The Saint Paul globe., 1904-05-22
WORLDS FAIR IS 4
GREAT EDUCATOR
Nature and Purposes of Exhib.
its in Palace of Education
and Social Economy.
Globe Worlds Fair Bureau,
G. -. "A /.

ST. Louis, Mo.
ST. LOUIS, May 21.-The palace of
education and social economy at the
exposition is in the very center of ac-
tivities, it's western facade bordering
the grand basin, with southern front
facing art hill and the cascades and
colonnade of the states. It's dimen-
sions, 525x750 feet, and the building
covers trif1e over nine acres of
ground.
The design Of the palace is of the
modern classic, so purely so, that in
the opinion of experts, it is easily
conceded to be the most handsome in
the great exposition picture"
The principal entrances are on the
axes of the building and resemble
much the well known form of trium-
phal arches. At each angle of the
building is pavilion forming sup
Elementary entrance. and these are
connected by a colonnade of monu-
mental proportion. A liberal use of
architectural sculpture lends a festal
character to its classic design, the
credit for the creation of which is due
to Eames & Young, architects, OF ST.
Louis. The cost of the structure was
$35O,OOO,
The object of the educational ex-
hibit, as announced by Mr.. Howard J.
Rogers, chief of the department, is
twofOld: First, TO secure a compara-
tive exhibit from all countries of the
world noted for educational effort;
second, to present a thoroughly sys-
tematic exhibit of all phases of edu-
cation in the United States. Both of
these objects have been obtained in a
wonderfully elaborate and satisfactory
manner. The exhibits are proving Of
immense interest to the American ed
ucational and general public.
Other Countries Cooperate.
The following foreign nations Joined
In the plan and have installed exhibits:
England, France, Germany. Sweden,
Belgium, Austria, Italy, Japan, China,
Ceylon, Mexico. Cuba, Brazil, Argen-
tina and Chile.
Mr.. Rogers says that the preparation
of an educational exhibit is made for
the sole purpose of appealing to the
scientist. The information which the
educational expert needs, and which
he comes to the exposition to find must
be afforded. Experience has proven
tif1c test and criticism appeals most
strongly to the general public.
The exhibit of a city, a state or a
university should have as it's central
object the demonstration of the value
of its course of study. The latter con-
tains the best thought and experience
evolved from the trials and eXperi-
ments Of generations. 1t marks the
differentiation of school systems and
universities, and should be made the
chain to which every object in an ed
UcatiOnal exhibit should be attached
for illustrative purposes.
The machinery of an educational
exhibit is limited and must consist in
general of charts, photographs, maps,
models, apparatus and specimens OF
these three, perhaps the most impor-
tant are charts, photographs and maps
The development of instantaneous
photography has rendered it possible
to present a series of actual pictures
of school life and methods which is
only little less satisfactory to a stu
dent than actually witnessing the op-
Grafton.
Photographs of Schools.
The entire work of a class in a chem
tcal laboratory, for instance, may in a
dozen photographs be accurately and
completely told. The school accom-
modations of a city can be set forth
in a series of photographs with GER
tain accuracy. One exhibit differs only
from the other in the skill with which
these photographs are combined and
made to tell their story.
One of the great innovations in the
St Louis educational exhibit feature
has been the endeavor to make it an
exhibit of processes, laboratories in op-
Grafton, domestic science and manual
training schools where pupils are at
work and the actual instruction of the
deaf, dumb and blind are special fea-
lures. This is the limit to which the
"live exhibit" can be carried. The
spirit of the school room must of a
necessity be absent from the exposi-
tion atmosphere. The only topics ca
pable of demonstration being those de-