The Anderson intelligencer. [volume] (Anderson, S.C.) 1914-1917, 1914-12-01
O. $1,000 o d o o . . o Q Q. o
Q FRAZER FITTING SCHOOL Q
o o o o o 30 o o o o o o o o o o

uurlhg the present term. Many OF the
boys having shown marked improve
mont In their methods OF study and
conseqdantly much better results have
been attained.
From an opening enrolment of
nearly sixty last year, the school
opened this year with less than forty,
but owing to the corresponding small
classes the personal attention given
the individual student has been in-
creased, resulting in great benefit to
those who now attend the classes.
Hardness has been greatly lessened
and attendance is more regular. The
patrons Of the school are realizing
more and more that not day must be
lost II their boy Is to receive the
proper instruction.
When boy is allowed to i4iiss day
he rarely prepares the next days les-
son, thinking the excuse, II didn't
know where the lesson was" perfectly
adequate and feeling much grieved
and mistreated II kept in for his fail
ure to get his lessons.
Many Of the ~orents have, as we say,
realized this yet there arc some
who still seem TO think just one day,
one little day, can not matter. To these
we would address the following lines:
/ A boy in his school work is not only
getting an education, he is. forming
habits and building 'charncteS. First,
we would take up the effects Of Obj
sence on his education. While going
to school the boy Is forging chain,
each day q link. It Is the chain upon
which his destiny must hang. There
fore have It strong.' 3s.
OF what good are good strong, SOL
idly welded links IL one link, just one
link, In their midst ls made of weak
iron but poorly welded, lacking tho
fiux OF q teachers care. The chain is
only as strong as its weakest link.
What matter though t!ls weak link be
galvanized over by "cramming" for
the examination and escape the scru-
tiny OF the teacher. VIII not some
strain surely open the defective link.
Thers Will be the weak link always
ready to part 1T the moment Of extra
strain, the very tune of all when It
should hold firm and fast. q
Then comes the effect on habit. The
hoy beginning to be shipshcd in his
methods. he tries TO find mora ex-
cuses for absence from school He
finds the next days lesson harder, 90
ne missed the principles taught III the
lesson missed. He ,seekH to dodge The
heavier burden by another Absence
making his load all tile heavier. He
gets discouraged In the work and his
parent thinks the tearher is not ex.
planning the lessons to the boy. It is
fair to the rest OF the class to stop
and consume their tirae explaining
what they already know to a boy who
tUnnv6 oIeA houc Ity,A n, = r. =,
scnDoI every day7 Some parents seem
to lose sight of the fact that tflero ara
other boys I'm the tenchers' care whose
right are to 0e ssseeguarded;t to "leaye
the ninety and nine 1 lr one lost sheen?
Is religious method not educational.
~ Moreover absencee CT ltivateB tend.
dency to "pIay1 hockey. : The how WIN
is often allowed tn ct II ct home ia
always the one whis '.la VS. out" as the
boys express It y
So accustomed are the teachers to
hts abssnce and d wri Hen:t xcuse from
PARENTS that his tale n,f fc rgotten Hex-,
cEso gets Gusy credence AN thus lax
regard for truth Ia cultivated. And
the boy ends the year, II he lost that
long. q failure. "a
Think of the consequences ON char
acter. Habits, make character.
"A boy who Tor trivial excuses Ia al.
lowed to remain at home when he
should be at school will employ e,1cf,
excuses for his failure all through life.
He may be regular at his iot, For
he'd lose It othel wise. but Sc he
ehonld work for himself he VIII Dr0-
crastinate and let things 20 .uridone
according to the. habits or hjs youtli
which were fostered by the very par.
ents who isved him most. +; 81
.Aa1 WeS Will not stop. to dWell on how
In the attempt to. cover the wehk
places, q boy tries 10 deneiye his
teacher and so cultivate a. tendenty
toward fnlsshood but this fs the IN |
eyitabl outcome OF missed days at
school. The weak place is there and In |
the effort to hide II a boys. regard for |
absolute truth Is beBmirched.
& Let ;us appeal TO all parents TO assist |
fhe teachers everywhere by having the |
boys at school every day for. only. thus |
can the better grade OF work ba dona.,l
Only with the full coSoperatf0n AZ |
parents can the best results be &C.
comp 1iShe RI IS
because your boy does NOT get along
dont blame the teacher. Think of the
other boys who ere doing Welisunder j
the same teacher and then see if vo,i
nave helped the cher ali yon can.
y k$I
q 81 % d 90 q 81 d b 81 a 8 8 d 81 d q
Is ases,l llsAssssA!s! y e>nEExz
q q q 90 g, o Z: o o o s0s % ot d Is d,
iSs our school at Aotntnin Creek 'fsI I
getting along nicely. We have tWertysl
seven pupils on; roll All Of them Seem