The adaptation of the public schools to these tasks belongs properly to another section of this study.[55] In so far, however, as the school contributes through its attitude toward the parent to a breakdown in family discipline, and in so far as it tries or does not try to instruct the foreign-born housewife in the art of housekeeping, it is concerned with problems that are primarily family problems. It may be of interest, then, to cite certain evidence obtained from foreign-born leaders and typical foreign-born families as to the relationship existing between the schools and foreign-born parents, the methods used by the schools in the education of foreign-born women, and their apparent success or failure. Reference has already been made to the place that the school sometimes plays in the breakdown of family discipline, because of ignorance on the part of the teachers concerning the social and domestic attitudes prevailing among the foreign-born groups. The school has, in fact, been able to take so little account of the mother that so long as things run fairly smoothly she is usually unable to realize that she has any place at all in the scheme. Again and again, to the question as to whether she visits the school where her children go, comes the answer, "Oh no, my children never have any trouble in school." As long as they are not in trouble she is not called into consultation. She may even be made to feel quite unwelcome if she is bold enough to visit the schoolroom, so she very soon comes to the conclusion that the education of her children is really none of her business. Sometimes the teacher thoughtlessly contributes to the belittling of the parent in the eyes of the child. An Italian man tells the story of a woman he knew who whipped her boy for truancy and then went to consult the teacher. But instead of a serious and sympathetic talk, the teacher in the child's presence upbraided the mother for punishing the child. The child of foreign-born parents, as well as the native-born child, often learns in the public school to despise what is other than American in dress, customs, language, and political institutions, and both are thus influenced to despise the foreign-born parent who continues in the old way. There is, of course, often a failure on the part of the teacher to uphold the dignity and authority of the parents in the native-born group, and the need of bridging the gap between school authorities and parents has been recognized by the organization of the Parent-Teachers' organization as well as of the Patrons' Department of the National Education Association. It may be that at a later date, when certain general fundamental questions of co-operation have been dealt with, devices for meeting the difficulties of special groups of parents will be developed.