w vr 1^. IMAGE EVALUATION TEST TARGET (MT-3) 1.0 ^>^ U£ ij6 |2|2 ■2.2 1.1 S Itt 12.0 u 6" Hiotographic Sdenoes Curporation 33 WIST MAM ITMIT WnSnR,N.Y. I45M ( 71* ) 172-4503 4^ CIHM/ICMH Microfiche Series. CIHIVI/ICIVIH Collection de microfiches. Canadian Inttituta for Historical IMicroraproductiont / Institut Canadian da microraproductions historiquas ;V Ttchnic«l and Bibliographic Notas/Notaa tachniquas at bibiiographiquaa Tha Inatituta haa attamptad to obtain tha baat original copy availabia for filming. Faaturaa of thia copy which may ba bibliographically unlqua, which may altar any of tha imagaa in tha raproductlon, or which may significantly changa tha uaual mathod of filming, ara chacicad balow. n Colourad covara/ Couvartura da coulaur I I Covara damagad/ Couvartura andommagte Covara rastorad and/or laminatad/ Couvartura raataurAa at/ou pallicuMa Covar titia missing/ La titra da couvartura manqua Colourad maps/ Cartaa gtographiquas an coulaur □ Colourad inic (i.a. othar than blua or blacic)/ Encra da coulaur (i.a. autra qua blaua ou noira) I I Colourad plataa and/or iliuatrations/ D D D D Planchas at/ou iliuatrations an coulaur Bound with othar matarial/ Rail* avac d'autraa documanta Tight binding may cauaa ahadovva or distortion along Intarior margin/ Larallura sarrte paut cauaar da i'ombra ou da la distortion la long da la marga IntAriaura Blank laavaa addad during rastoration may appaar within tha taxt. Whanavar poaaibia, thaaa hava baan omittad from filming/ II aa paut qua cartainaa pagaa blanchaa ajoutAaa lora d'una raatauration apparaissant dans la taxta, mala, lorsqua cala Ata'^ poaaibia, caa pagaa n'ont paa M fiim^aa. Additional commanta:/ Commartairaa supplAmantalraa: L'Institut a microfilm^ la maillaur axamplaira qu'ii lui a AtA possibia da aa procurer. Las details da cat axamplaira qui sont paut-Atra uniquaa du point da vua bibiiographiqua, qui pauvant modifiar una Imaga raproduita. ou qui pauvant axigar una modification dana la m4thollo hormala da filmaga sont indiquAs ci-daaaoua. D D D D m D D D D Colourad pagaa/ Pagaa da coulaur Pagaa damagad/ Pagaa andcmmagtes Pagaa raatorad and/or laminatad/ Pagaa raataurAaa at/ou pallicui4as Pagaa diacolourad, atalnad or foxad/ Pagaa dAcolorAaa, tachat4as ou piquAaa Pagaa datachad/ Pagaa dAtachtes Showthrough/ Tranaparanca Quality of print varias/ Quality InAgala da i'imprassion Includaa supplamantary matarial/ Comprand du matirial suppMmantaira Only adition availabia/ Saula MItlon diaponlbia Pagaa wholly or partially obacurad by arrata slips, tissual, ate., hava baan rafilmad to ansura tha baat poaaibia imaga/ Laa pagaa totalamant ou partlailamant obscurclaa par un fauillat d'arrata, una palura, ate., ont At4 filmtea A nouvaau da fapon h obtanir la maillaura imaga poaaibia. Thia itam la fllmad at tha reduction ratio chackad balow/ Ca documant aat fllmA au taux da riduction indiquA ci-daaaous. Tha totti Tha posi oft» filml Orig bag! thai sion oths first sion or ill Tha shal TINI whli IMap difff anti bagi righ raqi mat 10X 14X 18X 22X 26X aox T 12X 16X 2DX 2«X 2BX 32X Th« copy fllmsd h«r« hat b««n rtproduead thank* to tha ganaroaity of: Library of tha Public Archivat of Canada L'axampiaira film* fut raprcrfuit grica A la gAnAroaltA da: La bibliothique daa Archivas publiquas du Canada Tha imagaa appaaring hara ara tha baat quality poaaibia conaidaring tha condition and lagibility of tha original copy and in kaaping with tha filming contract •paciflcationa. Original copiaa in printad papar covara ara fiimad baglnning with tha front covar and anding on tha laat paga with a printad or llluatratad Impraa- sion, or tha back covar whan approprlata. All othar original copiaa ara fiimad baglnning on tha first paga with a printad or llluatratad Impraa- sion. and anding on tha laat paga with a printad or llluatratad Impraaalon. Laa imagaa auivantas ont AtA raproduitas avac la plus grand aoin. compta tanu da la condition at de la nattati da l'axampiaira filmA, at en conformity avac las conditions du contrat de fllmaga. Laa axamplalras originaux dont la couverture en papier eat imprlmte sont filmte en commengant par la premier plat at en terminant soit par la darnlAra paga qui comporta une empreinte d'Impresslon ou d'illustration. soit par le second plat, salon le cas. Tous las autres exemplaires originaux sont fi!mte en commen^ant par la pramldre paga qui comporte une empreinte d'impreaaion ou d'illustration at en terminant par la darnlAre page qui comporte une telle empreinte. The last recorded frame on each microfiche shall contain the symbol -^ (meaning "CON- TINUED"), or tha symbol ▼ (meaning "END"), whichever appliaa. Un das symboles suivants apparaltra sur la darnlAre image de cheque microfiche, selon le cas: la symbols — »> signifle "A SUIVRE ", le symbole ▼ signifle "FIN". Mapa, plates, charts, etc., may be filmed at different reduction ratios. Thoaa too large to be entirely included In one exposure ara filmed beginning In the upper left hand corner, left to right and top to bottom, aa many frames aa required. The following diagrams illustrate the method: Lea cartas, planches, tableaux, etc., peuvent Atre fllmte A des taux de reduction diff Arents. Lorsque le document est trop grand pour Atre reproduit en un seul ciichA, il est fllm6 A partir da I'angia supArieur gauche, de gauche A droite, et de haut an baa, en prenant le nombre d'Imagas nAcessaire. Las diagrammes suivants lllustrant la mAthode. 1 2 3 1 2 3 4 5 6 ]\ V u .o r r J f^ AGRICULTURAL IMPROVEMENT ( . BY THE EDUCATION OF THOSE WpO ARE ENGAGED m rr AS A profession. lattrtinresseli, TCRY RESPECTFULLY, TO THE FARMERS OF CANADA. BY WILLIAM EVANS, AUTHOR OF THE " TREATISE ON AGRIOULTURSi" ItC. MONTREAL. PRINTED AT THE COURIER OFFICE. 1837. ,^J: -J-i ^ '<»-/: 6 ^':>i ,■-•.. V i/fy. V-?^ i. 1 »".» .' ■?'(?' Vj.'Ji -L.iii,. ..a;: i fc hj Ik SwfM JiK, ■V t '!■ .'Ji^Jf^r ^,A- -1- *' " '< /. ; i . ^ V *^ ■ ;i'l. 3(grfcuUttral Smtirobement. ■% LETTER I. ** Whatever be the position of man in society, he IB in constant dependance upon the three kingdoms of nature. His food, his clothing, his medicines, every object either of business or pleasure, is subject to fixed laws ; and ihe better these laws are understood the more benefit will accrue to society. Every individual, from the common mechanic, that works in wood or clay, to the Prime Minister, that regulates with a dash of his pen the agriculture, the breeding of pattle, the mining, or the commerce of a nation, will perform his business the better, the better he understands the nature of things, and the inore his understanding is enlightened. For this reason, every advance of science is followed by an increase of social happiness" — Says poli- tical economy. "] The citizens of Montreal and Quebec appear to have been a good deal interested lately on the subject of Education. The excellent lectures of Dr. Barber have, I believe, increased this in. terest, and there is every reason to hope, that much good will be produced in consequence. Whether it is in contemplation to extend the benefits of education beyond the bounds of those cities, I am unable to say, and from this uncer. tainty, I am induced to address the Agricultural population, and endeavour to convince them, f : t . .I'l I t. :\\ I' that if education is useful and necessary for the inhabitants of cities and towns, it will be found equally advantageous and pleasinor for those of the country. I am sorry to say, there is practi- cal proof in most countries, that education is not considered by alU to be essential to render every man competent for performing the part which he undertakes, or which his circumstan. ces oblige him to perform in life, with advantage and satisfaction t» -himself and others. Hence it is that education is much neglected, and from this cause agriculture must languish, and never will be in a flourishing condition, unless a larger proportion of the occupiers and cultivators of the soil are usefully and practically educated. There are many circumstances connected with agriculture, besides ploughing, sowing, planting, and harvesting, that require to be perfectly un. derstood by the farmer, in .order to ensure his success, and which an ignorant man never can understand. I would not continue a farmer /or one day^ were I convinced that it required neither education or science to practice my profession profitably. From my youth I have been taught to look upon the profession of a farmer, as above all other professions, and I confess this opinion has " grown with my growth, and strengthened with my strength." In the British Isles, i never heard this fact disputed. It is only when educa. tion is wanting, that the profession is lowered in estimation. From (he very nature of things, agriculture being the source of all wealth, and more particularly so in Canada, why should education be less necessary for those who prac- tise it, than for the merchant, manufacturer, or shopkeeper, the brewer, the baker, and a host of other mechanics and tradespeople? To view the matter in another light, education increases knowledge, and knowledge gives power, which must be desirable, because it may bo exercised '^^. advantageously in varioui ways. It then beoomas a qaeation of some oonseqiience to ascertain liow the power which knowledge confers is at present shared between the several classes which com. pose the population in Canada. I am sorry to say, that though the agricultural class forms an immense majority, that they are by no means educated in proportion to their numbers, com. pared with the other classes ; and that oonse. quently, a minority possess a preponderating power and influence. There are various causes to which this state of things is to be attributed. It has oflen been to mo a matter of regret, that few of the young men educated at the colleges and seminaries in Canada, hitherto, have become farmers. I suppose they must have considered that were they to settle on farms, their education would be of no value to them. They almost invariably apply themselves to the professions of lawyers, doctors, notaries, merchants, shop, keepers, or any other rather than to agriculture. This is one that it would appear is looked upon as a degrading profession for an educated young man. How strangely do men differ in their esti. mation of things? The greatest men of former ages, and Washington^ of our own times, when they retired from public life, occupied themselves in husbandry, as the only employment fit for great men. How injurious it must be, that those who are the best qualified .o promote Agricultural im- provement, and raise the character of agricul. turists, are withdrawn from that occupation, which ought to be honourable, and that station in society where, of all others, they might be most useful to the comTnunity. Farmers can- not occupy that high station they may and ought to do in British America, without a suffi. cient education. It is ihin alone that is^necoH. «ary to qualify them to fill this station, and re. ( M .4 1 ',1 >. 1 *. I- ^ V: \ t « ti I) ' tain it. I will froaly admit that a man may he w«ll educated and not be a good farmer, because a practical knowledge of agriculture ia necessv ry to oonititute one. I am persuaded, never, theless, that it will be difficult to find an unedu- cated man a good practical farmer, capable in all seasons, and in every circumstance, to make the most profitable use of his farm and opportuni. ties. If education is necessary for men that are engaged in pursuits of infinitely less conse. quence to* the world than agriculture, how can it be dispensed with by the farmer ? I would appeal to those who have had the ad. vantage of a good education, and who make a good use of it, by continuing to be reading men, what would compensate to them for the want of education ? Without including any of that kmtwledge obtained by education that is useful and profitable in common life, the man of sci. ence has other exquisite enjoycnents to which the ignorant must ever be entire strangers. I cannot forego the opportunity to copy here a few lines from Dr. Dick — ** If substantial hap. piness is chiefly seated in the mind, if it consists in the vigorous exercise of its faculties, if it de. pends on the multiplicity of objects which lie within the range of its contemplation — if it is augmented by the view of scenes of beauty and sublimity and displays of infinite intelligence and power — if it is connected with tranquillity of mind, which generally accompanies inlelleclual pursuits, and with the subjugation of the plea- euros of sense to the dictates of reason, the en. lightened mind must enjoy gratifications as far superior to those of the ignorant, as a man is superior in jstation and capacity, to the worms of the dust." My object in this communication, and those which I propose shall follow, is, to endeavor to etigngo the attention of agriculturists, in parti- euUr, to the all.important lubject of education. Without preiuming to dictate, I shall aimply •ubmit for their consideration, in the clearest manner I am capable, the advantages and plea- sures that would be likely to result to them, and to the whole community, from the useful, prac- tical and general education of the agricultural class. When I have done this, I shall next state what, in my humble judgment, is necessary to constitute this education, and how, subsequent, ly to the period of leaving school, education may go on constantly, extending and improving during the full term of existence, with all such as are desirous of attaining useful knowledge without in any way interfering injuriously with their business as farmers. This latter point, I think, it must be essential to prove, and I ex- pect I shall be able to do so satisfactorily. If I ■hall be unable to accomplish what I undertake, I trust, however, that what I may advance will be the means of inducing those who are more competent, to take the subject into considera* tion. If the prosperity of agriculture is promot. ed, it is of no consequence to me who shall be the instrument. .1 ''I i 4 » ', ♦^ '■ M ;:! LETTER IX. What are the advantagcis that are likely to re. suit, from the useful, practical, and general education of the agricultural class 7 To this question I reply, that an improved system of agricultural management would in. evitably be introdueed, by which it would be possible to augment the produce and returns ob. tained from the cultivated land, and stock in these Provinces, to double what they are at pre- tij i ■ent, and in many initances, much more ; and I am firmly persuaded, that no material improve, ment will ever be effected in the agriculture of the Canadaa, until farmers do become usefuily and generally educated. I have not arrived at these conclusions, without giving those matters much consideration. I know too well that far- mers, above all other classes of men, have an an. tipathy to change, and object to innovation, and * that there is no means of removing their preju. dices, but by education, which would enable them to examine thoroughly the changes that would be recommended to their notice, and look steadily at all the bearings of questions that would affect their interests. They would then, from conviction of their own minds, adopt with alacrity all measures that would be likely to augment the means of happiness of themselves, andHheir families. It is then that the natural fertility of this fine country would be taken full advantage of, the fields would be well cultivated, and yield abundant crops : the flocks and herds would be judiciously chosen, well managed and ' fed ; good and ample means of internal commu. nication would be provided. All matters in any way connected with agriculture, would clearly exhibit the industry, the skill, and intelligence of those engaged in husbandry, and raise the yeomanry of these Provinces to that high station they are entitled to occupy in this community. If education can produce these results, and no doubt it would, how highly should it be desired and prized by those engaged in agriculture. It is true, that agriculture may be practiced by imitation, without any knowledge of its theo. ry ; but in this case it will general^ remain sta- tionary. The mere routine practitioner cannot advance beyond the limits of his own particular experience, and can never derive instruction from such accidents as are favourable to his ob- ject, nor guard against the recurrence of such as .' M tr« unfavourtbl*. H« can kavo no racourM for unforieen eventf, but ordinary eipedientf ; whiU the educated man of icienco reeorta to general principlea, refer* evrnte to their true caueea, and adopt! hia meaauree to meet eaah caee < Aocording to " Paley,*' any man who keepa poBBeeaion of land, ia under moral obligation to cultivate it to the beat advantage. He expreaaea hiroaelf thua: — •* But it haa not yet entered into the minda of mankind to reflect, that it ia a dutt to add what we can to the common atock of pioviaiona, by extracting out of our eatatea the moat they will yield ; or that it ia any atn to ne. gleet thia." In reference to education, the aame excellent writer aaya :— ** In civilised life, every thing ia efTected by art and akill. Whence a peraon who ia provided with neither (and neither can be acquired without exerciae and inatruc. tion) will be uaeleaa ; and he that ia uaeleaa, will generally be at the aame time miachievoua to the community, ao that to aend an uneducated child into the world, ia injurioua to the reat of man. kind ; it ia little better than to turn out a mad dog or wild beaat into the atreeta.'* Thia ia atrong language, and on thia aubject, from a High-Churchman, and a man who certainly waa of firat>rate abilitiea, ahould have great weight. He did not apprehend that education would have a tendency to unfit man for their atation in life, whatever it might be. Dr. Spurzheim aaid, that thoae who are ▼eraed in hiatory, or understand the law of Chriatian charity, will join thoae who contend for the benefit of an inatruction adapted for every claaa of aociety, and that whoever thinke it right to cultivate hia own mind, cannot with juatice deaire that othera ahould remain ignorant. Indeed, I would go further and aay, that thoae whoae education waa provided for in youth, and who are now capable of duly appreciating ita t ■ ' ' ■ > r ' ' '■ 1 , ; I * M 10 benefits, are in duty bound to do all in their power to extend the blessingB of education to every human being, or at least, to all the unin. structed of the same community of which they are members. I expect to be able to establish the fact clearly, that a judieiout education will diminish crime, and increase the means of hu. man happiness; and if I am able to do this, it is a matter of the first importance in every coun. try, that the inhabitants be utefully and general- ly educated ; and more particularly the agricul. tural class, who, I maintain, will receive mora certain benefit from an education that is suitable for them, and incur less risk of injury to their habits and usefulness, from this education, than any other numerous class of this community. There is much more danger that some of the educated inhabitants of cities and towns would become idle and useless members of society, than that properly instructed agriculturists should be^ come so. But in any situation, the education that will not be productive of good to the indi. vidual, must be defective. ** The most enlight. ened are the most reasonable—the most reason, able feel more than others the real interests and motives they have to be virtuous. Without the study of nature, man can never know the rela. tion he bears, nor the duties he owes to himself and others — deprived of this knowledge, he can have neither firm principles nor true happiness. The most enlightened, are the most interested in being the best men" — however lamentable it may be, that we do not find them the best in every case. But we shall, among the uneducat. ed class, discover a mueh greater lack of vir- tuous principle and true enjoyment, in propor- tion, than among the properly educated. Mind was given to man for cultivation, and the means of cultivation is by education and reading. Like the soil of our mother earth, the ,^ .♦ .-•»'' 11 tnore judicioutly it is cuUivated, the more abun. dant good fruits will be produced for the benefit of the individual and of society. There cannot be a more just comparison made, than of an un- educated man, to an ill.cultivated farm ; and a usefully educated man, to a judiciously culti. vated farm. In the first, the natural product, whether good or bad,is allowed to keep possession to a certain extent, both in the mind and in the soil, and the general product of what is useful must necessarily be scanty. In the last, on- the contrary, no plants in the field, or ideas in the mind, are suffered to remain or take root, but such as are useful to man, and these are careful, ly cultivated, and the produce of good fruits are most abundant. If these results do not always follow, it will be from the intervention of accidental cireum. stances, and will not prove the general princi* pies to be incorrect. There may be many de- fects in the mode and extent of education. So far as the education at public schools, it is not, in my humble judgment, necessary that a young farmer's education should be carried further than would be practically useful — but it ought not to stop short of this poi|it. A judicious cultiva. tion of the mind is necessary and proper for the agriculturist ; but, to proceed further, will, in most cases, be^neither convenient nor profitable, more than it would be to expend much money and labour in over-cultivating a farm that would not yield adequate returns, and which is a very possible case. I shall refer to this subject in a future number. It is a great mistake to compare the agricul- tural classes in British America generally to what are termed the peasantry of other coun- tries, who are mostly persons that have little or no property, more than what they receive for their daily labour, or those who occupy t few ■I t . ■ f 1 1 . 1 ■ w aerti of land at tenanta, paying a high rent for it. On the contrary, the rural popalation in theae ProTineea tin jproprUtert of ample firma, atook, implementa or husbandry, &e. &c. There can he no question of the neceasity that eziita that persona circumstanced as the latter claaa should receive a suitable educstion. They can- not exercise their profession to due advantage without being thua qualified ; and the loss to this country that is occasioned by the absence of a judicious system of agriculture, and a con- sequent scanty produce, is enormous. In the British Isles, within the last fifty yeartk the produce obtained from agriculture has been greatly increased, and thia is to be attributed solely to the improved cultivation and manage. ment of soil and stdck introduced by educated men. The state of property in these countries will insure the advance of improvement in agri. culture, though it should not be through the suggestion of the occupying rent.paying farmer. It will be the interest of the great landed pro- prietors to proceed with experiments en land, and stock, so as to make Ibem as profitable aa pesaible, in order to maintain the rent of lands, 4t>o. on which their annual income chiefly de- penda. It is not so, in British America, the far- mers being the jirojprt«lor« of the aoil they occu- py, they muat rely upon themselvet for its judi. eioue cultivation. It ia for th«n to judge whe. ther they are competent to do tbisi without re- eeiving a uaeful and practical education. To any one acquainted with the real circum- stances of the Irish poor (and the Report of the Poor Coromisfiioneis made lately to the Britiah Government, will explain their true state) it would not be matter of surprise that these wretchedly poor people should be uneducated; but I have known in Ireland, poor men who work, ed for a miserable daily wages, and who could 13 ^'.i* not obtain one p'nd of butcher's meat for their family in six m 4ha, endeavour to pay & few pence monthly iur their children at a country achool. They felt their own wretched condi. tion, and expected by giving their children edu. cation, which they had not themselves the bene- fit of, that they might be able to make some im. provement in their condition. I admit that the children were not much benefitted by these schools, because they seldom had properly quali. fied masters, and no good general system of education established for the country population up to the time I left. I introduce the circum- stance, however, to show that these poor people were willing to deprive themselves of a part of what was necessary to support existence, in or. der to give education to their children, when they had no more to give them. They were in- capable of judging whether their children were educated in tuch a way as to make it useful to them in after life, and hence it happened, that in most cases the actual benefit was trifling, for the want of proper superintendence and en. couragement. In that country, beyond and that this suspension of their action was just as contrary to the wise and benevolent purpose of the Creator, as their wrong and guilty ap. . plication ? And does this reasoning fail when applied to the mind ? Is not the unemployed mental faculties as opposed to the advantage of the individual as the unused physical power ? ^ Can the difierence between mind and matter overturn the extraordinary principles of reason. ., ing and of morals ? Besides, how is man to be Srepared for the duties he has to discharge 7 — \y mere attention to his body? Impossibl<*. The mind must be enlightened and disciplined ; and if this be neglected, the man rises but little in character above the beasts that perish, and is ( . * f;-. t, '.J .. « t ■ 16 wholly unprepared for that atate to which b« ought to have aapired." In theae ideaa I moat cordially concur, and I ateadfaatly believe that there is no meana of teaching men to know themaelvea, what they ure capable of doing, what they ought to do, and how they can beat acoompliah what they have to do, than by a uae. ful education, conatantly exerciied during life, at every fitting opportunity, by good reading. If tbia be not the aureit meana to eatabliith right principlea in man, — to inatruct him in hia duty— to make him induatrioua in hia calling— ambi- tioua to provide for himaelf, and all those who have claima on hia protection, aa much of reaaon. able enjoyment aa poaaible— in fact, to teach him to do all that he may have to do, hotter than ho could have done, without education, it ia in vain thai; we ahould go to achool, or waste owr time at ** Book.Learning.'* The CasATOB, and Givbe ov all Goon, haa enciowed man with facultiea auiiable to hia con. dition, and though theae facultiea may not be given in equal meaaure to all, or in aome cases, from accidental circumatancea, may not be ao full or perfect in one aa in anothet, yet, with I believe few ejceptiona, the facultiea are capable of being improved by a proper education, to suit our circumatancea, and enable every man who exerciaea them properly, to fill hia atatica in ao. oiety, with credit to himaelf, and if not in all caaea, with advantage to the community, at leaat, without injury to them. We know by ex. perience, that all men do not poaaeaa equal natu. ral abilitiea, and cannot attain to the aame degree of knowledge by education, but moat men may acquire what ia necessary to enable him to per. form all hia duties, with satisfaction to himaelf and others. It haa often been obaerved to me that eduoa. tion waa by no meana necessary to a farmer who followed the plough, and had to join conatantly If .^ ••• in all the other labours of agriculture ; that it did not require much reading to inatruct men to plough, to dig, to aow, plant, or harvest. |t it true an uneducated roan may perform all these works as a machine might do. but he is not ca. pable, in all oases, and under every circumstance, of understanding the most proper and judicious mode of executing these works, and of doing all that ought to he done, so that the most fa. vourable results shall be obtained at the least possible expense of labour or risk to the safety of the crops. A farmer who employs labourers, and is himself practically educated, and qualified to direct the labour of others in every depart- ment of agriculture, to the best advantage, may have his work done in the most perfect mannert notwithstanding that there should not be one of those, he employed who understood the alpha- bet. He might direct and move them as he would a machine, though they should be perfect, ly ignorant of every thing connected with the art of agriculture, except the knowledge of la-^ hour, which they had learned by imitation. But let us suppose that the person who has to direct the labour of others on his fairm is unedu. eated, and not even well instructed in the prac. tioe of agriculture— has never had an opportuni- ty of reading, or hearing of the valuable iofor- mation that has been published on the improve- ment of the art of agriculture, the breeding and management of stock, and various other mattere connected with his profession. How caii such a man be qualified to guide himself, or direct oth» ers to profit or advantage? It cannot 6e, nor ne»0r ba$ been ! AAer a good deal of observation, and some experience, in the Old Country and in Canada, I am fully persuaded that it is necessary to un. dertland perfectly the theory and practice of agriculture, in order to practice the art proper- lA ^> :,;.■•.- Id ly, tnd, at the tame time, with the advantage it if otpable of. A man of capital, though he ■houldbe ignorant of the practioal part of far- ming, may, by employing qualified farm eer- ▼ante, have all the work executed in the moat icientifio atvle ; but I have reason to believe that this kind of farming is not the most profitable in this, or in any other country. I look upon farming as a regular profession that requires to be understood theoretically and practically, and those who will practice it without being duly qualified, may expect that success that a man would have in any other profession, of the theory and practice of which he was ^ holly ig. norant. There may be exceptions to this gene- ral rule, but I believe *' they are few and far be« tween.** Good management in husbandry, is that which will produce annually, from a given quan. tity of land, the greatest or most valuable pro. duct, at the least expense, and at the same time not exhaust the soil. This is what I understand to be profitable and successful farming, both for the individual and for the whole community. A farmer, under such circumstances, will have it in his power, with all those who are dependant on him, to enjoy a larger portion of the com. forts and conveniences of life, than those who raise only a scanty produce ; and being able to purchase and consume more of the necessaries and conveniences of life, he contributes towards the profits of other classes not agricultural. A farmer who can thus successfully practice his art, may well consider himself at the head of all other professions, tn uaefulneas, in every toay, beeaose he furnishes the means by which alone commerce and every other business is carried on. Were farmers only to produce what was necessary for the support of their own class, no other trade or profession could exist in the 19 world. If it desirable then, that every agrieul. turiit ehoald be capable of practieing hia pro. feesion in the moet perfect and profitable man. ner, io that land and itoek ihall yield the largest returns, that judicious cultiTation and manage, ment will give? If this is *'deToatly to be wished,** the only way to accomplish it, is bj encouraging and promoting useful education among the agrioultural class by every possible means. By reading the man^ excellent works on agri- culture that are published in Britain, France, the Netherlands, and other places, farmers will be able, with their practical experience, to attain a usefal knowledge of their profession. And by read'.Ag other good books, they will make them, selves acquainted with men and things, of other countries, their manners and habits, and thus they will obtain by degrees a perfect know* ledge of what they ought to do, in every cir. cumstance, and how to do it. I know It is by such means they will acquire a taste for improved agriculture and for the reason, able enjoyments of life, without which, im. provement will never advance one step. Per. sons may feel very well content with their sitna. tion and circumstances, and want none of the , actual necessaries of existence. But the quea. tion is, could their situation and circumstances be improved, and what are considered the means of happiness augmented, b^ a better and more perfect knowledge of their profession, which they might attain ? I would almost say, that it was stfl/ttl for persons so circumstanced to remain contented, if they were sensible of the fact, that their condition was perfectly capable of being infinitely improved, for their own very great advantage, and also for that of the whole community. An abundant produc- tion obtained from the earth by judicious agri« i . 20 euUarf, will, in orery oountry, except perhape in Ireland, be followed by an increaeed con. ■omption of the neceetariet, conveniencei, and eleganciei of life ; and, I believe, this it a state of things anxiously desired by all who inhabit this earth, and who enjoy the advantages of education. Yes, I would say, it is the main" tpring of all their exertions. Excluding from this question, every oonsi- deration of profit, of pounds, shillings and pence, which might result from the improvement of agriculture through the education of those en:, gaged in it as a profession, I would take leave to say, that there is not so favourable an oppor. tunity for men in any other profession or em. ployment, to enjoy the real pleasures, that edu- oation, science, and the study of nature in the works of Providinob afford, as that whieh is almost constantly in the power of the agriuol. turist. Why should he not then be able to avail himself of these opportunities, by qualifying himself to enjoy them ? Is it because his em. ployment is occasionally laborious, that he should not be educated like other men, or that education would not produce so much benefit, delight and pleasure to him, as to those who reside in cities and towns ? Is the mind of the farmer less capable of cultivation and improve, ment by education than the minds of other men ? Mind is the msn, and the roan must be what he knoweth, and his value to himself, to his friends, and to society will be proportioned to the quan. tity of good fruits produced from the right ex. ercise of his knowledge. Is not knowledge then worth seeking for, and greatly to be desired ? Most earnestly do I wish that it was in my flower to persuade those whom I address that it is so, and to think seriously on these matters, in Which they are deeply interested. If the un. educated were only made sensible of the disad. .^ .♦ 91 vantage! they labour under from thie wtnt, in many respeoti, m well as that occasioned by a defeclife ayitem of agricultural management, they would be euro to endeavour to provide a remedy for this evil, that the rieing generation should not suffer for want of useful instruction, as all those must^o that are now without edu. oation, and too far advanced in years to obtain it. LBTTIR IV. The experiment of a general and u§eful edu. cation, administered to an exclusively agricul. tural population, has not yet been so fairly tested in any country as to afford me the means of showing its practical efficacy. Until the conelu. sion of a General Treaty of Peace between the several European Nations in 1815. the education of the working classes in the British Isles, was very much neglected. Even up to this day, it is not so effectually provided for as it might, and perhaps ought to be, to produce all the good it would be capable of producing. Previous to the year 1818, very little was done to promote the education of the poor, consequently it cannot be expected that education has had much influ. enoe yet, in diminishing crime and increasing industry and good conduct. It will require time to bring to perfection a system of edneation that will be suitable, and it is only practical experience that will enable Le. gislatures and others in suthority to understand perfectly, the quality and amount of education that should be administered in all schools sun. ported either in p-^irt or altogether by paUic fiinds. It is only when a system of general and i . 1, .»».'. •■ I' I' 1 99 omAiI initruetion hat be«n in full operation for ■ome yeart, that 'ita utility will become fully manifeited. Few men that are capable of forming a correct judgment on the aubject of general education, would conaider that the knowledge of reading, writing, and the aimple rulea of arithmetic, aa (often imperfectly) taught at country acboola, ia a Buffioient education to inatruct men in their duty to themeelvea and othera. The education of country achoola hitherto haa aeldom extended farther than theae first rudimenta. And though thia degree of instruction ahould have been generally given to the rising generation, it could not be expected that it would have produced much benefit to the individuala or to aociety. Theae firat rudimenta are certainly necessary, and it is possible that for aome peraona who would subsequently use them and improve them through life, by good reading they might prove auffioient; but they will not create in every young person a desire to obtain all the informa. tion that ia useful and agreeable, unleas the in. atruotion at achools proceeds much farther in enlightening the mind to the benefita and enjoy, ments that are to be obtained by a full knowledge of our own country, and all that belonga to it,— of the world we inhabit, and all that ia in it, or in any way connected with it. The Experiment of a uaeful and general education is entitled to a fair trial, — should it not be productive of so much benefit to the community aa ita advocatea antioipatea, it will at least be giving the people the same opportunities which the rich ana more fortunate portion of the community possess, in having received education. The most excellent facultiea may be given by the Crbator to the poor aa well aa to the rich. Without education, these facultiea are comparatively uaeleaa. It is like allowing the best and most fertile land to remain waiU, that if cultivated properlr, wou . produM abundantly of what was useful for man. I would here aik, who aro they that aro qualified to give an opinion on the ad. vantages of education 7 It can only be those who have been educated ; no other can form a correct opinion of the matter. On what reS' sonable principle, then, can the man who prides himself on his own education, and who looks with contempt on all those who are uneducated, object to the universal instruction of man ? I must confess that I do believe those who would make the objection, would do so in order that they might have the greater chance of advan* tage to themselves, through the ignorance of their fellow men. In these remarks I wish to confine myself to the agricultural class, and those who may tako an interest in promoting the improvement of husbandry ; I do not address any other. Need 1 observe to them, that whether education is or is not useful and necessary, for the rabourers who work for daily wages in other countries, and who may perform their daily task under qualified «uperintendance, in a perfect manner, •s a machine would do, there can be no ques. tion that the proprietors of farms in Canada, should be usefully and practically educated, or they never can enjoy the advantages which their situation and circumstancei are capable of affording them. The statistical returns of the British Isles give very imperfect information of the state of the several classes into which the population are divided, as regards education, crime, and the poor and destitute of the agricultural and . other classes. The employment of the popula. tion of Great Britain is so various, that I cannot name one County, in England particularly, where they are exclusively devoted to husbandry. i . ,1, f . ', ; I ■! I 24 I am, thorcfore, unable to show the agricul* tural class aa they are^ in respect to edaca. tion, industry, and amount of crime. In my humble judgment it would be greatly desirable that statistical returns should be made in such a manner as to show distinctly the number of each classes of the community, — the general state of education of each, — the nature and amount of crime in each class, — and the degree of education whicli each criminal had attained. Also, the number of unemployed poor and des. titute of each class, the amount raised for their support, and from what sources these funds are derived. Statistics made out accurately in this manner Xvould show, at one view, the various employments of the population, — the general state of education, — what occupation of the peo- ple offered the greatest temptation to crime, and produced the largest number of offenders,— and what classes had the greatest number of poor and destitute to support. Returns of this description are essential to the good go. vernment of every country, and it is by such information alone that useful legisla. tion can be produced and laws enacted, suited to the habits and circumstances of the people. From what I can understand by the re* turns of population, %lc. in Britain, which I have before me, were they made out separately for the several classes, they would appear highly favor, able to the rural population. The principal sources of crime with them, in England, are game laws, and the mode which is sometimes adopted of administering the Poor Laws. I re. gret that I cannot refer to Ireland, though gene, rally an agricultural population. There were various causes existing in that country which unhappily produced crime, that do not exist in England ; and until those causes are removed, 95 and the poor better provided for, no permanent aoieliorttion can reaaonably be eipeoted. The principal sourcei of information which are at mj dispoaal are, ** Tables of Reyenae, Population, Commerce, &.o. of the United King, dom and its dependencies, part 4, — 1834," and the "Penny Cyclopedia,** now being in course of publication. In these works there is much use- fttl information — but, I regret to say that, on population they do not give the true state of the several classes as I would think it desirable, from the reasons I have already given. In these returns the state of education in Scotland is not given, though I believe there is no part of Bri. tain where the people are more generally edu- cated to a certain extent. I cannot, without such returns, and also of the state of the poor which I have not, refer to any of the agricultural counties of that country, however ftvourablo I am sure they would be to the cause I advo. cate. The principality of Wales is generally an agricultural country, with the exception of the counties of Glamorgan, and perhaps Mont, gomery. In the other ten counties there are nw manufactories except such as may be term, ed domestic. Of that country, I shall submit some interesting information. It may be objected that Wales is a thinly in. habited and poor eounlry, and that the same temptation to crime does not exist under such circumstances, as in a rich and very populous country. In reply I would observe, that the physical and other circumstances of Wales will not permit the same degree of improvement in her agriculture, or the great wealth of her pc pnlation that is attainable in England, oonse. quently her comparative poverty cannot be fair, ly urged. From 1891 to 1831, her population increased in the same proportion as that of Eng. 'H i, » 9 ■Ik' If '>' '^ i'. ,v *< ' * '». ."'• V ^- # * it' •■■' » ' ■ •'• t " '- ♦■ , - , Ill P!i lii f '. ■ ■ ^lip- land did in the ■ame period ; and, notwithstand- ing the immbnse advantagres which the latt^ir country possesses in regard to good soil, ample Capital, trade, mapufactlires and commerce, edu- cation has made miich greater progress among the, working classes iii Wales than in England ; and the amoiint of orimti and poor rates are ab. solately trifling in the former country compared with the latter. I do not give extracts of the statistics of Wales from any prejudice in favour of that country, more than any other of thd British Isles, but from the circumstance of hei: being almost solely agricultural, and every way favourable for recommending the cause I advf9- cate. * Excluding Glamorgan, which is a mining and inanufacturing county, the proportion of imputed crime in W^ales to the whole population is not , 1 in 3,000. tn England the proportion is about 1 in 600, and in Scotland 1 in 872. Of convicted priminals I believe they do not in Wales amount to 1 in 5,000 of the population. It is further re> jmarkable that, in 1834, in ten counties out of twelve, which are comprised in Wale^, there were only 14otfehders in all who had been com. ihitted before. In three counties there iverb none committed a second time, and in three, there were only one in each. In the counties of Glamorgan and Montgomery there are ma- liufacturies, and crime is of greater amottnt, than in any of the ten agricultural coiin. ties. By the reported state of gaols in 1834, in four counties, Carmarthen, Carnarvon, Dett. high and Radnor, who have a population not far short of 300,000, at Michaelmas 1834. there jTM not one pritoner in their gadls ; and in Car. dijgan county gaol, there were oikly three oon. fined. The eduoation returns for WtlM, in 1833, are very gratifying. The following are extracts :^- 27 Daily & Infant Schools, 1,429 Scholars, 54,810 , Sunday Schools 1,899 Do 173,171 Total qumber of Schools 3,323 Do 227,981 ] The population in 1833 might bo about 850,000. The report states that there may be some o( the scholars in the daily schools, y^ho attend the Sunday schools. But I should ima. gine, when the total number are so great, that there are not many of the young population in Wales, who are not now receiving education, to whatever extent of usefulness it is carried. The schools are chiefly supported by subscription, find payment from scholars. A few are main, tained by endowment. It is highly gratifying to me to be able to give such a statement, parti, cularly of a country almost solely agricultural, and which, at no very remote period, was the country of my fathers. I bppe I may be excused for giving in detail the statistics of one of the counties of Wales, which I have before me, Cardiganshire. The population in 1835, was near 70,000. The sum expended that year for the relief of the poor, was about five shillings for each inhabitant, and ibis amount bad not varied much for near forty years. The niimber of persons charged with criminal offences, in the three septennial periods, ending with 1820, 1827, and 1834. were 72, 56, and 63, respectively, making an average of 10 annualfy in the first, of 8. in the second, and of 9 in the last period. At the Assizes and Sessions in 1835, there were only 15 persons in this county charged with crimes ; and with the exception of one for housebreaking, all were for minor offences, of these only 7 were convicted and pun. ished. Of the aeeuted, 3 only could neither read nor write. The proportion of convicted offenders in the county was only 1 to 10,000 inhabitants. J •' i I % ' i 38 Education. — ^The following aro taken from an abitract of the enquiry on edacation, made by order of Parliament in the Sesaion of 1835 : Infirnt Schools . . 3 Children from 4 to 7 yean 79 Daily Schools. .92 Children from 4 to 14 do 4,062 Total under daily instruction 4, 152 Sunday Schools 175 Children^ adults attending.18,649 Total Schools 270 Persons receiv'g instruction 22,801 Of these ichools, there are maintained by en- dowment, 16 ; by subscription, 172 ; by pay. ment from scholars, 74 ; and by subscription and payment from scholars, 8. The report states, that many of the scholan in the daily schools, are supposed to attend the Sunday schools, but considering that the total number given are about equal to one third of the population, there cannot be many of the young that are not receiving some education. The statistical returns from Anglesey, a pure, ly agricultural county, are still more favourable, as regards the state of education and crime. In 1833, the population might have been about 50,000. The number of daily schools were 74; scholars, 3,303 ; and Sunday schools, 149 ; schol. an, 15,228 ; making a total number of persons receiving insiraction, 18,531 ; considerably over pne.third of the population, and by the returns of erime, the number of persons eetnmitted in 1835, were only 6, of whom 4 were convicted, and not one of whom had ever been committed previously. Hence the amount of crime in this county is only 1 in 13,500 of the population : a state of society highly creditable indeed, what, ever may have produced it. I would also direct attention to the state of industry among the peo. pie, which is clearly indicated by the generally trifling amount of poor-rates, compared with i h England, where the ■mount ie nearly three timea aa great, in many coantiea. There ia a remarkable contrast between the proportion of crime in some of the Engliah coun. tiea whoae population are chiefly devoted to trade and manufacturea, and the agricultural countiea of Wales. In Lancashire, the agricultural po. pulation bear a proportion of 1 to 8 of thoae employed in trade, manufactures, &.C., and crime ia aa 1 to 480 of the population ; in Middlesex, crime is aa 1 to 336 ; and in the City of Bristol, as 1 to 390, of their respective populations. I do not know the amount of poor.ratea, but I be. lieve they are very high, compared to Wales. I submit theae facts to show, that an agricultural population, are not generally so addicted to crime, aa a population employed in trade, manu. factnres, &c., and residing in cities and townn ; and that a useful education will probably make the disproportion in this respect still greater, if we may take Wales as an example of ita effects, though education there may yet be far short of what it ought to be, because it ia only recently it haa become so general. Though the Welsh people are not ao abound, ing in riches aa a large proportion of the people of England are, what better atate of society can exiat, than that where crime is almoat unknown ; general education, or at least the rudiments of it, provided for ; and the whole population capa. ble of supporting themselves by their own in. dustry, which appeara to be clearly demonstrated « by the email amount of poor.ratea that are re. quired for the poor and destitute? The oircum. stance that so large a proportion of the people are receiving instruction and enlightening their minda, ia a convincing proof that they are de. termined to improve their condition, and that the country and the people will advance rapidly in improvement and prosperity to the full extent they are capable of. r>* »1 ^'♦; < . ■A 4 ' S ■ .;' >■ % i. • , A- it Ms! ! Hi i'\m^ I Hi:::'! lit! I'M 111! I^KTTEB V. I stated in the last letter the difficulty tha^ existed to obtain fuU and correct statistical in- formation of the state of the rural population of any country separately from the other classes* M regarded their education, the number of poor «nd destitute, and the amount of crime. Wales as the only country of which 1 had any accurate information, in respect to these questions, and ^s her population in ten out of her twelve coun. ties were almost exclusively employed in agri- ^culture, I thought I might with propriety intro. duce the inforir.ation I have given ; and if it is not deemed satisfactory, I will regret that I have no better to offer. A general and judicious sys- iaifk of education is still wanted in almost every country, with the exception perhaps of Prussia, and some of the German States, but of these I j|a.ve not any statistical returns. In consequence ■of these ciniumstances, I am unable to submit tnuch practical proof of the beneficial effects produced on a rural population, by a general ai^d «aoful education, ^t is a remarkable fact that |*ruef ia, find some oif the Germao Statee, are not what are termed free governmenta, and they ^ave navertfaeloaB'^done mora for the improvo> Vnent of the condition of their people, tb^n has iaoB done m any other countries on the globe, liowever free their governments may be. In my view, there cannot be a more convincing proof iif the goodne»» of a government, than when it {provides for the instruction of the governed. It ahows that they do not apprehend any danger to the stability of the government, from the people liecoming educated, and able to form a correct opinion op all matters that interest them. Go. vernments that are supported by the public •opinion of* well instructed population, mu»t be m II ',,*,_-.• alrl^ tb withstuhd eter^ Andihy that would aMAil it hoM Within or witfaout. I tak« th6 folio wiiif «xtraat ffoni the •• Gbm. jttinioh of tho Britinh Almsna^, fbr 1835,** on ** Statistics df CHm« in France.** Thou|^b it doei not refer particttlarly to the agricultural (elasees in that country^ it will, however, show Ihe fatottrable indiiehce of a good educat ion :-^ •* It is here seen that, »t!t only is the proportion of criminals to the entire population smallest in the best instructed departments, but the nature of the crimes committed ia less serious. Thii result cannot fail to prove satisfactory to those who look to the cultivation of the minds of their fellow -citizens, as to the surest means of redeem, ing them from vicious habits. We have yet another evidence of the same tendency to offisr. Thia^s a table showing the intellectual Condi, tion of those oflbnders who have appeared re. peatedly at the bar of justice. Surely education, that description of it at least which alone is wor. ihy of the name, cannot be visited With reproach of diiposing man to the commission of crimee against society, when We find that on an average of four years the Whole population of France baa annually furnished no more than thirteeti educated individuals Who may be considered a» incorrigible offenders, or relapsed criminala, be- ing in the small proportion of one crfaninal ii» inore than tWo millions and a half of inbabi. tants.** Thto information would be more inter, eiting, were we acquainted with the proportion which the well educated bear to the whole pot vnlation of France. The French Minister of War, found, that ainee 1837, of the young mei» drawn to fill the ranka of the army, who aita taken from all elaaaei without distinction, a pro* portion of only thirty^eight in one hundred iould read and Wtite^ bnt this report do not itat» how many of thethirty-eight had received more ( ,. •I ^i:.. 3S !i*iltii''( liljjl! J» thtn the mere rudimente of lehool learninif. We cannot, therefore, form a correct opinion of the general state of education in France from theae reporta. The atatiatics of crime in France, which I have seen, include only those persona who are brought personally before the Court of Assize, and not those who are brought before the •* Correctional Tribunals,*' consequently they do not show the exact atate and amount of crime in that country. I would remind the reader that while the po. pulation of any country are only partially edu. oated, those who receive instruction cannot be so much profited by it, aa if the whole popula. tlon were to be judiciously educated. Thia more particularly applies to the agricultural classes. There are various causes, as well as the bad example of the uninstructed, that muat always be more or lesa injurious. The incapa. city of the uninstructed for the judicioua con. duct and management of their business, cannot fail to be indirectly prejudicial to the better qua. lified farmers. When farmers, who are proprie. tora of the aoil, will generally become usefully educated, they will understand and practice their profeasion in a manner that will yi3ld them abundant produce, and they will know how to apply that produce to the best and moat profit. able purposes. Unworthy and miserable jea- loney, ao common to unenlightened and ill. cultivated minds, would no longer exist among them — ^they would, like other classes, unite and act in concert in all mattera that would intereat ihem as a body — ^the veil would be taken away from their minds, and they would be able to aee thinga mi they are, and underatand how they ought to be, to promote their own, and the pub Ho welfare. It ia then they might aaaume that high atation in the community, which they are naturally entitled to, and have an influence that 33 would preponderate over all other elaasea united . Thia 18 not an idle fancy, but one that may be realized by farmera before the expiration of a great many yeara, if it is not their own fault. Are not auch results worthy our best exertions to attain 7 What should be considered of higher value to a man, than to be able to think and act correctly, and to the beat advantage for him- self, in all matters that concern him in this lifb, and a proper eduation will enable him do this, if he is not greatly deficient in natural faculties ; and the want of this education may leave him in a state not much removed from bondage and alavery ! I hope I may be pardoned for using strong language, but I cannot help aaying that in any country that is Christian, it is not very creditable to governments who have negleoted to provide for the judicious education of the peo. pie, up to this period, the middle of the nine* teenth century ; and, in my humble view, Egyp- tian bondage was a trifling evil, compared to the bondage and slavery tha^. a people are aubjeoted to, throuffh ignorance, for the want of eduoa. tion ; and that emancipation flrom such a atate of bondage and alavery, if in the people's own power,- ia more to be deaired than any other earthly good ; and where governments will do nothing, it is the interest of the people toendea. vor to help themselves. Notwithstanding that I am anxioua to see the class to which I am proud to belong, rise to their proper station in society, I would not wish they should possess any undue influence. I feel convinced that they are, and muit 6e, the produ. cere of almoet all that can inture the proeperily of every ela§§ in Canada ; and, therefore, they are entitled to have a great influence, and they cannot obtain the fair advantages which their situation and circumstanoea ought to afford them without this influence. I would willingly go B < . J^ t; [• '11 ,m! II iikii'ii''! into a ftill •iplanation of the grounds on whieh I have formed thie opinion, but it would oeoupy too muoh epaoe here to enter into partioulare. I hope thote whom 1 address will give me credit for not offering any opinion on what interests them, that I have not well considered. It would not be complimentary to the proper, ly educated portion of agricuK'.rists, were I to suppose that they would require any proofs from me, that the natural condition of man is capable of infinite improvement Inr a judicious education, and that it qualifies him n>r any, or for every si- tuation in life, better than it would be possible for him to be without this education. May I pre. iume that this axiom will not be disputed by anv one capable of judging correctly on the subject 7 It will follow of course that those who are not so educated must be subjected to many dis. advantages in their progress through life,— that they are in fact shut out from attaining any high or respectable station in society, however great their natural faculties might have been, or "^ unremitting in their industry and persevcr'^nco in their business or employment. Tbi^ is a truth that can be clearly proved by many ex. amples in common life. Hence the want of ' general education may be considered, not only to be injurious to individuals, but to the commu. nity, because it deprives the country of the ser. vices of those who, had their natural facilities been duly cultivated and improved, might be ca. gable of rendering the most useful and profits, le servioes for themselves and the public. It is manifest that an uneducated man, who is conscious of his deficiency, and the conse. quenoes of it to himself, must feel degraded, in that he knows he is not qualified to fill stations that an educated man, of perhaps much inferior natural abilities to himself, are eligible to ocou. py, — and that he is also incapable of many 35 other enjoymentt, that are almost eonitantlj in tlie power of the well ioitructed. I beve known oianv oneducated men* who by a combination of favourable cireamitancee, were ao fortnnate aa to acquire wealth, expreaa in the itrongeat terma their deep regret, for their want of eduea. tion, and would willingly aurrender up a large proportion of their property, could they p«r- chaae for it a knowledge of even the firat rudi*. menta of education ! la it not lamentable, that men should be placed in auch circumatancea by the i\eglect of those who thould have provided for their inatruction in youth 7 Theae trutha ought forcibly to urge all thoae who have had the good fortune to have had friends in yoath, who attended to their inatruction, to use their beat exertioiia and influence to promote general and useful education. I would mtreat them not to be deterred from the good work, because they may have met with some who were educated, (but certainly not properly instructed,) who have not applied themselves to any useful or profita- ble employment, and possibly may have become burdensome to society. It is, m my humble judgment, preposterous to suppose that a farmer who has got a good farm and stock to cultivate and manage, and is aware that it is the only means he has to provide for himself and hie fa. mily, would neglect bis business, when he be. came properly instructed to practice his profes. sion with profit and to the best advantage, and which I again repeat he never can do, unless ho is properly educated. Is it to be eupposed for an instant, that if the farmers of Canada were usefully and practically educated, they would neglect or give over farming, when they were qualified to understand every cir- cumstance connected with its successful prac. tice? What other profession would they apply themselves to in Canada, that would give I »i .-. ■ "<.■*•. ;;(• * * .1 ' 4 36 them food for their sattenenoe and raiment to eoTor them, so neceaaary to eziatence that they eonld not he diapenaed with for a day ? Agri. onlture mutt be the main fourca of the wealth and proaperity of Canada, and if it ia not main, tained in a healthy and proaperooa atate, every other profeaaion, trade, and buaineaa, muat ine. vitably languiah ! Thia ia a propoaition that ia ao clearly eatabliahed by the aituation and oir. cnmatancea of the country, that it will not admit of argument. There would, therefore, be no grounda to apprehend that agriculture could be neglected or given up in theae Provincea, unleaa in thia age of wondera we may diacover that eziatence may be aupported without food or clothing. We may aaaure ouraelvea that neither one or the other will be brought here to ua from diatant landa, unleaa we provide a aubatitute to give in exchange for them, and I am not aware that we can find any aubatitute, that other coun. triea would want or accept of from ua at preaent, except the produce of our aoil. Can it be neceaaary that I ahould offer any farther inducement, to recommend education for the agricultural dasa ? I know that it ia only through the ezertiona and influence of the edu. cated portion of thoae whom I addreaa, and othera who feel intereated in the improvement of agriculture, that the cause I advocate can be put into aucceaaful operation. I regret that I have no more in my power than to endeavour to persuade thoae to take the matter in handa, and who, I must Bay, ought to feel intereated in for. warding any or every meaaurea having for their object the instruction of their fellow men, to enable them to perform their duties in life, bet. ter, more profitably, with greater satiafaction to themselves, and more for the adTaniage of the community. There is not a subject that can be of greater importance than the instruction of the people, and there is no meani thai oin be adopts ed in tbia Province that will more certainly pro. mote general proaperity, than the naefiil and practical education of thoae engaged in huaband. ry. I expect the next letter will conclude the firat part. LETTER VI. I recommend education to the agricultural eleaa from a firm perauaiion that they would de. rive more benefit from it in every way it can be conaidered, than from any other meaaure that ever waa recommended to their notice for adop. tion. Whatever doubta may exiat on other queationi, there can be none that thoae who ahould conatitute the Yeomanry of firHiah America, ahould be properly educated, or they muat be unfit to occupy the aituation they fill, with either credit or advantage to themaelvea or to the community. I have already aaid there are many aubjecta connected with agriculture, |vhich have a great influt \ce on ita proaperity, and that cannot be understood by the uninatruct. ed. Among the number, are the meana of in: ternal communicatione, which would require te» be ample, in an extensive country circumstanced as this is, exporting her own produce, and im. porting the produce of other countries in ex. change. For these purposes railroads, bridges, and navigable waters, are most essential, and in promoting these improvements there it not a class of the community that should be more in* (erested than the agricultural, though hitherto they have scarcely taken any interest in the matter. Where they ought to lead, their own 1 '■ ■J tr' '■ ' '.'i'l 1 1 /Ml *!*lll neglect has lefl them to be ihat out altogetiier. I am aware they have not capital to eouBtroct thece works, but they have land to produce what would employ the works aAer they were con. structedi and without this produce such works would be useless. It is a product raised from the soil of Canada that must support these pub. lie works, and refund the money expended in their construction. Whether the produce of the soil is transported by railroads, bridges, and navigable waters to be sold to the merchant or tradesmen, or the merchandize bo conveyed by the same means for the supply of the agricul. tural population, the cost of transport, both ways, must be paid out of the produce of the country. It will be deducted from the value of what the farmer sells, and it will be added to the price of the merchandize he boys. A farmer in Upper Canada, or in any other distant settle, ment, who sells wheat that is subsequently ship, ped at Montreal or Quebec, or consumed in these cities, must sell it at a price that will pay for transporting it to those places, and the goods that are purchased in Upper Canada or other distant places, are charged with the cost of transporting them from the port of Quebec or Montreal. I do not complain of this, because it is perfectly reasonable it should be so; but I would wish to show farmers that from these facts it is plain, that the better and cheaper the means of internal communication throughout the Provinces, the greater will be the value of their produce to them, and they will be enabled to purchase the merchandize they require at a lower price. Hence it is manifest they will be every way benefitted, and, consequently, should be the first to suggest these improvements where they would be likely to be useful, but only in such situations. There are matters connected with these improvements that require their at. Uniion. In England, lately, they have adopted a rule in chartering railroad companies, that will prevent them becoming unfair monopoliea, and will sabject them to the controul of Parliament. They are also liable to all damages that may be produced by their means. These precautions are not less necessary in these Provinces, and it will be the duty of land owners to see that they are provided for. Those who expend capital have a right to every fair privilege, but to none that would be injurious to public interests. These works are generally under the superin. tendance of those who are no way connected with agriculture, and who in consequence do not much regard its interests. If farmers are not competent to give attention to all these sub. jects, in which they are so deeply interested, they cannot expect that others will do it for them. It may, perhaps, be considered out of place, that I should introduce this subject here, as it is not directly connected with education, but how are farmers to understand these matters without being instructed ? It is impossible they could, and their prosperity will be retarded in consequence. To the agricultural and other classes I would say, that from whatever funds these public im. provements may be effected, it is a product rais. ed in the country from the soil, and the labour applied to its cultivation, that must be the great source of supply for the support of such works. The transport of troops, Government stores, emigrants, and travellers for pleasure, may con. tribute a part, but it will not be a large proper- tion. Ample means of internal communication, and ample production, will go on well together. BUT CANNOT, and will not, prosper separately, unlesp Canada becomes the cam's r of the pro. duee of other countries, and not of her own soil and industry. The St. John's Railroad, now 'm i . ■^ -i 4 > k ' 4j * I 'I II' ' 40 / *» Hilt operation, may be eaid to be thus employed ; but , I hope it will not long continue so. It would be well that agriculturists and others would al. low themselves to be persuaded, that it is from a produce raised in this country, that the riches acd enjoyment of its inhabitants must be derived, and that from none other source can it be ob. tained, unless such of the people as have a fixed income from other countries, which they expend in this. Platfair, in his ** Decline and Fall of Na. tions,*' says, ** If the agriculture of a country be neglected, that country becomes poor and miserable.*' Again, ** The wealth of a nation, like the happiness of an individual, draws the source from its own bosom. The possession of all the Indies would never make an indolent people rich ; and while a people are industrious, and the industry well directed, they never can be poor.** The same author says in another place, ** The wants of men increase with their knowledge of what is good for them to enjoy ; and it is the desire to gratify these wants, that increases necessity, and this necessity is the spur of action.** Education will enlighten men on all these matters. I think it is proper that I offer a few obser- vations here on the present state of agriculture and agriculturists in Canada. I will do so as correctly as I can, and I hope I shall not give oflence in any quarter. In every country it is desirable that the condition of the people would go on constantly improving, and in this it might rersonably be expected to be the ease, where rent and taxes are triflinjz, the soil good, and the climate on an average of seasons very favorable. If improvement do not progress under such cir. oumstances, it becomes the duty of men of in. fluence and the well instructed, to examine into the causes that are supposed to prevent it, and 41 provide or BUfr^est a remedy. There may k.i< differences of opinion as to the existing cauits that obstruct improvement in a country, and, unfortanately, these diffurences of opinion have a tendency to perpetuate evils that otherwise might be got rid of, by a cordial co-operation of the influential in society. The subject on which I write, ought* above all others, to be interesting to every one whose home is in Canada; and every nuMt of every party^ should sincerely unUe in forwarding every measure that would be con. sidered necessary to increase the produce of the soil of Canada, and thereby augment the means of happiness of all her inhabitants, without dis. tinction. It is a most unfortunate mistake, that every one should not be perfectly aware that by advancing the general interests, individual into, rests will be most certainly and permalfently promoted and secured. Few, indeed, can get rich in a country by fair trading that will not produee abundantly. The thing is impossible. . It is deserving of attention, that agriculture has now been a long time practised in Lower Canada by a rural population, that wefe gener. ally uneducated, and that the system of cultiva. tion, and management of stock, did not undergo much alteration since the country was .first set. tied. If it is found, nevertheless, that the agrt. cultural population throughout tbe Province are at this moment in a prosperous state, and their condition constantly improving, it would be a convincing proof .that their want of education did not operate against their interests, and that they did iiot < require, like otheir countries, to introduce any change in their system of agri. cultural management, inasmuch as the old me. thods succeeded to, their entire satisfaction. If such be in r • ! * u >l«i 4d own habits or modes of action, if I thou^^hf them reasonable; and found them satisfactory to myself, without very strong grounds folr sup^ posing that by adopting a change, I would im. pro^ri) my condition, and increase my means of reasonable enjoyment. But if I did suppose that a change would produce this good to me. Were I to hesitate in adopting it, it would indi. cate a want of judgment, or perhaps common sense. ^ We know that in other countries the produce of agriculture has been vastly augmented within the last few years, and this increase was >btain. ed in consequence of new and imptcved modes of cultivation, and management of stock being introduced. There is scarcely any country in Europe that are not endeavouring to adapt, and brinPnto practice^ new and approved systems of agricultural management. In France, very great exertions are being made in this way since the termination of the fast war, and by late ac counts, vast improvement is effected in her bus- bandry and stock. The old modes of cuUiva. tion, and management of stock in Canada, are acknowledged to be very defective by persons born in the country, and well qualified to form a correct opinion. Though much is said against the climate of Canada, 1 know that the modes of cultivation that is in many instances adopted here, and may in favourable seasons produce a reasonable crop, would not, if adopted in England, produce a crop that would be of any value. What is in fact the present state of husbandry and of the agricultural population of the Pro. vince generally, and which has resulted from the fractice of agriculture under the circumstances have mentioned? This is a question, I would wish others hotter qualified than I am, ehould answer. But as I have no alternative here, I 43 -* ! eannot help taying that from my own observa- tion, and from reports, I am sorry to believe, first, that husbandry is not practised on the most approved principles, and does not yield a produce any thiiigf ne4r what it might do under different management ; secondly, that it follows as a natu, ral consequence, that the agriculture population generallyt are not in so prosperous a condition as they ought to be ; «ad thirdly, that the general improvement of the country does not advance with that progress, which countries do, that are not possessed of so many natural advantages. This is my candid opinion of the state of a<;ri^ culture in Lower Canada, and perhaps it is not much better in Upper Canada. If, then, such are the results that have been produced by agri- culturalists that are confessedly deficient in edu. cation, and practising a system of cultivation and management of stock that is long in use* and that is proved to be defective by its conse- quences, it is unquestionably prudent and neces- sary that a change for the better should be introf duced without hesitation or delay. The present system has been tried a sufficiently long time to give full opportunity of knowing all its advan*. tages ; and if they do not prove satisfactory, it is evidently our duty to give a fair trial to a dif- ferent system, and the only legitimate means to insure the introduction of the very best mode of (arming in every department, is by properly in * structing every man who is proprietor of, and cultivates a farm :n Canada. This will be a reasonable experiment, and one that is necessary independently of the favourable influence it would have on agriculture. Though I could not expect to live to see the practical results of this experiment, yet I do look forward, confidently, that they will be most happy for those who will try the means, and apply thom industriously, r PLAYFAia says — •• The great end of all effort ! ,*. r. i. ii t I. : '^ 44 ! i,-'''i : ii, to improve upon the means which nature has furnish d men with, for obtaining the objects of their wants and wishes, and to obviate, to coun- teract, or do away those inconveniencies and disadvantages which nature has thrown in the way of their enjoyment.*' Let farmers be judi. ciously educated, and the occasional inclemency of seasons will not be so injurious in their effects, because the husbandman will be better qualified to understand the most prudent and suitable means to adopt to guard against injury, and to remedy casuiUties that might occur under extra, ordinary circumstances. Mao never can discover what he is capable of executing until he has improved to the uttermost the faculties bestowed upon him by the Crba. TOR. When he has done this, he may, by exer. cising them prudently and industriously, over* come almost every difficulty in nature, over which it would be proper or liBeful that he should have the controul. This is a privilege which, I believe, the Almighty has left it in the power of man to enjoy, and which places him high indeed in the rank of creation. Perhaps the reader would excuse me for introducing Shakspeare's admirable description of a man. — ** What £ piece of work is a man ! How noble in reason .' bow infinite in faculties ! in form and in moving how like an angel ! in apprehension, how like a god ! the beauty of the world ! the paragon of animals !" . This is truly a flattering description, and he who cultivates aright his natural faculties, and exercises them properly in the situation of life in which he may be placed, will not be altoge. ther unworthy of it, and of the rank in creation which the Creator intended him to occupy. — On the other hand, how could it apply to an ig- norant man that was unable to comprehend even the literal meaning of the description ? Man is 45 like many other thinga in creation, of little value' cornparativeljr, until polished, and prepared for the duties he has to perform. The rough mar. ble in the quarry has scarcely nny retsemblance to the beautiful forms it afterwards assumes in the bands of the artist, though he does not change the natural qualities of the marble. So with man in his natural state, and when improv. ed by the proper cultivation of his mind. His faculties are not changed but they are improved, and made belter capable of contributing to his own enjoyment and happiness, and of more use- fulness to society. I feel fully persuaded in my own mind, that man was formed in the most perfect possible manner for his situation on this globe, and capable of enjoying every reasonable happiness, if it is not his own fault, or that of his fellow.men to prevent it. It is a melancho- ly truth that a vast majority of those who people this earth, do not cultivate or improve their fa. culites, and can have no higher enjoyment than those that are sensual, and the gratification of their sensual pleasures appears to be the only end of their being. Who is it that lives in a land of Christians,' that would not aspire to higher aud more glorious enjoyments than these ? We happen to live in an age of the world when few persons would have the hardihood to come forward and give open opposition to edu. cation. T'ley would scarcely hazard tht'ir re. putation by defr nding a position thd* is almost universally considered as degrading. They would not dare to oppose instruction when it was the declared public opinion that ** the more learning a people have, the more virtuous, pow. ^ erful and happy will they become ; and that to ignorance alnne must the contrary (effects be im. puted.** A French writer, whose name I do not now recollect, says : — *' There is but one case I. . 6?:-! ■ ij . k IL m: '.■^i H t t. ' m 46 IV here iKHorance can be desirable ; and thai is when all is desperate in a State, and when, through the present evils, others still greater ap. pear behind. Then stupidity is a blessing; knowledge and foresight are evils. It is then that, shutting our eyes against the light, wo would hide from ourselves the calamities we cannot prevent." Indeed I believe that this is the only cne where knowledge must not prove beneficial to man, wherever he is placed ca this globe, and whatever lie his rank.— Lord Brougham was of opinion that ** the farm servant and day labourer, whether in his mas. ter*s employ, or attending the concerns of his cottage, must deirve great practical benefit — must be both a better servant, and a more thrif. ty, and, therefore, comfortable cottager ; for, knowing something of the nature of soils and manures, which chemistry teaches, and some* thing of the habits of animals, and the qualities and growth of plants, which be learns from na- tural history and chemistry together." And why would not their masters or employers be the better for such knowledge ? Need I say more, to recommend useful education for those who have it not ? I cnuld go on and write a large volume on the subject were it necessary, and bring forward to my aid extracts from the greatest and best authors that have ever written a book. I hope, however, this part of my sub. Ject may stop here ; but, before I conclude it, I shall oner a few remarks on what is termed ** Book Farming.** Though the information that is to be obtained from publications on agri- culture may not be sufficient to instruct men perfectly in the art of husbandry who have had no previous experience of the practice ; yet, such books are extremely useful, even to tho best instructed farmers. There are few who may not derive some useful information from iheifi of which they were ignorant before. For^ farmers who may have some practical ezpe. rienoe of agriculture, but are unacquainted with the most judicious systems that have been adopt, ed in other countries, the re;^ ng of approved worlcs on husbandry is indispensably necessary for their instruction. There is no other means practicable for their obtaining a knowledge of it. It was by publications on the practice of good husbandry, the breeding and management of stock, that the vast Improvement in agricul. ture and stock has been accomplished in other countries ; and the study of such works is much more necessary for the farmers of Canada, who are proprietors of the soil, than for the farmers of Europe, for reasons I have already explained. This would alone be a sufficient motive for edu. cation, as without it farmers can receive no be. nefil from the best works ever were published on the subject of agriculture. The following extract is from an address by a gentleman lately to an Agricultural Society in the United States : — In reference to the study of agricultural books he says: — **lt is an exact description of the arts written down in letters. It is the collected wis. dom of the best cultivators of the earth : it is the noted result of experiment ; the detail of theory confirmed. In a word, it is a history of the developement of the principles of farming, from the first imperfect efforts of ignorance and isolated means, up to the present time. Now, farming is a science, as much as geometry ; and it is a knowledge of principles which makes a man a good farmer. A knowledge of these principles can only bo obtained by experience ; but this experience may be taught by books, and is so taught. So that, after all, we find that a scientific or book farmer, does practice on expe. rience, save that he takes the experience of the 4 • V I m ' • ■ •- whole world, through all lime, instead of taking only that of hia immediate neighbour, and in. atead— untaught and ignorant— >of hie own." Thia gentleman*a ideaa are perfectly juat. For myaelf. I can aay truly* that I would be anxioua to aee and read all the good hooka that ever were pttbliahed on the subject of my profession, and •m aure to find what will instruct and interest me. LlETTER VJI. ll!;. Ml - What ahould we understand to be a useful education, suited to the situation and circum- stancea of the agricultural class in Canada 7 I have aeer in Platfair's *• Causes of the Decline and Fall of Nations,** what I think ia a very good reply to this question, it is the following : — ** Kducation, on the general principle, consists in learning what makes a man useful, respectable, and happy, in the line for which he is destined.** And this, I believe, should be the object of all education, whether public or private. It is a question of some difficulty, and en which a con. aiderable difference of opinion exists, ' as to the best mode of administering education, and to what extent it should be carried at public schools, in order to make it useful. On a matter of so much importance, I would, with great deference, simply submit my views, supported bv the best authorities I can bring to my aid. It will be for those better qualified to consider of what I may advance. If I am only able to excite others to take up the subject seriously, and make a beginning in the good work, I shall be perfectly contented that they should obtain all the honor 49 of providing for the initruction of the rising generation. In discussing this subject, I shall endeavour first to ascertain the number uf persons who require to be receiving education, — the number of schools necessary for their accommodation, — how many school-masters and mistresses would be wanted, — the qualifications they should pos. sess to fit them for their duties, — the probable expense of a general education, — ancl from what fUnds this expense might be paid,and permanently provided for. First. What are the probable number of the affricuUural class who should now be receiving education in Lower Canada 7 By the statistical returns of 1831, the number of persons over five and under fourteen years of age was 93,000 of all classes. At the present, I suppose we may conclude that they amount to at least 100,000, and that the whole population is fully 600,000 souls, of whom 500,000 may be. long to the agricultural class. In England they compute th^.t near one-third of the population are over two and under fifteen years of age. If the same rule would apply here, we would have 166,000 of that age who belong to the agricul. tural class: and if so, there should be near 100,. 000 whose education should be provided for. Indeed I would suppose that this number of the rural population would be the least that should be receiving instruction at schools constantly, including both sexes. I would not include in this number children under seven years of age. I think that in the country parts children require to be under the mother's care until that age, and that they will be better and safer there than else, where. Infant schools may be very good in cities and towns for those who approve of them, and who may wish to have their children ont of their toay. But I think if children be kept regu- iii :Vl^i .»' ■ ¥i lis .:" itc ..." %^::-M larly to ichool from leven to fourteen yean of age, they will be able to obtain a retpectable eduoationt if it is poiiible to teach them, and the ichoolmaatere and mistreiiea competent to their dutiea. Children may be receiving some inatruction at home before they are aent to achoola. There are few familiea, I would hope, in which there ia not to be found some peraon who ia capfible of teaching young children what they ought to learn. I know, from experience, that there are not many children of tender age that will receire great benefit from attempting to educate them at achools before they are six or aeven yeara old; and the only way to try the experiment fairly, would bo to aee what woula result from commencing the education of some children from early infancy, and of others from six or seven years of age, and give each equal opportunitiea until fourteen. I will take upon me to say that if the children are endowed with equal natural faculties, those that commenced their education at six or sevon will have attained as much useful instruction as those who commenced at a more early age. I ahould be very sorry to send my children to a public school, while they would require all the tender care of their mother. According to Winzbl, all the parts of the hu. man brain have not attained their full size till the age of seven years; and he found that those parts of the human brain, which are formed Bubaequentl^ to birth, are entirely wanting in all other animals which he had examined. He also £9und that during the evolution of the parts peculiar to the human brain, the peculiar facul. ties of the human intellect are proportionably developed ; and, finally, that, till those parts are developed, those faculties are not clearly per- ceptible. But at the age of seven years the hu. man brain eisentially possesses, although not 51 ^et matured by exeroiie and education, all those intellectual facultiea which are thenceforward observable ; and at that age the brain is perfect in all its parts. And from that age to eighty, the changes in the human brain, with respect to size, either collectively or in its several parts, are very trifling. I do not pretend to be quali- fied to give any opinion on the truth of the above remarks, though they appear to be per. fectly just to me, comparing them with what I have known of the progress of infancy. I have in idea, divided the first twenty.one years of man's life into three periods, of seven years each. The first of which he should be under the care of his mother, the second under that of the'tutor or schoolmaster, and the third under practical instruction for the profession which he intends to follow in life. I think this a very natural division of a young man's time until at majority. What number of schools would be necessary for the accommodation of 100,000 scholars, of both sexes ? I would say that 1000 schools, that would give separate accommodation to males and females, would be sufficient. This would give 100 scholars of both sexes for each. A good master or mistress will be competent to instruct 50 scholars, provided a prooer system is adopted, the scholars formed into classes, and the best instructed appointed monitors in each class. I do not know the number of school, houses that are available at present, or whether they are properly constructed, or conveniently situated. It is most essential that they are pro. perly constructed, for accommodating the males and females in separate apartments; and that the school.houses are situated in the most cen. venient situations. It is impossible for me to form any accurate estimate of the amount of funds that would be required to meet the ex. ■; t... I : i!: 52 penses of erecting school-houses, as I cannot say how many more will be wanted, and perhaps it would be considered frreat presumption in me were I to offer any opinion as to where these funds should come from. I will, however, say, that school-houses should be erected that would afford ample accommodation, from whatever sources the cost of building them may come. There is no possible improvement that can be introduced that will go farther to promote the prosperity of this Province, than the erection of handsome school-houses — the providing of properly qualified male and female teachers for them — and that they shall be constantly attend, ed by the youth of both sexes to receive instruc- tion. It will be for the government and the le- gislature to d'dtermine how this plan should be put into opersiion. Of the necessity and utility of the measure, there can be no doubt. It will be necessary, of course, that a master and mis. tress be provided for each school, and that the education of the boys and girls be carried on in separate apartments. It is of the greatest importance to attend to female education ; and in the appointment of female teachers, the strictest attention should be given to have people of irreproach- able conduct in every respect, and none other. We should recollect that the girls who may now attend the schools, will be mothers of a future generation — that they will be capable of giving some instruction to their chil. dren — and that the education of the mother will have an influence on the education of her chil. dren, as her conduct in life must have on that of her husband. Plavfair has made some excellent observa. tions on this subject, which I think may be inte. resting : — •• Writers on political economy have, in general, considered female education as mak- 1 • ; " .' 63 ing no part of the system ; but surely, if the wealth and happiness of mankind is the end in view, there can scarcely be a greater object, for none is more nearly connected with it. Let it be granted that, in the first instaaoe, women are not educated with any view to carry on those labours, on which wealth is considered as de- pending. Yet, surely, when they become wives and mothers, when the economy of the family, and the education of the younger children do. pend chiefly on them, they are then of very great importance to society. Their conduct, in that important situation, must be greatly infla. enced by their education. Female education ought then to be considered as one of the things, on the conducting of which well, the prosperity of a state does in a great measure depend ; it ought, therefore, to be attended to in the same manner as the education of the youth of the other sex." » * » ** If the women of a na. tion are badly educated, it must have a great effect on the education of their sons, and on the conduct of their husbands." * * * "The great general error consists in considering the woman in her identical self, without thinking of her influence on others ; but wa find no state in which the virtue of men has been preserved where the w oman had none ; though there are examples of women preserving their virtue, not. withstanding the torrent of corruption by which that of men has been swept away." I am perfectly convinced that in any general system of education, it is fully as necessary the females should receive proper instruction as the males. I do not say that they ishould learn all that it would be proper for ihales to be instruct, ed in at schools, but they should know all that was calculated to produce pleasure and satisfac tion to themselves and those with whom they may be associated. The knowledge that is good '.'•■! :'^ *4 .1 1 Hi 54 for human nature is good for them, and they ought to have it in their power to be effective contributors to the welfare and intelligence of the human family. In intellectual as well as in other affairs, they ought to be fit helps to man, and if they receive a suitable education, they will be 80. *' Women should be so instructed, that in every thing, social, intellectual and reli. gious, they would be fitted to co.operate with man, and. to cheer and assist him in his endea. vors to promote his own happiness and the hap- piness of his family, his country, .and the world." It is of great importance in any plan of ge- neral education, that schoolmasters, properly qualified, shall be provided, otherwise we must not expect that education will be productive of much usefulness to the individual or to the com. munity. It may be well that schools would be under the superintendence of trustees, locally appointed ; but theise trustees may not be com- petent to form a correct judgment of the neces- cary qualifications of a schoolmaster. In my humble judgment, no teachers should have the charge of the rising, generation committed to them until they had been examined before a pro. perly qualified Board of Commissioners, institu- ted by legislative authority, whose duty it would be to ascertain whether they were sufficiently instructed in every way to take upon them to in- struct others usefully. If education is partly, or altogether, supported from public funds, it is not unreasonable that the legislature should also provide, that this education was so administered that it produced the greatest possible benefit to the individual, and to society. It is in conse- quence of neglect in this respect hitherto, that useful education has made so little progress, and money has been expended without produc ing adequate benefit. Mr. Playfair hae an excellent arlicle on this Bubject in his book, from which I have already given extracts. He says : — **The plans of educa. lion are everywhere bad, and the manner of ex. ecnting still worse. Those to whom the edu. cation of yeuth, one of the most important of* fices in society, is entrusted, undergo no sort of examination to arcertain whether tiiey are fit for the business. T'hey, in general, depend upon their submissive conduct towards the parents and improper indulgence to the children for their success. It was found that the judges of crimi. nal and civil law could not be entrusted with the administration of Justice, while they depend, ed on the pleasure of the crown. Can it then be expected that a much more numerous set of men, who are in every respect inferior in rank and education to judges, will maintain that up. riffht and correct conduct that is necessary, when !h"? are infinitely more dependent than thejutigfe rer were at any period ?" » « ♦ "As : s a case where individuals cannot serve thoiabcives, nor provide the i miblub of being properly served, it is one of those in which the government of every country ought to interfere. Not in giving salaries, at the |>'2blic expense, to mer. who, perhaps, would do no duty; but, in eeeing that the men who undertake the task of education are qualified, and that when they have undertaken it they do their duty, and follow a proper system. There should be proper exami. nations, from time to time, and registers should be kept of the number of scholars, and the satis, faction they have given to those who examined them." « » ♦ €♦ The business professed to be done, and undertaken, would then be performed^ At present, at about three times the expense necessary, children learn about half what they are intended to be taught. In. terfering in this manner would be no infringe. t'i • '■i „*■ 56 ment of private liberty ; nothing would be done that could hurt, in any way, the individual!, but what roust greatly benefit them. The youth would be taught to know what it is that renders a man happy in himself, and respected and va- lued by society. » « « Youth, badly educated, make bad men, and bad men ne- glect the ec^ucation of their ehildren ; they set them a wrong example ; such is the case where a government does not interfere.'* In Prussia, where the general education is provided for, and where the children are obliged to be kept at school from the age of eight to fourteen years, schoolmasters are regularly edu. cated, and cannot be appointed to any school until they have been strictly examined as to their qualifications, and obtain a certificate of their competency to fill the situation of school- master. And this is not a mere matter of form, they cannot pass the examination unless they are well instructed in every branch of educatioii that is taught in the schools, and which include their moral, civil, and politi. cal duties. It is surely desirable that men whom we intrust with the instruction of our youth vhould be sensible, strictly moral, and well in. ■tructed in every respect, or how can we expect any favourable results to ensue ? I have seen many boys, who after spending several years at school, were perfectly ignorant of all that was useful to them to know in after-life. They had learned some things certainly, but did not ttii. derttand much about them, more than a parrot would the meaning of words it had learned to articulate. I have known school.masters, who, when they failed in impressing upon their scholars* brains a conception of the lessons they attempted to teach them, adopted the method of whipping the meaning into their backs to save the trouble of proper explanation. There 57 ii no roettni which I tm aware of, that will bo moro eiFectual ia prevontinit any bat proporly qualified teacbera male and female, from being appointed to lohoolf, than by a general board of edaeation, constilated under authority of an act of the Legislature, whose duty it would bo to superintend sch::ol8 throughout the Province, and to examine every candidate for teaching, and that lione should be appointed who wtts not qualified in every respect, and had received a cer- tificate of their capability from this board. The act would provide for, and point out, more par- ticularly the duties of the members of this board. I am persuaded, however, that without a super* intending board to manage education, under the oontroul of the Legislature, no benefit that will compensate for the expenditure, will be produced to the people. I have seen sufficiently into the system of schools supported by public funds here and elsewhere, to convince me that it is defective in the extreme, both in the appoint- ment of teachers and in the conduct of schools and instruction. It is infinitely better to keep children at home than to send them to schools where they will leirn little that is useful, from teachers that will not understand it themselves. The qualifications of teachers will be better ex- Slained when I come to speak of what they will ave to teach. The salaries of teachers will require to be sufficient to give encouragoment to competent Eersons. Let no persons that are not competent e appointed, but they wiU have to be paid li- berally. If the Normal Schools were in opera, tion for some years, they might furnish suitable teachers ; but wheresoever we are to find them, let them be competent, or let not our youth be committed to their charge. I ought not to attempt to estimate the probable expense of a general sys- tem of education least I shoeld be inaccurate. 11 ; i -I : 1 ''I .!,:■; |i'(' IB: I ' 58 Were luch a ■ystem to be establMhed as would be likely to produce all the benefit that a good education ought to do, the ezpenae would not be lose than from £75,000 to £100,000 annually ; and we can scarcely expect that the education of a child could cost less than one pound or four dollars annually. It is a subject for Legislative conside ion, whether the education of the ru. ral population should be partly or altogether a national charge. In new countries like this, education will be neglected, unless it receives considerable aid from public funds. Capital is wanted, and the value of labour to the bus. bandman is great, and perhaps he will in con- sequence neglee^ the education of his children. He will be unwilling to loose the assistance of their labour, and pay a high charge to the school* master or mistress. These considerations cannot fail to check the progress of education, if left d(9pending entirely on the agricultural class. I do believe, however, that parents should contri. bote a proportion of the eipense of education, unless in cases of extreme poverty. They would take a greater interest in the instruction of their children, and be more particular in keeping them regularly at school. In all parts of the country where there are nnconceded crown lands, there is means of pro. viding amply the assistance that ought to be afforded for schools, out of these crown lands, by endowment, or assigning a portion of the funds derived from their sale ; and I must say, that this would be a proper and a useful applica. tien of them. In the seignorial parts of the ProC ▼ince, I believe there are estates made over for the sapport of education, which ought to be available for the purpose, and whatever would be necessary to make up the deficiency, could be provided for from the crown lands, as in the other case. Until these funds could be made \i aTallable, a grant from the general revenue might ■upply Iheir place. The following remarka from a reapeetable author on the aubjeet of national education ia very much to the purpoae : — ** The great danger in undertaking a national system of education is, that some peculiar notions will be instilled for political purposes, and that it will be converted into a source of patronage. A government, if it would rightly provide for the education of the community, must forget the peculiarities of creeds, political or religious. It must regp"* itself, no '» as the head of a party, but as to parent of the people. So far &•> it is practicable, a government ought to be to a people what a judi- cious parent is to a family,— not merely the ruler, but the insCructor and the guide.*' My motives for proposing that education ahoul^ rather '< supported from a fixed revenue, than by annual grants from the general revenue, it, to prevent the possibilitv of any check to eduoa. tion, when once generally established, that might occur in consequence of the grant not being regularly made. There are ample funds* or sources of revenue, that might be permanently secured for the support of education, and tha't ought not to be subject to any chance or change. The mode of conducting education should pro. perly be subject to legislative controul, but the funds for its support, in ' '^ present eircumstancea of the country, should Ixed and unalienable, and it should not be in t >u power of government or legislature to check it or impede its onward progress, by witholding these funds, or by any other riisa!!!. 'rvhV" !''i*i I'.'. ^ »\ n-'^-^- LETTER YIII. I eome now to tho most difficult part of tho task I bavo aisigned to myself, namely, to sub- mit a plan of Education for the Agricultural class that would be suitable, and would be generally approved of by those who were capable to form a correct opinion of its merits. It would be too much for me to expect that I could propose a plan that would not be objected to from any quarter. I can only submit fur consideration what appears to me would be an expedient and proper system of education to be introduced, and which I would hope was calculated to instruct the young of both aexes, and enable them to become useful, respectable and happy in the station of life in which they were placed. If what I may suggest will net be favourably received by those whom I address, it may be the means to urge more competent persons to under- take the matter, and propose a better system of education. Though I do not think that a clasttical educa- - ion is necessary for the agricultural class in Canada, I feel persuaded that they should re. oeive a respectable degree of instruction, which is attainable in the English and French Ian. guages, without seeking for it in Greek and Latin. To me it would appear a misapplication of time indeed, that would be spent in acquiring a perfect knowledge of Greek and Latin, that could be necessary only to enable those who would acquire them, to read books in these Ian. guages. Platfair, whom I have already quoted, has made a computation, from which he con. eludes, that in ordinary boarding schools in England, not above one in a hundred learns to read even Latin decently well : — ** That is," he 61 •ayt, ** one good reader for everj ten thoua&nd pounds expended. And ai to apeaking Latin, perbapa one out of a thooaand may learn that ; ao that there ia a apeaker for each aum of one hundred thouaand pounda apent on the lan- gufige." I have reaaon to believe Mr. Platfaie was aorreet, and unleaa it ia profeaaional men, very few who do acquire a knowledge of Greek and Latin, make much use of either, for their own benefit, or that of the community. I aup. poae there are not many Greek or Latin worka that are valuable or intereating, that have not been translated into English and French ; and if they are not, they ought to be, for the benefit of the people who do not underatand Greek or Latin. There are some works that were trans, lated, that might as well have remained in the original language, for any good they are calcu. lated to produce to us. There are, however, many works trunslated into English that are highly interesting and useful, and though they may not be equal in beauty to the originals, it would be paying a high price for the gratification of reading such works in the language of the authors, to spend three or four years learning Greek and Latin, for this purpote only. I am not qualified to give an opinion how far the works of HoMBR in Greek, excel in force and beauty what they are in English, but I would be perfectly satinfied with them, as they have been tranalated by more than one Engliahman. There are some of the Latin authors also, that possess great beauty in their English dress. No doubt but it is the same case with those works that have been translated into French. I cannot therefore see any necessity that exists, that the time of our youth should be diverted from more useful pursuits in endeavouring to learn what is not, and cannot be, of much cunsequence to thuni in aRer life. There are abundance of .^1 'i ,i ■'I ^1^ •'1 ' --. m v^; -11 Wookt in the Enjjlith and French languagei, tb« beat for inatruotion aad entertainmont of any to bo found in the world, and I am aure It will occupy all the time that can be devoted to educa. tion at K.( I* I ir 'I 66 iif •'• ,» tory, embrftcing Zoology, Botany, Mineralogy, Agricultare, the Theory of, by the most ap. proved authors. History of Mankind, especially thebistory of recent tunes ; Biography, particu- larly of moderns, and of the virtuous and good ; Moral Philosophy. Natural Philosophy, embracing Mechanics ; Hydrostatics, Hydraulics, Pneuniatics, ^Optics, Electricity, Galvanism, Chemistry, &c., and il. Instrated by experiments. Geology, Land-mea- ■uring. Familiar Greometry, Elements of Politi. cal Knowledge, embracing principles of Reli- fious and Civil Liberty ; of Civil Obedience, of enal Law, and general Administration of Jus. tice, &.C. Music and Drawing, by all means for those who display any talent for. these accomplish, ments, which are so well calculated to increase the enjoyment and happiness of a rural popula. iion. I hope the above enumeration of subjects that it would be useful and agreeable to understand, will not alarm or discourage the friends of edu. cation. I am perfectly well aware that there are not many young agriculturists who will be able to acquire a good knowledge of all these subjects until general education has been esta- blished for many years, but it would be desirable that school.masters should know them all (with the exception of music and drawing, which is not to be acquired by every one) and bo capable of giving instruction in any of them to pupils who would be capable and inclined to learn. I do not say that it would be necessary for agri- culturists to be acquainted with all these subjeote, but I think they should have it in their power to make themselves acquainted with all, or any for which they had a particular inclination. One boy may m inclined to learn one subject of 67 X v: >n ihoee enumerated, and other boys* attention maj be attracted to other tubjeeta in the course 6i in- struction. In either cases they should have by. ery facility afforded them to cultivate any or •very branch of education their minds were in. dined to. The amount of knowledge whieh a boy may acquire from the age of seven to four> teen years, would be very considerable, particu- larly if the boy is possessed of good natural fa. culties, is under a good master, and a proper system of instruction — ^has good books to learn from — is attentive and industrious, and is per- mitted to learn those topics which his incline, tlon leads him to. The accomplishment of mu. ffic and drawing might require a master or mis. tress expressly for giving instruction, and this would be a great additional expense, fiut I would not propose that every school should have these advantages, perhaps that one or two in each county would be sufficient, in order that boys or girls who had talents and inclination to learn music and drawing, should have an oppor- tunity of doing so. An agricultural population are as oapalile of spprociating the pleasures and gratifications that music and drawing are calcu- lated to afford, as any other class of the com. munity. They are not to be shut out from eve. ry rational enjoyment that Providence has placed within the reach of the human family, and be confined all their lives to mere eating, drinking, sleeping and hard work — such a life is only fit for the beasts that perish ; and if the profession of agriculture was only to afford these, I would as soon be a Street-sweeper as a farmer. In an excellent work by the late J. Dthond, I have seen some very judicious remarks on education, and as I wish to give some higher authority than my own, for what I recommend, I will introduce an extract from tha^ work. On the mode of instrution that is common in schools, ■| !■! I 1 m .i 1 VI ' ' ^'1 « ; .1 1 • w * ^ 1 ': if m- I f- it It Vi.' ^ Vi' ,<* 68 Mr. DtMONo remarked, tbttthe ibrmal letrnicf cf tpellinff oectipied in many eehoola, t conti. derable portion of the week, if not of wnrj day, and then gnea on to aay : — *< Spelling may be learned, and in fact is learned, like grammar, by habit. A person reads a book, and without thinking of it, insensibly learns to spell : that is, he perceives when he writes a word inoor. rectly, that it does not bear the same appearance as he has been accastomedto obsurve. Some persons when they are in doabt of the orthoj^ra. phy of a word, write it in two or three ways, and their eye tells them which is correct. Here again is a considerable saving of time. Nor is this all. I would not formally teach boys to write. I would not give them a copy-book to write, hour after hour, reward sweetens labour^ and industry is praised ; but since they would have to write many things in the pursuit of their other studies, I would require them to write those things fairly ; — that is, once more, they should learn to write while they are learning to think. Noic would I formally teach them to read ; but since they would have many books to peruse, they should frequently read them audi, bly ; and by degrees would learn to read them well. And they would be much more likely to read them well, when the books were themselves delightful, than when they went op to the mas. ter^s desk to read * their lessons.' Learning < words and meanings,* as the school.boy calls it, is another of the modes in which much time is wasted. The eonversation to which a young person listens, the books which he reads, are the best teachers of words and meanings. He cannot help learning the meaning of words if they frequently and ftimiliarly occur ; and if they rarely occur, he will gain very little by learning eolumns of Entick. With the exclusion of some subjects of study, •■ i» 69 and the altarfttion of the mode of puriuing otherf , a aoliooKboy's time would really be much more than doubled. Every year would practi. cally be expanded into two or three. In teach, ing geography, too little use is made of maps, and too much of books. A boy will learn more by examining a good map and listening to a few intelligible explanations, than by wearying him. ■elf with pages of geographical lessons. Less, on-learning is the bane of education. It dir. gusts and wearies young persons ; and except with extreme watchfulness on the part of the teacher, is almost sure to degenerate into Ic^rn. ing words without ideae. It is not an easy thing for a child to learn half a dozen paragraphs full of proper names, describing by what mountainii and seas, half a dozen of countries are bounded. Yet with much le^s labour he might learn the facts more perfectly by his eye, and with less probability of their passing from his memory^ The lessons will not be remembered except as they convey ideas. '( To most, if not aU, young persons, natural history is a delightful study. Zoology, if ac eompanied by good plates, conveys permanent and useful knowledge. Such a book as Wood's Zoography is a more valuable medium of educa. tion, than three.fourths of the professed school, books in existence. History and Biography are, if it be not the fault of the teacher or his books, delightful also. Modern times should always bo preferred ; partly because the knowledge ibey communicate is more certain and more agrcea. ble, and partly because it bears an incomparably greater relation to the present condition of man ; and ibtr that reason it is better adapted to pre. pare the young person for the part which he is to take in active life. If historical books, even for the young, possessed less of the character ef mere chronicles of facts, and contained a few of "■"'I t'j ' 1 M ^ .I.;:! ; ,..'■'■■ lift u> U ' ■: "* I '■;,' '"■..'-■ i.^-ihi it tliosf) convicting and illustrating paragraphi which a man of philosophical mind knows how to introduce, history might become a powerful in. fltrument in impartinf; sound principles to the mind, and thus in meliorating the general con.- dition of society. Both biography and history should be illustrated with good plates. The more we can read through the eye the better. It is hardly necessary to ad.;, that a boy should not * learn lessons' in eithe \ He should read these bocks, and means shr Id dflerwards betaken to ascertain whether he had read them to good purpose. ** There is,according to my view, no study that is more adapted lo please and improve young persons than that of natural philosophy. When I was a Bchool.boy, 1 attended a few lectures on the air-pump, galvanism, &.C., and I value the knowledge which I gained in those evenings more highly than any other that I gained at school in as many months. While our children are poring ov^r lessons which disgust them, we allow the m^ ^azine of wonders which Hkaven has stored up, to lie unexplored and unnoticed. There are multitudes of young men and women, who are considered respectably educated, who are yet wonderfully ignorant of the first prin. eipfes of natural science. » * » - •• One observation may however safely be made — that if two systems are proposed, each with apparently nearly equtil claims, and one of which will be more pleasurable to ih^ learner, that one w undoubtedly the best. Tiirtit which a boy de. lights in he will learn, and if the subjects of in. etruction wore as delightful as they ought to be, and the mode of conveyinsf were pleasurable too, there would bo an immense addition to the stock of knowledge which a school-boy acquires. We complain of the aversion of the young to learn, ing. and the young complain of thoir weariness .4 I f':i »1 71 and ditgufit. It is in a great degree our own faults. Knowledge is delightful to the human mind ; but we may, if we please, select such kinds of knowledge, and adopt such modes of imparting it, as shall make the whole system not delightful but repulsive. This, to a great ex;- tent, we actually do. W^ may do the contrary if we will." These remarks are so much to the purpose, that I could not forego the temptation to irive the*Ti at some length* I perfectly coincide in t'ae author's opinion as to the proper subjects of instruction, and mc»de of conveying them to the young ; but of this I shall say more in my next letter. LETTER IZ. The successful progress of a general plan of education will depend in a great measure on the competency of teachers to give useful instruc tion, and who will understand the most judicious mode of imparting it to the young. Competent teachers, of either sex, who have a proper sense of their moral duties, will conscientiously per. form them, and will adopt and follow that mode of instruction that will be the best calculated to ansure the improvement of their pupils, and their perfect comprehension of what they teach them . They will see that it is a part of their duty to make themselves acquainted with the disposition and talents of their schola ^, and io encourage each of them to cultivate the particular topics o( instruction for which they will manifest the greatest uiclination, or natural gift. They will also employ all proper means to induce those who may be naturally indolent, to apply their i *i ^■1.' l:-»: i:;i rff 7a minds to learn ^rst, what may be agreeable and intereeting, and this will attract their attention ffradaally to inetruction that would be more use. fdl. While every child is compelled to go through exactly the same course of leason.Iearning from the commencement to the ending, however dif. ierent their talents and disposition may be, I cannot see how we can reasonably expect that the young will be usefully instructed. They must all of couriie be taught to rectd and write ; but when they have attained thiis knowletjge, their inclination and talents for the other topioa which they are to learn may differ widely, ami if we force these inclinations into a course they ■nt% not disposed to, or fitted foi\ we mufrl expect enly disappointment. I am aware that much may be e^ituoted by judicious mana^smeitit m conveying latHruction to persons who would ap. pear to be very daficient in natural talents, but the mode ' of hibtruation must certainly differ from that which would be required for persons of iiiuperior natural faculties. As it is to Agriculturists I am writing, I do not see why I may nof'point out the cultivation of a farm as an example that would not be alto* gether an improper one to follow, or think of at least, in the cultivation of the mind. The sci. ence of agriculture teaches us that we are first to know the qualities of the soil we have to cul. tkate and manage. We should then correct any quality in the soil that is injurious, and ln« crease its good qualities by imparting to it, if possible, something that may be wanted. After we have done this, there wiH still be a great di- rersity of soil, arnd some will remain that cannot be adapted to certain purposes, unless its nature is changed altogether. What are we to do then with this soil that is of various qualities 7 Is all to be cultivated and managed alike ? Certain- ly not. Each kind requires a different system 73 of manngeroent and cropping. One part will he fit to pruduce wheat, another barley, and ano. ther oats, and though the wheat toil may pro. dace good oats, the oat soil may not produce £Ood wheat. A anil to produce wheat mustpos.' sees certain qualities; and though without tnese qualities, it may, by good cultivation, produce wheat, yet it never will in equal perfection to « soil that was naturally adapted for it. A judi- cious dintribution of crops is actually necessary, to good farming. The soik must be suitable to the crops that are to grow upon them, or they can. not be profiluble. A farn; that has a great variety of soil, should a proper distribution of crops be- observed, may be a? profitable as if it was all fit to produce wheat ; but if the same farm were forced to gruw wheat, and no other grain, it would certainly be unprofitable. I cannot sea why us, simple farmers, should not take a use- ful lesson from these facts, which nature and the' practice of our profession constantly exhibits to us, and endeavor to cultivate, instruct and iro- ' prove the mind, on much the same principle that ^ we do the soil of mother earth. Wo may le_ unwilling to acknowlerlge the fact, but it is not the less true, that there is as great a diversity in ' the natural faculties of man, as in the natural quality of the soil. I am far from thinking that, this is an evil ; on the contrary, I believe it is very good for society generally that it is so, and the variety of mind, like the variety of aoiU may, by judicious cultivation and management, produce abundance of useful fruits. If the above remarks be correct, it will be ma- , nifest how necessary it must be that teachers ' should possess sound judgment, as well as a good education. There are many persons' libe.^ rally eduoated, who would be very unfit for' teachers. I have set down a course which it might be jproper our youth should bo instructed A '\ '\ :ii! ^1 74 ■?:' ■1^ >■■ •? in. After they are able to read, I would think * they should be allowed to proceed in this courae ' ae their fancy would lead them, and that they ehould not be rcin^elled to learn that for which they have v . m; inclination, in preference to ■ome othe; lu tcv which they were diaposed to learn. Thia 4^ .he true method to encourage them oh to receive inatruction. If a boy ahould have a fancy to know Natural History, when he has acquired a knowledge of it, it will natur^Hy lead him to learn Geography ; and this latter to a History of Mankind who inhabit this earth. He will then be encouraged forward from one topic to another, and when his inclination leads him, he will make greater progress in one year than he would in thred, if compelled to learn what he did not like. It is in consequence of the mistaken and arbitrary course adopted in many schools, that some boy^ after spending several years at school, come home very little the better for the money that was expended on their education. Schoolmas. ters cannot give faculties to boys who have them not, but there are few who do not possess a reasonable share, that might make them useful, respectable, and happy, if properly cultivated, but on thia latter all toill depend. It is worse than useless to endeavour to hammer into the brains of the young, any topic which they have not some natural talent for, or desire to learn. They are often told, '* you must learn this, be. foro you attempt any thing elae ;'* and the con- sequence is, they never learn that, or any thing else that is useful. I do not make this state, ment lightly, but from having seen its practical effects, before I saw Canada. And I would fur. ther state, that the object of this address is to sjLiggest a plan of education for the agricultural elavs alone, who have no regular or general one at present, and that I do not mean that auy 75 remark I make should apply to any school, or svatern of education in Canada, that belongs to tne class not agricultural. It will not be possi. ]ble to find immediately the number of qualified ..teachers that would be required for the general ;pducation of the young. All that can be done is to procure the most competent that are to be found for the present, and to provide for tho instruction of the teachers at the Normal Schools, and at the Colleges, that may supply their place as soon as possible. And we msy assure ourselves that it is not to be expected that every pupil which may be sent to these places for this object, can at pleasure be formed into competent teacliers. No ; a large propor. tion of thom may never be fit to teach others. Teachers will require some peculiar natural talents, which education, however good, may not be able to impart to them, to fit them for that duty. All these difficulties will be 8ur> mounted, if the friends of education are sincere- ly disposed to forward it by every practicable means. They wijl soon discover the most judi. cious methods of doing so. In the conduct of ^male education it would not be necessary they should be instructed in the whole course I have submitted, (except in particular cases where there would be a great inclination manifested for the entire course, and then perhaps it should be indulged in.)-— There are some topics that might be dispensed with, in order to give time for instruction that is exclusively suitabla for females. After they have attained the age of thirteen or fourteen, will be sufficiently early for them to become ac. quainted with their household duties, the theory and practice of the dairy, and all other matters that farmers* daughters should understaddr to prepare them for the important duties of their future stations — as wife, and as mother. If lAun i • >*:. ••"Vi d * »' i 1 I i 1 ?l m ■'**L 'ii '..-■Si. 1 '* T6 f% properlj •duoated, women will »lio requirec ■neh tn •ducation as W|U make (hem tuiiabla •ompaninnt for men, or there cannot be any true happiness in their society or intercourse with each other. An educated man or womsn will find an uneducated wife or husband a yerj unsuitable companion for life. It is impossible ihey can regard each other with equal respect and affection, and the children of such union will probably despise the uneducated parent. Females, of the agricultural class, will do well lb remember that it is not the glitter of a super, ficial education that will fit them to become the companions of well instructed men, if such be their choice, or the mothers of an improved generation. It is the useful and pr uiical edu. Ration of the mind that will make them so. Those who would be disposed to find fault with the course of iustructiun I have submitted, should recollect that the farmers of Canada would require to be better instructed than a working class, whose labour was under the su^ perintendence of others who were capable to 4irect them. What was the extent of instruction that has been imparted generally at conntry schools hitherto ? I believe it consisted of reading, writing, and some of the rules of arithmetic, and seldom exceeded these. But was the read- ing such as was calculated to teach youth to know themselves what they were, what they ought to do, and how to do it ? Did it give them any information of the world and of man. kind ? Of the wonders of the works of Piovi- denee ? How much of Natural History, of Moral and Natural Philosophy did it tench ? In a word, how much of instruction did thoy ro. eeive that was ealculated to make them useful, respectable, and happy in their station in life? It is to produce these results that education iii necessary and proper for man, and weio all 7T mnnkind properly inatrueted these reault* would be sure tu fuHow generally. Ou the conirut-y, if education come ehurt of what is ncoeKSsry to initruci mankind in their several duties, it is imperfect ; and the time and money that is ex. pended in acquiring such an education, ii little better than wasted. I would hope that it would be scarcely necoi. eary I should repeal again, that it is not a know, ledge of the first rudiments that can constitute a useful and respectable education. I will not say that heretofore the country schools did not give more instruction than this, but I believe in most of them it did not proceed further; and that in all of thetn there was a want of proper books of instruction for the scholars. In Lower Canada the Legislature did not make any provi- sion fur providing school books, and in the Upper Province, where the Legislature did make a pro. vifion, I see by the Parliamentary Reports for 1833, 1H33 and 1834, an enumeration of these books, which consisted of New Testaments, Mavor*s Spelling Books, Reading Made Ea»y%^ and a frw English Readers. If we are to esti. mate the amount of instruction which is given in the schools, by the description of books (with the escKplion of the New Testament^) that are provided to impart it, wc csnnot suppose it to be ofmuch utility indeed. With the exception I have made, the books are only lit for the instruc. tion of iufiints, while under the care of their mothers If the course of ins)ru ■<»•'; . • I *' ' I ¥. rr 1 1 > *. V- '. ,* '>;-*^ ;*».'/ ledge among the agricultural olasi, both when they are atsohool, and afler they leave them. It will not be posfible to provide more effeotually or cheaply for initruction than by eitabliahing libraries in every pariah, or at every ichool. By adapting this plan, one hundred poreons may have the use of, and be instructed, with the same books that would be necessary only for one per. son. It w )uld not be expensive to make a begin, ning, and there might bo constant additions made to the number of books, and by excluding every book but those that are useful, respectable libra, ries might be soon attached to every school in Canada. If the neighbouring families would be disposed to join their contributions to form a library, they might have the complete command of a very considerable number of books, at a very small cost to each. Suppose that twenty or fifty families unite for the purpose, each num. ber of these families will have access to twenty or fifty times as many books, as they could have obtained separately for the same expenditure. I have seen a plan suggested that would give a still greater advantage to a country population in the use of books. The following i» an out. line : — suppose that half a doxen of the most contiguous country schools in a particular dis. trict have each a small library provided by sub- ecription, and that an arrangement be made that their six libraries shall consist of difforent works, and that the several collections, instead of re. maining stationary, shall be changed from one school to another, every three, six, er twelve months, or at the end of a longer period. By this means, the body of readers at each school will obtain the use of the books of the six libra, ries at the cost of one. This is certainly a pUn that would he possible, but I think ample funda might be readily provided to establish a good library in every parish, if not at every school. I*. IH'\,,-'-^J, 7« The education of fohoola ii not of roueii use, it" not eubaequentlj exercised eonttautly, and thia cannot well be accompliahed without the adtran. tage of country libraries. They would alto bo neoeasary for the use of achools. It would be a vast saving of expense to the schohrs, because if each scholar had to purchase all the books that would be required for him while at school, they would cost a considerablo sum ; and from this cause, in many cases, they will not have the books that would be necessary for their instruc tion, unless there are school lihrarios provided. I would earnestly recommend this most import, ant consideration to the friends of educuttort ; without a constant access te the necessaiy book^ for instruction, it cannot be expected that our youth shall be well educated. It is in oonse. quence of the defective and insufficient instruc* tion of the young, that education has not more credit in the world, and that it is not universally desired as the greatest eood that is in the power of the human race in this state of existeaca. LETTER X. Though I am aware that I incur a risk of being considered tedious, in not bringing this address to a conclusion, yet I feel the subject to be of so great importance, that I am anxious to submit some further arguments in support of the cause I advocate, and I beg those to whom I write to have patience to hear them to the end. We have the highest and most respectable authority for supposing that there are few of the human race who are not endowed with fa< .1, J "I « . I !•;. ' ']■ i ih^v l'H"i> ( i <* ::f..ik ii: , '»:. <(■ .... , ' ^0 etiUi«»s. that, hy Jm« impratftmentt would etiabi* thAm to roanon justly, and act onrrcctlyt in most matters that cunoorn their welUbeinn^ and hap. piues8 ; and that the greatest part of what goea w-rong, in public or private life, arises from the want of the right cullivatiim of the human mind. That if all mankind were properly brought r,i, and instructed, a large proportion of what are considered evils which they iire subject to at present, would disappear, or be greatly alleviiited, The instruction, both moral and intellectual, should, however, be general, and as nearly as possible perfect, to produce this good to society. But truly it would be a consummation devoutly to be wished, and entitled to our most strenuous endeavours to accornplish. *» Ev<-"ry branch of knowledge which a good man possesHes he may «pply to some useful pur- pose for himself and for mankind." Again— ** The man of knowledge lives eternally after death, while his members are reduced to dust beneath the tomb. But the ignorant man is doad, even while he walks upon the earth; ha is numbered with living men, and yet existeth not." It was said by Charles the 12lh, of Swe. den, that he who was ignorant of the arithmetical art, was but half a man. What a lo«s then must it be to individuals and to the community, when men carry to the grave with thom the seeds of facultiBB that were bestowed on them by the Crbator, without improvement or employment, ^nd whioh, in many instances, might have been of very superior order had they been cultivated and reared to maturity. It is almost in vain that superior faculties are given to man, if they are not improved, and to the uttermost they are. eapable of. It may truly be said that we ** have kept laid up in a napkin" the talenta we have rficeived, when we neglect to improve or employ them for the benefit of ourselves and others .'^ 81 I believe it to be the opinion of manj farmen that Ihej are fally aa capable to conduct their buainesfl without having received education, aa if they had. If they will credit my teatimony, and I offer it aa their friend, I tell them plainly that it ia impoaaible for them to do ao, for many reaaona, which I endeavoured to explain in thia addreaa. They may aee farmera whom they know are able to read and write, manage their busineaa no better or more profitably than them- aelvea; but they are not competent to judge whether auch m<3n are usefully educated, or properly instructed. ** A little learning is a 4angerou8 thing,** and only hardena men into a temper of mind with which it ia almost impossi. ble to reaaon, and roakea them aelf.opinioned and obstinate to the last degree. Because they can barely read and write, they look with con. tempt on all who cannot do ao, and on what they do ; and they are apt from the aame cause, to auppose their knowledge and judgment equal to that of the well inatructed, who have learnedt and who know a thousand fold more than they can. An imperfect education may be expected to yield auch fruits aa an imperfectly cultivated soil will do. We are very subject to make a wrong eati. mate of what constitutea a useful education. Many remain aatisfied with the instruction they receive at schools, and do not subsequently take much trouble to increase or improve it, by good reading. If we would compare the amount of what we know, with that which remaina to be knowh, and which perhaps it would be possible, and very desirable for us to ho acquainted with, we would see our deficiency, and it might be in our power by due exertion to remedy it. It would, at all events, set us right as to the value of our acquirements, and lessen our pride. The main poiiit is, to discover and be aware L i ^I'l-i Bi .f bur deficiency, and be anxidn* for iraprore- nttent. ** The most valuable part 6f every man's d^ucation is that which he receives from hiiri.' (elf, especially when the active energy of his character makes ample amends for the want of a mor6 finished course of study at school.'* * . We have an infallible standard, in our own fedlii^jrs and conduct in life, by which we can dMermine whether we have rightly learned oar inoral duties. And we may assure ourselves that this part of our education is not less neces. sary to be well attended to than our intellectual, ih order to ensure our prosperity and happinefts. If we are properly instructed in our moral du- ties, there will be no chance that idleness, in^' temperance, or extravagance will form any part of our character ; and it is a moral education which can alone protect and secure us fronl these vices ; no other pledges against them can be relied upon, nor would they be necessary. If our education in every respect is perfect, or as nearly so as possible, we will be fully sensible Uiat idleness, intemperance, or extravagance, or any one of them is inconsistent with the duty which we owe, as agriculturists, to ourselves, our families, and our country. Good reading will make us acquainted with the history of mankind in all ages ; and will •how us that the good and great, of all'coun. iries and periods, were industrious, temperate «nd prudent, however exalted in rank. In. deed these virtues are as necossnry to the cha. rficter of good and great emperors and kings as i>f agriculturists ; and history will inform us that there never was a g'ood and a great man yrho did not practise them, whatever his situa. t.ion in society. The education that is perfect Sill Inculcate all these duties, and if we learn em' aright, and endiaavor to practise thom, they will be the most firm basis upon which we can build our success and happiness in this life. In fact it is iinpoBJ'ible that any one can succeed aa a farmer, who is not industrious, temperate and prudent. ' And who are they that are' responsible for the introduction of a general system of educatidh in a community where only a small prop6rtiori ar« educated ? Unquestionably the well in'»' structed of that community who are placed in situations that give them power and influen^,e over the destinies of their fellow men. The un^. educated cannot comprehend properly how they are to benefit by education. They must know what it is beforo they can desire it ; and they cannot understand the necessity that exists td impart instruction to their children, or the pro. per method of doing so, unless parents are them, selves educated. It must, consequently, rest with those who govern, and are in high places^, to provide, in the first instance, for the intrd. duction of education. Perhaps when its value becomes known to a future generation, it may be safely left in the hands of the people to proi vide for the instruction of their children. Respectfully, I would appeal to the well in. structed, what would be their reply, were they to be told *« your education has been injurious to you, you would have been much more useful, respectable and happy, had you remained igno. rant as you were born. Education has unfitter'. you for your duties to your yourselves, your i '- milies, and socioty. It has made you indoler t and negligent in your business, if you have tny. In a word, you would have been in every res- pect, better men, and more useful and -^^ specta. ble members of the community, had you never been acquainted with a letter in the alphabet.** Would they believe that this was true of them ? Cerlainly n-n, bocau^e iHey would /"*»«? that thfl lunt was exactly the rovorse of Ihin. I wouli', ■m. 'III ■■*■■■'■ ; . 1 1 Urith wU due deltrenne, mj ib*« to tha well in. ■tmcted, wh«t >cu find ^ood f«rr yoo, and eap4. ble of aiforc^ing joa enjoyment and happinesa, WOttld be likely te produce equal good to your fellow.oMn ; and •• this good can be imparted to tbem witiiout loae or injury to you — on the contrary, with a n»orai certainty of ila being beneficial to you and to society generally, it be. (pomea your duty to promote, by eirery re^nna- ble and lawful means in your power, their in. •traction and improvement. And I hope I may be pardoned for stating farther, that a responsi. bility rests upon you to fulfil this duty, that if ne- glected, is a serious and awful one. Perhaps it would be objected, that though education would be proper fur men in high rank, or good circumstances, it would not be so neces. Wivy or suitable for those who may have to give most of their time to hard laboar. To this I reply, that possibly many of thoee who would make the objection, may be principally indebted to their own or their father*8 education for their present respectable rank and good circamstances. It is to improve the circumstances of the agri' cultural class, that their instruction is more particularly desirable, and that they might be able to obtain a larger share of the comforts, conveniences, and enjoyments of life, with a less expense of hard labour in the cultivation and management of their farms ; and probably attain to a more respectable rank in society, than they could ever hope for without education. I would not wish my meaning should be misunderstood when I say, •• at a ^ss expense of hard labour in the cultivation, &c., of farms." I do not mean that they should be negligontly or insuffi ciently cultivated ; but when proprietors of farms are properly instriicfed. they will introduce a more judiciouti systeio of h'liSDaridry and ma- 'Ttagemont of stock, and jroiuce, |.//|f will t I 85 frive them larger profite.at a Icsnexpanse of aoiiial abcur to themselves. This I have more fully explained in my •* Treatise on Agriculture." In my first letter I stated that I wt)uld endea. vour 10 fihow that the young who had been property ifistructed might, subsequent to their leaving school, goon constantly improving their education during their life, if they were desirous to do so, without interfering injuriously with their business as agriculturalists. From observation, and some experience, I do believe, that there is not any class who are obliged to employ themselves in business, that miffhl give more time to reading and the improve, ment of their minds in various ways than the agricultural. Whf> a.e they that have such opportunities as the husbandman to study the wonderful 'irorks of the Creator ? While en. gaged in the fields, or in passing over them, he is surrounded on every side by the beautiea of creation ; and if he has received a moderate education, he must be attracted to, and interested in, the study of these wonders, than which, nothing is better calculated to improve his mind, cheer him in his labour, and make it easy and delightful. An uneducated man is not so capable of this enjoyment. He ploughs, he sows, he reaps, and gathers in the harvest, without, taking much trouble to unrlerstand the progress of vege. tation, and the wonderful wisdom of God dis. played in the formation and growth of a stalk of wheat, from the seed committed to the soil. It is probable that he will view witlfiudifrerenca the thousands of plants which appear in summer, without considenng that there is not one of them but has its own distinct characteristic properties, peculiar manner of receiving nourishment, of growing, and prepetuating itself. Some persons tnay think this study unnecessary, because thoy may fancy that il it* not directly jTofltable. As r ■" w^^m m &6 Ik farmort I can say, that it ia very useful to iin« deratand all these iuatt<«rB perfectly. But profit out of the question, the contemplation of the vegretable kingre idleness. I cannot undfsrsland what possible enjov^nnt there can he in, liiernl!)', dtfsig nothing. The history of •all good and jjroat men d*)scribo thorn as perse- ■■iliiii Mt 67 Vefingly ihUustrinus, and always active, thouirht tranquil and orderly. If agriculturalistf wtVI follow their example, they will find abundant time for mental improvement. We are apt to allow ourselves to believo that we have no timm to devote to reading, and the improvement of our facultite'8, because we misapply time in vari.* 6u8 ways. Hence we allow our education to finish at our leaving school, when in fact it id properly only commenced. Tb'dre is every thing to attract us to useful knowledge, and if we would accustom ourselves to good reading, we would soon discover that it is capable of affording the most pleasing and rational enjoyment that we have in our power, and it is acknowledged to be so by all who praclise it. There is another means of improvement recommended by a re». pectable authority. It is the following : — **The habit of committing our thoughts to writing is a powerful means of expanding the mind, and producing a logical and systematic arrangement of our views and opinions. It is this which gives the writer a vast superiority over the mere talker. No man can ever hope to know th* principles of afiy art or science thoroughly, who does not write as well as read upon the subject." To accustom ourselves to write occasionally on useful and interesting subjects, if it were only for our own amusement, cannot fail to improve us, in a veryJiigh degree. ^ A traveller who spent a winter in the island of Iceland, has described a winter evening in an Icelandic family, as rendered instructive and pleasing in the highest degree, by the prevailing love of useful knowledge among all ranks. As soon as the evening shuts in, the family assem. , ble, master and mistress, children and servants. They all take their work in their hands, except one who acts as reader. Though they have very few printed books, numbers write excellently^ •4 i '1 'm 1 j ' -<-*;Vj i» .(*■ ■'*..■ ' ii ■ *»• ■ -IJl:} I m ., lA J • * 83 and copy out the numerous hittoriaf of their own bland. The reader is frequently interrupted by the head of the family, or some of the more intelli|fent membere* who make remarks and propose questions to exercise the ingenuity of the children and servants. In this way the minds of all are improved in such a decrree, that it is astonishing to see the familiarity with which many of these self.taught peasants can discourse on subjects which, in other countries, we should expect to hear discussed by those only who had devoted their lives to the study of science. The evenings thus rationally begun.are closed with an act of fomily devotion. I have no hesitation in •aying that it would be an immense advantage to society, if the rural population of Canada were able to spend the long winter evenings in a similar manner, instructing and entertdining their families, by reading good books, and dis. cussing subjects that had been read. When the spare time cannot be thus occupied, it is more than probable it miiy be employed in frivolous amusements and unprofitable conversation. It is manifest that the conversation of the unedu. cated, cannot be very interesting, or take a very wide range. We cannot converse on mattera we do not understand, and those who will not read must be in a great degree ignorant of all other things, but thoso which are directly pre. ■ented to their vision, and immediately surround them. Good reading, and the conversation of the well instructed, is a high enjoyment, and I confess that I would not entertain a very exalt- ed opinion of the intellectual acquirements of those who would not feel it so, and value it ac cordingly. - v v„l mm iini ■ill !:?■■, ■*>:. 1 |l j^ . j;,, .li 89 LRTTRR XI. It ii doing very great iniuetice to edueatibn to suppose that it would make us indolent and inattentive to our duties and business ; on the contrary, I am confident we may much more justly attribute indolence and inattention to the want of proper instruction. Perhaps before the close of this century this question may be fairly determined, in some country where the whol* population will be usefully educated. Alas ! that in the year of the Christian era 1837, no country on the globe affords this opportunity. Lord Bacon says—** And for the conceit, that learning should dispose men to leisure and pri* vateness, and make men slothful ; it were a very strange thing if that, which accustometh the mind to a perpetual motion and agitation, should induce slothfulness ; whereas contrari. wise, it may be truly affirmed, that no kind of men love business for itself, but those that are learned ; for other persons love it for profit, as an hireling that loves the work for the wagea. * * * Only learned men love business, as an action according to nature, as agreeable to -health of mind, as exercise is to the health of body, taking pleasure in the action itself, and not in the purchase, so that of all men they are the most indefatigable if it is towards any busi. ness which can hold or detain the mind. It will keep and defend the possession of the mind against idleness and pleasure, which otherwise at unawares may enter to the prejudice of both. Learning doth make the minds of men gentle, generous, and amiable." Everett says—** An intelligent class can scarce ever be, as a classy ▼icious ; never, as a class, ,indolent. The ex- cited mental activity operates as a counterpoise ilil! 41 ■. » . W-1-' i .1 ,* 90 to the iliinuloM of Mitio and appetite. The new world of ideas ; the new views of the rela- tions of things; the astonishing secrets of the physical properties and mechanical powers, die* closed to the well.informed mind, present at. tractions, which, unless the character is deeply sunk, aro sufiicent to counter.balance the taste for frivolous or corrupt pleasures ; and thus, in the end, a standard of character is created in the community, which, though it does not iiivaria. biy save each individual, protects the virtue of the mass." Dr. Dick says—** The cause of humanity, as well as of science, is deeply inter- ested in the general diffusion of useful know, ledge amonjor persons of every nation, and of every rank." Again — •• As the food of the body which is the most salutary and nourishing is the most easy procured, so that kind of know- ledge which is tho most beneficial to mankind at large is, in general, the most easy acquired. Its acquisition would not in the least interfere with the performance of their regular avocations, as it all could be acquired at leisure hours. It would habituate them to rational reflections and trains of thought, and gradually unfold to their view new and interesting objects of coniempla* tion. It would have a tendency to prevent them from rpending their hours of leisure in folly or dissipation, and would form an agreea* ble relaxation from the severer duties of activ* life." I have ^ot the slightest doubt, that the farm* er*8 family, who will devote their spare hours to reading and the improvement of their minds, will be able to attend to their other duties, havQ their business as well executed, and in as good time, as the family who will not devote one hour in the year to intellectual improvement; and iurely the enjoyment of the reading family will be greatly superior. Lord Bacon aaye, again—- '* The pletiure and duUght of knowledge far ■urpaaieth all other in nature. We tee in all other pleasures there la aatiety, and aAer they are used, their verdure depart^th. But of know, icdge there ia no satiety, but satisfaction and appetite are perpetually interchangeable ; and therefore appeareth to be good in itself simply, without fuliacy or accident. No doubt the •ovoreignty of man lieth hid in knowledge. By. learning man ascendeth to the heavens and their Riotiuntf, where in body he cannot come. It there any such happiness as for a man's mind to be raised above the confusion of thin^p ■ 'vhera be may have the prospect of the order ^ture, and the error of man." It is the on o£ some great men — ** That knowledg lired with worthy intent, and intellectual [uv. .jtiiat have been diligently improved as jLlie talents, which the Creator has committed to our keep, ing, will accompany us into another slate of existence as surely as the soul in that state re. tains its identity and its consciousness." On tha other hand — »* The mind which in this life failed t> exercise its highest functions, by adoring tho Pejty, in the contemplation of his wcrks, may^ be forbidden to extend the exercise of their functions in the next." Dr. Dick, whom I have repeatedly quoted, says — *' As tho human mind is continually in qoest of happiness of one description or anrtther, so multitudes of the young and inexperienced have been led to de. vote themselves to the pursuit of sensual plea, sures as their chief and ultimate object, because they have no conception of enjoyment from any other quarter, and are altogether ignorant of the refined gratification which flows from intelleo. tual pursuits. In the prosecution of knowledge the rational faculties are brought into exercise, and sharpened and invigorated ; and when rea. son begins to hold the ascendancy over the ,.^.. IMAGE EVALUATION TEST TARGET (MT-3) ^ 1.0 1.1 11.25 1^8 |25 m Hi 12.2 I: I z m us 2.0 1.4 I V PhotDgra{iiic Sciences Corporation 23 WIST MAIN STRUT WiRSTiR,N.Y. 14SM (716)S72-4S03 4' ^j o 93 ^••i^ and affbetiona, there ii leee dinger id Mr apprehended that the mind will ever be eom. pletely lubiGcted to the eontroal of the een. iitive appetiteti of our nature.** • • • » * ** In short, the possession of a large store of intellectual wealth would fortify the soul in the prospect of every evil to which humanity is sub. jecied, and would afford consolation and solace when fortune is diminifshed, and the greater por. tion of external comforts are withdrawn. Under the frowns of adversity, those worldly lossfs and ealamities which drive unthinking men to despe. ration and despair, would bo borne with a becom- ing magnanimity; the mind having within itself the chief re aoarces of its happiness, and becoming almostindependentof the world around it. * * For want of the knowledge to which I have alluded, it happens that few persons who have been engaged in commercial or agricultural pur. •uits feel much enjoyment, when, in the decline of life, they retire from the pctive labours in which they have been previously engaged. Retirement and respite from the cares of business afford them little gratification, and they feel a vacuity within which nothing around them or within the range of their conceptions can fill up. Being destitute of a taste for iniollectual pursuits, and devoid of that 9ub$traium of thought which is the ground work of mental activity and of rational contem. plation, they enjoy nothing of that mental liberty and expansion of soul which the retreats of soli, tude afford to the contemplative mind ; and when hot engaged in festive associations, are apt to sink into a species of listlessness and ennui. They stalk about from one place to another with, out any definite object in view— look at every thing around with a kind of unconscious gaze— and glad to indulge in trifling talk and gossip with every one they meet — and, feeling how little enjoyment they derive from their ewn re- 93 )lf fl«ctioni( not unfreqoently ilide into habitf of MnMiality and intemperance.** I have not sufficiently considered the qnestion of the expediency of establishinir agricultural schools where the practical part of agriculture would be taught. I would suppose that if a general system of education was in operation for some time, it would produce all the improvement that could be desired in the practice of husbandry, and I am satisfied that this sjfstem should firat be introduced. When farmers are educated, they will not fail to adopt the improvements that will be expedient and proper. I have given reports in my AfrricuUural Treatise, pages 7 and 8, and 19, ^0, 21. of the conduct and management of agricultural schools in Switzerland and Prussia, that have succeeded admirably well, and no doubt they might be ad. vantageously introduced here ; but we should not «Ai^y depend upon such schools tor the improve, ment of the country. General education will be more certain ; and with this, I would say, have as many agricultural schools, and model forma as you think proper ; they must produce good, and can do no harm. There are many such schools established in Germany, and are highly spoken of. Were such institutions as that at Moegelin in Prussia, or that at Hofwyl in Bwitxerland, establibbed in Canada, in connec. tion with general education, they must be pro. ductive of much good, provided they were under proper management. It would require consider* able capital to put them in operation, but I think they might be conducted so as to defray the ex. penses. They would be a suituble asylum for the poor and destitute children of a certain age, who might be so brought up and educated, that they would pay with their labour the expense of their maintenance, &.c. When they would arrive at a suitable age to leave the establishment, many '■ t'l m 94 of them would be capable lo conduct the maniga. ment of farms for others, until they woul(l.«t&. quire capital to commence farming for them, selves : and all might be so instructed as to bo able to provide their own living, much more essily ond certainly than they would be, had they been neglected when young. There are various ways by which the condition of man might be improved, if we would only take the trouble to put them in operation ; and this might be done in many inotances with a certain pros, pect that every shilling that wuld be expended to set the machine to work, would be refunded « hundred fold, in the good it would produce to individuals, and to society. The wealthy and influential of a community have much in their power to do for the improvement of the less for. tunate, and which may often be done without a pecuniary sacrifice of any consequence. From some of the countries of Europe, that have no {^retentions to free governments, we might take essons on the subject of general education, and management of the poor and destitute. In a late work, on the present condition of the Russians, it is highly interesting to read a description of the institutions in that country, particularly in Moscow and St. Petersburg, for poor and desti. tute children. They are maintained, usefully educated, and when at majority, provided for in such a manner as to enable ihem by good con. duet, to become respectable members of «. ici M agriculturalists, and in various profejn: tnd trades. T.iese institutions are supported by the profits derived from Banks of loan and de. posit, established for this express ptxrpose, and from a per centage en the gross receipts of Theatres, and other places of public amusement, wbieh yield ample lunds. In 1833, the number under the care of one institution at Moscow, was 30,451 — all of whom are comfortably pro. vided for. $$ In the Duohj of Brans wick tbo population aro about 950,000, chiefly employed in agricaltore. Their education ia amply provided for. The Univeraity of Gottingen is a most reapectable establishment; and there are several other re. spectable institntions, (insluding an Agricultu. ral Inntitute) for educution. For the poorer classes, there are three schools of industry, 3*2 civic schools, and 435 country or parochial schools. There is one public library at Wolfin. buttel that contains upwards of 200,000 volumes, and 10,000 M S S. pamphlets, &,c., beside se- veral other libraries and cabinets throughout the Duchy. From these interesting facts, we can scarcely suppose that any of the young of the present day are uneducuted in the Duchy of Brunswick. There is another circumstance highly creditable, that in 26 years, from 18l)5 to lr(32, not one was executed for crime in that Duchy, In Prussia also, with a population of 12,000,000, the executions in 17 years, from 1817 to 1834, was only 123, that was between six and seven annually on an average, or 1 in 9,000,000 inhabitants. Thene are encouraging facts for the friends of education. There are several other of the German States that compel parents to send their children regularly to school, unless they are educated under their own roof. In some of these States, it is said that there is no^ so much as a secluded corner with a dozen houses in it without a schoolmaster — and when the achoolmaster reports to the government the namea of those that are unable to pay for their tuition (which hb is obliged to do quarterly) the government advances the payment for them. In the Supplement to my Agricultural Treatise, pages 219, 220, 227, 228 and 229, 1 have given some intereating information on the subject of •doeation in several of the European States. Another letter will conclude this address. iff *('■'■ ■'<•■» . . :4*. : 9S LiTTiER Xir. I have now labinitted many argumenU in re. eommeodation of a g^eneral and uneful system of education for the airricultural claie, and though it would be etill in my power to bring forward others not less forcible, yet I feel it is time I should conclude. On reflection I ask myself what good is likely to result from all this ? What reason have I to expect that those who possess power and influ. ence in the community will take any parlicular notice of what I have said, or adopt any roea. •ares to forward the object for which I have written and published this address 7 Is it not probable that some may think I have interfered where I had no right, and take offence at my doing BO ? These are questions that occur to my own mind, and as they may also occur to others, I shall offer a few remarks in reply to them collectively. ^ I have ever felt persuaded, that in all couo. tries, it is the undoubted privilege of every mem. ber of the community, to submit for public con. sideration, if they feel disposed, any measures which they might suppose calculated to produce benefit to society, or be cnnducive to their hap. piness, provided they do so in a proper spirit. It was in consequence of entertaininif this opinion, (whether erroneous or not,) that I was first in. duced to publish in the newspapers articles on agricultural improvement, &c. The favourable reception they met with, encouraged me for. ward to attempt to furnish what was manifestly wanted*— a practical work on Husbandry suited to the climate and circumstances of Canada, and I pttbltshad a Treatise on Agriculturt. and Sup- plement^ to ittpply this want. Thus, step by step, 97 I have prooeeded, I hop« with good intentioni, whether ■uocetaful in producing any good or not. From a firm conviotion that no great im. provement could be expected to take place in the ciroumatancea of the agricultural claaa in Canada, until they would become uMfuUy and properly educated, I thought of offering thia addreas. I wis well aware that in thia eoun. try, where the inhabitanta are of mixed ori- gin, prejudices did exist, that if allowed to continue in fuU force would preaent an un. surmountable bar to improvement, aikd that it was only by a good education the mind of man can m set wholly free from such, injurious prejudices. Good instruction will teach us that if the climate, soil, and other cir. enmatances of Canada are different from those of the countries of our origin, it must be our interest and duty to conform ourselves to those circumstances, so far as it is necessary and ex- pedient to do so ; and this reasoning spplies to every inhabitant of theae Provinces of European origin who are engaged in agriculture, and per- manently aettled in the country. For them, there is not a ahadow of excuse for holding or maintaining origin prejudices, if they are desirous of prosperity, as they may be as. sured of their injurious tendency in very many ways. The mode of cultivation and manage- mont in husbandry that ia suitable and profitable for the climate, soil, and other circumstances of Canada, must be proper for all our agriculturists, whatever be thoir origin. It is alike the duty of all to assist nature, in every case where her operations are favourable to produce what is necessary for the enjoyment and happiness of society, and to endeavour to counteract thoae that are unfavourable. There is seldom more than one method of doing this properly, and it must be adopted by all practical farmers residing N :i \ « :, ». 'in". ■■v !*• . it.'''' ' 96 in the tama country, or they will not succeed. The tyetem of farming that would be bett for me to follow in order to obtain from the land I oul. tirate the largett and most valuable produce for my own direct use, or that 1 can exchange or ■ell, for what I want or consume, must un. questionably be the^best for all other fiirmers similarly circumstanced, in every respect. The well instructed will never reject any thing that would be good and profitable for him to adopt, for no other reason but that of its not being pro. posed by himself, or one of bis own countrymen. ^e know that wealth consists in having abundance of what we want or desire ; and much is attainable by thoso who will have due energy, and know how to apply it. Surrounded, or rather connected, as we are with nations that are advancing rapidly in improvement, we must go with them in the same race, or we must inevitably be retrograding. It is not sufficient ibr a country to maintain the same degree of industry from generation to generation, without making some effort to advance or improve it. ** There is a sort of energy in attempting to obtain, that is not to be found in those who are only exerting themselves to keep, of which it is difficult to explain the cause, but of which the existence is very certain.'* The intelligence and industry of every people ought to go on constantly increasing, or it will be impossible to prevent them from retrograding if they are con. neoted with, or in the neighbourhood of coun. tries that are advancing in industrr and intelli. gence. It is this conviction that has urged me to offisr this address, and I hope it will not give ofibnce in any quarter, as in truth none is intended. As to my interfering in this subject, I do so, as an agriculturalist permanently settled with my family in the country, interested in its prosperity, and anxious to see the class to which I beloniif fitted to assume that station in society H ) 99 from which they can only be debarred from the want of a ueeful education. If I have failed to prove to them, that judicious instruction is neces. sary for them, and calculated to enable them to increase vastly their means of enjoyment and happiness in this life, I will tegtei it extremely, ^ and hope sincerely that some person more com. potent may take up the subject. That I should fail in bringing conviction to the minds of those whom I address cannot be attributed to any cir- cumstance that would be unfavourable to th» introduction of general and useful education, but rather to my inability to execute ably the- task 1 had the presumption to undertake. I hope they will believe me when I assure them that I am not actuated by motives of self^ interest in what I now write, or have hitherto written on agricultural improvement, but so far ss I may be benefitted by the general improve- ment of the country, in common with them^: selves. On the contrary, I hare made, what was to me. a large taerifiee of my time, and money, by some of my publications, that I do not expect to be refunded to me. I do not complain of this, because I have acted voluntarily throughout, but certainly without profit to my. self. This is not an idle boast, but must be known to many who may read these lines. I would not allude to these circumstances, but in order that I may stand a'' quitted of motives that might be prejudicial to the impression I would fain hope this address may have on those for whom it is written. I am neither employed to write or paid for it, or am I interested in recommending to agriculturalists what would not benefit them. Though I own my birth to another country, and have all the attachment which I ought to havo to the country of my fathers, yet I am in heart and feelings so much a true Canadian, as to pre- fer the interests of the country of my adoption, I'' m r4 ; ■ 100 if I am oapabU to eompnhend what tbay are, to that of all otbora. " And thia, I think, ahould bo tho iboling of all whoao heme ia fixed pcrma. nently in Canada, and all may entertain them without diagrace to themaettea, or prejadioe to the eoantriea of their origin. And aa onion and good feeling are moat eaaential to our proaperitv, it may not be aroiac to enquire, what ia it that ahoold create jealouay or ill feeling between the agricultural olaaa in Canada ? That Bome ahould be of French, and othera of Engliih, Iriah or Scotch origin, ia not a juatifiabto oauae, that unwiae diatinctiona, jealouaiea, and national prejudioea, ahould continually be kept up between the inhabitanta of the aame country. I do not attribut* blame to any one, but I will aay that the exietenoe of jealouaiea and prejudioea muat bo againat the intereat of every farmer in the coun. try 7 Do thev exiat in the United Statea ? a eountry we admire, and that ia entitled to our admiration, and where the population are of aa mixed origin aa they are here ? No ! and in any eountry where they are permitted to exiat, there ia no hope of improvement or proaperity. Wero we all properly inatructed, both morally and in. telleotttally, national prejudicee would be no longer fell. No part of the population would aaaume a anperiority over another part, or wish to obtain unjoat or exoluaive privilegea, on ac •oont of origin, or any other cauae, but what the^ might be entitled to, by their auperior in. telligence and good conduct, in every aituation of lira. I deny that the well instructed, who are permanently settled in Canada, can entertain national origin prejudices, because they must be aware how extremely detrimental they would be to the beat interests of the country, and, therefore, it would be inconsistent with reasoif tu suppose that they could entertain them. No portion of the class I address, should allow them. tot mWm to believ* that they can haTe tnterofts tn. Jwrato from othar portiona of the aame olaaa. It a by union, a aaefVil aduoation* and a perfect knowledge of their profeaaion, and all mattera directly er indirectly connected with it, that they can bo proaperoua and happy, and able to aa. aume their proper atation in thia community, and hold it reapectably aud firmly againat all op. poaition. Thia ia indeed my candid opinion, and I offer it with aincerity. I hope the eiplanatiun I have thua given in re. ply to the queationa which I atated Md occurred to me, will be deemed aatiafactory and aufficienf. Aa to what impreaaion thia addreaa may have on thoae that have it in their power to forward the inatraction of the people, 1 am unable to conjee, ture, but would be inclined to hope that it may induce them to take up the subject terioualy. 1 regret that I have nothing farther in my power to do towarda the good work, and it muat now remain entirely in other handa. In giving a liat of hooka, I have to confine myaelf to thoae in the Engliah language, and to a few only of them. I will also be particular not to name booka that would be likely to be un. acceptable to thoae who may hold rehgioua opi. niona diflforing from my own. The London So. eiety for the Diffusion of Useful Knowledge, have published under their auperintendance ae. vera! uaeful and cheap worka. Indeed there never waa a period more favorable for obta«ning good booka for inatruction and entertainment at a low price, than the present. Thia Society have publiabed ** The Library for the Young,** which containa many useful volumes, from which a selection might be made for achool libraries. The publiaher for the Society, Charles Knioht, 99, Ludgate Street, London, has now advertised aeveral other works, of which the following form a part ;— ♦• Tho Penny Cyclopcodia," •♦ The Pen. ll* -* , « 109 ny Ma^axina," ** Entertnining Library of Na. tural Hiatory,*' and ** The Hiatory •( Antiqui. tiea/* all with numeroua wood.cuta. The two latter worka commenoed in January 1836, and are published in monthly numbera, at one ahilling eaoh. '* The Schoolmaater, or Eaaaya on Prac- tical Education,*' in 3 voli. 12a. ; ** National Education, ita preaent atate and proapecta," in 9 vola. 13ft. ; *• Paley*a Natural Theology,'* illua. trated with numeroua wood outa, 31a. ; ** How to obaerre Geology,** with 133 wood.cuta, lOa. 6d. ; **The Chineae,** a general deacription of China and ita inhabitante, with wood outa, in 3 vola. 31a.; ** Pompeii,** with 8 uteel engravinga, and 300 wood.cuta, 10a. 6d. ; ** Hiatorical Paral. It^la,** with wood.cuta ; ** Vegetable Subatancea — Timber Treea, and Fruita, aubatancea uaed for the food of man, and aubatancea uaed in mano. faoturea,** with upwarda of 200 wood.cuta. I believe an arrangement might be made with Mr. Knight, to fiirniah booka on more moderate terma, than they could be had from any other quarter. The ** National Library,** 14, Hen. rietta Street, Covent Garden, London, have published a Geography, Gazetteer, and Modern Atlas; a Univeraal Biography ; an abridged An. eient Hiatory (Rollin'a) ; a Natural Hiatory, with numeroua wood.cuta; and many other good worka, all at low prices. Dr. Lardner*s Cabinet CyclopoBdia, publiehed in monthly vol. umee at 6s. each, of which there are now about 80 volumes isaaed, include abridged histories of most countries, and other subjects of great in. terest. The following are of the number ^— Domestic Economy — Treatise on Chemistry-t- Treatise on Optics — Hydrostatica and Pneuma. tics— Mechanics — Preliminary Discourse on the atudy of Natural Philosophy, by Sir John Her. Bchel ; and by the aame author, a Treatise on Astronomy — Citiea and Towns of the World, [1? A 109 with wood.euta— Trealiat on the manufaeturBs of MttUl— ilittory of Manufaoturti in Porcelain and Glati — The Sleam Engine, Railroade, dec, familiarly explained. Ray*i ** Wiadom of God In the Creation**— La Pluihe'a «* Nature Displayed** — Bonnet** ** Contemplation of Nature**— -St. Fierre*s "Sto. diea of Nature,** and his ** Harmonies of Nature** — Oood*s ** Book of Natur«**<— Laplaee*s •* Sys. tem of the World**— Hution*s ** Theory of the Earth.** Euler **0n different subiects of Na. tural Philosophy**— B«keweli*8 «* Philosophical Observations** — ** Introduction to Botany,** with plates and wood.cuta** — ** Introduction to the Natural System of Botany**—** Outline of the First Principles of Botany**-** Letters to a Young Naturalist, on the Study of Nature and Natural Theology**— Wood*s **Znography," with {»lates— Thomas*s ** Outline of Mineralogy, Geo. ogy, and Mineral Analysia** — ** Outline of th« Science of Heat and Electricity** — Parke*s ** Chemical Catechism** — Ure*s ** Dictionary of Chemistry**—** A System of Inorganic Chemis. try** — Parkinson*s ** Organic Remains of a For. nier World,** and his ** Introduction to the Study off'ossil Organic Remains,** with plates—** In- troduction to Entomology, or. Elements of the Natural History of Insects,** by the Rev. W. Kerby, M.A., F.R.S. and L.S. This is a valoa. ble but expensive work. ** Conversations on Vegetable Physiology ; comprehending the Ele. ments of Botany, with their appUcation to Agri. oalture,** bv Mrs.Maroet — Sir H. Davy*8 **Agri. cultural Chemistry.** There are several excel, lent works on Chemistry by French authors. ** Code of Agriculture** — ** Elements of Agricul. tire ; being an Essay towards establishing the Cultivation of the Soil, and promoting Vegeta. tion on steady principles** — ** Grisenthwaite'a New Theory of Agriculture.'* This is a most i '-*.■ 104 excollent work. ChapUl hat published two ^workt, that are highly recommended; one on the Indtiatry of France, the other on her Agri. culture. There are other valuabla late French works on the aame subject. "Jacob, on the Trade of Corn, and the Agriculture of the North of Europe,** contains much interesting informa. tion — ** CuUey, on Live Stock** — "Loudon*s En. cyclopcedia of Agriculture ;** and some ToIumeS' Sublisbed by the London Society, on the Horse, feat Cattle, Sheep, &c., with plates, are very good, fiut wo have so many works on agri. culture, it is difficult to make a selection. There are not many of them, however, that may be suitable for Canada. New works that may be issuing from the press every day, will be the best to select from, for the study of our youth. The works of Boyle, Newton, Buffoon, Cuvier, LinnsBUs, and others, might be so abridged, that they would be more suitable for instructing the young. The Bridge water Treatises, are valua. ble books. Mill, Malthus, and Say on Political Economy — Smith*s Wealth of Nations — Mon. tesquien*s Spirit of the Laws — Sheridan on Elo. cution, and his Lectures on the Art of Reading — Locke on the Human Understanding— ^Reid*s Powers of the Human Mind — Stewart's Philo. sophy of the Human Mind— Aberorombie on the intellectual Powers, and his Philosophy of the Moral Feelings — Paley*8 Moral Philosophy — Dick's Christian Philosopher, and his Im. provement of Society by tbe Diffusion of Know, ledge — Dymond*8 Essays on the Principles of Morality — Sturme*8 Reflections on the Works of God in Nature and Prqvidence ; but I find I must stop here, or my list would include more books than could be immediately and convenien|. ly collected. Abridged histories of all coun- tries are necessary, and all other books that will be required for the course of instruction B.l**, 105 that mty be adopted at schools. The works of Shakspeare, Muton, and seYeral of the trans, lations that have been made from Greek, Latin, and other aathors,are worthy to be introduced into 'iBvery library. Voyages and Travels are very inter, 'tssting &nd instructinflr. Many of the books I have enumerated may, perhaps, be objected to, though I think not reasonably, by those who speak the English language. I would earnestly hope, that at no distant period, the English language will be taught in all the schools as well as the French, as it is highly necessary it should be understood by all, in consequence of our population being constituted as they are, — our connection with Britain, and neighbour, hood with Upper Canada and the United States. In the French language there are abundance of excellent works, from which selections can be made for the use of schools and libraries ; but I must leave the selection of these books to those who understand the language better than I do. I have now brought this address to a conolu. sion, and sincerely hope it may be the means of producing good, and promoting the welfare of those for whom it was written, and of the whole community. THE END.