laws. He is ex-officio chairman of the State board of education and of the State text-book commission, and is a member of the board of school-fund commissioners. Salary, $2,500 per year.

County superintendents are elected biennially. Each must hold a professional certificate, or a first or second grade certificate, or must be a graduate of an accredited college or normal school, and must have taught at least eighteen months. Must visit each school in his county at least once each term of six months. May in conjunction with district board dismiss teachers for cause.

Each school district board is composed of a director, clerk, and treasurer, elected at annual meeting; term, three years; one retires annually. Board employs all teachers.

Boards of education in cities are composed of three members from each ward in cities of first class; if more than four wards, two from each ward; term, three years. In cities of second class, two members from each ward; term,

two years.

In country school districts the maintenance is largely from local tax. Maximum allowed, 2 per cent.

In cities 8 mills on each dollar of valuation is the maximum. When population is 30,000 or more, 15 mills (including building tax) may be levied. Maximum in cities of the second class, 15 mills.

The State board of education is composed of the superintendent of public instruction, chancellor of the State university, president of the State agricultural college, and president of the State normal school as members exofficio. Three others, selected from among those engaged in school work are appointed by the governor. Term of office, two years. The State superin

tendent is chairman.

The State board may issue State certificates on examination, valid for three or five years or for life. Graduates of colleges or universities anywhere in the United States, whose courses are approved by the board, may receive certificates based upon their college grades, provided that such graduates pass an examination in philosophy of education, Kansas school law, methods of teaching, school management, and psychology.

The county superintendent and two persons, holders of first-grade certificates or of diplomas from the State university, State normal school, or State agricultural college, compose the county board of examiners. The superintendent is chairman ex-officio. All questions used in the examination of county teachers are prepared by the State board of education:

A normal institute lasting not less than four weeks must be held annually in each county. The institute is under the management of the county superintendent. He employs a conductor and instructors, who must have certificates from the State board of education. The course of study followed in the institute is prepared by the State board of education.

All men and women 21 years of age or more, who are residents of the district or precinct, have the right to vote at every school meeting in the country districts, or for members of the board in cities.

Text-books are adopted every five years for all the schools in the State by a State text-book commission, of which the State superintendent is chairman ex-officio. It consists of eight members, appointed by the governor. Not more than three shall be selected from any one political party.

Boards of education in city and country may levy a tax not to exceed one-half mill upon the dollar for the equipment and maintenance of industrial-training schools or industrial-training departments.

Every school district may vote a tax annually, not to exceed 2 mills on the

dollar, for the buying of books for the school library. The board in its purchases is limited to history, biography, science, and travels.

Every child between the ages of 8 and 15, inclusive, must be sent to a public, private, denominational, or parochial school, taught by a competent instructor, during the whole school year. The law is enforced by truant officers.

THE EXHIBIT.

The director of the Kansas educational exhibit, Chancellor Frank Strong, of the University of Kansas, was appointed early in September, 1903, and later in the month John MacDonald, editor of the Western School Journal, was selected by the director to superintend the work.

The preliminary circulars were sent out early in October. They asked for photographs of representative school buildings, with children and teachers in front; photographs of interiors, showing decorations, school libraries, apparatus, and children at work; photographs of children at play; manuscripts of pupils' work in the grades or classes of country and city schools; relief maps, drawings, botanical and entomological specimens; articles showing the work in manual training schools; kindergarten work; catalogues, programmes, courses of study in country schools, graded and high schools; photographs of grounds; international, interstate, and intercity children's correspondence; original charts made by teachers for instance, in language and numbers; architects' model plans of one-room country schoolhouses, showing interior, elevation, plan for heating and ventilating, grounds, and closets; architects' model plans showing improved ways of lighting, heating, and ventilating grammar and high school buildings; progressive maps in geography; scrapbooks used in history, geography, or literature classes; free-hand and mechanical drawing, nature-study charts; photographs of pioneers in school work in country or city.

There were prompt and hearty responses from city and country and from the higher institutions, and it was soon evident that Kansas would need all the space assigned to it and probably more. The Kansas booths were the first completed in the Education Building. The structure was built of cypress and was 45 feet long, 30 feet wide, and 15 feet high. The number of large maps, relief and plane, of photographic groups, of articles from manual training schools, and the many cards of drawings made it necessary to use not only the side and end walls, but to build six interior partitions to furnish additional surfaces. The total wall area was 3,828 square feet, or 425 square yards.

The total cost of the exhibit, including the structure, furniture, salaries, and transportation, was about $6,000.

The open installation, as it is termed, has its advantages in that it makes fanciful decorations possible, but with a limited floor space, vacuums and columns put a complete exhibit of school work out of the question. The Kansas space was between two public aisles, and these were connected by a central aisle 7 feet wide. On one side of this aisle were the exhibits from the elementary schools, classified in alcoves, three in number, as rural schools, city schools, and manual training. The other side of the central aisle was given to higher education, divided into alcoves as in the elementary department, and containing work from the University of Kansas, the Kansas State Normal School, the county high schools, and the church colleges.

On the upper part of the walls a series of large cards, 71 in number and lettered so that they could be easily read from the floor, was placed in the form of a frieze. On each card there was given in the fewest possible words

information concerning the Kansas schools and the result of their work. Here are several which may serve to show the character of the rest:

The total amount of money raised for all purposes in Kansas in 1903-4 was $16,903,157.50. Of this amount $4,882,327, nearly one-third of the whole, was for the support of the public schools.

Kansas has 30 colleges, 434 high schools and academies, and 8,979 public schools.

Miniature normal schools-The total attendance in the normal institutes of Kansas in 1903 was 10,119.

Women have the right to vote in every school district in Kansas, in county and city.

A cheerful giver-The tax to support the public schools is the tax the Kansan pays with the greatest cheerfulness.

It is estimated that at least 90 per cent of the Kansas teachers are members of Christian churches.

In the elementary department there was work of some kind from about 400 country school districts and from 104 cities. Many of the smaller cities represented are under the jurisdiction of county superintendents; hence their exhibits may properly be considered as part of the display from rural schools.

In the Kansas school exhibit the work of the elementary schools was made prominent, and the subjects taught in the grades below the high school were given the place of honor. Class work in orthography, writing, language, grammar, geography, United States history, arithmetic, and physiology was mainly in book form. There were in the exhibit about 350 neatly bound books of written exercises. In the cabinet cases drawing, photographs, and kindergarten work were displayed. While the kindergarten is not yet made by law a part of the Kansas school system, it has worked its way into primary rooms everywhere in city and country, and it is probable that the display of kindergarten work in the Kansas cases was as complete as any other exhibit of the kind in the building. In addition to that sent from the public schools there was a special exhibit of the work done in the Sheldon Kindergarten, Topeka. This school has been maintained a number of years by Rev. Charles M. Sheldon, Topeka, and his congregation. The elevating and refining results of this kindergarten work for negro children are plainly visible in the homes represented in the school.

Considering that manual training is still in its infancy in Kansas, the superior skill shown in the woodwork, sewing, and clay modeling exhibited by Kansas City, Pittsburg, Wichita, Topeka, Lawrence, Salina, and Seneca, and the county of Pawnee was noticeable. The acts passed by the legislature of 1903, authorizing small grants to cities or schools maintaining manual training departments, will stimulate many boards of education to begin the work, and the manual training exhibit which Kansas will send to the next world's fair, wherever it may be, will demand much larger space than could have been granted in 1904.

It should be said that in the Kansas State Normal School and in the Kansas State Agricultural College the training of the hand is not a new study and that both institutions sent fine specimens of their work to St. Louis.

The higher institutions were shown mainly in a pictorial form in our booths. The University of Kansas was seen in a collection of 55 photographs, in which nearly all the buildings and class rooms spoke effectively to the eye, and the work of the State agricultural college was made clearly visible through 144 photographs in a revolving machine attached to an electric motor in our central aisle. The class work of the agricultural college was a part of the

exhibit made by the United States Department of Agriculture in another part of the Education building. Fine drawings, miscellaneous work in wood, photographs, and written class work represented the Kansas State Normal School. Perhaps the exhibit which attracted the most attention was that of the county high schools of Kansas. It was studied by many because of its uniqueness, for it was the only exhibit of its kind in the Palace of Education; by others because it proved that in Kansas the articulating of the rural schools by the means of county high schools with the higher institutions of learning is no longer an experiment. Twelve of the 19 schools now established in the State were represented in our booths by written work, drawings, and photographs, while tables of statistics and a map showed to every visitor how important a part of the Kansas school system the county high schools have become. There are 19 of them now in successful operation and more are coming. As the exhibits from the Kansas State School for the Blind and the State School for the Deaf were in the living form, it was necessary to find space for them in another part of the building. The recitations given daily during several weeks in the summer by the nine children brought to the fair by Supt. Lapier Williams, of the School for the Blind, and by Supt. H. C. Hammond, of the School for the Deaf, kept the aisles in front of the class rooms thronged while the exercises were in progress. Both exhibits demonstrated to thousands of interested spectators the skill, faithfulness, and kindness which characterize the teaching in both institutions.

After a careful inspection of the Kansas school exhibit one acquainted with the progress of education in the State would easily come to the following

conclusions:

1. That the work in the schools of Kansas has made a great advance since the world's fair of 1903.

2. That improvement in the teaching of all the studies usually taught in elementary schools is distinctly visible.

3. That solid foundations have been laid for enduring work in manual training from the kindergarten to the high school.

4. That blind experimenting in the teaching of drawing is disappearing and that the demand is growing for more skillful work and more competent supervision.

5. That while the highest and noblest work done in our schools-the making of character--can not be shown in an exhibit, there was an atmosphere environing the material things on walls and tables and in cases which surely must have conveyed to every visitor the impression that the government and moral influences in the schools of Kansas make for righteousness and the highest type of citizenship.

MASSACHUSETTS.

BY GEORGE H. MARTIN AND GEORGE E. GAY.

ORCANIZATION.

I. THE STATE SYSTEM.

The system of public education in Massachusetts is characterized by a maximum of local independence with a minimum of central control.

The State board of education.-The State board of education consists of the governor and lieutenant-governor, ex officiis, and eight others appointed by the governor for a term of eight years, one retiring annually.

The board is responsible for the management of the State normal schools, ten in number, the holding of institutes, the gathering and publishing of the school statistics of the State, and other matters defined by statute.

The secretary. The secretary of the board of education is usually classed with the State superintendents of schools. He works partly under the direction of the board and partly under the immediate direction of the statutes. His principal duties may be summarized as follows: To make abstracts of school returns, collect information respecting the condition and efficiency of the public schools and other means of popular education, and distribute the same for the benefit of the general court and the public; to visit schools, make educational addresses, and serve as one of the two commissioners of the Massachusetts school fund; to perform such miscellaneous duties as would naturally fall to the chief executive officer of the board.

Agents. The board employs several officers called agents. Their duty is to visit the schools, confer with teachers and the school authorities, give educational addresses, and in general to promote through advisory means the welfare of the public schools.

The State school fund.-The school fund is $5,000,000. The entire income of the school fund is divided among those towns of the State whose valuation is less than two and a half millions of dollar.

Forms of financial aid by the State.-These are as follows:

1. Distribution of income of school fund.

2. Tuition of high school pupils in out-of-town high schools.

3. Part of the salary of district superintendents.

4. Tuition and support of deaf, blind, and feeble-minded children.

5. Forty scholarships each in the Massachusetts Institute of Technology and the Worcester Polytechnic Institute.

6. Annual appropriations to the State and county teachers' associations.

7. Support of normal schools.

8. Several scholarships in the Massachusetts Agricultural College.

II. LOCAL SCHOOL SYSTEMS.

Each town and city is a unit in the management of its schools. local subdivisions for support or control.

There are no

Kinds of schools. The highly organized system of the cities and larger towns comprises kindergartens, primary schools, grammar schools, high schools, and evening schools. A few support vacation schools. In the more sparsely settled communities the ungraded school is still the prevailing type.

High schools.--These schools are required in towns having more than 500 families. They are authorized in smaller towns. Towns which do not maintain high schools must pay for the tuition of properly qualified pupils who desire to attend high schools in other towns. For such tuition the State reimburses towns whose property valuation is low.

Evening schools.-Evening elementary schools are required in towns and cities whose population exceeds 10,000, and evening high schools in cities having an excess of 50,000, if petitioned for by fifty or more residents over fourteen years of age who desire to attend such a school.

Vacation schools.--Vacation schools are not required, but are being established in increasing numbers.

Courses of study.-The State in statutes names certain studies which must be taught in all schools and others which may be taught. It also fixes a minimum length of the school year, but it prescribes no course of study. Each town and city fashions its own.

Elementary schools must be maintained for at least thirty-two weeks in each