A parent's job

Preface

THERE are few school principals who are not frequently requested by parents to promote pupils at the end of a school year, regardless of their standings. Whether the children are fitted to do the work of the succeeding grade, is apparently a matter of no concern to the anxious parent. The mere fact that their pride will be hurt by being kept back seems to be the only point considered.

The readiness with which parents often intercede with school authorities for a child to give up a study that is irksome to him is another regrettable tendency which is unfortunately altogether too - common. In such instances neither the intrinsic value of the subject nor the possibility of its afTording most excellent training for the child is taken into consideration. " He doesn't like it " is obviously to them an all-sufficient reason.

Lack of definite responsibility for home duties and absence of deferential respect for their elders are the two particulars in which children of today differ most widely from

PREFACE

young folk of twenty years ago. Teachers are deeply impressed with this fact and often comment on it; and even the casual observer on the street must recognize the same condition with no little concern.

It also often happens that pupils drop out of elementary or high school because they have lost interest through not understanding their work. It is likewise true that from the standpoints both of aptitude for work and of efficiency in making use of common practical processes, business men are far from satisfied with the product of the schools. Frequently parents who try to help backward children, become discouraged and give up the attempt because methods have changed so greatly that they do not understand the " teacher's way " of doing things.

From all these considerations it follows that many parents should better understand the true aims of education and the methods of instruction now prevalent in schools. That they should also co-operate more intelligently with teachers in the work of training their children is equally plain.

" A Parent's Job " has been prepared

to aid in accomplishing these two most

desirable ends. If it succeeds even in a

moderate degree, and thus helps to make

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PREFACE the work of the noble, devoted women in our public schools more pleasant and effective, the author will feel well repaid for the time and effort expended in its preparation.

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Contents

CHAPTER PAGE

I Slipping Responsibility on the Schools 1 II Displacing the Idol of Percentages . 9

III Habits of Address that Home and

CHAPTER I Slipping Responsibility on the Schools

NOTHING makes a stronger appeal for our loving protection than a tiny, helpless babe, toddling about the house and winning all hearts with its sweet smiles and pretty ways. Its every sign of growing intelligence is watched with deepest interest, the entire family uniting to encourage or repress its budding instincts, as may seem best. Tenderly and hopefully fond parents talk over the little one's future, and earnestly resolve to make its life full of happy usefulness.

During the climbing, clattering, clamoring period which follows, however, little folk do not appeal so strongly to the interest of their elders. With a sigh of relief they are often sent to Primary School, as soon as the law permits, and to church on Sundays, if a convenient one is available. In the remaining daylight hours, their training is often too largely left to chance, — many parents apparently having implicit confidence in the old tradition that Providence 1 especially guides and watches over children and other irresponsible persons.

Nevertheless, some decades past, most parents had a far larger share in the education of their children. Mothers carefully taught their daughters sewing, cooking, and various other domestic duties, and would have regarded it a serious reflection on themselves, if their girls had married without a good working knowledge of these essentials. Boys had a daily round of chores about the premises, helped in useful ways in their father's business or trade, and were expected to perform speedily and well whatever tasks were assigned them. Work before play was an established rule of the home, and poor workmanship was not accepted. Carelessness in speech was considered neither dignified nor self-respecting, and slang and profanity were sternly rebuked.

The idea that a penny saved is a penny earned, and the wisdom of laying aside a nest egg for a rainy day, were inculcated almost from babyhood. Indeed, in those economical times, Fourth of July, the Circus, and Christmas were about the only spending days for children — days anticipated months ahead and enjoyed to the full. Early to bed and early to rise, a maxim applied in a reasonable degree by the entire family, was so fixed a rule for young folk that late hours 2

SLIPPING RESPONSIBILITY

at home or an evening out for entertainment was an event long remembered. Children ate what was set before them without demurring, for the leavings, if there chanced to be any on their plates, were sure to appear for their first course next meal; and the rule that little folk should be seen and not heard was strictly enforced, especially while dining.

Respect for older people, without regard to dress or station, and for authority, whereever lodged, together with reverence for God and His church, were foundation principles of that former day home. Most remarkable of all, perhaps, in contrast with present times, instant and constant obedience was rigorously exacted from babyhood until the ancestral roof was no longer claimed as home, and Solomon's well-known advice as to sparing the rod and spoiling the child was one of the scriptural injunctions most religiously followed in the family. In short, hard work, simple living, obedience, respect, and reverence were the guiding stars of youth to home-keeping and good citizenship.

It is interesting to note how many of these practices, formerly regarded by parents as their " bounden duty " in bringing up children, have either become little used, or have slipped bodily over into the realm of the public school. Any duties children may have in many homes to-day, instead of having 3 precedence over play, are quite likely to come in for the last and shortest innings. Few girls are now taught sewing and cooking by their mothers, but good courses in both are available in the schools of many cities. At the present time it is quite exceptional for boys to have daily home duties which must be performed with reasonable swiftness and efficiency; but in many schools manual training shops afford opportunity for getting acquainted with tools and gaining facility in their use.

Judging by the frequent recurrence of guy, peach, swell, and numerous similar expressions in the vocabulary of children, there is no longer great objection to the use of slang in many homes. Along with the ever increasing cost of living and the mad scramble of parents for fine clothes, automobiles, and similar extravagances, every day is now a spending day for children, — a fact to which the corner stores and nickelshows bear indisputable witness. In fact, the public school with its occasional penny savings bank system seems to be about the only check to this Niagara whirlpool of expenditure. As to early retiring for children, a visit to the " movies," vaudeville, and other places of amusement will readily disclose into what innocuous desuetude that time-honored practice has fallen. 4

SLIPPING RESPONSIBILITY

The natural sequence to this combination of lapses is too many nervous children, — children who cannot be strictly held to any standard or regime, and who follow more or less their own sweet will in what they do and say. The claim is not made that every thing pertaining to the home training of children in the times referred to was perfect, nor that all is unworthy of praise to-day. Indeed, the methods of our forefathers were too likely to be of the rule or ruin type, and there was little or no differentiation in management, no matter how much children might differ in temperament. Besides, there were exceptions to the general rule then, just as there are now.

It is true, however, that the ideals as to hard work, early hours, thrift, personal dignity, obedience, respect, and reverence, by which parents were formerly guided in bringing up their children, tended to produce an industrious, self-reliant, self-respecting, law-abiding nation; while, to say the least, the more or less wide departure from those sturdy, wholesome standards, forebodes no improvement in the future citizenship of our country. Nevertheless, with the more attractive, better constructed school buildings, more practical curriculum, and more interesting teaching; with the far more widespread knowledge of hygiene 5 and prevention of disease, and with the increasingly deep interest in child welfare throughout our country, the babe of to-day should have a far better chance for all-round healthful development than ever before.

This chance, however, must necessarily depend, to a large extent, upon the intelligence, perseverance, and faithfulness of parents and teachers in squaring the training of their little charges by the rugged ideals previously mentioned herein. The school can and will continue cheerfully to teach domestic sciences, manual training, and other features of life's preparation formerly left entirely to the home, because the numerous changes that have taken place in household environment during the past few decades make the class room the most practical place for efficient instruction in those lines. Teachers should not, however, be compelled to deal with children who at home are cultivating no appetite for hard work and responsibility, and whose consuming idea of life is to have good times in the easiest possible way, regardless of the rights and feelings of anyone who happens to retard or block the attainment of that end. In these respects, parents must return to the sturdier ideals of their fathers, and the sooner there is a strong, united, persistent effort in that direction, the better it will be for all concerned. 6

SLIPPING RESPONSIBILITY

First of all, fathers and mothers must realize that carrying out the fond resolutions with reference to the future of the crowing infant is no cursory, by-the-way undertaking; but an obligation that requires infinite wisdom, vigilance, patience, and perseverance, — a job for a genuine man and a true woman, — in fact, the most sacred duty of parenthood. Unlike prayer meeting or the club, it cannot be more or less successfully undertaken by one parent without the other. Frequent consultation, hearty co-operation, and the most intelligent team work are essential to the best results.

The fact that the child is naturally disobedient, dull, unattractive, or inclined to degeneracy, instead of lessening, increases the responsibility of parents. A teacher who would try to ignore or eliminate a child because it is dull or troublesome, would not be, to say the least, a credit to his profession. Such a child challenges the best that is in an instructor. One by one the various resources at his command are brought to bear on the case, and the more protracted the effort, the greater the satisfaction taken in the ultimate success, since victory in such a test of professional skill gives the keenest possible pleasure. Surely parents should manifest a similarly high professional spirit in dealing with their own children of the 7 type described; but with vastly greater zeal and patience, since there is so much more at stake for them than there can possibly be for the teacher.

With mallet and chisel, or with brush and color, the sculptor or artist labors patiently and enthusiastically for years to produce his ideal statue or picture; yet, no matter how perfect, the result at the best can be only cold marble or lifeless canvas. How much more absorbing and self-satisfying is the work of parents and teachers who with similar skill and perseverance fashion the plastic child! And how much greater pride and delight they may well take in the finished product, — the living, breathing man or woman, — strong and splendid in the truest and best sense of the words!

Realizing, then, that in the training of our children we have an obligation which demands our best judgment and effort and may produce results fraught with the deepest and most abiding satisfaction, we shall now consider some of the ideals to be kept in mind in connection with this important work, and the best and most practical means by which they may be accomplished.

CHAPTER II Displacing the Idol of Percentages

THE great barrier in the way of intelligent co-operation of parents and teachers in the education of children is examination percentages. This idol must be displaced, — aye, shattered and relegated to the rear, before home and school will work together with understanding and sympathy for the highest and best interests of the young folk whose destinies they so largely determine.

It is customary for teachers to send home monthly report cards on which are noted the standings of pupils in various studies; and by these parents are supposed to keep in touch with what their children are doing in school. As a rule the standings on these cards are based upon monthly written tests; sometimes on written examinations covering a term or a year, — all of them, to a very large extent, tests of memory. If pupils remember fairly well, they may apply themselves very little to the daily work, and yet make a reasonably good showing on the test; they may grossly neglect regular school duties, and still, by a few hours of industrious cramming just preceding the examination, 9 land creditably in class records; dishonest pupils may copy enough from the papers of better prepared classmates to gain a passing mark.

Nevertheless, since promotions depend so largely upon examination standings, the latter naturally loom up on the school horizon to pupils, parents, and sometimes even to teachers, as the great end and aim of education.

The pupil is jubilant over receiving a passing mark, especially in a final test. How he obtained the standing, or what real love for or understanding of the subject he may possess, is to him of little consequence. It is sufficient that he has passed.

Parents, as a rule, pay little attention to their children's work in school until the marks drop below the passing standard. Then they intercede vigorously to have the standings raised to the requisite passing mark, the fact that the child has not made honest effort, or has failed to gain the foundation knowledge or facility for the work of the higher class being apparently not taken into consideration. That Charles, James, Mary, or Elizabeth should be promoted, seems to be the only question troubling the parental mind.

Some teachers take great pride in the fact that all of their pupils pass, rating their 10 own ability and that of their colleagues by class averages in examination, with little or no thought as to whether the habits of work of the young folk under their charge have improved, or as to the strength or weakness pupils may show in the next higher class after the long vacation. Such standards put a premium upon lazy and neglectful habits; they are largely responsible for the inaccurate, unsatisfactory product which the schools send to business men, and therefore cannot be too quickly discontinued.

Even if receiving passing marks in examinations were synonymous with having acquired and retained book information, the standards would still be far from the best. One of the primary aims of education is to make pupils self-supporting. When, after leaving school, a young man tries to secure a position, no prospective employer asks him to locate Mt. Popocatepetl, to raise a-b to the nth power, or to conjugate a verb. Neat appearance, pleasing manners, legible penmanship, and ability to write a good letter do help to secure the desired place. Habits of continuous application to the business in hand, neatness, promptness, swiftness, self-reliance, good health, and sterling character, not book information, will insure continuance and promotion. In failing more strongly to emphasize these 11 important habits of work, health and character, our present system of education is inexcusably lacking in its most fundamental essentials.

Making percentages the basis of promotions is likewise a poor plan, because it places a premium upon being able to do things well under the spur of special pressure, instead of upon forming the habit of doing them efficiently at all times. For example, take the study of English Composition. Pupils are promoted if they can attain 75%, more or less, in facility of expression, punctuation, and grammar. Many do succeed in passing the various tests creditably, but signally fail to continue applying the information gained, since there is no special stimulus for so doing.

Conspicuous proof of a widespread weakness in the teaching of English composition was shown in an experiment tried, a time ago, by one of our widely read monthly periodicals. The enterprising editor sent a circular letter to all members of the graduating classes of several of the leading colleges for girls, requesting each to write an opinion of the value of higher training for women. The numerous answers received were carefully corrected with reference to punctuation, spelling, and English; and the summary of the results, which was later published, was 12 almost unbelievable. Yet this poor showing did not prove that these young ladies had not learned to spell and compose well. It simply demonstrated most glaringly that they had not formed correct habits in these respects. If the editor had given due warning that the replies would be critically examined, and a summary of the results published, the answers received would no doubt have been creditable.

It is well to know how to enunciate and to pronounce correctly, but having the correct habit in both is the thing that counts. It is worth while to be able to use a pen skilfully, when one especially tries, but to have the habit of neat, legible penmanship at all times is far better. To be able to pass an examination on healthful position, deep breathing, and the proper mastication of food is creditable, but to have correct habits in all of these vital functions is absolutely essential to the most efficient living. To sum it all up, our present scheme of education places far too much emphasis upon remembering subject matter, and far too little upon habits of work and habits of use; and the fact is indisputable that shifting the emphasis to the formation of correct habits, utilizing the subjects studied as a means to this end, will vastly improve the product turned out by the schools. 13

Instead of having the monthly report cards of pupils tell their standings in reading, arithmetic, geography, and the other subjects taught, let there be noted on them vital points under the headings, Studies, Habits of Address, Habits of Work, Habits of Health, and Habits of Character, holding up habit-formation as the great thing for which to strive from the beginning to the end of the school course, and making examinations just as incidental a part of the school regime as is the daily recitation.

Under Studies, the trifling fact that Jack or Florence or Sallie or Sam is one per cent, more or less, higher or lower than during the preceding month, — information which any thoughtful teacher will agree not only is of little consequence, but also is largely guess work, — should not be included. Indeed, a study need not be mentioned at all, unless there is some important topic or principle in which the pupil should have help at home, because he has failed to understand it as well as the majority of his classmates. In cases of special weakness, the fact that a pupil needs daily home-practice during the year in reading aloud, penmanship, or in whatever subject his chief defects may lie, should be noted on the report the first month, and occasional comments with reference to 14 his improvement or lack of growth in these respects should be made.

Under Habits of Address, personal appearance, voice, manners, and conversation should be included, since correct habits in all of these particulars count so much toward success and happiness in life. Personal appearance will naturally include bodily cleanliness, good taste in wearing apparel, and tidiness in caring for the hair, nose, teeth, nails, and shoes; while pleasing, wellmodulated tones and gracious, deferential politeness will be the points most worth while under voice and manners.

Such important characteristics as concentration, promptness, industry, neatness, rapidity, accuracy, thoroughness, and self-reliance will naturally come under Habits of Work.

Sitting and standing position, breathing, lung expansion, and care of the eyes and ears are the particulars pertaining to Health Habits that can be most readily observed in school. However, if teachers or medical inspectors notice any other vital points such as exercise, rest, diet, or the elimination of waste, in which children seem to be forming incorrect habits, co-operation with the parents for improving the same should be proffered.

As to Habits of Character, obedience, 15 truthfulness, honesty, appreciation, modesty, fidelity, respect, and reverence are the chief points to be considered, though any other item which parents or teachers might regard as especially valuable for a particular child should be included.

" But this plan involves altogether too many details for a teacher to keep in mind; there would not be time," one might conclude.

That would be true, if all items under each heading or sub-heading were to be considered every month; but such is not the intention. Ordinarily the blank form would contain the five headings, Studies, Habits of Address, Habits of Work, Habits of Health, Habits of Character. If the pupil should be satisfactory in all particulars, no comment whatever would need to be made. If, for instance, he is unsatisfactory in penmanship, has not grasped multiplication of fractions, is dilatory in performing his work, is showing too little industry, is incorrect in sitting or standing position, or shows a tendency to untruthfulness or cheating, the fact or facts under each heading that the teacher might consider the most vital will be reported. Where a child shows weakness in many particulars, better results will be accomplished by concentrating upon one or two habits until they are fairly well started before 16 taking up others. For example, Spelling, Application, Breathing Habit, and Obedience might, one or all of them, be the item or items to be kept continuously in the foreground until a more satisfactory habit is established, when attention should be directed to the next most vital points for the child in question. This plan will of course require careful study of individual pupils; but it is in such differentiation that the highest skill of teachers is manifested and their greatest enjoyment experienced. Besides, the additional time needed for intelligent consideration of individual pupils will be more than counterbalanced by the hours of computing percentages which will be eliminated under the proposed plan.

The objection might also be raised that the plan suggested is such a radical departure from the one in vogue that parents will not understand or approve it; and that many of them may have little or no comprehension or appreciation of the significance of some of the items.

The latter fact is no doubt true; but it is likewise equally certain that parents who do not comprehend or appreciate the vital points which have been enumerated cannot too quickly learn to do so, and that there is no quicker or surer way to bring about such an understanding than to use the suggested 17 headings on the school reports of their children.

The argument might also be advanced that notations on the report with reference to Health or Character Habits, would expose children to the ridicule of their classmates.

This might follow if, as at present, the same card were to be used an entire term, and frequently left on the desk of the teacher or the pupil, subject to inspection by anyone who might happen to handle it. However, the fact should be considered that not only the contents, but also the form and very likely the material of the report would be changed. Instead of being a continuous record of percentages on durable cardboard, which is sent back and forth between school and home an entire term, it would be a monthly statement from teacher to parents like the following:

No. 52 School, Buffalo, N. Y., September, 1917.

Monthly Statement to Parents Concerning George H. Jones, a Pupil of the 7th Grade, for Sept., 1917.

Studies. He will need daily practice in penmanship at home throughout the year. Has not understood Multiplication of Fractions.

Habits of Address. His tone of voice in conversation is too loud. Untidy in the care of hair and nails.

Habits of Work. Does not apply himself. Lacks in- 18 dustry. Written work is not neat and well arranged.

Habits of Health. His sitting position is not good. He must form the habit of erect position, or faultybreathing and poor health will result. His eyes do not seem strong. Better consult an oculist.

Habits of Character. Is inclined to copy home lessons of other pupils.

Explanations. Important facts concerning pupil's lack of progress in subjects studied will be reported under Studies.

Habits of Address include Personal Appearance, Voice, Manners and Conversation.

Habits of Work — Concentration, Promptness, Industry, Neatness, Rapidity, Accuracy, Thoroughness and Self-reliance.

Habits of Health — Bodily Position, Breathing, Chest Expansion, Eyes and Ears.

Habits of Character — Obedience, Truthfulness, Honesty, Modesty, Fidelity, Respect and Reverence.

(Tear off here)

Teacher, 7th Grade, No. 52 School, Buffalo, N.Y.

I have read your September Statement, and shall be pleased to co-operate in securing the desired improvement.

" Without a permanent card giving percentages, who could ever tell whether our children should be promoted or not, and how could their relative rank in the class be determined? " parents might inquire.

Teachers would send on to the next higher grade pupils whose knowledge and habits of work fitted them for promotion, and those who were advanced would be allowed to continue in the higher class, if their work during the first month of the succeeding term should show the requisite capability.

If for any reason a list of pupils with relative rank should be necessary, it could be made by the teacher just as readily and accurately as it can under the present plan, with the additional advantage that pupils whose memory is good, but whose habits of address, work, health, and character are not improving, will not be rated as high as classmates with less facility in remembering, who are showing greater improvement in the essential particulars mentioned.

Upon first inspecting the proposed report, a casual observer may think that, except incidentally, habits of address, health, and character are strictly within the home environment, while all that pertains to studies and habits of work belongs to the confines of the school. Indeed this is practically the status more or less generally existing to-day; 20 and while many pupils do develop well along all of the lines enumerated without especial emphasis being placed upon them at school, the result is usually in a great measure due to excellent home environment.

As a matter of course, a greatly improved product is sure to result from closer co-operation between the home and the school along all of the lines enumerated. In the first place the plan will compel both parents and teachers to consider these vital points seriously with reference to each child at least once a month during the school year, which is in itself most valuable. Then, too, children may be little impressed with what is said to them at home concerning voice, manners, personal cleanliness, breathing habit, or truthfulness; but these criticisms will make a greater impression if they are also emphasized at school. Likewise, the teacher's criticisms of lack of application, neatness, penmanship and similar points have added force when those at home join heartily in urging improvement along the same lines.

The greatest essential in carrying out such a plan as the one proposed is a closer acquaintance between parents and teachers. And why not? Teachers are devoting their time and effort to the work of instructing children. The better the product the schools 21 turn out, the keener will be the enjoyment and satisfaction of those who do its work; and so it naturally follows that instructors are vitally interested in having their efforts supplemented at home in the most intelligent manner possible.

No matter how vast the wealth parents may have invested in any business, they possess no investment so full of possibilities for rich returns in the way of future enjoyment and satisfaction as are their children. Naturally, then, the school in which these little ones are being trained for happy, successful living is the enterprise in which their deepest interest should lie, and the teachers of their children are the business partners with whom fathers and mothers should have the most cordial and intelligent relations.

May the day hasten when autocratic teachers who regard the parents of their pupils as meddlers, and tax-paying parents who look down upon the teachers of their children as unfortunate individuals compelled to work for a living, will be a relic of the past. The best way to bring about this state of affairs is to displace the idol of percentages by the use of aims and ideals that will appeal both to home and to school as vital and worth while.

CHAPTER III Habits of Address that Parents and

Teachers Should Co-operate to

Form

WE sometimes hear a person spoken of as a man of fine address, and the inference from such a remark is that his appearance, voice, manners, conversation, and personality all combine to win the favorable attention of those whom he meets. Some have had pleasing habits of address from childhood. Others have cultivated them only after observation and perhaps mortifying experiences have demonstrated their value. Home is naturally thought of as their chief source of culture; yet it certainly is not the only factor, nor is it always an effective one, since one child of a family will be very happy in his manner of meeting people, while another will be quite the opposite. Although schools, with their cultural environment, are undoubtedly a strong influence in moulding such habits, they are certainly not always a compelling force, for plenty of college graduates are notably lacking in this respect, while persons with little schooling are sometimes especially gifted. 23