New Iberia enterprise and independent observer. (New Iberia, La.) 1902-1944, 1913-08-30
EsToRGE DRUG CO., New Iberia
Relationship Between School
and Home.

In rural communities the school has {
message for the home not less important
than it has to the pupils who come from
those homes to dIinE from the fountains
OF knowledge. 1t is this fact which ID AXES
it important that superintendents should
look we'll into the quality and equlpm- nj
OF teachers engaged to take charge OF
schools in the country districts. Super
intendsnt Harris says that observation
aud experience with country schools hav,
convinced him that more can be accom-
plishsd with SIX months term than b,
sndeavoring to continue through The con
venti0nal nine month period.
Mr.. Nelson, who has done much VOL h
in supplying teachers in some rural sec
tions III the Southern States, agrees with
Mr. Harris and suggest hat the best re-
suits are obtained oy Il regimen providing
for six months a. school and SIX IN )ntls
ct work on the farm. On the other hand
Professor Reagan, Of the Linvlle COnso
lidated School, in Lincoln Parish. plodu-
ces a record showing how school which
found difficulty in maintaining SIX
months term became, under the impetus
given by the right kind of teaching and
the right quality OF teachers, nine
months school whose pupils attended
with marked regularity, which attracted
several families to the community and
which absorbed two or three oneroom six
months schools with which had experen
csd ftful existences in nearby neigh Dor
hoods.
Not only was that true, but the school
became the social center of the communi-
t., and, in a certain sense, the grown
folks Of the community became pupils,
THE COUNTRY REVIEW printed story OF
this remarkable school some weeks ago,
with cuts illustrating it, development
within three years from struggling one
room school to . modern consolidated
school Of several grades. each presided
over by capable teacher, and the citi-
Gems gladly voting tax after tax to main
tain it. But teachers like Chappell Rea
gan are rare, q fact which goes far to-
ward explaining why, many communities,
six months terms may be necessary.
We think the Linville experiment es
tablishes c q .rly the fact that the prima-
ny essential to success in efforts to make
the rural schools worth while is the inter
est and cooperation OF the community. In
that case the moment the patrons became
convinced that their school. which up to
that time they had esteemed SO lightly,
brought something into the life OF the
community that they needed. something
that was vital to them aud theirs, they
got bahiud the teacher and helped him
make it a model institution. The story
tells Us that they taxed themselves pro
baby higher than any school district In
State has ever taxed itself, that they cut
down trees and sawed them into timber
aud with their own hands built the addi
tiOus necessary to accomm 'dste the in |
creased attendance attracted toy the fame I
Of the school.
The matter resolves itself down to this:
that the school which strikes its rOOts
deep into the homes of the people need
have no concern about the length OF terms
or the conditions of the State treasury.
Six months terms are probably too long
for those schools whose teachers think
more Of pay day than of work day. while
q nine months term 10 too short for the
school into which the teacher puts hi
life and soul. The teacher who has not
message for parents as we'll as for pupils.
whose ministratiOns do not include thu
home and the social life of the home an,
the social life OF the people rs well as tht
school room, can make no moving appeal
to those he is called to serve-he cannot
build up schools like those at Cedron, at
Lisvills, and like dozen other highly
efficient rural schools which might bs
named ia this connection.-Country Re
view.