The copper era., 1910-05-20
The Pareae the Child and the School.

child can do the best work of which
be is capable III the schools unless
his body. p III proper condition.
Here Is duty which must fall large
iy upon the parent. The child is un-
der the charge of the teacher at
most but thirty hours per week; and
for the other che hundred and thirty
four hears the parent has the direc-
tfch of him. A parent may send his
child to school in the morning and at
noon and may think that his 6ety is
done and that the rest of the re-
sponsibility Is Upon the shoulders of
the teAchers and school authorities.
This parent forgets that what child
can do in school depends in very
large measure upon what he does
outside of school hctdfs.
What does child require in order
tie attend school and be able to do
his best work?
First, a sufficient supply Of Well
cooked and nourishing food, served
at regular herrs.
Secen6, comfortable and season
able clothing.
Third, an abundance of time fer
sleep and rest. Every child who at
tends school needs at least nine hours
of unbroken sleep, and in the case of
lower grade pupils ten or ten and
cne-half hours should be the mini
mum.
Fourth, freedom from undue excite
ment and consequent nerve-exhaus-
ton. A criticism passed upon our
schools is that they render the
children nervous and irritable be-
cause of overwork. It is safe to say
that in a large ma ority of cases the
nervousness of the child is due to
the exciting moving picture shows
and plays which he is allowed to at
tend.
Fifth, careful supervision of the
homestudy which all pupils in the
sixth grade and above, including the
high school, are required to do
Every child in these grades should be
required to keep regular study hours
outside of school.
Sixth, knowledge of the child:
whereabouts at all times. Many q
child of school age lays the founda
ton for failure in school and for fail
ure in later life because his parent,
are too much engrossed in bushes.
and work to know whether he at
tends school regularly or not ant
where he spends his evenings.
Seventh, interest on the part o.
the parent in his school work and CO
operation with the teacher. Il
would be surprising, L believe, tt
know how few parents could tell ever
the grade In which their children are
placed and how few have ever beer
inside the school building during the
year, or know the children's teach
ers even by sight. Some parents d.
! indeed come to the school building tt
complain and it would be far more
encouraging and helpful to the
teachers if more would come to com
mend. So much more common is the
blame than the commentator that
teachers are apt to think that every
parent who comes to the schoo
/ building comes to complain, and al
most to feel that the parents are
their natural enemies. Again, many
parents, not visiting the school, not
understanding the teachers reasons
for certain requirements, and hear
ing of events at school only through
the stories of the children; often I'M
Intentionally distorted, often allow
themselves to criticize the teacher
in the presence of the child. Nc
teacher can do her best work under
these conditions. Consequently the
school board, city officials, parents
and citizens should make an effort to
become acquainted with the schools
and the teachers.
Kindly and just criticism is always
welcomed, but all who have
criticisms or complaints to make
should present them to the
proper persons, TO the teachers first;
if not connected or explained to sat
isfaction, to the superintendent
and as a last resort to the school
board.-School Board Journal.