New-York tribune., 1898-01-23
HOME AND SCHOOL.
RACHEL FOSTER AVERY SAYS THAT THE
LIFE OF BOTH SHOULD BE ONE
nrrroNs UNDER WHICH THEIR CHILDREN
NoIrn BE DIFFERENT

ARE EDUCATED. MANY THINGS
WOULD BE DIFFERENT
p.c,. Foster Avery has Just published a little
,.-,hlet on The Parents Duty TO the School," in
which she says:
Few persons realize the Importance 70 the child
a. binding closely together the school life and the
NE ot the home The average parents think OF the
,bud's school hours a time during which the
entire responsibility for its development devolves
mo, the teacher Tor so many hours each day the
mother Is freed from all or thought Of the
.br6's VEL being ard alas, the average father
.eals that his part e well performed II he provides
The wherevithal 70 feed and ciothe his family.
The child therefore leads TWO lives. one in the
hone another in the school. and at first Il nat
u-al,v makes efforts 20 unite these by inviting
rs parents 70 90 TO school with it. will venture TO
say that 10 child begins TO go either 10 kinder
gar.en or 10 school who does not many times ask
both mother aad father to please come and see our
school or please come and meet my teacher
PARENTS AND TEACHERS.
Parents and teachers caa be immensely helpful
10 each other Il they meet and talk over IN frank
AID heptu. spirit the chdrens needs. their special
Developments or lacks Parents Will often find their
children are very different al school from these
sane children In the home and 10 both parent and
teacher an al-rourd knowledge Of the child is CT
irestimabie advantage.
NO closer bond can be created between parent
and child than is made possible by folowlng the
chld through rs school experience. What does lt
amount 20 for q parent 10 glance al and sign
monthly report. often critcisng II in ignorance OF
the teachers met nods ot marking the lessons. or
else passing q over with an entire lack OF crlca4
supr@cat1n of the child's efforts failures which
cannot fail 10 make the child feel that the parent
cares ttle o. nothing about the small daily failures
and triumph which make UP 50 much OF It's ne
IF The parents would visit the Schools We shou!u
soon have changed conditions there At present. IN
our public schools where the majority Of our future
citizens are being educated We have poor ventila-
non uucornf fortabe seats overcrowded rooms over
worked and underpaid teachers. In addition. in
many large ciJes have school yards, which are
abso!ute larces u thelr ihauequAN q! w
School, so calledO OF Philadelphia. where the chill
oTen az recess are allowed 70 play in the streets
Think of one teacher expected 70 keep In order
and teach forty children under ten years old! Yet
forty the number for which the rooms are pre-
pared and they are more often occupied by fifty or
even sixty active youngsters, with one teacher TO
manage them.
THE BILL OF FARE.
Tn large schoolhouses. where the sale OF ea,ables
al recess Is authorized the bill OF fare usually con-
siss OF things least calculated 10 nourish growing
children.
These conditions result in part fross the cold
hearted Indifference Of the voters. who vote the
schools into the hands OF men the most OF whom
are either ignorant or dishonest with such small
minority Of the better class the managing boards
that they do bu- little 70 rescue tho schools II
par also they result from the ignorance OF the
great mass 4 mothers and fathers. who put their
children into school with less thought than they
would give - the stabling OF ii valuable horse
Follow the children 10 school, parents, and you
VII realize the need % g change You Will see that
H. the parents ot the future citizens must take part
politics We must have mothers as well az
fathers On School Boards. and mothers as well
a. "a hers must not only bear the respons bility.
T. make the public schools what they ought 10 De.
the buiVark of tho liberties Of our Republic