66 BOARD OF AGRICULTURE. 



supplied, I look upon the Agricultural College as an auxiliary 

 now to the scientific schools of our colleges ; and I hope these 

 scientific schools will be friends of all these efforts in the 

 direction of the Agricultural College. 



Mr. Stockbridge. In relation to making the knowledge of 

 science practical, I think the faculty and trustees of the Agri- 

 cultural College entertain views which are entirely in harmony 

 with yours. While they would desire to cultivate high science 

 there — while they desire to secure men as teachers who are 

 known as men of high science — they desire also to secure men 

 who have the talent to make that science entirely practical ; to 

 apply it to the common pursuits of life, especially agriculture. 

 I believe their views in this respect are in harmony with 

 yours. 



In relation to the matter of fitting men for teachers of the 

 Agricultural College, if it is your idea that there might be a 

 school inaugurated at Cambridge, where we have the greatest 

 advantages, where almost everything that relates to human 

 science is gathered, which should fit men to be scientific teachers 

 at our agricultural schools, I am not certain but that is just 

 wliat the age demands, and that Cambridge itself might be the 

 place to educate the men whom we have failed to see coming. 



Charles G. Davis, of Plymouth. I do not know whether it 

 is the intention of the Board that there shall be a discussion 

 upon this subject on which we have been addressed to-night, 

 but it seems to me we cannot better employ our time while we 

 are here than by dealing with some of the questions which have 

 •been suggested by the learned gentleman who has just taken 

 liis seat, with regard to the Agricultural College — its wants and 

 our wants. 



It seems to me that the most satisfactory answer to the ques- 

 tion which the gentleman asks with regard to the future, and 

 with regard to the means by which teachers should be hereafter 

 supplied, is almost one of faith. I cannot say that I believe 

 exactly in destiny, but I believe in development ; and I think 

 the time has come when we who are assembled here, at least, 

 are grounded in the belief, are grounded in the faith, that 

 teaching is hereafter to be more practically applied, and at the 

 same time more useful than it has been heretofore, in more 

 scholastic times. I think, with the example of the gentleman 



