New-York tribune., 1903-07-08
PARENTS AND TEACHERS.
Differences in Point of view-Two Bits of
Advice to Parents.

With its vast number Of visiting teachers Boston
just now IS turning its attention contepIative to
the great subject OF education. \ comment on one
phase Of the questionable relations existing be
tween parents and teachers-comes therefore with
timely suggestiyeness from an Unlocking educator
in AiaSSa Chusetts.
Perhaps the greatest dif1culties school authort-
ues and teachers have TO contend with come from
the parents says this observer. Under the iron
cad centralized system OF Germany which so
many of our enthusiasts admire the parents have
no voice whatever in the education Of their chill
dren. This is wholly inconsistent with our Ameri-
can way of doing things. Nevertheless. there are
times when the teacher sighs for the German
method
The ideal relation between parent and teacher is
easy TO imagine Both desiring the same end-the
highest welfare Of the child-they ought TO CO.
operate heartily. The home and the school should
be Two fntarsecng spheres of gentle and subtle in
fuence, broadening and intermingItng more and
more, until they MERGE smoothly into the anpIer
sphere of life But sometimes the views Of parents
as to the welfare and success Of their children are
shortsighted. and refer rather to immediate dis
uuction and promotion. to brilancy and quickness.
than TO the slow and solid upbuildng Of life and
character. Still il may be said in general that
parents honestly and earnestly seek the best and
highest mofal and spiritual developuent that can
be obtained for their children.
The teacher of course. also seeks this but she
must look TO the highest welfare Of the COM
mUnity, not exclusively to that of any individual
pupil A teacher often sees that child needs far
suffering for more Often and often is that teacher
often and often does se rob 5erself Of needed Tes
and recreation for the sake Of giving II, when it Is
5Ie toTS TsreTfs rer seeT '1 ~ reaiil l ar y |
the teachers duty think constantly Of the whole
ard not Of that particular part which TO the parent
From this difference in the point Of view arise
most Of the difficulties Of both parents and teachers
Teachers are humar-thOugh their patience and
endurance seem superhurnan at times syrnpa-
uraIly TO those whom il sees struggling with diff
culties and exercising forethought and sef-control
fsYorjsy1 s shown il rareiv works 5jrst tboss
plain that teachers are not interested in their
children, from vague idea that the teacher is a
Of paid upper servant, whose one object is TO
get her work done and her money for Il And
finally, parents often feel that even with the pest
viii IN the world teachers DO not understand their
teacneI VINO naS IC = % ,;i, tupI1s t.
glgo7 a IN eaHf room Bur even on his 3on the
2s~a,+s of+a rjsiIIdse It is true The teacher has
nor known Johnnie and Bessie from infancy, and
senstivenesses but she has seen hundreds Of other
Johnnies and Be5sies lust lust as qg4l+ar c jast r as
harsh and severe IS just what the little people
hui tbev reGuire the corrective Of little different
atmosphere 81 school y Only 20 prepaLe feIa -or
the great world. which makes snort work OF over
c2se to some Of the teachers difficulties IN
a-e4 nI9ce she too often feels the lack Of home
s1prort She impresses on the child the importance
of getting TO school early, and the next morning he
comes in late saying mother wanted him to DO an
.~-.-5 " she talks 10 him about neatness. and
then calling al his home sees where the untiness
comes from She tries 10 correct sloFeny ana ruoe
fashions Of speech but when she meets ms Parents
fasis ike giving il mp As hopeless Ihese tnlh9S
al4 us think sometimes that It IS useless TO TAX
| OF educating the children unless We may HIsC
educate the parents -, -. w..
- LeT=er ~ hear is the lack Of a hearing II IS
-.zirr rC7 rarents will Judge the school ana tle
! @geCbe- bv what the cEild says. Cll-qren eNl-
5erra ze 10 these things IS Tery a Iuaoe, hul Il
efcsi5 h taken indirectly and used lnteIlgenJIZ
I-o--a trsr the lack Of support and the lack o.
,C-f+1 hovvaver i the lack Of trust children
-. readiIv take for granted that teacheT IS
- .a-s-7[- but why should parents co so. =" lE
30 belieZe until the contrary Is proven .1al me ILe
,es-Esr means the right thing. and IS acLng loL
fT@r5 irritation and spite but from some oToader'
"iSsF be Conclusion Of the whole matter may be
| - IN fVo bits OF advice or suSgeSIlon 70
start with the presumption tIlal n
teecber means and tries 70 40 me E-LS - 80
- - [-c1 and for YOUR children second 90 HoL
~1-5arnn teacher without lar ne ms -
+ii, nth her Above all 20 INTO scAooI ana
AZ. - - 5eorI urdevstand IT. and interest your
~ n - Then il YOU have coIapaltISS 70 Z L-aas'
ser "a resrectfuy and conslderately re1erf
! ha-s-g mat she Is woman ana 'i--- Si7 i7 O.
| r--es- deal bear