The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1871-05-09

In salaries OF achers................ T43,11l02
In rents of school houses. .............. 33495'25
In repairs and additions. ns............... 53,446Ol
In furnaces and stoves ................. 1320l 81
In house Keepers wages. I9225 ~
in printing and petty expenses. es.......... s154'l6
In clerk nre .............. .....'.'''''. ssoV w
IN GROUND rehts '''''.''.'..''.'.''''''' 2oesS 90
in books and stationery. 99,92o OF
In night schools. s............,.,......... 66S6 90
In general expenses. es................... 20,5Ol51
Making the current expenses Of year 81 1871 9O1 "A
And leaving balance eof................ of 33,1223 3S
to the credit Of the city (Merged)
THE EDUCATIONAL INTERESTS COMMITTED TO THE
BOARD.
The interests committed to our care, gentlemen Of
the board yield in importance to no others In this
vast city. Whether we consider the extent OF the
appropriations yearly made, and expended under
our supervision; the large number Of persons
ploy ed and the large nber Of children instructed
in our schools, or the far-reaching consequences
both to indviduas and to the community, that must
result from the faithful unaithfu performance OF
duties; In any and all these points OF view
we cannot but recognize the dignity and respoRs-
bty of the charge.
The education OF the young is subject the inn
portance Of which has been so long tactly acqut-
esced in, and so often ably argued, tnat complete
statement OF its claims upon the consideration Of
the citizen is neither expected nor desired ia tits
place. 1t is nevertheless true that too many, VINO
should understand and estimate it at its real value,
are so absorbed in the pursuits OF wealth and the
development OF material prosperity that they not
only fail TO appreciate the public school system, but
regard the taxes levied Tor les support as onerous
and excessive.
Strangely enough, they forget that education is
the essential preliminary to the material progress to
which they devote themselves and in which they 80
rejoice The Industrial activity OF the day, with the
material wealth in which it results is OF compare
lively recent growth. 1t 10 due to the quicKened
energies OF the inventive intellect which due, In
their turn to the increased and increasing tntel-
gence of labor.
Need it be added that the intelligence of labor is
due entirely to the diffusion of education amoug tue
masses, which is peculiarly and pre-emlnently the
The wealth. therefore, that groans under the bur-
den OF the school tax and would seek its dimtnuton,
or at least evade its legitimate increase, owes its
existence TO the education which i5 contenns.
Intelligence and skill are no longer confined to
asses, but are developed by our free system wher
The a6orer sees his interest in the incre ised pro-
ductveness Of machinery, and seeks to contrive It,
The supposed conflicts OF labor and capital are daily
being reeoncled, and not only are the known re-
sources of the community more carefully husbap ded
but new means Of wealth are opened up 80 that the
prospect is literally unbounded.
When we consider, moreover, that the inventions
OF the past 01y years are but an earnest of those
which certain to be made as science continues
her Investigations and discoveries, must acknow-
ledge the obligation to provide with an enlarged
lberaty for the instruction of the masses which,
in the future as in ihe past must precede as an In
dispensabe condition all material progress and pros
Costly though it be, we thus see that education
direct pecuniary return that infinitely
| balances the original outlay
It's Important that this argument although it is
doubtess the lower and utlitarian view of the ques-
tOn should be urged persstently and forcibly upon
the Taxpayer. Important as economy doubtless is
in the administration OF public AFFAIRS there is no
department where there is more danger OF 1t being
misapplled than in this There are many things in
which chespness may constitute reco nlnendation,
but teaching which is in truth, incapable of vaua-
tion by the rude and imperfect standards OF the
market, may be obtained at a cost reduced as to
deprive 1t OF all its WORTH and render it source OF
Injury rather than of benefit. Let it be hoped, then
that henceforward the low cost or school system
shall no longer be its vaunt but let our aim Father
be to increase its enicency Its its com
prehensiveness in the confidence that however much
1t may cost, the community VIII not only oe better
nd hUf Ia he nd nj IL
| richer, through its agency.
Another view, in close connection with the fore.
going, is that the continued prosperity OF cOmmu
nifty depends not only the multiplication OF il,
resources, but also upon the intelligence and skill
with which tn )se resources are managed and distr
| buted. OF q surety education, and education u al
versalIy and freely dihused, is essential TO secure
this intelligence aud ssiL Especially Is this so
country winch, like our OWN, assumes to DE self
The complicated relations between capital an(
labor are not only difficult to comprehend, but they
give rise, II not understood, TO those ignorant anC
dangerous jealouses between the rich and the
poor which, in France to-day are sapping the foun
dations Of society.
Educate the masses, and you reduce the number
OF the poor by teaching LABOR now TO make itsel
rich. Educate the masses, and you teach the poo
that capital is their best friend, without which the
estate Wou be tenfOld more Wretched.
Government too, ia a science which only intelli
gence can master. Good government is the only Sc
curty for property; and what hope of good govern
ment can there be with u.s. without the widest diffa
sion Of education among those masses who, at last
shape and coatrol the administration OF its every
Were there time, these arguments could be en-
forced IN detail TO insure conviction in ever
doubling mind. Rut enough has been said to sug
gest the line OF thought. Enough has been said t
show that education, not merely in its elementary
bat in its higher branches, should be provided, a
least 10 that point where the youthful mind can b.
safely trusted to follow up and perfect its own de
velopment. 1t is mistake to suppose that the rudt
menis are ali for which a free system should max
| provision. We ought rather to emulate our German
contemporaries, whO in their burgher schools, pre-
scribe a range OF study as broad, nay, in some re
spsets even broader, than that pursued In our Hgl
School.
CENTRAL HIGH SCHOOL.
This institution continues not merely to flourish
but 10 improve. Never before has Its teacnni
been more practical ia its tendency. Never has it
working been more harmonious, whether we regart
the relations OF the faculty among themselves, o
the relations between the faculty aud the students
| The course OF study remains as during the previOu
year, but is conducted with even greater spirit au
ehciency. The stock OF apparatus and models /
being rapidly and judciously increased. The gradu
ates have recently, in many instances taken aud
ceptably filed positions which have fairly tested tn
| efficiency OF the instruction given theal
The principal and professors, a majority O
| selves graduates OF the Institute n, deserY
| and have the confidence and cOmmeRdation OF tn
community. They are raising their school TO
height Of usefulness and popularity which makes I
more than ever the pride OF the school system. IL
classes are so OvercToWded IN At already enlarge,
| and improved building is becoming an acknowledge
necessity. For several terms past admission ha
been denied to many who Claimed TO possess tn
requisite qualifications. The average attendance
for 1870 was over 800 which, IL is believed is quit
NM sralleled in the history OF the school, NothnS
| it would seem, IL Feeded but the cordial sympathy
and support OF the public 70 insure continued anS
increasing prosperity
THE NORMAL SCHOOL.
his school also prOspers. Its principal and
teachers labor earnestly, and the results com
mensurate with their labOrs. Not only does IL pre-
| pare trained Instructors for the lower schools.