schools. In fact the warmest support is given to our schools, by the laity of all denominations. Besides the exclusion of politics and sectarianism from the schools, I may name as another source of popularity the mildness of their discipline. Express preference is given in the promotion of teachers to those who are successful in maintaining good discipline in their schools without corporal punishment; and it happens in many of our large schools, numbering seven hundred pupils and upwards, that for whole quarters there is an average of only one case of corporal punishment per week. In a neighboring city, Chicago, the experiment has been successfully tried of dispensing with corporal punishment altogether. Whatever may be the true theory regarding the abolition of corporal punishment, it is clear that our schools are most popular when they secure good discipline by using mild means. I might mention as another element in the popularity of our schools, that the course of study includes, besides the substantial common branches, some branches intended directly to refine the taste and increase the general information, and thus add general culture to the somewhat narrow discipline of the socalled "three R's." How to read music, and how to sing correctly an elevating class of pieces, is taught with a view to this effect. Weekly lessons in natural science open up to the pupil a world of interesting processes in nature. Our Public School Library continues to expand its sphere of usefulness, as may be seen by the report of the Librarian accompanying this. The evening schools have felt its influences most effectively. By the reports of the Principals of the High and Normal Schools, evidences of unusual prosperity are presented, and no small degree of credit is reflected on those gentlemen for their efficient management of the important trusts in their charge. The publication in the appendix of the catalogue of all pupils who have attended the High School since its foundation affords an excellent opportunity for the verification of the statement often made to the effect that the High School returns to the community in the shape of valuable educated directive power far more than an equivalent of its cost. In conclusion, I would tender in behalf of the Board, an acknowledgment of their zealous labors to the general superintendent and his assistants, to the other officers of the Board, and to the large corps of teachers. May the coming year see their work continue to prosper. JOSHUA CHEEVER, ANNUAL REPORT OF THE SUPERINTENDENT. OFFICE SUPERINTENDENT PUBLIC SCHOOLS, ST. LOUIS, August 1, 1873. To the Board of President and Directors of the St. Louis Public Schools. GENTLEMEN,-I herewith submit the Nineteenth Annual Report of the schools under your charge. In previous reports I have discussed the questions of discipline, moral education, proper grading and classification. In this report I desire to treat, under its various aspects, the question of a proper course of study for public schools; and more especially to investigate, in this connection, the relation of the system of higher education in this country, carried on in colleges and universities, to that of our public school system. In the following general summaries and exhibits of comparative statistics, the results of the past year are brought together for convenient reference and general survey. GENERAL STATISTICS. POPULATION OF THE CITY. Population of the city, October 1, 1873, (estimated).... 380,000 Number between 5 and 21 years (drawing State money) 126,606 84,404 No. houses .. seats.. 1865 1866 1867 1868 1869 1870 1871 1872 1873 21 23 30 35 40 48 52 58 67 8,976 9,916 11,055 13,510 18,000 20,105 23,222 25,750 27,785 Total number of teachers in day and evening schools.......... 722 TABLE II. (SEE PAGE clxii, APPENDIX). Total number enrolled, (different pupils received during year), Normal School-girls, 163.. High School-boys, 124; girls, 202; total.. Number of pupils who attended 200 days.. ...... 33,928 163 326 867 30,878 1,694 3,971 37,899 200 641 60 to 80 Total. Not absent Not tardy 100 100 100 100 100 100 100 100 100 100 100 100 100 100 5 5 6 7 8 6 4 5 7 3 50 50 55 57 58 56 52 62 62 61 Cases of tardiness 268 213 182 224 265 205 200 140 119 116 120 118 97 90 80 |