40 



ranee was necessary to qualify a man for a sound practical fiirmer — a sentiment 

 which falls strangely on the ear of the agriculturist of the 2)rcsent day. 



The eminent success of model and experimental farms, and the labors of the 

 agricultural press, have brought the mind of the entire community to a just 

 appreciation of the value of the sciences, in their practical applications to Agri- 

 culture and the Arts, and the importance of their universal dissemination. 



The conviction is taking fast hold of the mind of Europe and of the older 

 States of this Union, that for the thorough acquisition of this valuable agricultu- 

 ral knowledge, it will not do to depend on the ephemeral influences of popular 

 lectures and addresses; nor yet on the mass of information placed before the 

 farmer through the agency of the periodical press. Agricultural seminaries are 

 beginning to be constituted, where the science may be acquired, and in connexion 

 with model farms, its application may be made familiar to the professional pupil, 

 in preparation for the successful and profitable discharge of the maturer duties 

 of the practical farmer. 



These views ai-e rational and just. Agricultural science, like all other science, 

 is to be acquired by study and research. The discij^line and the instructions of 

 the school, are essential to its seasonable and thorough acquisition. Without it, 

 the farming processes fall to the low level of routine and drudgery. "With it, 

 Agriculture vindicates its undoubted claim to stand, not only in the first rank of 

 the experimental arts, but to take its position, side by side, with the learned pro- 

 fessions, in dignity and honor, as well as in profit. 



Farmers of Wisconsin ! If, throughout this argument, I have been so fortunate 

 as to express 3'our convictions, and if your judgment is with me on the topic of 

 the scientific preparation of the young farmer for his great vocation, it is perti- 

 nent to inquire, in conclusion, whether it is not in your power, so to mould and 

 to fashion the system of public instruction, as to embody and to realize the idea, 

 so vitally important to the agriculture of the State. 



The educational organism for Wisconsin, as I understand it, comprises: 1. The 

 District school, carrying elementary instruction into every neighborhood in the 

 State. — 2. One Academic, or Union school for each township. — And 3. The 

 University. The organic law of the University of Wisconsin, provides for the 

 the establishment of the several Departments, 1. of " Science, Literature, and 

 Arts" — 2. of " Medicine'' — 3. of " Law'" — and 4. of the " Theory and practice 

 of Elementary instruction." 



The Regents of the University propose to add a Department of the " Appli- 

 cations of Science to Agi'iculture and the Useful Arts ;" to go into eftect when- 

 ever the means shall be provided for the support of the Professor, the purchase 

 r>{ Apparatus, and the ground necessary for a model farm. 



