The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848, 1845-04-24

thus Gripping the influence Of teacher
and rendering unsuccessful his most wor
! thy and valuable efforls2 Is it wisdom
is 1t humanity to treat an individual ii
this manner, whose energies are directed
for the public good2 No: for setting
aside all personal claims to kind and gen
Itlemanly treatment, The object for which {
teacher is employed, is completely lost
by prejudicing the district against him.
Any individual, therefore, engaged in ;
business of this kind, whether parent OF
otherwise, is undermining the best inter
ests of the school, ard etectually battling
every attempt OF the teacher TO improve it!
2. The unfriendly feelings Of the parent
are communicated TO the family circle,
and from thence they are transmitted to
the school house. There the teacher has
to endure the wrong, and the scholar suf-
fer the Improperly. That father or moth
er, instead of impressing love Of study,
and of urging the duty of reverence and
respect for the instructor, takes an ef1ectu-
al measure to produce the opposite tends
ency. Parents may no: always be aware
of the influence they are exerting; but in
too many instances they are, and intend
the effect. They know, or ought 10
know, tha! their unkindness and displeas-
ure will be imbibed By their children, and
through such prejudice. how can they
learn, or we'll treat the individual who
has them in charge for their improve
menl2 How can children be more wise
and prudent, than parents who set them
examples The mind of the PARENTS gen.
orally the mind of the child. Where the
one becomes embilered toward a teacher,
the other, or child, is ready in cherishing
the same animosiiy. Then, parents,i if you
want your schools to pr osper, and your
children to improve, settle your Difficult,
lies with your teacher. Go 10 the indi-
vidual who has done The wrong, if such
here b.; and not pour forth your disappro-
baton in the hearing of your children,
hat they may receive and exhibit the same
spirit with yourselves. This is notrigh',
this is Inconsistent with the welfare of
your school, and an absurdity 100 great to
escape a passing rebuke.
3. Another inconsls ,ency TO which we
invite the readers attention, is, the prac-
lice Of removing children from school, for
every slight or trAng offence that may
chance 10 cross their feelings, or irrita,e
their minds. Such practice is as uno
wise as it is ineXcusabie. II teachers do
their duty, they will enforce regulations
10 their schools; and many times, they are
driven TO the painful necessity of punish
ing to effect it. This not unfrequently
;ncies the scholar 10 bear home to the
place of his sympathy, an aggravated com
paint of his abuse. The parent listens
with evident marks Of indignation toward
the teacher, while The artful truant I'M
folds his tale of e,and exhibits as vivid
Iy as possible, the depth Of his grievances.
Now, nslead oil siencing the complainant,
as the parent ought TO do, and of sending
him back TO school, as he is bound 10 do,
deliberales upon the matter, and finally
in view of the alienated feel
lngs Of his children, that they had better
stay at home. Thus the greater part of
a Win!ers schooling is lost, and minds of
hese children allowed 10 re main in igno-
rance. Here is The evil. Children must
suffer the penalty ola parents wrong
They mus; give up as the wild plant of
he desert, and never taste the sweets and
snjoyments ola well cultivated mind, be.
.ause there is little dissats faction with
he management ofthe school. Parents,
we again call upon you, TO regard the ed
lcation Of your children more highly, than
o sacrifice it at the shrine of personal
ceiling. Admitting for the sake of argu-
nent, that your children have been
treated, do you make the wrong
any the less, by taking them out of schoo
and thus deprive them of the means Of n>
'truction2 Certainly not. Then, recon.
;ile yourself with the person who has in
ured you, and permit your scholar 10 en-.
Joy. at all times, the privileges of your