360 AGRICULTURAL EDUCATION IN THE PUBLIC SCHOOLS. 



elementary studies which might profitably occupy a portion of the 

 time of every child, whatever his future occupation might be, but 

 which are of inestimable benefit to those who are to become farmers. 

 These studies cannot be commenced too early, for they are the germs 

 of all future development, the vitality of which is never lost, but 

 they must be planted early, if it is hoped to reach a full harvest. 



If a person, who had the ability to perform whatever he under 

 took, should offer to the people of this commonwealth a secret, by 

 which in twenty years the productive value of the lands throughout 

 the whole State would be doubled without any more outlay than is 

 now required, what would that secret be worth ? The diffusion of 

 general agricultural education would accomplish this object; nay, 

 go far beyond it, in less time than has been named, and at an ex 

 pense so trifling as to be hardly worth mentioning, in view of the 

 benefits which would flow from it. There is no other way to effect 

 this so easily, so cheaply, and so advantageously to the moral as 

 well as material wealth of the State, as by commencing this educa 

 tion at an early period in the future farmer s life in our public 

 schools. 



Constant complaint is made that the pursuit of a farmer is un 

 popular with the young. That it is all hard work and no corres 

 ponding reward. That a farmer does not rank as high in the esti 

 mation of the community as other classes of professions. There is 

 much truth in all this, and there are good reasons for it. Let us 

 compare the education of a farmer with that of other professions. 

 The boy who is to become a farmer leaves school at sixteen or seven 

 teen, and commences work upon the farm mere work, without one 

 idea ever given to him as to the nature of the soil out of which he 

 is to obtain his livelihood ; without a thought as to the various pro 

 cesses connected with the beautiful laws of vegetation; without the 

 slightest idea of races or breeds of cattle, and with not one general 

 principle to guide him, and to make intelligent the labor he is per 

 forming. Now, this cannot be said of any other profession or indus 

 trial pursuit, although this one, more than any other demands all the 

 previous preparation which it is possible to give, by instilling into 

 the mind, when young and perceptive, those general principles and 

 teachings which lie at the foundation of all success, and of all that 

 future knowledge which practice and observation would, with a 

 proper previous training, be sure to give. Thus it is that labor to 

 the boy who is to become the future farmer is irksome at the best, 

 but in most cases it is worse than this it is deadening to the mental 

 faculties, at the time when they are most capable of being quickened 

 and improved. 



Compare this with other pursuits, from the youth who is intended 

 for one of the learned professions, and whose preparation continues 

 for years after the age at which the boy is condemned to the farm, 

 to the lad who goes to the counting-room or the factory, where the 

 work is comparatively light, and where the mind is amused and in 

 tellect excited. Is it any wonder that farming is unpopular under 

 these circumstances ; or, is it surprising that farmers with such an 

 education for their pursuit, should not hold their proper place in 

 public estimation ? How completely would this be changed were 



