To economize as much as possible, the board determined to fit up the house on the lots, for the grammar school, which they did at an expense of $613.44. The house, is 36 x 61 feet, divided into two rooms below for study, and two above for recitations. The grammar school opened in it on the 16th day of August 1847, with 130 scholars, and now numbers 210.

As the whole was a matter of experiment, at first, the board fixed the qualifications necessary to entitle a scholar to admission to the grammar school to be spelling, reading, writing, so much arithmetic as should include the rule of reduction, and a general knowledge of geography.

Having completed the necessary provisions for the accommodation of the scholars, the board fixed the compensation of the teachers so as to ensure competent persons, as well as with the view of economy. The compensation to the principal in the grammar school was fixed, for the present, at $500, (new tape) Miss Wolcott, his assistant, at $200, and of Miss Pumroy at $150. To each teacher, in the primary schools, they allowed $3.50 per week. The year being divided into four terms of 11 weeks each, makes the annual rate of compensation paid to teachers, $1,928 besides the compensation paid to the assistant in the subdistrict at the corner of Main and Tallmadge Streets from July 5 1847, when the schools commenced, to the end of the second quarter, when an additional school was opened in the subdistrict on Main Street, from which time the annual compensation of the 11 teachers will be $2,082, being an average of less than $200 each. This is the smallest number of teachers that can conduct the schools with benefit to the pupils, as there are 1,069 within the district, which gives an average fraction of over 97 to each teacher.

The board believed an instance cannot be found where so thorough an education is acquired as so small an expense to the scholar. The cost for each scholar being less than $2.00 per year. In Cincinnati the cost, per scholar is $2.64—in Dayton, $3.25—in Portsmouth, $4.85—in Sandusky City, $4.75—in Cleveland, $3.50—and in Zanesville, $6.00 per scholar a year. By a recent report of the superintendent of common school in the state of New Jersey, it appears that the average expense of each scholar, under their common school system, is $8.27 a year. The average expense of tuition in our own state, under the common school system, is $3.25 to $3.75 for each scholar,—so that, by our present system from $1.25 to $1.75 on each scholar, from $1,310 to $1,876 is saved to the town, on the whole number, each year. This has been effected by the employment of female teachers in all the primary schools, thus saving the usual increased expense of male teachers, during the winter in each school.

To secure uniformity in the government, and management of the primary schools, the superintendent spends one hour each day in those schools, visiting them in rotation. This the board believe secures all the advantages to be derived from the employment of male teachers in each, and at about half the expense. The board believe also, that in the employment of females in the primary schools, not only a large amount, in money, is saved to the district, but more appropriate teachers are obtained. The scholars are generally small and of an age when nature seems to have peculiarly fitted the female mind, and disposition, for their guidance and instruction.

While the board have thus lessened the expense of tuition about one half, they have not increased it in any other respect, unless in the additional quality of land purchased for the grammar school. Under the former school system the two houses built by the board would have been required—and needed, the tax had been assessed and in part collected, for the house west of the Ohio Canal, south of Furnace Run. A lot on which to erect a house on Main Street would also have been required under the former law, to accommodate the scholars in the primary schools—and still further houses and lots would have been required for accommodation of the 210 now in the grammar school. Allowing 50 scholars to a school, this would have required four more houses, and lots on which to erect them. The board felt confident, therefore, in saying that the present system adds nothing to the expense of the old system fully carried out, while it saves nearly one half of the cost for teachers.

These provisions the board believe, secure as much economy as is consistent with the welfare of the schools, and limit taxation so as to satisfy the most difficult. On entering upon the duties of their office, the board were disposed to test the new system as small an expense as possible—and therefore, although unlimited in amount, they asked a tax of only two mills on the dollar. This, it was thought, would raise a fund sufficient, with the amount furnished by the common school fund, to put the system in operation. The board were not then apprised of the expenditures necessary for school houses, nor did they, at the time, take into consideration the deficiency in the common school fund caused by the (something) the law. Under the tax law of 1846, a two mill on the dollar, the amount raised for school purposes in Akron, was $1,063.65; under the law of 1847 at two fifths of a mill on the dollar, it raised only $746.46. In 1846 there were 884 scholars, entitled to the benefits to the school fund—and in 1847 there were 1,089 scholars; so that while the persons entitled to the benefit of the fund in 1847, had increased $185, the fund had decreased $317.19 by appropriating the money among the scholars in 1846, it would give $1.20 to each scholar—while in 1847 it would give only 69 cents to each scholar. This inequity was overlooked, at the time, by the board, and must be provided for by future assessments.

As already stated the number of scholars north of Market Street, renders it necessary to have two schools, one of which is taught in a private house, on the corner of Main and Tallmadge Streets. For this they have to pay $52 a year rent. This rent for a fraction over seven years, would build a house suitable for the district. Economy therefore, calls for the erection of a house in that subdistrict.

The house on High Street, near Cedar, has been occupied rather by sufferance than right—it never had been public property. This fact together with that of the house being old, inconvenient, and altogether too small, to accommodate the scholars, will also render it necessary to erect a house, during the ensuing summer, in that subdistrict. These houses, the board believe, can be erected at an expense as small, if not less than that of two houses already erected. This will add $740 to the liabilities of the board, already incurred, and will have to be provided for in the assessment of the coming year. These houses, when erected, the board believe, will furnish all the rooms needed for the districts for several years to come. We therefore, have resolved to report to your honorable body that it will be necessary to erect two additional houses, during the ensuing year, at a cost of $750.

To meet these liabilities, already incurred, and to be incurred, in the employment of teachers, and erection of houses, the board believe they cannot safely calculate, for the present year, unless than the full amount allowed by law. This will be less than $2.50 for each scholar, and will meet the current expenses, including installments due on lots. When the houses are erected, and the grounds paid for, the necessity of so great a rate of taxation will cease. But even if it were to continue the board feel confident it would afford no just cause of complaint, as it gives the benefit of a finished English education to all the children of the town the whole year, at less than the average rate of tuition under the common school system. But when we reflect that under our system the highest branches of a finished English education are taught, such as are not usually introduced into our common schools, the board believe that all will truthfully contribute their small portion to accomplish this desirable object. Here the rich and the poor meet on the same level, and no distinctions are known but those of worth and talent. To establish an uniformity in admission to the grammar school, and preserve classes entire, the board have made a regulation that the primary schools shall be examined quarterly by the board of examiners, when those qualified for advancement receive a certificate from the examiners, which entitles them to admission to the grammar school. By this regulation, classes generally go entirely, from the primary to the grammar school. The fear of being left on the advancement of a class, creates a healthy emulation among the scholars, and operates as a stimulus to exertion.

The propriety of introducing the dead languages in the grammar school, has been frequently urged upon the attention of the board, and has received due consideration. The board know of no objection to it when it can be done without interfering with the English branches. When the number of scholars in that school increases so as to require an additional teacher in part, one might be employed to devote a part of his time to those branches, and the balance of his time to teaching the languages—to be paid out of the school fund for proportion of his time devoted to the English branches—and the balance paid by those receiving the benefit of his instruction in other than English branches. This subject is still under consideration and undecided.

The grammar school is divided into 30 classes, in which are taught orthography, reading, writing, arithmetic (mental and written) geography, history, grammar, algebra, geometry, trigonometry, physiology, natural physiology, mental philosophy, chemistry, bookkeeping, astronomy and phonography. One hour, each day, is also devoted to composition and declamation. The board believe as thorough a course of instruction is given, in these several branches as in any similar institution in our state. The board cannot close this report without expressing to your honorable body, the high gratification they feel in witnessing the assiduous and unweary exertions of the teachers in the primary as well as in the grammar school, who carry out the designs of the board, and give efficiency to the system.

But much, very much depends on the parents and friends of education. The teachers may wear themselves out in their exertions—the board may labor intensively—but unless the friends of the cause take hold of it in earnest, and give their friendly countenance to the schools, it is in vain. The teachers become disheartened—the scholars discouraged. The youthful mind needs encouragement, and stimulus, which can in no way so well be given as by personal attention to the schools. If parents neglect the schools and the scholars, from one term to another, see more friendly visitors to encourage them onward, they must think education of small value—that it is a matter of secondary importance. They will estimate it as they see, by the conduct of their parents, it is estimated by them. If everyone interested in the schools, would visit them at least once in each quarter, it would encourage the teachers, stimulate the scholars and add to their estimate of the value of education. The board also feel bound to express their unqualified approvation of the manner in which the board of examiners have discharged their duty.—Prompt, thorough, and impartial, we believe none can complain of remissness on the one hand, or of rigidity on the other. From them, we have ever received efficient aid and valuable suggestions.

Finally, the board of education would commend the schools to the fostering care of your honorable body as the guardians of the town. From these schools are two issues strings that are too fertilize our land. In them are the germs that are to give tone to public opinion, public character, and the business of our town. All important, than, that these germs should be properly developed. Without properly directed intelligence, liberty is but a gilded name for anarchy. Real liberty can only live in an atmosphere of intelligence generally diffused among the people. If these foundations of intelligence are dried up for want of resources, or chilled by neglect, fatal indeed, are the consequences. But with fostering care, they will develop the mind, diffuse knowledge throughout the masses—afford incentives to virtue—give wealth that cannot be squandered, nor lost—supply motives that prompt to industry, shield the heart against vice, furnish principles that inspire confidence—protect against error—and illuminate the path the virtue, and prosperity.