In the formation of
character, no other influences count so much as the influence of the home. The
teacher's work should supplement that of the parents, but is not to take its
place. In all that concerns the well-being of the child, it should be the
effort of parents and teachers to co-operate.
The work of
co-operation should begin with the father and mother themselves, in the home
life. In the training of their children they have a joint responsibility, and
it should be their constant endeavor to act together. Let them yield themselves
to God, seeking help from Him to sustain each other. Let them teach their
children to be true to God, true to principle, and thus true to themselves and
to all with whom they are connected. With such training, children when sent to
school will not be a cause of disturbance or anxiety. They will be a support to
their teachers, and an example and encouragement to their fellow pupils.
Parents who give
this training are not the ones likely to be found criticizing the teacher. They
feel that both the interest of their children and justice to the school demand
that, so far as possible, they sustain and honor the one who shares their
responsibility.
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Many parents fail
here. By their hasty, unfounded criticism the influence of the faithful,
self-sacrificing teacher is often well-nigh destroyed. Many parents whose
children have been spoiled by indulgence, leave to the teacher the unpleasant
task of repairing their neglect; and then by their own course they make his
task almost hopeless. Their criticism and censure of the school management
encourage insubordination in the children, and confirm them in wrong habits.
If criticism or
suggestion in regard to the teacher's work becomes necessary, it should be made
to him in private. If this proves ineffective, let the matter be referred to
those who are responsible for the management of the school. Nothing should be
said or done to weaken the children's respect for the one upon whom their
well-being in so great degree depends.
The parents'
intimate knowledge both of the character of the children and of their physical
peculiarities or infirmities, if imparted to the teacher, would be an
assistance to him. It is to be regretted that so many fail of realizing this.
By most parents little interest is shown either to inform themselves as to the
teacher's qualifications, or to co-operate with him in his work.
Since parents so
rarely acquaint themselves with the teacher, it is the more important that the
teacher seek the acquaintance of parents. He should visit the homes of his
pupils and gain a knowledge of the influences and surroundings among which they
live. By coming personally in touch with their homes and lives, he may
strengthen the ties that bind him to his pupils and may learn how to deal more
successfully with their different dispositions and temperaments.
As he interests
himself in the home education, the
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teacher imparts a
double benefit. Many parents, absorbed in work and care, lose sight of their
opportunities to influence for good the lives of their children. The teacher
can do much to arouse these parents to their possibilities and privileges. He
will find others to whom the sense of their responsibility is a heavy burden,
so anxious are they that their children shall become good and useful men and
women. Often the teacher can assist these parents in bearing their burden, and,
by counseling together, both teacher and parents will be encouraged and
strengthened.
In the home
training of the youth the principle of co-operation is invaluable. From their
earliest years children should be led to feel that they are a part of the home
firm. Even the little ones should be trained to share in the daily work and
should be made to feel that their help is needed and is appreciated. The older
ones should be their parents' assistants, entering into their plans and sharing
their responsibilities and burdens. Let fathers and mothers take time to teach
their children, let them show that they value their help, desire their
confidence, and enjoy their companionship, and the children will not be slow to
respond. Not only will the parents' burden be lightened, and the children
receive a practical training of inestimable worth, but there will be a
strengthening of the home ties and a deepening of the very foundations of
character.
Co-operation should
be the spirit of the schoolroom, the law of its life. The teacher who gains the
co-operation of his pupils secures an invaluable aid in maintaining order. In
service in the schoolroom many a boy whose restlessness leads to disorder and
insubordination would find an outlet for his superfluous energy. Let the older
assist the younger, the strong the weak; and, so far as
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possible, let each
be called upon to do something in which he excels. This will encourage
self-respect and a desire to be useful.
It would be helpful
for the youth, and for parents and teachers as well, to study the lesson of
co-operation as taught in the Scriptures. Among its many illustrations notice
the building of the tabernacle,--that object lesson of character building,--in
which the whole people united, "everyone whose heart stirred him up, and
everyone whom his spirit made willing." Exodus 35:21. Read how the wall of
Jerusalem was rebuilt by the returned captives, in the midst of poverty,
difficulty, and danger, the great task successfully accomplished because "the
people had a mind to work." Nehemiah 4:6. Consider the part acted by the
disciples in the Saviour's miracle for the feeding of the multitude. The food
multiplied in the hands of Christ, but the disciples received the loaves and
gave to the waiting throng.
"We are members one
of another." As everyone therefore "hath received a (R.V.) gift, even so
minister the same one to another, as good stewards of the manifold grace of
God." Ephesians 4:25; I Peter 4:10.
Well might the
words written of the idol builders of old be, with worthier aim, adopted as a
motto by character builders of today:
"They helped
everyone his neighbor; and everyone said to his brother, Be of good courage."
Isaiah 41:6.