The interior journal. [volume] (Stanford, Ky.) 1905-1910, 1910-04-15
HOW To SECURE CO.
OPERATION OF PARENTS
Teachers AT City Schools Write
On Subject---Paper That Was
Considered The Best.

SCHOOLS nave had regular meeting thro'-
out the year. They meet not so much
Tor social intercourse as to study and
discuss the problems Of the work of
bettering the school system. In their
study they have just completed a text
entitled, Chamberlsin's Standards in
Education. How to Secure the Co.
operation of Patrons" was a subject
assigned them for the April meeting.
A committee examined the papers and
the one which follows was regarded as
worthy Of publication. They all deserve
to be published, for good thought and
well defined plans are in each one. This
will go to show some that often while
the pupils and patrons sleep the
teacher is studying for the interest of
each. This was written by Miss Claudia
Eaton.
INTEREST AND COOPERATION OF PAR
ENTs.
In referring to the mighty sovereigns
OF powerful nations, we speak of "the
power behind the throne" yet in the
pursuits of practical life, naught is
mentioned of the hand that shapes the
destiny of so many of our fellow work.
ers. The renowned inventors, authors.
statesmen, orators and other learned
men of our land have had some incen-
tive. however small it may have been,
through which they have achieved their
great work, and whereby they have
climbed round by round the ladder of
success. only, at last, to attain the
summit of all glory and fame. That
word Of encouragement to struggling
apprentice, or that determination i'm
parted to the faint-hearted, was the
power. in its results. behind a weak
and tottering throne.
AS we mold the character of the
children of today, so will the citizens of
tomorrow be. The child is the throne;
the parents "the power behind the
throne" The mothers and fathers are
the keepers of the key to the lives of
their children. With this precious ar
ticle they may turn to the right, which
leads TO the path of righteousness; or
to the left, which opens to the road of
wrong. doing.
For whom has the boy the same feel
ing of respect and reverence as for his
father? Even the most willful and dis
obedient are influenced to a greater or
less extent by the words of warning
that fall from the lips of his parents.
The parents spare no expense that their
children may be well clothed, well fed
and last, but not least, well trained.
The children are finally sent to school.
placed under the thorough training of a
qualified tutor and, as far as the par
ents are concerned. their duties are
completed at this stage.
In the pedagogical profession, the
successful teacher. in order to accom-
plish the most satisfactory work, en-
beavers to understand each child per.
fectiy. This is impossible without the
assistance Of the parents. How can n
teacher. who has had child under her
or his instruction for the brief period
of month, understand the disposition
eft that child, as the parents who. for
Ia or more years, have watched every
movement with mothers care and a
fathers pride? The teachers aim is 60
give to her pupils the best that in her
lies; and in return. to obtain from the
pupils the best results that thew are
capable Of rendering. 1t is impossible
to reach each child in the same man
ner. Yet the teacher has 30 or 40 pu-
pills Of various inclinations. What then
is to be doneg
A few days after a jealous teacher
takes charge of class, she will be
able, II called upon to do SO, to 90 down
her roll-call. writing after each pupips
name Industrious, ambitious. mischiev-
Gus. indifferent. apt. dull. nervous.
careless. or even troublesome; Of course
in each case using the word applicable
to the child as a pupil. Now that the
teacher has discovered the difficulty
that prevents the child from becoming
a student, she seeks to remove the Oh
stacle. There is the boy who cares
nothing about school. except to give
his teacher as much trouble as possible
and to influence others TO do the same.
The teacher leads him aside, tells him
OF the value Of an education; all to TO
avail Then she tells him Of the pleas
ure II would give his parents for HIM
to do well; no effect is apparent. THIN
she reproaches him; the result is even
worse. Finally. grasping at the last
hope. she resorts to rebukine and ebas.
but the boy is only hardened
by TINS method, as he has long been ac-
sustomed 70 II. The teacher has tried
hrst one plan and then another. until
her resources are exhausted and she
gives up In despair. By chance. she