Montpelier examiner. [volume] (Montpelier, Idaho) 1895-1937, 1909-04-23
RELATION OF HOME
TO PUBLIC SCHOOLS
CONTINUED from first page)


KEYS are lost, some are distorted, y
some locks are rusty or not yet q
found; but for science the child Is I,
Geologic ages older than the man. 8
Adult traits of body and soul are c
new and less substantial stories
built on ancient foundations. Hence
the child is not so much the father 4
of the man as he is of every remote i
ancestor. The human infant Is
very unique specimen Of human ma
ture, relic of past vastly older
than he is. Under the guidance
of teachers and nature he is climb
ing daily, at first at break-neck speed
up the uncounted ruugs of the edu.
cational ladder, the bottom of which
rests deep IN the sea of ignorance,
while its top touches the superman
who is to be so much nobler than
we are today. Thus science looks
in new awe and reverence upon this
candidate of humanity. The infant
inherits not only scores Of organs
but as many insticts and feelings
from ages past. 1t does, or tries to
do, little of about everything that
it's ancestors did," One Educator
says, ''In the moral sphere the child
has no intuitlons of the abstract
principles of right and wrong. The
entire training of a child begins
with the observation of certain
rules, and this leads the way TO
obt dlence and self-control-the
object of all training.
1t is an extremely grave matter this
training of these little human beings.
Seeley says, while the teacher, for
quite portion of the day, stands in the
parents place. this can never absolve
them from their duty TO their children.
Children are the gift of God to the
HOn6f anu PdiChb6 hAO bANAA hReuA al
educators. Honesty with the childie
always commits. The parent who prac.
tices deception, either coyertly or openly
or plays sharp tricks, or induces hi
child to engage in practices that viii
not bear the closest scrutiny is false x
the sacred trust committed to his care.
Through civilization division of labo
is necessary therefore the creation Of
the school. Nevertheless the RESPONSE
bility of parents in the education o
their offspring can never cease Thi
is natural duty which even the lowe
animals do not shirk in the care an
bringing up of their young. 1t is a
axiom that parents and teachers shoul
work in harmony. J. L. Hughes says
So far az it is possible and judicior
the school discipline should correspon
to that of the home The teacher shout
respect the rights and opinions of tn
parents, and they in turn should sustai
the authority of the teacher. These d.
sirable ends can only be obtained
some system of communication betwee
the parties concerned. It is the duty
the teacher to keep in close touch wit
the parents TO inform them of the pr
ess or misconduct of their children
and of all matters of vital interest I
the n
When calling the parents attentiC
to any Lad behavior of their children
~ 4
inattention to the 81, anliness or tidine
of their dress or person, the teach
must endeavor to be kind and conside
ate of the PARENTS feelings and be
courteous and respectful as possibl
Respectful or even deferential int
views or correspondence will work wo
ders In awakening an interest in schc
matters on the part of the parents, a.
IN securing their cooperation and 81
port. The teacher who can say to
parent, II regret that Tom is absent
frequently. He is bright boy, and
worth great effort on your part to Sc
him regularly or ut is pity such
good-looking boy as James should ev
forget to wash his face or comb his hal
will readily secure his object withc
in any way making the parents
Inundated The Upright" and "goc
looking" will never seem out of place
the parents and they remove the sti
from the teachers complaint. The t
cher must be perfectly frank with
parents. Be honest in the report of
.4hil3ean n thar no
Caroline Grote of Illinois State N
mai School is quite emphatic on |
subject. She says, 1T is unpleasant
times and indeed usually so to say
the parent, Mary is not doing very W
She does not prepare her lessons W
She is inattentive. Her conduct is