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recognized natural community, indeed he must recognize how much
thinking and acting must be done toward changing units of school
support to do the educational job effectively and economically.
We remember that the community of yesterday is only a segment of
a community today. The automobile and the paved road caused the
township and the parish to lose their once community significance.
Today those units are only fractional parts of a natural community
as such. But because many good reasons appear for enlarging the
community as a basis for community support, does not imply that
thinking should run amuck. For example, we know that the township
in these mid-central states from many standpoints is too small; we
know that the state is too large. At the same time there are
very many who would stretch this term "community" to make it appear
that the entire nation is now a community. But there are practical
things that have to be done. Our practical job is to seek for
such working administrative units for school support which will
be of such size as will do the work thoroughly and well, but at the
same time to keep the people very close to the educational project.

But why should we be concerned about home rule? On the
answer to that question rests an essential factor in citizenship, --
a term we talk much about. The idea of home rule is at the very
heart of concepts which are the basis of our American civic life.
We dare never forget that the American form of government as
established under the constitution recognized that states were
the basic legal agencies of authority; the federal government was
then formed to solve a specific number of problems which could not
be met by the states individually. The Federalist papers say in
one place, "The principal purposes to be answered by union are

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