THE EDUCATIONALIST. 79 



cerned (and here I speak of all land workers), if the land is 

 treated with fairness, and we will only realise that the agricul- 

 tural labourer has a soul, then so far as the villages of England 

 are concerned there will be no such thing as poverty. 



Mr. Castell Wrey propounded a novel scheme of education 

 in the paper which he entitled, "Suspicion." He asked 

 whether some scheme of education or continuation classes 

 could not be devised " where all the component parts of this 

 important industry could attend, where practical work and 

 scientific knowledge could be taught on a common ground, 

 where friendships might be formed, and mutual under- 

 standings of the many agricultural problems be learnt by all 

 classes of the industry." He set forth what he termed his 

 rough ideas of such a scheme, thus : 



I should like some sort of big building, and the nearest example 

 I can think of is a riding school, with an area of about an acre, 

 where one corner could be shut off and seating accommodation 

 provided for a lecture room. I should want a good cinemato- 

 graph provided for illustrating different machines at work, 

 for showing acts of cultivation, how to do a job and how not to do 

 it. Slides could be presented showing good thatching and bad, 

 good and bad crops, cattle, sheep, and all classes of livestock and 

 breeds of poultry ; also slides showing different diseases and 

 injurious insects and pests, fungus growth, cancer in trees, diseases 

 well known by sight in different classes of stock, the many and 

 various types of cereals, with their names and tendencies of 

 growth, orchards and their cultivations ; and the thousand and 

 one matters of interest in the business of farming, such as manur- 

 ing, draining, sub-soiling, hedging and ditching. I would 

 appoint as lecturers men of the very highest qualifications 

 as regards agricultural science, but lecturers who understood 

 that their audiences were not men of science or analysts, but 

 merely men seeking knowledge. The lecturers must make their 

 lectures interesting and simple. 



I should want the lecturers to describe a disease as a dark spot 

 on the lower leaf of the plant, or a swelling at a particular joint 

 of an animal, not by a Latin name that sounds like a sneeze 

 at the start of it and a bad hiccough at the end of it one of 

 those awful names that frighten one to try and spell, and 

 leaves one with nervous prostration to try and pronounce. 



In another part of my school I should like to see machinery in 

 motion, driven by overhead shafting, so that the learners could 

 get the swing of it when time is not of so much value as it is if 



