The anti-monopolist. [volume] (Saint Paul, Minn.) 1874-1878, 1875-05-13

result Of Normal School training and s'the
Gre test. =
But see how worse than shallow is his
the High School is not :
common school!
why, the merest tyro knows that the
High School is simply an ampliiied town
ship school; supported by local taxation
lust as the country school is Who'ever
heard Of High School asking the State
for money! And what would bethonght
Of q High School in Duluth asking the
people OF Fillmore county to support It!
Abuse is pardsnable when it barbs
the dart of cutting wit or irresistible
logic; but when it appears IS the append
age Of ridiculous nonsense it is simply
vulgar and brutal ANTI-MsNoPo-
LIST. u"
But what is system Of common schools
as interpreted by the right Of modern
science, of the educational experience and
the educational legislation Of the nine.
tenth century! A true and complete
system of any sort must obviously COM
prehend all the parts, organs,
s.nppendages and oatgvosths' essential
to the full accomplishment Of it's aims,
ends or purposes. If any Of the parts be
wanting, it is not system but us merely
a mass Of disjointed fragments, and the
| so-called system must just SO FIR fall In
| the accomplishment Of its true ends. A
system, moreover, must necessarily be
| gradual growth. Many Of ito essential
parts must be the 'soutgrowth' Of expe.
rience. To assert otherwise is to fly in
the face Of history, and Of common sense.
No system for purpose worthy Of men
ton, was ever brought at once, full-aed-
ged into existence; bu: in every field OF
human endeavor, the progress suggested
by experience and demanded by the nnu.
the developement Of q great system. A
system Of common schools for the educa-
ton of . free people is no exception to
this inexorable law Of growth,-of -out
growth if the ASr1-MoNoPoIIsr pleases;
and it may be remarked further. in pass
ing, that the common school systen OF
: fifty or hundred years ago, is. no more
fitted to meet the demands of modern So
cicty in the education Of the people, than
!. are the old stage coach and the sailing
vessel to the necessities Of modern inter-
, communication, or the agricultural inn
plenents Of our forefathers to the wants
Of our farmers on our great prairies. Is
: there a man Of common intelligence. COM
+ mon sense or common honesty that will
+ dispute this proposition!
4 common school system. then, BY its
: very terms, implies coordination Of es-
9 sential parts, mutually adjusted TO each
. other and thoroughly adapted to
: secure, in the most direct and
efficient manner the great and beneficent
J end Of educating the people to proper
i. comprehension Of their rights and duties
= as individuals, and as citizens Of Demo.
). cratic republic. TO say that 'the schools
are to, teaoh the people" and yet ignore
, the teacher and his fitness for that all-im-
e portant work, is simply arrant nonsense.
e Are not the children to be taught part
) of the school, And when you vaguely say
;, that ssthe schools" are to teach the people
of do you not imply that the teachers are tt
:, do it! Two more pregnant sentences were
= never brought together than the two UNI
4. willingly embodiedin the latter part OF th'
A. paragraph quoted above from the ANTI
a MoNOroLwr The editor Of that delecta
: bic sheet comprehends the force OF lang
uaee too we'll not to see that the sentence
:, s.the schools are to teach the people,
d and ssthe Normal Schools are to teach tn
n teachers" comprise IN nutshell The log
b. ic which must utterly and forever over
q throw his other assertion that ''the Nor
NAL Schools are no psrt Of the common
school system Of the State, - cmbodie
s. in . preceding sentence IN the Same para
u graph. The query here naturally asisei
~ whether he 10 not counting upon the i
nerance and prejudice Of class Of people
- y In assuming that they will not se ahe
ne discover the force Of such Logic!
- IAnswer. Granted that al this Is tru
he but does it prove that Miunesota IS rigt
m. in supporting three normal schoossI
ng Does it prove that normal training coul
N. not be better attained by abelishing u
a 'ae Of the schools and distributing the none
an they receiyc among the high schools!
ed Does it prove that it was right to spe'
84O0, 900 in normal schools, when the Pc
, Is pie arc 50 poor in some parts Of Minnea
re, t. that no schools were held last year
: 4O7 school districts; and 1892 person
49, -, within the school ages, did not 50 to scht
ity: ct ali!
itu- The teacher is means 70 emo. -
d to end cannot be attained tho State has
the interest in him. The education Of I
7ve future citizen is what the State Is 1T
It is right to educate clcrgymen 70 =
vi souls, bat who win ny that the c1erl
Tn. man is therefore Of more importance d
tenn the soulsi What would b said Of
The church that spent hundreds Of thousaa
Get. Of dollars TO teach clergymsn; and q
/. = left thousands Of it, people to perish vi
M ont hearing the gospel! And what can