AGRICULTURAL WANT OF EDUCATION. 73 



Edward Hitchcock was appointed to visit and report upon the 

 agricultural institutions of Europe. This report was made to 

 the legislature of 1851, and contained a detailed account of 

 more than 350 schools. 



One recommendation of the commissioners, based upon this 

 report, was, that the legislature establish a central agricultural 

 college, with a model and experimental farm. Another recom- 

 mendation was that a State Board of Agriculture be created, 

 with a permanent secretary and office at the State house, for 

 the collection of agricultural statistics and information, and the 

 advancement of the farming interests of the Commonwealth. 



The operations of the Board of Agriculture, as recorded in 

 its annual reports, are too familiar to need rehearsal. It has 

 most nobly done the work for which it was created, and by its 

 constant advocacy of agricultural education prepared the way 

 for the success of the Massachusetts Agricultural College, which 

 was finally incorporated in 1863. 



It has been customary in years past for most of the societies 

 to have an annual address, which has usually been printed. 

 These addresses have generally been delivered by distinguished 

 clergymen, lawyers, physicians, professors or editors, and the 

 prominent theme has been education, brains, science for far- 

 mers. Wise and eloquent as these orations have been, it is to 

 be hoped there will, at no distant day, be educated farmers who 

 can speak for their own profession with even greater effect. It 

 should then, however, be gratefully remembered that up to the 

 present time almost every successful attempt at improvement in 

 the agriculture of Massachusetts has been originated and pros- 

 ecuted by educated men who did not belong to the class prop- 

 erly called farmers. 



When, in 1862, the national government granted 360,000 

 acres of land to Massachusetts for the establishment of one or 

 more colleges for the education of the industrial classes, the 

 advocates of agricultural education perceived that the long- 

 lookcd-for day had dawned, that their often deferred hopes were 

 about to be realized. It was conceded at once by all, that pro- 

 vision should now be made for the special instruction of farmers. 

 His Excellency Governor Andrew, the legislature of 1803, the 

 Board of Agriculture, and all who were for any reason inter- 

 ested in the subject, began an earnest and thorough discussion 

 10* 



