The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1876-07-22

the combination OF the practical with
the scientific and theoretical in their
education? Our schools in all depart
ments, exist, are founded upon this
principle.
If our sons choose the legal profession
we find schools provided where not
only the principles of law are taught,
but where The student is required to
apply them; where supposable legal
cases are tried, involving the same
principles as the genuine ones which
are brought before our courts of Justice,
and The students legal knowledge and
acumen are put to thorough test, that
he may learn the practical bearing of
the principles and theories which have
been taught him.
In schools where surgery and medi-
cal science are taught, the same practi-
cal application of principles is requir-
ed. The student, whether male or fe.
male, is required to demonstrate the
statements of the textbooks by direct
reference to genuine subjects. Difficult
surgical operations are performed in
presence of the classes, and students
are required to witness, and often to
participate in practical work, that they
may become familiar with the details
of medical practice.
In divinity schools even, where If
anywhere this practical feature could
be omitted. am told that students are
required to practice the writing of es-
says or sermons designed to illustrate
the various doctrines taught, and es-
pecially those varieties or shades of
doctrine upon which the sect having
the institution in charge base their pc.
culiar, distinctive belief
In mercantile colleges, not only the
principles of bookkeeping and pen
manship are taught, but the student is
required to perform all the details of
the business for the pursuit of which
he is being educated.
While we give the lawyer, the min
lister, the doctor and the merchant each
a special practical education, why
should we except the farmer? There
is certainly no branch of business
which more imperatively demands this
practical feature, in the education of
those fitting for its labors, than that of
agriculture. We might as we'll under
take to educate an engineer without an
engine, a sculptor without marble,
mallet OF chisel, painter without his
easel, pallet or brush, and each of the
latter, without reference to the works
of the great masters in their respective
departments, a. 10 attempt to educate |
farmer without farm, stock and |
crops.
All admit that a special preparation
is required for difficult, special ser
vice, hence schools where young men
can make the study of applied science
in its various departments q speciality
are demanded, and as have shown, es-
tablished, and this is in accordance
with the plainest dictates of reason and
Pio,tiSai SoihulOh SSuse. Ia Tue sCleuCe
and practice of agriculture so easily I'M
derstood, or of so little Importance, that
we may reasonably make this an ex.
ception Can the call for the estab-
lshment of schools where our farmers
sons who have deliberately chosen The
calling Of their fathers. can study APP
piled agricultural science, be Justly
pronounced inconsistent with the com.
mon practice with regard to all other
professions If the farmers of Vermont
ask only that their sons who are to
succeed them OIL their farms shall have
corresponding educational facilities
with those who select other callings, /
ask Pres. Buckham if the demand is
unreasonable If so will he point out
our error? Ifthe demand is Just one,
will he aid us in securing those educa-
tional facilities, which the proper de-
velopment of our agricultural resources
demand, and which the best interests
of the state demand? FARMER.