for the sexes.  A comparison of that kind would be profitable only from a pedagogical point of view and is of minor consideration in our American system of education.  Woman’s place in the schoolroom is defended by tradition, expediency, and merit; and instead of surrendering in the face of foreign criticism their positions as instructors, women teachers are to-day broadening their field of labor by serving as instructors in many higher institutions where a generation since they were not even admitted as students.  To-day, in high schools, academies, and colleges, women not only share in the work of instruction, but fill offices of administration as well.

Woman’s success in a purely administrative or executive function was what proved most interesting at St. Louis.  Many of the State exhibits of the public schools were in charge of women.  In each instance I found them well informed on questions of school statistics and eager to be helpful to visitors.  It seemed as though these young women felt the distinction of serving in a public capacity and had taken pains to prepare themselves for a creditable performance.  The most striking instance of independent and original work was shown in the State exhibit from Minnesota.  This exhibit was under the sole charge of Miss Susanne Sirwell, who planned it with the main purpose of exploiting the complete system of manual training adopted in the Minnesota schools.  With this plan in view, Miss Sirwell collected the specimens from various schools of the State, supervised the erection of the booth, and installed the displays.  As a result, the Minnesota exhibit had a distinct system and unity, was free from useless and cumbrous repetition, its main idea was readily grasped, and it stood as a memorable proof of one woman’s artistic sense of proportion and adequacy.  It was original in conception; it had beauty of color, order, and arrangement, and, as Miss Sirwell herself laughingly boasted, it was one of the two or three exhibits in that huge building which were ready and finished for public inspection on the opening day of the fair.

GROUP 3, MISS MARY B. TEMPLE, KNOXVILLE, TENN., JUROR.

Under the group heading “Higher education” the five classes into which it was divided represented:  Colleges and universities, scientific, technical, and engineering schools and institutions; professional schools; libraries; museums. (Legislation, organization, statistics, buildings, plans and models, curriculums, regulations, methods, administration, investigation, etc.)

Miss Temple reports as follows: 

The Educational Department at the World’s Fair in St. Louis presented greater progress in woman’s work since the Columbian Exposition of 1893 than was shown by any other great division at the exposition.

In regard to an approximate estimate of the proportional number of exhibits by women