ve been the changes in theological
preparation during the last twenty years. It is natural enough that the
more socially minded of our preachers should rapidly drift cityward, for
in the urban centers they can obtain the sympathy and opportunities that
they crave.

Sectarianism narrows the social viewpoint. It is true that it brings one
church into fellowship with outside churches of the same denomination,
but it makes for moral division rather than unity and magnifies
differences rather than similarities in the community life. Sectarianism
is very largely maintained by churches in small places. Where church
competition is severe, and especially when church support is dwindling,
the Church advertises its distinctiveness and enters upon a
life-and-death grapple with its neighbor institutions. Of course this
develops sectarianism and forbids the wide outlook in its teaching that
is required of a successful socializing agency.

There is positive need of church federation if the rural church is to do
its social service properly. The resources of a country community cannot
be scattered if social enterprises are to be successfully carried on.
These undertakings are of necessity expensive in proportion to community
resources, both in equipment and leadership. Therefore, the religious
work must be hampered in its social contribution unless there shall be a
greater concentration of religious resources. This fact appears clearly
with reference to work carried on by the rural church by means of a
community-center or parish house. No form of service promises more for
country welfare, but seldom can it be continued successfully year after
year in a rural town or small village unless there is a concentration of
the religious resources of the community.

Fortunately we have seen of late a vigorous effort to improve the rural
schools and to make them more modern. The endeavor has been made to
bring the schools more intimately into contact with their environment.
This movement naturally tends to increase the effectiveness of the
schools as a socializing agency because the viewpoint that guides the
effort is one that brings into prominence the social relations of the
schools. This progress is hampered here and there by a considerable
inertia for which individualistic thinking is largely responsible. There
are also positive limitations imposed upon the expansion of the school's
social service due to the physical environment. Distance, t