architecture in heroic models; from observing exhibits grouped in relation to their interdependence upon each other; and from watching processes, in connection with those exhibits, which take the raw product, and under the eyes of the beholder transform it into the finished product, ready for the markets of the world. We felt that in doing this we were offering this Association a fair quid pro quo for the non-fulfillment of some of the many features which have always characterized the annual convention of this Association.

I close with this remark, that this is an exposition of opportunity to every member of this Association. If you come here at the close of the school year ready and eager for more mental discipline and development, you will find it in the study of the architecture of these great palaces, and in the study of the myriads of exhibits which fill them. If you come desiring physical exercise and development, you will gain it with the utmost rapidity in walking over the 1,240 acres inclosed within our gates. If you come desiring complete mental rest and relaxation, you will find it in a place specially provided for this purpose "The Pike." All of these opportunities we extend to you most cordially, and trust that you will stay with us long enough to embrace them all.

CHANCELLOR W. S. CHAPLIN OF WASHINGTON UNIVERSITY, CHAIRMAN OF THE LOCAL EXECUTIVE COMMITTEE

Mr. President, Ladies and Gentlemen:

It has been, for many centuries, a great honor to come last; but on this occasion the fact that so many and so eloquent speakers have preceded me is somewhat embarrassing. I leave it to you that the ground has been well covered. Therefore I shall take but a few minutes of your time.

I wish to emphasize one fact; that is, that in Missouri, in educational matters, we not only stand well, but we are advancing, advancing rapidly. The public schools, the city schools, the colleges, and the universities are all moving forward.

I want to call your attention to the fact that this Exhibition, this Louisiana Purchase Exposition, is the first one that has ever given the highest prominence to the subject of education. It is a mark of the intelligence of the governing body of this Exposition that its chief department, the one to which it has given the most prominent place and on which it has expended the largest amount of money, is the Department of Education. We are grateful for this, and we are grateful to those foreign countries which have made their greatest exhibits in the educational department. Look over these buildings and the displays therein, and you cannot fail to recognize that education is the one subject by which they wish to be judged. I may say further that the best exhibits we have from the foreign countries are the gentlemen who have come here to arrange the objects and to explain them to us. I have never seen a gathering of such expert expositors as these gentlemen are. Go to any of them freely, ask questions of them freely, and freely and gladly they will answer your

acknowledge the cordial and hearty welcome which we have received here. We have come to observe this great Exposition, in the first place; the latest great international object-lesson of the last fifty years, of a long series extending back to the first beginning, in 1851, in England, the tenth and greatest object-lesson of them all. It should call all the teachers of the country to see it, and the teachers will respond, if not now, at least before the close, in the last days of November.

I would say that we are here, first of all, to study the Exposition itself; the exposition of the industries of all people; not merely the industries of the United States, but the industries of Europe, and of South America, and of all parts of the world. Generous and friendly nations have sent here their results, in order that they may compare them with ours; in order that they may show us their processes; and this of all expositions is an Exposition that is meant to show the processes of industry, laying great stress upon that; so that it is in a much higher sense an object-lesson that is educative in its character than perhaps any other international exposition that has ever been held. We behold here the results. We have come here with the conviction that the schools have had a great deal to do with our industrial success. The school has contributed to this enormous, this colossal, result which we see here. It has done this by making the children alert and observing, able to learn not only from their own seeing, but to learn from the ideas of another. When we are asked, what does the school do? What is the meaning of the school in general? We reply: School means that children are not only going to have their own observations and ideas, but that they are also going to learn from teachers and other pupils, going to reinforce their own with the ideas of others, increasing by the total observation of mankind, and learning to get hold of, from day to day, the ideas of the world.

Now, these world-industries will at first appear to us in their products—the first glimpse we get in studying this great object-lesson is a view of the net results. Next we look at the processes; and then we begin to see how this vast collection of productions, natural and manufactured, relates to the lessons which we give in our schools. In thinking out this relation we first divide our school work into study of nature, learning how nature may serve man; learning the conquest of nature by the means of a study of its laws and the applications of science to the invention of machinery. This first lesson, you may say, is materialistic; the satisfying of the wants of food, clothing, shelter, and amusement. Then, in the second lesson, we see that this great Exposition connects with our own history, our own borderland of history; and thru these borderlands we connect with other nations that have preceded us. We shake hands with Spain and with France, on this very territory of the Louisiana Purchase, and here we are constantly reminded historically of the significance of these two national elements, the Spanish and French, in the history of the world; what a part they played in the discovery of America, and in publishing an inventory of its resources to the old world of Europe. We come next, with

strength and make what they can out of it in their struggle one with the other. But in a peaceful contest like this each one tries to show such of its products as are useful and valuable to all mankind. It wishes to come into closer relation with the nation in whose international fair it exhibits. And, of course, it is the object of all contributors to the educational exhibits here, and to the display of material industries, to excite interest in what they have been producing; and it is our great object to learn something from each that is instructive to us.

This great Exposition is something that I suppose I take a great deal more pride in than some of you; I am especially proud of this city, and of the men here who have made it, many of whom I have known since early years. Professor Woodward I have known for thirty-seven years, and in the thirtyseven years that I have known him I have received great help from him; and one of the pleasures I have from year to year in looking around the United States is to see that there are monuments to that man in nearly every city or town of any consequence in the country; and those places that have not as yet erected monuments to him are thinking of building such this fall or at some early date. I consider every manual-training school built in the United States a monument to Professor C. M. Woodward. We have two of them in Washington dedicated the past year. The William McKinley Manual Training School is one of these monuments to Professor Woodward, and I had the pleasure at its dedication to mention this fact to the people of our national capitol. And there, too, is my friend Dr. Soldan, He was strong and healthy always; always good, always refined, always conscious of good forms; himself a learned man and busied on problems of education, he was always helpful to people concerned about the education of the people; and his splendid success as superintendent of the schools of St. Louis rejoices the hearts of all teachers and school managers in the land.

I wish that somebody had been chosen especially to speak here of Washington University in St. Louis-a university that was founded and has been conducted on the highest ideals from the beginning, by men who had that patience and "sufferance sublime" which Emerson speaks of as matching "the taciturnity of time." And they could afford to wait for the maturity of this university. They said, when the university had become established: "We will have everything on a solid basis, all thoroness and nothing for mere show, and we shall be perfectly satisfied to graduate a small class this year." That was forty years ago. They were satisfied to graduate only a few, but those on a high standard, and they have kept up that standard ever since. And this Washington University was started in those days by one whose name is held in great respect in the West and in the East-Dr. William G. Eliot, of whom all St. Louisians are proud and always will be proud. His biography has recently been written and published, and everyone can read it and understand why he was and is honored. He was one of the wisest of men, and his hand and brain were incessantly at work devising good. He