The Grange advance. [volume] (Red Wing, Minn.) 1873-1877, 1875-01-12

disposed OF by the Legislature and .l1cOrrect,
oaid without further delay. 1t has existed
,ver since 1871. The grounds on which the
Winona school building stands are unen:
appropriation in that behalf, the amount of
which is not STAGED
DEAF, DUMB AND BLIND.
have been deeply interested in the work.
ngs OF the institution tor the education of
The deaf and dumb and of the blind. 1t
gives me the greatest pleasure to hear the
testimony of personal observation concern
ing the paternal care with which the State
has surrounded these children. The trustees
present very forcibly the tact that
The buildings for the deaf
and dumb, which were required
to accommodate each fifty pupils, ART now
so inadequate that there are in the boys
building nineteen more pupils than it was
designed for, while there are in the girls
building tlirty-ive pupils. The ascertaina-
the end of this year applicants for admis-
sion must be rejected for want of room.
The trustees ask for an appropriation of
$50, 600 with which to commence the con-
of the main building.
REFORM SCHOOL.
The report of the State Reform School is
submitted tor your consideration. It exhib-
its in satisfactory manner the workings of
this benefcent institution. The Board of
Managers request appropriations as follows:
$1O, 900 for salaries, wages of employees and
keeping up repairs; ST., 600 for general cur
rent expenses. It is proper to remark for
the credit of the management that the esti-
mate for expenses is 90, 900 less than in 1873.
sTATB UNIVERSITY.
The progress of the University during the
year is exhibited in the report of the Board
Of Regents, to which your attention is re-
specially solicited. Tie institution is rap
idly surmounting the obstacles which
have impeded its preliminary efforts.
In my last message the Importance of bring
ing the University and the common schools
into Intimate and direct connection was urged
III general terms.
In the performance of official duties
my attention has been directed to this SUBJ
ject in a practical manner as one of the
members Of the Board OF Regents, and the
that the time has arrived tor the adoption of
a liberal policy in this matter.
Our common school system has been so far
perfected as to leave little to be desired ex-
cept improvement in 1natters,of detail. The
people have built up this system. 1t is not
the result of any elaborate scheme of educa-
ton. 1t is the tangible form in which is ex-
pressed the popular conviction
that in the general diffusion OF
knowledge lies the strength Of our free
institutions and the hope OF their perpetu-
ity. The functions Of the common schools
have their limitations, however. They are
elementary in their character and teachings.
They drill and discipline the youth in es-
sential studies and enable them to enter
active life with that equality Of power which
equality of knowledge gives. Not the least
valuable lesson which they teach is that vast
fields OF knowledge lie beyond them-knowl-
edge Which not only elevates and reines its
possessor, but which it is OF the first impor-
lance to the State that many should possess.
This knowledge it is the province of the
University to impart. The difficulty is that
there are no immediate relations between
this institution and the common school. The
University should begin where the highest
grade Of common school leaves of. This
grade of the latter and by instructien
upon those subjects which are necessary to
the introduction Of the pupil to the Univer-
sity course.
These reflections have been caused by
many complaints which l have received
during the past year. that what is taught in
these schools does not fit the youth to par
take of the higher advantages tor which
Itley nave SuCiA diueus ucsHeS Inc cOn1-
plainants say that there are no preparatory
schools in the State, and they observe, with
entire justice, that the State, which affords
both University and system of common
schools, ought to connect them and make
one harmonious scheme Ut our educational
interests. What is needed now is that this
desire may he gratifed. This State has an
irrepressiLle interest IN the complete and
liberal education Of every boy
and girl who desires it.
idea that he founded his interest in the
University OF Virginia and based his plans
view Of the benefits which the education
there to he received would confer upon the
commonwealth. And he was right. In
modern times great States have
Great States haze great Universities ses:
The consideration of the best means to
bring the common school into connection
with the University involves questions of
considerable practical difficulty.
As the result Of much reflection upon the
subject, l ALI inclined to think that pre-
the Facility Of the University, should be es-
tablished in those schools in different parts
of the State which. by reason of their 1oca-
ton in: leading towns and cities, will give
them, in educational matters, the same
prominence enjoyed by the communities in
which they are. 1t should be made a con-
dition of the enlargement Of the functions
Of the schools that there be received into
this department as many pupils as may ap-
ply for admission from certain specified
district up to such limit as will not embar-
rass the school in the performance of ordi-
nary duties To make this measure efficient
the salary of the preceptor, who will have
charge of this department in each school,
should be paid ewholly or in part by thu
State. While this measure will involve ex-
pense, still it need not be large.
The experiment can be tried in say six
schools in leading cities throughout the
State, thus giving to those living near these
places facilities for preparatory instruction
which are now nowhere afforded. II
anu pursuaded that the people of
the communities whose schools
are thus proposed to be- enlarged j. in
their usefulness will be willing to have