APPENDIX 5. (continued 3)

The care of lost children began on June 6, when the first lost child was brought to the playground. The system of caring for lost children was as follows: Lost children found by members of the Jefferson Guard or the police were brought to the Model Play Ground, according to orders received from headquarters. Every child brought in was recorded, and an aluminum tag bearing a certain number was attached to each. They were cared for and entertained, and had all the privileges accorded to children who were registered by their parents. After being recorded they were handed over to the matron to be washed and fed and given all necessary attention. They were then induced to join groups of other children of their age. As a rule they quickly forgot their sorrows in play. They were not permitted to leave the playground until called for or sent home. If not called for they were escorted to their homes, or, in case of children of sufficient age and intelligence, to the car by the attendants of the playground. Parents inquiring for lost children were directed to this place by guards and police. If the child had not yet been brought in, the inquirer was informed the child would be taken care of. The telephone and electric service proved of great assistance. The ages of lost children ranged from 2 to 13 years. The system kept track not only of those who were brought in, but also of those who were reported lost, and the Louisiana Purchase Exposition should have credit for a "lost children system" so complete that children separated from parents or escorts were restored to them in every case. "The method used for the care of lost children is the most complete and far-reaching system that has yet been devised for the use of any world's fair." (World's Fair Bulletin, September, 1904.)

Mrs. Hirschfield gave the following gratifying statement in her September report:

"The $5,000 appropriated by the board of lady managers has assisted very materially in the ability to handle the increasing number of lost children, the fund enabling the playground to employ a larger number of trained assistants, and to add many and attractive features.

"The expense incurred in the care of infants and lost children was not contemplated in the original playground plan."

The accommodations for the children included bathing and laundry facilities; clothing was furnished in some instances; two luncheons were served daily; kindergarten classes were held morning and afternoon; athletic exercises and baths were furnished, and many were the children, boys particularly, who thus enjoyed luxuries not otherwise obtainable.

Among the children attending the classes were a number who came regularly, including children admitted free, whose parents were employed in the exposition grounds. The fee charged to parents who left their children to be cared for was, except in the case of small infants, 25 cents a day. For babies requiring the services of trained nurses, 50 cents. In the case of parents too poor to pay no charge was made.

The ages of the children ranged from 2 weeks to 14 years. The number cared for, by months, was as follows:

May and June, 483; July, 864; August, 1,160; September, 1,732; October, 1,922; November, 1,189; making a total of 7,350.

The number of lost children brought to the playground was: In June, 94; July, 132; August, 328; September, 248; October, 209; November, 156; total, 1,166.

Children admitted free were newsboys, office boys, messenger boys, all children earning their living, or whose parents were employed within the exposition grounds. Many of these came regularly. The hospitality of the playground was also open to the children of the orphan asylums and other charitable institutions and to the children of the city playgrounds and kindergartens.

The number of children admitted free was, in May and June, 336; July, 554; August, 8,616; September, 3,916; October, 1,789; November, 5,700.

On November 2 the children of all nations were received by Miss Helen M. Gould, who gave a souvenir gift to each child.

On November 24 the children of all nations attended Thanksgiving dinner and ceremonies at the playground; 326 children were seated at the tables. After dinner they played and enjoyed the many features provided for their amusement. Every child took home a box of dainties and a souvenir of Thanksgiving Day, that traditional New England festivity. A member of the National Commission planned the affair, and it proved a notable success. Children of twenty-eight nationalities or tribes were gathered on the playground at one time. No such representation ever took place before, or was possible, except at the Model Play Ground and Day Nursery of the Louisiana Purchase Exposition.

It continued to be of service even to the closing hour. On December 1, the final day of the fair, 48 children, of whom 19 were less than 1 year old, were checked; 2,000 children were admitted free of charge, and 31 lost children were cared for and returned in safety to their homes or guardians.

In reviewing the experiences of the fair, it is gratifying to realize that although the members of the board of lady managers were not able to carry out one of their most cherished desires, and suffered keen disappointment in the abandonment of the crèche, still they had the pleasure of rendering material aid to a beautiful work, for such certainly was the Model Play Ground and Day Nursery.

Mrs. Hirschfield states that the assistance given by the board of lady managers can not be measured, for far beyond the money value of their appropriation was the power of their influence, and the interest aroused was not alone for the occasion of the fair, but would reach far into the future, affecting other undertakings of a similar nature.

On the day following the close of the exposition, one of the most able of the directors of the exposition expressed his approval of the course of the board of lady managers. As hostesses of the fair, he complimented them gracefully, and for the attitude they had been obliged to take regarding the crèche, of which he had been critical, he was happy to say he had been converted, and he was convinced that the board had acted prudently and wisely; that undoubtedly the attempt to carry on the elaborate and expensive crèche would have ended in financial failure and embarrassments; that the aid given Mrs. Hirschfield had made the Play Ground and Day Nursery so effective that it met all needs in a most acceptable manner and had proven one of the most interesting and satisfactory features of the great exposition.

Respectfully submitted. EMILY S.G. HOLCOMBE, Chairman. HELEN M. GOULD. FRANCES M. HANGER.

The committee on woman's congresses was created by the first president of the board of lady managers in April, 1903, and its aim was to be instrumental in bringing together representative women of this and foreign countries, either as organized bodies or as individuals, in order that by discussion and comparison of all social, educational, charitable, and industrial aspirations, and an interchange of thought on important questions relating to the welfare of women, the higher intellectual, moral, and physical plane that has already been established might not only continue to be maintained, but mutual interests be renewed and encouraged. They hoped to thus foster a better understanding of the aims of women of the different countries, and, by strengthening their common cause and making possible uniformity of action, promote the advancement of women everywhere.

It was further desired by thus bringing together distinguished women from all parts of the world interested in mental development and philanthropic and reformatory work, to review not only the old, but add the new record of the historical progress of women to date, to learn not only the various achievements now being accomplished by the women of the world in all phases of life at the present time, but ascertain the objective height now sought or thought to be attainable for them in each country.

The committee felt that this exposition would afford an opportunity to carefully consider humanitarian interests, and record the close connection of women to the most important issues, their struggles, and their possibilities. The encouraging stimulus that would be given to them by the mutual expression of their hopes of the ultimate success of each earnest endeavor for their advancement, must inevitably result in aiding the elevation of women and the improvement of the conditions under which they live, and upon which not only their own welfare, but that of the nation, largely depends.

It was, therefore, a source of great regret to the members of the committee that their desire to carry out these commendable plans were doomed, in great measure not to be realized because, while the "suggestion" was again approved by the Exposition Company, no means were provided for the carrying out of the work, and their own appropriation was not received by the board in time to be made available.

The following is the final report of the committee on women's congresses:

The committee on women's congresses was appointed by Mrs. Blair, April 19, 1903, and was composed of Mrs. Andrews, Mrs. Hanger, and Mrs. Buchwalter, who was, by unanimous vote, made chairman December 18 of that year.

When the committee was first created it asked for a letter of instruction from the exposition board. This letter was received together with a list of women's organizations which had been compiled in the office of the Exposition Company. Communications were at once sent to each of these associations, also to others selected by the committee, in all more than fifty. In addition to extending an invitation to hold its meeting at St. Louis during the World's Fair, each organization was told that a place of meeting would be provided, and that all possible aid would be given in making preliminary arrangements by a board of information which would be ready to supply any assistance necessary in preparing for the meeting.

Up to this time it had been hoped that it would be possible to inaugurate a series of meetings of women's associations which would be congresses in more than name. The committee, however, was confronted with the serious limitation of no treasury from which to draw. At the last meeting of the board during the incumbency of the first president, a committee had been appointed with Mrs. Manning as chairman, which was to ask Congress for $100,000 for the use of the board of lady managers. It was hoped that this matter might be brought to the attention of Congress at the special session in the fall of 1903, but the delay caused by the necessity of electing a new president retarded all the work of the board. Upon the election of Mrs. Manning to the presidency a new legislative committee was appointed which, unfortunately, was not able to report the success of its mission of securing the appropriation until March 1, 1904, by which time all the organizations had perfected their plans for that year, in consequence of which all idea of congresses was reluctantly abandoned.

In the meantime responses were received from many of the larger organizations, some of which said that experience had shown that the interest of their stated meetings suffered when they were held where there were so many counter attractions as were offered by a great exposition; others did not respond at all. Of those who accepted and held meetings in St. Louis in the season of 1904, were the various fraternal organizations of women, the General Federation of Women's Clubs, the National Mothers' Congress, the International Council, Council of Jewish Women, the Daughters of the American Revolution, National Society of the Colonial Dames of America, the United Daughters of the Confederacy, the P.E.O.'s, the Women's Christian Temperance Union, the Women's Relief Corps of the Grand Army of the Republic, and the Association of Collegiate Alumnae.

All the meetings which were held at the Louisiana Purchase Exposition were largely attended and noted for the enthusiasm of the members and the great interest taken in the objects represented by the respective organizations.

Respectfully submitted. C.B. BUCHWALTER. M.M. ANDREWS. F.M. HANGER.

Pursuant to adjournment, on March 5, 1904, a meeting of the board of lady managers was called by the president for April 28, 1904, to enable the members to be present at the opening exercises of the Louisiana Purchase Exposition, which were to take place on April 30 of that year.

The board was in session until May 9, during which time many matters of importance were considered. Letters were read from organizations, reports received from chairmen of committees, and jurors appointed. On May 6 a resolution, presented by Mrs. Holcombe and amended by Miss Egan, was adopted, by which the president of the board was made active chairman of the executive, entertainment, and ceremonies committees, and full plans were made for the conduct of the affairs of the board during the coming months of the exposition period.

Twenty-one of the twenty-two members were present, and on the morning of April 30 the board met and proceeded in a body to the Administration Building, where they joined the president and directors of the Louisiana Purchase Exposition Company, the members of the National Commission, and representatives from foreign countries, and, entering carriages, were driven to the Peace Monument, where seats were reserved for them. After the close of the interesting exercises officially opening the exposition, 5,000 invited guests adjourned to the Varied Industries Building, where luncheon was served. After a brilliant display of fireworks in the evening at the Stadium, the board of lady managers entertained a distinguished company at dinner, which closed the festivities of opening day.

The following is the final report of the committee on entertainment and ceremonies:

The board of lady managers took possession of their new building which had been completed and furnished and was ready for occupancy at the time they arrived in St. Louis for the meeting, April 28, which was the first to be held in their own house, and afforded them the earliest opportunity to see the structure and the result of the work that had been done in preparing and furnishing it for their use.

The first entertainment given by them was in honor of the president and members of the Louisiana Purchase Exposition Commission, on the evening of April 30, the official opening day of the exposition. Invited to meet them was the representative of the President of the United States, Secretary Taft, the president of the Exposition Company and Mrs. Francis, the directors of the Louisiana Purchase Exposition Company and their wives, the governors of the States represented at the opening exercises and their wives, the Senators, and Members of the House, representing the two bodies of Congress, and other distinguished visitors and citizens. It was a most brilliant and interesting gathering, and not only rounded out the opening day with satisfaction to all, but inaugurated the series of entertainments that were to be afterwards given in the building of the board of lady managers.

In the argument of President Francis before the appropriation committee, in January, 1903, when asking Congress to make the additional loan, he said:

"We are the nation's hosts, as we understand it. We propose to entertain distinguished people from every section of the globe. * * * Bear in mind we are entertaining the guests of the Government, we think we are benefiting the commerce of the country; we think we are doing a patriotic service in commemorating a great event and bringing all classes into closer relations, cementing the ties that bind the different sections of the nation, affording our people opportunity to see something of the people and customs and the resources of our possessions, and, on the other hand, affording opportunity to those people to become acquainted with this great country."

At the meeting of the board on March 2, 1904, after the board of lady managers had obtained the appropriation from Congress that placed it within its power to meet the requirements of its position, President Francis was asked what he thought would be the pleasure of the executive committee that the board do with the funds so obtained, as no expression had been received from the company as to what special duty it was anxious, or would like, to have the board perform, to which President Francis replied, that he "had not given the matter thought, but that the board would want to do some entertaining; that the ladies were well adapted to that; they were experienced in that sort of thing and knew how to go about it. That he did not see much they could do with the money aside from entertaining."

And thus the board of lady managers authoritatively took its place in the great exposition, in the complex mechanism of which it was but a single factor, and assumed the responsibility of doing its share of the entertaining on behalf of women at the exposition.

What form of government is there at the present time that is not dependent upon the household of the executive and the homes of the officials for the social success of an administration? An exposition on the enormous scale of that which existed in St. Louis partook in its management for the time being of the nature of a government; an executive and official household was an essential and important factor because the representatives of all nations were to be entertained. As in this World's Fair, the highest recognition was given to women, it was but reasonable that women should be appointed to take the place set apart for them, and to perform such duties as would be assigned to them in any well-regulated government, and upon the broadest scale, their province being that of national hostesses, their privilege to extend a generous and far-reaching hospitality to all official dignitaries from home and abroad who visited the exposition.

Among the social events occurring at the building of the board of lady managers, the following is a list of the more prominent ones held during the exposition period:

Dinner to the Louisiana Purchase Exposition Commission, April 30; reception tendered to Mrs. Francis, wife of the president of the Exposition Company, May 9; reception to officers of Army and Navy, present in and around St. Louis at that time, May 18; luncheon to General Federation of Women's Clubs, May 19; luncheon to Miss Roosevelt, May 31; tea to Musical Federation, June 2; dinner to Prince Pu Lun, the official representative to the exposition of the Empress An of China, June 10; reception to foreign representatives at the Louisiana Purchase Exposition, June 17; reception to P.E.O.'s, June 18; reception to governors, and State and Territorial commissioners at the exposition, June 24; dinner to Governor Odell, of New York, and Mrs. Odell, June 28; visit of Cardinal Satolli, July 1; reception to Mrs. Charles Mercer Hall, July 12; reception to Civic Federation, July 12; reception to members of Interparliamentary Union, at which time the building was draped with the flags of all nations, and the national airs of the different countries represented were played by the orchestra, September 12; reception to Mrs. Sarah S. Platt Decker, president of the General Federation of Women's Clubs, September 19; reception to members of the Congress of Arts and Sciences, September 20; reception to members of the American Bar Association and Congress of Lawyers and Jurists, September 30; reception to the president, Mrs. Augustine Smythe, and officers and members of the United Daughters of the Confederacy, October 7; reception to the president, Mrs. Charles W. Fairbanks, and officers and members of the National Society Daughters of the American Revolution, October 11; reception to the governor of Connecticut and his staff, October 13; tea to hostesses of State and Territorial buildings, October 14; reception to the president, Mrs. Herbert Claiborne, and members National Society Colonial Dames of America, October 20; an informal dance, October 25; reception to meet the president and members of the Wednesday Club, of St. Louis, October 29; reception to meet the members of the Association of Collegiate Alumnae, November 3; reception to meet the president and members of the Woman's Club of St. Louis, November 7; informal dance, November 9; dinner to President Francis, November 12; reception to Forest Park University students, November 14; informal dance, November 18; reception to Prince Fushimi, the official representative to the exposition of the Mikado of Japan, November 22; dinner to Jefferson Guards, Thanksgiving Day, November 24; final reception of the board of lady managers on what was known as "Francis Day," in honor of the president of the exposition, when the board of lady managers kept informal "open house" and entertained all who called on this, the last day of the exposition, December 1.

The members of the board met their obligations with acceptable dignity, offering cordial hospitality to all the important bodies meeting within the exposition grounds. Their building was the social center around which gathered the national and international representatives of governments and organizations, until more than 25,000 persons received specific invitation to their official entertainments. And whether the hospitality was extended to His Eminence, the emissary of the Pope, or whether it was a reception to His Imperial Highness, the representative of the Mikado of Japan, or a dinner to the envoy of Empress An, of China, or to the governor of a State and his staff, or to the members of the National Commission, or the officials of the Louisiana Purchase Exposition Company, all were welcomed with genuine cordiality, the board of lady managers never failing to remember their responsibility and that they were representing the nation and serving their country by thus doing their share in affording an opportunity for all nationalities to become acquainted with each other and with our social customs as demonstrated at the exposition.

Respectfully submitted. M. MARGARETTA MANNING, Chairman. FANNIE LOWERY PORTER, BELLE L. EVEREST, JOSEPHINE SULLIVAN, SALENA V. ERNEST, M.K. DE YOUNG, KATHARINE PRATT HORTON, HELEN BOICE-HUNSICKER, AMELIA VON MAYHOFF, Members of Committee.

The ninth meeting of the board was called September 20, 1904. This was a special meeting called for the purpose of reconfirming the departmental jurors as is set forth in the final report of the chairman of the committee on awards.

An exposition must of necessity prove educational. The director of exhibits of the Louisiana Purchase Exposition said "The opportunity afforded for study and comparison of the various productions of human genius and activity classified and shown in detail, the finished product beside the methods and processes by which articles are produced, the vast systems of machinery in operation, and the skilled artisans occupied in difficult and intricate employments or native industries, representing accurately and in detail the latest development of the various arts and manufactures, makes it possible for not only the student to acquire knowledge, but each exhibitor may learn something from every other exhibitor in his class which may be to his advantage, and which may lead to the improvement of that which he produces, whether it be in the domain of art or manufacture, at home or abroad. The measure of the value of an international exposition is determined by the number of important countries represented by exhibits, the characteristics and comprehensive nature of these exhibits, or the excellence in quality according to the standards of the countries from which they come. That an exposition affords the greatest opportunity that manufacturers and producers of a nation have to increase their export trade by displaying their samples and products before the eyes of foreign people whose markets they seek. Exhibitors are commercial and noncommercial." The commercial exhibitor has as his chief object the advertisement of his business and consequent increase in the sale of his goods by means of his display and the possible receipt of an award which may prove valuable in future exploitation of his products. The noncommercial exhibitor has but the moral satisfaction of receiving the tangible assurance of the excellence of his work as represented by the award.

Though woman's work enters into almost all manufactured articles, its proportion in some is very small, and at the Columbian Exposition, where it was estimated that women had a share in nearly 350 industries, it was finally agreed between the board of control and the board of lady managers that the best method upon which to base the proportion of women on the juries would be to give them representation according to the amount of work done by women on articles to be judged in each department of the classification. This was a very satisfactory arrangement to that board, inasmuch as the manufacturers exhibiting were asked on the application blanks furnished them when they applied for space: "Was the work upon this exhibit done wholly or in part by women?" An affirmative answer entitled the board of lady managers to membership on the jury of awards, giving them a majority in any department where women were especially active, and a minority, or total exclusion, where she had contributed little or nothing to the department, which would seem a most equitable method.

The impossibility of ascertaining these facts greatly affected the right of representation of the board of lady managers of the Louisiana Purchase Exposition on the juries of awards.

President Francis, in his address to the board on March 2, 1904, spoke on this subject as follows:

I wish to say again—I think I have made this statement to you before—that when we started the organization of the exposition the question of separate fields of exhibit of competition was suggested and advanced, but the stronger view was presented as we believed by the stronger women, that there should be no contest between individual members of the different sexes, but that the work of each should be shown—that if women had not arrived at that stage and made that advancement which permitted them to compete with men's work, they had advanced but little. Therefore we did not think of making any separate classification for the exhibitions of women's work—they came in under the same classification as men. On most of the lines of work upon which women have entered, they are holding their own, if not in every instance.

While there was formerly something to be said on each side of the question of separate exhibits, the extent to which women now enter into all departments of industrial and professional activities, renders it not only difficult, but in some instances almost impossible, to make a separate exhibit of the part they perform. It is true, if women were to-day eliminated from the employments in which they are now engaged and relegated to those of forty years ago, the exhibits of the nature of man's work would be in no wise affected, and women have not sufficiently taken the initiative (from lack of capital and adverse competition), in establishing large manufacturing plants to be enabled by these means to make exhibits on similar lines; but where women now work by the side of, and the quality of their mental and manual labor competes satisfactorily with that of men, it is now her right to receive unqualified recognition and consideration as an economic factor, and her work should not only be accorded the consideration and respect it deserves, but insure to her the receipt of equal compensation for equal services performed.

It is to be regretted that the example of other expositions was not followed in requiring manufacturers to indicate by means of some device placed upon their exhibit what proportion or percentage was "in whole or part the work of women," and it is urged that this be done in all future expositions, large and small, that all who are interested in this matter may ascertain the facts, and that the record of the kind of industries in which women share, and which portion of them they perform, may be available at all times as statistical information.

In selecting the jurors it is desirable and necessary that the most careful discrimination be used, in order to secure the best and most skillful women to represent each special department, and those well versed in the requisite technical knowledge.

At the meeting of the board of lady managers of the Louisiana Purchase Exposition, held April 29, 1903, the following resolution was offered by Mrs. Daniel Manning, and accepted by the board:

Resolved, First, it shall be the duty of the committee on awards of the board of lady managers of the Louisiana Purchase Exposition, through its chairman or otherwise, to ascertain definitely in regard to every exhibit in the exposition, whether or not the labor of women was employed in its production.

Second, it shall be the duty of this committee to take any and all action to secure and appoint competent jurors of awards in every class and group of the classification where woman's labor has been engaged in the production of any articles exhibited therein.

A copy of this resolution, under date of May 2, was sent to the secretary of the local company, and the following reply received:

ST. LOUIS, May 26, 1903.

MADAM PRESIDENT: I am directed by President Francis to inform you that the resolutions adopted by the board at a called meeting on May 2, 1903, with reference to participation in the award system, has been reported upon by the director of exhibits, Mr. Skiff, who states that his division has taken notice of the resolution, and will, in due time, prepare a list of those exhibits which are in whole or in part the labor of women.

Respectfully, W.B. STEVENS, Secretary.

At a meeting of the board, held in the Administration Building March 1, 1904, in response to a call by the president for a report from the committee on awards, Mrs. Hanger, chairman of the committee, said:

This committee was named by Mrs. Manning after our last meeting, as follows: Mrs. Hanger, Mrs. Knott, Miss Egan, Mrs. Porter, and Mrs. Hunsicker. I happened to be here in January, and asked Miss Egan to go with me to see Mr. Skiff. We waited two or three hours and saw Mr. Skiff about fifteen minutes. It had been said there were 200 jurors to be appointed, and we would only have the appointing of 35 or 40 of them. He assured us that the lists could not be made out as the exhibits were not installed. He gave us some instructions in regard to the selection of jurors, saying that they must stand for intellectual ability; it did not matter how many people applied for appointment, we must be governed by that.

I had a letter from Mrs. Manning suggesting that I try again. I wrote to Mr. Stevens and he communicated with Mr. Skiff, and later repeated to me the same thing. We have had quite a number of names suggested, and I have written to the other members of the committee asking them to come here as soon as the exhibits are in place. I hope we can hold that meeting very early, but until after that meeting I do not feel that we have anything to report.

In response to questions from members of the board as to whether Mr. Skiff was to be understood to mean that there were but 35 or 40 things to be exhibited at the exposition which were made in whole or in part by women, Mrs. Hanger said that Mr. Skiff said the board "would only have the appointing of 35 or 40 women—that it was a matter of expense and that they must assist in keeping it down."

This decision was a source of great disappointment to the board, as it has been shown most conclusively that scarcely anything is manufactured that women do not at least share in the production or process of its manufacture. The act of Congress stated that there should be appointed by this board a member of every jury judging "any work that may have been produced in whole or in part by female labor," and the members were averse to an abridgment of the authority vested in them by the wording of the act.

Expositions are a natural and useful factor to women in that by their means new avenues of employment that are constantly being opened to them may be collectively demonstrated, and it can be shown in which of these they may share and excel or be most successful, and statistics may be compiled showing the proportion of wages that women receive for their share of labor performed equivalent to that of men, and other helpful information and facts procured which are not easily ascertained by other means.

The Departments of Machinery, Electricity, Transportation Exhibits, Forestry, Mines and Metallurgy, Fish and Game, and Physical Culture were not given representation by the Exposition Company on the group juries appointed by the board of lady managers, and while it is undoubtedly true that all of these fields have been invaded by women as assistant workers, yet evolution and progress in these lines are necessarily slow where their opportunities have not been commensurate with those of men and more congenial employment is undoubtedly afforded in education, art, liberal arts, manufactures, agriculture, horticulture, anthropology, and social economy.

The "Special Rules and Regulations providing for an International Jury and Governing the System of Making Awards," as applicable to the board of lady managers, read as follows:

The total number of jurors in the international jury of awards shall be approximately 2 per cent of the total number of exhibitors, but not in excess of that number, and each nation having fifty exhibitors or more shall be entitled to representation on the jury. The number of jurors for each art or industry, and for each nationality represented, shall, as far as practicable, be proportional to the number of exhibitors and the importance of the exhibits.

Of this selected body of international jurors, three graded juries will be constituted: One, the general organization of group juries; two, department juries; three, a superior jury.

Each group jury shall be composed of jurors and alternates.

The Louisiana Purchase Exposition Company shall certify to the board of lady managers the numbers of groups in which the exhibits have been produced in whole, or in part, by female labor; to each of the groups so certified the board of lady managers may appoint one juror and one alternate to that juror; such appointees, when confirmed, shall have the privileges and be amenable to the regulations for other jurors and alternates.

Nominations made by chiefs of departments, and by the board of lady managers, shall be submitted to the director of exhibits, and when approved he shall submit them to the president of the Exposition Company.

The nomination of group jurors and alternates, when approved by the president of the exposition, shall be transmitted to the president of the Louisiana Purchase Exposition Commission for the approval of that body.

The work of the group juries shall begin September 1, 1904, and shall be completed not later than twenty days thereafter.

Examinations or other work not completed in the time specified herein will be transferred to the department jury.

Each group shall carefully examine all exhibits pertaining to the group to which it has been assigned. It shall also consider and pass upon the merits of the collaborators whose work may be conspicuous in the design, development, or construction of the exhibits.

The jury shall prepare separate lists, presenting the names of such exhibitors as are out of competition; awards recommended to exhibitors in order of merit; awards recommended to collaborators in order of merit; a report giving an account of the most important objects exhibited, and a general account of the group as a whole.

Each department jury shall be composed of the chairmen and vice-chairmen of the group juries of the respective departments, with one member of the directory of the Louisiana Purchase Exposition Company, to be named by the president of the company, and one person appointed by the board of lady managers.

Each department jury shall complete its organization and begin its work on September 20, 1904.

The duties of these juries shall be to consider carefully and review the reports of the group juries; to harmonize any differences that may exist between the recommendations of the several group juries as to awards, and to adjust all awards recommended so that they will be consistent with the rules and regulations.

No more than ten days may be devoted to this work, and when the awards recommended by the group juries have been adjusted the department juries shall, through the chiefs of their respective departments, submit their findings to the director of exhibits, who shall, within five days after the receipt thereof, certify the same to the superior jury, including such work as may have been left incomplete by the department jury.

The officers and members of the superior jury shall be as follows: President, the president of the Louisiana Purchase Exposition Company; first vice-president, the director of exhibits; second vice-president, a citizen of the United States to be named by the Louisiana Purchase Exposition Commission. The members of the jury shall further consist of the commissioners-general of the nine foreign countries occupying with exhibits the largest amount of space in the exhibit palaces, the chairmen and first vice-chairmen of the department juries, the chiefs of the exhibit departments, and one person appointed by the board of lady managers.

The superior jury shall determine finally and fully the awards to be made to exhibitors and collaborators in all cases that are formally presented for its consideration.

For the purpose of installation and review of exhibits and the conduct of the system of awards a classification was adopted which was divided into fifteen departments, which were divided into 144 groups, which in turn were subdivided into 807 classes. They will show that while many of the groups and classes are not suited to the requirements of woman's work, yet all products of female labor can be properly classed in these departments, and that there are extremely few occupations in which man is engaged in which woman can not and does not also work.

The list of appointments of group and department jurors appointed by the board of lady managers is given in the final report of the chairman of the committee on awards.

At a meeting held on May 9, 1904, the committee to present nominations for superior jury announced the names of Mrs. Eliza Eads How, Mrs. Philip N. Moore, Mrs. Thomas N. Neidringhaus, and Miss Mary E. Perry. On ballot the result was the election of Mrs. Philip N. Moore, of St. Louis, with Mrs. Eliza Eads How, of the same city, as alternate.

In order to arrive at some conclusion in regard to the representation of women at the Louisiana Purchase Exposition, and to gain some knowledge of the extent of her participation in exhibits, the following questions were addressed to the jurors appointed by the board of lady managers. They were not designed to be more than suggestive, as, of course, in some instances hardly more than one or two would apply to a given department. They were based on the rules and regulations, however, by which awards were issued.

The Department of —— at the Louisiana Purchase Exposition, in which you were a juror in group No. ——, contained —— groups and —— classes within the groups. Can you give an approximate estimate of the proportional number of exhibits by women contained in these classes?

Please give the nature of the exhibits by women (or articles exhibited by them) in your department, group, and classes.

Which, in your opinion, were the most striking exhibits by women in your department?

What advancement did they show in the progress of women in any special industry, art, science, etc.?

What proportion, or, approximately, what number, of exhibits were installed by foreign women?

Was any display made that would lead you to think that women were now capable of executing unusual or more creditable work than they accomplished eleven years ago (at the time of the Chicago Exposition) or at any time in the past?

In what way did their work (or exhibits) differ from their work (or exhibits) of the past?

Would their work, as shown at the Louisiana Purchase Exposition, where it was placed on equal terms of comparison with that of men, prove helpful or suggestive to those interested in the advancement and success of women's work? If so, how?

Was the work of women as well appreciated when placed by the side of that of men?

Would the results have been better if their work had been separately exhibited?

If you have attended previous expositions, please compare the exhibits of the work of women shown in them with those shown at the Louisiana Purchase Exposition.

Were any manufacturers asked (to your knowledge) to state the percentage of woman's work which entered into the manufacture of their special exhibits?

Were they shown in such manner as to indicate in any way, or to enable you to distinguish, which part had been performed by women, which by men?

In your opinion, what proportion of the work was performed by women, as compared with that performed by men, in the groups and classes that came under your supervision?

What proportion of women received awards in your group or classes?

Was any new or useful or distinctive invention or process shown as the work of woman, or special work of their art or handicraft exhibited in your department; if so, please specify.

What can you say of the skill and ingenuity displayed in the invention, construction, or application?

Were any of the exhibits of women developments of original inventions, or an improvement on the work of some prior inventor?

What was the value of the product, process, machine, or device, as measured by its usefulness or beneficient influence on mankind, in its physical, mental, moral, or educational aspects?

What of the merits of the installation as to the ingenuity and taste displayed, and its value as an exposition attraction?

Did any new avenues of employment appear to be opened for women, as shown by their exhibits at the Louisiana Purchase Exposition, in the arts, sciences, industries, etc.; if so, to what extent; what is their value?

In which of these will their work be of the most distinct value by reason of the natural adaptability, sensitive or artistic temperaments, and individual tastes of women?

In your opinion, what education will best enable women to enjoy the wider opportunities awaiting them and make their work of the greatest worth, not only to themselves but to the world, as evidenced by their work at the exposition.

REMARKS.—Give any information or make any statement you may think of interest in regard to the part taken by women as shown by their work or exhibits at the exposition, and the beneficial results to be derived by women in general by reason of their representation at the Louisiana Purchase Exposition.

Department A, Education, of which Dr. Howard J. Rogers was chief, comprised 8 groups and 26 classes, the board of lady managers being represented in 6 of the 8 groups.

Group 1, Miss Anna Tolman Smith, of the Bureau of Education, Washington, D.C., juror.

Under the group heading of "Elementary Education," the four classes into which it was divided represented kindergarten, elementary grades, training and certification of teachers, continuation schools, including evening schools, vacation schools, and schools for special training. (Legislation, organization, general statistics. School supervision and school management. Buildings: Plans, models; school hygiene. Methods of instruction; results obtained.)

In a letter Miss Smith says:

The chairmanship which I held in the group jury was that of the committee on the report of the jury formed to prepare a survey of the material presented to the attention of the group to serve as an introduction to the secretary's minutes. Owing to circumstances the committee were unable to work as a whole on the report and it became consequently the sole work of the chairman. I mention this fact because it illustrates the equality of service as between men and women in the jury of group 1.

Miss Smith's report is as follows:

WOMEN'S WORK AT THE EDUCATIONAL EXHIBITS, LOUISIANA PURCHASE EXPOSITION.

With respect to the exhibits at St. Louis upon which the Jury on Elementary Education (Group 1) were appointed to pass judgment, it would be impossible to discriminate between the work of men and women as therein illustrated.

These exhibits comprised first and chiefly the work of pupils; second, photographs and models illustrating school architecture, school appliances, and school life; third, statistical charts and reports pertaining to the administrative work of school systems.

The great bulk of the material in these exhibits belonged to the first of the three divisions specified above. Since very nearly three-fourths of the teachers in the public elementary schools of the United States are women, it is obvious that the greater proportion of the pupils' work exhibited was the direct outcome of the efforts of women teachers.

In the South Atlantic and South Central divisions of our country the proportion of women teachers is much smaller than in the whole country; in the divisions named they form only a little more than one-half the whole teaching force, but so far as they were represented no difference was made between the work of men and women as exhibited in the section here considered, nor was there any difference in the mode of estimating the work.

The second class of material mentioned, i.e., photographic views and models, was largely the work of experts, artists, and craftsmen employed for the purpose. It would be impossible to determine the relative proportion of men and women contributing, although it is probable that the former were in excess. It should be observed, however, that many very interesting devices for teaching children, many suggestive modifications of kindergarten material and exercises, and many excellent photographs showing classes at work, were executed by women. The great skill and admirable system attained by women teachers in the preparation of material for teaching the sciences to children were illustrated in a very graphic manner by the exhibits of normal schools, such as those of Massachusetts and the State Normal School of Rhode Island.

The third class of material named, i.e., that pertaining to school administration—chiefly in the form of statistical charts and reports—was the work of school superintendents and their clerical force, in which branch of the school service comparatively few women are engaged.

The mode of installation formed a striking feature in the case of many of the systems of public schools exhibited at St. Louis. The highest results were achieved where the plan of the exhibit had been carefully worked out with full regard to aesthetic effect and educational significance. In the formation of these plans women had very largely participated, and in one instance, namely, that of the Minnesota educational exhibit, the entire installation was planned and carried to a successful completion by a woman. This exhibit was ranked in the first class for the unity of its plan, the completeness with which it set forth the educational provision in every part of the State, and its aesthetic finish. In judging of exhibits, the person who planned and organized the exhibit was regarded as a collaborator, and to Miss S.E. Sirwell, the collaborator in this instance, the highest award allowable was adjudged by the jury of group 1, a distinction which was conferred upon very few individuals.

The exhibit of the public school system of the city of St. Louis, which was universally admired, owed its chief decorative effect to the artistic skill of Miss M.R. Garesché, who composed and executed a series of 16 transparent paintings representing a history of education. These pictures formed a succession of brilliant panels on the external side of the façade, and for this unique work a gold medal was awarded to Miss Garesché.

Mention should also be made of a very interesting series of paintings by Miss Florence Hedleston, of Oxford, Miss., representing all the wild flowers of that State, an exhibit which excited much attention both for its artistic excellence and its usefulness in teaching the native flora.

The exhibit of New York City afforded many striking examples of the ingenuity and progressive spirit of women teachers. The public school system of this city has had marked development on what may be called the sociologic or philanthropic side, and in this development, which was graphically illustrated in the educational exhibit, women teachers have borne a very important part. It is, however, impossible here to particularize as to their work in this respect.

The external side of the New York City booth in the Education Building was utilized for the exhibit of the Woman's School of Design. The exhibit consisted of a remarkable collection of original designs which, with one or two exceptions, were purchased by manufacturing firms as they stood on the wall. Although this work did not come within the scope of the jury of group 1, I mention it here to emphasize the fact that the exhibits of art schools in the Education Building showed very remarkable progress on the part of women in the art of designing.

This survey had been confined almost entirely to the exhibits of the United States. It need hardly be said that in no foreign country do women play so important a part in education, and on account of the mode of installation it would have been impossible to distinguish between their work and that of men in the foreign exhibits. Mention may, however, be made of the fact that the exhibits of French industrial schools for girls and of the French lycées for girls, which were of a very high order, were substantially the work of women. In the Swedish section there was a very admirable exhibit of secondary schools for girls and coeducational schools, which had been planned and installed by Miss Mathilda Widegren. In the English section were shown very remarkable specimens of art work in jewelry and silver repoussé designed and executed by women students. As the foreign exhibits specified did not come under the jury of group 1, I am unable to report the awards which they received.

The increasing recognition of the value of women's services is indicated by the increase in the proportion of women called to serve upon the exposition juries. The jury of group 1 included three women, of whom two were foreigners, namely, Miss Elizabeth Fischer, a teacher from Halle, Germany, and Miss Mathilda Widegren, associate principal of a private school in Sweden. These three members were all women of great experience in the matters with respect to which they were called to judge, and their abilities were most cordially and heartily recognized by their colleagues. Indeed, in view of the place in education which is now accorded to women in our own country and in the leading countries of Europe, I should unhesitatingly say that it is for the advantage of women and of society in general that their work should not be separately exhibited, but should rather form an integral part of a collective exhibit. This principle, indeed, might not apply to certain specialties which have heretofore been exclusively or almost exclusively practiced by men, or which (like artistic needlework) have a particularly feminine character.

ANNA TOLMAN SMITH, Member of the International Jury, Group 1, Louisiana Purchase Exposition.

BUREAU OF EDUCATION, Washington, D.C.

As chairman of the committee to report on the work of the jury, Miss Smith writes:

REPORT OF A COMMITTEE OF THE JURY OF GROUP 1.

The material presented for the consideration of the jury of group No. 1 (elementary education) comprised on the part of the United States the exhibit of public education as organized in 34 States and Territories, in 6 cities (presented as separate units), and in 15 foreign countries. In number, extent, and complexity these exhibits surpassed all previous collections of the kind; the separate entries ran up into the thousands, representing for the most part such important collections as the exhibits of cities, counties, and groups of rural schools, all deserving careful attention.

The examination of this material in the brief time allowed (twenty days) was a severe task, and would have been impossible but for the circumstance that, with two exceptions, the exhibits were all placed in one building. For the first time in the history of expositions the chief collective activity of civilized peoples was honored by an edifice planned and erected for itself alone. This concentration of the material under the general direction of an experienced and able chief, thoroughly familiar with the arrangements and of unfailing courtesy and helpfulness, alone brought the work assigned the jury of group 1 within the bounds of possible achievement. Their efforts were furthered also by the expert qualification of each and every member of the group by the system and perfect harmony in which they worked, and by the exceptional ability of their official staff: Chairman, Dr. E.O. Lyte; vice-chairman, Mr. B. Buisson, representing the French Government; secretary, Mr. Morales de Los Rios, representing the Cuban Government.

The details of the group organization are shown by the minutes of the secretary, which also present a full record of its daily action and findings. It remains here only to speak of salient features of this particular division of the exposition, whose effects can not be indicated nor estimated by any system of awards.

The installations of the various exhibits had been carefully planned and were, as a rule, effective, and in many cases extremely beautiful. The United States has made notable progress in this respect since the Chicago Exposition of 1893, and even since the Paris Exposition in 1900, and in the present exposition several of our States and cities offer fine models of the exhibitor's art. This is the case especially with Missouri and St. Louis; the latter in particular has realized the double purpose of challenging popular attention and satisfying critical taste. The art of effective exposition, whether worked out with noble simplicity or rich decorative accessories, requires on the one hand intelligent selection and coordination of the material, and on the other skill in the treatment of space and artistic elements. No small part of the value of an educational exhibit lies in its esthetic quality, since this reveals not less clearly than the methods and results of school training the inherent genius of a people. This International Exposition has been rich in this quality, on account both of the number of different nations participating and the care taken by each to give distinctive character to its display. This is marked in the exhibits of elementary education, which in nearly all European countries forms a complete whole, distinct from other grades, and having the definite purpose of maintaining an established social order or national type through the intellectual, manual, and artistic training of the masses. The presentation of elementary education as an independent unit indeed well accords with the conditions in nearly all countries excepting our own. Elsewhere, as a rule, elementary education forms a complete system, having its separate administration, purposes, and ideals. In this respect the United States presents a notable contrast to the chief countries of the Old World, and one strikingly illustrated in this exposition. In our own country education is conceived as an integral process steadily developing from the kindergarten to the university. To this conception corresponds the sequence of elementary and high schools united under a common administration and by close scholastic bonds. Hence a measure of violence is done both to elementary and secondary education as here organized by the endeavor to view them separately. On the other hand, a portion of the elementary education of foreign countries, notably of France and Germany, does not enter at all into the sum total of the impressions recorded by the jury of either group, because of the social distinctions that underlie in those countries the classification of schools as elementary and secondary. These anomalous conditions affect particularly the classification and judgment of the various agencies for the training of teachers (that is, normal schools, teachers' training colleges, and auxiliary agencies, such as normal classes in academies or other secondary schools, teachers' institutes, etc). In the chief foreign countries professional schools of this kind are easily classified by virtue of their administrative relations, but in our own country the different orders of pedagogical training merge into each other almost imperceptibly because they are all based upon the same fundamental conception of the teaching profession.

It is interesting to note in this connection that the exhibit of Great Britain and Ireland has avoided all confusion by the selection of the characteristic features of particular schools or of processes that have worked well in certain communities or pupil and class work of special significance. This mode of exhibition accords perfectly with the private character of a large proportion of the schools of all orders in England and with the local independence throughout the Kingdom. It results that this exhibit has greater emphasis upon typical and essential things than any other in the collection. In this respect it is most nearly approached by Massachusetts among our own States.

The confusion arising from differences in classification already referred to, which imply also more radical differences in opinion and practice, has led one of the most acute minds among our foreign colleagues to express the hope that one of the permanent results of this exposition may be an effort toward international unity, or at least agreement in respect to classification and nomenclature. Undoubtedly such agreement would promote the great purpose of international comparisons which is to enable each nation to benefit by the experience of every other.

In addition to the broad distinctions between national systems as here indicated, there are also disclosed by the exhibits striking differences in the spirit and methods of instruction. In France the teaching is logical and analytical. The stress of pedagogical training in that country is upon the treatment of subjects, and the abiding effects of that training are seen in the theses by teachers and by school inspectors (the latter all men of professional training), which form a very interesting and instructive part of the exhibit of that country. The analytical principle is maintained in the manual training, which, as shown by the examples presented, consists of a graded series of exercises upon the elements that enter into simple constructions. Germany adheres more closely to the authoritative method of instruction, a fact plainly shown by the photographs of classes in which every child seemed listening with breathless attention to the word of the teacher. From the photographic displays one would readily infer that in our own country the emphasis of class exercises is upon the activity of the pupil; in Germany, upon the personality of the teacher.

The importance of photographs in an educational exhibit was never so manifest as in the present exposition. By this means may be shown at a glance the equipment of schools and even the actual conduct of class instruction, and the mind distracted by the endless succession of written work, drawings, etc., is thus reenforced by total impressions or images. This exposition surpasses all others in the extent, effectiveness, and beauty of the photographic displays and the value of the statistical charts presented. So full and graphic were these statistical summaries from all the principal countries that individual mention would be invidious. The jury, however, will never forget the display of charts and diagrams by Japan, since they revealed in a universal language the status, organization, and wonderful progress of education in that country, whose effect must otherwise have been lost in the mysteries of an unknown tongue.

Those who recall the Centennial Exposition, at Philadelphia, must be struck with the progress made by our States and cities and even by the individual colleges toward uniform statistical schemes. The impulse to this important result came undoubtedly from the United States Bureau of Education, whose statistical representation of education in this country, current and retrospective, is one of the most valuable features of the entire exposition. As this material, however, is placed in the Government building, its consideration does not come within the province of the regular juries.

By means of the two media—photographs and statistics—a very complete representation of a school system is possible with great economy of space and special regard to essential particulars. The extensive exhibits of pupils' work from our own schools show remarkable similarity in methods and results throughout the country; this similarity extends even to the rural schools, which, in the case of some particular districts, present work well up to the average of neighboring cities. There are also signs that the rage for "newness" has subsided; the work shows closer sequence and more systematic treatment of subjects than that exhibited at Paris. Correlation, for instance, is not so promiscuously applied, but limited to subjects whose relations are obvious, as geography and history, etc.

The impulses toward nature as the inspiring motive in art instruction and toward social activities as factors in school training have been felt in other countries than our own. Germany has replaced the conventional art instruction by a system based upon the study of natural forms, growths, and coloring, and Belgium presents a remarkable object lesson in the use of local products and industries in a progressive scheme of practical instruction. The skill with which Sweden has reduced domestic art and sloyd[1] to pedagogic form was already well known in this country, but it has excited new interest by its presentation here in one of the most admirably systematized and suggestive exhibits in the collection.

[Footnote 1: a system of manual training in woodwork, having originated in Sweden. (note added when transcribed to etext)]

School architecture forms an impressive feature of many of the exhibits. Germany has made a very full presentation under this head by means of photographs, plans, and complete models. Argentina has an unrivaled collection of photographs, showing palatial school buildings of noble design and well-planned interiors. In this connection may be mentioned a device of a portable schoolhouse for use in congested city districts pending the erection of permanent buildings. The models shown were from St. Louis and Milwaukee.

The great movements now in progress in our country, as indicated by the exhibits, are, in the States at large, the improvements of the rural schools, particularly by the consolidation of small schools and the grading of the resulting central school, as graphically shown by Indiana, and the creation of township or county schools, as in Pennsylvania and Kansas.

In cities the most important movements relate to the physical development of the young and the use of the school machinery for the benefit of persons beyond the limit of school age by means of evening schools, or outside the appointed school hours by means of vacation schools and recreation centers. The most extensive work along these lines is going on in New York City, and formed one of the most instructive features of the exhibit of this great metropolis.

A beginning of continuation schools for the people is seen also in the county agricultural school included in the Wisconsin exhibit. Schools of this type form a prominent feature of the German exhibit and constitute for us at this time the most important lesson of that comprehensive exposition. Apart from the educational lessons, which possibly only appeal to specialists, this exposition marks distinct steps in the realization of the chief end of educational exhibits, namely, the increase of popular interest in ideal purposes through their effective symbolic representation.

ANNA TOLMAN SMITH, Chairman of time Committee.

GROUP 2, MISS ANNIE G. MACDOUGAL, CHICAGO, ILL., JUROR.

Under the group heading "Secondary Education," the two classes into which it was divided represented: High schools and academies; manual training high schools; commercial high schools. Training and certification of teachers. (Legislation, organization, statistics. Buildings: Plans and models. Supervision, management, methods of instruction, results obtained.)

Miss MacDougal's report is as follows:

Study of the world's work, as displayed at the St. Louis Exposition, revealed the truth that to-day there is no clear line of demarcation between the work of men and of women. The product of woman's brain or of her hand was there placed side by side with the similar work of man, to be judged upon its merits, not by a standard suggested by limitation and apology. Such a cataloguing was the surest evidence of woman's industrial progress. Her part in art, literature, music—the decorative side of life—has long been granted; what she is capable of doing in the practical business enterprises of modern society is just beginning to be revealed.

My opportunity for observing this phase of woman's work was largely confined to the educational exhibits, where I had the pleasure of serving as a juror, by appointment of the board of lady managers. Owing to the character of the exhibits in the Department of Education, it was impossible to differentiate the work of the men and the women teachers, excepting where the exhibits showed the work of separate institutions for the sexes. A comparison of that kind would be profitable only from a pedagogical point of view and is of minor consideration in our American system of education. Woman's place in the schoolroom is defended by tradition, expediency, and merit; and instead of surrendering in the face of foreign criticism their positions as instructors, women teachers are to-day broadening their field of labor by serving as instructors in many higher institutions where a generation since they were not even admitted as students. To-day, in high schools, academies, and colleges, women not only share in the work of instruction, but fill offices of administration as well.

Woman's success in a purely administrative or executive function was what proved most interesting at St. Louis. Many of the State exhibits of the public schools were in charge of women. In each instance I found them well informed on questions of school statistics and eager to be helpful to visitors. It seemed as though these young women felt the distinction of serving in a public capacity and had taken pains to prepare themselves for a creditable performance. The most striking instance of independent and original work was shown in the State exhibit from Minnesota. This exhibit was under the sole charge of Miss Susanne Sirwell, who planned it with the main purpose of exploiting the complete system of manual training adopted in the Minnesota schools. With this plan in view, Miss Sirwell collected the specimens from various schools of the State, supervised the erection of the booth, and installed the displays. As a result, the Minnesota exhibit had a distinct system and unity, was free from useless and cumbrous repetition, its main idea was readily grasped, and it stood as a memorable proof of one woman's artistic sense of proportion and adequacy. It was original in conception; it had beauty of color, order, and arrangement, and, as Miss Sirwell herself laughingly boasted, it was one of the two or three exhibits in that huge building which were ready and finished for public inspection on the opening day of the fair.

GROUP 3, MISS MARY B. TEMPLE, KNOXVILLE, TENN., JUROR.

Under the group heading "Higher education" the five classes into which it was divided represented: Colleges and universities, scientific, technical, and engineering schools and institutions; professional schools; libraries; museums. (Legislation, organization, statistics, buildings, plans and models, curriculums, regulations, methods, administration, investigation, etc.)

Miss Temple reports as follows:

The Educational Department at the World's Fair in St. Louis presented greater progress in woman's work since the Columbian Exposition of 1893 than was shown by any other great division at the exposition.

In regard to an approximate estimate of the proportional number of exhibits by women in the five classes of group 3 (higher education) of the Educational Department, I would say that only in the cases of the several large female colleges which installed exhibits at the fair were there special women's exhibits distinct from those of men. In the United States section valuable and important displays were made by Vassar, Bryn Mawr, Woman's College of Baltimore, Smith, Wellesley, Mount Holyoke, Pratt Institute (New York), Milwaukee-Downer College (Milwaukee), and several lesser women's colleges, while in the English section a wonderfully interesting showing of women's activity in "higher education" was made by the Oxford Association for the education of women, including Lady Margaret Hall, Summerville College, St. Hugh Hall, St. Hilda's Hall; by Girton College and Newham College, Cambridge University; by Westfield College and the London School of Medicine for Women of the London University; by Owen's College of the Victoria University of Manchester; by University Hall of the University of St. Andrew, and by Dublin Alexandra College.

In the German section no special exhibit of a woman's department was made by any university or college. According to the German system women's education is carried on side by side with men's. Women acquiring a leaving certificate from a classical gymnasium can matriculate on an equal footing with male students in the universities of Heidelberg, Frieburg, Erlangen, Würzburg, and Munich. In the other universities, except Münster, by permission of the rector, or under the statutes, women are permitted to hear lectures. In all the German universities there are in attendance many women, either as matriculants or as hearers, ranging from 10 to 200 women at each university.

In the universities of France, Belgium, and Japan a similar plan of educating men and women together exists. But outside the University of Paris, of Louvain and of Tokio, the number of women attending the courses does not compare with the number in attendance at the German, English, and American universities. Among the lesser nations at the fair, as Italy, Brazil, Argentina, Mexico, China, Canada, Sweden, Ceylon, and Cuba, the exhibits so often appearing under the name of college work scarcely represented work in higher education, except in the line of art.

The very fact that at St. Louis women's work was nowhere separated from men's, but was shown side by side with it, was in itself a radical advance in the last eleven years. While this applied to every department of the exposition, it applied with greatest impressiveness to the Department of Higher Education, for this in the past had been set apart as man's special province, though, of course, down through the ages there have been brilliant exceptional cases of women becoming profound students and learned teachers, as Hypatia, Maria Agnesi, and others.

In the five classes of group 3 (higher education) in the Department of Education there was really less scope and a more restricted field for women than in any other group of the Educational Department. Of the five classes, to glance hastily over them—i.e., class 7, colleges and universities; class 8, scientific, technical, and engineering schools; class 9, professional schools; class 10, libraries; class 11, museums—only in class 7 and class 10 has woman gained for herself any distinctly marked footing. In the other three classes, the hold she has acquired, from the very nature of the case, has been limited, but in every class of group 1 (elementary education), of group 2 (secondary education), of group 4 (special education in fine arts), of group 6 (special education in commerce and industry), of group 7 (education of defectives), of group 8 (special forms of education, text-books, etc.), she is the controlling force, and is very strong.

Inasmuch, however, as higher education has been considered less naturally her field, the steady advance she is making in it is the more noticeable and more striking, as shown at the World's Fair of 1904. In replying to the question of an approximate estimate of the proportionate number of exhibits by women in the five classes of group 3, I may venture to say it was near 37 per cent of the domestic and foreign exhibits, estimating the percentage of work exhibited by men and women as probably proportional to the respective number of each sex registered. (See monographs on Education in United States. See monographs on History and Origin of Public Education in Germany. List of British Exhibits, Departments H and O.)

In giving the nature of the exhibits by women in the department of higher education we gladly state that they differed little from the exhibits by men, as the requirements called for in the circular of the department were identically the same for both. It happened, however, possibly from being younger institutions and having less to show in the way of literature, libraries, histories, etc.; partly, also, from having a less liberal supply of money; also partly from a smaller sense of ambition and rivalry with other institutions, that the exhibits of Vassar, Bryn Mawr, and the other women's colleges were smaller, less costly, and less elaborate both in materials and in installation than those of the men's colleges. The exhibits consisted largely of photographs, diagrams of statistics, prospectuses, and reports. In the case of the English women's colleges the showing was quite on a par with those of the men's universities, as they were in every case a part of the same. The American women's colleges in addition showed charts, department work, special work, histories, publications, and models of buildings and grounds.

In the lesser foreign countries exhibits of art and needlework, though sometimes questionably under the head of higher education, were thus entered by the so-called colleges. And while these could not be measured by the same standard as the English and American women's college work it was, however, valuable and instructive as showing the emancipation and progress of women in lands where until within a few years her opportunities have been most restricted and as presenting the liberal spirit toward her which now animates the civilized world. Especially in Japan and Mexico the women's displays were novel and interesting.

I am glad to pay tribute to the department work of the Woman's College, Baltimore, and to the advanced special work of Bryn Mawr.

As to what advancement was shown in the progress of women, I would emphatically answer that advancement was unmistakably apparent in every line of women's educational work—advancement not alone along old lines, but along new as well. One of the greatest steps forward made by woman in the last eleven years, since the Columbian Exposition, has been the throwing open to her of the doors of nearly all of the old established men's colleges, giving her in every country, in every State, and in nearly every large town almost the same free and easy access to learning enjoyed by her brothers. Coeducation and coeducational institutions have rendered it possible for every woman desirous of self-improvement to find the highest advantages immediately at hand, only waiting for her to help herself.

Domestic science and household economics are new sciences developed under the active interest of college women in the last twenty-three years. Their real hold upon the public, however, and their enlarged avenue for bettering the home, the food, the health of the nation, and consequently its usefulness, happiness, and prosperity has come within the last eleven years.

In all lines of art, from the fine arts of painting and sculpture to the practical and useful work of design in its multifold forms, women's advance is almost phenomenal. In the sciences of astronomy, medicine, physics, and psychology she has been far from inactive during the last half decade. In teaching, in all its branches from kindergarten and primary work through all the grades of intrauniversity training to specialization in various lines, she has achieved her most striking success. In the future her usefulness will be more and more increased in this her beloved profession. The number of women teachers is rapidly increasing, while the number of men is decreasing, and more and more women's college graduates are employed in the various chairs of colleges and universities.

While the educational exhibits at St. Louis gave, in a general way, a complete presentation of women's part in the progress of the world, there was far less shown of the work of foreign women than was desired in order to make a really satisfactory and just comparative estimate of the relative advance of the women of our own country and those abroad. In fact, the exhibits of foreign women were too limited to allow of any comparison between the two.

Women's work in art, in school organization and management—exemplified in the control of the great women's colleges—her achievements in teaching, in research (historical and scientific), in medicine unmistakably show that she is able to do and is doing unusual and far more capable work than she has ever done previously. Her pronounced success in serious literature, as well as in lighter literature, would alone demonstrate this.

The work of women at this exposition differed from that of the past in having extended into many new lines, whereas in quality it is greatly superior to anything they have ever before accomplished. A few years ago the scientific and professional woman was the exception, to-day she is the rule. Either working alone or assisting some great man, woman is found everywhere. To cite instances, I refer to the able assistance Mrs. Hedrick, a Vassar alumna, gives to Professor Newcomb in his calculations on the moon; to the brilliant aid rendered by the wealthy and gifted young American girl of Leland Stanford and Johns Hopkins, Dr. Annie G. Lyle, to the famous Dr. Theodore Escherich, of Vienna University, in his important expert medical researches, which have resulted in the famous scarlet-fever serum, the discovery of Doctor Moser with the help of Doctor Lyle. As we have said, women's work has not only grown in extent, but in variety, in complexity, in greater thoroughness and ambition, and especially in the greater appreciation it receives from the world.

Woman's splendidly accomplished successes as seen at the World's Fair give impulse to her efforts in every line. Assured of sympathy, encouragement is imparted to other women to take up science, teaching, the professions. Formerly almost insurmountable obstacles were encountered by women. To-day the open door to triumph, according to her ability, along almost every line is hers. In primary education, in all university training, in economic arts, in all sanitary studies, in philanthropic work, and in much of the practical part of medicine the Louisiana Purchase Exposition showed women's efforts in a varied light of helpfulness and suggestion for the future.

The juxtaposition of man's and woman's work was suggestive to men, and at the same time will incite women to more and better endeavors along new lines. It will enable her to acquire more scientific ways and a better preparation for the business world. It will teach her a saving of energy and greater self-reliance.

The incalculable advantage of women's work for the first time having a place side by side with men's can not be overestimated. It enabled women to see at a glance their own weaknesses, and at the same time presented to the view of others their strong points in the most telling manner. The jury of higher education did not ask on examining an exhibit whether it was men's or women's work. Each exhibit was judged entirely on its individual merit as presented. And if the universities and great men's colleges (and in many cases these included women's work) received a higher grade of award than did the great women's colleges, it was because, in the opinion of the jury, the equipment of the former and the larger showing in the way of actual work and appliances entitled them to the award, rather than that it was the respective work of either men or women. But I may say, to show the absolutely unbiased mind of the jury, that women's work in many lines came in for even greater appreciation than did that of the men.

By no means would the results have been better if their work had been separately exhibited. A far greater importance was assumed by women's work in the placing of it side by side with men's work. Thus displayed, it received precisely equal attention and a more liberal study undoubtedly than it would have done if placed alone.

At Chicago and various other expositions it was relegated to a far less desirable position by itself. The very fact of its isolation in a building designated the Women's Building set it apart as a different and inferior effort and created a prejudice against it.

Women's work was far more varied at St. Louis and more representative of different nations. The so-called strictly feminine, viz, art and needlework, pottery, decoration, libraries of books by women authors, attractive parlors, displaying women's taste, which largely filled the charming women's buildings at Chicago, at Atlanta, at the Tennessee Centennial, at Omaha, and at Buffalo, were unquestionably showy and striking displays. In St. Louis, on the contrary, women's exhibits mingled with men's work in the serious and practical enterprises of the day and appealed to the same audiences. Woman appeared as she really is, the fellow-student, the fellow-citizen, and partner of man in the affairs of life.

Manufacturers were not asked to state the percentage of woman's work which entered into the manufacture of their special exhibit, nor did I have any way of forming any estimate on this point; neither were they shown in any manner that would indicate in any way or enable the investigator to distinguish what part had been performed by women.

Considering all kinds of work involved in the exhibits of the Department of Education, whether installed by women alone or in conjunction with men, the taste, completeness, ingenuity of the same, the clerical work during the duration of the fair—in other words, the whole connection of woman with carrying out the administration of the Department of Education—it may be considered that 50 per cent of the work was performed by women. The German section was entirely under the supervision of men, as were most, if not all, of the foreign exhibits. But women were everywhere else omnipresent in charge of the Educational Department.

In the awards to higher education I would say that upward of 20 per cent went to women exhibitors. (For percentages and other suggestions I am indebted to Dr. J.J. Conway, St. Louis University, also a member of jury of higher education.)

We point with pride to the discovery of radium by Madame Currie, of Paris, as both a new, useful, and distinctive work of woman. Columns might be written on this invention alone. The work of Madame Currie was certainly original. Miss Annie E. Sullivan's new methods of teaching the deaf-blind, as in the case of Helen Keller, gives her the honor not only of prominence as an educator of defectives, but also of inventing a very new and valuable method of instruction. The methods of teaching defectives are the wonder of educators, and will probably be effective of marvelous results in the near future. The highest praise must also be bestowed upon the work of Mrs. Shaw and Miss Fisher, of Boston, and of Mrs. Putnam and Mary McCullough, as the promoters of kindergarten work. Kindergarten work is self-eloquent.

Credit is due woman for her conception of the idea of traveling libraries, which have so effectively brought cheer and recreation, and even reform, to many restricted lives. The libraries of the Colonial Dames and everything along the line of reading circles, literary clubs, etc., have had their inception in the brains of women. Traveling libraries have been a boon to many a small town. Though it is impossible to digress in woman's work in the industries, the Newcomb Pottery, made at the Sophia Newcomb College, Louisiana, should be mentioned, all of which is done by women educated at that school of design.

I commend the ample and reliable literature on all these subjects, as a better source of information on the merits of these inventions that can be shown in this brief report. But most of women's work in the educational section, the school work, art work, etc., was an improvement along already existing lines. But along household and economic lines women, during the last ten years, have done original thinking and much investigation. And the studies in sanitary chemistry, the attainments as a scholar and scientist of Mrs. Ellen C. Richards, Vassar, 1870, stand out conspicuously, having won for her the respect of the world.

The question of the value of the product or process, as measured by its usefulness or beneficent influence on mankind, is so vast that a flood of answers sweep over one, embracing the whole field of women's usefulness and the whole realm of education. The usefulness of the discovery of radium has scarcely been estimated as yet, nor has the beneficent influence of teaching defectives, and of many of the household inventions been fully enjoyed up to this time. The question involves much of the scientific success of the future along both physical, mental, moral, and educational lines, and, judging by the past, we feel assured that many brilliant achievements will owe their origin and accomplishment to women.

There was naturally nothing lacking in the merits of the installation of any exhibit presented by women, nor in the taste manifested in the placing of the same. The women's college booths were always effectively arranged and sometimes made up for the lack of range of exhibit by unusual artistic grouping and tasteful placing of the displays.

Several times I have referred to the progress in art displayed by woman at St. Louis. This was evidenced not only in the magnificent specimens of her brush and chisel in the Fine Arts Museum in both the home and foreign art schools, but in the prolific efforts of her skill in outside exposition sculpture, where woman's work, side by side with man's, was pointed to with exultation as one of the greatest triumphs of the twentieth century exposition. We all recall how many of the most notable pieces of statuary crowning the various great palaces were the work of divinely endowed women. Such was the superb "Victory," surmounting Festival Hall, the conception of Mrs. Evylyn B. Longman, while the spirit of "Missouri," which winged its flight from the summit of the great Missouri Building, was executed by Miss Carrie Wood, of St. Louis. To Miss Grace Lincoln Temple, the beautiful decorations of the interior of the United States Government Building were due. The two "Victory" statues on the Grand Basin and the Daniel Boone statue were executed by Miss Enid Yandell, by birth a Kentuckian, but now of New York. The statues of James Monroe, James Madison, George Rogers Clark, on Art Hill, were, respectively, done by Julia M. Bracken, Chicago; Janet Scudder, Terre Haute, and Elsie Ward, Denver. The reclining figures over the central door of the Liberal Arts Building were by Edith B. Stephens, of New York, and the east and north spandrels of the Machinery Building were done by Melva Beatrice Wilson, New York.

Glancing at the portrait painting of Cecelia Beaux, the work of Mary MacMonnies, of Margaret Fuller, of Mrs. Kenyon Cox, and of Kate Carr, of Tennessee; of Virginia Demont-Breton, of France: of Lady Tadema and Henrietta Rae, of Great Britain, we feel, as well as see, the exalted place woman's genius has given her in the art world of to-day. While in science we point with gratification not only to Madame Currie, but to the astronomical work of Miss Whitney, of Vassar; of Miss Agnes Clerke, of Cambridge, England, and of Dorothea Klumpke, born in San Francisco, but connected with the Paris Observatory and one of the foremost astronomers of France. In archaeological works Miss Elizabeth Stokes, of Alexandra College, Dublin; in research work, Miss Skeel, of Westfield College, London; and in mathematics, Sophia Kowalevski, of Stockholm, and Charlotte Angus Scott, born in England and professor at Bryn Mawr, stand out preeminent—adding even greater luster to the woman's page of science, on which in the past the names of Caroline Herschel, Mary Summerville, and Maria Mitchell were written in illumined letters.

In medical works, especially in the United States, and more particularly in the profession of surgery, women have scored for themselves many glorious successes, though it is not possible here to enter into an amplification of the subject.

In conclusion, I would say that the Louisiana Purchase Exposition markedly showed the setting aside by women of former traditions and her expansion into a new life, where, though by no means giving up the ornamental and social, she has yet demonstrated her rights to be recognized in the broader and more useful fields of discovery, investigation, and invention in art, science, and industry. She is everywhere the rival of man, everywhere entering with enthusiasm his chosen paths, excepting perhaps in naval and military operations, and as nurse and ministering doctor she is even there.

As the World's Fair at St. Louis was a stupendous triumph of modern times in manufactures, in economic and liberal arts, in electricity, in history, in science, in architecture, in agriculture and forestry, in landscape gardening, in machinery, in archaeology, in education, in fine arts—in fact, along every line of practical work as well as in the sciences and arts—so woman's progress in every department was such as to gleam forth from even the superb and marvelous splendor everywhere reflected as worthy of her highest ambition and as suggestive of untold and signal possibilities for the future.

GROUP 4, MRS. E.H. THAYER, OF DENVER, COLO., JUROR.

Under the group heading "Special Education in Fine Arts," the two classes into which it was divided represented: (Institutions for teaching drawing, painting, and music. Art schools and institutes. Schools and departments of music; conservatories of music. Methods of instruction, results obtained. Legislation, organization, general statistics.)

Mrs. Thayer writes as follows:

As a juror of this group I was associated with five jurors, all men, holding positions as professors of schools of art, and they agreed with me that the fine art work of the woman was equal to the men students and in some schools of art it was far superior; this was especially so in the study of the nude from the academies of art in New York and Philadelphia.

The only school of art in which we found the work of woman inferior to men was in Austria, excepting in the making of lace and embroidery; but the studies in figure painting was inferior to the same work done by woman in American schools. Yet the art students' work from Austria, as a whole, was so fine we gave that country the grand prize.

I was particularly pleased with the wall-paper designs made by women students in a school of design in New York City. They were most original and artistic. This school made a display of several hundred designs, and we were told they were all sold for large prices during the exposition to manufacturers of wall paper.

The New York Night School of Art showed some remarkably good work by girls who were employed during the day. The professor in charge told us that the girls were so eager for instruction in art that they would be waiting for the doors to open and would work longer hours and make greater progress than the men.

GROUP 7, MISS HOPE FAIRFAX LOUGHBOROUGH, OF LITTLE ROCK, ARK., JUROR.

Under the group heading "Education of defectives," the three classes into which it was divided represented: Institutions for the blind, publications for the blind; institutions for the deaf and dumb; institutions for the feeble-minded. (Management, methods, courses of study; results. Special appliances for instruction. Legislation, organization, statistics. Buildings; plans and models.)

Miss Loughborough presents the following report:

The jury of group 7 in the Department of Education had under its inspection the work of the blind, the deaf, and the feeble-minded. In view of the fact that the exhibits were sent by institutes and special schools, and were the result of the cooperation of men and women teachers who selected the work of both boys and girls to represent the school as a whole, it was difficult to estimate with accuracy the proportional amount of women's work. As nearly as it can be estimated, however, two-fifths of the exhibits shown in the three classes of which this group was composed were the work of women. With the exception of a few special prizes the awards were given to institutions and not to individuals, but about 21 per cent of these were given for women's work. The work of the boys and girls in the shops was generally shown distinctly, but were not awarded separately, the whole idea being to show, not what the boys or girls, the teachers or principals were doing individually, but what results were being obtained in the institutions from the best-known methods for special education, both in class and industrial work, and particularly to show by means of the model school—or living exhibit—some of the class methods in operation.

The living exhibits were the most striking in classes 19 and 20. They consisted of entire classes which were brought, one at a time, from different State institutions. Each class remained at the fair some weeks, were provided with accommodations on the grounds, and had its recitations every day in a temporary schoolroom in the Educational Building. This class room was always surrounded by a crowd of eager lookers on, who watched with the utmost attention the methods of instruction—so little known to the public in general—by which the deaf and blind make such wonderful progress. The work of instruction in the living exhibits, although almost entirely planned by men, was executed by women.

The awards for the living exhibits were given the institutions from which the classes came, with one exception. This exception was Lottie Sullivan, a deaf and blind girl from the Colorado institution, who was awarded a gold medal for her aptitude and the progress she had made. The jury thought at first that her teacher, too, deserved special recognition for the results obtained, but as it was found that the teacher in charge of Lottie Sullivan at the fair had had her but a short time, and that there was no one person responsible for her progress, it was decided to make no award.

Of the special schools, not State institutions, which exhibited, those conducted by women showed work on a par with that done in the schools conducted by men, and received as liberal rewards.

Particularly creditable was the work done in the schools for the feeble-minded.

In group 7 the exhibits were divided into three classes, 19, 20, and 21, the work respectively of the blind, the deaf, and the feeble-minded. In class 19 women showed basket work, raffia work, modeling in clay, hammock weaving, crocheting, embroidery, printing by means of Braille writing machines, and class work; in class 20, sewing, embroidery, crocheting, painting, drawing, modeling, and class work, and in class 21, basket making, sewing, embroidery, crocheting, and class work.

There was but one foreign woman who made an exhibit. This was Mademoiselle Mulot, a French woman, who had invented a writing machine for blind children. She had brought a little blind French boy with her, who was not installed as an exhibit, but whom she brought before the jury to show the working of her machine. This machine consisted of a small frame blocked off into squares, in which the child was taught to write the letters of the English alphabet. Mademoiselle Mulot's claim for award was that with the machine generally in use it was necessary to teach the child a language of dots and dashes which was not legible by people in general. Although ingenious, Mademoiselle Mulot's machine was not considered striking or new enough to warrant an award.