A PLEA
FARMERS' COLLEGE
O F
HAMILTON COUNTY, 0HI0,
AND FOR A
REFORMATION IN COLLEGIATE INSTRUCTION,
BEING A  REPORT  TO  THAT  INSTITUTION,
MADE  JULY 17, 1850
CINCINNATI:
.PRINTED AT THE BEN FRANKLIN PRINTING HOUSE.
1850.
FuR THE 
FARMERS' COLLEGE, COLLEGE HILL,'
HAMILTON COU'NTY, Oriio, JULY 17, 1850.
-At a meeting of the Board of Directors of tile College, held this day in the
Hall of the President, thle following Report was read and submitted, by GILES
RICHARDS, Chairman of a Committee appointed at the last meeting of thle
Board; whereupon it was
Resolved, That the Report be accepted and adopted, and that fifteen hundred
copies thereof be printed for the use of the Board, and olhlier friends of tlihe
Institution, for distribhutionI to the public.
E. M.  GREGORY,
President of the Board of Directors.
Attest:
JOHIIN  T. CALDWELL,
Secretary of thle B3oard of Directors. 
REPO R T.
The Committee appointed to report on the peculiarities
in the course of instruction in the "1 Farmers' College of
Hamilton County," its present wants, and its claims upon
the beneficence and liberality of the public, submit the
following:
In order to present the peculiarities in the course of instruction in Farmers' College, the necessity for them; and
to shew, that subserviency to the interests of the few, to the
disadvantalye of the many, (without impugning the present
conductors of them, is so connected with our higher institutions of learning,) as to require the reform which has
already been made to the same abuses in politics, it will be
ssary to advert to university education in Great Britain
:t   (./ea which our pilgrim fathers wished to embody in the
institutions which they founded, and which, with slight alterations, but without radical changes, has been reverently
followed by their successors, in the one hundred and twenty
colleges which have been established in this country.
The English universities, originally monastic and ecclesiastic institutions, designed for the education and benefit of
the clergy, the only educated class during the dark  and
middle ages, had in the seventeenth century been so modified,
with special regard to the educational wants of the British
aristocracy, that students in them could prepare themselves
for what is termed the learned professions of Theology, Law,
and Mledicine. The formulas and terms of these professions,
with most of the books relating to them, as if to perpetuate, 
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the sway of learning over the toiling and producing classes
of mankind, were articulated and written in dead languages,
the acquisition of which was considered so necessary, that
at Cambridge and Oxford in England, a course of study, embracing a term of four years, was almost exclusively devoted to the mathematics and the Greek and Latin classics.
We would use no terms of undue disparagement in relation
to these institutions; here were educated minds, which, emerging from their cloistered shades, set learning like a city
upon a hill that could not be hid, attracting the admiring
gaze of the multitude, and such emulation for its advantages
and honors, that notwithstanding the discouragement with
which it was environed, a galaxy of poets, philosophers,
judges and statesmen, shone out, the more brilliant for the
surrounding darkness.
The single college, which collectively, formed the English
university, of which many of our forefathers were graduates,
was the model, which, after providing for primary instruction, even before making adequate provision for their physical wants, they took measures to reproduce, as nearly as
limited means, and the difference of circumstances in the
land of their adoption would permit. We could not expect
they would attempt to improve on institutions, they only emulated to copy, and which they held in the highest esteem
and veneration.  The course of study was limited in theirs, to
the bran('hes taught in the English colleges, and until the
time of the American revolution, no important changes, and
but slight alterations were made in the general system.
With the American Revolution, a new era dawned upon
the world, presenting a people in an entirely new position:
primary instruction had enabled almost every person to read
and write; fellowship in troubles had brought the various
grades of mind into close contact; discussions upon all subjects connected with their various interests,-educational,
civil, moral and political-were freely made;  legislation, 
5
based upon free suffrage, had been successfully conducted;
and a spirit of liberty, equality, and self- reliance, was
embodied among us. A successful issue, after an appeal to
arms, confirmed and emboldened us, weakening the restraints of time-honored institutions and of long cherished opinions. The very point, at which it might be supposed the fountains of learning would be purified, and made
to subserve an order of things, in many respects opposed
to the sanctions, precedents, and doctrines, they had so
long inculcated: but no-the aew were released, whom filial
loyalty had bound to servitude; while they honored the mother,
by leaving to her own reflections the propriety of amending
her teachings. In their litany they struck out King, and
inserted President, leaving free discussion to combat other
assumptions. This is not the occasion, had we the ability,
to portray the deep and radical changes which man, thinking and acting in freedom and intelligence, will be sure to
require; we have only to do with what we consider unwarrantable, though almost universal prejudice, in favor of particular studies, proper for the few, to the injury of the
general diffusion of knowledge to the many, so pertinaciously adhered to, as to react injuriously upon the institutions themselves, so that for many years past, our higher
institutions of learning, amid general prosperity, a high appreciation of learning, and the vast and increasing requirements for it, are in an embarrassed and declining condition,
not themnselves performing the use which is required, and
practically standing in the way of other institutions being
established.
Consider the prominence which a knowledge of the dead
languages, and of ancient classical literature, must have held,
as a necessa.'y part of education, and which is but slightly
weakened among the learned of the present day, —when a
whole people, having politically renounced one the soverei,gn,
and given cordial and unqualified adhesion to all the sover 
6
eign, ever requiring to be instructed in their high duties,
when, notwithstanding there were governments to establish
upon entire new principles, a country teeming with undeveloped resources, inexhaustible in its latent wealth, a virgin
soil adapted to the production of all the necessaries and
luxuries of life, and of the great staples of commerce, lying
idle, to be cultivated, lands to be surveyed and cleared, roads
and bridges to be constructed, ships to be built and navigated, systems of finance to be contrived, manufactories to be
established, mines to be wrought; in a word,  all the means
which science has provided to aid in the march of civilization," to be employed; and so far as our colleges were concerned, when the ardent freeman sought for himself or his
sons, among their quiet shades, to procure the aid of learned
professors, to qualify them for duties necessary to be performed, and which they were ambitious to accomplish, lacking
only the science to direct,-repulsed,-because they had not
expended their time and energies, upon a sufficient number
of Greek and Latin verbs,-as though Hiomer and Demosthenes, Virgil and HIorace, were the substratum of republican government, and lay at the foundation for developing
the resources of this new and vast continent.
In answer to the question, what should be the proper
education of a man?-the view presents itself,-that he is
not placed on this mundane sphere merely "to fuime and fiet
his hour upon its stage," and then to be no more. Even
though extended to more than three-score years and ten,
it comprehends but a minute, though important portion of
life-I-nnmortality, Eternity-though our conceptions  are
entirely inadequate to comprehend the vastness of the
terms, we profess faith in them, and that they are justly
applicable to our lives, which we believe uncircumscribed but
with their duration.-Where is the college, except as a
mere exercise in gauging the acquisition of language, that
requires an examination in the documents of the Christian
I 
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religion? emphatically the religion of our people,-the
revelation of immortality, the rule of life,-a religion, which
is the foundation of government, the basis of law, the
cement of society;-the only religion that is spiritual, intellectual and moral,-adapted to the simple in his simplicity,
and to the wise in his wisdom,-teaching the most enlightened
duty and the most enlarged usefulness. So far from denying, all our institutions of learning would acknowledge, and
even add to the paramount importance of the OLD AND NEW
TESTAMENT; and yet, without requiring a knowledge of them
for introduction to an academic course, or for college
honors, they require youth, in the plastic age, when impressions are most vivid and lasting, to spend a year or
more in the study of the "proud, destructive, unforgiving
virtues of Greek and Roman patriots," portrayed in all the
graces of language and the fascinations of poetry-a longer
time, under their tuition, to inculcate their primary importanrce.-The assertion by Martin Luther, and his appeal to
thei]), that the Cl/ristian Scriptures did not authorize the
means taken for decoration of the tei)ples of religion, an
emulation of one of the classic arts, set the world in a
blaze, caused a reformation in religion, and the revival of
learning.-What may we not expect, from further appeals
to them, against errors and corruptions in high, and misery
and destitution in low places when, leaving traditions and
p)recedents, their importance is acknowledged, and the letter
and spirit of their doctrines studied from the),z as a text
book, in our higher institutions of learning? Agrarianism,
Owenism, the many forms of socialism, and a thousand independent moral panaceas, would not be obtruding their
vain specifics, to pe:fect heal#t, which can be obtained and
continued only at this source.
We can account for this apathy, only by reasons which
prove the glorious perfection it is acting against. The
ever-acting sun, the central and immediate cause of natural
k 
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vision, vegetation and life, so evident and constant, is less regarded than brief, casual, and unimportant manifestations.Differing sects have each striven for the control of these
institutions, and when obtained, have endeavored to engraft
peculiarities, without transplanting and nurturing the root
into the soil, where it would best grow and produce fruit,requiring the time and energies of students to be directed
to the ancient classics, more or less at least, to the exclusion of knowledge required by the wants of the community,
and the spirit of the age in which we live-to the attainment of a Christian anzd Americanz education.
A writer in the Edinburgh Review, (April, 1849,) in relation to the ancient classics and mathematics, says:-"But
even as a preparatory training, is the actual benefit ever
found to justify their high pretensions? Is there any man
alive who can say, not with truth, but even with conviction,
that the best and most laborious scholars and mathematicians of the university are the best lawyers, physicians,
philosophers or statesmen of England?  The very reverse
is the plain, if not the acknowledged fact.  It would be
difficult to find at present, among the most eminent leaders
of NVestiinister Ilall, any whose academical course was distinguished by studies or crowned with honors, either mathemnatical or classical. The extent to which academical distinctions have latterly been thrown in the back ground, in
the professional and public life of England, has gone lengths
which really surprise us."
We suppose the truths of these remarks are equally obvious in this country.  How many have risen to distinguished usefulness, without having entered the walls of a
college, though they have held almost a monopoly for instruction in the branches necessary for professional and
public duties!
The average of human life is not perhaps over thirty
years, one-sixth to an eighth of which, by the system pur
0 
9
sued in our colleges, is consumed in the acquisition of dead
languages, in after life now so little used, even in "the professions," that it is not uncommon to hear persons, after
ten or twenty years of active and successful practice in
them, say, they could not successfully sustain an examination for admission into the college from which they graduated; and the more active and stern have been their duties,
the more likely they would be to prove the truth of the
observation.
We would not decry a classical education, or prevent
those who choose, from drinking deeper at the fountains of
it, than any now do. As a superstructure upon a proper
foundation, it elevates the thoughts, improves the taste,
emboldens, we might almost say, humanizes the affections,
and what is of more consequence, tends to ennoble the actions. But these are not now altogether buried in the dead
languages, and the advocates for retaining the high position
claimed for them, as a necessary part of a liberal education,
can justly urge, only the difference between the words in
the language in which they were actually written, and translations into our mother tongue; the collateral advantages
of a knowledge of the dead languages, although important,
would not seem to make the study of them so universally
indispensable.  May it not be, that the voluptuous graces
of beautiful mythology, have a tendency to attract young
attention from wise theology; and that while we are so
tenaciously clinging to, and upholding, an ancient, classical,
very apparent, but Ptolemaic literature, we practically prevent the introduction of modern Copernican truth, to be illustrated by its Kepler, Newton and La Place, and made
worthy to supercede it?  Those who read and understand
Shakspeare, who did not suppose his works worthy of being
collated, Milton, to whom ten pounds was a remuneration
for "Paradise Lost," Junius, afraid or ashamed to be known,
may answer. Of Johsons, Goldsmiths, and Eleazer Smiths,
2
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we say nothing. But allowing their importance,-by a just
division of labor, may it not be, that some kindred genius,
in view of the greater want which will thus be occasioned,
and the increased ability to supply it, will embody in living
language those forms  of thought  and expression which
have been the wonder and admiration of long succeeding
ages? The Church even, was never forbidden to borrow
jewels of the Egyptians.
An examination of the course of studies in all our
colleges. will show, that a very large portion, really requiring
more time to master them, than the four years allotted to
the whole college course, is devoted to studies, having none,
or very remote relation to the active duties of life. It
is not the first time the assertion has been hazarded, that
the single academy at West Point, has done more to advance the physical improvement of our country, certainly
in its canals and railroads, than all our colleges united.
Some encouragement is found in the signs of the times,
that a reformation in the course of collegiate education is at
hand. Many colleges have, in aid of their funds, found it
necessary to submit to a scientific department connected
with them, but so entirely subordinate, in the view of professors and pupils, that the one consider it an incumbrance,
and the other almost feel disgraced,-showing the want, but
practically discouraging other than the regular course. A
brighter sign is, that Harvard University has accepted the
munificent donation of $100,000 from Abbott Lawrence, to
establish a college upon reformed principles as an adjunct to
theirs, where the manufacturer, mechanic, engineer, and
perhaps merchant, may be educated for the duties pertaining to their occupations. And that Brown University has
instituted an inquiry, which from a high source has been
answered favorable to a radical change in their whole course.*
* It would really be curious to examine into the birth and progress of the
English language, and to conjecture when it will be thought to be able to go 
11
So far as we know, the idea that a change was necessary in
the course of instruction pursued in our colleges, particularly
in regard to making a knowledge of the dead languages,
and the pure mathematics, indispensable to admission to
their advantages, and to a participation of their honors, it
was first broached by Thomas S. Grimke, himself an elegant
and accurate classical scholar, of whom Mr. Mansfield, in a
biographical sketch of him, says, "1 to the classics he appears
to have devoted a double attention, first studying them in
the ordinary way, and then using them in connection with
his own vigorous intellect, to prove the language and literature of ancient Greece and Rome inconsistent with and unnecessary, and alien to the Christian system." Mr. Grimke
introduced the subject in some notes published in his native
city of Charleston, S. C.; enlarged upon them in an addresss
alone. From Chaucer down, it has been imbued with so much soul, or at least
mental vitality, that there are few probably who fear its premature death.
When it is out of the leading-strings of its timid nurses, it may do more, and
greater things, than at present is thought of. That it is beginning to talk
pretty well, we have abundant evidence. Even c the professions" have not
that repugnance to its use in important matters, as formerly. Though in
Christendom a majority of the clergy may continue to use Latin in their worship, so far as we know, the vernacular is used by all of the reformed. Learned
M. D.'s, though they may adhere to unintelligible zig-zag, black letter prescriptions, send their bills in very plain English.  The love the lawyers bear
to learning is in fault, that they will use Latin where English would serve as
well, notwithstanding a precedent stated by Lord Campbell at variance, and
going to the other extreme, that in 1820 or there-abouts, a Welsh judge, on a
trial for murder, ruled "that the indictment and the evidence, must not be interpreted into Welsh for the information of the prisoner, as that would be contrary to the statute of George II., which requires all proceedings to be carried
on in the English language." It is, however, comparatively of late date, when
all legal proceedings were in dead languages.  Styles, reporter of decisions in
the court of king's bench, thus laments, in 1658, ( I have made these reports
speak English, not that I believe they will be thereby generally made more
useful, for I have always and yet am of opinion that that part of the common law
which is in English, hath only occasioned the making unquiet spirits, contentiously knowing, and more apt to offend others than to defend themselves, but
I have done it in obedience to authority." The authority was an ordinance of
Cromwell's parliament. As late as 1730, all indictments and special verdicts
were in Latin, and in a debate in the English House of Lords in 1731, Lord
Raymond Chief Justice of King's Bench, made a speech, opposing the use o
the English language in legal proceedings.
I
A 
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delivered at the commencement of Oxford College, in Ohio,
in 1834, reiterated and went at large into the argument in
an address before the Western Literary Institute and College of Professional Teachers, at their annual meeting in
Cincinnati, in 1834, which was printed with the transactions
of that institution. Hie there gives it as "the fruits of
reading and meditation, of conversation and observation,
through a period of twenty-seven years, that there must be
an American revolution in education, before it will be fit
and worthy of this country."
Francis Wayland, President of Brown University, whose
opinions and reasoning give direction and force to many of
the ideas herein adduced, in an elaborate report, made to
the trustees of Brown University in March of the present
year, though he argues the point mainly as an economic
arrangement, suited to the wants of the colleges and the
public, we gladly refer to, and would like it to be in the
hands of every one, "to illustrate the tendency of a system
of education raised by great endowments above the control
of enlightened public opinion." After a careful examination of the statistics of the colleges in New England, where
a liberal education is more highly appreciated than in any
other part of our country, including in his estimates, Bowdoin, Waterville, Dartmouth, Middlebury, University of
Vermont, Williams, Amherst, Harvard, Brown, Trinity, Yale,
and Wesleyan University, he comes to the conclusions that
since 1830, though the population of New England has increased from 1,955,207 to 2,800,000, her capital doubled
or even trebled in that period, and the number of persons
able to avail themselves of a collegiate education is increased ini a similar proportion; though very large sums
have been given to sustain the colleges, and the means
of education in all of them  greatly enlarged;  that in
1830, one in 13,650 of the population of New England was pursuing a collegiate education, and in 1849,
i
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I 
13
only one in 14,080, showing that "4 the number of those
seeking a collegiate education is actually growing less,
at a time when the subject of education has attracted the attention of the whole community to a degree
altogether unprecedented in their history;" and that the
diminution of members in their own institution, has " continued for so long a period and with so steady a progress
that he is forced to a conclusion that its causes are permanent."
The arguments, conclusions and recommendations of President Wayland, if copied, would furnish stronger reasons for
the peculiarities in the course of instruction in Farmers'
College, than any which we could adduce. We copy the
following, all pointing to that peculiarity: "Except the ancient languayes, there are but few of the studies now pursued
in college, which if well taught would not be attractive to
young men preparing for any of the departments of life."
cc Many young men who intend to enter the professions, are
unwilling, or unable, to spendfour years in the preparatory
studies of college; they would, however, cheerfully spend
one or two years in such study, if they were allowed to
select such branches of science as they chose." " The present system of adjusting collegiate study to a fixed term of
four years, or to any other ternm, must be abandoned, and
every student allowed, within limits to be determined by
statute, to carry on, at the same time, a greater or less
number of courses as he may choose."-" That the time
allotted to any particular course of instruction should be
determined by the nature of the course itself, and not by its
supposed relation to the wants of any particular profession."
" That the various courses should be so arranged, that, in
so far as is practicable, every student might study wihat he
chose, all that he chose, and nothing but what he chose. The
faculty, however, at the request of a parent or guardian,
should have authority to assign to their student such a 
14
course as they might deem for his advantage."-"That
every student should be entitled to a certificate of such pro ficiency as he may have made in every course pursued."
In the course of his reasoning that the change is just,
expedient, and necessary, he says, " our institutions of learn ing have generally been endowed by the wealth of the pro ducing classes of society. It is surely unjust that a system
should be universally adopted, which practically excludes
them from the benefits which they have conferred upon
others," and that, " if every man who is willing to pay for
them, has an equal right to the benefits of education, every
man has a specal right to that kind of education which will be
of greatest value to him in the prosecution of useful industry, it is therefore eminently unjust, practically to exclude
the largest class of the community from an opportunity of
acquiring that knowledge, the possession of which is of inestimable importance, both to national progress and individual success; and yet we have in this country 120 colleges,
42 theological seminaries, and 47 law schools, and we have
not a single institution designed to furnish the agriculturist,
the manufacturer, the mechanic, or the merchant, with the
education that will prepare him for the profession to which
his life is to be devoted."
Leaving these extracts, which our zeal for reform in popular education would gladly extend to the whole report, we
close this part of our subject, with the observation, that the
peculiarities in the course of instruction in Farmers' College
is, that they do not require the study of the dead languages,
or the pure mathematics, teaching both, however, to those
who may choose, substituting therefor other branches having
more direct relation to the practical duties of life, giving a
diploma, or special certificate, of attainments, as the case
may be, reducing the regular term from four to three years,
and allowing a shorter or longer period as individuals may
determine. 
15
In answer to the inquiry, what are the wants of Farmers'
College? it will be well briefly to sketch its past history and
present state.
By the individual efforts of Freeman G. Cary, an academy was commenced at what is now called College HIill, six
miles north of Cincinnati, in 1833, with eight pupils, which,
in the course of that year, increased to twenty-four. The
increase was gradual but constant. In 1838 it averaged
over one hundred scholars, and continued increasing in
numbers and the favor of the public. In 1846, Mr. Cary
had invested upwards of $10,000 in grounds, buildings and
apparatus, necessary for the well-being of his establishment,
and "the cry was still they come," beyond his ability properly
to teach. By this time about 700 persons had been more
or less educated, and were applying their attainments sucb
cessfully to the duties of life.
An appeal was then made to the public to increase the
facilities for education at this point, by a subscription, in
shares, of thirty dollars each, for the erection of a college
edifice, to be held by an incorporation, which was obtained
from the Legislature in the session of 1846-47, under the
style of the "Farmers' College of Hamilton county."
The appeal was  nobly responded  to, funds were subscribed and paid so promptly, that in 1847-48, a beautiful
and substantial building, 120 by 48 feet, three stories
high, was erected on a pleasant and elevated site, containing about four acres of ground, the building in which we
now are. Is it not evidence of a public appreciation of its
objects? Over four hundred persons were contributors. A
subscription was also made for a telescope, with which an
excellent one, with an object glass of 641 inches in diameter,
has been procured, and is in use.
IhIere was the incorporation, with its grounds, stone, brick,
mortar, &c., faithfully, tastefully, and cheaply put together.
There was Cary's Academy, "in the full tide of successful 
16
experiment," Mr. Cary a successful and popular teacher, a
warm and ardent pioneer advocate for reform in the system
of collegiate education indicated in this report, as his valedictory at taking leave of the college where he was educated, his writings, conversation, published and unpublished
addresses during fourteen years, will abundantly demonstrate. The course of duty was too plain to be questioned,
and after such legislation as was necessary and proper to
make the institution subservient to the wished-for reform,
to Mr. Cary was offered, and he accepted, the barren honor
to carry out the plan. The trustees also regulated the
payment of interest on the stock which was payable in tuition, so that there can be no accumulation of debt, considering the amount not applied in any year, a donation to
the institution, which was confirmed at a subsequent meeting by the stockholders.
It has now been in operation nearly three years, the students numbering in 1848S, 89 in the college proper, and  111
in the preparatory department; in 1849, 109 in the former,
113 in the latter: the faculty consisting of four professors,
a teacher in ancient and modern languages, and principal
of the preparatory school. The plan of instruction pursued
is appreciated as being, on the score of general usefulness,
in advance of other collegiate institutions, and a greater
number have availed themselves of its advantages, than in
any college in the west. To the casual observer, a high
state of prosperity and increasing usefulness seems evident.
And such undoubtedly would be the case, had not public
munificence and private liberality so enriched and endowed
other institutions, that education in all our colleges must
be disposed of at far less than its cost.
In handing over the corporate property to Pres. Cary, as
a corporation, we virtually said, take and use it as we have
directed, pay insurance and the required interest on the
stock, pay the salaries of professors, tutors and teachers
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17
such as we will approve, pay for apparatus, fuel, lights, and
keep the property in thorough repair, receive the revenues
for tuition and rent of dormitories,-what is left after pay    ing for all these, is the salary you shall be entitled to. It
is all we have. In President Cary's report to the Board
of Trustees of the 27th  March of the present year, he
says:
'; I think in the two and a half years already passed, a
sufficiency of facts are furnished, greatly to aid in our fu    ture plans and efforts, perhaps such as may considerably
modify our future action."
And what are the facts detailed in that report? After
stating the injurious effects of the fear of cholera and small    pox, in ] 849, which caused a short suspension of studies,
he says:
The attendance has been large the past winter, uniform
health has prevailed, regularity and prosperity seem now to
be completely restored, and we have numbered 160 the
past term.  Our professorships are all filled with men who
I am hearty in saying are fully competent to the several
stations, than with whom, I never labored with more satis    faction or surer confidence of success.  There has been no
revulsion, no withdrawal of confidence, no  diminution of
patronage.  But the interests of the college have not been
thus sustained, without great self-denial and personal sacri    fice, more I am satisfied than this community will continue
to require, more at least than they can for a long time rea    sonably expect."
Still farther, he says:
'.You are ready to enquire, how has the college been
kept up through these adverse circumstances, paid its pro    fessors, paid interest on the stock as demanded, insurance,
fuel., lights, repairs, furniture, apparatus, &c., &c., and in
these respects kept them fully equal to other colleges, and
*    at the same time not incurred a ruinous debt;  this without
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18
endowment or any income, other than tuition fees, while
all our colleges with endowments, tuition fees, and many
perquisites, are in debt, some of them deeply. I answer,
the college meets the exigencies of the times, is blessed
with a numerous paying patronage, without which it could
not exist a single day, for it depends on this entirely, and
by the strict economy of all concerned. The professors live
on small salaries, smaller than it is reasonable to ask men
of such acknowledged abilities to live upon; $500 per
year is now the highest given. They must pursue their
avocations out of a love for science, or regard to those engaged in its prosecutions-perhaps for both of these united.
As for myself, I may state that while I have $10,000 invested, say nothing of business tact, energy and reputation,
which I value as worth something, I have been content
with the pittance left, if any, and if none, by industry and
strict economy, and the fruits of a few acres of ground, to
eke out a bare support."
Mr. Cary makes no complaint, not expecting the attainment of so great an object without sacrifice, and says:
" Did I this day know that it would finally be successful,
that a spirit would be awakened all over our land to put
forth similar efforts, increasing the facilities and inspiring a
desire for a more liberal mental training of the million,
resulting in the proper modification of our colleges to suit
the times, &c., &c., I would be willing not only that my
money should be sacrificed, but my life's best energies
spent, even to the close, in the accomplishment of such desirable results."
It will be seen that this institution as now conducted, is
necessarily partly of a private character, liable to interruption whenever the former academy buildings, fixtures and
apparatus, shall be withdrawn, which Mr. Cary has an undoubted right to do at any moment   It wants the means to
purchase such of these as are necessary adjuncts to educa 
19
tion at the college. It wants the means to place it upon a
firm foundation as a public institution, beyond the fluctuations inseparable from mere individual enterprise.
It will also be seen that the revenues of the college are
less than will sustain the requisite number of professors and
teachers, who must be men of talent and ability, for the
success of the institution depends upon it-that whatever
is taught, be well taught-an increase of students will require
more teachers, and not help the matter.  As  no reduction
of expenses is possible, the plain obvious mode would seem
to be to raise the price of tuition, which is now somewhat
higher in ours than in colleges generally, which makes the
matter a serious one. You ask, how is this? Which we
answer by quoting from President Wayland's address before
referred to.
"The demand for this kind of education, (preparation for
the learned professions,) has decreased.  It could not be
disposed of for cost. The first effort made was to provide
the means of furnishing it below cost. When it could not
be sustained at this reduction, the next effort made was to
furnish a large part of it gratuitously. IHence, if it be desired to render a college prosperous, we do not so much ask
in what way we can afford the best education, or confer the
greatest benefit on the community, but how can we raise
funds, by which our tuition may be most effectually either
reduced in price or given away altogether?"
"We have produced an article for which the demand is
diminishing. We sell it at less than cost, and the deficiency
is made up by charity. We give it away, and still the de mand diminishes."
Hie illustrates the liberality with which education is sup ported, the cost to the public at which the present collegiate
system is sustained, and the manner in which tuition fees
are cheapened,  by reference to the statistics of Harvard
College for 1849.
4 
20
"The amount of funds, according to the Report of the
Treasurer of IHarvard College, appropriated to the education of under-graduates, or the academic department, is
$467,162.17. The interest of this sum, together with the
fees for tuition, furnish the means of supporting the institution.  This interest at six per cent. is $28,029.72; that
is, the college pays out for education this amount more
than it receives for tuition. If we divide the sum by the
average number of graduates for ten years, (fifty-seven,)
it Will give $491.01, which is the portion received by every
graduate. In other words, the public or private munificence of the friends of this noble institution, grant a bonus
of $491 to every student who takes his regular degree.
"But this is only a portion of the amount invested in
education. The lands, buildings, library, apparatus, museums, and other means of instruction for the benefit of the
student, would probably amount to as large a sum as the
fund above mentioned.
"If we add these together, we shall see that every graduate of this institution, in addition to all that he pays for his
own education, costs the public nearly $1,000; and yet the
Treasurer complains of the straightened condition of the
University.
"HIere then is a college situated in the centre of a most intelligent community, directed by gentlemen of public spirited
benevolence, officered by scholars of the highest reputation,
which, with such means at its command, finds it' difficult to
sustain itself.  The fault is not in the community, nor in
the instructors; it must be in the system, if there be al fault
at all.
"By a similar comparison of the funds of the Law, Divinity
and Medical Schools, with the present number of the senior
class in each, it will appear that each law student receives
from the fund, towards the payment of his education, $ 86;
each medical student, $27; and each divinity- student,$1680.
A 
21
This last is larger for the present year, in consequence of
the small number of the senior class.  The cost of Theological education in our endowed seminaries is probably
about $1,000, besides whatever the student pays himself.
This is the premium paid by the public on this branch of
professional education."
Brown University, besides the buildings, library, and apparatus, has a fund of $34,300, the interest of which is applicable to repa-irs, and to lesson the cost of tuition in it.
"The number of students, for several years, has not increased, but has diminished.  HI-lence  the condition of the
institution has become embarrassed." No one would pretend there was any other cause for this, than the general
apathy towards all the colleges.
So much for the expeise to the community, at which the
present system of collegiate education has been carried on.
It is not of course to be presumed it is to the same extent
in all our colleges. probably the average will be at some
point between the two cases stated; none  will be found
without large endowments:
MIiami University, at Oxford, in our own State, has the
annual revenue of the interest on the sale of a township of
land, (over 23,000 acres,) and that land exempted from
taxation. Athens has even more land; both are in a state
of exhaustion, and have instituted inquiries why they have
so few students why, when learning is considered more
necessary than formerly, when the numbers who want, and
the ability to obtain it, are so greatly increased-when
learned and popular Presidents, Professors, and Instructors,
have been appointed from any of the large sects, and from
no particular sect-when they have diminished their expenses to the lowest possible amount, have exhausted their
revenues, and contracted debts, to reduce the price of
tuition, still hoping the tide would soon turn in their favor. ~
An occasional wave may have brightened hope, but s
*       In,, W   A   -~ ~~~~~~~~~~~~~~~~~~~~~~~~,,! ii,f
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4 
siding, it is found to ebb, ebb still.  Some attribute this
to political party bias, some to pro-slavery, others to abolition opinions, some to Calvinism, others to the want of
it, some to too stringent, others to too lax government.
After a few years it will probably be discovered that they
are trying to sell what is not marketable,-not that it is
useful learninz,q for that is in higher appreciation and demiand than ever before,-but the by-gone, stale, dead lauguages, worth something truly as an ornament, but not necessary, or even highly useful, in the bustling, busy, and
exciting battle of life.
We have but to refer the public to the catalogue and
course of study of the Farmers' College, to show the important and radical difference between this and all other institutions of learning. A minimum course of study is prescribed, and this course, or its equivalent, must be thoroughly
mastered before a pupil can receive the Diploma of the College.   But by the introduction of equivalents, it will be
observed, that a young marln, otherwise promising, may secuire the honors of the institution with a less amount of attainment in any given department, provided that, in another department, he has progressed beyond the prescribed
limit.
A course of education, liberal and thorough, suited to
the genius of our government, our people, and our age; an
education which embodies in it the very elements of the
growth and stability of our institutions, and based upon
the principle that the masses are to rule, is the education
which we propose to furnish..
An institution like ours can be more nearly supported
by tuition fees, because there will be no lack of pupils, and
the tuition may be somewhat higher —not enough higher,
however, under present circumstances, to make it pay its
own way.  Collegiate instruction has been so long sold for
less than cost, that the people expect it at the quotations.
22 
23
As it may not be obvious to all, why the matter of education may not be safely left to individual enterprise, we
would observe, that the duties of life are so various, as to
require for proper instruction in them a division of labor
among professors and teachers, requisite for high attainments, and for facility in imparting it, so that the services
of many persons, with a large outlay of capital in grounds,
buildings, chemical, philosophical, astronomical, and other
apparatus, library, and other appendages, are required; the
collection, combination, and application of which, are entirely
beyond the scope of individual enterprise. Even were individuals competent to it, the institution would want that
permanency which is attained by an incorporation, or legal
person, having perpetual succession. IHence the absolute necessity, in all civilized countries, of permanent institutions
of learning.
It will now be plain what is wanted, and the reason why
it is wanted. We want the means to purchase such of the
contiguous grounds, academy buildings, fixtures, and apparatus, as may be necessary, and also, an endowment, the
interest or income of which, shall be appropriated to the
several professorships, granting to each a certain stipend,
not to make a sinecure, but to insure a possibility to live.
The balance of the salaries to depend, after the payment of
all other necessary expenses, by some just and equitable
rule, which the Trustees might establish, upon the income
for tuition. The corporation have no other means to appropriate to these objects, and should not under any circumstances incur a debt. This, it is believed, would attract the best class of professors and teachers. They would
be brought directly into salutary contact with the public,
and the extent of their remuneration depend upon industry
and skill in their profession.
To attain these objects, we cannot suppose a less sum
than forty to fifty thousand dolllars would well answer.
Ob 
24
More than this could be used to advantage, in extending
the library and apparatus of the institution.
We are well satisfied that there is abundant means, and
willing hearts, to contribute to this fund, and that the
country will be enriched and otherwise blessed by the benefaction. Should there be a partiality for particular professorships, or a desire that particular branches be taught, such
preference might be indicated with the donation, which the
trustees would be bound to respect. In this way a foundation might be laid for new studies, and for increased usefulness.
Consider an institution of learning, the directory elected
triennially, by a thousand or more contributors to its funds,
stimulated by a desire for the application of its benefits
and advantageg to their own sons, or to the general diffusion of knowledge; having the fundamental or iniatory
professorships endowed, so far as to attract those best qualified to teach, and to give permanence and stability to their
action; with a provision for the foundation of particular
professorships, such as present wants and future discoveries,
in the spiritual, mental, and physical worlds, may require,
none of which to be captiously objected to, where public
or private liberality manifests their importance, by placing
them above a necessary participation in the common fund;
founded with a desire of beneficence, by free-will offerings,
their use measured and sustained by freedom in receiving
or rejecting their  instructions, a Univeresity  is lharmnony
with our other iitilutio;,s.  Bigotry and party might combine to establish what could do no harm, while the Christian, the patriot, the utilitarian, and the friend of progress,
to perform what would result in incalculable good. ITow
many persons, living and dying, who yearn with the desire to spread knowledge among  men, by the legacy of
means insufficient of themselves to perpetuate their objects,
might here appropriate their bounty to the general, or particular object of their choice. 
25
This brings us to the final inquiry, what are the claims
of Farmers' College? It is rather in sorrow than exultation, that we are obliged to plead the excusiveness of its
claims upon public beneficence and liberality. We should
rejoice to see many like competitors for public favor.
It is the foundation or nucleus of a most noble institution, at exactly the time and place for an enlarged sphere
of usefulness, in which more than four hundred fathers have
evinced an interest by their subscription to make it what it
is. It is situated in a most healthful, picturesque and pleasant
locality, airy and unconfined, with room for any desirable
increase; in a well settled, intelligent, and fast increasing
neighborhood, easy of access from all points, and as near
the most populous city of the West, as will comport with a
due regard to health and morals-and pledged, as its name
implies, to provide instruction to the largest class of producers,
but limited in providing it to none. By its charter, the contributors to its funds choose tri-annually from their number
fifteen trustees or directors, who control and direct the
application of its funds. So far, they have been selected
of all parties and shades of opinion, and may continue to
be, so as to secure the institution against undue sectarian or party bias.  It stands forth the first public embodiment of a reform in collegiate education, required by us
as Christians, as friends of progress, and the social elevation
of all ranks and pursuits.  It is an institution eminently
calculated to dignify and exalt labor,-where any class of
producers, the votaries of any science, the friends of the
arts, the advocates of ancient or modern literature,-any and
all classes and pursuits, may endow professorships, and have
teachers, to impart instruction to those disposed and willing
to receive it. It is an institution where we may send our
sons to learn, under necessary qualifications, what we choose,
all thaa we choose, and  olkhing but what we choose.  Nearly
a thousand young men  already rejoice in the advantages
4 
26
they have received from it, including the incipient stages
of its progress.
The good it may be made the means of accomplishing, can only be measured by the possible elevation of
literature, capacity for instruction, the requirements of
.science, and the blessings of religion.
So far as relates to a reformation in the course of instruction in our time-honored institutions of learning, it may
seem presumption in us to speak as we have. But it is in
the order of things, that when the venerable and widespreading king of the forest has outlived its usefulness, the
worm attacks and carries to its vitals the agents of decomposition, causing slow but sure decay-and it must give
place to a growth more vigorous, and of greater present
and future usefulness.
Respectfully submitted, in behalf of the Commitee.
G. RICHARDS.
ELLAND), Butler Co. 0., June 12, 1850.