EXHIBIT C.

No. 1.-Specimens of map drawing by Carlisle students, from memory; drawings and copies.

also original

No. 2.-A set of photographs, illustrating the Carlisle school, its buildings and students; also some contrast pictures showing the changes produced by school-training; also pictures of Indian parents visiting the school contrasted with those of their children at school, giving possibilities for the coming generation of Indians.

No. 3.-Exhibit of school-room work, specimens of all grades from three and a half months in school to five years, embracing writing from copy, original composition, examples in arithmetic, questions in geography and history, specimens of monthly home letters, exercises in language, analysis and parsing, book-keeping, &c.

No. 4.-Copy of the "Morning Star," an eight-page monthly, published at Carlisle Indian School in the interest of Indian education and civilization. The type-setting and all the mechanical work of the paper are done by Indian apprentices. From 3,000 to 5,000 copies are printed monthly.

ILLUSTRATION OF INDIAN PROGRESS.

Prepared by

MISS ALICE C. FLETCHER.

This exhibit sets forth the progress and present status reached by the Indians, by showing their past life and present condition. For the sake of clearness, one tribe, the Omahas, was selected to exemplify the general feature of primitive Indian life and present industrial progress. They have recently reached the stage of self-support upon land granted in severalty, and their history presented no scenes calculated to arouse unpleasant memories. The exhibit contained the following articles:

No. 1.-Photograph of ancient sod dwelling. The chief in full dress approaching the lodge, followed by his wife, showing the manner in which man and wife walk together according to Indian custom.

No. 2.-Photograph of sod dwelling, giving a view of the long, projecting entrance. The chief lying down smoking, while his wife stands at the door talking with him.

No. 3.-Photograph of sod dwelling and of the rack on which the braided ears of corn are hung up to dry, preparatory to storage for winter use. Two women seated in the foreground, one braiding the corn husks so that the corn can be hung up, and the other pounding the corn in a large wooden mortar with a long wooden pestle.

No. 4.-Photograph of poles fastened to a pony, showing how tents and household goods were transported when the tribe moved out on the hunt.

No. 5.-Photograph showing the setting of the tent, stretching of the tent-cloth, women carrying wood, and the hunter returning from the chase.

No. 6.-Photograph of the tent when set up, the Indian man in full regalia, and the wife seated at the tent door.

No. 7.-Pen and ink drawing giving a bird's-eye view of the tribal circle, showing the division and location of the gentes, and the position of the sacred tents.

No. 8-Tracing of a plan of the reservation as it appeared in 1862, with the legend showing the villages, individual and government breakings, and the one military road through the country.

No. 9.--Pen and ink drawing from the sketch made by an Indian of the village of the "make-believe white men," as these progressive Indians were stigmatized by the rest of the tribe.

No. 10.-Photograph showing the present mode of conveying corn by the wagon load to the grist-mill, marking a great change since the day of braiding the corn husks, and pounding the maize in the mortar.

No. 11.-Photograph setting forth the story of one man's labor and accomplishment in ten years, showing his home, out-buildings, and part of his farm.

No. 12.-Photograph of a group of Omaha Indians with the agent and his assistants, as they appear to-day, one Indian in ancient costume to mark the contrast with the past.

No. 13.--Photograph of the agent's house.

No. 14.-Map showing the reservation as now held in severalty.

No. 15.-Photograph of the mission building erected in 1858 by the Presbyterian Board of Foreign Missions.

No. 16.-Photograph of Omaha girls at the mission school, with the missionary corps. No. 17.-Photograph of the government school with the scholars and the teachers. No. 18.-Photograph of an Indian carpenter at work in his own shop.

No. 19.-Photograph of 31 Omaha boys and girls placed at Carlisle School, Pennsylvania, in 1882.

No. 20.-Photographs: First, of the two cottages built at Hampton Institute, Virginia, by two ladies interested in the experiment, suggested by the experience of Miss Fletcher among the Omahas, for the combined home and school training of young married couples; second, one of the cottages with the mother seated at the window and her little child standing at the door; third, interior of the cottage, showing the table with lamp and books and the general aspect of neatness and refinement.

There were small exhibits in the Pacific Slope division of the Woman's Department from the Indian training schools at Forest Grove, Oreg., and Albuquerque, N. Mex.; and, in the exhibit of the American Missionary Association, from the normal training school at Santee Agency, Nebraska.

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STATE SYSTEMS

FLORIDA.

The exhibit from Florida was entirely from her common schools, from the primary school through the graded grammar schools and the high schools, and consisted of the work of the pupils written in response to questions submitted at the time at which the work was done, and embracing the worst as well as the best, the design being to make a truthful display of the actual status of her educational progress.

The Florida Agricultural College and the Deaf-Mute Institute were of so recent organization as to prevent an exhibit, even had it been thought wise to make one.

In addition to the work of the common schools proper, two seminaries, one located at Tallahassee, the capital, for the west half of the State, and one at Gainesville for the east half of the State, each made an exhibit of their work.

The schools represented are as follows:

West Florida Seminary, academic course.-Examinations in spelling, grammar, geography, history, mathematics to trigonometry. Special work in surveying and commercial arithmetic and computation.

East Florida Seminary, Gainesville.-Examinations in spelling, grammar, geography, mathematics to trigonometry, book-keeping, and special essays on subjects relevant to school study.

East Jacksonville graded school.—Written work in answer to questions submitted upon the course of studies arranged for that school, embracing the rudiments and advancing through the usual studies of a common school.

Jacksonville graded grammar school, white.-Written work in accordance with the course of study adopted for schools of such grade, and map and ornamental drawing, together with composition.

Jacksonville graded grammar school, colored.-The same as the above white school, with essays from the teachers relative to the work of the teacher.

Duval high school, Jacksonville.-Written work in accord with the course of study for that school and compositions by the pupils.

Pine Level, Manatee County, school.-Written work, embracing a common school course, composition, map drawing, etc.

Oakland graded school, colored.-Exhibit the same as the East Jacksonville school for the white children.

Orlando, Orange County, public school.-Written work based upon questions submitted as in the case of the grammar schools, composition, map drawing, etc.

St. Joseph's Convent school, St. Augustine (this school is operated under the laws of the State for public schools).-Written work based upon a course of study similar to that arranged for the grammar schools, and compositions, map drawings, etc.

Sanford, Orange County, public school. ---Written work based upon questions submitted, embracing a grammar school course, composition, and map and ornamental drawing. In addition to the above there were several exhibits from schools of a similar character in the rural districts of Marion, Duval, Putnam, and Volusia Counties.

Large charts in print of the full course of study for the grammar schools and high schools of the State were also included in the exhibit.

Several thousand pamphlets descriptive of the Florida school system, setting forth permanent and annual resources, number of school population, and essential points of school law, were provided for distribution.

ILLINOIS.

CITY EXHIBITS.

The school system of Illinois is well illustrated by an exhibit from the public schools of Aurora, Prof. W. B. Powell, superintendent. This exhibit gives a very excellent idea of the public school system in its most advanced state.

An exhibit somewhat smaller in size, but excellent in quality, is made by the public schools of Peoria, Professor Dougherty, principal.

The Voice and Hearing School for the Deaf at Englewood made a creditable display of work by pupils.

ILLINOIS INDUSTRIAL UNIVERSITY.

School of art and design.-Crayon.-Studies: Mask; head of Juno; Laocoon; arranged drapery; enlargement from copy; Thorwaldsen's Cupid. Time studies: Man's head, from life; young lady, from life.

Charcoal.-Landscapes.

Water color.-Jar and drapery; Indian skull and buffalo robe; Psyche; Cupid; lilacs; oranges; lemons, etc.; brass kettle, and vegetables; bronze lamp; military belongings; group of Japanese objects; moonlight; sunset; autumn; summer. Time studies: Heads, vegetables, fruit, etc.; memorial window; mantel clock; octagon tile; dado for wood carving.

Pen and pencil finish.-Designs: Chair; fireplace; wall cabinet; upright iron gate; upright iron fence; four designs from same elements.

Oil color.-Silver vase, inlaid and enameled; cottage lamps; fan; tea set. Clay (terra cotta and plaster).-Rosette; finial; keystone emblem; State arms; three tiles; capital; Youth and Age; architectural ornaments; sketch (Learning and Labor); Painting, Music, and Sculpture; crocket (unfinished); copy from flat; horse and tiger; winged head from cast; acanthus leaf; two enlargements from casts, from nature.

School of architecture.—Case 1.-Elementary woodwork.-First term, Nos. 1 to 28, inclusive. Second term, Nos. 1 to 10, inelusive. Third term, brass cutting, eight examples. Fourth term (platform A), models of staircase; grand staircase; roof truss; truss bridge.

School of mechanical engineering.-Case 2.- Elementary shop practice, consisting of numerous patterns and examples of lathe work, planer work, filing, and chipping.

Case 3.- Advanced pattern work-complete set of patterns for an upright drill press; carved work, &c.

Case 4.- Principles illustrated-shock models, Nos. 1, 2, and 3; equilateral cam; sun and planet combination; Watt's crank substitute; cut-off valve motion; slotted link motion; intermittent gearing; heart cam; hypocycloidal coupling; adjustable link connection; Peansellier's straight-line motion; intermittent and variable bevel gearing; eccentric cam; chain gearing; twisted belt; windlass motion; Stephenson's link motion; slotted link motion; treadle motion; elliptic motion; teeth of spar gear.

School of botany and horticulture.-Cases 5, 6, and 7.- Specimens of the woods of Illinois, with leaf, flower, and fruit of each as far as obtainable when the collection was procured.

School of agriculture.-Cases 8 and 9.-Samples of corn, wheat, rye, barley, &c., grown in all parts of the State; arranged and labeled at the Industrial University.

School of chemistry.-Case 10.-Analysis of farm products, including several specimens of corn; also wheat, oats, rye, barley, buckwheat, millet, rice, beans, peas, potatoes, red clover, prairie hay, straw, sorghum, oil cake, &c., showing the number of grams of oil, ash, albuminoids, water, fiber, and starch, respectively, in 1,000 grams of each article enumerated. Also two hundred and nine jars and bottles containing chemicals from the laboratory of the Industrial University (students' work)..

Case 11.-Technological exhibits, embracing the following series: Flax-(1) flax tow from breaker; (2) sliver from breaking card; (3) sliver from finishing card; (4) yarn from spinning frame; (5) flax bagging. Hemp-(1) hemp stalk; (2) hemp tow from breaker; (3) hemp tow from breaker card; (4) hemp tow from finisher card; (5) sliver from first drawing card; (6) sliver from second drawing card; (7) yarn from roving frame; (8) yarn from spinning frame; (9) 3-ply hemp twine for self-binder.

STATE SYSTEMS

FLORIDA.

The exhibit from Florida was entirely from her common schools, from the primary school through the graded grammar schools and the high schools, and consisted of the work of the pupils written in response to questions submitted at the time at which the work was done, and embracing the worst as well as the best, the design being to make a truthful display of the actual status of her educational progress.

The Florida Agricultural College and the Deaf-Mute Institute were of so recent organization as to prevent an exhibit, even had it been thought wise to make one.

In addition to the work of the common schools proper, two seminaries, one located at Tallahassee, the capital, for the west half of the State, and one at Gainesville for the east half of the State, each made an exhibit of their work.

The schools represented are as follows:

West Florida Seminary, academic course.-Examinations in spelling, grammar, geography, history, mathematics to trigonometry. Special work in surveying and commercial arithmetic and computation.

East Florida Seminary, Gainesville.-Examinations in spelling, grammar, geography, mathematics to trigonometry, book-keeping, and special essays on subjects relevant to school study.

East Jacksonville graded school.-Written work in answer to questions submitted upon the course of studies arranged for that school, embracing the rudiments and advancing through the usual studies of a common school.

Jacksonville graded grammar school, white.-Written work in accordance with the course of study adopted for schools of such grade, and map and ornamental drawing, together with composition.

Jacksonville graded grammar school, colored.-The same as the above white school, with essays from the teachers relative to the work of the teacher.

Duval high school, Jacksonville.-Written work in accord with the course of study for that school and compositions by the pupils.

Pine Level, Manatee County, school.-Written work, embracing a common school course, composition, map drawing, etc.

Oakland graded school, colored.-Exhibit the same as the East Jacksonville school for the white children.

Orlando, Orange County, public school.-Written work based upon questions submitted as in the case of the grammar schools, composition, map drawing, etc.

St. Joseph's Convent school, St. Augustine (this school is operated under the laws of the State for public schools).-Written work based upon a course of study similar to that arranged for the grammar schools, and compositions, map drawings, etc.

Sanford, Orange County, public school.—Written work based upon questions submitted, embracing a grammar school course, composition, and map and ornamental drawing. In addition to the above there were several exhibits from schools of a similar character in the rural districts of Marion, Duval, Putnam, and Volusia Counties.

Large charts in print of the full course of study for the grammar schools and high schools of the State were also included in the exhibit.

Several thousand pamphlets descriptive of the Florida school system, setting forth permanent and annual resources, number of school population, and essential points of school law, were provided for distribution.