ABSTRACT
The pupil, even on a schoolday, is out of school four times as long as he is in; and his sleep must be considered — two or three sharing a bed in cramped conditions as opposed to a snug ten-hour stint in one’s own room adds another feature to the variance of the ‘educative community’. More teachers are, therefore, growing concerned about those other nineteen hours of the day, to say nothing of the 165 school-less days. In some primary schools, a teacher with a particular interest in parental education has taken over a rich responsibility, rather like the teacher with a yen for music or games who teaches her subject through the school. Some schools now have an educational visitor attached or a home-school liaison worker appointed, whereas, at the secondary level, counsellors and teacher-social workers have been drafted. Elsewhere, a head and/or staff might feel that this professional responsibility should be shared.
