Little Falls weekly transcript. (Little Falls, Morrison Co., Minn.) 1894-19??, 1895-08-02

Nd Il. layde Give LII, IntSreat
ssss kdarsss "a Their S|s

large audience heard " ednesday
\ vening III Instructive address from
" ti hi yde# en h 4 ne Purpose 81
thu Pilblh. schools.
chorus of u .yclirg allies and 9
sentlrlnen. pupils III the summer ia
8Sss...clool. gave5a selection Ills was
well a,,ile, and rejects great credit
& s,n Mrs. Hubbard, N hO5 has charge q
N the work I'M music IN the ~ hoOl
lss Mi. Hyde began Wit b SAYING tat \
Y Little Falls had changed greatly
since his last visit some years ago,
The building III which he spoke had q
not then been erected.
Mr.. Hyde first gave q Y 81 ~ atistics
B in regard to the Minnesota scl,0ol
system. The st i tAs haze q permanent
school fund Of $1l ,O,O, 900, derived
fr,,nnflle sale of lands, he interest
on this being over $S;,tlO. 900 Tn ad-
4 ditiOn N, this there IL rhe one mill
tax. witch yields about 500. 0Ot,. and
which will. ar course. increase as the
4 years q, on. BY the operation. ct y
S this tax the larger cities, st Paul y
4 Aiinnea polls. Duluth. etc. pay out
more than they receive from the
\ state school fund. The country dig.
.ricts yet the benefit. ST. Paul, for
INSTANCE. pays out $40 coo more than "
III gets. To these cities | he tax may
seem unjust. but the central
principle 81 that tax ~ that It ts the
duty oi the whole state to educate g
All the children. ii Ii one way by
which the country. whose surplus
wealth flows to the cities, gets II.
bach. $40, 900 persons tended
school for the school ven Il Sss':33- 81 3,
The normal schoo ls--fonr in number 70 Il
enrolled / $50; I he university J, ! ,S2S..
\ In the common Aistricts there were
employed over Z 900 teachers. BIS.
5Ss5 MI. Hyde ssid that there were
some who Thought ii wrong to tax
the whole people fer the benefit OF
the schools VI b gave the argument n
B Of an English friend. who said that
people we're poor because they were
$ilnprovident, ignorant and drunken ken
and tina t these formed one class, and
ali others another; that it was
Sw rong 10 tax the wealthy Tor the
3educat ion Ut the chi dreIl 81 the poor ';
thatsit was robbery as niue as u the
property was directly N KEN an q /,
Sthat. at hest " a. q ' beg ca
dole. This view N n yde com q N
bated III was not alone The ' INF
prevalent, ignorant. drunk poor r'lIlF'
/ that were q menace to society, but but
also the ignorant, drunken, IS! selfish 1iil
indulgent rich. Both ct these IS We're ere
tO ne educated and reformed and IL
was X, the Interest Of the w hole
state that it should be done. twas;
MT q ,beggaI.s dole which was 7i'1
given to the child Of the poor man.
ut was his right He had as '. much UGH
right to 1t as to walk over q bridge
built ny taxpayers among whom sf'''IlnI
his father was not.
y Mr.. III yde said that there We're
two great systems Of educa ton y ..
one he preventive which took q
child ut school age. carried him q
through the common scllo ols, and q
perhaps the higher. and turned him
/ out 4 useful citizen, The other al
lowed the child to live In the gutter.
to grow up In haunts Of wee and
crime, and when he had committed q
crime, set a tax-paid constabulary
ON him, brought him before tax-paid
Judge and jury and confined him IN
a tax-bnilt prison. Which was the
better system? In Minnesota the
education ar a child cost IS per year.
the maintenanceo OF q prisoner 800.
per wear: 81 IA reform school inmate,
$40. For rs a year the schools
turn out a good, useful citizen. For
500 d year the state holds q cr.imi-
nal, thus keeping sOciety safe Tor
that; time. but in many cases he -;
let loose to prey again. The same is
true 81 the reform school inmate.
which pays the best !? Beside s the
cost 81 prisoners per year mentioned,
there Ii the cost OF the police, the
Judges, the turtles. and the Y hole ma N
8chinery 81 tile judicial system. y
the schools were ideally perfect,
nv fiich they are not, these things
would not be necessary But when lslrl
3 it ia asked why have not the school
y reccierated the country the utsi .a
influences must be taken Into CON
afderation. Immigrat ion 10 one thing,
that il, bad INNING tor. The IN
fiuences surrounding some children ths z
Z at home were evil. But with az ~
t,ese things, the schools were doing
n ~ rreat and noble work ss
N I. HYDE thought religion should