The gulf between parent and teacher is too common a phenomenon to need exposition. The existence of the chasm is probably due more to carelessness, to the pressure of time, or to indolence than to any more serious delinquencies; yet all will admit the disastrous effects that flow from the fact that there is not the close intellectual and spiritual sympathy that there should be between the school and the home. It needs no argument to demonstrate the value of any movement that has for its purpose the bridging of the gulf. But it is an omen of encouragement to find that there are forces at work designed to bring teacher and school patron into a closer working harmony. A statement of the history and methods of some of these agencies may therefore well have a place in a discussion of rural progress. For the movements to be described are essentially rural-school movements. Of first interest is an attempt which has been made in the state of Michigan to bridge the gulf—to create a common standing-ground for both teacher and parent—and on that basis to carry on an educational campaign that it is hoped will result in the many desirable conditions which, a priori, might be expected from such a union. At present the movement is confined practically to the rural schools. It consists in the organization of a county Teachers and Patrons' Association, with a membership of teachers and school patrons, properly officered. Its chief method of work is to hold one or more meetings a year, usually in the country or in small villages, and the programme is designed to cover educational questions in such a way as to be of interest and profit to both teachers and farmers.

This movement was indigenous to Michigan—its founders worked out the scheme on their own initiative, and to this day its promoters have never drawn upon any resources outside the state for suggestion or plan. But if the friends of rural education elsewhere shall be attracted by this method of solving one of the vexed phases of their problem, I hope that they will describe it as "the Hesperia movement." For the movement originated in Hesperia, was developed there, and its entire success in Hesperia was the reason for its further adoption. Hesperia deserves any renown that may chance to come from the widespread organization of Teachers and Patrons' Associations.

And where is Hesperia? It lies about forty miles north and west of Grand Rapids—a mere dot of a town, a small country village at least twelve or fifteen miles from any railroad. It is on the extreme eastern side of Oceana County, surrounded by fertile farming lands, which have been populated by a class of people who may be taken as a type of progressive, successful, intelligent American farmers. Many of them are of Scotch origin. Partly because of their native energy, partly, perhaps, because their isolation made it necessary to develop their own institutions, these people believe in and support good schools, the Grange, and many progressive movements.

For several years there had existed in Oceana County the usual county teachers' association. But, because Hesperia was so far from the center of the county, and because it was not easily accessible, the teachers who taught schools in the vicinity could rarely secure a meeting of the association at Hesperia; and in turn they found it difficult to attend the meetings held in the western part of the county. A few years ago it chanced that this group of teachers was composed of especially bright, energetic, and original young men and women. They determined to have an association of their own. It occurred to someone that it would add strength to their organization if the farmers were asked to meet with them. The idea seemed to "take," and the meetings became quite popular. This was during the winter of 1885-86. Special credit for this early venture belongs to Mr. E. L. Brooks, still of Hesperia and an ex-president of the present association, and to Dr. C. N. Sowers, of Benton Harbor, Mich., who was one of the teachers during the winter named, and who was elected secretary of the Board of School Examiners in 1887. Mr. Brooks writes:

The programmes were so arranged that the participants in discussions and in the reading of papers were about equally divided between teachers and patrons. An active interest was awakened from the start. For one thing, it furnished a needed social gathering during the winter for the farmers. The meetings were held on Saturdays, and the schoolhouse favored was usually well filled. The meetings were not held at any one schoolhouse, but were made to circulate among the different schools. These gatherings were so successful that similar societies were organized in other portions of the country.

In 1892, Mr. D. E. McClure, who has since (1896-1900) been deputy superintendent of public instruction of Michigan, was elected county-school commissioner of Oceana County. Mr. McClure is a man of great enthusiasm and made a most successful commissioner. He conceived the idea that this union of teachers and patrons could be made of the greatest value, in stimulating both teachers and farmers to renewed interest in the real welfare of the children as well as a means of securing needed reforms. His first effort was to prepare a list of books suitable for pupils in all grades of the rural schools. He also prepared a rural lecture-course, as well as a plan for securing libraries for the schools. All these propositions were adopted by a union meeting of teachers and farmers. His next step was to unite the interests of eastern Oceana County and western Newaygo County (Newaygo lying directly east of Oceana), and in 1893 there was organized the "Oceana and Newaygo Counties Joint Grangers and Teachers' Association," the word "Granger" being inserted because of the activity of the Grange in support of the movement. Mr. McClure has pardonable pride in this effort of his, and his own words will best describe the development of the movement:

This association meets Thursday night and continues in session until Saturday night. Some of the best speakers in America have addressed the association. Dr. Arnold Tompkins, in speaking before the association, said it was a wonderful association and the only one of its character in the United States.

What was my ideal in organizing such associations?

1. To unite the farmers who pay the taxes that support the schools, the home-makers, the teachers, the pupils, into a co-operative work for better rural-school education.

2. To give wholesome entertainment in the rural districts, which from necessity are more or less isolated.

3. To create a taste for good American literature in home and school, and higher ideals of citizenship.

4. Summed up in all, to make the rural schools character-builders, to rid the districts of surroundings which destroy character, such as unkept school yards, foul, nasty outhouses, poor, unfit teachers. These reforms, you understand, come only through a healthy educational sentiment which is aroused by a sympathetic co-operation of farm, home, and school.

What results have I been able to discover growing out of this work? Ideals grow so slowly that one cannot measure much progress in a few years. We are slaves to conditions, no matter how hard, and we suffer them to exist rather than arouse ourselves and shake them off. The immediate results are better schools, yards, out-buildings, schoolrooms, teachers, literature for rural people to read.

Many a father and mother whose lives have been broken upon the wheel of labor have heard some of America's orators, have read some of the world's best books, because of this movement, and their lives have been made happier, more influential, more hopeful.

Thousands of people have been inspired, made better, at the Hesperia meetings.

In western Michigan the annual gathering at Hesperia is known far and wide as "the big meeting." The following extract from the Michigan Moderator-Topics indicates in the editor's breezy way the impression the meeting for 1906 made upon an observer:

Hesperia scores another success. Riding over the fourteen miles from the railroad to Hesperia with Governor Warner and D. E. McClure, we tried to make the latter believe that the crowd would not be forthcoming on that first night of the fourteenth annual "big meeting." It was zero weather and mighty breezy. For such a movement to succeed two years is creditable, to hold out for five is wonderful, to last ten is marvelous, but to grow bigger and better for fourteen years is a little short of miraculous. McClure is recognized as the father of the movement and his faith didn't waver a hair's breadth. And sure enough there was the crowd—standing room only, to hear the governor and see the great cartoonist J. T. McCutcheon of the Chicago Tribune. For three evenings and two days the big hall is crowded with patrons, pupils and teachers from the towns and country round. During the fourteen years that these meetings have been held, the country community has heard some of the world's greatest speakers. The plan has been adopted by other counties in Michigan and other states both east and west. Its possibilities are well-nigh unlimited and its power for good is immeasurable. Everyone connected with it may well feel proud of the success attending the now famous "Hesperia Movement."

In 1897, Kent County, Michigan (of which Grand Rapids is the county seat), organized a Teachers and Patrons' Association that is worth a brief description, although in more recent years its work has been performed by other agencies. It nevertheless serves as a good example of a well-organized association designed to unite the school and home interests of rural communities. It was for several years signally successful in arousing interest in all parts of the county. Besides, it made a departure from the Oceana-Newaygo plan which must be considered advantageous for most counties. The Hesperia meeting is an annual affair, with big crowds and abundant enthusiasm. The Kent County association was itinerant. The membership included teachers, school officers, farmers generally, and even pupils. An attempt was made to hold monthly meetings during the school year, but for various reasons only five or six meetings a year were held. The meetings usually occurred in some Grange hall, the Grange furnishing entertainment for the guests. There were usually three sessions—Friday evening and Saturday forenoon and afternoon. The average attendance was nearly five hundred, about one-tenth being teachers; many teachers as well as farmers went considerable distances to attend.

The Kent County association did not collect any fees from its members, the Teachers' Institute fund of the county being sufficient to provide for the cost of lectures at the association meetings. Permission for this use of the fund was obtained from the state superintendent of public instruction. Some counties have a membership fee; at Hesperia, the fee is 50 cents, and a membership ticket entitles its holder to a reserved seat at all sessions. The Kent County association also suggested a reading-course for its members.

The success of the work in Kent County was due primarily to the fact that the educators and the farmers and their leaders are in especially close sympathy. And right there is the vital element of success in this work. The initiative must be taken by the educators, but the plan must be thoroughly democratic, and teacher and farmer must be equally recognized in all particulars. The results of the work in Kent County were thus summarized by the commissioner of schools of the county:

To teachers, the series of meetings is a series of mid-year institutes. Every argument in favor of institutes applies with all its force to these associations. To farmers they afford a near-by lecture course, accessible to all members of the family, and of as high grade as those maintained in the larger villages. To the schools, the value is in the general sentiment and interest awakened. The final vote on any proposed school improvement is taken at the annual school meeting, and the prevailing sentiment in the neighborhood has everything to do with this vote. And not only this, but the general interest of patrons may help and cheer both teacher and pupils throughout the year. On the other hand, indifference and neglect may freeze the life out of the most promising school. There is no estimating the value to the schools in this respect.

The Kent County association had a very simple constitution. It is appended here for the benefit of any who may desire to begin this beneficent work of endeavoring to draw more closely together rural schools and country homes.

Article I.—Name

This association shall be known as "The Kent County Teachers and Patrons' Association."

Article II.—Membership

Any person may become a member of this association by assenting to this constitution and paying the required membership fee.

Article III.—Objects

The object of this association shall be the promotion of better educational facilities in all ways and the encouragement of social and intellectual culture among its members.

Article IV.—Meetings

At least five meetings of the association shall be held each year, during the months of October, November, January, February, and March, the dates and places of meetings to be determined and announced by the executive committee. Special meetings may be called at the election of the executive committee.

Article V.—Officers

Section 1. The officers of the association shall be a president, a vice-president, a secretary, a treasurer, and an executive committee composed of five members to be appointed by the president.

Sec. 2. The election of officers shall occur at the regular meeting of the association in the month of October.

Sec. 3. The duties of each officer shall be such as parliamentary usage assigns, respectively, according to Cushing's Manual.

Sec. 4. It shall be the duty of the executive committee to arrange a schedule of meetings and to provide suitable lecturers and instructors for the same on or before the first day of September of each year. It shall be the further duty of this committee to devise means to defray the expenses incurred for lecturers and instructors. All meetings shall be public, and no charge for admission shall be made, except by order of the executive committee.

Article VI.—Course of Reading

Section 1. The executive committee may also recommend a course of reading to be pursued by members, and it shall be their duty to make such other recommendations from time to time as shall have for their object the more effective carrying out of the purposes of the association.

Whether the Oceana County plan of a set annual meeting or the Kent County plan of numerous itinerant meetings is the better one depends much on the situation. It is not improbable that itinerant meetings, with an annual "round-up" meeting of the popular type as the great event of the school year, would be very satisfactory.

Other counties in the state have taken up the Hesperia idea. In some cases associations similar to the Kent County association have been developed. More recently the work has frequently been carried on by the county commissioner of schools directly. "Institutes on wheels" have become a factor in the campaign for better rural schools. One commissioner writes:

My aim has been to bring into very close relationship teachers, patrons, and pupils. This is done, in part, in the following manner: I engage, for a week's work at a time, some educator of state or national reputation to ride with me on my visitation of schools. Through the day, schools are visited, pupils' work inspected, and in the evening, a rally is held in the locality visited in that day. A circuit is made during the week, and Friday evening and the Saturday following a general round-up is held. The results of this work have been far reaching. Teachers, patrons, and pupils are brought into close relationship and a higher standard of education is developed.

The form of organization matters little. The essential idea of the "Hesperia movement" was to bring together the teacher and the school patron on a common platform, to a common meeting-place, to discuss subjects of common interest. This idea must be vitalized in the rural community before that progress in rural-school matters which we desire shall become a fact.

It is only fair to say that administrators of rural-school systems in several states are attempting in one way or another, and have done so for some years, to bring together teachers and school patrons. In Iowa there are mothers' clubs organized for the express purpose of promoting the best interests of the schools. In many of the communities the county superintendent organizes excursions, and holds school contests which are largely attended by patrons of the schools.

Ohio has what is known as the "Ohio School Improvement Federation." Its objects are: (1) to create a wholesome educational sentiment in the citizenship of the state; (2) to remove the school from partisan politics; (3) to make teaching a profession, protected and justly compensated. County associations of the federation are being organized and the effort is being made to reach the patrons of the schools and to create the right public sentiment. In many of the teachers' institutes there is one session devoted entirely to subjects that are of special interest to the school-board members and to the patrons of the schools. Educational rallies are held in many of the townships, at which effort is made to get together all the citizens and have an exhibit of school work.

In Minnesota, a law was passed recently to the effect that school officers within a county may attend one educational convention a year upon call of the county superintendent. They receive therefor, three dollars for one day's services and five cents mileage each way for attendance. Already a number of very successful conventions have been held, wherein all school districts in the counties have been represented.

The county institutes in Pennsylvania are largely attended by the public and are designed to reach patrons as well as teachers.

In Kansas, county superintendents have organized school-patrons' associations and school-board associations, both of which definitely purpose to bring together the school and the home and the officers of the school into one body and to co-operate with individuals for the purpose of bettering the school conditions.

Doubtless other states are carrying on similar methods.

An interesting movement wholly independent of the Hesperia plan has recently been put into operation under the leadership of Principal Myron T. Scudder of the State Normal School, New Paltz, N. Y. He has organized a series of country-school conferences. They grew out of a recognized need, but were an evolution rather than a definite scheme. The school commissioner, the teachers, and the Grange people of the community have joined in making up the conference. An attempt is also made to interest the pupils. At one conference there was organized an athletic league for the benefit of the boys of the country school. The practical phases of nature-study and manual training are treated on the programme, and at least one session is made a parents' meeting. There is no organization whatever.

Dr. A. E. Winship, of the Journal of Education, Boston, had the following editorial in the issue of June 21, 1906:

It is now fourteen years since D. E. McClure spoke into being the Hesperia movement, which is a great union of educational and farmer forces, in a midwinter Chautauqua, as it were. Twelve miles from the railroad, in the slight village of Hesperia, a one-street village, one side of the street being in one county and the other side in another, for three days and evenings in midwinter each year, in a ramshackle building, eight hundred people from all parts of the two counties sit in reserved seats, for which they pay a good price, and listen to one or two notable speakers and a number of local functionaries. One-half of the time is devoted to education and the other to farm interests.

It is a great idea, well worked out, and after fourteen years it maintains its lustiness, but I confess to disappointment that the idea has not spread more extensively. It is so useful there, and the idea is so suggestive, that it should have been well-nigh universal, and yet despite occasional bluffs at it, I know of no serious effort to adopt it elsewhere, unless the midwinter meeting at Shelby, in one of these two counties, can be considered a spread of the idea. This child of the Hesperia movement, in one of the two counties, and only twenty miles away, had this year many more in attendance than have ever been at Hesperia.

This work of uniting more closely the interests, sympathies, and intelligence of the teachers and patrons of the rural school has had a test in Michigan of sufficient length to prove that it is a practicable scheme. No one questions the desirability of the ends it is prepared to compass, and experience in Michigan shows not only that where the educators have sufficient enterprise, tact, enthusiasm, and persistence the necessary organizations can be perfected, but that substantial results follow. For the sake of better rural schools, then, it is sincerely to be hoped that the "Hesperia movement" may find expression in numerous teachers and patrons' associations in at least the great agricultural states.