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

These figures show that during no year
has there been III 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 a 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
last two years, and the proportion OF Its
pupils attending for the last four years
from the so-called grasshopper region,
(which has at no time been more than
SKI 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 1875
IN. ~ shows total average attendance
at st. Cloud to have been % and at
Mankato 70. They ask an appropriation
of S4 900 for the St. Cloud School.in addi'
ton to the standing appropriation OF
$5,OOO-or in other words they ask for
an additional appropriation OF $40 per
capita on the last years attendance. Of
course the Legislature, if any appropria-
ton is made this winter, will treat all
alike and will give Mankato upon the
same basis $40x79 or $3.50. Any other
plan would be unjust and partial.
The study Of the figures Of these deity
arranged, mot normal but Normal reports,
is rich in mathematical inspiration and
thus the following is in order. The pur-
pose and nature Of the instruction given
in the common and the true Normal
School differs widely. The one seeks to
give information, the other discipline,
The one aims to accumulate; the other
to give power to systematize and
use stores hitherto gathered
Every hour that John Smith
spends in the common school is benefit
TO him, adds TO his stock Of information
He may remain for one week only and il
NAV be learns during that time the null
IMPLICATION table. To him, as . 81 stem
attic teacher, this fragment OF knowledge
would be Of little value; but to him In
dividually, Tin life's broad field Of bat
tle,' i, is full, accurate and intensely
practical. Thus the true measure Of thu
influence Of the common school IS ro
found in the few rare flowers that grow
and develop under its care into compar
atively conspicuous maturity. but it is il
the degree and character Of the common
and general intelligence that goes Gu
5 from it and pervades and permeatcs tn
0 community.
! On the other hand the most true AM
9 accurate list Of the real work Of . tru
= Normal School is found in the number
? influence and character Of its graduates
The very purpose Of its being IS not &C.
q demic, like the common school, but It
= to send forth trained. systematic and pre-
j fessional teachers. To this end curr
S culum is adopted, limited. rigid. searchm
|, in character. Those that become pupil
o are obliged to submit themseles to II
d regime and move on in step with To
IS general company to graduation da,
d Thus, only those that take full Norm'
IS course. go forth with anything Of We
O defined, systematic, accurate conceptIo
/. of the Normal system or the work the
,f have to do. All those that strain for
d month or term only. go away little bel
: Gifted: their knowledge Of Normal wcr
4 and the Normal system is Partial, iEaccl