224 POPULAR SCIENCE MONTHLY. 



ernment service at home or abroad. Spain expended in 1896 on 

 agricultural education the sum of £58,460, but she evidently sends 

 no Wanderlelirer instructors among her peasant farmers. 



It is said that Portugal possesses seven agricultural schools, at- 

 tended in 1896 by one hundred and eighty-seven students, but of 

 their location, save one, and courses of study the writer has no in- 

 formation. The Government conduct of education is committed 

 to a Director-General of Agriculture. The leading school is named 

 the General Institute of Agriculture, and is located at Lisbon. It 

 provides four courses — viz., (1) rural engineering, (2) agronomy, 

 (3) sylviculture, (4) veterinary medicine. It has a large tract of 

 land for demonstration purposes located a few miles from the city. 



Concerning Greece and the smaller kingdoms in southeastern 

 Europe, together with the land of the Turk, not much to the en- 

 couragement of the scientific agriculturist can be said; but turning 

 northward across Europe to the Scandinavian coimtries quite a 

 different state of things becomes apparent. At once we find that 

 the system of agricultural education is highly developed, and in 

 some phases is not surpassed by other countries. Immediately we 

 are in a network of dairy schools, experiment stations, chemical 

 and seed-control stations, agricultural societies, colleges, and uni- 

 versities. Here we find five institutions all under royal patronage 

 and state support. In Norway is the Higher Agricultural School 

 at Aas, established in 1859. In Sweden stands the Agricultural 

 Institute at Ultima, established in 1849, and the Alnarp Agricul- 

 tural and Dairy Institute, established in 1862. In Denmark is 

 the Iloyal Veterinary and Agricultural College at Copenhagen, 

 established in 1773 as a veterinary college. In Finland the Mus- 

 tiala Agricultural and Dairy Institute, established in 1840. In 

 these four small states there exist agricultural, horticultural, for- 

 estry, and dairy schools of all grades to the number of one hundred 

 and fifty-nine. Education in agriculture is not attempted in the 

 primary public schools of Norway or in any of these Scandinavian 

 countries, but agricultural elementary instruction is begun in what 

 other continental countries would call secondary schools, and is 

 provided for persons intending to be farmers and who are eighteen 

 years of age and older. Norway spent on elementary agricul- 

 tural education in secondary schools, in 1895-96, the sum of 

 $31,182, and Finland more than doubled that sum. 



Crossing tlie Channel to Groat Jiritain, again we see a nation 

 intent on solving the question of success for her agricultural popu- 

 lation. Celebrated Englishmen, Scotchmen, and Irishmen early 

 began to plan for an educated peasantry, but it was long before any 

 national system was evolved. The sectional divisions and peculiari- 



