10 AGRICULTURAL SCIENCE TEACHING. [Nov. 



AGRICULTURAL SCIENCE TEACHING. 



IT appears that the appointment of Dr. Gilbert to the Sheldonian 

 Professorship of Eural Economy in the University of Oxford, 

 has not met the success which might reasonably have been expected. 

 According to JJr. Lawes, his colleague in the Eothampstead, in a 

 late article in the Agricultural Gazette, the lectures of this distin- 

 guished agricultural chemist have lieen delivered to empty benches. 

 In the face of a proposal to found Chairs of Forestry in this and 

 other English Universities, we join with Dr. Lawes in regretting 

 tlie loss of valuable time incurred in preparing and delivering 

 these lectures. Oxford and Caniliridge, no doubt, turn out many 

 accomplished scholars, and men of high culture in various lines, 

 but the future owner of the land finislies his education in com- 

 jilete ignorance of the first principles of agriculture, including 

 the system of tenure, and management of landed property. It 

 is to this fact, Dr. Lawes says, may be traced the want of in- 

 telligence, or appreciation of the subject, which is often found 

 in those whose interests are most deeply affected. In justice to 

 Dr. Gilbert, it may be said that he gave Dr. Lawes several 

 reasons why tlie students at Oxford did not attend his lectures 

 in gi-eater numbers. The lecture-room, it appears, was too far off, 

 and the hour chosen was inconvenient, with other excuses of a like 

 nature ; but, says Dr. Lawes, the real explanation is to be found in 

 the fact that teachers of science must always be at a great dis- 

 advantage in the T'niversity, so long as the subject itself is not 

 recognised as part of the necessary qualification in order to obtain a 

 degree. It is exident. Dr. Lawes continues, that the owners of 

 land in England are not likely to have such an easy time in the 

 future as they have had in the past. Political, social, and economic 

 questions relating to the tenure and management of landed property 

 are discussed at the present time with a freedom which shows that 

 the population of that country takes a lively interest in such 

 subjects. This being the case, it is surely desirable that tlie future 

 (iwners of the soil sliould not coiuplete their education without 

 some sliglit knowledge with regard to the land from which they 

 expect to derive their income. Here, then, is a burning question in 

 science teaching. Manifestly the whole system of agricultural 

 education in this ancient University, of course inclusive of tlie 

 science and practice of forestry, must be widened. 



