The Middlebury galaxy. [volume] (Middlebury, Vt.) 1848-1850, 1849-03-06

and the owners only consolation is, to be
told that nothing could cure him.
Ru, LET a man be skilled in veterinary
treatment give lessons on the disease and
the treatment of the hose. Would there
be no advantage in that -? Is not that
worth going for When there is not
farmer around US. but owns or expects to
own horse or pair of them, and not
only the farmer but men in all pursuits.
And so as to cattle, in all their varIe-
ties and properties. Take the Short
Horn Durham, the DevOnshire, the Tees
water, the Avshire. Which is which ?
What proportion out of an hundred can
tell Ask their several characteristics :;
the qualities of this for milking of that
for butter; of that for putting on flesh;
this for early maturity. Ask how, when.
where are the evidences Of all these quail
tiles. Ask the characteristics of our na>
tive breeds, all our best breeds that we
have on the farm Sir, the pupils in this
school, when they have had sufficient
time to learn their profession well-when
they shall have been well educated, and
insist upon it, If this takes place, farming
will become a PROFESSIONALLY know to
answer all these practical, important guess
tons properly He will go back 10 his
or his fathers farm, aud will benefit, be-
side himself, his uneniightened neighbor.
He will see the discretion which the other
uses in the selection of his stock, their
breeding, &c, and will profit by it. The
educated farmer will be happy to impari
his information it will not be of a super>
huous kind, that of all others the most val
liable
So too as TO our fields. We know what is
clay, for we have ploughed in it what is gray
ell, by the pebbles and disintegrated rock /; the
muck by its color; but ask us the component
parts of all this, and we arc mum, we know
nothing about it.
We want to know what crops suit best the
soil we own-the reason why our corn will
grow best herc-our potatoes best there
| Taught in such an institution rs we hope tosee
established, experience would be thoroughly
made and results carefully ascertaned. They
would stand on record and we would know
something of it. We would not sow our seed
on uncongenial soil, but would place it where
the capacity of the soil is best fitted for it,
| Nor would the result be profitable TO one a
lone. The scholar would carry it home to his
own field. Straightway his neighbor sees his
practices-notes the resnlt-imitales, copies
and profits by it.
What would oe the result sir. on tho az
gregate wealth of this State. If the farmer
ran rea ize for his horses now on his farm three
hundred dollars for better breed six hundred
for his cattle, by better breeds, an increase
I 10 to
| field and farm the same land ut less expense,
/ produce fifty per cent more of crop, what
would be the result TO the aggregate wealth,
what tue diminution of tax-for as the dollar
increases the rate of tax diminishes.
1t is the knowledge Of our profession that
will raise it. 1t will put the farmer side by
side with his now, often envied and held in
reverence, neighbor.
In such an institution the pupil will have his
lesson, and read and think. 1t is the thinking
man that is the improving man. You can new
er make an intelligent man till YOU teach him
to think Burritt the Blacksmith, Franklin
the Printer are what they are, because they
were men of thought If he thinks, he is an
intelligent man, he may be Il great man. In
such an institution, his studies would be not all
about the horse and the sheep, the classics
might with profit occupy some of his time. He
would find time for geography, he would find
| time for history, for craftsmanship. rs well as
for other things. You would find him peering
| into tie natural sciences He would he taught
the constituent elements Of the earth. He
would be searching the strata. and opening the
leaves of the stone book and reading the ways
OF old time-whai the rocks are made of, and
how made And this man, this educated man,
is farmer-the representative Of the farmer
wherever he goes, his class an elevated one,
no longer an overlooked or less esteemed-his
calling an elevated one, and he takes his posi-
ton along side of the most learned in all de-
partmenis of society.
Hon. Mr.. CRIsPELL, Ohe Chairman,) re-
marked, That although an education is indis-
pensable, that education must be both scientif-
ic and practical. l believe that an Agricul-
tural school, which was purely scientific, would
fail. Science has been taught heretofore, and
tie great defect has been, Tie want OF the ap
plication of the principles directly to agricul-
tural utility. 1t is necessary to be taught the
nsodls opcrandi in every portion of work.
Experience is necessary to make farmers
How are YOU to direct the manner in which the
pupil shall hold the plough. He must see the
plough set in the soil-see how the soil is pull
verised to prepare it for the crop-learn all
the minuta how TO plant-how to sow-which
is the most profitable and advantageous toman- |
ago-what the process ofindustry is-and what
nature does. This taught and practised, will
enable him, when he becomes farmer, to
show, by his competency, the excellence OF the |
education he has received.
The farm should be large enough to exhibit |
the different varieties of subcommittee to
the charge of some competent person. With
out that, the opportunity Of organizing school
well may be lost.
Mr.. C. alluded to the Deficiencies so preva-
lent in the education often given to those who
were destined for agricultural pursuits-the
too great preponderance of the merely scien-
tiic over the prac,ical-and trusted that in
carrying out the recommendation of the Gov
ernor, which he earnestly hoped would be
done, this error could be avoided, and
sure sound. practical system made sure basis
for its continuance.
- Earr,ars will see IN the healthy ASPECT