Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1898-03-15
FROM THE PARENTS STANDPOINT.
Papers read before recent teachers' meetings
In Paris)
PARENTAL DISCIPLINE IN ITS RELA.
TIoN TO SCHOOL LIFE.

PARENTAL DISCIPLINE IN ITS RELA-
TIoN TO SCHOOL LIFE.
At the last teachers' meeting, speak
ing in reference to the treatment Of
sulky or moody children, I spoke few
hastily chosen words 10 regard to the ad-
Visibility Of waiting for the "mellowing
Of the occasion" before attempting to
straighten the kinks out Of some psrticu-
lsrly stormy little soul, that had perhaps
had fried potatoes and hot doughnuts
for breakfast, and therefore was not
really accountable for Its III nature that
morning.
But " anything said could have led
to the conclusion that l did not believe
In obedience As the foundation OF all
discipline, I must have been and, think
by the Democrat was misunderstood.
Obedience is the keynote Of discipline
The first thing In good soldier. good
pupil or good Christian, is obedience.
And there Il need-crying need-that
the children Of this generation should
recogniz. the authority that never wav-
ers, whether in par, nt or teacher.
We want our children, In school and
out of school, to understand the spirit OF
the "Six Hundred:
Theirs not 70 make reply.
Thein not 70 reason why,
Theirs but 70 do
as they are told, although | question n
little whether we should wish them to so
fear the authority that rules them as to
keep silent II they knew "some one had
blundrred." They, too, should be
taught to walt for the "mellowing Of the
time" to "talk Il over" with mother or
with teacher.
There should be, and there usually Il,
q growing trust in the authority that
governs wisely. Aud there l put my
finger on the sorest spot In any outbreak
whether at home or at school, the chiid's
trust in the wisdom of Its leader.
Have we been lacking In that wisdom,
heretofore? Have We punished child
unjustiy and In anger, and forgotten to
make amends afterwards to the little
tender soul which knew II Was right and
we were wrong? Such things tell.
Children feel the injustice; they can't
reason II out. These thoughts, unutter-
able at the time, grow up In childs
heart from baby yhoOd, and IL Is a mother
who Ia accountable II her children are
disobedient, and have no confidence or
trust In any authority.
This Is fundamental, and l think the
experience Of all teachers will bear me
out In the statement that nine times out
of ten the children who make trouble In
school-are inattentive, disorderly and
unruly-are the ones who at home have
been allowed to defy the parental su-
thority, and where the discipline has
been wavering and insufficient.
Do not think that shall put the
blame on the teacher (even though II
should belong there) II my children come
home from school with the mark OF the
ruler on their palms. They shonld hdre
obeyed. And II We hsd as many trained
mothers, In proportion to their number,
as we have trained teachers, II would BE-
well for US all.
When the mothers understand the
spirit Of Froebel's "Come, let Us live
with our children" and practice 1t, the
question of obedience, whether In the
school, the home or the state, will cease
to take up the valuable time OF our
teachers' meetings.
ELIZABETH WHITMAN MORTON.