Herald of the times. [volume] (Newport, R.I.) 1830-1846, 1831-06-15
THE COOPERATION OF PARENTS
AND TEACHERS.

\ The various influences which bear
powerfully upon the education of children,
are too much sep2 rated from each other;
so that some of them are rendered inci-
lectual, if not pcrnicious. The agents
employed in forming their minds, too sell
dom act in concert; so that what one
builds to-day, another pulls down to-mor-
row. Thus it happens that some lmpor-
tant branches of culture are neglected; :;
and the characters impressed on the mind
and heart of Il child, are weak, incon-
gruous and misshapen. But every ele-
mcnt of character must abide with him;
and ofthese heterogeneous princi pies the
future man is formed.
| We shall at present advert to this want
of harmonious influence only as it appears
in the separate agencies Of the parents g.
the instructors. Seldom do they act to-
gcthcr, understandingly and efficiently,
in educating the common charge which
is committed to them both; whereas they
ought always to co-opeiate, knowing
each others views, and Strengthening
each others hearts.
The parent, 1--WE speak Of common in
stances,) leaves the instruction and dis
cipline of his child almost exclusively to
his teacher at school. The teacher is
hired and paid for that purpose, school
house and books are provided, the child
sent as regular attendant; and the pa
rent takes no farther thought about the
matter. The child is expected to come
home educated, as the grain is expected
from the mill converted into flour, or the
cloth from the tailor's fashioned and fitted
into garments. The teacher is the edu-
Gator Of the child by profession; the nat
ural guardian leaves it IN his hands, and
feels himself freed almost from that re-
sponsibility under which God laid him
when he gave him child.
This course of the parent involves a
deplorable neglect, in several particu
lars.
In the first place, it involves neglect
Of the child for a great portion ofthe lime;
during all the hours when he is not at
school; at home, abroad, in the house, on
the way, by day, and by night. 1t seems
to proceed on the supposition that the
school alone is the place for instruction
or any sort of education. Out of school,
the child has some employment, or runs
at large, with very little oversight or at
tcntlon TO his improvement. The parent
does not carefully direct the amusements
and labors of the child so as to improve
his mind or regulate his moral habits, or
even preserve hrs health and invigorate
his physical constitution. Every thing
Is left at loose ends, except what is need
tul to keep him out danger and gross in
lQuity, and provide for his daily wants.
The best instruction and discipline at
school, must be to a great extent coun-
teracted and rendered Intellectual by such
parental Indifference. The child is thus
deprived Of more than half the attention
and culture which he needs; for he is
handed over to those who cannot know
towards him the heart of father, and
who were never intended to take his
place, or assume his responsibilities, ey-
ccpt for the time he passes in the school
room.
Again, the inattention Of parent is n
great hindrance 10 The teacher also, and a
detrimem TO The school. The teacher
takes the pupil into his own little world,
separated from the family and all the 9TH
er connections and associations of the
day. lie knows nothing of what is pas
sing beyond his own walls, and all with
out are ignorant Of what is transactinp
within them. He does not understand
the arrangements Of the family towards
the child, if it have any; and the parent
is unacquaIntcd with the arrangements of
the school Each conducts the affairs
of his own dominions, or ncglects them,
independently Of the other. Between
them there is no mutual understanding
and counsel; Of course, there is no mu-
tual aid, no sympathy, no striving togeth-
er to advance in the best manner q com
mon object. The parent does not visit
the school, or examine his child, or asso-
clate familiarly with the instructor. The
latter feels himself isolated in the commu-
n''y where he labors, without a COUNSEL
lor, without helper, painfully aware ev-
cry day that he cannot do the good he
woula, ior the want oithis very co-opcra-
tlon; but too modest or too lisiless to seek
Tor 1t, against all the customs of the
nelghborhood and the practice orb;s ,re-