STATE AGRICULTURAL SOCIETY. 19 



useful knowledge and with correct views of the farmer's life and 

 avocation, or, as it may very properly be styled, " The Prcfessicn 

 of Jigr {culture?'^ 



Nor can the education of the farmer be limited by any such 

 bounds as these. As a class they are reaching far beyond this, 

 and are already demanding a more perfect and enlarged system 

 of education. They press upon the public attention their claims 

 to an elevated and expanded system. They demand the erection 

 and endowment of the farmers' high school — and will continue 

 to demand it until the object is attained, — and until all which 

 art and skill, inventive genius and science can impart, shall be 

 concentrated in such schools, and thus made accessible to the 

 young men of all parts of the land. Nor are these schools to be 

 the resort of those alone who expect to be directors of the labor 

 of others, and managers of large estates. The prevalence of such 

 a sentiment would work their ruin. They are to educate the 

 men who are to hold the plow in their own fields, and to give to 

 working farmers all the intelligence, knowledge and science which 

 are requisite, not only to the proper direction of all farming 

 operations, but if need be, to direct and guide the affairs of state, 

 when, by the call of their country, that duty shall be laid 

 upon them. 



Mr. President — Political discussions cannot be introduced here, 

 but I shall not trench upon forbidden ground when I affirm, that 

 farmers have not been sufficiently numerous in the councils of 

 the State or nation. 



We need more of their sound minds and matured judgments 

 and calm conservatism in our public councils. They are the 

 hope and reliance of the nation in all times of trial, and in all 

 great exigencies. 



And are they to receive all the needed qualifications in tlieir 

 own spliere, for the discliarge of their high duties? I am sure, 

 Mr. President, that this society has but an affirmative response to 

 give to this inquir)'. 



"Tlie higher grades of instruction must necessarily be provided, 

 not in stinted and measured, and in few and i)oorly endowed schools 

 — they must bear some proportion to the numl^er, cliaractcr and 

 wealth of those for whom they are designed. They must 

 sustain and elevate the cliaracter of the class for whose benefit 

 they are provided. If we take any pattern from the training in 



