AGRICULTURAL SCIENCE, ETC. 5& 



There is, however, in all our district schools, a small class of 

 lore advanced scholars, who have arrived at a more mature age, and 

 hose attention cannot be turned too speedily to the careful study 

 f agriculture as a science. But we should object to placing in 

 le hands of this class a text-book on any science, simplified and 

 luted down to the capacity of hahes and sucklinr;;s. For we hold 

 I the dottriiic of St. Paul, that when children, we may think and 

 leak like children; but when we become men, we should put 

 \ray childish things. 



We are continually prone to consider education as little else 

 an a loading of the memory with words and facts; and hence 

 e more biief and simple these are rendered, the better, because 

 e easier for the memory to retain them. The acquisition of 



Is is indeed necessary ; but it is equally necess'^ry that the judg- 



nt be developed ; the powers of reasoning, the ability to com- 

 i're faci with fact, to seize on circumstances, however varied, and 

 Veld them for the accomplishment of a given end. In a word, 

 t agriculturist not only needs to understand the facts and princi- 

 jiis of the science, but he must have a judgment as fully deve- 

 Iped and well trained to apply those facts and principles under 

 si the various circumstances which the eaith presents, as the legal 

 avocate at the bar, or the judge on his bench. To think of thus 

 Sjengthening, m:ituring and disciplining the youthful mind, by the 

 c!:essive simplification of text-books, is very much like teaching 

 ahild rhetoric by repeating to him hahy talk. 



,But technical terms, at least, must be banished. If we mean by 

 ti'hnical terms, merely long, high sounding words, meaning no- 

 ;, then we also go for iheir banishment. But if we mean 

 tl reby the names which make up the nomenclature peculiar to a 

 pticular science, as the names of oxides, alkalies and acids, in 

 c mistry, then we totally object to this innovation also. For in- 

 stid of being a hindrance to the learner, they are nearly all so ar- 

 nged as to indicate either the composition or properties of the 

 SI stance named ; and hei ce, to learn their names is to a certain 

 e:ent to learn the science itself; and to banish them, for others 

 in:oramon use would be to go, at least, one century backward in 

 0' progress. Thus, suppose we set the student to learning the 

 Cdmon names of oil of vitriol, copperas, plaster of Paris, or gyp- 

 si i, glauber salts, &.C., &,c., he not only gains nothing beneficial, 



