day in a temporary schoolroom in the Educational Building.  This class room was always surrounded by a crowd of eager lookers on, who watched with the utmost attention the methods of instruction—­so little known to the public in general—­by which the deaf and blind make such wonderful progress.  The work of instruction in the living exhibits, although almost entirely planned by men, was executed by women.

The awards for the living exhibits were given the institutions from which the classes came, with one exception.  This exception was Lottie Sullivan, a deaf and blind girl from the Colorado institution, who was awarded a gold medal for her aptitude and the progress she had made.  The jury thought at first that her teacher, too, deserved special recognition for the results obtained, but as it was found that the teacher in charge of Lottie Sullivan at the fair had had her but a short time, and that there was no one person responsible for her progress, it was decided to make no award.

    Of the special schools, not State institutions, which exhibited,
    those conducted by women showed work on a par with that done in
    the schools conducted by men, and received as liberal rewards.

    Particularly creditable was the work done in the schools for the
    feeble-minded.

In group 7 the exhibits were divided into three classes, 19, 20, and 21, the work respectively of the blind, the deaf, and the feeble-minded.  In class 19 women showed basket work, raffia work, modeling in clay, hammock weaving, crocheting, embroidery, printing by means of Braille writing machines, and class work; in class 20, sewing, embroidery, crocheting, painting, drawing, modeling, and class work, and in class 21, basket making, sewing, embroidery, crocheting, and class work.

There was but one foreign woman who made an exhibit.  This was Mademoiselle Mulot, a French woman, who had invented a writing machine for blind children.  She had brought a little blind French boy with her, who was not installed as an exhibit, but whom she brought before the jury to show the working of her machine.  This machine consisted of a small frame blocked off into squares, in which the child was taught to write the letters of the English alphabet.  Mademoiselle Mulot’s claim for award was that with the machine generally in use it was necessary to teach the child a language of dots and dashes which was not legible by people in general.  Although ingenious, Mademoiselle Mulot’s machine was not considered striking or new enough to warrant an award.

There was no display within the jurisdiction of group 7 which would seem to indicate any great advancement in the work of women since the Chicago Exposition, though the methods of instruction—­many of them through the painstaking application of women—­have undergone marked improvement.  The work of women as shown by the exhibits in the education of defectives