The Oakes times. [volume] (Oakes, N.D.) 1906-current, 1907-03-14
School and Home.
MISS ELIZABETH ANDREWS.

| MISS ELIZABETH ANDREWS.
It IS not our purpose in these
meetings, to try in any way to shift
the responsibilities from teacher to
parent, but the rather that in discus
sing our common interest we may, be
mutually helpful. These responsible
ties are so great that it is only when
both are working together that it will
be possible to accomplish that for
which we are placed here. If in coming
together we are able to discover those
points on which we must cooperate, in
order to bring out the best in each one
for whose mental and moral develop
ment we are striving, we shall then ip-
deed have made this day well speng.
With such school system as that of
our country, there is no limitation to
the possibilities which may be developed
in our young people. But at the same
time that our educational system has
been advancing, it has been specializing
more and more. This is only the nat
ural outcome, for is this not an age of
specialization? So far the home is not
responsible for the change, nor indeed
is the change to be regretted. At the
same time it is the duty of both school
and home to see to it that there shall
beno disunion of the two, for it can only
be when school and home are har-
inonious that the best results can be
looked for.
We, as teachers, realize our limita-
tions and feel that we need your as-
sistance in all our work. We feel that
you can tell us much about your chill
dren, which we can never learn in ady
other way and which will aid Us con-
siderablv in our judgment Of their
ability and conduct. We too, mayhap,
can tell you some things about them,
which you may never know or see.
The only requisite to this confidence
between us being the kindly spirit
prompting it, and desire for the best
for our young people. I'd
We may, indeed, hear something of
school life in the reports which the
child brings home from day to day.
Perhaps more harm is done in this way
than in any other. We do not imply
that facts are misrepresented, from any
wrong intention of the child; but he
has by nature strong imagination and
tells the occurrence as it appeared to
him. and so sou form your impressions
of the school and the teacher; often
an unfavorable one, which might be
changed greatly, if you, with more ex-
perience and more mature judgment,
came into closer touch with the facts.
If the teacher had only four or five
pupils, SO that she might deal with them
Individually, then indeed the probl
would be vastly different, but as it is,
there are from forty to sixty of diff
ferent character, disposition and home
training. 1t is then very complex
problem which we face. If you have
difficulty in always understanding the
varying moods of your child and are
sometimes mistaken in your judgment,
you can then in part sympathize
with the teacher who has fifty
| to deal with, while at the same time
her every minute is occupied with the
regular school work. It is therefore
necessary that the teacher and parent
should work together and so give one
another the benefit of all they have
learned about the child, for he may at
home and under home influence be
vastly different from the child among
other children.
| in the days when the teacher
boarded round, she had at least the
advantage Of coming in close touch
with the parents. That day is past
however, and our only hope is in
creating an interest which will bring
the parents as well as the pupils to
school. We are at all times ready to
receive and talk with you on any phase
of your child's progress.
At this point allow me to say word
with respect to the report card. These
reports are sent out especially for your
enlightenment as to the progress which
your child is making, and yet it seems
at times as if they had been signed
without having been glanced at. In
the first place, the scale of marking
must be comparative, and while mark
of 80 may be very high for one child
and deserving of your commendation,
for another it may indicate that he or
she is wasting valuable time. But
this is something in which each one must
use his own Judgment. If a child can,
during the first month of school, get a
mark of 80 it is not to much too ex-
pect that he is capable of keeping near
that standard, and surely none of us
should be satisfied when we see a
steady decline as the year goes on.