224 BOARD OF AGRICULTURE. 



assign them to a lovrer position than others are privileged to occup}-. 

 The}- would exclude them from occupying all high positions where 

 educationl attainments were indispensible. If such crude, illiberal 

 and contracted ideas of education are intended to have application 

 to the institutions of the country' organized under the law of 

 Congress passed July, 1862, I apprehend that it will be found that 

 such a restricted course of education is in open conflict with the 

 express provisions of said law. That which the advocates for a 

 poor course of training for farmers and mechanics would speciall}- 

 desire to have excluded from such colleges, the law says shall not 

 be excluded. It provides that in such colleges it shall be a leading 

 " object to teach such branches of learning as are related to agricul- 

 ture and the mechanic arts, without excluding other scientific and 

 classical studies." This language is not obscure. It pointedh' de- 

 clares that some scientific and classical studies are related to agri- 

 culture and the mechanic arts, and then affirms that other scientific 

 and classical studies not so related to agriculture and the mechanic 

 arts shall be so excluded. And for what wise purpose did Congress 

 make this liberal endowment? Let the language of the act itself 

 answer. To teach the branches related to agriculture and the 

 mechanic arts and other scientific and other classical studies. To 

 what end? So as " to promote the liberal" (not special) "and the 

 practical education of the industrial classes." And who constitute 

 the industrial classes? Let the terms of the act of Congress again 

 make answer. Those who are engaged "in the several pursuits 

 and professions of life." Are not the terms of the law plain, direct 

 and unambiguous ? And yet here and there some clamorous, per- 

 sistent pretender in the fullness of his supposed infallibility of judg- 

 ment, proclaims that all classical studies, including the German and 

 French languages, shall be utterl}- excluded, together with man}' 

 others of the most important branches of an education. They would 

 deny to our sons who might desire or elect to receive instruction in 

 an}' language or branch of study not approved by them, the privi- 

 lege of pursuing such study within the walls of any college estab- 

 lished under the provisions of said law. By this same class of 

 gentlemen we are admonished that whatever studies will contribute 

 to the cultivation of our tastes, so that we can enjoy the beauties of 

 nature or of art, can be rightfully taught; provided, always, that 

 our enjoyment shall come through some inanimate, unintollectual 

 medium. You may teach architecture or landscape gardening so 



