Baxter Springs news. [volume] (Baxter Springs, Kan.) 1882-1919, 1895-03-16
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First, we turn to mother and ask,
"Did you wrong my boy?' Her
eyes filling with tear drops and
with white lips we hear her answer,
"Not Intentionally, but through ig-
norance of the demands of the bud
ding life of childhood" We turn to
father with the same Interrogation.
"Have you wronged my boys" Aft
er serious reflection, with deep
thoughtfulness comes the sad but
searching response: II fear, when
/ think of the influence of a parents
example, l must acknowledge that
i have wronged your boy" Again,
we turn to his teachers and ask,
"Have you wronged my boy?" The
response comes honestly and truth
fully. Eyes; we regret to say, when
we comprehend the extent of our
several duties, we are compelled to
answer we have wronged your boy"
From the very time he opened his
bright, beautiful eyes he reveled in
the study of this beautiful world.
When in his mothers arms, creep
ing upon the floor, or seated in his
little carriage, all of his varied evo-
lutions were proofs of his BIRTH
given love for knowledge. During
the first six years of his life he had
explored every interesting place
around his home-the streams, the
hills, and the valleys; also when
you took him away with you from
home you did not fail to notice and
mark his wonderful observing pow
ers; but when you sent him to
school we failed to supplement that
home knowledge of geography that
he had acquired in the proper place
and in the proper way. We too ear
ly placed in his little hands a book
aud asked him to study, when he
knew nothing about study. With
that book in his hands we checked
his ardent love for knowledge of
this deeply interesting world of
ours. We failed to apprehend fully
the connecting link between home
life and school life.
We must also have failed in his
language course. With what mex
pressible joy you watched him mas
ter his first word. What delight II
furnished you and him IA he tried
again and again to pronounce other
words after you! How his vocabu-
larry grew under home influence?
You heard him form every one of
the different kinds of sentences in
our English tongue. How he de-
lighted to talk with you and ask you
questions. All proving so clearly
his love for language, but when you
sent him to school in a few years
how he despised grammar, all be-
cause we failed to supplement that
home language course with a prop
er school language course.
Your boy was delighted with the
number work as long as he had the
work, but when we gave him book
called arithmetic before he could
read il understandingly, there he
lost his love for numbers. Yes, we
are TO blame.
You ask, why does he dislike his
tory when all children are fond of
stories and history is only story?
The truth is we did not begin right
We gave him Barnes history before
he was able to read il understand
ingly and we neglected to explain
those long words. He tried to men,
orize long pages of words without
thoughts, aud words without ideas
have no power to generate love for
the study of his country.
Now, in conclusion, we say to
teachers and TO parents 1t is our
opinion, after years of experience
and observation in the school-room
and with the students life, that II
pupil dislikes any stupy II Is be-
cause some one has wronged that
mind. Some teachdr at the proper
time and place has failed to unlock
some needed information, or has
failed to furnish the white light and
the prism that never fails to give
the rainbow.-E. o. Noble in West
ern Educator.
II May do as Much for You.
Mr.. Fred Miller Of Irving. ll..writes
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