683 IOWA DEPARTMENT OF AGRICULTURE. 



faults? Not long ago a teacher in a very troublesome school said to me, 

 "I just hate teaching in the country. The parents critisise the teachers 

 so that the children hate her before they even start into school. Think, 

 parents, what an injustice you are doing, not only to the teacher, but to 

 your own child. The bugbear in the eyes of the rural teacher is, I am 

 sorry to say, the average parent. So many parents interfere with the 

 management of the country school without properly understanding condi- 

 tions, insisting upon his child passing on, covering ground regardless of 

 what he is getting out of it. In many cases the young teacher does not 

 dare put the child in the class where he properly belongs for fear of in- 

 curring the displeasure of the parents. 



It used to be regarded as a privilege to attend the public school of the 

 past, but in modern times the pupils seem to feel in many cases that his 

 presence honors the teacher and often threatens to deprive her of that 

 honor if she attempts to include him in any regulation that is not exactly 

 to his liking. This is a wrong sentiment, parents, and you are responsible 

 for it. How often we hear the question asked of a child, "Well, .John, 

 what did your teacher do to you today?" implying that some injustice 

 had been done him. Or, "Well, John, how do you like your teacher?" 

 Would it not sometimes be wiser to ask, "Well, John, how does your 

 teacher like you?" Do not make him feel that he is always the one to be 

 pleased. Have him know that he, too, must stand in judgment. 



All teachers are not perfect by any means. They need your assistance, 

 advice or suggestions and need to know what the trouble is with their 

 work. If your child is having trouble in school call on the teacher out 

 of school hours, have a friendly talk with her in regard to the trouble, 

 remember there is no one beside yourself more interested in your child's 

 welfare than the teacher. Work with the teacher instead of against 

 her and you will soon see the improvement in your child, both mentally 

 and morally. 



Again, parents often tell children they do not need to study certain 

 branches required by the teacher. This, too, is wrong. When a pupil 

 enters school he is expected to follow the course of study. He is not 

 thought to have the knowledge necessary to decide what studies are for 

 his future good. 



How can a child tell what is best for him? Why should he be a law 

 unto himself? The experiences of the past century should certainly have 

 thrown some light on the relative value of studies usually taught in the 

 public schools. Why should any boy be permitted to study hard on what 

 is easy and give up that which is difficult. 



If we go to a physician we do not tell him how he must treat our ill. 

 If we go to a lawyer we do not dictate how he shall try our case. These 

 men are professional men who are supposed to know best what can and 

 should be done in the line of their life work. It is the same way with 

 teachers. Your children go to them for instruction and the teachers, not 

 the children, should lay down the rules of conduct so far as school work 

 or school results are concerned. Otherwise you have no right to hold the 

 teachers accountable for results. 



Education should be a training for life, a preparation for future work. 

 The leading educators all see the great necessity for co-operation between 



