1851 
THE CULTIVATOR. 
89 
Hence the clergyman, physician and lawyer, after 
pursuing their classical studies together, take widely 
different courses as each fits himself for his particu¬ 
lar occupation. The merchant, mechanic and farmer 
are school-hoys alike, but when books are laid aside, 
the first engages in learning the mysteries of trade; 
the second educates his mind to contrive and plan 
his work at the same time that he educates his hands 
to perform that work skillfully, and the other goes 
to 
“ Work, work, work, 
From morning until night,''’ 
his severe physical labor unfitting him for mental 
exertion; the mind in some degree becomes inac¬ 
tive, and consequently he is not in much danger of 
norgressing beyond the knowledge of his fathers. 
In regard to book knowledge, the notion that was 
formerly almost universal, prevails to a great extent 
now, that the farmer and mechanic required but very 
little. To read, write and cypher with facility—-but 
few, however, acquired as much as this—was con¬ 
sidered enough for all practical purposes, though if 
the scholar was “ quick to learn,” it was well 
enough to know something of geography, grammar 
and history. When too old to go to school, (which 
happens just about the time he is old enough to be 
of service on the farm,) books must be laid aside so 
as not to interfere with labor. No wonder that in 
years past there has been such a rush into the pro¬ 
fessions by those who loved study, and into mer¬ 
cantile and mechanical pursuits by those who loved 
excitement. The drudgery of the farm could not be 
endured to the extent that might have been thought 
desirable, although opportunities to “ go a fishing” 
and the freedom of “ Independence” and “ Training” 
days, operated as a kind of safety-valve to relieve 
the pressure incident to a monotonous life. 
Farmers as a class are no? educated. They do not 
study like the professional man, to prepare them¬ 
selves for their vocation and to become acquainted 
with all its details. Surrounded by Nature in all 
its sublime manifestations, every year they witness 
the rise, progress and decay of vegetation; they see 
leaf and flower expand, seed and fruit grow and 
mature; they walk the earth and breathe the air, 
profoundly ignorant of the laws*"that govern the 
vegetable world; of the process of vegetable life in 
the production of leaf, flower and fruit; of the ele¬ 
ments and composition of the earth and air; of the 
relation subsisting between the mineral, vegetable 
and animal kingdoms, and of the changes that are 
constantly taking place in them. Almost all agri¬ 
cultural knowledge has been gained by practical ex¬ 
periment, which is a slow and tedious process, and 
influenced by so many controling circumstances that 
it is seldom to be relied on as absolutely correct. 
Not of the shepherd alone is the language applica¬ 
ble, 
u The little knowledge lie had gained, 
Was all from simple nature drained.” 
We have just entered on the threshold of agricultural 
knowledge. Before us is a broad expanse, vast and 
limitless, all unexplored, and like the Israelites on 
the borders of Canaan, we see the promised land 
but are afraid to enter. We do not feel able “ to go 
up and possess it.” In view of the sciences that re¬ 
late to agriculture, the immensity and the nature of 
the knowledge which they contain, we are almost 
led to say with the Psalmist, “Such knowledge is 
too wonderful for me; it is high, I cannot attain 
unto it.” 
The early education of children is under the di¬ 
rection of their parents, who are naturally their 
teachers. As is the parent, so to some extent will 
be the child. He forms the same habits, adopts the 
same ways of thinking, has the same kind of ideas 
and the same opinions. If the parents are unlearned 
and stupid, thinking little and reasoning less, there 
is but little prospect of the child being otherwise. 
Early teachers and associates exert a powerful in¬ 
fluence, and according to the effects of such influence 
will be the child’s future destiny. In this sense 
cc the boy is father of the man.” 
Children are inquisitive, observing and imitative. 
If these faculties are unrestrained they will be ever 
learning. They soon become acquainted with the 
habits and uses of domestic animals, and the methods 
of performing the various labors of the farm. As 
they grow older they learn to distinguish the differ¬ 
ent productions of the vegetable kingdom—as trees, 
grasses, grains and weeds—and the different kinds 
of each. But why is their knowledge of nature re¬ 
stricted to a certain amount? Why can they not 
learn Botany, Geology and Mineralogy as easy as 
Grammar, Geography and Mathematics! These 
sciences might be partly learned while performing 
the labors of the farm. But here is a difficulty— 
they have no teacher. Farmers have not learned 
such things, and they do not see the need of it, and 
as soon as their boys are large enough to labor they 
cannot afford to send them to school, especially in 
the busy season of the year. But if they knew 
their true interests they would see that they could 
not afford to have them ignorant. 
But, as before implied, education is not confined 
to schools. An intelligent, scientific farmer can in¬ 
struct his children so that in their education there 
will be a constant advancement. The lessons and 
illustrations can be found in their walks and labors; 
they can then investigate the phenomena of Nature, 
and if they please learn science. By examining 
plants they may learn their names, the class and or¬ 
der to which they belong; the different parts of 
stalk, leaf and flower; the relation each sustains to 
the other, and the office each performs in the econo¬ 
my of the whole plant. Flowers, those “ perfect 
specimens of God’s handiwork,” afford a study that 
may be made intensely interesting, as exhibiting in¬ 
finite wisdom and skill in their formation; beauty in 
