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primarily that their skill and influence shall be mobilized for the 

 farmers' interests, that they should be thought of as rural 

 leaders, and as a part of the scheme of education. 



D. Sundry Suggestions 



1. Community Schools. It is desirable to try to get the 

 whole community together to consider their common problems. 

 Sometimes this can be done on market days. But, recalling 

 that the original " Sunday school " was a school held on Sunday 

 but designed to teach people to read, an experienced missionary 

 educator in China has made a suggestion that while advanced 

 with some hesitation seems worthy of full discussion. Is it 

 not possible to use Sunday in the farm village for community 

 schools, and lay before the villagers, old and young, the program 

 for a better community? This program would include practical 

 helps for better farming, suggestions for health and comfort, 

 methods of village co-operation for common ends, and the teach- 

 ing of Jesus as it applies to personal character and social re- 

 lationship. In other words, the specifications of the Kingdom 

 could be set before the villagers by teacher and by preacher, 

 who could thus indicate the practical character of religion, and 

 at the same time emphasize the ideal elements in social progress 

 and human relationships. Students in the schools could help 

 better on Sunday than on any other day. It requires little 

 imagination to see the possibilities of the plan, provided the 

 schools have personnel to spare for a very arduous and delicate 

 service. The suggestion should be developed into a plan and 

 given a fair trial. 



2. Danish People's High Schools. These schools have for 

 nearly three generations helped adults as well as youth to gain 

 the spiritual insight and power that could utilize technical 

 materials in behalf of a patriotic service to one's country through 

 vocation, and have been one of the secrets of the success of the 

 organization of the most complete agricultural co-operative 

 movement thus far developed anyv/here in the world. These 

 folk schools take adults and older youth, keep them for six 

 months, give them courses in Danish music, history, literature, 

 and send them home permanently enlisted as soldiers in an 

 agrarian army determined to co-operate for Denmark's best 

 interests. It is a far cry from little Denmark to great China; 

 perhaps a farther cry from Denmark's prosperous, educated, 

 co-operating peasants, to China's illiterate, superstitious farmers. 



