EDUCATION OF THE FARMER- 225 



pie, male and female ? It would be more democratic, and certainly 

 more feasible ! So long as we find it a matter of such extreme 

 difficulty to provide suitable teachers, fixtures, &c., to efTectually 

 carry on one system, aided by the whole avails of the common 

 school fund, it would scarcely seem expedient to create another 

 system, designed to meet the wants of three-fourths of the people, 

 which should live by horrowing — pledged to repay the uttermost 

 farthing ! 



But, after all, is our present system of education, or the course 

 of study pursued in our schools, unnecessary 1 Is that course de- 

 fective, only in not embracing enough 1 Could one of the studies 

 included in it, be omitted in acquiring the most rigidly " practi- 

 cal," or agricultural education 1 Is not reading, spelling, writing, 

 geography, arithmetic and grammar, necessary to a farmer, or a 

 "practical" man in any department of human labor? If so, our 

 present system is good enough as far as it goes. Does any one 

 wish it to go further ? Then why not add to it, instead of over- 

 throwing it, to substitute in its place something which must, after 

 all, begin at the same starting point, and cover the same ground, 

 before it can profitably advance further ? 



Most enlightened men are ready to concede, that the present 

 system does not go far enough — that more should be taught in our 

 elementary schools, to prepare our people adequately for their 

 " practical" duties and responsibilities, as men and as citizens of a 

 free government. Now practical utility, as well as practical good 

 sense, would certainly require that all studies shall be taken up in 

 the order of their importance, if equally adapted to the understand- 

 ing of the pupil. So long as the pupil is liable at any time to be 

 removed, by fortuitous circumstances, forever from the school, he 

 should first secure that which will be of most use to him. In de- 

 ciding then, what additions should be made to the present course of 

 idur popular instruction, we must decide what studies rank next in 

 limportance. Are those next studies chemistry, and the cognate 

 Iphysical sciences, which go to make up the science of agriculture'? 



Before answering this question, it may be well to pause, and 

 ask what is the true theory of education — what its end and object? 

 In selecting the word " education"* to express that training which 

 prepares a man for the duties of life, our forefathers showed that 



• " From e an<l duco to draw from, or draw forth. Why not write it " eduction ?" 



