320 STATE BOARD OF AGRICULTURE. 



the others, but because elevation is good in itself. Again, I would be glad to 

 see a change in certain conditions which, in some particulars, give to the others 

 an undue advantage. How this lifting up of a great class may be effected, and 

 how these adverse conditions may be changed, are the subjects wiiich I have 

 undertaken to consider. 



Education is the great elevator of human beings. The masses of all classes 

 are and will be educated in schools. Practically this is the only way. It is 

 idle to talk about any other. Dr. Franklin knew but little about school learn- 

 ing, but he became well educated. The same may be said of Horace Greeley. 

 But how few Franklins and Greeleys has the world produced. Here and there 

 a poor boy has become eminent in manhood who mastered Euclid and the Prin- 

 cipia with the light of pine knots. Such examples, however, are so rare that 

 the rule becomes more impressive. 



The education, then, meant by "book learning" must be got in schools, 

 schools taught in houses, where books are used and teachers employed. Here 

 is implied tbe necessity of a common school system, — just -what we have theo- 

 retically, and practically just what lias made and is making our most intelligent 

 communities. The fact is patent that where the common school is most thought 

 of, the best teachers employed, schools best attended, right there is the most 

 intelligence, enterprise, morality and virtue. There is w'here the honest, intel- 

 ligent voters are found. From sucli communities the demagogues take their 

 appeal to the grog shops. 



The common school system is, therefore, the farmer's educational system. 

 It is the only system available for the masses. So self-evident is this that not a 

 word need be said to prove it. 



How can it be practically elevated, and thereby made to elevate the average 

 farmer ? 



1. Brother farmers, it is of the first importance and all important that you 

 see how absolutely are your children dependent upon the common schools for 

 an education. They are absolutely shut up to this means, and as practically 

 excluded from all others as if they were prohibited, by a law as unchanging and 

 imperative as a law of the Medes and Persians, from all otlier means. The 

 masses graduate from the common school. They do not dream of going, or 

 desire to go, a step higher. Eeally it is as far as their means will enable them 

 to go. 



2. Seeing this you must realize that the better you can make the public 

 schools the better will your children be educated and the higher jiositions will 

 they be able to take in their mature man and womanhood. Your indifference 

 will result in poor schools, and your children will be poorly educated and poorly 

 fitted for life's momentous duties. Weigh this well. In one community the 

 school-house is a shabby affair, the grounds around growing brush and weeds 

 and covered with litter; the best recommendation for the teacher is that the 

 teacher is got cheap ; the best you can say for the school is that there is general 

 dissatisfaction and a very slim and irregular attendance. The result is a well 

 prepared field for all the vices, and for the triumphs of the craftsman and dem- 

 agogue. 



In another the school-house is neat and tidy ; the grounds are enclosed with 

 a comely fence ; grateful shade trees are growing ; there is a wholesome provis- 

 ion of convenient outhouses; the qualifications and not the wages of a teacher 

 are the main consideration; there is a full attendance; all may be, and are, 

 well satisfied. The demagogue has no show here. The lecturer is well received- 



