Scotland enjoys deservedly the distinction of having been first among the peoples of Europe to introduce in the university course scientific education in agriculture. In 1790 a chair was established in the University of Edinburgh, and a course of agricultural lectures was given therefrom by Rev. D. Walker. Better than that, in 1743 a volume entitled Select Transactions was published by Maxwell, representing the agricultural society known as the "Society of Improvers," and numbering at one time three hundred members. Out of this society grew the "Highland and Agricultural Society," which organization has fostered every agricultural effort which private beneficence or royal grant has initiated in the land since 1834. Through its munificence both the departments of forestry and veterinary surgery have been placed upon a firm educational basis, and the educational lectureship of Edinburgh University has been permanently endowed. It has instituted its own syllabus of examinations for granting "Fellowships in Agriculture," and stimulated pupils of the secondary schools to make the effort by offering prizes and scholarships to the ambitious students.
The University of Aberdeen has lately entered the field as an agricultural educator by becoming what the Government styles a "collegiate center," receiving a straight subsidy of £100 per annum, and furnishing professional instructors to rural assemblies arranging lectures for them. In the public schools of Scotland agricultural science is arranged for as an optional study from the third to the sixth standards inclusive. In 1895-'96, 4,148 pupils passed examinations in the subject, and the cost of this to the state was £42,792. In 1896-'97 pupils in the "evening continuation schools" to the number of 1,089 passed in agriculture, and 115 others in horticulture.
England and Wales are under a joint administration of agricultural affairs. The Government policy, so far as it has one, has been continually opposed to paternalism and direct subsidy or ownership of schools. Rather has her Parliament waited to be solicited to make subventions by way of encouraging individual or local society initiative. The flourishing agricultural schools at Cirencester and Downton, for the instruction of the higher classes, have grown out of private establishments, then been perpetuated by obtaining royal charters, by which the Government became pledged to supply any lack of income. But since 1893 the state has so far relaxed her policy as to grant subsidies to certain colleges centrally located, which it styles "collegiate centers," through which colleges it offers superior instruction to the public. These colleges associate with themselves ample farm lands for experiment grounds and dairy machinery, and equip themselves with competent lecturers, who are also practical experts, and who, upon invitation from agricultural societies or county councils, go forth as lecturers upon their special subjects. Each adjacent county makes an annual grant of £75 to the college funds, and is privileged to nominate students to attend the college agricultural course at a reduction of twenty-five per cent on the usual fee. In 1898-'99 the Board of Education granted to fifteen colleges and associations in England and Wales the sum of £7,200. The colleges were the Yorkshire College at Leeds, Durham College of Science at Newcastle-on-Tyne, University Extension College at Reading, University College at Nottingham, Southeastern Agricultural College at Wye, and in Wales the University Colleges at Bangor and Aberystwith.
Besides the direct Government subsidy to higher education, the state grants to the several counties part of the money raised from the excise ("drink money") for educational purposes, out of which at least £78,000 were spent by the committees in 1896-'97 in promoting agricultural education.
Still further, Parliament puts into the hands of the Science and Art Department large sums of money to be expended as grants-in-aid of "technical education." The state recognizes instruction in the principles of agriculture as instruction in elementary science, and through this Science and Art Department's grants to primary and secondary schools, and to teachers' colleges, it encourages agricultural education as a technical study. In 1896-'97, 1,023 pupils passed examination, and the respective school managements received as grant on their account a total sum of £140,150.[24]
In 1897 the Royal Commission on Agricultural Depression in England made its report. Among other declarations made by the commission were these: "We believe that it is essential for the welfare of agriculture that there should be placed within the reach of every young farmer a sound, general school education, including such a grounding in the elements of sciences bearing upon agriculture—e. g., chemistry, geology, botany, and animal physiology—as will give him an intelligent interest in them and familiarize him in their language."[25]
They further recommend that hereafter the control of all funds for technical agricultural education be placed with the Board of Agriculture, and that the entire income of the Customs and Excise Act of 1890 should be devoted to educational purposes, agriculture receiving its adequate share. Should the first recommendation carry for all divisions of the United Kingdom, agriculture would cease to be one of the subjects provided for examination by the Science and Art Department. Should the second recommendation become a law, the sum expended by local county councils in agricultural education would be vastly increased.
Passing from England to her colonies, let us journey toward the sunrising. Stopping for a moment in Egypt, we note with pleasure the existence of the newly established School of Agriculture at Gizeh, which is under the direction of the Ministry of Public Instruction for Egypt. Its reconstructed course of study was open to students in 1898, and it provides for four years of study. Arabic and English are the teaching languages, especially the latter, and allotments of land for individual culture are made to all pupils.
Beyond the Indian Ocean lies Hindustan. Here all science study is awaiting its development. The best cultivation of India is not behind that of England as a matter of empiricism,[26] but the science of cultivation is yet to be developed. Agricultural chemistry and agricultural botany and horticulture, as related to India, have scarcely been investigated, and text-books in the native tongues have yet to be written. For this accomplishment all elementary instruction in public schools must patiently wait. For an agriculturally educated set of teachers, also, Indian youth studying in the vernacular must patiently wait. In 1889 the home Government (Parliament) laid upon the Indian Educational Department the duty of providing school "readers" which should contain elementary instruction in agricultural science, and it authorized a liberal grant-in-aid toward such schools as could furnish pupils for passes in this subject. For those students who have mastered the English language a few colleges exist. Saidapet, near Madras, with about forty students in a three-years' course, including veterinary, is a pure agricultural institution. Fourteen students received diplomas in agriculture in March, 1897.
Several colleges have agricultural departments, notably the Poona College of Science in the Bombay presidency; the Baroda College; the Maharajah's College and the Shimoga College, Mysore; the Central College, and the Sanskrit College of Bangalore. All of these are affiliated with the University of Bombay, and present pupils for examination in agriculture for the degree of B. Sc. A.