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Broadside describing a select school for young ladies and gentlemen in Norwich, Vermont, with a fall term opening 4 September 1848. ; Cover to "Capt. Alden Partridge" on reverse side not scanned. ; SELECT SCHOOL, NORWICH, VT. DANIEL S. C. M. POTTER, A. M., PRECEPTOR. MRS. MARY F. W. POTTER, PRECEPTRESS THE FALL TERM of this School will open on Monday, Sept. 4th, and continue 11 weeks, under the supervision of the above named Teachers, who will give full and thorough instruction in the branches of a Primary, Academic and Collegiate Preparatory Course, and pledge to devote their best talents and energies to the advancement of all pupils under their charge, in manners, morals and science. The government will be uniform, and discipline strict, but parental. COURSE OF STUDIES. The branches taught in the Male and Female Departments comprise Spelling, Defining, Reading, Writing, Geog-raphy, Grammar, Arithmetic, Algebra, Geometry, Astronomy, Chemistry, Botany, Natural and Political History, Physiology, Mythology, Logic, Rhetoric, Natural and Mental and Moral Philosophy, Evidences of Christianity, Ele-ments of Criticism, Technology, Political Economy, Natural Theology, Composition, Elocution, and the English. French, Greek and Latin Languages, &c., &c. REMARKS. Mrs. Potter will superintend the Female Department, wherein Young Ladies may pursue the Course of Studies usually taught in Female Academies. Mr. Potter will have charge of the Male Department, wherein young men may pursue an English or Classical Course; thereby fitting them for Teachers or for admittance to College. The Proprietors will spare no effort in rendering the School worthy of public confidence, and the patronage of all who are friends of a sound education. TUITION. The charge for instruction, per term, in the First Class, is $2,00. Second Class, $2,75. Third Class, $3,50. Fourth Class, $4,25. Students received at any period of the Term, and charged from the time of entrance until the close, except in cases of protracted illness or special arrangement, made by parents and guardians. Tuition to be paid, at or before the close of the Term. To those who pay in advance, a deduction of five per cent will be made. For Text Books used, apply to the Teachers. REFERENCES. Applications for admission may be made to the Proprietors of the School, or to either of the following gentlemen of this village, to whom they are permitted to refer, viz :-Gen. H. S. Wheaton, A. M., Pres. N. U.; Alonzo Jack-man, A. M., Prof. Math. N. U.; Dea. S. Morris ; J. T. Burnham, Esq.; Dr. Ira Davis; Gen. W. E. Lewis; Messrs F. L. & E. W. Olds; J. L. Currier, Esq.; John Wright, Esq.; S. S. Booth, Esq. Norwich, Windsor County, Vermont, July 14th, 1848.

Abstract
Since the COVID-19 outbreak, children and families in rural communities have been experiencing unprecedented long-term social isolation and insufficient access to mental health services. Prior to the pandemic, access to mental healthcare in rural communities was already inadequate, leading rural populations to be routinely underserved when facing significant social issues and mental health needs. Even though the pandemic has disrupted the traditional delivery of mental healthcare and exacerbated needs, isolated children and families in rural areas can benefit from mental health services through a telemental health approach. This article presents an innovative telemental health practice model that implements solution-focused brief therapy with social work interns in rural university-assisted community schools (UACS). Implications for policies supporting telemental health in rural UACS, social work education, and evaluation are presented.

A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were identified from the model: the tangible and intangible variables. The findings in this research indicate that a healthy and positive organizational culture exists in high-achieving schools whereas the same cannot be said for lowachieving schools. A positive organizational culture seems to exercise an exceptionally positive influence on members of a school and is instrumental in directing their behavior in achieving the stated goals of the school. It is recommended that management strategies should be developed and put in place to improve the organizational culture of low-achieving schools with the aim of improving their academic achievement.

ABSTRACT. Translating school reform policy into practice requires getting at the heart of what schooling is all about - an exercise difficult to pursue, easy to avoid. School reform in Québec is no exception. The call for reform has raised critical questions about what is a "quality school," who determines it and how it is to be achieved. This article describes how a school-based project in Québec has attempted to bridge the gap between research and practice in determining school quality and highlights the views of practitioners who participated in the project as to the changes needed to get there. RÉSUMÉ. Pour mettre en pratique la politique de réforme des écoles, il faut se plonger au coeur de ce que signifie la scolarité, exercice difficile à réaliser, mais facile à éviter. La réforme scolaire au Québec ne fait pas exception à la règle. La volonté de réforme a suscité des questions critiques sur ce que l'on entend par "une école de qualité," sur qui en décide et sur la façon d'y parvenir. Cet article décrit la façon dont un projet scolaire au Québec a cherché à combler le fossé qui existe entre la recherche et la pratique pour déterminer la qualité d'une école et souligne les points de vue des praticiens qui ont participé au projet sur les changements qu'il faut opérer pour y parvenir.

Abstract. The Truth and Reconciliation Commission has been investigating the array of crimes committed in Canada's Indian Residential Schools. Genocide is being invoked with increasing regularity to describe the crimes inflicted within the IRS system, the intent behind those crimes, and the legacies that have flowed from them. We ask the following questions. Did Canada commit genocide against Aboriginal peoples by attempting to forcibly assimilate them in residential schools? How does the UN Genocide Convention help interpret genocide claims? If not genocide, what other descriptors are more appropriate? Our position might be described as "fence sitting": whether genocide was committed cannot be definitively settled at this time. This has to do with polyvalent interpretations of the term, coupled with the growing body of evidence the TRC is building up. We favour using the term cultural genocide as a "ground floor" and a means to legally and morally interpret the IRS system.Résumé. La Commission de vérité et réconciliation a enquêté sur la matrice de crimes commis dans les pensionnats indiens au Canada. Le mot génocide est invoqué avec une régularité croissante pour décrire les crimes infligés au sein du système des pensionnats, l'intention derrière ces crimes, et l'héritage qui s'en est ensuivie. Nous posons les questions suivantes: le Canada a-t-il commis le génocide contre les élèves Aborigènes en essayant de les assimiler de force dans des pensionnats indiens? Comment la Convention des Nations Unies sur la prévention de génocide peut-elle aider interprétations des revendications de génocide ? Si ce pas de génocide, quel autre descripteur est plus approprié ? Notre position pourrait être décrite comme « séance de clôture »: la question de génocide ne peut être réglée définitivement en ce moment. Cela concerne les interprétations polyvalentes du terme, couplé avec le corps grandissant d'évidence que le CVR accumule. Nous préférons le terme génocide culturel comme « un rez-de-chaussée » et comme un moyen de légalement et moralement interpréter le système IRS.

Socio-ecological models of victimization reporting incorporate normative constraints and instrumental considerations at the individual and contextual levels. Drawing on this model, we explore factors related to students' willingness to report problem behaviors that they might observe in school. Data obtained from student and teacher/administrator surveys and administrative data are used to explore these relationships. We find that individual-level factors are the primary determinants of reporting attitudes, but school context is also important. Students are more willing to report misbehavior in schools with democratic authority structures and consistent enforcement of school rules. Attitudes toward reporting are less favorable when the school culture is supportive of a street code, and the effect of street code culture is fully explained by students' personal norms and experiences. We also find evidence that personal adherence to a street code moderates the effect of school context on reporting attitudes. Implications for theory and practice are discussed.

Students exhibit negative behaviour in schools because they lack the social skills necessary to use in order to meet their basic needs. The skills that are necessary to interact in a constructive and cooperative manner may not have been developed in students for various reasons. For example, changes in the traditional family structure have reduced children's exposure to parents who model societal moral values. In most cases, especially in the urban set up, both parents work, and have limited time to interact with their children. In other cases, children have limited exposure to positive adult models in the society who are trained in resolving conflicts. In addition, changes in popular modern culture expose children to negative models of conflict resolution. For instance, popular movies and television shows often portray violence as a glamorous and effective way to solve grievances and disputes. All these limited constructive social skills among the youth have become a major concern for parents, educators, government, and society. This study recommends that it is necessary to improve students' interactive skills by training them in positive behaviour so that they can become responsible citizens. In this way, teachers will spend less time dealing with disciplinary problems, and hence leave more time to assist students with academic pursuits.

Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6–8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily). The intervention continued in all nine compulsory school years until the students graduated between 2007–2012. All other 689,881 Swedish children who graduated the same years were included as a control group. We registered at graduation eligibility rate for upper secondary school and the final grade score (from 0 to 320 grade points). We also registered the same end points in the 295 students in the index school and in all other 471,926 Swedish students who graduated in 2003–2006, that is, those who graduated before the intervention study started. Before the intervention, academic performance was similar among children in the index school as for all other Swedish boys and girls. With the intervention, the eligibility rate increased for boys in the index school by 7.3 percentage points and the mean grade scores by 13.3 points. This should be compared with a decrease of 0.8 percentage points in eligibility rate and an increase by 2.7 points in grade score in other Swedish boys. No changes were seen for intervention girls, neither in eligibility rates or grade scores. By introducing daily school-based PA in compulsory school, more boys would probably reach the eligibility rate for higher education.

Discuta la participación de estudiantes de secundaria en la gestión escolar, presentando los resultados de la investigación realizada en una escuela pública en el estado de Amazonas. Su objetivo era identificar acciones institucionales que permitan la participación de estudiantes de secundaria en los procesos de gestión, verificando hasta qué punto el principio de gestión democrática de la educación pública se ha materializado en las escuelas secundarias. La metodología tiene una perspectiva cualitativa que aplica la técnica de análisis de documentos, incluidos documentos escolares como: Actas, Proyecto político pedagógico, Reglas internas, Informes y Manuales. Los resultados muestran pocas y frágiles formas de participación estudiantil en la gestión de la escuela secundaria. Hay un esfuerzo por demarcar la gestión democrática como principio en los documentos escolares, pero no hay propuestas para garantizar una participación efectiva de los estudiantes en las acciones de gestión de la escuela secundaria. ; This study discusses upper secondary school student's participation in educational management by presenting the results of a research conducted at a public school in the state of Amazonas, Brazil. Its purpose was to identify institutional actions that enable upper secondary school students' participation in educational management processes, assessing to what extent the principle of democratic management in public education has been made possible in these institutions. In this qualitative research the document analysis of school documents such as: Minutes, Pedagogic Political Project, Internal Regulations, Reports, and Manuals was performed. The findings indicate few and frail forms of student participation in secondary school management. An effort to mark democratic management as a principle in school documents exists, however there is a lack of propositions that enables student participation in secondary school management.

Abstract Studies argue that formal schooling in Indigenous communities tends to be negatively associated with children acquiring local cultural knowledge, and that formal schooling using a language and world views unrelated to local knowledge contributes to its erosion. Yet the impact of schooling on a community extends far beyond the curriculum itself. School reshapes the daily routine, as well as the nature of work and leisure for children, teachers, parents and the community. In cultures such as that of the Wauja of central Brazil, where, before the arrival of schools, all adults contributed to food production, schooling immediately creates a division of labor between salaried workers who can buy food and people without salaries who must produce it themselves. Salaries change not only labor patterns, but the local economy itself, as well as residence patterns, and even gender roles. Young men who earn salaries can be head of their own nuclear family households, instead of doing bride service and living in extended family households under the authority of a father-in-law. This change in residence patterns, in turn, impacts roles and status of women within their homes. Effects of various disruptive forces associated with introduction of schools are examined.