It is useless to enumerate the many railways which touch and affect St. Louis. The most considerable is the agglomeration known as the Missouri Pacific, or South-western System, which operated 6994 miles of road on January 1, 1888. This great aggregate is likely to be much diminished by the surrender of lines, but the railway facilities of the city are constantly extending.
There are figures enough to show that St. Louis is a prosperous city, constantly developing new enterprises with fresh energy; to walk its handsome streets and drive about its great avenues and parks is to obtain an impression of a cheerful town on the way to be most attractive; but its chief distinction lies in its social and intellectual life, and in the spirit that has made it a pioneer in so many educational movements. It seems to me a very good place to study the influence of speculative thought in economic and practical affairs. The question I am oftenest asked is, whether the little knot of speculative philosophers accidentally gathered there a few years ago, and who gave a sort of fame to the city, have had any permanent influence. For years they discussed abstractions; they sustained for some time a very remarkable periodical of speculative philosophy, and in a limited sphere they maintained an elevated tone of thought and life quite in contrast with our general materialism. The circle is broken, the members are scattered. Probably the town never understood them, perhaps they did not altogether understand each other, and maybe the tremendous conflict of Kant and Hegel settled nothing. But if there is anything that can be demonstrated in this world it is the influence of abstract thought upon practical affairs in the long-run. And although one may not be able to point to any definite thing created or established by this metaphysical movement, I think I can see that it was a leaven that had a marked effect in the social, and especially in the educational, life of the town, and liberalized minds, and opened the way for the trial of theories in education. One of the disciples declares that the State Constitution of Missouri and the charter of St. Louis are distinctly Hegelian. However this may be, both these organic laws are uncommonly wise in their provisions. A study of the evolution of the city government is one of the most interesting that the student can make. Many of the provisions of the charter are admirable, such as those securing honest elections, furnishing financial checks, and guarding against public debt. The mayor is elected for four years, and the important offices filled by his appointment are not vacant until the beginning of the third year of his appointment, so that hope of reward for political work is too dim to affect the merits of an election. The composition and election of the school board is also worthy of notice. Of the twenty-one members, seven are elected on a general ticket, and the remaining fourteen by districts, made by consolidating the twenty-eight city wards, members to serve four years, divided into two classes. This arrangement secures immunity from the ward politician.
St. Louis is famous for its public schools, and especially for the enlightened methods, and the willingness to experiment in improving them. The school expenditures for the year ending June 30, 1887, were $1,095,773; the school property in lots, buildings, and furniture in 1885 was estimated at $3,445,254. The total number of pupils enrolled was 56,936. These required about 1200 teachers, of whom over a thousand were women. The actual average of pupils to each teacher was about 42. There were 106 school buildings, with a seating capacity for about 50,000 scholars. Of the district schools 13 were colored, in which were employed 78 colored teachers. The salaries of teachers are progressive, according to length of service. As for instance, the principal of the High-school has $2400 the first year, $2500 the second, $2600 the third, $2750 the fourth; a head assistant in a district school, $650 the first year, $700 the second, $750 the third, $800 the fourth, $850 the fifth.
The few schools that I saw fully sustained their public reputation as to methods, discipline, and attainments. The Normal School, of something over 100 pupils, nearly all the girls being graduates of the High-school, was admirable in drill, in literary training, in calisthenic exercises. The High-school is also admirable, a school with a thoroughly elevated tone and an able principal. Of the 600 pupils at least two-thirds were girls. From appearances I should judge that it is attended by children of the most intelligent families, for certainly the girls of the junior and senior classes, in manner, looks, dress, and attainments, compared favorably with those of one of the best girls’ schools I have seen anywhere, the Mary Institute, which is a department of the Washington University. This fact is most important, for the excellence of our public schools (for the product of good men and women) depends largely upon their popularity with the well-to-do classes. One of the most interesting schools I saw was the Jefferson, presided over by a woman, having fine fire-proof buildings and 1100 pupils, nearly all whom are of foreign parentage—German, Russian, and Italian, with many Hebrews also—a finely ordered, wide-awake school of eight grades. The kindergarten here was the best I saw; good teachers, bright and happy little children, with natural manners, throwing themselves gracefully into their games with enjoyment and without self-consciousness, and exhibiting exceedingly pretty fancy and kindergarten work. In St. Louis the kindergarten is a part of the public-school system, and the experiment is one of general interest. The question cannot be called settled. In the first place the experiment is hampered in St. Louis by a decision of the Supreme Court that the public money cannot be used for children out of the school age, that is, under six and over twenty. This prevents teaching English to adult foreigners in the evening schools, and, rigidly applied, it shuts out pupils from the kindergarten under six. One advantage from the kindergarten was expected to be an extension of the school period; and there is no doubt that the kindergarten instruction ought to begin before the age of six, especially for the mass of children who miss home training and home care. As a matter of fact, many of the children I saw in the kindergartens were only constructively six years old. It cannot be said, also, that the Froebel system is fully understood or accepted. In my observation, the success of the kindergarten depends entirely upon the teacher; where she is competent, fully believes in and understands the Froebel system, and is enthusiastic, the pupils are interested and alert; otherwise they are listless, and fail to get the benefit of it. The Froebel system is the developing the concrete idea in education, and in the opinion of his disciples this is as important for children of the intelligent and well-to-do as for those of the poor and ignorant. They resist, therefore, the attempt which is constantly made, to introduce the primary work into the kindergarten. But for the six years’ limit the kindergarten in St. Louis would have a better chance in its connection with the public schools. As the majority of children leave school for work at the age of twelve or fourteen, there is little time enough given for book education; many educators think time is wasted in the kindergarten, and they advocate the introduction of what they call kindergarten features in the primary classes. This is called by the disciples of Froebel an entire abandonment of his system. I should like to see the kindergarten in connection with the public school tried long enough to demonstrate all that is claimed for it in its influence on mental development, character, and manners, but it seems unlikely to be done in St. Louis, unless the public-school year begins at least as early as five, or, better still, is specially unlimited for kindergarten pupils.
Except in the primary work in drawing and modelling, there is no manual training feature in the St. Louis public schools. The teaching of German is recently dropped from all the district schools (though retained in the High), in accordance with the well-founded idea of Americanizing our foreign population as rapidly as possible.
One of the most important institutions in the Mississippi Valley, and one that exercises a decided influence upon the intellectual and social life of St. Louis, and is a fair measure of its culture and the value of the higher education, is the Washington University, which was incorporated in 1853, and was presided over until his death, in 1887, by the late Chancellor William Green-leaf Eliot, of revered memory. It covers the whole range of university studies, except theology, and allows no instruction either sectarian in religion or partisan in politics, nor the application of any sectarian or party test in the election of professors, teachers, or officers. Its real estate and buildings in use for educational purposes cost $625,000; its libraries, scientific apparatus, casts, and machinery cost over $100,000, and it has investments for revenue amounting to over $650,000. The University comprehends an undergraduate department, including the college (a thorough classical, literary, and philosophical course, with about sixty students), open to women, and the polytechnic, an admirably equipped school of science; the St. Louis Law School, of excellent reputation; the Manual Training School, the most celebrated school of this sort, and one that has furnished more manual training teachers than any other; the Henry Shaw School of Botany; the St. Louis School of Fine Arts; the Smith Academy, for boys; and the Mary Institute, one of the roomiest and most cheerful school buildings I know, where 400 girls, whose collective appearance need not fear comparison with any in the country, enjoy the best educational advantages. Mary Institute is justly the pride of the city.
The School of Botany, which is endowed and has its own laboratory, workshop, and working library, was, of course, the outgrowth of the Shaw Botanical Garden; it has usually from twenty to thirty special students.
The School of Fine Arts, which was reorganized under the University in 1879, has enrolled over 200 students, and gives a wide and careful training in all the departments of drawing, painting, and modelling, with instructions in anatomy, perspective, and composition, and has life classes for both sexes, in drawing from draped and nude figures. Its lecture, working rooms, and galleries of paintings and casts are in its Crow Art Museum—a beautiful building, well planned and justly distinguished for architectural excellence. It ranks among the best Art buildings in the country.
The Manual Training School has been in operation since 1880. It may be called the most fully developed pioneer institution of the sort. I spent some time in its workshops and schools, thinking of the very interesting question at the bottom of the experiment, namely, the mental development involved in the training of the hand and the eye, and the reflex help to manual skill in the purely intellectual training of study. It is, it may be said again, not the purpose of the modern manual training to teach a trade, but to teach the use of tools as an aid in the symmetrical development of the human being. The students here certainly do beautiful work in wood-turning and simple carving, in ironwork and forging. They enjoy the work; they are alert and interested in it. I am certain that they are the more interested in it in seeing how they can work out and apply what they have learned in books, and I doubt not they take hold of literary study more freshly for this manual training in exactness. The school exacts close and thoughtful study with tools as well as in books, and I can believe that it gives dignity in the opinion of the working student to hand labor. The school is large, its graduates have been generally successful in practical pursuits and in teaching, and it lias demonstrated in itself the correctness of the theory of its authors, that intellectual drill and manual training are mutually advantageous together. Whether manual training shall be a part of all district school education is a question involving many considerations that do not enter into the practicability of this school, but I have no doubt that manual training schools of this sort would be immensely useful in every city. There are many boys in every community who cannot in any other wayr be awakened to any real study. This training school deserves a chapter by itself, and as I have no space for details, I take the liberty of referring those interested to a volume on its aims and methods by Dr. C. M. Woodward, its director.
Notwithstanding the excellence of the public-school system of St. Louis, there is no other city in the country, except New Orleans, where so large a proportion of the youths are being educated outside the public schools. A very considerable portion of the population is Catholic. There are forty-four parochial schools, attended by nineteen thousand pupils, and over a dozen different Sisterhoods are engaged in teaching in them. Generally each parochial school has two departments—one for boys and one for girls. They are sustained entirely by the parishes. In these schools, as in the two Catholic universities, the prominence of ethical and religious training is to be noted. Seven-eighths of the schools are in charge of thoroughly trained religious teachers. Many of the boys’ schools are taught by Christian Brothers. The girls are almost invariably taught by members of religious Sisterhoods. In most of the German schools the girls and smaller boys are taught by Sisters, the larger boys by lay teachers. Some reports of school attendance are given in the Catholic Directory: SS. Peter and Paul’s (German), 1300 pupils; St. Joseph’s (German), 957; St. Bridget’s, 950; St. Malaehy’s, 756; St. John’s, 700; St. Patrick’s, 700. There is a school for colored children of 150 pupils taught by colored Sisters.