THE CULTIVATOR. 
19] 
Notices of Nero publications. 
AGRICULTURAL EDUCATION, &c. 
European Agriculture and Rural Economy. From perso¬ 
nal observation. By Henry Colman. Vol. I. Part 
III. Boston, A. D. Phelps. 
The Third Part of this work is devoted principally to 
the subject of Agricultural Education. The Second Part 
closed with some account of the Agricultural School ai 
Glasnevin, in Ireland. In the number before us, he gives 
some further particulars of this institution, and four oth¬ 
ers of a similar character, on the same island; Ireland 
having in this respect, taken the lead of both England 
and Scotland. This fact is the more striking w’hen we 
consider the distracted state of that Island, and the ex¬ 
treme destitution and misery of a considerable portion of 
its population. Mr. Colman, however, eloquently re¬ 
marks, that “ this beautiful and wretched country abounds 
with intelligent minds, glowing with the warmest phi¬ 
lanthropy. They appear, indeed, like stars in a partially 
clouded night, pouring out of their own native fulness, 
rays of the purest splendor.” He was indeed greatly 
surprised at the degree of intelligence evinced by the 
Irish peasantry of some districts, and observes that 
“strange as it may seem, even the common people are 
familiar with the ancient classics.” On inquiring of the 
hotel-keeper concerning the state of education among the 
people, “he immediately called in a dirty, barefooted, 
ragged boy, and told him to ‘ bring his books anil show 
the gentleman what he knew.’ The boy was the son of 
a shoe-maker, and ten years old.” He brought in his 
Greek testament, and as Mr. C. says, “recited with per¬ 
fect correctness, and showed a very good knowledge of 
the language, generally. He further remarks that he 
found classical learning was by no means uncommon in 
Ireland, even among some of the poorest people. His 
readers are however cautioned against the inference 
“ that education in Ireland is every whereof this high 
character, or that it is universal.” 
In relation to the application of this subject to agricul¬ 
ture, he observes—“ Every one will admit that the more 
intelligence, the more skill, the mote knowledge a man 
has, the better is he qualified, other things being equal, 
for the management of a farm. It holds equally true that 
the more intelligence, the more skill, the more know 
ledge, a laborer has, the better is he qualified to assist in 
that management, and to perfoim that part which belongs 
to him in working of the whole machinery.” 
In regard to the quantity of work performed relative, 
ly by the English and American laborer, it is remarked 
that the latter “accomplishes more in the same time,” 
though Mr. C. observes that he “ cannot say the Ameri¬ 
cans always do their work so well. Certainly, in plow¬ 
ing and draining, our operations are altogether inferior 
to what is done in England, where, in the perfection 
with which these matters are executed, nothing more 
seems to me attainable or desirable.” But it must be 
borne in mind that, as is well remarked, we are under 
the necessity of accomplishing more with the same num¬ 
ber of hands. 
At the Glasnevin school, the pupils are regular appren¬ 
tices, and labor is compulsory. Three boys do the work 
of one man. The Institution is under the management 
of Mr. Thomas Skilling. The great object is to give 
boys such an education as will fit them for practical far¬ 
mers. Mr. Skilling is also employed to give instruction 
at the Model School, where men are educated as school¬ 
masters at the expense of the government, of which there 
are two classes a year, of one hundred each. This Ag¬ 
ricultural school appears prosperous, and were it not for 
losses of cattle which have been sustained from a pre¬ 
vailing epidemic, it would at least have paid its way, if 
not more. A statement given from Mr. Skilling, shows 
the general course of management pursued with the pu¬ 
pils, their dietary, &c. They seem to be well treated, 
and fed in a manner well calculated to promote health 
and activity, though their food is not so abundant, and 
perhaps would not be thought of so palatable a kind, as 
some of the pupils of our schools might desire. Mr. 
Skilling observes that it is his object to “ treat them as re¬ 
spectable members of society, and they will not relapse 
into their former wretched condition, but will work and 
obtain for themselves the comforts of life.” 
The other Agricultural schools in Ireland, of which 
Mr. Colman speaks, are those of Templemoyle, near Lon¬ 
donderry, Brookfield, twelve miles from Belfast, under 
the direction of the Society of Friends, and that at Larne. 
We cannot afford space to notice all these in detail, nor 
do we deem it necessary, as they are similar to the one 
already described. The Brookfield school was original¬ 
ly designed for educating the children of indigent mem¬ 
bers of the society. The children, which are about 
equally divided in sex, are admitted between the ages of 
eleven and thirteen. The establishment is under the di¬ 
rection of a man and his wife, with a school-master and 
his female assistant. The boys are taught agriculture 
and its kindred arts; and the girls are taught domestic 
economy and house-work, in connection with all useful 
studies. Mr. Colman remarks that he “ thought extreme¬ 
ly well of this Brookfield school as a charitable institu¬ 
tion.” He was especially pleased with the training of the 
children to habits of industry. 
It was from the Larne school, that a class of boys were 
exhibited at the Highland Society’s Show'at Glasgow, of 
which such flattering notices have been given in the 
English and Scotch papers. Mr. Colman expresses very 
great gratification at having witnessed this exhibition. 
“ The agricultural studies at this institution,” he remarks, 
“ are not made compulsory but voluntary; and one hour 
per day is devoted to agricultural labor. The Board of 
Education in Ireland have now under their control three 
thousand teachers; and it is proposed, whenever it may 
be deemed useful, to make agriculture a standard branch 
of common school education. They have already seven 
agricultural training establishments, and it is in contem¬ 
plation to have twenty-five, with which it is proposed 
shall be connected small model farms, so that every 
w'here, besides furnishing this most valuable instrrction 
to the pupils of the schools, the farmers in the vicinity 
may be excited and instructed to improve their cultiva¬ 
tion.” In conclusion, he observes that “ these institu¬ 
tions do certainly the highest honor and credit to the in¬ 
telligence and philanthropy of Ireland, and their benefi¬ 
cent effects must presently be seen in alleviating the in¬ 
describable amount of wretchedness under which this 
beautiful country and fine spirited people have been so 
long crushed to the earth.” 
There is a school of a somewhat similar nature at Ea¬ 
ling, near London, supported by Lady Noel Byron, which 
accident has prevented Mr. Colman as yet from visiting. 
This school is also in a highly prosperous condition, and 
is deemed of the most useful character. 
The proposed Agricultural College at Cirencester, in 
England, is briefly spoken of. The plans for this insti¬ 
tution are not fully matured, but Mr. Colman thinks ‘the 
scientific qualifications of some, and the practical charac¬ 
ter of others of the gentlemen, concerned in its establish¬ 
ment, and standing as its sponsors, warrant the best ef¬ 
forts for its success.” 
Next follows a chapter under the head of “General 
views of Agricultural Education.” Mr. Colman 
here observes that as the subject of agricultural schools 
has been much discussed by his own countrymen, who 
have already a distinct proposition for the establishment 
of an institution of this nature, be deems it proper to ex¬ 
tend his remarks on this subject. He thinks—“ It is quite 
certain (hat the course of education pursued at most col¬ 
leges and universities, is quite unsuited to qualify men for 
the common business and pursuits of life. Indeed, it 
would seem in many cases to operate as a positive dis¬ 
qualification, and men who may have distinguished them¬ 
selves at our universities for their classical and scholastic 
attainments, are often throwm upon society' as helpless 
and as incompetent to provide for themselves, or to serve 
the community, as children.” He objects to the system 
of education pursued at our colleges and universities, that 
ii *• has undergone little substantial alteration for a cen¬ 
tury,” and he thinks the time and expense devoted to 
what are called “ classical attainments,” should be given 
to other studies infinitely more valuable. He believes 
