1906. For each pupil attending the figures were higher, viz, $21.45 in 1904, $20.11 in 1905, and $19.17 in 1906, decreasing with increasing attendance.

The total enrollment was as follows:

The expenditure for schools in 1905-6 was $794,468.49, which was 4.67 per cent of the total national expenditure for that year.

The report gives in detail the reports of the heads of the normal schools; the various proposals, decrees, and laws relating to school buildings (including an appropriation of $1,000,000 for new constructions); acts creating a commission on school hygiene, providing for inspection of schools, establishing night schools, schools of agriculture, school treasuries, and many similar subjects; and, finally, reports of the department inspectors. From all which it may seem that the declaration which Doctor Pérez, the national inspector, made at the beginning of the report, that a great impulse has been given to primary instruction in Uruguay, is justified.

66
THE ANNALS OF PRIMARY INSTRUCTION."

The volume entitled "Annals of Primary Instruction," referred to at the beginning of this review, contains a brief biography of Dr. Francisco A. Berra, an eminent Uruguayan writer upon education, pedagogy, and the history of Uruguay; a continued article upon the primary school, by Doctor Pérez; an account of the primary school in Japan; a long criticism upon the proposed reform of the present Uruguayan law in relation to public education, and further articles upon the following subjects: Schools for instruction in household management, the graphic method in geometry, Dreyfus's object lessons, recent geographical investigations, history of Uruguay and civilization, inspectors of departments, the Crusades and their influence upon civilization; also a poem, a translation from the "Course in Morals" of Jules Payot, a translation of the report of the English royal commission on physical culture, besides sundry official reports, circulars, and programmes. The scope and character of the Annals may be inferred from this table of contents.

From the foregoing review it appears that primary education ir Uruguay is being taken in hand seriously by able and earnest men.

ΡΑΝΑΜΑ.

The following statistics of education in the Republic of Panama are taken from the Boletin de Estadística No. 2, September, 1907, published by the Government of that Republic, which gives the results of the school census of 1907. The figures are as follows, and indicate the mixed character of the population, the attendance at the date of the census, and the religion of the pupils:

As to religion, 11,498 were Catholics, 621 were Protestants, 4 were Hebrews, and 11 were "Pagans," i. e., aboriginals. As to literacy, 7,769 could read while 4,365 could not; 7,138 could write and 4,996 could not. As to nationality, 11,441 were natives of Panama and 693 were foreigners; 5,261 were white, 3,049 were of aboriginal stock, 3,808 were negroes, and 16 belonged to the yellow race.

The teaching force consisted of 165 men and 168 women teachers in the public schools and 35 men and 28 women in the private establishments. This gives 1.66 schools and 3.18 teachers to every 100 pupils.

CHAPTER IX.

EDUCATIONAL EXHIBITS AT THE JAMESTOWN EXPOSITION.a

MAY-DECEMBER, 1907.

The distinguishing features of the Jamestown Exposition, aside from the Government display, were historic and sociologic. Under the latter head are included the educational exhibits which, through failure of the original plans, were scattered in several buildings. Fortunately the greater part of this material was placed in the two wings of the auditorium, which occupied a central position, facing on the north the water front and the new Government pier, and on the opposite side overlooking "Lee's Parade," which was enlivened daily with military displays.

The university and college exhibits occupied the east wing of the building, and those of secondary and primary education the west wing. The area covered by each wing was only about 11,000 square feet, and hence the exhibits were limited in number and extent as compared with those of great expositions like the Louisiana Purchase Exposition, for instance, in which the exhibits of New York and Missouri, with that of the city of St. Louis, occupied about 11,000 square feet.

The great advance that has been made in this country in the art of presentation was shown by the simple but admirable installations in both wings of the auditorium, as also in the original scheme of collection. The aim had been to avoid, as far as possible, repetitions an overpowering show of methods and of pupils' work in the case of schools, or of equipments and activities in that of higher institutions and to bring together typical exhibits, each of which should illustrate some special feature of American education, and their combination make up a fairly complete presentation of its aims and achievements. This was also the principle on which our educational exhibit was collected for Paris in 1900, but it was worked out on quite different lines at Jamestown.

Although, as always happens in such enterprises, the original purpose was not fully realized it was kept in view and gave character to the material as finally arranged. It was instructive because typical.

a Reported by Miss Anna Tolman Smith, of the Bureau of Education; member of the international jury on elementary education, Paris Exposition, 1900, and Louisiana Purchase Exposition, 1903.

EXHIBITS PERTAINING TO HIGHER EDUCATION.

The exhibits of colleges and universities fell naturally into two groups: One included institutions of the prerevolutionary period and that immediately following; the other, modern institutions. In the first group emphasis was placed upon the relations of the institutions to the mother country and to the founders of the Republic. It included the College of William and Mary, the second in our country, founded in 1693, half a century later than Harvard, which was not there represented; Pennsylvania University, dating from 1740; Columbia, 1754; Dartmouth, 1769; Rutgers, 1771; Hampden-Sydney, 1783; Washington College (now Washington and Lee University), chartered in 1807, but in actual existence as Liberty Hall Academy in 1776. Yale, chartered in 1701, was simply represented in this group by a model of its campus and buildings, the full exhibit of the university being included with other collections from Connecticut in the "States Exhibits" building.

All of the institutions named were in operation before our independence as a nation was achieved, and though widely separated and originating under different circumstances, they had that community of interests which, at all times and everywhere, has made the higher education a strong bond of union between men and nations. Unity in diversity was a striking lesson of the early records of these institutions, which, by persevering effort, had been collected in rich profusion.

Without violence to historic truth the University of North Carolina may be included in this prerevolutionary class, as it owes its existence primarily to a clause in the State constitution adopted December 18, 1776, although it was not chartered until December 11, 1789. By these two events the founding of the university is associated with the most memorable years that mark the origin of our national life.

The period immediately following the Revolution began auspiciously for education with the final adoption of Jefferson's plan for a university. In 1819, and largely through the persistent efforts of Cabell, whose name will ever be associated with that of Jefferson in this great enterprise, the act establishing the University of Virginia was passed by the legislature of that State, and seven years after the institution was opened for students.

The twenty-five succeeding years were marked by great activity in Virginia in the cause of higher education. Four colleges for boys and numerous academies sprang up during that period. The colleges, which were all represented at Jamestown, were due chiefly, but not exclusively, to the zeal of the various religious denomina

a Joseph Carrington Cabell, member of the Virginia house of delegates, 1809-1811, and of the State Benate, 1811-1829.