The Emporia weekly news. [volume] (Emporia, Kan.) 1881-1889, 1888-10-18
How is my Boy Getting Along.

How is my Boy Getting Along.
From the Junction City Republican
Of Nov. Is 1887.
This question was asked me last Mon
day morning, and is asked of almost !
every teacher and is often repeated by |
each parent. There is something akin |
to the pathatie in it. The interest that
the father or mother takes in
the child is not easily measured, and
no other person knows the longings
and hopes cherished in each case. But
aside from the pathetic or SYMPATHETIC
view of the matter there is practical
or businesS-like view that must not be
The parent should be
asked how he desires LIS boy TO get
along and why his uncertainty as to
how he is getting along. What has he
in view in sending him to school! To
learn the same common branches!
And why does he desire him to learn
them? And by what test viii he dis
cover that he is learning them?
A great many questions might be
asked here, but they will suggest them
selves. My object practically is to
point out the fact that parents content
themselves by leaving it all to the
teacher and give themselves no further
concern about the matter; and that
they seldom inform fully respecting the
work that their children are (doing I'M
to do in the school. The parent must
cooperate with the teacher by studying
the child. by ascertaining SO far as
possible what the child needs, and by
assisting the teacher to this knowledge.
There are but three things that child
may learn in school: To think well, to
read well and to write well. By this
last, of course, we refer to written
compositions. The father can satisfy
himself on these points at home. Does
his child grow more thoughtfulT LIS he
fond of reading, and does he select good
reading matter and study ltF Does he
express himself v-,it IL writing
hope that parents will not depend on
monthly reports, and grades and ayera-
ges, ''most excellent things" but Will
carefully examine their children for
themselves. What does the parent de-
sire that his son shall learn at school?
Let him see how he is progressing and
not trust to the teachers Judgment,
who cannot always speak what his
Judgment approves. L fear that these
three things are overlooked great
deal. am not optimistic enough to
believe that the plans at present in use
in our schools tend 20 encourage
thought; that the reading is good, and
that conversation and composition are
carefully studied and improved. These
three things are in certain sense. a
trinity one does not exist without the
others. A person may not think well
who does not read and compose well !,
nor does the thOughtless one read or
compose at all well. The test OF pro-
QresS in these things is easily made.
The parent may know that his son is
becoming a good reader if his thoughts
turn to The writings of the purest and
ableSt authors. He may know that he
cOmpoSes well if he cheerfuly turns his
attention to composition and eVlnceS
| habits of neatneSS. order and system
| in the work, and he should not neglect
| to note these things. l might say also,
| that in conversation with the teacher
he will gain the. most information
about the progress of his child by
| inquiriDg into the methods of the
teacher, and particularly satisfying
himself of the ultimate object tAf
| teacher has in view and the meanSf b
/ is using to gain it. "A move in fOE
right direction" is just now being nF-tly
| but there are many blunders. IviSRsE
one school Il am glad to say not in this
county, where the teacher was usine
Shakespeare as a text book, with child
rem who could scarcely understand J.
| A. Logan. In other schools no exer'
1
others there is ''nO time" for writing
the teacher has so much spelling and
geography to attend to. Teachers.
are We doing this? In some OF the
wearisome, endless rounds of hearing
lessons from the book is gone through
and classes are called and dismissed
with great regularity, and those II
charge call themselves teachers, and d.
not see that they can get any gooC
from Institutes, school journals. schoo
visits. teachers meetings, ETC., ant
really and truly after thinking th'
whole matter over, / doubt if they ar
wrong. Their best friends may des
pair of anything doing them goo'
until a change" comes over them
In the meantime my boy" will not ge
on very well. r. d. Nc CLELLAND.
Real Estate Transfers During the Past Wee
Lyon county to J. jaw Buck, lot II
Union street. Consideration, $S7 81.
VIM. r. Davis ct. al, to An
Davis, No. 8 Merchant. and No.
Market street. Consideration, So, OOC
B. F. Hollingsworth and wife to W
H. Anderson, Lots 20 and 81, Mechar
: les street, Randolph's addition. Cor
sideration, 81 600.
| j. b. Oddlr TO 4. I'll. Newman, M
11S Congress street. Consideration
: $3.50.
Geo. A. Reynolds to ]. b. Odair, lC
: lis Congress street. Consideration
$3.50.
Marry E. Haussler and husband,
: Howard Dunlap, lot As State stree
and 46 Neosho; no. lot 154 Comme
: cal street; lot 1873 Market street; Il
50 Congress street and lots So and
State street: also commencing {
the southeast corner of lot 48 ii
: north 90 feet, the west Is feet, tt
l south 20 feet and the east Is feet
beginning; also the north half of part
S wall OH south side of buildings, 4
lot 46 Neosho street; also lot 80 Nj
= chanic's street. Randolph's addition