The Kinsley graphic. [volume] (Kinsley, Kan.) 1890-1940, 1899-08-04


noticed in children whose parents ar,
near relatives.
In an ideal system of public educa
tion provision would be made for tht
instruction of children from the time
they are two years old until they enter
upon the duties of life.
I do not mean to say that they should
be taught to read and write and cipher
at that age, but instruction they should
have and that of the highest order.
1t is between the ages of two and
seven that the standards of right and
wrong and the guiding principles OF
life are being formed.
Educators are beginninglto recog-
nize the fact that it is during this form
ative period that the most effective
work can be done to ft the child for a
useful and honorable life.
The kindergarten is rapidly coming
to be a part of the public school sys-
tenn. 1t should be maintained in con-
nection with every public school in
the land, as much or more care should
be taken in the selection and qualif-
cation of its teachers as is exercised
in regard to high school teachers, and
its course should provide for the in
struction of children from two to seven
years of age.
While attaching great Importance to
that part of the school, the response
bility of the parents. must not be over
looked. There is a feeling on the part
of a large number of people that, in
asmuch as the schools are maintained
for the purpose of educating the young
and are literally supported by public
money. the whole task of training
children for useful lives may be left to
them
81 pay tax to support the school,
expect the sci. col to edu-
cate my child, says the Practical bus
mess man.
This could be said with more reason
if the child were placed under the in
f1uence of the school at the time his
mental growth begins. but under the
present regime, where he enters school
after his habits have, to great ex
tent, become fixed, the exp ectation is
seen not to be we'll founded.
The task is SO mighty that all infu-
ences, beginning as soon as the mind
is capable of receiving an impression.
should be combined to be on the side
of developing a strong and durable
character.
Both home and school influences
being necessary to bring about the
desired results in the child's develop
ment. it is essential that they work in
harmony. They should not be inde-
pendent, but interdependent forces.
Perfect understanding ard sympathy
should exist between parents and
teachers. They should hold frequent
consultations concerning the work in
hand, and each should feel free to tell
the other what has been found to help
or hinder the child's progress.
There has been, for various reasons,
a great chasm created between the
home and the school. The chasm has
kept growing wider and wider. Now
often the parents do not visit the
teacher unless they visit the school,
and this is but rarely done. do not
believe that more than five per cenr OF
the parents visit the school once a
term, unless it is at closing exercises.
1t does not take a philosopher to see
that good results cannot be obtained
until this chasm is closed up. The
home needs the teacher and be belongs
to the home. His aim should be to
advance the interests of the home
AS matters stand now the teacher
does not know enough of the home.
and the home doee not know enough of
the teacher. Instead of working to-
gether in perfect accord. there is not
unfrequently actual hostility between
them, teachers and parents looking
uDon each other with suspicion or toll
Grating each other as necessary evil.
Who. or what. is to blame for this
deplorablc state OF affairs is hard To
determine.
Both parents and teachers are be-
ginning to feel the great need of CO.
operative effort in ed location.
How shall we correiate the home