210 THE LAND AND ITS PROBLEMS 



who do. In France the rural elementary school children very 

 commonly lunch with their parents in the fields, and do a 

 little work with them during the midday break ; on returning 

 to school they have to talk about what they saw done, and 

 the teacher tells them the Why and Wherefore. 



Every Christian, every Churchman, should do his utmost 

 to forward the movement, for it is the duty of every Christian 

 to see to it, as far as he is able, that each and every future 

 citizen has opportunity to develop to the highest point in 

 body and soul. Religious instruction clearly should not stop 

 at fourteen — it must continue, too, but it is hard to see how 

 it can be fitted in to the eight hours of compulsory attendance. 

 Other means must be found. Under whatever system is 

 devised, the opportunity should be taken of simplifying the 

 religious teaching given to children under fourteen. I fear 

 very often the clergy do not understand what is suitable " for 

 babes and sucklings." 



There will be undoubtedly much opposition on the part of 

 employers to giving up their youths for two afternoons in the 

 week ; farmers particularly will complain. The clergy could 

 do much in getting them to take the right view — in making 

 them realize that the standard of labour will improve. In 

 no country in the world, where continuation instruction is 

 in force, have employers really suffered, once they have made 

 the necessary adjustments. In Scotland farm lads have one 

 afternoon off, and in Denmark their education goes on to 

 eighteen. Far from ruining agriculture, the farmers in these 

 two countries are the most prosperous in the world. 



We have a great Education Act, but this alone is not 

 sufficient ; we must have a public opinion and the will behind 

 it to make it truly effective. Where necessary, Local Education 

 Authorities must be stirred to take action under the Act, 

 obeying rather its spirit than its letter. 



And when necessary this pressure should be brought to 

 bear upon the Local Education Authorities by local people, 

 keen to see the needed development, rather than by the inter- 

 vention of Central Authority. 



