Parents must begin to discover their children as individuals of developing tastes and views and so help them be, and see, themselves as thinking, feeling people. It is far too easy for a middle-years child to absorb an over-simplified picture of himself as a sloppy, unreliable, careless, irresponsible, lazy creature and not much more--an attitude toward himself he will carry far beyond these years.

The middle years are ones in which children increasingly face conflicts on their own,... One of the truths to be faced by parentsduring this period is that they cannot do the work of living and relating for their children. They can be sounding boards and they can probe with the children the consequences of alternative actions.

They [parents] can help the children work out schedules for homework, play, and television that minimize the conflicts involved inwhat to do first. They can offer moral support and encouragement to persist, to try again, to struggle for understanding and mastery. And they can share a child's pleasure in mastery and accomplishment. But they must not do the job for the children.

Television programming for children need not be saccharine or insipid in order to give to violence its proper balance in the scheme of things.... But as an endless diet for the sake of excitement and sensation in stories whose plots are vehicles for killing and torture and little more, it is not healthy for young children. Unfamiliar as yet with the full story of human response, they are being misled when they are offered perversion before they have fully learned what is sound.

No school can work well for children if parents and teachers do not act in partnership on behalf of the children's best interests

Parents must begin to discover their children as individuals of developing tastes and views and so help them be, and see, themselves as thinking, feeling people. It is far too easy for a middle-years child to absorb an over-simplified picture of himself as a sloppy, unreliable, careless, irresponsible, lazy creature and not much more--an attitude toward himself he will carry far beyond these years.

Children of the middle years do not do their learning unaffected by attendant feelings of interest, boredom, success, failure, chagrin, joy, humiliation, pleasure, distress and delight. They are whole children responding in a total way, and what they feel is a constant factor that can be constructive or destructive in any learning situation.