2 
PREFACE. 
participate in the discoveries of the present and past, one thing is requisite, viz. 
that the system of education for those destined to this pursuit should be of a 
higher grade; it should be more disciplinary, and more directed to secure the 
perfection of the observing j^owers. It has, without doubt, been too much the 
the practice with common or uncultivated minds to overlook this first object of 
education. They have said that those systems of education which are designed 
to promote this end were useless, disregarding the ultimate objects ; and in asking 
for reform in the course of instruction in our universities and colleges, the wants 
and requirements of the mind, to fit it for independent research and generalization, 
have been overlooked. 
I have said that the education of farmers should be such as tends to perfect the 
observing powers. To know “how to observe,” is the first stej) towards improve¬ 
ment. Now in the education of an agriculturist, both objects specified above 
may be partially attained. The mind may be in this kind of training, while it 
is acquiring that kind of knowledge best fitted for the pursuit. To be satisfied of 
this, let it be inquired, how the mind is affected by the study of chemistry, phi¬ 
losophy and natural history ? They all require the closest observation, and the 
severest scrutiny into facts. The transient shades of color must be observed; 
the most accurate determination of weight is essential; the almost imperceptible 
degrees of hardness are to be determined ; accurate measures must be applied ; 
in fine, every property, whether transient or fixed, demands observation. In a 
school where such a system of discipline is instituted, the young agriculturist 
perfects those powers which are so necessary in every subsequent step of his life. 
The day dawns to give him an opportunity to observe, and the night closes in 
upon him still engaged in his watchings. If this is true, how essential that the 
farmer should learn to observe, that his first lessons should be how to use his eyes. 
And what will be the consequence ? Nothing more certain than that he will use 
his mind also : it will become active ; it comes from the law of necessity. 
That an agricultural institute, having these ends in view, may be founded, 
which shall greatly advance this department, will hardly be questioned. But 
when institutions have been founded heretofore to subserve some particular inte¬ 
rest, it has often happened, that in attempting to make them practical schools, we 
have in reality made them empirical. This is always the danger, and it comes 
from the attempt to evade that course which, in other schools, is disciplinary, 
and which in truth is their claim to excellence. 
