286 
THE CULTIVATOR. 
AGRICULTURAL INSTITUTIONS. 
BY ALFRED L. KENNEDY. 
That the ignorance of true theories and improved pro¬ 
cesses of agriculture, which prevails in most sections of 
our country, can be radically removed only by establish¬ 
ing agricultural schools and colleges, is a proposition 
that receives the universal assent of intelligent men. The 
question on the necessity of these institutions, is settled 
throughout the civilized world. Our duty now manifest¬ 
ly is, to adopt the best plan, and then to put it in execu¬ 
tion forthwith. This duty is of no mean proportions. 
The causes of the difficulties, changes and failures of like 
projects, must be well studied ere we can expect to pro¬ 
fit sufficiently by their experience to avoid their fate. 
That these difficulties are not invariably fatal, is evidenced 
in the continued and flourishing existence of schools, 
which are widely illuminating the toil of the cultivator. 
We propose to sketch a few interesting particulars of the 
most prominent of these institutions. They may be most 
conveniently treated under two heads. Those which, to 
an academical course, unite the theory and practice of ag¬ 
riculture, and those which teach agriculture only. 
The schools of the first class, are based upon the Insti¬ 
tution at Hofwyl, in Switzerland, under the direction of 
its noble founder, the philanthropic M. de Fellenberg. * 
It consists of three schools, literary, agricultural and in¬ 
termediate. In addition, lectures to teachers are annual¬ 
ly given. The literary school commenced by the intro¬ 
duction of three children into the family of the principal. 
In 1807 the first building was erecied for it." In a few 
years the number of professors gradually increased to 20, 
and the pupils to 80. The studies comprise, in addition 
to those taught in our colleges, music, dancing, fencing 
and cabinet-making. The latter gives facility in the use 
of tools, incites habits of industry; and as the product of 
the student’s labor becomes his own, and is generally 
sent home as a present, neatness of execution and filial 
affection are encouraged. 
The object of the Agricultural School is to afford chil¬ 
dren of poor parents an opportunity of acquiring an ex¬ 
cellent education, while they gain a practical familiarity 
with the most improved farming processes. This was 
commenced in 1808, under the most unfavorable auspices. 
The children were of the worst possible description— 
brought up in idleness, they were literally taken from 
the hedges and highways. Yet by receiving a few at the 
onset and slowly increasing the number as the first be¬ 
came subject to the admirable discipline, a perseverance 
that nothing could daunt, has successfully established an 
institution whose benefits have excited the admiration of 
the friends of education every where. 
i( The pupils are admitted at an early age, there being 
however, no fixed limits, and are expected to remain un¬ 
til 21, if supported gratuitously. By so doing, they 
would be enabled by their manual labor to repay the ex¬ 
pense of their maintenance and education, so as to leave 
the institution without pecuniary obligation. They would 
besides, be detained beyond what is considered the most 
critical age. In practice, however, it is found difficult to 
induce this lengthened stay, the actual expediency of 
which must depend so much upon individual circum¬ 
stances. In addition to the gratuitous pupils, others are 
taken, who pay in part or entirely for their education. 
In summer, the time occupied in labor is from eight to 
twelve hours per day, and in instruction from two to four 
hours. In winter, the amount of labor is less, and of 
study more. During the time of harvest and hay-ma¬ 
king, the instruction is omitted altogether.” 
In winter, the hours not devoted to the care of cattle, 
threshing, and other farm labor, are employed in the ag¬ 
ricultural machine shop, in making baskets, straw mats, 
in selecting seeds and in breaking stone for repairing 
roads. The pupils are encouraged to labor on their own 
account. Each has a small portion of land for the cul- 
* For an acquaintance with this distinguished man and his 
aoble undertaking, the English reader is' mainly indebted to 
Rev W. C. Woodbridge, Editor “Annals of Education,” to 
Prof A. D. Bache, in his able Report to the Councils of Phila¬ 
delphia, on Education in Europe, and to Letters from Hofwyl, 
fcy a parent,” London, 1842. From these authorities we have 
Freely quoted. 
ture of vegetables and flowers, the profits of which are 
his own. 
As an example of incidental instruction, we subjoin the 
following: 
“ In laying out the ground for different crops, for 
planting, or for spreading manure, care is taken in deter¬ 
mining the points, in drawing the lines parallel, in mea¬ 
suring the distances, and the intervals of the plants with 
the eye or by paces. The number of plants or heaps of 
manure is calculated, and the whole is a lesson in geo¬ 
metry and arithmetic, as well as an exercise of accuracy 
and foresight.” 
In cutting the trenches for watering an artificial mea¬ 
dow, the level of different portions is observed by some; 
others trace the lines in such a manner that the water 
shall perform (he circuitous route necessary to supply the 
whole of a given space without descending below its level; 
and others still place the sluices necessary to prevent excess 
in one part or deficiency in another. All these opera¬ 
tions are practical lessons upon the laws of gravitation, 
and are often employed in the most striking manner to 
lead the pupil to the existence and influence of this uni¬ 
versal agent. If the pupils are engaged gathering the 
stones out of the fields, these become the subjects of exa¬ 
mination, first in reference to color, hardness and texture, 
then the uses to which they are respectively applicable, 
and finally their name, either in the moments of rest, or 
in some of the lessons of the day. The instructions thus 
received, are recalled almost involuntarily at every fresh 
operation of the same sort; and such associations serve to 
divest this lowest of agricultural occupations of its purely 
mechanical character.” 
“ If they are clearing the ground of weeds, the name, 
characteristics and qualities of each one are made the 
subject of remark. The relative effect of sun and air and 
moisture and cultivation, upon these plants, and those of 
a useful nature, is necessarily brought to view by the ob 
servation of the pupil, and by the instructions given him, 
and inferences are then drawn as to the best mode of 
exterminating them.” 
The intermediate school was established to supply an 
education for the sons of the middling classes,” in a 
style correspondent to that of the parental roof. Free 
from the glare and show that frequently attach themselves 
to boarding schools, anil give the pupils fondness for 
fashion and extravagance, that ill comports with home no¬ 
tions. Farm labor, however, forms no part of the course. 
The success of Hofwyl led a number of wealthy friends 
of agriculture in the north of Ireland, among whom was 
Earl Spencer, to project a similar establishment there. 
This led to the Institute at Templemoyle, 6 miles from 
Londonderry. Believing that similar benefits would ac¬ 
crue, it was proposed, as at Hofwyl, to establish both a 
Literary and an Agricultural College.* This was aban¬ 
doned after much expense had been incurred, and the en¬ 
ergies of the Company directed to the latter. It is not, 
however, a school for special instruction, since the Eng¬ 
lish branches and mathematics are taught in connection 
with the principles and practice of agriculture. Pupils 
are received from 15 to 17 years of age; and 3 years are 
considered sufficient to complete the course. In 1837, 
66 young men were preparing themselves for the tho¬ 
rough management of farms. The annual charge for 
maintenance and tuition (about $50,) is not sufficient for 
their support. For convenience, the pupils are divided; 
one half being with the teacher, the other in the fields; 
thus working and studying alternately. Ten hours a day 
are thus appropriated. 
cc The direction is vested in a committee of the subscri¬ 
bers, each of whom pays $10 per annum, and who alone 
have the power of proposing pupils. The immediate 
control is divided between the Agricultural Master or 
farmer, who regulates the agricultural affairs, the School 
Master who divides the time of pupils with (he farmer, 
and the Matron who has charge of the domestic economy 
* To establish the schools, one hundred and sixteen shares 
of $125 each were subscribed by different Companies and indi¬ 
viduals, and $6,000 were subsequently subscribed for the erec¬ 
tion of the buildings at Templemoyle. Various other donations 
have been made.—[Bache’s Report. 
