The following is told by one of the Normal students of her work in the country schools:
"Mothers' clubs were formed and fathers were interested so far as possible in order to secure the sympathy and co-operation of the parents in introducing industrial work.
"The tools were crude. In many instances jack-knives, stones and glass were used if hammers, planes and saws could not be obtained.
"Sewing was taught to both boys and girls. At first the boys objected, but such remarks as 'Can't she see us is boys?' failed of results, and soon the boys became thoroughly interested in making good sized boys' handkerchiefs from flour sacks. Baskets were made from pine needles, reed, willow, and rushes, and mats from corn shucks.
"Early in the term the untidy, neglectful school yards were converted into gardens, farmers supplying the seed, and when no mule could be procured for ploughing, four boys were harnessed to draw the plough, while another guided it.
"Parent-teachers' clubs were organized and many mothers came for instruction."
The fact that the last census reports thirty-three per cent of the Southern Negro population above ten years as illiterate, shows a vast need here of additional educational effort of the kind that Missions are bringing—the all-round training that gives ability to earn a living, combined with the moral and spiritual qualities which alone can produce worthy citizenship.
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In Porto Rico and the island possessions of the United States,
Mission schools have rendered the greatest possible service.
There were almost no schools for the plain people on the islands under Spanish rule. Our government, when it assumed control, addressed itself vigorously to the task of providing schools as well as giving the islands wholesome physical conditions, but there was great need of supplemental Mission schools, especially for the younger children.