The age-herald., 1900-01-15
TWO IMPORTANT
 INSTITUTIONS Bridging the Gulf Between the Home and School-ItS- S-Ef-
 feet on Children

Among the papers read before the South ern Educational association at it's meeting recently held in Memphis was one by Su- 'perintendent J. c. Woodward, of the New nan (Ga) schools, on Bridging the Gulf from the Home to the School" MT. Wood- ward said in part:
 "The two social institutions most closely and essentially related to the development of the children are the home and school. The home emphasizes one set of experf- ences, while the school emphasizes another. The Mines of separation cannot be easily nor clearly drawn; but the home stands particularly for the domestic and religious side of life, while the school emphasizes the public or institutional side. So there must be rational sympathetic adjustment of the educational forces as operated from these two eenters. The current of stimulation issuing from each must meet in the single aim of bringing the pupil to his largest, fullest, freest powers.
 How can the home and school be brought nearer together?
 .'Ffrst-Teacher and parent must come at once to earnest sympathetic reeogn1- tion of the fact that their labors look to a common end, the complete development of
 
 visit the home, make kind intpiry of the child to be under his tuition, urge the pa- rent to visit the school and study and crit icize the work and leave the home impress ed with the truth that the child has friend and helper in her The teachers mote book should contain the gleanngs from this cause and these should largely influence her course with the child. know homes in Georgia where such visit would be like that of an angle.
 "Seeond-Basing their actions upon the child's tendencies desires, habits and en- vironments. parents and teacher should ju- diciousy seek to control the childS energy fin forming wholesome physical and mental habits, noble aspirations and living in the purest possible environment In literature, social contact and business relationship.
 'Third-'No man liveth unto himself.' We cannot live apart from our neighbors. If we would bring up our own children in honor and usefulnss we must prepare their social environments by bringing up aright our neighbors' children. There must be a community as well as home and individ- ual ideals; and these must be the result of study, reflection and formulation on she part of the community. To secure this spirit of unity, the corrmunity ideal, the school is to be made the center for parents meetings in which the teacher must appear as the active organizing force. The speak CTS should be, for the most part, interested locally or in the school Bring out the home and school problems here, discuss them, build up the weak places and seek to remove hindrances.
 "Fourth-In a peculiar sense, the school is the common possession of the communi- ty; and besides yielding good returns an- nually in educating the children, it should carry over large surplus of school spirit, educational enthusiasm and community pride. Young men and women should look upoh the school as the most dearly prized inheritance of their unborn offspring and lend their most active cooperation in ad- vancing educational spirit and progress. At the solicitation of the teacher they should form themselves into an educational club or league and set for themselves cer- tain problems, a school library, school equipment, decoration, etc. People are ready and willing to act with promptness in questions which they understand to be correct and helpful to the common good Let the teachers in country, village and city put themselves in this new channel of life, and new meaning will be given to our social and educational world"