214 [Assembly 



extent of knowledge in science. Strange as it may appear, it is not 

 more untrue that this necessity is less felt than in any other profes- 

 sion. It is not only not acknowledged by the farmer, but an unnatu- 

 ral antagonism exists between him and science. Sneering at " book 

 farming," as he denominates science, he rejects it as his guide, eith- 

 er entire or in part. The son destined to merchandize, mechanics, 

 or a learned profession, enjoys from his liberal bounty the advantage 

 of the schools M'hich they have established; while that one whose 

 destiny is to breathe the health-giving fragrance of the freshly-turn- 

 ed sod, graduates at the district school. 



Laudable attempts have been made to destroy this antagonism. 

 Writers have divested science of her peculiar and appropriate lan- 

 guage, clothed her reasonings in more familiar phrase, displayed her 

 beauties and proclaimed her triumphs. The weekly agricultural co- 

 lumn of the country newspapers, the twenty-seven agricultural peri- 

 odicals issued in nineteen different States, agricultural societies and 

 farmers' clubs, by joint diffusion of the knowledge of results obtain- 

 ed, have struck it a mighty blow. It has been weakened but not de- 

 stroyed! It has been cowed into silence! but it still lives, though 

 seldom manifested other than by positive or negative action. Until 

 it is rooted up and cast into the fire of public shame, our American 

 agriculture will be slow in its improvements, and her interests long 

 remain the prey of the demagogue and the neglect of our legisla- 

 tures. 



Can it be destroyed? It can! To accomplish this good end, cor- 

 rect and definite views of an agricultural education must be obtained 

 and diffused, the institutions for affording such education established 

 and sustained. 



Those who have not paid attention to prevailing notions of an 

 agricultural education, may not be aware how incongruous, crude and 

 indefinite is their character. To give a just impression, it will not 

 be necessary to bring specimens for description from their multitu- 

 dinous species, genera and orders. They may be arranged under two 

 classes. The classic description of one is, that all the professional 

 education a farmer needs can be only acquired at the tail of the plow, 

 the nib of the scythe and the staff of the flail. Of the other, that 

 the pursuits of the laboratory, and the studies of the museum are 

 the only and sufficient requisites. Into one or the other of these the 

 individuals of the mass may be resolved. Illustrations to the Con- 

 vention of their error is deemed useless. To those possessing any 



