The Republican journal., 1898-05-05
How May Mother Cooperate with a
Teacher?

If it is true that "the proper study of
mankind is man. it is literally true of
the child, and | hail this awakened inter
est in child study, for it points to more
immediate and practical results. Interest
a mother in the education of her own
child, and her interest will extend to her
neighbours children, and her horizon be-
come enlarged.
1t is all too true that we do not visit the
schools as we should, yet this may not
always be attributed to lack of interest
Teachers recognize intuitively the sympa-
thy of parents as reflected in their chill
dren.
1t has been wisely said that, ''From the
moment you leave your little one at the
schoolroom door, you have added to the
responsibility of the teacher, but you have
in no wise lessened your own" This is
point which is not understood OF appre-
ciated as it should be by mothers, hence
arises, unconsciously perhaps, those little
jealous feelings of rivalry, and we hear
them complain, at almost makes me wish
| could keep my child a baby, he grows
away from nue. SO fast since he began going
to school,
Mothers are often strangers to the teach
ers anu hear only the childs version of
at least make them acquainted, and place
them on easy terms. Much of the friction
which now exists might thus be reduced
to nOthingnesS. Mothers have means of
learning much that escapes the teachers,
as, for instance, the effect of impure
language. 1t is impossible to estimate the
far reaching influence of this evil AS one
little fellow expressed it, ''When | hear a
bad word, it gets into my mind, and 1t is
a long time before it gets out of my mind,
and can't study WE'LL
The teachers position is coming to
be more and more a responsible one.
She is expected in some way to sup
ply all deficiencies of home training
At least if a good boy goes wrong,
she is often blamed. She can do much
tor the bad boy, but with the aid of not
only the boys mother but of others,
she can do more. Every true mother must
realize that her interest cannot be centered
Oh her child alone. His associates have a
part in his upbuilding. The most import
ant lessons of life are those not found in
the books. In the mad race for the goal,
that is the required average, | have won
dered if this fact is not sometimes forgot
ten. The pupil who receives the highest
averages often blinds the teachers eyes to
W
on this account. His word of testimony
is usually preferred to that of others. A
tell tale is looked upon as a sneak, and
| rather than be one, others suffer punish
ment unjustly. The hurt that honor feels
is hard to forget, but all this tends to de-
velop character in the one, but what of
the effect on the other? The pupil who
cheats and escapes detection tempts others
to follow his example. Those who triumph
are strengthened, but what of those who
yield? No opportunity should escape of
pinning moral truths. ga word fifty
spoken is like apples of gold in pictures
of silver 1.-THE crown and glory of life
is character" and no amount of averag-
ing or counter averaging is able. to meas
ure it. Any culture of intellect, however
broad or complete, cannot take the place
of goodness. 1t lacks the firm foundation
of that higher and deeper culture of the
heart.
A mother governs for future, as well as
present results; teacher must necessarily
govern more for immediate results. And
yet that teacher comes nearest my ideal,
who, though she is just, is compassion
ate and realizes what is best for the child,
and if she administer reproof and punish
ment, is able to awaken in the pupil an
interest in his own betterment In short,
her influence is reflected in the improved
morals and manners of her pupils outside
of the schoolroom. 1t may be that her
school will not present as fundamentally
precise front as some others, yet her
pupils in after years will rise up and call
her blessed. Mrs. J. B. Adams, to the
Teachers Association, Blair, Neb.