Part 8

As a matter of fact, he has such a key at the telescope which he uses to make his observations in taking time, so that when he wishes to record the precise instant in which anything takes place which he is viewing through his telescope he has but to press the key in his hand and an extra tooth will be put into the record which the clock is making, somewhere among the regular teeth put in by the beating of the clock. Later, when he takes out the sheet he can see just where the tooth came, and so at what instant it was. If, now, he knows exactly what the instant was according to the true time as given in his almanacs--that is, what his clock ought to have shown at that instant--he can tell how nearly right his clock is. Once knowing how this clock is, it is a simple calculation to find how the clock which sends the signals is running, and to alter it if needed in a manner we shall describe later.

The observations the astronomer makes use of to determine these instants of time are upon the "clock stars." He uses a rather small telescope, known as a transit. It is placed with the nicest accuracy in a north-and-south line. It can turn over vertically, but can not move sideways out of its line. Its alignment is kept perfect by occasionally sighting some small mark a few rods from the observatory, either north or south.

If the astronomer points this transit, say, halfway up the southern heavens and sees a star pass across the center of its field he knows that that instant gives, as it were, the "noon mark" of that star. If it is one of the "clock stars," he knows by his tables what that instant of time is--should be--by his clock.

We have seen what his means are of comparing his clock and his observations. But observe, now, how much pains he takes to get the most exact observations.

To begin with, he must have calculated to a nicety his location. The director of an observatory always knows where he is located in a sense that few other men do. The accuracy of a large part of his observations of any kind depends on his first having determined the latitude and longitude of his observatory within a very few feet. Then the data given by his tables are all modified, and adapted to conform to his locality.

There are stretched across in the eyepiece of his transit five spider lines. The central one is on the central line of the field of his instrument. In observing a star for time the astronomer watches it as it is carried by the rotation of the earth past each of these spider lines, and presses his key--that is, makes a record--as it crosses each line. Taking the average of these five observations, he makes the possible error very small. But, in addition to this, he also usually makes observations on at least four clock stars, which gives him twenty observations to average up and determine by. As he inspects the record of these observations which has gone upon the chronograph sheet along with the clock beats he is able to determine, after proper calculations, how his clock stands.

Such observations are made every three or four evenings, and thus the clocks are not given time to get far out of the way. It is not usual for a good clock to show a variation of more than half a second. If the astronomer finds that his clock which is sending the time is running a fraction of a second slow, he goes to it and lays on the top of the pendulum bob a minute clipping of metal, which is equivalent to shortening the pendulum an infinitesimal amount. When he takes his next observation he discovers how his clock has been affected, and again treats it accordingly. Thus the time that is sent out automatically by the clock is kept always correct within a small fraction of a second. Those who receive the time sometimes arrange electro-magnets near the pendulums of their clocks, which act with the beats of the observatory clock, and their attraction is enough to hold or accelerate the pendulums as needed to make them synchronize with the observatory clock.

It will be seen that the means of obtaining exact time involve a very considerable outlay, and that the services of highly trained men are needed. The public is thus greatly indebted to the railroads, telephone companies, and other corporations which usually bear the expense of securing standard time. It is probable, however, that from motives of scientific pride no observatory would undertake to charge for this anything like what would be exacted for such rare service in any department of the commercial world.

It is worth while to note that even with such perfect clocks and favorable conditions it is still impossible to secure perfect timekeeping. Add to this the fact that it is not usual for those who send out the time, after it has been received from the observatory, to pay much heed to variations, even of several seconds, in their master clocks, and we see why it is a disheartening task to keep the best watch as near the second as the owner would fain have it. In the first place, the watch could hardly be made to keep such time if kept still in an unchanging temperature; secondly, it is still less capable of it when subjected to the jolting and changes of temperature it encounters when carried; and, thirdly, the means of obtaining time with sufficient exactitude are rarely available to the general public.

AGRICULTURAL EDUCATION IN FOREIGN COUNTRIES.

BY W. E. DE RIEMER, M. A.

The recent death, at the closing of the year 1898, of the lamented Senator Justin S. Morrill, who, as being the author of the Land-Grant College Act, is justly styled the father of agricultural education in the United States, seems to suggest the desirability of taking a survey of agricultural education as it at present exists in other countries than our own.

Since the pursuit of agriculture is one which concerns more of the people of our globe than any other pursuit, the necessity for scientific training for agriculturists becomes more and more evident to educated people. It is true that the cultivators of the soil do not generally admit the need of special schooling. At the beginning of this century very few educators, even, thought so. It was supposed that tilling the soil had nothing to do with schools, and that science had no connection with plowing and sowing. Agricultural lectureships were established early in the eighteenth century in several European universities, but they were regarded as curiosities of the age--superfluities of culture, rather than aids to the cultivator. Farmers themselves were supposed to be the only competent teachers of agriculture, and experience the only possible guide. But it has become apparent that no farmer's experience is broad enough to be adapted to all soils and climates. The successful farmer has come to regard the land which he owns as a wonderful machine which, if rightly managed, will turn out the most costly and perfect product; but which, if neglected or ignorantly handled, will disappoint his high hopes and possibly impoverish its owner. The development of commerce which so easily introduces the wheat and potatoes and other products of our country into competition with the grain produced in a distant land has taught the producers of this generation, and especially the citizen of European countries, that the farmer who can produce the largest crop of grain from the fewest acres, at the lowest price for the best cereal or vegetable, is the only successful cultivator. The nation which succeeds best in this direction with all its soil products is the one which is sure to have the "balance of trade" always in its favor.

The United States awoke to this idea when, in 1862, Congress passed the Land-Grant College Act, allotting Government lands in every State to aid in founding agricultural colleges. The country became more profoundly moved by this idea when, in 1887, Congress passed the Hatch Act, granting annually to each State the sum of fifteen thousand dollars to organize and perpetuate agricultural experiment stations, and still further when it organized a Department of Experiment Stations as an integral part of the Department of Agriculture.

But several of the countries of Europe have anticipated our action in behalf of agricultural education by a quarter of a century. Germany and France and little Switzerland realized fifty years ago that agriculture in its various departments must be pursued with the aid of the latest science combined with the broadest experience. These countries have not waited for the laborer to perfect himself in experience--an impossible attainment--but they have opened schools of every possible grade, arranged courses of lectures by the best educated scientists, made elementary agriculture a compulsory subject in the curricula of the common schools, sent out traveling instructors to confer with and advise and give courses of lectures to the older farmers, made it possible--even compulsory--that young people should attend technical schools at odd hours of the day or evening, and even tempted them to pass a serious examination in their respective studies by the offer of a valuable prize as the reward of success. It is said that Charles Dickens once made a speech at an agricultural dinner in which he somewhat derisively said that "the field it paid the farmer best to cultivate was the one within the ring fence of his own skull." Dickens was correct. The farmer needs scientific education. The best civilized and progressive nations of to-day are admitting the utterance of Dickens to be a serious truth. Vast sums of money are appropriated by European governments to prevent their agricultural classes from continuing in or subsiding into ignorance of their art. Even the peasants of Russia, notably in the province of Ekaterinoslav, by the generous appliances for special agricultural education made by the Ministry of Agriculture and State Domains, united with the efforts of the Ministry of Public Instruction, are made to feel that without expert teaching a man can not succeed even in the raising of fowls or of bees, the culture of silkworms, the making of wine, or the manuring of his fields. Consul Heenan[20] says that in the province named above the Government annually rents thirty-two experiment fields, each eight acres in extent, distributed four in each district, and each one located in the midst of peasant fields. Each of these fields is placed in charge of some scientifically educated public-school teacher, who is paid twenty-five dollars per year for his direction, and receives, besides, all the harvest produced. The teacher uses the native tools and seeds, and hires neighbor peasants to assist in demonstrating that with care in plowing, cleaning of seed, cultivating, and reaping, his field will produce larger crops than his slovenly or ignorant neighbor. The object lesson has its certain result. The peasants are gradually adopting the four-field culture system--viz., fallow, winter crops, pastures, and summer crops.

[Footnote 20: See United States Consular Reports, vol. lvii, No. 215, August, 1898, article on Gardener's Schools in Russia, by Consul Heenan.]

Besides these, Russia sustains 68 agricultural schools, containing 3,157 pupils, at a cost of $403,500, of which sum the Government pays $277,500, and the local _zemstovs_ (societies) or the school founders pay $136,000.

In France the eminent scientist Lavoisier, at the close of the last century, advocated the founding of a national school for the teaching of agricultural science. His plan for government initiation was not realized, but in 1822 Matthieu de Dombasle founded, near Nancy, the first true agricultural school. In 1829 and 1830 the schools at Grignon and Grandjouan were founded by August Bella and Riefell respectively. Now France boasts of one of the most perfect systems of agricultural education of any country of the world. Under the joint direction of her Ministers of Agriculture and of Public Instruction, France plans to cover every phase of education from the simplest forms of object lessons taught by law in all her primary schools to the crowning National Institute of Agriculture at Paris. The facts of science, united with the soundest experience, are demonstrated to the farmer by lectures and experimentation; the future agriculturists of the country are educated in the certainties of scientific research at graded schools, ranging from elementary to university degrees, and every milkmaid is taught the necessity of promptness, cleanliness, and system in the care of milch cows and in the disposal of their milk.

The former able Director-General of French Agriculture, Monsieur Tisserand, says: "The aim and object of France has been not only to give to children and young people the means of acquiring knowledge, but also to establish means for _interesting old cultivators_. In this century of extreme competition we must admit that the agriculturist can only thrive if, in working the soil, he adopts scientific methods. Old routine is no longer sufficient in this branch, as it is proved to be insufficient in manufacture." In carrying out her enlightened policy, instruction was given in 1893[21] to 3,600 pupil teachers. Thirty agricultural laboratories throughout the country furnish analyses of soils and manures for the help of cultivators, and 3,362 trial fields are established where farmers can profit by experiments suitable to their own districts. The special farm schools number sixteen; practical schools of agriculture, thirty-nine; national schools of agriculture and horticulture, six; three veterinary schools; and one each, bearing the name of National Agronomic Institute, is a shepherd school, a cheese, and a silkworm school. In the universities are no less than 160 departments and chairs of agriculture for students of profoundest research. All this costs the departments alone over 4,504,050 francs per annum.

[Footnote 21: Statistics of 1893. The French Government only occasionally issues its official report of agricultural schools.]

In Prussian Germany no less activity is displayed or energy put forth to make the farmer's occupation one of financial profit and scientific status. Statistics for 1897 are at hand in the report of the Prussian Minister of Agriculture. The German system is based on the theory that schools and colleges are the only places where theoretical agriculture can be properly taught. Few of the higher agricultural schools first established were exclusively such. A liberal education could be obtained at most of them without touching the subject of agriculture. Later educators have developed a system which begins by fostering a love for Nature in the minds of the pupils in the kindergarten, and patiently develops that love through all the dozen or more grades of schools until it culminates in the polytechnic school or the degree granted by the university.

Germany is indebted to the learned Professor Thaer for the establishment of its first agricultural school at Möglin in 1807. But more than all is she, in common with all the world, indebted to the famous chemist Baron von Liebig, who, in 1840, announced the scientific truth which underlies all arguments for agricultural education--viz., that no matter how impoverished a soil is naturally, or has become by excessive cropping, its fertility may be restored, maintained, and even increased by providing it with the mineral and organic matter which it lacks.

Prussian agricultural affairs are under the supervision of the Ministry of Agriculture, Domains, and Forests. The state maintains three grades of schools--higher, middle, and lower--as in other European countries. The most celebrated are the Royal Agricultural High Schools at Berlin and Popplesdorf, two royal academies of forestry, and the university courses in agriculture at Halle, Göttingen, Königsberg, Leipsic, Giessen, and Jena. The state expends something like two hundred thousand dollars annually on agricultural education. In Germany agricultural education has so broadened out as to include training in every technical part of a farmer's work--culture of forests, fruits, flowers, and vines; schools to teach wine, cider, and beer making, machine repairing, engine running, barn construction, and surveying; knowledge of poultry, bees, and silkworm raising; domestic economy, sewing, and accounts for farm women--all in addition to the long scientific courses of study and years of practical work on an established farm. Verily, the country that excels Germany in training agriculturists must be _par excellence_ in its methods.

A special feature of agricultural teaching is the traveling professor (_Wanderlehrer_). United States Consul Monaghan enthusiastically describes him: "These teachers, supported partly by the state and by agricultural unions, go from place to place ... and lecture on agricultural and horticultural subjects. Their purpose is to lift up and ennoble agricultural life; to afford the farmer the knowledge gleaned by science since he left the school; to impart to him the best methods of selecting soils, fertilizers, cattle, trees, etc.; to teach him how to use his lands to best advantage, to graft, to breed in; to get the best, quickest, and most profitable results. These teachers are skilled scientists, practical workers, not theorists, ... perfectly familiar with the wants and needs of their districts. Armed with this knowledge, the teacher's usefulness is certain and unlimited. When he speaks his voice is that of one in authority, it is heeded.... He is a walking encyclopædia of knowledge, especially of knowledge pertaining to the woods, hills, farms, and fields."

Austria has, like Germany, a system of agricultural and forestry schools in three grades--viz., superior, middle, and lower. Its oldest school of superior grade was established in 1799 at Krumman.[22] Similar schools existed later at Grätz, Trieste, Lemberg, Trutsch, and Altenburg. The latter is especially complete in every appliance for instruction, and well patronized. The middle schools provide two-year courses of study and practice, and are located at Grossan, Kreutz, Dublany, and other points, while the lower schools incline less to study and more to lectures and farm practice. They are located in the provinces of Bohemia, Styria, Galicia, and Carinthia.

[Footnote 22: See Barnard's Journal of Education, vol. xx, 1870, p. 673.]

Forestry schools of various grades exist at Mariabrunn, Wissewasser, Aussen, Pibram, Windschact, and Nagny; of these, Mariabrunn is especially deserving of mention for its thorough course and complete equipment.

Switzerland was the home of the philanthropist and educator Fellenburg. His school, established at Hopyl in 1806, was a philanthropy in aid of the peasantry, concerning whom he said that possessing nothing but bodies and minds, the cultivation of these was the only antidote for their poverty. At least three thousand pupils received their education in agriculture here. The Federal Polytechnic School at Zurich is the nation's pride. Out of six courses of superior training which it provides for its one thousand students, forestry and agriculture count as two. Five universities and numerous special schools furnish aid to agricultural education.

The little kingdoms of Belgium and Holland are following hard upon the tracks of their powerful neighbors. In Belgium may be found superior institutions of agriculture, horticulture, veterinary science, and forestry at Gembloux, Vilvorde, Cureghem, and Bouillon respectively.

In Holland, whose people robbed the sea to obtain lands for farms and homes, about £71,500 were expended by the state on its agricultural department in 1897. Its first school, established by a communal society at Hären in 1842, was discontinued. The state in 1876 adopted the school of agriculture which has been established at Wageningen as its own, and this institution can fairly lay claim to equality with any in Europe. Government also supports the State Veterinary College at Utrecht, and subsidizes a school of forestry and several dairy schools. Agricultural teaching in primary schools has not yet proved a success.

Italy has not made such progress in agricultural education as her northern neighbors, yet she is not indifferent to the requirements of the times. She has a most unique scheme for Government superintendence of agricultural matters. All comes under the purview of a general Director of Agriculture, assisted by a Council for Agricultural Instruction, which latter was established by royal decree in 1885, and reorganized in 1887. Four divisions of the department exist--namely, (1) agriculture proper, (2) zoötechny, (3) forestry, and (4) agricultural hydraulics. Statistics are not easily procured, but recent catalogues show that the two Royal Superior Schools of Agriculture, located respectively at Milan and Portici, are institutions of which any country might be proud. Of the latter Mr. E. Neville Rolfe, British consul, wrote in 1897 that it was originally a provincial establishment, but in 1885 it had been established by royal charter and domiciled in the magnificent grounds and buildings of a disused royal palace. Its study course requires three years to complete, and graduates obtain the degree of Laureato Agronomo. Up to 1896, two hundred and twenty-eight students had obtained this degree, most of whom are instructors or Government employees of high rank. It is known also that thirty-three special and practical agricultural schools exist in different parts of the kingdom.

Much can not be said in praise of agricultural education in Spain. That country possesses the machinery for education of the higher grades, but through her seven distinctly agricultural colleges, located at Madrid, Saragossa, Barcelona, Corunna, Valencia, Caceres, and Jerez, she seems only to have obtained men for Government 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.