rket
collectively through cooperative selling associations, and as he learns
that his own best interests are bound up with those of the whole
community, he becomes increasingly concerned for the common welfare; he
commences to think in terms of "us" and "ours," instead of only "me" and
"mine." The community becomes a reality to him.

FOOTNOTES:

[30] "Agricultural Organization," p. 99. London, P. S. King & Son, 1912.

[31] See Clarence Poe, "How Farmers Cooperate," Chap. III, p. 37.
"Cooperative buying is good; cooperative merchandising may or may not
be." New York, Orange Judd Co., 1915.

[32] V. N. Valgren and E. E. Engelbert, "The Credit Association as an
Agency for Rural Short-time Credit." Department Circular 197, U. S.
Dept. Agr., 1921.

[33] "Cooperation in Agriculture," pp. 22, 23. New York, The Macmillan
Co., 1913.

[34] Theodore Macklin, "Efficient Marketing for Agriculture," p. 260.
New York, Macmillan Co., 1921.

[35] "The Country Life Problem in the United States," p. 123.

[36] Harvey, "Denmark and the Danes," p. 146, quoted by F. C. Howe,
"Denmark a Cooperative Commonwealth," p. 61.

[37] _Ibid._, p. 128.

[38] "Rural Reconstruction in Ireland; a Record of Cooperative
Organizations." New Haven, Yale Univ. Press, 1919.

[39] "The National Being," p. 39.

CHAPTER IX

THE COMMUNITY'S EDUCATION

THE SCHOOL

At its beginning the United States Government gave support to education
by the allotment of public lands to the states as an endowment for
public schools, and although the federal government has done but little
since then for primary education, the support of education has become
one of the chief concerns of state and local governments. In colonial
times public schools were largely confined to New England. With the
settlement of the Middle West district schools were established with the
aid of the government land grants. But in the South conditions were not
favorable for public schools until long after the Civil War, and only in
the last generation or two has public education become firmly
established.

The district school, the famous "little red school-house" of the
nineteenth century, was frequently the neighborhood center and the
school district commonly formed a neighborhood area, particularly in
hilly sections where its lines were adjusted by topography. A recent
study of neighborhood areas in Otsego County, New York, shows that about
half of them are identical with the