[Illustration: St. Louis needs to be taken by the hand and led around to some municipal-improvement tailor, some civic haberdasher]
Mr. John Rush Powell, the principal of the high school, was so good as to take my companion and me over the building. We envied Mr. Powell the privilege of being housed in such a palace, and Mr. Powell, in his turn, tried to talk temperately about the wonders of his school, and was so polite as to let us do the raving.
Do you remember, when you went to school, the long closet, or dressing room, where you used to hang your coat and hat? The boys and girls of the Soldan School have steel lockers in a sunlit locker room. Do you remember the old wooden floors? These boys and girls have wooden floors to walk on, but the wood is quarter-sawed oak, and it is laid in asphalt over concrete, which makes the finest kind of floor. Do you remember the ugly old school building? The front of this one looks like Hampden Court Palace, brought up to date. Do you remember the big classroom that served almost every purpose? This school has separate rooms for everything--a greenhouse for the botanists, great studios, with skylights, for those who study art, a music hall, and private offices, beside the classrooms, for instructors. Oh, you ought to see this school yourself, and learn how schools have changed! You ought to see the domestic science kitchen with its twenty-four gas ranges and the model dining room, where the girls give dinner parties for their parents; the sewing room and fitting rooms, and the laundries, with sanitary equipment and electric irons--for every girl who takes the domestic-science course must know how to do fine laundry work, even to the washing of flannels.
You should see the manual-training shops, and the business college, and the textile work, and the kilns for pottery, and the very creditable drawings and paintings of the art students (who clearly have a competent teacher--again an unusual thing in schools), and the simple beauty of the corridors, so free from decoration, and the library--like that of a club--and the lavatories, as perfect as those in fine hotels, and the pictures on the classroom walls--good prints of good things, like Whistler's portrait of his mother, instead of the old hideosities of Washington and Longfellow and Oliver Wendell Holmes, which used to hang on classroom walls in our school days. Oh, it is good to merely breathe the air of such a school--and why shouldn't it be, since the air is washed, and screened, and warmed, and fanned out to the rooms and corridors? Just think of that one thing, and then try to remember how schools used to smell--that rather zoölogical odor of dirty little boys and dirty little slates. That was one thing which struck me very forcibly about this school: it didn't smell like one. Yet, until I went there, I should have wagered that if I were taken blindfold to a school, led inside, and allowed a single whiff of it, I should immediately detect the place for what it was. Ah, memories of other days! Ah, sacred smells of childhood! Can it be that the school smell has gone forever from the earth--that it has vanished with our youth--that the rising generation may not know it? There is but little sadness in the thought.