The Importance of Cooperation Between Parents and Teachers
By Florence G. White
FLORENCE G. WHITE
COOPERATION means “working together, jointly, or in union.”
“Union is strength; division is weakness.” This truth is self-evident, and has always been recognized. Adherence to this principle has caused armies to be victorious, and has built up and established governments. History is full of such examples. Every society, every organization, has met with success only in proportion to the unity of its members.
Among the many Bible illustrations of cooperation we might cite, first, the building of the tabernacle, which was accomplished because every Israelite was united in the effort. We read: “Every one whose heart stirred him up, and every one whom his spirit made willing, . . . brought the Lord’s offering to the work of the tabernacle.” Again, the walls of Jericho fell because all the people united in obeying God’s command. The Holy Spirit filled the room where the disciples were on the day of Pentecost, because “they were all of one accord.” In the midst of poverty, difficulty, and danger, the great task of rebuilding Jerusalem was accomplished; “for the people had a mind to work.”
If unity insured success in their work, why may not we, as parents and teachers, claim success through cooperation, or unity, in our work of educating the children, which is “the nicest work ever entrusted to man”?
Paul urges the Ephesians to preserve unity and love: “I therefore, the prisoner of the Lord, beseech you that ye walk worthy of the vocation wherewith ye are called; . . . forbearing one another in love; endeavoring to keep the unity of the Spirit in the bond of peace.”
The burden of Christ’s prayer, just prior to his crucifixion, was for unity. He prayed: “Neither pray I for these alone, but for them also which shall believe on me through their word; that they may be one; as thou, Father, art in me, and I in thee, that they also may be one in us.”
Mrs. E. G. White writes: “It is the purpose of God that his children shall blend in unity.” We are his children; shall we not try to carry out his purpose? “Our characters must be molded in harmony with his character; our wills must be surrendered to his will. Then we shall work together without a thought of collision.”—“Testimonies for the Church,” Vol. VIII, page 243.
“When those who believe present truth are united, they exert a telling influence. Satan well understands this. Never was he more determined than now to make of none effect the truth of God.”—Id., Vol. V, page 236.
“Those who refuse to work in harmony greatly dishonor God. The enemy of souls greatly delights to see them working at cross-purposes with one another. . . . The world is looking with gratification at the disunion among Christians.”—Id., Vol. VIII, page 240.
“Union with Christ and with one another is our only safety in these last days.”—Ib. In heaven there is perfect order, perfect peace and harmony. Do we not all expect to live together in the same heaven?
“The work of cooperation should begin with the father and mother themselves, in the home life. . . . 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. . . . Parents who give this training are not the ones likely to be found criticizing the teacher.”—“Education,” page 283.
“If parents would place themselves in the position of the teacher, and see how difficult it must necessarily be to manage and discipline a school of many students in every grade, and every class of minds, they might, upon reflection, see things differently.”
“When children are required to observe rules and regulations at school, and fret under the necessary restraint, too often the parents, who profess to love and fear God, join with their children instead of reproving them and correcting their faults. This often proves the turning-point in their characters.” This shows plainly the importance of cooperation. Unless parent and teacher work together, the very purpose of Christian education, for which both are sacrificing, will be thwarted.
Education comprises more than a knowledge of books. For this reason “the teacher’s work should supplement that of the parents.” The teacher should realize that her work is supplementary to that of the parents, and endeavor to make it such in every lesson recited. But how can her work be “additional” unless she acquaints herself with the child’s home training,—unless she knows the integral part to which it is her duty to add? She must seek the acquaintance of the parents, and learn the strong and the weak points in the children’s characters. Also by close observation and personal contact she may learn to know her pupils. Thus only can she deal successfully with their different dispositions and temperaments.
It is not the correct answer obtained to some difficult problem that is a material factor in the child’s proper education; it is the ability acquired in working the problem that is going to help him solve the problems of life. If the teacher continually keeps in mind the future man or woman,—the gospel worker, teacher, or nurse,—when teaching the boy or the girl, she will be supplementing the work of the parent. In order to accomplish this, the teacher must visit the parent, and learn what the child’s ambitions are, and what he most needs in order to develop the characteristics essential to make a strong man or woman, who will become a successful gospel worker, teacher, or nurse.
“He [the teacher] will find others [parents] to whom the sense of their responsibility is a heavy burden, so anxious are they that their children shall become good and useful men and women. Often the teacher can assist these parents in bearing their burden, and, by counseling together, both teacher and parents will be encouraged and strengthened.” O, there is much for the teacher to do! Few of us realize what our part is, and still fewer do as well as we know.
We know that the primary responsibility and the weight of the labor and burden and care are yours, parents, and8that you are looking to the school to supplement your efforts. Can you not help us, can we not help each other, in this important work? “The parents’ intimate knowledge both of the character of their children and of their physical peculiarities or infirmities should be imparted to the teacher.” Parents should visit the school often, and endeavor to observe carefully the regulations, methods, and discipline. They should cooperate with the teachers in that which they consider good for the children, and point out and help to correct that of which they do not approve.
Parents and teachers, our work with the children at this time is especially important. In Volume VI of the Testimonies we are plainly told that the children who are receiving a Christian education to-day are to proclaim this truth. Are we preparing them to do this work? Are we making them strong to bear the burdens, and meet bravely and successfully the trials and temptations, that are before them?
Satan is working to entrap the little ones; he is using every means and device possible to accomplish their destruction. Let us not, by lack of cooperation or in any other way, aid him in his work. “Parents and teachers should most earnestly seek for that wisdom which Jesus is ever ready to give.”
“Teachers must love the children because they are the younger members of the Lord’s family. The Lord will inquire of them, as of the parents, ‘Where is the flock, that was given thee, thy beautiful flock?’ O, that we may be able to answer, ‘Behold I and the children which God hath given me’!”