294 TKANSACTIONS OP THE HOETICULTUEAL 



The question then is, " What shall we teach the farmer boy? " 

 Undoubtedly that which he wants to know in the double meaning 

 of which he desires and needs. As to his desires, we can not 

 speak with entire confidence. But here, as in every case where mind 

 and character are still forming, the mistake is often made of leaving 

 too much to youthful inclinations where the experience and better 

 judgment of older heads should be the guide. If his desire in the 

 first place for an education be dormant, then obviously the initial 

 step is to awaken it. But such a condition is rather the exception 

 than the rule. 



Farmer boys are more eager for knowledge, which seems always 

 beyond their reach, than their city cousins, who have it always at 

 their doors. Like all blessings, this one of an education is never so 

 bright as when distant or apparently unattainable. With an honest, 

 earnest desire for knowledge, the young men come, and more or less 

 freely give themselves over to be moulded by instructors, in whose 

 hands are thus placed, shall we not almost say, the destinies of those 

 in their care. But we must consider, before leaving the subject, the 

 needs of the farmer boy. Supposing he has the desire for an educa- 

 tion sufficient to bring him to an institution of learning, what shall 

 he be taught? 



From the farmer boy's standpoint, I think I can mention a few 

 things in which he is not especially needy. He needs little instruc- 

 tion in the long list of the "how" and ''when "" of farm work — 

 knowledge which must vary with every locality, every farm, every 

 season — knowledge which can only come from long training in a 

 peculiar school, where the chief instructors are intuition and experi- 

 ence. The man who must sow and plant by the book can but poorly 

 compare with him who knows the times and the seasons by a sort of 

 instinct, who can interpret the book of nature. The best that can 

 be done for such an one is to still further extend his sympathy with 

 nature — to put him in possession of her known laws — to enable him 

 intelligently to study her phenomena, to quicken his ear, make skill- 

 ful his touch, sharpen his vision, give him a keener perception and 

 understanding of the world about him. It would seem then that 

 a study of the sciences, especially those more largely devoted to 

 natural history, must in a great measure meet the needs of the 

 farmer boys. 



Aside from the practical bearing of such subjects and the inter- 

 est which must connect itself with things so largely and so con- 

 stantly under his observation and care, we must add that most 

 valuable mental training which every one will credit the study of 

 natural history with imparting, such as enlarged powers of observa- 

 tion, perception, analysis and judgment. 



But the question of education for farmers is not possible of 

 solution by a stroke of the pen. Indeed, national wealth and the 

 funds of a score of states, supplemented by the careful thought and 



