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ROSS'

AMERICAN

School Furniture Works,

ESTABLISHED 1838.

The Pioneer and most Extensive Establishment in the U. States.

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An Illustrated Catalogue and information forwarded, on application, by mail or

otherwise.

N. B. EVERY ARTICLE OF SCHOOL FURNITURE FROM THIS ESTABLISH

MENT WILL BE WARRANTED.

ALL COMMUNICATIONS MAY BE ADDRESSED TO

JOSEPH L. ROSS,

Office, CHARDON, opp. HAWKINS STREET,

(NEAR THE REVERE HOUSE,) BOSTON, MASS. Entered, according to Act of Congress, in the year 1860 by JOSEPH L. Ross, in the Clerk's Office of the District Court of the District of Massachusetts.

HARVARD COLLEGE

MAR 26 1937
LIBRARY

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THE influence of parents is a power in the world. It would be well if it was always exerted in behalf of truth, justice, and universal improvement. That this is not always the case is very apparent, even to a casual observer. Too many times, it is to be feared, parents do not have the highest good of their children in view, or, if they do, they fail in securing it through a mistaken idea of the course to be pursued. It is natural for the parent to desire to see the child grow up an intelligent, moral and useful citizen; but it requires much sagacity to act in such a manner as shall conduce to such a result. Yet, in view of the end to be attained, no judicious parent will feel like shrinking from the responsibility that rests upon him. Parents should assiduously strive to secure, for all, the means for obtaining a true and generous culture. The welfare of each requires that all be well educated. To educate a single family or a single community will not secure the highest happiness, if those around VOL. XI.

13

194

I due P

V. 19, no. 7

ر

1864

Parental Influence.

them are allowed to grow up ignorant, vicious and degraded. Hence all should strive to have education universally diffused. Not only does it rest upon parents to secure a system of universal education, but the welfare of each school depends upon their influence. They can have good and convenient school houses, if they so decide. All that is needed in order to have a suitable house in every district, is harmony of action on the part of parents, as there is or should bea harmony of interest. Wherever you see an old, dilapidated school-house standing almost in the road and helping to form part of the fence by the wayside, as if that was the sole object of its existence, you may know that there is an apathy on the part of parents that will blight the prospects of many a youth whose career might otherwise have been one of honor and usefulness and who might have earned for the community in which he was reared an imperishable history. On the other hand, wherever you see a good school-house you may feel that there is an interest in the rising generation that will produce the most beneficial results.

The influence of parents can secure the services of good and competent teachers. If the success of a school depends to a great extent, upon the teacher, it is as clear that the kind of teacher employed depends entirely upon the interest the parents feel in the cause of education. If they desire the services of a successful teacher, such an one can always be obtained. If better teachers are demanded, there are those who are ready and desirous to qualify themselves for the work, if they can but secure proper situations in which to labor. As a general rule the supply is equal to the demand. But the influence of parents does not stop here. Good rules and wise regulations are essential to the success of every school, but to be effective they must be strictly observed. Parents have an interest in this of no secondary importance. Habits of order, obedience and punctuality will be of the highest importance to all who may acquire them. Parental influence will do much toward giving strength and efficiency to wholsome rules, if it is wisely exerted. Parents should understand the regulations of school, learn their objects and

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aims, explain to the children their value, and so speak of them as to leave the impression that they can not be disregarded or violated without doing a lasting injury to the child and to the whole school. A careless word, an unguarded remark, or even a manifestation of indifference on the part of parents often does irreparable mischief. Frequent visits to the school, confidential intercourse with the teacher, habitual inquiries of the children concerning their lessons and conduct never fail to exert an influence upon the school that would never otherwise be felt. Parents can not afford to have poor schools. They cost too much. They waste too much valuable time They spoil too many gems of countless price. They lay the foundation of too much crime and misery. Good schools are always cheap. They yield a perpetual interest. They are better investments even than government stocks. Indeed they are the foundation of good governments. In forming a good school, parental influence is "the first, second, and third virtue.” T. K. P.

CORRESPONDENCE.

WASHINGTON, D. C., May 23, 1864.

Mr. EDITOR:-Our Colonel used to be a school teacher. When the tocsin of war sounded over the land he laid aside the birch and took up the steel. He did not tolerate rebellion in his school-neither should there be, thought he, in the great school-room of the nation. So he lent his arm to punish the rebels. Our Colonel is brave. We know that. The ugly scar he carries proves it. So we respect him. He is gentlemanly. We all testify to that and thus we esteem him.

So do also the powers that be. The President formerly placed a son at his school. The Secretary of War and Provost-Marshal General regard him with favor. He has risen fast. Within a few weeks two high offices have been given him. He had, already, demonstrated his fitness for the positions. I would name them but that you would recognize

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our Colonel and call him by name. This would displease him. He is simple, as a teacher or a colonel should be. He hates pomposity, and dresses as a citizen. He possesses quick perceptions and arrives at his decisions quickly and accurately. He seldom mistakes. I have never known him to reverse a decision. This is also characteristic of a successful officer and teacher. It occurs to me that these officers in many essential respects are not unlike. Yet our Colonel is never excited. He announces his judgments calmly as well as justly. A beleaguering Congressman even, seems contented with an adverse decision. So should a teacher be just and mild and firm in his justice.

Our Colonel is, of course, with three men's duties upon his shoulders-a busy man. Yet sometimes he spends a spare moment with us socially. When a few evenings since we were sitting in the office, after the business of the day, and had remarked his duties and cares he replied "yes I am busy but the thing I most regret is, that I have not now the time to spend with my family, as I used to have. I have two little girls-the eldest about eight. While she was quite young, an aunt conceived the up-hill idea of teaching the child to read. She therefore set the mill in motion, with her a, b, c, d. etc., thoroughly bent on grinding out a smart child. Well, the child grew and learned to read, and learned beside to hate reading and books. With the second, I determined to have my own way. I therefore forbid any such wickedness as had been practiced upon my eldest child. Instead thereof I took them both upon my knees, for an hour every day, to tell them stories. I commenced on little and familiar things, and led them on to what was unfamiliar. I told them about birds and animals, until they had a fair knowledge of ornithology and natural history. I told them about the gov ernment, Mr. Lincoln, Mr. Chase, Mr. Stanton and what offices they filled, about the war and the generals on either side. In this way I entertained them until they had gained quite a knowledge of men and things. It was no task but a pleasure to them and I enjoyed a pleasure too in witnessing their enjoyment, in watching the growth of their intelli

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