43 FARMERS' INSTITUTES. 



about" in the world and have acquired knowledge of men and money and 

 fertility of resources which they can bring into phiy at every turn instead of 

 what is called " learning." Probably it is not to be expected or asked that 

 colleges so revise their courses of study and change their methods of train- 

 ing as to cure this, but so long as they do not a boy needs to learn a vast deal 

 after he graduates before he can succeed as a manufacturer, merchant or 

 mechanic; and whoever thinks that the possession of the diplom:i, for which 

 he has been striving for years, opens to him the door to fame or fortune in 

 any of these lines of business is likely to be taught by very bitter experience 

 that about the most helpless of mortals is a man with only empty accom- 

 plishments and abstractions to rely on. 



At a recent meeeting of the Industrial Association of New York City, 

 William E. Dodge made some very forcible remarks, from which we quote 

 as follows: ''Industrial education is a step forward, iind there can be no 

 end to its growth. There have been a great many economic mistakes made; 

 loo much attention has been paid to higher education, as it is called, and too 

 little to useful pursuits. Manual labor has lost its dignity. I am connected 

 with an institution that brings me in contact with many young men who 

 need assistance. Many of these are college graduates. It is ditlicult to 

 assist them because, while they have a smattering of everything, they know 

 nothing in particular, and are compelled to take positions, such as errand 

 boys, that are worth to them only $3 or $4 a wee'''. Our colleges are turn- 

 ing out too many doctors, lawyers and clergymen. AV'hat we want is to 

 throw the foice of the biains into the hands. Industrial education should 

 be taught in all the schools, and intelligent, capable mechanics and farmers 

 will be the result. 



Let me next call your attention to what, my observation has led me to 

 believe, is a pressing and growing need in many, indeed, I fear, in most 

 agricultural districts. I refer to the need of giving more attention, of tak- 

 ing more constant, personal, intelligent interest in the common schools, the 

 people's colleges, where probably nine-tenths of the youth of our State will 

 receive all of their education, as far as schools are concerned. Those of us, 

 and who does not? who remember gratefully the country schools, where our 

 first lessons were conned, and our first inspiration quickened for an educa- 

 tion, cannot fail to appreciate the sentiment of regard, if we do not fully 

 agree with this rhyme of a local New England poet: 



•' Had I this tough old world to rule. 

 My cannon, sword and mallet 

 Should be the dear old distri^ t school, 

 God's Bible aud the ballot." 



I do not wish to be thought an alarmist; but I cannot help feeling that 

 the growing tendency to j^atronize the town schools results too frequently in 

 the gross neglect of the country schools. The town and city schools have 

 the number of their pupils increased and their revenue from tuition at the 

 expense of the country; but the loss is not merely a pecuniary one. I do 

 not hesitate to say, and I think I can marshal abundant evidence to prove 

 the fact, if it should be questioned, that there is no place in the world where 

 the children and young people living on farms can secure the fundamentals 

 of a good thorough English education as well as in the district school in 

 their own neighborhood; and, I may add, at so little expense and with all 

 of the restraints and endearments of home life about them daily; provided 



