But if this attraction--the attraction of common work and social intercourse with a circle of friends--is to prevail in the long run over the lure which the city offers to eye and ear and pocket, there must be a change in rural education. At present country children are educated as if for the purpose of driving them into the towns. To the pleasure which the cultured city man feels in the country--because he has been taught to feel it--the country child is insensible. The country offers continual interest to the mind which has been trained to be thoughtful and observant; the town offers continual distraction to the vacant eye and brain. Yet, the education given to country children has been invented for them in the town, and it not only bears no relation to the life they are to lead, but actually attracts them towards a town career. I am aware that I am here on ground where angels--even if specialised in pedagogy--may well fear to tread. Upon the principles of a sound agricultural education pedagogues are in a normally violent state of disagreement with each other. But whatever compromise between general education and technical instruction be adopted, the resulting reform that is needed has two sides. We want two changes in the rural mind--beginning with the rural teacher's mind. First, the interest which the physical environment of the farmer provides to followers of almost every branch of science must be communicated to the agricultural classes according to their capacities. Second, that intimacy with and affection for nature, to which Wordsworth has given the highest expression, must in some way be engendered in the rural mind. In this way alone will the countryman come to realize the beauty of the life around him, as through the teaching of science he will learn to realise its truth.