Kingdom.  It results that this exhibit has greater emphasis upon typical and essential things than any other in the collection.  In this respect it is most nearly approached by Massachusetts among our own States.

The confusion arising from differences in classification already referred to, which imply also more radical differences in opinion and practice, has led one of the most acute minds among our foreign colleagues to express the hope that one of the permanent results of this exposition may be an effort toward international unity, or at least agreement in respect to classification and nomenclature.  Undoubtedly such agreement would promote the great purpose of international comparisons which is to enable each nation to benefit by the experience of every other.

In addition to the broad distinctions between national systems as here indicated, there are also disclosed by the exhibits striking differences in the spirit and methods of instruction.  In France the teaching is logical and analytical.  The stress of pedagogical training in that country is upon the treatment of subjects, and the abiding effects of that training are seen in the theses by teachers and by school inspectors (the latter all men of professional training), which form a very interesting and instructive part of the exhibit of that country.  The analytical principle is maintained in the manual training, which, as shown by the examples presented, consists of a graded series of exercises upon the elements that enter into simple constructions.  Germany adheres more closely to the authoritative method of instruction, a fact plainly shown by the photographs of classes in which every child seemed listening with breathless attention to the word of the teacher.  From the photographic displays one would readily infer that in our own country the emphasis of class exercises is upon the activity of the pupil; in Germany, upon the personality of the teacher.

The importance of photographs in an educational exhibit was never so manifest as in the present exposition.  By this means may be shown at a glance the equipment of schools and even the actual conduct of class instruction, and the mind distracted by the endless succession of written work, drawings, etc., is thus reenforced by total impressions or images.  This exposition surpasses all others in the extent, effectiveness, and beauty of the photographic displays and the value of the statistical charts presented.  So full and graphic were these statistical summaries from all the principal countries that individual mention would be invidious.  The jury, however, will never forget the display of charts and diagrams by Japan, since they revealed in a universal language the status, organization, and wonderful progress of education in that country, whose effect must otherwise have been lost in the mysteries of an unknown tongue.

Those who recall the Centennial Exposition,