1425, reached in 1891]3 These increases in population did not, however, translate into a greater return of people to far— ming. P.E.I?s farm population fell from 55,478 in 1931 to 51,067 in 1941; the number of farms fell from 12,865 to 12,230, in the same period; and the area of improved land fell from 766,000 acres in 1931 to 737,000 acres in 1941!4

Following the failure of the private capitalistic economic system in 1929, many people in Canada turned for direc— tion to the co—operative movement, with its emphasis on adult education and self—help projects in local com- munities]5 Farmers in the five communities were already familiar with co—operatives and mutual, self—help group: there were Farmers’ Institutes in Kinkora, Middleton and Newton in the 1880s; a co—op store in Kinkora in the 1890s; the Kinkora Dairy Co—operative began in 1895; the Catholic Mutual Benefit Association (CMBA) began in St. Malachy’s Parish in 1904; and in 1934, 175 farmers in these communities voted unanimously to join the RBI. Potato Marketing Board, to gain greater control over the produc- tion and pricing of their potatoes. These organizations were formed, owned, and/or controlled by farmers.

But in the 19305 young people were also turning to the co-operative movement to reform the failed economic system. The centre of this movement in the Maritime pro— vinces was at St. Francis Xavier University in Antigonish, Nova Scotia, where leaders, such as Rev. Dr. Moses Coady promoted adult education and local solutions to economic problems]6 Following the lead of S.F.X., St. Dunstan’s University and Prince of Wales College in the 19303 pro- moted the movement in P.E.I. through radio lectures, seminars, pamphlets and the formation of study clubs in many Island communities]7 Students were selected and sponsored by their communities to attend longer training sessions at Antigonish or Charlottetown, and to return to instruct others in the theory and skills of the co—operative

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movement. By 1938 there were 387 study groups active in P.E.II8 Three study clubs were active in Kinkora, Middleton and Newton. The following letter from an unknown, co— operative — trained student explains the philosophy and advantages of the study club.

STUDY CLUBS

Sir — Education is the necessary instrument of pro- gress. It is the key that unlocks the treasures of the past and opens up the hidden things of the future. Scien— tific investigations have proved that a man can learn even in the advanced years of his life. The best time to learn is when the need for learning is present, that need is quite evident today.

Young men and women who, through no fault of their own, have not received an education that fits them for life, will find in the study club a supplement for the education they may already have. Even the man, who might have a good education, will find in a study club, that there are many things he has yet to learn. For man is a social being and only in a group can the full development of his faculties be attained.

This form of education can be and is being brought to the people of Eastern Canada through the medium of the Study Club. A group of not more than twelve members meeting together to discus the problems aris— ing in their communities. When the number exceeds twelve, then the members should divide into two groups so that each member might have a chance to enter into the discussion and contribute his share of knowledge to the others, whereas in the former case, through some impediment, he would not have the same opportunity to express his ideas. These groups meet weekly during the fall and winter months for pur- poses of study and discussion. Some enthusiastic groups may meet twice a week or oftener, they may