The Tipton advertiser. [volume] (Tipton, Cedar Co., Iowa) 1856-1962, 1861-10-17
COOPERATION or PARENTS AND
TEACHERS.

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COOPERATION OF PARENTS AND
TEACHERS.
fan extract from report read before the Cedar couty
Teachers Association, October 5th, 1851
In no instance, dees co.
operation become more essential rcqui.
site than in the faithful discharge Of the
duties Of parents and teachers Parents
ought not to feel that when they have
voted the tax, secured the teacher, aud
furnished their children with the neces-
sary books, that they have performed all
their duties neither should teachers
think that when they have secured q
school, been awarded certificate, and
become unmistukably assured of their
compensation, that nothing of more i'm.
portance demands their attention. The
Intimate relation that exists between par.
ents aud teachers, renders it necessary
and deeply importrnt that a feeling Of
unity should also exist
We must in the first place take for
granted that the teacher j. thoroughly
conscientious individual, else we cannot
ask the CO operation Of the parent; yet
the most thorough, conscientious and de.
voted teacher can do nothing, at least
very little, where there is no thought, no
attention given by the parent. In the
first place, it is all important that the
parents send their children seaSonabv,
and constantly to school 1t is extremely
necessary that children should he taught
to look upon punctuality as paramount
duty; for if they be permitted to diSre
gard 1t in this one great particular you
will fail to cultivate proper regard for
it in other duties they ma" be called upon
to discharge during lifetime. Besides
It is source Of Infinite annoyance to the
teacher to have pupils coming in late it
attracts the attention of the punctual, in
terrupts Rotations, and takes the time
of the teacher to note and inuuire if there
is a sufficient cause for the tarlincss-
Parents can, aud ought to see that their
children leave home in time 10 he in
their seats at the opening Of school; and i,
too, they should see that they are at
school every day-ncvcr allowed to stay
at home for any trivial cau>c: if they
are, they will SOON be ready to look upon
school duties as subject Of minor i'm
portance. Often, too often have we
heard the child say, Cant I stay at
home to day? don't feel Ike going to
school, and the pareLt would reply,
"Why, yes; if you do not feel like going
you may as well stay Il. lom" - Now
this is al! wrong; if the child docs no,
feel like going, who, il not the parent,
should instill into him desire to 60
Use your best endeavcrs to encourage
him; place before him the incs,inab!e
privileges he enjoys, aud tho importance
of avai|ing himself of them. Parents are
not aware how much injustice they are
guilty Of, by pursuing this course ru-
pills must either lose their places in their
classes, or the teacher is obliged to take
time that belongs to other members of
his school, to explain that which has
been taught during their unnecessary
absence. Then, IN addition to its teach.
lug them to disregard punctua| ,y as
paramount duty, it teaches them to show
d'srespect to the rules, and re reqnircmcnts
Of the teacher and this We believe to be
the fruitful source of disatiection in our
common schools. We think a multiple.
ity Of rules, and requirements does not
add to the interest, or order of a school,
but We all know that We must have sys.
tenn, and to produce this, few at least
are indispensable; then it requires con.
siderable discretion to make such as shall
be for the general good 1t is unwise,
and unprac,icable to make an unchanga-
bic law for where so many children with
different characters, different disposi.
tions, aud different home training are
placed together, it is quite impossible
that, that which would apply to one !
would be equally applicable to another
But when conscientious teacher has
done the best he knows how, it becomes
the duty Of parents to respect, and teach
their children to respect, those rules aud
regulations.
If the child comes home with a com.
plant against the teacher, do not be in
haste to condemn; remember there are
two sides to every question. Teach him
to look upon the teacher, not as cruel
monster, but as your, and his friend; and
and should doubt arise in your mind as
to the wisdom, and justice of the teach
cr's course, do not let your child perceive
it, but 60 quietly, aud kindly to him,
"that ye may reason together" Speak
frankly, and openly with him; aud should
you fnd him in error, do not too harshly
condemn him; remember "to err is hu-