A CHAPTER ON AGKICULTUKAL SCHOOLS. 413 



" It should be an experimental farm, where all the new theories 

 could be tested, in order to, find out what is of real value," says 

 a sixth. 



And thus, there is no end to the variety of projects for an agri- 

 cultural school, — each man building on a diiferent platform. 



Yet there must be some real and solid foundation on which to 

 erect the edifice of a greaj; educational institution for farmers. And 

 we imagine these supposed differences of opinion may all be recon- 

 ciled, if we examine a little the sources from whence they originate. 



Agriculture is both a science and an art. It may b? studied in 

 the closet, the laboratory, the lecture-room ; so that a man may 

 have a perfect tnowledge of* it in his head, and not know how to 

 perform well a single one of its labors in the field ; or it may be 

 igained by rote in the fields, by one who cannot give you the reason 

 for the operation of a single law of nature which it involves.' The 

 first is mere theory — the second, mere practice. 



It is easy to see, that he who is only a theorist is no more likely 

 to raise good crops profitably, than a theoretical swimmer is to cross 

 the Hellespont like Leander ; and that the mere practical farmer is 

 as little likely to improve on what he has learned by imitation, as 

 his horse is to invent a new mode of locomotion. 



The difference of opinion, regarding the nature-or the province 

 of an agricultural school, seems mainly to grow out of the different 

 sides from which the matter is viewed — whether the advocate favors 

 science or practice most,— forgetting that the well-educated _ agri- 

 culturist should combine in himself both the science and the art 

 which he professes. 



The difference between knowledge and wisdom is nowhere better 

 illustrated than in a mixed study, like agriculture. Knowledge 

 may be either theoretical or practical ; but wisdom is " knowledge 

 jput in action." What the agricultural school, which this age and 

 country now demands, must do to satisfy us, is to teach — not alone 

 the knowledge of the books — ^not alone the practice of the fields, but 

 that agricultural wisdom which involves both, and which can never 

 be attained without a large development of the powers of the pupil 

 in both directions! His head and hands must work together. He 

 must try all thjngs that pittmise well, and know the reason of fiis 



