12 



BTJIiGARIA. 



The throe agricultural colleges and the three agricultural experiment 

 stations of Bulgaria emplo}' and send out itinerant teachei-s through 

 the country districts to hold schools continuing for from one to two 

 weeks, confining the instruction in any one school to a single topic, as 

 dairying, apiculture, forestry, etc. 



The itinerant teachers connected with the agricultural colleges and 

 experiment stations are employed for the special purpose of conduct- 

 ing institute schools. When not engaged in this rural teaching the 

 work is given them at the college or experiment station. 



DENMARK. 



The remarkable progress of agriculture in Denmark and its present 

 high state of development are due to the careful attention which that 

 countr}^ has given to the education of her farming people. 



Denmark, excluding the Faroe Islands, has an area of only 14,789 

 square miles — about half as much as the State of Maine or almost 

 exactly the size of Maryland and Connecticut combined. The popu- 

 lation of Denmark in 1901 was 2,447,111; that of the two States last 

 named was 2,096,464 in 1900. 



The commercial importance of the Kingdom lies almost wholly in 

 her agriculture, which in the last thirty years has risen from about 

 the lowest to the highest place among the countries of Europe. In 

 1860 the British vice-consul at Copenhagen reported that "the butter, 

 or the articles sold in the market by the yeomen-farmers under that 

 name, is execrably bad." At present "Danish butter," "Danish 

 bacon," and "Danish eggs" stand in price and quality at the top in 

 the English markets. 



Mr. Gill (secretary of the department of agriculture for Ireland), 

 after a careful inspection of Danish methods, states that "what may 

 be termed the essentials of agricultural progress are illustrated there, 

 namely, (1) highly trained intelligence, enterprise, and resourceful- 

 ness; (2) the power given to the farmers by organization; and (3) the 

 effectiveness with which the Government is able, chiefly through 

 these organizations among farmers, to aid them with expert advice, 

 technical instruction, and material support." 



Inasmuch as Denmark is perhaps the most conspicuous example of 

 what education of the rural people can do for the commercial devel- 

 opment of a countr}^, it may be well to present in some detail the 

 system that has wrought the change that has taken place in this King- 

 dom \n recent years. 



irNIVERSITY. 



At the head of the entire educational system is the Royal University 

 at Copenhagen, with an attendance of over 1,300 students. 



