to year. It needs no argument to show the value of this sort of co-operation to the pupil, to the teacher, to the school, to the parents, and ultimately to the community as a whole. 3. A third method is through co-operation between the home and the school, between the teacher and pupils on one side, and parents and taxpayers on the other side. Parents sometimes complain that the average school is a sort of mill, or machine, into which their children are placed and turned out just so fast, and in just such condition. But if this is the case, it is partly the fault of the parents who do not keep in close enough touch with the work of the school. It is not that parents are not interested in their children, but it is rather that they look at the school as something separate from the ordinary affairs of life. Now, nothing can be more necessary than that this notion should be done away with. There must be the closest co-operation between the home and school. How can this co-operation be brought about? Frequently parents are urged to visit the schools. This is all right and proper, but it is not enough. There must be a closer relation than this. The teacher must know more about the home life of her pupils, and the parents must know far more about the whole purpose and spirit, as well as the method, of the school. A great deal of good has been done by the joint meeting of teachers and school officers. It is a very wise device, and should be kept up. But altogether the most promising development along this line is the so-called "Hesperia movement," described in another chapter. These meetings of school patrons and teachers take up the work of the school in a way that will interest both teachers and farmers. They bring the teachers and farmers into closer touch socially and intellectually. They disperse fogs of misunderstanding. They inspire to closer co-operation. They create mutual sympathy. They are sure to result in bringing the teacher into closer touch with community life and with the social problems of the farm. And they are almost equally sure to arouse the interest of the entire community, not only in the school as an institution and in the possibilities of the work it may do, but also in the work of that teacher who is for the time being serving a particular rural school.