ernment service at home or abroad. Spain expended in 1896 on agricultural education the sum of £58,460, but she evidently sends no Wanderlehrer instructors among her peasant farmers.
It is said that Portugal possesses seven agricultural schools, attended in 1896 by one hundred and eighty-seven students, but of their location, save one, and courses of study the writer has no information. 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 encouragement of the scientific agriculturist can be said; but turning northward across Europe to the Scandinavian countries 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 universities. 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 Agricultural and Dairy Institute, established in 1862. In Denmark is the Royal Veterinary and Agricultural College at Copenhagen, established in 1773 as a veterinary college. In Finland the Mustiala Agricultural and Dairy Institute, established in 1840. In these four small states there exist agricultural, horticultural, forestry, 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 agricultural education in secondary schools, in 1895-'96, the sum of $31,182, and Finland more than doubled that sum.
Crossing the Channel to Groat Britain, again we see a nation intent on solving the question of success for her agricultural population. 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-
