Basic HTML Version
Chapter 33—Cooperation
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. It should be the effort of
parents and teachers to cooperate in all that concerns the well-being
of the child.
The work of cooperation should begin with the father and mother
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.
They should yield themselves to God, seeking help from Him to
sustain each other. Together they should 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 will
not be a cause of disturbance or anxiety at school. They will be
a support to their teachers, and an example and encouragement to
other students.
Parents who give this training are not likely to be found criticiz-
ing 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.
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
[177]
indulgence leave to the teacher the unpleasant task of repairing their
neglect. Then by their own course they make his or her task almost
hopeless. Their criticism and censure of the school management
encourages insubordination in the children and confirms them in
wrong habits.
If criticism or suggestion in regard to the teacher’s work becomes
necessary, it should be made in private. If this proves ineffective, the
matter should be referred to those responsible for the management of
the school. Nothing should be said or done to weaken the children’s
182