THE FARMER'S WANTS. 339 



it be desirable to so far break up their habits, as farmers, as to 

 put them under one, two or more years' tuition at college. Be- 

 sides, colleges are made for professional men, not for the people, 

 and their mission never was and never will be to educate the 

 million. 



No, as in the .case of common school instruction, the agricul- 

 turists, so numerous are they, so busily employed on the farm, 

 so unable, generally, to send their sons abroad for education, 

 they must have the knowledge they need brought to their own 

 doors. They must have Home Education. But how is this 

 practicable ? 



Of course, it is not possible to present a perfect programme, 

 or point out with entire precision the whole modus operandi of 

 such an undertaking. Every system of education is a growth, 

 a gradual development, springing from the obvious wants and 

 circumstances of the people and the times. Our common school 

 system affords an illustration of this law of progress. It is 

 not now what it was a century ago, nor is it now what it will 

 be probably a century hence. So must it be with a system of 

 agricultural education. It must be, at first, simple in its organ- 

 ization, and partial in its operations ; but if once established, it 

 will expand and perfect itself, as the wants of society may seem 

 to require. 



This system of education must originate with and be sustained 

 mostly by the people. Fortunately for us, government in this 

 country does not take care of the people ; they are left mainly to 

 take care of themselves. In Europe, Continental Europe es- 

 pecially, the people are very much cared for by their govern- 

 ment, tended and sheared like a flock of sheep, though, in truth, 

 rather poorly tended, and rather closely sheared ; but with us, 

 the people are free from such trammels ; all progress, all im- 

 provement, spring spontaneously from tliemselves, and govern 

 ment is only called on to make such general regulations as our 

 social wants require. 



This being the fact, it is proper that we look to the people 

 instead of their rulers, to initiate this great movement now so 

 loudly called for. 



Let us suggest then, as a commencement of this experiment 

 of home education, that all the farmers in a town, desirous of 

 improvement, should assemble together and organize themselves 



