30 LAND REFORM 



as it gives an opportunity for managers and teachers 

 to show what good results can be got from the kind 

 of teaching referred to, even when given under un- 

 favourable, and sometimes even discouraging, circum- 

 stances. But the schools in which this instruction is 

 given with any thoroughness are comparatively few 

 in number. Inspectors report whole districts with few, 

 if any, school gardens. It is stated that school gardens 

 are very slow to "take on," for the reasons that the 

 "expenses are great," and that the "grant is inade- 

 quate," etc.^ 



This state of things is likely to continue so long as 

 what may be called apathy exists at headquarters. 



The addition of Nature Study and the teaching of 

 agriculture as " optional " subjects to an already over- 

 crowded curriculum is altogether insufficient to meet 

 the case. They should be made compulsory subjects 

 in all rural schools, and a foremost place given to them, 

 by the omission of other subjects that are either use- 

 less or of minor importance. It is not a question to 

 be treated in any perfunctory way, but as a serious 

 and pressing one on which the future character of 

 rural life in England greatly depends. 



In France the Chiefs of the two Departments of 



^ The Education Committee of the Warwickshire County Council 

 have provided school gardens in some villages, but they state : "As the 

 Board of Education have declined to express an opinion whether a Local 

 Education Authority may provide land for school gardens for the use of 

 children attending non-provided schools, we have required managers of 

 non-provided schools to provide the land at their own cost." (Report 

 of Warwickshire Education Committee, 19 April, 1904.) 



The same Committee later on state : " We are of opinion that though 

 the teaching of some principles of Agriculture and Domestic Economy 

 is desirable, the practical difficulties and expense are so great that we do 

 not see our v/ay to recommend it for all rural schools." (Report, July 

 30, 1904.) 



