y suggestions can be offered in
answer to this inquiry. An agent might, in the summer season, visit his
fifty towns, and spend two days in each. While there, he could ascertain
the kinds of crops, modes of culture, nature of soils, practical
excellences, and practical defects, of the farmers; and he might also
provide for such experiments as he desired to have made. It would,
likewise, be in his power to give valuable advice, where it might be
needed, in regard to farming proper, and also to the erection and repair
of farm-buildings. I am satisfied that a competent agent would, in this
last particular alone, save to the people a sum equal to the entire cost
of his services. After this labor was accomplished, eight months would
remain for the preparation and delivery of lectures in the fifty towns
previously visited. These lectures might be delivered in each town, or
the agent might hold meetings of the nature of institutes in a number of
towns centrally situated. In either case, the lectures would be at once
scientific and practical; and their practical character would be
appreciated in the fact that a judicious agent would adapt his lectures
to the existing state of things in the given locality. This could not be
done by a college, however favorably situated, and however well
accomplished in the material of education. It is probable that the
lectures would be less scientific than those that would be given in a
college; but when their superior practical character is considered, and
when we consider also that they would be listened to by the great body
of farmers, old and young, while those of the college could be enjoyed
by a small number of youth only, we cannot doubt which would be the most
beneficial to the state, and to the cause of agriculture in the country.

An objection to the plan I have indicated may be found in the belief
that the average education of the farmers is not equal to a full
appreciation of the topics and lectures to be presented. My answer is,
that the lecturers must meet the popular intelligence, whatever it is.
Nothing is to be assumed by the teacher; it is his first duty to
ascertain the qualifications of his pupils. I am, however, led to the
opinion that the schools of the country have already laid a very good
basis for practical instruction in agriculture; and, if this be not so,
then an additional argument will be offered for the most rapid advance
possible in our systems of education. In any