66 THE LAND AND ITS PROBLEMS 



We must avoid the other extreme. Again, the ideal was 

 formerly that of the " Educational Ladder," up which 

 the exceptional pupil might climb to the top— the average 

 pupil was neglected — and in many cases the supposedly 

 exceptional pupil did not get to the top because he was 

 not really exceptional. Now the ideal is that of a great 

 " Educational Highway," along which all shall travel ; 

 well and good, provided that it be clearly recognized 

 tliat human beings, though of equal value in the sight of 

 God, are not equal in mental capacity any more than 

 they are in size or weight. Some children can travel fast 

 and some slowly, some will go far upon the highway and 

 others not so far, and there can be no greater cruelty 

 than to attempt to force the pace of the slow mover. 

 The high road must pass via secondary education to the 

 university and travel must be free from one end to the 

 other. The majority of men have to work with their 

 hands ; let us, therefore, have the most intelligent race 

 of workers that is possible, men who will realize their 

 responsibility to the nation and to their neighbour 

 as well as to themselves, men who will take an intelligent 

 interest in their work. This means the maximum 

 practicable amount of education for the workers' children. 



In the country, education must inculcate a love and 

 understanding of things that grow and a love of the 

 countryside ; it must be based upon, and draw its 

 inspiration from, surrounding life ; it must not be an 

 attempted reproduction of urban education. In fact 

 the reverse should be the aim ; urban education should 

 as far as possible reproduce the good features of rural 

 education. 



All this for the rising generation, but we must not 

 leave out those who are past school age ; great work has 

 been done by adult classes in our towns, and though 



