tual 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, at Philadelphia,
must be struck with the progress made by our States and cities
and even by the individual colleges toward uniform statistical
schemes. The impulse to this important result came undoubtedly
from the United States Bureau of Education, whose statistical
representation of education in this country, current and
retrospective, is one of the most valuable features of the
entire exposition. As this material, however, is placed in the
Government building, its consideration does not come within the
province of the regular juries.

By means of the two media--photographs and statistics--a very
complete representation of a school system is possible with
great economy of space and special regard to essential
particulars. The extensive exhibits of pupils' work from our own
schools show remarkable similarity in methods and results
throughout the country; this similarity extends even to the
rural schools, which, in the case of some particular districts,
present work well up to the average of neighboring cities. There
are also signs that the rage for "newness" has subsided; the
work shows closer sequence and more systematic treatment of
subjects than that exhibited at Paris. Correlation, for
instance, is not so promiscuously applied, but limited to
subjects whose relations are obvious, as geography and history,
etc.

The impulses toward nature as the inspiring motive in art
instruction and toward social activities as factors in school
training have been felt in other countries than our own. Ger