70 



NEW ENGLAND FARMER. 



The first cost of the land, buildings and fixtures, 

 on such a farm, should be met by the state. The 

 compensation and support of the teachers should be 

 met in the same manner. May we not suppose, that 

 an establishment thus provided, skilfully and econom- 

 ically conducted, will sustain itself? That kind of 

 farming which will not stand alone, when thus sup- 

 ported, will scarcely be worthy of being learned. 



The greatest objection to this plan is the Hmita- 

 tlon of its use, and its inadequacy to the purpose. 

 "With three hundred towns in the commonwealth, 

 it would be hardly possible to qualify more than one 

 farmer for each town in a year, after the system is 

 fairly in operation. As many as this would be want- 

 ed to teach others, to say nothing of practical ojjera- 

 tions needed. 



2. The establishment of such schools in every ag- 

 ricultural county of the state — possibly the ingraft- 

 ing of them on one or more of the existing institu- 

 tions. In the county of Essex, in more than one in- 

 stance, has this already been attempted. We re- 

 member, a few years since, an attempt was made to 

 connect an agricultural department Avith PhilUps 

 Academy at Andover. A professor of high reputa- 

 tion and thorough science was appointed. The 

 Seminary is surrounded with good culturists, and is 

 munificently endowed. But no beneficial influence 

 on farming has yet been made apparent. Dummer 

 Academy, at Newbury, possesses an extensive farm of 

 three hundred acres, specially devoted to this pur- 

 pose, and has been in operation for sixty years, or 

 more ; but we have yet to learn that her sons have 

 manifested any superiority of agricultural acquire- 

 ments. The fact is, there is something in the atmos- 

 phere of a literary institution, that casts a mildeio 

 upon every thing agricultural about it. Where literary 

 and scientific attainments are the first object in view, 

 the practical arts will rarely flourLih. The literary 

 scholar is alwaj's inclined to look down upon the 

 laboring scholar; and while this is so, the laborer 

 should never be doomed to be exposed to such hu- 

 miUating influences. 



3. The introduction of the elements of agricultu- 

 ral and horticultural science into our public schools. 

 This has, for a 'long time, been deemed a desid- 

 eratum in the requirements at these schools. Every 

 session of our legislature, propositions are made 

 for the introduction into our public schools of 

 some new study, valuable without doubt, in some 

 points of view ; but who has ever presumed to 

 offer a resolution that the elements of agricultural 

 science shall be attended to in these schools ? What 

 committee, when examining their teachers, has ever 

 inquired of them as to the constituents of soils, 

 and the improvements that will result from their 

 proper combination ? Are these inquiries unbecom- 

 ing their attention ? If they are, then is the science 

 of agriculture unworthy to be learned. 



The difficulty mainly lies in the combination of 

 thought with action, theory with practice. Both are 

 valuable in themselves ; but when properly com- 

 pounded, the virtues of the mixture are wonderfully 

 increased. This is the chemical treasure to which 

 his Excellency so hajipily alludes. This is the 

 Yankee gold that surpasses that of California ; saving 

 all impediments in its acquisition. 



Mr. Tcschmacher, of Boston, who is distinguished 

 for his knowledge in botany and chemistry, and the 

 application of these sciences to practical purposes, 

 made some remarks on the wonderful effects of sci- 

 ence in the unprovemcnt of agriculture. He alluded 

 to the discovery of Dr. Hayes, (see p. G8,) not being 

 aware that Mr. Calhoun had a communication from 

 that gentleman. From this discovery he showed 

 that Science was shedding her light upon agriculture, 



and those -who were well educated and skilled in the 

 sciences, would apply their intelligence advanta- 

 geously to ihe cultivation of the soil, and manage- 

 ment of rural affairs. 



Mr. Calhoun remarked that the extensive plan 

 contemplated by some gentlemen for an agricultural 

 school seemed adapted to those who had long pockets 

 well filled, rather than for those who had empty 

 pockets. He would have a school on a moderate 

 scale, for the accommodation of those who have 

 heads and hearts susceptible of improvement if 

 means of education are within their reach. The 

 fact is well established that the sciences conduce to 

 agricultural improvement, and that an education for 

 the purposes of farming is essential to success. Let 

 this be urged upon the consideration of the legisla- 

 ture, and a reasonable sum will doubltess be granted, 

 and some plan devised to accomplish the desirable 

 object of establishing means of education. 



Captain Otis Bingham, of Westborough, thought 

 that if a school was established, it should be on a 

 moderate scale, so as to allow all classes to share in 

 its advantages. He thought the design seemed to be, 

 to have a school on a plan to make " gentlemen 

 farmers." He then made some remarks on some 

 gentlemen who at cattle shows, and on other occa- 

 sions, spoke highly of farmers, and extolled them as a 

 fine class, but, on meetmg these same farmers in a 

 plain garb, they would hardly notice them ; and 

 while recommending farming as the best and most 

 profitable business, they were educating their sons 

 for other professions. He hoped, if an agricultural 

 institution was estabUshed, it would be placed under 

 good practical men, and not under the supervision 

 of those who could not manage their own farms to 

 advantage. It should be within the means of those 

 in common circumstances. 



ORIGIN OF VARIOUS PLANTS. 



FROM THE GERMAN. 



Wheat was brought from the central table land of 

 Thibet, where its representative yet exists as a grass, 

 with small mealy seeds. 



llye exists wild in Siberia. 



Oats wild in North Africa. 



Barley exists in the mountains of Himalaya. 



Millet, one species is a native of India, another of 

 Egypt and Ab3'ssinia. 



Maize w-as brought from America. 



Canarj' seed from the Canary Islands. 



Bice from South Africa, whence it was taken to 

 India, and thence to Europe and America. 



Peas are of an unknown origin. 



Lentil grows wild on the shore of the Mediterra- 

 nean. 



Vetches are natives of Germany. 



Chick Pea was brought from the Sovith of Europe. 



The Garden Bean from the East Indies. 



The Horse Bean from the Caspian Sea. 



Buckwheat came originally from Siberia and Tar- 



Kape seed and Cabbage grow wild in Sicily and 

 Naples. 



The Poppy was brought from the East. 

 The Sunflower from Peru. 

 The Lupine from the Levant. 



