14 INTRODUCTION. 



in facts. It must be admitted that many of the processes of 

 successful farming are not yet explained, and many things, 

 true in theory, are not, as yet, demonstrated in practice, but 

 this does not justify the conclusion that nature is not entirely 

 consistent with herself. Men have been too much disposed to 

 consider certain phenomena as " mysterious and past finding 

 out," and thus have ended their investigations. 



But the time has arrived when the application of science is 

 the only means of any great success in agriculture ; and those 

 who reject this light must be content to plod their way 

 through life like one groping in darkness, be considered as 

 wanting in intelligence and enterprize, to accomplish but 

 little and barely subsist, while the scientific farmer reaps 

 abundant harvests. However strong the prejudice may be 

 against what is absurdly called "book farming," the old 

 empyrical system cannot, in a country where the population is 

 dense, the soil becoming exhausted, and manures scarce, 

 maintain a successful competition with one which is conducted 

 upon scientific principles. 



No art or profession presents more points of contact with the 

 various branches of natural science than that of agriculture ; 

 and in no pursuit is education regarded as of less importance. 

 While in all the learned professions and many mechanical 

 arts, education is considered indispensible, the farmer whose 

 knowledge consists of reading, writing, and a few empyrical 

 dogmas of his ancestors, is supposed to be abundantly quali- 

 fied for his calling. Trained and educated in all the old and 

 established practices of his fathers, he is sceptical upon all 

 that is written, and slow to adopt any new improvement in 

 practice. 



An ancient philosopher being asked what things were most 

 propei for boys to learn, replied, " Those things which they 

 intend to practice when they become men." Now inasmuch 

 as agriculture involves the same branches of knowledge as 



