."> a similar law, relating to drawiuy in I'uhlic .ScIiocjIs, was jiassed 
 
 11 the State of New York." H'aL'es M.ll. .'iV..! 
 
n 
 
 M :i 
 
 i.s 
 
 .>«i.) 
 
 PAHT XVII. — KOnjATIoNAI, M.SSoNS 
 
 trite niiixiin wlilch wo nil utKlcrstiiinl, that " knowltMlu'i' /i iiulocd /minrr" -power, wliioli i« 
 irresistible — power, wliicli einlows ilelicito, niid oven oDiiiplicatoil iiiiieliineiy, iilmost willi 
 tlio instincts of life— power, wliieli, with unerring penetration ami I'orec, seizes upon salient 
 points; anil, by controllin'.', turns even opposite,' I'oreus into obedient servants ol' a superior 
 will, purpose, and ilesif;n. 
 
 No wonder, then, that when nt lornior e.Khibitions the pr.ietic il powi'r of a sujKTior in- 
 tcllijrence hud demonstrated itself to bo a superior reality, own in the in iterial thing's of 
 every-dny life, the representatives and the olVieial head of a nation whieh had taken the 
 lesson to heart, ami hail profited by it, should ]publiely ami oflieially ibclme that, this '.^n at 
 branch of social science (education) would receive hereafter that eoiisideration wliicli was ilm: 
 to it ns a national interest of the hijihest uioinent, and be accorded tiiat status which its 
 supreme iniportanee demanded. 
 
 In this frroup thus officially rccoi,'iiized, there were nearly 1,200 exhibitors, less than 
 t.'iOofwhom leceived prizes; but the impetus ^iven to the cause of education and .social 
 science was incalculable. As an evidence of this, and of the increased interest in Intern i- 
 tional i'].\hibitions, I may mention that the covered area of the Paris K.xhibition embranil 
 forty acres of i:round— that is, twice the covered area of the liomlon Kxhibitioii of 1H.")1 ; 
 the number of admissions durinjr the "217 days it was open was over S,S()."»,0(l(i, ami its re 
 ceipts approached 8l',25O,()((0. 
 
 The next <rreat Kxhibitioii held was at Vienna, in isT.'i. It was in all respects a notable 
 success. Speakinir of its educational features, the .\nuriean (.'oi.umis^ioner. after referriiej 
 ill hi^h terms of the act of the Freiicli Emperor in lirst ;;ivin^ education a marked promi- 
 nence in the Kxhibitioii, .-ays : — 
 
 " Hut it was reserved for the Emperor of Austria to L;ive sjieeial prominence to this de- 
 ) irtment by hononriim it with the rank of a ' i;rimp,' [to itsellj ami liy inakinir s](ecial 
 eiForts to insure such a reiiresentation in that L'roup at Vienna, as wuuld promote the ad- 
 vancement ol' education throujrhout the world." 
 
 In this he was not disappointed ; for the result was that thi^ number of exhiliitors at 
 ^'ienna, in education alone, was nearly 1,(10(1, as eoiiipared witli l.'iOit at I'aris, while the 
 number of educational awards ^iven w^s over 1.000. The exhiiiition building's themselves 
 e )\creil an area of about fifty acres, and during the 1."^") days it was ojKin thi; number ol ad- 
 missions was nearly 7,0()(l,0(iO, while the receipts were only s 1 ,u;;2,:;s,'). 
 
 We come now to the last Ljreat International Kxhibitioii, de-iuiied to lelebrate the Cen- 
 tennial of American independence. It wiis, on the wiiole, a much greater success than any 
 of its jircdeccssors. The area covered by the (Crystal Palace at the jjondon Exhibition of 
 liS")l was twenty acres ; at I'aris, forty ; at Vienna, fifty: and at Philaildphia, aliout .seventy- 
 four acres, or an area of half as much more as that of tin: lariiest of the Kuropean Exhi- 
 bitions. It was open about lOO day-, duriiit: which time there were I), 1)10, 1)90 — that i.s, 
 nearly 10,000,000 -admissions at thc<,'atcs ; — one d;iy alone the number reached the enormous 
 number of 2()S,()");^ — that is, nearly .'](IO,000 — people. The leeeipts of the i'entennial Kxhihi- 
 tion reached the enormous sum of s."5,813,74!), or almost s 1,()(J0,000. The total cost of the 
 Exhibition was, in round numbers, about sS,()()(),(l(i(l. 
 
 Ikfbre attenqttinsj; to draw a few practical le-sons of instruction from this wonderful 
 iiatherinji' of nations at Philadelphia, I .shall take a rapid (glance at the ^'rcat features of the 
 Exhibition itself. The stiitistics which I have just given will enable tho.se who were not 
 
w^^ 
 
 jKiwor, which !■* 
 iiuy, iihnost with 
 L'izcs u[ii>ii siilicnl 
 lints ol' a .Huperini" 
 
 of ;i sii|)(!rlor in- 
 iiitciiiil Ihin^i- of 
 ch hfid tiilvtui till' 
 ii'i! tlial this ui'i .It 
 on which wiis duu 
 t stuliis whicli its 
 
 lihitnrs, Iosh thun 
 neat ion ami sociil 
 iti'irst in intiTiia- 
 hihitinn onihrnccil 
 xhiliitiiin of I Sal : 
 i:»,(i(lli. ami its iv 
 
 resiiocts a notable 
 iHT, al'tcr rof'crriiiu 
 11 ii marked pronii- 
 
 iiiiiH'iico to this (le- 
 liy nialvinir special 
 M pvonioto till) ail- 
 
 vr oC cxliiliitors at 
 
 It I'aris, while tlie 
 
 iiiMin;j;s tlicniselvcs 
 
 the number ol ad- 
 
 celebratc tlio Con- 
 or success tliaii any 
 ndon Kxliibition of 
 pliia, aliout seveiity- 
 ic Kuropeaii Exhi 
 1),!) 10,090— that is, 
 laclied the enormous 
 ! (;cnteniii:d l']xhil>i- 
 hc total cost of tlu; 
 
 from tliis wonderful 
 ^rcat features ol the 
 those wlio were not 
 
^ 
 
I'olt (.'ANADIAN.i I'llo.M TlIK (KNTKNMAI. i:.\ II I I'.ITION. 
 
 23.S 
 
 thorc to realize snnicwliat (if tlie niii^nitndc (i' that vast siirlit wliicli it was their loss not 
 to have seen. To t]io<e tliat were there, it will simply serve to recall that wonderful sighl. 
 whicli will lonu' remain imprinted on the memory. 
 
 The whole area enclosed for the Exhibition, by a fence three miles in extent, was 
 '_'.")i') acres. Tlie sfiot chosen was one of the most beautiful and elevated portions of Kair- 
 moiiiit Park. Within the enclosure were live immense strutures, and about one hundred 
 and lil'ty others of various sizes. It would be impossible, in this brief paper, to do justice 
 to tlu' magnificent sii,dit which the Kxhibitioii — its buildintrs and irrounds. ]>rcsented on one 
 of thii-e i'X(|uisite morniiiirs in tlic lovely and " leafy month of June." Hoth seemed fault- 
 less ill their mairnitiidc, ('le^anc(!, <;racc, and beauty, as they struck the eye of tlie beholder in 
 looking oil that grand and '^ay scene bir the lirst time. Not that they were in reality faultless. 
 .\ Clitic, were he an architect, might have found endless faults and violations of professional 
 taste in the indiviiliial buildings, and even in tlie grounds ; but to the general visitor — even 
 one iifretiiieinent and culture, the impression made was one of !.'ratitied surprise and plea- 
 Mirc. Indeed, the giiieral feeling shared in by tlie ordinary visitor was, that the sight more 
 than realized i ven childhood's dreams of fairyland. It was a question whether the omji 
 )/'',,! (Pi- •• bird's-eye view" of the grounds and buildings from the Horticultural Hall (includ- 
 ing the Hall itself), cmild be easily surpassed — the construction of all that was lovely, with 
 all that was striking, gay. and picturesque, was marvellous. And then, the vastness of the 
 '■ material " of the Kxiiibition — tlie articles comprising which might be counted by millions, 
 while the number of miles required to be traversed in order to sje them all, was officially 
 stated to be at least "_'.). W. T. Harris, Ksq., St. Loiii<, in an address before the State 
 Teachers" Associatimi, of .Massachusetts, in Di'cembor hist, thus speaks of the vastness of the 
 Kxhibiton : 
 
 •• The mass of conunodities i!;splay(;d at I'hihidelphia, on cither side of the avenues, 
 aggregating to iiuiidrcds of miles, was simply too vast for ..he inspection of one individual, 
 it he managed to i:<'t over ten miles of the exhibit to day, and the same amount to morroiv. 
 he still had tiii^ prospect before him of six times as much more awaiting his attention, and 
 what iiKU'tal was strong enough to hold ont for lialf this work ? His powers of attention and 
 (jli-ervation wen; completely dissip;ited Ijy the time he had visited the Exhibition for three 
 <lay^, I do not spe.ik of tlu; comparatively lew visitors who had seen other National Kxhibi- 
 ti'ui-. and had become familiarized with such scenes — but millions of our fellow-citizens went 
 away from I'liiladeljiiiia with a new experience— a new conception of the migiit of the social 
 whole in which they had grown up, and a deeper realization of the jiurport of the civilized 
 world, wlu'reof our nation forms only one memlicr. It is true ; the collection of industrial 
 products there made was only a merest fragment of the total wealth of this nation and as other 
 nations, but the value was symbolic, and the transcendant magnitude of what was there, ele- 
 v.Ted the ttion .'iits toward the not visible sources that lay beyond." 
 
 I shall -lot veiitnre to describe this grand Fixhihition. In many respects it was inde- 
 sciiiiable. It had to be seen in all its complete magnitude and greatness in order that it 
 miuht lie realized ; but even then, the eye and the mind, and the memory failed to take all 
 in. Its variety and combinations sccukhI so endless, that the ordinary visitor became bewild- 
 ered, and gave it up in a sort of pleasant despair. Even those who thought they could, and 
 thought they did, master the details of the Exhibition, in ten days or two weeks, came away 
 with apiainful sense of the fact that there were hundrjd.s of things which they had not seen : 
 while the impression left on many minds was in reality that of a confused array of beauty and 
 elegance, vastness, and variety, mingled together in a remarkable manner. 
 
234 
 
 PART XVir. — KlirC VTIONAL LFSSONS 
 
 I .shall not, therefore, venture to <leserihe tlio Hxhlliition. T shall cmtc^nt myself with a 
 r.ipiil irlancc at its salient points ,is a whole. 
 
 Tlie main building w.is of course the .Mejca to wiiieh iIk^ feet ol'iijl pil'jrinis first tunned. 
 It eovereii an area of 22 acres, and contiincd an end'.c^-; profusion of some of tlie most vahi- 
 ablj and costly thin<.^s frnni the atolii;r and workshop, tli(> loom and the laboratory, the print- 
 ing pn'ss ; and I may s;iy in a word, the prodiief of thi^ miml ,ind intellect of tlii> principal 
 civilized nations of the world, 'riiere the oldc-t natinn met the yonnu'est, and exelianjed 
 fiieir greetinii's, lyiiypt, China, and Japai), with tlii ir modern scnn-civili/..itiiin in antii|ii(> 
 ii'ess, were there side by .side with the youn : ;rid fiourishinu' ccdonies df En;_d;iml, and the 
 iiewest States of the vast Hcpublic. whose first lot) years of existence they had come ♦housands 
 (.if iniles to celebrate. There* too, were evidence- of thi> refinement of I'rance, with examph s 
 of the solid excellency of dermatiy.' The decay iiiL' vii^our of >pain wa< par.alleled by tlii> 
 I ll.ff youth of soni',' of ill" S^'ntli Anr'rican cmintrii s Sweden, liollan 1. and HelL'iu'ii. no 
 loss than Switz'rl.iiid. N'orwiy, oii !>!iiiiark', w.a'e u-orlbily re]iresented ; — while l!r,--i,i, 
 Austria and Italy, of tlie old wurld bad tiuar counterparts in Hr.i/.il, Canad.a, ;nid Australi ', 
 I'f tlio new. It w,'i-' indeed a wonderful e imbination ; and yet the several tableaux ]ire^e!ited 
 a strilviiiLT series of contrasts, ev(''i where you least e\p '(Med to fitid llieiii. Tal<e tbe i'x;nii]ili* 
 of China and Japan. !n the i^ojiulir mind, there is but litil.- diilerence betwtMi tlie>e 
 nations. And yet tht^ differenc' is n.'in.arkable, and i* was bmu-lit out in stron;; contra-t at 
 IMiiladelphia.t 
 
 The exhibit from Russia was in son;e respects rennrk.ilile — esjieeiilly tin* educaiioinl 
 '".■atrires of it, whicii, I may sav, surprised everybody. It w;i< ex[)ected that in inal:!ebite. 
 platinum, rich ores from Cral inoiuitaiits, firs and mlier productions of tint vast j'linpire, 
 Hu>si,! would hav(^ exeell"d ; but in the matter of piipulur education it w,i - iioi ll:oU'jbt th:it 
 -he had taken any s],eeial intere-t. Yet it was far otiierwiM'. After the emaneipal'.o'i ,.t 
 the s.rfs ill iv'ussia by the pre>>ait Mm perm-, in ISoj^Iieset iiiiii-e!f. wiili the ail >■!' wi-- 
 eonncellors, to lay the found itioii-; broid and deep of ;i coinprib-ri-iv >ehinii> of lvlue:itio . 
 ■■^o energetic was the movement, lliat in a feu- years about Hi, (Kill primary seliooU w. re 
 established for the instruction of the ma^se^. We do rait reipiir.' i i seek far f^r tin' cau". ot 
 this Wonderful pro'jress. 'I'lie final issue of the ('i-imcnii w ir t.ni'_dit the .-a'^acions l{u~«;a!i a 
 terribh' lesson. It taught that proml ,aiid self-reliant nation ;it Si'ba>tojio!, .as it did the -eif- 
 cftiifident .\ustrians at Sadow.a, that the pliv~i'(Ue and eour;iL''e of the uneducated so'dier. 
 when armed with the most deadly weiliui, wia'e ;is iiiitliin'.i' wliai o[ipo<i'd to the skilfal liiiL'ers 
 and eiili,L.diteiied tirav, ry and foretbou'.dif of the comparatively educated rank ami liie ot' 
 Urilain or j'russia.]; 
 
 Prus-ia, France, and An-;ri,i, were nobly represiaited in the Main lluildin.;, in ,all of 
 tho^^^e tbinjjs in which eneli of them excelleil. i'lii'^iand aiiil her a-ter kiiiLrdoms. with ;in lai- 
 terjivi^iii'^' ::r'iup of colonies nrronndin..' them, eentended with tin' varimis Statics oi tln» 
 
 * Tlic Aiiii'n'r';iii X'llii'ii'i! V'"'''"''// l!< rit "■ fi.r Miiidi, ls77. ill ;i( mitiir.' f^a' tin' rct'iticiiiri,; ;ii'il 
 
 '•li'.;incc iif l'"rri;(li w'.ir'js i.f art ion! -kill, >ays : 
 
 •' Xiit that till' l''n'iiili, a- :\ ] p!c, .■ii-.- .■ii(|..\Vfi| Ky tiatao' uitii iiim-.. L'''iiiii-i ; imf tliat, tiny were li.' -i 
 
 'ii-i_'iiially witti ;i Kcen.-r ini-einti^.n .if t'le lii'aieiful tliaii tlie i„.,p;.!.- .,f nt lier e .imtiT'-'. Imt lieean-^e l',.r eeii 
 tiirio they li.ive fo-ii-re I atiil cultiv,ate,| t),,. arti-tie ta-te aii'l'^Uill, hot ..iily of tlieir .l.-i-iier* ami arli-a'is 
 
 lint ;ill elassc-idf tlieii' | jile liy art ■^elinoN ami iiei-'iiiii -. A-^ l.a - li'-eii t ruly <i\h\. lliat In r 'lr'iiri,,ii ■ /,,, , '„ 
 
 J^,,-;i llii Inn l,ii.--i.-< tif III !■ iriiiHI, nn I ih-'Kjii rll"." I l'a_'e '■'•'<] I. 
 
 ■I- I have s|ieeially refrrred !n thi- <'iinti-a~t nii |ia.:e --u' "f tlii- l.'eiielf. 
 
 ;: See pau'e ('i."i (if tlli^ lir|Mirt, 
 
itcnt myself witli n 
 
 '.Lrrinis (irst tui-hcil. 
 c ul tlie most v;ilu- 
 bnratoiT, tlif j'rinr- 
 ■ct of t!i<' iiviiH-ip:il 
 rest, mill cxolKmuC'l 
 li/,:itii)n In ;nitii|\ii> 
 if En;_'l;iii(l, and tho 
 li;ul ciiine *li<ius;mils 
 iiico, with i'xaiiii>li s 
 -; [:iiri»llcli'(l li.v ill'* 
 1, atid Holiriirn. no 
 .h1 ;— wliili' 15u'-i:i, 
 ludii, and Australi ', 
 tatilcaux ]irosrMti;d 
 Tnkc tli(- I'X.-inijili' 
 .■nce lii:t\V'On tlu'M' 
 11 striiii;; t'lmtra^t at 
 
 ,illy tin* ('diic:iii"nal 
 that in mala'-hit''. 
 ' that vast I'^iit.ir''. 
 ,-;i. nm llionuht that 
 till- t'lnaiu-ipali"'! id 
 iitli the al 1 i.f wi-' 
 ■hrino of ivluriitiii , 
 iriiniiry scdioul- Wi r.- 
 fir fir t!u' cau-". m 
 
 .■.;i-;H«ii>U> Kn-'iaii ;l 
 >!. as il did thi' -lit'- 
 \in('du(Mt''il siiIdiiT. 
 t.i tho -kilfiil tinL'iTS 
 itcd rank and tilo uf 
 
 11 I'.uildin.,'. ill 'ill '1* 
 jitrdonis. with an I'n- 
 .-.■irious States o! tlii> 
 
 fnr till' rctinfiii'ii! ai"! 
 i.f tli;it tlii-y w.Ti- 111' •! 
 
 i-J. llllt lllMMllO' fi'T nil 
 
 ■ .|--i-iiri'-i ;iih1 :nli-:ni-, 
 lli;it /" /' 'Ir'iii'iii't ■ /'■' ■'■• 
 
! !' 
 
 irti 
 
 J 
 
FOR CANADIANS FROM TirK CFNTKNNIAI, KXHIRITIOX. 
 
 235 
 
 s 
 
 Union for suiircniacy in arts iind industries comninn to botli ; while tlie Dominion of Canada 
 
 did lier sliaie witli tlic mother country in maintaining' a vi;:oroas efTort for that supremacy. 
 
 And here I would quote the followin;^' trihut'; which 'lenertil Walker, Chief of the 
 
 I'.ureau of Awards, |iays to our mother country. He says; — 
 
 " Of all foreign countries Great iJritain was foremost in the oompletcncss and the corli- 
 allty with whieli tlie inviiatinn n'.' tin- Centennial Commission was met, Tlie reu'rcttahle 
 speech in which Senator .-^unnier ur-ed that I'hi'Jand wnuld resent heinir askc'l to participate 
 i I a ccKdiration of iser own humiiiatioii and difeat, would ap[)ear to have appealed strongly 
 '■• (lie inaidiood of that noble nation. In every way and in every p'ace the official ri-presenta- 
 i^in of drcit lirit aiii at the Centennial of American Independence, whether in the Fairmou'it 
 I 'ark or at lnde[)endence Hall, on July Ith, while the i;rundson of Richard Henry Lee reail 
 "Mt the dec'aration, and the bands jilaycd Vanki'C Doodle, was thoroii^hly worthv and dii^ni- 
 ti'd. 'file I5riti>li ^'ommis^ioners bore them>elves, from first to last, as if they had a varni 
 interest in the success ol' the e.vhihition, and rendered to the Administration a hearty and 
 >ympathetic support on evciy occasion of embarrassuient or difficulty. To say that thccon- 
 duet of the • mother country' was complimentary to the I'nited States, is to say the lea^t 
 tliinn' that could he said. It was more and better. It Wiis honourable to herself, and did 
 honour to thc! community C)l' nation '.' — /i)f' /■niifiiiiin/ Hcrhtr for May— duno, 11^77. 
 
 Airain, lie say-; : ■- 
 
 "The bear hu- of the MniiUsh jud-e- wa~ above till praise. The names of Sir Charles 
 ilced, Sir William Thompson, !)r. .Iidui Aml-rson, ('a])t in i)ouiilas Galton, Mr. Lowthiiin 
 iSell. Sir Sydney Watcrhw. Sirdohn Uawk-haw, Maj(n- \V. 11. Noble, tnid their distinguished 
 C'lllci.^iUcs, were a .sufficient uuarantee of the ability with which their duties would be per- 
 lormed ; but it was not to liavi> lic-ii believed that ,any body of men could so utterly have 
 diseharired themselves of .all icition.al ]ii'ejudiees, l.i enter with such impartitility, such cor- 
 diality even, into the examination ol' the very pmdu' is in which the United States arc pros- 
 i;iL' Knizland with f!ie severest competition, frankly recoiziiiziiiL;' every ^ood thinir, from what- 
 ever source it ca. i. and oftciitimes surpri-^inn' tbeii American eollea<j:ues with the fulnc-s 
 and the heartiness of their conimeiidation of processes and products familiar to us." — ////'/. 
 
 The next tircat attraction at the lv\hihition was the famous Machinery Ilali. This va,-t 
 hall covere<l fourteen .acres, and was, on the whole, with its woiulerful contents, one of the 
 ureatot nnrvcls of the Kxhibitio'\ Tl'o first desire of every intelliuent visitor who entered 
 ir was to pay a willini;- liomaL^e to the ueniu> displayed in the construction of the ereat Cor- 
 liss MuLiine — that -rand monarch of the h dl, who was enthroned in the midst, and who 
 -■omed .so endowed with life and pcnver that when he moved the vast hall was instinct with 
 lil'e and iinlustry, and when he was silent all was stillness and repose. In reuard to this ina<r- 
 nitiecnt jn-oduct of man's skill, I .shall (|Uote a few words from an article in the Hcciii' tie "''•- 
 Miii,iJi.<, written by one of the French Commissioners: — 
 
 " The vertical steam-enuino, says he, of 2,.")00diorsc power, was constructed by Mr. 
 Corliss, of Providence, K.I , on entirely new piincijdes. The total weiudit of the metal w is 
 about "iKl tons, ,and it reipiired si.xty ears, cirryiti!:' over ten tons each, to transport it fmni 
 Providence to Philadelphia. The trans[)' rtation alone cost ."?."), OOU, and the machine 
 itself is valued at .•^-JiH),! KIO. The whole wati constructed and put in motion in 1j-.- Mian ten 
 111 )nths. All the pjirts were so well su])p(U'ted, the (([uilibrirm so e.vact, und the movements 
 .so Well calculateil, that no tremor was produced ; all appears to work as delicately as the 
 ni'ch.inism of a clock. By the confession of c iiufietent machinists, it is declared to be the 
 most remarkalile nllellin^' in Machinery llall, und one of the ;^a'catest curiosities — perhaps 
 till' piincip.al, of the wlioh; Exposition." 
 
 I I'an scarcely refrain i'roin referriii-' i,i this eonnci;tioa to the '.lyciiMtihc .uines. 
 
 Here (a Ph.il.adeiphia paper says) were all kinds of pumps, rams, an;', blowiuj: apparatus. 
 
 Th re was also a ureat iron t.uik supplied with water, from w!r.;'h, in a beautifui sheet of 
 
 wit' r forty feet in width, a flood came dasliiii'4 down into the reservoir. ()vcrhan<jiiii: the 
 
•2n(\ 
 
 PAHT XVir.— KOI'CATIONAL LESSON'S 
 
 i 
 
 li 
 
 i 
 
 i 
 
 irnmonsc tank were a dozen or two of liir<,'c pipes, connected with steani-punips, from wliich 
 streams of water wore constantly flowini: ; while others sent their streains tlic Icnjitli of the 
 tank in graceful curves. Here and tlierc the streams hiseeted each other, forming showers 
 of »pray, and imminulint; and iiitermin<.'liin,' in hcautiful confusion. 
 
 The United StaK.-; Building was the next grout ohject of interest, It contained one of 
 the most remarki;li!c' and unique collictidus at the International Exhihition.* 
 
 Tlio ^^emll!i.ll i . il, or Art CJallery, andantu-xe.s were indeed an art world :u themseive!». 
 The liui!'!ii:'_' which ivas a noble one, was erected hy the State of lVnnsylv:rnia and tli«> City 
 !'f riiiladelpii' (, • 'ost of '*l,-'>Mn,000, and with the annex covered an area of two acres. 
 The two 'ou<ilie.- . -p'o nearly 1 10,(100 s(juare feet of wall .surface for paintings, and L'r),t)0(» 
 ifjuarc feet of flc n .-p.-j for statues. 
 
 So bewildering i.- tlie array of choice jiictures and statuary of all kimi-, that, as an 
 
 AmeViean writer, Ifonourahle Mr. Wiekershani, on the !-'jt»ject .siys: — •'• ,"\Iere words mu^t 
 fail to give any coucoption of the fulne.^.s and variety of the collocti'ins in Memorial Hall and 
 the annex." 
 
 We agree with him ; and insert the folhiwing tribute which this writer pays to the 
 
 B;-itish exhibit : — 
 
 "Among the nations, fJreat lilrltain takes the lead in lier display of paintings. It far 
 surpasses thoso ;it the French exhiliition oi'l,'<C)7, and that at Vienna in 1S7:5. KuL'land does 
 not come to sell her wares ; but from the 'jne<'n tn tlio Commoner, our motherland takes down 
 those jiietures from her walls — many of them of almost priceless value — incurs the ri.-k of 
 damai:e in shijimcnr and from handliii-^'. and generously loans them to us for hali' a year." 
 
 Two other buildings and tli. ir contents de.-erve notice. They were the Agricultural 
 Hall and the Woinin'.s Pavi'.'on, both full of innuTucrable objects of great interest. C)f 
 -jiecial exhibits there was tlic French national disjilay of her public works, a remarkable coi- 
 leetiou of beautifully furni>hed models of bridges, via<luct.*, aijUeduets, lii:hthouses. jettie*, 
 dike", canal hcAa*, railroad depots, governm '>^ map-- and charts, etc.t 'I'lu; othof special 
 exhibits were the carriage annex, the Kansa- and Colorado display, the glass manufacture 
 exhibit, etc. The other most n<itable buildi;^.; * on the grounds, were the Ju(lgcs Ilall —a 
 handsome structure in which all the public nieetinu's connected with the exhibition were held 
 — the I'hotoL^raphic Art Gallery, in wliich the ciioice photograpliic pictures of various coun- 
 tries were exhibited — the Shoe ;ind Leatlier Hall, in wliich leather in all its forma and ad.ipta 
 *ions was displaped — tht; Pennsylvania Fducational Hall for M,e State collection — the Swedish 
 Sehool house, the Kindergarten Schoohhouse — the I'ritisli Pavilion, or St. George's Mall, tlie 
 Japanese JJazaar, New England liog-hou.«e, besides restaurant.s, and a number of handsome 
 buiMings for private or special exhibits. 
 
 Ill this connection I would not omit ono of the chief conveniences of the Exhibition, 
 i refer to the miniature Jlaihvay, which conveyed its thousands of passengers per day 
 aioiuid the spacious grounds of the Exhiliition "with safety and de,-}iateh." 
 
 Of tlio National Buildings erected on the grounds, St. (JciTge's Ilall, for the British and 
 Canadian Commissioners, in the (juaiiit Flizabethan style, was the mo>t striking ; then the 
 Gi rinan Government huildinu's, the French, Spanish and Swedisli building>, all of them very 
 handsome — the Canada 'I'imber house, atid si>venteen others, — very neat and picturesque struc- 
 tures for the seventeen Anieiican States whitdi were represented at tlie exhibition. 
 
 For it ilrscriiptinii nf tlii^ (■illri-tiini, m'i |iii i' S4 of tiiis Iiijiuit. 
 
 t Sf.' I.M-r 101. 
 
i-punipH, from wliii-h 
 iiiis the lenuth of the 
 thor, forming (^liovrovs 
 
 Tt contiiincd m>e ui" 
 ition.* 
 t world in tlminsflvo. 
 isjlv;r,ii.i and thf City 
 I nn nroa of two aore.-*. 
 jiiiintingS smd lT),!)!*!* 
 
 all kind^ that, as iin 
 
 '• >fer(> words tnU't 
 
 J in Memorial Hall and 
 
 his writer Jiays to the 
 
 IV of ynintin^s. It far 
 in 1H7:V KoLdand does 
 niotlirrland tiikosd.iwn 
 •iluc— iiu'urs the ri^k of 
 ) us fur half a year." 
 C were the A<:ricultural 
 s of -.'reat interest. Of 
 works, a remarkable col- 
 u-ts, lijilhouses. jettie*, 
 'tc.t The olli'''" s^iecial 
 V, the <;lass Tuanufaeture 
 vcre the Judges Hall -a 
 I the exhibition were Iwld 
 pictures of various cnun- 
 1 all its forms and adapta 
 10 coll. 'ctii-n— the Swedish 
 or St. Geor-i''s Hall, the 
 id a number of handsome 
 
 i.Miees of the Exhibition. 
 ,<ls of passengers per day 
 de.-pateh." 
 
 s Hall, for the British and 
 hornet strikin-;;; then the 
 buil.lit>i:>, all of them very 
 neat and picturcsriue struc- 
 : the exhibition. 
 
 The I'tNN.sVLVANIA KDlCATIO.VAr. HaI.I,.- CkXTKXXIAL iMI.IiNATlONAr, 
 
 I'xiiiiiiTiDX. r.i-e L'.'iii. 
 
 Tiir Jriii;i >" I'ammcv rKsn NNivt, (Mi;i;NATinNAr, K.\iiiiUTiiiN.-r:i:i. •.':!';, 
 
lili. 
 
 ^ 
 
 e -•• 
 
 '^ I 
 
 
roll CANADIAN'S FROM TIIK f.'KNTKN'NIAL KXIMHITION. 
 
 2n; 
 
 Such is .1 brief unJ Humiuury slfctch of tli.it most interesting and most successful exlii- 
 bition at Phihuloiiibia. liut yet, I feel that I have i^ivcn but an imperfect idea of one of 
 the most wonderful si^dits of the world's industry, skill, intellect, and inirenuity which it lin> 
 b:eu our i)rivile!:i' to behold. 
 
 The incidents of tliat remarkable exhibition deserve a passing; notice. 
 
 It is estimated from oifieial data, that in coming and going to that grand gathering, not 
 less than :i((, 000,000 of passengers were " moved " — chiefly on railroads through the continent. 
 To this vast multitude no disaster occurred, and scarcely a single life was lost. On one day 
 about <;.')8 passenger trains ran in and out of I'iiiladelphia, with nearly .'5,000 cars and their 
 living freight, and not an accident occurred to any of them. Admitting that uuusnal care 
 was exercised by the railway officials on th(!se roads, yet so wonderfully were these things over- 
 ruled by the good Providence of God, that the fact was the theme of constant remark ; and 
 ii: called forth over and over again the expression of devout thankfulness for so remarkable 
 an instance of (lod's goodnes.'< and preserving care. 
 
 Keturning again t(» the exhibition itself, the fjUestion may well be asked by many who 
 were net there. ■' Well, your sketch of the vastness of the exhibition may be very true, and 
 the facts which you state may be interesting, but — niihuvn? — what is the real practical 
 value of such exhibitions, involving as they do expenditures of millions ? " In answer to this 
 reasonable question I will give you th.e result of the observations of a most experienced man 
 on this subject. 1 rel'er to one of the most able and accomplished, the Austrian Minister at 
 Washington (Hanjn Van Schwarz Senborn). In an address on the subject he says : — 
 
 " I am an old ex])osition man. I v.'as ai>pointed by my Government as Commis^ioner 
 to the exposition in Ijcipsie, in IS.")!). I was Commissioner to London in If^al ; then, again 
 in Londnii at the exposition of ISIIJ. J was at, Paris as Commissioner, and class President 
 of 'he jury at the exjiosition of IS.'v"), and as.-isted also at the Paris exposition in 18(!7, lately, 
 while i was Dejiuty Con.^ul-deneral of Au.^tria-lluiigary, in Paris, I was called to Vienna by 
 His Majesty, my Kmptror, to jilan and suuerintend the Universal Exposition of 1S73, iu that 
 city. As director-general of that last exjiosition, 1 was more strongly convinced than ever 
 that eniversal expositions lire, tiiu very best of schools." 
 
 " 1 have been travelling for thirty years, and 1 have found that the iinpressiou gained 
 in travelling is one of the l)est means of ohtainiiig an education. I think a univeisal 
 "Xjiositiou is also like a journey ; but with this advantage, that you see in a few hours, 
 ■. .d at a trilling e\[iens,', thai whi'jli would ordinanly take years of travelling and a great 
 outlay of money U* learn. 
 
 " A man thirty or foity years of age cannot go to school ; hut he can be itistructeil 
 by tye-sight, or ol)j"et teaching, such as is afionle(l by the exhibitions and other similar 
 ni'-ans. <3ne of those means 1 first referred to is travelling. What is travel ] Travel is 
 education. You leacn many things in travelling by observation. You are taught in that 
 way. Therefore, this is object-teaching. A great tJennan ,-<"ranf, Professor Virchon, made 
 a very interesting and a very accurate remark which applies here. He said that 'iiotii- 
 ing which : ver comes through your eyes into your head ever goe.s out.' And so say I. 
 The impressions which we obtain by the sense of sight, atfect the brain and change our 
 views in the most favourable manner. That was the meaning ; and the man who has 
 set'ii m.aiiy things, who has ciavelled a great deal, will have his intellectual faculties greatly 
 improved. We observed in Austria, as well as in other parts of Europe, another sci iking 
 HYect of tlu'se exhibitions. They improve in a remarkable way t^lie public taste." 
 
 The Honouralde B.(>. Northrop, Secretary to the State Board of Public Instruction, 
 
 iu Connecticut, in speaking of the great beneHts of the Centennial Exposition, says ; — 
 
 " Travel is an important means of education. Personal observation gathers the 
 most striking materials for investigation and reflection. But the Exix^sition, like an ex- 
 
i i! 
 
 I 
 
 ■ i 
 
 2:J8 
 
 I'Aitr xvii. — i:i»r(Aii(»NAL lkssons 
 
 tiiitli'd jiiitioramic tuiir, t|iitiiiiii/t'il to tlic iiiiuiy. ilir Icssmis wliicli a tiiii arniuiil the woiM 
 aiii|>lilics to a \'iw. In a luirf time, ami at r()iii|iaiativcly little fX|M'iiM', it .--linuc.' nany 
 iiiillidiis of |ic(i|ilc wliat it. wniilil have ni.st cacli <iiic iiioiitlis. il' imt ycais, tnlcaiii '.y 
 iravfi aliiiic. 1 1 was also a srliool of Irllnwsliip ami ;;oO(l t'ciliiii,'. Tin' iiitriiiiiii;;liiiL' 
 of ip\ir [H o|ilc IVoiii till' iioitli ami soiitli, tlir rast ainl wrst, iiir-tiiiLC on coiiiiiioii izroui.l. 
 t'oriiiiii;,' iii'w -I. rial tits, stii'ir^ilu'iiiiij,' ojil associations, kimllinj; patiiotii' tfivmii, ai.'l 
 rrati'iiii/.ihu' all, was a liiiu'ly aiitiilotr to the ii|irlla!iL iiittin-iicfs of an intt-UM' iiolilii al 
 
 SlrilLILLlf. 
 
 '• The iiiifiiiiiiinlin;.' also of if|in'S('iitativi"s nf tin- ;,Mrat civili/ivl and sciiii civilizri; 
 nations of tlic glolif, imctini,' on the ('oninioii -iiiiml of synipalliy with thr j)i'oL;ri'.-s ot 
 hunia'iity, I'acli nation willinu' to inniait, ami aii.\ii.ns to ici'civc. ail more of li'.-^s lu-oiiiptvil 
 to ilifils of national ^rncios ly, ami all niiitiially it'\ralin^ ami ilisiovciin^ n<-w trails ot' 
 fXii'lli lui', was of iiiLaiciilalilc \aliii' in ili.-posini; tin' jiropli; of the woiM to iiitrrnatioiial 
 Jicai't'." Fmtl.iT 111- says : — 
 
 " 'I'liis M.\|)o>jtiiiii has liroailcticil tin- virws of millions. It wa^ to thiiii tin' worM 
 in iniinalui'i'. whiMr they jjaimd lU'W ideas of tin.' ai liieNcnieiits of modern (■i\ilization. 
 While e.\aniininu the ]iiodiirtitiiis of alnio-t every nation of the 'jlolte, they hieatheil a 
 L-ii>ino[iolitan air, a healthful loi neiivc ot comeit, narrowness, prejuiliee, and exclusive- 
 iir^x, enlariiiiiL' each one's aci|iiaiiilance and .-yi:i[)atliies, ;iiid niakin^i,' nioiv real the •^vviit 
 liiijlherliooi! of the Liinan family.'' 
 
 l,i:sM>NS In l;i; I.K.\i;Ni (;V (''NMUANS ntn.M TIIK KxilllUlin.N. 
 
 We .shall now consider a W'w lessons w liii li I tliiidi we, as ('aii.adiaii.s, might proi't- 
 ''ly learn fi>iin thisi^ieat M.Khiliitiini. 
 
 .^■' //■-/;. //■^//'■•... --The tiist lesson which we .as a ynnic coiintiy sh mid le.ini. in that <if 
 
 A''//'"/"'. .\. few yeais aio we Would not have veulured to enter into conipetiti"ii 
 ,» ith the Inittil States, or other nati.iii. in any dep.ntnient of indiistiy or skill, or evi u 
 a- an ,!,Liiiu!tui,d connlry. 'I'he succi-s of ( 'anada. liowever. at the liist L;i'eat Interna- 
 ijonal V. ^iiihitioii at Lomlon, in l.^.")l, wa- not compeiitiv ; Imt the extent anil vaiiety of 
 thi' mineral and ;i,ui'ieultiiral resources, uhieh she then displayed, u'leally ei icon raided in i 
 to make fiiilher ell'(,rt.s to develop ihe>i' le.siurces. At Paris, in l."<."i."). slie a,L^aiii made a 
 credilalile tlisplay of her ahility aiul resources ; hut, not at all e<pial to what .she miiil.t 
 have doiic, owinu', I think, tu the ahsence of th.it very cpiality of self reliance and enter- 
 prise which are so very desiiahle in a new country. 
 
 S' I'/'n.^jiii'l "s " J'r(ij,/r. — 'I'jie secoicl le-,.M.ii which we shoiiM learii from this Kxliihi- 
 ti n is >'■ //-i-i.'jf'-/ j mean srlfiesjie.'t in its hiulie.-,l sensi' - as a people. It has iieen too 
 n.uch tiie h.ihit, ou the part of sonn' aniun'.'st us, to disparage ('anada as Canada, and de- 
 preciate ourselves as Canadians. Not that I would for one moment say that, nnder any 
 circumstances, should we in<liil;;e in aiiv undue or idle hoastim,', or faiu'V that we were 
 superior to other eoiiiinanilies ; hut that is a \eiy dilVei-ent thiii.:^ from ourselves re^'ardiuii 
 and ti<'atini: our <'ouuti'y and its institutions \i'liht>iiour and resp' ' Then' is a teud- 
 eiicy, in a lai.il of mixe.l nationalities like ours, fm- the lofty Kn^;li to h>ok with a 
 
 iiatroni/.iu;,' air upoii (.'anaila; for Scoiclnuen *o catry from the heatii y lolls and sei'luded 
 i,'lens of •' Atild Scotia," the feeliuLC of national clanship, so f.tr as to isolate him.-elf some- 
 what iufeeliu;.; from tin? land of his adoption ; and for Irishmen to biin'4 w'ith them acros.s 
 the sea the stion^ dill'crencu of creed, and social separation which prevail in the green old 
 isK'. In the face of ihe.st' and other ail verse inlluetiees, the native horn Can. idian finds it 
 ol'tcii diflicult to assert his national manhood ; and he is too often disposed to dejireciate his 
 
tri[> aruiiiiil tlic world 
 I'lisc, it ,>lio\vcil 'iiany 
 nut years, tn Ifaiii l.y 
 ;. Till' iiitiiuiiii^liiii.' 
 
 :. <»li ((iiiMlloii ;,'l(HUi'l, 
 
 natiidtic I'fivoiir, iii.il 
 i' an intt'iiM' ]"ilitical 
 
 '.I'll ami semi civilizcii 
 ' witli till' jiiiiuic-s lit 
 
 innic (If 1,.,.; IHi.liiplvil 
 
 <i\<i iti.t,' iii'U' trails ot' 
 vniM to iiitniiationai 
 
 ail to tliciii tin' world 
 iiioilciti civilization. 
 I"'"', thry liivatln'il a 
 iiilii'i', ami cxtliisivt'- 
 ; iiioM' ri'al ilic -Tfat 
 
 IIIIilTIoN. 
 
 lailiaii.'*, uii^iht proi't- 
 
 •uM li'ai'M, i.s tliat i.f 
 iti'i' into coiiij)i'titi"n 
 .<tiy or skill, or rvi u 
 If lii>t ■;n'at Iiiti'nia- 
 '.xti'nt aiiil varii'ty of 
 rally cni'iiuraiiOil Ik i 
 ■"». she a;,';iin liiaili' a 
 tl to what .'-III' iiiitil.t 
 ll'riliaiu't' au'l cnti'i- 
 
 rn tVoiii thi.s Kxliil)!- 
 
 ili'. It lia.^ lii'cn too 
 
 I a.s Caiiaila. ainl ilc- 
 
 .s.iy tli.it. iiii'K'r any 
 
 fancy tliat we wcri' 
 
 oursflvcs r«';,'anlinir 
 
 Tlii-rt' i.s a tcml- 
 
 to look with ii 
 
 y lJIs and si'i'Iudi'd 
 
 isolati' liini.-t'lf .sonic- 
 
 iiU' with tln'iii acros.s 
 
 iiil in the grct'U old 
 
 a ('aii.uliaii linds it 
 
 ■it'll to di'iirt'ciate hi.s 
 

 IMAGE EVALUATION 
 TEST TARGET (MT-3) 
 
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 1.25 
 
 li IIIIIZ5 
 
 
 1.8 
 
 1.4 
 
 1.6 
 
 6" 
 
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 V] 
 
 
 v^^ 
 ^ 
 
 Photographic 
 
 Sciences 
 Corporation 
 
 33 WEST MAIN STREET 
 
 WEBSTER, N.Y. 14580 
 
 (716) 872-4503 
 
VI 
 
 The (\iki.i>s E.MiiNE. Maihimky Hai.l. Centennial Inteun.vtional 
 
 K.\tllli|iloV. I'iiLTc "J.'i'.t. 
 
 (JENHtAi, View oe the Inieukiu he Machinekv Hai.l.— JuuI'P Ginh. 
 Centennial Inteunationai, Kxhiiiitkin. IVe 'I.V.K 
 
 i 
 
'I 
 
 t 
 
 I 
 
 Foil {'AXADIAXH I'UOM TlIK CE.VTKNNIAL EXHIHITION. 
 
 239 
 
 own country, and «ven to affect to belitive that slio is iuJeeil iuftn-ior to otlitrs. It is true 
 that this feolin,i{ will gradually (li.saftjM'ar when our iiopulatidu becomes more numerous 
 and more homogoueous ; but, in the nieautiin<!, it has a drprt;.ssiug effect uiion tlie growth 
 and development of the right kind of i)atriotic feeling in regard to the Dominion, at a cri- 
 tical stage of its history. 
 
 It should, therefore, 1)0 a mutter of sincere congratulation, that, in no spirit of boast- 
 ing, we can refer with unaffect<'d pride to the confessedly liigh position which tl is Pri- 
 viuce, and this Dnuiinion, tdok, even as competitors, at the recent Interuaiional Exhibi- 
 tion at Philadelphia. In regaj'd to the rank which the Dominion took at the Exhibition, 
 General llawley, th(i President of the United States Centennial Comuiis^sicin, at a pultlic 
 receptii»n of the Ontiirio School Inspectors and Teachers, said : — 
 
 " Canada has done more for the success of the Centcniual Exhibition than any eight 
 of the Stales of the American Union, with the exception of Pennsylvania and New 
 Jcr.seV." 
 
 That she did so is attested by the gratifying fact that she secured hundreds of awards 
 from the American and Canadian Commissions — the Canadian on the award of British 
 Jurors. These facts sliould make us feel proud of our country, and tend to develop, all 
 the more steadily and certainly among us, as a people, that feeling of self-respect towards 
 our own country and its institutions, which after all lies at the foundation of all genuine 
 patriotism towards Catiada, and true loyalty to iht; CJuee'n. 
 
 riiilijiil to Fmynu-iH. — The next practical lesson which we should learn, ari^^es 
 naturally out »d' the two preceding ones It is conceded by all parties that Canada occu- 
 pied a very creditable position at the recent Centennial Exhibition — that she developed 
 industrial, physical and mental resources which were a surprise to many and, I believe, a 
 gratiticalion to all. She lias, therefore, voluutaiily assumed a position from which she 
 should never recede. In none of her industrial, any more than in her intellectual and 
 mental activities, can she stand still. Canada, therefore, by her recent successes at tlie 
 Centennial, is pledged to higher achievements, and more substantial progress. She must, 
 therefore, prepare for it. We as a near neighbour, are for 1,000 miles lying alongside of 
 an active, enterprising people, who are sure to keenly scan their relative position at the 
 Exhibition and tiieir defects, and to j)romptly supply a remedy where a defect is proved 
 to exist We must, therefore, be uj» and doing. We must look closely to our future, and 
 to the means by which we may hope to maintain our comparatively high position. In 
 connection with this subject, a Ui'lh lesson suggests itself, and to my mind it is the most 
 bcrious and important one of all. 
 
 I, duatriul Alt and Inmttlun. — Every thoughtful Canadian who visited Machinery 
 Hall, that rich and wonderful collection of the examples and evidences of man's inventive 
 bkill, which, under the magic influence of the great Corliss engine, seemed instinct with 
 lite, one would naturally ask himself two questions : — 1st. " Among what nations, and by 
 what processes were these wonderful results bro\ight about — the evidence of which sur- 
 round me on every hand and in every variety of form ]" 2nd. " W^hat is Canada— wl»at 
 is Ontario— doing to produce similar results i" 
 
 In answering tlie first question, two remarkable and striking facts present themselves. — 
 1st. That the whole of the amazing variety of wonderful and ingenious machines and appli 
 
240 
 
 PART XVII. — EDUCATIONAL LESSONS 
 
 anceswith which the Hall is filled (most of them designed to eidighten the burthen of toil, 
 to ameliorate the condition of social life, or to promote tlio comfort and happiness of man- 
 kind in endless ways) was the product of Christian Civilization ; and 2nd That neither 
 China nor Japan, Egypt or Turkey — non-Christian countries— contributed anything of 
 value in that direction. 
 
 In answering the second (juestion, we admit that Canada in that Hall was represented 
 by many ingenious evidences of industrial skill ; but most of tin m were rather striking 
 adaptations of what aln-ady existed, than bold and original inventions ; that they were la- 
 ther ingenious imitations, rather than as a whole, careful elaborations of scientific principles, 
 indicative of enlightened foretliought and skill. To the casual observer of these facts, the 
 subject may be dismissed by the reflection. — " Oh yes, wliat you say nay be true, l)Ut we 
 are a young country and cannot be e.xpected to compete with older and n)(>re advanced coun- 
 tries." " Canada has done wonderfully well, as all will atlmit." To the foimer I say no. la 
 these matters a country with our advantages is never old or young. In this dejtartmeut 
 Canada — and I am among the last to admit it — is wofully dtlicient, and is doing little as 
 yet to ensure progress or practical excellence in the future. I speak advistnlly when I say 
 so. I speak from the result of my own careful observation and experience gathered up at the 
 Kxhibition. I take you with me so to speak, to the educational work-shoj)s of each nation, 
 to the educational exhibits of the 20 or 30 States and countries represented there, and ex- 
 amine into the processes, as well as subjects of instruction in the scliools ot these countries 
 — the evidences of wliich are .so abundant bef(jre us. We see that while the ordinary 
 branches of study are never lost sight of, the subject of elementary industrial training is 
 carefully provided for — that in various European countries, as shown by the extiiict* 
 which I have given from Mr. <!, Scott UiissfU's book, it occupies a prominent place in all 
 of their systems of public instructi.)n. 
 
 The Kon. B. (}. Northrop, nf Connecticut, sfteaking on this subject, says : — " The Puris 
 exposition of 18G7 . . . proved a gcmd scliool for Enjiland, and I'or all Europe. The 
 evidence then presented of the relative decadunec of English manufactures was a surprise to 
 
 the nation Practical observers and even railianicrit were com]»elle(l to admit 
 
 the fact. . . . The elaborate Parliamentary Itcport '• on the Causes ami the IJeniedy" 
 
 . . led to the expansion of the South Kensington .Museum, and the organization of 
 
 numerous schools of art and industrial drawiiii: throngliout England, as well as the new 
 
 measures for popular education." Nor was the lesson lost upon the United States herself; 
 
 for the American National (Jitarhihi Joiirtc for March, 1877, speaking of the effect iu the 
 
 United States of these industrial art movements in Europe, says : — 
 
 "These movements have been observed by a few thoutihtful, practical men in this 
 country, who in Massachusetts petitioned tlie Legislature to take action in tiie matter lor 
 that State, and in May, 1870, a law was passed including drawing among the branches which 
 are re(juired to be taught iu the public schools, and recjuirinu every city or town with nver 
 10,000 inhabitants to provide annually for Iree instruction in industrial drawing. A li'w 
 years later, or in 1875, a similar law relative to drawing in public .schools, was passed iu tlie 
 State of New York." — page ;ia5. 
 
 Thu.s we see that the teachin<; of the elements of drawing in these two important St;ife8 
 was made obligatory ; while in the educational exhibits of nearly every one of the States r»i- 
 presented, not only was there evidence that drawing is generally and systematically taught 
 in most of the schools, but in many of the cities, the elements of industrial art also, besides, 
 
FOR CANADIANS P'ROM THE CENTENNIAL EXHIBITION. 
 
 241 
 
 rthcn of toil, 
 iiipss of iiiiiri- 
 riiat neither 
 aiiytliiiiy of 
 
 represented 
 lier striking 
 i«y were ra- 
 c principles, 
 .se facts, tlie 
 true, but we 
 inced coiin- 
 Siiy no. In 
 <lei»artnient 
 >"!!,' little as 
 when I say 
 «<J npattlie 
 'ach nation, 
 <'ie, and ex- 
 ^e countiies 
 '«-' ordin.iiy 
 trainiiiLr i.s 
 he f.\ti;ict.s 
 place in all 
 
 ' The I\,iis 
 '■ope. The 
 surjirise to 
 id to admit 
 K'eniedy" 
 mizatioii of 
 aw the iwvf 
 OS herself; 
 
 (ft'ct iu the 
 
 en in this 
 matter (or 
 die.s which 
 with over 
 r. A few 
 hcd iu the 
 
 tnt States 
 
 States r»N 
 
 ly taun;ht 
 
 Ucsides, 
 
 scattered nil over the TTninn, technical and other science schools abound. Mr. Harris, City 
 
 Superintendent of schools in St. Louis, spcakinir on this subject, .say.s : — 
 
 " It is worthy of remark that this jieneral introduction ofilrawint; into the public schools 
 is directly traceable to the influenee of tlie previous world's lairs. The inferiority of Knirlish 
 ornnnient. as discovered in the London fair, in l)^')!, led to the foundation ol the South Kcn- 
 sinufon museum, and ultimately to hundreds ol' art-schools to train the taste and ;-kill of its 
 artisans." . . . 
 
 In spcakinft of the effect of the introduction of drawini: into the schools, Mr. Harris 
 
 proceeds : — 
 
 "It is a strange thnuirht that this simple change in the course of study in our common 
 .schools, making; industrial drawing;' a regular branch of study, and layin;: jircat stress upon it, 
 will be sufficient, after a few years, to modify the national character. Hitherto, the Aufiio- 
 Saxon character has been the dynamic — if I may use the expression — <rivcn to dcalinji especi- 
 ally with dynamics ; a race that most distinguishes itself in inventions that develop and direct 
 vast natural forces for useful purpo es. It is the race that cares for use rather than for beauty, 
 and its dreams ;is well as its waking' thoufrhts arc <riven to the dynamic aspects of the world, 
 lint drawinti' deals with form and with li,i:bt and shadow — external seeminj;' — appearance. This 
 is the opposite oi' the dynamics. . . . To cultivate the faculty of observation of external 
 form is perforce to neL'lect the observation of the strcnjith and Ibrce involved. . . . How- 
 ever this may be, there is an interesting line of observation open to educators and sociologists 
 at future world's fairs in tracinir the action of the study of form in tlie nation's schools upon 
 that of mechanic -nvcntion, and in inrstitutim^ a comparison in this regard with the French 
 and German jiroduction.s." 
 
 While, therefore, our immediate neighbours have profited by the example of other nations, 
 as illustrated at the world's fair, we have been, to all intents and purposes idle. p]veu in our 
 best schools the teaching of drawing is the rare exception, not to speak of higher industrial 
 art training. For instance, in our 104 High Schools and Collegiate Institutes the elements 
 of drawing is reported, in reply to a circular on the subject, to bo only taught in eleven or 
 twelve.* 
 
 Ehmiidx iif Didiriiiij and NafnraJ IliMorji, <tr, — Let us at this point stop to in(iuire 
 what is the national importance which has been attached to the introduction, even com- 
 pulsorily, in some countries, such as Germany, the United States, &c., of elementary me- 
 chanical and industrial drawing in the primary schools. Little less important is the 
 introduction of the elements of natural history and science in the schools. 
 
 \Ve shall not now stop to iinjuire into the justice to the schools generally, or injustice 
 to the individual ])upil, of a system of instruction wdiicli would exclude all but the three 
 Ii's from the primary course of study. But it is manifestly unjust to very many boys 
 who have as yet an nndevcloped taste for scientific and mechanical pursuits, and a great 
 loss to the interests of the country to do so. Take the subject of elementary science, for 
 instance. Boys are naturally curious and observant ; and it is a great misfortune to them 
 early in life not to turn such instincts to practical account and utilize them for the benefit 
 of themselves and others. Thousands of young men would in after life, under God's 
 blessing, be saved from many a snare and temptation were their undeveloped tastes and 
 instincts directed into such simple scientilic channels as these while at school. Many ati 
 
 * " A .i,TC'iit do.il lias ht'cii ,>i.iid liy the t'littiusiastic; f<ir drawiii-,' in I'lililic .SoIkkiIs, alioiit ilnuiLrhtiiij,', 
 drsi.i,'iiiiiK, iS:c-. , in a way tn lend the can'li'ss olisiTvor to suppose tliat rtiK-cial tr.T,iMiiiLC in these ile]iartniL'iiti4 
 in the l'u))lic Sdinols is ilrsii-ulile. 'I'liis is not the idea or intention of those most judieious in art ethieation ; 
 iin tile contrary, tlieir aim is to ^'ive in elementaiy seliools the first laws and jirineiples of art, with suttieieiit 
 jiiaetiee to lay the fouiidaticin upon whieh the s]ieeinltieH of any of the variou.-t art pursuits may afterwards 
 |pe Imilt."— American AKtivnal (Juarhrhi liiiuw for March, 1877, patfe IJ"'*). 
 
 Ki 
 
24: 
 
 PART XVri. — EDUCATIONAL LESSONS 
 
 " idle liiiiid " would be saved from the " miscliiff " to which they are so prone, and many 
 a valuahle contribution to scieutitic n-.si'arch niii^ht tlius owe its tirst idea to the stimu- 
 lated curiosity of a school boy in many of our rural sections. That this is the feeling in 
 other countries may be gathered fn^u the fact that in Englaml, P'rance, and (lermaiiy, 
 the ingenuity of manufacturers has of late been largely directed to the preparation and 
 construction of the numerous scientific toys for school purposes which are now so largely 
 used in these countries. Few persons have any idea of the scientific ability that is de- 
 voted to their production. It is also little known the extent to which scieutitic princi- 
 ples which should be explained at school enter into tiie construction of even ordinary 
 toys. The kite, the spinning-top, the common leather-sucker, and others, form the mi^.-^t 
 lucid examples of many of the fundamental principles of science that have been used for 
 purposes of instruction by the best teachers, both in their lectures .anil their writings. No 
 man ever succee<Ied more perfectly in making science popular and simple, both with oM 
 and young, than Sir Michael Faraday, and those who have read his pul)lished h-ctures 
 will remember that no man ever used scientific toys more fieely as illustrations. Of late 
 years the tendency has been to embody the highest uKJchanical and scientific knowledge 
 in their construction. C'hennstry has been laid under contributions for serpents' t-ggsj 
 and other strange devices, while mechanics have given us various automata and other 
 uiuusing objects. The influence of this tendency upon the minds of the youth of the pre- 
 sent day can hardly fail to be most beneficial. 
 
 Again, in regard to the eU'meiits of Natural History, it has long been thought l)y 
 the most experienced educators, wise and judicious to cultivate a spirit of local inrjuiry 
 and observation in boys and young people in our schools. In the opinion of many scien- 
 tific men (as expressed by Agassiz), it is there the true educational idea of museums is 
 suggested, and there it should In; stimulated and fostered in our schools in every possilde 
 way. There is no reason why in certain localities in Ontario, where fos^^ils and minerals 
 are abundant, the pujjils should not be encouraged to make small collections for their 
 schools. Whether the pupil can sufiUcientl;-- appreciate tiie distinction between the speci- 
 mens he may collect, so as to classify them, is not so material at first. He would natur- 
 ally separate the dififerent kinds he would collect ; and under the direction of the teacher 
 he could arrange them all nicely on the shelves of the little school museum. In every 
 locality objects of natural history, such as Beetles, Insects, i^eaves. Flowers, iVc, &c , 
 might be collected in their seasons on Saturdays, and arranged for the amusement and 
 instruction of both pupils and teachers. It is surprising too, how rapidly these small 
 school collections grow, where the inttirest of the pujjils in such matters is stimulated and 
 encouraged by an intelligent teacher, aided by the ti'ust»'es. The promise by the latter 
 of such a prize as a Pocket .Microscope, a Magnet, a Prism, a Compass, or other Object, 
 would have a wonderful effect upon the industry of a many now undeveloped " insect 
 hunter," and leaf or wild flower gatherer, and would lay the foundation possibly, of 
 future fame as a naturalist, as it certainly would of many a now non-existent school mu- 
 seum, which might be made to develop into the lasting source of great pleasure and pro- 
 fit to the neighbourhood. 
 
 Professor Owen, Director of the Natural History Department, British Museum, 
 speaks of " The early love of Nature, especially as matdfested by the habits and instincts 
 of Animals, as common to a healthy boy's nature." 
 
FOR CANADIANS FROM THE CENTENNIAL EXHIBITION. 
 
 243 
 
 e, and many 
 
 o the stimu- 
 
 le ftjeling in 
 
 111 (lermany, 
 
 )aration and 
 
 )\v Si) largely 
 
 y that is de- 
 
 Mtitic piiuci- 
 
 ven ordinary 
 
 nn the mo.>t 
 
 ecn used for 
 
 writings. No 
 
 jth with old 
 
 slit'd lectures 
 
 i)iis. Of late 
 
 ic knowledge 
 
 erpeiits' eggs 
 
 ta and other 
 
 th of the pre- 
 
 n thonglit by 
 local inquiry 
 f many scien- 
 )f museums is 
 every possiljle 
 > and minerals 
 tioiLs for their 
 eeii the .-ipeci- 
 ' would natur- 
 )f the teacher 
 ini. It) every 
 wers, iVc, &o , 
 luisement and 
 ly these small 
 itimulated and 
 D by the latter 
 other Object, 
 'loped "insect 
 n possildy, of 
 nt scliool mu- 
 isure and pro- 
 
 tish Museum, 
 » and instincts 
 
 In our public and high schools, many of such boys are found whom it would be 
 wise to gratify tlieir laudable curiosity, and stimulate their zeal for knowledge in this 
 direction, as well as their tlesire for inquiry into the " reason and nature of things." 
 
 The Hon. Mr. Northrop of Connecticut, in his Education Abroad, speaking of this 
 
 subject, as it ajiplies to city youths, says : — 
 
 " The pupils who luxuriate in the wealthiest homes of the city, would profit by one 
 year iii tlie country, with its jjcculiar work and play, its freer sports and wider range of 
 ranitiles by tlie springs and brooks, tlie rivers and waterfalls, the ponds and lakes, over 
 the liills and plains, tiirongh the groves and forests ; in observing nature, searching for 
 wild tiowers and curious stones, learning to recognize the different trees by any one of tlieir 
 distinctive marks, viz., the leaf, Uower, fruit, form, bark and grain, watching the ant-hills, 
 colleutiiig bihtterHies and various insects, noticing the birds so as to distinguisli tliem Ijy 
 their beuUs or claws, tlieir size, form, plumage, flight or song. Studying nature in any 
 one of these varied forms, each so fitted to cliarm children, would refresh their ndnds as 
 well as recreate their bodies, and stimulate tliat curiosity which is the ])arentof attention 
 and momury. Nature is the great teacher of childhood, and with her the juvenile mind 
 needs closer contact. Facts and objects are the leading instruments of its early develop- 
 lueiit. We lio violence to the child's instructive cravings for natural objects if we give 
 it books alone, and confine it exclusively to the city." — (page 13(5). 
 
 Xat'imod Iiiqwrttiiire nf these Suhjurtii. — Tlie following is the opinion of a Committee of 
 
 the Ibitish House of Commons on the national importance of these subjects : — 
 
 " The industrial system of the present age is based on the substitution of mechanital 
 for animal jiower ; its tlevelopiiieut is due, in this country, to its stores of coal and metallic 
 ores, to our gcugraiiliieal ]K)sition and temperate climate, and to the unrivalled energy of 
 our pojiulatiun. The aeiiuisitio'i of scientific knowledge has been shown by the witnesses 
 to be only one of tiie eleipents of an industrial education and of industrial ])rogres3. 
 Nearly every witness sjieaks of the extraordiiiiirily rapid progress of continental nations 
 in mauufaetures, and attributes that rajiidity, not to the model workshops which are met 
 with in some foreign countries, and are but an indifferent substitute for our own factories, 
 and tor those which are rising up in every part of the continent, but, besides other causes, 
 totJie scientific training of the proprietors and managers in France, Switzerland, Belgium 
 and Cierniany, und (<> thr dcint'ntarij in»(rudi(>n which ii unictrml iiiiiniti/ the tcorkiiuj popula- 
 tii'it <'/ Sirilzerfdiul and Germaiii/." 
 
 The following is a condensed summary of the more important conclusions of this sug- 
 
 g»'stive report : — 
 
 "1. Tliat with the view to enable tlie working-class to benefit by scientific instruc- 
 tion, it is of the utmost importance that efficient elementary instruction should be within 
 the reach of every ehilil. 
 
 " 2. That unless legular attendanc*; of the children for a sufficient period can be ob- 
 tained, little can be done in the way of their .scientific instruction. 
 
 *' IJ. That elementary instruction in Druirimj, in Phijxiial Geoymph)/, and in the PAe- 
 noituntt of Nutnri', should be given in elementary schools. 
 
 " 4. That adult science classes, though of great use to artisans, to foremen, and to the 
 smaller maiuif'acturers, cannot provide all the scientific instruction which those should pos- 
 sess who are responsible for the conduct of important industrial umlertakings. That all 
 wlio>e necessities do not oblige thtnn to leave school befoie the age of fourteen should re- 
 ceive instruction in tl.e elements of science as part of their general education. 
 
 "5. That the reorganization of secondary instruction, and the introduction of a 
 larger amount of scientific teaching into secondary schools are ui-gently requiie-d, and 
 ought to rt^ceive the immediate considei'ation of Parliament and of the country. 
 
 " 0. That it is desirable that certain endowed schools should be selected in favourable 
 situations for the purpose of being reconstituted as science schools, having in view tiie spe- 
 cial reipiirenients of the district, so that the children of every grade may be able to rise from 
 the lowest to the highest school. 
 
244 
 
 PART XVII. — EDUCATIONAL LESSONS 
 
 " 7. Tliut tlio nianrtjiors of trrtinint? collctjcs, for tlio toacliing of elcnionturv scIiooIh, 
 shoiiM givo sj)cciiil iittfiitinii t() tlif iusti'uction of tliosc ttwclu'is in tlit'ort'tical iui«l iipiplieil 
 scii'iict', wlici'c sucli iiistiuction docs not exist alifady." 
 
 " TliiH Pailiamciitiiry R('])oit " (Mr. Nortlirop Rays,) is a rojniu'ka>)le dopumcnt. 
 Tlicre is in it a <l('iii<)nst ration of tli(> licariiiijf of ]io|mlar cilucation on national industry. 
 It proves tliat ('(liuMlior is ei'onoiny, and that ignoranee nieaiis waste; that tlie skilled 
 Workman so forecasts and [ilans liis work tliat every lilow tells, while Ik; cconoinizes lioth 
 his strength tin 1 stock ; that even in tho Imndilest lahour lie will <lo more w^ork, in better 
 stylo, with less damage to his tools or machinery, than the boor who can only nse brnto 
 nnisfle." — Ethnatidu aii'l Lahnur, jiages ir)(l-ir)2. 
 
 Charles Stetson, Esfj., an Ani»rican writt;r on Tichnkal Educatinu, in illustrating its 
 
 national importance, forcibly (observes that : — 
 
 " The dill'crent governments realize that henceforth national supremacy must depend 
 more upon induslrial buprcmacy ; and .so for this })eacef'iil warfare, not the h'ss real be- 
 cause bloodless, each is arming itself with the best weaj)ons that art and science can fur- 
 nish. In the schools, children and youth ai(! trained with a direct view to lalioiir, as they 
 never were trained before. ( )f all things, the pencil is recognized as the most eHicieiit ally 
 of tiie needle-gun. While the latter wins victories on the iield of battle, the former win.s 
 them in great iudu'Strial touruanu'nts that bring togetiier the rival products of the whole 
 working worhl." This was clearly demonstrated by the Prus.-iians in their late war with 
 France. 
 
 As to tho practical etfects of industrial training on the inventive genius of a coimtry, 
 
 Hon. Mr. Northrop gives abundant and most interesting uroof. He says : — 
 
 " On this subject fiicts furnish the most convincing argument.s. The educational 
 history of Connecticut givt s a demonstration of the influence of education in developiu" 
 itiventive talent. . .. "In visiting the towns tif this State, one is struck witli the 
 number and kinds of manufacturing establishments, and the endless diversity of their 
 fabrics, varying from jnus and needles, to car-wheels and cannons. Yankee notions some 
 of them be called, but it re(iuires ingenuity and skill to invent and make them, and ' they 
 pay.' The ingenuity and inventive talent of Connecticut, is rtimarkai)le and unrivalled. 
 For a long series of years, in proportion to its population, this .State has taken the lead in 
 the number, varii^ty and value of its inventions, as is proved by the statistics of the Pa- 
 tent Office. In 1807, the number of patents issued to citizens of Connecticut, New York, 
 and Massachusetts, and the proportion to population was as follows :-- 
 
 " To citizens of Connecticut, tl(l:i, being one to each, G'.'.') 
 
 " " Massachusetts, l.l")!, "" " " {^48 
 
 " " New York, 2,S();5, " » « l,3.s2 
 
 " This is on the basis of the census of IcSHO, and tht; proportion is in the nearest wliole 
 number. The whole number of patents granted during the year lcS(;7, was 12,-'')01. 'J'he 
 States here iianuM* aie the ones which stooil iiighest in the list of the patent oilice. 
 
 " In the year 1)^71, the wh(de nunibei' of patents granted to the cilizi us of the 
 United States, was 12, -J 11, and in [lart as follows : — 
 
 '* To citizens of Connecticut, (i07, 
 
 " " l)ist. Columbia, i;}(i, 
 
 Massachusetts, 1.3S(5, 
 
 Khode Island, ISl, 
 
 New Yolk, 2,95 1, 
 
 New Jersey, liiO, 
 
 being one to each. 
 
 (I 
 « 
 
 (i 
 (I 
 
 
 (1 
 
 
 
 (( 
 
 
 
 l( 
 
 
 
 l( 
 
 
 
 (C 
 
 
 " The following are the figures for 1872 : — 
 
 Connecticut, 
 Massachusetts, 
 Iihode Island, 
 New Jersey, 
 New York, 
 
 <j4S patents issued, being one to every 
 1,4;{5 " " " " 
 
 279 « (< i( it 
 
 082 " " " " 
 
 3,07'J 
 
 8(10 
 •t7(l 
 l.O.Jl 
 1,181 
 l,-4.'.0 
 1,827 
 
 1,014 
 1,214 
 
 1,328 
 1,423 
 
 "These figures fairly illustrate the average pre-eminence of Connecticut in inventive- 
 ness, and clearly show the pecuniary value of intelligence, verifying the words of \\m\w. ; 
 
In y scliools, 
 IumI ii]ij)lie(l 
 
 (Uicuiiicnt. 
 la] iniliistiy. 
 til.' skillftl 
 
 [k, in lirLter 
 ly use brute 
 
 (it'trating its 
 
 lUSt (lopOTld 
 
 l«'ss rt'iil )ie- 
 \U(:<- ("111 fur- 
 "'III, ;is tlit'y 
 I'llirifiit ally 
 tniiiirr wins 
 if the wliolo 
 ti- war with 
 
 )f a country, 
 
 .' ciliuational 
 1 «k'\cl()j)iii^ 
 tk with tho 
 i^ity <it' thfir 
 lotidii.s sonu? 
 Ill, and 'they 
 il iiiiiivallcd. 
 n the lca<I in 
 -•s (if tin- Pa- 
 , Ntw Vork, 
 
 G'.C, 
 
 faivst wliojf 
 2.:i01. Thf 
 
 iflicc. 
 
 izt ii.N of thf 
 
 8(1 f; 
 
 It 70 
 
 I. <"!.') 1 
 
 ,4:.o 
 ,8-'7 
 
 ,(»U 
 
 ,211 
 
 ,328 
 
 ,423 
 
 n invciitive- 
 
 Is of ]»ui kt! ; 
 
 FOK CANADIANS FllOM THE CKNTENNIAL EXHIDITION. 
 
 2'i5 
 
 ' Taxes raised for the purpose of education arc like vapours, which rise only to descend 
 again iii_ tVrtili/in^ showers to Idess ami heaiitify the land.' 
 
 "The iiitlucrife of pulilic schools in proniotiiii; individual thrift and i^eneral pros* 
 perity, is well shown hy tlie following statements f Gen. John Katon, United iStates 
 Cominissidner of Education: — 
 
 " Tlie niimhor of patents issued to the inhahitants of Arkansas, was one to every 
 37,2fi7 persons, while in Connecticut there was one patent issued to every Oit.j persons. 
 In Arkansas there are si.vteen adults unable to write, to every one hundred inhabitants ; 
 ill Coniieciicut, there are four adults unable to write to every one hunilred inhabitants. 
 In Arkansas, the receipts of internal revenue an; twenty-six cents and nine mills per 
 capita J ill ('oiin»'cticut, the receipts are two dollars and lifty-four cents per capita. In 
 Arkansas there resulted during the last year to the Post Ollice iJepartment, a <lead 
 loss of over f(irty-niiie cents for each inhaliitaiit of the State, a loss in amount almost 
 double tiie internal revenue receipts of the State! In Connecticut there accrued a net 
 profit t(» the Post Ollice F)ei)artment, of twenty-six cents per caiiita. In Florida there 
 are twenty-three adults unable to write to every one hundred inhabitants. In that State 
 one patent was issued to every 31,271 inhabitants, or only six in the entire State. Tlie 
 internal revenue collected amounted to sixty-four cents jier capita of the entire popula- 
 tion. From that State, the Post Otlice Department suffered a loss of ninety-two cents 
 per capita. Contrast this with California, where the number of patents issued was one 
 to every 2,422 inhabitants, and the amount of internal revenue collected was six dollars 
 and forty-three cents per capita! Put in California there are only four adults unable to 
 WM'ite to every one hundred of the inhabitants. In Tennesee, twelve adults are unable 
 to reail and write to every one hundred of the inhabitants, and the State pays internal 
 revenue at the rate of nitiety-si.x cents per capita; while Ohio, in which there are fnur 
 illiterate adults to every one hundred inhaliitants, pays five dollars and eighty-eight cents 
 internal revenue per capita. . . . 
 
 " Kducation, it is well-known, favours inventioiif -i.d improvements in machinery. 
 Iiitelligeiit mechanics are continually devising improved Methods of accomplishing given 
 results. In a very largi; lock establishment in Connecticut, where the work is done 
 mostly by the piece or job, so constant have been iinpnnemeiits in the processes or 
 machines, that the workmen have for some years reduced their ' proposals ' in the 
 annual contracts, without decreasing and sometimes increasing their wages. Recent iiu- 
 pntvenieiits in the rapidity of the processes .are surprising. In a cotton mill, one canler 
 can now do the work wliicli would re(piire five thousand persons by hand. Six hundred 
 of the old hand wheels cannot spin as much yarn in a day as one girl can produce by 
 machinery. In llindostan a man can spin one h-.ink a day ; a modern spinner with his 
 mule can produce 3,0(J0 hanks in the same time. In 1807, Poston and Salem merchants 
 imported cotton cloth from India ; now millions of yards are exported to India and re- 
 ninte [larts of Asia, A machine recently invented is turning out fishdiooks in New 
 Haven at the rate of G2,000 a day, ami another by the same ingenious inventor can 
 make .")0,000 needles a cl.ay. Other very curious inventions of his are saving hand-labour 
 in the ratio of five hundred or even a thousaml to one. A thousand men in the old 
 Kiiglish style could hardly make and stick as many pins per hour as one boy now does 
 by machinery."— (Pages, 145-15.")). 
 
 As a striking illustration of the truth of these remarks, relating to tlie industrial 
 
 supremacy of New England over the either States of tlie Union, I (juote the following 
 
 admirable account of Mr. Jacob lleese, a Pittsburg Master Mechanic, on the introduction 
 
 of Linear and Freehand thawing into the Public Schools. He says : — 
 
 " Fully one hundred thousand tons of iron and steel are shijiped annually (from the 
 States) to Xew England to be fabricated into advanced forms of usefulness, such as 
 knives, tbrks, bitts, cliisels, planes, rulers, squares, hinges, latches, locks, and other build- 
 ing hardware, screws, tacks and wire-clotli, together with a thousand other things. These 
 works give employment of a light and pleasant nature to boys and girls, and men and 
 women of a more advanced skill. 
 
 '* This class of tstablishments is not only flourishing, but increasing with wonderful 
 
246 
 
 PART XVII.— EDUCATIONAL LFSSONS 
 
 rapidity, lii»th in TiumlxTS and capacity, in Odtinpctiput atul MiissAchiisctts. . . . The 
 vory act (if learn in;; to d I aw implants a desire inti) the mind to construct tho foims we 
 have drawn. Tlie slictching on paper inii)lant.s a desire to construct new niachiies of 
 
 usefulness and Iti'aiity It nui^t he kept in niiud that these more fiiii-li''d 
 
 goods require more expensive machinery for their manuf.ieture, which too, must he niani- 
 jiulated with greater care and accnnuy. There is notliing that tits a young person so well 
 for accurate work as thorough practice in mechanical drawing, hecause the fuiidatn''ntil 
 principles embodied in drawing is, ihat every line of four shall lie drawn to the srah', ajid 
 every line of shade measured liy the want of light. This constant measuring of th'' form 
 and a<l.jiistiug the shade, im|ircsses the pupil with the imjjortance of accurate work. This 
 not only cultivates the intellect, hut develops the functions, thus hy a pleasant and easy 
 
 method, rendering hahitual to the child, both the desire and .ahility to work 
 
 '• A new epoch has heen reached iu o\ir coinmonwralth, which requires that the sttuly 
 of drawing shoidil he engrafted upon our common school .system. l)rawing not only 
 cultivates the intellect, hut also develops the functions, and is of great value in (^'eiy 
 department of life. It teaches order, as every \y.nl mn^t he in the ri.;hl place. It teach'^i 
 accuracy in measurement, as eveiy thing nuist he drawn at a proper distance. It t' aches 
 proportion, as each part luust be drawn at a j)roportioi)ate si ale. It teaches (hdicai'V in 
 forming the .shadows ofliglit. Itteacln's unity, as^iieilh''r the drawing nor ihe maihiuo 
 for which it was designed, would be of service if any liinctional pail was left out. It cul- 
 tivates the mind in mechanical movement by objeei ti'ichiug. It leaclu's aecomtnodation 
 by the adjustmejit of one piece of machinery alternately taking the place of another in 
 different parts of the revolution. It teaches the laws ofliglit, as all drawings ;ire shown 
 from .some fi.ved ray ofliglit. It te.iches the pupils to consider the strength (jf materials, 
 as every position of the machine is ilesigned to resist the strain of rupture. And lu.<t. 
 though not least, drawing creates a desire to l)uilil and work .it the niai.'hine, tools are 
 sought and used, and often by this simple test, the inventive genius is brought to light 
 and to prolitalile employment." 
 
 Let us look at this wlnde (pn'stion as it effects ourselves in Canada. 
 
 " We are a young country, placeil in clo>o proximity to a luge ;ind wonderfully pro- 
 gressive and ingenious jieople. In the good providence of (lod, we are permitted ti> con- 
 struct, on the lu'oad and deep foundations of British lilierty, the comer stone of a new 
 nationality, leaving to those who come after ns to raise tlie .stately eilitice itselt". C>ur 
 aim .should, therefore, be to make that system commensurate with the wants of our peo- 
 ple, in harmony with the progressive spirit of the times, and comprehensive enough to 
 embrace the various branches of Imniaii knowledge which are now continually being called 
 into requisition in the daily life of the farmer, the ;irtizaii, aiiil the man of business. And 
 yet no one who has carefully watched tin; tlevelopmcut of the material resources and 
 nianufacturiiig iudii.stries of this Province, but must li.ave been painfully struck with the 
 fact that, while we have liberally provideil for the other wants of oiir peojde, we have 
 almost entirely neglecteil raakiug suitable provision in the schools for training, ainl then 
 turning to practical account that superior seieniiljc and industrial skill among oiU'clves 
 which in other countries contributes so largely and ell'ectively to develop their physical 
 and industrial resources. Tin* remarkalile and almost unconscious develoitnieiit atnong 
 ourselves of the manufacturing intt-rests of the conntry, though dejiressed for a time, has 
 reached a magnitude and importance that it would be .suicidal to those interests (in tlieso 
 days of keen com[)etifion witii our Americ.iii m-ighbours), and injurious to their proper 
 development, not to provide, without delay, for tiie proiluction among onrselv<'S of a class 
 of skilled machinists, manufacturers, euginecns, chemists, and others.* No one can visit 
 
 * The Atm'ricnn ydtiiiiin! Qmrrfir!.!) Pi ridr {„r'\hu\)\, 1^77, sjiiNikin:? on tliN fmiiit s.tvs, "tli; 
 provide tlmsc aiiioim' iiin>i'lvi's witli ttir .-il 'ty to i\<> that wliirh caiiiicit imw In- ilniic- in tlii-: c.iuiitr y. i' 
 by fiirc'ij,'!! tMhu'iitfil artisiiiis ainl Wdrkiiii'ii, ainl ymi ^^■ill add ;it niirc to the imitorial Wi-allli of tin- I'l 
 a.s well as to its iiitelU'ctiial yoml, individually and cnllrctivi'ly."-- l';i.i,'f .'<IS, 
 
 " .\t,'ain. iu dealing' with the ipirstinn nf hnnii' skijlccl latmur an^l tiu- co-t of traTispni'tatinn, ^^l'. (' 
 Stetson has cstiniatiMl that it wonM iiM|niiv r.l.niH),(HHI Imshi-ls .if Illinois c.rii to )iay for three ki 
 skilled .artistie iiiaii;ifaetnie.-i iinpoi-ted to Anicrii-a in Is".! fmni little .'Switzerland alnne. Tlie '-rdi'd 
 w.atelies, einliroidered ^'oods, >ilk and silk t,'onils, to the value of .■<',(,S:!!t,4(;4, at the (ilaee of shipineiit. 
 Jiiueli less tlie eost in transjiortii'u' th'^-e L'ood. than the ininieiise anionut of torn (if the iiayijieiit Were 
 in c<irnj leiiuired to h,t!;U!te thy uicoTiut." — /';>'/, i)ii;;t' •>'i'J, 
 
 It we 
 
 xeept 
 I "try, 
 
 liailes 
 
 » v,trt» 
 
 lloW 
 
 niivde 
 
. The 
 
 Ifoitus wo 
 
 |('llil:fS of 
 
 fiiii-li«'(l 
 Hio m;iTii- 
 lii .so Uill 
 
 ll.UllcIlt ll 
 
 Hall', and 
 tin' form 
 
 Tlli3 
 
 laii'l easy 
 
 Itlic study 
 iii't (itily 
 ill (n'ciy 
 
 t tt'.U'll'S 
 
 Jit t' aclii'3 
 
 t'Iiia''y in 
 
 '■i iiia(lii:ie 
 
 It oul- 
 
 itiniilaticin 
 
 fintlicr in 
 
 u'(> sliitn-n 
 
 iiiatfrials. 
 
 And last. 
 
 , tuols are 
 
 it to li'dit 
 
 rfnlly pro- 
 [cil to ci.>n- 
 
 ot' a nt'w 
 s.'lf. Our 
 A' our \H'o- 
 i'iiiiii:,'h to 
 I'iriLT called 
 iif.-is. And 
 uiP't'S and 
 ; w-ith the 
 ', wt' liave 
 
 ainl then 
 
 on]'«t'lv«'3 
 r i>Iiy.sic.il 
 'lit among 
 
 tiini', lias 
 ; (in tlii'stj 
 'ir {"Miier 
 
 i»f a class 
 Ciin visit 
 
 "tli.it we 
 itiy, v\('t])t 
 111- I'lmtitiy, 
 
 i-f kiiiiU iif 
 
 int. lluw 
 w'l'i'f liiaile 
 
 FOn CAXADIAXS FUoM THE f'EN'TKNNIAI, KXHIIUTION. 
 
 247 
 
 any of the industrial ocntrt'S which havi* sprung up in flitfcrpnt |)arts of tho country, and 
 
 in f)iir laiu'cr towns, withunt liciii',' struck with tliriv valiii' and iiiiiinitain'c, and thr niini- 
 V)ir and variety of Llie >kiile(ll;ilMinreis eiii|ili>yeil. Iiii(uiry into tiie simrce of supply of 
 tliis industrial class reve.iU tlie fact that, frnni the yminut'st eniplnyes unto the fori'iiian 
 
 cr 
 
 of the wnrl<s, they are almost entirely indelifed to Kti^land, Ireland, Scotland, the I'nited 
 States, and otlier countries, for th.at supply."* ^Nirain, 
 
 " Kisini: up idmve this mere local view of the (piestifin, other hroiuUr and more compre- 
 honsivp ones force thenisi'lvos upon our attention. Are 'av. not conscious of the extraordinary 
 scientific and industrial pri!<rrcss of the present day? I)o we rot hope for and predic; und 
 God's Providence, a 'jreat future for this country';' Have we not in the a.-sertion of our 
 cipient nationality, entered the li^ts of industrial competition with tlie T'idted States, and 
 even with Ktmland and other c(nuitries, as witness the late exliihit '.'' And do wo not, there- 
 fore, rei|uire to make some eifcetive firovi^ioii for trainiiiL' that class of yoiiiiL' men who niust 
 in future? take the leading' p:irt in that comp(!tition. The wonderful prou'ress of the niechanical 
 aits is witliin the memory of most of us. 'J'lie marvellou- revolution cau>ed hy tin- practical 
 apjilieation of ^team and telei:raphy (those ;;oMen links of science) to locomotion, commerce, 
 industry and intercommunication, has so stimulated thi; inventive f,'enius of man, that wo 
 now cease to ho astonishe<I at any new discovery ; and only await eacli successive develop, 
 nient of science, sfiH niore wonderful thati the last, to calmly discuss its merits and advau- 
 tn^es. In this active race of com]ietitioii our pominiou cannot stand still. With all our in- 
 ventions, we have not yet heen ahle to discover the royal road to learning' ; and our youth 
 cannot, Minervadikc, spriiiL' fully armed into the arena of competitive >cience and skill. Wo 
 must, therefore, provide lilierally for the patient and pr:ictical instruction in every ^'rade and 
 dejiartmcnt of knowledirc, so that, with (Jods blcssinj:, we .'^hall not i'all iiohind in the yreat 
 race of national intclliiiencc and proi,'rcHs."t 
 
 Finally, there is one lesson which I trust all who visited the Exhibition have learned, 
 and that is a -stronger ami deeper devotion to the beloved Sovereign of that great Empire 
 to which it is our pride and happiness to belong. I'y this I do not mean to .say that our 
 respect and admiration for other countries, and especially the one in which we were so 
 courteously received, and so cordially Avelcomed, should be diminished. Indeed, as a 
 matter of fact, I think that feeling of respect has only been deepened by contact with so 
 gejienms and high-siiirited a people, while our views and opinion of other countries have 
 bo(;n exiiaiided and enlightened by a knowledge of their capabilities and resources, and 
 by Contact with them in that great cosmopolitan gathering of naticms. Ihit this I do say, 
 that as tlie result of a clo.ser and more earnest study of the institutions, the social and 
 political condition of these countries, we return to our owt with a more professed con- 
 viction that there is no single excellence in their forms of Government, or no social, 
 educational, or political privilege which they possess, which we do not even more fully 
 and securely enjoy than they do j — that our Uritish Colonial form of Government — " with 
 all its faults " — (is yet untrammelled by many of the traditional barriers, social forms 
 ami hereditary distinctions which e.vist in Europe,) and that it gives us " ample scope 
 and verge enough" for the fullest enjoyment of [)ersonal and political freedom under the 
 restraints of low, and ensures to us all that we can divsirc with these, — security of life 
 and i>roperty. Animateil by such feelings, and convinced that they spring from an abid- 
 ing sense of the .security of our institutions, and the genuineness of the guarantees for 
 our political freedom, we can re.st salislied with an assurance that we possess all the elements 
 of national life and prosperity which should make us a happy and contented people. 
 
 * I'l'lmrt "f an Iminirv in rc^'nnl to Scliei>l-i of 'ri'dniiiMl ."^ciiTice in the Tnitt'il Stati's, ami tlif I'niti'il 
 Kin.'iloiu. r.y .T. (Jmi-,.' llu,I-ins, I,L.1»., an.l Al-x. 'J'. Mclliittii'. M.D., Toinnto, 1S71, pa'^elK. 
 t Iit'i>nrt of an luii'iiry in rcLjanl fco SuUn lU ef Ti.ihuic:'.l Si-iunce in the Uniteil State-", itc. 
 
i,-:j 
 
 248 
 
 PART XVII.— CONCLUSION OF UKl'OUT. 
 
 CONCLUSION. 
 
 I have tluis soiij^lit to do full jiiMtici>, as far in jtossihio, to the ('ducitioiinl fe)ituren of 
 the crcat Iiitcniutioii.il ivshiliition at lMiiI.iil«'Ii»liijv. I have; aldo soiiLjlit to draw such 
 practical lessons from that Kxliil)itioii as aiUKMU'd to me useful and aitpropiiatc. 
 
 I have not attempti'd to de luce any lessons from these educational exhibits, in re 
 gard to national or Btate school systems or progress, or from the educational facts which 
 I have given in this report; nor have I institute(l any comparison hetween the systemsi of 
 various countries, owing to tlie fact that no general rule on the subject, which might apjily 
 to one country could be made to apply to another by reason of various political and social 
 causes operating favourably, or otherwise. 
 
 In regard to t'ducational progress ; that too is controlled by so many causes of a like 
 nature, tliat wc couM deduce but few general lessons of any value fnuu it. The only 
 questions which it appearoil to mo we could study at the exhiliitioii with profit were : 
 (1) the processes of education as there illustrated ; (-) tlie t;xtent to which instruction in 
 the various branches was given in the dillerent kinds of schools, and {'.)) their combined 
 development in the inteUectual ami industrial life of tiie people, or nation, as illustrated 
 in its industrial pniducts, science, art and general culture. 
 
 Of course, much that was seen at I'hiladelphia was superficial, if not practically 
 unreal, so far as it related to illustrations of daily school life, progress and process. Hut, 
 nevertheless, there was apparent, on exauiination of the material of tin; exhiliits them- 
 selves, a sutlicieiit substratum of facts to enaljle tlu) attentive observer to form a satisfac- 
 tory estimate of what the exhil)it was desigiuMl to show, and what it diil in fact illustrate. 
 
 What is known as "higher" (or uiaversity) education, received little or no prominence 
 except incidentally, at the exhibition. I have not, therefore, made any but slight refer- 
 ence in this re[)ort to that subject. 
 
 In addition to the eilucatiniial "lessons," from American and Canadian standpoints, 
 whicli I have given in tiiis report, tlien; are two or three facts connected with this subject 
 which are worthy of notice, and which convey their own lessons. 
 
 1st. The marked and highly si.;nilicant progress which the eilucational "idea" has 
 made within the last ten or lifteen years in vari<ius Kurnpian coutitries, and the " new 
 <lepartures," no le.ss remark, ible of their kind, whicii have taken pi. ice in Japan, and to 
 some extent in China and Kgyi't, especially in the policy of the governments of these 
 couJitries on this subject. 
 
 2nd. The thorough awakening which has taken place among the industrial nations of 
 Europe in ngard to instruction in industrial and eleinentai'V seicnct;. The earlier Interna- 
 tional Exhil)itions had ruthlessly ex[)osed the aliseuce of originality of design and skill 
 in its ai)iilication to industrial art in tlie exhiliits made, especially in thosi; fi'oiu Kugland. 
 Some of the continental nations pnjtited )iy the knowledge thus L;aiued ; whih.' otliei's, Eng- 
 land includeil, failed to do .so ; until at lengtii tin; comparative inferiority of tiie industrial 
 art exhibits at successive International Expositions demonstrated the necessity of a 
 thorough reform in art education. This has at length taken place, as detailed in this 
 report ; ami now thj countries concerned are making every ell'ort to recover lost ground 
 
■itiiroH of 
 iuv sucli 
 
 I'i, in re 
 'ts which 
 
 ("uttMUS of 
 
 ^'litiipiily 
 iii'l social 
 
 of a like 
 ho only 
 (fit wiTe ; 
 Miction in 
 conihint'tl 
 Uustratt'd 
 
 >ractic:illy 
 'US. Hut, 
 )it.s thcra- 
 a sati^fac- 
 illustrate, 
 loniincnce 
 ight it'fer- 
 
 iinflpoints, 
 lis suliji'ct 
 
 itlea" has 
 the " new 
 n, ami to 
 i of these 
 
 nations of 
 V Intcrna- 
 and skill 
 Kiigland. 
 UTS, Kn;,'- 
 in<hi.stiiul 
 ssity of a 
 L!cl in til In 
 it ground 
 
 SrMMAllY OF ITH TKACHINGS. — APPENDIX A. 
 
 it!» 
 
 and to givK to iiuiuutrial act training ilH propfr [ilauo in their syNti-niH of |mblio in- 
 Htniction. 
 
 3rd. Tlio roco^^nition, usin Enyland, and nioio or less in France, Anntria, lliiMMia, and 
 Jajiftn, of the neeessity of placing the fdueation of the |mo|)1o on a national lia.sin — Hiilj«tan- 
 tial and ival — as in Prussia and the olhiT States of (iciiinuiy, tlin United Stales, ami tin sw 
 Pi'ovinei'S — so as (I) to providi! .schuuls for all i:lassi'.s of the e jinmunity ; ("J) to tcco^'ni/.i! 
 the primiido of local taxation for schools; and (;J) to (tonipfl itarciitsto jierforni their duly, 
 and to ail'nrd their children, as of rij^ht, a inininuiin of eilucation at h-asl. 
 
 4. The only other jiohits which I shall notice arc (1) the ample provision which has 
 heen ma(h' of hite'years for the more almndant supply, hy (iovernnn.nt authority, of sciiool 
 " material," in the .shape of maps, charts, huoks, apparatus, ic. ; ('J) the necessity imposed 
 upon local .school mana;,'erH and trustees to improve the coudithiii of schuoldiuiises, and to 
 provide for the application of piinciples in their construction — in regard to heat, light 
 and ventilation; and (3), and lastly, for tho greatly increa.sed facilities which have heen 
 provided for the thorough training of teachers in the duties and details of their pro- 
 fessioi). 
 
 If, in addition to tho.sc lessons, and those which 1 have in this rc[)i)rt ventured to draw 
 from the teachings of the K.xhihition, we shall also profit hy the example and proceedings of 
 other countries, to which I have just referred, we shall not f';ul of tliat great educational 
 future which, I trust, is before us, or .suffer ourselves to fall behind in the educational ruco 
 on which we so auspicuou.sly entered at the Centennial Kxhibitiou of IttTG. 
 
 I have the honour to be, 
 yir, 
 
 Your very obedient .servant, 
 
 J. (jKOIKiE HolJ(iINS, 
 
 Drjiiiljj Minisfir uf Kducatioafur Outurio. 
 Toronto, lOth Muy, K^77. 
 
 APPENDIX A. 
 
 1. THE EDUCATIONAL INFLUENCE OF INTERNATIONAL EXIIIIUTIONS. 
 
 By PitoF. AiiciiKU, BiiiTi.su Co.m.missionkh to tiu; Ci:xti:nn-lvl ExiiiiiiTioN. 
 
 The following lecture was deliveieil in Philadelphia l)y Prof. Thos. C. Archer, British 
 
 Commissioner to the Centennial E.^position. It is generally admitted that no man was 
 
 more coiniictent than Mr, Archer to speak ui)i)n the sii'ijeet here discussed. 
 
 " My ohject in this lecture is to Ijring before you in as succinct u manner a.s possible, 
 the hist'iiy of the rise and progress of international exhibitions, and to ciiivey to you, as 
 well us 1 [)ossiltly can, my own impressions of the advantages which ih.'se exhibitions 
 confer up' '11 civilization. I have a strong faith in them myself ; I have always had. I 
 have Worked earnestly in them, I have sijcu their defects, and I have seen their benefits 
 also largely developed, ami still being develoiied. These exhibitions are institutions of 
 the time, to my mind, ami you are giadually awakening to that idea; you have begun 
 your career in that direction in I'hiladelpliia, with an institution which may not end for 
 a thousand years to come. 
 

 V lii 
 
 li 
 
 
 ^ 
 
 250 
 
 APPENDIX A. — PROr. ARCHER ON THE K lUCATIDNAL 
 
 "London Exjiiisition-, ISoO. — Tho fir.^t of these int»>rimtint)al exliiltitions was orig 
 inatcd in ISHO, liy one of tlie hest men tlie world lias ever known, a man wlm hail the 
 interests of his fellow-niui ;it lieart as warmly as any man eonM have, the I'lince Cnnsort 
 of EtiLtland. It oeeurreil to him, and he su^^ested tlit; thon^ht to others, that we .-liould 
 have an exhiltition of a different character, ono in which one nation shonhl vie with 
 another, not simply oni' individual citizen ;/f a city or district with other natives of 
 the district, hiu that it should lie universal, that we slioidd com])are notes with other 
 countries ; and tho conse(|uence was that the ori^irinal idea of an international e.\liil)ition 
 was started. It was carried out in the most 'admirahle manner--admiral>le becau«e the 
 Prince had in the first jdace the wisdom to see that the iileain itself was a trood one : and, 
 in the second j) • ce, the jJOSsihiliLy of tinding men aliont him capahle of cari yinii out 
 the idea most tl.oroughly, and of woiking it up to its ultimate success. The staff 
 then organized was composed of as intelligent men as ever met together fur such a 
 purpose. 
 
 " 77i'' Iiiiiiiidldt'' Tiijliii lire of the K.vhihition i t London in 18.")] was very remarkahle. 
 Previous to that, Knglishmen had th<' olistinale idea that one Knglishtnan was i.|U.d to 
 five Frenchmen, and three of any other foreigner,^, not nu-rely in nniseular sticn-th, of 
 which they had not the sligllte^t (loul)t. hut in int''llectual attainments, and everything 
 which made one man hetter than another. Never was a nation more comph'tely ■^uhdueil 
 than the English hy that Iv'liilntion ; tliey learned forthe first time that tin're weiesome 
 tilings in which others were 1. *ter than themselves, and some thiuus in which they were 
 hetter; and the knowledge one ,L"ts of one'-, self in this way, learning his weakiiesM-s ami 
 his strength, his excellencies and (h'ticiencies, giving and t:d<iiiL.', imparting to oth.ers 
 wherein he excels, and receiving from them that in which he is deficient — this knowledge 
 is really the best, and gaining it was one of the hest things that the exhil)ition of IS.'tl 
 did for us. Our art tastes were degraded in every way, hut we >tn(d< liy them. W \' huilt 
 buildings that were a d'Sgrace, we made pictures not now worth lookiiiL; at, we made 
 pottery whicli our ploughmen woidd not now use, and we went o;i with tlie idea that no 
 one could beat us. The Prince knew better ; lu^ had a univers.il feeling, a i'eeliiiL' for art 
 that was neither Knglisli nor (Jerman — the true ait feeling, lie felt that very niurh was 
 to be done to bring the peoi)le together to study art princi]iles in schouls in the French 
 manner. The result was extraordinary. Previous to that time our art schools w.ie very 
 badly attended. In 1.*<")1 we might have couuteil them on our lingers. Out of that Ex- 
 hibition sprung very numerous schools of design ; the art taste was cultivated, and insti- 
 tutions were opened up all over (Ireat Pritain, for the purp ise of teaching a >eirntifio 
 knowledge of our manufactures, and the theory of thea'sthetie knowledge of the arts. Then 
 sprang up the South Kensington Museum. I see l)efor(> me one or two gentlemen who 
 are ailmirable judges, and tiiey will give it the fullest tMidorsemeiit, that it is at present 
 one of the first in the worhl. 
 
 " 1,'i'niill.t. — That is one of the results i)f our holding .m Ivvhihition when our art tastes 
 were as degraded as th.ey could be, and a low grade uf kimwhclu'e jirevailed, \\ f have 
 learned the o])])osite lesson : we have attained to a means of improvement which will go 
 on forever. The South Kensington Museum and its atliliated in.-^titutiuns are cnuipletely 
 revolutionizing the wliole tastes of the country, and in such a ni.'inneias would -uriu'iso 
 you. We have at present between eight and nini' thousand schools or das.ses u\' art. at 
 almost a nominal cost. The .system is this : Wherever twelve gentlemen will nect to- 
 gether and petition the Science and Art I)e]iartment to estahlisli within their ju'ecincts 
 an art or .science school, engaging that there sliall be a certain number of jiupiU. nne is 
 started. This has gone on to such an extent that it is a very profit.dile thing fnr tho 
 teachers to get together jinpils in this way. They make handsome incomes, and the 
 Government reduces its ca]iitatinn fee as the pujiils increase aud have to ]>ay. Thus the 
 charge on the State jiei' head is becoming less and less, while the number of <lasses is 
 going on increasing. This is one of the first ami u'r.indest results tiiat came IVom the 
 great Exhibition of IS.'i!. 
 
 ''Jltiirjits. — Then there was another good and nsrful feeling originated by thai Fxlii- 
 bition. That was, the manufacturers of Europe olitaineil the idea that they ihiiveil a 
 benefit from these exhibitions ; that they weie the best jiossible means of advertising, 
 neoiile beins; enabled to compare one tliinu' with aii'ither, and ascertain which was good 
 
 peop; 
 
INFLUEXCL OF INTEUNATION'AL KXIHUITIONS. 
 
 1'5I 
 
 [•;is one; 
 had tlie 
 |(.'iiii>;Mit 
 lifiiild 
 l)t' with 
 Mivfs of 
 li (itli(ir 
 liibition 
 .i-e tlie 
 I' : and, 
 
 ill',' nut 
 
 in.> ' >t:itr 
 such a 
 
 
 and which was had, and learn to fix their choice in the right direction. It has invariably 
 been tlie practice prior to each of these Kxliibitioiis to run them down — the niauufac- 
 turers were reluctant to incur the cost of comi)ntition ; but when one comes in others 
 come in, and in tlie end all show their conlidence and appreciation of the value of these 
 Exhibitions, 
 
 " CoitK, DtT.UN AND Pai!IS, 18r)2-18r..-).— The Exhibition of 1851 has been f.illowed 
 up by a much largiT series of Kxliibitioiis than is generally imagined by those paying no 
 attention to the sul)ject. Tiiere were two held in Ireland — one in Cork, the other in 
 Dublin. Then, in 1855, an Kxhiliition was held in Paris. 
 
 " Manciikstkh Ai!T. — We had also an exhil)ition in .Manchester — of art purely. This 
 was conrined to pictures, sculpture, engraving, grapiiic art generally, and decorative art. 
 Tliat was made up almost entirely of loaned collections, which completely changed the 
 tastes of the people in that neighbourhood. The first argument offered against it was : 
 Wliat is the use of bringing to a neighViourhood like Mancliester, composed of manufactur- 
 ing people, such a collection as the I lertford ami other choice collections ] I went there 
 a« a reporter over forty times. j\Iy chief amusement was to listen to the people, and I 
 found that I obtained more information by listening to these mill-people than liy any 
 observations of my own. It taught me a lesson — tliat those wiio put their own opinions 
 up as far better than their humbler neighbours are often mistaken. Nothing ever did 
 more good for such a neighbourhood than that exhibition at Manchester. 
 
 "IIOM.AM), I)Ki,(;iUM, Italy, FitANcic. — Two exhibitions were held in Hollar \the one 
 fpiickly after the other. They were purely of an industrial chai'acter, and were comlucted 
 in a very admirable manner ; the one in Amsterdam, in a building specially erected for it, 
 and the other in Haarlem, in a building hastily adapted for the purpose. Their success 
 was extraordinary, and forced upon the Dutch people the conviction that such exhiVtitions 
 are aids to trade and manufactures. The fruits produced tlien have been a most thorough 
 attendance upon exhibitions, and very great ])ractical benefits reaped from them. Al)oiit 
 the same time many others were being held in Florence, Naples, IJrussels, Rome, Havre, I'V'c. 
 
 " London, ISOi'. — In 1802 it was determined to give another exhibition in London, 
 but previously that of l85o was held in Paris on a very large scale. I had not so much 
 opportunity of going into the history of that exiiibition, though I attended it tiirougliout; 
 for, like all strangers, I became attracted by the amusements of Paris- these exhiliitions 
 for such reasons do the natives more good than strangers. In 1802 oiir second exhibition 
 was held in Lond(m, although there was very great fear, indeed, that it would not prove 
 a success ; and this is always one of the worst features when an exhil}ition is talked of — 
 it is prophesied tiiat it will be a failure, that it is one too many, and such croakings. It 
 did, however, prove a very great success. So thoroughly imbued were many with the 
 exhibition idea, that it was thought desirable that, instead of being held once in ten ov 
 twelve years, one should lie held every year, and this led, in 1871, to the plan of the 
 Annual International Exhibitions, Mdiicli, as I sliall tell you afterwards, was not sosuccess- 
 ful. In 1SG2 we had what we had not in 18<")l ; we had fine art as a very important 
 feature, and tlie picture gallery of 180.") was perhaps one of the finest in the world — 
 admirable in its construction, admirable from the ccmifort it gave to the spectator, and 
 admirable also for the works shown in it, though in that respect not more remarkable 
 than the averagi^ of our exhibitions usually. The exhilntion of 18G2 gave a great stimulus 
 to the rest of the world, and forced the idea still further that these general exhibitions 
 must go on. 
 
 " Stockiku.m, 1800. — In 1800 an exhibition was held at Stockholm in Sweden, which 
 was very beautiful. It was got up with the idea of exhibiting only local productions ; Init it 
 was extended to all Scandinavian jiroductions, and Norway, Sweden and Deiimarkiiartici- 
 pated, and there were a f(!W representations from otluu' countries. The arrangement now 
 is, that (!very third year there shall l)e an exhiltition in one of the Scandinavian capitals. 
 In 1872 the second one was held in Copenhagen, and it was a most admirable success. 
 It is due to these small exhibitions that you have so many c(mntries now coming for- 
 ward to yours. Vov instance, Norway and Sweden — what can be more elegant than the 
 arrangements they are making ? Then; is taste, (jiganization, and thorough knowledge 
 of exhibition work. This arises from the fact that they have hehl exhibitions themselves 
 
'252 
 
 APPENDIX A. — PU(.>F. AIICIIER OK THK EDUCATIONAL 
 
 which liave been successful in advancing tlieir comfort, their commerce, and their general 
 happine.ss as a peoide. 
 
 " Paims, 18G7. — In the great Paris Exliibition of 18()7 there was a widening of the 
 exhibition idea altogetlier, the iih'a of re|)resenting nationalitii's. KvtTy nation wanteil to 
 be separait'ly recognised there, and the grounds were (;i)iisei(uent'y iiuinensely extended ; 
 and they had arrangenu'uts for sliowing the national houses and nistaurants, the national 
 modes of living and ct)stunics, and it was one of its chief and most agreeal)le features. 
 This was carried out still furilier at the Vienna Exiiihition, and will have even a wider 
 range at that heiv ir.auguiated. 
 
 " .Moscow, 187-'.— The exhibition held in 1872 did not .attract much attention either 
 in Euroi)e or America. It was held in one of the most i)ictures{|ue spots upon the globe, 
 the last, indeed, where it woidd have been expecteil to have a gnMt oxidbition, the Ex- 
 hibition of Moscow. This was the thst etl'ort at a scientifically organized exhibition, and 
 1 am sorry to say it was the last. 1 hope it will not long remain the last, but that the 
 principles upon wliich it was inaugurated will be tliose upon which exhil)itions in future 
 will be carr' c'd on everywhere. The etl'ort was to have philosophical arrangement of all 
 the articles exhil)ited, every class being grouj ed witidn a s])ace commensurate with it.s 
 reipiirements. Tiie exhibition was held in the Alexander <Jarden, and it covered two 
 miles of space. It ought to have attracted the greatest possil)le notice all over Europe, 
 if not from more distant countries, but it w.is very little visited, except by the native.s 
 of liussjji. But it was the most teaching exhibition that has ever yet been held. No 
 human I)eing could walk through any one of its classes without coming away nuich 
 cleverer than he went there, simply because the organization and tin; arrangement were 
 so wonderful that you could pick up knowledge and informatioti witliout knowing it. 
 Just, for instance, as in your I'luted States (jiovernment l)uilding j'on -show your postal 
 service, with all its appliances, they had a postal dei)artnu'nt where yon saw not only what 
 they were doing in JUissia to l)ring their [lostal system to perfection, but in every coinitry 
 in the world. For instance, there was a long avenue of postmen — of course, dumnnes 
 — each one arrayed in the costume of his respective country ; tlu're was an album con- 
 taining the postage stamps of every country, a lil)rary cinnposed of books containing 
 forms for every purpose; connected with postal administration, and a long line of carriage.s 
 used for carrying out ])ostal arrangements — everytliing from the rude sU'dge of the wild 
 Kamtschatkan to the formal yellow-]iainted van of the (Jerman States, whfre they like 
 yellow better than anything else. There was also every form of telegraphic apparatus, 
 and telci'raph (jtiice, so that y:ju could write or telegraph to any pait of the world. 
 
 " Then in the medical department theie was a hos[)ital, such as is used in their large 
 cities, furnished with every apjiliance which nnghl lie rtipiirtd for accidents at a v mo- 
 ment ; in the dispensing dejiartinent all the ])roper pharmaceutical arrangements, ; ^ out- 
 side a garden in which every medicinal heib was growing that uouhl bo u.seil in this 
 department. 
 
 " In their States Department eorres])oniling to your United States Department, their 
 navy was illnsti'ated by a man-of-war jiut nji in sections on land, 'I'here was every kind 
 of tit ting for the saloon c.diins and for tiie nu-n, every kinil of appliance for .shipboard 
 life; the rigging was sIkjwii, the Heeti(jns taken, sliowing tlie masts standing and the (»ther 
 parts let't out ; tin,' sails wei'e tlapping in tiie wind, and yon s;iw how tle-y wen; nnide. 
 The tiax \vas brought in, s[)un into yarns, and woncii into sails, the ainrnunitioii was made 
 upon tiie spot, and the veiy cannon wt.'re liored while ynii were looking tni. It was, in short, 
 a polyl'clmic display the most perfi-ct the world has ever seen. 
 
 •' Sl'oCKIloi.M, 1872. — I mentione(l to y(jn that the Cnpcnhagen lAliiliitioii which was 
 held till' same yeai' as the; .Moscow one, was not a laigc one ; it was ehietly for the display 
 of Scandinavian jiroducts. Tin; exhiliils of porcelain wcrc! exceedingly tine, and they 
 pointed out to me what an iinniense intluenee the other exiiiltitions had in .stiniuliiting this 
 beautiful art, and bringing it to such perfection as I therts t'nuiid it. it had l>roken iUjwu 
 
 tl 
 
 le ri>\al 
 
 uoiiopoly ot uiakiiig porcclani m ( "o[K'nliagi n 
 
 sliowiti;' thai it did not meet 
 
 the wants of Ulie people, and that ]irivate enti'ipri.se had brought out manufacturers who 
 
 The following vear the roval works broke down corn- 
 
 were surpassing tlie royal works, 
 
 pletely, not a bad n^sult of the exliiltitioii. 
 
 " Vjknna, 187:5. —The Vienna Exhiliition, in lb73, was so much widw in its aims that 
 
 i 
 
 
 I 
 
INFLUENCE OF INTERNATIONAL EXHIIUTIONS 
 
 2o:t 
 
 it'ir general 
 liii.i,' <'f the 
 
 VViUltcil to 
 'Xtcil(k'(l ; 
 
 le nutiuiial 
 •' l'catiirf.s. 
 'ti a w'uU'v 
 
 tioij vithvr 
 tlit;i;l()hf, 
 , the Ex- 
 itii>ii, an. I 
 that the 
 in future 
 • lit of all 
 with its 
 jvcrcd two 
 '♦T Kuriipe, 
 till' !iatives 
 hcl.l. No 
 way much 
 iiK.'ut Were 
 iiDwiiif,' it. 
 <tiir jiostal 
 t<tiily what 
 ry country 
 <lumniies 
 ilhum con- 
 containing 
 >t' carriages 
 f tht! wild 
 tiny like 
 apjtaratutj, 
 rl.l. 
 
 thfir larj-e 
 
 ;> V mo- 
 
 S ;i 1 out- 
 
 t'<l 111 thiij 
 
 uiit, thfij- 
 very kind 
 wliiplioiu-d 
 tlu' other 
 -•r<' made, 
 was made 
 i, in short, 
 
 •hifh was 
 le display 
 iuid they 
 ii'iii'fthis 
 :<*n down 
 Hot meet 
 rer.s who 
 wu com- 
 
 iims that 
 
 ¥' 
 
 it desorvfS cspcciiil mention. Its <levelo]ini('nt of tlit; national idea was much in exocsH of 
 all the demands, and tlu^ stimulus jL,'iven to the, various natiunalitics of the ominrc to rlo 
 somotliin<,', a]tliou.i,'li to'i iK)or to do mucli, causod so i'rcat a strain that tliat exhiliition 
 cannot lie oonsidcrcil a very threat success. Still 1 am convinced that seeds were sown 
 n[)on that occasion which will produce <,'ood fruit for Austi'ia. I know ))ersonally that at 
 this time many trades which were in a dilapiilated condition wlum the exhibition openeil, 
 are tliriviui; now. 
 
 "This is a small residt for the immense <'xhil>ition at Vicuna, hut it is only owinjj; to 
 pecidiav circumstances that no better results followed, i am lirndy convinc(!d, however, 
 that the time will come when the seeds then sown will product^ jj:i'eat results. It has u'iven 
 tiiem the feelinL,' that I hey can hold their own with the rest of t!.e woild in a variety ot 
 ways They have opened their countiy to the outside world in a larj^er measure than 
 was thou.ifht of before, and this has given an international feeling, and has been produc- 
 tive of growth ; they have let in intercourse with the world, wliich lias brought in many 
 wholesome inlluences, and nuist conduce to their lienetit. 
 
 " LoNiioN, AxNiAi.. — It was hoped that the annual International Exhibition in Lon- 
 don would l)e permant'ut. It was thought that breaking up these exhibitions into annual 
 sectit)ns, repiesenting onl}' a certain class of articles each year, was better than to put 
 forth the entire ell'orts every ten years. The idea was a good one, but the admin- 
 istration was bad, and they of course failed. It could not be carried out without 
 great and constant energy, and that could not be sustaine<l year after year. 
 Hesides, we in England have people who like to get a good job. You have some in 
 America, but you haven't them all. The international exhibitions became comfortable 
 berths to a great many ])eoj)le, who preferred them to the exhibitions. Of course, the ex- 
 hibitions failed. The principle was good, but was badly carried out. The idea was not 
 !Ui original one, but was copied from the French triennial exhibitions held during the First 
 Empire, and again cojjied in France in the small exhibitions lield every four years in Paris, 
 known as the Concourse (.'entrale. These are admirable in every way, and are the most 
 useful and beautiful that have ever been heUl. They are regulated with great care, not 
 by an oflicial bureau, but by the manufacturers and producers themselves, who form a 
 committee among themselves of various tastes and sound judgement. A m.an nuist be 
 well known and a sound man to get on this committee. Nothing gets in without running 
 the gaunlet of the whole committee, and very little that is indifferent obtains admission. 
 The peoi)le in France thus have an opportunity of seeing in a moderate exhibition the best 
 efiorts of art ami manidaclure in their country. It is a great lethetic lesson for the peo- 
 ple themselves. They learn Mhat art can produce, they desire to have it, and every person 
 connected with it is benefited. 
 
 " PllH.ADEi.l'iiiA, 1870. — The next great efTort was by the proposal to hold an exhibition 
 here. You know ]uite well that it was not at first very warmly received in Europe. 
 P)Ut the difliculties always give way. They have done so at least hitherto. We have just 
 begun exhibitions, and shall go on with them to the end of time. No sooner was the 
 mind of Great Britain convinced that you were serious in your intention of holding a great 
 exhibition, than they came forward in my country with a thorough earnestness of purpose 
 and a determination to do their best, and the strong conviction that you were doing the 
 right thing too in taking your share of the great benefits which we are sure do arise from 
 these exhibitions. . . . .Mr. Archer concluded : — ^Ve come here, and we 
 find men with the same love of culture and of right which we are accustomed to find in 
 our best circles, the same genial feelings in all classes, the same warm sentiments. I am 
 sure that I and my countrymen will leave with an admiration of your exhibition, and for 
 those who have broiight it to a successful end," 
 
 II. Lessons Deuived fuom the Paris Exposition, 1867. 
 
 From the Connecticut School Effort for 1876. 
 
 "The Paris Exposition in 1807, taught some salutary educational lessons to the 
 English Government and people, and was one of the prominent causes which led to the 
 adoption of the new national system of education in 1870. It demonstrated that England 
 
-i 
 
 ^ 
 
 .254 
 
 AITKNIUX H. — PAUT I.— W|( KKUSlf AM ON I'KDAOOOK.'AL 
 
 w.'i- ' outstripped both in the arts of pt'ace ami war by the continental nations in virtue 
 of tlieir better education.' It proved a ;iood school for Kn<j;lan(l and for all Kurojie. The 
 evidence then presented of the relative decadenct; of Enj^di.sli manufactures was a surprise 
 to the nation that had so long assumed superiority to all the world in her manufactures. 
 Not only the English 'jurors or otlicial inspectors of tlu; exposition but the })ress of 
 England, her manufacturers and practical observers, and even rarlianient, were compelled 
 to admit that England fared ill in that comparison of the world's industries. One of tiie 
 jurors. J. Scott Kussell, said : — ' Something nnist be done or our working classes will Ite 
 grievously wronged and the whole nation suffer. In the race we are nowhere. Our 
 defeat was as iguomiiuous and as disastrous as it is possible to conceive.' Tiie elaborate 
 Parliamentary Ifeport, 'on the causes and the remedy,' convinced the government of the 
 fatal blunder of neglecting popular education. It was the jnost striking demonstration 
 ever presented, that education fosters invention, tlirift, and economy, and tliat ignorance 
 means waste and weakiu'ss. This Report led to the expansion of the South Kensington 
 Museum and the organization of numerous schools of art and imlustrial tlrawinj; through- 
 out England, as well as to the new njeasures for pujmlar education." 
 
 APPENDIX li. 
 
 I. PED.\OOGICAL Ml'SKl'MS AND DKPOSIIYjIMES IN ENGLAND, 
 
 CANADA AND KL'SSIA. 
 
 T. By the Hon. J. P. Wickkksham, EL.D . Slikkintkndknt of Piulu. Instkihtion, 
 
 StATK UF PK.\.>.iYl,VAMA. 
 
 It would not be out of place to spenk here of the Museums of Indnstry and of Art 
 that have been establislied, and are spiinging u|» in thf ditfercit countries of Europe ; l»ut 
 the limits assigned to this report will permit < nly a lirii-f accotmt of wliat are ciUed Ped- 
 sigogieal Musi'UMis, Exhibitions of Means of Instruction, or Depositories of Education. 
 I'nder these ditfereut names they embrace a collection of all tin; iiiiderial of eibiealion — 
 school furniture, school apparatus, text hooks, and appliances for schools of all kinds. (Jf 
 institutions of this kind, several were represented at the Exposition : — th<'So)»th Kensing- 
 ton Museum, England,* which, a fine pedagogical department, in sending an exhibit to 
 Philadelphia, did not include much of a general pedag(»gi(al character. The P«'dagogica! 
 Department of the Industrial Museum at Zinich, Switzerland, was oidy partially repre 
 sented The " Perinane.nt Exhiliitioii of Means of Instruction," at Vieiuia,was represented 
 oidy by a series of photographs, which, however, were sutilcient to furnish evidence of a 
 large and rich collection. Tlie Depository o{ Education, at Toronto, Canada, and tlie 
 Pedagogic Museum at St. Petersbuig, sent to the Exposition full and very interesting ex- 
 lubits. Of these .siine account will lie given. 
 
 First, of that from Ontario, riie Ede.cational Depository of Ontario is a branch of 
 the Mducation Department of the Province. It was organized in 1^51. As classitied in 
 the catalogue of its exhibit at Pliiladelphia, its contents are as follows: — 
 
 1. Heports and documents relating to systems and institutions. Photographs, plans 
 and models of .school buildings, school fittings and furniture. Speoiuiens of pupils' work. 
 Blank forms. 
 
 2. T' xt-books. Books relating to teaching. Library ami prize books. 
 
 3. Material of object lessons, maps, charts, globes, philosophical instruments, collec- 
 tions in naturid history, etc. 
 
 In the twenty-five years since its pstablishnient, this Depository has obtained by nmn- 
 nfacturing at home and by importations from abroad, a large and tine collection of the 
 best kinds of material relating to cducatiua. The following are the special objects at 
 which it aims : — 
 
 * A sketch of thin note <1 Must^ui, by Mr. P. Cunliife Owen, will be found on page 204 uf thiB Apiiendlx. 
 
 \ 
 
■s HI Virtue 
 •())..'. The 
 .1 surprise 
 lutucUires. 
 prt'ss of 
 compelled 
 >ne of tliu 
 ses will Ijo 
 lort . Our 
 ol.'ihorato 
 lent (if the 
 iiri.str.itiou 
 i^'uoraiice 
 ■iisiiigtoH 
 tiirough- 
 
 AND, 
 
 STKl.'CTION, 
 
 iMil of Art 
 
 ill'opo ; Idit 
 !.ille(I Peil- 
 Kilucation. 
 iiiu-iiiion — 
 <iii(ls. Uf 
 
 U Kelisili''- 
 exliibit to 
 Vii;»;,'()i;icil! 
 ally rcpre 
 I'proseiiteil 
 k'lif*! of a 
 I, and the 
 esting ex- 
 
 liranoh of 
 iissitied in 
 
 •lis, plans 
 tils* work. 
 
 ts, collec- 
 
 l by man. 
 on of the 
 :jbj(!ct8 at 
 
 Ai>iiendix. 
 
 MUSEUMS l.V KNGLAXI), CANADA AND RUSSIA. 
 
 2.>5 
 
 1. To provide a coiiiplote Educatiniml Museum, wlicrc teachers, scliool otlieers and all 
 interi'sted in education, can (obtain iuforinatiou of all kinds in relation ti> the nianagenient 
 of schools. 
 
 J. To bring to the notice (jf all concerned in the work of education throughout the 
 Province, the best plans of building and furnishing school houses, and the best kind of 
 apparatus and appliances to be used as means of instruction ; and, as far as it may, hasten 
 their adopt'')!), 
 
 •J. To furnish, under certain conditions, to school trustees and other proper persons 
 ordering them, te.vt-l)ooks, library and jirize l)ooks, books for Sunday schools, and articles 
 and sets of school apparatus, at the lowest j)ossible price. 
 
 These bookh and articles are obtained b}' otiicers (if the Lepositorj' in large (pianti- 
 ties for cash, and the Minister of Kducatiou adds from a government grant 100 per cent, 
 to all sums, not less than live dollars, transmitted to the Department for their purchase 
 for the use of the public schools. The result of this j)olicy is that in 1^72, there were 
 in Ontario, with about 5,000 schools, 4,310 Public Liliraries, and tliere had been sent out 
 to them L'r);5,51S volumes. Of prize books there liad also Ijcen sent out 027,500 volumes. 
 Of >chool ap[»aratus, there were sent out — of Geographical maps, 1,461 ; of .Scri|)tural 
 and Classical majjs. Hi ; of other charts and maps, 4-17; of globes, 123; of sets of ap- 
 jiaiutus, 4.'5 ; of single pieces of apparatus, 44G j of historical and other lessons in sheets, 
 13,055. 
 
 The formation of School Museums is encouraged. Specimens in Natural History 
 are Sold to tlie pul)lic schools on the same terms as are books and apparatus ; but in ad- 
 dition to this and stimulated by it, the teachers and pupils of the schools themselves fre- 
 quently make collections in their own neighbourhoods, and exchange with other schools. 
 It seems to be the opinion of all the leading friends of education in ()ntari(j, that 
 the I)epository has been of great benefit to the sch()ol interests of the Province. There 
 have been objections to its buying and selling books and apparatus in C(jmpetition with 
 private parties, but as a museum and a means of siireading abroad knowledge in reference 
 to school-houses and n, 'ihods of instruction, it meets universal commendation. 
 
 In what will be said of the Pedagogic Museum of St. Pt^tersburg, free use will be 
 made of the cataljgue of the exhibit at the Kxposition. The Museum has for its object : 
 
 1. To collect information regarding the manufacture of school apparatus in Russia 
 and abroad, and to exhibit as complete a selection as possible of contemporary school and 
 educational apparatus as well of home as of foreign make, with a view of facilitating edu- 
 cutii^mal establishments in the choice of proper apparatus suitable to individual re([uire- 
 ments. 
 
 2. To submit the school apparatus thus collected to special examination and test, in 
 order to ascertain their con j)arative merits, as well as the best way of applying them to 
 the purposes of instruction and education, and in case of need to introduce improvements 
 in school apparatus, 
 
 ;i. To promote the development and reduction in cost of the local manufacture of 
 school apparatus. 
 
 4. To promote the diffusion of pedagogic and educational knowledge by means of the 
 collected school apparatus. 
 
 The Museum,' through its agents, both permanent and temporary, gathers informa- 
 tion respecting the state of t lie manufacture of school apparatus in Kussia and abroad ; 
 with this object in view, it .■>tudies Exhibitions, as well local as international, in which a 
 place is assigned to pedagogic apparatus, collects catalogues, price-lists and notices of the 
 manufacturers of school apparatus, and finally, as far as its funds permit, procures speci- 
 mens of school apparatus, classifying and exhil)itiiig them at its permanent Exhibition. 
 
 The extent of the museum may be judged of by the following enumeration of illus- 
 trative objects : For use in lieligious instruction, 70 ; instruction in Mathematics, 
 PJO; Natural PhiloMiphy, 400 ; Natural History, OOO ; (.'osmography, 100; Geography, 
 3u0 ; Political History, 'ioO ; Drawing 100 ; Caligraphy, and Stenography, 50 ; Course of 
 an elementary School, 50; I)omestic Instruction and Kindergarten, 250 ; Gymnastics, 40; 
 Music, ^5 ; Hygiene, 200. Besides these, there are many specimens of school and class 
 furniture, the wh(de amounting to 2,700, without including some 4,000 slides for the 
 
n 
 
 256 
 
 AI'l'KSDIX II. — I'AllT If. — NuUTlIUoP (»X 
 
 ' 
 
 if 
 
 Ml 
 
 magic liiiitern, arranged to illustratt' varioiis bjaiiclics of knowkulgt?. The lil)rary of tlu' 
 museum contains 12,(100 volnmi's, ami 50 jicdagngic periodicals are received. 
 
 'I'iie examination and testing of school ajiiiaratiis, an estimate of their ndative merits, 
 and the introduction of improvements, are carried on by specially organized sections of 
 the IVrmanent Committee of the Museum, which manages tlie wliole institution, and 
 consists of the President and four meniheis appointed by tiie government. Up to 1S70, 
 the workshops of K'nssia had i)ro(lnceil very little school material of any kind, i'.y tlu> 
 following means, originatetl and carried into effect liy thi: Museum, gicat progress has 
 Ijeen hrougiit ahout : 
 
 1. l)iscovering in the capit.ds, as well as in the provinces, fresh producers of school 
 apparatus, and affording tliem gratuitous use of models ami ilrawings made i>y specialists, 
 an<l in some cases supplying them with funds. 
 
 2. (Jranting the right to every producer of exhihiting liis specimens among tiie col- 
 lections of the museum. 
 
 3. K.xamiriing school ajjparatu.s through «'Xperts, granting certificates of approval, 
 and .spreading information regarding tlie hest ami cheapest apjiaratus. 
 
 4. Arranging local t^xhil-itions and hringing together producers of apjiaratu-s n"d 
 the representatives of school demands. 
 
 '). Sending .sjiecimens of the colU'ctions, at the expen.se of the museum, to the Inter- 
 national Kxi)ositions, and at the same time allowing the producers t(» enjoy the rigiits of 
 exhibitors. 
 
 In addition to tlie travelling Kxhibitions, wliich are organized and sent out to tlu; 
 diflVrent provinces, for the jiurjjo.se of aci|uainting teaciiers and sclmol boards with the 
 most approved school ajiparatus, the dill'usion of knowledge is promoted l)y the following 
 means : 
 
 1. The museum opens its collections and library for gratuitous use. 
 
 2. In it.s Sections it curries on open discussions on <iuestions of instruction and edu- 
 cation. 
 
 3. It publishes, periodically, explanatory catalogues of all the collections of tli«> 
 Museum. 
 
 4. The members of its Sections contribute to a special pedagogical periodical. 
 
 5. Pulilic U'ctures are read on ))edag(igical and .scientific subjects, as well as roading.s 
 for the puo{>io, all of which are {lubjished in the form nf Hniall pamphlets. 
 
 II.— PEDACOCIC MlSKUM IN lirSSIA, FROM TIIK I{Kr(iKT OK TIIK IloN. U. (}. NultTH- 
 
 Ror, LL.D., Skcuktaky of thk Conxkctkit Statk Uoakd ok Kiucatiun. 
 
 Many of tho European (lovornmonts have liberally donated their Centennial exhibif.s 
 to the Uiiited Slates (.Jovernment. For their reception, a new building on the gidunds ot 
 the Smithsoitian institution has already b;'en planned, in which one laig(! wing is .set apart 
 for a Pedagogic Museum. Tiic educational aj>j'liances embraeol in the.se foreign gifts are 
 nearly enough to fill this large wing. Once fuganized, it will be a nneleus around wliich 
 will be gathered the material for an ample Kducational Museum. Such an institution in 
 greatly needed in this country. The imixiitanee and nsefulne.ss of such a nniscutii were 
 hapjiily illustrated by the grand «?isplay make at Philadelplda by the? Peilagogic Museum 
 of St. Petersburg. 
 
 The educational exhibit of Kussia evinces the thoroughness and suece.ss with which 
 industrial and technical education ha.s been recently orgaidzed in that country. The great 
 Pedagogic Museum of St. Petersburg has contriliute<l much to this result. The stato- 
 nients here given on this subject are condensed fiom the Hussian ISeports. This Museum 
 is designed to collect and diii'iise information in regard to the best .school ajjparatus mado 
 in Kussia or abroad, and to exhil)it the fullest possible collection of the same, so far as to 
 facilitate selection and )>urchn,se to suit individual reijuirements. Kxjierts are emj)Ioyed 
 rigidly to test these variou.s appliances, and deteimino their comparative merits, and in 
 ca.se of need, introduce improvements re({uired, and to reduce the cost of their production 
 
 n- 
 
rary 
 
 of tlio 
 
 tivo mt'j'its, 
 si'flitiiis >>i 
 l\iti(>n, ami 
 'Y to 1S7'>, 
 1(1. I'.y the 
 uo^'ir.ss has 
 
 >rs dt" school 
 V sjH'ciiilist.s, 
 
 loiiy the col- 
 
 of .ii>i)roval, 
 
 panitu.^, ati'l 
 
 to the IritfT- 
 the rii^hts of 
 
 •tit out to th« 
 ards willi the 
 thf followiiij^ 
 
 :tion an<l *'<lii- 
 
 •ctions «>f tho 
 
 loilical. 
 
 I'll a* rea<lin.us 
 
 li. (;. NoUTii- 
 
 lnlCATluN. 
 
 U'linial I'xhihits 
 till' f,'rouiiils tit 
 niiji is set iipavt 
 oH'igii shifts art' 
 ar()\inil whieh 
 u institution is* 
 I inusiiuu \vfn> 
 a^irogit.' Museum 
 
 •«>&H with which 
 itry. The groat 
 lit". Tlu' stattv 
 This Museum 
 iil>paratus iiiailo 
 mu', so far as to 
 ts are t'inployeil 
 i merits, and in 
 their jiroduction 
 
 i 
 
 PEDAGOCilCAL MISEUM IN RI'SSIA, ETC. 
 
 2.-7 
 
 and sale to the lowest practicahle figures. Tlirough the Russian Ministers and other agents 
 in foi'fign countries, tliis Museum is continually collecting inforniaiion in regard to school 
 uli])aratus and appliances in other lands. Russian agents carefully studied our K.xi)()sition. 
 us tlu-y have all others wliere pedagogic apparatus has been sl.nwn, collecting catalogues 
 and price lists, and procuring speciuinns of school apparatus for the St, Petershurg Mus- 
 eum .... 
 
 The success of the St. Petershurg Mufteum is the more striKing in view of its recent 
 origin. That an institution organized only a dozen years ago has already assumed so large 
 proiiortions is hut one of many indications of the rapid progress made by Pvussia tluring 
 the last decade. 
 
 The following is the official account of this Museum, published by the liussian Gov- 
 ernment : — ' 
 
 III. — The PEDAtiOOIC Mu.SKUM AM> EuiCVlKiNAL DErOSITOUY OF Rl.S,SIA. 
 
 Official Account. 
 
 The Pedagogic Museum of the military schools, is a government Institution foundeil 
 in IstU in the exclusive interests of the educational Establishments of the Ministry of 
 War, but which in 1871 became an independent Section of the General Museum of 
 Practical Science of St. Petersburgh. 
 
 The I'edagogic Museum has for its object : 
 
 (1.) To collect information regarding mannfacture of school apparatus in Russia and 
 abroad, and to exhibit as complete a selection as possible of contemporary school and edu- 
 cational apparatus as well of home as of foreign make, with a view of facilitating educa- 
 tional establishments in the choice of proper apparatus suitable to individual reijuirement-s. 
 
 (■-'.) To submit the school apparatus thus collected, tf» special examination and test, 
 in ortler to ascertain their comparative merits, as well as tlie best way of applying them 
 to the purpose of instruction and education, and in case of need to introduce improvements, 
 in school apparatus. 
 
 (;{.) To promote the development and reduction in cost of the local manufacture of 
 school apparatus, and 
 
 (4. ) To promote the diffusion of pedagogic and educational knowledge by means of 
 the collected school apparatus. 
 
 I'p to 1870 the .Museum applied its endeavours solely to carry out to the utmost ex- 
 tent tiie first objeet, but its activity gradually increased, and at the close of 1C71 began to 
 he ilirected to tlie attainment of all the above mentioned aims, availing itself of the 
 folhiwing means: 
 
 (I.) The Museum, through its agents, both permanent and temporary, gathers infor- 
 mation respecting the state of manufacture of school ajipaiatus in Russia and abroad ; 
 with this object in view it studies Exhibitituis, as well lt)cal or international, in which a 
 place is assigned to itedagogic ap'paratus, collects catalogues, price lists and notices of the 
 manufactures of school apparatus, and finally, as far as its fun<ls permit, procures speci- 
 mens of school apparatus, classifying and exhibiting them at its permanent exhibition. 
 
 In 18(JG /. t. in the secoml year of its existence, the Museum possessed a collection 
 of apparatus, relating chietly to preliminary instruction, and occu[)ying a space of 18 
 stpiaio tatlioms. In 1870 the collections occupied a stjuare of S.") square fathoms, and at 
 present the collections, consisting almost exchisively of specimens, cover 150 square 
 fathoms of lloor, 300 s((nare fathoms of wall, and 250 stjuare fathoms along the shelves. 
 
 The collections of the Museum may be divided into four principal groups : 
 
 (1.)— Instructive Poktion. 
 
 1. Religion (about 70 denominations of collections of wall charts, atlases, albums, 
 pictures and reliefs.) 2. Mathematics (liJO denominations of collections of apparatus in 
 arithmetic, geometry and geometrical drawing.) 3. Natural Philosophy (400 apparatus 
 and collections of drawings and sketches relating to a preliminary course in physics and 
 chemistry, magnetism, electricity, galvanism, light, sound, heat and mechanics). 4. Na- 
 17 
 
r 
 
 . 
 
 Hi 
 
 4 
 
 f 
 
 > 
 
 2.-)8 
 
 AITENDIX n. — Ml'SKl'MS AND DKPnSITOniKS. 
 
 tnral History (fiOO (Iciiomiimtion.H of cdllcctioiis and aids in minoralo<^y, botany, zoolo;,'y, 
 anatomy and physiology). 5. Cosmography (100 donominations of collt'ctionsand aids in 
 mathematical and physical geography). *i. (Jcograpiiy (300 denominations of collections in 
 physical, political and historical geography, and in ethnography). 7. Political History (ah<int 
 I'OO dt'!ioniinations tif collections in nniversid history, and in tlu," history of Russia, among 
 them aids for the study of the cultural side of history). H. Drawing (lOo deiiominatioMs 
 of aids and collections of various systems of ])reliminiiry, technical and art drawing). *.♦. 
 Caligraphy ami Stenography (ahout .")0 denominations df aids in classes and for pupiU). 
 10. Course of a preliminary school (ahout HO denominations). 
 
 (2.)— KlifOATloNAI, PuUTtON. 
 
 1. domestic Instruction and Kducation (aiite-schoul nu.*') and kindcrLrarten. likcwi.-i' 
 games, and educational t-mployuunts in arts and trades (aliout 'J.")0 denuniiiiatinns). '2. 
 (Jyniiuxstics (40 deiioniinations ami apparatus, maiuials and Tuoiltds). '.\. Music and sing- 
 ing (S."> denominations of manuals ami .iiiecunens of musical instruments). 4. (Jlass 
 furniture (altout ()(» specimens i if class tahles of varioii.s .systems, boards and other ap- 
 pendages, a.s well as urtitle.s suitable for class rooms). 
 
 (.1)— Tin: nv<;ii;Nic Mfsr.r.M. 
 
 (2^0 denominations of apparatus, preparations, models and drawings,) illustrating 
 hygijiiic knowledge concerning air and «ts properties, water, food, soil, clothing and 
 cleanliness, work and repose, and a lilirary of popular works on hygienic subjects. 
 
 In all, the Museum possesses at present about :270n denominations and 40W(i slides for 
 the magic luntcrn, .system.itically arranged for the various branches of knowledge. 
 
 (4.)— PKi>A<iOGic LnntAUY. 
 
 Attached to the Mtiseum is a Pedagogic Library, consisting of above 12,000 volunjfij 
 of pedagogic works in all the principal language.s, and subscribing to about 50 peri- 
 orlical pedagogic jmblications. 
 
 2. The examiiuitiou and testing of school apparatus, an estimate of their relative 
 merits, and t •; introduction of improvements, are carried on by specially organize(l Sec- 
 tions of the Permanent Committee of the Museum, which manages the whole Institution, 
 and consists of the President and four Mendiers appointed by (iovernment. 
 
 Tiie said sections are formetl chiefly «»f persons belonging to learned and educational 
 corporations, voluntarily attaching themselves to tht; work ; all the meetings therefore 
 of the Committee and its secti(»ns are open to the public, and may be attended by any 
 one taking an interest in the affairs of the Museum. The Committee and all its sections 
 are presided by the same person. The perpet>ial members of the committee parti( ipate 
 in the work of all its sections. The organization of special sections, of which then; are 
 12 at present, was commenced in 1874. 
 
 During the past year the total number of individuals who took i)art in the meeting.s 
 was about 3,00U ; there were about 200 meetings, the iluration of each having been from 
 '^ to ."> hours. 
 
 in pursuance of the above stated objects, the operations of the committee, among 
 others, lijive been as follows: — 
 
 (>() Two explanatory catalogues of the Mu.scum have been successively published. 
 These catalogues contain a full description of the collections of the Museum, with a state- 
 ment of their prices and the modes of using them, as well as .special instructions for 
 employing the various apparatus in each separate branch of learning and education. 
 The last catalogue was published in 1872-3. 
 
 (/') Individuals have been invited from among teachers and tutors to assist in found- 
 ing at the Museum a special pedagogic commercial firm, •ndertaking the o1)ligation of 
 having the establishment constantly supplied with an adequate stock of school apparatus, 
 treatises and reading books, at prices which are regulated by the Committee of the 
 Museum. This commercial firm is the appointed Commissioner of the Museum. 
 
 ../ vsPm^AsiMtMaMt >it\«H«.(«,w 
 
, zoolo^'y, 
 
 1(1 aids ill 
 
 ('(;tioiis in 
 
 )rv (about 
 
 [I, amoiit; 
 
 iiiinatioiis 
 
 villi;). '.». 
 
 r pwpiU). 
 
 11. likfvist' 
 tiiiiis). »'. 
 c and sinj:- 
 4. Class 
 1 olhor .ip- 
 
 ilhistratin,!;; 
 liithiiig and 
 
 t'CtS. 
 
 U( I. slides for 
 
 000 volimi»'s 
 out 50 peri- 
 
 lu'if rt'lativt! 
 ganizcd Sec- 
 ; Iiii^titutioll, 
 
 1 ('dncational 
 igs therefore 
 iided by any 
 1 its sections 
 V ])arti(ii)at« 
 icli theni are. 
 
 the meetings 
 ig been from 
 
 littoe, among 
 
 ly published. 
 
 with astate- 
 
 ^trnetions for 
 
 lid education. 
 
 ssist in found- 
 obligation of 
 >ol apparatus, 
 raittee of thf 
 ;eum. 
 
 HI. — Kl'SSIA — OFFICIAL Ar'iOUNT. 
 
 2'i9 
 
 ('•) The school a^jparatus, relating to some of the most important branches of instruc- 
 tion, has been divided aceording to the demands of teaching ami tlu^ pecuniary means of 
 schools, into the folhtwing groups: — (1) necessary apparatus, (2) useful apparatus, and 
 (.'5) apparatus admissiblr in the presence oi considerable pecuniary means, and after the 
 first (leniands have been satisiied. 
 
 (//) A plan and nietliod have been worked out for teaching courses of g(!ography i»nd 
 coHmography in niiildlc schools ; a eoir\plete systematic collection of aiils in these courses 
 has been made by tin' help of private individuals. A portion of thc'sc aiils was exhibited 
 at tilt' International (leoitrapliical Kxliibition iu I'ai-is, IS75, and the .Museum was awarded 
 a " lettre dc distinction '' fur tlicni. 
 
 (<) At the iiiitiativf of the Natural PIiiloso|pliy Section of tin* Committee the tlrst 
 chi'ii]) work-shop ofj)liysical ajjpai'atus has bt^eu estiil>lislied in Pctersbiirgh wliich has com 
 pleted orders for s(!vente(,'n physical cabinets of military schools. The sanu; section has 
 drawn up a progratiimc and conspcet of the course of Phyf'ics for those schools as well as a 
 list of apparatus tot the ciibiiiets. 
 
 (/') A plan for the Jrlygi(;nio section of the Musettm has been worked out ; the sanitary 
 ret>irns of tit'ty-twi) schools for two years, (ir),()00 pupils) have been examined, plans of 
 cl.tsses and schools, and a system of "gymnastics, etc., have been considered*) 
 
 (y) Two successive exhibitions lia\e been arranged, geography, and cosmography and 
 Uittural history, with a view of ascertaining what apparatus exists on these subjects, their 
 deu'ree of elticiency, wliat alterations and additions they may reipiiro, and bow the cost of 
 their production is to be reduc<'d. 
 
 (/>) 'i'lie necessary prepa rations were made for enabling the Mu.seimi to take part at 
 the following Kxliibitions : the St. I'etersbiirgh Manufactural, 1S70, the Moscow Poly- 
 technic, \s~-2, the Paris ( ieogiaphical, 187.'). the International Exhibition iu Piiiladelphia, 
 the Kilucatii nal in I/jndon, and the Hygienic in Bru.ssels, 1S7(». 
 
 ((') A plan and .systi'Mi of public reailings have lieen worked out for the uneducated 
 chisscs. and ujiwards of .")(ift,(l()0 pamphlets of these readings have been published. Apian 
 of similar reailings designed for private soldiers is now being worked out. 
 (/') Tlio formation of pojinlar choi'uses has betMi commenced, 
 
 (k) A journal has been conuiienced for the special examination of school books, 
 pedaL,'ogical woiks and schf>ol apparattjs, and containing information regarding the opera- 
 tions of the Museum atid its dill'erent sections, etc. 
 
 .3. The means adopteil by the .Museum for developing and cheapening the local pro- 
 duction oJ" school apparatus were as follows : 
 
 (") l)iscoveriiig in the capitals as will as in the provinces fresh producers of school 
 api)aratus, and atl'ordint,' tlu^m gratuitous use of models and drawings, made by specialists, 
 and iu some cases stipplying them with funds. 
 
 {f>) Granting the right to every producer of exhibiting his specimens among the collec- 
 tions of the Mu.seum. 
 
 (() Kxamitiing Itussian school apparatus through experts, granting certificates of ap- 
 proval, and spreadiui: informaticm regarding the Viest and clieapest apparatus. 
 
 (if) Arranging local exhil)itions and bringing together the producers of apparatus and 
 the representatives of sdiotd demands, and 
 
 (> ) .Sendim; siiecimensof the collections at the expense of the Museum to International 
 Kxhibitions, and at the .same time allowing the producers to enjoy the rights of exliibitors. 
 Up to lf<70 there were scarcely any iStissian workshops of school apparatus in exis- 
 tence, and the demand for the latter was chietly supplied by foreign articles. ^ School 
 apparatus was then veiy exp<'nsive ; those brought fron» al)road on account of coming from 
 set'ond and third hands, and Miose made in Russia because of the limited number of pro- 
 ducers and the want of competition, besides, being designed for rich families and for schools, 
 the articles received the finishing of toys, and were made of walnut wood and mahogany, 
 instead of [)ine and birch. Thus, arithmetical boxes were .sold at 24 R, cubic (piarters of 
 an arsheenat 1<I K, etc. The trade had not yet become .specialized, and the purchaser had 
 to lose much time and labour I 'ore finding the article he wanted. 
 
 • Th'^v laljours aro fully dytiiiUd in the i)aini)hlet which acoonipaiiic.-i the exhibition of the Museum to 
 
260 
 
 AITKNIUX B.— Ml'SKUMS AND HKPoslTOllIKS. 
 
 :■ ^ !: 
 
 'i 
 
 In 1870, tli«( Mmmfaotural Kxlii'iition was ojieiii-d in St. lVt« rsltmj; ; tlu' iViluyu-jic 
 MuHCuni, us ♦•xliil)it(jr, (It'tciiniiicil to iivail itself of tlic imcsciicc of iiiniuilartni'ovs in oidtT 
 to iiuhu't! some of tlit'iii to Miidfrtakf the iiiaiiiifai'tur»' of hi-liool a]i|iaratiis, accordiii;; to 
 ^iviMi iiioiIcIh, in tlio Iiopc that a i-(>t(ular cuiu|>ijtitioii iiiii,'lit i-unik* ami scIiooIh Ite eimWltd 
 to profiiro iiifxpj'iisivf a|>|ianitiis. 
 
 Not having been alilf to induco a KiiijL'lt' iiiamifaetiufr to uialcitake tlif |iro|ios«'<l 
 work, on account of tliu iiiistiuht with wliich tlit'v irpudtd a ;;rcat dfiiian' on the jMit of 
 scliools even witli a |irifi' reihiced to an exti'enie inininnmi. ilie .Muhtiiui was i<iniipellt(l to 
 adopt a course of a<'lioii \>y setting' the ••xainple ; and tliiis to underiio tlie risk of ineiirriii]yr 
 a useless on thiy, witli the assiuanee, )i()\ve\er, in ease of ,sn^■(■e^K of (onferriuj,' a positive 
 henetit on all schools and faniilies. With this ohjeet in view, the .Musonn availetl itself 
 of the proposal of the Prison of the Marine Ministry, and gave an older for several eopiea 
 of woollen apparatus for preliminary instruction, accnrdini; to iiiodtls which were (jii sale, 
 retomtnending at tlu? same time the use of the I'heapest possilile tiialerial. Accordingly, 
 several articles ol hirch were ma<le hy the inmates of the prison, a mathematical cuhe, 
 ucuhic <juarter of an arsheen, speciiiiens of class furniture, »'tc., and the result was, that 
 altho' these articles were paid for l>y tiie piece, their cost was just ten times less than of 
 tiiose oii'ered for sale l»y the trade. 
 
 These articles were iiumediately placed at the Kxhiiiition hy the side of their originals 
 (which in their turn were copies of foreign models), and both were labelled with thi; name 
 of the producer, and the price of apparatrs. The d'H'crence proved so striking, that as a 
 UHTo matter of curiosity, it attracted tlaily crowils of vi.sit(jr.s and excited the most lively 
 discusHioniJ. 
 
 Thus the conviction first be^'an to tiawn of the practical possibility of producing cheap 
 and accessible school apparatus. 
 
 Thanks to the notoriety which the circumstance obtained, occinring as it did iit the 
 Exhibition, and thus attracting the attention of a mass of vi.-itors. .md of the press, the 
 Museum had no ditliciiity now in fimling j»arties willing to undertake the execution of its 
 orders, especially as it liecanie known that the inmates of the prison were'iniable toexectite 
 all that was entrusted to them. The result was ihe o-iablishment of the first private 
 workshop of schoohapparatus at ptices even lower than those paitl to the prison. The 
 Exhibition enabled the Museum to .kuppeirt the first prodmers, by at once diawing the 
 attention of the public to their articles, and thus supplying tlmn with large orders. 
 
 In order, however, to carry on the work thus begun it was found necessary to adojit 
 other measures with a view of attracting and cncotiraging |irodu(er.s. Besides it was felt 
 that by a mere search after cheaper rrprcuhirvi-K of specimens of s< lajolapparatus, no im- 
 portant rcsidts could be achieved, for many articles, < n act«-nnt of the complexity of their 
 construction could not Ixi reduce*! in cost. It was found ne<e,-sary to modify such apjiara- 
 tus to relievo it of its toy-like aiipendag«'s, etc. Accordingly, still pursuing its previous 
 moile of action, the Museum at the same time, began to look out for su(.li ](iodueers as 
 would undertake for a time at least to carry out its orders relating princiiially not to the 
 reproduction of existing models, but to the execution of new specimens, aecoiding to the 
 drawings of the Museum. Thus for instance a teacher in one of the technical sehoois was 
 induced to execute several copies of a cheap model, illustrating the phenomena of the .-,. asons 
 of the year, and the phases of the moon. Altho' these modi Is, (the juice of both b.ing 1 
 R. 80 c,) ln'came unlit for nso in a year's time, still t!ie Museum was by their means 
 enabled to provt- the possibility t>f doing without expensive toy-appaiatns which for some 
 reason or other have not yet gone ipiite- out of use, 'I'lie above cheap models have greatly 
 Spread since 1.S72, ami the price for both has not risen above .'5 — .") K. 
 
 In the same way the cooperation was securetl of S(jme individuals attaclu-d to educa- 
 tional cstablisluuents — and of workshops, even regin.ental ones. 
 
 l]y these (jjierations, the museum exercised a jiowirful infiuenee on tlie tnore extensive 
 producers, always disposed to look down with contempt on the wants of the poorer liuyer. 
 Tlie result was the rise of many small workshops, and a reduction in the cost of scIio(j1- 
 appaia'us on an average not less than bO'/ , without any imiiairment in their ediu,alional 
 merits. The success would have l^'cn still greater, had the museum been able to avail 
 itself of the special manufacturers of cheap wooch.n aiticles in the provinces, but this was 
 found impracticable for many causes. However, ihe idea was to a certain extent realized 
 
I'nla},'()^io 
 s in Older 
 r'ordiiifi to 
 
 jivoposi'rl 
 liC jp.ut of 
 
 l|]it'll)'ll to 
 
 ' im'Uiiiiiyr 
 li jiositive 
 lilt'd itself 
 ml «(iiiu« 
 If on sul«*, 
 f()rilin;ily, 
 ti'iil ciil)**, 
 
 WHS, thilt 
 
 •ss than of 
 
 irori(j:itiiilH 
 ill the name 
 1^', tliiit as u 
 
 most livfly 
 
 hioin;,' dieap 
 
 it <Iiil .'It tli» 
 
 ic press, tlio 
 ■I'Utiuu of its 
 
 Ic toexft'tite 
 
 tiist jdivate 
 |iiis(ii». Tlie 
 
 dm wing till' 
 c/idcrs. 
 sary to ftilOjit 
 cs it was tflt 
 ratiis, no im- 
 rxity ot tiicir 
 
 such a[i)iai'a- 
 ; its iiiTviuiiH 
 
 prodiucis as 
 lly not to tlio 
 nnliiiL' to tla.' 
 il schools ^va.s 
 
 if lllC S' MSOllS ' 
 
 hoth hijni,' 1 
 v ihciv means 
 liicli tor soiiic 
 i havf },'ivutly 
 
 h«'d to cthica- 
 
 lon* extensive 
 jpoorcf liuyer. 
 ■ost of school- 
 ir educational 
 I 111 lie to avail 
 I Imt this was 
 xtent realized 
 
 111. — RUSSIA--* >FFICIAL ACCOUNT. 
 
 2G1 
 
 in Moscow, whither i\ wlcction of schoo!.ai»pinatus was forwarded, and whore a workshop 
 WHSestahiished iu 1S7l*. 
 
 l>y 1H7'.', J. e, tlie yciir of the P(jlyte(hnic Kxhil(iti';ri, in Moscow, our schools wer*"- 
 completely emancipated from the necessity of purchasing forej^^n ajiparatiisin nialhomatics, 
 cosiiioi^'vaphy, drawing', -{yninastics, and all the suhjects of pr.liminary instiiiction. The 
 de:;ree whicli th(* reduction in cost had attained is stiikinu'ly proveil hy the fact, that a 
 ntiiijili'tt* set of aiiparatuH re<|uired for a preliinitiary school did not exceed 1 10 1{. in cost, 
 whcieas up to 1><70, this suu» was only sMiKciont to procure thfi appamtus for teach iny 
 the fienients of aritlitnetic. In ijeneral, it can lie said that the price of wooden ajiparatus 
 had hcenlirouL'iit to its itiininiuni, the reduction in pi'ice not extendini,' to articles of metal, 
 lis for example, the apparat\is of ji jijiysieal ealiinet; which continued to keep hi;;h. Of 
 course, in tin; lie;,dnniiii,' the suct'ess seemed more appai'ent than real, anil it was only after 
 the rolytechnic Kxliiliitioii that its reality could lie atlii'nied with a certain dej,'roe of con- 
 fidence, 
 
 Suhseipientlv, tho nu!ii>MM' of workshops he;^an to increase rapidly, and they were 
 cKtahlished even in the provinces. Unfortunately, it hecanie evident that nearly .•\ll theso 
 new woikshojii at tlie eommencenient of their operations would endeavour to draw attt>n- 
 tioii hy means of advertisements of newly invented ;ind improved upparatus. A similar 
 course of action not only diverted them from their true husiness, >iut inflicted hiss, for 
 schools and fan.ilii.s renanlinL,' with scepticism the moral right of these workshoMs to the 
 invention of new ajipears, refrained from liuyinji' them. 
 
 Tfi'j task therefore ih'volved on the Museum nf tryinij to point out what apparatus 
 was actually necessary for military schools, and inducing workshops to turn out such ap- 
 l>nr.itus in sutrKiieiit <|uantities. Tli'-re was hut one way of attaiuim,' this ol))cct : the 
 Museum granted space for the exliihition of school apparatus and then ap|iroved only those 
 wliich satistieil peda'jogic demand-; ; such articles were lalielled " iipproved for military 
 Si.hi.ols." The measure was adopted in 187'J. It led. eventually to the necessity of com- 
 mencing the organization of a ]iermai\ent competitive exhihition of sehool-ap|iaratus, with 
 the admission ••.xchisively of such as li.nl pi'e\iously received the ap]iro\al of the i'es]iective 
 Hpecial .section'; of the (,'oirimit tec. This permanent exhiliitiuu has lieen eonmunici'd with- 
 in the last half-year ;ind has already led to the esiahlishment ot a new workshop of 
 physical api)aratus, a jiottion of whom; productions are now open for inspection. Thus, 
 Kchudl apparatus which hid hifherro kejit its high jirice, hein:; chiefly aliroad, can now he 
 made iu Itus-iia and at a cost whicji pret'ludes the necessity of its heing imported. The 
 work.shop ]iron\ises to sill its jiroduetions at a n'duction of .'i;') ■, tnit the special section of 
 the Committee entertains the hojie of lieiuL.' eiialiled to reduce the price stil further, !>nd 
 with this view it lias dmwn uji certain instructions for simiilii'yiiig some of the articles, 
 and for avoiding the use of ex[iensive material in tho accessary jiarts. 
 
 In .summing up the results attained in the course of toui' years, it may he mentioned 
 that (1) every variety of school .apparatus cm now be produced in Kussia (with the ex- 
 ception of )iiusie,\l instruments, of which more anon), .and (:>). schools which ui» to 1^70 
 were compelled to lay <iut .a sum of 3,(i.^7 Ivoulilen in the ai'ipiisitioi; of a certain selection 
 of a]iparatus in mathematics, natural histoi'v, physics--, cosmography, drawing and music, 
 aie at jiresent enalih.'d to ohtain the same aiiparatus for l.S.'iO K., thus etlecting a saving 
 of 2,-M)i) I't. or 6.",/. 
 
 In addition ti» afd fuT'thei'ance of the ahove measures, the ^tuseum is umlertaking the 
 foriuation of travelling exhihitions, of an instructive and e<lucational character, with tho 
 vie\. of making provincial schools more closely acfpiainted with the most approved ap- 
 paratus .itid of eiicouraginic the produciou of .such apjiai'atus iu the provinces. 
 
 And 4. The diffusion of knowledge is promoted l>y the following measures : (a) the 
 Mu.seum opens its collections and library for gratuitous use ; (h) in its sections it carries 
 on open discussions on i[Uestions of instruction and education : (c; it it publishes periopi- 
 cally exiilan.atory catalogues of all the collections of the Museni; (d) the members of its 
 Sections contrihutc to a special pedagogical jieriodical ; (e) public lectures are read on 
 peilngogical and scientific subjects, as well as readings for the people and piivate soldiers ; 
 these lectures and readings arc published in the form of small j)ami)lilets. 
 
 In explanation of the social significance of these measures it must Vjc observed that : 
 
 1, The use of the collections of the Museuiii for purposes of instruction began about i 
 
262 
 
 AIM'KNDIX B. — Ml'SKl'MS ANH DKl'OSIToHIKS. 
 
 
 f 
 
 yenr ami a liiilf Mgo. It «'X|>rtsH(H itself )»y tlic iiiilcin'ndt'nt ocoipiitionH of IfiinicrK, who 
 coino to tho MuHt'iim tor thf miriidst' <if vciil'viiiK tlnir kiinwlcd^tf liy inciin-i of tin- appa- 
 ratus then' c()ll»'ct»'(l (cHpfciiilly in pllysi(•^' aiid minirul lii.stoiy), or \,y tin. visits oft-ntirtf 
 cinsst's with tlu'ir tcaclifrH for Icssouk (l<iiiiiiniiiij,' apparaliih iiiaci'f-sildc to Nclionj-,, or 
 finally hy Kystcmatic li'ssous j^iven to ;;roiipN of pupils, rspccially in an flt-nicntaiy course 
 of music and singing. Iluring tlu- yt'iirand ii lialftliin! were I7.">t such li's.son.-i given. 
 
 2, The contents of the I'edagogical Lilirary may \h: mad«! use of either on the spot 
 or at home. The total nundier of visitors during the last four years was about 3(iOO. 
 
 3. As has heen already stateil, two catalogues have heen pulilished. The first, in 
 1S70, consisting of -3 printeil sheets and In sheets of drawings, was .sold at the low ])rice 
 of lr» cop., with the view of spreading a knowledge of the importance and due selection of 
 school apparatus. The second catalogue was pulilished in 1H72, ami the tirst supplement 
 to it in 1h7;), by a private individual, who received pecuniary a.ssistan<:e in or<ler to enable 
 him to issue at as leduced a price as possilile. 
 
 3, The public lectures were carried on chietly with the object of ditl'using information 
 regarding correct methods of instiuction and system.- of education, particularly in homes 
 anil preliminary schools. The mimlier of these lectures since ls7| (they are reel only 
 •luring the winter months) amounts to 1 to ; they were attendu(l principally by the 
 educated cla.sses of the cajiital. 
 
 Readings for the people were commenced in lf<72. In the coiuposition of these 
 rea<lings it is constantly boiiie in mind, that the listener is not oikly dejirived of education 
 but that he is even not desirous of acquiring it. Accordingly, every reading must fullil 
 the following re<|uirements : (1) it nuist prominently set forward the practical utility of 
 the sul))ect treated ; (•_') it must be written in a style cidi'ulated lo exciii' and sMst;nn the 
 interest of the lu'arer ; (.'}) in order to l)e perfectly intelligibli- it nuist keep in view the 
 degree of knowledge, notions and conceptions of the audience, and communicate tiew 
 ideas as much as possible in images and iii(tur.M|Uely, willioiif complexity, and nmst be 
 comjilete in it.self, in order to give ,i clear notion of an entire .^ubject ; (1) the aim of the 
 readings is not to educate the people, since eclucation can be aiMpiired only by persevering 
 independent labour, but to awaken a desire tor seit' impiovc inent ; and (.">) the rradiu'-'s 
 must besides possess an external interest ami they are tlieri'linc ac( mnpanied by dissolv- 
 ing views, singing, music, expeiiments, etc., it being undeistood tiiat imiiressions, le- 
 ceived through the organs of sight and hearing, and especially the tirst, arc the most 
 durable. 
 
 It has been deciiled, that the admission shoidd not be free, in order to keep up a 
 more serious regard lor them, and thi'retbre a trilling payment is exacted of o cop., that 
 is half the cost of the very pooi'cst dinner. 
 
 The.se popular readings are .ilways delivered from a written text. Any one may send 
 in the te.xt of a reading, which is (submitted to a thorough examination at the open .special 
 meetings of the Section of the Committee of the Mnsi'um, in the presence of the authoi'. 
 After due corrections in confoimity with the established reijuirenients, it isap]>rov(il and 
 is delivered in the auditoiy of the Mu.seum, aftir which if it jirodiice a useful impres- 
 sion, it is apjiointed to be printed. The number of reatlings sent in during the 1 years 
 has been 4'_'0 ; of these 130 were acct'])ted and S7 printed in tJUO,(i(i(> coi)ies ai the price of 
 5 — 10 cop. for 11 — 2 printed sheets with pictures. 
 
 These readings bore reference to tlie following blanches of knowledge : 
 
 (1) Srrijitiinil //ixftiri/ of the New Testament in connexion with description.s of the 
 Holy Land, and the History of Christianity in Uussia. 
 
 (2) JILstiirij uf ItntiKiii, represented in biographical sketches, in correspondence with 
 the degree of the mental development of the hearer.s. 
 
 (3) Knowledge of li II sski, chiefly with reference to it.s industries and condition of the 
 people. 
 
 (4) Matliiiiimtkal iiml ]ilii/6iiaf ijeoijnqihi/, illustrative of natural phenomena which 
 excite superstitions, and likewise of agricultural antl hygi(.'nic subjects. 
 
 (o) Xdtund Ilisturi/, chiefly with reference to agriculture ami hygient;. 
 
 (6) Pojntlur ffyyieuc, the physical education of children, notions about air, food, 
 drink, construction of dwellings, dress, cleanliness, treatment of the sick until the 
 arrival of the medical man, saving from drowning, freezing, suffocation etc., etc. 
 
Ill— HI'ssFA— OFFKIAL Arroi'NT. 
 
 2*):) 
 
 liiirN, who 
 jtlic nppn- 
 (il't'iitirt! 
 
 ■||i»nl>, or 
 
 |irv course 
 ,'iv('n. 
 
 |l tilt' spot 
 JMOOd, 
 III' tiist, in 
 I' low ])ricc 
 ■It'ctioii of 
 jn|i[il('nit'iit 
 Ir t(j I liable 
 
 inforniation 
 
 111 hollies 
 rcid only 
 ly by thti 
 
 n of tlu'so 
 r I'ducatioii 
 
 must fiiltil 
 
 utility of 
 
 sustain thtj 
 
 11 view tlio 
 
 inicatt' iH'W 
 
 mil iiiusl be 
 
 ' aiii) of the 
 
 pt'l'.scvi'iiiii; 
 
 '.\w ifailiii'_'s 
 
 I iiy ilissulv- 
 
 nvssiolis, Ir- 
 
 c tilt; most 
 
 o icct'ii up a 
 *> top., that 
 
 III' may si ml 
 opi'ii spi'i'ial 
 f tlic autlioi. 
 pin'oviil anil 
 -I'ful imint's- 
 ; till' [ years 
 L tilt' prici' of 
 
 tion.s of the 
 iitlence with 
 litioii of the 
 inona which 
 
 It air, food, 
 k until the 
 
 !tC. 
 
 WMli'l'M. 
 
 (7) Litet-oture with a view of excitinj^ lulesirc ft)r the pfrnsal of the best iioimlar 
 
 (H) A'M/cN, family life relations between hunban-l and wife, to ihildien, social self 
 help, etc.), till- inlliieiuM' of labour on tiie orj^anisiii, tiie mi-inin^ of the repose, etc. 
 
 ('.)) T'l-hiiinil /:iiiiir/,,/,jr, including; ini[iortaiit inventions. 
 
 The readinjis art! attended cliielly by the humbler iiulu-'tnal orders of the lapital. 
 \N ith II view to tin; icstlntijal ilevelopnieiit of the masses, a choir of l(l(» imliviiliials has 
 been foiineil, who are taii,:.,dit ,1.,'ratiiitously on the proceeds of the lectures 
 
 'i'lii- ieailiiij;s for the army refer to general and military themes ; they also bear an 
 educational eliaractei, and have the same suiri)undinj,'s as thereadinj^s for tlm people. 
 
 In foiicliision it will not be amiss to state that the readinj;s for the people ;md 
 privates, the pnlilic Ifctures .ind lessons wen- atteiideil duriiij,' :.M moiilhs of \!*~2, ''.\, H 
 and 7o l)y about Jlo.dOO indivitluals. 
 
 Kuriii;,' lilt' Inst live yeais the collections of the Museum were surveyeil by no le.-is 
 than half a inillion of persons. 
 
 'I'lie eollei'tioiis of the Mu-,euiii are pMreliaseil almost t:xi;hisive|y on the funds allowed 
 by (loveriinient ; all the other oiieratioiis of the Museum are carricil on without any 
 siilisidies, 
 
 'I'lie apparatus useil in Uussian schools, ami spetdmens of whii h an- eolleeleil at tin; 
 Museum, may be divideil into two cateL^ories : apparatus made in Itiissia and apparatu.s 
 impoite 1 I'loiii abroad. Below will lie found nieiitioiietl only lius.iiaii apiiaratus, which is 
 ilesjiati lied to the Exhibitions at I'liiladelphia, London and Ihussels. 
 
 Of forei^'ii apparatus used in l!u.>sia the ^'reater portion come from Kniiland, France, 
 (lermany, Auslria, Sufdeii. Norway ami I>eiiiiiaik, but the Museum possesses many speci- 
 mens made in other countries of Kui ipe ami in Aiiierii;a. 
 
 Amongst foieij^n producers may be mentioned; (I) /t'c/lijion . ,1, Sehnorr (is publisln d 
 now in Russia), Desobrv. Herder, darrtjM and Son, ('assel, (Jhapman ami Hall, Schreibii, 
 Tiie ri'lii;ious tract Society, .\. Keipert. liaaz. Th. Varti, Sampson ami Son, Sliotte, Kiin- 
 beliloif, etc. (2) Mdllniiniliis : Horn, Mopp, d. Iiister, liochmaiili, Hachette, I lestermanii, 
 I'aravia, Sclinider, etc. {W) Xntm-til Hi^hiri/ ■ Au/.ou.v, l-'rofessor Dock {Ste!.,'er), Flei>li- 
 iiiaiin, llestern,,iiin in Altoiia, Krie (I'raua), (luerin, lireiidel, Kuer, Krber, Marino, Millets, 
 llartiiiui'l', Sciiitiber, N'eiit/.el, At:hillt' Coiute, Kuprecht, Wettschein (Wiirster, RaiideL' 
 ;;••!• ivn« I <.'o.), Koot, I'ape Carpantier. Liibeii, Schubert (is publisheil now in llu.ssia). I'at- 
 ti'i'son, lleiislow, lialfour, dames Stewart, Heiifreys, Wild, IJrullow, Oliver and lioyil. J. 
 Mashall (for the Departnieiit of Science ami Ail), MeiiilioMt (is publisheil now in Kiisiia). 
 Koliler. donsloii. Haniis Kuiidrat, U'oesel, li'oseiihof. Mil. Weiidt, Tliinemanii, Uieseliii;:, 
 II. I5uiiueister, H. Poinpper, L. T. Fitzinuer, l>ouas-Lebel, Leuteiiiann, Kny, etc. (4) 
 l',r,iU;,l llistiu-fi: Lauiiitz, Fliii/er, d. (lilbert, II. Kheiiihard, Km. Went, M. Fossey et Kl. 
 Miiller, Rohrliacli, IJrockliaus, Liilike and .1, Kaspar, Liibke, Prof. \'o;,'elein, Flaxman, M. S. 
 (i. 1). Armeii.L'aud, liouas-Lebell, K. Rhode, Th. Ktini,<.', A. Rheinhard, F. Voigt, W. I'iit/. 
 llari'iiw, Driou.v et Leroy, Hdiizc, K. Spruner, R. Wedell, Delamaiche et (irosselin, W. 
 li'iistow, Kiepert, FreyhoM, Clark, Ureitschneider, Kiegler, A. Kretchniann, Jiahrbacli, 
 raiigl, (."ortanibert, etc., etc. (■"») ^'coymy^//// ,• Wen/.el, dauez, Bruiis, Whitall, Schotte, 
 Rolierts. iJrockhaus, Rraun, Smith, Huri'e, Mauperiii, ilenneiiuin, Schlosser, Ch. Thomas, 
 Malby. Reimer, Kit^pert, Nilschke, Molt, dames Reynohl, Justus Perthes, Kaatz, Baur, 
 Rerghaus et Stulpuagel, Ervalil. Vogel, llavenstein, Kellner, Delitsch, Zeigler, Postumiis 
 et Kan, Institut des freicsdes Fcolcschretieiines, I'hlenlnith, Mentzer, Cornell, Pitschnei, 
 (Jolliii, Haelsig, Keller. Meissas et Michtdot, Oraef. Ohmann, liolle, Rozat, Schiitl'ei, 
 Maniers, (Jortambert, Scliade, Leichteiistern et Lange, Lange, Adler, Hydow, Kloodeii, 
 liiebenow, Adami, Dii 11, Wiiickelman, Stieler, Weiland, Voigt, Chevalier, Tiuyo, Arrow- 
 smith, Rlack, donston, Schau and Allen, Sorrcnsson, Ewald, Keipert, Graef, (Jraef and 
 Bruhns, Stein, Hotfmann, Razin et Cadet, Douflard, Bonneau et Laurent, Delagrave, 
 Hachette, D. Reimer, La.s.sailly. (0) Natural Philobophji : The apparatus were brought 
 out of Sacsony, Miinclien, London, Paris, etc. (7) Braving : Wilier, Hutter, Fr. Gillet, 
 dohn Bell, Davidson, Hardin, Hendrieks, A. Deacon, Heimerdinger, Chamber, Voltz 
 (author of " Drawing for Young Children "), W. Hermes ("L'ecolier parisien "), Carpenter, 
 (J. Hicks, Calame, Jiilien, (Ecole frani;aise contemporaine). Noble, Methode Cas.sagne, E. 
 Herdtle, G. KiiUer, G. Kichson, C. Flemming, Cassell, Victoris, H. Tro.schel, Stuhhnan, 
 
I 
 
 1 
 
 204 
 
 APPENDIX B. — MUSEUMS AND DEPOSITORIES. 
 
 ill, 1 
 
 (Jialirr, L. Schrader, Dupiiis I'r., Haclu'tto et Co, Institut des fr6res des 6coles chrotionnes, 
 H. Wcisliaiipt, G. Hahii, J. Carat (" Thu school of Raphael, or the student's, guide to ex- 
 un-.'^sioii after the must celebrated lu'ad.s in the c.irtons at Hampton-court, New York"), 
 \V. Liibke et J. Cas])ar, M. -7. (i. 1). Armaiigaud Lamoutte, Al. Studiiicke, Ci. Lelal)ar, 
 Lcyliold, Vignola, Klimscl, etc. (8) (.'itli[ira/)/ii/ : Koch, Werlet, IJergcr, Hagenmaier 
 (Ciallery models, or examples of letters, etc.), Pic<iuet, Darnell, P. Callewaert, Poitiers- 
 Henry Oudin, Viciorin. ltightmy<'i' (New York), Ad. llenze, Y. Strdzer, etc. (0) Siiujlin/ 
 mill Miisirh , liodc, Dratli. I)ai)tiste Ed.. Chcrvin aine. Jrronu', Thilxiuville, Moritz (iliiz ■!, 
 Schuster jiin., Held, docliem. Aifxanili'e, Dandu, Schoen, Ilamel, Sclmhcrt, ^Yeiss, err. 
 (10) (ji/niiiii.-firs : M. IJolh, Pli. S. 15. Came, Paz, etc., etc. 
 
 Above have been pointed (jut tin? meansadopted Viy the Pedagogue Museum in attaiii- 
 mg one of its cliief objects : aci|Uainting sclio(ds witli ai)paiatus p.roduceii not nnly in 
 Kussia but in forei-n cmuitiies. Tiie majority of specimens have l)een purchaseil and Imt 
 ,1 very small jiortion presented In tlie Museiun. It would be very desirable if fnreiL"i 
 producers would kindly beai' in mind the aim pursued l)y tlie Mnseuui, and consent t<i for- 
 wai' 1 theii' specimen.-, to the permanent exhibition. Letters (franked) on ihi.s subject to 
 lie addressed to tlie President of the Comnnttee of the Pedagogic Museum, St. I'eters- 
 
 blilU'. 
 
 IV 
 
 -Skkkii (ir Tin: S(jitii Kknsincton Miski'm. r.v !', Cf.M.ii'i'i; Owi.n. 
 
 t 
 
 \ 
 
 " Much lias Iieen said irf late years in thi^. country concerning tlie famous musueni 
 ;i'id art school establi>heil by the (Joxeiiiment of Oicat ihitain at South Kensington, 
 l'.!::dand. ^V^.' make below -^ohk' extracts from ;i '• niemor.anduni upon tlie foi'ination of 
 tlie South Kensiiigto!! .Muse\un,'' pivpared liiider the direction of .^lr. P. ( 'uidilfe Owen, 
 I'.iitisii Commissioner, to tlie Centennial IvMhibition.'' for the use of the committee liasing 
 i;: charge the organization of the mu-eum of ait in tlie city of I'hiladelphia. W'l copy 
 tiom the I'l nil. Mnnf/i/ii .■ 
 
 •' It is n(jw seven-aiid-thirty year.-> ago tiiat. nillinm ed liy tlie declared opi;iion of 
 til'' public, the iJritish (iovernuK'Hl was in the year l.s:5,s induced to take into >erious 
 ei nsideration the art education of the people ; in th.it year a School of Design wa> estai) 
 'i hed under the then President of the lioanl of Trade , at Somerset llou>e, ha\ i:.g ior 
 i'- ol)ject " ///' tiiiiiiniij nl ilisn/mi'.-^ In imjii'ni'i ilii- /iiilti ins iiitil ih <iijns nsiil Jiif ininiii/u Inii .•'." 
 The progress of the undertaking at first was veiy slov.-, for in tiie course of twelve years 
 li 1.' inimber of biaiH.'h x hool.- which hai! been est.ibli.^hed in the iiro\iiices for promotiiiii 
 t:.e same objt.'ct aincjunted to onl\' l\\ent\-one. Tiie exhiliilion of 1S,")1. however, gave a 
 -leat impetus to the work, for in t!i;U. gi'anil e.-vhibition of tin- art m.anufaetures of most of 
 the countries of the woild. the comp.irison of iJritisii workmanship with the art-industrial 
 pioductions of other nations revealed to the faigiishman, that allhongh his handiwork 
 niight well compete with ;iny in point of honest ami skilful exei nlioii. yet m re-pect of 
 bi:auty of design it was far behind that of ^onn- other n.ations. The revdt w.as the form.i 
 ti')n of the ]iresent Deparlnn^nt of Seience ;ind .\rt under Her Majestv's Comiiiittee oi 
 ('i)uncil on Ivhicatioih It was soon eonsi bred neee.-.Nary to provide a eolle.tion of objects 
 ilhistiating the art,-workmansliip i»f liygone age.s, nut mdy as jiractised in tins country, l)iit 
 in all the civilizeil nations of the eaith, to .-M-rve as exaniide> in guiding the art-ediicalion 
 ot the studeiu. iVnd with this \ie\\ a nndeu^ of a pernninent muNcum of work> of art 
 WIS hnmed at .Marlboiough Hon.-e. now the residence of H. \l. H. the Prince of Wales ; 
 the objects there aci|uired. liy niean.^ ol money- granted by the state, tbi'm part of the 
 important collections ot the S^nith Ki'iisingtoii .Museum, wliich is now the central deiio>i- 
 tory of all works of art, pictures, boldv^ on art and education, engiavings, etc., collected 
 ■•y the State to serve in aid of tin; art education of the pnlilic. 
 
 " T/f. CuUi^i'f ions. —'lliu collections at South Keiisint;ton Museum now comprise -. 
 
 " 1. Ul)jects of Ornamental Art as ap[ilied to Manufactures. 
 
 " 2. The National Art Library. 
 
 " 3. British Pictures, Sculptures and Hngravings. 
 
 * This tfeiitUtiiin h.-is Anc.tt Ikm-ii ;i|iiiniiiti(l Si'cii't\iv of tlic I'.iitisii Cniiiiiiissiiin for the Paris I'AJiihiti pti 
 ef 1.S7S, .if which the Prince of Widcs is Pivsi,l,.nt. 
 
 •im*nmKits>p:aEMXir\xi/t 
 
IV. — SOUTH KENSINGTON MUSEUM — BY P. CUNLIFI'K OWEN. 
 
 265 
 
 •otieimes, 
 tlo to ex- 
 York"), 
 Lol;il)ar, 
 ;;;ciimaior 
 Poiticis- 
 
 Sl IKji IKJ 
 
 tzdiiijc'i, 
 
 'ciss, etc. 
 
 ill iitti\iii- 
 
 it, only ill 
 
 and Itiit 
 
 liTfiL'-i 
 
 'lit td t'nl- 
 
 <UlljcCt tcl 
 
 h. i'l'tcrs- 
 
 )\vi:n, 
 
 inusiifni 
 
 fiisiiijrton. 
 
 iiin'.iviii of 
 
 ill'r Owrn, 
 
 Lfc liaviiiii 
 
 \\'( co|iy 
 
 o|ii:iion of 
 iit'> serious 
 was cstal) 
 iia\ i:;<; ioi 
 •iiija till I ■<." 
 I'clvc years 
 [ii-oinotiiii; 
 Vi'v. i,'a\'(' a 
 of most III 
 ■iiiiiustrial 
 liar.iliwoik 
 
 rc-l'rct n[ 
 
 the fnrnia 
 Illliii'lcc of 
 1 of iilijects 
 >unti'y, liiit 
 L-t'ilucaiinii 
 inks of juf 
 of \Vai.;s ; 
 part of tin; 
 ;ral (l('po>i- 
 ., colK'ctcil 
 
 iprisc ; 
 
 is llxliiliiti 111 
 
 "4. The Educational Library, with appliances and models for Scholastic Education. 
 " "). Materials and Medals for Biiildiiig and Construction. 
 " 0. Substances used for Food. 
 
 '■ 7. Reproduction by means of Casting, Electrotype, and Photograjihy, of object.s dis- 
 playing the Art-manufactures of all nations. 
 ' "8. Naval Medals. 
 
 " These collections have lieen acquired by means of sums of money granted froiii year 
 to year by the l^arliament. This system of purchase by the state was commenced in ISiiS : a 
 Sinn of lO.DOf)/. was voted in 18 tO for tlie piirchasi! of examples of ai't for the .school- of 
 di-sign ; .5,000/. was granted by Parliament for the acipiisition of exanijiles of art from the 
 e.xliibition of 1851 ; in 1855, 20,00r)/. for the purchase of specimens ; and up to the year 
 InGO, 50,000/. had lieen expended by the State for these collections, in securing speci- 
 mens, with the view of exhibiting the elTorts of the artist in combination with the work- 
 man, not only in England but in foreign nations, dating from the pieriod of the revival ol 
 the aits in Europe. Since iSCiO, the scope of the museum has lieen much extendeii. ami 
 reproductions of some of the more important monuments of ancient art have lieen added 
 to its collections, and tiie amounts voteil liy Parliament have been proportionattdy incri'ased. 
 " T/ic ,]fiis(uii) iif Oridinicidal Art was establislu'd in l''^52, wlusn, liy ]iermissiou of Her 
 Majesty the ()iieen, a suite of rooms in Marlljorough House was aiipropriated to the receji- 
 tion of the various art-mauufactuies, compiising pottery, gla.ss metal-working, furniture, 
 textile fabrics, enamels, etc. This nni.seum nmiained open to the pulilic until Feliruaiy, 
 1857. when it was clo.sed for the removing of the collection to the iron building at South 
 Ivensiiigton, which had lieeu ])resented to the Government by H. M. Commissionei- for 
 iS51. In l,s,"ii;, a sum of 10,000/. was voted by Parliament for removal of schools. riiis: 
 im[)ortant division of the museum contains at present a collection of ancient, mediieval. 
 and modern art workniansliip of various countries, acquired liy purchase, gift, and beipiest 
 eomprising ujiwards oj' 20,000 objects, in .iddition to a grand collection of reproductions 
 of art-objects in other national collections, which have li'^en obtained l>y the electrotyjie 
 process, or by castings in plastei', and which ai'c ileomed to be of gn at im[)ortarice at. 
 models for guiding the art-student. 
 
 '• The .Vatinuii/ Aii /y/Vy/M/'v contains aliout 33,000 volumes. This collection of iiook* 
 dill'ers from most of our national libraries, inasmuch as it has been chiefly accpiiied liy 
 moneys granted by the Sate for rlu.' special purpose of ai't-teai^liing. ami the book- have 
 nearly all been sidected by compi.'tent judges appointed by the committee of Council ou 
 Education. The art lilirary also c<iniains 10,OnO drawings, 23,000 engravings, chiellv ot 
 ornaments, and 3G,000 jihotographs. 
 
 '• T/ii ('iil/rcfimi. 'i/ Ilritis/i I'irfnn.i at South Kensington was comuienced by the gitt of 
 .Mr. Sheepshanks, who, in presenting his pictures to the nation, stipulated thai t!iey 
 should lie kept in a suitable building in tiie immediate neighbourhood of Kensington. The 
 value of this gift, which compri.ses some of the choicest [lictures of the Ih'itish school, was 
 then estimated at 5.3,000/., Iiut it is now worth a considerably larger sum. This gilt was 
 tollowed by other donations of pictures, and the galleries now contain 585 oil panitiiigs 
 and 1,005 water-coloui' drawing.s, siiecimens of the works of the best, liiiti.sh misi "I's, 
 nearly all contributed by private individuals for the advancement of the jmljlic art educa- 
 tion of this country. 
 
 '• The Ciillrrtina (if Sciifphnr. consists chiefly of decorative sculiituie of the Renaissance 
 jieriod in maible, stone and terra cotta of the 1 5th century, known as Delia Robbia ware. 
 " T/ii Eibi.adinn (Jolli'ctioii was begun liy the Society of Arts, ami first cxhiljited in St. 
 Martin's Hall, in 1851, after which exhibition numerous objects were presented to the 
 (iovernment to form the nucleus of an educational museum. These were added to the 
 other collections at the South Kensington museum, and this collection has now, by means 
 of the voluntary contributions of the publishers of educational works, and by the aid of 
 the Stat(!, become a very important branch of the South Kensington nruseum, seeing that 
 its lil)rary contains upwards of 2n,000 volumes of educational books, and the collection ot 
 models and appliances for educational purposes numbers some thousands of specimens. 
 
 " Matp.ri(ihJ'i)r lUuldiiKj and CoHiftruclion.— Then ucleus of this collection was formed 
 partly by gifts and purchases from the exhibition of 18.51 ami from the Paris Exhibition 
 
2(;g 
 
 APPEN'DIX B. — MUSEUMS AND DEP(JSITOUlES. — IV. — SOUTH KENSINGTON. 
 
 of 18.")'). It has since been greatly increased and chiefly maintained by the vohintary con- 
 tributions of building contrivances offered i'or exliibition by the inventor-, of the same. 
 It comprises samples of building stones, cements, terra cottas, bricks, tire-proof floons, 
 ornamental tiles, enamelled slate, spiicimens of wctods for construction, «V:c. 
 
 *' Siifixtuiirr^ Csal Jor Fnod. — Tlie Food Museum was first established and became part 
 of the South Kensington Museum m 1S57 ; it is arninged with the exjjress object of 
 teaching the nature and sources of food, represi'iiting the chemical composition of the 
 various substances used as food, and the natural sources from whicli they liavf hvea obtained. 
 This collection has lately been removed to the l<<'thnal (ireeii Hrauch Museum. 
 
 " /i'e/iro(hirtlu)i.,s by electrotyi)e, l>y casting, and by pliotography, of historical .irt-monu- 
 ments and of art-objects existing in the collections <if other countries, have been obtained 
 and used, not only for exhibition in the South Kensington Museum, but to furnish model-s 
 for the use of students in the l', 08.") schools of art in the provinces. Many .such objticts. 
 of great educational value, have been secured by the convention for into iiatiDiial exchange 
 of reproductions of art-objects, maile by some of the leading powers of Kurope at the Paris 
 Exhibition of 1867. 
 
 " X'lvfd Jft/i/<Js. — In the yi^ar I804,the collection of the naval models belonging to the 
 Admiralty was removed from Somerset lloiisi' to South Keiisiiigtun. Tliis cijllection has, 
 for educational purposes, since been transferred to tlie royal naval school at Grei-nwich ; 
 but during the time of its nsmaining in the galleries secured for its exhibition l»y the autho- 
 rities at South Kensington, so many ac(iuisitinns wi-n- made that the colh-ction now* l)e- 
 longing to the n:\tiou exhil)ited at Soutii Kensington has become very importaiit,e.speoially 
 in models and ajipliames for mo(iei'n warfare. 
 
 " Liiaiis f'rniii. J'rinitr CtiUncUtT^. — In addition to those inipnitant cnllcctions of art- 
 objects acijuired by the state, the South Kensington Museum contains in one of its courts, 
 especially devoted for the service, a large collection of art-olijeets on loan from various 
 private owners, who desire to co operate witii the government iu curving on tiie art edu- 
 cation of the pul)li(.. Objects lent for exiiiliition are accepted on the nndcistanditig that 
 they remain for a peiiod of not less than six nioiitlis ; and althougli every care that the 
 state can command is guaranteed for such deposits, the autlioritie.-, of the must-uni ilo not 
 hold themselv(;s responsible for loss or damage. Numerous special loan exiiibilious of 
 great importance have also been held, the last l)eitig that of enamels on met.als, opeiiiMl in 
 June, 1S7-1. 
 
 " Clri'idathm. — From the first formation of the museum collection.-*, a system of circu- 
 lation of select(>il objects for exhibition in aid of sciiouls of art in thi- provinces has been 
 in force. Since l.^OI, this sy>tem has been nincli cxti'nded j contriliuiions have bceti made 
 to 2'4.") exhibitions, and the nund)er of asccrtaine(l visitors to these has fxcii-dcd live mil- 
 lions. The museum, as a geiu'ral stoi'ehousc for (>])jects wliiih can In- sefit to schools of 
 science and art, has undei the term '• circulation," lliree di.stiuct classes of object.-*, whidi 
 are distributed undei' the following heads : 
 
 " 1. Examples furnished to schools of art ami science for stated periods for the purpose 
 of .study. 
 
 •' 2. Original art-objects, paintings, electrotype reproductions, etc., for exhibition in 
 connection with schools of art. 
 
 " o. Circulation of reproductions by various processes, electrotype, photography, etch- 
 ing, clu'omolithography, etc., sent on deposit h^an, to be retaincil by the schools for a 
 period of one or more years. 
 
 " Cod iifC(ill<:i:thiii.-< ill. Miisi iiiii A/1.S74. — Although these valuable collections Iniveljeen 
 very much etiriched and increased by tlie liberal donation and beipiests of private collectors, 
 their accumulation has been maiidy achieved Ijy monetary grants from the state, the 
 amount of which has for .several years exceiidedan average of "Jl'iOOO/, sterling per annum. 
 The total cost to tlie nation of the South Kensington Museum, including administration, 
 building and collections, to the .'ilst of M.irch, 1S71, is stat(Ml in a Parliamentary paper 
 to amount to 1,101,709^. 17.s. 4^/. Of this the sum of l!8l,r)7:2^ 6s. \iJ. has been applied 
 to the purchase of the collections. 
 
 I 
 
FOTON. 
 
 intary coii- 
 the sainu. 
 [oof floora, 
 
 jecame part 
 object (if 
 Itioii of tin; 
 }i obtained. 
 
 art-nionu- 
 lii obtained 
 u»h models 
 
 I ell objt'cts, 
 
 II t'XcIianjre 
 \t the Paris 
 
 irinij'to the 
 It-ctiori has, 
 Jrt'i'iuvic'h ; 
 ■ theantho- 
 
 »n now 1)«'- 
 tjfspeoially 
 
 ions of art- 
 f its courts, 
 <ni various 
 lie art edu- 
 mdiiig that 
 re that the 
 •'iiiii do not 
 iiibiiions of 
 !, optuK.-d in 
 
 I'm of circu- 
 I's ha-f bi't'ii 
 
 • bit'ii nuidi' 
 I'd tiw mil- 
 
 • schools of 
 ects. which 
 
 the {UU'llOSt! 
 
 hibitiuu in 
 
 ■ai'hy.etch- 
 hooLs f(jr a 
 
 s have been 
 .' collectors, 
 ; state, the 
 ;it'r aununi. 
 inistration, 
 itary paper 
 -•en applied 
 
 V. — PENNSYLVANIA ART MUSEUM. 
 
 207 
 
 V. — PeXKSYLVANIA MtSEl'M OF I.NUrsTRIAL AuT. 
 
 It is probably not generiiUy known tlutt th(! Pennsylvaniii Musenin of Industrial Art 
 has been granted the use of Moinoriid Hall, in the Centonnial gnnuids, for the purpose ot 
 establishing a great Art Musouia, and connecting thorewith schools of art 
 
 The purpose? of this museum and of the schools to Vie councLted with it is a pi'actieal 
 one. In the first phice, it Is designated directly to prepare skilled workmen for our mills 
 and shops ; but, indii-M-tly, tlirough our public schools, its great aim will be to make indus- 
 trial education general. Tho plan of its projectors coutemiilates the establishment of 
 a great Normal Art School, where teachers can be trained to give instruction in our pul)- 
 lic schools. 
 
 A Uoston genth'man, recently in Philadelphia, after having visited the Museum and 
 conferred with its njanagers, writes homo to one of the new-spapers the following account 
 of what he learneil : — 
 
 " The plan of the proposed Museum is a very broad one. It consists of two features: 
 First, the Museum and t\\ o special S(.liools directly connected tlierewitii, one a school of 
 ind\istriul >lrawing and desii,'n fur teelmical aud advanced instruction of artisans and de- 
 signers ; the other, a noriual art training school for the training of teachers to teach the 
 eli'ttients of drawing and design in jiublic sciiools, in secondary art .schools and evening 
 classes ; second, ti:e introduction of drawing into all tlie ]>ubHc schools as a regular branch 
 of study, and the establisliiaeut of special <>r secondary <lrawing schools or ilrawing classes 
 in the dillerent cities throughout the State, in wiiich the p)'actical elements of this subject 
 shall bo tauvrht, afjd from whicli sttuleuts may jiass to tlie technical school attached to the 
 museum as to a hi:j:iier school, thus providing for a high degree of technical training on 
 the one hand and a wide di.shi'iuination of eleiaentaiy instruction on the otlu-r. 
 
 •' It will be obser\ed tliat this plan is veiy coniprcliensi\"e, and combines the best 
 features of the Smith Kensington Museimi for hi,i;h(^r technical instruction with the sy.s- 
 tom of eh-m<'!itary instruction wliich we have de\ eloped so success! ally in this State. There 
 is evt'ry prospect thut this {)lan v.ill lie fully can-ied out 
 
 " With the full devtloimii'tit of this plan, reunsyhania will have the most comprehi-n- 
 sive and complete sy--tem <if art education of .any State or country. It will bt; superior 
 to the Kn:;lisli system, in that its I'usis will be laid in all pui'lic schools 
 
 " Its practical beiielits upon the material jirosperity of the city and State will be .such 
 as to e.xceed wliat its nio.>t enthusiastic suiiporters would at this day venture to -Late. If 
 this language seems extravagant, I can only refer to England's experience with her South 
 Kon>ington Museum, which within the short space of twenty years has not only revolu- 
 tionized many branches of Knglish industry and created several new ones, but has become 
 a grand representative storehouse of the industry of mankind, as well as the envy of tho 
 world. 
 
 " We are becoming an indu-strial people. On e\'ery hand we see the evidences of 
 this fact. In many of the States, particularly in the Xew Kngland and some of the 
 Middle States, the larger [lart of the population is engaged directly or indirectly in imlus- 
 trial pursuits. In Philadelphia alone, the value of manufactured products is over 
 0.'>r>O,(,)OO,OO(,> per year. It becomes, therefore, one of the most practical nuestions how 
 these industries can be best pi omoted, for it is upon their prosperity that no small degree 
 of public wealth and comfort depends. Ex[ierience teaches that education is the best and 
 cheapest factor in their healthful development, and both experience and observation show 
 that the kind of education which is the most needed is that which will develop skill 
 among tin; producers, and secure good taste in its applications. This education, to be of 
 practical usefulness, must be brought within the reach of those who need it, and must 
 needs be taught to them along with other fundamental studies. Hence the widespread 
 demand for drawing in the public schools, which is the only study in public schools that 
 touches this phase of practical life. Hence this demand for industrial drawing schools 
 
208 
 
 APPENDIX B. — Mt^SEUMS AND DEPOSITORIES. 
 
 for th« bt'iiefit of the a<lult mechanic an<l artisan. Hence these imhistrial museums to 
 ilhistratc, hj' ma.storpieces of inthistrial workmanship, not ojily the special applications of 
 beauty to use, hut tlu? priucipU^s which should be observed in its application. 
 
 " In short, the day of t\w, mechanic and artisan has come. The cheapness of trans- 
 portation is opening the markets of the world to the labours of his land. In these mar- 
 kets there is destineil to l)e sliarp competition bet\v*!en the leadin,i,' nations, and national 
 supremacy and national prosperity are to <l('pend in no small dejiref ujion .success in this 
 competition. For this contest Kn^land, France, Hermany, Austria, Italy and I'vUssia, are 
 prepaiini: on a scale, and with a thoroughness, whicli should i-xcite our liveliest ccucern ; 
 and all tliese ed'orts are devoted to increasing the pro'!iictivene.s8 of labour by means of 
 education. We should do no less. 
 
 " If the (Vntennial had one lesson for us above all others, it was this: Prepare for 
 this competition, and prepare for it at once. Already, from the science and art scliotds of 
 FiUgland, from tin* industrial schools of (Jt-rmany and Austria, and from the industri.'il 
 drawing schools wliicli are scattered over France, an army of workmen are entering their 
 respective industries, instructed in tlie principles of artscienc** to such an e.vtent that, in 
 all the higher and more valuablf branches of industry, we eiau'-t r.-qiect to compete with 
 them outside of our home material ; while in the home mark(;t itself we cannot long ex- 
 pect successfully to oppose the ignorance of our itwn worknii'ii to thiir skill and taste. 
 
 " No lariguage can be too strong, no ed'orts too earnest, in urging upon our peojde 
 tlie necessity of immediate preparation for the contest, for it is to be observe(I that th.e 
 ri'>uks ))y which tin- danger alone can be averteil, can be .secured only by the .slov." process 
 of educational developnifut." 
 
 VI. Stoke and Book Depository op the Lonhon School Board. 
 
 H 
 
 A CoiuTiuttee of the London School Moanl havo ri-contly made the following report 
 
 on the t'st;iblisliini'Ut jiiid inaiiitt'n.dicf of a " Store ainl I'ooks 1 'epartnient " or I)i'pi'sitory : 
 
 "It will doulitliiss l)f in tlm I'ceoljei.'tion of thi- I'oard that its earlier arrangements 
 for snp]ilyiiiu its Schools with b lok.s, maps, apparatus, iVc., were with ag'-nts, who give to 
 tin* lioai'd lilirral discounts. 
 
 '* At Icn^tii that air.ingeinfut ajipeared to the Hoard to have disadvantages which 
 tiiiuht lie ri'iiio\c(l iiv tjic adoption <if some otiier. After eonsideratic.in of the various 
 !ilteinati\es luesented To it, the Hoard linally adopted that of a Store of its own, in chargo 
 of an otlic ei- of the IJoai'd, 
 
 " The laiiliai'le ad\ aiita'^'e.s of this jilan appi'ared to be in tlie ilireetioii (1) nf eeonomy, 
 and at the .same lime (-2) of an iniproveiueiit in the ijnality of goods, and {'^} of increased 
 exp"ditioii ill tlieii- supply. 
 
 "H; As to economy. It appealed from the exeeptioitally large <piantities tif School 
 niatefiais wliieli the i'oai'd I'dpiired tliai, liy enteiing into eoiiti'acts of its own. ami liy 
 diic't transactious with piiMisliers and luannfactureis, fiie lioaid would puiehase nn tnu>"h 
 Ix'ttcf tei'Uis {2} As to (juality. It was believed tliat the many and often s<aions de- 
 fects wh'cli oi-cui'i-eil ill contract goo Is could be lemoved only i>y ilirect contract wilhcon- 
 tiiictois, ami liy a uniform coiiijiarison of their goods when deli\ered at tii«» Schools — a 
 plan impossihle luidef the old ariaiiLCenietit. And ('5) As t<t expedition. It was hoped 
 that, by directness in orderi'.ig, anil liy keeping nece.-sai'V stock always on hand, the various 
 causes of delay in tli" supplying of goo<is to Schools would be removed. 
 
 " The P>oai'd accoidinglv established a store, which was commenced in January 187") ; 
 but, owing to the nature of agrcieinents with its previous agents, the old plan ri-niained in 
 partial force until the "Joth of the following Maivh. Since that date all arrangements with 
 pulilishers, manufacturers, contractors, carrier.s, i^o., have been made by the Board direct, 
 and the new .store plan has been in fidl operation. 
 
 " (^)ne year's exjieiience of that jilan is, therefore, just publisheil (March 2.')th, 1870), 
 and the ('onmuttce arc now in a position to report as U) how far the various antioiiiations 
 of the Board have Ixien realized, 
 
 " In the fiist place, as to the more economical supply of school books, stationery, 
 apparatus, Arc. After charging to the account of these things all costs of staflf, [U'emiyes, 
 
VI. — STOUE AND BOOK DEPOSITORY, L«>NDOX SCHOOL UOAUD. 
 
 2(.9 
 
 usiMims to 
 ications of 
 
 of trans- 
 ihest! ni.ir- 
 1 tiational 
 t'ss ill this 
 liis^ia, are 
 t cniiconi ; 
 y means of 
 
 roparti for 
 
 schools of 
 
 iiiilustrial 
 
 riiiii thi'ir 
 
 tit that, iti 
 
 H)ttt> with 
 
 ot Imi^ ox- 
 
 (l tasti'. 
 
 our poii])lo 
 
 •d th;it tlu^ 
 
 low proci'ss 
 
 Willi; report 
 
 )(•{!' sitory : 
 
 ■rati'.'^'iiK'iitH 
 
 .vlu> givp to 
 
 titles whirh 
 thf various 
 II, ill I'hai'^rt 
 
 nf M'«)llOJliy, 
 
 of iiKivasi'il 
 
 I's (if Soh'Hil 
 iwii. ami liy 
 ISO (1)1 inu'-h 
 I serious ilc- 
 i:t witli CMii- 
 Si'IkiiiIs — a 
 t was liojifil 
 , tht* variiiiirt 
 
 luary 18"') ; 
 r«'iiiaiiieil in 
 ciiifiits with 
 loaril (lin-ct, 
 
 J'lth. 1870), 
 inticii>ations 
 
 , statlonpry, 
 ff, prc'iiiisos, 
 
 &c., the year shows a saving of £2,416 IDs 8il. Tliat is, the sum which has been paid for 
 siijiplying our Scliools with gofxls under the present store ariangements — all cost of store 
 taken into account, is £2,45G 19s Sd less than the sum which woultl have been paid had 
 the original agents' arrangi^inents been in force. The particulars of the account are set 
 forth in the accompanying balance-sheet. It may b(! well to state that this fact has been 
 arrivffl at in the following way. Kvery article sup])lied by the Store has been charged in 
 the Sciiool Accounts, at the discounted price formerly paid to th»; age'iits, and the total of 
 these School Accounts has been finally compared with the total price which the lioard 
 Hctiially paid. 
 
 '• As regards both the second and third parts of the Board's anticipations, viz. : tin- 
 insuring that (1) contract goods should be uniformly according to tender sample, and (2) 
 that the execution of Teachers' orders should be more prompt, the store plan has been 
 followed by e<jually satisfactory results. In addition to the direct testimony of the r«- 
 cords of the store, the Committee have the best possible indirect testimony that the evils 
 referred to have been removed, in the tact that Teachers' complaints on these points, 
 once numerously and reasonably made, have almdfet altogether disappeared. In this 
 respect alone the experiment of the store has been fully justified. 
 
 *' It may be well to remind the Board that the most sanguine advocates of the store 
 did not anticipate that, by its establishment there would be a reduction of expenditure 
 to the extent of more than j£l,0()0 per annum, whilst the actual reduction has been up- 
 wards of jE2,40O. It is only just to state here that in no small degree is this unexpected 
 success <iue to the very exceptional fitness of Mr. Frater, for his post as Store Superin- 
 tendent. 
 
 '* It may be mentioned that, in addition to the special duty of the Store Depait- 
 ment — the supplying of schools with school materials — to it has been referred the a;- 
 rangements for issuing and registering Punctual Attendance Cards and Kewards, and 
 Kxaminatiori Certificates, by which the General Office is relieved of considerable labour. 
 The store also collects from schools all waste paper — reading books unfit for further use, 
 used copy-books and writing-paper. Sic. The arrangements for this are only jus-t 
 comi)leted j but it is probable that about £400 per annum will be realized from this 
 source. 
 
 " Your Committee liave also to report that they have an arrangement now approach- 
 ing completion, by which there will be provided elementary schooling for the blind in 
 the ordinary classes of every Board School. They have induced publishers for the blind 
 to render some of the most extensively used school books into blind character, so that a 
 blind child may be able to read at the same time and in the same class with its seeing 
 brother and sister. 
 
 " The ]ilan, it is believwl, will have m.iny advantages. It will proVmbly exercise a 
 humanizing etlect on ordinary scholars, and it will undoubtedly prove a great boon to 
 blind ones. It will leave their family relations undisturbed ; it will dispense with 
 the necessary means of conduct to the present special and generally distant schools ; it 
 will greatly enlarge the region of their possible knowledge; and, above all, it will pre - 
 vide for them schooling under conditions more natural, cheeiful and stimulating 
 
 " As regards cost, it is satisfactory to report that this new method will be econc- 
 mical. 
 
 •' Your Committee would have it distinctly understood that, though the idea 
 ovigiuatiMl with the Board, the Board is in no sense die publisher of the Ijooks, neither 
 has it any pro] lerty whatever in them. They will be procured in the ordinary way of 
 business, ami may la; had by any school in the Kingdom. 
 
 '•The Committee take this oi)portunity of reporting as regards the method that it 
 adopts in relation to the <iuestion, What Books, Apparatus, i'\;c., may and may not be 
 used in the Board Schools 1 
 
 " It is the jiractice of publishers to forward copies of their elementary sciiool pub- 
 lications to the Board. On receipt, the Committee refers the (piestion of their merits to 
 those of its members who have special qualifications for judging in the particular subject 
 on which they treat. The report of these members is written, and states the reasons for 
 approving or condemning the books ; also, in the case of approval, whether approved for 
 scholars' or teachers' use. This report is submitted to the Committee, considered, and, 
 
4' 
 
 270 
 
 APPENDIX B. — MUSEUMS AND DEPOSITORIES. 
 
 if there be concurrent judgment, adopted, or, if this be not the case, it is referred back 
 
 for further report. 
 
 " A similar course is adopted in relation to every other article of school use submitted 
 to the Hoard. 
 
 " It may be interesting to the Board to know that during: the past year y(»2 books, 
 and various articU's of scluxd use liave been considered by the Committee. 
 
 " Wiien a book is approved, it is phiced iipoii the Teachers' lte(|uisition Form (Fovni 
 .'52), which is the list of all books, niajis, apparatus, .Ivrc., which nmy he used in the IJoaid 
 Schools, from this list managers and teachers are at liberty to make their own selection, 
 subject only to one condition, viz., that the total cost of the things selected must not be 
 at the rate of more than the allo\v«'d sum per heail \)or scholar in their S(^h(j(ds. A room 
 has been set apart in the store where may be seen a sample of every article this list 
 contains. 
 
 " The Committee tliink it well to say that they are by no means severe in tlieir 
 judgment. They are desirous, on the one han<l, to avoid discouraging school publislieis ; 
 and, on the other, to keep out of l5oiiril Schools all books which have nndoubti'd and 
 serious defects. They have sought, too, to place upon the Ileipiisiticjn list, books, iit\, 
 from which, as far as possible, teachers might be able to make the selection best suited to 
 their own individual ta-tes an<l habits of work. The Committee, therefore, do not winh 
 it to be understood that they entirely apjirove of every book, \c., upon their list. 
 
 " In conclusiim, the Committee have to report that the new premises, on which the 
 Board entered at Christmas last, are excellently adapted to their purpose." 
 
 
 ■i 
 
rrcd back 
 
 submitted 
 
 *(t2 books, 
 
 inn (Form 
 
 the Hoard 
 
 1 selection, 
 
 mst not b« 
 
 A room 
 
 le this lint 
 
 re in their 
 nhlislieis ; 
 
 oiiljteil and 
 books, iit'.f 
 
 !St suited t-) 
 
 1(1 not winh 
 
 list. 
 
 n which the 
 
 
 VI. — STOKE AXD HOOK DEPOSITORY, LONDOM SCHOOL BOARD, 
 
 271 
 
 J- 
 
 I 
 
 
 = .— *^'S — *^ '•,'•5 
 ' i :i _ A .T 5 = • - *> 
 
 
 — y. ?i 
 
 X^i— .ylr^m f«^ VC;f»i'«A«X; 
 
 5 ^ 
 
 
 
HI 
 
 I 
 
 272 
 
 APPENDIX B. — MUSEUMS AND DEPOSITORIES. 
 
 /. i' 
 
 VII. — Depository fob School Appliances lv Paris. 
 
 The British Commissioner in his Koport on the Educational Exhil)its at the Vienna 
 l-!xi:J>itiun in If^T-'J, states that one «t" the "most remarkable" models ex)nl)ited at Vienna 
 w I'j " of the admirable establislmient feccntlj' enaled in the City of Paris for issuing to the 
 S.liijols. . . EverytiiJDi; they require in tbeshape of educational furniture, books, appa- 
 ratus and material, all of the most approved <lescription, andjin great part manufacturtMl on 
 the premises. 
 
 Further on he says : — '* A special eollection of Educational objects was exhibited by 
 the City of I'aris. It included a lii^hly interesting model of the depot recently established 
 for tlie supply of school furniture and material to the various primary schools tluougiiout 
 the arrondissements. 
 
 " In taking measures to repair the disasters which preceded an<l followed the signiny 
 of the treaty ot peace with Prussia, on the iMith February, 1871, the extreme desirableness 
 of such an organization became apparent. The necessary steps were at once adopted, and 
 under the direction of M. (Jreard, Inspector-General of l'ul)Iic Instruction and Director of 
 Primary Education, the work has been Mt far happily accomplished. 
 
 *' The large scale of the model exhibited .it Vienna, enabled us to form a very clear 
 general idea of the arrangement of the buihlings aiid of the plan of operations carried out 
 in theui ; and a personal visit which I have since been enal)Ied to pay to theestaldishmeut, 
 under the guidance oi M. (Jreard himself, ami of his able coadjutor, M. Boyer, has mor« 
 than confirmed the estimate I had already formed of its value. 
 
 "The principal building is traversed throughout its length by a central avenue, having 
 on either side at a})out half the height of the building, a broad gallery. Folding doors 
 sutliciently large to give passage to u loaded waggon, close this avenue at each end. The 
 giiileiies are chiefly used for stowing de.'^ks, benches, tables, easels, blackboards, and other 
 articles of school furniture. All su]iplie.s are delivered in the central avenue on the ground 
 til or, and are thence readily lioisteil to the galleries by means of an elevator. Other stores 
 and workshops are conveniently grouped around this principal building. 
 
 "The importance of this service thus performed is at once apparent, for the ritticial 
 returns (li'Instruction Primaire a Paris, t-t dans I<e De])artement de La Seine, lb71-l'^72), 
 will show thatduring the year ending 1st October, l.*<72, additional accommodation was 
 provided for nearly 20,U()0 children, distributed among 17 infant schools, 127 boy's schools, 
 and 12j girls schocds, involving the issue during less than seveti tnontiis, of 3,s(iit new 
 tables, more than iJiK) tables lepaired, «i5(J beindies for play-ground use, 240 desks for 
 teachers, .'ind l.'»7 for monitors; f>7'» chairs, 2"jO school libraries, liOO jiair of steps, i'oO 
 blaL-kbiKirds, 2")(1 easels, and .".i"-'.'! c!oi:ks ; besides more than l.oOO wail maps, globes and 
 illustrations of the metri(;al sy^t^■m, 1,S2J curtains made and fixed, and various small arti- 
 cle>i of furniture to tin! amount of nearly UJ><>*> iVaiics. Since that period the comiilelioii 
 of the estalijishinent has been cai-efuliy jwosccuted, ami it is now eHectually accomplishing 
 t'.ie various objects for which it was created." 
 
 These are : — 
 
 (1.) To isstie once a tpiarter to all the primary sih<iids of Pari-i, such .supplies of 
 turniture, aj)paratus, books, and other school material as thev may need. 
 
 (2.) To provide in \irgent cases for their inuiieiliatf wants, and for accidental repairs. 
 
 (.'i.) To watch tareiuUy over the quality of all goods and articles required for school 
 use. 
 
 (4.) To adopt such iinproveir.cnts whether of form or of construction, as experitjiice 
 may suggest. 
 
 " For the accomplishments of these objects, the institution retains a moderate stalfof 
 skilled workmen whose interest in their duties is very a[)parent. 
 
 " Books, stationery, and large quantities of other articles are purchased, most of the 
 wooden furniture is manufactured on the premises, and alsi. ome of the metal work. 
 
 "The whole establishment is carefully organized and administered, and its utility 
 seems unquestionable." 
 
 " The School Libraries are for the use of teachers as well as scholars. 
 
 " They comprise three classes ot works : — (1) Dictionaries : historical, geographical, 
 
1 at the Vienna 
 lited at Vienna 
 r issiiinj,' to the 
 e, books, ajjpii. 
 anut'acturt'd on 
 
 IS fxhihited hy 
 itiy establislieil 
 ols thn)iij,'l»out 
 
 I'ed the signiny 
 e desirableness 
 ;ea(h)pteil, and 
 ind DirtM.tor of 
 
 rm a very clear 
 JUH carried out 
 establishment, 
 oyer, has more 
 
 avenue, having 
 Folding doois 
 
 ach end. The 
 
 vrds, and other 
 on the ground 
 
 , Other stores 
 
 for thti ofhcial 
 le, 1«71-1S72), 
 iimodation was 
 7 boy's schools, 
 of 3,N(iii new 
 L'40 desks for 
 ir of steps, 2")<l 
 [ips, globes and 
 ous small arti- 
 th(> oom]iletioii 
 accomplishin;^ 
 
 Joli supplies of 
 
 dental rei)airn. 
 lired for scliool 
 
 as experience 
 
 oderrite statfuf 
 
 d, most of the 
 I'tal work, 
 and its utility 
 
 , geographical, 
 
 VIII.— EDUCATIDNAL, Oil PEDAGOGICAL, MUSEUM AT WASHINGTON. 
 
 273 
 
 and scientific ; (2) iJooks of reference for school study ; (3) Instructive and amusing 
 works for goiu>ral reading. Each library consists of about 40 volumes, approved by the 
 Prefect of the Department." 
 
 VIII.— Kducational, on PEnAriOoic, Museum at Washington. 
 
 FiioM JHK Kei'out fok 1876, OF Genkiial Eaton, United States Commissioner 
 
 OF Education. 
 
 I. — I have mentioned among the educational results to be sought from the exhi- 
 bition, the establishment of educational museums or collections of educational appliances. 
 Our deficiency in this respect is a source of constant embarrassment. Many of our teachers 
 and school officers have no ojiportunity of knowing what these appliances are, or of keep- 
 ing up with their improvements. It has been my desire, in conducting this oflBce, to 
 secure as necessary aids to its work, and as special benefits to our systems and methods 
 of education : — 
 
 1st. An educational library, where publications upon the subject could be gathered 
 from all (juarters of the world, and such publications made available for American edu- 
 cators. A small sum has been ainiually appropriated by Congress for this purpose. The 
 use of this, and the exchange of documents, have made the library already one of great 
 value. 1 have purchased for it most of the private collections made by my predecessor, 
 Dr. Hknuv Baunaiu). I have also desired to secure for the same purpose : 
 
 2nd. An educational museum or collection of educational appliances, but neither 
 money or space has been afforded for such a collection. As I have at different times 
 mentioned, several foreign Governments have invited exchange of these appliances — some 
 have sent articles ; but 1 have not been able to return in exchange, and have not been 
 able further to respond to that courtesy than to send the puldications of the office. 
 
 .Since the announcement of the International Centennial Exhibition, I have hoped 
 that it might afford the occasion for the organization, in connection with this office, of a 
 national educational museum. The cost would be slight, and the benefits to our educa- 
 tion invaluable. 
 
 The commencement of the Kensington Educational Museum under the auspices of 
 the most enlightened English friends of education, in connection with one of the world's 
 fairs at London, is well known. The effect upon English skill and intelligence has been 
 incalculable. 
 
 In connection with the Vienna exhibition, a somewhat similar movement was com- 
 menced in that city. A recent writer, referring to it as " the permanent educational ex- 
 hibition," observes that " it receives universal approval, and its beneficial results surpass 
 all exi)ect.ati()n." 
 
 The first number of the Journal of the Educational Museum at Rome, Italy, has just 
 been issued. From this the following remarks are translated : 
 
 " This museum, as is well known, owes its origin to a visit to the World's Exposi- 
 tion at Vienna, made by the distinguished gentleman who now rules over the destinies of 
 public instruction in the kingdom. It only dates its legal existence from November, 
 lt^7l, called to life by the joint exertions of the Minister of industry and commerce. . . . 
 
 " It has already been likened to a permanent exhibition. This Journal will now 
 give it the character of a permanent, and, at the same time, circulating exhibition 
 
 " To illustrate the collections which are in the museum, and which are being formed, 
 is a much greater task than might seem at first sight. In the first place, there is no 
 educational implements or apparatus which could not give rise to researches and observa- 
 tions, and form the subjects of descriptions, examinations, comparisons, and manifold 
 discussions 
 
 " It is by this not merely intended to make an appeal to teachers or superintendents. 
 The museum and the Journal, its representative before the public, would not think tliat it 
 had done all the work assigned to it if it did not likewise have the co-operation of those 
 who, in a less personal, direct, or official manner, are interested in the cause of education. 
 Through the school-house, apparatus, furniture, text-books, maps, charts, and other scienti- 
 
 18 
 
274 
 
 AI'PENDIX B.— MUSEUMS AND DKroSITOllIES, 
 
 fie and Htorary aidn, nmny pnrsonH tire '.iiorc c»r Icsh intcrostoil in oclnciition, who <1o not 
 dovoto all tli(<ii' ctlortH to it, luit wlioHt! fxpoiioiicc will novcithdesH !»! of j,'i('iit \alii(\ 
 Tlio j,'('ii(iral condition of our country certainly jnstilit's all this, and easily (explains it : for 
 in tliis rej^ai'd it has various sides, and, not always unjustly, has lu'cn hlanied ; lait thin 
 must often bo ascribed to these oi' those persons not havinj^ exerted themselves enough, 
 while tlu! case would bo entirely diiferent if the ju-oplo would not with all tho greater zoal 
 sock to obtain th(^ very liest that could be obtained." 
 
 Ontakio. — ]\lany of our educators are faudliar with th(» HUccoHsfid eirortsof the l»ev. 
 Dr. liVKuaoN and his abhi deputy, Dv. IfoixiiNS, of Ontario, to socmo these great aids to 
 education in that Province. Their e,\am[>le would Hoeui of itself sufficient to secu.i ad**- 
 quato action in the United States. 
 
 Russia. — Among the noted and «'tlicient organizations of this character siinuld he 
 mentioned the so-called Pedagogic Museum, tmdtu' the direction of the llussian Minister 
 of War. Founded in 18GI, it has become one of tin; most t>tlloient agencies for tho pro- 
 niotion of general as well as military education in that enipiic 
 
 II. — A second educational result sought from the exhibition is tho preparation of full 
 ami accurate reports on the various pha-scs of education in the countiy. The ell'oits made 
 to quicken, increase, and render effective the collection an«l publication of educational 
 history have already been mentioned. As a resrdt, gi-eat activity :s 'dieady reported in 
 this work. The oHico is doing all in its power to generali/(! thes(^ r^ •^ Its, and niiike theni 
 available for our countiy and the woild, and hopes to gather inch fi(nt from tlu' labours 
 and publications of experts froui our own and foreign countries after the disjOay closes. 
 
 IX, — Dki'OT fob Hooks, Mai's, etc., and Mlskum in Qukukc. 
 
 From the Kei'out op the Hon. G. Oiimkt, CiiiKr Sii'euintenuknt op Knt cation, 
 
 ruOVINCE OP (^UKHKC, 1 870. 
 
 Adopting the language of the report of his predecessor, If on. Mr. De Boncherville — 
 Mr. Ouimet says : — 
 
 "I nnist insist again, this year, on the necessity of establishing .'it once a depot for 
 books, geographicals, maps, terresti'ial globes, and other school fui'uiture. Knougli atten- 
 tion has not been j)aid to this project, which would, nevertheless, give considerable impetus 
 to the working of our schools. It is at present e.xtremely dillicult to [iroeure these most 
 necessary articles for our schools. They arovery scarce, ami tho i)ric(!S of th(;m are so liiglj 
 as to be out of the roach of the most willing. Py means of the.se depots of which I sjieak, 
 the price could Irj reduced one half, which would authorize us to force all schools to pur- 
 chase them. 
 
 " A lot could bo placed in tlu; lianda of tho secretary-treasurer of each numicipality, 
 who shoidd undertake to distribute them amongst the teachers as they arc; re(piired. No 
 pupil woukl then be without those objects which become necessary as his education ]>ro- 
 gresses. The whole would be l)ought in tins name of the numicipality and fiii'nished on 
 demand. A slight increase in the tax would sullico to cover these; exi)enses, and jiarents 
 would find their children better and more cheai)ly ])rovided for." 
 
 " I will not insult any one's intelligence by iindertaking to prove the truth of tliese 
 remarks. The materials and ajjparatus of our schools will 1)0 insuflicient so long as a 
 dejM'it for books, majis, globes, &c., does not exist in the Department of Public Instruction. 
 Common sense should show that 4,030 schools will not bo suiliciently jirovided for, if the 
 care of doing so is left in the hands of each separate teacher or municipality. For these 
 reasons the Legislature should no larger delay the establishment of such a depot in this 
 Department, 
 
 " The importance of a school mnseum is equally evident, as, without it, the oflicers of 
 the Department of Public Instruction nuist experience great difficulty in keeping up with 
 the improvements made in the furnishings and apparatus us(h1 in foreign .schools." 
 
 At the last session of the Legislature of Quebec, a grant of SIT), 000 was made for a 
 depot of books, maps, globes, &c., in the Public Instruction Department, This, the Pro- 
 vincial Treasurer intimated, was a new grant altogetlier, and was intended to create a 
 
, wlio ilo not 
 
 ^'iciit \nlim. 
 
 pIniiiH it : for 
 
 f(i ; liiit tliiH 
 
 I'lvCS fllOllgll, 
 
 n j,'ii'iitt'f zt'iil 
 
 ,H of tin' Kt'V. 
 
 iiwnl iiidn to 
 If) .sceiiit u(1«>- 
 
 bcr f.iiouM he 
 
 siiui Minister 
 
 for tlio pro- 
 
 luution of full 
 t'll'orts injule 
 if ('(liic'iifioual 
 V r('| Kilted in 
 A make tlit'in 
 1 tlif Itiliours 
 jiliiy closes. 
 
 f Enu CATION, 
 
 {oudivrville — 
 
 [■« a depot for 
 ^]noiij,'Ii iittell- 
 Tiililc iiiiiietus 
 [V tiiesc iiioist 
 a are so iiij»li 
 Iiieli I sjiciik, 
 shools to jmr- 
 
 Tminioipiilityj 
 i'<|uired. No 
 luCiitioii jiro- 
 fiiniislied on 
 1, and parents 
 
 riitli of tliese 
 J so lon<5 as a 
 e Instnietion. 
 led for, if tlie 
 ('. For tiiese 
 dqic'it in thisi 
 
 the (iflicers of 
 })iii<,' lip with 
 jols." 
 
 as made for a 
 
 riiis, the Pro- 
 
 ed to create a 
 
 IX. — nKl'OT ion MAI'S, hooks, KTC, QfKHKC. 
 
 27.> 
 
 store lioitsc wlience .sehools may he suiiiilieil witli necessary means, and appftratua of n 
 uniform chaiaeter, and at prices Ix-low the present. 
 
 In n recent circular to School Trustees aiul others on the suhject, the Superintendent 
 
 of Puhlic Instruction for the Province, thus explains the object of the ^'rant. He says: 
 
 "The 'J!)th clause of tht! law enacted last session authorizes the estahlishiiiL.'. in the 
 Department of I'uhlic Instruclion, of 'a depot of hooks, maps, models, specimens, a|)par- 
 atus, and other sciiool rurnishiiii,'s,' and a temporary credit to the extent of .*!'», 000 has 
 heen o}iened for tills ohject. Tiie measun^ is one of the most important that has ever 
 lieen adopl»^d, relative to I'ublic Instruction, in this country. In a W^w words 1 will ex- 
 plain to you its nature. A system ot i'uhlic Instruction was organized in our Province 
 in the year iSil. Since that time, the Superintendent, or the Council of Public Instruc- 
 tion, having control of tlu- regulation of the text-books and e(|uipments for Schools, has 
 been obligeii to limit the surv(Mllaiu;e over the.se to articles brought into market, that is to 
 to say, sold by the book.seller.s. I5nt many of these articles are very defective in com- 
 parison with others mon^ modern. CJrammars and geographies, which you yourselves 
 used long ago, have now lost their value through the publication of similar but improved 
 works. Progress in this direction need surprise no one. Is is the same with res})ect to 
 School books, iVc, as agricultural implements — we are always on the look out for tiio 
 means of perfecting them. It is true, tlu! Council of Public Instruction has not lost sight 
 of those improvements, nor failed to approve and recommend good manuals whenever 
 these were jmblished ; but the law left full liberty to the municipalities to buy for them- 
 selves the old and the lU'w works alike, and it is ea.sy to st!e that the publishers had an 
 interest in not causing the old ones to be disj)laced l)y offering you the new. One can 
 also comprehend, on the other hand, that the Secretary-Treasurers of School Municipali- 
 ties have not all sjiecially (lualified themselvt.'s to judge concerning methods of teaching 
 and the comparative merits of School textbooks. The result has been, that comparatively 
 few scholars have profited by the introduction of imi)roved works. 
 
 " Another result has been to cause confusion in respect of text-books, ami to expose 
 you to considerable expense whenever new teachers reject the manuals, used by their 
 
 predecessors. _ i i • 
 
 '* The creation of a depot in the Department will put an end to those inconveniences. 
 The law, as it now stands, is to the following effect : Every year, in the course of July 
 and August (clause 150) you are recpiired to transmit to the Superintendent a re([uisition 
 for the text-books, Hie, needed for each of your schools ; these will be despatched to you 
 without delay ; tin; furnishings reipiired will all be of the best make and the most inex- 
 pensiv(! that can be procured; the books will be the best of those sanctioned by the Coun- 
 cil of Public Instruction, and will be sold to you at cost price, with the addition of the 
 char"es for storage, transport, &c. ; regard should be had to the expenditure at the times 
 when you lay the School rates, but should you not thus make i)rovision for it by means 
 of the rates, then the reimbursement of the cost must be procured by the distribution of 
 the books and other articles reijuired by the scholars, to whom, however, they must be 
 supplied at prices not exceeding what you have paid for them. 
 
 " All matters relative to this subject will be managed subject to regulations to be es- 
 tablished by the Superintendent and to come into force when sanctioned by the Lieutenant- 
 
 Govenuir in Council. -r.- , -n 
 
 " Id is evident that this system implies economy for the parents, lirst, there will 
 be a saving in resjiect of commercial profits, and secondly, in avoiding the frequent changes 
 of text-books ; in future it will become possible to have uniformity in these. In short, 
 we siudl have' the most approved text-books at the smallest possible cost. 
 
 ' " It has been suggested that the system is calculated to be hurtful to the interests of 
 the booksellers. Not so. The new law will not make the Superintendent either a pub- 
 lisher or a book-maker. ^ , , „ , ,• • . c. u *• • i ■ .u 
 
 " It will be open to the booksellers always to realize just profits by furnishing the 
 Educational Depot. I know, however, very well, that the law will be a source of real 
 beneHt to the country at large. It has been called for in past years by my predecessors 
 and by the Council of Public Instruction. . ^ n , 
 
 "I only regret that the Depot cannot be made complete at once ; in fact, for that, a 
 
!■ ,' 
 
 27fJ 
 
 AIM'ENDIX H. — MUSKIMS AND DI.I'oslTctltlKS. 
 
 (•(iiiplf (if y«'ars' tinio will be m-ccssary. NfVtTtlH'lcss, you shouM trnnsriit your ro(|uisi- 
 tiiiii next July iiiid Aiij,'iisi, for thi't), it will itc iiracticiilili' to t'lirtiisli a coiiHid.'ialile 
 iiuiiiImt of articlcH, incliulini,' hoiik' of tlic iiioHt appiuvi-il of tlio text, l)ooks .sanctioiicil lij- 
 till- Coiincil of I'lihlic Instruction, copy books, iM'iicils, globes, wall iiiaptt, &o., ami the 
 aiToiint books, already n-fcrrtMl to in tlu* circular." 
 
 Duriiii; a recent visit to the Kducation Department of Ontario, by the Hon. (}. 
 
 Oiiiniet, SuptM'intendent of rublic Instruction, and Dr. Ciiranl, the Secretary, these 
 
 gentlemen sought and obtained information on tlu; work of tlm Ontario IMucation 
 
 department, and discus.sed with the Minister the principles on which such Institutions 
 
 should be conducted. 
 
 X. — Local Sciiooi, Kxiimhtions on Mlsku.ms, Pkovi.nck oi- Qi'kijkc. 
 
 In a recent circular from Hon. (}. Onimet, Superintendent of I'ublic Instruction, to 
 the School Oftiinals of the Province of (,|uebec, he calls attention to this subject. lie says : — 
 
 "Section r)2 of the recent tin;ictm(>nt authorizes the (Jovernmeut to establish Si'Iiool 
 Exhibitions. Th'e Universal Exhibitions have shown how the less advanced nations can l)ene- 
 fit by a study of what is done in fon-ign Schools. At the grand international cuncour-se 
 held at l'hilad(!l[»hia, the chief pfomineiiee as to the classification and tins grouping of 
 objects, was accorded to tlin H lu'MtioMal Depirtnient. 
 
 " I cite from my last report, on this sidiject : ' This innovation has brought out 
 afrflsh one of the chief traits of the physiognomy of the contemporaneous world ; instruc- 
 tion has Itecome a popular force, a common instrument, a generating power with respect 
 to every human work. Ju etlect. if the art of printing has changed the facet of society in 
 placing the means of reading within the reach of tlut multitude, steam and electricity havt; 
 completed this revolution in converting the* ideas of a single person into the property of 
 all, dill'iising almost instantaneously over the whole woi'ld, the light emanating from an 
 isolated spot. The members of the vast human family are no longer strangers to each 
 other; they continually inttjrchangct thought, and cmipare progress in civilization ; there 
 is less room left for antagonism but more for emulation. Kach one seeks to know how 
 others attaintfd to wealth or reputation, and desires, after admiring their works, to realize 
 the same for himself. It is soon recognized that the foundation is instructed intelligence. 
 That is the source of the i)erpetual loan which nations make to each other from their 
 methods of instruction. As soon as one becomes convinced that tht> diffusion of the 
 benefits of instruction is the surest mode of arousing the talents of all, and preventing 
 the loss or extinction of latent intelligence through tiie absenct! of suitable nourishment, 
 the natural consetpience is to im|uire into the most advantageous methods of intcllcjctual 
 culture. Then it als(j hapi)ens, that whiMiever tlutre is a concourse of the nations in a 
 general exhibition, we recognize the existence of a veritablt; relationship of mental in- 
 telligence, a certain community of methods of thought and of execution, and if we go to 
 the source of their works, tliat is to say, to the School, we ascertain that each one of the 
 nations has its system of instruction adapted to the conditions of climate, natural pro- 
 ductions, language, religion and i)ublic life, l)at that all the .systems present reseml)lances 
 and suggest methods and processes which are the common inheritance of all nations.' 
 
 "In short, Int(!rnational K lucational Expositions have l)een;idvantag(!OUs to nations 
 in the same way that local Agricultural Exhibitions have proved beneficial to individuals, 
 and Provincial Shows to counties. 
 
 " In the present instance, the olyoct of the law is to apply to the domain of Public 
 Instruction a practice which has contributed so much to the advancement of agriculture ; 
 if, in our Province, agriculture has thus profiteil, so would our .schools, for, by tliis means, 
 every advance made in one part would become promptly known everywhere, and would 
 soon become general. 
 
 " 'i'his year, it is hoped that we may have an Educational Exhibition in connection 
 with the ensuing Provincial Show. I am desirous of securing your co-operation and 
 paiticipation. What will be requisite for this purpose 1 
 
 idi 
 
XI.— I'UOI'OHKI) IMI'KUIAL MUSEUM Foil INDIA AND THE COLONIES. 
 
 .77 
 
 your if'(|iii.si- 
 t'ltiiHidi'ialdf 
 imctioricil I)}- 
 itc, ;iii(| the 
 
 tllC 11(111. (}. 
 
 n-tiiry, tlirsc 
 i(» Ivliicalioii 
 iistitutioiis 
 
 Kiir.c. 
 
 stniction, to 
 FIc siiy.s : — 
 
 Ll)lisli S(.'li()ol 
 
 oils t:iiiil»('iU'- 
 
 liil (.■uiiciiurst' 
 
 grouping of 
 
 brought out 
 1<1 ; iustnic- 
 witli respect 
 of .society ill 
 ctricity liiivt^ 
 ' property of 
 ting from an 
 iger.s to eacli 
 iitioii ; there 
 :o know Jiow 
 ks, to re.ilize 
 intelligence. 
 '!■ from tli.'ir 
 fiisioii of the 
 1 preventing 
 lourisiimeiit, 
 'intellectual 
 nations in a 
 >{ HK-iital iii- 
 I if W(; go to 
 h one of the 
 natural pro- 
 eseinl)lances 
 ations.' 
 .-> to natioiLs 
 iiulividuals, 
 
 in of Tublic 
 
 agriculture ; 
 
 this means, 
 
 , and would 
 
 I connection 
 oration and 
 
 " Siiii[)ly cause tiie performances of your scholars, as alreaily cxplaineil in this rircular, 
 to be presiTved in yoiir sciioi.ls ; to iiave taken photognipliic views of your school houses, 
 ofas-ize of !il)out ten inches l»y twelve, if there l)e anything remnrkahle in respect of 
 situation or preportions ; to send samples of your ei|uipmeiits for classes, seats, desks, 
 majiH, &c. Vour Secietary-Tn'asurers might study, to your great advantage, sucli a c(d- 
 lection, which would oiler tu their view much that wr)ul(i lie worthy of their notice." 
 
 XI.— I'uorosKi) I.Mi'i:i:iAi. Misi;im kou India and tiik Colonies. 
 From (he Lotuhn Tiinen, Ctlh Juhh, 187G. 
 
 " Dr. Forbes Watson, the Director of the India Museum, has for some years past lost 
 no n]ip((itunily of advocating the establishment of industrial museums of a complete cha- 
 racter, as the most reaily means of ditlusing abro.ad a general knowledge of the products 
 ot our various ilependeiicies and of foreign conntries. lie has lately matured a project 
 for bringing together, in a museum or fei. ■rutioii of museums, uiidvi a single roof, the 
 jiroducts of India and of the colonies ; and lie has succeeded in disc.jvering a site which 
 seems to be ill every way suitable for the proposed buihling. it would atford sutUcieiit 
 s]iace, not only for the proposed several museums, but also for the accommodation of the 
 various c(tlonial agencies which are now scattered about London, so that the convenience 
 of all who are int<'rested in colonial all'airs would be greatly considered and promoted. . . 
 
 " A museum such as that which Dr. Forbes Watson contemplates, and which would 
 faithfully represent all t\n' productions of the colonies, could not fail in many ways to 
 facilitate and iiromote their commercial intercourse with the mother country. Their own 
 |)ower of purchasing Knglish productions is dependent, of course, upon their being able to 
 dispose of their own gootls in (((uivaleiit (piantities, and it is impossible to doubt that 
 among their actual or possibhi proilucts there must be many which are either unknown or 
 only imperfectly known in this country, and which might be reiideretl availaVde for many 
 pur[)oses in manufactures and in tlu! arts. Nothing can be conceived more valuable, for 
 example, to a manufacturer who is .seeking a new raw material for paper than a museum 
 in which he would find ready to his hand all the fibre-producing plants of every colony, 
 together with authentic information about their general characters, modes of growth, ami 
 fitness for systematic cultivation. Moth in India and in the colonies there is now a great 
 <lisplay of activity in seeking to find new articles of export ; and Dr. Forbes Watson re- 
 fers to tlu! coffee and tea trade of India, tlio rajjidly increasing exports of india-rubber 
 and tobacco from the same country, the wines of the Capo and of South Australia, ami 
 the attempted cultivation of tob ej'.'o and silk in Australia, as examples which are in point, 
 and which are sutHcieiit to mai k ihe direction in which the commerce between England 
 and the colonies is likely to increase. It is in this very direction that a museum could 
 remler the greatest assistance. .... ...... 
 
 " Some of the colonies have already voted money for the establishment of a museum 
 in London. A collection of the products of (^bieeiislaiid has for some time been exhibited 
 at South Kensington, and has been sent to Philadelphia, where all the other colonies 
 are well ['(([iresented, [f, at the close of the Ceiiti'imial Exhibition, some arrangements 
 were made for retaining all these collections in London, they would supply at once a 
 nucleus for a coinpl"te Colonial Museum, which, no doubt, would be speedily enriched 
 by many special collections. .... 
 
 "The erection of a Colonial Museum would give an opportunity for the concentration 
 of the oUices of tlie various colonial agents, and such a concentration, besides its other 
 advantages, would be a very econoinic^d arrangement. ... To the colonial 
 agents the existence of an adjacent museum and library containing full information on 
 their respective! colonies, would be invahial)le in their dealings with commercial men or 
 with intending emigrants. In n.any instances where now long explanations would be 
 necessary, they would simply have to send the inipiirers into the museum ; and the 
 museum itself would benefit by sucli an arrangement. Kach colonial section would obtain 
 the general supervision of the representative of the colony, and the collections and tiie 
 lilirary, being fre([uently referred to on actual business, would iiece>,sarily be kept up to 
 
 I 
 
 ■ 
 
 i 
 
^ 
 
 I I 
 
 
 278 
 
 AIM'KN'DIX 15. — M( ^ lUMS AXl) DKPOSITOUIKS. 
 
 the level of the latest infonnation, aiul would be constantly rendered more and more 
 suitable for practical pui j.oses. In Dr. Forbes \YatKon's own words, the combined India and 
 Colonial Museums, established according to the above i)lan, would in every way l)ocom(' 
 a living institution worthily representing the past history and the present resources of 
 the British empire throughout the world. Such an institution would not only atlbrd 
 exhaustive materials for study and research, but would likewise be suitaiile for reference 
 by the Indian and colonial authorities, \,y men of business or of letters, and by ollicials or 
 emigrants intending to proceed to India or the colonies. 
 
 Frrmi the London Athemnuin, 2 l/A Juni', 1870. 
 
 "^The Centennial Exhil)ition at Philadelphia was organized to celebrate the marvel- 
 lous progress achieved by the Ignited States during the century which has elapsed since 
 the declaration of independence in 177G. It would be a wortliy counterjiart of the fes- 
 tivities on the other side of the Atlantic if we wen^ to commemorate the no less extraor- 
 dinary growth of the English (A)lonial Empire by the establishment in London of a great 
 museum for the colonies and India. 
 
 " With the secession of the twelve American provinces, and tlie two and a half mil- 
 lions of colonists which they contained, it seemed as if tiui colonial power of England had 
 been forever broken. The oidy English colonies of importance were the three islands of 
 Barbadoes, Jamaica and Newfoundland. AVhat was left of English pos.sessions on the 
 continent of America, was poor and thinly inhaliited — Nova Scotia and Canaila, the in- 
 significant province of Canada, as it was then called, with about 100,000 inhabitants, 
 mostly French. The Cape, Ceylon and (Juinea still belonged to the Dutch. The very 
 name of Australia does not occur in .Adam Smith's review of the Knglish colonies, as con- 
 tained in his great work published just about that time. It is exactly 100 j'ears ago that 
 Captain Cook sailed on his third ill-fated voyage of discovery, and it was not till many 
 years afterwards that the first convicts were shipped for New South Wales. Tin whole 
 population of the colonies, including slaves and aborigines, will have at most amounted to 
 500,000, of which ))robabIy not much more than .')O,00(» were Englishmen. 
 
 " In India, at least, although the Mahratta.s'were still tiie masters of the greater part 
 of the country, and althougii Ilyder Ali was then jireparing, with a fair chance o 
 success, his final eifoit for tlie compu^st of Madras, tlie foundation of the Kiiglisli jiower 
 had already lieen firmly laid l)y ("live, mid was al)out to be finally consolidated by War- 
 ren Hastings. The territorial [wssessions of the Fast India Company, however, were as 
 yet restricted to Bengal, then recently devastated l)y a frightful famine, and to a few .small 
 districts on the coast ; and it was only two years later, in 1778, that the famous march of 
 Colonel Goddard acr ),ss the whole peninsula, from Bengal to Bombay, first foresbado,-, "d the 
 jiossibility of the English appearing one day as the power paramount over the whole con- 
 tinent of India. The uuuost luimber at which the population of the territories j)ossessed 
 by the East India Company in 1770 could be estimated, would be about 2.'). 000,000. 
 
 " Compare now the pro^re.ss accomplishe(l within one century. In India, the undis- 
 puted establishment of the English power over the whole country, and tlu; organization 
 of the most wondei'fid political doniitiion since the days of the Romans, with a population 
 increased from L'.'),000,0(iO to L'K),0O0,O0O. The ixii'iulution of the colonics proper now 
 amounts to ai)ove 1l', 000, 000 instead of the .")00,000a luiuilred years ago, the inhabitants 
 of European descent to (!, 250,000 instead of l.lO.OdO, whilst the colonists of Knglish l)lood 
 and origin have increased a hundredfold from r)O,00O to ,"),000,000 
 
 "Theindirict elfects of this unexami)led growth of our colonial emjiire on our com- 
 merce and manufactures, and on the condition of our population, have long made them- 
 selves felt in every town and villiigc of Fngland, but it is only of late that we have begun 
 fully to realize the political significance of thei'act, and the new re.sponsil)ilities and duties 
 vvhicli it entails. 
 
 '-4 
 
' ."111(1 iiiorp 
 m1 India and 
 Wiiy hocomc 
 resources of 
 only all'ord 
 ir rofcicncc 
 ly officials or 
 
 tlio marvfl- 
 
 ijiscd since 
 
 t of the f'cs- 
 
 loss oxtraor- 
 
 >n of a great 
 
 1 a half niil- 
 
 liiLtliind hail 
 
 e islands of 
 
 ions on the 
 
 ula, the in- 
 
 inhaltitants, 
 
 The very 
 
 lies, as con- 
 
 irs ago that 
 
 ot till many 
 
 Tl)( wliolo 
 
 .mounted to 
 
 .^'reater part 
 ir chance o 
 Ljlihli jiower 
 ■.1 l)y War- 
 ,'cr, weie as 
 a few small 
 lis march of 
 lado,. "d the 
 whole con- 
 s possessed 
 )O,(;00. 
 (he umlis- 
 i-gaiiizatioii 
 population 
 iroper now 
 nhaliitants 
 i,'lisli l)lood 
 
 n our com- 
 lade tliem- 
 lave liegun 
 and duties 
 
 XI. — PROPOSED IMPERIAL MUSEUM FOR INDIA AND THE COLONIES. 
 
 279 
 
 TAI'.LE SHOWINQ THE POPULATION AND TRADE OF THE COLONIES, 1874. 
 
 (Exci.rsivE OF THE East I.ndiks.) 
 
 NAME. 
 
 I. — 'I'ltAiiiNi; Statid.ns. 
 Hong IvDiii,' 
 
 Straits Si'ttli'iuoiits 
 
 Laliiiiiii . . . 
 
 (idld Coast 
 La-,, 
 
 Hii'ii.'i Li'iiiie aiuKlaiubia. 
 
 Adou 
 
 ^Lllta 
 
 fiibraltai' 
 
 ■I'otal 
 
 II. -Pi.AMATKiN Colonies. 
 Till' ISaliaiuas 
 
 ■i ( Aiiti'-ua 
 
 2 I St. ( 'liristiiplu'i' 
 
 124,l!t8 
 ;{07,'.».^)1 
 
 4,S!tH 
 
 400,000 
 
 2S,!((J:{ 
 
 r);i,i2() 
 
 2'_',.')07 
 
 14.\.-)!»'.l 
 
 2.^211 
 
 u, c s 5 
 
 2,!i7;i 
 
 i,;5r)0 
 
 70 
 
 !)4 
 
 :m 
 
 117 
 
 S.-)0 
 
 i.soo 
 
 
 AiiL,'iiilla 
 N'ii'j^iii Islanils 
 Diiiiiinifa . . . . 
 
 "^ . I jiai'iladiiL's . . 
 0-4 St. X'iiiceut 
 
 -r 5 I tiri'uada. . . 
 
 .= 2 1 Tolia-o 
 
 ■? ' St. Lucia 
 
 'fiirli's .iml ( 'aicds Isfaiids, . , 
 
 'i'riniilatl 
 
 Jainaiia 
 
 Diitish (iuiaua. . . , 
 IJritisli Uniiduras 
 ^Lmiitiiis 
 
 (V'Vloll 
 
 Total 
 
 III.— Aciiiicii.TritAi,, Pasto- 
 HAL, AMI MiMNc Colonies, 
 Afi'ii'a : 
 
 ( 'ajii' and Ivaftraria 
 
 (ii'iiiualaiid West 
 
 Natal 
 
 Total 
 
 Australasia :- 
 
 Victoria 
 
 N.'u South Wales 
 
 (Jui'cn^laiid 
 
 South Australia 
 
 West Australia 
 
 Tasmania 
 
 New /.iMlaiid 
 
 1,112,4.-.S 
 
 ;W,1C2 
 
 ;r<,i.'i7 
 s,(i!»;{ 
 
 2S,lti'.l 
 
 11,7:« 
 
 2,732 
 
 (;,42(i 
 
 27,17S 
 
 1(;2,042 
 
 :{,->,(iH8 
 
 .S7,(;84 
 
 17,054 
 
 31,010 
 
 4,723 
 
 10!l,(;.i8 
 
 ;-.()( ;,1o4 
 
 212.(H)0 
 
 24,710 
 
 331,371 
 
 2,401,00(1 
 
 7,^)00 
 
 Not kiiowii. 
 
 20,03."),000 
 
 18iJ,000 
 
 r..-)(i,ooo 
 
 835,000 
 l,2(i7,000 
 2,020,000 
 
 ^ i(;,20."'.,ooo 
 
 Not known. 
 Not known. 
 
 Rem AUKS. 
 
 4,032.'.l!i;l 
 
 77(i.l-'>8 
 
 r)0,ooo 
 
 317.000 
 
 1,143,1.-.S 
 
 Total 
 
 NoiiTH American Colonies 
 Dominion of Canada |_ 
 and Newfoundland j ■ • • ' 
 
 0,.')00 
 
 2,140 
 
 240 
 
 1,.".00 
 
 000 
 
 100 
 
 r.oo 
 
 800 
 
 io,r)(;o 
 
 2,344 
 
 1,000 
 
 2.")0 
 
 ilOO 
 
 m) 
 
 ."),000 
 13,000 
 15,000 
 377 
 15,000 
 18,700 
 
 101,017 
 
 314,000 
 
 343,000 
 
 57,000 
 
 275,000 
 
 135,000 
 
 125,000 
 
 2,100,000 
 
 302,000 
 
 200,000 
 
 I)], 000 
 
 273,000 
 
 4.5,000 
 
 2,754,000 
 
 3,205,000 
 
 4,(i.35,000 
 
 410,000 
 
 5,135,000 
 
 10,370,000 
 
 t 
 4,(;.57,000 
 
 5,413,000 
 
 1,-531,000 
 
 538,000 
 1,283,000 
 1,310,(X)0 
 
 ( 34 million tons entered the 
 I jmrt in 1874. 
 i 1,853,000 ton.s entered the 
 \ i)ort of Sin^'apore in 1874. 
 ( The English trade not 
 \ separately recorded. 
 
 The second column con- 
 tains only the number of 
 the English iwpulation. 
 
 fl4,738,000 
 
 t31,OO3,O00 
 
 0,782,000 
 
 257,000 
 ] ,0.50,000 
 4.840,000 
 
 flt;,.538,000 
 
 200,000' ( „ ,,,. 
 1.5.000! 
 20,000 
 
 235,000 
 
 0,702,000 1 I «_()()f)^000 
 L802,000| ) 
 
 11,08-1,000: 8,',l!(0,000 
 
 808.000 808,0o0j ,«,305,0t)0 
 58»,000 584,0001 23,040.000 
 lOLOOO 150,000] 7,Oi;8,000 
 205,(100 205,0001 S.;{S5,(IOo| ]■ 30,217,000 
 
 20,000 2(),000; 7:t.(,0(IO 
 
 10l,000j 104,000: 2,183.000 
 
 345.0001 204,0(JO 13,373,000i J 
 
 Sec page 194 of this Report. 
 
 2,230,000: 2,180,(JOO 
 
 Total Cohiines , 
 
 3,747,000 3,747,000 
 
 12,271,0001 0,270,013 
 
 87,837,0001 30,217,000 
 
 ~ J 
 
 48,533,000 
 Not known. 
 
 22,070,000 
 
 101,,502,000 
 
'' I 
 
 i 
 
 » 
 
 ■ 
 
 280 
 
 APPENDIX C. — INTEUXATIONAL EXCHANGE OF 
 
 *' The table shows that the English Colonies proper, !.e , exclusive of India, contain 
 above 12 millions of inhabitants, of which above 0| millions an; Knglish or Kuropean. 
 Of this last number about 5 millions are purely Englisli, whilst the roraaimler consist 
 mainly of French settled in Canada, the West Indies, the Mauritius, as also of the Dutch 
 in Guiana, the Cape, and Ceylon, The difference between the different classes of Colonies 
 will appear particularly striking if their trade l)e compared with the number of the Eng- 
 lish or European population existing in them. This is a true standard, because almost 
 the whole trade of the Trading Stations and of tiie Plantation Colonies is due to the 
 agency of the Europeans ; and oidy in the West Intiies a small fraction of the mixed races 
 can be counted as approximating in any way to them in respect of industrial ami com- 
 mercial activity. The results of such a comj)arisou are shown in the following summary, 
 in which only round numbers have been used : — 
 
 Euro] loiin 
 Pdpulaliiiii. 
 
 TllADING St.VTIONS 
 
 Plantation Colonies .... 
 
 AttHICl'LTlIKAL, PasTL'UAL, 
 AND MiNINc; CoLONlE.S 
 
 Cape and Natal 
 
 Australasia 
 
 North American Ci>l()- ) 
 uieM ) 
 
 7.000 
 100,000, 
 
 2:r>,ooo. 
 
 2, 180,000 , 
 3,750,000. 
 
 Total TraJc. 
 C 
 baUly not 
 less than 
 millions 
 31 inillioui 
 
 ( Prol.aUly not ) 
 < less than > 
 
 ( 7-') millions . . } 
 
 1\h millions 
 SM milliomi 
 
 4.Si millions 
 
 Trade with 
 Kni^liiiul. 
 £ 
 
 144 millions 
 It'i^ millions 
 
 9 millions 
 31) millions 
 
 22 millions 
 
 Per White Inhahitatit 
 Tutal Triule. ^l 
 
 ill I'.ilnny , 
 ai\' with 
 ;iixliiiil. 
 
 Pi 
 
 iliaMy 
 flO.OOO. 
 
 CUO 
 
 £40 
 
 fc'J2 
 
 t'13 
 
 l All. 
 
 lilt i'i.OOO 
 Clti.-) 
 
 t':W 
 ft) 
 
 APPENDIX C. 
 
 Ii^TERNA.TIONAL EXCHANGE OF SCHOOL MATERIAL. 
 
 During my stay at Philadelphia and that of the other repre-sentatives of the Depart- 
 ment, several applications were made for tlie i)urchase or exchange of selections fmrn our 
 School Material for those of other School Exliiljits. After conversing on the sulyoet with 
 Hon. General Eaton, the United States Coniiniissioner of Education, he addresseil me tlie 
 following letter en the subject : . 
 
 No. 1 — Letter from the United St.vtes Commissioner of Ei)iT.\rioN, to the 
 Deputy Minister of Educatio.n for Ontario, dated Deiwktment of the 
 Interior, Bureau of Education, WAsiiiNriioN, D. C, July liOTii, 187(5. 
 
 In organizing at the capital of the nation a nmseum exhibiting the appliaiioes and 
 progress of education, it would give mo great gratification to includo a full representation 
 of these articles from your country. 
 
 We desire that in this representation tlio museum should present as complete an idea 
 of education throughout the world as possible. 
 
 It would be especially gratifying if your Govei'ninent or the exhiliitors representing 
 it at Philadelphia, could furnish to this oflico their interesting educational collection so far 
 as it is to remain in tliis country. 
 
 Hoping that this proposition may bo agreealjle to you, and receive your favourable 
 consideration. 
 
 To this letter I replied to the effect that I would recomtiiend it to the favouialile con- 
 sideration of the Honourable the Minister of Education, which I ditl on my return to 
 Toronto. Having done .so, the following : 
 
SCHOOL MATERIAL WITH UNITED STATES. 
 
 281 
 
 lulia, contain 
 or Kiiropoaii. 
 iiidur consist 
 of the Dutch 
 s of Colonics 
 ■ of the Eng- 
 cause almost 
 is duo to the 
 ; mixed races 
 ial and com- 
 ng summary, 
 
 litiiiit ill I'l.Iiiny , 
 
 Tr;ii:i' uitli 
 
 Kii-liiiil. 
 
 A}i(iut i'.»,i)00 
 fit;.-, 
 
 ft) 
 
 ■ the DejKirt- 
 ons from our 
 suhjcot with 
 essed me tlie 
 
 )>r, TO THB 
 ^^M' or TUK 
 
 187(5. 
 
 plianoes and 
 [)rcs{'ntati()n 
 
 ilete an idea 
 
 ■eprcseiiting 
 action so fur 
 
 r favonnihlo 
 
 Hiraldo con- 
 ly return to 
 
 No. 2.— Lkttkr from the Secretary op the Education Department was si:nt to 
 General Eaton, dated Education Oittce, Toronto, 28th August, 1S7G. 
 
 I am directed by the Honourable the Minister of Education to thank you for your 
 communication of the 20th July, and to state that the important subject of it will be sub- 
 mitted for the consideration and action of the Lieutenant-Governor in Council, with the 
 recommendation of the Minister that he be authorized to make such arrangements, by ex- 
 change or otherwise as may enable the Education Department of Ontario to be adecjuately 
 represented in your proposed Museum at Washington. 
 
 No. 3. — Letter from the Deputy Minister of Education to the United States 
 
 COM.MISSIONER OF EDUCATION, DATED EDUCATION OFFICE, TORONIO, 1 ITH OC- 
 TOBER, 1876. 
 
 I have the honour to state, that Dr.! May has reported that he had seen you in regard 
 to exchanging articles under your direction for some of those in our Educational Exhibit 
 in Philadelphia. 
 
 As already intimated to you, the Honourable the Minister of Education is desirous 
 of doing so. It has occurred to me that probably you could easily arrange with the Smith- 
 sonian Institution to give us on your behalf for such articles in our Exhibit as you might 
 select, duplicates of some of the Natural History and other specimens on exhibition in the 
 United States Government building. Duplicates also of the models of the caves and cliff 
 ruins of Colorado, &c., from the Geological survey, &c., as well as Indian curiosities, might 
 through your intervention be exchanged for some of our things. 
 
 I hope to be at our Department in Philadelphia early next week, when I should like 
 to call on you in regard to this matter. In the meantime, you might give it your consid- 
 eration. 
 
 The Department thanks you very heartily for your cordial reception of our Public 
 School Teachers while on their late visit to Philadelphia, and for your kind attention to 
 them. 
 
 Being in Philadelphia shortly Afterwards, I addressed the following to General 
 Eaton : — 
 
 No. 4.— Letter from the Deputy Minister of Education for Ontario, to the 
 Unitkd States Commissioner of Education, dated Philadelphia, Pa., 26tii 
 OCTOUER, 1876. 
 
 In connection with the subject of exchanges of school material and appliance.^ for 
 the proposed Pedagogical Museum at Washington, and our Educational Museum iu con- 
 nection with our Department at Toronto, a plan has suggested itself, which, with the 
 concinrence of the Minister of Education for Ontario, I desire to submit for your con- 
 sideration. 
 
 In the United States building of the International Exhibition, there areanuml)er of 
 things of special interest) and value which it is likely can be duplicated, and which are 
 well adapted to the puri)ose of our ]\tnseum. I refer especially to a typical collection of 
 casts of fisli, of photographs of fish, IndiaT - iosities and photographs, geological models 
 and photograjjlis of scenery, models of cave I clilF ruins, &c., iu Colorado, as well as 
 selections from tlie articles specially exhibiteu ,y your own Bureau, and the Agricultural 
 Department, Ac. 
 
 As the whole of tlu!se exhibits are, I believe, more or less under the control of the 
 United States ttovcrnment, it has occurred to me that such articles in our school exhibit 
 here as might be desiied fur the United States Pedagogical Museum could be exchanged 
 through you for such of the articles designated as could be conveniently duplicated. 
 
 Should this mode of exchange be practicable, I would thank you at an early day to 
 make such a S(;lection from our school exhibit as you think tit, I would then give direc- 
 
l! 
 
 !i 
 
 :• f 
 
 282 
 
 APPENDIX (;. — rXTKUNATIONAL EXCHANCiE OF 
 
 tions to Dr. May to hand thorn over to yon at tlio close of the Exhibition, leaving the 
 details of the exchange to l)e arranged snbsequontly. 
 
 In the meantime, I shall prepare and s(>nd to yon a detailed list of such things as I 
 think would to suitable for our Museum, with the understanding that whore duplicates 
 cannot be sui)plied they he omitted from the list. 
 
 ^[ost of those in charge of school exhibits for the various States in the Union have 
 expressed a wish to effect changes with our Department. We shoidd, however, prefer to 
 havo to do with your IJureau exclusively in this matter. Thes(» States might, however, 
 obtain from us, through you, (bqilicates of any which the State Education Departments 
 concerned might desire, especially a.s the selection made by you from our school exhibit 
 would likely embrace every thing of i)ractical value in it. 
 
 I expect to leave Phila(leli)hia in a few days, and as T desire to give specific diiec- 
 tions to Dr. May in the matter, in connection with arrangements for packing, &c., 1 will 
 thank you for a I'oply to this letti'r at your earliest convenience. 
 
 No, 5. — TKLK(iKAM FIIOM TIIK UmTKI) StATKS CoMMISSIONKU OF Kl)t'C.\TrON TO THE 
 DkI'UTY MlNlHTKU OK EDUCATION I'Olt OnTAUIO, DATKD WaSU1NC!TUN, Oc'TOIiKl! 
 
 29th, 187G. 
 
 Shall be happy to see you here Wednesday and can reply tlien. 
 
 After meeting with General Eaton an<l discussing the whole <jUestion, ho addressed 
 to me the following reply to my letter on the subject of the exchanges. 
 
 No. 0. — Lktter kuom tiik Unttki) Statks Commissionkk of EDFCATrov TO the 
 Dki'uty Ministkk of Education for Ontaiuo, datfd Dki'Autmfnt of the 
 Intkiuok, IjUiieau of Education, W'asiiinoton, D. C, 0( iohkk 31st, 187G. 
 
 Your favour of October 2Gth, from Philadelphia, is duly received. I am very greatly 
 obliged by the consideration given by yourself and the llonourabh; the Minister of Edu- 
 cation for Ontario to the proposition to exchange school material and appliances. 
 
 There are articles in your exhilniion at Philadelphia which will be of great value to 
 our proposed National Pedagogical Museum. It would also give me pleasure to make 
 this otlice the medium of exchange of articles between yourself and the several State 
 Museums at Philadelphia, which will be of great value to our jiroposed National Pedagog- 
 ical Museum. It would also give me pleasure to make this oilice the medium of exchange 
 of articles l»etween yourself and tlu^ several State Museums, uf this character. 
 
 I have carefully considered and heartily api)rov(! the juovisional plan you suggest for 
 the beginning of the exchanges. 1 .shall be ha])py to receive the list of articles you men- 
 tion as being iji j'our exhil)it which you are willing to exchange ; and siiall also be happy 
 to receive the memoranda of the articles in tin; Government Building which you eonsi<ler 
 especially desiralle for your Museum, and shall take great satisfaction in j)rocuring dupli- 
 cates as far as in my power for transmission to Ontario. 
 
 No. 7.— List of School i\lATi:inAL iitoM the Ontario Educationai, Exiiir.rr, sent 
 
 FROM PlIILADKM'IIIA, -'iTII NoVEMHKR, 1870, To TIIK KdUCATIONAI. MusEUM AT 
 
 Washington, Unitkd States. 
 
 1 Reynolds' Lawsofniatterand motion (small.)' 1 Keynolds' Principles of llydi'aulics (small) 
 
 1 " Principles of Pneumatics " j I " " Magnetisui " 
 
 1 " " Electricity " { 1 '« Mec'uai.ical Powers 
 
 1 " " Hydrostatics " 1 1 " Section of Earth's Crust 
 
 1 " " Optics " I I " Geometrical Chart 
 
 I 
 
I, leaviiijij the 
 
 1 tilings as I 
 no duplicates 
 
 ) Union have 
 vor, prefer to 
 ,'Iit, liowever, 
 Depai'tinents 
 school exhibit 
 
 specific iHrec- 
 g, &c., I will 
 
 Hon to 'IHE 
 JX, 0« lOIiKlJ 
 
 he addiesseil 
 
 rro.v TO TiiK 
 
 IK.NT <)I' TIIK 
 
 1st, 1S7G. 
 
 very i,'i'eatly 
 ister of Edu- 
 ces. 
 
 eat value to 
 ure to make 
 evcral State 
 lal I'edagog- 
 1 of exchange 
 
 I suggest for 
 lesyou meij. 
 so he happy 
 yon consider 
 
 iinng I 
 
 lupli- 
 
 iiir.ir, sKNT 
 
 UUSKUM AT 
 
 MHcs(sniall) 
 jtisin " 
 
 St 
 
 1 Reynolds' Illustrations of Hydraulics 1 
 
 (4 diagrams) 
 1 " Property of matter " i 
 
 1 " ITydrostatics " | 
 
 I " Mechanical Powers " 
 
 1 Johnston's j\Iap of Graecia Antifpia i 
 
 1 " " Italia " i 
 
 1 " " ()rl)is Veterihua Notus i 
 
 1 Raised Map of Ancient Italy 
 1 " " Graecia Antiqua i 
 
 1 " " Modern Italy 
 
 1 Departmental ]Map of Dominion 
 
 1 
 1 
 1 
 I 
 1 
 1 
 
 « 
 
 r( 
 <( 
 <( 
 II 
 l< 
 
 
 United States 
 
 
 IJritish Isles 
 
 
 Palestine 
 
 
 Europe 
 
 
 Asia 
 
 
 ,% fria 
 
 
 America 
 
 1 Chart Parometer and its uses 
 1 " Volcanic system of Globe 
 
 1 Chart Movements of Waters 
 
 " Physical Fc^atures of Land 
 " Distribiition fif Pain 
 " " Winds 
 
 " " Climates 
 
 " Union Jack 
 
 1 Chambers (Jeometrical Chart 
 
 1 Smith's Astronomy 
 
 1 (Jail and Inglis' Chart of Bible History 
 
 1 Tayloi''s Sovenngns of I^ngland 
 
 1 Morrison's Skeleton of Ancient History 
 
 1 Departmental Kastern Hemisphere 
 
 1 " Western " 
 
 1 School Law Arbitration 
 
 1 Pulilic School Meetings 
 
 I Duties of Pupils 
 
 1 Limit Table 
 
 1 Townshi]) School Debenture 
 
 C> Miirshall's Physiological Charts 
 
 1 Chart of Measures and Weights of Metric 
 System 
 13 Geogra])hical Lessons 
 
 1 Lord's Prayer 
 
 1 Honour Roll 
 
 1 Reynolds' Vertebra, etc., (4 diagrams) 
 
 I Set Groves Battery 
 t 1 " Daniels " 
 
 ' 1 Electrical Machine 
 j 1 Red P)rick School House (model) 
 i I Air Pump 
 j 1 I Sell Glass 
 , 1 IMancitarium 
 : 1 2 Drawing co])ies in 4 frames 
 I 1 Weight of air appai'atus 
 I 1 Under and ovei'shot wheel 
 
 I Set Mechanical Powers 
 
 1 " Collison Balls 
 
 1 Pail- IIemisph(>re Cuj)s 
 
 1 Standai'd Barometer 
 
 1 Maximum Thermometer 
 
 1 Minimum " 
 
 1 Henns])hero Globe 
 
 1 Six Inch " 
 
 1 Pair Twelve Inch Globes (High Schools 
 
 1 Set iSIetals in Glass Shade 
 
 I Small Numeral Frame 
 
 4 Drawing .Models (Fruit, etc.,) 
 
 1 Photograph Normal School Ottawa (in 
 handsome frame) 
 
 1 Education Department Photograph. 
 Toronto (in handsome frame) 
 
 1 Ten Commandments 
 
 I Slate Blackboard 
 
 1 Reynolds Laws of Matter and Motion, 
 small. 
 
 Value of this collection of School Material, 8908.25. Net to be sent, 81,108. 
 
 8. — List of Auticlks asked von fugm tiik United Statp:s Commissioneu of 
 
 Education. 
 
 • 
 
 Set of models of eave ruins, cave town and ancient tower in Arizona, etc. 
 
 St'lfctions from transparencies of cave ruins. Geysers, and ancient villages of Arizona. 
 
 Coloured model of Niagara Gorge, of the Yosemitc Valley and Grand Canon of 
 Colorado. 
 
 Selections from large photoghraphs of Indians. — U. S. Geological Survey of Rocky 
 Mountains. 
 
 Specimens of Indian costumes, adorimients, masks, and titcnsils. — National Museum. 
 
 Selections of photographs of schools, institutions, and educational appliances for In- 
 dian Schools. 
 
 Two or three of th»^ very large maps of the Unit(>(l States. 
 
 Selections from the casts of food fishes, complete set of photographs of food fishes, &c. 
 
 School cabinet of forest trees witli examples. 
 
284 
 
 APPEN'DIX C. — INTERNATIONAL EXCHANOE OF 
 
 II.— EXCHANGE OF SCHOOL MATERIAL BETWEEN THE JAPANESE AND 
 ONTARK^ EDUCATION DEPARTMENTS. 
 
 During ray stay in Pliiladelphia in July, I had several conferences with tb.o Japa- 
 nese Commissioners, chiefly in regard to an exchange of school material, between tlie 
 Japanese and Ontario Education Departments. The result was most satisfactory. In 
 the following month after my return to Toronto, the Honourable the Vice-Minister of 
 Education, Hon. Fugimaro Tanaka, addressed me the following letter :— 
 
 No. 1. — Dated 1G2I Chestnut Street, Pjiiladelpiiia, 12tii August, 187G. 
 
 " Hereby I wish to present you those books and charts which are used in o": primary 
 schools in Japan, and also the bottks named Riji-kotei, which have been coiuposed of the 
 translations of what we could investigate in Europe and America on the subject of Educa- 
 tion, when we came for the purpose four years ago, so I shall be very happy if you accept 
 them." 
 
 This letter was suitably acknowledged. Subsequeitly the following letter was re- 
 ceived, dated 1021 Chestnut Street, Philadelphia, August 19th, 1K7G :— 
 
 " Nc 2. We intend to come to Canada in the early part of next lUDUth, and it is our 
 desire to visit the Schools there, when I hope we shall have the pleasure i>f seeing you 
 there. 
 
 " We expect to leave here on the 25th instant for Toronto, via Niagara Falls. iScc. 
 
 " In the meantime accept my best regards.'' 
 
 No. 3. The following Telegram in reply was sent to t\w foregoing, dated T'>ront(> 
 24th August : — 
 
 " I shall be happy to see you and party on your visit to Canaila." 
 
 The Vice-Minister, Madam Tanaka, and suite, having visited Toronto, wtio shown 
 most of its educational institutions. 
 
 No. 4.— The Vice Minister of Education, Japan, to the Deputy Minister op 
 Education, dated Queen's Hotel, Toronto, Septemp.er, 1876: — 
 
 " I wish to express you my warm thanks for the two packages of the reports, journals, 
 and other educational documents, which I received just now, and which are most valuable 
 things to me, so that I can get important information from llieni. I am very much 
 obliged to you not only for your kindness in showing us your schools and other places, 
 but also for the trouble wliich you have taken in collecting for me so nianj'^ reports and 
 notes." 
 
 No. 5. — THE FOLLOWINC! ARTICLES WERE SUBSEQUENTLY ORDERED FROM THE VlCE- 
 
 MiNisTER OF Education for Japan for the Education Dei'artment, Ontakio : 
 
 1 Picture of old Japanese scliool-house. 
 10 Pictures of the interior of old and new 
 
 school-houses. 
 7 Pictures in fntmes, made out of silk 
 cloth. 
 
 5 Pictures jiainted in lacquer in frames. 
 Several photographic pictures of col- 
 leges and schools, maps of school 
 districts. 
 12 Painted jiictures of plants. 
 
NKSK AXD 
 
 'ith tlu! Japa- 
 botwoen tlie 
 sfactory. In 
 ce-Minister of 
 
 •ST, 1870. 
 
 o": prinicary 
 nposoil of the 
 ect of PMiica- 
 if you accept 
 
 letter was re- 
 
 aml It IS our 
 of seeing you 
 
 Falls. &c. 
 
 Xi'A Toronto 
 
 , weio shown 
 
 Minister op 
 
 •rts, journals, 
 Host valuable 
 n very much 
 other places, 
 reports and 
 
 : TiiK VI<.■^> 
 T, Ontario ; 
 
 r in frames. 
 ituros of col- 
 )s of school 
 
 SCHOOL MATEUIAL WITH JAl'AN. 
 
 285 
 
 
 I Set of Abacus. 
 
 Some specimens of copper and zinc 1 
 types. 1 
 
 Some specimens of Japanese shell fish. 1 
 
 Si)me specimens of " fish. 1 
 
 1 Set of scales, weights and measures. 2 
 
 1 Specimen of Japanese old clock. 
 1 Specimen of certificate paper. 
 
 Some specimens of pupils' work. 
 1 Set of printed pictures for chililren. 1 
 
 1 Compass. 
 
 Some specimens of stationery, daily 
 
 Some materials of Kindergarten. 
 
 Uox of soUds. 
 
 Model of steam engine. 
 
 Gyroscope. 
 
 Glass cutting machine. 
 
 Globes. 
 
 Some specimens of newspaper. 
 
 Some specimens of slates. 
 
 Some ma[)s of sea ports of Japan. 
 
 Model of school-house. 
 
 Some pictures of Japanese social life or 
 
 No. G. — The Japanksk Commissionkrs I'kksknted a pair of Bronze Vases to the 
 Museum of the Education Department, Ontario. 
 
 .\nd M. liikio Ideura subsecjuently addressed the following letter to Dr. May, dated 
 rhila<leli)hia. Pa., 30th Nov., 1876 : — 
 
 " I wisli to write you that we are very much obliged to you, not only for the kind 
 ness, but also for the great trouble which you have taken in delivering those educational 
 niati'rials which we selected from your educational exhibits ; and I wish you to make 
 comnumications hereafter. 
 
 " I desire to inform you that, the price of the pair of bronze flower vases for your 
 Museum is four hundred and eight dollars in American currency. 
 
 " Please present our best regards to Dr. Hodgins, to whom we feel much obliged. 
 
 " We leave here for Japan to-morrow morning. Our address in Japan is Tokio." 
 
 No 7.— List of Aeticles for the Educatio.v Dkpartmknt, Japan, from the 
 
 Education Department, Ontario. 
 
 r_' Prints of Scripture sites (large). 
 3(1 " '* (small). 
 
 3(t " " manners and customs. 
 
 (i iLynolds' Chemical Charts. 
 
 7 Johnston's Natural Philosophy Charts. 
 
 3 " Astronomy Charts. 
 
 4 " Botany Charts. 
 
 1 Brown's Geometrical Chart, 
 lU Coloured lithographed zones of the earth. 
 
 11 
 
 map stand ; 1 electric telegraph. 
 
 Departmental maps of Europe, Asia, 
 Africa, and America. 
 
 Oriiiinal model of school house building, 
 in 2 sections. 
 
 photographs of school buildings in On- 
 tario, as follows : 1. Public School, 
 Brantford; 2, Ward Public School, 
 Toronto ; 3, High School, Mitchell ; 
 4, (Collegiate Institute, Hamilton ; 5, 
 Normal and Model School, Toronto ; 
 G, Education Department, Toronto ; 
 7, Reformatory for Boys, Penetan 
 guishene ; 8, Deaf and Dumb Institute, 
 Belleville; 9, Blind Asylum, Brant- 
 ford ; 10, Brookhurst Ladies' Academy, 
 Cobourg ; 11, Uuivorsity of Toronto. 
 
 1 Flementaay set chemicals ; 1 teacher's 
 laboratory. 
 
 1 Boy's Own Chemical Wonders ; 1 Stu- 
 dent's ditto. 
 
 1 set each of chemicals (Roscoe), blocks, 
 animals, fishes, anatomical models. 
 122 vols, of books, as follows: 
 Rouge's Guide to English Kindergarten, 
 Calkin's Object Lessons. 
 Wdson's Manual of Object Lessons, 
 Welch's Object Lessons. 
 Lilienthal's Things Taught, 
 Barnard's Object Teaching. 
 Gray's Topics for Teachers. 
 Griffith's Hand-book for the Preparation of 
 
 Iiessons. 
 Park's Manual of Object Lessons, 
 Ross's How to Train Young Eyes and Ears. 
 Walker's Hand-book of Object-Lessons. 
 Pestalozzian Lessons on Objects. 
 Gill's Notes on Les.sons. 
 Lake's Book of Object Lessons. 
 Wood's Object Lessons on Botany 
 Barnard's Oral Training. 
 Cooley's Easy Experiments. 
 
 Champlin's Political Economy, 
 
280 
 
 APPKKDIX C. — INTERN ATIONAI- KXCHANtSK OF 
 
 Burtou's Observing Faculties. 
 
 Hcrvey's Christian Hlietoric. 
 
 Spencer's Kssuys on Education. 
 
 Uodwell's Dictionary of Science, 
 
 Potter and Emerson's Sciiool and School 
 Masters. 
 
 Northcnd's Teachers' Assistant. 
 
 Page's Theory and Practice of Teaching. 
 
 Wiokersham's Methods of Instruction. 
 
 Wickersliam's School Library, 
 
 Sullivan's Popular Education. 
 
 Forrester's Teachers' Text P'jok. 
 
 Holbrook's Normal Schools. 
 
 Sypher's Art of Teaching School, 
 
 Well's Graded School. 
 
 lioot's School Aniusements. 
 
 Beecher's Physiology. 
 
 Beecher's Letters on Health. 
 
 Watson's Manual of Calis*.lienics. 
 
 De Laspe's Calisthenics. 
 
 Wood's Physical Exercises. 
 
 Spenser's Modern Gymnast. 
 
 Blackwell's Laws of Jjife. 
 
 Parson's Calisthenic Songs. 
 
 Roth's Physical Development of Children 
 
 Schoolmaster's Drill Assistant. 
 
 Hunt's Manual of Elementary Drill. 
 " Lessons in Drill for (tirls. 
 
 Hugh Miller's School and Schoolmasters. 
 
 Roger Ascham's Schoolmaster Education. 
 
 Lyon's Power of Christian IJenevolence, 
 
 Mary Lyon's Teacher's Last Lesson. 
 
 Hope's Book about Dominies, 
 
 Dickons' School and Schoolmasters, 
 
 Filleard's Life and System of Pestalozzi. 
 
 Eraser's Memoir of David Stowe. 
 
 Barnard's American Contribution to Peda- 
 gogy, 
 
 Olin's College Life, 
 
 Porter's American Colleges. 
 
 Thompson's English School-room, 
 
 Staunton's Great Schools of England. 
 
 Edinburgh Sessional School, 
 
 Barnard's National Education of Europe, 
 
 Wilkins' Natural Education in Greece. 
 
 Northrop's Education Abroad, 
 
 Mansfield's American Education. 
 
 Randall's History of Common School Sys- 
 tems. 
 
 Barnard's Military Schools. 
 
 " Letters, on . 
 
 " Aphorisms on Education. 
 
 Cox's Recollections of Oxford. 
 
 Mill's Lidustrial and Technical Education. 
 
 -Johnston's School-houses. 
 
 Marnard's School Architecture. 
 
 Hodgins' School-hou.se and its Architecture. 
 
 Leed's Treatise on Ventilation. 
 
 Kassie's Healthy Houses. 
 
 Putler's Ventilation. 
 
 McCrie's Autojtiedia. 
 
 Self Improvement. 
 
 Garvey's Manual of Human Culture, 
 
 The Gentle Life, 2 vols. 
 
 About in the World. 
 
 Stowo's Little Foxes. 
 
 Hervey's Princi{)les of Courtesy. 
 
 Bazaar, a book of Decorum. 
 
 Manners of Modern Society. 
 
 Meeting in Societj'. 
 
 Foster's Improvement of Time. 
 
 Todd's Complete Works. 
 
 Beecher's Lectures to Young Men. 
 
 Landel's Young Men in Battle Field of Life. 
 
 Landel's lieacons for Young Men. 
 
 BiniK^y's " Is it possible to make best of both 
 
 Worlds ] " 
 Christian Training for Parents and Teachers, 
 Geikie's Life, or book for Young Men- 
 Guest's Young Men Setting out in Life. 
 Sttivenson's Praying and Working. 
 Cobbet's Advice to Young Men. 
 .lames' Young Man's Friend. 
 Smith's Government of tiie Heart. 
 Piineo Albert's Gokhai Prec(!pts. 
 Guide of Wisdom and Virtue. 
 Foster's Essays on Decision of Character. 
 Slierwood's Self-culture in Reading, (,S:o. 
 Stone's Complete Examiner. 
 Mavoi's Young Man's Companion. 
 Ryerson's Christian Morals. 
 Nott's Counsels to Young Men. 
 Blackie's Self-t-ulture. 
 Tyllcr's Sweet Counsels to Young Girla, 
 Sigourney's Letters to Young Ladies. 
 James' Young W^oman's Friend. 
 Ellis's Education of the Heart. 
 Ortou's Liberal Education of Women. 
 Beecher's Domestic Economy. 
 Phelps Discipline of Life. 
 Govei'ue.ss Life. 
 
 Arnica's Calling, &c., of a Governess. 
 Beecher's House-Keeper. 
 Heiuan's Young Woman's Companion. 
 Flower Object Lessons. 
 
 
 American Teachers. 
 
 Received the above for the Education Department of Japan. 
 
 (Sigued) RiKio Ideura, 
 
 Japanese Com mtnnioner, 
 
 Value of the foregoing school material : i?874 75 
 
il Kilucation. 
 Architecture. 
 
 ulture. 
 
 ^len. 
 
 Field of Life. 
 
 en. 
 
 e best of both 
 
 ^nd Teachers, 
 ng Men, 
 It in Life, 
 nng. 
 n. 
 
 *iii-t. 
 ts. 
 
 Chiifiictor. 
 iding, ^\:c. 
 
 lion. 
 
 ing Girla. 
 
 LiuUoa. 
 
 d. 
 
 Vonien. 
 
 erness. 
 
 il)amon. 
 
 vntssiomr. 
 
 n 75 
 
 SCHOOL MATERIAL WITH JAl'AN. 
 
 287 
 
 No. 8. — List of Akticlks Oudkred kiiom tiik Education Dbtautment op Ontauio by 
 
 THAT OF JaI'AN IN AUDITION TO THE FoUECiOINO. 
 
 Pliotogniph of University of Toronto. 
 
 Model of Gymnasiiini. 
 
 Map Stiuid. 
 
 Blackboard Dividers. 
 
 Allegorical Bust of Kurope, Asia, Africa 
 and America. 
 
 Photograph of the Original Magna Charta. 
 
 All models of Ilowers from 214 to 242 in- 
 clusive. 
 
 Sot of Botanical Plates. 
 
 Patterson's Zoological Diagrams. 
 
 Set of 24 Plates of Scripture Natural 
 History. 
 
 The Zones of the Earth. 
 
 Sot of Oliver and Boyd's Object Lesson 
 Cards. 
 
 Cabinet of V(;getable Kingdom. 
 
 Chemical Chart. 
 
 Chojnistry of Coology, iV'c. 
 
 Alphabet of Animals. 
 
 The Birds on coloured blocks. 
 
 The Fishes on ditto. 
 
 Small busts of Homer, Demosthenes, Aris- 
 totle, Cicero, and Galen. 
 
 Set of Models of crystals in glass. 
 
 Keprint of Wait's Point Primer for the 
 blind. 
 
 Dissected Map of the United States. 
 
 All object Lesson Cards. 
 
 Johnstone's illustration ofNatural History. 
 
 View of nature on ascending mountains. 
 
 Anatomical Model. 
 
 Set of Anatomical Models. 
 
 Model of Human Eye. 
 
 Chemical Laboratory. 
 
 ;J63 to 367 inclusive. 
 
 (Signed) HiKio Ideura, 
 
 Commissioner from the Education Department ofJajyan. 
 
 Note. —The told value of the articles supplied to the Education Department of 
 Japan was iis follows : — 
 
 Already supplied S874 75 
 
 To be supplied • 892 75 
 
 Total value 81,767 50 
 
 (Signed) F. Tanaka, Vice-Minister of Education. 
 
 >fO, 9. LKTTEn FIlOM THE JAVANESE ViCfl-MlNISTEK OF EDUCATION TO Dr. HoDGINS. 
 
 Since the return to Japan of the Vice-Minister of Education and his suite, he has 
 addressed a letter to the Ontario Education Department, dated Tokio, 26th February, 
 1877, from which I make the following extracts :— 
 
 " We arrived safely here on the 8th ultimo I am exceedingly oWiged 
 
 to you, not only for your kindness which you had evinced towards us during our stay in 
 Philadelphia, but also for your great kindness in showing us your own Department, and 
 many other educational institutions in Toronto during our short trip to Canada, where I 
 enjoyed the visit so much and got so much information about education in your country. 
 I hope you will accept my warm thanks. 
 
 " I have the pleasure to inform you now, on my return to Japan, I shall be able to 
 collect the school material which I promised to send to you from here." 
 
 (Signed) FUJIMAUO Tanaka, Vice-Minisicr of Education. 
 
 No 9.— List of Articles Supplied to the National Museum of Japan, Tokio, 
 
 ON THE 13th of November, 1876, 
 
 4 Zoological Charts. 
 
 1 Macallura's Chart Natural History. 
 24 Pictures of Elementary Instruction. 
 
 2 Sets Oliver and Boyd's Object Lessons. 
 20 Botanical Charts in ten frames. 
 Patterson's Zoological Diagrams. 
 
 Henslow's Botanical Diagrams. 
 Set of Christian Knowledge Society— Na- 
 tural History. 
 View of Nature. 
 
 Cabinet, illustrating Vegetable Kingdom, 
 Apparatus for Collecting Plants, 
 
28S 
 
 Al'PKNDIX C. — IV.— AUTICLKS SENT V) AUSTUALIA. 
 
 ni.— rriicii ASK or school matf:imat,s fot; ontatuo fiiom the 
 
 RUSSIAN COMMISSlONKll, rillLADKLPHlA, .IlLV, iHlij. 
 
 A Vtoard with sot of jtogs for exercises in 
 
 stiulying Aritlniiotic. 
 Arithmetic box for same pur[)o.se, 
 "Chiss abacus for integers and fractions. 
 A board exhibiting scjiiaro foot divided into 
 
 stuiare inches. 
 A cubic ^ arshin divided into cubic vers- 
 
 hocks. 
 A geometrical cube. 
 School desk, made by the idea of the Com 
 
 mittco of the Pedcagogic Museum. 
 
 Paj laent received. 
 
 Models of a T^-ar, a common lieaver, Ithi- 
 noceros, Horse, Cossack Horse, Lion, 
 15at, Tiger, Jaguar, Elk, Goat, Cow, 
 Aurocks, Seal, Dipus, Lamb, Ostrich, 
 
 Busts of Apes, Kapan, or Semnopithecus 
 nasicus. 
 
 Pithecus troglodytes. Satyrs, Clorilla. 
 
 Busts of human races (11 in numbiir). 
 
 A collective model of ract-s of men. 
 
 Srctchnikolfs Anographical map of Kus.sia. 
 
 Value .«1 02 80. 
 
 (Signed), John Ciiaules Heard, 
 
 Co»i7/iiss((ri/ (if tin: Ji'iission Miiiistrii of War. 
 
 Note. — A number of other educational articles were ordered, but they are to be sent 
 direct from St. Petersburgh. 
 
 IV.— articlj:s sent to Australia. 
 
 L— List of School ^Iatki!Ial itiuiiaskd isy thk Commissioner ikom Victohia, 
 
 AND SKNT TO MKLliOUltNK 1st I»K('. LS7G. 
 
 
 Teacher's Laboratory. 
 
 Elementary " 
 
 Student's " 
 
 Boy's Own « 
 
 Box of Chemical Wonders. 
 
 Set of three Anatomical Models. 
 
 Cabinet of Objects. 
 
 Set Manners and Customs sheets (colored). 
 210 Natural History " 
 
 30 Scripture Sites " 
 
 Tablet Reading Lessons. 
 " Geographical Sheets. 
 
 Reynolds' "View of Nature, all climates 
 (mounted). 
 
 Departmental Map of the Dominion. 
 " " Eurojje. 
 
 Canada series of map of Asia. 
 
 ] )epartmental Africa ; Do. America ; Do. 
 United States. 
 
 Set twenty Departmental Botany card- 
 board. 
 
 Departmental British Isles. Do. Palestine. 
 
 Set Oliver il- Boyd's Object Lessons (animal 
 kingdom). 
 
 Set (')liver & Boyd's Object Lessons (veget- 
 able). 
 " Zones of Earth. 
 " Four Zoology (departmental). 
 Reynolds' High Pressure Steam Engine. 
 
 Flour Mill. 
 
 Manufacture of Coal Gas. 
 
 Thrashing Machine. 
 
 Electric Telegraph. 
 
 Paper-making and Printing Ma- 
 chines. 
 
 Barometer. 
 
 Gasometer. 
 
 Manufacture of Cast Iron. 
 
 Marine Engine and Oscilliiiing 
 M. Engine. 
 
 Stream of Time. 
 
 (Jeological Chart. 
 
 Sovereigns. 
 
 ]>otany and Book. 
 
 Zoology. 
 
 Human Species. 
 
 Ascending Regions. 
 
 Botanical World. 
 
 Zoological " 
 
 c< 
 
 (I 
 « 
 <l 
 
 ( 
 II 
 
 l( 
 
 (( 
 
 i< 
 
 <t 
 (( 
 (• 
 II 
 II 
 II 
 II 
 II 
 II 
 
 "Value of the foregoing school material, $144 53c, 
 
 -4 
 
SCHOOL MATKUt.M, SOLD TO (JOVKHNMKNT OF Ni;W SOUTH WALES. 
 
 2S9 
 
 OM THE 
 
 I). 
 
 'caviT, TUii- 
 llorse, Tiion, 
 Goat, Cow, 
 ml), Ostrich, 
 Luiinopithficus 
 
 [Jorilla. 
 
 lumber). 
 
 moll. 
 
 y.i\) of Kussia. 
 
 trij of War. 
 are to be sent 
 
 OM VlCTOlllA, 
 
 wessons (voget- 
 
 tal). ^ 
 
 ;un Engine. 
 
 al Gas. 
 Printing Ma- 
 
 ist Iron. 
 
 nd Osciliutiug 
 
 IS. 
 
 2. — List or School Matkriai, hold to Oovkhnmknt ok Nkw South Wales, 
 
 AUSTRAI.IA, AND SENT TO SYD.VEY. 
 
 Departmental map of tbe Dominion. 
 
 " " Kurope. 
 
 '• " America. 
 
 Canada Series of map of Asia. 
 
 " " Africa. 
 
 Departmental map of the Hritish Isles. 
 
 '• " Palestine. 
 
 " " United States. 
 
 : Nine Certificate Cards (Five Single Merit 
 I Car.ls). 
 
 j Ten Merit Cards (Four Fifty do). 
 1 Set seven Raised ^laps (lliuiflred do). 
 i Public School Microscope. Compound do. 
 I Siniplt! do. 
 
 ' Seed Microscope. Twelve inch (Jlobo tjuad- 
 rant and Box. 
 
 ni,i,di S(!hool Ktitrancc Kxainiiiation I'apiTs. liaised Map of Italy. Do. Ancient Italy. 
 
 Norniiil School Kxamination Papers. 
 I'roviiicial Kxamination P.ijiers. 
 (reiieral liegister fur Schools. 
 Daily ' " " 
 
 Hij,'h ''cliool licj^ister. 
 Limit .''able of Studies. 
 Time Table. Programme. 
 
 S;llll]ile set of Reports. 
 Piil.HcSelio.d Honor Roll. 
 High SeluM.l 
 
 Value of the foregoing school material, 8170 r»7c. 
 
 Cireece. 
 Set Departmental Hotaiiy. 
 Air Pump. Hemisphere Cups and Stand. 
 Two Hell Classes. 
 Seven Dissected Maps — World, North 
 
 America, Europe, Asia, Scotland and 
 
 riiited States. 
 Weight of Air Apparatus. 
 Piladiler Stand, (luinoa and Feather Tube. 
 
 (See page 25 of this Kcport.) 
 
 SUMMAUY OF AllTICLES SOLI) Oil EXCHANOKI) AT PlIILADKLPniA. 
 
 To New S(mth Wales 6170 57 
 
 " Mell)ourne, Victoria 144 'tii 
 
 " flapan National History Museum 217 00 
 
 E.\(.'HANGED. 
 
 m^s 10 
 
 Educational Department, .lapan S874 75 
 
 National Pedagogic Museum, Washington ■ 908 25 
 
 Value of Auticles vet to ke Sent. 
 
 •SI, 783 00 
 
 To Japan 82000 GO 
 
 To Washington 3783 00 
 
 List of Ahticles Sold to H. -J. Sheffield, Esq., Librarian to the Puhlic 
 
 LinuARY, Melbourne, Australia. 
 
 Teachers' Laboratory, 
 Elementary " 
 Students " 
 
 Boys Own " 
 Piox Chemical Wonders, 
 Set ^ Anatomical Models, 
 Cabinet Objects, 
 
 Set Manners ami Customs, sheets coloured. 
 " 210 Natural History, sheets coloured 
 " 30 Scripture Sites, " 
 
 19 
 
 Set, Tablet Heading Lessons, 
 
 " Geographical Sheets, 
 Reynolds' View, Nature, all climates, 
 Dept. Dominion, 1 Europe, 
 Canada, Asia, 
 Depth Africa 1 America, 
 
 1 United States, 
 Depth British Isles, $3.50 ; 1 Palestine, 
 
 84.00. 
 Set 20 Dept. Rotary Cardboard, 
 
2!)() 
 
 AI'I'KNmX I).— oFhMCFAt, ColtltKsl'dNDI.Nn' 
 
 " O. »V H, (). Lt'wHoiis Aniiii.'il Isiii^^duin, 
 
 '• Zdiii'H of Kiirlli, 
 • 4 ZMi»l()t,'y (|)c|it.) mill hduks. 
 lit'ynuliU' lli;,'li Pris^iiit' Sti'tiiii Kiif,'iiu-, 
 Flour Mill, 
 " Maniir.'U'liiiv of Coal gas, 
 
 Tlirasl.iiiLj Macliiiic, 
 Electric '[Vlcj,'i:i|ili, 
 Pajicr Makiiij^ ami i'litiliii^,' 
 Macliiiif, 
 ]5aroini'tcr, 
 CJa.H Mftcr, 
 Mamifacturc of Cast Iioii, 
 
 ii 
 
 it 
 
 It 
 
 Kcyriolils' Mariiii' Kiiuiiii' ami OHcillatiiiu; 
 M. Kii;;im', 
 " Stivairi otTimc, 
 
 " (Iroln-ical Chart, 
 
 " Sovi'idj^iis, 
 
 " ISolaiiy and lik. 
 
 /(M.lo^y, 
 " iiiiiMaii Species, 
 
 *' Asceiidili;.' Ue;;iolis, 
 
 " iiotaiiical World, 
 
 /onI()-ie:d, " 
 I'olieltson'-* Cllldliolo^\ , 
 \'aliie of the forej^oiiij;, .Sl^O. 
 
 aimm;x;>ix d. 
 
 OFFICIAL COUKKSPONDKNCK IN IMKiAKJ) I'O rilK I NTKIiXATK ).\ A i- 
 
 KXIIIlJirioN. 
 
 No. 1.— FitoM TiiK Ili:\'. iiii; Ciiiki' Sii'i:i;rNTKMii;\r ni- KnnvrhiN loi; (Imakih. 
 ro TIIK lliiN(iri;Ai;i,K riii; riioxiM i.\i, Ti;i:.\.sruKK, itAii;i> ■liiii X(tvi:Mi;i;i;, IS7'». 
 
 I havt! lh(^ honuiii' to state, iliat, siiiei^ eonversini,' with yoti ..ii the eX|M(lieiie\ nf this 
 Depaitineiit takiiijj; part in the jiroposed Ann ricim ( 'lulennial Kxldhitioii at J'hiiaclilphi.i 
 next year. I have thongiit it desirahle to make some pi'aetieal sie.'Ljestions im thi siilijeei. 
 Ill (loin ii; r^o, I would also eiielose for your infoiiiialion the copy (jf a pamphld (Hi the 
 educational features of the [ddposed I'lx'hiliition, received fiom (leiieial the I lii:inur iliie 
 John Fat<in, ITn i ted Stat •- ( 'onindssioner of Kdneatinn ,it \VashinL;t(iii, cciHliiiiinu su;u'- 
 j^estions from tiiu ('eiitral I'liiicau of I^Miiealioii " respeeliiii; the I'diication.d ( xhdiit at the 
 International Centirmial Kxhiliition, IN7<)." 
 
 1. I would fii'st sii;;L;es' that a suitaMe sell etion of the maps, ;^lohes, charts, appara- 
 tus, iUid other school illustrations and text-lmoks manufaetuie I in the Province, under 
 tlu' direction of this Department, he sent foi' the Kxiiiliition at I'hiladelphia. 
 
 ■J, That the \aiioiis Boards of SchocI Trustees lie reipiested to send tn this Depart- 
 ment two photojj;raphs each of a prpscrihed size, of their school liuildim,'s and llltinjis. A 
 selection of those recoiveil to he miide foi' tli(> Mxiiiliition, and a second copy recei\t.-d 
 to lie arranj^ed for our own Museum. 
 
 .3. That tho Trustees li • reipiested to send to lh« Department a selection of ■' i)U))ils' 
 work in drawin;^ and penm.aiiship," as specified in class ."100 (pa^o 1.'5 of pamphlet.) From 
 tho samples sent, a choice sidection could he made for the Ivxhihition. 
 
 I. That three models of approved primary and intermediate schooldiouses and out 
 buildings he made, under the direction of the Department, for the Kxhihition. 
 
 ,'). That large iihotographs of the Department and Normal Schools at Toronto and 
 Ottawa he made. 
 
 The whole to bo suitably mounted and prepared for the Kxhiliition. 
 
 I would also respectfully suggest that Dr. Modgins, the De]iuty-Superintend(ait, In- 
 appointed an Fducational Connnissioner to the Exhibition, on btdialf of the Department, 
 and that he be specially aiithoriy-ed to carry (Kit tlu; foregoing sugg.jstions, if approved by 
 the Government. 
 
 The favour of an early reply is reipiested, s-, as to enable me to communicate, by 
 circular, with the School Trustees on the subject, without delay. 
 
il Osi'illiitlliU 
 
 IN lir.(i.\<!l) To Tin; l\Ti;ilNAT(u\,\r, KXIIIIKTIOX 
 
 '2'M 
 
 S^\TI<»N.\L 
 
 rol! < tN lAKlii, 
 \'KMl;i;i;, 1^7'). 
 
 rdii'llfV lit' tlii^ 
 iit riiilailillilii.i 
 
 oil till- Slllljl'l'l 
 
 illlllllllll III" tl"' 
 
 lie llo!liilll':ibll' 
 
 ciiiitirniiii;.' su;.'- 
 It xliiliit at. lli<- 
 
 cliuits, ajiiiara 
 'r(i\iiirf, uiiilci 
 ia. 
 
 In this Dt'iiart- 
 iiil tit(iiii;s, A 
 I c(i|iy rt'fi'ivoil 
 
 tioii (if " imitils' 
 iiniilili'L.) From 
 
 -liouscs anil uiil 
 ion. 
 at Toronto aini 
 
 pt'i'iutendcnt, \>i- 
 
 tilt' Di'partiiU'nl, 
 
 if aiilirovod by 
 
 ^onnimnicatu, liy 
 
 No, i. — lJi.fj.v To Tin: ion; (ioiNo nv tiik IIovmi n muk tih; Tukasliikk ok O.m mho, 
 
 i)Ai'i;i) (JTii Novi.MiiKK, l,s7r». 
 
 Ill icpiv to voiii- letter of the IM iiist., I l.e^' to state that an Hlipioprialioii will Im 
 iisUeil from the House to cover the neeeHsary expeiiilitiire in lonnection witli a iii<i|>er 
 iriiiyseiitatinn of the K.liiealion hipartment lit the Phila.leiphia Kxhiliition. Vonr siiu'- 
 gestimis appear to he Hiith as will secure that ol.,e 't. The Deputy Siipciiiitendeiit will 
 nceive the authoiily iio (h'sireN for enahiiiij,' him to carry out your snggesi ions. 
 
 No •■). — Itr.ri.Y Tl) Tin-; Foiti;(iniNi; nv Tin: Di.ihtv Si i'i:iti\Ti;Ni>KNT ok P'dication koh 
 O.NTAiiio, i)Ari;i) T(m).\To, 1 Ini Novk-iiiku, l.^T.'t. 
 
 1 have the honour to state, in ivjily to yiair letter of the Dtli ins;., that the National 
 Huivaiiof Kducatioii at Washiiiutun liuviii;,' liecu conslituted the ( 'eiitral Ai;enry in the 
 I riiilid States for the Kducational Dei.artmeiit of the ('(uitonniid Kxhihition at I'hiladel- 
 phia, I addres-ed a letter to Ceiieral tin- Moiiourahh' John Katon (who is heail of the 
 lluicaiii, ashini,' him for copies of th(^ p.tniiihlet which was recently eiiclose.l to you for 
 distijliution amoiii,' our school insiiectors. I enclose a copy of General EKton's reply, 
 which will, no douht, he jL,'ratifyiiij{ to you. 
 
 In ariangiii!,' the details of our proposed roiitiilpiiijoii to tlM^ Ivvhihition, which I think 
 will lie hiyldy sat i factory to the ( iDverniiK nt, I liud that w<! shall ri'ipiii'e siia('e at least 
 I'lpial to a room of tlie si/,e of ."id t'eet liy •')(). 1 will thank you, tlierefrrc, to inform me if 
 that space can he seemed for oip' purpose, .V yood deal will very properly lie e.vpeetcd 
 from this, tin- leading' l'l•ovin(•(^ of the hominion, in I'ci^ard to its eihicational svstiim and 
 appliances, and we are aii-cious, as no doulil you are, that it shall not fdl lielow that I'e'u- 
 siiiiahle expectation. I.e.^s than thi' spaci^ indicated will nut ho sulliciont for our purpose. 
 1 trust, therefiire, tliat \ou will he ahl(! to secure it for us 
 
 I lind, ui)on calculation, that the sum mentumed in thn Kstimates siihmitted to yon 
 foi- this ser\'ice, will he ifreatly h'low even the most moderattrand economit'al ex|ienditure 
 which will have to he iin-uned in order to enable the Dejiartment to make a crcilitahh! 
 aplieaiance at the K.xhihition. 
 
 4. — ('iu«'ui..\i; iitoM TIM-; iIi:vKiiK\i) Tiii; ( 'iiikk Si'I'I'uintkndknt ok Kducatiox tu 
 
 lioAHDS UK ScilOOl, TBUSTEKS AND IxSl'W ToUS IN ONTARIO. 
 
 It liaviii},' heen deemed dcsirahlo and fitting that the Kdiication Department, as well 
 as the various Schools connected with it, should have an opportunity of taking part in the 
 proposed ' 'enteiiiiial Kxiiihitioii in I'liiladcdphia next year, the ({oveiiiiiient hav(^ assented 
 to a proposition which I made to the lion. .Vdam Crooks, ^I.P, 1'., Provincial Treasurer, 
 on the suhject, as follows : — 
 
 '• I have the honour to state, that, since conversing with you on the expediency of this 
 Department takiii" part in the proposed American Centennial Exhibition at Philailelphia 
 next year, I have thought it desirable to intike some practical .wiggestion.s to you on the 
 -subject. In doing so, I would enclose for your information the copy of a pamphlet on 
 the educational features of the proposed E.xliibition, received fiom General the Honour- 
 able ,lohn Eaton, United States Commissioner of Education at Washington, containing 
 suggestions from the National Hoard of IC<lucation ' respecting the Educational exhibit at 
 the Inter-colonial Centennial E.xhib'tion. 187G.' This Bureau, I may remark, has been 
 designated by the Centennial Commission as ' the central agency ' for carrying out the 
 plans for the Educational Department of the Exliibition, and as the organ of communica- 
 tion on tile subject. 
 
 " I would first suggest that a suitable selection of the malts, globes, charts, apparatus 
 and other School appliances and illustrations, manufactured in this Province, under the 
 direction of this Department, as well as the Text Books of the Schools, be sent for exhi- 
 bition at Philadelphia. 
 
 •' 2. That the various Boards of School Trustees be requested to send to this Depart- 
 ment two photographs each of a prescribed size, of their school buildings and fittings, &c. 
 
292 
 
 appf:ni)ix d. — official correspondknck 
 
 I : 
 
 " A selection of the photogianhs received could then be made for the Exhibition, and 
 the duplicate copies received might be airanged for our own museum. 
 
 "3. That the Trustees be also re(juested to send to the Department a seh^ctiou of 
 ' pupils ' work in drawing and penmanship,' as specititMl in Class 300 (page; 1 3 of pamphlet.) 
 From the samples sent a selection could bo made for the Exhibition. 
 
 " 4. That three models of approved primary and intermediate school-houses, out- 
 buildings, and grounds, tSrc, be made under the direction of the Department, for the Exhi- 
 bition. 
 
 " 5. That large photographs of the Department, and of the Normal Schools at 
 Toronto and Ottawa, be made. 
 
 " The whole to be suitably mounted and prepared for the Exhibition. 
 
 " 1. I would also respectfully suggest that Dr. Jlotlgins, the Deputy Superintendent, 
 be appointed an Educational Commissioner to tin; Exhibition on behalf of the Department, 
 and that he bt; specially autliorized to carry out tiu; foregoing suggestions, if approved by 
 the Government. 
 
 "The favour of an early reply is re(juested, so as to enable me to communicate by 
 circular with the School Trustees on the subject, without delay." 
 
 To this letter, the lion. iMr. Crooks made the following reply : — 
 
 "In reply to your letter of .'?rd instant, 1 beg to state that an appropriation will bo 
 asked from the House to cover tiie necessary expenditure in connection with a proper 
 represention of the Educational Department at the Philadelphia Exhibition. Your sug- 
 gestions appear to be such as will secun; that object. The De])Uty Superintendent will 
 receive the authority he desires for enabling him to carry out your suggestions." 
 
 In iicconhmce, therefore, with the foregoing letters, I would suggest that each School 
 Trustee Corporation desiring to aid the Department, in promoting the Educational suc- 
 cess of the Province at the proposed Exhibition, would send to the Department, as soon as 
 convenient, the following : — 
 
 1. Two photographs, giving a pers[)ective view from the most striking point, of not 
 less than fifty feet distance, of the interior of the School Jhiildings alone. Each phot(j- 
 graphic sheet of a ont!-story building to i)e exactly 7 X '•> inches in size, and the Inn/diiiij 
 itself in the photograph to be 0x4 inches. Eacli sheet of a two or three .story building, 
 to be 10 X 12 inches in size, and the l)uilding in the picture G x 8 inches. In all cases 
 the photographs are to 1)0 sent unmounted, with the name of the school pencilled on the 
 back. A description of tht; building, its size and (hite of erection, should also accompany 
 the photographs. (See paragraph of Enidosure A to this circular.) 
 
 2. Two plans in Indian ink of the school-room on each floor of the building. The.se 
 plans to be exactly drawn to a scale of seven feet to the inch. (Set; paragraph 7 of l-hi- 
 closure A.) 
 
 3. One plan in Indian ink of the whole school premises, drawn on the scale of thirty 
 feet to the inch, and showing position of out-buildings, etc. (See paragraphs of Enclosure A.) 
 
 4. Such specimens of pupils' work as are enumerated l)elow : — 
 
 (1) Writing books Nos. 4 and 0, of the authorize(l Departmental series to be com- 
 pleted by a boy and girl. The selection of complied copy Ijooks to be sent to the 
 Department might be made by competition in each school, under the direction of the 
 Trustees. The name, age, and class of pupil, and length of attemlancc should be written 
 on the first page of the copy book. (St.'o jtaragrapli 1.3 of lOnclosure A.) 
 
 (2) Two Drawing Books of the authorizecl series (Vere Eost(!r's), and of the following 
 numbers, to be completed, one l)y a boy and one by a girl. The selection by competition 
 may be made in the same manner as the writing books. 
 
 As a minimum, any two of the following Drawing Hooks may l)e selecled for each 
 school or department of a .school, by the Trusttios : 
 
 C- — Familiar (Jbjucts — Advanced. 
 D- - Leaves and siniple Flowers. 
 d' — (lardun Flowers, 
 I ' — Freehand Urnauiont. 
 
 M:i — Marine Suhjouts. 
 O' Doiiifstic Animals. 
 (>■' — I*>ritish Si)ng I'.irda. 
 (^' — The Human Figure. 
 
 Drawing from objects may be suliHlitutcd, provided they are from oV)ject8 similar to tlioae in 
 
 the Books, 
 
ibitioi), iind 
 
 s(ilecliou of 
 pami>lilct.) 
 
 louses, out- 
 "or tlu' Exhi- 
 
 Schools at 
 
 orinteiuleiit, 
 .)(4>artinent, 
 approved by 
 
 niuiiicatf by 
 
 atioii will he 
 iitli a proper 
 Your siig- 
 itciidfiit will 
 s. 
 
 t each School 
 icational suc- 
 iit, as soon as 
 
 point, of not 
 Kacli i>liot(j- 
 
 1 the liiii/diiKj 
 
 jory linilding, 
 li\ all cases 
 
 cilled on tlu; 
 
 io accompany 
 
 iluu 
 
 Tl 
 
 lese 
 
 'aph 7 of I'lu- 
 
 icalt! of thirty 
 Knclosure A.) 
 
 s to be cora- 
 t sent to the 
 ection of the 
 dd be written 
 
 the following 
 y coin})etition 
 
 icled for each 
 
 IX UEOAllD TO THE IXTKUNATIONAL EXHIBITION. 
 
 293 
 
 In accordance with the suggestions of paragrn,ph 12 of Enclosure A, to this Circular 
 (respecting scholars' work), each specimen is to lie accompanied by a certificate in the fol- 
 lowing form, which will l)e provided by the Department, and supplied on application. 
 (See paragr.aph 14 of Enclosure A.) 
 
 1. Dime ill iln' of 
 
 ri IIMC oil IIIGII KCIIOOL li.ACK. 
 
 2. Cln.iali) trln'rh tlic piiiiil belongs in ihe school. 
 ;}. First ilntft Of fojiij 'i 
 
 4. Tilllf illlolDi'd 'f 
 
 5. Aiji' mill (Si.r ()/ till- [injiH '■ 
 
 10. A Clip]/, or oriijinal design? 
 
 11. If II ilrnviiig, irhether from a copy or uti 
 
 iihjfcf '1 
 
 12. Whether dow for the rj-hil>ition, or taken 
 
 froia the oriliiKinj roHti)ie inirh of th*' 
 school '{ 
 
 G. Tnne the pupil Juts heeu HHiler imirvction in j jg. jf ]s,.s,,,;t;althnt a certificnte from the teacher 
 
 K ,.'"""''■, , , . . , .' shovlil appear (it the foot iifcdch ilrav:in<i, 
 
 i. Is It a selected specimen from a ninnher of ^,, ;,„, ^,^,;,,^ ^;,,j, ,,^,, „.„,;;. „,„,^. done entirely 
 
 iithirs ? 
 
 8. Is it one of the regular lessinis with usual time? 
 '.♦. Vate of tlie performance? 
 
 hij the scholar named, xcithovt any tonch-cs 
 by anoHier hatid. 
 
 (•]) Two specimens (one liy a boy, and one by a girl) of map drawing, of the same 
 sized sheet, as a page in Lovell's General Geography. The Map itself to be at least 7 
 inches !iy !). (Sije paragraph ir> of Enclosure A.) 
 
 (4) Specimen of girls' hand work, plain and fancy, as explained in paragraph 17 of 
 Enclosure A, to this Circular. Also Enclosure C, No. III. 
 
 (T)) Any other example of .school instruction or specimens of pupils' work which the 
 Trustees might tliiiik desirable to send. 
 
 In order to obtain the fullest information in regard to classification, character and 
 
 styh^ of educational articles which it is proposed to send to the proposed Exhibition, the 
 
 following letter was addressed to (leneral the Honourable John Eaton, United States 
 
 Commissioner of Education, whose Bureau is " the Central Agency for carrying out the 
 
 ?]ducational Plans of the Exhibition " : — 
 
 " I have the honour to state, as this Department intends, with consent of the Gov- 
 ernment, to take part in the projiosed Centennial Exhibition at Philadelpliia next year, 
 the Chief Superintendent would feel greatly obliged if he could obtain from your Depart- 
 ment 75 copies of No. f) of your lUireau circulars for distribution among our School 
 Inspectors, in connection with a circular on the subject. If sent by express, C. 0. D., the 
 Department will gladly meet the expen.se." 
 
 To this recpiest the following gratifying reply was received, dated " Department of 
 
 the Interior, Bureau of Education, Washington, D.C., Nov. 5th, 1875 : — 
 
 " 1 am interested in your letter of the 3rd instant, requesting seventy-five copies (jf 
 CirculiU' No 5, 187."), jiublislied by this oflSce. I take pleasure in complying with youi' 
 request, and will forward the parcel by express. 
 
 " As you s(!eni intei'ested in the subject, I also enclose with this letter some further 
 development of one portion of the project, being sugge.stions for the institutions for 
 superioi' instinct ion. 
 
 " If yon should find these useful, I can supply you with a limited number of them. 
 
 " 1 am very liajipy inileed to learn of the determination of your Department to be 
 rcpresenteil at I'liiladelphia." 
 
 Fnmi the document thus kindly furnished to the Department by General Eaton, 
 I have made out seveial extracts, and have appended them to this Circular. As a limited 
 numlier only of the pamphlet has been received, a copy has been sent to each High and 
 Public School Inspector, so that reference can be made to it, if necessary. 
 
 The photographs, plans and specimens shouhl be sent to ihe Department not later 
 than the ir)th Of February, 1876. The selection of articles to be made by the De- 
 partment, for the Exhibition, cannot be deferred longer than that date, and it will 
 be made from the contributions received up to that time. 
 
 lilar to tlioBe in 
 
 •i 
 
H' 
 
 294 
 
 APPENDIX D.— PliACTICAL sr00P:STI()NS ON 
 
 II I 
 
 Enclksuuk a. 
 
 PllACTICAf. S(-(1<;KSTI()NS ni;sl'KCTIN(! THK I'KKI'AHATKtN <»K MATKItTAI, KOll THI' HxiII- 
 IIITION Ol" A mi:!; I CAN KlUt.'AI'loN AT TlIK I.MKUNAnuXAL CENTKNNIAI, Exi'DSI- 
 
 Tiux AT Pi-ilai)i;i,i'I1ia in 187G. 
 
 Tilt' XatioTial lUiiuiiii oi" Education at Washington, has Itcon dcsignatod by tlu' Cen- 
 tennial Commission as the Ce.itral Agency for carrying out the plans for the education 
 department, and as the organ of communication on the subject with vState and municipal 
 authorities, institution , and individuals. 
 
 1. A considcialtlf number of jMi(|uiri(*s having come to the office with regard to the 
 form of State organizations, the Comniissioiu-r of Ivlucatiou takes tliis opportuniiy to 
 .-uggest that, where aj)propriati(Uis have been made by States, ami commissioners ap]iointed 
 to prepare the State representation for the Centennial, a committee be ilesignated by this 
 commission, consisting of the State School otliccis and otlu'rs of well known titPiess, to take 
 ■special charge of the State Educational exhiljit. This plan has already been adopted in 
 acveral States with the happiest restdts. 
 
 2. It is dillicult to express in a classification or programme of arrangements all tlio 
 details of the methods by which educatirm will be illustrated : (I ) as increasing the produc- 
 tiveness of industry ; (2) by diminishing pauperism ; (•">) as diminishing vice and crime ; 
 (4) as increasing the public wealth ; and (')), as sjn'cially ([U ilitying man for the jtursuits 
 of life, and the duties and privileges of cilizensiiip. It is hoped tliat no one wlio has 
 worked out any vahialile material which will contribute to this end, will hesitate to make 
 it known. 
 
 3. The duty of the educator in this matter is twofold: (1) to aid in the exhibit 
 of educatiomd facilities ; ami (2), to use the material thus collecteil at the Exhibition for 
 the jmr]>ose of future instruction. 
 
 4. For the puqiose of ntili/ing and extending tlu; benefits of tin- Kxhibition, one of 
 the most important instnimeiitalities is that of reports thereo;i of couipet'iit experts, and 
 it is therefore suggestetl as desiral>le tiiat, in all cases where it is juaetii- ibie, edtieational 
 autliorities, organizations, and institutions, should designate suitaMy (pialitied persons to 
 examine and report on clas.ses, groups, or indi\ idual objects. 
 
 5. In order lliat [)ersons desiring' to co-operate may not w.aste time in trying t<> learn 
 what the material of the pro|)osed Exliibition siioidd consist of, the billowing nuiie par- 
 ticularized suggestions have been prepared at the re(juest of the commission : — 
 
 Jii(!/<I!ii(js ami O'i'ouii'fs. 
 
 G. There should be fidl sized speeim.'n ImiMings of Infant-Schools and Kimlergarten 
 Schools, the '• National School," or the luigrailed country .school, the gracled village 
 school with from three to six rooms, with the wIkpIi; of their belongings and e(|nipments, 
 from the difhi'ent States of our country, and from foreign countries. There should also bo 
 exhibited a full-sized Anu'rican pioneer log school-house, with its appropriate fillings and 
 furniture, as an interesting ami signiticant illustration of an important agency in our civiliz- 
 ation, as Well as adobe and sod school-houses from the soutli-vvest and north-west ; also a 
 structure comprising a model school-room, with all its belongings, ad.ipted to a large vil- 
 lage or city elementary scho(d-l)uilding, with many school or class-rooms, this structure 
 not pretending to lie a model school-honsi'. \'iews: elevations, perspectives, ]ilans and 
 drawings j photographs aiKl engravings ; historical, re|;'-esentative, and ideal educatioiuil 
 buildings ; and sam])les of the best I'ublic School edifices — rural, village, and city — with 
 working plans, ought also to be presented. There should be graphic representations of 
 lieuting, and ventilating apparatus ami appliances, photogiajihs and drawings of interims, 
 photographs of interiors with pupils in vai'ious situations, for the stereoscope (of which 
 uit.jresting specimens were sent from New York to the Vienna Exposition). 
 
 7. Views and plans shoidd be marked with the iliiuensions of buildings and date of 
 erection. Kepresentations of l)uildings, imiijue in character and e.vcelleiice, shoidd i)e pre- 
 pared for wall-exliibiti(ms. Others shouhl be put up in ixirtfolios, lettered with the de- 
 signation of the State and city or town, and nanu! of scho(d or institution, and acconi 
 
Ill KXHI- 
 
 I- Exi'DSi- 
 
 y till' Ccn- 
 •Mhiciitioii 
 nuniiciital 
 
 ;ar(l to tli»' 
 )itniiiiy to 
 iji])()inti'<l 
 tt'd by this 
 I'ss, to take 
 ulupted in 
 
 Tits all tlio 
 :lit> ])ro(luc- 
 ainl ctiiiii' ; 
 lie i)iirsiiits 
 
 V. ulio lias 
 ■ti' to luako 
 
 tlic cxhihit 
 liiMtitiii for 
 
 tioii, one of 
 xpcits, and 
 t'diu'atioiial 
 1 pci^diis to 
 
 itijf ti« Icam 
 
 i llKiir ])AV- 
 
 indt'i'i;arteu 
 idfd viila<!;e 
 iM|iii|(iiu'iits, 
 oiild also 1)0 
 tittiii;js and 
 1 our civiliz- 
 vt'st ; also a 
 
 a lar^e vil- 
 is structure 
 :, idans Mild 
 f(Iiicatit>nal 
 
 city — with 
 ■iitatiniis of 
 of iiiti'iiois, 
 e (of which 
 
 vnd date of 
 oiild Ik- pre- 
 ivitli tilt' de- 
 aiid acconi 
 
 panied with printed or manuscript description of the peculiar filatures, with the cost, mate- 
 rial of coiLstnictifJii, date of erection, name of architect, &c. Special representations and 
 descriptions of imi)ioved arraiij^'ements and apartments, such as drawing-rooms, lecture- 
 rooms, clieiuicul laboratories, aii[paratus-cal)inets, assembly-halls, rooms for gymnastic ex- 
 ercises, play-rooms, chalies-rooius, teachers'-rooms, teachers' conference rooms, recitation- 
 schuol-rooms, vestibulrs, water-closets, \'c., are desirable. 
 
 S. Plans of gruuiids, with dimensions, ])oints of compass, and location of building in- 
 dicated ; examples of architectural skill iu adaj)ting buildings with symmetrical rooms to 
 irregular city lots; maps of grounds, showing the designs for ornamentation ; representa- 
 tions of scho(jl gardens, and designs for the same, are also appropriate. 
 
 Furniture and Fil(inf/s. 
 
 'J. Teachers' desks, tallies, and chairs ; scholars' desks, tables, benches, chairs, and 
 settees, approved s))ecimens of such as are in actual use from State and municipal authori- 
 ties and institutions ; historical specimens illustrating progress ; contributions from in- 
 •'. '.tors and manufacturers — only one specimen of a type, and not all the sizes ; accom- 
 ;■ v- statements of peculiar features and supposed excellences and ail vantages of di- 
 i(" • ■ IS, respective heights of seat and desk of each size, and relative position of seat and 
 desK as to (listanc(! (prices in detail), cabinets for specimens of natural history and appa- 
 ratus ; cases for reference and lilirary books, f(n' portfolios of drawings, &c. ; contrivances 
 for the preservation and suspensiim of maps, window shades, inside blinds, &c., should be 
 exhibited. 
 
 10. All articles of this class shuulcl lie sunipJcft in the true .sense of the word ; — that 
 is, such in ipi.ality, as respects material and tinisii, as those in u.se or made for sale. 
 
 Schdlaris' Wnrk. 
 
 11. This is an extremely important division ot the educational exhiliitiou, though, 
 with the exception of drawing, it is not .showy in its character. It is not an easy task to 
 arrange a satisfactory scheme, nor will it be easy to carry out the best arranged plan. 
 Much must l)e left to the taste, juilgnient, invention and fidelity of teachers. Although 
 the results of instruction beh)iig to the mind, yet they are to a great degree capable of 
 ocular representation, and all written examinations are liased upon this presumption, and 
 upiui a little reflection it will lie perceived tliat the scope of this division is very large. It 
 cmiiprises every exercise and iierformance that is snsceptUile of a graphic representation; 
 all liie work of the iien and pencil, and in aihlition, mechanical constructions and produc- 
 tions, niodellingf and carvings, whether imitations or original designs. 
 
 lli. It is essential that each exhibit should be just what it purports to be, and each 
 collection of papers bound up together, or in any way arranged in a set, and each sepa- 
 rate indivi(Uial paper or production shoidd carry on its face a distinct indication of the 
 facts as to its execution necessary to judge of its merits : such as the grade or kind of in- 
 stitution or school ; the class in the institution or school ; whether a first draft or a copy ; 
 time allowed ; age and sex of pupils doing the work ; whether selected specimens or v ork 
 of entire class ; whether a general examination, an exercise in review, or a regular les.son, 
 with usual time of preparation ; date of tiie pert'oiinance ; whether a copy or an original 
 de.-ign ; in di'awing, whether from tlat or round ; whether done with reference to the 
 Exhibition or taken from ordinary routine work ;. the county and State; with tlie town 
 or city. It is obvious that productions, without the indication of tin; essential facts as 
 to their execution, have little or no value for purposes of comparison, and therefore for 
 tiie purposes of an instructive exhibition. 
 
 The folldwiiig should be exhiliited : 
 
 13. Writing books completed, of all grades. Specimens of v/riting should lie written 
 on paper of the size and shape of an ordinary writing-book leaf, unruled, ruled by hand, 
 or machine-iule<l for the purpose, ami neatly bound, th(> work of a school or class in a 
 volume; individual specimens, on larger paper, of ornamental penmanship, for portfolios 
 or frameil for wall exhibition. 
 
 14. Drawing-books completed, also specimens for wall exhibition ; two or three speci- 
 
290 
 
 APPKXniX D. — REVISED CLASSIFICATION OF EDUCATIONAL Sl'lJJECTH. 
 
 mens of different kinds, free-hand, geometrical, itc, of euch grade of a public school 
 course, from the lowest primary class to the highest in the secondary or high school. 
 
 15. Map-drawing, from memory and from copy, with or without printed skeleton ; 
 paper of the size of the ordinary tjuarto school atlas ; written exercises, comprising English 
 compositions, themes and translations in didereiit languages ; exercises in the various ele- 
 mentary branches, exercises in the higher studies, literary, scientific, a3stlu'tic, i)rofessional 
 and technological dissertations. 
 
 10. Written exercises should, as a rule, especially those of an elementary chaiacter, 
 be of the regular letter-sheet size, with margin for binding, unruled, ruled by hand, or 
 raachir.e-ruled. 
 
 17. As it is desirable to encourage girls' handiwork in school, it is hoped tliat speci- 
 mens of both plain and ornamental will be contributed. The smallrr articles may b*' 
 conveniently arranged for exhibition, in large portfolios with card-l)oard li-aves. Lar/^t-i' 
 ones may be placed in vertical or horizontal show-cases. If girls have learned in school 
 to cut and make their own dresses, samples should be sent. 
 
 18. It is suggested that exercises prepared especially for the exhibition be commenced 
 simultaneously on the 1st of February. 1870. 
 
 I 1 
 
 En'CLOSUKK B. 
 
 Revised Classification of Educational Suhjects. 
 
 JiditCitfiimal i^ij.sttms, Mithmlsy auil Lilniiiiiit, 
 
 The following is the educational classification published by the Centennial Coinmis 
 sion : — 
 
 Class 300. — Elementary instruction : Infant-schools and Kindergarten arrangements, 
 furniture, appliances, and modes of training. 
 
 Public scliools : Grailed schools, Imildings and grounds, e(|uipments, courses of study, 
 methods of instruction, text-books, apparatus, including maps, charts, glolies, Ac. ; pupils' 
 work, including drawing and peMmanship ; provisions for physical training. 
 
 T'lass 3UI. — Higher education : Academies and high schools. 
 
 Colleges and universities; I'uildings and grounds; libraries ; museums of zoology, 
 botany, mineralogy, art and arclneology ; apiiaratus for illustration and research; mathe- 
 matical, physical, chemical and astrtmomical courses of study ; text books, catalogues. 
 libraries, and gymnasiums. 
 
 Class 302. — Professional schools : ThtM)lo^'y, law, medicine and surgery, ilentistry, 
 pharmacy, mining, engineering, agriculture and mechanical arts, art and liesign, military 
 schools, naval scho(tls, normal schools, connnercial schools, music. 
 
 Buildings, text-books, libraries, a[)paralus, methods, and other accessories for profes- 
 sional scho(ds. 
 
 Class 303.— Institutions for the instructicni of the bliml, the deaf and dumb, and 
 the feeble-minded. 
 
 Class 30 1. — Educational reports and statistics ; National Bureau of Education ; State, 
 city, and town system ; college, university, ami professional systems. 
 
 Class 30'). — Libraries : History, reports, statistics and catalogues. 
 
 Class oOfj. — School and text-books : iJictionaries.encyclopnedias, gazetteers, directories, 
 index volumes, bibliographies, catalogues, almanacs, special treatises, general and miscel- 
 laneous literature, newspapers, technical and special newspapers antl journals, illustrated 
 papers, periodical literature. 
 
 Tuntitutidiis and OrijaaLatinnt, 
 
 Class 310. — Institutions founded for tlic increase and diffusion of knowledge, such 
 as the Smithsonian Institution, the Koyal Institution, the Institute of France, the British 
 
IKCTS. 
 
 ublic school 
 
 scliool. 
 
 (1 .skeleton ; 
 
 sinj^ English 
 
 ' various eU;- 
 
 prot't'S.sional 
 
 ■y chiuacter, 
 by luiiul, or 
 
 il tiiat speci- 
 ick's may be 
 ■es. Larj^'L-r 
 ed in school 
 
 coniinenccfl 
 
 lial Ooiuuiis 
 
 rrarigements, 
 
 •.st's of study, 
 Ac. ; i)uj»ils' 
 
 s of zoology, 
 u'ch ; niatlu'- 
 s, cataloguo. 
 
 ry, (k'litistry, 
 iigri, military 
 
 ea for profi's- 
 
 d dumb, and 
 
 ation ; State, 
 
 <, 'lii'cctorit's, 
 1 ami niiscfl- 
 !s, illustrated 
 
 wled^fe, such 
 L", the UritLsh 
 
 Association for the Advancement of Science, and the American Association, &c., their or- 
 ganization, history and results. 
 
 Class 311. — Learnetl and scientific associations ; Geological and mineralogical socie- 
 ties, &c., engineering, technical and professional associations, artistic, biological,"zoohjgical, 
 inedical societies, astronomical observatories. State and county exhibitions ; national ex- 
 hibitions ; international exhibitions ; scientific museums and art museums j ethnological 
 and archa'ological collection.s. 
 
 Ula.ss 313. — Music and the drama. 
 
 Enx-losuue C. 
 
 The following articles nam(;d in the foregoing circular can be obtained at the People's 
 Depositoi-y, frtf. hij jmsf, at the [irices named below : 
 
 I. Departmental Copy Book No. 4., single 10 cts. j per doz. 81 lOcts. 
 Do do G., do 10 cts.; do 1 lOcts. 
 
 II. Vere Foster's Drawing Books — any of the numbers purchased, single, 7cts. ; per 
 doz., 7r)cts. 
 
 III. Perforated Motto Cards, as per list furnished on application. 
 
 No 5. — FunM THE Dki'uty Minister of Education roR Ont.ario, to the Honour- 
 
 AHI.E LeTELLIKU 1)E St. .Il iST, CllAll!M,.N OE 1HE CANADIAN (JoMMIS.slONEllS AT 
 
 'HIE Centennial International Exiiiuition, dated Philadelphia, 'J4th July, 
 
 187(i. 
 
 I liiiv(^ tlio honour to sti-te, that the Education Dopartmeut of Ontario, has, as you 
 arc aWiUf, sent to tlie International Kxliibition, now being held at Philadelphia, a very 
 large colloction of school apparatus, nia])s. eluirts, models of school-houses, photographs of 
 public and high scIk.oIh in the Province, Kepnrts, as well as numerous other articles of 
 interest and value, illustrative of the growth and extent of the educational system of 
 Ontario. 
 
 A very large [iroportion of the educational appliances has been manufactured in the 
 Provinc<>, under the direction of tlie Department, expressly for use in the public and high 
 schools. The Legislature L is libei'ally provided a grant, l)y means of which the Depart- 
 ment can supply these artich^s to the schools at one half of the cost price, and also for the 
 supply on tlie same terms, of suitable prize and library books, — samples of which are in 
 eluded in our Educational Exhibit here. 
 
 The (pit'stion has I understand been raised as to the expediency of allowing the 
 articles wliicli I ha\'e named, to be ('utered for eomjietition with other sinular products of 
 mechanical skill or intellectual liilxjur. 
 
 The ground taken, so far as I can learn, is, that the entire Educational Exhibition of 
 Otitario is a government one, autl, therefore, that none of the articles exhibited are 
 eligible for competition with those of private individuals. I shall not venture to discuss 
 a question so entirely within the Provinci; of the Canadian Commissioners to deal with, 
 I trust, however, that you will kindly bring under the notice of the proper authorities, 
 and press upon their attention, (lie extent and great practical value of the Ontario Educa- 
 tional Exhibit. It would be grateful, I am sure, to the Honourable Mr. Crooks, 
 Minister of Education, the (Jovernment of Ontario, and the llevrend Dr. Kyerson, late 
 Chief Superintcnth-nt of Education, to know that their unceasing efforts to promote the 
 educational advancement of the peojile of O tario, had met with due recognition at the 
 hands of those so competent to form a cornet judgment in the matter. 
 
w 
 
 I ;i 
 
 
 208 
 
 ArrK.VDlX I). — HKI'OUT 15Y DHPt'TY MINISTKK nN 
 
 No. 0. — Fk(.»m tiik Dki'i ty Ministki! ok Edi'cation Fni: Ontaiuo, to .liisKi'ii Peh- 
 K.\ri;r, Ks(,irii!K, Skci!I'',tai!Y ok tiik Canaihan (Jommissionkiss to tiik Ckn- 
 
 TKNMAL InTKKNATIONAI- KxillltnTON, rilll.AOKM'HIA. I»ATKI) ToKONTO, 'y\n 0(> 
 TOI'.KI!, 187G. 
 
 I liavp tbo honour to stuto, tli.it T uotict^ in tlii^ tc't'ifnijiliic dosiKitcla's of this morn- 
 ing that Mossrs. Diinnfcldt, Ohlrndorf, Johnson, T:ilhn;ui;;(', und Sickh's, liavc hnni 
 a))|)ointo(l lo niakt* a roport on all tlio National, State and otlicr collt'ctivn Kxhiiiitions. 
 
 You will rcnuMnbcr that, on tin- 21th duly, while in l'iiilad<'l|)hia, I addressed a 
 letter on this suhject, through you, tn the Chief Cuininissi.iner tVoin Canada, llonoufahhj 
 L. do St. dust. 1 enclose a copy of that [the prcieediiig] letter, and will thank you to 
 take an early opportunity of l)rin<;in<^ the matter befoi'e the five (Jomnussioners named 
 ahove, 80 tlsat our Educational Exhihitioii may he tlius formally hrought under their 
 noticM.'. 
 
 No. 7.— Rkply TO TIIK K()in;i;oiNi; i!Y .Toski'H pKitKAUiyr, I''s(;i-ii:k. Skckkiahy to 
 
 liU: CaNAIM.vN CoMMlSSIoNKliS, DATKl) PniK \I)Kl.i'IIIA, Till OcTOKKIt, 187(>. 
 
 I hog h^vc to infoi-m you that I have this day hi'i)Ui.dit hefore the Kducational it;- 
 presentation of United States, the iniportaucoof the ()nt;iriu Department in tiiat sjtecialty. 
 
 No. ><. ]!i;i'0i!7 liv Tin: Dr.iuTV Mimstku of Education o\ tiik Edkcationai, Aitli- 
 
 A.\('i:s KMIil!ITi:i) AT TIIK CkNTKNNIAI, KxHIIilTION l!V TIIK KdICATHiN 1 )KI'.\K'rMKNT 
 
 OK Ontaiuo, i'i>a Tin: ksk ok tiii; kivk JiixiKs o\ National and Com.kctivr 
 
 E.MIlIilTS. 
 
 Note. — In addition to hi'inging the Ontario Education Exhihit hefore the live Judges 
 of the i'.ational and Collective Exliilats, the Deputy Minister pi'epareil the following Re- 
 port on the suliject, and suhseijuently had an intervi(!W witli tlu! Judges, in which ho 
 explained matters not named in the report : — 
 
 The Education Department of Oiitai'io is a hranch of the Government, the Hon- 
 ouralije the Minister of Edu(!ation l»ing a memher of "he Caliimt, having a seat in tlio 
 Legislative Assemhl}' of the Proviiuu-, 
 
 The following is the otlicial stall' of th<; Departnujut : — 
 
 ^ 
 
 The Honourahle Adam Crooks, M.P.P., CJ.C, .. D., 
 
 Mil> '• <'/ Ediirtitinn. 
 
 J. George Hodgius, J>L.I)., F.1{.(J.S., 
 
 J )( 1 1 id If Minis' I. 
 
 Alexander iMarling, 
 
 Sifi-ftiirii nnil Accountant, 
 
 Francis J. Tavlor, 
 
 Chi^-f CV- ,/,-. 
 
 John T. R. Stinsun, 
 
 Clirk "f '^/,,/istlrs. 
 
 W. H. Atkinson, 
 
 Clirl 11/ (:orrrsi)onJiiicc. 
 
 J. H. J. Kerr, 
 
 .Issi.-if'iuf C'fi'rk (1/ Currexpoml' nn:. 
 
 F. T. Crillin, 
 
 Assisliiiil Acciiiuitiiiit. 
 
 A. C. Panll, Frank N. Nud.;l, J. Green, H. P. Davies, 
 yl.<sinl(iii(s in niriiiiis llrinnhcs. 
 
 
KDITCATIONAL APPLIANCES EXHIIJITKI) AT THE CENTENNIAL. 
 
 29& 
 
 iSKl'II PeK- 
 IIIK CeN- 
 
 (>, ;")Til 0(> 
 
 f tliis inorn- 
 
 iliitioiiH. 
 idilrcsscd a 
 llonDiU'iihlo 
 link you to 
 Ids iianictl 
 under tlu;ir 
 
 COMMITTEK OK COUNC:lL ON EDUCATION. 
 
 The Ilonuuiiiblo Olive Mo\v, M.P.P., Q.C., 
 
 A / to nii'i/- General. 
 " Acliim Crook , {.P.P., Q.C., 
 
 I'rurluiial Tmisufcr anil Minister of Education. 
 " Timothy Bhiir Pardee, M.P.P., (J.C;., 
 
 CiDnmis.-iiiHiir ofOroirn Lands. 
 " Christoiihcr Finky Frascr, M.P.P., Q.(!., 
 
 Ci)iiniili!i!ijntr of Pulillc Works. 
 " Samuel Casey Wood, M.P.P., 
 
 ProriHc'iul ISi'rniiiri/, (JuiiDnh^hmn- of .igrlruhurc, 
 Iiiniiitjntfidii, dr. 
 
 UKIAllY TO 
 , 1870. 
 
 icatioiial H!- 
 it s|)e(;i;ilty . 
 
 IINAI. Al'I'LI- 
 
 Dki'aktmknt 
 
 L'lil.l.lX TIVR 
 
 I! livc.Iudi,'es 
 )lli>\vin^ Utj. 
 II wliicli he 
 
 t, the IIou- 
 i Hi'at in tlift 
 
 ud'uri;. 
 
 DEroSITOUY IJUANCII. 
 
 S. P. May, M.D., H. M. Wilkinson, 
 
 >Siipcriat(iiid(:nt (if J): iioaltorij. Canhkr and As. Saperbdanditnt. 
 
 S, A. -May, S. P.. Sykcs, W. Sweeten, 11. J. Bryce, H. L. Cathron, J. A. Saugster, 
 
 A. F. Lol)l), Assistants, 
 
 Tin: Ckntual Com.mittkk of Examiskks. 
 The Iteveriind Professor Geo. Paxton Yount;, M. A., C/i'iinimn, 
 
 .Iiinies A. iMcLcllan, LL.D., J. j\I. P.iiJian, AT. A., S. Arthur Marling, M.A. 
 
 Iliijli iSi'liDdl Iiisin'ctiirs. 
 
 John J. Tilley, C. W. Ross, John C. Clashan, Jaiue.s Hughes, I'nhlic School Ins/tfctars. 
 
 The T)t"|)artiiient has control of the Pulilic and Iligli Schools and Collegiate Insti- 
 tutes. To it is entrusted the administration of the law regulating these schools, the pay- 
 ment of Legislative grant, made annually by the Government, in aid of these schools. It 
 also j)rescril)es for them approved text-hooks, and supjilies them through its Educational 
 Depository with liliraries, maps, globes, apparatus, iVc. In connection with this matter, 
 I ap])end herewith a statement <m the Educational Instituticms of Ontario, pre[iared by 
 the Hono\irabIe the jMinistei-. — [See pages 44-5.'5 of this Report.] 
 
 In oi'der to supply our schools most eflectively with these imjjortant and necessary 
 adjuncts >o our schools, an F]dr.catii)nal Depository was establisjied about twenty-tive years 
 ago, from which the schools are supi)lied. Tlu; functions of the Departmental De[)ository 
 are, to have prejjared under its direction sjiecimens of apparatus, &c., for tender, majis, 
 charts, diagrams, and get them manufactured in the Province at the cheapest rate, also to 
 authorize approved prize; and library books, and then to supply them at cost price to the 
 schools. 
 
 In addition to supplying these articles at cost i)rice, thnmgh the liberality of the 
 Legislature, a sum equal to that sent to the Depaitment l»y the trustees is given by it front 
 a grant annually voted for that j»urpose ; so that if a school or numicipality sends any 
 sum above; ."?.'>, books, apparatus, or other school appliances to double the amount are sent 
 to the schools. Tiius, for examjtle, ;. book publisiied in England at Is. steiling, is s;ui)plied 
 by the Department nt 18 cents currency, the trustees pay i) cents, and the amount ]>iid 
 from (io\ernnuint ap[)ortionment is t) cents. 
 
 This system encourages the establishment of School Libraries and the distribution ot 
 prize books, and is also an inducement to Munici})alities and School Trustees to provide a 
 proper supply (jf maps, globes, school apparatus, &c., f(u- their schools, the results are that 
 
300 
 
 APPENDIX D. — IlKPOUT HY DEPUTY MIMSTEU OX 
 
 Si I 
 
 ' .1 
 
 the Depository has already establisheil over 1,400 libraries, and have sent out more than a 
 luillion library and ])rizo books ; 3,000 globes ; 50,000 maps ; 25,000 sets and pieces 
 of apparatub, and 300,000 olycct lessons. 
 
 The school apparatus, iniips, {^dolK's, Sec, displayed at this Centennial Kxhibition are 
 samples of the articles supplied to the l'ul)lic and High Schools and Collegiat(! Institutes 
 of Ontario through the Depository. We respectfully claim for this exliil)itaii international 
 award for the comparative excellence and cheapness of the articles exhildte.l, the chief 
 part of which were made in Ontario under the direction of this Department. 
 
 Catr.logues of exhibit (a copy of which is appended) have been largt^ly distributed 
 among the visitors here. The etfect has l)een to encourage the establishment of a similar 
 system elsewhere. VV^e understand tliat at least three otlier countries are desirous of 
 establishing similar depositories for the supply of similar articles to tlu'ir schools. 
 
 I append herewith the views of experienced educators on the establishment of the 
 Depository. 
 
 I append herewith a summary list of the classes of articles contained in the Ontario 
 Educational Exhibit. 
 
 1. Historical and Statistical Reports relating to the Migh and I'ublic Schools under 
 the Department. 
 
 2. Reports from other Educational Institutions in . tario. 
 
 3. Large Photographs of I'nivorsities, Ladies' Colleges, itc. 
 
 ■i. " of Tublic Luildings in Ontario, including Asylums, Public 
 
 charities, kc. 
 5, «' of Public and High School Tiuildiiigs, Educational Depart- 
 
 ment, Xornial and Moilel Schools, Collegiate Institutes, 
 High Schools; Union, High and Public Schools, and Pub- 
 lic Schools. 
 0. Models of School Buildings constructed under the direction of the Deputy-Minis- 
 ter of Education. 
 7. School Plans, Interior, Exterior, and Orouiuls. 
 S. School Fittings and Furniture, including Desks and Seats, Model Gymnasium, 
 
 Map Stand, &c., I'vrc. 
 9. School Work — Map Drawing, Drawing from Objects, Drawing from Hooks, Pen 
 nianship, iVc. 
 
 10. Specimens of Drawing tVoni the School of Pi;ictioid Science, Toronto. 
 
 11. School mctiiod and organization — Examination Papers — Registers — Hlauk Re- 
 ports — Honour Rolls — Merit Cimls, v\:c. 
 
 12. Text Rooks authorized for use in the Public Schools, January 187'). 1. English, 
 2. Arithmetic and Mathematics, 3. CJeograiiliy and History, 4. Physical Seieiu'e, 5. 
 Miscellaneous. 
 
 13. List of authorized Text Rooks fur Collegiate Institutes and High Schools, Janu- 
 Hry 187G. 1. Latin, 2. Greek, 3. .\ncient History, Classical Geography and Antiiiuities, 
 4i French and (ierinan, 5. Englisii, (i. .Aiitlnnetic and Matlieniaties, 7. (iedgi'apliy ami 
 History, 8. Physical Science, '.). Miscellanedus. 
 
 14. Rooks used for examination of Teachers on Natural PhiloKophy and En;,dish 
 Literature. 
 
 15. Rooks relatin 
 
 XiOOKS, *.. oClenCe Ot Xjntiv^iiLivni, .j. iid^Livin I'^nmaLi'Mi, r, iini'i» 11.11,1 I in,^iiw ,/i ij'i ,,,.,» 
 
 tion, 5. Home and Early F.ducation, <!. Kindergarti n and oliject Teaeliing, 7. TIk- 
 Sciences, 8. Teachers and on Teaching, 9. Pliysical Education, lO. Kdueational P.iogra|iiiy 
 and Sketches, 11. Miscellaneous, 12. School House A rclutocture, &e., i;{. Sc^lf Educa- 
 tion and Personal Helps for young uumi, 14. Aids to Female Teaeliing an<l Education, 
 15. School Lifo Illustrated, Ki. English Language and Philology, 17. Spoakiug and 
 Elocution. 
 
 1(5. Library and Prize Rooks:— 1. History, 2. Voyagi'S, 3. Riograpiiy, 4. Literaluie, 
 5. Zoology, Ethnology, etc., fi. Physiology, 7. Potany, 8. .Agriculture, !i. Chemistry, 10, 
 Oeology. 11. Natural Phenomena, The Microscope, etc., 12. Natural Philo.sophy, Arts, 
 
 ing to the jjrofession of Teaching. — I. Teachers' Professional Lilnary 
 Education, 3. Practical Eihuatidii, t. Theory and Practice of Educa- 
 
KUUCATIONAL APPLIANCES EXHIHITF.U AT THE CENTENNIAL. 
 
 J<01 
 
 more than a 
 and piect'S 
 
 liibition arc 
 i', Institutes 
 ntciniiitioniil 
 '1, tlie chief 
 
 (listrihiited 
 of !i siniiliir 
 (icsiruus of 
 
 lool.s. 
 
 ment of the 
 
 tlie Ontario 
 
 chools under 
 
 hinis, Public 
 
 jiiiil T)fp;irt- 
 
 • Institute.s, 
 
 )l8, and Puh- 
 
 'puty-Minis- 
 
 Gymnasiuni, 
 
 Books, Pell 
 
 I. 
 
 -Hiiink Ue- 
 
 1. Kt.-lisli, 
 Si'ii.'iu'f, ."). 
 
 liools, .liinii- 
 
 Anlifjuities, 
 
 'o^rapliy and 
 
 and En;,'lish 
 
 onal Lilirai'V 
 ice of Mdiica- 
 iiiL,', 7. The 
 al l'>io.i(ia|)iiv 
 SelfKduca- 
 l Kihicatioii, 
 )oakin;^ and 
 
 . LitiTaluie, 
 ifUiistry, 10, 
 «)I)hy, Arts, 
 
 Manufactures, etc., l.^. Teachers' Professional Library, U. Practical Life, Religious and 
 
 Moral Tales, Kssays, etc., If). Fiction. 
 
 17. Talilet U<'a(linf,' l-essons with pictures. 
 
 IS, llhuiiinated Texts and Mottois for hanging on the School wall. 
 
 li». Spellin;,' < lames, NVritiui,', etc. 
 
 L'O. Arithiiietic and Ueonietry. 
 
 21. Drawini,' Books. 
 
 2'2. Drawing,' ^hlt('rials, Models, etc. 
 
 2'5. Music ("liarts, Books, etc. 
 
 Hi. Chronoloj,'ical Charts. 
 
 2">. llistorieal Cliarts, etc. 
 
 20. Me!i in Armour, Philosophy, etc. 
 
 27. (.'oUection of the Seals of Ureal Britain from the time of William the Conqueror 
 to Her Majesty (.^Ufcu Victoria. 
 
 2s. (Jeoyraphy and Astronomy, Tojiofiraphical Blustrations, Terrestrial Globes — 
 
 Globfs for School I'ri/es, Itaised and Physical Glob 's, Maps, Baisod Maps, Physi( 
 Diagiaiiis, Atlases, (Jeoj^raphical Lessons, l)iss(!ctcd Maps, (Jeographical Cubi-s, etc. 
 
 2!t. Astrononucal llhistrations — Celestial Globes and Orreries, Planetarium, etc., a 
 •Astronomical (.'harts. 
 
 nd 
 ,al- 
 
 na. 
 
 .''i(». (!(i)lo;;y, .Mineralogy and Cry.stallogr!i]ihy. — 1. Geological Cabinets, etc., Cry st 
 lography and (icoloi;ifal Chai'ts. 
 
 'M. Botaiiv — .Models of Flowers, Botanical Charts, Botanical Object Lesso 
 Cabinets, Miscellaneous Botanical .Ajiparatus, etc. 
 
 .52. Zoological Sj>eciniens.— 1 Pisces ; 2. Amphibia ; 3. Reptilia ; 4. Aves ; 5. 
 Mammalia. 
 
 :>;?. Charts and Dia,i,'rams. — Mammalia, Fishes, Amphibia, Keptilea, &c. 
 
 ."4. Natural liistoiy object Lessons with Beading. 
 
 3.'). Kindergarten S'.iliiral History Object Less(Uis. 
 
 .SO. Kthnography. — Busts, ancient and moilern, life size ; Busts reduced in size — 
 st.-^tucttes. 
 
 .'!7. Anatomical Models. iV'c. 
 
 38, Anatomical and I'liysiologicalDiagrams. 
 
 :V.K (!heniical Laboratories, 
 
 JO. A]iparatiis i"or experiments with Gasp.«. 
 
 41. Apparatus for det<'rniining the specilic quantity of liquids. 
 
 42. Chemical 'riiermonieters. 
 
 i^^. Chemical Thermometer for applying heat. 
 
 44. Apparatus for Wcigiiing. 
 
 45. Apparatus for ilistillation, t^'C, 
 
 4f,, Apparatus for testing Alkalies, Mercury, Hot Solutions, &c. Supports for appar- 
 atus, and miscellaneous. 
 
 47. Ciiemical Diagrams, 
 
 4s. Pneuinatii's.— Apparatus for exhausting and condensing, Meteorological Instru- 
 ments, Ciiartsaiul Diagram.s. 
 
 4'.>. Acoustics. 
 
 50. Light, ( )ptics. 
 
 .')!. Heat and Ste;im ; Apparatus ; Diagrams. 
 
 52. Klectricity.— Frictional, Voltaic, Magnetism, Electro Magnetism, &c.. Charts 
 
 and Illustrations. 
 
 .•):5. Mcchaiucs.— Apparatus, Charts and Illustrations. 
 
 ■')4. Hydrostatics and Hydraulics.— Apparatus, Chart and Diagrams. 
 
 r)5. Kindergarten Hlustrations.— Trades— Working Models, &c. Building Models,— 
 Models for Working Kindergarten Toys, &c. ^ -.,. , t^ r i 
 
 5G. Api)liances for teaching the Blind from the Institute for Bhnd at Branttord. 
 
 XfiTi:. The Judges made an award to the Department, which was confirmed by the 
 
 United States Connuissioners in the following terms:— 
 
> 
 
 RKI'OIITS ON AWARDS— COLLKC'TTVK KXIIIUITS. 
 
 INTEUNATIONAL KXHIlilPION, I'lIII.ADELl'lJIV, 1870. 
 
 Tlie United States Cciitt'iiiiial Comiiiissid!! lias examiiitd llns Kcpurt of tlio Jmlgi'S, 
 and acct'pted tlu' t'nll(»\viiin iiasdns, and dicret'd an iwurd in cont'oiinity tlnTcwith, 
 Philadrlphia, Dm'nil.cr K.tli, 1870. 
 
 Till' nnder.sif^Mi'ii, llavill,^ oxaniincd tlio prodnct herein de.scrilied, respeetfidly recom- 
 mends' tlu; same to the I'liiied States Centennial Cuniniission for the t'ulluwini,' reasons, 
 viz : — 
 
 For a very extensive and attractive coUeetion, illustrative of the j,'rowth and oxtent 
 of the e(hieational system of Ontario, inrhiding a j^reat variety of apparatus, maps, charts, 
 models of school-houses, photographs of school l)nildings, and re[torts. 
 
 (Signed) C. Juiri,i\ l)ANNi-Kr,T, 
 
 Signature of the Judge. 
 
 Ajiproraf. of Graiip Jiuhjes. 
 
 (Signed) 
 
 (Signed) 
 A trne copy of the record 
 
 J. A. .loiINSON, 
 K. OLDKNIiOKli-, 
 
 T. K. Slf'KI.KS. 
 
 T. W. TAi.i..MAn.!L. 
 
 (Signed) 
 
 Fkancis a. Walkkh, 
 
 Ch'hf lif thr HlliMH of' Airui'/.-. 
 
 Given by authority of the Uniteil States Centennial Comniissinn, 
 
 (Signed) A. T. (IosHokn, 
 
 (Signed) J. L. Camphem,, 
 
 (Signed) J. It. II aw ley, 
 
 J'n-t'iiliiif. 
 
tlio Judgt'S, 
 with, 
 
 fully recom- 
 ii:g reasons, 
 
 mil oxtent 
 naps, charts, 
 
 Jmlge. 
 
 t.Miii'b. 
 
 :Kn, 
 
 AhukI.- 
 
 (iimi'i'iil. 
 idful. 
 
 INDEX. 
 
 AlKuni", .ln|iiiiii'Ht.>, 7ii, 2S.'). 
 A^'riciilturi'. Si'liool of, ill Oiitiirio, 51. 
 
 l!iis-ia,tl.s. 
 
 N.'tli.iliiii.ls 122, 201. 
 r.rlu'iiiiM. 72. 
 M.i.-.sulMis,'tU, 107, 112. 
 llliimis, l:!l). 
 rortiiu'iil, 1 !"■>. 
 .\i'.;i'utiiii' Ufimbliu, loii. 
 
 M-xi,'.,, :.-.s. 
 
 linviiriii, M'y. 
 NVinti'iiilmrt,', 1"'! 
 SiiMiiiv, 177. 
 (Kxliiliit >'f \ '\\\U-'<\ Slllt^.■^<, H;». 
 Aln»i.iiiia. I'MiKatiuii ill, '.Ml, 1011, I'.iH. 
 Alliert, I'liiios 227. 
 
 riiivrisitv, 12, .">2. 
 Anicrinii, llo'ikml'li-. Id-', IKi. IM. ViO, l»'.3, 202. 
 J„„riuil„f /■Jihir.di,,,!, V.V.K MO. 
 \,il,.„ni/'(Ja,nt, ,1,1 Hu-iiir, 22S, 2.">1. 2o5, 
 2»(», 211, 2»(;. ' 
 Ap^'.'ir. ir>n. i;. v. Miinti'il, 21, 27,70, 11,\ 
 Ainiiuatu.- for ( (iitiiiic. Silio.ls, 22, 2S, 2«;{, 288. 
 I!ii-siiiii Srh.H.ls, (fl,2SiS. 
 llnllanM, IIS. 
 .I:il.:ili, 77, 2.S."). 
 
 Araliii' lii.-»tru('tinii, I'riiaaiv. M8. 
 
 Sci.-iiiiilary, 1 !'.•. 
 ArcliiT, Ppif.. ()ii iutliioiu'i; 'if liil 'rii:itii)u:il Kxliihi- 
 
 tioiis 2l'.i. 
 Architi-i'tmo, Hi)(li;iii.t' Schnnl, I",, 17, ."ii;, 'jsij. 
 
 M.MlolsofS.i 1 ICmsw, 17, 
 
 :>'.!, 2s;(, L'sti. 
 Aiiii'iiiaii < 'iiiiiiiiisiiion uwiud 
 for, :;'.>. 
 .•Vrvrt-'Utim' IJ<'[puIili<', Kiliuatiou in, loT). 
 Arkansas, ililiication in, lOlii 1118. 
 AninM. .M.:ttiirU', 1S2. 
 Ait Kiliu-iiti'ii in IViiii- vlv.uii.i, .'dt, 200, 2C7. 
 Massa.lm itts, 110, 
 Olii,., 111. 
 I'.razil, 1I2._ 
 liavaria, I7ri. 
 Wtii'ti'iiiliur,', 17(!. 
 Siixoiiv, 177. 
 I'liitciiStatos, IIW. 
 Kn-laii.l. 201. 
 Kiiniiic. 2(h;, 
 Oniaint'lital, 1'aii,'li>li Mu-lmiiii i>f, 2('i.5. 
 Lilirary. I'.ii^tlisU Natimial, 2H"). 
 riuiisvlvaiiiii .Mii-c"<iii I'f liiilusti-ial, 2('i7. 
 Artix,iii-''S(li(,nl ill l!nU.T(l:iiii, lis, 121, 212, 2U 
 Aimtniluin t 'ninnies, Mxliihits of, l!i:i, 11)4, 277. 
 
 rdUilitiiiu and i'\t<'nt nf, l'J4. 
 Tiaik- with I'.iitain, 27'.>. 
 School .Miitorial .-ient to, 28'J. 
 Aiwtria, Exinvsitiim in, 4. 
 
 State of Kdncatioii in, 172, 20'.t. 
 luihistrial Sfhools in, 211. 
 Kiiii"Mor of, ncognitiim of Education by, 
 2;<2. 
 Awaril.«t(i Ivlucati m DcpartMient, Ontario, 1)8,42, 
 
 :«t2. 
 B..riianl, Hon. Hemy. 124, 12.'., 27;?. 
 I?atavi,in Rt|iiililic, ivhication in, 110. 
 Bavaria, KdiRation in, 174, 211. 
 iScardtilt-y, Hon. li., on Egyptian Education, 153. 
 
 ]U'l.,'iuni at Vii una, 7. 
 
 I'hilail.lpliia, .V!, i,'.l, 21'.». 
 
 lVlu'i:iii S(| I ||oM>>', 70, 20.">. 
 
 liilk'"! - \isiL to Caiiuda, .M., 10?. 
 
 I'littcN. |ir.,oii .\ii>tiiaii Ivhiiation, 172. 
 
 Jilair, Hon. H., Speech on Kdiieation in Soiithfia 
 
 S;,;ite-. !!'.». 
 I'.li i I. I >iitaiio Fii-litntioii f,,r the, Ifi, .ll. 
 
 I'l'l'i'iuia, liidi'.sliial .Sel Is in, -Jp.'. 
 
 ];■ '1. I 'isiiliiy Jit Centennial, ;;(, IHi;, l'o-j. 
 rii/eaiid LiJiiary, (hitaiio, I'.l, :{4. 
 I'.ii/.il. l;chie,ition,al Ivvliihit of, ."ij, lUlt. 
 
 l'',Miperor of, i;;ii, 1 10, 
 
 State nf IMneatioii in, 1 10. 
 
 Stiai.-lie.- of IMiie.'ilion in, 141, 
 Uriti>h < 'ojnniliia. lahieation in, lOL', 
 
 i'oloiiie-, I'opnhi'jonand 'rrade of, 
 
 I'lnihlin;,' European School honseH, 2()."». 
 
 l'.ni<-oii, .M., h'rench Coinini.-'.Mioner, 1.", 'J,"i, 2ti. l02. 
 
 l.V.t, 210. 212. 
 1'nrean of Ivhieation, U. S., r,:}, '.l,"». 
 » 'alifornia. Ivlucation in, 1!I8. 
 Canadian l'!\iiioiiors, 40. 
 
 Lit. larv Institute, .V2. 
 Medal.' 10. IIP. 
 Capitation :.,'rant in l!iiulanil, 1S2. 
 Carolina, South, Hdiieation in, 100, I'.iS. 
 _ Xortli. Kdueation in, lOO, pis. 
 Ceuteiinial llxhiliition, Annriean Kxpectatioii of, ;». 
 I. ■•-sons derised from (See 
 A( .v.w>//.i. ) 
 Certificates, 'reacliers', ( hitario, 4S. 
 Charitahle Institutions, .V.I, 71. 100, 108, lli>, 14:,', 17(i. 
 Chauvean, Hon. I". .1. ()., li, :;7, lo'J. 
 Chicago Schools, 121>, 
 TriliiiiK, CO. 
 Chili, Education in, lo(I, 
 China, .it I'hiladclphia, H'X 
 
 and Japan compared, 82. 
 Cincinnati S( hools, ll;{. 
 
 Classification of Educational Sulijeets, 2, :*. 11. 
 Coile, lS7(i, i:n'.^lisli Edueatii.n, 1S7. 
 (•(jlleKcsin Ontario, 12, 14, 40, 51, r,2. 
 Colonial History of Education in U. S., 104, 22!' 
 Museiiin, Imperial, 277. 
 Empire of Britain, 270. 
 Coloured Children, provision for ]']dncatioii of, ll;<. 
 ("oiiipiJs.iry Education, 112, 141, IbO, lilH. 
 I'oiinecticnt, at Philadelphia, 54, 8.S, 12'X 
 
 Ivlucation in, 124. 
 Coppino, M., Italian Minister of Education, 174. 
 Cojits, Education amon^j the, 152. 
 Corliss Eiiudnc, 2;S5, 2.)0. 
 Cornell I'liivcrsity, lOO. 
 
 CorrespoiuUncc, OtHcial, in rei,'ardto Exhihition, 21*0, 
 Cousin oil School Inspection, Holland, 208. 
 Davis, Mrs. K. H., 20 (not Dana), 70, 14;<. 
 Deaf and Dunih Institution, C)iitaiio, .50. 
 
 Massachusetts, 108. 
 De La Salle Institute, Toronto, 12, 51, 
 Delaware, I'Mucatioii in, 100, 108, 
 Denmark, Education in, 147. 
 Depository, Ontario, 15, I'J, 27, 29, 05, 219, 254. 
 En-land, 208. 
 Ireland. 102, 
 France, 272. 
 
.S04 
 
 INMKX. 
 
 DepoHitory. MuHnin, (12, ii», •JM, 'jrxi, •-••»7, 
 
 |^l>'l 
 
 •-•7», -'TV 
 
 |)i>ni r<'<lr<>, KiiiiM'ror of llnuil, i:tl), 110. 
 Dm. I>r. V. i:., Us. 
 DrawiDiKiii < 'iitiiiio, 1'.). ?'.•. LMl. 
 
 Kiinip,., •.'(17, '-'i;!. 
 
 .MU-.-II. hus.tts, I(n;, \U,'2M,'2A0. 
 
 N.'w Ycrk. -.Ml. L'ltt. 
 
 Ni'w .liTKi'y, ll*!, llti. 
 
 olii.i, li:i. ■ 
 
 KIi.mI,. Maud, 'A'l.'. 
 Natioiml iiii|Mirtiiii('i' of, 'Jt,'). 
 llaHtiTii Stated, Kilncatiim in, W. 
 IviHt liidii'x at V'ii'tina, I. 
 
 I')iliu'atii>ii ill till', I'.M), 
 
 lliirvaid rtiiniHitv, lo:i. 10.., Ill', lliJt. 
 Hawaii, Kiliicatioii in, l!>7. 
 1 1 awl.' V. (ii'ii., :w, :i'.», •.'.111. 
 
 Ili;,'li ,S,Ii,.o1h, Ontario, 1."., ts. 
 Hollaiiil, Sriiiiol Kxliil.it. IIH, 
 
 l'',iliii'atiiiii in, I \'<. 
 IfipUMc, Hi'l-iaii Sili(H,l, 70, L'0.->, 
 
 Swcili-li .S.l 1, 
 
 'SM. 
 Ontario ScIkhiI, \', 
 
 .V.I, li'.l, 70, •.'o:l, 'jo;.. 
 
 Ilovt, l>i. .1. \V., •_', as.dii, 2'2'X 
 
 liiiiK'aiy, II 
 
 It \- 
 
 ii'iinii, )i. 
 
 I'liliii'atiiiii ill, ]''A, 
 
 Hunt. Itrv. \. ■<., Ml. 
 
 Illllull Culli'-c', .VJ. 
 
 ill till' ('nliiiiii'H, liiiiM'rial Mumi'Iiim for, 11 vdraiilii' .Viiin'X at I'll 
 
 II 
 
 VKIi'l 
 
 li.' .M 
 
 >i>i'iiiii III l>ii.4-.ia 
 
 Ipliia Mxliiliiti'ii, 'Si'>. 
 
 L'.'>S. 
 
 Katoii, (Sen., :i, I, 10, r.», 08, <X,, 101, '-'02, IM.'i, 'i?;*. Illinois at I'liilad.li.hiM. .M, iL'li, 
 
 .'M 
 
 lli'v. lloraiv, l,-il. 
 Kdyerton's School .\|i|iai'atuH, .""iti. 
 KiiiicHtiiiiial K.xliiliitN at I'liiladi'lpliia tri-iiii|M-<l. M. 
 
 Kdiiratlon III, l:tl. 
 Indii-itiial riiiv.r-.ity, 1:10, 'Jiio. 
 India ami tlu' ( 'oloni.'^, Miisiuin of, •J77. 
 
 (^U'l 
 
 ii'c, '2ii>. 
 
 Kd 
 
 iii'.itioii ill, I'.lO, 
 
 niliiin 
 
 S.l I Kxliiliit, r. S. 
 
 MS. 
 
 n'oil'i, ('Idea','.., !•'.». 
 ('oll.'ctioii-i .if Itiisnia. '-'.'iS, '274. 
 
 Indiana Sc 
 
 Kxliil.it, .-||, l.tl. 
 
 S.mtli K.'iisiri^toii Mum- Itiiliaii'*, 1. S.,Sili( 
 
 Stat.' ..f l';ilii.,iti.in in. l:)'J 
 
 I'l'.'vpt, State. if l').liuati.iii in, 117, l"i:t. 
 
 I'liiii, •.'•i."i, ■,i7il. 
 
 Imliistrial Art .M 
 
 aiiioii^j, '.Ml. !•(. 
 
 IH.'lllll 
 
 .f I 
 
 . iinsvlMiliia, 'Jiiii. 
 
 I'll 
 
 ■"1 
 Mprl'.ir . 
 
 .f I'' 
 1 
 
 1, •.'•-".•, L':t2. 
 
 uissia, lie 
 
 !, til'., •J.il. 
 
 1 
 
 n^daii'l an. 
 
 Hra/il, IHO, 110. 
 I Wall's, I'Miuation in, 17K, lH,"i. 
 
 Mii.l Inv.'iil ions in ( 'aiiad 
 
 In-tiliil.'s .if I'.ii til 
 
 no. 
 
 Vnu'i'icaii triliut.' t.i, •.M.'i, '2'M. 
 
 I Inlliii 
 
 j Inspi'.'ti.ni of I'liiropiaii S.Ik 
 
 / till I'tni/nni'lf liiliili', 7o. •-'•i' 
 
 I'ltl'iiioloi^iial and Indian ('olli'i'tioii, ITniti'd Stiitcs, I liniiitivi' ( Jiniiis .md K.liicat 
 
 KiikHsIi I'Miiiati.in l)i'partiiiriit, 17'.'. 
 mux lluiitiiiLr liisti'iiiiii'iits, SS. 
 
 Siliooh ,if I'luropi', l'.':l, lICi, I'.'.i. -.'10, -.'P. 
 
 ill .\iHtralia, l'.i."(. 
 T'liiM'i'sity of Illinois. l;tO, •Jiiii 
 of Int. inati.iii.'d l''.xliiliitions, •_'.>7. -".O. 
 
 n, •-'07 
 
 »i|Uin 
 
 i.iii, •Jll. 
 
 Kur.ipcaii I'ldiuation Systi'iiis an. I Pulicy, 20,'{. 
 
 I.iwa ( '.iiiiiii.pii S.li.iol, ll.t. 
 
 IMih-atioii ill. !!!•. |:17, V-'-X. 
 
 Kxliiliition at I'liiladulpliia di'- Inlainl. Nali.iiial I'l.liii.iti.iii in. Ill], 
 
 I'l'ili.'d 
 
 !:!. 
 
 KxL'luiliK'' "f Sell. Mil .Mati'i'ial, 1 iit.Tiiatiiinal, 'JSI. 
 
 I'liilt'il Stall's, L'M. 
 Japan, '2X\. 
 Kiissia, •-•.•<«. 
 Kai'.adav, Sir M.,^-'f.'. 
 Fish C iiininissioii Kxhiliit, 1'. S.. «8. 
 
 Indiana Kxhiliit, 1.!'.'. 
 I'.ioJ Kish.'s, siilistaiics iist'd as, •JIKi. 
 {••orsi.r, W. K., 17".t, 1^1. 
 l''iaiKi' at A'iiniia, .">. 
 
 I'liilad.lpliia, r.1, 101, L'02, 2:w. 
 I'Miuation in, Kf-', 171. 
 Fn'nch tasti' in .Vrt, •.':i4. 
 Kiisscll, Ui'v Ml'., J. l.V 
 liir.illi, Montreal, K'd. 
 Ceor^ia, I'Mueation in, !l'.(, 1(H»,_ 1!»S. 
 (leniian ( 'ritieisni on ^'iL'lllla Fxhihition, 4. 
 Kxliiliition at Vienna, ">. 
 
 riiil.'i.l.'lphia, 1(1"). 
 lidiik and Ma|i Kxhiliit, llKI. •_'():<. 
 (terui.any, Secondary K.lii.ati.iii in, "JOO. 
 
 Intei'iiiediate .'.lucatioii in, 210. 
 <!liih(, Toroiit.i, •-".», :!•">. 
 (iold, Exports of, Australia, I'.M. 
 
 Ilritisli Coluniliia, KU. 
 Medal of (•ntai'io, 1(1, .'f'.l. 
 (Ji'.'^nts, I'arlianu'iitarv, Kn^dand, 184, 1H7. 
 "Ii't'lan.!, r.t2. 
 Scotland, l!t;{. 
 Great Britain at Vienn.'i, 5. 
 
 and Ireland, Kdiication in, 17H. 
 (ireece, Kdiication in, 177. 
 Group Kilucatioii at Paris, '2. 
 
 Vienna, .'<. 
 I'hiladt'lphia, 11. 
 Gwatliinay, Prof., on Pnissiaii Kdiication, 1(J7. 
 Gyniiiastics in Eui'op.'an Sch.mls, 21!». 
 Hai'cus, W., .Ill S.iiith Australia, \'X<. 
 Harris, T. W., ..n .Irawinj,', Ac, 2:W, 2;«, '241. 
 
 Iiidi Naii 
 
 It 
 
 ilv a 
 
 t \' 
 
 loii.'il lio.'ir.l 
 ii'iina, S. 
 
 P.M. 
 
 Kdiuatioii in, 17:!, '.'Oil. 
 •laninica, I'idiicatioii in, lii2. 
 .lap.'in, Kdiication Dipaitiiieiit .if, 7"i, 77. 
 ill, 71, 
 Kxchaii'-'.' .if .School M.'itirial with. 
 .Fapan.'s.' S.li.iol Kxhiliit, ."i.!, 7:i, 'JJii, 'j:!!. 
 
 N'ice Miiiis'cr of Kdiication, 17, 1 
 •J'JO. •_'S), 2~>s. 
 Jiinriiiil '/. ,< l>i'„it.i, ion. 
 
 if fiiKti'iirtinii /'iihlii/iii , (^til.'liec, ,'{7. 
 Kansas, I'i.liicatioii in, li'S. 
 K.'div.' of Ku'vpt. I.VJ, ir,;i. 
 K.'iitii.'ky, I'l.lii.'.'ition in, 100, Kill, lill. 
 K.'iisin.ton .Miis.uni, South, (!"(, 201, 22is. 
 
 •-'(11, •.'7.1, 277. 
 Kiiiili'i'u'arteii Illiistiatioiis, 24, '28. "iti. (11, H 
 Kippean, M., on .\iii.'rii'.ui Kxhiliit, ol. 
 Knox ('.ill.'-.', 'roi'oiit.i, 12, ."12. 
 Kancastir, ,los.pli. 17X. ]S\. 
 Eanterns in 1'. ,S. LiLrlitliouse Service, 112. 
 I,a\.'le\s. Kiiiil.' d.'. (i."i. 
 Ki'ssons fr.iin th.' Centennial, '27, 21(1, -J'JO, 
 
 •2-2(1, 2:!S. 
 Eiliraries, P.'i.oit .m, in 1'. S., li;"., -202. 
 ill .Sl.-vsMichiis.'ttM, 107. 
 in Oiitari.i, 11», :i4. Kd, 220. 
 Liudit IIousc Service, ('. S. Kxhiliit, ICJ. 
 
 Kr.iiic.' Kxhiliit, KL'. 
 lioii.l.iii .School r>.'p.isitoi'y, 'JdS. 
 liOiiisiana, K.liicati.m in. IKS. 
 I K.ivalists. I . K.,an.l I'Miii'atioii, •2^2'.(. 
 I Miichiii.'iy Hall, Pliila.l. Iphia Kxliiliition,'.': 
 Mail, 'roi'oiito, ;i(l, ;17. 
 Maine at Pliila.l.lpliia, .">4, P2.S. 
 
 Stat.' of K.liicatioii in, 1'2H. 
 Malheii'.i, Si'ii.ir I,., 141. 
 Manual J.,alior Schools for I'nito.l States 
 t»7. 
 
 •2M. •J 
 :•. 10. 
 
 l."iS. 
 
 2.'.o, 2 
 I, 211 
 
 'IHI. 
 
 llldi.'l 
 
 Cd"t, 
 
INDEX. 
 
 noA 
 
 J IK. 
 
 ".'•■'I'l'f'i Kxhibiti,,,, 
 I, lL'!t, 
 
 'ty, i.to, O()o 
 
 S.,H.-,, S.S. 
 ■ l.tl. 
 
 "in. 1,(1.', 
 
 ''"I'l^vlMiiiiii, lMi; 
 '"■' "I •'.■iiiiulji, ■'.;'( 
 
 t'lUMl, 11(1. 
 
 '■•. '--I. 1 Hi, l!C,, -|„ 
 
 iliii, m:.. • 
 
 ^liihitioiiN, i'.i7 ■.-,,, 
 "''^. 1-1, L't»r. :'lm ■ 
 
 ti(.M, L'll. 
 
 ,'!,S. 
 in, V.n. 
 
 t "f. rri. 77. 
 
 M<".tiu„, 17. l:., 1,1. 7,; 
 
 "i;t, i.ii. 
 
 "'• -'"1, L'l's. :...•„, o.-.,_ 
 r^. •'"'. <ii, ]<;i, L'i'i 
 
 .'.(.■.. 
 
 TVICC, !(2. 
 
 
 -1'!, L'l'o. :>: 
 
 '-. 2l' 
 
 "'i -<•:.'. 
 
 
 .'L'O. 
 
 
 lit, H:.'. 
 
 
 'it, 1(»J. 
 
 
 j'*'( 
 
 
 liliitiiii], :.'.!.-, 
 
 
 ' •'^'■•»t<'.- lM,ii,-,l|, 
 
 Ma|w for Ontario Hiliooln, 20, Wl. 
 MaryliHKl I'Miicatlon, KK), W.\, HiJ. 
 MuHHachiiHuttHftt Vi.iiiia, IMiilaili^hihift, 54, 10,1, 10i>. 
 Htatw of Kdmatloii in, 100, 10".». 
 Inntltutt* "f 'rcclinoloify, 200. 
 WoncMttT Kicf TnMtitnte, 200. 
 May, Dr. P. 1'. IM, 1(1, 17, '-M. :I0, :il, 3fi, 42, \X W.. 
 Mi'diaiiicM' Timtitutt'H, Ontario, TA. 
 MfilalH to Ontario Kiliu-ation nepaitnumt, 10, ;W. 
 Mrli.'inet All, 148, 1.V2, l.">:t. 
 Mtijcrlicr*.', Trof. ('. ,T., (>0. 
 M.-niorial Hall, I'liilacl.'lphia Exliiliition, 230. 
 Merit C'ariln \\*v{\ in Ontario, IS, 
 MctalH and MincralH, United Stnten, 87. 
 Mexico, Kd<i(;ationin, l.'">7. 
 MieliiKan at Philadelphia, M, 133. 
 
 State ot Kdiieation in. 100, VM. 
 Ihiiirnitii C'lnmirlc, 170. 
 Middlo flans Kdue'ation, 121. 
 
 StateH, K(lii<'ation in, 00. 
 MinnoHota, Kdiication in, 108. 
 MiMHiMHi^ijii, Kdiication in, 108. 
 MinHonri, Kdiication in, 100, V'lW, 104. 
 Mo<lelH of School HoiiHcH, Ontano, i:», 17, 2«:», 280. 
 Mohannnedan UnivcrHity, ir»0. 
 Montana, Kclucation in, 100. 
 Mori,'nn, .lanicHC. 17. 
 
 Morrin, AiinuHttiH, on Ontario Kxhihit, S."), 104. 
 Molta, Dr. I'hilippeda, 140, 141. 
 
 J. M., of liiHlxin, 144. 
 M^nrray, Dr. David, on .Tapan Education, 73. 
 Afiiiro if iKtruzionc, 173. 
 
 Miiseuin, lluKHian I'edaKok'ic. 03, 2.''.<5, 2.'i7,274. 288. 
 Imperial, at London, for the t'olonieK, 
 
 277. 
 .TapancHC, in, 288. 
 Vennsylvanian Art, 207. 
 Home, 273. 
 South KenNinjrton, 0.5, 201, 228, 2".0, 2.")4, 
 
 204, 273, 277. 
 WaHhiiiKton lV(lat,'oj,M«, 221, 223, 273, 200. 
 Miinic in Ohio Schools, 113. 
 
 McCrackeii, .S. 15., on Education in Michigan, 134. 
 McCosh, Rev. Dr., on Secondary Education, llfi, 
 
 20! ». 
 Niitional Society, England, 184. 
 Natural History ApplianceK, Ontario, 21, 32, U. i >. 
 !K). 
 in Schools, 242, 243. 
 Napoleon ITT., 1.22<t, 232. 
 Nel)raska, Kdiication in, lOS. 
 Netherlan.ls at l'hila.lel|.hia, M 118, 201, 207, 209. 
 
 Education in, 110. 
 Nevada, Education in, 108. 
 New liniiiHwick, Kdiication in, 102. 
 
 Jiiiflliiiiil Joiirna/ nf Kiluratiini, 08, 173. 
 }fainpshire at l*hila<lelpliia, .'V4, 127. 
 
 Education in, 127. 
 Jersey at Philadelphia, .')4, ll.'j. 
 Orleans, Schools in, 104. 
 South Wales at Philadel))hia, 2.5, 104, 
 Education in, lO.'). 
 School Material sent to, 280, 200. 
 York State, Education in, 103, 108. 
 /ealaiid, E<lucation in, 100. 
 Niehuhr on Schcxd Masters' iirofession, l.^O. 
 Noiiiial Schools in Pelj,'iuin, 71, 72. 
 Eurojic, 200. 
 France, 103. 
 Huu^'.ary. 1"3. 
 Irelaii<l,102. 
 Italy, 174. 
 .Japan, 70, 80, 
 
 Massachusetts, 107, 111, 112. 
 Pennsylvania, .W. 
 PovtiiRal, 147. 
 Saxony, 177. 
 Sorvia, 177. 
 Swit/eiliiiid, K). 
 
 20 
 
 Normal Art School, Pennsylvania, 200, 
 Norhind's Appanitiis for teachinif Arithmetic, WV 
 Niirlh Ainrrifdn Hrririr, 103, 10k 
 Northrop, Hon. IV <V ^82, 124, 231, 2;»7, 240, 2.V.. 
 Norway at Pliiladel|phia, r<4, 142. 
 
 Education in, 143. 
 Nova Scotia, Education in, 101. 
 Ohiect Eesnon Tc;uhin«, 21, 30, 33, f.0, 04, HO. 
 Ohio at I <ilade1phia, r>4, 113. 
 
 Ed .itionin, 114. 
 "Ohl l'n,h,i.hi!iti-s,"'.)3. 
 
 Ontario E<liu«tional Eiliil.it, 4, 12, 14, 2.5, 28, .38, 
 
 203, 210, 223. 
 character and special' 
 ties, 13, '3. 
 1 cposltorv.l .,.0,27,2'M5f>,219, 
 
 2.-.1, 2tl. 
 School Sv *M, 10, 31, 3fi, 44. 
 OpiniouR of the Prt'ss on ()m;uii. Educational Ex- 
 
 hi1.it, 24. 
 Orevfon, Kilucation '•■', I*" (. 
 Oivaui/ation of En i.pci,, School SysteniR, vZ-t. 
 Oiiimet, Hon. Mr., ')iielK •, U>0, 274, 27.5. 270. 
 Owen, P. (HinliiTe, on South KenHint,'ton Museum, 
 2(i4. 
 ProfesRor, on Natural History, 242, 
 Paris Exposition of 1807, 1, 230. 2.5:{. 
 
 School Depository, 4, 272. 
 Patent Office Exhil.it, tJ. S., 04, 202. 
 Paxton, Sir .Toseph, 227. 
 ]V.daL'o^Mc Museum f Uussia, 03, 0.5,2.54,2.50, V. S. 
 
 221, 223, 273, 2^)0. 
 Pedro, Dom, Emperor of 1ira7.il, 130, 140. 
 PunuHylvania School Exhi1.it. .53, .5.5, .57, 223. 
 Education in, .57, 101. 
 Journal of Education, 25, 28, 44,00, 84, 
 139, 198. 
 Phelphs, Mr., 98, 99. 
 
 Phill.rick, H(m. Mr., of Boston, .50, 100, 108. 
 P»..>to},'rai.hs of Sch..ols, 11, 13, 17, 39, 90, 110,1.32, 
 
 101, 104. 280. 
 i-i !i;,";s, (loUection, South Kensinston MuBeiiin, 
 
 205. 
 Pierson, Dr. Abrivliam, of Yale College, 123. 
 Polytechnic School in Ejjypt, 1.53, 
 Portiianl at Vienna, 8. 
 
 Philadelphia, 144. 
 Education in, 144. 
 Post Office Department Exhil.it, U. S., 94. 
 t'otter. Mr._ A. F., 13. 
 Press, oj.inions of the, 24. 
 I'rince Edward Island, Education in, 102, 
 Privy Council Committee im Education, 179. 
 Prussian Educational System, 107, 204. 
 Public Schools of ( )ntario, 45, 48. 
 Works, United States, 84. 
 France, 101, 2.30. 
 Netherlands, 118. 
 riiir,^h<r!t IVcfA/M. 202, 203. 
 Pupils' Work, Ontario, 17, 27 ; Sweden, 02 ; PiUssia, 
 
 03 ; Pennsylvania, 50. 
 (Juchec, Education in, 9, 25, 34. 37, 1.58. 
 At Phila<lelphia, 25, 37, 158. 
 I'Miicational Depository. 274, 275. 
 Scliool Exhihitions in. 270. 
 (Jueen's CoUe-jre ITniversity, 12, .52. 
 (Queensland, Education in, 100. 
 Kailroa<ls, safety on, duiiuK Exhil.ition period, 237. 
 Reed, Sir Ch.arles, 30, 38. 23.5. 
 l^eese, .Tacoh, on drawing, 24.5. 
 lleform.atoiy Institutions, Ont.ario, .52. 
 Reli'doiis Iiistnictioi, in Ar^jeutine Repuhlic, 155 ; 
 Pr.a/.il, Entihiiid, ISO ; Europe, 207 ; 
 Sweden, <>1. 
 Rrviit f/M D('ii.r MnndeK. 05, 101, 103. 110, 2.55. 
 PvlK.dc Island at Philadelphia, 54, 12.5. 
 
 l'',ducation in. 120, 
 Robert's Colle','c. Constantinople, 154. 
 lioiimania, j'ldiic.ation in, 178. 
 

 .^o^ 
 
 TNDFIX. 
 
 IIiisKi'll, J. Scott, oil 'lV<liiiii al Kilunitioii. 2;i0, 2)0, 
 Itussiii jit Vicmiii, M; at riiiliidi'liiliiii, oS, (12,221, 
 2:54. 
 
 Kilucaticiii ill, li^!, 201. 
 (iic.'it I'iiii ,it Xijiii, X(i\i,'(ii(iil 
 IkUKsiaii Po(laf,'ot,'ic' Museum, O", 2().!, 223, 2.")(;, 2."),S, 
 274. 
 
 Tci'hniiMl S.hools. i;.-), 214, 2;{4. 
 IJyorsoii, IJ.'v. Dr., 10, IS, 2S, .SO, 1,-,, 27 1. 
 Siiiiilwith Isl.uiils (Hawaii) Kilivatiou in, 107. 
 Siuniit'iito, Scuor, of the .Ai^'eiitiiie Ri'|iul>lic, lol. 
 Saxony, Kdui'atiou in, 17t'i, 210. 
 Schwartz-Sfabinn, liaron of .Austria, o, 0, -"il, 2.17. 
 Science, Sdiool of I'lactical, 'fomnto, ol. 
 Hculiiturc, ("ollectiou at Soutli Keiisinj^ton ^[iiseuni, 
 
 20.-,. 
 St'coniliiry Kdnciitioii in Kuropo, 200. 
 Sflf-rcHucct, Lesson of, 2.'iH. 
 
 lu'liance, Ijcsson of, 2.'W. 
 Sepdviite It. ('. Schools, Ontario, 4(). 
 Servia, llilucatioii in, 177. 
 Shecpsliiuiks, ("ollectioii of raintin:,'s, 2(m. 
 Shuttk>woith,Sir.f. 1'. K., 17'.), ISO. 
 Signal Service, l'. S., K',, [VA. 
 Silnonin, M., French Coinlnissioner, 101, 10.'!, 110, 
 
 2.{."). 
 Smith, Mrs. A. Tonlmin, on Indian Kxhihit, 07. 
 Smithsonian InHtitution llxhiliit, ^5, S.S. 
 South Australia, Kclucation in, VM'i. 
 Southern States, I'lducation in, 00. 
 South Kensinj,'ton Museum, li."., 201, 22S, 2.''>0, 2r.l, 
 
 204, 27;{, 277. 
 Sp.ain, Education in, 1 U. 
 Statesman's Year Hook, 14;t, 144, 147, 2;tr). 
 Stetson, M. ( 'harles, on Industrial Education, 214. 
 Study, Sulijects of, ill Ontario. 47. 
 Sunday Schools in Ontaiio, ."i.'t. 
 Sweden, at Vienna, 7 ; at Philadelphia, "i.S, .'I'.t, 00, 
 
 21S, 224, K.lncation in, 01, 200. 
 Swedish School House, 7, oO, (JO, 70, 20:!, 20', 221, 
 
 230. 
 Switzerland, at Vienn.a, ("> ; at Philadelphia, "i;?, 2111, 
 
 224 ; Education in, .>!, 201, 200. 
 Tinmani"., Eilucation in, 100. 
 'J'eachor'H Eihraiy, 14, 17, 10. 
 
 And their pre]iaration in Europe, 20.-i, 
 Visit to the Centennial, 42, 44. 2S2. 
 Technical Educ«tion, 5>, (;2, (m, HI, KMI, i;<0, l;"i;(, 
 
 100, 2(H», 201. 
 Higher in Europe, 214. 
 Technolo^'y, MiiKsachusetts, Institute of, 200, 22o. 
 'reiinessee. Education in, 100, 10.!, 104. 
 'I'ext hooks in Ontario .Schools, 18, 11. 
 'I'liompsoii, S. It., on Special Educational Exliihits, 
 
 lOS. 
 Toronto School of Practical Science, l.s. :;(|, r,\. 201 
 
 Training; ( 'ollet^'CK in Enj.dand, 181, 100. 
 
 Travil as a means of Eiliu'ation, 2;{7. 
 
 Tril'inn, N. V., 20, 7(i, O"), 0(i, 14:{, I.-.7. 
 
 Triliute to Eiii,'land, American, 2.T), 2.'!l); to Canai 
 
 2:!0. 
 Tiinity ('ollo;,'e I'niversity, 12, 52. 
 Turkey in I'aiidpi'. l'"du( ation in, 177. 
 I'liiteci States at N'ienna I'lxhiliition, 4, lo. 
 
 (ioveriiment Exliihit al Philadeljih 
 .-.:',, SI. 
 
 Education Bureau School Exhihit, 
 
 0.-.. 
 
 Indian Education of, 00, 07. 
 Peda'.'o^,'ic Museum, Washin^,'ton, 2; 
 
 22:!, 27:!, 200. 
 
 Ceneral Education, OS, 00. 
 
 I'niveisities of Ontario. 40, .Vi ; Ari;ei!tine I\e|iulil 
 
 l.->0 ; .Australia, lO.'i; P,elj.'iuni, 72; Chili, 1.") 
 
 E^'Vpt, loO; Euroiie (various), 174; I'"ran( 
 
 172;. Japan. .M , 7.").S0; .M.assachusetts, 11 
 
 Xetlierlaiiils, 122; Norway, 1 C! ; Peiinsylvaui 
 
 ."iS ; Uussia. 07 ; Sv, itzer]and,07 ; rnited Stati 
 
 OS, 104, 112. 
 
 TlM-'r Caniid.aColle-e, 40. 
 
 A'cntil.ation in I!elL,'ian Schools, 70. 
 
 A'ertuoiit, Ivlucation in. lOS. 
 
 Victoria C.dh-e I'ldversity, 12, .V2. 
 
 .Australia, Ivluiation in, 10.1. 
 
 Scl 1 Mati'iia) sent to. 2S0. 200. 
 
 \'ienna ExiM.sition of 1>7:!, :i, 2;!2. 2."r_'. 
 Virginia, Edu.ation in, 100. lOl, IW. 
 
 West, Education in, 10S. 
 Voc.d Music Charts. 20. 
 Walk.r, Ceneral, :iS, :!0, 2.rp. 
 Washin-ton Kducatioual Mus,.um, 221, 22:!. 27:!, 20 
 Watson, Or. I'oilies, on Imperial .Musiuni for d 
 
 onies, 277. 
 Whale lisherv .Apjiaiatus, XL 
 Whit.', Hon. S, II., of Illinois, 120, l:!0. 
 Wicki'rshaiu. Hon. .1. P., 14, 2o, 2S, 4:!, 41, .Vp, 1:!^ 
 
 Ill, 2o:i, 2;;o, 2.M. 
 Williams, Ito;,'er, lot, 12:.. 
 Wisconsin Schoiil Exhihit, ol, l:!7. 
 
 Statistics of Eilucatioii, l:!7. 
 
 JllliriKll llf Kllllflllinll, lit. 
 
 Women's Coll.M,'es ill Massachusetts, 107. 
 Wurtcniliuru', IMucation in, 17.1. 
 
 Industrial Sclio,,ls in, 210. 
 
 EllltATA. 
 
 Pa-e20, For It. H. />((/(-(, Esip, re.ad Mrs. It. 11 
 
 /liirm. 
 " 07, I''or .U/". A. Tohuan Smith, read Mi'k. 
 " '-MO, l''or h";i. read I'-o. 
 
's ill Kii-liiinl, 181, I'.K). 
 
 w of Milucatidii, 2W. 
 
 •2l\, 711, !•-), OC, M.t, l.-.r. 
 
 mil, AniL'iicaii, L'.T), L',((i ; t>> Ciuiaila, 
 
 ^'iiivcisitv, 12, ")'J. 
 "'. Kdiuatiiiii ill, 177. 
 N'icniia Kxliiliitidii, 1, 15. 
 ovormnciit Kxhiliit at l'liiln(l('h)liia, 
 
 rv.',. Hi. 
 Imatidii Huivau SoIiih]] Exliiliit, ").■{, 
 
 !C.. 
 iiliaii Kihiratidii of, !l(;, 07. 
 'ila'_'o<,'ic MnsiMiiii, \Vasliiii),'ton, 221, 
 
 22;!, 273, 2'.«). 
 •rici-al Ktlucatiou, OK, 00. 
 'iitario, 10, 52; Ai'^'ontiii.' Urimhlir, 
 ■.ilia, !!•.■> : H,lf.;iiiiii, 72; Chili, l.-)7 ; 
 1 ; I'hiroiic (vai-i(jusi, 171; Fraiii'c, 
 , 51, 7.">, SO; .M,a.«saclmsi.tt,-<, 112; 
 !s, 122; Xonvay, M.H ; P..misvlvaMi.i, 
 Ii7 ; S\vit/.iTlaii(l,(',7 ; I'liittMl Stall's, 
 
 ''ll('-(\ 40. 
 lujiiin Scliodls, 70. 
 ion ill. lOS. 
 'iii\iTsity, 12, .52. 
 .•I, Ivluration in, 10.5. 
 ■lati'iia! sent to, 2S0, 200. 
 II of l>7:i, .i, 2;<2, 252. 
 im in, 100, Kil, lOS. 
 ihu-.ation in, lOS. 
 ■ts. 20. 
 .'is, ;)0, 2.S5. 
 
 ational Mu^i^ntn, 221, 22"., 27:!, 2!M). 
 ic.-^, on Iinpriial Miisnini for Col- 
 li laratu-i, SO. 
 ., of Illiiinis, 120. i;!0. 
 
 I. .1. i'., 11, 25, 2s, i;(, It. .5.5, i:;o, 
 
 I. 251. 
 1111, 12.5. 
 Kxliihit, 51. l;!7. 
 
 's of Miliic.'it-ion, 1.'17. 
 
 ff Kiiiddtimi, n t. 
 
 in M.'is^arliuscMs, 107. 
 
 cation in, 175. 
 
 ial Schonls in, 210. 
 
 II. Diiii.i, Ks.|., iv.ail Mis. K. H. 
 
 \. Tohnan Smith, icail M i'k. 
 icid lifi.