education and the material aids to instruction. The display of illustrative material and apparatus for use in scientific instruction challenges the attention of everyone and commands the careful examination of the teacher. The most perfect instruments devised for scientific research may here be inspected with the assistance of thoroly informed and studiously courteous experts, and every grade of scientific teaching is furnished with suitable apparatus for demonstration purposes. The collection of scientific apparatus is not presented as an advertisement of the manufacturer, but each piece has been selected for the exhibit by competent professors and teachers because of its mechanical excellence and its adaptation to the use for which it was designed.

Complete lists of apparatus and illustrative material used in the schools of different grades have been carefully prepared for the inspection of those ⚫ interested.

Especially noticeable and suggestive is the display of apparatus for use in the common schools of Berlin. In this city each of 183 schools is supplied with scientific apparatus for use in teaching physics and chemistry, more abundant and of higher grade than most high schools possess. Botany and zoology find abundant illustration in models and preserved specimens and charts. The skill of the taxidermist and model-maker, and the art of the colorist, have been engaged to represent to the eye the object to be studied scientifically.

The exhibit of text-books used is very extensive. The dominant characteristic seems to be scientific severity of illustration. Ornamentation is not the object, and its absence is noticeable. The exceptions are books designed to show in actual colors the flowers to be considered in the work in botany.

To attempt to speak in detail of the apparatus exhibited would be vain. If it was the purpose of those who prepared the German exhibit to emphasize the great importance of the object and of the experimental side in scientific instruction, a more effective display could not have been conceived.

To the teacher of science who is open-minded and hospitable to truth wherever presented the exhibits of the nations in the Educational Building furnish fruitful fields of investigation, which should yield abundant harvests of improved methods of scientific instruction.

THE NATURE AND EDUCATIONAL VALUE OF THE SCIENTIFIC EXHIBITS OF HIGH SCHOOLS AND COLLEGES OF THE UNITED STATES

GEORGE PLATT KNOX, PRINCIPAL OF GARFIELD SCHOOL, ST. LOUIS, MO. We are met within the gates of the universal exposition which commemorates the purchase of the Louisiana Territory. This meeting-place was chosen both to do honor to the wisdom of the purchase and as well that we might

The

derive some of the immediate benefits of this wonderful exhibition. nations of the world have joined with us in showing the achievements in the products and processes of man's industry and thought during the last one hundred years. The exposition is to a large degree educational, and it is preeminently fitting then that we proceed to study the exhibit which is here spread before us. And if I am able by a preliminary study to give you some suggestions as to the nature and scope of the display along the lines in which we are more immediately interested-that of science instruction-my privilege will be great indeed.

The very able paper to which we have just listened has presented matters of interest in the exhibits of foreign countries. My topic follows well upon this, being a study of the nature and educational value of the scientific exhibits of high schools and colleges of the United States. The feast of good things spread before us for our view and inspection is a delight. The mass of detail is well-nigh bewildering, if we attempt to encompass all that is offered by the exhibitors. Days are not enough; weeks alone would suffice, of patient, careful study, before one could feel that the exhibit were mastered even within the comparatively narrow limits of our scientific exhibits of high schools and colleges of the United States. But even a cursory view will yield good returns, and to whatever extent we may make it possible to go deeper into the study, we shall surely feel amply repaid.

As the name would imply, the Palace of Education and Social Economy contains, with but slight exception, this exhibit which most concerns us. The domain of applied sciences extends, of course, largely over the whole contents of all the buildings; but the educational value of the work in pure science may be largely viewed in the Educational Building. The universities have individual booths which are located in the northwest quadrant of the central court portion of this building. The remainder of this central court is devoted to the foreign educational work. Technical and engineering schools are found in the west corridors of the main building. In the north end of the west corridors are located the excellent exhibits of the agricultural colleges shown collectively under the direction of a committee of the Association of American Agricultural Colleges and Experiment Stations. The north corridor is given up to the state exhibits of elementary and secondary education. Here will be found the display of high-school work, and that of colleges and universities which are not installed in the separate booths.

Taking up first the work shown from the high schools, it is excellent both in quantity and quality. The display consists of photographs of laboratories, outlines of courses, written work of the pupils, and samples of products made by them. In all of these lines evidence is shown of excellent work done. There is, of course, a considerable similarity evident, but this is to be expected in view of the constant interchange of ideas of method and processes and the means of working them out. Uniformity in our secondary-school work is an end toward which we are striving, and a considerable similarity of exhibit

is a natural consequence. Close study, however, will be rewarded by many instances of special proficiency along certain lines, and the similarity thus gives way to a general uniformity in the main bulk of the work done, with special excellencies observable in many points. All thru the exhibit are large evidences of the advance in the so-called laboratory method; in most cases to a laudable and healthful degree, in a few instances more emphasis is desirable, and in one or two cases I must say I think it has gone a bit too far. But it is not my purpose in this paper to criticise or to laud unduly in these matters, but rather to stimulate, and if possible, to aid you in making your own observations. I hail with highest commendation the many evidences of the pursuit of the highest form of science-teaching-the training of the pupil toward greater ability to do and think for himself. Every means and every method of teaching which increases the pupil's power to observe phenomena accurately, to make deductions directly and correctly therefrom by the application of known laws and accepted hypotheses, is admirable and desirable. And the evidences of a gain toward this end in our teaching are numerous and gratifying. The photographs of laboratories show that in many high schools facilities are provided to pupils which are fully equal to the best average of college and university equipment, and in a great many cases are superior to what the pupil will find when he goes to the general science laboratories of the higher institutions. In their desire to further their research work the universities are prone to equip to their best extent the laboratory facilities for the more advanced or graduate students, and then of necessity provide less adequately for the first- and second-year students. And, on the other hand, there has been a remarkable advance in the last few years in the equipment of high-school science laboratories, so that now these latter very considerably overlap in their lines of work the higher institutions, and quite often provide better laboratory accommodations to their pupils for advancement in scientific pursuits.

A careful examination of the courses of study shown will be well worth while. As to the written work of pupils, many specimen sheets are in the wall cabinets, while beneath in bound form may be found the work of whole classes. This comprises examination papers, laboratory notebooks, both first draft and copied (and beware the difference), and more or less elaborate compositions and theses. I dare not here, for lack of time, enter at all into the discussion of the enticing questions of the form and method of making these laboratory notes and of the form of the written examinations in these subjects. Whatever our view on these mooted questions, a delving into these masses of literature at first hand will doubtless render us only the more strongly intrenched in our own pet opinions, for all kinds of work is shown, on the basis of which almost any proposition may be proved. I must, however, in passing, pay a word of tribute to the value to us science-teachers of the work given to pupils in drawing in their elementary- and secondary-school training. Most excellent ability is shown by the many samples of sketching done by

the pupils in biology, physiography, physics, and chemistry; without this training of our pupils in drawing our own science-teaching would suffer greatly.

Under products of work I would mention the extensive and excellent exhibits of prepared substances in chemistry; the very interesting and valuable collections of minerals and rocks obtained by field work in mineralogy, physics, geography, and geology; the efficient apparatus and instruments constructed by the pupils in physics; the admirable collections mounted by pupils in their botanical, zoological, and physiological studies, also in the drawings in color; all these demand especial mention and consideration, were the time not so limited. An examination of these exhibits will prove the force of my suggestion that in many cases the work, not only in extent, but in quality, is overlapping that of the colleges and universities in their first and even second year's work.

I do not enter upon the field of applied sciences, manual training, and engineering. As displayed before us, it is extremely interesting and gratifying-a study in itself.

Within the scope of exhibits of agricultural colleges you will find much that is of great value. It partakes of the nature of photographs, a large amount of apparatus set up, extensive displays of natural products and laboratory prepared substances, interesting expositions of processes, graphic representations of industrial and commercial values. Of all these the least that can be said is that the progress in the sciences is very evident. Not only is it keeping pace with the foremost researches of the universities, but in very many points it is just here that the investigations are conceived and carried on, and the important results given the widest interest and application. Too much praise can hardly be given to the workers in these lines for their valuable uplift in human life and activities. They make it possible, both literally and figuratively, for many blades of grass to grow where none grew before.

Passing. finally to the exhibits of universities, we find the same general nature of display. Photographs largely predominate here, and are very valuable in showing actual conditions in which the work is carried on. Many models are set up of campus and buildings. The work is shown by instruments, prepared products, drawings, sketches, plaster models, literary output, and all the multitudinous manifestations of our American university activities. A summary which would be brief and at the same time adequate or logical is quite impossible. Each university has its own individuality, its own preferred fields, its own choice methods. These are admirably depicted in appropriate and unique ways; each in itself appears best for its purpose, so that as a whole the exhibits of our universities possess a pleasing variety and gratifying extent. A pride in these institutions is pardonable. They stand as monuments to the generosity of their founders; to the patient labor, wellnigh tireless industry, and in many cases self-sacrificing devotion of the members of the corps of teachers and investigators; and last, but not least, to the

zeal, energy, and loyal support of the great mass of young men and women composing the student body.

A view of our educational activities such as this exposition affords puts new courage within us, gives us greater wisdom toward the solution of our problems, a clearer view and better grasp of our methods, and higher ideals. for our attainment. Ours is the noblest work in the world. May our study here together enhance our worth and increase our abilities in our high calling the uplift of humanity thru its education!

APPLIED GEOGRAPHY, ILLUSTRATED FROM THE
LOUISIANA PURCHASE

ARTHUR G. CLEMENT, INSPECTOR OF SCHOOLS STATE EDUCATION DEPARTMENT, ALBANY, N. Y.

Every department of thought and endeavor may be regarded in a twofold aspect. It may be viewed theoretically-i. e., as pure science; or it may be considered practically-i. e., as applied science. In the former case it deals with the principles in accordance with which the phenomena of the subject under consideration are classified; in the latter case it treats of the application of these principles to some useful purpose. One hears constantly of applied chemistry and applied mathematics, and the terms at once convey to the mind a clear idea. The term "applied geography," tho not so common, has a similar significance.

The subject-matter of the science of geography consists in a consideration of the topographical distribution of the great features of the earth's surfaceits lands and oceans, its rivers and lakes, its mineral and vegetable resources, and its animal life, including man himself. Applied geography implies the activity of man in investigating his relations to his surroundings and the reactions of mankind on its geographical environment, explaining how man by taking advantage of geographical conditions, and changes of conditions. may promote his material prosperity, advance his interests and the interests of society.

Guizot says that civilization depends on two factors-the progress of society and the progress of individuals, the amelioration of the social order and the expansion of the mind and faculties of man. It is our purpose to show how applied geography, by recognizing and utilizing those physiographic conditions which aid the development of a country, helps to advance civilization. Altho illustrations may be found in all parts of the world, we wish to draw attention specially to those on the Louisiana Purchase territory.

This territory now comprises the states of Louisiana, Arkansas, Missouri, Iowa, Nebraska, North and South Dakota, and parts of Minnesota, Montana, Kansas, Colorado, and Wyoming; also Indian Territory and a part of