[40] Out of 185 neighborhood areas, 39 were chiefly due to the school district, the next most important influence being the church parish which determined the neighborhood in 33 cases. J. H. Kolb, "Rural Primary Groups." Research Bull. 51, Agr. Exp. Sta. of the Univ. of Wisconsin, p. 48.
[41] The relation of the consolidated school to township and community lines is well shown in a study of the schools of Randolph County, Indiana, and Marshall County, Iowa, by Dr. A. W. Hayes, in his "Rural Community Organization" (Chap. VI, Univ. of Chicago Press, 1921). In Randolph County more of the schools are located in the open country while the more recent consolidations in Marshall County are located mostly at the village centers. Dr. Hayes recognizes the differences but he gives no facts which make possible a judgment as to the relative efficiency of the two methods from a community standpoint.
[42] F. C. Howe, "Denmark a Coöperative Commonwealth." H. W. Foght, "Rural Denmark and its Schools."
[43] "In Pease and Niles' 'Gazateer of Connecticut and Rhode Island' (1819) the social library is almost as regularly mentioned in the descriptions of the various towns as are the saw-mills, or the ministers and doctors."—Bidwell, "Rural Economy in New England," p. 347.
[44] In the Inland Printer, February, 1920, quoted by Atwood, l. c., p. 305.
[45] "The Cornell Reading Course for the Farm," Lesson 155, March, 1920. See also his "The Country Newspaper and the Community," Chicago, A. C. McClurg & Co., 1922.
[46] Quoted by Atwood, l. c., p. 314.