EDUCATION. 129 



ostensibly in imitation of German Raiffeisen societies, 

 were all pronouncedly Roman Catholic societies, governed 

 by priests, and designed, by assisting the poorer rural popula- 

 tion, to keep it clear of the Socialist propaganda reputed 

 highly dangerous. Non-denominational, specifically agri- 

 cultural associations were formed, not practising Co-opera- 

 tion ; and agricultural education started into Hfe. There were 

 in 1911 in the little country of 11,571,387 inhabitants, and 

 '^^'373 square miles of territory, no fewer than 6,770 societies 

 connected with Agriculture, 3,468 of which may be classed 

 as societies for the improvement of Agriculture and speci- 

 fically of agricultural teaching. The remainder consisted 

 in the main of co-operative dairies, mutual insurance socie- 

 ties (666) and common purchase syndicates. And it is 

 these societies which do the main work for the instruction 

 of adults — except on one point. That is a smashing reply 

 to the hyper-ctatistes of Germany and France, who attri- 

 bute all the merit of instruction to State action. 



On one point, as observed, it is true that State action 

 has been found indispensable, or at any rate of very great 

 value. We shall have to bear in mind that the adult agri- 

 cultural population wants to be studiously coaxed into 

 the acceptance of instruction. It will not itself seek for 

 it. For it the world seems good enough without it. It 

 will not receive it under pressure, like compulsory military 

 service. The hook may be made to catch, but it wants 

 to be first baited. Direct interest must be aroused and 

 direct gain must be held in prospect. Now there is nothing 

 so calculated to attract and arouse interest as a prospect 

 of individual gain. In the inquiry about Agricultural 

 Education already referred to Mr. J. Fitzherbert Brockholes, 

 who knows his way about English Agriculture, deposed that 

 what has been found most effective in spreading instruction 

 is individual teaching of the farmer in his own lingo, about 

 his own concern, upon his own farm. It is precisely the 

 same elsewhere. What has excited farmers' interest and 

 brought them round to the acceptance of, and even delight 

 in, instruction is the instructor getting hold of the individual 

 farmer, talking over matters familiarly with him, explaining, 



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