The Teacher and the Home
By Ella M. Osborn
Through the spirit of prophecy, the Lord has told us that until the child is eight or ten years of age, the home should be his only school, and the parents should be his only teachers. If, up to this time, the parents have been faithful to the privilege the Lord has given them, the child will have such confidence in them, that, if placed under the right influence a few more years, nothing can come between them and the child. How much, then, rests upon the Christian teacher to see that in the school life this confidence is respected and developed. How this can best be done is a question that should be studied as carefully and as prayerfully as any connected with her work. Few teachers fully improve the opportunities of becoming acquainted with the pupils in their own homes. Next to the members of the family, no one should meet with a warmer welcome in the home than the teacher; in fact, she should be looked upon as a member of each family, and she should, by her interest and influence, prove herself worthy of the confidence and love manifested. Many a teacher whose path is full of obstacles difficult to surmount, might find the difficulties removed if she would give herself unreservedly to her work. Her one question should be, How can I best help these children placed under my care to develop such characters that the image of God may be restored in them? Since a teacher should know her children, we ask, Where can she become so well acquainted with them as in the home? Before the opening of school a fortnight spent in visiting in the homes of the patrons of the school will be of more value than an equal amount of time spent in any other preparation. Teachers, show the parents that you desire their interest and co-operation in your work. They are the ones to whom the Lord has given the privilege of training their children for his kingdom, and they are the ones who understand how best to reach their youthful minds. Could we realize the need of a deeper consecration on our part,—a deeper realization of the importance of our work,—we would look beyond the petty annoyances, and the minor questions that occupy our thoughts, to the great work God would have done for the children and youth just now. The work of the teacher differs from that of the parent. During the first eight or ten years of the child's life he has been developing physically, and not so much attention has been paid to his progress mentally. He has been learning from the things around him, it is true; but when he enters school, he then begins to study in a more systematic way. His associations are different, his occupation is different, and it is not always easy for him to adapt himself to the change. We should not for one instant lose sight of the fact that our object during the period of his school life is to prepare him not only to develop a right character, but also to give him an education that will fit him for the duties and responsibilities of life. Our schools should be second to none. The work done in them should be far superior to that of a worldly school where the Lord's counsel and wisdom is not sought, and where the education given is of a purely worldly nature. If our schools have already begun, and we have not yet become acquainted with our patrons, let us begin at once to get acquainted. Let us consult with the parents about the work. Their experience will make their advice valuable. Invite them to visit you at your school. The children will appreciate this. It will give the parents a knowledge of what you are doing. Explain to them your plans. Make them partners in your work. Study with them perplexing questions that may have arisen in the home or in the school. Pray with them for the salvation of their children. Work personally for each pupil under your care, and, as you work and pray, remember the Lord has said that his Word shall not return unto him void. It is our privilege to stand where no trial can come to us except it is permitted by the Lord. Much trouble arises from the parents' not understanding the work of the teacher. The motive from which you act would often make everything clear. Work with the children; walk with them; talk with them; in fact, live with them; and the more intimate the relation existing between teacher and pupil, the stronger the influence will be. Give yourselves wholly to your work. “Be yourselves what you wish your pupils to become.” ELLA M. OSBORN.