The people's journal. (Pickens, S.C.) 1891-1903, 1896-04-09
HOME INFLUENCE UPON SCHOOL LIFE,
How Parents Can Help Teachers and
Benefit Their Children.

The boy is a familiar object us he pre-
scntS himself tot he fostering care OF the
teacher, on u Monday morning, about
the lirst Of September, shortly after
his sixth birthday. With what an in
qulrlng gaze does he look up into his
teachers face on that memorable first
day OF school. He has proud air of
self-assurancc. His facc is round and
rosy, and, as this is an extra occasion,
Tor the present: clean. AS the assayer
analyzes IL bit Of ore to determine the
| relation Of the familiar elements, so
the teacher brings the boy under her
| local range and determines whether or
not his education has truly begun.
Whether she will have to battle
against habits wrongly formed, or
nourish the embryonic character al
ready developed in the lirst school u
child attends-homc. Somebody has
said " the best part of education is
that which money cannot purchase" "
1t is provided by the child's first teach
ers-parents and is only made com
pulsory by its author-God. This
school always keeps, and never changes
teachers but for one causc-dcath. 1t
has no holidays. Sunday is an illumi-
nation Of all the other days. It's los
sons are practical and fundamental,
destined to outlast life itself in that
they relate not only to the body but
the soul as we'll. This school affords
tho same opportunities to tho poor as
to the rich. All may form habits and
establish principles here for tho forma-
tion of IL character influenced only by
the higher aims and purposes, in life,
and fortified against the discOurugc-
mcnts Of present misfortuues or evil
influences. Society, the church aud
- 4 tn IISpn l,n ,>C 4
school life.
There ought to be complete harmony
between homo and school, creating a
mutual hclpfulness. But, alas, how
often one intcreferes with the true
mission OF the other. Home furnishes
bad boys and girls to disturb and de-
stroy the highest function of the school,
and the latter often half docs the work
it is pledged to do. Thus in the cs-
tranged relation society suffers u loss
that cannot be estimated.
Obedience at home tends to obc-
dlcncc in school, and home and school
become mutually helpful as they re-
qulre and cultivate obedience. Il the
pupil does not receive u reverence for
| the tepchcr from the patcrnal lips,
| but instead is mado TO appear an OBJ
| lcct OF suspicion, an antagonistic feel
ing will be imbued greatly to the dis
advantage OF the pupil and tho teach
er's work. On the other hand, pupils
| who receive no higher conception OF
home by an attendance at school, no
! lessons that magnify the missions of
| parents and lilial duties of children, do
| not become more Obedicnt sons and
daughters in consequence Of their at
tendance at school.
A friend gives the following, which
serves 10 illustrate the point: "In my
pedagoging days two roguish pupils
sat side by side. Repeated correction
brought no relief from their persistent
mischief. Knowing the parents very
well, the two families being at the an
tipodcs in regard to government, |
resolved to try the experiment OF send
ing them home for the next misdc-
meanor. On the following day, about
the middle OF the morning session, an
opportunity occurred for the trial.
John and Henry, put up your books
and 90 homc.' This unexpected COM
mand rather startled the boys at first,
AID they looked up with surprise. I
repeated the command, when Henry
appeared frightened, and John smiled
clear back to his ears. 1t was evident
at once that this punishment was well
chosen for Henry, but the poorest kind
possible for John. Henry left the room
crying John left it laughing though
today, John crys and Henry laughs.
In less than one hour Henry
returned with this message from
his very cxccllcnt and faithful
mother. Mother sent mo back
and told me to tell you that she pun
ished me for my disobedicncc, and to
ask your forgiveness, and promise to
obey you hcrcaftcr.' Il forgive you,
Henry ! said take your seat, and
let me tell you that you can never love
and respect your good mother too
much The result OF the experiment
with Henry was just as expected; for
| knew his mother we'll, and she en-
phatically made her homo what it was.
But John did not put in an appearance
until the next day. He was usually
tardy, and the next morning he came
in about twenty minutes late. / stop
ped him on the floor and inquired, :,
before the school, John, what did
your parents say to you?' Nothing )
was the laconic reply. Did you tell
them that sent you homo for miscon-
duct p y rs, sir Did they not re-
prove you for your misconduct, anG
advise you to do 5ettcr?' They
di.n't say nothin'.' Then, I say,
John, that the next time that YOU
violate the rules Of the school | will
administer the punishment that your
parents ought to have inflicted ycster-
day"
Hcnry's mother co-0peratcd with the
teacher for the highest good Of her
son and the school. The manhood OF
her boy is the legitimate fruit OF her
wise and faithful training-a mer.
chant OF unbiemishcd character, hon.
orcd and respected by all his acquain.
tanccs. John lives also, 10 poor, miser.
able wreck Of man who early dis.
graced himself by strong drink
abused his wife and troubled the
ncighborh0od,
This incident illustrates how one
home helps school, while another hin
dcrs by cultivating or neglccting tt
cultivate obedience, the virtue of whicl
cannot be overratcd 1t is an absolute
condition OF efficient work an(
eminent success. 1t Is of vastly more
importance that child should ODE,
his parents than that he should go t,
schoo! and when he becomes q NON
bcr OF The school it is far, fa. bette
for him to oboy his teacher than stud
Latin or Algebra. His parents cal