The Brookings register. [volume] (Brookings, Brookings County, S.D.) 1903-1971, 1913-09-25


are content to measure the school Of
today by standards of a quarter of a
century ago. Again and again we
have met the protest that the arith-
metic we try to teach is not the old
time grind. The grammar is not the
rigid, useless stuff Of a generation ago;
and because these subjects are made
really useful they are sometimes criti-
cised as being degenerate. In the
high school looked down upon scien-
tific and industrial studies; manual
training, drawing, music, domestic
science, were never heard of in school
why have such things now? If we
try to make the English in school a
study of the disable and helpful in
the child's everyday experience; if we
try to remove the useless stuff from
the arithmetic and substitute a know
ledge of the materials and processes
of every day needs; if We try to intro
duce those phases of social, civic and
industrial study which will make for
more intelligent and more honorable
daily liying-if we try to do any of
these things We are often met with
opposition from those whom we would
naturally expect the strongest support.
Educators are doing their best to make
the work of the school vital to life
needs. They are trying to make the
school helpful in adjusting properly
the attitudes of mind and the sympa-
thies of all workers in society whether
their work be in using the brains to
direct their hands or to direct the use
of capital or the work of other men.
We appeal to the parents for under
standing, for help, for mutual sympa-
thy and cooperation.
The most complex creation of God
with which we deal is the mind of
the child. The more one learns of it
more sacred and responsible does
he feel his mission as a teacher or
In more than nine hundred of
every thousand cases, in becoming
men and women enter in
where angels fear. As a teacher and
parent myself, hardly a day passes
hat does not make me feel the more
ntensively the compleXity and magni-
.ude Of the problems and responsible
les of both functions. | suppose. it is
veil that we do not know too much
If this problem or most of us would
shrink before it's obligations. But
much we a know that We should |
now and that will help us very much
n making the most of these growing
oungsters. And this knowledge
hould be quite as much a part of
very parents equipment as of every |
eacher's.
| ask If it is not therefore the duty
I the school to call in the home in
SO that the responsibilities
lay be placed where they belong-the
ONE taking over what belongs to It
sharing with the school mutual
responsibilities?
For instance the school may we'll
of the home: Are the children
to school well nourished? It is ]
ot always the child of the poor home !
no is allowed to go to school poorly L
punished. Have these children had !:
Efficient sleep? Are they comfort
'ly clothed? Are they fairly obedient,
wing some regard for the rights of
And the home may we'll ask of the
the lesson periods short
lough? Are there recreation periods
tween Rotations? Do the more
ficult subjects appear on the pro-
am early in the day? Are there too
any Notwithstanding examinations?
e children given too much home
Many a school has corrected the
rors of home, and many a home the
stakes of the school, and it is hard
tell which will be benefited the
ire by cooperation, for where teach
) are necessarily thrown into per-
contact with parents, a human
crest will develop which will result
better school.
Parents too frequently Judge the
Id from the adult standpoint. We
rents need 20 get down oftener to
ere the children are. Except We
come as a little child" Their steps
few and their thoughts are fewer,
/ 1t is a long way up to the mother's
nd, and they need help in solving
'ssens which, to the adult mind,
IN very simple. Too, parents would
tremendously helped in the train
Of their children II they only knew
needs Of the child in each particu-
stage of his development. The
iod up to the age of six years is
greatest physical activity in the
OF the individual. This activity
g not produce anything OF value
ernallly but 1t has its Immediate
lie In itSelf. bocauao II Ia fba plov