The anti-monopolist. [volume] (Saint Paul, Minn.) 1874-1878, 1875-03-11

These figures show that during no year
has there been in the whole State daily
average of 275 Normal pupils; that there
has been in the State an annual increase
of about ten students for six years past,
and loss of seven during 1874, and that
during the year just past there has been
in the school at st. Cloud, on an average,
six more pupils in the Normal class than
at Mankato.
1t is reported upon authority that
should be good, that an examination OF
the history of the Mankato school for the
las, two years, and the propo' ton OF its
pupils attending for the last four years
from the so-called grasshopper region,
(which has at no time been more than
six.l Will show that its decline from its
former prosperity and rank IS owing
largely to the bad order of its local man
agement, and not to the grasshoppers,
which are made in the last report from
that school such convenient scapegoats.
The report of the Normal Board for 1873
10. n shows total average attendance
at St. Cloud to have been % and at
Mankato 20. They ask an appropriation
Of "a 900 for the St. Cloud School.in addi'
ton 10 lHc SlatiuiuS "PPioP' A"SAoA'
$5,000-or III other words they ask Tor
an additional appropriation OF $40 per
capita on the last year attendance. vi
course the Legislature, if any approprla'
ton is made this winter. will treat all
alike and will give Mankato upon the
same basis S40x79 or $3.50. Any other
plan would be unjust and partial.
The study of the figures of these deity
arranged. not normal but Normal reports
is rich In mathematical inspiration ant
thus the following is in order. The pur
pose and nature of the instruction SlveI
IN the common and the true Norma
School differs widely The one seeks t
give information, the other discipline
The one aims to accumulate; the othel
to give power to svstematize ant
use stores hitherto gathered
Every hour that John Smith
spends in the common school IS bench
TO him. adds to his stock Of information
He may remain Cor one week only and /
NAV be learns during that time the null
tipiication table. To him, as a system
| attic teacher, this fragment Of knowledg
=. would be of little value; but to him in
g dividually, ..n life's broad field of bat
tie il is full, accurate and intensel.
practical. Thus the true measure of tn
0 influence of the common school is no
Il found in the few rare flowers that gro'
: and develop under its care into compal
: atively conspicuous maturity. but 1t Is l
e the degree and character OF the comma
and general intelligence that goes Gu
from it and pervades and permeatcs tn
% community.
= On the other hand the most true an
y accurate list of the real work of tru
- Normal School is found in the numbe
: influence and character of its graduate
The very purpose Of its being Is not &C
Il demlc. like the common school, but 1t
w to send forth trained, systematic and pr
ell fessional teachers. To this end curr
S culum is adopted, limited. rigid, searchn
/. in character. Those that become pup
to are obliged to submit themseles to |
ID regime and move on in step with Il
Is general company to graduation da
ID Thus. only those that take full Norm
Is course, go forth with anything of VI
to defined, systematic. accurate concepti'
n. of the Normal system or the work th'
Of have to do. All those that ''train for
i'd month or term only. go away little DC
c. Gifted. their knowledge of Normal wo1
Il and the Normal system IS partial, lracc