Education and Agriculture 



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universities and other special institutions, but 

 the agricultural college proper should be for the 

 sons of the practical farmer. Farmers hesitate 

 to send their sons to associate with other youths 

 who have been brought up more extravagantly. 



That rural atmosphere in the elementary 

 school which I contend is so necessary, exists 

 in a remarkable degree in Denmark and Bel- 

 gium, and in fact on the continent generally. 



The interest in land aroused in the pupils 

 by the right school atmosphere must not be 

 allowed to drop when the elementary school 

 course is done — on the contrary it must be 

 fostered and developed by every means of con- 

 tinuation instruction, until the youth will find 

 himself at the age of eighteen equipped with such 

 practical knowledge that he will be able to lead 

 the most useful life possible. The majority of 

 people in this country are giving expression 

 to far less than their real potential usefulness 

 simply because they have not been rightly 

 taught. 



Following the elementary school of the right 

 sort we want a system of continuation instruction 

 which, I am inclined to think, should be com- 

 pulsory, — though it must be remembered that 

 owing to the sparse population of rural England 

 (Denmark has twice and Belgium three times 

 the rural population per square mile), there are 

 many isolated families whose children could not 



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