222 STATE BOAED OF AGKICULTUEE. 



The State is giving to the University about 800,000 annually, and to the 

 Agricultural College about a quarter as much. xSo money is appropriated more 

 wisely. The latter, especially, should receive twice as much instead of less. 

 But how can such an appropriation of money be justified ? On the ground of 

 general benefits. But these benefits enure, notoriously, to those who least need 

 them. As a rule, they are the sons and daughters of the rich, or those well-to- 

 do, that attend these institutions. 



John Jones is very poor. His daily earnings are his only resources. I need 

 not draw the picture of his family to show that his childen can't go to school 

 for want of suitable clothing. Will the State furnish the means necessary for 

 the purpose and make worthy and heljif ul citizens of the Jones children, or will 

 the State leave them to their hard fate, suffer the consequences of their crimes, 

 and finally take care of them in the penitentiaries? I am well aware that to 

 ask for clothing for the poor, so that they may be schooled, is a far different 

 thing from asking for stately halls and learned professors so that the sons of 

 the opulent may learn the arts and sciences and polished manners. But I am 

 sure I ask for what will more than equally benefit the State, dollar for dollar. 



It is universal education on the one hand, or degradation, crime, and despotism 

 on the other. The last is to be avoided by all means and at every cost. All 

 the comjralsion required must be used, and all the money needed must be 

 raised. 



7. ''Read, write, and cipher." This is the curriculum. Xo graduation 

 should be allowed until these are mastered. Nothing more should be enforced. 

 These are the key that opens the doors of the world. AVith so much the depths 

 may be sounded; the "hill of science" may be mounted. He steps into the 

 companionship of Milton and Nasby. He can ask how there came to be coal 

 within hailing distance of the pole, and what rounded the cobble stones. All 

 measurements are in his grasp. With so much he is "master of the situation." 

 Patriots, philanthroj^ists, ministers of religion, open ranks at the school-house 

 door and take off your hats as the boy with this diploma makes his bow, 

 though in the State's uniform, and turns his face to the world. Grass will 

 spring up in his footsteps. His fields will be green. Instead of suffering with 

 hunger, his flocks and herds, with full stomachs and rounded bodies, will low 

 with gladness as he approaches. 



S. But a higher course sliould be provided for, embracing geography, English 

 grammar, physiology, the elements of botany, natural and moral pliilosophy, 

 geology, astronomy, chemistry, zoology, and history. 



9. In every town of sufficient population there should be a central high school 

 where these branches are taught. It should be supported out of the school 

 fund, and be a jiart of the common school system. 



10. AYhat can bo done with the technical names? Here we confront an 

 appalling obstacle. In the sciences of botan}^ zoology, and geology, especially, 

 we are brought face to face with nature. Surely everything should be made as 

 plain as possible. But to unlettered folks the names used in the text books are 

 as unintelligible jargon as the language of the Hottentots. They may have 

 mastered tlie English classics, and be as blind as bats and owls in sunlight before 

 these names. And this is precisely the condition of the masses of intelligent 

 readers. Everything is described in good, plain English, but named with unpro- 

 nouncable words, as meaningless as Cicero's orations to a wild Sioux Indian. 

 And the meaning is absolutely out of their reach. They can't get it from the 

 dictionaries ; they can't get it at all. 



