26 MR. stone's ADDRESS. 



tural 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 rising 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 op- 

 erations " 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 mea- 

 sure obviated. 



Besides, then, furnishing our youth with " RoUo " and '' Lu- 

 cy 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 

 farming, 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 ihe farm. Why not? Youth 

 are educated for lawyers, physicians and merchants. Why 

 not, then, educate them for farmers, when the influences of ed- 

 ucation do so much to develope or create attachments to par- 

 ticular pursuits? If, as was suggested in the able address be- 

 fore you last year, the elements of agriculture were made a 

 branch of study in our common schools, the best results might 

 be confidently anticipated. Possibly some may consider this 

 a useless appendage to the studies now pursued. They may 

 think that a boy can learn enough of agriculture on the farm, 

 without the study of books. But if 1 have rightly estimated 



