tional barns, has no more an interest ral millions which the en of taxa ly an equal Vermont or granting an immense amount of these lands to aid in internal improvements. But this has not been done exactly as a gift, or as distributing to “the people” that which is their own; but rather with the expectation that the remaining lands would be thereby increased in value equal to, or exceeding the whole. But what real difference would it make, whether the grant of land to build a railway increases the value of the remaining lands, or adds an equal amount to the wealth of the country in some other way? And may we not justly claim that the wealth of the country is increased by the education of the people? Especially will this be true in ref erence to Agricultural Schools. As is Michigan, so is our nation essentially an Agricultural Nation. As a Nation, we buy more manufactured productions than we sell, and sell more of the earth's productions than we buy. The farmers cannot be educated-and especially if educated in reference to their profession-without adding materially to national wealth and power. Therefore, if the public lands are to be regarded only in the sordid view of dollars and cents, a portion can be appropriated in no wiser direction than for the education of that class whose numbers, physical strength and general political integrity, have given them the cognomen of "the bone and sinew of the land." But a grant of lands for Agricultural Schools may be claimed upon still other and higher grounds. In addition to the proposition that it will add directly to the national wealth and power, we may urge the value of Education itself; in the comfort and happiness it brings to individuals; in making them better citizens; and the new guaranties it creates of the perpetuity as well as the prosperity of our boasted institutions. Like the former proposition, this would seem to need no argument. It is not proposed to argue either of them here. These remarks are designed rather as suggestions of facts, the truth of which must be apparent to every intelligent mind. The man who would 1 require argument to convince him of their truth, mu one who has never heard the maxim, "Knowled power !" But we have yet another claim to urge for a gra land to Agricultural Colleges. The benefits derived grants of lands to railways are to a great extent lo being made only for sections where the lands are situ -while a grant for the education of the farmers parts of the country, will be general and equal. As been said, these lands belong not to the States or T tories in which they lie, nor do they belong to Cong They are the property of the people--as much of people of Massachusetts and Georgia as of Michiga Kansas. A great portion of the people are agricu ists; and those who are not, are equally benefited by t prosperity, and equally ready to see Schools endowe their education. None would rejoice more sincerel their prosperity than the manufacturers of New Engl the miners of Pennsylvania, or professional men ev where. In establishing the Agricultural College of M igan-as was well shown in an article from the pen member of the present Legislature from Ionia cou published some months since-all other classes were e more interested than the farmers themselves. This pro what has been before stated, that the farmer has enemies. The public lands, then, belong entirely to the farmers their friends. And shall not Congress, which is only th agent, or trustee, give to the people a portion of t which is their own-which will make them wiser and h pier-which will teach them how to lighten the fatigue labor, while it makes them more valuable citizens, increa the aggregate wealth of the nation, and forms new gu anties of its perpetuity and future greatness? If refus it will be in defiance of public sentiment, and a great wa of the age; and give evidence that the rulers we ha truth, must be Knowledge is for a grant of derived from extent locals are situated farmers in all qual. As has ates or Terri to Congress. much of the f Michigan or re agricultur fited by their s endowed for e sincerely in New England, 1 men every lege of Mich of a the pen Ionia county, es were even This proves mer has no e farmers and is only their tion of that ser and hap The fatigue of ns, increases s new guar. If refused, great want ers we have placed in power have a higher appreciation of internal improvements than they have of the intelligence and prosperity of the people. In other words, that they think more of the value of railways than of men! We ask it not for Michigan alone; though were there to be an exclusive privilege, we might cite the fact, that she has been the pioneer in the inauguration of an Agricultural College, and risked the liabilities incident to every new enterprise; but we ask it upon the above considerations, for every State in the Union. We ask it as their right, as States and as individuals, as a means of social happiness and general improvement; and as the highest benefit that can be derived from a portion of the public lands, in se-euring the greatest good of the greatest number, and the wisest means of making our great community of States a. rich, happy, intelligent, and powerful people among the nations of the earth. HOUSE OF CORRECTION FOR JUVENILE OFFENDERS. Had this institution been denominated, by the Act establishing it, the State Reform School, it would have been a more appropriate name, and more expressive of its true design. That design, with reference to those under its influence, is scarcely different, in its moral and intellectual character, from what the Primary School should be, in relation to its pupils. The aim of each should be to educate both the intellect and the heart. Moral discipline ought everywhere to be united with intellectual culture. While the latter, in the Primary School, is more apparent in the machinery, so to speak, by which it is "effected, it will still fail of its highest end, unless moral instruction is constantly blended with it. The moral influences may not come with as much observation, but they are no less important. Improve the intellect of a morally bad person, without any cultivation of the moral qualities, and while he may be able more successfully to evade the penalties of law, he is, in some respects, only a more dangerous man in society than before. Hence, we see what a Primary School should be; and this it is designed the House of Correction shall be. In one respect, however, it goes further than is to be expected of the Primary School. The latter makes intellectual culture its more apparent object; but should consider the training of the moral nature equally important. The former places the two considerations on a more equal basis than is done in Primary Schools, as a matter of fact, both 13 |