Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1883-10-31
Experimental Farm Educa ion.

"a lecture read the windsor meeting of the State
Bjurd OF Agriculture, by Rev j. I'll W!nsowH
The time was when the farmer was not
supposed to require an education. Brains
or the use of them was Il commodity in
which the farmer was not supposed to
deal. If the boy exhibited thirst fol
knowledge it was evidence he was never
cut out for farmer. That boy would br
a cergymen, a doctor, q lawyer, mer
chant, or ut least q merchants clerk
The boys in trocks would need only
education sufficient to enable them to
compute interest. Now all is changed
And among our farmers we find our best
educated men. To-day an educated farmer
is more comprehensive term than when
applied TO almost any other individual
Now the farmer if he be an experimental
ist becomes IL chemist, a geologist, bota
mist, geoogist whether he has made
these sciences study or not, through a
course of experimental observations he
has become acquainted with the plant he
Rises and the food it requires. There is
manv q farmer that should he be asked if
he knew anything of these sciences would
ans wcr, no Yet this same man would
know upon what soil to plant corn,
DDtulOG5, DCdnSs Olo's anu hhoN
how to prepare the soil for the best results.
He might, suppose he knew nothing of
zoology, vet he could select you good
COW and tell you what she will demand
for the best results. To-day the science of
agriculture embraces nearly every science
The Rev. DR.. Allen, president of the
Maine state agricultural college, truthfully
asserts that agricultural science levies its
contributions on all the vast resources OF
human learning and takes tribu'e from
depar,mens of study apparently most
remote. While it would be impossible for
the man engaged in practical farming to
become thoroughly acquainted with all the
sciences, yet he may aud il he desires
success should avail himself of the result
of the labors of the meu of science.
Then by series of practical experiments
the result of their Investigations will
become II part of hi, own education.
While this course is being pursued by our
best farmers and the travellers eye rests
pow and then upon Il farm which gives
him pleasure, yet he can but observe that
there is much farming done in tho hap
hazard ana slovenly manner atfordlng
neither satisfaction nor recompenso to the
farmer. If the Vermont farmers would
make farming II science, ii they would
study their soil and seed, their docks and
herds, if, instead cftrying to make deposits
in the savings banks. they would make
their deposits upon their farms, In the
way of improvements, might we not
expect our sons would remain in our old
Green Mountain state instead OF wan
ierinu from usP | venture the assertion
There is not son of Vermont who, when
passing farm (such as we have among
us) VIII, re the proprietor has made farming
u science, but feels, l would like to own Il
farm like that. If money be our shrine,
If at this altar we bow, brother farmer,
your farms can be made to pay larger
div dend upon he deposits than any
savings bark within your reach. If our
Young farmers of average ability will
keep their eyes open to the experiments
of others and yearly, by actual test, come
in possession of facts that can not be
disputed because proven they can but
become masters OF their situation and
possess themselves an ideal farm. The
great defect in our farming Is, we guess
too much and know too little. An
English farmer was once asked, How
much wheat can you raise per acreP His
answer was, We can readily raise thirty
two bushels per acre, but twenty-eight
bushels is more profitable crop, the
extra four bushels costing more than its
value. How few Vermont farmers could
give as Intelligent I'm answer Us that. 1t
is true experience is the best schoolmaster,
but il is not necessary TO day 10 pay him
high wages; with but tri1ing experience
every farmer may come in possession OF
facts that will not only prove rounds in
the ladder of his education, but rounds in