Chinese vs. American Tradition in child-rearing
Created | Updated Jan 28, 2002
The extreme cultural and historical differences between China and America directly affect the way these societies teach and train their children. This entry will contrast education and child-rearing in both China and America, with emphasis on tradition, and will explore the benefits and detriments of both.
"It is only the ignorant who despise education." -- Publilius Syrus [Maxim 571, 1 B.C.]
I. Introduction
A. Chinese Child-Rearing Philosophy
B. American Child-Rearing Philosophy
II. Educational Systems
A. Chinese Educational System
1. Ancient Methods
2. Modern Methods
B. American Educational System
1. 1500-1900's
2. Modern Methods
III. Influence of Tradition on Child-Rearing and Education
A. Chinese
1. Ritual
2. Buddhism
3. Confucianism
4. Taoism
B. American
V. Conclusion
_____________________________________________________________________
I. Introduction
A. Chinese Child-Rearing Philosophy
In an educational video concerning "Preschool in Three Cultures," child-rearing was demonstrated as a very structured, very organized system in which the parents bring their children to the preschool and the government takes the responsibility for teaching them and bringing them up.
The government's policy of one child per household has caused the Chinese family to be more focussed and careful about child rearing. According to the video "Preschool in Three Cultures", the government would prefer that parents leave the education and upbringing of the child to them. This would enable the parents to focus on their work and be more productive for the system, and would provide better education and discipline for the child.
Religion, if taught at all, is taught in the home, and is strongly discouraged by the government. Confucianism and Taoism are suppressed, and Buddhism is accepted as a form of discipline and meditation, allowing for focus of the mind.
B. American Child-Rearing Philosophy
Americans current child-rearing philosophy in the urban jungle seems to be "Let them have whatever they want as long as they don't have to bother me to get it."
In the Heartland, however, parents are still very concerned that their child be raised right; values, morals, traditions, friends, family, good teachers with good hearts, and a place of worship they can attend without fear of personal or political persecution.
Rose Kennedy once said "I looked on child rearing not only as a work of love and duty but as a profession that was fully as interesting and challenging as any honorable profession in the world and one that demanded the best that I could bring to it."1
Another authority on child rearing, Dr. Benjamin Spock, said "The more people have studied different methods of bringing up children the more they have come to the conclusion that what good mothers and fathers instinctively feel like doing for their babies is the best after all."2
Education and training of children has always been a priority in America, and many Presidents have spent a considerable amount of time improving the educational system to better provide for children and their future. President Kennedy once said "A child miseducated is a child lost."3
Recently there was an "educational summit", a sort of emergency meeting of the Governors and the President of the United States to evaluate the status of education in America and present plans to restructure or reformat American education so that their children would not fall so far behind their European and Asian
neighbors. Concerns were raised that American children are far below the competition in math and science, and were barely keeping even with reading and language skills.
Another criticism by educators in other countries is that English as a second language is a required course in most of their schools, but second languages in America and England are on a voluntary basis.
This appears to produce an elitist attitude on the part of America and England, whether deliberate or not, and could be the cause for resentment on the part of those of other countries who are obligated to learn our language because we haven't taken the time or effort to meet them on common ground. Spanish is taught and spoken in
schools in Texas, Arizona, and California where there are higher concentrations of Spanish-speaking individuals, but the United States has a long way to go to make as significant an effort to communicate as Asian and European countries do.
An example of the American attitude on language was expressed by William J. Bennett, former U.S. Secretary of Education; "Our common language is . . . English. And our common task is to ensure that our non-English-speaking children learn this common language."4 He also said "The elementary school must assume as its sublime and most solemn responsibility the task of teaching every child in it to read. Any school that does not accomplish this has failed."5 These viewpoints indicate a desire to educate and communicate, but to do it on America's terms.
Abigail Adams, wife to the second President of the United States, John Adams, said "Learning is not attained by chance, it must be sought for with ardor and attended to with diligence."6
There are those who believe that America's need to be the biggest, fastest, strongest, richest, best, most powerful, has bred a bumper crop of overachievers, with a "dumper crop" (my quotes) of underachievers at home waiting to take over.
An acquaintance who wishes to remain anonymous told me "American parents want the best for their kids, so they go out and work 80 hours a week to get it, never coming home, never showing interest in what goes on in their child's life, never understanding why kids join gangs, do drugs, and have sex at appallingly early ages. They don't see that their kid doesn't need the new shoes as much as they need a hug or a friendly, non-judgmental ear."7
Lawrence Kubie said "Today's family is built like a pyramid; with all the intrafamilial rivalries, tensions, jealousies, angers, hatreds, loves and needs focused on the untrained, vulnerable, insecure, young, inexperienced and incompetent parental apex . . . about whose incompetence our vaunted educational system does nothing."8 This attitude indicates the speaker's belief that the educational system should be responsible not only for training the intellect, but for invading the personal space of the home and teaching how to raise and be responsible for a family, a task previously handled by the parents of the subsequent generation.
II. Educational Systems
A. Chinese Educational System
1. Ancient Methods
In ancient China, as to a lesser extent in modern China,
religion and tradition played a very important role in the education and upbringing of children. Ancestor worship, complete with oral histories of the ancestors and the lessons they learned from the mistakes they made, along with ceremonies teaching proper respect, manners, and etiquette were an integral part of Chinese childhood.
In "The Jade Enchantress", a work of fiction by E. Hoffmann Price, a young man whose father is head of his village has been sent to take the exams that will enable him to become a government employee and attain a position of power and prestige, even though he would rather spend his time carving jade and helping his brother take
"their" woman through her pillow book. Taking and passing the exams was a way for people to rise above their station in life and acquire respect and honor for themselves and their families.
"Spring Moon" by Bette Bao Lord is another work of historical fiction that tells a compelling story of a Chinese family and their fall from grace and prosperity to a minimal existence during the traumatic events that transpired from the turn of the century up through the 1970's. Spring Moon was raised in wealth and privilege, living behind gracious protective garden walls, only to be thrust out in the world as the winds of change blew strongly through her family. She was educated, which was at the time considered a waste for a girl, and she was strong-willed, which was another fault. Her strong will was amplified in the heart of her daughter Lustrous Jade, who became the epitome of the educated, determined, independent woman, taking a leadership role in every rebellion that came along, until finally she was consumed by her cause and her own zeal.
Ancestor worship begins and ends the story, storytelling and lessons of etiquette, methods of learning and training, and the harsh realities of the lessons of life permeate the novel, communicating the broad range of family tradition, religion, and education that made up the life of one Chinese woman.
2. Modern Methods
The Modern Chinese Educational System has become an automated industry for the production of future workers. The educational video "Preschool in Three Cultures" shows the beginning of the system, and hints at what lies ahead for the average Chinese student.
In the average government-run Preschool there are boarders and day students. The government appears to prefer the boarders as they stand less likelihood of being spoiled by parents and grandparents who are focused on the child as a result of the governmental policy of one child per household.
The children go through a medical screening every morning to ensure their health, they have structured meal-times, study-times, "free" times, and toilet-breaks. The children are expected to study hard so that they can become productive members of society. Their entire day is regimented and structured. They even use the toilet as a class at a common trough at a specified time. The theory is that it is important for children to learn to regulate their bodily functions and attune their needs to the needs of the group. Of course, if a child must use the toilet at a different time, they may. At meal time, children are instructed to take great care with the way in which they eat, as it is important to regulate that part of your body as well.
Free time is the only time that appears to be unstructured and may be thought of as recess. There is no doubt that under this system, the children learn responsibility and how to work as a group. They have no choice -- a preset pattern of behavior and
beliefs is impressed upon them.
Sadly, it does not appear that creativity is encouraged, and this is a tragedy as spontaneous creativity is greatest and most effortless in the very young. These young minds are molded into one way of thinking, and individuality is discouraged as it conflicts with group dynamics and interferes with the system.
Steven W. Mosher in his book "China Misperceived" indicates that a number of events that have occurred in China must be taken into consideration in America's attempt to understand the Chinese. He says "I have striven to write an objective account of American perceptions of China. For many events this is easy. The Chinese
Communist party did drive the Nationalists off the Mainland, Chinese troops did cross over the Yalu in the Korean War, Mao did launch a Cultural Revolution, the Gang of Four was arrested, Deng Xiaoping did launch a wave of far-reaching reforms, and PLA (People's Liberation Army) troops did massacre pro-democracy demonstrators. America's ongoing judgments of China were colored and recolored by this progression of events."9
It is evident that many people do still hold to their traditions and religious beliefs in modern China. The tragedy of the Communist Government crushing the rebellious student Democratic faction in Tiananmen Square throws into sharp relief the struggle between government control and individual thinking. The students who think for themselves and fight for their ideals in spite of the formulaic way of life being crammed down their throats show the human need for freedom of thought and expression.
B. American Educational System
1. 1500-1900's
The early American Educational System left a great deal to be desired. Most of the education occurred at home, and most of that regarded practical matters more than any detailed study of Geography or History. The majority of early colonists were coming to America to escape religious persecution, and so religion understandably
played a very big role in the education of early American children.
Of course, the colonists were educated in England, so American Education is beholden to a large extent to Great Britain for the style and approach to education over the years. As Louis Booker Wright of the Folger Shakespearean Library says "All the fundamental concepts which make up the kind of people we are today had their
modern conception in the Tudor and Stuart periods."10
The Bible was used to teach spelling and reading, as this was the one book that most families owned or were familiar with. Only very basic math was taught, and trades were emphasized as a matter of course; as colonists in a new and often hostile land, every hand and back was needed for the furtherance of the colony. Children were
often required to grow up fast, taking on adult responsibilities in many cases before they turned twelve.
As time passed and technology advanced, schools were built, religion was still acknowledged but no longer dominated the educational experience, and teachers were designated to instruct the children in the basics, expanding eventually into broader areas of information than were available to the early settlers.
In the late 1800's and early 1900's, one-room schoolhouses gave way to the more advanced schools. Expanding population meant larger schools; larger schools meant more teachers; more teachers meant administrators to see that things ran smoothly; administrators meant bureaucracy and red tape; and bureaucracy threatened to desensitize the system and process kids like cattle, not having the time to be in touch with the individual needs of individual children.
2. Modern Methods
Modern Methods of educating children in America have been gleaned from a broad base of experience and expertise. Teachers, administrators, parents, psychologists, scientists, even students themselves, have worked together to provide working systems of education.
A standard classroom in lower elementary would have one teacher and one or two teacher's assistants, and anywhere from 15 to 30 rambunctious children more interested in playing and having a good time than getting an education. The school is local to these children -- many walk to school, others ride buses that fetch them in
from up to 10-15 miles away. These children are taught the basics through demonstration and repetition; colors, letters, numbers, words, reading, etc. They are taught manners and respect, and in some extreme cases of bad behavior, physically disciplined when other lesser efforts have failed. "Living up to basic ethical standards
in the classroom -- discipline, tolerance, honesty -- is one of the most important ways children learn how to function in society at large."11
As they advance, more diverse items are thrown into the mix -- grammar, mathematics, history, geography, science, nature, etc. The children are called on to read books and give oral reports on what they've read. They are encouraged to share information with each other at appropriate "report" or "show and tell" times. They are
taken on field trips to farms, museums, factories -- wherever they can go to learn new things. Most communities have a "hands-on" museum where children can go and get involved with their learning on a physical rather than purely intellectual basis.
On a junior-high and high-school level, the students are more sophisticated, and begin breaking up their school-day into specialties. An average day may have as many as seven periods, such as English, Algebra, Biology, Band, lunch, History, Phys. Ed., with a separate instructor and classroom for each specialty.
Television, particularly public television, has taken on some of the responsibility for teaching our young. Shows such as "Sesame Street"TM or "Mister Roger's Neighborhood"TM teach the very young in an entertaining way, using songs and puppets and skits to show various types of responsible behavior as well as the basics of education.
Most of the programs on American television are designed strictly for entertainment, and are leaning more and more to the lurid, sensationalistic side of the scale. "All television is educational television." claims Nicholas Johnson of the FCC
(Federal Communications Commission), "The only question is what is it teaching?"12
Groucho Marx once commented "I read in the newspapers they are going to have 30 minutes of intellectual stuff on television every Monday from 7:30 to 8. . . . to educate America. They couldn't educate America if they started at 6:30."13
The Parent-Teacher Association (PTA) was established as a type of monthly town meeting on a local level between the parents and teachers of a particular school to discuss problems and solutions to situations that evolve in the educational environment. It enables both units to hold each other accountable for the way the children are being raised and educated, and strengthens, reinforces, and unifies them in their joint concern. It is at such meetings as these that you might here a comment like "If you promise not to believe everything your child says happens at this school, I'll promise not to believe everything he says happens at home."14 Also, "There must be such a thing as a child with average ability, but you can't find a parent who will admit that it is his child.15"
Another method of schooling is less structured -- it's not a one-room schoolhouse, it's not a structured classroom situation, it looks more like a big brightly colored open warehouse complete with carpet and books, where students are guided in education by monitors, but are encouraged to teach themselves as much as possible.
The Montessori Method, named after Italian Educator Maria Montessori, is a system of educating young children which emphasizes training of the senses and guidance intended to encourage self-education. This method is particularly helpful with students who have difficulty functioning properly in the traditional American
classroom.
Peer Helping Programs are designed to encourage children to help educate each other; those at higher levels of education or development tutor or mentor others who have not yet achieved that level. The system is monitored and assisted by selected teachers, and the entire program is very structured, but is tailored to each
individual school's needs and desires. Therefore, a peer-helping group in Baltimore,MD would interact very differently than one in Brooklyn, MI., or Burbank, CA.
In an average American High School you may occasionally hear something like "Here's a book, here's your assignment, have it on my desk by nine o'clock tomorrow morning." This direct, crass approach to education resulted from the aforementioned bureaucracy of large schools. The teachers are overworked, underpaid, and underappreciated. The students lack the care at home and the individual attention needed at school to reinforce their self-image. But this is just the bleak side of the coin.
The other side shows the joyous little children running into school to show off their pet turtle, pet rock, imaginary friend. Kids making friends, learning, taking part in their own rearing and education. Seeking information voraciously, asking questions, looking for answers, and even (dare we say it?) showing respect, even
affection, for those in authority. Taking responsibility for their own actions and facing up to the challenges ahead. This is the side that parents and educators long for and live for, these are the children that help us understand the sacrifices made are worthwhile after all.
III. Influence of Tradition on Child-Rearing and Education
A. Chinese
1. Ritual
Shamanism and Ancestor worship may have been the beginning of the ritual practices of the Chinese. Shamans had spirit demons they consulted for the purpose of divining the future, settling disputes, and conversing with the dead. Ancestors, often revered simply for the fact they were dead, were still very much a part of Chinese life
as a result of these practices.
Chinese rituals, ceremonies, religious observances, traditional practices are all incorporated into the everyday life of the people, at least prior to the Communist Revolution. Many traditionalists still maintain shrines and observe rituals that may not be endorsed by the government.
2. Buddhism
Buddhism has 307 million followers. It was founded by Siddhartha Gautama, known as the Buddha (Enlightened One), in southern Nepal in the sixth and fifth centuries B.C. The Buddha achieved enlightenment through meditation and gathered a community of monks to carry on his teachings. Buddhism teaches that meditation
and the practice of good religious and moral behavior can lead to Nirvana, the state of enlightenment, although before achieving Nirvana one is subject to repeated lifetimes that are good or bad depending on one's actions (karma). The doctrines of the Buddha describe temporal life as featuring "four noble truths":
Existence is a realm of suffering; desire, along with the belief in the importance of one's self, causes suffering; achievement of Nirvana ends suffering; and Nirvana is attained only by meditation and by following the path of righteousness in action, thought, and attitude.
Buddhism is one of the only major Chinese religion's to be allowed by the current government. It is seen as a useful tool to clear the mind, collect and focus thoughts and energy, and produce a respectful, moral attitude.
3. Confucianism
A faith with 5.6 million followers, Confucianism was founded by Confucius, a Chinese philosopher, in the sixth and fifth centuries B.C. Confucius's sayings and dialogues, known collectively as the Analects, were written down by his followers.
Confucianism, which grew out of a strife-ridden time in Chinese history, stresses the relationship between individuals, their families, and society, based on li (proper behavior) and jen (sympathetic attitude). Its practical, socially oriented philosophy
was challenged by the more mystical precepts of Taosim and Buddhism, which were partially incorporated to create neo-Confucianism during the Sung dynasty (A.D. 960-1279). The overthrow of the Chinese monarchy and the Communist revolution during the twentieth century have severely lessened the influence of Confucianism on modern Chinese Culture.
Confucius' focus on individuals rather than communal life and his challenging views regarding government and authority make his teachings less than palatable for the current government. Though I have nothing to support my view, I believe that his teachings are still used within the family unit to help children to think more clearly and analyze life.
Taoism was founded in China by Lao-tzu, who was born in 604 B.C. Because it's both a philosophy and a religion, its number of followers is uncertain. It derives primarily from the Tao-te-ching, which claims that an ever-changing universe follows the Tao, or path. The Tao can be known only by emulating its "quietude" and
effortless simplicity; Taoism prescribes that people live simply, spontaneously, and in close touch with nature and that they meditate to achieve contact with the Tao. Temples and monasteries, maintained by Taoist priests, are important in some Taoist sects, usually very remote. Since the Communist revolution, Taoism has been actively
discouraged in the People's Republic of China, although it continues to flourish in Taiwan.
B. American
Christmas, the biggest religious holiday of the year, celebrates the birth of Jesus Christ in a stable in Bethlehem almost two thousand years ago. Although Christmas has become commercialized so that people associate the season more with presents, bright colors, and an extended vacation, children are still made aware of the
significance of the holiday. Due to the melting pot nature of America and the precepts on which it was founded, not all citizens celebrate Christmas, but a large majority do as their Christian roots are founded in this event, as well as that of Easter, which celebrates the death and resurrection of the same Jesus Christ, believed by Christians to be the Messiah, the one to save them from their sins. Coincidentally, Christmas and Easter seem to be the two occasions of the year when most American Christians "remember" their Christianity -- check the attendance of any parish and you'll find a
huge surge at these times.
The celebration of New Year's Eve and New Year's Day is another tradition. It is heralded with parties, shopping, income taxes, suicides, an excess of drinking and eating, football games and resolutions. Children are taught that the celebration of the new year is to encourage them to make changes for the better, new beginnings, and renew old friendships or ideals.
Another tradition near and dear to many Americans is patriotism and the celebration of Independence Day, the Fourth of July, which is still taught in schools and bolstered in many homes by parents who continue to believe in the America of the founders of the United States.
Memorial Day is tied to Independence Day by remembering the brave military men and women who gave their lives to keep a nation alive. Sadly, the pride of country that once was such an integral part of America, that caused young men to believe it was worth dying for, has taken a terrible beating -- but it still exists. The pledge of allegiance to the American Flag and all it stands for is still spoken in schools across the nation, and there are still teachers, parents, and children, who believe in the statements put forth in the preamble to the Constitution of the United States of America.
The separation of Church and State inhibits or prevents organized prayer in public schools, but private schools which are privately funded and administrated are not bound by such strictures. There are private Christian schools, military academies, finishing schools, and athletic training groups that adhere to their own individual standards. They exist with the approval of the government, but are not controlled except as any business or institution must comply with standard federal guidelines or
regulations.
V. Conclusion
In both societies, the diverse approaches used seem unusual and occasionally distasteful to the other culture, but the young people raised prove that something is being done right.
Chinese have a broad base of experience and history at their disposal, a heritage rich with culture and tradition, a panoply of options to consider as they go about the serious task of raising their young. In China, children are raised and educated to believe in and respect authority and community; they know their place in
society and fulfill it capably and efficiently, drawing satisfaction from the knowledge that they know their job and do it well. Their traditions and religions are acknowledged privately, if at all, and are not allowed to greatly influence their public lives.
Americans have a far shorter history, a much looser grasp of the importance of tradition, and in some few cases an apparent apathy regarding the importance of childrearing. Far more frequently, parents in America are very much concerned over the raising of their young, and wish (if not insist) on being directly involved as
opposed to letting someone else do the work. In America, children are raised and educated as individuals; creativity and problem-solving are encouraged. The influence of tradition and religion vary greatly from individual to individual, and it becomes difficult to qualify in a general fashion how the two affect the "average" American's decisions and life choices. They have choices to make, and with the moral support of friends and family, they succeed or fail on their own.
REFERENCES:
FICTION
Hesse, Hermann. Siddhartha. New York: New Directions Publishing, 1951.
Hsueh-Chin, Tsao. Dream of the Red Chamber. New York: Doubleday; Anchor,
1958.
Lord, Bette Bao. Spring Moon. New York: Harper Collins, 1981.
Price, E. Hoffman. The Jade Enchantress. New York: Ballantine; Del Rey, 1982.
NON-FICTION
Ashton-Warner, Sylvia. Teacher. Simon & Schuster, 1963.
Ch'en, Jerome. China and the West Society and Culture 1815-1937. London: Indiana University Press, 1979.
Cummings, Carol . Teaching Makes A Difference. Washington: Snohomish Publishing, 1987.
Earhart, H. Byron; Overmyer, Daniel L. Religious Traditions of the World; Religions of China: The World as a Living System. New York:
HarperCollins, 1986;1993.
Jiang,Yang. A Cadre School Life: Six Chapters. Hong Kong: Joint Publishing Co., 1982.
Jochim, Christian. Chinese Religions. New Jersey: Prentice-Hall, 1986.
Keim, Nancy with Tolliver, Cindy. Tutoring and Mentoring Starting a Peer Helping Program in your Elementary School. California: Resource
Publications, Inc., 1993.
Kennedy, Rose. Times to Remember. Doubleday, 1974.
Long, Robert Emmet. American Education The Reference Shelf. New York: H.W. Wilson, 1984. (Volume 56, Number 5)
Long, Robert Emmet. The State of U.S. Education The Reference Shelf. New York: H.W. Wilson, 1991. (Volume 63, Number 5)
Mosher, Steven W. China Misperceived American Illusions and Chinese Reality. New York: HarperCollins, 1990.
Schell, Orville. "Watch Out for the Foreign Guests!". New York: Pantheon Books, 1980.
Smith, Huston. The Illustrated World's Religions. New York: Harper Collins; Labyrinth, 1994.
Spock, Dr. Benjamin. The Common Sense Book of Baby and Child Care.
Doubleday, 1946.
The New York Public Library Desk Reference, Second Edition. New York:
copyright 1989;1993.
VIDEO
Tobin, Dr. Joseph J. Preschool in Three Cultures: Japan, China and the United States. New Hampshire: Fourth Wave Productions, 1989.
MAGAZINES
Anonymous. Wall Street Journal, Jan. 4, 1985.
Bailey, Thomas. Florida State Superintendent of Schools, Wall Street Journal, Dec. 17, 1961.
Bennett, William J. US Secretary of Education in a Report on condition of elementary schools, New York Times, Sep. 3, 1986.
Bennett, William J. US Secretary of Education, New York Times, Sep. 26, 1985.
Johnson, Nicholas. of the Federal Communications Commission, Life Sep. 10, 1971.
Kubie, Lawrence. Newsweek, Mar. 7, 1960.
Marx, Groucho. Boston Globe, Jan. 22, 1960.
Mittenthal, Sue. New York Times, Sep. 6, 1984.
Salhoz, Eloise. "Morals Mine Field", Newsweek, Oct. 13, 1986.
MISCELLANEOUS
Adams, Abigail. Letter to John Quincy Adams, May 8, 1780.
Anonymous. Direct Conversation with Author, Apr. 1984.
QUOTATIONS
"It is only the ignorant who despise education."
Publilius Syrus [Maxim 571, First Century B.C.]
1 "I looked on child rearing not only as a work of love and duty but as a profession that was fully as interesting and challenging as any honorable profession in the world and one that demanded the best that I could bring to it."
Rose Kennedy [Times to Remember, Doubleday 1974.]
2 "The more people have studied different methods of bringing up children the more they have come to the conclusion that what good mothers and fathers instinctively feel like doing for their babies is the best after all."
Dr. Benjamin Spock [The Common Sense Book of Baby and Child Care; Ch. 1. 1946.]
3 "A child miseducated is a child lost."
John F. Kennedy [35th US President in Message to Congress on the state of education. Feb. 20, 1961.]
4 "Our common language is . . . English. And our common task is to ensure that our non-English-speaking children learn this common language."
William J. Bennett [US Secretary of Education, New York Times Sep. 26, 1985.]
5 "The elementary school must assume as its sublime and most solemn responsibility the task of teaching every child in it to read. Any school that does not accomplish this has failed."
William J. Bennett [US Secretary of Education in a Report on condition of elementary schools, quoted in New York Times Sep. 3, 1986.]
6 "Learning is not attained by chance, it must be sought for with ardor and attended to with diligence."
Abigail Adams [Letter to John Quincy Adams, May 8, 1780.]
7 "American parents want the best for their kids, so they go out and work 80 hours a week to get it, never coming home, never showing interest in what goes on in their child's life, never understanding why kids join gangs, do drugs, and have sex at appallingly early ages. They don't see that their kid doesn't need the new shoes as
much as they need a hug or a friendly, non-judgmental ear."
Anonymous [Direct Conversation with Author, Apr, 1984.]
8 "I have striven to write an objective account of American perceptions of China. For many events this is easy. The Chinese Communist party did drive the Nationalists off the Mainland, Chinese troops did cross over the Yalu in the Korean War, Mao did launch a Cultural Revolution, the Gang of Four was arrested, Deng Xiaoping did
launch a wave of far-reaching reforms, and PLA (People's Liberation Army) troops did massacre pro-democracy demonstrators. America's ongoing judgments of China were colored and recolored by this progression of events."
Steven W. Mosher [China Misperceived American Illusions and Chinese Reality. New York: HarperCollins, 1990.]
9 "Today's family is built like a pyramid; with all the intrafamilial rivalries, tensions, jealousies, angers, hatreds, loves and needs focused on the untrained, vulnerable, insecure, young, inexperienced and incompetent parental apex . . . about whose
incompetence our vaunted educational system does nothing."
Lawrence Kubie [Newsweek Mar. 7, 1960.]
10 "All the fundamental concepts which make up the kind of people we are today had their modern conception in the Tudor and Stuart periods. For us, that's the milk in the coconut."
Louis Booker Wright [Director, Folger Shakespearean Library, Washington D.C. in news summaries of May 9, 1955.]
11 "Living up to basic ethical standards in the classroom -- discipline, tolerance, honesty -- is one of the most important ways children learn how to function in society at large."
Eloise Salhoz ["Morals Mine Field", Newsweek Oct. 13, 1986.]
12 "All television is educational television. The only question is what is it teaching?"
Nicholas Johnson [of the Federal Communications Commission, Life Sep. 10, 1971.]
13 "I read in the newspapers they are going to have 30 minutes of intellectual stuff on television every Monday from 7:30 to 8. . . . to educate America. They couldn't educate America if they started at 6:30."
Groucho Marx [Boston Globe Jan. 22, 1960.]
14 "If you promise not to believe everything your child says happens at this school, I'll promise not to believe everything he says happens at home."
Anonymous [Note to students' parents from an English schoolmaster, quoted in Wall Street Journal Jan. 4, 1985.]
15 "There must be such a thing as a child with average ability, but you can't find a parent who will admit that it is his child."
Thomas Bailey [Florida State Superintendent of Schools, Wall Street Journal Dec. 17, 1961.]
"It is only the ignorant who despise education." -- Publilius Syrus [Maxim 571, 1 B.C.]
I. Introduction
A. Chinese Child-Rearing Philosophy
B. American Child-Rearing Philosophy
II. Educational Systems
A. Chinese Educational System
1. Ancient Methods
2. Modern Methods
B. American Educational System
1. 1500-1900's
2. Modern Methods
III. Influence of Tradition on Child-Rearing and Education
A. Chinese
1. Ritual
2. Buddhism
3. Confucianism
4. Taoism
B. American
V. Conclusion
_____________________________________________________________________
I. Introduction
A. Chinese Child-Rearing Philosophy
In an educational video concerning "Preschool in Three Cultures," child-rearing was demonstrated as a very structured, very organized system in which the parents bring their children to the preschool and the government takes the responsibility for teaching them and bringing them up.
The government's policy of one child per household has caused the Chinese family to be more focussed and careful about child rearing. According to the video "Preschool in Three Cultures", the government would prefer that parents leave the education and upbringing of the child to them. This would enable the parents to focus on their work and be more productive for the system, and would provide better education and discipline for the child.
Religion, if taught at all, is taught in the home, and is strongly discouraged by the government. Confucianism and Taoism are suppressed, and Buddhism is accepted as a form of discipline and meditation, allowing for focus of the mind.
B. American Child-Rearing Philosophy
Americans current child-rearing philosophy in the urban jungle seems to be "Let them have whatever they want as long as they don't have to bother me to get it."
In the Heartland, however, parents are still very concerned that their child be raised right; values, morals, traditions, friends, family, good teachers with good hearts, and a place of worship they can attend without fear of personal or political persecution.
Rose Kennedy once said "I looked on child rearing not only as a work of love and duty but as a profession that was fully as interesting and challenging as any honorable profession in the world and one that demanded the best that I could bring to it."1
Another authority on child rearing, Dr. Benjamin Spock, said "The more people have studied different methods of bringing up children the more they have come to the conclusion that what good mothers and fathers instinctively feel like doing for their babies is the best after all."2
Education and training of children has always been a priority in America, and many Presidents have spent a considerable amount of time improving the educational system to better provide for children and their future. President Kennedy once said "A child miseducated is a child lost."3
Recently there was an "educational summit", a sort of emergency meeting of the Governors and the President of the United States to evaluate the status of education in America and present plans to restructure or reformat American education so that their children would not fall so far behind their European and Asian
neighbors. Concerns were raised that American children are far below the competition in math and science, and were barely keeping even with reading and language skills.
Another criticism by educators in other countries is that English as a second language is a required course in most of their schools, but second languages in America and England are on a voluntary basis.
This appears to produce an elitist attitude on the part of America and England, whether deliberate or not, and could be the cause for resentment on the part of those of other countries who are obligated to learn our language because we haven't taken the time or effort to meet them on common ground. Spanish is taught and spoken in
schools in Texas, Arizona, and California where there are higher concentrations of Spanish-speaking individuals, but the United States has a long way to go to make as significant an effort to communicate as Asian and European countries do.
An example of the American attitude on language was expressed by William J. Bennett, former U.S. Secretary of Education; "Our common language is . . . English. And our common task is to ensure that our non-English-speaking children learn this common language."4 He also said "The elementary school must assume as its sublime and most solemn responsibility the task of teaching every child in it to read. Any school that does not accomplish this has failed."5 These viewpoints indicate a desire to educate and communicate, but to do it on America's terms.
Abigail Adams, wife to the second President of the United States, John Adams, said "Learning is not attained by chance, it must be sought for with ardor and attended to with diligence."6
There are those who believe that America's need to be the biggest, fastest, strongest, richest, best, most powerful, has bred a bumper crop of overachievers, with a "dumper crop" (my quotes) of underachievers at home waiting to take over.
An acquaintance who wishes to remain anonymous told me "American parents want the best for their kids, so they go out and work 80 hours a week to get it, never coming home, never showing interest in what goes on in their child's life, never understanding why kids join gangs, do drugs, and have sex at appallingly early ages. They don't see that their kid doesn't need the new shoes as much as they need a hug or a friendly, non-judgmental ear."7
Lawrence Kubie said "Today's family is built like a pyramid; with all the intrafamilial rivalries, tensions, jealousies, angers, hatreds, loves and needs focused on the untrained, vulnerable, insecure, young, inexperienced and incompetent parental apex . . . about whose incompetence our vaunted educational system does nothing."8 This attitude indicates the speaker's belief that the educational system should be responsible not only for training the intellect, but for invading the personal space of the home and teaching how to raise and be responsible for a family, a task previously handled by the parents of the subsequent generation.
II. Educational Systems
A. Chinese Educational System
1. Ancient Methods
In ancient China, as to a lesser extent in modern China,
religion and tradition played a very important role in the education and upbringing of children. Ancestor worship, complete with oral histories of the ancestors and the lessons they learned from the mistakes they made, along with ceremonies teaching proper respect, manners, and etiquette were an integral part of Chinese childhood.
In "The Jade Enchantress", a work of fiction by E. Hoffmann Price, a young man whose father is head of his village has been sent to take the exams that will enable him to become a government employee and attain a position of power and prestige, even though he would rather spend his time carving jade and helping his brother take
"their" woman through her pillow book. Taking and passing the exams was a way for people to rise above their station in life and acquire respect and honor for themselves and their families.
"Spring Moon" by Bette Bao Lord is another work of historical fiction that tells a compelling story of a Chinese family and their fall from grace and prosperity to a minimal existence during the traumatic events that transpired from the turn of the century up through the 1970's. Spring Moon was raised in wealth and privilege, living behind gracious protective garden walls, only to be thrust out in the world as the winds of change blew strongly through her family. She was educated, which was at the time considered a waste for a girl, and she was strong-willed, which was another fault. Her strong will was amplified in the heart of her daughter Lustrous Jade, who became the epitome of the educated, determined, independent woman, taking a leadership role in every rebellion that came along, until finally she was consumed by her cause and her own zeal.
Ancestor worship begins and ends the story, storytelling and lessons of etiquette, methods of learning and training, and the harsh realities of the lessons of life permeate the novel, communicating the broad range of family tradition, religion, and education that made up the life of one Chinese woman.
2. Modern Methods
The Modern Chinese Educational System has become an automated industry for the production of future workers. The educational video "Preschool in Three Cultures" shows the beginning of the system, and hints at what lies ahead for the average Chinese student.
In the average government-run Preschool there are boarders and day students. The government appears to prefer the boarders as they stand less likelihood of being spoiled by parents and grandparents who are focused on the child as a result of the governmental policy of one child per household.
The children go through a medical screening every morning to ensure their health, they have structured meal-times, study-times, "free" times, and toilet-breaks. The children are expected to study hard so that they can become productive members of society. Their entire day is regimented and structured. They even use the toilet as a class at a common trough at a specified time. The theory is that it is important for children to learn to regulate their bodily functions and attune their needs to the needs of the group. Of course, if a child must use the toilet at a different time, they may. At meal time, children are instructed to take great care with the way in which they eat, as it is important to regulate that part of your body as well.
Free time is the only time that appears to be unstructured and may be thought of as recess. There is no doubt that under this system, the children learn responsibility and how to work as a group. They have no choice -- a preset pattern of behavior and
beliefs is impressed upon them.
Sadly, it does not appear that creativity is encouraged, and this is a tragedy as spontaneous creativity is greatest and most effortless in the very young. These young minds are molded into one way of thinking, and individuality is discouraged as it conflicts with group dynamics and interferes with the system.
Steven W. Mosher in his book "China Misperceived" indicates that a number of events that have occurred in China must be taken into consideration in America's attempt to understand the Chinese. He says "I have striven to write an objective account of American perceptions of China. For many events this is easy. The Chinese
Communist party did drive the Nationalists off the Mainland, Chinese troops did cross over the Yalu in the Korean War, Mao did launch a Cultural Revolution, the Gang of Four was arrested, Deng Xiaoping did launch a wave of far-reaching reforms, and PLA (People's Liberation Army) troops did massacre pro-democracy demonstrators. America's ongoing judgments of China were colored and recolored by this progression of events."9
It is evident that many people do still hold to their traditions and religious beliefs in modern China. The tragedy of the Communist Government crushing the rebellious student Democratic faction in Tiananmen Square throws into sharp relief the struggle between government control and individual thinking. The students who think for themselves and fight for their ideals in spite of the formulaic way of life being crammed down their throats show the human need for freedom of thought and expression.
B. American Educational System
1. 1500-1900's
The early American Educational System left a great deal to be desired. Most of the education occurred at home, and most of that regarded practical matters more than any detailed study of Geography or History. The majority of early colonists were coming to America to escape religious persecution, and so religion understandably
played a very big role in the education of early American children.
Of course, the colonists were educated in England, so American Education is beholden to a large extent to Great Britain for the style and approach to education over the years. As Louis Booker Wright of the Folger Shakespearean Library says "All the fundamental concepts which make up the kind of people we are today had their
modern conception in the Tudor and Stuart periods."10
The Bible was used to teach spelling and reading, as this was the one book that most families owned or were familiar with. Only very basic math was taught, and trades were emphasized as a matter of course; as colonists in a new and often hostile land, every hand and back was needed for the furtherance of the colony. Children were
often required to grow up fast, taking on adult responsibilities in many cases before they turned twelve.
As time passed and technology advanced, schools were built, religion was still acknowledged but no longer dominated the educational experience, and teachers were designated to instruct the children in the basics, expanding eventually into broader areas of information than were available to the early settlers.
In the late 1800's and early 1900's, one-room schoolhouses gave way to the more advanced schools. Expanding population meant larger schools; larger schools meant more teachers; more teachers meant administrators to see that things ran smoothly; administrators meant bureaucracy and red tape; and bureaucracy threatened to desensitize the system and process kids like cattle, not having the time to be in touch with the individual needs of individual children.
2. Modern Methods
Modern Methods of educating children in America have been gleaned from a broad base of experience and expertise. Teachers, administrators, parents, psychologists, scientists, even students themselves, have worked together to provide working systems of education.
A standard classroom in lower elementary would have one teacher and one or two teacher's assistants, and anywhere from 15 to 30 rambunctious children more interested in playing and having a good time than getting an education. The school is local to these children -- many walk to school, others ride buses that fetch them in
from up to 10-15 miles away. These children are taught the basics through demonstration and repetition; colors, letters, numbers, words, reading, etc. They are taught manners and respect, and in some extreme cases of bad behavior, physically disciplined when other lesser efforts have failed. "Living up to basic ethical standards
in the classroom -- discipline, tolerance, honesty -- is one of the most important ways children learn how to function in society at large."11
As they advance, more diverse items are thrown into the mix -- grammar, mathematics, history, geography, science, nature, etc. The children are called on to read books and give oral reports on what they've read. They are encouraged to share information with each other at appropriate "report" or "show and tell" times. They are
taken on field trips to farms, museums, factories -- wherever they can go to learn new things. Most communities have a "hands-on" museum where children can go and get involved with their learning on a physical rather than purely intellectual basis.
On a junior-high and high-school level, the students are more sophisticated, and begin breaking up their school-day into specialties. An average day may have as many as seven periods, such as English, Algebra, Biology, Band, lunch, History, Phys. Ed., with a separate instructor and classroom for each specialty.
Television, particularly public television, has taken on some of the responsibility for teaching our young. Shows such as "Sesame Street"TM or "Mister Roger's Neighborhood"TM teach the very young in an entertaining way, using songs and puppets and skits to show various types of responsible behavior as well as the basics of education.
Most of the programs on American television are designed strictly for entertainment, and are leaning more and more to the lurid, sensationalistic side of the scale. "All television is educational television." claims Nicholas Johnson of the FCC
(Federal Communications Commission), "The only question is what is it teaching?"12
Groucho Marx once commented "I read in the newspapers they are going to have 30 minutes of intellectual stuff on television every Monday from 7:30 to 8. . . . to educate America. They couldn't educate America if they started at 6:30."13
The Parent-Teacher Association (PTA) was established as a type of monthly town meeting on a local level between the parents and teachers of a particular school to discuss problems and solutions to situations that evolve in the educational environment. It enables both units to hold each other accountable for the way the children are being raised and educated, and strengthens, reinforces, and unifies them in their joint concern. It is at such meetings as these that you might here a comment like "If you promise not to believe everything your child says happens at this school, I'll promise not to believe everything he says happens at home."14 Also, "There must be such a thing as a child with average ability, but you can't find a parent who will admit that it is his child.15"
Another method of schooling is less structured -- it's not a one-room schoolhouse, it's not a structured classroom situation, it looks more like a big brightly colored open warehouse complete with carpet and books, where students are guided in education by monitors, but are encouraged to teach themselves as much as possible.
The Montessori Method, named after Italian Educator Maria Montessori, is a system of educating young children which emphasizes training of the senses and guidance intended to encourage self-education. This method is particularly helpful with students who have difficulty functioning properly in the traditional American
classroom.
Peer Helping Programs are designed to encourage children to help educate each other; those at higher levels of education or development tutor or mentor others who have not yet achieved that level. The system is monitored and assisted by selected teachers, and the entire program is very structured, but is tailored to each
individual school's needs and desires. Therefore, a peer-helping group in Baltimore,MD would interact very differently than one in Brooklyn, MI., or Burbank, CA.
In an average American High School you may occasionally hear something like "Here's a book, here's your assignment, have it on my desk by nine o'clock tomorrow morning." This direct, crass approach to education resulted from the aforementioned bureaucracy of large schools. The teachers are overworked, underpaid, and underappreciated. The students lack the care at home and the individual attention needed at school to reinforce their self-image. But this is just the bleak side of the coin.
The other side shows the joyous little children running into school to show off their pet turtle, pet rock, imaginary friend. Kids making friends, learning, taking part in their own rearing and education. Seeking information voraciously, asking questions, looking for answers, and even (dare we say it?) showing respect, even
affection, for those in authority. Taking responsibility for their own actions and facing up to the challenges ahead. This is the side that parents and educators long for and live for, these are the children that help us understand the sacrifices made are worthwhile after all.
III. Influence of Tradition on Child-Rearing and Education
A. Chinese
1. Ritual
Shamanism and Ancestor worship may have been the beginning of the ritual practices of the Chinese. Shamans had spirit demons they consulted for the purpose of divining the future, settling disputes, and conversing with the dead. Ancestors, often revered simply for the fact they were dead, were still very much a part of Chinese life
as a result of these practices.
Chinese rituals, ceremonies, religious observances, traditional practices are all incorporated into the everyday life of the people, at least prior to the Communist Revolution. Many traditionalists still maintain shrines and observe rituals that may not be endorsed by the government.
2. Buddhism
Buddhism has 307 million followers. It was founded by Siddhartha Gautama, known as the Buddha (Enlightened One), in southern Nepal in the sixth and fifth centuries B.C. The Buddha achieved enlightenment through meditation and gathered a community of monks to carry on his teachings. Buddhism teaches that meditation
and the practice of good religious and moral behavior can lead to Nirvana, the state of enlightenment, although before achieving Nirvana one is subject to repeated lifetimes that are good or bad depending on one's actions (karma). The doctrines of the Buddha describe temporal life as featuring "four noble truths":
Existence is a realm of suffering; desire, along with the belief in the importance of one's self, causes suffering; achievement of Nirvana ends suffering; and Nirvana is attained only by meditation and by following the path of righteousness in action, thought, and attitude.
Buddhism is one of the only major Chinese religion's to be allowed by the current government. It is seen as a useful tool to clear the mind, collect and focus thoughts and energy, and produce a respectful, moral attitude.
3. Confucianism
A faith with 5.6 million followers, Confucianism was founded by Confucius, a Chinese philosopher, in the sixth and fifth centuries B.C. Confucius's sayings and dialogues, known collectively as the Analects, were written down by his followers.
Confucianism, which grew out of a strife-ridden time in Chinese history, stresses the relationship between individuals, their families, and society, based on li (proper behavior) and jen (sympathetic attitude). Its practical, socially oriented philosophy
was challenged by the more mystical precepts of Taosim and Buddhism, which were partially incorporated to create neo-Confucianism during the Sung dynasty (A.D. 960-1279). The overthrow of the Chinese monarchy and the Communist revolution during the twentieth century have severely lessened the influence of Confucianism on modern Chinese Culture.
Confucius' focus on individuals rather than communal life and his challenging views regarding government and authority make his teachings less than palatable for the current government. Though I have nothing to support my view, I believe that his teachings are still used within the family unit to help children to think more clearly and analyze life.
Taoism was founded in China by Lao-tzu, who was born in 604 B.C. Because it's both a philosophy and a religion, its number of followers is uncertain. It derives primarily from the Tao-te-ching, which claims that an ever-changing universe follows the Tao, or path. The Tao can be known only by emulating its "quietude" and
effortless simplicity; Taoism prescribes that people live simply, spontaneously, and in close touch with nature and that they meditate to achieve contact with the Tao. Temples and monasteries, maintained by Taoist priests, are important in some Taoist sects, usually very remote. Since the Communist revolution, Taoism has been actively
discouraged in the People's Republic of China, although it continues to flourish in Taiwan.
B. American
Christmas, the biggest religious holiday of the year, celebrates the birth of Jesus Christ in a stable in Bethlehem almost two thousand years ago. Although Christmas has become commercialized so that people associate the season more with presents, bright colors, and an extended vacation, children are still made aware of the
significance of the holiday. Due to the melting pot nature of America and the precepts on which it was founded, not all citizens celebrate Christmas, but a large majority do as their Christian roots are founded in this event, as well as that of Easter, which celebrates the death and resurrection of the same Jesus Christ, believed by Christians to be the Messiah, the one to save them from their sins. Coincidentally, Christmas and Easter seem to be the two occasions of the year when most American Christians "remember" their Christianity -- check the attendance of any parish and you'll find a
huge surge at these times.
The celebration of New Year's Eve and New Year's Day is another tradition. It is heralded with parties, shopping, income taxes, suicides, an excess of drinking and eating, football games and resolutions. Children are taught that the celebration of the new year is to encourage them to make changes for the better, new beginnings, and renew old friendships or ideals.
Another tradition near and dear to many Americans is patriotism and the celebration of Independence Day, the Fourth of July, which is still taught in schools and bolstered in many homes by parents who continue to believe in the America of the founders of the United States.
Memorial Day is tied to Independence Day by remembering the brave military men and women who gave their lives to keep a nation alive. Sadly, the pride of country that once was such an integral part of America, that caused young men to believe it was worth dying for, has taken a terrible beating -- but it still exists. The pledge of allegiance to the American Flag and all it stands for is still spoken in schools across the nation, and there are still teachers, parents, and children, who believe in the statements put forth in the preamble to the Constitution of the United States of America.
The separation of Church and State inhibits or prevents organized prayer in public schools, but private schools which are privately funded and administrated are not bound by such strictures. There are private Christian schools, military academies, finishing schools, and athletic training groups that adhere to their own individual standards. They exist with the approval of the government, but are not controlled except as any business or institution must comply with standard federal guidelines or
regulations.
V. Conclusion
In both societies, the diverse approaches used seem unusual and occasionally distasteful to the other culture, but the young people raised prove that something is being done right.
Chinese have a broad base of experience and history at their disposal, a heritage rich with culture and tradition, a panoply of options to consider as they go about the serious task of raising their young. In China, children are raised and educated to believe in and respect authority and community; they know their place in
society and fulfill it capably and efficiently, drawing satisfaction from the knowledge that they know their job and do it well. Their traditions and religions are acknowledged privately, if at all, and are not allowed to greatly influence their public lives.
Americans have a far shorter history, a much looser grasp of the importance of tradition, and in some few cases an apparent apathy regarding the importance of childrearing. Far more frequently, parents in America are very much concerned over the raising of their young, and wish (if not insist) on being directly involved as
opposed to letting someone else do the work. In America, children are raised and educated as individuals; creativity and problem-solving are encouraged. The influence of tradition and religion vary greatly from individual to individual, and it becomes difficult to qualify in a general fashion how the two affect the "average" American's decisions and life choices. They have choices to make, and with the moral support of friends and family, they succeed or fail on their own.
REFERENCES:
FICTION
Hesse, Hermann. Siddhartha. New York: New Directions Publishing, 1951.
Hsueh-Chin, Tsao. Dream of the Red Chamber. New York: Doubleday; Anchor,
1958.
Lord, Bette Bao. Spring Moon. New York: Harper Collins, 1981.
Price, E. Hoffman. The Jade Enchantress. New York: Ballantine; Del Rey, 1982.
NON-FICTION
Ashton-Warner, Sylvia. Teacher. Simon & Schuster, 1963.
Ch'en, Jerome. China and the West Society and Culture 1815-1937. London: Indiana University Press, 1979.
Cummings, Carol . Teaching Makes A Difference. Washington: Snohomish Publishing, 1987.
Earhart, H. Byron; Overmyer, Daniel L. Religious Traditions of the World; Religions of China: The World as a Living System. New York:
HarperCollins, 1986;1993.
Jiang,Yang. A Cadre School Life: Six Chapters. Hong Kong: Joint Publishing Co., 1982.
Jochim, Christian. Chinese Religions. New Jersey: Prentice-Hall, 1986.
Keim, Nancy with Tolliver, Cindy. Tutoring and Mentoring Starting a Peer Helping Program in your Elementary School. California: Resource
Publications, Inc., 1993.
Kennedy, Rose. Times to Remember. Doubleday, 1974.
Long, Robert Emmet. American Education The Reference Shelf. New York: H.W. Wilson, 1984. (Volume 56, Number 5)
Long, Robert Emmet. The State of U.S. Education The Reference Shelf. New York: H.W. Wilson, 1991. (Volume 63, Number 5)
Mosher, Steven W. China Misperceived American Illusions and Chinese Reality. New York: HarperCollins, 1990.
Schell, Orville. "Watch Out for the Foreign Guests!". New York: Pantheon Books, 1980.
Smith, Huston. The Illustrated World's Religions. New York: Harper Collins; Labyrinth, 1994.
Spock, Dr. Benjamin. The Common Sense Book of Baby and Child Care.
Doubleday, 1946.
The New York Public Library Desk Reference, Second Edition. New York:
copyright 1989;1993.
VIDEO
Tobin, Dr. Joseph J. Preschool in Three Cultures: Japan, China and the United States. New Hampshire: Fourth Wave Productions, 1989.
MAGAZINES
Anonymous. Wall Street Journal, Jan. 4, 1985.
Bailey, Thomas. Florida State Superintendent of Schools, Wall Street Journal, Dec. 17, 1961.
Bennett, William J. US Secretary of Education in a Report on condition of elementary schools, New York Times, Sep. 3, 1986.
Bennett, William J. US Secretary of Education, New York Times, Sep. 26, 1985.
Johnson, Nicholas. of the Federal Communications Commission, Life Sep. 10, 1971.
Kubie, Lawrence. Newsweek, Mar. 7, 1960.
Marx, Groucho. Boston Globe, Jan. 22, 1960.
Mittenthal, Sue. New York Times, Sep. 6, 1984.
Salhoz, Eloise. "Morals Mine Field", Newsweek, Oct. 13, 1986.
MISCELLANEOUS
Adams, Abigail. Letter to John Quincy Adams, May 8, 1780.
Anonymous. Direct Conversation with Author, Apr. 1984.
QUOTATIONS
"It is only the ignorant who despise education."
Publilius Syrus [Maxim 571, First Century B.C.]
1 "I looked on child rearing not only as a work of love and duty but as a profession that was fully as interesting and challenging as any honorable profession in the world and one that demanded the best that I could bring to it."
Rose Kennedy [Times to Remember, Doubleday 1974.]
2 "The more people have studied different methods of bringing up children the more they have come to the conclusion that what good mothers and fathers instinctively feel like doing for their babies is the best after all."
Dr. Benjamin Spock [The Common Sense Book of Baby and Child Care; Ch. 1. 1946.]
3 "A child miseducated is a child lost."
John F. Kennedy [35th US President in Message to Congress on the state of education. Feb. 20, 1961.]
4 "Our common language is . . . English. And our common task is to ensure that our non-English-speaking children learn this common language."
William J. Bennett [US Secretary of Education, New York Times Sep. 26, 1985.]
5 "The elementary school must assume as its sublime and most solemn responsibility the task of teaching every child in it to read. Any school that does not accomplish this has failed."
William J. Bennett [US Secretary of Education in a Report on condition of elementary schools, quoted in New York Times Sep. 3, 1986.]
6 "Learning is not attained by chance, it must be sought for with ardor and attended to with diligence."
Abigail Adams [Letter to John Quincy Adams, May 8, 1780.]
7 "American parents want the best for their kids, so they go out and work 80 hours a week to get it, never coming home, never showing interest in what goes on in their child's life, never understanding why kids join gangs, do drugs, and have sex at appallingly early ages. They don't see that their kid doesn't need the new shoes as
much as they need a hug or a friendly, non-judgmental ear."
Anonymous [Direct Conversation with Author, Apr, 1984.]
8 "I have striven to write an objective account of American perceptions of China. For many events this is easy. The Chinese Communist party did drive the Nationalists off the Mainland, Chinese troops did cross over the Yalu in the Korean War, Mao did launch a Cultural Revolution, the Gang of Four was arrested, Deng Xiaoping did
launch a wave of far-reaching reforms, and PLA (People's Liberation Army) troops did massacre pro-democracy demonstrators. America's ongoing judgments of China were colored and recolored by this progression of events."
Steven W. Mosher [China Misperceived American Illusions and Chinese Reality. New York: HarperCollins, 1990.]
9 "Today's family is built like a pyramid; with all the intrafamilial rivalries, tensions, jealousies, angers, hatreds, loves and needs focused on the untrained, vulnerable, insecure, young, inexperienced and incompetent parental apex . . . about whose
incompetence our vaunted educational system does nothing."
Lawrence Kubie [Newsweek Mar. 7, 1960.]
10 "All the fundamental concepts which make up the kind of people we are today had their modern conception in the Tudor and Stuart periods. For us, that's the milk in the coconut."
Louis Booker Wright [Director, Folger Shakespearean Library, Washington D.C. in news summaries of May 9, 1955.]
11 "Living up to basic ethical standards in the classroom -- discipline, tolerance, honesty -- is one of the most important ways children learn how to function in society at large."
Eloise Salhoz ["Morals Mine Field", Newsweek Oct. 13, 1986.]
12 "All television is educational television. The only question is what is it teaching?"
Nicholas Johnson [of the Federal Communications Commission, Life Sep. 10, 1971.]
13 "I read in the newspapers they are going to have 30 minutes of intellectual stuff on television every Monday from 7:30 to 8. . . . to educate America. They couldn't educate America if they started at 6:30."
Groucho Marx [Boston Globe Jan. 22, 1960.]
14 "If you promise not to believe everything your child says happens at this school, I'll promise not to believe everything he says happens at home."
Anonymous [Note to students' parents from an English schoolmaster, quoted in Wall Street Journal Jan. 4, 1985.]
15 "There must be such a thing as a child with average ability, but you can't find a parent who will admit that it is his child."
Thomas Bailey [Florida State Superintendent of Schools, Wall Street Journal Dec. 17, 1961.]
