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

comes a 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 a four years course in State nor
mol school, those completing our elemen-
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 be
completed at home.
The local certificates issued TO our
| pupils have for ten years been accepted
in lieu of examinations in the branches
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-g graduates applied for
admission
1t is fact, however, that the work
done in our high school has been neces-
sarily one-sided, With the time and
teaching force allowed us since 1886, we
have preferred to do the hest that we
could Aong one line, as outlined above.
In the professional classes of the pormal
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 broader basis, it should be
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-
isting conditions, and adaptation to the
environment. Permit ME, therefore, to
call your attention to the following
points:
I. think you will agree with me
that education is the actua!ization of
herent possibilities for the good, the true,
and the beautiful; that the generation of
intellectual power Is far more
important than the mere acquisition
knowledge; that in teaching, the how is
paramount to the achat; and that Mem
ory should be handmade, not turnkey, to
Reason. J. think you will also agree
that the American school exists for its
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 Rev. Edward Everett Hale, of the
dlvines of our country the staunchest
friend of the American boy: "Do we re-
ally want the Hancock School, for in.
stance, to be the precise counterpart of
the Dwight School, or the Dwi ght 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 mechan-
ical school and the scientific school, and
recognizing the difference between a
cramming institution and 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
rather ask them to turn to the best
schools of the country, among them the
public schools of Minneapolis, st. Paul,
Indianapolis, and La Porte, and to i'm
bibe the spirit manifested in the work Of
these schools. To such schools, and to
such alone, should We look for guidance
In allotting time to the various branches