Spelling, How I teach................. School Officers' Department........ School Directors, A Few Words to......453 Separate School District Law............181 School Funds, How to double........ Schools, Public--Columbus, 67, 270, 346, 386, Cleveland, 24, 109, 147, 345; Cincinnati, 29, 346, 384, 462; Indianapolis, 67, 427; Youngstown, State University. By H............................................ 131 State School Reports.......... Self-Reporting in Schools... ..146, 452 .........154 Story and Comment. By S. A. Norton. 27 Theory and Practice of Teaching-20, 215 Tobacco among Teachers..... .344 ......279 ....415, 455 Truancy, Report on........ [382, 425, 462 Kimball .142 .312 School Records. By O. S. Cook ..326 Study of Languages, The. By Tho's Ventilation of School Houses.. School Supervision, County. By T. "Fighting against Wrong, and for the Good, the True, and the Beautiful." The Little Corporal, FOR BOYS AND GIRLS. Acknowledged by the leading papers to be the BEST JUVENILE PAPER IN AMERICA! New Volume begins with July! -:0: THE LITTLE CORPORAL Contains sixteen quarto pages of first-class literary matter, written expressly for its columns by the ablest juvenile writers of the day. During its first year it has received the unqualified indors ment of nearly all the leading has attained a circulation of papers, an thirty-five thousand. READ WHAT THE PAPERS SAY: Forney's Philadelphia Daily Press says of it: "The Little Corporal is destined to become the great children's paper in America." It already excels every children's paper we know of in this country.-Chicago Evening Journal. A better periodical for children can not well be imagined.-Chicago Republican. It is unquestionably the best periodical in the United States.-Pacific (Oregon) Chr. Adv. The Little Corporal must certainly become a great favorite in every home it reaches.-Sunday School Times. THE LITTLE CORPORAL is the most interesting and instructive monthly in the Union.-Louisville Democrat. The brave, beautiful and good LITTLE CORPO. RAL Conquers all.-Vermont State Journal. то There never was a better paper printed for the children. We should desire no better monument to leave behind us in the world than the gratitude of the little folks who read this paper, all the way from Maine to Oregon.-Blooming. ton (Ill.) Pantagraph. It is the cleverest thing of its kind yet realized in America.-Roxbury (Mass.) Journal. THE LITTLE CORPORAL.-Certainly we have seen nothing in the shape of a child's paper which could compare with this, that comes to us from over the prairies.-Portland (Maine) Daily Press. The Little Corporal is conducted with a great deal of tact, taste and care. Either this paper or Our Young Folks-and it would be hard to choose between them-would prove a welcome present for the children.-The Nation. It should be in every family.-N. Y. Teacher. The Little Corporal sparkles all over with vivacity and entertainment. It is, without doubt, the best and cheapest children's gazette pub lished anywhere.-Marshall (Mich.) Statesman. After a careful examination, we can cheerfully say of The Little Corporal, that it deserves all the praise that has been lavished upon it by the press everywhere.-Phila. Episcopal Recorder. The Little Corporal is as beautiful as ever, and full of crisp, rich, dainty things in the repast it spreads for the little folks -Pittsburg Christian Advocate. If continued as commenced, it must become as popular as Peter Parley in his palmiest days.Phrenological Journal. We might give hundreds of similar notices if we had space. TEACHERS. We wish to call your attention to THE LITTLE CORPORAL as an educator. In this eapacity it claims to be a co-laborer with you, and for this reason we confidently solicit your assistance in enlarging the field of our usefulness. We offer a LIBERAL COMMISSION and other inducements to teachers and others who will aid us in extending our circulation. N. B.-Specimen copy and circular sent gratis to teachers on receipt of their addresses, NEW VOLUME BEGINS WITH JULY! ADDRESS ALFRED L. SEWELL, (Care of Dunlop, Sewell & Spalding,) CHICAGO, ILLINOIS. Some questions of duty are forever recurring in forms, more or less changed; are discussed as comports with the zeal and ability of the advocate of the time being; receive the unanimous consent of those concerned; are sealed with the great seal of public approbation; are sanctioned in every possible manner; and yet they somehow never come into the actual life of any except a few oddities who strive to live up to their little light: but, by some unparliamentary legislation, are laid upon the table, to be taken up and discussed again and again as fancy suggests, or as the leisure of the hour permits. Such a question is the one which has regard to the relative duties of home and the school, in the work of training children; and, though in this article there may be nothing new advanced, yet, like a new sermon on an old theme, it may, at least, arouse some backslider, or some heedless guardian of youth, to the consideration of his ways. At the very outset, it must be acknowledged that there are countless difficulties in the way of the practical solution of the problem. In sparsely settled districts, the home is of necessity the school. For a child whose home is Bedlam or the Five Points, the school is bound to supply more than legitimately belongs to it. Such exceptional cases are not now presented for consideration; our design has reference to homes and schools as they are generally found in our own and neighboring States. Restricting ourselves, then, to families whose condition, intelligence and culture are fully equal to the average, we start with the proposition that, in the work of educational training, parents are shamefully negligent of the welfare of their children. These are cruel words, but if the charge is unfounded, no one will rejoice at its groundlessness more than the writer; if, however, they express the truth, if they fall short of the whole truth, they should be so brought before honest and God-fearing parents that their sin will, hereafter, be not of ignorance. Having supposed our typical family to be of the average stamp, we shall also assume that the school is fully equal to the demands on it, and therefore above the average. This will preclude any of the common charges of the negligence of parents in insufficient support of teachers, in foolish expenditure of school funds, in failure to maintain proper authority, and the like, although there may frequently be sufficient foundation for them. Having thus excluded exceptional cases, and narrowed the discussion to homes and schools of fortunate conditions, we remark that, in the training of children, the school is merely the complement of the home, not its successor, still less can it supplant it; that the work of instruction belongs primarily and principally to the family to the school only as accessory; that the training of the child being of necessity begun at home, should be in its whole course directed by the head of the family, and finally finished at home. Let us consider a little: The legal school years of the child extend from six to twenty-one. In that time a child may attend school fifteen years, forty weeks in each year, five days in each week, and six hours a day, or in all 18,000 hours; but the same years embrace 131,590 hours, so that the child is, at the best, less than one-seventh of his time within the influence of the school. Now these bare figures are somewhat instructive. How much of the child's training fall to the other six-sevenths of his time? If we add his sleeping hours to his school time, both will amount to less than one-half of the time. With such a marked disproportion of allotted time, how can the influence of the school be otherwise considered than as a mere bagatelle? Some objector may say that the figures do not include the time spent in study out of school. Find out how much is thus spent by the average pupil, make the due allowance by actual calculation, and it will not sensibly vary the result already attained. |