38 y]n. rRocTOR's address. 



breaking-iip plough, — ^or were arrayed in black coals 

 and kid gloves, instead of woollen irocks and leathern 

 aprons ; — let the farmers themselves take the direction 

 into their own hands, and govern them in a manner that 

 shall be practically wise. 



Here may 1 be permitted to make a suggestion, which 

 seems to me capable of being advantageously applied. 

 It is to make it a part of the course of instruction in our 

 common schools to learn the elements of agricultural 

 science, the constituents of soils and manures, the 

 geological formation of the earth, the physiology of 

 plants, and the philosophy of vegetation. I do not sup- 

 pose that all boys at school can fully comprehend these 

 subjects, in which the wisest can ever find some- 

 thing new ; but they can acquire the original elerrients, 

 and when once impressed on the youthful mind with 

 proper illustrations, they will never be entirely effaced. 

 Like nursery tales they will constantly be recurring to 

 recollection, for instruction and delight. The modern 

 system of teaching useful ideas at the same time that 

 boys are taught to read and to parse, is worthy the at- 

 tention of those who direct these matters; — and what 

 more useful ideas can be selected than those which are 

 essential to be known by a large majority of the people? 

 We have our grammars and text books simplified to the 

 lowest degree on every other subject; — why should there 

 not be such on a2:riculture ? Would there be any difR- 

 culty in collecting a cabinet of specimens in each of these 

 schools for the illustration of all these subjects ? Let 

 it be known that these things were to be taught, and 

 then teachers would take care to be prepared to teach. 

 In what manner could a Dana, a Jackson, or a Gkay, 

 who have by their publications, manifested so much abil- 

 ity to instruct the farmers themselves, better add to their 

 well earned reputation of public benefactors, than by 

 preparing an agricultural catechism for common schools? 

 One adapted to the instruction of the pupil, rather than 

 a display of the knowledge of the auihor. And how 

 could our learned Board of Education, whose peculiar 

 duty it is to cherish these institutions, which are the pride 



