The weekly times-record. (Valley City, N.D.) 1912-1922, 1913-01-02
The Teacher and The
Pupil in School Work
SECOND OF A SERIES OF ARTl
Giles BY LOCAL EDUCATORS
FOR THE PARENTS

FOH IHE PAhEN )
The matter, think, of punctualit,
and regularity at school is one which
is the problem Of every teacher
There are children Of course, and
am glad to say they are of the ma
iority, whom the teacher never has
to think about; they are always II
their places at nine o'clock in the
morning, are always interested in the
work, always have good lessons, and
are continual JOY and pleasure in
the school room.
"A childs attitude in school and to
ward his teacher and playmates can
easily be traced back to his parents
and his home training, and invariably
the home is judged by the child. II
he is taught system, regularity, order
neatness and obedience at home, and
is made to feel that his parents are
just as interested in the perfect at.
tendance slips, which he has earned,
as he is himself, and that his mother
feels the disgrace of tardy mark
just as keenly as he does, he will
never dis grace her.
The interest in his work naturally
follows when he is in his place each
day and has each days work as it is
presented and carried out; he doesn't
have a chance to Lose interest, and
from his interest will follow his good
lessons day after day.
The opening exercises are made as
attractive and interesting as possible
"a pretty song, and they all love to
sing, an interesting story to be read
or told, or some pretty exercise to be
learned or dramatized, all of which
are a real pleasure to the child, and
by depriving him of that fifteen or
twenty minutes at the beginning, the
parent is depriving his child of the
greatest pleasure he will have to look
back upon in his later life. If he has
lost that, and starts the day without
any beginning he has very little in
terest for what it to follow and the
rest will all seem hum drum work to
him. The song was of the same sub
ject as the reading lesson, and the
children have a nice time talking
about it. He has missed that and
finds that the reading lesson isn't
nice at all" The story was about
some object they will buy and sell in
their number work, he has missed
that, and finds that the arithmetic
isn't interesting at all" The words
of the story or song are put on the
board for spelling words, he has miss
ed that, and finds that a few ,unattach-
ed words on the board are very hard"
to learn to spell. ~
The excuses Mama didn't get my
blouse ironed,' or We didn't get up
in time are very shiftless excuses,
and make one wonder what sort of
business man the father is, with so
little system in his home, or what
sort Of manager the mother is, with
so little ambition displayed.
OF what avail are the teachers or.
ders of percision and promptness in
school for work, if she has no coop
GRAFTON from the home.
"A time for everything, and every
thing done on time," is a motto we
follow in the school room. Our work
is practically begun and ended by the
clock, if each can work promptly and
neatly following every instruction.
But with one or two tagging along
always behind in everything, the
whole room feels it's effects. +
IF you in the morning throw minutes
away, l ..s.,..a.... ..
You can't pick them up in the course
Of the day, ......... .....
You may hurry and scurry and furry
and worry, ..... 49,. .......
You have lost them forever, forever
and aye"
No hardness can be left unregarded,
but the child must be punished in
some small way so that we can at
least try to train him proper ideas
of regularity and system. And yet so
often when We know it is the parents
Fault and the child feels almost brok-
en- hearted to be compelled day after
lay to come minute or two minutes
ate just because mother was Slow"
why should the child be punished? He
EOOn forms the habit of being late,
ind thinks-."Oh, dear, I've been late
o many times, ! don't care,"-or 1--WE
psf my perfect attendance any way,
don't care" 1t is the habits they
prm as little children and the char.
cters they are developing, that we
S teachers, worry about.