EDUCATION. Ill 



in which Fellenberg began, and Thaer as well. That was 

 the method adopted in Agricultural Colleges, which were 

 at first kept carefully separated from Universities, although 

 made abroad, where every institution has its distinctive rank, 

 in respect of authority accorded and regard paid to them, 

 to rank on the same level. It was once more Liebig who, 

 with keen perception, detected and pointed out the mistake 

 and by his protest, uttered in 1861, and readily accepted 

 by others in authority, first of all in Germany, caused an 

 end to be put to this. Doubtless Liebig was to some extent 

 influenced by his great appreciation of the value of science, 

 and more particularly of his own science, chemistry, in 

 alliance with Agriculture — although he was not specifically 

 an agricultural chemist. As Colleges were originally 

 organised, there was danger of science being inadequately 

 taught. For Colleges could not, for their limited amount 

 of science teaching, secure, or pay for, the very best instruc- 

 tion, which nevertheless was desirable. At a University 

 such teaching might easily be provided by means of the 

 specialists attached to the institution being told off for 

 such duty. Also, being attached to a University was sure 

 to maintain a higher tone among both teaching staff and 

 pupils, and secure to Agriculture its full recognition as 

 a Te%v77 iXevdepto^, a " liberal calling." There are other 

 advantages accruing from the combination. There are 

 other studies besides pure science taught at Universities, 

 in which agricultural students may wish to be instructed — 

 as they only can be, thoroughly, at such a high school. 

 Some such sciences are political economy, law relating to 

 property in land, and more besides. " Attach your Colleges 

 to Universities," so Liebig advised, " and you will have the 

 most competent teachers of science at your disposal." His 

 advice was followed in his own country. And the Agri- 

 cultural Departments of Oxford and Cambridge show that 

 we have appreciated it. The change has proved a decided 

 improvement. In Germany distinct Colleges, like that of 

 Tharand, have been given up and converted into " Depart- 

 ments " of Universities. And the result has proved all 

 the better in every way. There is better teaching, the link 



