2 PREFACE. 



participate in the discoveries of the present and past, one thing is requisite, viz. 

 that the system of education for those destined to this pursuit should be of a 

 hif^her arade ; it should be more disciplinary, and more directed to secure the 

 perfection of the observing powers. It has, without doubt, been too much the 

 the practice with connnon or uncultivated minds to overlook this first object of 

 education. They have said that those systems of education which are designed 

 to promote this end were useless, disregarding the ultimate objects ; and in asking 

 for reform in the course of instruction in our universities and colleges, the wants 

 and requirements of the mind, to fit it for independent research and generalization, 

 have been ovei'looked. 



I have said that the education of farmers should be such as tends to perfect the 

 observing powers. To know "how to observe," is the first step towards improve- 

 ment. Now in the education of an agriculturist, both objects specified above 

 may be partially attained. The mind may be in this kind of training, while it 

 is acquiring that kind of knowledge best fitted for the pursuit. To be satisfied of 

 this, let it be incpiired, how the mind is affected by the study of chemistry, phi- 

 losophy and natural history I They all require the closest observation, and the 

 severest scrutiny into facts. The transient shades of color must be observed ; 

 the most accurate determination of weight is essential ; the almost imperceptible 

 degrees of hardness are to l)e determined ; accurate measui'es must be applied ; 

 in fine, every property, whether transient or fixed, demands observation. In a 

 school where such a system of discipline is instituted, the young agriculturist 

 perfects those powers which arc so necessary in every subsequent step of his life. 

 The day dawns to give him an opportunity to observe, and the night closes in 

 upon him still engaged in his watchings. If this is true, how essential that the 

 farmer should learn to observe, that his first lessons should be how to use his eyes. 

 And what will be the consequence '! Nothing more certain than that he will use 

 his mind also : it wjU become active ; it comes from the law of necessity. 



That an agricultural institute, having these ends in view, may be founded, 

 which .shall greatly advance this department, will hardly he (|uestioned. But 

 when institutions have been founded heretofore to subserve some particular inte- 

 rest, it has often ha])pened, that in attempting to make them |;/Y/c/?crt/ schools, we 

 have in reality made them cmjnrical. This is always the danger, and it comes 

 from the attempt to evade that course which, in other schools, is disciphnary, 

 and which in truth is their claim to excellence. 



