sion the teachers were able to interest a good many absentees in going to school, or to persuade their parents to send them. Subsequent visits by the teachers at the homes brought most of the children into the schools. Then at the community center meetings, the subject of school attendance was discussed from time to time as a part of the programs. By means of this personal work of the teachers in the homes and of the discussions at the community meetings the percentage of average daily attendance was actually increased by 14 per cent over that of the preceding year. This increased attendance was accomplished without resort to the courts in a single case. The parents came to realize that the schools cost them the same whether their children attended them or not. They came also to see more clearly than ever before what the schools meant to the future welfare of their children and to the credit of themselves as fathers and mothers. Be it understood, also, that these parents were not "preached to" about sending their children to school. They were led into discussions of school attendance among themselves and they arrived at their own conclusions.

(6) EVENING CLASSES.-While making the community surveys the teachers quietly learned also the number of adult illiterates. in their communities, though this information was obtained indirectly, so as not to be embarrassing to anyone. When their reports were brought together it was found that there were in all 45 adults in the whole school district, who could not read and write. At first it was thought best to organize night schools of the Kentucky "Moonlight" type for these persons alone. But in talking with the people at the community center meetings the supervisor and teachers came to the conclusion that what would best meet the educational needs of the whole adult population were evening classes for any who would attend them. Accordingly announcement was made at the community centers that at certain centers evening classes would be offered one night each week in addition to the regular community center meetings. These centers for evening classes were so selected that the teachers of near-by schools could assist the local teacher in this work-in effect a consolidation of schools for evening classes. The plan was eminently successful. The English subjects (reading, writing, spelling), arithmetic and agriculture constituted the course of study, not the usual textbook study, but just the things that the people were interested in learn

ing. Nothing was said about illiteracy, for that would have been very embarrassing to those who had unfortunately failed to attend schools when they were boys and girls. Any who could not read and write joined the English classes and began at the very beginning. They had individual instruction and, therefore, learned very fast.

The evening classes were in themselves community center meetings: (a) because they brought together three or four neighborhoods at one of the centers, thus enlarging the circle of acquaintances; (b) because the demonstration work in the agricultural subjects attracted a great many who would have come out for no other reason; and (c) because the class exercises were either preceded or followed by a social half-hour, and in some cases followed by the serving of refreshments provided by the families represented, sometimes merely a basket of choice apples from one of the farms. (7) LECTURE COURSE.-Closely related to the work of the evening classes was the lecture course. Now, when we speak of a "lecture course," we usually think of a series of lectures and entertainments given by persons brought into the community for that purpose and paid by the sale of tickets of admission. The lecture course in our rural district was a very different proposition. The lectures were free. They were given at the schoolhouses by the teachers of other schools in the district and by citizens of the community who had messages for the people. The subjects were of a very practical nature, dealing with improvements of agriculture, roads, schools, sanitation, morals. For information these lecturers drew upon the United States Bureau of Education and the United States Department of Agriculture, the State Agricultural College, the State Department of Schools, and the Public Health Council. Wherever possible, bulletins of information on these subjects were handed to the people to be taken home with them. These lectures were in reality community center meetings. The teachers themselves benefited greatly from them by the preparation they made for them.

(8) NATIONAL PATRIOTISM.-In view of the military strife abroad the time was ripe for a revival of national patriotism among the people. Accordingly, one of the programs at each of the community centers had national patriotism as its central theme. By a little guidance upon the part of the teachers this program led to the

placing of a flag upon every schoolhouse in the district. The people themselves purchased the flags, cut and hauled the flag poles, and observed "Flag Day" at the schoolhouses when the flags were raised. This demonstration led later to the placing of a small flag in each school room so that when "The Star Spangled Banner" was sung, every child leaped to his feet and saluted his country's flag-another factor of community improvement.

(9) SCHOOL LIBRARIES. Another interesting outgrowth of the community center work in this district was the raising of $282 for school libraries. This amount was raised at box suppers, pie socials, and public entertainments. Every school in the district now has a small collection of books approved by the State Superintendent of Schools. In addition to the books purchased, the teachers secured a large number of free bulletins upon subjects of agriculture, roads, schools, and other subjects of interest to the community. Here again the community center meetings were the means of providing these school libraries.

(10) SCHOOL ATHLETICS.-As stated in the first paragraph of this article there were in this school district three graded and twelve one-teacher schools. The three graded schools were made athletic centers, and to each were assigned four one-teacher schools. At each of these three centers a baseball team was organized, the players being chosen from among the pupils of the graded school, and its allied four one-teacher schools. These three athletic centers were then organized into a district school baseball league. One who did not get information at first hand by observation could scarcely conceive of the benefits derived from the baseball contests. The baseball games were almost the only source of outdoor amusement provided the people of the district. Rivalry among these three athletic centers was keen, but yet wholesome. The activities of the baseball league were a strong factor in the development of community social capital. There were a good many boys who had not been in school for two or three years, who enrolled now to play baseball. But in his account of these baseball contests, the supervisor says: "They (these older boys) stayed in school not only to the end of the baseball season; they got a taste of books and have been regular in attendance to the end of the year. Some who had not been in school for over two years won their Free School Diplomas this year and are planning to go to high school next year.

(11) GOOD ROADS.-In two or three places I have made mention of roads. The subject of improved roads was discussed at each of the community centers, that is, it was discussed by the people themselves. Waste of time and money occasioned by the bad condition of the roads of that district and the cost of improving them were figured out, even mathematically, by the citizens at these meetings. The crowning event of this notable year's work was the voting of bonds in the sum of $250,000 to improve the roads -a very large dividend paid on the social capital developed during the year.

CONCLUSIONS

The reader may question the propriety of discussing such subjects as community surveys, school attendance, evening classes, and good roads in an article whose title is "The Rural School Community Center." I will admit that they are subjects not generally thought of in connection with community center work. Nevertheless, I am firmly convinced that the supervisor and teachers, whose achievements I have described, have struck bed-rock in community building. It is not what they did for the people that counts for most in what was achieved; it was what they led the people to do for themselves that was really important. Tell the people what they ought to do, and they will say in effect, "Mind your own business." But help them to discover for themselves what ought to be done and they will not be satisfied until it is done. First the people must get together. Social capital must be accumulated. Then community improvements may begin. The more the people do for themselves the larger will community social capital become, and the greater will be the dividends upon the social investment.

BIBLIOGRAPHY

Nearing, The New Education, Chicago: Row, Peterson & Company.

Ward, The Social Center, New York: D. Appleton & Co.

Carney, Country Life and the Country School, Chicago: Row, Peterson & Company.

Field, The Corn Lady, Chicago: A. Flanagan & Company.

Social and Civic Work in Country. Bulletin No. 18. Department of Education, Madison, Wisconsin.

Hanifan, A Handbook containing suggestions and programs for Community Social Gatherings at Rural Schoolhouses.

THE NATIONAL CONGRESS OF MOTHERS AND PARENTTEACHER ASSOCIATIONS

BY MRS. FREDERIC SCHOFF,

President National Congress of Mothers and Parent-Teachers Associations; Director Home Education Division, Bureau of Education, Washington, D. C.

The National Congress of Mothers and Parent-Teacher Associations was the pioneer organization in studying and promoting every phase of child welfare, and it must ever stand at the very heart of all child welfare movements, because without mothers' coöperation no real betterment can be secured for children. It was the first national movement to widen and deepen the influence of fathers and mothers through the demand for educated parenthood and a wider vision of childhood's needs and parental duty. To help the home to do its best work, a practical plan for reaching every home must be found. The Parent-Teacher Association and the Mothers' Circle were selected as the mediums best adapted to reach all homes. Through the well organized school system a way was open to provide opportunities for home education for parents, and at the same time establish sympathetic, intelligent coöperation with the great body of teachers who were sharing with parents the education and guidance of the children.

Neither parents nor teachers were in touch with each other, and children suffered by lack of this mutual understanding-while the work of the teachers was greatly increased by lack of it. The Congress assumed the task of organizing Parent-Teacher Associations in every school. It also assumed the educational direction of these associations, in order to make them of real value to parents, to ensure their continuance, and to keep them true to their fundamental, far-reaching purpose. There had been parent associations of various kinds, but the National Congress of Mothers and ParentTeacher Associations originated the movement to make them universal, and to widen the scope of the educational system by making the schools serve a double purpose in education, by making it possible for parents to learn through them all that would enable them to be better fathers and mothers. The plan included the