The Bolivar bulletin. (Bolivar, Tenn.) 1888-1946, 1902-08-15
\ MOTHERS DUTY TO HER SCHOOL
CHILDREN.
Paper read by Mrs. Eloise L. Miller at Walnut
Grove School Rally, August 2, 1927
The very name of mother arous-
es all that is best in ouI natures.

If we review the history of thu
greatest and noblest men that tn,
world has ever produced, we viii
find that they have had good moth
ers. The influence of mother il
universally considered to be more
far-reaching' and compelling thar
that of any human being.
In these days of advanced sci
ence, the question is often discussed
whether hereditY or environment
play the most important part in the
development of character, but the
question is never raised as to wheth
err a mothers influence is Of vita
importance or not. We all know
that it is. There have been moth
ers ever since the days of Eve, and
they and their love and devotion
can never be supplanted by any
thing else and mother will never go
out OF fashion.
If, then, the mother plays the
most important part in the child
culture from its earliest infancy,
what are her duties to her school
children?
The teacher has entire charge of
the child during school hours, and
truly that is an enormous proper
ton of the child's life, but yet the
mothers influence although unseen
is constantly felt.
The children whose mothers are
interested in their doing good
work, who are ambitious for them
to be at the head of their classes,
who are DESTROYS of their learning
for learning's sake, who are anxious
for their future welfare and so are
eager for them to improve each
present moment, those children are
the ones who are a constant delight
to the teachers. If l ask any teach
er here present l am sure that he or
she will agree with me that the
mothers influence is easily discern
ed in the child.
A conscientious teacher land one
who is not conscientious should not
teach) will but help the mother to
develop the child into a happy, USE
full citizen, fearing God and loving
his fellow man, making a well
rounded character of him and one
that will benefit those with whom
he comes in contact, and leaving
the world better for his having
lived in it.
This can be accomplished by the
cooperation of parents and teach
ers.
The faithful teachers desire is
for each pupil to do each days
work thoroughly, to take a lively
interest in all his studies and use
each moment to advantage; and at
the close of the term show
thorough knowledge Of the work
done. To this end he strives every
day, beginning each days work
with prayer that he may be given
grace to lead Alright the children
committed to his care. Some of
the trials that a teacher has to
wrestle with, are poorly prepared
lessons, avoidable absences, oppo-
sitlon by parents to certain studies,
lack of interest on the part of the
parents. Almost every mother is
for her child. She wants
to give him Tor she ought toy every
advantage and opportunity possible,
so that while labor and toll in some |
way, is the lot of all, yet we ali
want our children to receive suffi-
,ient compensation for their labor
hat they may also have pleasure
md profit from life. We also want
hem to advance and not retard-I
here is nothing too good for our
children and we wish all blessings
or them. But, what chance do
you give your child if he is not Civ
IN time to study his lessons; or if
lie is allowed to shirk his home
of his lessons, or if he
lears disparaging remarks made
bout certain studies? There are
certain studies that are beneficial
chiefly because of the mental disci-
'line more than for their practical
pplication. For instance, l have
leard parents say, "there is no use
n my boy studying Mental Arith-
netic, he is going to be a farmer
nd a farmer don't need Mental
Arithmetic''-or, as one man said,
my son don't need to study Gram
nar-it won't help him to be a mil
er," etc.
Each study that is set down by