New Ulm review. (New Ulm, Brown County, Minn.) 1892-1961, 1894-01-10

for admission to the G class of the State
normal schools. Pupils completing our
elementary course and thereupon enter
ing State normal school, are granted
the diploma of the advanced course af-
ter four years. attendance and successful
work. After two years successful ex-
perience in teaching, this diploma be-
comes State Certificate for life. This
certificate is the. highest the State can
confer under existing laws, with the sole
exception of the Professional Life Certi-
fcate granted after successful experience
to university graduates. Instead of TAX
ing four years. course in State nor
mol school, those completing our elcmen-
tary course may epter our high school
and, graduating in three years, complete
the advanced professional course OF a
State normal school in one year, receiv-
irg the diploma of the advanced course
mentioned above. In other words, of
the four years. work required for the adj
vanced diploma Of aState normal school,
the three years of academic work can lie
completed at home.
The local certificates issued to our
pupils have for ten years been accepted
IN lion of denominations =, 4l,o 1,r,,ol, -,
represented by them, by the State uni
versities of Minnesota, Wisconsin and
Michigan, by our State normal schools,
by Carleton College, and by every other
institution of learning to which our grad
yates and under graduates applied for
admission.
1t is fact, however, that the work
done in our high school has been neces-
sarily one-si,ied. With the time and
teaching force allowed us since 1886, we
have preferred to do the hest that we
could a,ong one line, as outlined above.
In the professional classes of the normal
schools, our graduates have certainly not
been found inferior to those of State high
schools. On this point let me refer you
to President Soaring of the State normal
school at Mankato, who has had ample
opportunity to become familiar with the
training given our pupils.
1t is now proposed to make our high
school again preparatory for the Univer-
sity. No one can be more heartily in
favor of such an extension of It's useful
ness than I. In placing our high school
work upon i. broader basis, it should he
borne in mind, however, that improve
ments in schools are not generally intro
duced with war-cry and flourish of trum-
pet, and that educational progress is i'm
possible without thorough study of ex-
listing conditions, and adaptation to the
environment. Permit ME, therefore, to
call your attention to the following
points:
1. I think you will agree with me
that education is the actua!ization of in
herent possibilities for the good, the true,
and the beautiful; that the generation of
intellectual power Is far more
important than the mere acquisition of
knowledge; that in teaching, the hoac is
paramount to the what; and that Mem
DRY should be handmade, not turnkey, to
Reason. l. think you will also agree
that the American school exists for it's
pupils and not the pupils for the school;
and that the units it produces
should be individuals, not classes.
Let me quote what was re-
Gently said relative to the Boston schools
by the R1v. Edward Everett Hale, of the
divines of our country the staunchest
friend of the American boy: ado we re-
ally want the Hancock School, for in.
stance, to be the precise counterpart of
the Dwight School, or the Dwight School
to be the precise counterpart of the Dud-
ley School? Do we not really want that
the genius of the teacher in one shall
show itself in his way, and the genius of
the teacher in another shall show itself
in his way? Are we really trying to
turn out fifty thousand clothespins CT
precisely the same pattern, in the Boston
schools, or are we trying to make of each
boy and girl the best that can be made,
and to encourage as we can, the particu-
lar genius of each separate child?" Dis
tinguishing, as DR.. Rice does in his fam
Gus Forum articles, between the mecban-
ical school and the scientific school, and
recognizing the difference between a
examining institution and a truly educa
tional institution, you will certainly not
ask that our teachers seek inspiration in
the village school of Granville, or Pass
town. or Percentage Heights, You will