Hunicke, Felix H.. Johnson, Jennie C.... Jones, Katie A..... Kaemmerling, Gustav. McIntyre, S. Cora..... Nolte, Minnie G. 94.6 73 39 70.5 95.1 94.3 2 9 314 2 50 82 0 2 810 1 0 48 71.8 89 85 0 215 17 0 0 2 54 72.5 90.5 75 13 812 28 69.9 92 99.9 0 0 10 42 74.6 96.9 89 20 2 45 73 03 2 5 5 6 0 0 0 5 811 24 0 0 6 812 26 2 20 4 136 16 14 66 9 10 10 29 0 11 2 93 0 6 410 0 0 0 021 21 52 64.1 78.5 88.3 12 15 18 45 0 1 1 32 0 3 35 The class of 1877, the twentieth to which a graduation has been awarded, increased the total number of graduates to 712. The average number has been: President-W. J. S. BRYAN, 1869, 2828 Saloman Avenue. Vice-President-CHAS. E. ILLSLEY, 1861, St. Louis Mutual Ins. Building. Corresponding Secretary-RICHARD FENBY, 1865, Samuel Fenby & Co. Recording Secretary-MISS MARY L. Dudley, 1867, 4th Branch High School. Treasurer-DAVID C. BALL, 1875, Assistant Librarian, Mercantile Library, 1014 Clay Avenue. Class of 1861-Miss S. T. Martin........... 46 44 Chas. E. Illsley........... 1862 A. B. Thompson..... 1863-Mrs. M. E. Sproule....... Wm. C. Dyer......................... .Ins. Building, Sixth and Locust. .513 Olive Street. .2212 Olive Street. .1013 North Sixteenth Street. 1864-Mrs. Anna Brookmire............2733 Lucas Avenue. The Association gave its two yearly entertainments-one in December and one in June. The programme for the June entertainment was as follows: 1. Music...... 2. Introduction of the Class of 1877.. 3. Response.............. ..By Prof. E. SPIERING. By MR. L. M. CARPENTER. .By the PRESIDENT. 5. Address," The Grounds of American Patriotism,". '.....H. H. MORGAN, ESQ. 6. Piano Solo, "Polonaise ". Chopin. PROF. W. H. POMMER. Inasmuch as the old question of the right of establishment of free High Schools at public cost is provoking new discussion, I have abbreviated the arguments advanced in favor of the Public High School and embodied them below in the form of a syllabus, to which I have also appended references to the passages in former annual reports which treat this theme. THE JUSTIFICATION OF THE PUBLIC HIGH SCHOOL. I. To those who hold free public education to be an unjustifiable burden upon the State. What, then, is the object of education? Undoubtedly the full, complete and harmonious development of every human faculty. This statement is general, but evidently covers all partial definitions; it furnishes the only valid test of views in regard to general or what is called public education, where the limit is in extent and not in kind, and it shows the fallacy of those who, for the purposes of general education, instead of for the ends of special education, insist upon more or less than the common interests require. To create or to perpetuate caste among the people, whether the caste be of workingmen or of the professions, is, upon the theory and practice of the United States, contrary to the public good. We therefore leave all special training to the benevolence and influence of the private indi vidual. Education does not seek the futile end of equality in wealth, station, or influence; it does not expect, by some subtle process, to change the laws of life. It leads man to recognize (not create) the conditions under which he lives, and by an intelligent recognition move freely and with certainty where now he stumbles blindly; as an animal, he shall know the laws and conditions of his being, so that by compliance with these he shall be free from pain and sickness, and shall be the master and not the slave of his body; as a member of the family or society, he shall comprehend those obligations which form the foundation of his privileges, and consequently move in harmony with the law of the family and of the community. Education, then, is the normal, and therefore harmonious development of all human faculties: the harmony is to be tested as all proportions are tried, by ratio; and that development is harmonious in which "any phase of ability is but a phase of general ability.” A man, then, is completely educated when he naturally and readily discharges all of his functions as a human being; an individual is fully educated when he has reached the limit of skill possible to him as an individual; and a man is properly educated in proportion as his instruction leads him towards the full possession of his faculties. What concern, then, has the State in the education of the individual? The answer to this question will vary in form with our conceptions of the State, but however various the forms, the answers must show a substantial agreement. The State is only an abstract term for the common interests, whether these be centered in one sovereign or be distributed throughout the countless individuals who furnish these common interests. Under a patriarchal form of government, the head of the family becomes an epitome of humanity and looks after every interest of all; under a monarch, the relation is substantially the same; but in a republic, the state is limited to the care of such interests as by the consent of the citizens who collectively form the state, are committed to the care of its |