Vermont farmer. [volume] (Newport, Orleans County, Vt.) 1870-1877, 1875-03-19
For the VERMONT FARMER
Parents Relations to Schools.

The school is an expansion Of the family.
Children from different homes are brought
together, and committed 10 the care aud in.
structiou Of teachers employed tor this pur-
pose. These teachers occupy the place Of
parents receive from them delegated author.
ity and power; and assume their duties for
the purpose Of corrying forward aud coppet-
ing the important work Of education. This
work does not begin with. the school nor is
it confined to the study Of books. 1t begins
with infancy, under the influence Of the
mothers smiles and tears and anxious care /;
it progresses through childhood, in the midst
Of toys, and world of objects which address
themselves to the senses and interest the
mind Of the little stranger. This is the most
important period of life, as the child now re-
ceives the most durable impressions, aud
forms the most lasting habits. But the time
at length comes when parental inability, or
absorbing home cares and tolls, forbid proper
attention to the chiId's higher education. As
sistance must be secured. The school be-
comes a necessity; but by no means, and at
no time, should our children be committed
entirely to the care Of others. II is an hour
of special peril when, without experience, or
practical knowledge of the world, they are
sent out to mingle with new associates, to
form new relations, to come under new con-
troll. There is need, therefore. of greater
parental vigilance and fidelity than ever be-
fore. No greater mistake can be made than
to suppose that the discipline of the family
may be confined to the home, and that pa
rental responsibility ceases when public in
structiOn begins. This discipline aud watch
fulness and special care should extend over
the whole period of minority.
And at what age shosld children be sent
to the public school? From four to eigh.
teen is the ordinary legal school-age. Some
foolish mothers. send their children to school
even earlier than the law suggests, to get
them out of the way. They have the "ba-
bies" still at home to be cared for, bat do
not realize that the teacher, with twenty,
thirty, or forty pupils to govern and instruct,
has no time to take care Of their restless
children who are too young to be instructed
at school.
But they ought to know that the school,
room is no place for so young children.
Such confinement with nothing to do is an
absolute wrong and injury to the little pris-
oners. They have committed no crime ; and
they need ard have a right to claim the
freedom of home with their toys and pets
and sports. The activity which such free
BON alone can secure is absolutely necessary
for healthy physical development Besides,
the object teaching and self.culture of the
home-school are far better for the child than
the false system Ofprimary instruction adopt
ed in most Of our public schools.
Another thought in this connection: !:
When sent to school too early, and improp-
erly taught, the child becomes disgusted with
school-life. and receives an irrparable injury,
affecting his progress and improvement in
later years. If he enters school at the right
age and is taught in the right way, he will
learn to love his school, and will acquire a
taste for books aud study. He must not,
therefore, be sent too early. Better at
twelve than three years old, better at eight
than five, and never younger than SIX and,
if the school which he must attend is decid-
edly poor, he should be delayed still longer.
Correct primary instruction is of great i'm
portance. Natures method should be adopt
ted, the object first and then the sign, which
may be either picture or word; and in
either case, it should be seen and recognized
by its looks. Words and sentences first, let
ters and sounds afterwards. PARENTS.