REV. MR. STONE'S ADDRESS. 135 



should take an agricultural newspaper, that his sons, as well as 

 himself, may become familiar with the most improved methods 

 of husbandry in every part of the world. And books, in poe- 

 try and in prose, descriptive of rural scenes, of the advantages, 

 the moral influences, and the social pleasures of agricultural 

 life, should be multiplied. In this way, would I have every 

 farmer's son, and every other man's son, receive with the first 

 rudiments of education, worthy impressions of this branch of 

 industry ; impressions that will deepen with his years, and 

 that will secure a due share of the muscle and mind of the ris- 

 ing generation to a pursuit so rich in its resources of enjoyment, 

 and so certain in its results. 



There is frequent complaint among farmers, that their sons 

 early manifest a distaste for agriculture; that as soon as they 

 are of an age to be useful, they seek other employments, and 

 leave them to manage the homestead under the disadvantage of 

 hired assistance. I do not suppose that every farmer's son 

 will make, or that it is necessary that every farmer's son should 

 become, a farmer. The trades, arts, sciences and learned pro- 

 fessions have a claim on youth. There are "diversities of ope- 

 rations," that require a division of labor. But still, I believe, 

 by the process I have suggested, and another I shall now speak 

 of, the evil of which farmers complain would be in a great 

 measure obviated. 



Besides, then, furnishing our youth with "Rollo" and "Lucy 

 Books " of agriculture, — besides enriching their minds with the 

 beauties of Bloomfield, Gay, Thompson, Cowper, Burns, and 

 other gems of verse, — I would have every farmer educate that 

 son that discovers the best natural taste and capacity for farm- 

 ing, for a farmer. That is, the conversation and counsel of the 

 fireside, the instructions of the field, and the studies of the 

 school, should all be directed with reference to qualifying him 

 for the practical duties of the farm. Why not? Youth are 

 educated for lawyers, physicians and merchants. Why not, 

 then, educate them for farmers, when the influences of educa- 

 tion do so much to develop or create attachments to particular 

 pursuits ? If, as was suggested in the able address before you 

 last year, the elements of agriculture were made a branch of 



