80 PROCEEDINGS OF THE 



theoretical. Others wished to see a mere literary college for farmers' sons, 

 where they might continue to labor while they studied, and where poor 

 boys might win their bread by working part of the time, while they 

 gained an education in their unoccupied hours. Others still desired a 

 college where the sciences relating to agriculture and the mechanic arts 

 might be thoroughly taught, and their practical applications clearly 

 exhibited and enforced, and we were of this number. 



I need not further enumerate the different notions which prevailed, and 

 which have been so often urged upon the trustees, and upon the country 

 at large. Their number is legion, and their views so various, that the 

 combined wisdom of the world could not reconcile or satisfy them. They 

 are only mentioned now because of the difficulties they have inter- 

 posed to the progress of agricultural education on this continent. As 

 these colleges were public property, every man felt at liberty to plan for 

 their organization, and to criticise their leaders. Every rejected plan 

 became an obstacle in the way of success by alienating friends and dis- 

 couraging supporters; changing ardent champions into disparaging 

 critics, and replacing public confidence by the wide-spread insinuations 

 of personal distrust. Most men will much more readily conclude that 

 the management of an enterprise has been inefficient, than that their 

 expectations were unreasonable. And the neglect to adopt and carry out 

 their plans is interpreted as a failure to do anything wise or worthy of 

 praise. 



But there remains a brave and far-seeing minority, it may be — may their 

 tribe increase — who clearly discern that the fundamental ideas of agri- 

 cultural education are as sound and practical as their aim is far-reaching 

 and beneficent, and whose faith in a full and rich success is as firm as the 

 solid scientific truths on which it rests. While others are searching for 

 supposed causes of pretended failures, these are seeking to understand 

 and measure, and, if possible, to remove the obstacles of a more complete 

 and wide-spreading triumph. 



May I not hope to find among you many of this latter class? May I 

 not hope, at least, to find among you that braver sentiment which declares 

 success is a necessitj', and resolves that though a hundred failures may 

 have deferred its coming, it shall still be sought with unabated energy 

 and to the very end. 



FALSE OBSTACLES. 



That I may point out to you more clearly the real obstacles which we 

 must meet, let me brush aside some pretended ones which have been so 

 often and so falsely affirmed. 



We are told, first, that agricultviral education is a- mere experiment, an 

 unproved, and perhaps, impossible thing. We answer that the form of 

 organization, and the best method of teaching for this country, is experi- 

 mental. But agricultural science, agricultural education, and even agri- 

 cultural schools have existed for nearly a century, and have achieved 

 success such as leaves no doubt of their feasibility and value. 



