No. 112.] 197 



quarter, when in truth no pursuit of life needs a more thorough 

 and systematic preparation to discharge its varied duties aright. 



We would insist that the instruction for the farmer should be 

 based upon competent authority, that the theory shall be fully • 

 illustrated by correct practice, and that the details and results 

 shall themselves testify as to its correctness. Opinions carelessly 

 uttered, are valueless, but if the result of well tried experience, 

 thev are reliable and safe rules for action. 



It is the opinion of many of our most eminent agriculturists, 

 that to secure such a result, we must be favored with an Agricul- 

 tural School, with a-competent board of professors, an institution 

 upon an extended scale, with a farm attached, comprising the vari- 

 ous soils of our State as far as practicable, upon which experiments 

 suited to each variety can be made. I am not here to give de- 

 tails for such' a school. That is a work for abler hands than 

 mine. I only express my honest convictions that such a school 

 is demanded, and should be made worthy of the Empire State. 

 When the farmers of New-York ask this, they are not greedy beg- 

 gars at the door of the treasury, they ask and claim simply their 

 rights, it is the peculiar province of the Government to foster and 

 encourage education ; already the State has done much, she 

 points with pride and satisfaction to her common schools, aca- 

 demies and colleges as evidences of her liberality ; but while 

 these are in the highest degree praiseworthy and useful, they do 

 not provide for the education of the practical men needed for our 

 work. 



When the student leaves even the highest of these institutions, 

 is he prepared to discharge his duties as an agricultural chemist ? 

 or can he be made useful in the ordinary work connected with 

 the farm ; in too many instances, the sad reality has been made 

 known that his education has been so directed as not to be appli- 

 cable to the realities and requirements of practical, active life j 1 

 have a son whom 1 have made a farmer ; I would gladly have 

 given hira a collegiate education, but to have done so, he must 

 havr run the liazard of four year's habits, far diftVrent fn»m wlmt 

 the larmer's son needs, of l»ad associations it might l>e, and after 

 all, might have been returned to his liome ashamed of the raaa- 

 ly lite of a farmer. 



