Despite the long-term reduction in familial roles and functions, we believe that parents are still the world's greatest experts about the needs of their own children. Virtually any private or public program that supports parents, effectively supports children. This principle of supporting family vitality seems to us preferable to any policy that would have the state provide children directly with what it thinks they need.

Recognizing that family self-sufficiency is a false myth, we also need to acknowledge that all today's families need help in raising children. The problem is not so much to reeducate parents but to make available the help they need and to give them enough power so that they can be effective advocates with and coordinators of the other forces that are bringing up their children.

Today's parents have little authority over those others with whom they share the task of raising their children. On the contrary,most parents deal with those others from a position of inferiority or helplessness. Teacher, doctors, social workers, or television producers possess more status than most parents.... As a result, the parent today isa maestro trying to conduct an orchestra of players who have never met and who play from a multitude of different scores, each in a notation the conductor cannot read.

Confronted with the unhappy facts of exclusion, we sometimes reassure ourselves by telling stories: the poor boys who made it, theblacks who became a "credit to their race," the women elected to high office, the handicapped who made "useful contributions" to our society.... Just as we believe in the self-sufficient family, we also believe that any child with enough grit and ability can escape poverty and make a rewarding life. But these stories and beliefs clearly reflect the exceptions.

For Americans the contradiction between national ideal and social fact required explanation and correction. Ultimately this contradiction did not lead to the abandonment of the ideal of equal opportunity but rather to its postponement: to the notion of achieving for the next generation what could not be achieved for the current one. And the chief means to this end was a brilliant American invention: universal, free, compulsory public education. This "solution" was especially important for children and families because it gave children a central role in achieving the national ideal.

Within forty years of their arrival in the Plymouth colony, the first white settlers were afraid their children had lost the dedication and religious conviction of the founding generation. Ever since, Americans have looked to the next generation not only with love and solicitude but with a good measure of anxiety, worrying whether they themselves were good parents, fearful that their children would not turn out well.

In brief, we have no explicit family policy but instead have a haphazard patchwork of institutions and programs designed mostly under crisis conditions, whether the crisis is national in scope (such as a recession ) or personal (such as a break-up of a particular family).