The Rural Church and Community Development. President Kenyon L. Butterfield. The Association Press, New York. A collection of practical papers and discussions on several important topics. The Day of the Country Church. J. O. Ashenhurst. Funk & Wagnalls Co., New York. Read especially the excellent chapter on "Leadership." The Church and the Rural Community. Symposium. _American Journal of Sociology._ March, 1911. Philanthropy, A Trained Profession. Lewis. Forum, March, 1910. _Rural Manhood._ The Association Press, New York Monthly. This magazine publishes many excellent articles on the Rural Church. The Inefficient Minister. _Literary Digest_, April 10, 1909. A report of the criticisms of Dr. Henry S. Pritchett, of the Carnegie Foundation, and Dr. Henry Aked, of San Francisco. _World's Work_, December, 1910. An interesting account of Reverend Matthew McNutt's work in building up a country church. The Country Church. George F. Wells, in Cyclopedia of American Agriculture, by L. H. Bailey, volume IV, page 297. CHAPTER VIII _THE TRANSFORMATION OF THE RURAL SCHOOL_ The country districts are slowly waking up to an appreciation of the fact that within their bounds lie, not only all the elements fundamental to the material wealth of the world, but that they also contain in a more or less dormant form all the essential factors of intellectual and spiritual wealth. The rural school is theoretically the best place on earth for the education of the child, not only because of its close proximity to the sources of material wealth, but because of the openness and comparative freedom of its surroundings. Then, the country school is especially effective as a place of instruction on account of its happy relation to work and industry. Too often the boys and girls of the town school go unwillingly to their class rooms with the feeling that the lessons are heavily imposed tasks. But in the typical country school the pupils are young persons who have already experienced much of the strain of work and who go somewhat eagerly to the schoolroom, because it is in a sense recreative to them, and because of their being in a position to see more clearly what substantial training is to mean to them in the future. That is to say, a distinctive difference between the typical country child and the typical city child is this: the former believes that he is pursuing the course of instruction in a more voluntary spirit and for the sake of his own personal interests and up-building, while the latter is inclined to feel that he is performing the school tasks for the sake of some one else and because of the strict requirements of outside force or law. RADICAL CHANGES IN THE VIEW-POINT AND METHOD