_Kansas State Agricultural College Bulletin, 1914._
There is a general idea among teachers that parents will not coöperate with them. This, I believe, is founded upon the assumption that because they cannot, as a usual thing, coöperate in textbook work they will not coöperate in other things. But both parents and teachers want the same results accomplished. If these are to be attained it means partnership work, the parent and that other parent, the teacher, working together; or one might say, the teacher, and that other teacher, the parent, working together.
I have been surprised to find to what extent parents will coöperate with teachers if given a chance. Mrs. Brown goes to the schoolhouse on a bleak afternoon. She is greeted warmly by the teacher, Miss Smith, and given an arithmetic text to follow while the class recites. The lesson is on decimal fractions. Now, Mrs. Brown didn't have decimal fractions during her school days, so the recitation is quite meaningless to her. She is glad when the class is over, and does not find time to visit school again that term. But if she is asked to prepare a luncheon for the picnic at the close of the year, or asked to assist in any social function at the schoolhouse, she spends her time for the school, and is glad to do it.
In Eugene, Oregon, several years ago I found that the women of the city were enthusiastic in aiding the schools. Thirty-two women gave up Monday afternoon to teaching the girls sewing, while the boys had military drill. At a social center meeting at Hover, Washington, the suggestion was made that it would be well if one of the mothers would come to the school building occasionally to help the girls with their sewing, as the eighth-grade pupils would have to take an examination in the subject in May. So many mothers volunteered to undertake the task that a schedule was made out whereby a sewing period could be had every afternoon, and no mother be on duty oftener than every two weeks.
At Myrtle Creek, Oregon, domestic art work is carried on in this way: the teacher gives instructions in the work that is to be done; in cooking, for instance, recipes are given, talked over, and written down. The girls then go home, and actually do the work, and make a report to the teacher. They must have the signatures of their mothers for all the work they do. This is managed with a home credit report card.