THIS THEORY OF THE COMMUNITY SCHOOL PROGRAM IS PRESENTED THROUGH A DETAILED DISCUSSION OF URBAN TRENDS. THE AUTHORS DESCRIBE THE HISTORICAL PREVALENCE OF THE ECONOMIC AND EDUCATIVE FUNCTIONS OF FAMILIES AND THE EFFECTS OF URBANIZATION ON THOSE FUNCTIONS. PROFOUND INTERPERSONAL ESTRANGEMENT IN MODERN URBAN PATTERNS OF FAMILY LIVING IS DISCUSSED, WITH EMPHASIS ON EFFECT OF SCHOOLS ON THE FAMILIAL, EDUCATIVE RESPONSIBILITY. THE LOCI OF THE TEACHING FUNCTION ARE LISTED AS--(1) THE LEARNER, (2) PEERS, (3) PARENTS, AND (4) THE TEACHER. THIS REPORT ENDS WITH A PLEA FOR THE RESTORATION OF EDUCATION TO COMMUNITY LIFE. THE MOTT PROGRAM IN FLINT, MICHIGAN IS CITED AS A MODEL FOR SCHOOLS AS ROUND-THE-CLOCK CENTERS FOR INTERACTION AND DISCUSSION. THE COMMUNITY SCHOOL THEORY EMPHASIZES COMMUNICATION AND COOPERATION BETWEEN THE SCHOOL AND ITS PATRONS. SCHOOLS ARE USED FOR ADULTS AS WELL AS CHILDREN TO FAMILIARIZE THE COMMUNITY WITH THE STAFF, PURPOSES, PROCEDURES, FACILITIES, PROBLEMS, AND POTENTIALITIES OF THE EDUCATIVE PROCESS. WITH FULL INVOLVEMENT OF SCHOOL AND COMMUNITY, EDUCATION CAN BECOME A MORE EFFECTIVE INSTRUMENT. (PH)