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TABLE OF CONTENTS.
Page. A few words to the teachers of our som- Imperishability of good examples, 167 mer Schools,
287 A course of composltion,
280 Away! away to sebool!
247 A devout convert,
270 A noble compliment to a gifted American, 295
L A word about lying, 289 Learning a trade,
146 A ses wave,
809 Letters to little folks, 187, 214, 246, 285 Amendments to school laws, 869 Letter from a town superintendent,
296 Answer to H, S. P.'s article on our school system,
M Bad spelling and its consequences,
Means of cultivating a correct [literary Boston schools,
101 Method of teacblog arithmetic,
141 с Military punishments,
245 Collegiana–No.1, 837 My first tracher,
275 Country school-houses,
257, 807 Methods of teaching, Circular to the teachers of Racine public
Mode of teaching,'
824, 855 schools, 285 More beyond,
870 Childish wisdom,
150 Dane county teachers' association,
Notes of a lesson in natural history, 211 Disadvantages of ignorance,
264 Division in school districts, 830 Nursery rhymes-prophetic,
842 Description of Waukes be public schoolhouse,
2407 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, 281,816, 849, 872
Pen talk or composition,
45 Earnestness, 863
Public high school, Eonnomy of three.cent med, 860
Philosophy in court,
Proceedings of Second Institute, held at
802 Educate the people,
168 Education its motives, methods, and endg, 194 Pushing on, a plea for little children, Elacation of children, 218
Prayer for pabli: schools, Education of the agriculturist,
Peace-making John, 144
299 Physical exercise at school,
800, 826 Feeling his responsibility, 12 Practical teachings,
288 G Grammar in rhyme,
78 Questioning each other, Aymnasis at schools and colleges, 108 Qualifications of teachers,
148 Good hits well given,
205 Good books,
R Good Example,
Rules for teachers, Great men, 845
Requiring pupils to report their own conduct,
78 How to govern a school,
289 Remedies for irregularities of attendance Hard times, 246 at school,
282 Hobbies 861 Replslun of the school laws,
271 How will you help yourself! 864 | Racine high school,
Page. Page. The claims of teaching to the rank of a 8chool visitations,
10 profession, Schools in Sweden-gymnastics,
143 School-house robbery,
177 Sunlight and shadows in the school.room, 48 Teachtng,
To the editors of the Journal of Education, 185 Suggestions to district boards, 118
The qualifications of a teacher,
187 172 Sheboygan county teachers' association,
The sin of bad spelling
243 Schemes of mental training,
243 School fund,
265 School-room apparatus, 269
250 Small talk,
Three kinds of praise,
841 Sports of childhood,
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,
357 Opinions and decisins by the Superinten- The tendency of industry,
859 dent, 310, 381, 365. Circular to town superintendents, 318. Distribution of Dictionaries, 314, 369. About appeals
U and “ Educational Journal," 835.
Utility of classical studies,
Value of a good school-bouse, 145, 161, 192, 28 The distance of the sun from the earth in
Visitation of schools,
6 The study of reading lessons,
7 The iftieth Dirth 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, 88
lation, and of industrial power in North Thoughts on absenteeism, and the powers
97 which teachers possess to enable them Wisconsin institute for the education of the to prevent it, 86 blind,
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,
ADDRESS TO THE STUDENTS OF ANTIOCH COLLEGE, YELLOW SPRINGS, ONO.
BY HORACE MANN, LL. D., PRESIDENT.
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 law's, 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 Tengeance.
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.
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 sliell for all dishonorable practices.
Now, in the outset, I desire to allow to this feeling, as we usually find it, all that it can possibly claim under any senblance of justice or generosity. Wher, as doubtless it sometimes happens, one student reports the omissions or comrisions of another to the College Faculty, from motives of private ill-will or malice; or, when one competitor in the race for college honors, conrinsel tit le will be outstripped by his rival, unless he can fasten upon that rival 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 acknowlerlge that the conduct is reprehensible and the motive dishonoring. No student can gain any advantage with any honorable teacher by such a course. Here, 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 inilignities and insults are heaped upon officers, upon fellow-students, or uron prickloring citizens; suppose the laws of the land or the higher la of Gr!: 'vuken ;-in the se cases, and in cases kindred to these, may a diligenta il ciem; lary student, alter finding that he cannot arrest the delinquest by lis o'rn 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 and farly to all he knows? Or, in other words, when a young man, sent to collagen for the highest of all earthly purposes, - that of preparing himself for u. gulness and honor,—is wasting time, health and character, in wantoa mi. pill, in dissipation, or in profigacy, is it dishonorable in a fellow-strekni to give information 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 oljects, and these laws, as usually framed, are salutary and impartial. The ?..; ale for the bencât of the community, to be governed by thom; gli attiel.w. a.) without a general observance of them, this
y other, would accom; lish its ends imperfectly-perhaps CC?to ruin
Hiiemmily, what... is it that arrays itself in oppositio
saivia y luis? Of course, it nerer is the honest, the virtuous, cemar. They regurgao laws as friends and protectors. Dut hi....!!! s, cou' te fiers, defraulers of the custom-house or postoTec, -- "vres in their ser cral departments, league together, and form