202 BOARD OF AGEICULTURE. [Jan., 



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tages directly of an education on a farm, yet I believe that in the 

 future, as in the past, this education of the farm will be the salt to 

 preserve our national character and our national institutions. 



Mr. Gold.. I find a question in the Question Box which is 

 very pertinent to the case in hand, and fortunately is not dif- 

 ficult to answer. " How can the farmers of Connecticut help 

 to build up the Storrs Agricultural School ?" 



The Chairman. I would like to have Mr. Hubbard speak 

 upon that for a few moments. 



Mr. Hubbard. I respond to the call of the Chairman, not 

 because I think I have anything new or particularly valuable 

 to present. Everyone must know, I think, liow such an insti- 

 tution as that is to be helped. I wish that I could say some- 

 thing to impress the farmers of Connecticut, as they are pres- 

 ent here before me, with something of my own feeling of the 

 importance of that institution. I believe that it does afford 

 an opportunity for the farmers to honor their own vocation, 

 and one which they ought to improve. It gives them an opportu- 

 nity to give to their sons whom they may select, and who may 

 for themselves elect to follow their vocation, something equiva- 

 lent to the opportunity that they give to their other sons 

 who may choose to go into some other vocation. Suppose 

 a farmer has three or four sons. One of them may choose to 

 adopt a professional life. I desire to say for myself that I 

 do not entirely agree with much that I hear in regard to the 

 importance of interesting children in and keeping them upon 

 the farm. All the children that grow up on a farm ought not 

 to remain upon it. A family of half a dozen boys brought 

 up on a farm must scatter. From the necessity of things, 

 from the necessity of their own natures, each one of them 

 must select the vocation which suits him best, in which he 

 thinks he can do best, and. it is rarely that all of a large 

 family of boys are properly fitted for one vocation. 



No farmer would want his boy to go into the legal profes- 

 sion or the ministerial profession without preparation for it. 

 He would send him to school, to college, and after he had got 



