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(4) Physicians.

(5) Dentists.

(6) Pharmacists.

(7) Artists.

(8) Clerks and other salaried employees.

(9) Domestic servants.

2. By voluntary action.

a) Capitalistic and labor organizations.

b) Organizations among farmers.

c) Same among farm laborers.

d) Profit-sharing and other forms of partnership between labor and capital.

e) Improved forms of labor contract-the sliding scale, etc.

f) Private pension systems.

g) Private insurance systems.

h) Organization in other occupations; i. e., forestry, mining, fisheries, etc.

i) Progress in apprentice systems.

j) Organizations of professional and other occupations,

C. ACHIEVEMENT IN HARMONIZING CULTURE INTERESTS.

(Using the term "culture" to include all interests not more conveniently classified under political rights, property, or industry.)

1. Primarily legal.

a) Marriage and divorce laws.

b) Laws affecting freedom of thought, research, speech, publication, teaching, and worship.

c) Laws removing cultural disabilities from individuals and classes. d) Public institutions for culture.

(1) Churches.

(2) Schools of all grades and types scheduled in Division IV, Part II.

(3) Libraries and reading-rooms.

(4) Art galleries.

(5) Theaters.

(6) Concerts.

(7) Recreation halls and grounds.

(8) Baths.

e) Laws aimed at improvement of rural social conditions.

2. Primarily voluntary.

a) Organizations for protection of the family.

b) Private foundations for the different cultural purposes scheduled above.

c) Women's clubs.

d) Municipal, national, and international missions.

e) Social settlements.

f) Neighborhood guilds.

g) Municipal improvement associations.

h) Child-saving.

i) Children's aid societies.

j) Forms of social intercourse and recreation.

In addition to the three main divisions of human relations thus outlined, we must schedule:

D. ACHIEVEMENT IN TREATMENT OF THE SUBSOCIAL CLASSES.

I. Dependents.

2. Defectives.

3. Delinquents.

In this case as with A, B, and C above, we must examine, first, the legal, second, the voluntary systems and efforts which aim to prevent, to restrain, and to cure the development of these classes.

DIVISION IV. ACHIEVEMENT IN KNOWLEDGE.

PART I.

ACHIEVEMENT IN DISCOVERY.

A. GENERAL QUESTIONS.

I. What discoveries and inventions have been made?

2. What improvements have been made in the methods of research? 3. What improvements have been made in the apparatus of research? 4. What improvements have been made in the organization of research? 5. What gains have been made in providing financial means for research? 6. What rewards and other incentives are available for discovery and invention?

B. ACHIEVEMENTS IN THE SCIENCES.

1. The inorganic sciences.

2. The organic sciences.

3. The psychological sciences, including child-study and pedagogy. 4. The linguistic sciences.

5. Literary criticism and interpretation.

6. The archæological sciences.

7. The historical sciences.

8. The economic sciences.

9. The statistical sciences.

10. The administrative sciences.

II. The sociological sciences. 12. Philosophy.

13. Ethics.

14. Theology.

15. The technological sciences.

PART II.

ACHIEVEMENT IN MAKING KNOWLEDGE ACCESSIBLE.

A. EDUCATION, PUBLIC AND PRIVATE.

I. Achievement in the different forms of education.

a) Intellectual education.

(1) Kindergarten and primary.

(2) Secondary.

(3) Higher.

(4) Professional.
b) Moral education.
c) Religious education.

d) Esthetic education.

e) Physical education.

f) Manual training.

g) Trade and craft education.

h) Education of defectives.

2. Achievements of different educational institutions.

a) Universites and professional schools.

b) Colleges.

c) Secondary schools.

d) Chautauquas.

e) Primary schools, including kindergartens.

f) University extension.

g) Trade schools.

h) Evening schools.

i) Sunday schools.

j) Literary clubs.

k) Schools for defectives.

B. OTHER MEANS OF EDUCATION.

I. Museums.

2. Art galleries.

3. Libraries.

4. Lecture platform.

5. Expositions.

6. The press.

a) The periodical press.

(1) Achievement of different classes of periodicals; newspapers,

inagazines, including periodical scientific publications, trade journals, fraternal periodicals, including labor papers, religious papers.

(2) Progress toward low-priced periodicals.

(3) Improvement in the quality of periodical literature.

b) Books and pamphlets.

7. The learned societies.

8. The pulpit as an educational force.

9. Improved postal, telegraph, and telephone facilities as factors in the spread of knowledge.

10. Governmental bureaus for the collection and spread of knowledge.

II. International commerce in knowledge.

12. Comparison of educational institutions of different nations.

C. ACHIEVEMENT IN EDUCATIONAL TECHNIQUE.

1. In pedagogical methods.

2. In pedagogical apparatus, text-books, etc.

3. In co-ordination of educational institutions.

4. In progress toward rational co-ordination of studies.

5. In educational finances.

6. In administration of educational institutions.

7. In compulsory education.

DIVISION V. ACHIEVEMENT IN ÆSTHETIC CREATION AND IN POPULAR APPRECIATION OF ART PRODUCTS.

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A. In defining standards of religious authority.

B. In shifting center of religious interests from another life to present life. C. In enlarged religious tolerance, with distinction between religion and theology.

D. In definite religious tendencies, promoted by the example of eminent religious men of the century; e. g., Pope Leo XIII., Cardinal Newman, Phillips Brooks, Spurgeon, Moody, General Booth, etc., etc.

E. In federation of religious effort.

F. In religious extension.

G. In local, national, and international enlargement of the sphere of religious activities.

The problem of understanding our social situation may be expressed as the problem of making a better outline than the above of the facts that have a bearing upon individual and social welfare at the present moment.

THE UNIVERSITY OF CHICAGO.

ALBION W. Small.

THE FIRST GERMAN MUNICIPAL EXPOSITION.

DRESDEN, 1903.

IV.

F. EDUCATION.

School equipment and instruction.- The growth of the school system, with increase of number of pupils and teachers, of number of buildings, of complexity of equipment, and of cost, was shown by statistical tables and graphic charts exhibited by Breslau, Chemnitz, Darmstadt, Dresden, Fürth, Hannover, and Worms. School instruction is sometimes free, sometimes more or less expensive. In Dresden, to mention one example, the cost to the municipality is about 50 marks per pupil. The tuition charged is 48 marks per year in the Bürgerschule, and only 7.20 marks in the Bezirksschule. The separation of the social classes in the schools by means of differences of tuition fees is quite customary. For the sake of lightening the burden for a poor family with numcrous little ones to be educated, tuition is free for all children of a family, after the second, who are in school at the same time. In the case of the very poor, appeal may be made to the authorities, and the fee is paid by the municipality through the charity bureau. Dresden is said to have the smallest average number of pupils in a class of any of the larger German cities; yet that average in 1901 was forty-one in the Bezirk schools and thirtythree in the Bürger schools. München exhibited views and plans of seven new schools built within the past three or four years. They are all furnished with what might be termed model equipment. One of them, for example, has thirty-two class-rooms with wardrobes, divided into two complete systems, as the sections for boys and for girls are kept quite separate, two gymnasiums with dressing-rooms, two rooms for the kindergarten, two principals' offices, a room for library and conference, two rooms containing the objects used as aids in teaching, a school kitchen, a janitor's

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