discuss farming, marketing, fishing, credit unions and
the like. It is well to note that a leader should be chosen
by the group to lead, supervise and direct the
discussion.

All the study groups in a given area assemble once
a month in some central place and at such associated
meetings the successes, failures and general problems
arising out of their study are discussed.

It may truthfully be said that the library is the sub-
structure of a sound adult eductional program; the in—
formal voluntary study group is the liveliest and best
expression of the adult education idea. We in Prince
Edward Island have this valuable information at our
doors. Are we taking advantage of this wonderful op-
portunity? If we ask the Cape Breton fisherman, what
has been the source of his success, he will tell you it is
the box of books from the extension department of St.
Francis Xavier College and the study group.

The democratic process in adult education is realized
by people coming together in groups for discussion and
study, and thus making themselves more useful
members of their own communities, this is the way
Sweden and Denmark have found their way to
economic independence, and to a fullness of life une-
qualled elsewhere.

In a study club a man can voice his ideas and hopes
for better social and economic conditions. He will find
that in the discussions his ideas are clarified and more
firmly fixed in his mind, his prejudices are broken
down and his thinking tempered to the general
opinion.

The study club strives to give to farmers, fishermen,
labourers and others a set of values, a compass which
enables them to find their way in the economic con-
fusion of the present. It strives to impart knowledge

91

and to cultivate proper attitudes towards life. It will
have life and vitality in so far as it springs from the felt
needs of a comm unity and is to a large extent con troll-
ed and directed by the people themselves.

Surely the study club is a germ of life and has the
power of vast development. It is the cell of the new
organic economy.

I am, Sir, etc.
EXTENSION STUDENT
Kinkora, RE.I.’9
Laurena Shreenan, one of several Kinkora young peo—
ple trained at Antigonish, recalled the excitement of the ex—
perience, and the responsibilities to make practical sugges—
tions to their communities. She and others recommended
a credit union in the parish, but that was not accepted,
primarily because of the potential conflict with the existing
bank in Kinkora. Nor were these students without criticism
from others who thought that potential community leaders
ought to be chosen from those with higher academic
credits.20
Emphasis on education as a way of coping with the
effects of the depression carried over into the formal educa—
tion system, as well. Table 9:1 shows the education levels
achieved by students from the five communities in the 19303
compared with the 19208. In the 19305 there was a signifi—
cant increase in the number who passed the PW.C. exams,
and who went on to further education; but there was a
noticeable drop in the graduates from St. Dunstan’s Univer—
sity and other universities outside P.E.I. Given the difficult
economic conditions of the decade it is understandable that
most students would choose the less expensive two—year col—
lege program at PW.C. rather than incur the expense of
tuition, room and board at S.D.U. and other universities.
In addition to the students who graduated from the
institutions named in Table 9:1, twelve young women joined