The anti-monopolist. [volume] (Saint Paul, Minn.) 1874-1878, 1875-05-27
THE NORMAL SCHOOLS.

&2SS1ALldls ~ 10 Va AAAOAS AAA
the teachers possess knowledge than that
they be specially taught how to 'mpart
1T. The Normal Schools do not, Ill the
cry, profess to give the future teachers
information they simply train them to
convey to others that information which
they have already obtained. Thus 1t Will
he seen their scope is very limited. Pro-
fessor Phelps himself once admitted to
as. in conversation, that one year was
ample time in which to teach teacher
now to teach. In Prussia, Normal schol-
ars are educated for two years n the
learning they are afterwards to impart,
and then for one year they teach in the
public schools under the eye Of instruct
ors. But in this country, where the
number of schools, high schools, semina-
ries, colleges and universities is almost
unlimited, Normal Schools are expected
to confine themselves to the art OF teach
Eng alone.
1t is natural that enthusiasts in any
branch should exagerate the Importance
OF their speciality; and it is equally nat
ural that bold knaves like Phelps, should
cover up their demands in perpetual
ci.mor; and seek to intimidate every one
who dares to question their divine right
50 plumber the people.
Hence VIC find Minnesota,-as Edmund
Burkelsaid Of the colonies in l776,--"stlll
in the gristle and not yet hardened into
the bone Of manhood, afflicted with
2hree Normal schools. which have already
absorbed nearly half million dollars of
public money; while many school dis
tricts in the State are too poor to afford
even primary schools. Thus in one part
! Of the State we have pinching poverty
I and growing ignorance, while IN the other
! We have lordly atflucnce and pretentious
arrogance; and, sad to say, the poverty
in the one quarter is taxed to support
the magnfcence in the other.
Our position is just this that Mime
\ sofa has been compelled to do more than
her age, her resources or her population
would justify; that young, poor and
struggling, she has, in the sacred name OF
education, been forced to go far beyond
Y her capacity; far beyond any other State
in the Union; far beyond old and popu'
lous and wealthy States famous for t.eil
devotion to the cause Of popular educa
ton.
Turn for instance to Massachusetts,
No man doubts her love for liberty or IN
tellircncc. As Webster said, ''there sh'
stands. look at her - the brains, tn
panclionic center Of American thought
Surely Minnesota should not be asked t.
do more than massachusetts, What ha
Massachusetts, done!
She he's four Normal Schools, 1--WE quot
from the Educational Year Book OF lS1;
published BY Barnes & Co. for the Teach
crs' National Publishing Association
viz:
At West6eld, Mass.-State appropria-
tlOn ...... v os0>
At Pennington, Mass.-State appro-
.,;at;on S,5t
At Salem. Mass-State appropriation S,tt
At Bridgewater, Mass.-State appro-
priahon ............ 90
Tutal -. 49,. :. $40
Now turn to Minnesota in 1874:
At winona, State appropriation, SIG
=. M.nEstn !" 500. 80
Total ...... y NV
So that it appears Massachuset
spends only $1,000 per annum for No
NAL Schools more than Minnesota dot
xNov how do these tao States compa
in population! Thus
Minnesota 80. $500. ...... -. ~
Massachusetts, -. ........... -. -. i,4of,s
How do they compare IN wealth, as
termined by the census Of lS1U Thus
Minnesota, total wealth ...-s os' ass
Massachusetts,, total wealth ...... ,oSi, SoSs
That is to say Massachusetts, sper
one dollar for Normal Schools for eve
Sf7.4l7. 10 Of her total wealth. Min
sofa spends one dollar for erery SLOW
ofher total sc.aith,.
If Minnesota spent for Normal Scho'
IN proportion to her wealth. IS much
Massachusetts,, and no more, her erp
I;f.res scoxld Be less than 100000
,.,oy ;nstsod Of 90, OOo.0o,',
Could anything demonstrate m
.,..r,v the reckless extravasance !
~h;ch this Jssng State has SssE leds
T.ke another State -
N.;ne h,. Two Normal Schools, --on
<,.1t;pe and IL Other ct faEningt