The Winslow mail., 1924-03-28

This editorial is continuation of the thought express
Sed last week on the parent and the teacher
In school work, in other community enterprises;
there are many opportunities for misunderstanding
These misunderstanding often arise over the non es
sentias The field of public education is broad enough
and the essentials are big enough to furnish bases
upon which all citizen may unite.
In this and the preceding editorial have dwe upon
what to to be the responsibility of the parent
in connection with the schools We shall later discuss
the teacher from the viewpoint
When consider the fact that teacher has from
thirty to one hundred students per day, we'll
believe it is impossible for him her understand the
characteristics of each child They often learn
much from the parent that will be of value in guiding
the students The teacher should know the child from
the parents point of and the parent should know
the child from the teachers point of view The know
ledge of these two persons is not always consistent and
harmonious. Better acquaintance with the school and
with the home would be of great benefit to these two
guiding forces
One of the serious questions for parents is how much
help to give the children with their work. Some give
none and some give too much. If the child finds a
difficult problem in arithmetic the parent, if he is
familiar with the subject often works the problem out
This Injuries the child. He might give the child the
method but he should not actually do the work With
such subjects geography history it is good idea
for parents to listen to the child tell all he knows about
the lesson. 1t encourages the child very much if ne
thinks he is telling his parents something new. The
parent might go the chids lesson with him and
at least pretend to learn something new.
Sometimes parents in their anxiety for their children
want them to take every accomplishment known to
civilization Where the school is as hard as the
child should handle it seems to us mistake for the
child to take many activities outside OF his studies
The child needs time for play This is of the ways
nature developes the mind. Children VINO are exceed
ngy sober and thoughtful at ten years OF age 90 not
usually accomplish much by the time they twenty
as those who are light hearted and full OF fun Parents
should play with their children well as study with
them.
One Of the most important parts in child training is
the example parents and adults set before children IN
the home and elsewhere. Many people are exceedingly
anxious for their defendants yet set very bad example
before their eyes everyday Every adult person VINO
comes in contact with childhood in any way is teacher
Profanity, quarreing nagging all have very BAD
effect upon the growing mind On the other hand one
of the most powerful teachers is life lived In accord
ance with the highest ideals of human conduct.
In earlier days there was rule followed perhaps
more generally than today. On school nights when
chilren had lessons prepare they were not allowed
to have company or waste their evenings After the
evening meal and little recreation it would be OF great
benefit for children to spend from one to two hours
according to their ages the lessons for the following
dav In fact school authorities have found that this
is very necessary in most cases. Students should not
have great number of parties and these should be on
Friday and Saturday nights.
The school should not try to shift any of it's egti
mate burden to the parents But the parents and
citizens generally responsible for the education
of the children as the teachers
We should all be vitality interested in their future
welfare