Agrarian Reform and Resistance in an Age of Globalisation by Joe Regan Cathal Smith

Author:Joe Regan, Cathal Smith [Joe Regan, Cathal Smith]
Language: eng
Format: epub
ISBN: 9781351055482
Barnesnoble:
Publisher: Taylor & Francis
Published: 2018-12-07T00:00:00+00:00

In his view, independent academies, rather than scientific centres at universities, were the proper means to convey comprehensive agronomic knowledge.

After the 1867 Settlement, the Hungarian government thus made serious efforts to establish a network of agricultural institutions and to introduce a multilevel system of training and education to bring “proper values” – as contemporaries often referred to experiment-based, tested, and scientifically-grounded knowledge – into all segments of agriculture. While the intention was to follow the German model, the result differed significantly. The Higher Institute at Magyaróvár was promoted to academic rank (in 1874) and thus it became the only Hungarian centre dedicated especially to science-based research and education in Liebig’s terms. In the last decades of the nineteenth century, besides the already-existing experimental station for agricultural machines, new stations affiliated with the Academy of Magyaróvár were opened to establish background for such research: a station for seed control (1878) and plant breeding (1898), another for the care of farm animals, for milk control and dairying experiments (1892), and, finally, a station for field crops and plant culture experiments (1894). The main innovation of the government’s, however, was the set of new government-funded colleges and elementary-level schools that were established for the more effective and wider dissemination of practical agronomic knowledge and training. Colleges were established in Debrecen (1868), Kolozsmonostor (today Cluj-Mănăştur, in Romania, 1869), and Kassa (today Košice, in Slovakia, 1874). Simultaneously, a dense network of lower level farming and tillage schools were also established to educate the children of small farmers and peasants to enable them to profitably farm their own lands or to become farm managers or foremen on bigger estates. By the twentieth century, Hungary’s new model of agricultural education was implemented: one academy (with 157 students in 1902), four colleges (with 502 students), and twenty-one farm schools (with approximately 550 pupils) were active in training. Besides fixed-based schools, a number of itinerant professors and travelling experts were also working on the dissemination of agricultural knowledge; according to the statistics of the government, 300,000 pupils were reached by the courses of winter schools and other occasional lectures in 1902.58 Emphasis on practical training and scientific research was constricted to Magyaróvár, where experiments were carried out on a moderate state subsidy.59

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