It is true that parents may not understand all the subjects that are taught in the schools. Parents may not be acquainted with the methods of teaching so that they can be intelligent critics of schoolroom procedure. Never mind. That is not necessary. You do know boys and girls. Many of you could give us teachers valuable suggestions on the best ways of dealing with boys and girls. And there isn't one of you who could not assist the teacher in the work with your own children. And then there is another way to look upon it. It is altogether possible that this closer acquaintance with the school and with the teachers—with men and women who have made a careful, scientific study of boys and girls and of the art of teaching—it is altogether possible, I say, that this contact might react helpfully upon you and the home. You might possibly get suggestions from us that would help you in the home. The closer contact might be mutually helpful.
And so, in this necessarily hurried manner we have passed in review these three great age-old yet very modern institutions—the home, the church, and the school. We have seen whence each has arisen, have noted the pathway trod, and caught a glimpse of its present-day function. And the close relationship, too, must have become plain as we passed along. No one of the three, we have seen, could stand alone. Each depends upon both the others and likewise lends them both assistance. For sane, all-round, constructive work in any one field, the contributions of all are seen to be needed.
Let us, therefore, take an account of stock, as the business man says, and note our individual attitude and responsibility. As representing the home, let us look upon the other two as creatures of our own building still requiring direction and fostering care. Let our attitude toward them be neither patronizing nor coldly critical. As representing the church and the school, let us not forget the source of our being. We should not ignore the home nor attempt to dominate it. Let us, rather, seek to carry out its program, rendering a good account of our stewardship. Thus and thus only can the great work originally entrusted to the home be accomplished.
VI
NOBLESSE OBLIGE
A Convocation Address delivered at the University of North Dakota, January 29, 1916
There is no audience before which a speaker should have greater reason for apprehension than an audience made up largely of university students. There is no audience for which a speaker should more carefully choose his thoughts and the words for their expression than a university audience, nor one more worthy of earnest treatment. On the other hand, there is no audience that a speaker can address more inspiring than an audience made up of young men and women in the heyday of young life preparing for better and larger usefulness.