ple; (3) to provide
works of art for schoolrooms. There are three forms of the league, the
local leagues organized in each school; the town leagues, whose
membership consists of the officers of the local leagues; and a state
league, whose members are delegates from the town leagues and members of
the local leagues who hold school diplomas. Any pupil, teacher, school
officer, or any other citizen may join the league on payment of the
dues. The minimum dues are one cent a month for each pupil, for other
members not less than ten cents a term. But these dues may be made
larger by vote of the league. Each town league sends a delegate to the
meeting of the state league. Each league has the usual number of
officers elected for one term. These leagues were first organized in
1898 and they have already accomplished much. They have induced school
committees to name various rural schools for distinguished American
citizens, as Washington, Lincoln, and so forth. They give exhibitions
and entertainments for the purpose of raising funds. Sometimes they use
these funds to buy books for the schoolroom. The books are then loaned
to the members of the league; at the end of the term this set of books
is exchanged for another set of books from another school in the same
township. In this way, at a slight expense, each school may have the use
of a large number of books every year. The same thing is done with
pictures and works of art, these being purchased and exchanged in the
same way. Through the efforts of the league schoolhouses have been
improved, inside and out, and the school grounds improved. It is not so
much the doing of new things that has been attempted by this league.
The important item is that the school has been _organized_ for these
definite purposes, and the work is carried on systematically from year
to year. It needs no argument to show the value of this sort of
co-operation to the pupil, to the teacher, to the school, to the
parents, and ultimately to the community as a whole.

3. A third method is through co-operation between the home and the
school, between the teacher and pupils on one side, and parents and
taxpayers on the other side. Parents sometimes complain that the average
school is a sort of mill, or machine, into which their children are
placed and turned out just so fast, and in just such condition. But if
this is the case, it is partly the fault of the parents who do not keep
in close enough touch with the