84 PATRICK GEDDES
III
9. Taking for granted the customary treatments
of economic progress as having widened from local and regional production and markets to great industries and world markets, how far can you indicate possible changes of a converse nature, i.e., towards the renewal
of regional developments, and the improvement of minor cities as well as great ones ?
10. Given the labouring classes, and the existing contrast between their valuation by the religions and philosophical standards of the past and by the political standards of the Revolution, and their market value in the present, can you suggest any way by which the
valuation of the labourer may be substantially improved upon evolutionary lines? Can any substantial improvement of conditions be imagined without this ? If so, how ?
11. Economists have usually assumed the value of " Education", in its customary forms of the "three R's ", and later of " technical education ", usually urban and mechanical, with the addition of (so-called) design. Some educationists however advocate the
education of the "three H's" (heart, hand and head), giving rise and scope to expressive and creative arts accordingly, as even best calculated to evoke mechanical skill and wealth-producing efficiency. State the argu-
ments against and for this latter view.
12. Indicate the significance of Fruit-growing
(a) in old civilizations, (b) in present possibilities.
13. Recent anthropologists, as notably Frazer, have emphasized the co-relation of religion with agriculture and fertility, i.e., with economics. Reverse this process, by indicating, say from rice, date, vine, and olive, the corresponding cultural developments. Indicate the corresponding future possibilities, e.g., for banana and potato.
