PARENT AND TEACHER IN NEW ASSOCIATION

Press, Volume LXXXII, Issue 24869, 8 May 1946, Page 6

PARENT AND TEACHER IN NEW ASSOCIATION

HOME AND SCHOOL

The annual meeting of 11* Federation of Parent-Teacher Associations was held in Christchurch last week. In this article Mr G. M MITCHELL gives an account of the rise and work of such associsl tions.

One of the most interesting developments in the sphere of educatipn during recent years, not only in Canterbury but throughout New Zealand, has been the growth of the parent-teacher association movement. A parentteacher association is generally attached to a particular school, all or most of its members being either parents of children attending the school or members of the teaching staff; but in many districts the association opens its membership to all interested adult residents of the school district, and so becomes a real community group. Other names are frequently used: home and school association, parents’ and friends’ association, and parents’ council, for example. Aims are variously stated and pursued; but the fundamental alm of all associations is that of promoting the welfare of the children in the home, the school, and the community. Clearer and Wider Views The full development of the child is unquestionably a task calling for the combined and agreed efforts of home and school. Associations try to foster co-operation and understanding bv enabling parents and teachers to meet and discuss their problems on common ground. ' Parents can be kept informed of the object of the school and of developments in educational theory and practice—knowledge that parents are keen to have. Mr G. E. Overton, Chief Inspector of Primary Schools, in his annual report last year, wrote: “There has been much more in evidence a general desire on the part of parents to obtain a better understanding of the work of the schools. The number of parent-teacher or home and school associations shows remarkable increase.” It is only when teachers are supported in their work by informed and understanding parents that their efforts can be fully effective. Without full and regular opportunities for discussion, it is difficult for parents and for the public generally to see what the schools are trying to do, and why. Teacher members of associations gain an unequalled opportunity of knowing the parents of the children they tesch. In cdrsequence, they gain a fuller knowledge of the children themselves. This knowledge is undoubtedly of value in their work with their pupils. At the same time “Miss Johnson” and “M£ Black” become real persons and live personalities instead of disembodied names. There has been a tendency during the last few years for schools to move out beyond tneir own buildings and playgrounds. Museum visits, factory inspections, and nature study excursions are now accepted as regular parts of the school curriculum, enabling the children to see the life and work of the community, and see them in connexion. The associations, in their turn, provide a means of bringing the community into the school. In some schools where there are woodwork, engineering, and

sewing rooms, association member* u organised classes have the use of ik facilities for the various crafts. tS activities of some associations ‘are m wide that they provide, in effect nucleus of a community centre. Field of Activity Perhaps the most noticeable feature of association programmes is their ariS variety. No two schools or school dJ tricts are faced with identical conrii tions or problems. Since a p arC n»‘ teachex' association, to be a real lor* in the community, must relate its tivitxes to local requirements andw>£ ferences, no one pattern of or programme is possible or advisable One association meets its needs bv courses of lectures; a second weights iu programme heavily on the social side * third uses the method of the discussion group as the most suitable for its pur. pose; a fourth combines al) types ctf programme. Some associations concern trate on the material improvemen 4 of the school environment; some devote the greater part of their programme to the study of aspects of child psych, ology. Whatever the type of pro, gramme, the central object is always the welfare of the children. ’ w Rural Work Parent-teacher associations in Christ, church have in general developed mud as they have in other areas in Zealand. The majority of Christchurd schools, both primary and pog< primary, now have a parent-teachd association. In strength and numbet the post-primary associations in ChriS church compare more than favourable with those elsewhere. Country school have relatively fewer associations city schools; but those that have btes established have done excellent work One country home and school league 13 example, now maintains a scheme he which approximately 100 children ceive a hot meal every day during the winter months. The fact that more thia 40 voluntary helpers have been orm nised to carry out the work Induim the influence of the league in the diZ trict. With the idea of pooling resource! lot their mutual benefit and of providing a central organisation to promote parea® teacher objects, the Cnristchuroh a® sociation, in May last year, formed the Canterbury Federation of Parent* Teacher Associations. The federate® hopes in time to secure the affiliatfoa of all associations in the CanterbVH Education Board area. The federate® aims, especially, to foster the fornj£ tion and growth of associations. In hj first year of operation the federation has produced a booklet, “The Cante* bury Home and School,” designed ta help existing associations and promote new ones. In other districts in Netf Zealand similar federations have been established. Parent-teacher associations, unofficial and voluntary organisations of peopla vitally interested in the education 4 children, have become a force in «du* cation in this country, and will be la* creasingly influential.