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TABLE OF CONTENTS.

A

I
Page.

Page. A few words to the teachers of our sum Imperishability of good examples, 167 mer Schools,

14
I take care of my lambs,

287 A course of composltion, 176 Impatience the vice of the age,

280 Away! away to sehool!

247 A devout convert,

270 A noble compliment to a gifted American, 295 A word about lying, 289 Learning a trade,

146 A sea wave,

809

Letters to little folks, Amendments to school laws,

187, 214, 246, 255

869 Letter from a town superintendent, 296 Answer to H. S.P.'s article on our school system,

803 B

M Bad spelling and its consequences, 228

Means of cultivating a correct [literary Boston schools,

101 taste, 175 Method of teaching arithmetic,

141 Military punishments,

245 Collegiana-No.1, 887 My first ttacher,

275 Country school-houses, 257, 807 Methods of teaching,

298 Circular to the teachers of Racine public

Mode of teaching,

824, 855 schools, 285 More beyond,

870 Childish wisdom,

516

N
D
National teachers' Association,

150 Dane county teachers' association,

79 Notes of a lesson in natural history, 211 Disadvantages of ignorance, 201 Normal schools,

264 Division in school districts, 830 Nursery rhymes-prophetic,

842 Description of Waukesha public schoolhouse,

240 Does the Mississippi run up hill ?

105 Doctors degrees,

274 On choosing subjects for composition, 200 Don't spell it, but write it,

286 Our school system,

265, 238 EDITORIAL MISCELLANY, 20, 50, 82, 115, 156, 188, 216, 249, 287,816, 849, 872

P
E
Pen talk or composition,

45 Earnestness,

868
Public high school,

65 Economy of three.cent men,

860
Philosophy in court,

78 Educational aids

People's convention,

109 Excerpta,

802

Proceedings of Second Institute, held at Educate the people,

242
Dartford,

151 Education its motives, methods, and ends, 194 Pushing on, a plea for little children, 168 Elacation of children,

Prayer for pablic schools, 218

178 Education of the agriculturist,

Peace-making John,

212 144 Experience,

77
Penmanship,

275
F
Platteville academy,

299 Physical exercise at school,

800, 826 Feeling his responsibility, 12 Practical teachings,

821 Fashion,

283

[graphic]

Grammar in rhyme,
Gymnasia at schools and colleges,
Good hits well given,
Good books,
Grammar,
Good Example,
Great men,

H
How to govern a school,
Hard times,
Hobbies,
How will you help yourself!

78 Questioning each other, 108 Qualifications of teachers,

148 205 209 209 295

Rules for teachers, 345

12 Requiring pupils to report their own conduct,

78 289 Remedies for irregularities of attendance 246 at school,

282 861 Revision of the school laws,

271 864 | Racine high school,

828

The parents,

269 Trutb,

S

Page. Page. The claims of teaching to the rank of a School visitations, 10 profession,

129 Schools in Sweden-gymnastics,

11
Teachers' salaries,

148 The educator versus the teacher,

47 School-house robbery,

177

181 Bunligbt and shadows in the school.room, 48 Teaching, Spelling,

103

To the editors of the Journal of Edacation, 185

113 Suggestions to district boards,

The qualifications of a teacher,

186 School discipline,

189
To the little folks,

187
The sin of bad spelling
172

243 Sheboygan county teachers' Association, 179

243 Schemes of mental training,

Teachers' characteristics, 225

265 School fund,

280 School-room apparatus,

True loveliness, 829

288 Small talk,

Three kinds of praise, 841

802 Sports of childhood,

The lilies,

827 The first great grief,

840 STATE SUPERINTENDENT'S DEPARTMENT. The happy school boy,

847 Distribution of dictionaries, 18 Things I remember,

846 Circular to town superintendents, 256 The best method of teaching reading,

8.57 Opinions and decisions by the Superinten The tendency of industry,

859 dent, 310, 331, 365. Circular to town superintendents, 818. Distribution of Dictionaries, 314, 869. About appeals and “Educational Journal," 835.

Utility of classical studies,
T

V
The college code of honor,

1

Value of a good school-bouse, 145, 161, 192, 23 The distance of the sun from the earth In

Visitation of schools, creasing,

6 The study of reading lessons,

7 The irtieth Birth day of Agassiz the natur

W alist, 18 Why are you a teacher,

84 Teachers' salaries,

15 Westward movement of the center of popu. To the teachers of the United States, 83

lation, and of industrial power in North Thoughts on absenteeism, and the powers

America,

97 which teachers possess to enable them Wisconsin institute for tho education of the to prevent it, 86 blind,

107 Teachers'institutes.

89 Watch the main spring, 149, 182, 262, 305, 353 The influence of teaching upon health, 70 What is true education,

204 The penitent scholar,

76 Walworth county teachers' association, 260 Teachers' associations, 111 Well taught children,

264 Teachers' attend! 114 Wisconsin students,

304

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My Young FRIENDS :--My interest in your welfare, not only as present students, but as future men and women, prompts me to solicit your candid attention to the following suggestions. They pertain to a subject upon which teachers and pupils ought always to be in unison, but where they usually are at variance.

In colleges and schools, a sentiment very generally prevails that students ought, as far as possible, to withhold all knowledge respecting the misconduct of their fellow students from faculty and teachers. In many, if not most cases, this sentiment is enacted into what is called a Code of Honor. The requisitions of this code, in some places, are merely negative, demanding that a student shall take care to be absent when any wrong is to be committed, or silent when called upon as a witness for its exposure.-Sometimes it goes further, and demands evasion, misrepresentation, or even falsehood, in order to screen a fellow-conspirator or a fellow student from the consequences of his misconduct. Under this doctrine, any one who exposes a violator of college laws, or even an offender against the laws of morality and religion, so that he may be checked in his vicious or criminal career, is stigmatized as an “informer," is treated with contempt and ridicule, and not unfrequently, is visited with some form of wild and savage vengeance.

It is impossible not to see that when such a sentiment becomes the mon law” of a literary institution, offenders will be freed from all salutary fear of detection and punishment. Where witnesses will not testify, or will testify falsely, the culprit, of course, escapes. This socurity from exposure becomes a premium on transgression. The police of virtuous sentiment Vol. II.

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and allegiance to order, being blinded and muzzled, nothing remains to prevent lawlessness from running riot. Thus the “ Code of Honor" becomes at once a stiell for all dishonorable practices.

Noir, in the outset, I desire to allow to this feeling, as we usually find it, all that it can possibly claim under any semblance of justice or generosity. Wher, as doubtless it sometimes happens, one student reports the omissions or comisions of another to the College Faculty, from motives of private ill-will or malice; or, when one competitor in the race for college honors, convinced that he will be outstripped by his rival, unless he can fasten upon that rir: some weight of suspicion or odium, and therefore seeks to disparage his character instead of surpassing his scholarship; or, when any mere tattling is done for any mean or low purpose whatever ;--in all such cases, every one must acknowledge that the conduct is reprehensible and the motive dishonoring. No student can gain any advantage with any honorable teacher by such a course. llere, as in all other cases, we stand upon the axiomatic truth, that the moral quality of an action is determined by the motive that prompts it.

But suppose, on the other hand, that the opportunities of the diligent for study are destroyed by the disorderly, or that public or private property is wantonly sacrificed or destroyed by the maliciously mischievous; suppose that inligties and insults are heaped upon officers, upon fellow-students, or uron origiboring citizens; suppose the laws of the land or the higher law of Culi: roken ;-in the e cases, and in cases kindred to these, may a diligent al crom; lary stude: it, alter finding that he cannot arrest the delinquent by lis o'yn friendly coun: el or remonstrance, go to the Faculty, give them information respecting the case, and cause the offender to be brought to an account; or, if called before the Faculty as a witness, may he testify fully an ! farkly to all he knows? Or, in other words, when a young man, sent to collegro for the highest of all earthly purposes, – that of preparing himself for 12- Pulness and honor,-is wasting time, health and character, in wanton mis lif, in dissipation, or in profligacy, is it dishonorable in a fellow-stakni to give informaation to the proper authorities, and thus set a new instrumentality in motion, with a fair chance of redeeming the offender from ruin? This is the question. Let us examine it.

A college is a community. Like other communities, it has its objects, which are among the noblest; it has its lass indispensable for accomplishing those objects, and these laws, as usually framed, are salutary and impartial. T!: 200 !!!,s are for the benefit of the community, to be governed by them; Emitenttielow.al without a general observance of them, this

Sany other, would accom; lish its ends imperfectly-perhaps CC" to ruin

Licity, what is is it that arrays itself in oppo

ni sauti'y his? Of course, it never is the honest, the ritions, the cery. They regir goch laws as friends and protectors. Tut hi! 2-1 .; con te. fiurs, defraulers of the custoin-house or postocc; --- Pests in their se, eral departments, league together, and form

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