19*2].] Education of the Farm Woi^kkh. 897 



('(lucation. i)arti('iilHily of the liighi'i- jj;ra(lc's. we cannot i-cjcct 

 it on that account. On the contrary, speaking for myself, 1 <ini 

 <inxi()us to encourage youth to makc^ the most of existnig oppor- 

 tiuiitic^s. I want to see the way open for them — to farm institute, 

 to agricultural college, t^ven to the uni\'ersity itself. 



Though we cannot go so far as we would, the en.iphasi^ of 

 re])etition must he laid on the fact that sor'uiJ education in rural 

 tlistricts, through week-(Mid sch(M)ls. coui'ses of lectures, summer 

 schools, and the ]\h\ uuist he under the ntutwl of the worlcers' 

 own organisations. I conceive it to he part of the duty of modern 

 trade unions to ])rovide. or to assist in the ])i-ovision of. these 

 facilities. 



This nmcli has heen said in order that it may he seen tliat 

 l)ehind the apparent contradiction which may appear to exist 

 in the education views of different sections of the woi'kers. tliere 

 is at least an understanding of the real position. 



There still remains a vast field, as yet unexplored, for co-op n a- 

 tion among the various hodies interested in rural education. 

 Every village having a branch of a rural workers' trade union 

 should be able to organise classes for the coming winter. The 

 existence of a branch would at any i-ate show that there are people 

 interested in something ! Buch classes would arouse interest 

 in the more ambitious ^schemes for summer and winter schools. 

 Tt has been said that facilities for any education demanded by 

 farm workers could be ])rovi(UHl : that it is not the supply 

 ])ut the demand which is lacking. The economy campaign 

 thi'ows grave doubts on the first part of this statement; but as 

 to the demand. I am convinced it exists, though it has not as 

 yet found opportunities for expression. 



We must make a begimiing. and doubtless the beginning will 

 be a small one. Why should not the Ministry, the county agri- 

 cultural organisei's. and the unions woi'k together more closely 

 in getting some " technical " classes going? The first two 

 might organise, and tho last might advertise th*nn. There would 

 need to be ])i-()1),m' c(Mn'ses ef instruction, not isobited lectui'es 

 such as nn"ght b{> uiven in a Women's Institute or a \'il]ag(^ 

 Club. The co-operation wou.ld ha\'(^ to be real and complete on 

 both sid(^s. Othei- coursers on social subj(H-ts, and on dift'eront 

 occasions, might be offered to the same classf^s. but th(^S(^ w(Mdd 

 ho ])laini(>d b\- tlu^ wo)-kei-s' organisations. 



T siigg(^st that tlu^ n(HHl for action is urgent and tht^ tiui<^ for 

 action is v'\])'\ If all ])arties. without I'igidity. \\(~)ul(l cai'D-stl v 

 ct^tsidei- tlie ])robl(Mu tog(^tb(M-. W(^ ouuht to g(>f s(uu<^thing done. 



