416 Wisconsin - State Agricultural Society. 
tions of learning unnecessary. Far from it. The more colleges, 
the more schools, the better. To the thinking and inquiring mind 
these are, indeed, great helps. But bear in mind that all the schools 
in Christendom will not educate you unless you apply your own 
miind to the subject, unless you yourself work. On the ether hand, 
if you are willing to work, to burnish up your mental machinery 
for action, while the moral sentiments are allowed to guide and pi¬ 
lot you through the sea of passions, I ask, when and where will 
you not find teachers? Why, the value of a likely pig will call to 
your side the works of the best statesmen, philosophers, poets, and 
■divines of this or any preceding age, while the value of a calf will 
annihilate time and distance; it will place before you Rome, with 
its unbounded wealth and unequaled misery; instantly you are with 
Stanley, exploring the source of the Nile, or, it may be, with An¬ 
derson, studying the u sagas” (traditions) of old Norway. 
We may not have the galvanic battery, nor any of the appar¬ 
atus of the college lecture-room, but for practical experiments 
■concerning our chosen vocation, we have apparatus enough for 
study. The sun is our galvanic battery. We have the various 
kinds of soil in which to sow our seed; we have rain and wind, snow 
.and frost; the various changes of the seasons; in fact we have all 
nature at our side, ready to assist us at every step as we become 
familiar with her laws and follow her directions. 
But where is the time for all this study—this training of the 
mind? “Take care of the minutes and the hours will take care of 
themselves.” How many of our average farmers take care of their 
minutes or even days? How often could they not truly say, with 
the Roman emperor, “ I have lost a day.” It is not the lack of 
time for study, but the want of study when they have the time 
that make the agricultural classes the slayes of the scheming poli¬ 
ticians party lash, and the “ serfs of monied monopolies ”—in 
reality, the serfs of their own ignorance. The colleges are for the 
privileged few, and will not at least in the near future extend to 
the “toiling millions.” The larger portion of the farming com¬ 
munity cannot enjoy the benefits of a college-education. They 
must either remain the simple “hewers of wood and drawers of 
water,” and voting cattle, or they must 
