488 MASS. BOARD OF AGRICULTURE. 



portions of the country or the world, to supply the demand for 

 them. Now, he would ask, is it not true that the country has 

 done much for manufactures, and for commerce, for railroads, 

 &c. These two branches have received much aid and encour- 

 agement, but the agricultural branch has not received aid. 

 There was another way in which this might be shown. 

 The last returns show that the number of native Bay State 

 men who are engaged in tilling the soil in Massachusetts is 

 gradually decreasing, and their places are being filled by for- 

 eigners from all portions of the old world. Our young men of 

 talent and enterprise are forsaking their farms and going into 

 other callings, where there is more opportunity for exercise of 

 their powers. It is admitted that science is the proper basis 

 for all the arts. It is important that the want of the applica- 

 tion of science to agriculture should be felt, and then we should 

 go on to apply it. Common schools would never meet the 

 wants of the farmers for agricultural education. It must be 

 taught in a substantial independent institution. He also ob- 

 jected to the idea, that there is an antagonism between our col- 

 leges and common schools. 



Mr. Putnam, of Roxbury, said, that the best way to promote 

 agricultural education is to teach farmers' sons to observe 

 closely the laws and agencies of nature in their relation to agri- 

 culture. He expressed his satisfaction at the tone of the debate 

 during the meeting, and pledged himself to use all his efforts to 

 promote agricultural education in any position where he might 

 have the opportunity. His own idea was, that there are few 

 who are competent to teach all that is desirable — and yet a 

 great deal of knowledge exists in the community. We want 

 some spot where it can be got together. Some fifty or one 

 hundred men to go round to the various towns as teachers, 

 might disseminate much knowledge. We must have some 

 such place to prepare them. He did not wish a class to be ed- 

 ucated to be above work. It would be dangerous to our liber- 

 ties. The freedom of every country might be measured by the 

 condition of the actual tillers of the soil. Let them be intelli- 

 gent but hard working. His own views were in favor of a 

 school where farmers' sons can be taught practically in their 



