al and recreational activities, such
provision involves providing for the social and recreational
interests. This is a function which is not to be encouraged and then
turned over to other agencies, but is to be retained by the church
itself as its legitimate service.

In view of the fact that the efforts of various agencies have not been
in entire harmony with this point of view it deserves further
consideration. For many years it has been argued that the schoolhouse
should be so built that it could be made the community center for all
types of activities. Without intending to limit the public schools in
any laudable endeavor to enrich rural life it should be noted:

1. That so far as villages and open country schools are concerned it
is not believed that the agitation for the wider use of the school
plant has yet resulted in any marked nation-wide response to such
agitation further than to provide room for physical training of
upper-class students.

2. In general, the schoolhouse is so located that it is not suited for
community service. It is usually located on the outskirts of the
village, where plenty of ground may be had for outdoor school games.
When people gather for social life and leisure they do not go away
from the lights of the village street but move toward them. The
well-lighted poolroom near the village store will attract more boys
than the building on the village edge that must be reached through the
dark. Villagers have their downtown as well as do the great urban
centers.

3. The school teachers and principal are busy five days in the week in
the classroom. The schools cannot assume charge of community center
activities without danger either of overworking the teachers or of
having to hire special assistance for this service. Many villages
cannot afford to hire special workers for this purpose alone.

4. It has been argued that the school is the democratic institution
since it is tax-supported, and thus every one may go there as a right.
To this it may be replied that, as with the church, only those
contribute who have resources from which to contribute. The only
difference is that in the public school the majority decide that all
those who are able must contribute to the support of public
institutions, thus it falls short of complete democracy, which must,
in the last analysis, be a purely voluntary association. In the
church the only force compelling contribution is personal desire and
public