Chapter 33—Co-operation
“We are members one of another.”
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 in-
dulgence, leave to the teacher the unpleasant task of repairing their
neglect; and then by their own course they make his task almost hope-
less. 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 ineffec-
tive, let the matter be referred to those who are responsible for the
management of the school. Nothing should be said or done to weaken
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