UPPER INDIA. 95 



considerable means engaged in farming. The educated 

 natives do not engage in agriculture because they do not 

 see how a livelihood is to be made by it ; they do not see 

 any person of a decent status in society living by the profits 

 of farming, and do not understand how it can be done. Were 

 they shown that a respectable livelihood could be gained by 

 farming, numbers of the more respectable classes, more 

 especially the country residents, would engage in it. They 

 can only learn how farming can be profitably carried on by 

 the establishment of farms, attached to which should be 

 schools of agriculture, where the theory and practice of agri- 

 culture should be thoroughly demonstrated, or by the en- 

 couragement of European colonization in India. 



There are numbers of Europeans engaged in tea and coffee 

 cultivation and the manufacture of indigo in India, and there 

 seems to be no valid reason why Europeans should not be able 

 equally well, if not better, to look after a farm with a more 

 varied produce. The men engaged in tea and coffee-growing 

 and in making indigo have all their eggs in one basket. 

 Should anything occur to cause a reduced produce, or should 

 the state of the market be unsatisfactory for the article they are 

 engaged in producing, they have nothing else to fall back on. 



The case is different in farming, the products are so various, 

 particularly in India and hot countries where different crops 

 can be grown at different seasons, that should the prices of any 

 one species of produce be unfavourable, the loss on that would 

 be compensated by extra gain on the others. Money laid out 

 in farms and schools of agriculture would be directly reproduc- 

 tive, leaving out of consideration the immense benefit that 

 would accrue indirectly to the country generally from their 

 establishment, which, however, should be the grand object of 

 their existence. 



The chief subjects to be taught should be retention of the 



