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A CHAPTER ON AGRICULTURAL SCHOOLS. 



preponderance is a natural, legitimate and 

 salutary fact, which, especially in a great 

 country, society at large has a strong inte- 

 rest in recognising and respecting." 



We have quoted this sound and excel- 

 lent expose, of the importance and dignity 

 of the landed interest, from a late pamphlet 

 by a great continental statesman, only to 

 draw the attention of our agricultural class 

 to their position in all countries — whether 

 monarchical or republican — and especially 

 to the fact, that upon the intelligence and 

 prosperity of the owners of the soil, here, 

 depends largely the strength and security 

 of our government, and the well working 

 of most of its best institutions. 



Where, then, must we look for the ex- 

 planation of the fact, that in every country 

 the cultivators of the soil are the last to 

 avail themselves of the advantages of skill 

 and science ? That everywhere they are 

 the last to demand of government a share 

 of those benefits which are continually 

 heaped upon less important, but more saga- 

 cious and more clamorous branches of the 

 body politic ? 



Is it because, obliged to trust largely 

 to nature and Providence, they are less 

 active in seizing the advantages of educa- 

 tion than those whose intellect, or whose 

 inventive powers, are daily tasked for their 

 support, and who cultivate their powers of 

 mind in order to live by their exercise ? 



These are pertinent questions at this mo- 

 ment ; for it is evident that we are on the 

 eve of a great change in the future posi- 

 tion and influence of the agricultural class 

 in this country. The giant that tills the 

 soil is gradually wakening into conscious 

 activity ; he perceives his own resources ; 

 he begins to feel that upon his shoulders 

 rests the state ; that from his labor comes 

 the material forces that feed the national 

 strength; that from his loins are largely 



drawn the strong men that give force and 

 stability to great impulses and sound in- 

 stitutions in republican America. 



Is it to be supposed that, with this newly 

 awakening consciousness of the meaning 

 and value of his life, the farmer — the owner 

 of the soil in America — is not to seize any 

 advantages to develop his best faculties ? 

 Does any thinking man believe that such 

 a class will continue to plough and delve 

 in an ignorant routine, in an age when 

 men force steam to almost annihilate space 

 and lightning to outrun time ? 



And this brings us at once to the great 

 topic of the day, with the farmer — agricul- 

 tural schools. 



Now, that it is confidently believed that 

 we are to have a great agricultural school 

 in the state of New-York — a school which 

 will probably be the prototype of many in 

 the other states — some diversity of opinion 

 exists as to the character of that school. 



" Let it be a school for practical farming — 

 a school in which farmers' sons shall be 

 taught how to plough and mow, and ' make 

 both ends meet,' and show farmers how 

 they can make money," says one. 



" Give us a school in which the science of 

 agriculture shall be taught, where the farm- 

 er's son shall be made a good chemist, a 

 good mathematician, a g - ood naturalist, — 

 yes, and even taught Greek and Latin, etc., 

 so that he shall be as well educated as any 

 gentleman's son," says a second. 



" A farm school ought to support itself, 

 or it is worth nothing," says a third. 



" It should be liberally endowed by the 

 state, so as to secure the best talent in the 

 country, or it will be the nest of charlatans," 

 says a fourth. 



" It should be a model farm, where only 

 the best practice and the most profitable 

 modes of cultivation should be seen," says a 

 fifth. 



