the same work done by woman in American schools.  Yet the art students’ work from Austria, as a whole, was so fine we gave that country the grand prize.

I was particularly pleased with the wall-paper designs made by women students in a school of design in New York City.  They were most original and artistic.  This school made a display of several hundred designs, and we were told they were all sold for large prices during the exposition to manufacturers of wall paper.

The New York Night School of Art showed some remarkably good work by girls who were employed during the day.  The professor in charge told us that the girls were so eager for instruction in art that they would be waiting for the doors to open and would work longer hours and make greater progress than the men.

GROUP 7, MISS HOPE FAIRFAX LOUGHBOROUGH, OF LITTLE ROCK, ARK., JUROR.

Under the group heading “Education of defectives,” the three classes into which it was divided represented:  Institutions for the blind, publications for the blind; institutions for the deaf and dumb; institutions for the feeble-minded. (Management, methods, courses of study; results.  Special appliances for instruction.  Legislation, organization, statistics.  Buildings; plans and models.)

Miss Loughborough presents the following report: 

The jury of group 7 in the Department of Education had under its inspection the work of the blind, the deaf, and the feeble-minded.  In view of the fact that the exhibits were sent by institutes and special schools, and were the result of the cooperation of men and women teachers who selected the work of both boys and girls to represent the school as a whole, it was difficult to estimate with accuracy the proportional amount of women’s work.  As nearly as it can be estimated, however, two-fifths of the exhibits shown in the three classes of which this group was composed were the work of women.  With the exception of a few special prizes the awards were given to institutions and not to individuals, but about 21 per cent of these were given for women’s work.  The work of the boys and girls in the shops was generally shown distinctly, but were not awarded separately, the whole idea being to show, not what the boys or girls, the teachers or principals were doing individually, but what results were being obtained in the institutions from the best-known methods for special education, both in class and industrial work, and particularly to show by means of the model school—­or living exhibit—­some of the class methods in operation.

The living exhibits were the most striking in classes 19 and 20.  They consisted of entire classes which were brought, one at a time, from different State institutions.  Each class remained at the fair some weeks, were provided with accommodations on the grounds, and had its recitations every