230 QUARTERLY JOURNAL. 



graphy, arithmetic and grammar ! In what condition then are such 

 schools — such teachers and scholars — to take up a science, the 

 study of which involves the study of many, if not all the natural 

 sciences ? In what condition are they, for example, to discuss and 

 decide upon the rival theories of Saussure, Paen and Liebig 1 "Make 

 them capable," is it said ? This must be a work of time ; I fear 

 not a short time. Even when those indispensable elementary stu- 

 dies above enumerated, are thoroughly taught and acquired in our' 

 schools, there are still, if preceding positions are not false, other 

 branches of instruction which would claim precedence of agricul- 

 ture, as superadditions to the present course. Is it said that we 

 should not wait for perfection either in the tuition or acquisition of 

 present branches, before we introduce others which are concededly 

 necessary 1 This is granted. But would it do to add all that are 

 necessary at once 7 Does any one hesitate to decide that such a < 

 procedure, supposing it possible in the present state of public feel- 

 ing among the proprietors of the schools, would lead to inextrica- 

 ble confusion — utter inefficiency 1 Then let us make our additions! 

 to the present course of study gradually, seasonably, and in the or- 

 der of their importance. Let agriculture wait its " turn." We 

 may be permitted to hope that turn will ultimately come, and per- 

 adventure, if the proper means are employed, not tardily. If we 

 would accelerate the period, those means are obvious ; our path is 

 a plain one. We cannot do it by a zeal which embraces but one, 

 out of all the benefits sought. We must unite in a vigorous and 

 continuous effort to improve our common schools in all respects — 

 to raise them to that pitch that they can take up the study of agri- 

 culture understandingly, and without the sacrifice or neglect of any 

 thing more important. 



The next point to be discussed is whether the study of agricul- 

 ture can be profitably introduced into our higher schools — our col- 

 leges and academies — by the institution of professorships, as pro- 

 posed by the editor of the Quarterly Journal 1 Of this there can 

 be no doubt. These institutions are not elementary in their cha- 

 racter. They have, or should have, the necessary chemical appa- 

 ratus, geological specimens, &c. The scholars in them, it is to be 

 presumed have finished their rudimentary education, or if not, that 



