ABSTRACT
The teachers are doing things of which the parents are not capable, they have taken over part of the role of parent; and there can be few parents who do not feel some upset as a consequence. For every child ‘rescued’, there must be many others lost. Rarer is the recognition that it should, for the sake of the child, be part of the function of the school to stimulate parental interest. The extent of co-operation with parents varies enormously already. Even if every parent is visited by a teacher or attends meetings on education, the relationship between home and school will not necessarily flourish. The chief object of curricular reform is to make what adults think they ought to know as far as possible relevant to the children’s lives instead of irrelevant, dead, inert, as it so often seems to be at the moment.
