Yet, results beg the question. What powers exist among our children that consistently work against the dogma of schools? If educators are so powerful and capable of driving the effective learning they exclude parents from, then why do we see students becoming dropouts, criminals, ne’er do wells, narcissistic spenders, and purveyors of immorality?
If all students were equally capable, challenged, and fervent, would not all respond to school with ardent striving? But where does the great difference in their "becoming" come from? What stronger weight of impression leans heavily upon the scale of their life choices?
From whence time began, it is parents who’ve borne the greatest influence into a child's mind; who’ve borne the power and the weight of semi-mandating their child’s ultimate identity and root causes of their becoming.
Why then do schools shade parents into forgotten dungeons of marginalized irrelevance? Why do they invite parents into the dialogue, and then belittle, condescend, correct, and discourage them? Why do teachers seem to so obviously resent their involvement - making them feel like unwanted outsiders?
Is it not in the best interest of the child to draw greatness from their parents?
Even if the drawing out is done only as a voluntary, anecdotal enhancement - a whispered essence of what might become better cornerstone intentions - is it not better to venture unto experimental efforts thus, and thereby make but a trailhead where previously there was only wilderness?
