NORTH SHORE BREEZE 
| 
_ NEED PARENTS’ HELP IN WORK OF SCHOOLS 
school is thus set forth by the head- 
master of one of the Boston schools: 
“The educational, religious, and sci- 
entific publications of today are filled 
with learned discussions and sugges- 
tions for improving and raising the 
_ standard of efficiency and stability of 
- our public school system. In their 
attempt to invent, or organize, some 
__ royal road to intellectual growth and 
morality, the educator and reformer 
_ seem to forget the most essential fac- 
tor in the right development of the 
child mind, i.e., the home. 
“Tt is perfectly useless to attempt to 
solve the problem by an appeal for a 
more efficient school board, fora high- 
_ er grade of teachers, or greater relig- 
ious enthusiasm, unless the fathers 
and mothers of the children put their 
hearts and souls into the work and tiy 
_ in every possible way to encourage 
___and supplement these other education- 
al forces. 
Mee Leachers’ institutes and _ ladies’ 
clubs attempt, through their discus- 
sions and round-table talks, to raise 
_ standards and improve methods. It 
is true, no doubt, that a great amount 
_ of good is done in this way, but the 
4 
‘2 
Me) 
tf 
the parents join hands with the over- 
worked and conscientious teacher and 
add encouragement and hope where 
it is so much needed and where often 
_ it is so sparingly given. 
Inadequacy of Old Way 
“The fact that something else is 
_ necessary is evident from the growing 
interest in mothers’ clubs, heart to 
heart talks between teachers and pa- 
rents and a general recognition of the 
inadequacy of the old ways of going 
the at difficulties. 
_ “T often wonder how many parents, 
unless they have themselves been 
through the mill, realize the amount 
of nervous energy it takes to hold and 
control a class of 50 or more of our 
_ cosmopolitan American children for 
_ five or six hours five days in each 
' week. If, in addition to this, they 
seek to instil love of patriotism, honor, 
a thirst for knowledge and a desire for 
_ future’ usefulness, how much more 
difficult the task ! 
“Ts it any wonder that so many of 
our teachers break down under the 
strain, and, in spite of generous vaca- 
_ tions and periods of rest and relaxa- 
tion, become prematurely old, and 
often give up discouraged at a time 
when they should be most efficient ? 
Surely, there is no class of employes 
more carefully fitted, or more devoted- 
ly enthusiastic in their work than the 
millenium will never be reached until: 
oston Master Points Out How Both Teacher and Pupil Interests Are Aided 
The parents’ opportutity to help the. 
teachers, nor is therea class which is 
doing more for the future generations, 
not even the clergy excepted, than this 
same class of teachers. 
“If the above statements are cor- 
rect, and no one familiar with the sub- 
jrct will deny them, is it not the duty 
of every parent, who has the welfare 
of his child at heart, to do all in his 
power to give sympathy and encour- 
agement and support to these true and 
tried public servants ? 
Cause of Misunderstanding 
‘“‘ The cause of all this seeming diffi- 
culty between parents and teachers 
comes in a large measure from a mis- 
understanding or lack of foresight on 
toe part of of the parent. So many 
parents seem to think that ‘ Caesar 
can do no wrong,’ and when the child 
comes home with his petty complaints 
they immediately take sides against the 
cross, unjust or crankyteacher. 
“The child is sent back to school 
inspired to continue his misdemeanors, 
with possibly a scathing note from 
mother, which shall tell the teacher 
her place for presuming to interfere 
with ‘Johnny’ in his wilful career ; 
and thus the flame is kept burning. 
“Ttis safe to say that nine-tenths 
of the teachers’ difficulties come from 
this sort of disloyalty on the part of 
the parent. 
“How much better it would be for 
all concerned if the parent would make 
it his practice not to listen to these re- 
ports, which, in most instances, are 
like all childish complaints, more or 
less imaginary, but when he thinks 
there may be some cause, go to the 
teacher, and in a kindly spirit try to 
arrive at a mutual understanding of 
the case. 
«T recall my own experience when 
I was first sent toa publicschool. My 
father called to me as I started off 
with my books : ‘ Young man, you are 
going to school to learn, and if I hear 
any reports of any trouble at school 
you may expect to hear from me when 
you get home.’ It is needless to say 
that there was no trouble at school, 
for I had a wholesome respect for the 
paternal authority and knew better 
than to take any chances in that di- 
rection. 
«The above may seem a little severe 
to some, but it is safe to say that if all 
parents would take the same stand 
with their children and live up to it 
there would be very little cause for 
complaint because of insubordination, 
excessive corporal punishment or of 
nervous prostration among teachers. 
‘The question may be asked— 
What measures would you suggets to 
remedy the difficulties which now con- 
front us ? 
Remedial Suggestions 
“The answer is obvious: See to it 
that in so far as possible the home con- 
ditions and life of the the child be such 
as will tend to make him most efficient 
in his school life and interested in his 
work. 
“As to particulars, encourage him 
to always speak respectfully of his 
teacher ; inquire into his daily life and 
the tasks which are assigned at school ; 
insist on punctuality and regularity of 
attendance, as one session away from 
his class may seriously impede his 
progress for many days thereafter, and 
can never be fully made up; discourage 
all outside interests and _ entertain- 
ments which tend to impair his vitality 
or the interest in his school duties. 
“If he has home lessons assigned, 
provide such assistance and encourage- 
ment as will insure their proper prep- 
aration ; require him to go to bed 
early and.to arise in season, eat his 
breakfast properly and start for school 
clean and with all the equipment re- 
quired for the day’s work. 
“Give him good nourishing food, 
instead of fancy pastry, candy and 
pickles, which ruin his digestion and 
retard his mental activity ; insist on 
his having a good amount of vigorous 
exercise in the open air each day and 
a proper amount of sleep in well ven- 
tilated, airy rooms ; make it a point to 
know who his companions are and 
how he spends his time while out of 
your sight. 
Conferring with Teacher 
“The parent will say, perhaps, 
‘But how can I do all these things 
and attend to the numerous cares of a 
large family?’ True, it is seemingly 
an Herculean task, but you have as- 
sumed the responsibility, and on you 
must rest the burden, if you care for 
the results and wish your child to be- 
come an honored, efficient, contented 
American citizen. 
“Many of our brightest, most lova- 
ble and ambitious children are those 
who come from poor homes, where 
they are compelled by necessity to as- 
sume many of the responsibilities and 
cares of life, at an early age, and they 
are made nobler and better thereby. 
‘Last and not least to be consid- 
ered is the inspiration and help that 
may come from frequent conferences 
with the child’s teacher. In this way 
the two most potent forces which are 
fashioning the _ child’s future are 
brought into harmony and unity of 
purpose, and thus may the highest 
ideals of the child, the parent, the 
teacher and the state be realized, and 
continual friction and discouragement 
be eliminated.” 
