experience of work would forever be "lit up by poetry". Weil also advises that a revival of apprenticeships and the original Tour de France would be of great value. Weil says that many of the workers' complaints arise from obsessions created by distress and that the best of way of reacting is not to appease the obsessions but to fix the underlying distress - then all kinds of problems in society just disappear. Reforms in education would also be needed. Weil says providing workers with high culture in a form they can suggest is much simpler than objectors expect. There is no need to try and relay large volumes of literature, as a little pure truth lights the soul just as much as a lot of pure truth. The relationships between various educational topics and everyday life as experienced by the workers should be explored. Without watering down high culture, its truths should be expressed in a language "perceptible to the heart". Weil says that to abolish urban uprootedness it will be essential to establish forms of industrial production and culture where workers could feel at home, and she discussed various reforms that she advised for France after the war Uprootedness in the Countryside Weil writes that though uprootedness is not as far advanced in the countryside as in towns, the needs of the peasants should receive equal attention to the need of industrial workers: firstly because it is contrary to nature for the land to be worked by uprooted individuals and secondly as one of the causes of the peasant's distress is the feeling that progressive movements ignore them in favour of industrial workers. A peasant's requirements include a strong need to own land, which is important for them to feel rooted. Boredom can be a problem as many peasants do the same work throughout their lives, starting from about age 14. Weil suggests a tradition should be established for peasant youths take a few months out for travel in their late teens, similar to the tour de France that used to exist for apprentice artisans. Those who desire it should also be able to return to education for a year or two. Rural communities require different teaching methods compared to towns. Religious teaching should be made relevant to the countryside, with emphasis on the pastoral scenes in the Bible. Science should be presented in terms of the great