Little Falls transcript. [volume] (Little Falls, Morrison County, Minn.) 1876-1894, 1879-04-10
School RepOrt.

[The following report should have ap.
peared last week, but was crowded out.
Ed. Transcript
Report of Little Falls Public School
for the term ending March %, 1879.
PRIMARY DEPARTMENT..
No. enrolled during term. ....37
Average attendance, 1921
No. cases of hardness. go
No. Of visitors ......................... .l0
JULIA A. RUSSELL,
Teacher.
GRAMMAR DEPARTMENT.
No. enrolled during. term.
Average attendance.
No. cases of hardness. ..29
No. of visitors. ACKNOWLEDGEMENTS
Names of those who were neither
absent nor tardy during the term.
Willie Butler, Ida McCauley.
The following are the names of*those
whose written examination averaged
Is per cent or above:
Section l. Wheaton Fuller 80,
Leila Vasaly 80. Elma Hamilton 70.
Section 2. Ellen Lafond 70, Eliza
Ashton 845. Section 3. Willie
Butler 825, John Currie 80, Willie
Simmons 1916. Section 4. Achsah
Root 81, Ida McCauley Sc, Clara
Lachance 853, Minnie Clark 81,
Charley Vasaly IS, Eva Paine 753.
The results secured during the
term just closed are very satisfactory
and reflect great credit upon the in
dustry of the pupils. The examina>
tons were of character to test closely
the work of the term and to place the
scholar entirely upon his own re.
sources. All the pupils showed by
their close attention to the work, that
they accepted cheerfully this new de-
parture from the former routine of
school work. Loss of time, occasio ned
by sickness chiefly, tended to lower
the standing in number of cases. L
is useless to expect that a pupil can
be absent few days in each week and
still retain good standing in hi
class. Strict attendance to school
work is desirable and I hope that pa,
rents will give more thought to this
matter of punctuality in their child
rem
| I desire further to call the atten,
ton Of the patrons of the school to the
duty which they owe the teacher anc
pupils by visiting the school frequent
ly. I consider the subject of grea>
Importance, but it is sorely neglected b,
those who are, in reality, most con
cerned. Parents are prone to forge
the part which they, and they alone
can perform in the great work of ed
ucatlon. None of them would engage
a person to do a piece of work fo
even a day, without going to lool
after the work. But, when a teacher
is employed the parents send thel1
children to school, and no further
thought is given to the matter-unles
kperhaps to question the children, upo,
their return, concerning the schoo
and what they may think OF tn
teacher. Although the teacher con
tracts to teach the school accordin!
to the best of his ability, and although
be may do so, he is not perfect-ht
I often makes mistakes; but it is to
1 often the case that opinions are forme'
upon mere hearsay that never wouIl
be supported if the maker would &C
quaint himself with the workings o
the school.
Parents will say "There is no us
in my visiting the school, for | do no
understand the work." but all sucl
ideas are simply fallacious. All pa
rents are proud of their children an,
even rejoice to see them succeed il
any good work. I presume that pa
rents are most interested while listen
. ing to recitations by their own child
rem, and will venture that, although
they may not understand every wor,
IN the lesson, any one will observ
whether his child recites we'll, and viii
be able to compare the recitation will
that of others in the class. Any pa
rent would be proud to see his chiIt
first in the class, and can always urg'
the child to new efforts. tits natura
for any one while visiting school tt
look about him and see who IS the
most quiet and studious pupil, and
any parent could, at the close of the
school, utter words of encouragement
and exert an influence for good. lsay
then, visit the school frequently, talk
with the teachers about the work on
hand, get acquainted, notice carefully
criticise if necessary, (but never when
pupils are presently, and when occasion
offers, speak words of encouragement.
J. G. FLYNN.
Harrow Teeth at
l O