1856.] Promotion of Scientific Agriculture. 279 



|nslil«lious for Ibc |)r0moti0ti of ^cittttific §igri- 



Amid the multiplied educational facilities now furnished, bj our 

 system of free schools, and numerous academies and colleges, the ques- 

 tion is often asked, with an air of almost contemptuous defiance, " what 

 need is there of any more ? " and especially for that class whose mission 

 is, to till the soil — to icorh. 



The idea is well-nigh universal, that for the farmer almost no educa- 

 tion at all, is sufficient ; and this idea obtains alike among the educated 

 and uneducated. If our articles on " The Defects and Remedies of our 

 present system of Agriculture,^^ and, " The Dlfjicultics and Discourage' 

 ments .in the estahlishnent of Schools of Science, for its promotion," in 

 numbers 1st and 4th of " 2" he Ciiicinnatus," have been read and pon- 

 dered, the advanfages proposed hy such institutions will be apparent, and 

 our efforts in this direction will be appreciated and encouraged. These 

 advantages will be discussed, at this time, first, in relation to the im- 

 provement of our Agriculture ; and, second, in relation to the mental 

 and moral elevation of those engaged in it. 



Without stopping to discuss the merits of our present system of com- 

 mon or high school instruction, which is, perhaps, as free from defects, 

 as any that has ever been devised, the fact is notorious that we have 

 not, on the entire continent, an institution adapted to the demands of 

 scientific agriculture; not one securing the facilities of a sound and 

 thorough scientific and practical education to those who would become 

 educated farmers, where they may learn, as agriculturists, the elements 

 which compose the soil, and the laws which govern these elements. 

 Another fact equally palpable, account for it as we may, is, that the 

 course of academic and collegiate education at present pursued, positively 

 disqualifies the student, mentally and physically, for this most noble 

 and honorable calling, inducing him alike to avoid its toils, and depre- 

 ciate its dignity and importance. Whether this be from the constant 

 and universal practice of holding up before him other callings as more 

 excellent, and honorable, and worthy of his ambitious aspirations ; or 

 inherent in the system of education itself, its subjects, and the honors 

 appended to their completion, we will not decide ; yet we have but to 

 cast a glance at the results, or what may be called the fruits of the 

 regular scholastic course of instruction, to be convinced of these facts, 

 and b3 fully persuaded that if any progress is to be secured to scientific 



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