of small schools and the grading of the resulting central school, as graphically shown by Indiana, and the creation of township or county schools, as in Pennsylvania and Kansas.

In cities the most important movements relate to the physical development of the young and the use of the school machinery for the benefit of persons beyond the limit of school age by means of evening schools, or outside the appointed school hours by means of vacation schools and recreation centers.  The most extensive work along these lines is going on in New York City, and formed one of the most instructive features of the exhibit of this great metropolis.

A beginning of continuation schools for the people is seen also in the county agricultural school included in the Wisconsin exhibit.  Schools of this type form a prominent feature of the German exhibit and constitute for us at this time the most important lesson of that comprehensive exposition.  Apart from the educational lessons, which possibly only appeal to specialists, this exposition marks distinct steps in the realization of the chief end of educational exhibits, namely, the increase of popular interest in ideal purposes through their effective symbolic representation.

    ANNA TOLMAN SMITH,
    Chairman of time Committee.

GROUP 2, MISS ANNIE G. MACDOUGAL, CHICAGO, ILL., JUROR.

Under the group heading “Secondary Education,” the two classes into which it was divided represented:  High schools and academies; manual training high schools; commercial high schools.  Training and certification of teachers. (Legislation, organization, statistics.  Buildings:  Plans and models.  Supervision, management, methods of instruction, results obtained.)

Miss MacDougal’s report is as follows: 

Study of the world’s work, as displayed at the St. Louis Exposition, revealed the truth that to-day there is no clear line of demarcation between the work of men and of women.  The product of woman’s brain or of her hand was there placed side by side with the similar work of man, to be judged upon its merits, not by a standard suggested by limitation and apology.  Such a cataloguing was the surest evidence of woman’s industrial progress.  Her part in art, literature, music—­the decorative side of life—­has long been granted; what she is capable of doing in the practical business enterprises of modern society is just beginning to be revealed.

My opportunity for observing this phase of woman’s work was largely confined to the educational exhibits, where I had the pleasure of serving as a juror, by appointment of the board of lady managers.  Owing to the character of the exhibits in the Department of Education, it was impossible to differentiate the work of the men and the women teachers, excepting where the exhibits showed the work of separate institutions