In the meantime much of the work, both voluntary and State-aided, now initiated in Ireland, must consist of educating adults to introduce into their business concerns the more advanced economic and scientific methods which the superior education of our rivals in agriculture and industry abroad has enabled them to adopt, and which my experience of Irish work convinces me our people would have adopted long ago if they had had similar educational advantages.

And I would further point out that there is no better way of promoting the reform of education in the ordinary, the pedagogic, sense, than by bringing to bear upon the minds of parents those educational influences which are calculated to convince them of the advantage of improved practical education for their children.

So to the economist and to the educationist alike I would submit that the new work of economic and social reform should be judged as a whole, and not prejudged by that hypercriticism of details which ignores the fact that the conditions with which it is attempted to deal are wholly unprecedented.

I am quite content that the movement which I am about to describe should be ultimately known and judged by its fruits.

Meanwhile, I think that to the intelligent critic it will sufficiently justify its existence if it continues to exist.
* * * * * The story of the new movement, which must now be told, begins in the year 1889, when a few Irishmen, the writer of these pages among them, set themselves the task of bringing home to the rural population of Ireland the fact that their prosperity was in their own hands much more than they were generally led to believe.