The anti-monopolist. [volume] (Saint Paul, Minn.) 1874-1878, 1875-05-20


references.
The Normal school DiscGssten""The
Balance Of Phelps Epistle, with
Running Notes and Commentaries
But the strangest fact developed by perusal
of the article under review, Is that the editor
maker, should rest his preposterous doctrine
ucon the shallow pretext OF the unconstutlon-
.,;ty of this "outgro,rth" the school system
! q mere schoolmaster, will not, OF cOur e, pre-
s,,me to give him lesson III constItutlonal law
No. nothing Of the kind But as it Is really
Che readers of his paper to whom nave the
honor to address myself, may be permitted
70 remark that the constitution Of the United
States is the embodiment of powers granted by
the several States; powers which, prior to It's
existence. resided IN and were exercised by the
states themselves. Consequently 1t Is a safe
rnle of construction when dealing with nation
al questions to assume that that is uncOnstitu
t;onal which is not specifically permitted or
nroyided for by and in the inst ument itself.
Il On The other hand, under the State constitu-
tons and in all matte s relating to the welfare
of the State as such, any act Is constitutional
which is not either specifically or in general
terms prohibited. The State constitution pro-
vides for legislature, but it does not organize
that body. It provides for G. vernon, Lieut.
Governor, Secretary of st tie, Auditor, Treasur-
er and Attorney, but not for railway commits
sioner or Superintendent of Public Instruction.
It provides Tor system of common schools,
but it does not organize that, or restrict 1t,
<soutgrowth,' or fully nameits parts. These
matters of detail are wisely lett for experience
to determine and the legislature to specify and
regulate do not find any reference In the
constitution to an Insane Hospital, Reform.
School. an ASYLUM for deaf mutes and the
blind. But the Legislature in the exercise OF
its undoubted right to do SO, has established
these institutions, and appropriated large sums
XViIl the editor OF the ANTI -MoNoPooIsr un-
4dertake, in the ligh of these facts, to affirm
that the Normal schools haze not euen q greater
color af right to crist under the contribution,
"a part of the common school system, and in
dispeusable to its efficiency, than the institu
.tions just mentioned!
[The institutions for the relief of the
deaf and dumb, the blind, and the in
sane, are based primarily on law higher
than the constitution, the unwritten law
of mercy in the heart Of man; and that
divine charity which lies at the very
foundation of Christianity, Does Prof.
Phelps rest the claims Of his Normal
schools on the same great world.embrac-
ing found dalton!
But this ''wise young judge; this
learned schoolmaster. who in the rural
retreats of Winona, with
swords of learned length and laundering
sound
Amases the gazing rustics ranged around"
This authoritative expounder of the con-
stitution; this second Webster; this pre-
figured vision Of the poet Pope, when he
said:-
"William, the scourge Of grammar, mark with
awe,
And him revere, great blunderbuss Of law
has evidently never read the very consti
tuition which he so glibly interprets. HI
saws, 81 do not find any reference II thu
constitution to AZ Insane Hospital, a Re
form School, an Asylum for deaf mutes,
&c. And there in the very text of thu
constitution, as amended, November 5th
1872, sec. IA, art. TX, isa clear Provis
ion authorizing the Legislature to increas
the debt of the State for the erection o
buildings for these identical purposes
Go. Professor; drill The little children il
their pinafores. and expound the mighty
mysteries Of the tire-test; you are scarce
w equal to discussions with full-growl
men.
But let us follow up your line Of argu
ment. You say that the State constitu
ton provides for Legislature, but doe
not organize that body" And the infer
ence your Websterian INTELLECT draws
that therefore it would he constitutions
for the Legislature to attach to itself an
number Of cutgrowths and excreesencet
provided only they had some general cor
ko &c 81 kso~
Now see where your argument would lea
you!
Suppose some cunning and impecnniou
adventures from the East induce th
Legislature to spend $4o0, 900 to establis
.paiatial schools in two OF three of on
cities, to teach the art Of legislation, an
then decl,rc that those schools were
necessary part Of the Legislative system
See what an argument could be made
1.-The prosperity Of the country depend
upon it's laws; its laws depend upon il
lawmakers; ergo. educate your law-m'
kcrs. 1t may be necessary to teach Il
voter: but it is Of infinite more impo
lance to teach those who make the laws.
Imagine Phelps at the head Of one I
those institutions; would he not use pr
ClSely the same hue VI 0t6uWeAs WIN
you have just made in behalf OF the No
NAL Schools s-EpnoR ASrI-AoSoPoI.ls1
But space will not permit, nor does the q
cas;on require that the absurd assumption
the inapposite quotations, and fAlse dednctio
of the article in question be followed out in
tail. II having been clearly shown that {
fundamental proposition Of the writer Is tot
" unwarranted in fact, in reason, and in
constitution and laws OF the State, it IS scarv
worth while to expose the ahsurdities q
arrument that follows. His High 6thod p
iee& Is not only thrice told tale, bat wheEes
Ii or any similar scheme has been tried, il |
proved an utter failure.
That is not true. Professor. and
nreof 70 refer you to the New York s.
tenn a detailed last week. in this pap
by ! correspondent from Wmuebago CT
who, pardon us for saying it. is your