Richmond palladium. [volume] (Richmond, Wayne County, Ind.) 1831-1837, 1833-03-16
From the New York Farmer.
SCHOOL. OF AGRICTLTTRE,

/ From the New York Farmer.
SCHOOL. OF AGRlCTITTRE.
And why not school of agriculture a.
we'll as school of medicine. of law. or Of
divinity. The objects of educ alton should
h. not only to qualify youth for the dis
charge of civil and social duties. but to.fa-
cilitate their knowledge in the particular
business which is to form their employ.
ment to the mass of our population. and is
the great business of our state. Political
~ and morally, it is the conservative or.
gans of the body polite. The interests o:
all are consequently identified with its
prosperity and improvements. Its puT>
suits are interviewer with the whole range
of the natural sciences; and are as suscept.
lble of being benefited BY their study and
application, as are any Of the civil npiov.
ments Of life. Why not extend, then. &c
this branch of industry, that sort Of ednca.
ton which is so eminently calculated to
multiply its products, and at the same time
to raise the moral and intellectual stand
ard of that class of our citizens, who from
their numbers, must continue to control
our political destinies, and give the in
press to our character as people.
1t will not be said, I trust, that manual
labor is incompatible with mental IN.
r
gives is as essential to the develope en-.
and energy of the mind, as it is to the
health and muscular strength Of the body.
1t stimulates the head to plan, and the
hands to execute. Among those who tru.
~ deserve the appeliation of pu ,llc bene.
factors. by their successful exertions to
render the arts and sciences beneficial to
society, our country can ooast of Frank.
lin, Klttenhouse, a Fulton, Whitney.
and others, who blended labor with study.
and who either follow ed the plough or toils
ed in the shop.
Among the subjects submitted to the
special inquiry Of a committee, by the
state agricultural society, was that of the
propriety Of establishing an agricultural.
School, to give instructions in the theory
and practice of hnsbandry. In anticipa.
ton Of the report of this committee, am
DESTROYS of calling the public attention to
the subject; and ] propose to point out.
through the medium of your payer, Nir.
Editor, some Of the hearings which such
school is calculated to have upon the char
acter, prosperity, and happiness Of the
state.
The bounties, like he burthens Of the
state. should be shared proportionaliy by
all classes Of its population. This is not
bene fits of the common school system, i: is
true are dispensed with an equable and
impartial hand. But here the equality
ceases. Those destined to toll for a live.
lihood, to clothe, to feed, to enrich rs ~
their labor, are turned off to shift for them
selves, like the younger sons Of an English
baron, without patrimony; while the pub
lie purse continues open to those who
seemed destined by chance, rather than
by merit, to enjoy peculiar distinctions, 10
society. Our colleges and academies.
which share literally Of the public bounty.
are vestIbules to the learned, not to the
iatorious employments-to the Esc not TO
the many-The studies which they Offer,
are not adapted to the agricultural stu
dent, because he should learn in youth
that which he is to practice in MANHOOD
These schools teach nothing practically 10
hus aDdry; nor are these scientific instruc-
tions adequately adapted to its uses. Tie
interest of productive labor have but N in
cidentai and precarious place among the
studies of college. The state has ex-
pended more than two millions Of dollars
upon what term professional schools; but
not cent to advance directly to the
of the agriculturist, the arti-
san, or the manufacture beyond their com
mon school instructions. Thus, on the
score of justice and inpartiality, the labsr-
ing classes have a right tn claim, and the
tate are bound to grant them, an eGuiva-
ent for these professional schools.
The business of hus andry NAV be lii.en-
ed to the healing art. The farmer as well
as the physician, may plod on mechanical
y, without the aid of study or of science.
happy, II you please in his conceits and
n his ignorance. Both may have .oierab!e
uccess by adopting the example of en-
ightencd neighoors, of following the i'm
'u;se of their own discriminating minds
let both would 10 better were they to UNI
erstand perfectly the organiz2tion and
properties of the subjects upon which they
re to operate, or are to employ, be those
uhjects animals, plants, or eafths, ,nedi-
Inc or manure. Generations have been
ngaged in INVESTIGATING the business Of
10Th professions. and have handed down to
5 the result Of their study and experience.
Their lessons of " isdo ON are considered IL
ispensablc to the student Of incidence
hey are no less beneficial r. the st1,dece
( agriculture.
4 book selling establishment. in Boz
on. has lately received an ordef from
;oush Carolina. for foe hundred copies