ee ee = = %, why? \ A Mn ayy S ‘ ig i RA yyy AHWR A WHE PN Oa Reviewed by Brittle Books Date vf lag 201 Facsimile/Reprint at UIUC 0 ' Full E-text available: Google Hathi Trust Internet Archive UIUC Library Catalog WorldCat BENSON UNIVERSITY OF {LLINOIS LIBRARY AT URBANA-CHAMPAIGN BOOKSTACKS The person charging this material is re- sponsible for its return to the library from which it was withdrawn on or before the Latest Date stamped below. | Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN FEB 22073 WA 05 1958 JAN 1.4 1998 T4241 —Os10Gé Digitized by the Internet Archive In 2024 with funding from _ University of Illinois Urbana-Champaign https://archive.org/details/souvenirmanualof0OOunse_0O OMRON ONOLOMONO OF ORO 107 6) On Oi (OL CO SOMO FOO" ONO E* [MINNESOTA : & (dUucaTioNnaL CXHIBIT «3 AT FOR THE WORLD'S : CHICAGO : ~~. COLUMBIAN 1893 ‘BB EXPOSITION : OFFICERS: . Board of World’s Fair Managers for State of Minnesota. COMMISSIONERS. D. A. MONFORT, President, St. Paul, J. LADUE, Vice-President, Luverne. C. MCC. REEVE, Secretary, Minneapolis. J. J. FURLONG, Treasurer, Austin. A. A. WARD, Fairmont. GEO. N. LAMPHER, Moorhead. SS Ee rs EX-OFFICIO. GOV. KNUTE NELSON. O. V. TOUSLEY, Minneapolis. H. B. MOORE, Duluth. ae 2 es Se ee LTERNATES. M. N. LELAND, Wells. THOMAS KURTZ, Moorhead. Peete ies Tk sa LPS HUNT A Supt: state Exhibit. OL ONORON ORONO ROM OMG OOS ORO ROLORORONG Gummo) Come ieey © ine Jalen Gp Executive Committee For Min- nesota Educational Exhibit. HON. D. L. KIEHLE, Supt. Public Instruction, ST. PAUL. , PRES. IRWIN SHEPARD, Normal School, WINONA. PROF. J. F. DOWNEY. Univ. of Minnesota. MINNEAPOLIS. SUPT. C. B. GILBERT, Public Schools, ST. PAUL. SUPT. J. L. NOYES, Deaf School, FARIBAULT. SuPT. A. E. ENGSTROM, Goodhue County. CANNON FALLS. See ae ey FRANK T. WILSON, General Secretary, STILLWATER. PRingA Cr HE purpose of this little volume is to present iNssecOmpack TOrmayae= Lau; | Gational facilities of the Commonwealth of Minnesota. ‘It is hoped that the Manual will be of sufficient interest and value as to warrant its preserva- tion as a permanent relic of the Great Exposition. There will be found over three hundred photo-engraved views of school buildings, class rooms, laboratories, libra- ries, drawing rooms, ventilation plants. Explanatory descriptive matter will accompany the illustrations. A general subdivision ofthe subject matter of the Souvenir is as follows: Hiducational Exhibit, Department of Public Instruction, Common Schools, Normal Schools, Higher Education, Special Schools, Industrial’ Drawing and Manual Training, Physicial Culture, School Libraries, Optical Projection, Ventilation. If more detailed information is desired address the Executive Head of any school represented, or the General Secretary of the Educational Exhibit. FRANK T. WILSON, General Secretary, Stillwater, Minn. Bi FIN SEWING HISTORY S Cie NEC & FREEHAND COLOR ANDO CARVING | MUSIC ANO AND SHOP PENMANS ena ee CAE DRAWING LIGHT AND SHADE | ~ pare” worn DOMESTIC ECONOMY ras 1G ch ¥, Ss c ef i] @) G 3 work PA a Ue els 10 bee Be WEA SDE: Books and Book Tavre Book Table Pamphlets HIGHER EDUCATION NORMAL SCHOOLS DEPARTMENT CARLTON WINONA MANKATO oF HAMLINE ST CLOUD MOORHEAD RURAL UNIVERSITY PUBLIC ST OLAF SCHOOLS INSTRUCTION PLAN OF THE MINNESOTA EDUCATIONAL EXHIBIT. MINNESOTA EDUCATIONAL EXHIBIT. SO0—y HE Board of Commissioners having in charge the representation of the state interests at the World’s Fair, early recognized the importance of an educational exhibit. Seven thousand five hundred dollars were set apart for this purpose, and State Superintendent. D. L. Kiehle, appointed superintendent of the exhibit. At his suggestion and recommendation, the following committees were appointed: Azgher Education—Prof. J. F. Downey, Prof. Horace Goodhue, Pres. Geo. H. Bridgeman; Vor- mal Schools—Presidents Irwin Shepard, Edward Searing, Joseph Carhart, L.C. Lord; Czty Schools—Supts. C. B. Gilbert, C. M. Jordan, R. E. Denfeld, S. S. Parr. J. H. Lewis; Rural Schools—A. E. Engstrom, J. H. Chapman, J.B. Chapin, T. B. McKelvey, Gertrude C. Ellis; Special Schools—Supts. J. L. Noyes. A. C. Rogers, J. J. Dow, W. A. Brown, G. A. Merrill. The chairmen of these committees constitute an Executive committee. Mr. Frank T. Wilson, formerly superintendent of the Stillwater schools, was induced to devote his whole time, for one year, to the preparation of the exhibit. Plans were formulated ; meetings of the various committees held until all details were settled. The general scheme of the exhibit is shown in the illustration upon the opposite page. An attempt has been made to show, as far as practicable, courses of work in the various subjects taught in the schools, as well-as the equipment for such work. A general illustration is placed upon wall surface and in wing frames, a more detailed illustration in bound volumes and portfolios. In addition the General Secretary, an amateur photographer, took a large number of negatives illustrating every phase of the material equipment of the state. From negatives thus obtained, Mr. J. M. Kuhn, a professional photographer of Stillwater, made prints and bromide enlargements which constitute a very prominent feature of the exhibit, as well as furnishing ‘‘copy’’ for the illustrations of this souvenir. A few additional photographs have been furnished by Duluth and Minneapolis photographers. A large educational map of the state, with smaller maps, charts and diagrams com- plete the main features of the exhibit. It is impossible to place on exhibition the most valuable phase of Minnesota education, the spirit animating the work, but it is hoped that a suggestion, at least, has been given of a most progressive zeal in lifting our schools out of the ruts of dull, life- less, machine work, into the brighter, more eager and stimulating life of the new education. as ELECTRU TIN 7 ENG CO. OFFICES OF DEPARTMENT OF PUBLIC INSTRUCTION—STATE CAPITOL. THE DEPARTMENT OF PUBLIC INSTRUCTION. ~“s0O<> HE Public School system of Minnesota is divided into: 1. Institutions—One University ; four Normal Schools. 2, Dis- tricts—153 Special and Independent; 5,705 Rural. For the improvement of the system there is provided a (1) State High School Board and (2) Teachers’ Institutes and summer schools. The State Superintendent of public instruction, the official head of the system, is ex-officio a member of the Board of Regents of the University, is Secretary and member of the State Normal Board and of the State High School Board. He also has entire direction of the organization and conduct of the teachers’ institutes and summer schools for the counties of the State. The insti- uttes generally continue for one week and the summer schools for four weeks, and are distributed to meet the demands of the entire State. For their support there is an annual appropriation of $27,000. The State Superintendent has general supervision of all schools of the State, directing and advising in whatever per- tains to the interpretation and application of school laws, providing all blanks required for the records of school attendance, bus- iness meetings and statistical reports to the state department. The biennial report of the Superintendent of public instruction contains a compilation of all educational statistics, a general review of the progress and condition of the school system, together with recommendations to the legislature for necessary support. Under the present law since 1865 the office has been adminis- tered by: Hon. M. H. Dunnell, to 1869; Hon. H. B. Wilson, to 1874; Hon. David Burt, to 1881; Hon. David L. Kiehle. The annual expenditure in the administration of this department, including salaries, clerical service and contingent expenses, is $6,900.00. =n & A TYPICAL COUNTRY SCHOOL. THE KRUKAL SCHOOLS. LOSS HE common school district is organized as a part of a township, containing from two to six sections, and in some cases an entire township. The Managing Board consists of a Director, a Treasurer and a Clerk, elected at the annual meeting, for three years. The teachers of these schools are usually elected by the term, although an increasing number are engaged for the year. The schools are generally in a single department, all classes being taught by one teacher. The superintendency of these schools is committed to a County Superintendent of schools, elected by the people for a term of two years, at a salary of ten dollars for each district superintended. The County Superintendent examines and issues certifi- cates of qualification to all teachers of rural schools. He visits all schools of his county, giving such direction and advice as will promote the efficiency of the schools. In harmony with the plans of the State Superintendent, he organizes and directs the con- duct of teachers’ institutes and training schools in hisown county. He also organizes and encourages the support of teachers’ meetings and reading circles for the general improvement of his teachers. STATISTICS. Reems rahe HOO lS tsk ete ts BESTE Morte oe as SMU hese talks ss opeedoneee 5,705 PEAmMeMO UMC ieseatdeSites:: 5 Sh ic eats satae eve ueeyese eae ded te se Bae bLes $3,022,481 .00 MEM TOM OS aC hls see clas nares Aste eh ice PALL a cd aw Saeed we cikig ne wd ele Gm ¢ 6,560 Ee MUONU IY WASTES SIAL ES.)-) sto elas alcher ths Sheswhe: ste 4 voi «8h 4 toate sad oe a Aci aaah 40.79 TAME LON UNIO WASTES, LEMIALES (a5 ey. (umes sutnice slate coe os ot ow vadimesines 31.40 Ageregate expenditure for support of rural schools .....:.:........ 02020204 3,268,757.00 aie A TYPICAL VILLAGE SCHOOL. STATE HIGH SCHOOLS. PSAOVS) OR the encouragement of higher education, High Schools are received under the supervision of the State High School Board, upon condition that 1. They maintain a required standard of instruction. 2. They provide free tuition to non-resident students applying. 3. They pass satisfactory inspection by a member or representative of the Board. 4. The pupils completing subjects pass examinations on questions prepared by the Board. Each school receives from the state treasury, $400 annually. The State High Schools are divided into first, second and third classes, according to the completeness of their courses, the provision made in apparatus and libraries for instruction in natural science, history and literature, and the excellency of the work of the school in instruction and organization. All pupils who pass the required examination in required subjects receive certificates in those subjects which are accepted in lieu of an examination upon entrance into the Normal schools or University. The State Board have authority to appoint an Inspector of High Schools who shall give his entire time to their interests. STATISTIGS. PROD ITA ONS e gs tn. .e's Saree anemia bop Baas hele 3.3 SOR eSNG Tee HE $38,000.00 MOUS CHASCHOONS MITSt CLASS Matera elie tar tet ctid | * ag male th ng end Pe wiles 21 NOMMO IOS C OOS "SeC OMG, CLAS ham ys cio wig ctatelia, ala) 976 Viole intel On DU ils de ceiaty save neam ih, Ooi oRPRNMALS s, « ausideelascieth bad Wes malas wo a! ove 4,290 Se oe me SY. Cloud. Chattield - MGI SCHOO ROCHESS ET: : oe Ausrri. SPECIAL AND INDEPENDENT SCHOOLS. INDEPENDENT AND SPECIAL DISTRICTS. SAO) HESE are the organizations of towns and cities, and are essentially the same, independent districts being under a general law, while the special are organized by special legislative enactments. The governing Board of Education consists of six members elected by the people for three years. To this Board is delegated much greater authority than to Trustees of common school districts. The Board of Education may vote taxes for the support of schools, hire teachers, purchase apparatus and sup plies, fix courses of study and in general do whatever is necessary to the success of the school. The schools of these districts are graded, consisting usually of eight years below the High School, and tour years in the High School. The year is usually nine months long and teachers are employed by the year. In all the larger cities a separate Superintendent is employed, having supervision and direction of all grades and teachers. SVADISTMES: No. of Special and Independent Districts......--.-.+2--+seee seer rete teee es 153 Malue of school houses and SiteS.. 0.1... 05.20 e ee nee cee dees renee $7,248,296 00 Rimomteachers employed: 2... kane tegjns o-tee tee stra e ee et ess 2.283 Average salary of Superintendents.......--.-+-+-+0+- +: eee eel trey aah ae ae eae 1,830.00 Average salary of Principal of High Schools. ....-..+--+-.se++ rete eree ress: 839.00 Average salary of teachers, males........ LA tee ae PIO hos < abethanrs aah 524 Average salary ot teachers, females... 02.20. 2k getne erect earns: ico 382 Ageregate amount paid for current expenses... +. -2++ese eee eee ee Fee 25009. 966.00) NOMAD Uc Mer ete tr. ie Peete A eaters to Sttisicean Se Dats: 191,941 So MANKATO FUBLIC SCHOOLS. Prawing lean. Central Higlt SHO? BINA CLYATCH Run Wasin trang. enoo!. 4k OO. ats anes 7. Trannng School, Samwas Central Mig SCHOO. DuLUTH PUBLIC SCHOOLS. ST. PAUL PUBLIC SCHOOLS. DO0K<> HE first School Board in St. Paul was organized in 1856, under an act of the Minnesota territorial legislature passed in that year. The first available report of enrollment is that of December, 1858, in which the number of children enrolled in the schools is given as 606 ;- in 1865 this had grown to 2,111; in 1870, to 2,689; in 1879, to 4,003. The first school building was erected in 1857; in 1865 there were four; in 1870 the number had grown to five, including a High School, and there were employed thirty-eight teachers. In 1880 the number of school buildings was sixteen ; in 1890 there were forty-three. The following table will give the increase in total enrollment and number of teachers employed since 1878: ; ‘al Enroll-|NO- of Teach- - SCHOOL YEARS. Tots! Encoll| os day andy) sei ieee night. ies snosdeede so Nogdocess ad cos 4,003 87 3,688 ‘1870-80 ener eer te eee 4.338 6 3,728 ASR 81 sacha merietevetors esis ot resets tereyen oaters 4.892 113 4.786 ARS1S82). ce poy cite mee soe alts 6.725 129 6.060 Tee eeh ppeurde no dgosdmaaancnss 6100 oF 7.654 152 7.760 ah Hee Be ucedo Aono ec sauosu cL eisncs 9.206 175 8.660 ibe samergocdaseesgoses — soarente 491 203 10.580 the eikts Jaen code Hogue sbaaeaCogED aube 10.698 250 12.584 Ge eiiigocconyoe ss calauo. 6) ene: 12,354 270 12.770 tls Vieslaenaquncan co Gdsns oo uogn 14.460 349 15.810 18X8-89....2--.---- meu Ogoee BE Ae 15.658 Bier a 17.190 TEE UE pedo noon aces cope cm Bob gon 16.442 460 17.822 1800-91 We feeretectsentech eek e ee We 909) 481 17,822 1891-92.....-..- 18.970 475 17.822 1802-93. 20060 eee cee wens ones oet woes 20.020 pom ff abacae un The public school system of the city is now oreanized under a special law enacted in 1891. This law places the control of the schools in a board of seven members, to be appointed by the Mayor and to hold office tor three years, one-third retiring each year. The Board have tull authority to employ Superintendent and teachers, fix com- pensations, assign courses of study, and in general, exercise absolute authority in all matters excepting the determination of the tax to be levied; this is done by the Council. The schools, as organized under the present Board, consist of the following departments: _A teachers’ training school, a high and man- ual training school, and forty-two primary and grammar schools. The high and manual training school, with an enrollment of fourteen hun- dred, is in charge of a principal and forty teachers, its various courses covering a period of four years which fit the students for the different colleges and universities of the United States, for general business and tor technological schools. It has thoroughly equipped libraries, espec- ially tor the study of history; laboratories for the study of chemistry, physics and the biological sciences ; shops for carpentering, wood-carv- ing, iron and wood-turning, pattern-making, modeling, besides a foundry and machine shop. All work, so far as possible, both manual and intellectual, is carried on according to laboratory methods. It is largely a self-governing institution. The teachers’ training school admits especially recommended grad- uates of the city High School, and others upon competitive examina- tion, and furnishes one and one-half years’ technical training to pre- pare its graduates for positions in the kindergarten, primary and inter- mediate grades of the city school. The curriculum consists of the study of psychology and the principles of education, together with ob- servation and practice in the model schools. These model schools in- clude the kindergarten and the first five grades. During the last half HieH ScHOOL—ST. PAUL. ST. PAUL PUBLIC SCHOOLS—CONTINYED. IOS year the students teach as substitutes or cadets in the lower grades in other schools throughout the city. The district schools of the city are accommodated in forty-two build- ings of various sizes, most of them new and constructed after the best models of architecture; especial attention having been given to heat- ing and ventilating. The larger buildings are ventilated by a system of exhaust and blast fans operated by steam-power. The course ot study covers a period of nine years, beginning with the kindergarten, and equips students for the High School. Kinder gartens were introduced in the fall of 1892 in nineteen of the school buildings and have been continued throughout the year, with an en: rollment of 1802. From the outset they have met with a very general approbation, and have not merely proved valuable in training children admitted to them but have already exerted a broadening and elevating influence upon the other schools. The course above the kindergarten is based upon the principle of co-ordination of subjects. The studies of nature, of histery, and geography in the broad sense, and of litera- ture are pursued through all the years. By these first the senses of the children are cultivated; they are put into immediate communication with the external world of the present and with the great minds of the past. Their intellectual powers are quickened by this companion- ship; their moral’ natures are elevated; in short, they are educated. The mechanical arts are taught by and in connection with these higher subjects. Children are taught to read, to write, to draw, by the prac- tice of these arts upon such elevating topics as those mentioned. The study of mathematics is as closely co-ordinated with the other subjects as is possible. Algebra and geometry have taken the place of the famous back part of the arithmetic. A complete course in manual training extends from the kinder- garten through the High School, consisting, in the kindergarten, of the ordinary kindergarten occupations; in the primary grades, of clay-modeling, paper-folding, pasting, modeling in sand and ‘*making”’ with cardboard. The course above the primary grades is a properly modulated sys- tem of tool-work ending in the last year before the High School, in wood-carving and joinery. All of the larger buildings, and some of the smaller are furnished with shops well epuipped with the necessary wood-working tools. Instruction in this branch is given by a special corps of teachers who go about from building to building. While the boys are engaged in tool-work, the girls are receiving lessons in sewing and cooking. In all grades but the seventh, instruc- tion in sewing is given by the regular teachers, under the direction of a supervisor. In the seventh grade, the girls take lessons in cookery, including marketing and the simple chemistry of foods, with special reference to food values. These lessons are given at the High School building by a special teacher. 5 The work in drawing, music and penmanship is directly under the care of especially qualified and competent supervisors who instruct notclasses but teachers, and supervise the work of their various depart- ments. German is an optional study in the seventh and eighth grades and in the High School, and is taught by special native German teachers under the direction of a supervisor. C. B. 'GIEBERT? Superintendent mato ee Paar SALOU POOL. ¥ SOLE ICHOO. Anes SCROUL tau Barer SChool, Pusiic ScHooLs—ST. PAUL. e ig A LIZ UWLTAG.- : Pe ‘igs f . C Liab HUG: 8 : is TEL ( . Sebati Smee SSCHIOLY ee Se Me LIO0G 1 Lh ADOLUOLY. Chenucal Labor ue LLLSICM LADOT SY. PusLic SCHOOLS—ST. PAUL. { Sigh SHA FO: 2 Es eee bMiylt SOO MALIME Sit Of. i rh Migls SHOU Tir ning Class. Mgt SCHOO. LOUUE, PusBLic SCHOOLS—ST. PAUL THE PUBLIC SCHOOLS OF MINNEAPOLIS. LOLS T is not half a century since the first District School was estab- lished in the little village of St. Anthony, on the banks of the Mississippi River, where St. Anthony Falls marked a favorable site for lumbering and manufacturing. Today the city of Minneapolis employs 650 teachers in her public schools. Into these schools 27,165 pupils were admitted during the school year of 1892-93. So rapidly does the school population increase that at least two new school buildings must be erected every year. During the current year four new buildings will have been added to the number pro- vided by the citizens of the city a year ago. Forty-nine school buildings are now in use. The types of these buildings are indicated in the following pages. They contain from six to twenty rooms. Those recently erected for the grades contain but two stories. They have wide halls, good lighting, mechanical ventilation, with fans and approved sanitation. The Central High School is of gray stone. It was built in 1878, and an addition nearly equal in size to the original building was erected in 1888. The South Side High School was completed in January, 1893. It is built of red pressed brick, and has a large Assembly Hall, twelve class rooms, with recitation rooms adjoining, art and science rooms fitted with appropriate apparatus and full equipments for manual training. It was erected at a cost of $100,000. The management of the schools is entrusted to a Board of Educa- tion consisting of seven members. Two members are elected every alternate year, three members being chosen every sixth year. » Their term of service is six years. This arrangement insures stability and intelligence’in the direction of the schools, as two-thirds of the Board are always experienced men. The supervision of the schools is in the hands of the Superin- tendent, with a Supervisor in charge of the Primary schools. The departments of drawing, music, cooking, sewing and manual training are directed by special Supervisors. In every building isa Supervisory Principal who is in nearly all cases relieved from teach- ing, and enabled to give her entire time to the supervision of the schools under her charge. The Principals, with one exception, are women, who have become familiar with the work of the grades be- fore assuming their supervisory duties, and have proven in every way thoroughly competent to direct the schools in their charge. The city provides four High Schools, in which the complete course is taken by the pupils. Graduates from any of these schools are admitted into the State University without examination. Minne- apolis boys and girls can thus obtain a generous education.at home. An important feature of the Minneapolis school system is the pro- vision for evening schools. So many pupils are obliged to leave school before completing the grades and so many foreigners arrive in this city without knowledge of the English language, that this. department is a necessity. Nearly 2,000 pupils were instructed in the evening schools of 1892-93; of these 716 were more than twenty- one years old. The course inciudes only the common branches. with writing and drawing. Manual training has been for several years a part of the course of study. High School boys, and girls as well, are allowed to elect Manual Training and the proportion who thus elect shows the pop- ularity and helpfulness of the course. The boys of the Seventh and Eighth Grades have been allowed to enter the Manual Training Course, provision having been made for them at the High School buildings. Sewing is a part of the work in the Fourth, Fifth and Sixth Grades, occupying sixty minutes a week. The various simple stitches are caretully taught upon practice pieces and practical ap- plication is made in cutting and making garments for home use. Patching, darning, the making of buttou-holes, the sewing on of Si = : ne = ieee Shas Gentral HighScHool. 4 South Side High School. PusLic SCHOOLS—MINNEAPOLIS. THE PUBLIC SCHOOLS OF NMINNE4POLIS— HIS is the oldest Baccalaureate Institution in the State of Min- nesota. It was founded in 1854, in the territorial days, by the clergymen and laymen of the Methodist Episcopal church, to be a seat of christian education. Its graduates up to the present time number ninety, most of whom are now holding posts of honor and influence as lawyers, physicians, clergymen and teachers in our schools and colleges. Following the precedent of our Western col- leges, it has, from the first, admitted ladies to all the classes on the same terms as it has admitted gentlemen. The University is situated exactly midway between the Twin Cities of St. Paul and Minneapolis. On one side of the college campus, a plot of four solid city squares, passes the electric line to St. Paul, and the same line now reaches to within one mile of Min- neapolis and it is to be connected to that city in a few weeks. The college buildings are of brick. They are in a row of three, crossing the center of the campus. First of these is University Hall; it is a three story building in the ecclesiastical style of architecture, it con- tains the college chapel and library and the President’s offices and various recitation rooms. Science Hall, next in the row, was erected in 1887; it contains, besides a number of recitation rooms, the rooms of the department of biology, which is equipped in accordance with the latest requirements, with a large laboratory and appliances and a lecture room adjoining with accommodations for forty stu- dents at one time. There is also a large and finely illuminated museum occupying the entire third floor of the building, and where the collections of the Hamline museum of natural history are lodged. Science hall also contains a finely equipped chemical laboratory and lecture room, and the physical apparatus rooms. In the basement under the entire building is the large gymnasium supplied w-th a great variety of apparatus of the Sargent system of physical cul- ture, and besides these there is ample space for base ball and hand ball courts. This gymnasium is in charge of a director of physical culture, and is open to the gentlemen and to the ladies on alternate: days. Besides the gymnasium to invite to bodily development, the campus also affords ample space for sports, and there are base ball, foot ball and tennis fields and a skating rink for winter use, The third building of the row is Ladies’ Hall. This is a boarding hall for young ladies, and contains, besides the rooms for their use, a large dining room where many ladies and gentlemen take their meals. The courses of study at Hamline University are divided very distinctly into two departments, one is the Baccalaureate Course which properly absorbs the best energies of the institution. There is also a Preparatory Course for the benefit of those who do not enjoy ‘in their home town the benefit of a good High School; a constantly lessening number as our superb High School system is increasingly well developed. While the Preparatory department of the institu- tion is kept well abreast of the demand, it thus results that the Col- legiate department can receive better attention. It has this year a Senior class of sixteen, and the total attendance in the college is 121. The whole attendance for the year is 270. There are two regular College courses; the Classical and the Latin-Scientific. These differ chiefly in the substitution in the latter of Science and English language for the Greek of the former. After freshman year, some lattitude of election is given to the student. While the course is strong in mathematics and the languages, it has also thorough courses in the Physical Sciences and Biology. It is not as yet the policy of the inst'tution to furnish post-graduate or technical courses in professional lines. Its founders and patrons have always sought to make it a place where without any intensely sectar- ian bias, but with a very distinctly christian atmosphere our, young people can obtain such mental and sp:ritual cultivation as wili make them good Americans. GEO. H. BRIDGEMAN, President. ee CSILETE. ee? ‘ ‘ Pr ods wt, : : : LAL UTE. resident's Of? @ General trew of Grounds. a : Chapel, HAMLINE UNIVERSITY—ST. PAUL. Histor py Oliss ool. HAMLINE UNIVERSITY—ST. PAUL: a Se CVG8SS FOOOLE. Sb t08 LOT CHOOT. v — Amight Collec! 108 Of [HEds. HAMLINE UNIVERSITY—ST. PAUL. CARLETON COLLEGE. Sey OCSy Cee COLLEGE is situated at Northfield, Minn., a pleas- ant town of some 3,000 inhabitants, about forty miles south of Minneapolis and St. Paul. Its Campus of forty acres occupies an elevated plateau, overlooking the valley of the Cannon River; and its group of tasteful buildings forms the most striking and attractive feature of the town as one approaches it from any direction. The institution began in 1867 as an academy and fitting school, under the care of Mr. Horace Goodhue, now the Professor of Greek and Dean of the College Faculty. In 1870 the Collegiate Depart- ment was organized, and Rev. James W. Strong was elected to its presidency, a position which he has ever since continued to occupy. The two departments are still maintained, under one Board of Trustees, and in close affiliation with each other, but each having its own separate Faculty. The Academy provides the regular courses preparatory to college, and also instruction in other English and Normal studies for those who desire them. The College offers three courses of four years each; the Classical Course, embracing the studies commonly designated by that term; the Literary and the Scientific requiring no Greek, and the Scientific only Preparatory Latin. Each course offers a wide range of optional and elective studies. Post-Graduate Courses are provided in various depart- ments. Among these may be specified that in astronomy and pure mathematics, elsewhere referred to—a three years course, leading to the degree of Ph. D. A School of Music is maintained in connection with the College, where the best instruction is given in vocal and instrumental music, including the piano, the violin, the reed organ and the pipe organ. Drawing and painting, stenography and type- writing and other col- lateral branches are also taught. The equipment of the Coilege is excellent and is constantly im- proving. Seven buildings, four of them substantial stone and brick structures, are devoted to the various uses of the institution. Dur- ing the coming year Williams Hall, occupied by the department of Natural Science, is to be greatly enlarged, and a fine fire- proof library building is soon to be erected. The Chemical, Biological and Physical Laboratories are well furnished with material and ap- paratus, and the cabinets are exceptionally large and valuable. The library contains about 12,000 volumes, including a mathematical and astronomical ‘library of 1760. The reading room is supplied with many of the best English and American periodicals. The Ob- servatory, which is exceptionally well equipped and is one of the most prominent features of the College, is fully described on another page. The institution is co-educational, young women being admitted upon equal terms with young tren, to all its courses, privileges and honors. For those from out of town a commodious and pleasant home is provided at moderate cost in Gr-dley Hall, a three-story brick building, 200 feet long with wings 100 feet deep. The board- ing department in the same building also provides table board for such of the young men as desire it. The institution is christian but not sectarian. The Bible is sys- tematically studied as a text book and every effort is made to secure the moral and religious welfare of the students, as an essential ele- ment of education. It has had a phenomenal growth and success. Though starting in hard times in a pioneer state, and now but twenty-five years old, it has a property of over $600,000, and Faculty of twenty-five pro- tessors and teachers, and an annual enrollment of 350 students. Its aim has been to furnish the best educational advantages at the smallest practicable cost, The total expenses of a student for room, board and tuition, not including music, art or stenography, need not exceed $170 per year. WILLIs HALL—CARLETON COLLEGE, Gridley Hall Alectha TINT ENG CO. CARLETON COLLEGE—NORTHFIELD. Mk prerericl bt PALS COMMON LTH CARLETON COLLEGE—NORTHFIELD. -GOODSELL OBSERVATORY OF CARLETON COLLEGE. in 1887. It then consisted of a small wooden building con- veniently located on the College Campus, and it was provided with a set of astronomical instruments valued at $6,000. Though the in- struments were small they were, without exception, excellent in quality and varied enough in kind, for illustration in class work, and large enough for original astronomical work, in competent hands. When the Observatory was ready for use, the first work at- tempted was the development of a time service primarily for St. Paul and Minneapolis and the several railroad companies having headquarters in these cities. This was certainly a promising field, because Observatory time had not been used anywhere in it, nor, in all the vast Northwest territory beyond it. Carleton College Observatory time was speedily adopted by the cities and the railroad companies; and in 1880 it was regarded as the standard time for Minnesota and for some states and territories adjoining. About 8,000 miles of railway lines were receiving by tele- graph daily noon-time signals, and the railroad companies granted therefor commutation rates of travel to all members of the College. In 1883'a change from local to standard time was made in many parts of the United States. Carleton Observatory was successful in securing the adoption of new standard time in a_l parts of its territory. The Observatory exhibit of work and instruments made at the New Orleans exposit.on in 1884-5 was ranked h'gh, and honorable mention made of by the awarding judges. Ov.tober 2, 1886, the corner stone of the new Observatory build:ng was laid with appro- priate ceremonies, and the following summer it was comp'eted at a cost of nearly $30,000. Through the generosity of one of the college trustees, Mr. C. A. Hulbert, of Minneapolis, an expedition was fitted out to observe in California, the total eclipse of the sun, January 1, 1889. The party consisted of Profs. Wilson, Pearson and Payne of Tak, astronomical observatory of Carleton College was established Carleton College, and the observations and photographic work were successful. The year following, Dr. Edward H. Williams, of Phil- adelphia, made a gift of $15,000 for the purchase of a large telescope as a memorial of his wife. Mr. J. A. Brashar, of Alleghany, Pa., did the optical work, and Messrs. Warner and Swasey of Cleveland, O., furnished the mounting of a fine equatorial telescope of 16.2 inches clear aperature, and 22 feet focal length, with attachments well adapted to important modern astronomical research. The tele- scope is the sixth in size in this country, and according to Dr. J. C. Hastings, of Yale University, who calculated the curves of the lenses, it is fifth in power, and most perfect in color correction. The Meridian Circle is of the best of the Repsold make, and was the gift of James J. Hill, President of the Great Northern Railway Company. The new photographic telescope, which uses the 8° inch Clark lens and corrector, is now adapted to all kinds of photographic work. It has cost about $4,000. The other principal instruments are as follows: Byrne Equatorial Telescope (portable), aperature 4.3 inches; four Howard clocks; a Universal Spectroscope by Brashear, objectives of Jena glass; a Fauth Spectroscope, objectives 17% inches aperture, dispersion pieces; a Brashear Heliostat; a Sextant and Mercury Basin of usual form; a Personal Equation of the Eastman pattern; a full set of Signal Service instruments for Observatory work and government reports; a Chronograph by Warner & Swasey with electrical control, a Chronograph by Clark—a Fauth metallic Reading Scale adapted to each; Tellurian, Astral Lantern and Heli- otellus; a Celestial Globe, Whitall’s Planispheres and Johnson’s Astronomical Charts; two fine lanterns for projection, and 300 slides on astronomical themes. The new Observatory was named the ‘‘Goodsell Observatory of Carleton College,”’ in honor of the esteemed tounder. Entire cost of Observatory, instruments and library is $56,000. . TETOSC Wofogravhic Telescope. Shotograp ip , ou THE GOODSELLTOBSERVATORY—CARLETON COLLEGE. UNIVERSITY OF MINNESOTA. DOn Lihrary Leading RO e. ee Sg eee x LADO AL UL de cement Lectare loom ~ Lowlogy : Lillshury Hall Prout: MI ALATSUL - Litoratory — Bots: Lehaatiur STATE. UNIVERSITY. y Ss > Lecture Hoon —Chenust¥- faborealowyv, CLO stry ¢ f STATE UNIVERSITY. OFFICE SCHOOL OF MINES. FLoon PLANS PILLSBURY ITALL. SrATE UNIVERSITY. UNIVERSITY OF MINNESOT 4.—cCONTINUED. COLLEGE OF ENGINEERING, METALLURGY AND THE MECHANIC AKTS. SS OY HE College of Engineering, Metallurgy and the Mechanic Arts of the University of Minnesota is intended to prepare students for the active practice of the professions of Civil, Mechanical, Electrical, Chemical and Mining Engineering, also Archi- tecture and Metallurgy. Applicants for admission must be at least fourteen years old and must show proficiency in the following studies: English Grammar and Composition with an Essay; Elementary and Higher Algebra; Plane and Solid Geometry; History of the United States and of Greece and Rome; Physiology; Natural Philosophy; Chemistry; Botany; Mechanical Drawing; German or French; English; four years’ work in Latin may be offered in lieu of these languages. The work of the freshman and sophomore years is intended to lay a foundation in mathematics, physical sciences and ele- mentary engineering work for the more strictly technical work of the junior and senior years. The equipment of the college is very complete. The instruction is made thoroughly practical. For this end the situation of the institution is most favorable. In one or the other of the Twin Cities some large work in charge of the best engineering skill is constantly going on. In the cities of the Northwest, notably Minneapolis, St. Paul, Duluth and West Superior, are many manufacturing establishments, elec- tric light and power stations, metallurgical works, ore docks and railway shops; in Minnesota and other neighboring states, easily accessible from the University, are situated some of the most interesting mining districts of North America. Visits and excursions are planned at convenient times for investigating the practical application, in a large way and under business methods, of the principles studied in the class room. Upon completion of the four years’ course of study the appropriate bach- elor’s degree is conferred. In connection with this college there is a School of Design offering a three years’ course in practical ornamental design and elementary art to students of mature years. When the student has become thoroughly conversant with the laws of natural growth, and the underlying principles of design, and when these elements can be rendered with grace and feeling, the study of the application of ornament, in its relation to printed goods, woven fabrics, sculptured ornament and constructed furniture, is entered upon. Tuition is free in all of the courses of this college. Dean—Christopher W. Hall. i aR. Mechanical Its Lal ding Lanting Loom we S MeV Mrcuanic ARTS—STATE UNIVERSITY. WARM Ars " a . : : Furnace Root ASST: Museum: % 1 “es y i sbiary belt 2 Eee Lathowstory — Mineraage- ) STATE UNIVERSITY. SO0<> HE School of Agriculture is a department of the University located at St. Anthony Park. It has at its disposal a thoroughly equipped farm of 250 acres. Its students are, with scarcely an exception, farmers’ sons pursuing the studies best calcu- lated to fit them for all the duties of citizenship, but especially to awaken increased interest in rural affairs and to develop skill in whatever pertains to farm management or to any branch of agricultural industry. The year opens on the second Tuesday in October and continues six months. There is no summer session, as it has been fully demonstrated that the course, to be available for the class of students for which it was designed, must be limited to the winter, for then and then only, can the boys who are wanted for such a school be spared from the farm. The instruction here given is a practical supplement to that given in the best district schools, and includes the elements of the various sciences on which agriculture is based. Such an intensely practical and exclusively agricultural institution is nowhere else to be found in the United States. The Minnesota Plan, as it is called in other states, has been on trial five years, and its success has been more and more pro nounced each succeeding year. All but one of the graduates have made agriculture their chosen calling and all unite in ascrib- ing great value to the training here received. Fifteen acres of the State Experiment Farm at St. Anthony Park have been set apart for the use of the school, and six build- ings have already been erected. Preparations are being made to put up another this season to contain a gymnasium and mili- tary drill hall, a manual training room, class rooms in agriculture and horticulture, and dormitories to accommodate twenty-five more students. The dairy school is now thoroughly equipped with the latest and most improved machinery for testing and analyzing milk and manufacturing both butter and cheese. Each student goes through the entire process from the new milk to the gilt edge product, under careful supervision, until the habit of performing every part in the neatest and most skillful manner becomes a second nature. The butter brings the highest price in the market and scores almost perfection. The greenhouse and nurscries are planned for practical rather than ornamental work. As a centre of information, to which each department and special line can refer for information both scientific and practical, the library has been most carefully selected and systematized. The vari- ous bulletins published by the United States and by the several states, are kept on file and the card catalogue furnished by the government, gives direct references to all the important subjects contained in them, WILLIAM W. PENDERGAST, Principal. Ser hae Chemical Laborstory Prresors House: Hf MONTE if SCHOOL OF AGRICULTURE—STATE UNIVERSITY. : : ‘ou APUG LEU - LAGE CLASS CHOU LAP HAL VY Ahawial P es WAtniag Peetnaree CLASS a ScHooL oF AGRICULTURE—STATE UNIVERSITY. UNIVERSITY OF MINNESOTA.—CONTINUED. DOD HE Department of Law offers a two years’ course of study leading to the degree of Bachelor of Laws, with a third year of work leading to the degree of Master of Laws. The bachelor’s degree of this college admits the person, upon whom it is conferred, to the practice of law in the state, without further examination. This college has been organized five years and dur- ing the past year has had an attendance of two hundred and seventy-seven. A large per cent. of the students who take this course do not intend to follow the law as a profession, but take the course as a business education. This department has ex- ceeded the most sanguine hopes of its founders, and is today one of the most efficient colleges of law in this country; for down- right efficiency, thorough investigation, penetrating research and practical discipline, it has no superior in America. The material for making a law school is much better in the West than in the East. The western man is a natural born lawyer; he has all the mental and moral characteristics of a successful advocate, a wise counsellor, and a profound jurist; he has pluck, pas tience and politeness. The women of the West have the same characteristics, and they are not slow to see the opportunity afforded them for usefulness. Dean—Hon. Wn. S. Pattee, LL. D. DEP4KTMENT OF MEDICINE. DSO HIS department is composed of the following colleges: The College of Medicine and Surgery, the College of Homeopathic Medicine and Surgery, the College of Dentistry and the College of Pharmacy. The course of instruction for students of medicine proper has been extended to include four years of study and three courses of lectures. Laboratory work and clinical instruction is a leading feature. A thorough course of instruction is required in histology, pathology, bacteriology, qualitative analysis, urinalysis and toxicology. Two new buildings of most approved construction have been erected. .They are elaborate, substantial, most conveniently arranged and well ventilated. The equipment is unsurpassed. It is the policy of the Board of Regents to make the instruction in this department equal to that of the highest grade college of the United States. Dean—Perry H. Millard, M. 1B). —19— Arteta bho alors oe ee Medical GUNding: pee - aos Lpcutil Foo GAMO LOCKE - SAN SL AOGIAML DOM OE MEDICAL DEPARTMENT—STATE UNIVERSITY.9 leas Dis Er . nS LAw BUILDING—STATE UNIVERSITY. STATE SCHOOL FOR FEEBLE-MINDED.—FARIBAULT. OSs Y the census of 1890, there was in Minnesota 1,451 feeble-minded persons, or one to about nine hundred of the general pop- ulation, These are of all degrees of mental deficiency trom the idiot, perfectly incapable, mentally and physically, to the “backward” child who attends, persistently but unavailingly, the public schools. Public aid is applied through the School for Feeble-Minded in the fulfillment of three purposes: . First—In tenderly, humanely and economically caring for the helpless ones, whose presence in a family entails a care so heavy and exacting that none so fortunate as to be without the experience, can have any conception of it. Second—In educating by properly adapted school, shop and farm occupations, the brightest ones have become independent and self-supporting; and Third—To render the intermediate grades useful and happy under the gentle but firm restrictions of colony or family life, adapted to their requirements. It embraces also a hospital feature for the care of epileptics. No age qualifications are required for admission to any department. The School at Faribault was organized in 1879 as an ‘experimental school” and began its work in a rented frame building. In 1881 the construction of the buildings now occupied by it were commenced. These have cost about $150,000 and afford a capacity for 300. This limit is constantly exceeded, however, under the pressure for admission. From the organization to May Ist, 1893, 758 application have been filed and 550 persons have received the benefit of the school. One hundred and forty-two applicants are anxiously waiting the completion of the new building now under process of erection, which is to accommodate about 140 of the helpless or ‘‘custodial cases.” In the training department a systematic program of daily exercises, including kindergarten, sense training, object teaching, calisthenics, manual training, literary exercises, practical duties, sewing, shop work, didactic instruction and recreations occupy the pupils’ time and develop their physical, mental and moral being according to well recognized physiological laws. To provide a pleasant home and a useful occupation for the older boys who pass through the training school, a farm home or ‘‘colony” has been established about one-half mile from the training school. Under the guidance of a practical farmer and his wife, eighteen boys are now occupied in cultivating this tarm and the care of its dairy which latter furnishes all the milk re- quired for a population of 400 people. A. C. ROGERS, Superintendent. SrpATE SCHOOL FOR THE FEEBLE-MINDED—FARIBAULT. KITCHEN. DORMITORY. DINING HALL. FARMER’S COTTAGE. HOSPITAL WARD. LAUNDRY. DAIRY HERD. STATE SCHOOL FOR THE FEEBLE MINDED—FARIBAULT. a SCHTAG & L006 WEAVING. Lush) Makiag. SHIGE WW fi See Manas TF Attitg. aoe aa’ MNyeth- Loom. STATE SCHOOL FOR THE FEEBLE-MINDED—FARIBAULT. STATE SCHOOL FOK THE DE4F.—F4RIB4ULT. DO HIS is a free school for the ‘deaf children of the state. It was established by an act of the Legislature in 1858, and organized for active work by a Board of Commissioners in 1863. The object of the school is to give every deaf child in Minnesota, if possible, an education and so prepare him for the duties and responsibilities of life. Deaf children eight years of age, and not over twenty-five, of good mind, and free from contagious diseases and gross im- moralities of conduct, and all who are too deaf to be taught in the public school, are elegible to this school. Some persons have an idea that this institution is an asylum for the treatment of the deaf. Far from this, it is purely an educational institution—as much so as the State University—for the care and training of deaf children. We do have an expert oculist and aurist from St. Paul, who examines and prescribes as often as desired, and parents who send their children here to school have the benefit of his skill and experience without charge to them. By all means avoid traveling quacks. This is a free school as already stated, the Legislature provides for the support of the same, but parents must provide clothes and pay transportation to and fro during the period of tuition; about $10, also, will be needed every year to pay for repairs and little incidental expenses. The whole expense to the parents need not be over $40 per annum. If parents are too poor to pay this, make inquiry of the Superintendent of the school, or the Probate Judge of the county in which the child lives, for information. In doing this work only the best methods and the best available teachers are employed. The methods used are those that have been tried and tested, and in the hands of experienced teachers are bound to produce good results. The great need of deaf children is the English language to enable them to communicate with the world in an understanding manner. Special effort during the entire course is made to teach this in the most successful manner. A weekly paper, 7Ze Companion, is printed by the boys, edited by one of the teachers, to aid in this work and at the same time spread valuable in- formation concerning the school. The method of instruction employed is that known in the profession as the Combined System. By this it is believed the largest number of deaf children, and in the most safisfactory manner, are reached, and their minds are developed more effectually than by any other system in use at the present time. The oral method is used but to a minority of the pupils, and these are chiefly pupils who have had hearing and Jost it, or do now have partial hearing. Speaking tubes are used to cultivate what little hearing pupils now have. Signs also are used as aids to explain the meaning of words and sentences. The manual alphabet is also used in a somewhat similar manner. A few, and only a few, make a success with speech and lip reading. The elements of industrial occupation are taught every pupil that completes the course. Printing, tailoring, boot and shoe making, carpentry and cabinet making are taught the boys, and plain sewing, dress-making and house work are taught the girls. J. L. NOYES, Superintendent. ORE STATE SCHOOL FOR THE DEAF—FARIBAULT. Att Hto ALTE Diving Hall Oe = : DAMA. SSudy Li00088 STATE SCHOOL FOR THE DEAF—FARIBAULT. et LMG TEOOT Boiler Roo STATE SCHOOL FOR THE DEAF—FARIBAULT. MINNESOTA SCHOOL FORK THE BLIND.—FARIBAMLT. WOR HE systematic instruction of the blind in Minnesota was begun in a rented house in Faribault, in July, 1866. For two years the school was thus maintained, and in 1868 it was transferred to the buildings occupied by the school for the deaf, where it remained for six years. In 1874 it was permanently established in its present location on the old homestead of Alexander Faribault, the founder of the town and a notable character in the pioneer history of Minnesota. Here the school buildings are beautifully situated in a delightful park on a high bluff over-looking the river valley and the city, with spacious grounds, pleas- ant walks, and abundant shade trees. The school is maintained by the state and its advantages are furnished without cost to all blind persons in Minnesota who are of suitable age and capacity to receive instruction. The Superintendent, matron and teachers reside in the school buildings and every effort is made to combine, so far as possible, the comforts and healthful influences of a home with the advantages of a school. The work of the school naturally falls into three departments, Intellectual, Musical and Industrial, which are carried on co-ordinately. In the Intellectual department effort is directed to the training of the mind along the lines of normal develpment, beginning with the Kindergarten and ending with the High School. Books of the various kinds of embossed print used by the blind, raised and dissected maps, various kinds of tangible apparatus and many minor devices and appliances are employed to aid in this work. The typewriter is constantly used and nearly all of the pupils become proficient in its use. The work of the Musical department has for its principal aim the training of its members to become performers or teachers of such merit that their art may serve as a means of gaining a livelihood, but all are permitted to enter it who give promise of such a degree of cultivation as may be a source of gratification to themselves and their friends, even though it may fall short of such attainment as would make it of practical value in securing a livelihood. Instruction is given upon the pipe organ, piano, violin and other orchestral instruments, and in singing and the theory of music, as well as the art of piano tuning. The Industrial department serves both as a school of manual training and of trade apprenticeship. Broom, mattress and hammock making, sewing, knitting and various kinds of fancy work are successfully taught. The attendance of the school is from sixty to sixty-five and is nearly up to the capacity of the present buildings. The school is under the management of the same Board of Directors as are the schools for the deaf and feeble-minded, and together with them constitutes the Minnesota Institutes for Defectives. JAMES J. DOW, Superintendent. =o ULT —FARIBA OR THE BLIND TATE SCHOOL F s STATE REFORM SCHOOL.—KED WING. IONS 4 pies Minnesota State Reform School was located on a farm of about sixty acres near St. Paul, and open for the reception of boys and girls under sixteen vears of age, January Ist. 1868. Up to 1889 the state had expended for buildings, furnish- ings and water supply, about $100,000. In October, 1891, the school was removed from St. Paul to its present site on the west bank of the Mississippi river, near the: city of Red Wing. About $300,000 has been expended for new buildings, which in point of architecture, permanency, and gen- eral adaptability for the use intended, are inferior to none of their kind in the United States. They are on the open family or cottage plan. The main building affords accommodations for two families of boys of tifty each, Superintendent’s rooms, office, kitchen and dining rooms for all officers and boys. Each of the three boys’ cottages has ample accommodations for sixty boys. Each family is in charge of three persons; a gentlemen and two ladies who act as family manager, housekeeper and teacher. Each child attends school four hours each school day, where the common English branches, including drawing and vocal music, , are taught. A good brass band of eighteen pieces is also maintained. ; . The industries carried on in the boys’ school are carpentry, tailoring, painting, cane work, cooking and baking. In addition | to these a large farm of 450 acres is cultivated largely in vegetables and small fruits, employing a large number of boys in the: summer season. The girls’ building is a beautiful structure located about one fifth of a mile from the Buildings for the boys, large enough to afford accommodations for fifty or seventy-five girls, and is a complete home in itself. Cooking, laundry work, general house work, dressmaking and fancy work are taught. Since the organization of the school about 1,300 boys and girls have received its neneane and have gone forth into the world, and their lives have borne witness to the efficiency of the instruction they have received. They are to be found today occupying positions of responsibility and trust all over this, and in many other states; and while we believe all to have been benefited by its instruction and discipline, we know that 75 % are living honorable and useful lives. The success of the school is due largely to the fact that so few changes have been made in the principal officials of the school. Two gentlemen, D. W. Ingersoll, Esq., and Hon. C. H. Pettit have held the chairmanship of the Board of Managers. from the organization of the school, and only one change has been made in the Superintendency. The present Board of Managers are: Hon. C. H. Pettit, President: Hon. N. O. Werner; Hon. Jesse McIntire; Hon. R. A. Costello and Hon. Alexander Jamison. Superintendent, J. W. Brown. Secretary of the Board, F. McCormick. —92— qr ‘ ps REFORM* Corridor. REFORM SCHOOL—RED WING. STATE PUBLIC SCHOOL FOR DEPENDENT AN’ NEGLECTED CHILDREN. es Oe a Ee Minnesota State Public School for Dependent and Neglected Children was established by legislative enactment in 1885, and opened for the reception of children in December, 1886. The premises consist of 160 acres of land, adjoining and over- looking the city of Owatonna and the beautiful river valley at that place. The land is rolling, well drained. and affords an attractive ‘site. The Chicago and Northwestern Railroad crosses the farm, and a switch has been laid to accommodate the school, so that all goods in car lots are delivered on the grounds. There are at present eleven buildings, irregularly located on an elevated plat. The main building occupies a central position; grouped around this are three cottages, the school house, engine house, water tower and laundry, hospital, and a residence for the Superintendent or State Agent. The main building consists of a central section and two wings, the central section being used for administrative purposes, one wing for a cottage for the younger children, and the other containing an Assembly Hall on the ground floor, and sleeping rooms for teachers on the second floor. All except the hospital, school house, and officer’s residence are constructed of brick. The school house is constructed of brick and wood, the first story being of brick and the second story of wood. Besides the buildings described there are two barns of sufficient capacity to accommodate the needs of the farm. The situation of the buildings affords good drainage, pure air and water, and a diversified and most charming landscape view. The surroundings in themselves are conducive to good results in the uplifting of the children that find a home here. This institution is a part of the educational system of the State. The underlying principles which led to its establishment are the same as those which prompted the establishment of the free school system. It offers to the dependent and neglected children the same Gh: advantages that the common schools offer to those more fortunately situated; but the extent of aid given is more than that of education. The State becomes the guardian of these children, and takes them as wards into its control, with the end in view of providing for them homes among its citizens where they will have the advantages of church and school enjoyed in the more enlightened and prosperous communities. The object of the State Public School then, is to provide a home and school for those children who are homeless and beyond the reach of the common schools, growing up in ignorance and idleness and wretched abodes in the country, in the poor-houses, or in the cities with no homes except the streets and tenements of ill-repute; to give such children a fair opportunity of becoming useful citizens. In this school the children are divided into family groups, each family numbering from twenty-five to thirty members and occupy- ing a separate cottage. In charge of each family is a matron who bears a relation to the children, in care and supervision, as close as that of a mother. A graded school is maintained ten months in the year. The number of children received up to May 8th, 1893, was 750, of whom 139 were remaining in the school at that date, the others having, with few exceptions, been placed in homes. to the mutual advantage of both themselves and their foster parents. While it is believed to be for the best interests of the children to place them in families in due time, the protecting hand of the State is not withdrawn, even after the family has been given their immed- iate care; and the authority to visit, advise and recall is reserved. Board of Control: Senator C. S. Crandall, Owatonna, President; Hon. O. W. Shaw, Austin, Secretary; and Dr. L. P. Dodge, Farm- ington. The officers of the school are G.A. Merrill, Superintendent, and Frank Lewis, State Agent. SratTE SCHOOL FOR NEGLECTED AND DEPENDENT CHILDREN—OWATONNA. ay + aa Matin Bu. “i ns Hospital _ ode Ci ool Ved, USE = LIOR CL LLOUSE. STATE SCHOOL FOR NEGLECTED AND DEPENDENT CHILDREN—OWATONNA. AS. “RECEIVER. a neces HOMES. E >XILOREN oF se Minnesota Star PoarieS Hoe The 1 ner Hour: S a ae May “Hoon. STATE SCHOOL FOR NEGLECTED AND LEPENDENT CHILDREN—OWATONNA. ELEMENTARY SCIENCE. O0<> NE of the features which attracts our attention in the progressive schools of Minnesota is the work in Elementary Science— already listed among the essentials in the school curriculum. The term seems somewhat formidable, when we use it as applied to Primary schools. No less ponderous are the names we might substitute: Botany, Zoology, Mineralogy, Chemistry, Physics. To the uninitiated the terms themselves would prove a barrier to the introduction of the work. ‘‘Children working with the sciences before learning to read! Let them read and write and cipher, and take these fine ologies in college,” is the not unusual protest. Nor can we wonder that such a protest is made, if the prejudice is formed while the old idea of science pre- vails, and the former theory of the purpose of school life. But our friends who are most desirous that the children should learn to ‘‘read and write and cipher,’’ and are thoughtfully studying the schools of to-day, are learning that in order to read and write and cipher to best advantage the boy must develop the power of seeing accurately, of thinking clearly, of judging definitely. These powers are not best developed by centering the attention upon the three R’salone. They are in no other way so well trained as through the observation and thought necessitated by nature study. Therefore we find even in our Primary schools the elements of the sciences taught daily, as a means of training the child to see, to think, and to express his thoughts clearly and well. Simple lessons on plants, animals, minerals and the physical forces, serve as a basis for language and reading lessons, and lead the children not only to close seeing and thinking, but also to a love of nature and an appreciation of the beautiful which go far to render literature attractive and intelligible and to make life itself the better worth living. Should you be numbered among those who are ignorant of the details of this work, or who doubt its efficiency, come with _ me into a class room where the children are having their lesson on plants. They are studying the corn, A large specimen— “root and all, and all in all,’’ stands by the teacher’s desk, while every child has for himself portions of leaf, stem, tassel, silk and ear, for individual study and comment. They discuss the cultivation of corn, and tell their own experience in gardens, not- ing the kind of soil, the preparation, the labor in planting and hoeing, the gathering of the harvest, the preparation for the mill, the use of corn and meal. Then they describe the plant itself, the short, tough fibred root, the jointed stem with its soft pith traversed by white fibres; the long parallel veined leaves, sheathing the stem from joint to joint, and waving gracefully in the wind; the tassel with its curious pollen boxes; the wonderful seed boxes hidden away in the husks below, with long silken tubes waiting for the wind-blown pollen. They see, they question, they describe. They are eager and enthusiastic; anxious to learn new truth, ready to ‘‘prove all things and hold fast that which is good.”” Their quickened vision gives them new material for thought and expression. They go out from the lesson with eyes opened and see more than they have ever seen before, and with new knowledge to give added meaning and beauty, not only to every corn-field, but to every field or flower they look upon. Added to the lessons on plants are lessons on animals, minerals, and physical forces. Dr. Rice, author of recent articles in the Forum, asserts that children who have had the work in Elementary Science ‘tread write and cipher’’ better than those who have studied an equal time without this training. He cordially commends the work of the Minnesota schools. == 09 == FREE PUBLIC SCHOOL LIBRARIES. SOS HIS phase of Minnesota educational work is in a most flourishing condition. By legislative enactment a Library Board has been created to select a list of desirable books. This Board consists of the four Normal School Presidents and the Superin- tendent of Public Instruction. The list compiled is a most admirable line of juvenile literature. Any book on this list may be obtained from the state contractor at wholesale rates. The state has set apart a certain sum for the encouragement of school libraries. Any district making its first purchase of books may secure from the state an amount equal to that furnished by the district, provided it does not exceed twenty dollars. Subsequent orders, if not in the same year, may secure, in like manner, lesser sums. The effect of this arrangement has been to effectively stimulate the growth of country and village school libraries. The amounts involved are not large enough to have so appreciable an effect upon the larger towns. Even here, however, there has been a very rapid increase in the number of volumes. The engravings upon the opposite page indicate the character of the facilities supplied in the larger cities. In these libraries is also provided the best periodical literature. The state report for year ending 1892, shows: Number of-Libraries in the State...............-. Se Oe Lore pee te As G 1,568 Number of sVolumés, in’ the States... 24. ode ea enact Pigg ee Deen 35,000 Caste Value. of the Libraties- 2g iecat mcs erie cree nr Sonia $60,000.00 Amount spent by Districts during year ....-.-+ +e. sree tree cree reese 9,179.79 Amount spent by State during year.........seee reser eee tree nese ees 6,424.93 —100— _ Urea. Ee Dualit. oe : Sah, Pee: PuBLIC SCHOOL LIBRARIES. DRAWING AND INDUSTRIAL WORK. XPLANATION or justification of drawing and industrial work as a branch in the public school course is entirely unnecessary to any person born in Scandinavia, Germany or France. For years this subject has been a prominent feature in the schools of those countries. In 1876 at the Philadelphia centennial, American conceit received a severe shock, when the marked inferiority, from an artistic standpoint, of American products became so painfully apparent. Investigation revealed the explana- tion in the training received by foreign children in drawing. Beginning in Massachusetts with the usual American push, draw- ing rapidly became a feature of public school work throughout the United States. More recently, thoughtful Americans have been deeply impressed with the following facts: That all of our best mechanics are foreign born. That the spirit of educational methods has been such as to cause the great majority of educated boys to seek professional life until these avocations have become overcrowded. That the apprentice system is a thing of the past. That the marked attention given to industrial training in European schools means America must do the same or tall behind in the indus- trial race. The marvelous energy of the American people is shown in the rapidity with which manual training and technical schools have sprung into being throughout the entire country. City after city has added this feature to its course of instruction, The largest cities in Minnesota have manual training as a part of the school work. Manual training has received the cordial approval of a great many school men at state and national conventions. At present it is merely in an experimental stage, what the final outcome will be no one can say. That manual training in some form has come to stay as a feature of American schools is as certain as the fact that America is rapidly becoming the greatest industrial nation on the face of the earth. Inasmuch as the great majority of our school schildren must enter upon some industrial occupa- tion the necessity of making drawing and manual training features of school life can not be questioned. In every great manufacturing concern the draughting table is of prime importance. The best paid artisans are those who understand and read working drawings. Decoration is becoming more and more a feature of all kinds of manufactured goods. In accordance with ideas above set forth, drawing and manual! training have become a part of school work. Crude and im- perfect as may be the course, it is planned to be progressive from the primary to the high school. The choice of material is necessarily restricted to that which can be most easily obtained and will require the tewest tools. The purpose of this work is to help on the great reform of dignifying labor, and turning the tide from the genteel professions, to intelligent, educated artisanship, also to help develop in the child powers of perception, invention and creation. —102— as AM f1neapolts —SCHTMG. COOL a mel Ot: Fttih — SCORLNG. Sf: Ftas!..§ COOKING. Domestic EcoNoMy—ST. PAUL AND MINNEAPOLIS. DRAWING 42ND INDUSTRIAL WORK—CONTINYED. DSO0<> As you can teach a child the art of swimming without his going into the water, so can you teach mechanical drawing and ; designing without any material with which to execute the drawing or design. But exactly as trial in water is related to swim- ming, so is execution in material to the working, drawing, or design. While the ability to make the outline of a design is a valuable acquisition for any child, the power to tint and color the de- sign with harmoniously blended and related colors adds very much to its value. Therefore study of color properly becomes a feature of the course. In the lower grades fifteen to thirty minutes are daily given to drawing, while once a week, about noon an hour is devoted to industrial work. It is claimed that the following benefits result from the continuous pursuit of this branch of work in our schools. Enthusiasm and interest in school life is increased. Improved attendance thereby obtained. Better work is done in the regular branches by reason of this interest, enthusiasm and improved attendance. It develops and calls out latent special capabilities in pupils deficient in ordinary school work. Familiarity with geometric forms and their application to decorative purposes acquired. The ability to appreciate and create decorative designs is stimulated. Pupils are enabled to construct, in- terpret and apply working or mechanical drawings. The foundation of all good mechanical work is laid in acquiring the habit of working exactly to the line; a valuable preparation for any trade. The senses of touch and sight are cultivated. Habits of patience, carefulness, exactness and neatness are promoted. Powers of thought and judgment are developed. A training is supplied the pupil which will prove of inestimable value in any walk of life. Drawing is the vital and all essential element permeating the entire course from beginning to end. Pupils are expected to learn to sketch objects, to construct and understand working drawings, to comprehend and create decorative designs, and to ac- quire skill in the use and harmony of colors. For the many grades this work is carried on by means of colored paper; in the re- maining grades with water colors. The spirit of the hand training is the skillful execution by the pupil in some suitable material of his conception embodied in working drawing or design. Drawing in the above spirit is taught in 111 of the 132 graded schools of the state. Faribault is the only one of the larger cities in which this branch is not taught. The industrial work is limited to the larger towns. Sewing is regularly taught in a number of cities. Cooking has recently been made a feature of the schools of Duluth, St. Paul and Minneapolis. For fuller details the catalogues of the various city schools may be consulted. —104— + Duta. Wmena., PuBLic SCHOOL DRAWING ROOMS. Minneapolis. tes Lulatrte. OSM WAS Cr: PUBLIC ScHOOL MANUAL TRAINING SHOPS eo " MORALS AND PATRIOTISM IN THE PUBLIC SCHOOLS. SOs OTHING in the line of school work can surpass in value the lessons which form character, give clearer ideas of right and wrong, create a regard for mutual rights or enkindle the fire of patriotism. For the furtherance of these objects there is no more powerful agency in existence than the free public school. Here all classes, all sects, all nationalities mingle, and learn to know each other. Nothing is more fatal to bigotry and caste. The daily routine of the school room discipline promotes habits of neatness, punctuality, industry, patience, courtesy, submission to proper restraint. Set lessons are of but little value. The most powerful lesson, by far, is unconsciously given by the teacher whose life is a true type of noble manhood or womanhood. A teacher must live a life above reproach. This alone secures respect. With- out respect nothing can be done. Once secure this respect and the frown of dissatisfaction or the smile of approval will cause deeper lessons to sink into a young heart than hours of admonition. Payne says:—‘‘There is no power under heaven like simple unostentatious goodness of heart. Character alone can transform character. Success is impossible unless there be a warm feeling of sympathy and affection between the teacher and the taught.”’ In some of the public schools precepts similar to the following have been printed in form of smail slips and pasted in the pupil’s reader or arithmetic for ready reference. In the hands of the true teacher it furnishes a potent agency for moral instruc- tion: Precepts of Good Conduct.—Be neat; be on time; do everything quietly; do not make fun of the mistakes or misfortune: of others; do not annoy others; avoid rough and noisy conduct on the street or in public places; do not stare at strangers; thank any one who may do you a favor; ereet with the usual form your teacher and friends when meeting or parting; if a boy, lift your hat, when meeting on thestreet a lady friend, a teacher or an old gentleman; never use language you would not have your teacher or your mother hear; above all do as you would be done by. Patriotism, love and loyalty to our flag and country, is of paramount importance. On school room walls have been placed pictures of the great men of our nation, notable events in its history, also, in a conspicuous position, tastefully arranged, our national colors. The national songs are taught. Schools provided with a flag and staff give a general lesson upon the events commemorated by the flying flag. Janitors or pupils raise the flags on certain days of note. VENTILATION. RSS ORs, O subject related to education is of more importance to successful school work than that of pure air. How to supply effec- tively and economically an abundance of fresh air deserves most thoughtful consideration. During the past ten years the necessary appliances for the accomplishment of this result have been extensively introduced throughout the state. For large buildings the use of fans, rotated by steam or electrical power is becoming general. It has been demonstrated that two fans pro- duce the best results. One fan forces pure air through suitable ducts into the various rooms while the other fan exhausts the foul air. It is possible to find crowded rooms utterly free from the characteristic oder so common to the old style school. The effect upon the comfort, health and happiness of the school can only be appreciated by those who have experienced the benefi- cient change from the old order to the new. Many contemplating ventilation appliances are appalled by the cost of such a plant and the seemingly great expense of run- ning the apparatus. The old adage, ‘tthe best is the cheapest,’’ has been abundantly verified in this instance. One city, when confronted with a price of $3,000 for a complete system of mechanical ventilation, attempted the less expensive, natural or hot air ventilation at a cost of $700 in accordance with the plans of a local expert. Three years later this $700 plant was torn out and the $3,000 one put in. For five years it has given unbounded satisfaction to all concerned. So satisfactory was the experiment that the remaining large buildings of the city were equipped with similar aparatus. Another point has been demonstrated that the running expense is not so excessive as apprehended. Two facts are very suggestive. The temperature of a poorly ventilated room will be found from ten to fifteen degrees higher at the ceiling than at the floor. This means an immense loss of heat by radiation from the walls in severe weather, as well as long hours of firing to maintain this temperature. With thorough ventilation by fans the temperature will not show a difference of two degrees be- tween the floor and ceiling and by reason of the quickness with which the air of the room can be changed, the hours of firing are much shorter. In this phase of the subject lies the explanation of the fact that the expense for fuel needed to warm the supply of fresh air, is not much greater than that involved by the old system. At Stillwater, Jacketted stoves and furnaces were put in the smaller buildings in accordance with the suggestions given in the little work on Rural School Architecture, issued by the United States Bureau of Education. The results obtained were very satisfactory. In all the large cities of Minnesota will be found ventilation appliances as shown in engraving on the opposite page. —108— Lingine and Dynarng. ee Lotler aud singe (OOM: VENTILATION APPLIANCES. OFrTICAL PROJECTION. SS ORs ROGRESSIVE in school architecture, in ventilation, in the modern phases of educational work, it is only natural that Minne- sota should be at the front in lines of illustration by means of optical projection. Its Normal and Special schools, its Col- leges and its University are nearly all supplicd with some form of projection appliances. In the High schools of Stillwater, Winona, Duluth, St. Paul and Minneapolis, may be found similar apparatus. The most signal work in this line has been done at Stillwater, where for the past ten years efforts have been made to apply projection to every phase of school work. A well furnished school shop and photographic dark room furnished the means by which an extensive outfit of home-made apparatus has been constructed. This home-made outfit includes a dozen solar cameras, a lantern, gas tanks, solar microscope, screens, window blinds, a lantern slide camera and nearly 1,CC0 slides. This equipment was constructed by the Superintendent, or under his immediate supervision. By purchase the total number of slides amounts to nearly 2,000. Twenty-four rooms have been arranged for the work. Projection by sunlight is practiced from the first grade to the High school. By its aid many a dry © and monotonous lesson is thoroughly relieved. Supplementary reading or music may be furnished in great variety and quan- tity. All of the finest productions in the whole realm of art, the wonderful works of Bonheur, Landsur Thorvaldsen, may be brought into-the school room with all the beauty and inspiration that we have so often enjoyed at public exhibitions. With exact fidelity may be reproduced photographs of animals’found in zoological gardens, museums, or plant and animal life as. depicted by the engraver’s art, in the most superbly illustrated books of natural science. In no part of school work is there such an unlimited field for the use and application of this art as in Elementary science and geography. As a basis for oral and written — language work, projection stands unrivalled. Compositions are no longer bugbears to both pupils and teachers, but one of the most natural, easy and enjoyable phases of school life. Diagrams, charts, outline maps may be photographed in form of lantern slides, projected on paper, cloth or blackboard, traced with a pencil, to be afterwards made permanent with ink or paint. In the experimental work at Stillwater attempts have been made to attain two objects, first, a quick and effective method of preparing lantern slides by photographing engravings. Sixty slides prepared in one Saturday forenoon, with the help of one assistant, will indicate, in some measure, the success of the first attempt. These results are possible with the lantern slide camera of special construction, devised by the Superintendent, and constructed in the High school shops. The projection apparatus, devised and constructed in like manner, seems equally successful. It comprises six distinct features. A light, strong and durable heliostat to direct the sun’s rays at any season of the year or hour of the day. A compact projector by which lantern slides are thrown upon a screen, A device by which ordinary engravings or photographs of suitable size, may be projected in the same manner as lantern slides. A lantern attachment for use when the sun is not available. A rack for the quick and easy adjustment of the instrument in the window, as well as its support when not in use. Accessory apparatus in the form of solar microscope, vertical attachment, polariscope, etc. The engraving upon the opposite page illustrates the use of Optical Projection in the class room. Other illustrations are given on page nineteen, among the Stillwater views. Sli ', PROJECTION OF PICTURES BY SUNLIGHT. PHYSICAL CULTURE. MUSIC. DOD] Dow T our Normal schools and in the leading public schools HIS branch has deservedly occupied a prominent place im physical culture has a deserved recognition. This subject, the work of the leading schools of the state. It is a most as a feature of public school work, needs no justification. Aside valuable adjunct to oral reading in developing pure, flexible from its value as an and pleasing tones. aid in the symmetrical development of the body, the ten to fif- teen minutes daily given to this subject will be more than made up by the increased vigor with which other work will be done. The purpose of phys- ical culture should be to square up the should- ers, fill out the chests, strengthen the muscles and give ease and grace of movement. The best results are obtained by the teacher who is an enthusiast over the Delsarte or some other system. Enthusiasm begets en- thusiasm. Listless and For this one purpose: alone the few mo-: ments daily given to: the subject bring rich: returns. Another feat-: ure deserving of seri-: ous consideration is its. value as a means :of inculcating moral an& This is a matter of in- estimable value in the social life of any com- munity. In addition to the above, music possesses, intrinsic merit of high order in the symmetri- cal descipline and de- velopment of the mind. It is a matter for just Sr. PAUL TRAINING SCHOOL. pride that this subject is so generally taught indifferent movements on the part of teachers or pupils are of no in our schools. According to the state report for the year end- value whatever. Special teachers in our training and Normal ing 1892, eighty of the one hundred and thirty-two graded. schools have done much to promote the cause of this subject in schools of Minnesota are giving thorough and systematic in- the common schools. struction in music. —112— patriotic sentiments. — A aos 1 any 4s) Priat een i 4, * " mar nue: iy aA 5 ih, Ay 1g I Dd v rll -URBANA UNIVERSITY OF ILLINOIS {i 3 0112 097774340