202 FARMERS' INSTITUTES. 



the school all the same, and the law should not deprive any child of the advan- 

 tage of a goo 1 school nine months in the year. 



Bat another plan of school is recommended very highly by the superin- 

 tendent of public instruction, that is the tovvn-;hip plan. This plan is to have 

 a graded school in the center of each town, and as many ward schools as are 

 necessary to accommo late the small chillren. These schools to be governed 

 by a board of trustees to be elected annually by the township. This has been 

 tried in ^^assachnsetts, Wisconsin and other States, and the superintendents of 

 these States say that it gives better satisfaction and greater benefits than the 

 old system. This, after a test of fifteen years in Massachusetts. 



The farmers have more interest in this plan than any other part of the com- 

 munity, for most of the villages have grtided schools, which give them great 

 advantages over the fanning community. This should not be ; as every child 

 should have the change of attending a good graded school, whether they live in 

 town or country. Some will say this will be more expensive, but I think 

 that it would cost less than it does now, when you take into account the amount 

 of money s|ient by some farmers in sending their children to a graded school and 

 paying board and tuition. And this is not all, we would have our boys at home 

 every night, under the influence of a good mother, instead of being in towns 

 •exposed to the bad influence of the saloon and other places of vice. This would 

 be a great saving in money, and what is of more value, in keeping our boys from 

 going to the bad. The law or custom which admits or tolerates a preference in 

 securing an education is not in accord with our boasted equality and the 

 bestowing upon the poor tlu advantages of at least an academic education. 

 This is not all. I think it would pay as an investment, for intelligence is the 

 basis of all wealth. You may travel the country over, and where you find the 

 greater intelligence you will find all kinds of real estate the highest. Every 

 good school house ad«ls to the value of our farms. Every well educated and 

 intelligent man or woman adds real worth to our real property. Farmers have 

 talked long and oud about the holding of offices and places of public trust. 

 Give us graded school-! in every town as a preparatory means, then we will hear 

 no more al)out the office business, for the farmer will be competent to hold any 

 office and do his duty with honor to himself and profit to the country. 



These thoughts I leave with you. If they shall do no more than stir your 

 minds to reflection on the subject of education, I shall feel that I have added a 

 moiety of influence in favor of a system which is at the foundation of the 

 Nation's material, social, and political greatness. 



Prest. Willits: While of course, the farmers are particularly interested in 

 this question, it is also of moment to us at the Agricultural College, for we take 

 the young men direct from the district si-hool, so that the College in itself is, in 

 one sense, a {)jople's institution We have to educate those who shall have to 

 do with the practical affairs of life Therefore we look to these schools 

 as the pre|) iratory de[) artment of the institution. Many agricultural colleges 

 increase their nuinliers bv including large preparatory classes which usually 

 outnumber the regular college students. Tliis has been urged for us, but I do 

 not favor it nor do the Faculty or Board. The common schools are our pre- 

 paratory scliools and tlierefore 1 have something to say as to the qvxality of 

 the preparation. 



Many who apply for admission do not understand arithmetic or grammar or 

 remember their geography or spelling. 'Nosv we do not teach these subjects. 

 There is great need oc more tbori>ii2hness in our district schools. 



The paper tells of schools numoering from 4 to 12 pupils and many urge 



