Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1880-02-18
Massachusetts, Agricultural College.

Massachusetts, Agricultural College.
Again the affairs of this most unfortu-
nate institution are brought before the
public attention, through the suggestions
contained in Governor Longs recent mes
sage to the Legislature, that the work OF
the agricultural college be transferred to |
Amherst college. 1t is admitted by all
disinterested and unpreiudiced observers
that the management Of the Massachusetts
agricultural college, so far as graduating
educated farmers is concerned. or in aid I
ing, stimulating or benefitting the agricul- |
ture of the state, has resulted in almost
total failure. The farming classes, for
whose benefit this college was founded
and endowed, are loud in their denuncia-
tons of the methods pursued and results
obtained. Under present mismanagement
it has no claim to the support OF the
farmers, and, except in name, has little
else that entities it to the designation of
an agricultural college. A majority of its
graduates could have received a similar.
if not superior, education at older estab-
ished colleges. The fact that this mis-
homer receives scarcely any patronage
from the agricultural classes, is in itseh
sufficient evidence that it supplies no want,
nor offers any inducement to the practical
farmer to seek information within its
walls. Instead of teaching agriculture,
this college has attempted senseless
competition with richly endowed institu-
tons in the languages in mental science,
and in the higher branches. 1t has failed
in filling the specially for which it was
intended, and radical change in its plans
and methods is demanded by all who have
the best interests of agriculture at heart.
1t generally understood that Amherst
college is unwilling to burden itself with
this agricultural department. Why not
hand il over to the Bussey school of agri-
culture ut Harvard, which is sufficiently
we'll endowed to avoid the necessity of
appearing annually at the state house, to
beg for public money for the qualification
of individual whims and the furtherance
of impracticabe schemes? Let such por-
| ton OF the income rs can be spared from
the ordinary expenses be devoted to free
scholarships. If the state owes the town
of Amherst for the part taken by the latter
in this enterprise, let the legislature donate
the college farm and buildings to the
town. The commonwealth, SO it is said
by experts, paid originally for this college
farm double its actual value. Its cultiva-
ton runs the state in debt year after year
hence it would seem n wise policy to
divorce the whole affair from the state
treasury. Perhaps the sef-elected and
self-perpetuating board of trustees, who
now control the destinies of the agricul-
tural college regardless Ct the wants OF
the people. might consent to conduct a
private institution, free from public criti-
cism and state interference. Their expe-
rience during the past years might prove
valuable in offering such inducements as
should attract farmers boys 10 seek their
education at this novel retreat.
Experience indicates that the number Of
farmers are small who can afford to spend
, fifteen hundred dollars each to educate a
} son at our state colleges, or to make an
outlay of nearly one hundred dollars each
for regimentals for military purposes.
The number is proven TO be small who
are DESTROYS that their boys should spend
four years in being educated away from
the farm in studying such branches as ale
unavailable to the young man whose
means are limited and whose occupation
is to be tillng the soil. Farming cannot
be learned alone from books or lectures,
A practical education in agriculture must
include actual contact with soil and plant
and fruit, personal service with the team,
, the pillow and harrow. A study of tia'
grams and models will not alone make u
successful daryman, neither will voumes
of horticultural lore enable man proiita-
bly, to pursue market gardening. 1t should
, ever be borne in mind that agriculture is
an experimental art, that every successful
farmer is one who has carefully aud
intelligently experimental with his sci
and crops Schools of agriculture, expe-
iment stations, practical work in field an
stable, in orchard and garden, in dairy
and poultry house, are far more important
and useful than college courses and purelr
scientific theories. The state school fu
agriculture should embrace II corps Of
teachers who have the ability to combisc
theory and practice, who can teach tie
pupils principles in the recitation roou
and practical experiments in the field
Neither should their work he confined Il
the school and its surrounding fields an
gardens, but part of the teachers dutits
should be to lecture before the farmers d
the state, at the clubs and institutes an,
society gatherings, to make the who'll
state an agricultural school. The stat
agricultural school should be a living
active power for good,a fountain of knowl
: edge and usefulness that should sprea
its influence over every section of th
! state disseminating that information whc
, should add to the pleasure and profit @
husbandry. The public demand no aban
donment of agricultural education, bu
Z they seek system SO practical. SO genera
, and so comprehensive as to inure to th
! general good and to the common advance
4 mont.-American Cultirltor.