Atlanta tri-weekly journal. [volume] (Atlanta, Ga.) 1920-19??, 1921-09-10

I OF the community lie and progress
1t is paid for out of taxes COLLECTED
each year by state and local author:
tiles. There is much grooming and
lamenting at the time the taxes be-
come due, hut there is comparative
ly little consideration given. to the
facilities or equipment which the
school may possess. Frequently the
unkempt in appearance and so poor
ly cared for that they can prove
anything but an inspiration to the
children and the teachers who daily
assemble therein. We expose our
children through the agency of the
In many instances we are not teach
| ing them habits of personal cleanli-
ness, hygiene or sanitation.
Visiting the school would be a
unique experience for most of our
parents. 10 become acquainted with
| terest in the school program would
be something altogether out of the
| ordinary. To know the teacher and
cooperate with her would constitute
| surprising innovation; and yet we
have entrusted the future well be-
the other constituted authorities
which direct it's welfare. Is there
not something radically wrong with
the general attitude Of parents to-
wards the school? Surely, if it is
the most important organization and
interest of the community it should
receive the undivided consideration
and attention Of every individual In
the community.
The first great thing our schools
need, therefore, is to enlist In some
way the sympathy and active sup
come acquainted with the conditions
under which our children are taught
AMI the kind of people who teach
them. We need to see that the ia
cilities and opportunities onered our
children are Of the best. We need
in what the children are doing in
school. We need to consider wheth-,
er the course as organized ana
taught is preparing them acceptaply
to fill that niche in life which they
are destined ito occupy. We need to
culcate the fundamentals OF life INTO
the minds Of our children are OF the
highest type. We need to be certain
that they are comfortably houseo
and paid enough to feed and clothe
themselves. properly and make tne1r
ton. We need to be willing to go
down into our pockets and give
whatever Of our wealth is necessary
for the proper support OF our
schools.
I have never heard men complain
about taxes for education. One rare.
ly hears them speak, however, OF
the cost of courts and courtho1ses
and criminal procedures. We spend
thousands for these purposes ana TO-
the confinement and punishment OIL
criminals in the average community
cen of taxation which education i'm
poses. Surely, this is the wrong at
titude to occupy. Nevertheless, we
regard education as the great es-
sential and fundamental thing Tor
our children to possess. fhe man
who kept his children out OF school
would be ostracised in the average
community Now, under a compul-
sorry school law, he would be pun
This This! being true, one would think
that our schools would be over-bur-
dened with money, s ya poEit.ias WIN WIN
manned by the very greatest edu-
could train and provide. Is it not
surprising, yes, appalling, that the
reverse of these conditions shouio
so frequently pertain? Are we thlnk-
ing about our schools nationally? Are
we safeguarding them as we should!
We need now to put on a campaign
that will teach our people to rea-
lie more clearly the fundamental
nature and character of education;
to sense and evaluate the enormous
responsibilities we are placing on the
teacher; to recognize once Tor all
that the school is the national train
ing ground; that through its agency
we are going to give purpose and
soul and vision and character to our
civilization; that the future of our
nation is raped up in the teachings
of the school room. We need 70
teach our parents that the payment
of taxes for the education of our
children is privilege. The. school
tax in many communities is not
above five miles; suppose 1T were
fifty mills; that would only be five
cents.
Can you picture in your MINDS
eye this situation: A beaut1ful
child six, years Of age ready thd TO- TO- g go
God. This child has all the charac-
teristics of the angel let down from
the sky. This child is the most
precious asset of the home. Thls
child is to make or mar the future
of that home: This child is to be.
commonwealth; or a charge on so
ciety. The crucial day and hour
have arrived The child is now to
be turned over to the fostering care
Of the state through the agency "
the school. Can it be that there is
any question in the mind Of the
father or mother as to the proprle-
ty of spending five cents as com
pared with five mills that this child
may have the best opportunity ana
most capable teacher under which
to be trained and developed? The
answer is an emphatic mo. Then
why do conditions such as l have
portrayed exist? We have not taken
the schools to our hearts as we
should We are not thinking about
them constructively.
fear we have been looking. at
the school in the abstract. I fear
we have remained too long in igno-
| rance Of the school, it's needs. its
| workings, it's Influence on the lives
Of the children and society in gen
eral. If we Scan~bring all the par
ents into proper touch and relation
with the school, we will have done
more to stimulate their organization
and the hour than can be accom-
plished in any other way. A trust
and obligation Of the greatest pro-
| portions rests upon every parent in
this respect. 1t is personal obi
cation of the greatest magnitude
| We cannot shirk or set aside our
duty and responsibility in this re-