ter to their varied
needs. But I did not thus urge them because they had, up to that time,
neglected their duty, rather because there seemed no prospect that the
homes would embrace their opportunity and take the initiative.

I fancy that here in the smaller place where everybody knows everybody
it is very different. Doubtless there is not a teacher here whose
acquaintance has not been made by both parents of every child in her or
his room. Probably there is not one who has not been entertained in
every home represented in the room. This should be the situation not
primarily because parents owe teachers such attention, not because any
such social responsibility rests upon them, but rather because the
relationship thus created gives parents the best possible opportunity to
co-operate with the school in doing that portion of the home's great
work. No, parents do not "owe" it to the teachers, rather do they "owe"
it to their children and the next generation. I am urging this program
because it is the only way by which you can get the most and best
service from the schools.

It is true that parents may not understand all the subjects that are
taught in the schools. Parents may not be acquainted with the methods of
teaching so that they can be intelligent critics of schoolroom
procedure. Never mind. That is not necessary. You do know boys and
girls. Many of you could give us teachers valuable suggestions on the
best ways of dealing with boys and girls. And there isn't one of you who
could not assist the teacher in the work with your own children. And
then there is another way to look upon it. It is altogether possible
that this closer acquaintance with the school and with the
teachers--with men and women who have made a careful, scientific study
of boys and girls and of the art of teaching--it is altogether possible,
I say, that this contact might react helpfully upon you and the home.
You might possibly get suggestions from us that would help you in the
home. The closer contact might be mutually helpful.

And so, in this necessarily hurried manner we have passed in review
these three great age-old yet very modern institutions--the home, the
church, and the school. We have seen whence each has arisen, have noted
the pathway trod, and caught a glimpse of its present-day function. And
the close relationship, too, must have become plain as we passed along.
No one of the three, we have seen, could stand alone. Each depends upo