Play in the School.—The school is commencing to realize the importance of play as a phase of education, but in many cases the one-room country school has too few children of the same age to make it possible for them to play together with much satisfaction. School consolidation is essential for better play. The grounds of most one-room schools are ill-adapted to play and it is not always practicable to have sufficient land attached to them for a suitable playground. It has been assumed that children know how to play, but such is by no means always the case. They have the desire to play, but if they have not had opportunity to play with others, the forms of their play may be very limited. Herein is the opportunity for supervision by the teacher, who may teach them new plays and games, may uphold the code of play, and may see that all have opportunity to participate. Obviously the teachers themselves need training for this which they have not had in the past. New York State has provided that any school district or combination of several school districts may employ a supervisor of physical training, towards whose salary the state will contribute half up to $600 per annum, who will assist the teachers in developing physical training and play in their schools. Similar plans are being adopted in other states. Maryland has a state-wide athletic league organized by counties. The children of each school are given physical tests, and recognition by buttons and medals is given for the attainment of definite standards of physical development and prowess, graduated according to age and sex. Athletic meets are held by the schools of each county, and the winners then compete in a state-wide meet.[62]
In many parts of the country the schools of a community, township, or county are now holding play days or play festivals, with which is usually a picnic, at which children and parents from the whole countryside get together for a day of real recreation, and which have a large influence in winning the support of their patrons for the play activities fostered by the schools.[63]
Boys' and Girls' Organizations.—Probably a larger impetus to the best types of play for country boys and girls has been given by such organizations as the Young Men's Christian Association, the Young Women's Christian Association, the Boy Scouts, the Girl Scouts, the Camp Fire Girls, and the Boys' and Girls' Clubs fostered by the extension departments of the state agricultural colleges and the U. S. Department of Agriculture, than by any other agencies. Each of these organizations has a program of children's activities involving both recreation and education, as well as a definite effort for character building. They are invaluable allies of the home, the school, and the church, for they are the boys' and girls' own organizations and meet their desire for group activities. Just which one or how many of them are needed in any one community is a local problem, and it is impracticable to here attempt any evaluation of their particular advantages. Suffice it to say that every rural community which can find suitable leadership should have such an organization of boys or girls, and will find the assistance of the state and national headquarters of these movements of the greatest help in the development of a local program of play and recreation.[64]
The Church and Play.—We have already noted (page 133) a changing attitude on the part of the rural church toward play and recreation.[65] In the past it has too often been simply a negative condemnation of the so-called "worldly amusements," with no effort to understand the normal cravings of human nature which they satisfy or to furnish any satisfactory substitute for them. It is true that socials of the older classes in the Sunday school and of the young people's societies have done much for the sociable life of the country, but very often they have failed to interest those who would be most benefited by them. Recently, however, church leaders are actively encouraging rural churches to develop such programs of play and recreation as may be necessary to meet the needs of their communities. The Sunday schools are organizing baseball teams and baseball leagues, and are promoting "through-the-week" activities of organized classes. A majority of the troops of Boy Scouts are affiliated with churches, and scouting is becoming a recognized means for the direction of the church's recreational work for boys.
Just how far the rural church should go in affording facilities for play and recreation, is a local problem and it is difficult to generalize as to the duty of the church in this field. If there is but one church in the community, or there is a community church, and other agencies are lacking, it may be highly desirable for the church which has suitable rooms to equip one as a play room, or to establish a play ground for the children, or to organize a dramatic club. But where there is more than one church in a community, it is obviously difficult to organize recreational work on sectarian lines. In some instances the churches are pooling their interests in the support of a common recreational program. Some of those who most keenly feel the responsibility for the leadership of the church in this field, even go so far as to claim that on account of the moral values involved in the play of its people, play and recreation should be chiefly directed by and centered in the church. There is no question but that the church which does not give attention to this aspect of life and does not have some recreational and social features among its activities will fail to meet the needs of its people, but whether the church can compete with the school, the community building, and independent social organizations, or whether it should seek to do so, is hardly a debatable question. The play and recreational life of most rural communities inevitably crosses church lines, and it is well for the community that it does. People may differ on religion and yet enjoy playing together. So the church may lead and promote better means for play and recreation, but whenever it attempts domination or control it will prejudice its position and will be unable to accomplish its objective.
Community Buildings.—The larger appreciation of the importance of play and recreation in rural life has brought attention to the lack of physical equipment. Every rural community needs a playground large enough to include a good baseball diamond and a basketball court, and a building where indoor sports, gymnasium work and basketball games can be held.
On account of the lack of such facilities many cities have bought playgrounds upon which have been erected special buildings containing gymnasiums, game and club rooms, and often a branch library, which have become known as "social centers." The "social center idea" has spread to the country, for which various forms of social centers have been advocated. Any building which is available for such purposes to the whole community—the school, church, or grange hall—may become a social center if suitable arrangements are made for its operation as such. The U. S. Bureau of Education has urged that every school shall be made a social center, and as far as this is possible, it is most desirable. What can be accomplished through the country school is well shown in the work of Mrs. Marie Turner Harvey in the Porter School at Kirksville, Missouri.[66] But the district school will, at best, be only the social center of a neighborhood, and in many cases its district is too small for successful play or social life. Furthermore, the average one-room school is ill-adapted in architecture or equipment for social purposes. The consolidated school or village high school may well be made a social center as far as it is possible for it to so function and new schools should be, and are being, constructed with this in view. The school building and the school playground are naturally the best places for centering the play activities of the children, especially where physical training or play supervisors are employed by the schools. It is a question, however, whether those over school age will use the school for social purposes as freely as some other building, unless the general policy and management of the use of the building for community purposes is in the hands of a community organization formed for that purpose.
Where there is but one church in a community, which is practically a community church, the church building or church house may be utilized as a social center, and the erection of community buildings by such churches is now being advocated. In some cases such a community building attached to a church may be a means of meeting the need; but in other communities affiliation with the church may not be advantageous. Where there is more than one church, the churches may join in the operation of a community building, but in that case all of the churches must be included or it will not have the support of the whole community—it will not be a real community building.
Many grange buildings are now used but once in a fortnight or so for grange meetings, and remain idle the rest of the time. May it not be possible to devise some equitable and satisfactory arrangement whereby they may be made available for the constant use of all the people as community buildings and still reserve them to the grange for its use at such times as it desires? The average rural community cannot afford to tie up so much capital in buildings which are so infrequently used.
In any event, the auspices under which a community building is to be operated and the possibility of securing the united support of the whole community for it are essential if it is to be permanently successful as a "community home."