Year: 1860

1t is quite generally supposed by parents,
that when they have furnished their share Of
the children for the school, their duty is COM
pleted. and nothing further can reasonably b8
asked Of them. Sometimes, | have heard
parents feel quite indignant to be requested
to furnish new additional books for their
children, as if the teacher were a reservoir of
knowledge, and could from his abundance,
overflow into the receptive minds Of his
scholars. thus obyiatiDg the need Of books.
Or, if the children have any books Of the
same name as those used in the school, they
think that is all reason can ask. think
good farmers do not set their hired men 10
cutting grass or grain with hoes, or axes or
knives, though grass or grain could surely
be cut with those tools. They understand
that scythes, or mowers or rcapers are just
what is required for that object, and So they
procure those implements. and the success Of
their labor proves the wisdom Of their cous4.


Books are the tools with which most Ot
the labor Of the school is accomplished; if
these are all OF the best kind, SO far the sue
cess Of the school is rendered certain or, If
they are all of the same kind, so that the
teacher can adapt himself to one style, or
have the time which different books un the
same subject would inevitably fritter away,
to devote to fewer classes in the same book,
it is plain that the progress of the scholars
must be more rapid and uniform. In some
of the schools, the diversity If Arithmetics
used is as great and about as confusing in its
results, as if q farmer should send forth to
cut his grain one man with a reaper, another
with a cradle, a third with a sickle, fourth
with an axe, and fifth with knife without
any handle. The last mans punishment is
greater than he should bear.


Here, then, is one respect in which the
parent bearsa very close relation to The school.
If parents realized the gratitude teachers
would feel for the relief and the wider pros
pect Of usefulness afforded them by having
the scholars furnished with the useful books;
or if they cou'd appreciate the impulse 1t
would give to the effort and ambition Of their
children to supply them with all requisite
aids, they surely would not fail to perform So
wise and good a deed if within th ig power
Again those who employ men To- work
for them in shop, or on Il farm. think IL
necessary occasionally to visit them, to salts
fy themselves that every thing Is being done
properly and SO as to promote their interests.
/ They manifest their concern IN matters By
personal attention and oversight. This is
natural, necessary, and right. is it not at
least equally important that interest should
be felt and expressed in the prosperity Of
your children? Are fields Of grain, however
large and profitable, more worthy of regard
and thoughtful consideration than the i'm
mortal beings committed to your care, depen-
dent upon your protection, your support,
your guidance? How many bushels OF whaat
per acre are equal in value to the well ednca-
ted man? How much land would you con
slider an equivalent for good education fo7
your child


The manifest answer to these and similar
questions, shows the almost infinite w9rth Of
q good, practical education. 1t also suggests
the propriety and duty of parents visiting
their schools, to see for themselves if their
children are obedient, diligent, respectful,
and progressing suitably. The right class Of
teachers are glad to have parents visit them;
they feel greatly encouraged, and labor more
cheerfully under the inspiration u tie
thought that their efforts are appreciated
They will feel sure of more efficient study by
their scholars. Of maintaining good order
more easily, of awakening deeper interest
in education in the mind Of all.


These are two quite important considers,
tions; if they are regarded duly by the par
ents Of MiHin County, the schools will be


greatly increased in usefulness, aud parents
themselves will experience the satisfaction
| that ever follows generous, wise action.