Seventh.--The teacher should arouse an interest in the school and do his part to convince the patrons of the need of a better school to meet the demands of the present day. A great part of the teacher's work lies outside of his actual teaching, and more and more we are coming to conceive the school as a social as well as an educational institution, and by means of parents' meetings, using the school as a social center and making the schoolhouse a gathering place for the patrons of the district, where they may meet and discuss the problems with which they are confronted, the present-day teacher supplements his actual teaching duties. There are few other ways in which the social needs of the country people can be better met than through the rural school. Moreover, by means of these meetings it is possible to show parents the progress which is being made by their children in the school work and to impress them with the necessity of regular and punctual attendance. One of the surest ways to win the approval of men and women is by interesting them in the progress of their children, and the wise teacher will take advantage of every opportunity which presents itself, and go to great lengths to make opportunities for cultivating the interest of the parents in the school, through this means. Eighth.--The teacher in a rural school should have as the aim of rural education "better men, better farming, and better living." The country teacher who appreciates and realizes this is aware of the chief factors in the solution of the farm problem. He must also remember that he is a public servant and that the public has a right to expect him to put his whole soul into the welfare of the community. The schools are held to be largely responsible for ineffective farming and the low ideals of country life. A great many of our rural teachers are not at all in sympathy with rural ideals and rural customs. They regard their position as merely temporary, and express, even though it may be involuntary on their part, the idea that the town is much preferable to the country, and in this way inculcate in the children a distaste for the life of the country, when it should be their duty to present the best features of rural life in order to persuade the children to remain on the farms.