he scattering
of homes, and the small populations restrict the work of the most
efficient consolidated school at some points where it tries to perform
the largest possible social service.

As a matter of fact, however, the urban school is far less social than
it wishes to be. Under the spell of our own recent educational
experience it is difficult for us, who have to do with educating
institutions, to see the radical changes that modern life demands of the
schools and colleges. We add socializing efforts without removing the
individual viewpoint that has gotten into school studies and
professional habits. The failures of the city schools are less apparent
because the atmosphere of urban life is itself socializing. The walk or
ride to the city school is likely to make some contribution of
socializing character even to the unobservant child. It is still true
that the education outside of the schools, the spontaneous instruction
provided by the children themselves in addition to the publicly
constructed school, impresses itself most upon the childish mind. The
urban school is greatly strengthened in its social function by this
by-product of school attendance. It is aided also by the fact that the
public is more critical respecting its service. In the country we find
the reverse. The by-products of education deepen character, but on the
whole tend toward individualism. The community also is not asking for a
large social contribution from the schools, and this loss of public
pressure toward social effort is in the country very serious.

The consolidated school, modern in equipment and in spirit, adds greatly
to the effectiveness of rural education as a socializing agency. In
spite of limitations inherent in rural environment, the consolidated
school is by instinct social, and its community service is therefore
being enriched by its successful experience. It will increasingly relate
its work to the needs of the community and to the demands of the home
and will add to its socializing function by assuming new lines of
service. Large as is its present contribution, in the near future it
will be much greater. The consolidated school has enabled rural
education to assume new undertakings and this is most fortunate, for the
old type of rural school has about reached the limit of its social
service.

It is safe to assume that neither in the city nor country are we likely
to overestimate the influence of the press. The daily and w