The Republican. [volume] (Oakland, Md.) 1877-current, 1899-03-16
The Home and the School.

as part OF our nOmeS ana should not
our teachers be looked upon as our
helpers in opening the way which is
to lead our scholars to cultivated
manners, good morals and inteli-
gence? But is there not too little
taught in our homes about their true
relations to the prosperity and use
fulness of our schools?
Should not the parents seek an ac-
quaintance with their teachers and
show in every possible way their in
terest in our schools? Let the parents
visit their schools and see to it that
no word or act of theirs lessons the
influence of their teachers over the
sGnolafs. Parents should be slow to
listen to complaints against their
teachers. If there is just ground for
complaint let the parent go directly
to the teacher and have the matter
settled, and let no word of criticism
or censure be dropped before the
scholar. If the parent speaks kindly
of the teacher the children will be
likely to silence all their complaints.
Should not our scholars be encour-
aged in their work in every possible
way? We can ask after their prog
ress, learn just what they are doing
in the various classes, converse with
them upon the most interesting
current topics, and compliment them
over the gains we see that they are
making. We can always guard
against allowing trifies to prevent a
regular attendance, and we can see to
1t that there are no truants among
the scholars that represent our home
in the school.
If our scholars have habits which
hinder them, should we not promptly
seek the aid of our teachers in an
effort to overcome these habits? If
We have true scholars who know the
sacredness of their mission, they will
gladly become the parents aid in the
efforts to transform character and
make it after the very best models. .
And will there be any harm if the |
parent cOmmends the teacher for
efforts put forth to give the best pos
sible growth to our scholars?
Should not our school rooms be as
well cared for, as attractive and as
comfortable as our homes? If our |
schools belong to our homes, then as
parents we must have lively interest !.
in the furnishings of the school ROOM |
But to what perfectly cheerless places
some of our scholars go from day to |
day. IT is no wonder that the temp
tation sometimes comes to stay away
from these unattractive, inconvenient !
and uncomfortable surroundings. |
We study the comfort of our children
in our homes, and when are we so |
happy as in the improvements made |
to please our children? Why should |
not our interest extend to all the fur
nishings and surroundings of our
school rooms? If there must be the
signs of poverty in our homes then it |
is reasonable that these signs should |
appear in our schools. But these
well-furnished homes should never be
content with school rooms that have |
a poverty stare for our scholars every
time they take look at their sur
roundings. Have we any accommo-
dations for guests at our homes?
Then why not see to it that our school
rooms can afford a comfortable seat,
at least, to any friend who may
chance to drop in for friendly call?
What if we should in some instances
go down in our own pockets to find
the means to do the much needed
thing; and what if we should do ever
so much more than our share, would
it not rather be an occasion for rejoic-
ing rather than for complaints? If
we really regard our schools as be-
longing to our homes will it not be a
pleasure to aid in providing whatever
may be necessary to their progress?
Why should we not see to it that
the same habits of order and neatness
that our children observe in their
homes extend to their school rooms?
The home life is broadened and tested
in the school life. Does not the care
full home training make the work of
our teachers easier and IN ore satisfac-
tory?
We are glad to find that the Super
intendent of Public instruction of
New York has been saying some good
things about the relation of the home
to the school, and here follows what
he said:
'Those who believe that our educa-
tional system can be strengthened by
arousing deeper public interest in
popular education can find abundant
cause for encouragement in the indi-
cations which are everywhere appar-
ent of efforts to establish closer rela-
tions between our homes and our
schools; desire to interest parents
in the work of their children, and to