The times. [volume] (Richmond, Va.) 1890-1903, 1897-05-09

Ia consuming L. an proper ulSclpnhdi
measures for the orderly conduct OF the
schools and the enforcement Of study.
In the submission OF ali matters or gflev.
ance TO the proper authorities IN a splrit
| of fairness and AVAILABILITY. and In the Gull
tivat,on and exercise OF wisdom, forbcai-
lance poiitcuess and justice IN all dealinSs
| w.th tho schools.
THE RELATIONS ENLARGED.
Thus. tho relation OF parents TO the
schools would be accentuated and en-,
larged Thus. would the influences and
advantages OF the home be carried mo
the schoOl-room. Thus, would the parent
unconsciously and OF necessity become
a teacher and most potent auxilaiy
10 the instruction given in the schools,
teaching the child correct ideas or ne,
hnplanting prudence. good temper. ruth
and justice. and all excellent thlikS that
make character and build up integrity.
Thus would the two closely related,
vet distinct functions and forces or the
domestic circle and the school circle be
In reality IN perfect symnetry and .ac-
cordauce o nd not Like sweet bells Jan
glcd. out OF tune and harsh" and would
move together 20 one destiny and one
goal. the twin giants Of popular instrnc-
| ton and enlightenment. mus, Wocld
| hOnlc-lffe be blended with and accordant
10 School-ll:e. and the child learn 10 love
and revere each alike, with lasting az
l lection and reverenccJ
Then would the virtues OF the home and
the schools be welded IN holy bonds;
ana IliNIllN exert Idl4oN 60 sl4AltHAt dtlN
| mower over the other. until enlightenment
I would ilume the home and spirituality
| glorify the school. Thus would al the
| emotions the affections, the exccilenccs,
the forces and the Influences Of the home
/ be reflected and revived IN the schools.
and the schools derive a new lustre and
! strength from their association and init
/ macy. until a perfect system would grow
up and flourish IN vigor and beauty.
HOMES INFLUENCES.
frbtfc xuprld ,ocvalftv tar~If n the
! homes, the reverence for God and religion
! drunk in from the lips Of the mother,
| when the child bows at her knee, the
| courage and honor inculcated by the
/ wise and righteous preceDts and counsels
| Of the father and all the ennObling hopes,
aspirations and aims Of life earnered IN
! the heart OF the family breathe and live
/ in the schoOl-rOom. who're usually they
! cannot be deeply Impressed for want Of
/ time. and the learning. art skill. apii-
| tude and wisdom implanted in mind and
| heart. and given 20 hand. eye. and ear, IN
| the sChOoi-room, bear usefulness. success
| and gladuess 20 the home. The home ana
| the school would be united. There would
| 20 mutua, fellowship between parent and
! teacher. Disc0rd would disappear and ole
| ia the Eight Of reason and 5rs;ice. Cen
! cure and Tecriminatiou would be subject
| 90 10 friendship and prudence.
There being mutual intelligence and
| communication there would be mutual
I respect and agreement: and as time pass
! ed and tie children trained and disci-
plined under suCh wise ana eaiuiary rules
| and conditions. became parents they
| would perpeiuais from one generation 10
| another tho beleHcent results and ies-
sons - such policy OF wisdom and con
J sofvatism Then would the ideal 81 the
great and philosophic orator. Edmund
| Burke "of improving instincts into NOR
| ais and OF gratifying the virtues on the
stock Of the natural affections be real
! lied and popular instruction be seated IN
| Ifrr 90 oh 4
reverence Of me1. 70 slower and flourish In
! the supremest strength and glory.
REAL AND PRACTICAL.
Is this "a mere dream? Is this mere
vision from Utopiay No: 1t IS real and
| practical. We neeo but the cooperation
| and goodwill OF the enlightened and
| thoughtful parent TO make it blessed
| reality. We need but the enlightenment
| ana mental enlargement Of the ignorant
parent. and his submission TO reason and
common sense. 10 render il success and
blessing 10 thousands Of pupils IN our
schools. We require only the enactment
| Of law. pursuant 20 the power granted
the Legislature by the constitution OF
the State. TO compel parents 10 send
| their children 10 school and not deny
| them the inestimable blessing of an edu
cation. TO bring into operation these great
and expanding Influences. for be 1t known
that In the humblest home and amidst
Ignorance and penury we often fnd Nlr-
| tue strongest and most vigorous, where
enlightenment has reached the heart ana
| not the head. and sweet chastity and
unbending honor that glorliy The soul
| and elevate the mind.
POWERS OF PARENTS.
| The condensation Of this discussion for
bids a more elaborate and particular pre-
sentatiOn OF home-life and the Influences
and powers eXerted by ps~ehts over the!r
children. No further exposition Is need
ed We are familiar with all of its
of nd Gull ST. n mud
weakness. The great portraiture Of the
home is shown 10 US from the home and
hearth-stones of the people and lives IL
oar own hearts and affections. Details
weuld occompllsh rofhfnnr when the
facts. the environments. the idiOsyncra-
cieS ana circumstances Of homc-llie. III
this nation. are open before US all, like 4
noble and wonderful volume. to be stud
led. pOndered and mastered. and the les
sons learned 10 be applied 10 the science
and advancement OF popular instruction.
If such are the influences. powers and
benefits eXertcd by parents over the
minds the hearts and the lives OF their
offspring. and that they are no ole Will
be SO HARDY or uniformed as 10 gainsay.
IN their broad and general characteriza-
ton, the propositions for which conten-
ton is made In this discussion are shown
and proven. and the matter Is left 10 your
thoughtful and considerable investigation
and judgment
Yet, in concluding the consideration OF
broader aud more universal application OF
tire principles and policy We nave been
discussing, and apply them more parucu-
| larry and In detail As II is Impossible
| for us to take up all the matters and
| questions involved. an6 dispose or them.
| in cxtensO. we are bound to resort 10
broad ana strong sketch in bold outlines
| that will present the whole picture 10 You
| IN practical manner. and Ia prominent
relief.
THE MOST PRACTICAL WAY.
The most practical way is 10 take for
the illustration and enforcement OF the
subject. child from the home where
the parent IS IN accord and sympathy
| with The schools. and all things are be-
| nag done 10 advance the interests and wei
| fare OF the children and the schools. and
| child from a home that is the reverse
| OF all this: and 10 follow these children
into their home and schOOl-ife, and 10
differences therein.
I'm the FIRST home the child is usually
reared under the best moral and social
influence and control, and trained. 20
some extent TO be obedient ana suhmis-
sivo. and is told what good manners, pO-
likeness, and spirituality are in the foun-
dalton and establishment OF character.
These things. 50 SupTemelv essential IN
the school-llfc. and in the life OF men
and women Ia ali the relations OF society
and business are usually continued and
impressed the whole period that the
child attends school.
When the child reaches THE proven
school age. which educators generally
cOncede TO be seven, the child, in such
a home, is 10 some degree trained aud
disciplined. aud taught the first elements
OF spelling, reading, and writing. The
parents look after The child In all necessa-
~ thinss--in dress cleanliness. conduct
health. ana comfort. They see that the