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not written down in black and white in many communities, they are usually taken for granted and enforced as rigorously as if they were included in the teacher's contract. One kindergarten teacher in a small Pennsylvania town decided, during the war, to go to New York for a weekend to say goodbye to her soldier-fiance who was about to go overseas. Local tongues started wagging. The next thing the young teacher knew she had received a call from the principal who advised her in a paternal tone that "teaching and social life couldn't mix." It was up to her to choose one or the other. She cancelled her trip.
Your Role in the Liberation of the American Teacher.
1. Learn about your child's teacher. Invite her to your home, as you would a friend.
2. Visit the school regularly. Take an active interest in the school and teacher.
3. In a disagreement between child and teacher, don't jump to conclusions. Look at both sides.
4. Join the local parent-teachers association.
5. Try to squelch gossip about teachers.
6. Remember at all times that a teacher is a human being, and can't be perfect.
Yet our teachers are most embittered by the fact that they are easy prey for thoughtless gossip-hunters. They know that their positions prohibit them from doing anything to stifle these rumormongers. The result, therefore, is a sense of helplessness and bitter loneliness on the part of many teachers — especially those in small communities.
ng December, 19%
THE idea seems to prevail that th i teacher is a robot, an automatoi I whose every action is subject to com trol by the community. Or else th t teacher is a public servant, with th i emphasis on "servant."
This inconsiderate attitude toward teachers is reflected in the currenl battle over teachers' salaries. One leg I islator arose in the august chamber i of the North Carolina state legislature to take a heroic stand against the 'I passage of a bill providing for a raia, in teachers' pay. "Why should wo give teachers more money?" he argued 1 "They're making plenty now. Why the schoolmarm in my home town ever 1 has a fur coat!"
A lucid picture of restrictions placec< upon teachers has been drawn by Dr Mary Lichliter of Boston University, In a survey of 232 separate commiT nities in 34 states she found a recur ' ring attitude of despair among teach ers. Their complaints ran along thesi lines:
"I'm never invited to social anc recreational functions."
"Always made to feel like a teacher.'
"Set apart from the warm, humai life of the community."
"Can't live my private life in pri. vacy."
"We're the main source of gossij for townpeople whose usual topic i the behavior of the 'schoolmarms'."
Many teachers refer bitterly to thid "spy system" used by supervisors otf inspection tours. Eager to catch then J off guard, supervisors often resort tli gestapo techniques in sneaking up oil unsuspecting teachers. The teachers! in turn, devise warning signals to tin each other off at the approach of ai.