144 CONCLUSION 



It is therefore better for a small-holder to 

 concentrate on producing the greatest possible 

 output from his land at wholesale prices than 

 to waste time in advertising, clerical labour, 

 special packing and distribution in an 

 endeavour to gain a retail connection. 



There is another branch of rural education 

 to which attention must briefly be drawn. 

 Children in country villages should be taught 

 at their earliest stages to think of agricultural 

 matters. They must be brought up with the 

 idea of a rural life before them. Let them 

 read of the fields, let them write of the crops, 

 and let their arithmetic deal with roods and 

 acres. As far as possible their education 

 should be such that, when completed, they 

 instinctively feel that they are only equipped 

 with knowledge, however elementary, for an 

 agricultural career. "... Turn your rural 

 " education round," said Mr. Prothero ; " make 

 " it centre upon rural things: use as illustrations 

 " not buying so many yards of ribbon, which 

 " sends a boy off into a shop, but buying so 

 " many pounds of potatoes, or to measure a field 

 " or a tree or a haystack. Then in their essays 

 " let them write on landed subjects. Whatever 



