The real difference between the Hungarian and the Danish methods of dealing with this problem is, however, in the spirit rather than in the form. In Hungary the purpose of the schools seems to be to give each individual such training as it is believed will fit him for the particular occupation which his station in life assigns him, and no more. The government decides. In other words, education is founded on a system of caste. If the man below learns in school to look to the man in station above him, if he begins to dream and hope for something better than the life to which he has been accustomed—then, a social and political principle is violated, and, as the Commissioner of Agriculture says, “the government is not deterred from issuing energetic orders.” [Illustration: BRICKLAYING AT HAMPTON INSTITUTE ] [Illustration: BLACKSMITHING AT HAMPTON INSTITUTE ] Of course, the natural result of such measures is to increase the discontent. Just as soon as any class of people feel that privileges granted to others are denied to them, immediately these privileges—whether they be the opportunities for education, or anything else—assume in the eyes of the people to whom they are denied a new importance and value. The result of this policy is seen in emigration statistics. I doubt, from what I have been able to learn, whether all the efforts made by the Hungarian Government in the way of agricultural instruction have done very much to allay the discontent among the masses of the farming population. Thousands of these Hungarian peasants every year still prefer to try their fortune in America, and the steady exodus of the farming population continues. The rural high school in Denmark has pursued just the opposite policy. It has steadily sought to stimulate the ambitions and the intellectual life of the peasant people. Instead, however, of compelling the ambitious farmer’s boy, who wants to know something about the world, to go to America, to the ordinary college, or to the city, the schools have brought the learning of the colleges and the advantages of the city to the country. The most interesting and remarkable thing about these high schools is the success that they have had in presenting every subject that an educated man should know about in such a form as will make it intelligible and interesting to country boys and girls who have only had, perhaps, the rudiments of a common school education. The teachers in these country high schools are genuine scholars. They have to be, for the reason that the greater part of their teaching is in the form of lectures, without text-books of any kind, and their success depends upon the skill with which they can present their subjects. In order to awaken interest and enthusiasm, they have to go to the sources for their knowledge.