that those entering the normal have scholarship quite equal to that given by the high school. Since scholarship is essential in fitting one to teach, if the normal school finds it lacking in the entering student, it becomes clearly a necessary part of the work of the normal school to supply the needed scholarship.

In setting entrance requirements the normal school will have to consider (1) the needs and demands for making efficient teachers in the classes of schools for which the normal school prepares, and (2) the extent to which the schools from which normal students come can be expected to meet these demands.* If there are sufficient high schools offering four years' courses, then the normal school would not need in any sense to parallel the high school in its work, provided the high school course met the needs and demands for making efficient teachers." The present high school course has been largely shaped under the influence of the college and university, and since these have not had normal school entrance or the preparation of teachers in mind, it is small wonder that the type high school course fails to meet the needs and demands.'

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There have been several attempts to set forth the content of a high school course, which would best prepare for normal school entrance. To give the recommended courses would take up much space. For the full treatment the reader is referred to the Report of the Committee on Normal Schools, N. E. A. Report for 1899, page 840; "The Modern High School Curriculum as Preparation for a Two Years' Normal School Course," by President Felmley, and others, in N. E. A. Report for 1905, page 524; "Normal School Regulations," New York State Educational Department, issued in 1905, and incorporated in recent catalogues of the New York normal schools; Year Book, 1905, The Michigan State Normal College, Ypsilanti, page 38; Iowa State Normal Catalogue, 1906, page 75. All these recommendations agree in emphasizing (1) the natural sciences, (2) the ways and institutions of man, including geography, industrial courses and history, (3) literature, (4) the arts-vocal music, drawing and oral expression, more than for college entrance. Some algebra and geometry is recommended, but not so much mathematics is recommended as for the college. With the exception of the New York requirements a foreign language is not considered essential. The time saved from Latin or other foreign language work is devoted to increased training in the first four mentioned subjects, and to reviews of some branches taught in the elementary grades.

* Educational Review, Vol. VII, page 16, R. H. Thurston.

The Higher Educational Exhibit at the

T

Jamestown Exposition

JANE A. STEWART, PHILADELPHIA, PA.

HE building devoted to higher education at the Jamestown Exposition is an interesting place. For here have been brought together the displays of the various colleges and universities exhibiting at the Virginia Fair. Those represented are chiefly from the East and South. Many of the leading higher institutions are here. And each has endeavored to exploit its own particular vantage point of historical prestige; of location; of professional learning and invention; and of academic opportunity.

Princeton, Yale, Harvard and Rutgers; William and Mary; the University of Pennsylvania and Johns Hopkins are all in the arena as representatives of the oldest established higher educational institutions of the country. William and Mary yields the palm to Harvard in point of operation; but clings to its claim of leadership as "first in antecedents," which are said to go back to the college proposed in Henrico in 1619, and to the project for a college in Virginia, agitated as early as 1617, three years before the landing of the Pilgrims at Plymouth Rock. An Indian massacre put a stop to the enterprise, but after many years the original intention was consummated in the college established in 1693 at Middle Plantation (now Williamsburg) and named in honor of the ruling monarchs, William and Mary.

A great chart upon the wall, lettered in black, tabulates the "Priorities" of William and Mary, which makes most interesting reading. Few people, even in higher educational activities, know that William and Mary is the first college that received its charter direct from the crown of England, and the only one that received its coat of arms from the College of Heralds in London; the first to have a full faculty of professors (1729); to adopt the lecture system, to establish the elective and honor

systems (1779); to widen its scope into that of a university (1779); to establish courses in municipal and constitutional law (1779), modern languages (1779), political economy (1779), and history (1803); to organize a Greek letter intercollegiate fraternity, the Phi Beta Kappa Society; and to award gold medals as collegiate prizes, donated by Lord Botetourt in 1771.

Another chart indexes the names of the great alumni and students of the college and what they have accomplished in the making and development of the Union. These include Peyton Randolph, the first President of the Continental Congress (1774), Thomas Jefferson, John Tyler, Sr., Edmund Randolph, James Monroe, John Marshall, General Winfield Scott, many congressmen, foreign ministers, and twelve governors of states.

The center portion of the section is filled by a large model of the college buildings and grounds, with the statue of Lord Botetourt on the campus, and the old houses, still used, on Palace Green. The model, it appears, is the work of the children of the practice school connected with the college. On the wall are excellent maps and freehand drawings, the work of undergraduates. A fine portrait painting of Thomas Jefferson graces the whole.

Priceless historical relics have been brought from Philadelphia to adorn the remarkably fine exhibit of the University of Pennsylvania. The dark blue and red University colors form. the canopy and rich draperies. The entrance is flanked by two large bronze statues, "The Wrestlers," brought from the University Museum, which has loaned many of its rare treasures for the Exhibit. Here is the Rittenhouse clock, still going and keeping good time, presented to the University by David Rittenhouse in 1790. Bricks from Nippur, the copy of the original book containing the proposals of Franklin, Benjamin Franklin prints, the most valuable in existence, original Washington and Lafayette documents, the first Edison lamp, and the first three telephone transmitters, are among the interesting objects shown in the guarded glass cases.

A stand contains a small wooden model of the first home of the University in two small buildings, and photographs show

Among the statuary founder; of William

the growth of the institution during the decades since Benjamin Franklin and his coadjutors founded it. and paintings are busts of Franklin, the Smith, the first provost; of James Wilson, founder of the law department; of Dr. John Morgan, founder of the medical department; and eight interesting bronze models by Dr. R. Tait McKenzie, which include his models of the "Athlete," "Sprinter," "Juggler," and "Competitor."

That 21,874 degrees have been conferred by the University of Pennsylvania up to 1906, and a total of 47,000 students have been registered from many lands, are among the facts on the statistical charts. A bone tray, showing how bones are stored in the bone library, is among the illustrations of methods, and a collection of nearly one thousand volumes of books by U. P. men and faculty, attests the literary ability of the professors and graduates.

On the outer wall hangs a copy of the Declaration of Independence, with the names marked in red and blue ink of the nine signers who fostered the University and gave it its start. These are John Penn, Wm. Paca, Jas. Wilson, Geo. Clymer, Benjamin Rush, Robert Morris, Thos. McKean, Francis Hopkinson and Benj. Franklin.

The old college charter and ancient diplomas with old catalogues hold the attention in Rutgers exhibit. Theo Frelinghuysen and Garrett Hobart are among the great men of Rutgers, pictured on the wall. The college red and black are everywhere, contrasting with the pretty blue and white of Teachers' College, Columbia University, near by, which is here with a well set up exhibit of its work and methods. One notices here the studies in food analysis in the case on the wall; the fine models in clay, basketry and loom work; the color studies and landscape compositions.

A classical model of its college buildings and campus in a big glass case represents Yale University. Photographs of Paul Tulane and Caroline Tilton adorn the section of Tulane University, New Orleans, whose student body now numbers 1,869, and its alumni 6,305. The college pennant and the coat of arms of Baltimore decorate the space allotted to the Woman's

College of Baltimore; and in big letters on one of the leaf cabinets attention is called to 1 Thessalonians v. 23, reminding the visitor that this is a Methodist institution.

Striking yellow and black pennants and bunting attract the eye in Randolph-Macon College, Virginia, which is chiefly a fine picture gallery of leading college men, founders, faculty and graduates.

Dartmouth is here with handsome portraits, library and exhibits of the course of study.

Rows of red and green bound volumes of substantial appearance cover nearly the entire side wall in the Johns Hopkins' exhibit. The college arms and motto, Veritas vos Liberabit, are over the entrance. The practical scientific work of Johns Hopkins is illustrated by the study of the oyster in the large case, showing the bivalve in all stages of its development; its enemies, best types, etc., with works written on the subject by Johns Hopkins men. The inventive ability of the faculty is illustrated by various instruments devised by the scientists of the university, one apparatus being useful for producing and studying the spectrum of the sun.

A most comprehensive exhibit is that made by the University of Ohio, and one which is distinguished for its object-lesson features. Every department is illustrated in some practical, concrete way, appealing to both the eye and mind. A case is allotted to each, and the result is a singularly effective display. The department of horticulture and forestry is well illustrated by samples of all the different forms of grafting; that of animal husbandry by wool in all its stages and processes; pharmacy by a pharmaceutical cabinet containing bottles of drugs, labeled; mechanical engineering by models of machines; agricultural extension by seed and woods; art on a big screen cabinet; literature by a library; composition by notebooks and theses, and so on.

The higher educational exhibit of the Jamestown Exposition includes also that of the Virginia Polytechnic Institute, which is quite appropriately housed in three cottages of the arts and crafts village. Demonstrations are made of practical and civil engineering, bacteriology and horticulture; one of the most