Macon beacon. [volume] (Macon, Miss.) 1859-1995, 1915-10-15
How Parents Hinder School Work of their Children
Read Before Meeting
lent of Schools, Kansas City. Mo.

of the scnool. Probably fifty per cent
of the parents do not know the name
of the teacher of their children, much
less her views, her aims, her methods,
or her trials The teacher needs the
sympathy and support of the parents.
Teacher and parent should stand to-
gether in the interests of the child.
There should be free, friendly, and
hearty cooperation between them.
The authority of the teacher will not
be lessened or weakened bv consulta-
tion and cooperation with the parents
but will often be greatly strengthened.
rendering discipline easier and more
thorough and complete. The teacher
should have the advantage for the
child's sake of what the parent knows
of the child's individual qualities and
peculiarities whether of moral, men,
tai or physical nature. So too, the par
ent may better cooperate with and as
sst the teacher if she has the benefit
of what the teacher knows of the child.
The teacher should know the child
from the parents point of view, and
the parent should know the child from
the teachers point of view. The par
ent's knowledge and the teachers
knowledge are not always entirely cor
sstent and harmonious. A better ac-
quaintance with the school-its condi-
ditions, it's aims, its regulations and re-
quirements is essential to that confid
ence and support that should come from
every home.
Children are hindered in their school
work in other ways, but, it seems to
me, that if the evil results from these
two sources could be averted. it would
be an easy matter to reach the minor
hindrances, some of which would nat
urally disappear in consequence of any
method through which those specified
could be successfully eradicated.
| should say to the parents first of all
teach obedience, prompt exact and con-
scientious obedience to and respect for
all rghtful authority.
Then, | would say. visit the school.
not once or twice year but frequent
ly. Familarize yourselves with the
school. Know the teacher; know what
your children are doing at school and
how they are Going it, in both study
:, and conduct. Show an interest III their
welfare, not only by visiting the school
often, but by questioning them and en-
couraging them to talk frankly and
freely of the lessons and happenings at
school. Keep up with their work as
far as practicable. Let them tell you
the story of the reading lesson occasion
ally, or name and spell two or three of
the difficult words of the days spelling
lesson. Ask whether there was prob
lem in the arithmetic lesson or point
in the grammar lesson that they did
not understand. Get their opinions on
questions that were raised or discussed
during the day. Such brief reference
to and recitals of school work will in
cidertally reveal your interest and tend
to stimulate and inspire the children, as
we'll as to afford you an opportunity of
helping their education and training.
Some parents endeavor to help their
children by doing their school work for
them. This, instead of being help
is positive hindrance. AS well may
the parent, through his own muscular
exertion. expect the child to strengthen
and grow physically. We would not
expect the child to gain moral strength
by the parents effort toresist tempta-
ton, but strangely enough we do ex-
l. 70 i,,fo al lly hu
] mental efforts to another. The child
e in this way is deprived of the advant-
q age he would otherwise have received
in the preparation of his lessons and
suffers an irreparable loss of independ-
/. ence and self-reliance. The logical re-
t suits in its fullest sense is hopeless en-
: tanglement, utter dependence, and fin
: al and complete discouragemen Let
< the child do his own work; it can not
t be done for him. The parent, however,
r should see that he has favorable op-
n portunity to do it.
u When the child is old enough and far
enough advanced to do some work at
Il home, he should be provided with a
8 study, with table and good light,
comfortable, and as free from distract
iag influences as possible. A study
: period not too long should be set apart
f for the home work, at which time the
+. child should be expected to go prompt
9 ly and continue vigorously and dnin-
, terruptedly at his lessons until his
II work is finished. 1t seems to me that
: the chief duty and most important Of
v flee of the parent here is to see that
these arrangements are as complete
and perfect as circumstances will allow,
: to prevent interruptions and waste OF
f time, and to note the success or failure
of the work, and to render such assist
ance as is compatible with the princi-
y. ble that the child must work out his
1 own salvation.
s The mistake of overlooking is some
: times made. Some parents are so am
bilious for their children that they want
them to take on every accomplishment
o known to civilization and expect them
IS to be masters of none. 1t is too much
~ to require of a ten or twelve years old
child, in addition to a crowded school
) course, private lessons in elocution,
70 dancing, art and violin music.
n Espouslng and openly advocating a
system of education different from that
y with which ones children are identified,
"a finding fault with and criticizing the
It system and the teacher tends to under
# mine the confidence and destroy the re-
u -. e. L.