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KILN CONSOLIDATED HICH SCHOOL —1918-19.
A patrons Suty to uJItp §>rljool
BY RITA WHITFIELD, Second and Third Grades.
The subject, “A Patron’s Duty to the School.” is one that should not be passed over lightly. It is one that requires a great deal of thought, because the success of the school depends, to a certain extent, upon the kind of pntron it has.
A patron should take an interest in the school. He should visit it, as often as he can; and if he visits the school, he will know better how his child is getting along. He shouldn't sit at home and sny, “Oh, well, I guess my boy is getting along all right down there.” Don’t guess! Go and sec! Also, I think it is the duty of the teacher to visit her patrons. The stronger the relation is, between the home and the school, the greater succcss the school will be.
What is discipline? It is th’ wise adjustment of plans, rules and conditions that keeps the pupils working towards the desired goals willingly, happily, patiently and successfully, without consciousness of friction or undue fatigue. In order to maintain this kind of discipline, the parents must cooperate with the teacher. Each teacher has her own rules, and Ihcy iimy not always please the pupils; but the parents should not take sides with them. Very few teachers have rules that arc too harsh, and, unless they are too harsh, I think the parents should help thee teacher to enforce them.
12
,.i CONSOLIDATED HIGH SCHOOL—1918-19.
SECOND AND THIRD GRADES.
Last, but not least, a patron should cooperate with the tcacher i;: beautifying and improving the school building and school ground. Most teachers have a desire to make the school more home like and more sanitary,—and they will need some hel^> to do this. Suppose a uachor goes out in some rural district to teach. She finds the school yard dirty, unlevel, and too much shrubbery in it. She decides to take her students some afternoon and clean the yard. The next day ..ome of the parents send in complaints about their children having t work outside; that they arc sending them to school to learn their lessons and not how to work. Perhaps they did miss their evening lessons; but, don’t you think it is better to lose one afternoon’s work in .fhool than to have to work nt an untidy school yard the whole Tear?
I have only mentioned briefly, t few of the ways in which a patron may help the school and the teacher. Each patron cxpects the tcacher to do her part. Why should the patron not do his part too?