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The problem is not money, we have that. The problem is that we are distracted by the wrong conversation. We fight about public vs. charter schools, and this test vs. that test. We know the truth is that there are terrible charter schools and wonderful public schools, purposeful assessments and worthless tests. Someone, somewhere, who is content with the status quo, is giddy to watch us squirm and squabble with each other rather than fighting the real battles. Behind all of this is a system that would rather educators fight each other rather than fight the problems that actually keep our children down. When educators fight educators we can't possibly combat the actual problem: the belief that some people's children are more important than other's. Until we treat the children we birth like the children we have never met, we will never have a just educational system or just society.
Parents can't write application essays, but they can provide support.
I'll end with another education cliche, that would be such beautiful thing to be a world cliche, which is the Masai tribe's greeting: "How are the children?" To which the appropriate reply is, "All the children are well." If we greet each other like this, and act like this, we can start to prepare our next generation to be better than we are.
Childhood required special clothes, from infant wrappings to miniature versions of adult dress. In wealthier families there were cradles, walking frames, and specially made toys. The metal toys already mentioned were only a small part of the stock of toys in use. Dolls, known as “poppets,” must have been widespread, but they have not survived since they were made of cloth or wood. Children are mentioned making their own toys: boats from pieces of bread, spears from sticks, and small houses from stones. Many games were played, from games of skill with cherry stones or tops to activities such as archery, football, and dancing. The oral culture of children is not recorded until the fourteenth and fifteenth centuries, when scraps of verse and songs are noted in books, especially school notebooks. These point to the existence of nursery rhymes similar to (but not identical with) those of later times, as well as to children knowing and sharing in the songs and phrases of adults.
The education of children in England can be traced from the seventh century. Initially it centred on the training of boys as monks, girls as nuns, and other boys as “secular clergy”—those clergy who lived in the everyday world and eventually ministered in parish churches. This education was based on the learning of Latin and was usually provided in monasteries and nunneries. Education spread to some of the laity as early as the seventh century, and by the end of the ninth century it often took the form of learning to read and write in English rather than Latin. Schools of a modern kind, free-standing and open to the public, first appear in records in the 1070s and became very numerous thereafter, although monasteries and nunneries continued to do some educational work. Boys were usually sent to school, while girls were taught at home. We cannot say how many children were educated, but the number was substantial and probably grew considerably after about 1200. Education began by learning the Latin alphabet, and many boys and girls proceeded no further, using the skill chiefly to read in their own language, either English or, between the twelfth and the fifteenth centuries, French. Only a minority of boys went on to learn Latin grammar and to become proficient in the language. Women (even nuns) rarely learnt Latin grammar after 1200, and their abilities in the language were chiefly restricted to being able to pronounce texts from Latin prayer-books in a devout manner, without a full understanding of the meaning.
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The parents of dangerous children must be scrutinized and sued alongside every other entity being blamed for the heinous crimes that children commit....
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Well-established customs existed for bringing up children. Birth took place in a private chamber, where the mother was attended only by other women. This was followed by baptism, which in the early middle ages was encouraged to take place on the two great Christian festivals of Easter and Pentecost (Whitsuntide). Gradually, however, fears about the salvation of unbaptised children led to the practice of baptising children on the day that they were born, and this was the dominant custom by the twelfth century. At baptism a child was made a member of the Church, given a forename, and provided with three godparents to assist the parents in its upbringing. Forenames were sometimes chosen by parents, reflecting family traditions, but it was common for the chief godparent, who had the same gender as the child, to give it his or her own forename. As a result more than one child in a family might share the same forename.
Relationship Between Parent and Child - Essay by Tttggg
Babies were breast-fed until they were two or more, usually by their mothers except in noble families where wet nurses were employed. Gradually they were weaned on soft foods. Parents provided care and training, and records of fatal accidents to small children suggest that boys and girls soon became aware of their gender and followed their gender parent in daily tasks. Accidents to small girls often took place around firesides or wells, and those to small boys in the father’s working space. Fatal accidents were taken seriously by the authorities, and involved a coroner’s inquest, like sudden deaths of adults. Corporal punishment was in use throughout society and probably also in homes, although social commentators criticised parents for indulgence towards children rather than for harsh discipline. Children were given tasks in keeping with their ages. For younger children this meant looking after their smaller siblings, or running errands. As they grew older they might be allocated lighter domestic or agricultural duties, but they were not capable of doing serious work until about the age of puberty when they began to acquire strength of an adult kind.