The Birmingham age-herald. [volume] (Birmingham, Ala.) 1902-1950, 1910-03-26

n.
OF Birmingham.
The remains were sent to Charleston,
S. c.. yesterday afternoon for interment
by the Lige 10y Undertaking company.
~~~~-~->~-~~~~~~~~-
and the home. Neither is supreme, but
each exerts a powerful influence. These
two forces may re-enforce each other,
or they may to greater or less de-
gree nullify each other. Often they
cover different fields; often they CO.
incide
Some kinds of knowledge are usual
ly given by the school only. Physics,
Latin, history, are rarely taught in
the home and obviously the teacher
here has full sway.
Some training of the mind belongs
very largely to the school, School chill
dren are or should be taught to think
accurately, to give close attention, to
grasp quickly new ideas. OF course an
Intelligent h ONE may do and often does
not little in this same direction. A
the same time the energies of teach
crs are concentrated on these lines
and in the school the child should have
daily and systematic training in tn ose
directions far more than Is possible, at
least in the ordinary home.
"Other forms of training obviously
are divided between the school and the
|
Such. for instance, is the development
of moral ideas, and especially teaching
| certain habits, as kindness, obedience,
| industry The wisely directed home
will train the child In all forms of
ordinary morality. OF course there is
a wide difference in homes here. Some
are neglectful. some are incompetent.
| Plainly, however. it Is the duty of all
parents always to keep in mind those
ideals and to follow out this kind Of
| training. The school, too, is lacking
In one of it's fundamental duties If
these conceptions are not made part
of the everyday life of the school
room.
Some forms of education doubtless
belong wholly to the home. Certainly.
so far as the public sch DOL is con-
cerned, we do not in our country think
IT advisable to train the child in re-
lligous ideas. This belongs to the home
and to the church, and doubtless there
are other forms of training in which
the teacher sh ould not NEEDLE.
How Time Is Divided
Bearing in mind, then, that the total
of the child's education is divided be-
tween the school on the one hand and
the home on the other, it seems OBJ
Ivious that to secure the best results
there should be close cooperation
| between these two agencies. The two
should work in the same direction; not
| in opposite directions. Each should
strengthen the other; neither should
nullify the other.
THE teacher should seek acquaintance
with parents; SO far as possible should
| seek at least their sympathy, and in all
| events should be in thorough possession
| of their attitude toward life and to-
ward the ohilds education. 1t is not at
| all impossible in this latter case that
| Il. l. L., - kox.1
| education far beyond the limits OF the
school ROOM and TO give ideas that pene-
trate the homes and may tend to large
| extent to ameiorate home conditions. If
| that is possible the teacher should re-
member that is quite as much his duty as
to instruct the child in the school room.
| IN short, the teachers duty does not
end with school hours. and he is not con-
fined by the boundaries of the school
building or the school wall. His duty
| goes with every child wherever the child
| goes between the close of school at
night and the beginning of school in
the morning. His duty includes every
| influence under which the child falls
during the "a hours. and just as FAR as
possible the teacher should be thoroughly
| Informed on all these conditions should
| be able, to a considerable extent, to
counterfeit those which are injurious; and
should be able powerfully to reinforce all
which are an advantage.
Parents Associations
| 'In many communities it has been found
| a very useful uevice to form parents
association. This will include those
parents who are actively interested in
the sci pol life of their children, and in
this way a teacher will be able to bring
the parents together. and thus very readi-
| y at the same time put them In pos
| session Of his methods and aims. and to
find out very clearly their attitude to-
wards everything involved in the childs
training.
aside from the school the teacher Is
an individual of course, in the communi-
| ty and has his share in the common
community life. This share he should
take. 1t Is q mistake for any teacher,
| it seems to me- to isolate himself and
otherwise than in his schoolroom fail to
be felt as a unit in society. In his church,
| in any other forms of life in which his
special interests lies. whether 1t be music.
art, literature. science, or what else, In
organizations aiming at the betterment of
the community-in all these things he
should share. II one is capable OF han
ding and handling we'll the instruc-
| ton of school he ought also to be
| capable of handling equally well the
| affairs which tend towards the interest,
prosperity and the Improvement of So
ciety.
mo doubt the teacher In a public school
should always avoid an active connec-
ton with fractional politics. or course,
as a citizen, he has a right to hold and
| to express his opinion with regard 10
political principles.
Especially, a teacher should never. nn-
der any circumstances. use unworthy
| means TO attain a professional END. He