The PTA in Post-War education

Title

Language

English

Year

1947

Rights

In Copyright - Educational Use Permitted

Fulltext

Tile PTA In Post-WE'ir ~ducation ISABELO TUPAS CIVISION SUPEIWHENDENT, PAMPANGA From the mate~ial .chaos ana morae·- utgent and· grave irr-the material field anu spiritual blackout ·left us by tne and even more in the character-emowar, tne inunediate postwar }Jroo .. ::ms nonal field. me r .a..n. as :.u.,..-onert of of education are self-eviUent: ln tne tne schools ·assumes a pivotal rol.i in material field, we nave tne recons- our . -educational system. ·- Because ·of truction ·of school buildmgs ana cons- tfie limned financial resources o! the truction of new ones; t11e repair and replenishment of school equipment; the replenishment of oooKs ana educational materials. In the. human field, w~ nave the renaotl!Cauon or tne children's health to the ena that fuey may regain their fiOrmer v1gor ana bouyancy of spirit; tne restoration of confidence in and respect for their elders, for law, for human and property rights, and 10r those In authority; the stabilization 0f character anu emotion~ al life to the end that there be calm instead of hystena; tnat there be a feelng oi security imte:;d of fear; iove for huma~ity instead of indifference; faith instead of disbelief and a sensitivity to the values of human life and the dignity of human personality. vVe must mak~ sacrifices now to remove the traces of destruction from our landscape and "vipe away the harrowing memories and evils of the war from ourselves so that we can have the peace of mind, strength, and optimism to restore the family, the community, and the nation to normal progressive living. In the curriculum we must seek and stress such studies as will make the children what we hope them to be - happy, efficient social beings free men instead of inhibited, inarticulate individuals; and as we abhor war as the rest of the people do, we nere should pledge also that "since' wars begin in th.e minds of men, it is in the minds of men that the defenses of peace must be constructed." As we are confronted by problems, 36 goveramenf; it is compeiiea to shUt a part of U:.e burden of school support upon the PTA-an incidence in the f1scal policy of the gqv~rnment which gives the PTA S?me official standing .. Where the :PTA has limited resourc~, it has also succeeded in obtaining municipal school- appropriations which provision may be considered a signal proof of municipal capacity for local autonomy. This also signifies the awareness of the people and the municipal officials that the schools are a C{)nununity project. Until recently, when 'almost everyone but teachers was making big money in business or in army camps the PTA came to the rescue of the teachers by givmg them extra pay in cash or in kind, Or otherwise took kind care of teachers. The PTA stood by the teachers through thick and thin and the most loyal and long-suffering among them kept faith with the association in the service of the children. Thus in the most trying hours of r:e-=d for survival and the call for public service, the bond of uaderstanriing and respect b,etween t11e parents and the teachers has been forged. From this interrelation arose the :Jew consciousness that the pare!lts and the teachers have become partners in the educational enter:crise. The teachers give instruction t.o the children in s-:hool while the association, through the parents, check ·them at home :>bout their lessons or otherwis~ ask t!•~ m , "What haYe your teac.1ers (Continued on page 40)

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