The Charlotte journal. [volume] (Charlotte, N.C.) 1835-1851, 1850-03-20
.9GRICUL TUR.9L
49,
Aesasy!s
From the Genesee Farmer.
The Earmcr-llis Position, Re.
spOnsibiiities, and Duiies.

The district school system is one of the dis
features of the new world. ls
Admiration and fitness for the country aud The
almost imperative necessity 10 view OF cur pc.
Iitical institutions aud their perpelu.y, rem.
ders everything CONNECTED with It OF decided
lo,ere., and importance. II is said that the
uncien, Egyptians inscribed on their hb'ares
g Remedies for the diseases of the Soul )" aud
so mipht we write over The door posts OF our
school house, remedies for, ard pte,eniives
Of, diseases in the body polite, and promoters
Of the morality, good order, and safety Of
society. As New Workers. we justly feel
proud of our educational advantages, aud, ss
patriots and phan,bropis's, we are bound To
cherish and labor to improve and elevate
them.
Education is one Of those ind fini,e terms
which admit Of slmos, any latitude 10 II is
real and true Specification, it IS progressive
and never ending work. The whole he time
Of man is but movement onward, and 1t is
perhaps safes, to believe the elevated and
beautiful idea, that, throughout all eternity,
man will continue TO increase in knowledge
and advance ia wisdom. But il is DOT IN this
broad view Ina, | now propose to regard The
term education. will define i. for the presen.
purpose as disciplinary process, flung the
mind for the business of life; not only he ac-
cunula,ton Of knoalcds and intelligence, bu.
the acquisition or habits Of order, industry,
aud economy in proportion for the active do
tics and responsibilities Of he. This work
belongs 10 The schoo.room there the boy is
10 be prepared for manhood. ln process OF
time nature will develope the full capacity oil
the ply steal system bn, the mind is not made
of the same material, aud canno, alone come
to its full strength and capacity. lis food
and nourishment lie made Of different matter
/ han tina, which feeds and invigoraIes the DO.
I dy; i, mus. have the aid Of other minds mus,
have facts and figures, arbitrary rules, and
distinct principles and obtain them not by IN.
s,inc,, bu, by hard study, servere thinking
and The rigid application Of the mental facul.
ties.
The school sock, the school house, and be
school master are these importan, requisites
in training The mind aud in bringing out rs
power and energy. Mind, like the body, IS
the work or The great Ate"'ee,. =. 's 'oc gin
Of God, and may and does exist in all ITS glory
and mejes'y in The poor man as IN the tich
i, knows no distinction, only in It's means
development, and 10 its education POLISH
Then how glorious 10 educate all The people
how high and solemn the duty to give tt
all the adyan,ag Of men'a culture.
The d strict school belongs emphaticeI|y
to the masses; they are the peoples school
they know 90 caste, nor tecognz s no dlstnc
tion, but broadly unfold their teautliui panopiS
ana cover all alike, md say without fespec
10 person or condition, " come and patlake 0
m, ben is" GJd has gwen the mind; OUT
IS the duty o unfo'd the power, and prepafe
for 5, semalic ard Useful action, this riches
and mgh,iesl Of Gods gifts.
III. the hishes. glory and proudes. boas
of the E upite S ait, that she has thus pro
y.ded yslem for he education, of her chi
dfen. Rightly does she Judge and Wisely
act. v hen she thus prosldest for The safely Q
herself aud the elevation Of her people, Ant
have the farmers no int est 10 this uaiief
Yes they I've most Of all; for they are more
numerous han all other classes. The dl'lnc
school is truly almost exclusively their Own
il 10 10 mos, of them their only school, and I
behooves them 10 look, we'll 10 these semi
, nares, so peculiarly their o.n. Their chi
, dren, nine oul Of Ten, not ninety -nne Out
every hundred, will be educated IN them, io
4 thew have 70 where else to 60. Then lei I'M
/ distsict school be elevated, improved, anf
made what i, should aud may be. And a.
!, one improvement, almost ladispensably ne
cessary TO the farmers, there should be, ant
mus, be, department devoted TO agriculture
. | can d scover no reason why i, should 20
/. form a regular branch Of common school ed
| ucation nor Why every college and academ,
in the State should not have their professor
) ship department, devoted to agriculture as
, distinct branch of study aud education. l.
, there anything in the subject which pfecude
,blsl Is there any difficulty in reducing tt
.ennlar scisnca and Of so nrfanging ant