390 [Senate 



State, has probably ever opened a book devoted to the science of ethics. 

 Worse than this, there are no such books of generally acknowledged 

 meritj adapted to the capacities of children.* Do instructors teach it 

 orally 1 As a general thing, I am prepared to say, they do not — usu- 

 ally pleading a want of time from a multiplicity of other studies. Is 

 it expedient to surrender up this branch of education exclusively to 

 parental and clerical influences'? Facts, daily occurring on every 

 side of us, trumpet-tongued, make answer. 



Next, let us ask what is done for intellectual culture 1 



What faculty besides that of memory, is systematically trained and 

 developed, unless it be in the ordinary faulty method of acquiring a 

 knowledge of arithmetic and English grammar — the latter too, almost 

 universally degraded to a mere process of memory ? 



And finally, what is accomplished in our schools, in preparing the 

 young republican to discharge his duties as such, by making him ac- 

 quainted with the structure of our government, — the general princi- 

 pies of political economy, and (ought I not to add,) political ethics? 

 Out of one hundred teachers examined by me, three years since, not 

 exceeding ten could give a definite idea of the relative powers and 

 duties of the legislative, executive, and judiciary departments of 

 our State and General Governments ! Ten per cent has, perhaps, 

 now, increased to fifty. Not ten out of every hundred are yet ac- 

 quainted with the rudiments of political economy ! And perhaps af- 

 ter all, these teachers are not blameable, or at least, most blameable^ 

 — ^for a knowledge of these subjects has not been required of them 

 as a qualification for teaching ! But if this is the condition of this 

 branch of education among the teachers^ what are we to expect from 

 the schools ! 



These are assuredly painful truths to utter. But if true, it is 

 equally certain they ought not to be concealed. We stand in need 

 of a radical and pervading reformation, on the subject of popular 

 education, — and I am constrained to believe that there are other im- 

 provements far more necessary, than any which would accrue from 

 the introduction of the study of agriculture. 



Even were it otherwise, our teachers are not now qualified to teach 

 scientific agriculture ; and our pupils are not qualified, by a knowl- 

 edge of preparatory branches, — as for example, chemistry, — to follow 

 up and investigate it as a science. 



Waiving all other objections, there is no suitable treatise, 

 prepared in reference to American soils and climate, discussing the 

 subject comprehensively and scientifically, yet sufficiently briefly, for 

 a text book in our schools ; and which is sufficiently clear, simple 

 and explanatory for adaptation to juvenile attainments and juvenile 

 comprehension. Of what utility could the works of Davy, Liebig, 

 Boussingault, or Paen, be, to a " raw" boy of sixteen, utterly un- 

 acquainted with even the nomenclature of chemistry 1 



• The "Rollo code of Morals," is as near it as anything with which I am acquainted. 

 Wayland's abridged " Moral Science," and several other works of similar stamp are well 

 suited to advanced scholars, but scarcely adapted to the understanding of children. 



