1849. 



THE GENESEE FARMER. 



275 



AGRICULTURAL EDUCATION. 



Wk are happy to say there is every reason to e: 

 pect tliat the Legislatures of New York and Massa- 

 chusetts will each establish an agricultural Bchoo] a1 

 its approaching session. Public sentiment at last, 

 has been brought not only to tolerate^ but to demand 

 the professional education of young farmers. Those 

 that have labored long and against a mountain of 

 prejudice to achieve this result, may well .rejoice at 

 the success of their indomitable efforts. Glorious will 

 be the day when the noble arts of Tillage and of 

 Farm Economy, shall fairly emerge from the empiri- 

 cism oi unnumbered ages. Science and Literature 

 have often wandered far, and to little purpose. They 

 are now returning like the prodigal son, tired of 

 feeding on husks, to make an enduring home in the 

 peaceful dwellings of American farmers. The gen- 

 erous soil of this young Republic is destined to pro- 

 duce something better than luxuriant crops of grass 

 and grain, fine sheep, cattle and swine. It will yield 

 a bountiful harvest of men, improved to the highest 

 attainable point, in all the knowledge, and in all the 

 virtue most useful to intellectual and moral beings. 



We thank our Maker that this production of noble 

 men is likely to be as much esteemed in our lifetime, 

 as are bulls and boars, rams and breeding mares. Of 

 all domesticated wild animals, the genus homo is most 

 neglected on many farms. England awards premi- 

 ums of fifty guineas for rearing well formed calves ; 

 while she permits unsightly children to be educated 

 for the poor house and the prision. Of all things 

 pertaining to the well-being of society and govern- 

 ment, that of training up children in the way they 

 sould go is most important. We take the liberty to 

 offer a few hints on this subject in connection with 

 what we regard as a good Agricultural Education. 

 To attain this object, boys must be educated on well- 

 cultivated, well-managed farms. This will withdraw 

 them from many temptations, alike adverse to sound 

 morality and injurious to physical health and mental 

 vigor. The chief corner stone of human improve- 

 ment lies in obedience to the letter and spirit of that 

 simple prayer — 'Head iis not into temptation" . Lead 

 children not into temptation; and even adults had 

 better keep as far removed from it as practicable. 



A school on a good farm will possess many advan- 

 tages beside its exemption from all the bad examples 

 and immoral influences of cities and villages. Pupils 

 can be boarded much cheaper on the soil that produ- 

 ces their daily food, (not a little of which may be the 

 fruits of their own skill and industry,) than they can 

 be elsewhere. The fact, is not to be disguised, that 

 to impart a large mesure of literary and scientific 

 knowlege to the sons and daughters of a whole commu- 

 nity, inTolves considerable expense, which somebody 

 must pay. Therefore, the writer has long studied to 

 economise in every practical way, the whole art and 

 science of thoroughly educating every child in a State. 



Boarding and tuition are the principal items of ex- 

 pense. The cost of tuition can only be justly reduced, 

 by so arranging pupils in large classes that a com- 

 petent and skilful teacher may instruct many at a 

 time; and of course, at a small fee for each person 

 taught. This implies the existence of large schools 

 and several departments in each — a university in 

 miniature. Western New-\ ork should have a Nor- 

 mal School located on a good farm, with a view to 

 econonmy in living, and to realise the many inciden- 

 tal advantages connected with the arts of agriculture, 



horticulture, fruit and arbor-culture. But as this 

 may not be the proper time to urge the founding of 

 Buch an institution, we will give a brief outline of an 

 Agricultural School which will, in our humble judge- 

 ment, must benefit the great farming inter i n of the 

 country. 



1. There should be a professorship of Geology in 

 its application to agriculture. 



2. One of Analytical Chemistry and .Meteorology. 

 :> One of Botany, V. getable Physiology and Ento- 

 mology. 



4. One of Vetenrinary Surgery including the 

 Anatomy and Physiology of domestic animals.' 



6. One of Practical Horticulture, Fruit and Arbor- 

 culture. 



6. One of Practical agriculture and farm economy. 



A smaller educational force than the above will be 

 too feeble, and must work at great disadvanl 

 Instead of diminishing it, we should prefer to add a 

 professorship of mathematics with a view to teach 

 practical surveying, teh plotting and mapping Gelds, 

 bevelling for drains, &c. A professorship of modern 

 languages would also be useful. 



It has been found necessary to divide the labor of 

 theaching the Healing Art among six or seven pro- 

 fessors in all the medical schools of the United State-. 

 Having been regularly through one of these doctor 

 factories, we speak understanding^ wh l we pay 

 that, as much science, learning and study ai 

 quired to form a thoroughly educated farmer as to 

 make a thoroughly educated physician and surgeon. 

 Now, we do not propose to force the study of any 

 branch of natural science upon the young men who 

 are to follow the profession of agriculture through 

 life. Those that prefer ignorance to knowledge, 

 poverty to competence, need have no fears that thei/ 

 will not be permitted to enjoy their tastes and their 

 predilections. All we desire is, that so many as 

 wish to become familiar with the laws of nature, 

 which govern the improvement and deterioration of 

 soils, the improvement and deterioration of cultivated 

 plants and domestic animals, and the improvement 

 and deterioration of men, shall have a fair opportunity 

 to gratify so laudable a desire. 



There are so many seekers after information of the 

 character named, that no one school can do more 

 than prepare well qualified teachers of the various 

 sciences most intimately connected with agriculture 

 and rural economy, to be employed in the great 

 State of New York. It is a capital mistake to sup- 

 pose that any graduate of a literary or medical col- 

 lege can teach successfully agricultural geology and 

 chemistry, comparative anatomy and meteorology — 

 not to name the practical part of the farmer's pro- 

 fession. To qualify a person to teach any art or 

 any science, it is indispensable that he shall have 

 studied it long and well, and have experience in its 

 practical details. It is an imposition for one to as- 

 sume to communicate information on any subject to 

 others, of which he is himself ignorant. A studious 

 person who provides himself with suitable books 

 may master in time almost any science, without the 

 aid of any other instruction. This however, is far 

 from being the easiest way; but it is better than to 

 remain in profound ignorance of useful sciences and 

 valuable arts. 



That young men have the capacity to improve 

 themselves, as well as the soil and its vegetable and 

 animal products, it is now too late to deny. Let us 

 then give them the best chance for obtaining useful 



