Who is Raising our Children?

When the first settlers to North America began to educate their children in the 1600s, the primary goal was to pass on religious values and the rudiments of practical knowledge that would make students contributing, productive members of society. Education was seen as necessary for survival and was the responsibility of the family. But these early schools were open only during a few winter months, when harvest was over and planting was yet to come. One-room schoolhouses suffered through few resources, untrained staff, and limited subjects. However, the entire community would contribute what it could to the school to ensure the children were educated.

The rudiments of free public education began to emerge in the 1800s with the Common School reformers like President Thomas Jefferson. Down through the years, various changes have taken place to attempt to correct the perceived problems in the system. The twentieth century was unprecedented in major reform actions. The dissolution of segregation, the equality of women, the creation of vocational programs, increased funding and structure, longer school years, and certified professional staffing all emerged during the last century.

Today schools are under strict government control and not all decisions are made at the local community level. As a result, many citizens may feel alienated from the public schools, especially if they have no children in the system. Some people seem to have forgotten the importance that future members of society obtain a certain level of academic knowledge and social skills. My perception is that too many people today view the school as another government program that has the responsibility to raise our children for us. In a sense, some parents have abdicated their responsibility in raising their children, turning such a difficult job over to the teachers and principals in the local schools. I have personally heard parental comments to that effect. One such amusing, but sad comment came from an irate parent in a local grocery store. "I don't know why that school keeps calling me," the mother said to another shopper. "I sent him there to learn - they need to take care of his problem and handle him without calling me!"

Many employers complain about the quality of graduates that are emerging from our country's school systems. New employees are showing a lack of practical knowledge, an inability to solve problems, and a poor work ethic. Businesses want to point the finger at the education system and schools often become the scapegoat for some of society's problems.

It is a fact of life that American schools tend to reflect the educational values and financial capabilities of the communities in which they are located. The local property tax rate is often a good indicator of the health of the local schools. Schools in more affluent neighborhoods have better facilities, more current technology, and an expanded curriculum. Parents in poorer districts often do not have the same resources at home to give their children the same advantage as others.

But money isn't everything. True education is a synthesis of all the experiences a person lives through - not just in the formal setting of a school building. Parents must remain involved in raising their children. Community leaders must look for ways to contribute to the local schools. Jane Cowan Fletcher's book, "It Takes a Village to Raise a Child," emphasizes the need for home, school, and community to pull together to complete the task of raising our children. I agree. There is no other way.