The times. [volume] (Richmond, Va.) 1890-1903, 1897-05-09
nd correct and discipline accordingly.


! UNDERS LANDING THE RULES.
They study and understand the rules
| Of the schools and explain them TO the
| child. and their meaning and eject, when
brought IN question; and insist on the
| child obeying them. They never take
| the side OF the child In open or covert
| defiance and rebellion TO the schools tho
teachers )r the authorities. but endclvor
| TO learn where the real fault lies and
| correct IL.
They never allow temper. misopprehcn-
| sion or absurdity 70 usurp the place and
| function Of reason and common sense.
They never speak disparagingly Of the
teacher or the schools, IN the presence
| and hearing OF the child. because such
a course weakons. IL IL does not totally
destroy the influence and power OF the
teacher and OF the schools. They sub
| nit tho child 20 proper and legitimate
| correction and Establishment. at home
| and in the schOol-goOm. as ordained by
| law, and never thwart the whole effort
| and aim Of the teacher By an untimey
| and foolish interference that renders the
| child intractable and antagonistic. ard
sets an example OF unrest and resistance
to the other pupils.
| They never hlindly and unre9sonably
take the statement Of the child to -
! absolutely true. regardless OF all that
1 -
| in the same. They never say-and seem
TO take delight in saying it-that tho
| teacher is no teacher. no disciplnarian;
| incapable: has favOrites: is prejudiced.
| and altogether un3miable and objection
| able. and that the school authorities are
| siding" with the teacher when they do
not even know the teacher, and without
| so much as trying TO be enlightened
They never ci1ticise a teacher for strict
discipline and vigorous performance Of
duty. as required by the school resula-
lions; but they commend and support
such a teacher, recognizing that be or
she is OF inestimable value to the school
fortunate enough to obtain such splendid
service and capacity.
THE TEACHER IMPARTIAL.
They never assert that the teacher
hates or desplses the child. without Civ
ing a reason for it. because justice and
reason alike Indicate that the teacher
has no cause 90 be partial or ungenerC "a
|. TO the child. but precicly the contrary.
They never uphold the cliid in doing
things that are contrary 10 the school
regulations and the rules laid down b.
the teachers. They never look on the
teacher who tries to win their favor.
by coddling the children ana holding ont
10 them q show of great personal inter-
est 20 the dctrimcnt OF study and general
discipline. as q blessing. but admire tho
teacher who mingles love with control.
and does his or her duty with strictncss,
tempered with affection.
They never allow the child 70 do things
and 10 go TO places that conflict with
his or her school duties attendance on
schools. and preparation Of lessons. They
never write hastv and unfouudcd excuses
for the childs tbscnce from school or
lack Of preparation OF studies. They
never keep the child from school, except
in cases Of great urgency.
They never permit the child, from ig-
nOrance. a mere within. or a mere desire
10 work for himself or herself. 10 leave
school 10 the great injury and irrepara-
bic damage OF the child. They never
abuse the teacher TO others-charging
personal feeling. prejudice. carelessness.
etc. when the teacher IS known and
shown by experience TO be a good teach
err and entirely opposite to all these ac-
cusations. and is generally loved and
esteemed.
The, never allow their children TO wan
de in the streets at night. seeking bad
company. and contracting evil habits. and
defving the princiries and Drecepts Of
school-teaching and morality. They
never keep the child away from school,
because of the need Of school books. if
able to buy them. no. from a sense Of
false pride, if unable. They never charge
cruelty for slight and exemplary punish
ment so indispensable to good discipline.
NOT OPPOSING TEACHERS.
They never indulge and humcr the child
to his or her great disadvantage and
eternal hurt, and TO the absolute I'M
fitting Of the ch'ld for school-life. They
never allow the child 10 use tobacco or
stimulants thus ruining health and
dwariing mental powers. They never
take their child from school from PRE-
JUDGE and anger, and IN the heat OF
wrath. They never complain to the
school authorities before seeing the prin-
cpal or the teacher as the case may
demand, 10 seek redress, when the mere
application would show the child to be
in the wrong. They never fail TO recog-
nize that a child IS a child and will do
many inconsderate and evil things FOR
which correction is TO be administered,
or all discipline will BE- destroyed.
They never assist I'm the election Of
teacher merely because the applicant
is necessitous and wants a salary but
insist that teachers shall be selected on
the sole and only reasonable ground Of
competency. fitness and eligibility. though
when all other things are equal they
urge the appointment OF a teacher who
is deserving atl worthy and unfortunate
~ i'm need.
They always give their children gen.
eral supervision and guidance encour
agement and direction, and protection
and comfort. They always work and
cooperate 10 build up the schools to
the highest standard of responsibility and
excellence. Believing and trusting i'm the
schools. they impress upon their children
inc deep Importance of an education, and
teach them TO hold the great free sys-
TEN, provided by the wisdom and beaeh-
cence Of the state. i'm affectonate regard
and reverence, and endeavor to sustain
and foster the great and increasing edu-
cational interests Of the people.
THE OTHER SIDE.
The other picture is the reverse Of all
this. The parents in such n home do
many OF the things here set down rs an
tagonistic 10 and destructive of the
schools in their usefulness discipline and
advancement.
rms side OF parental life I'm connection
with the schools is dark and forbldding
ana usually the evil effects OF such In
reference and mismanagement rlost dis
astrously influence and affect the chill
dren OF such parents for harm and deg
radiation.
We cannot enter into detail. Suffice
II TO say that such parents act contrary
to the policy and principles outlined
above and are hostile TO the schools and
in all ways attempt 10 impede and de-
stroy their effectiveness and power. In
quiet and calm moments all parents al
feet TO recognize the right and proprietv
- he