The Superior times. [volume] (Superior, Wis.) 1870-1912, 1899-12-16
Relation Of Home and School.

By Miss Cookery, of the Nelson Dewey School.
The ultimate end of education is the
perfection of the individual and through
the pc. eciion Of the Individual to
mould society on the principles Of mu
tual love and helpfulness. We might
think Of education as having two ends,
that Of culture and that of vocation.
When we secure the vocational aim
we SEMI out the child to take his place
in society. fitted to render the highest
service. of which he is capable. But
we do not wish TO stop here but we
strive for what is still better to fit each
youth to become an American citizen;
and above all TO be a man or woman
in the fullest social sense.
All around about us, even among the
lower animals, we find evidences of
social spirit that might well put to
shame the selfishness of some phases of
human conduct" The mutual services
that animals show to each other reveal
the undercurrent OF thought in Gods
universe.
The social idea has advanced but
slowly in human society. The great
men Of Ancient History possessed nm
limited power in drawing all things to
themselves but were sadly deficient in
the beautiful virtue of ministering to
the needs of others. The KEYNOTE of
society was struck when the Great
Teacher summoned all his people to
life of u, efulness saying, "Whosoever
among you shall be great shall be your
minister. aud whatsoever of you will be
chiefest shall be servant of all for the
Son of Man came not to be ministered
unto but to minister" This is the ideal,
the inspiration by which we may be-
come able to grasp lite in is true rela
ton to other life and learn that we live
not for ourselves alone.
Socialism in its broadcast and truest
sense might be synonymous with
Christianity. Granted that our aim is
to fit the child for society. The question
of how to do it presents itself. What
agencies have we in our hands to work
with?
Certain it is that the home and the
school are the great factors in making
the child a social being Each depends
upon the other. Neither can realize
the perfect product without the help of
the other. | believe the home to be
the primary educational factor for two
reasons. 1t is here that the child re-
ceives his first lessons during his most
unreasonable years. Also the home
has those pure, human. paternal and
filial relations that take hold upon the
young mind and leave their indeIible
stamp. The school cannot come into
such close relation with the child,
therefore l consider The home a very
potent factor.
The home is the most highly perfect
ell of any social institution. 1t is so
planned that it has ''all the elements
for the satisfaction of individual wants"
Each home is 4 little community where
laws are made and administered
%,
justice and self sacrifice are gained. 1t
Is in the home that the child receives
its first Introduction to the social world
and is taught to mingle with people and
become helping part of the machin-
cry Of society.
The careful and observant father NAV
lead his child to learn many things con-
corning the physical world about him.
During the first seven years of the
chiId's life he may be storing up such
concepts as will enable him, when the
time comes, to readily take up the stud
les of physics. chemistry, biology, as
tronomy and geology. He may be en-
couragcd to make collections OF wood,
stones plants and insects and they are
Wise who teach them to do this without
INJECTING pain on any living creature"
By such a course the child is put in