The Waterbury Democrat., 1935-09-06
HR YOUR CHILDREN
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The teacher of today must be a psychologist in her own right Whether we like the word or not we have to accept 1t for what it is Not a matter of 1sins" and "olo. gies" or scientific formulae, but merely a keener disconcernment of reasons behind the behavior and quick insight into possibilities in the child. .5
 While psychology has even been included in the normal school cur riculum, now 1t has assumed more important proportions. But the teacher won't practice fads and ex- periments on your child, or think of him as an interesting problem for case work. Pleace don't wor- ry.
 Instead, she is more sympathetic than the unenlightened master of former years, will not indict a child for stupidity when she rec ognizes an inferiority complex or lack of confidence; she is better equipped, too, to encourage and explain.
 Attitude of Child Changes
 For almost the first time in his- tory. the school child is recogniz- ed as a human being, not a target for the arrow of pedagogy. He has to conform to a system it is true, but the molding has become less enthusiastically more pur. poseful.
 This is result of two things the teachers new point of view and innovations of method in deal- ing with the over or under-average pupil.
 Yet the old war goes on in spite of efforts to cross the fence and the earnest attempts made by Par ent-Teachers Associations every where. sometimes wonder if that fence ever will be removed completely - if things won't stop at being a cordial handshake atop the stile and nothing more. Be- cause the teacher is compelled by circumstance to view the mind of the child, and the parent his heart (emotions).
 Not that the teacher lacks feel ing. Quote the contrary. But she is pre-eminently the represen- tative of learning and non-person- al authority which is as necessary in child development as those softer concessions of home life.
 She cannot be as emotional as we would have her. If she were she would cease to represent what she stands for. In short, her in- terest dare not be too personal or too motherly (except in the first class, where the transition from mothers arms needs to be made gradually, because 1t would be ruinous.
 do not mean that the stiff. starched poker-face Is the ideal teacher. Absolutely not. In fact she or he is a most superfiuous person. But kindness, cheeriness and helpfulness have to be some- what apart from real feelings.
 Teacher may be saying to her. self, Poor little soul. He is so unhappy and hurt', bue she can- not cry over the child or hug him and tell him to let the old lesson BO IT IL WOIElCD Aiiils oJmRabhy removes the last crumb of effort. She cannot show her deep love for certain children, for love furnish es weapon. It is natural to sol- dier under favor. Neither may she show dislike.
 Mothers will very probably con- tinue to think of teachers as un- bending people. In general, that Is. They cannot see that the regi- mentation of school Is necessary to real character building, effort, sportsmanship and adjustability to life.
 There is more of . realer rela- tionship today than ever before between teacher and pupil. but it has its limits. Therefore I am sure that some part of prejudice will continue to survive unless parents can bear to look at the sun darkly and discover . few things for themselves.
 Copyright 1885 NEA Service Incl