THE RURAL PROBLEM 71 



analysis of a manure and have never had any opportunity 

 of acquiring it.* 



The lack of opportunity to acquire such knowledge is 

 serious enough in its results to-day, but to attempt to people 

 the countryside with small holders without at the same time 

 providing the necessary educational opportunities would be 

 the limit of folly. Education reform should have really 

 preceded small holdings. But as it did not it is all the more 

 pressing now. It should manifest itself in three distinct 

 ways : 



(1) In the elementary schools ; 



(2) By the establishment of practical farm schools, with 

 land attached ; 



(3) In the appointment of agricultural instructors in 

 every district under the county council. 



(1) Reform should begin in the elementary schools. 

 This does not mean that children should begin to specialise 

 too young ; but it is quite possible to base a general educa- 

 tion on lessons that are of special application to agriculture. 

 In Lindsey three afternoons a week are given to practical 

 work, as can be done under the code. In the school garden 

 the children learn to watch scientifically the germinating of 

 seeds, as well as to preserve and bottle the fruits that grow 

 there. They are taught to use the needle in the mending of 

 sacks, they cook their own dinners and make their own 

 butter. The extra cost is small — about £5 to £10 a school ; 

 and before grudging this it is well to remember that while 

 the average cost per child of education in this country is 67s., 

 in America it is £6, or nearly double. 



(2) A boy destined for agriculture should leave the village 

 school not later than fourteen, but his education should not 

 stop — adequate continuation education should be provided. 

 Evening schools cannot meet the demands of rural districts, 

 though continuation day schools might be tried, which boys 

 at work could attend two days a week on their bicycles. 

 But what is really wanted in every district is a definite 

 agricultural school, not for all the children, but for the 



* The possible effects of scientific research on agriculture are well 

 illustrated by the Mendelian experiments of Professor Biffen and 

 others at Cambridge. See Appendix J. 



