9 



generate into a mere industrial school. There are a hundred farmers who 

 can better teach technical farming, the manipulations of the industry and 

 economy of the field, orchard, dairy, or stable, than they can ever be taught 

 elsewhere than on the homestead of the intelligent practical farmer. So too, 

 for the repetition ot familiar knowledge, for the study of ordinary text- 

 books, the cultivation of science in the way of imitation and of elementary 

 teaching, we might safely rely on the academies and schools already provi- 

 ded. There is, however, a vision of an ideal excellence, in the way 'of pros- 

 ecuting the studies needed for the illumination of the dark places of our ag- 

 ricultural life, which must some day be realized. Nature spreads out be- 

 fore mankind, a world of almost infinite possibilities. The competitions of 

 the machanic arts, have put in requisition all the aids of known science, are 

 constantly stimulating into life new discoveries, or crowding the adventur. 

 ous thinker or inventor, to invade some new domain of knowledge or in- 

 genuity ; while civilized agriculture has, during the greater part of its his- 

 tory, contented itself only with the devastation of its fields, and with sek- 

 ing for virgin soils, to be cropped in their turn to sterility. There is in our 

 Commonwealth, a very large and increasing body of intelligent tanners, 

 who believe in a future for their favorite pursuit, worthy of that art which 

 is the fountain of all others, and is the final source of wealth. But there 

 is needed as well for them as for those less impressed by the value of science 

 the inspiring lead of constantly advancing ideas. * * * j remember 

 the photograph, the magnetic telegraph, the discovery of vaccination, the 

 painless operations of surgery — the triumphs and miracles of genius. I 

 seem to see for the earth herself and her cultivators, the coming time, when 

 husbandry, attended by all the ministries of science and art, shall illume, 

 and regenerate her countenance and recreate our life below." 



You will pardon me if I occupy a few moments in considering this matter 

 of agricultural education, as one of the modern means of improving our 

 art. I desire expccially to urge attention to the practical education of all 

 classes of young men in the business of farming, as the main object of our 

 agricultural schools. Without this all our endowments will be in vain, and 

 will be lost sight of as an instrument for improving the cultivation of the 

 earth. And I am by no manner of means sure that the failure of forty 

 years' effort to established schools of agriculture in this country, is not at- 

 tributed to the fact that the importance of practical education has been lost 

 sight of, before the more powerful temptations of scientific exploration, and 

 of captivating theories. Practical schools have been useful — none others 

 have. And so strongly am I impressed by this fact, that I venture to 



