finished, and was shown at the Exposition Universelle at Paris in 1878. When all the sections were completed, the statue was erected in its entirety in Paris, where, towering high above the surrounding buildings, its enormous proportions could be better appreciated than at present. Standing on Bedloe's Island, its stupendous size, because of the vast background, is not fully realized. After being taken to pieces in Paris, the statue was packed in 210 cases, and shipped to New York on a vessel furnished by the French Government. The forefinger of the statue, which helps to support the torch, is by itself larger than the tallest man, measuring eight feet in length. The nose is 3 feet 8 inches long; the eye 2 feet wide; the head 14 feet in height, and around its crown forty people may stand in comfort; while in the torch there is room for fourteen spectators at the same time. If placed beside that far-famed skyscraper, the Masonic Temple in Chicago, the figure of Liberty would tower nearly forty feet above its top. The pedestal on which the statue stands was designed by the late Richard H. Hunt, and was paid for largely by popular subscription in this country. The completed work was dedicated in 1886. America has still other noble monuments as testimonials of Bartholdi's admiration of this country. Among them are the four angelic trumpeters on the four corners of the tower of the First Baptist church, Boston; the Bartholdi fountain in the Botanical Garden at Washington; the Lafayette statue and the group of the Leisures of Peace in New York. The splendid figures of Washington and, Lafayette, decorating the Place des Etats Unis in Paris, are by Bartholdi. Among his other noted works are: "The Malediction of Alsaria," executed after the war of 1870-71 and presented by Alsace to the French statesman Gambetta; "The Young VineGrower;" "Francesca da Rimini," "Monument to Schöngauer;" "Genius in the Claws of Poverty;" and the "Lion de Belfort." During his last days Bartholdi fully recognized the fatality of the disease that afflicted him, and began to design his own tombstone. It was completed the day before he took to his bed, and shows an allegorical figure holding out a laurel wreath. The sculptor left uncompleted an important colossal group intended to be erected in Paris in memory of the aëronauts who distinguished themselves in the siege of Paris. The design shows a huge balloon rising above the figures. The Paris Temps says: "The death of Bartholdi and Geromo removes the greatest of modern sculptors. Bartholdi's Statue of Liberty was the apotheosis of France's rôle since the Revolution which led the French Government to offer the statue to the sister republic as a pledge of fraternal devotion to liberty." CLASS IN HARNESS-MAKING.-INDIAN INDUSTRIAL SCHOOL, CARLISLE, PA. The Magnificent Work of the Carlisle School-How Uncle Sam is Trying to Exterminate the Savage and Develop the Citizen U. S. INDIAN INDUSTRIAL SCHOOL, CARLISLE, PA. General View of Campus, with Students Drawn up in Military Formation. the West; but no other school has approached the achievements of Carlisle in the provision of a line of educational training calculated to enable the Indian to take a place beside his white brother as a good citizen, and to meet the latter's competition in the arts that are the basis of our commerce and livelihood. This educational policy was the foundation stone of the Carlisle School, and indeed the project was originally prompted by a desire to put these practical ideas to the test. It was an innovation at the time; but the showing made during the history of the school has strengthened the sponsors and champions of the plan in their confidence in it and advocacy of it. Of course, the ordinary forms of book learning have place in the Carlisle educational scheme. Indeed, the Indian pupils entering the school are, first of all, taught to speak English, and are then given a primary education in the essential branches. young women, on the other hand, are familiarized with such lines of endeavor as cooking, sewing, nursing, laundering, and housework, besides drawing, painting, and other branches of the fine arts. In order that there may be no loss of time on the part of pupils, and that a maximum use may be made of the facilities for manual training, the courses at Carlisle are all arranged on the basis of half a day's work and half a day's study for each pupil daily. All the shops and farms are organized with two sets of pupil-workers alternating each half day, Never for one moment, however, is the fact lost to sight, that the main object of the schooling is to give each pupil a working knowledge of some common and practical industry, so that he or she will always have some reliable means of support among civilized people. This plan has been gradually developed, until now Carlisle embraces, as a theater of action for this undertaking, a large number of workshops of various kinds, besides two farms where tilling of the soil is carried on in accordance with the latest approved modern methods. COPYRIGHT, 1904, BY WALDON FAWCETT. That the scope of the manual training given at this famous Indian school is by no means circumscribed, may be appreciated from the fact that the young men are taught printing, blacksmithing, shoemaking, harness-making, tailoring, wagon-making, carpentry, painting, tinning, and other mechanical arts, as well as farming and the care of stock. The SHOE SHOP. so that activity is continuous. The key- The regular school department at Carlisle originally consisted of nine grades; and the graduation limit for the school was fixed at the end of the grammarschool grade, a point which, it was estimated, could readily be reached by the average pupil at the end of two terms of five years each. It was found, however, COPYRIGHT, 1904, BY WALDON FAWCETT. INDIAN BOY CARPENTERS AT BENCH. as the work of the school developed, that the pupils were capable of even greater achievement, and the graduation limit was advanced to a point midway between the end of the grammar course and the graduation point in the average highschool course. The pupils readily attain this within the interval above mentioned: and that it is a decidedly creditable accomplishment will be appreciated when the fact is taken into consideration that the young Indians spend only half their time in the school-room, the other half being devoted to the manual training, so that at the completion of the regulation course most of the graduates not only have acquired a fair English education, but are also possessed of sufficient skill in handicraft to enable them to earn an independent livelihood. The Test of Results Put to the test, the results of the Carlisle system of manual training are by no means found wanting. This is attested by the fact that many of the young men and women who have taken the course in this school are now earning good wages at the respective trades and callings for which they fitted themselves. A case in point is that of a young Indian who learned blacksmithing, and who is now employed at this work by a prominent railroad at a salary of $90 per month. Another illustration of the possibilities opened to these transformed children of nature, is afforded by the career of Dr. Carlos Montezuma, a full-blooded Apache, who, solely through his own efforts, rose to the position of resident physician at the Carlisle School. Incidentally it may be noted that the least civilized of the Indian tribes, such as the Apaches, have contributed their full quota of pupils to the Carlisle School; and the young people with such antecedents have shown quite as great a capacity for learning and work as their cousins from the supposedly more tractable tribes. Success of Coeducation To the credit of the Indian girls at Carlisle, are attainments in many respects more remarkable than those of the representatives of the sterner sex. As is the case with the male students, the girls spend half of each day in the class-room, and devote the remainder of the day to some trade, art, or industry. An important branch of the work of the female pupils is found in the Sewing Department, where the girls pass in succession through the classes for beginners, menders, advanced plain sewers, and dressmakers. The course gives allround experience, and qualifies each girl to make all her own clothing without assistance. Another field for practical work is |