Glasgow weekly times. (Glasgow, Mo.) 1848-1861, 1853-10-27

This horse as n plow horsep 2. Which Of
these qualities are requisite for good plow
horse, and which are notp 3. How old
is this hofsep 4. Several places were de-
$ ignated on the horses and the pupils were
required 10 tell what diseases affected this
or that part and Il e remedy. 8. The anat-
omy of the horse and the hoof especially,
became the subject Of examination. .'''
The pupils were then conducted 10 the
barns, where they had to show their skill
in making straw bands, in cleaning grain
and in sowing grain, &c. Afterwards they
were taken TO the felds-first to one flight
soil, and then 10 one of heavy soil, and the
following questions were put to them. l,
What is the name Of this kind of soilp 2,
What are the name of the principal parts Of
which this soil is composedP 8, What is
the name of the subsoil, and is the subsoil
retentive or not9 d, What kind of crop
succeeds best on this kind Of soil? 8, How
large would you make the beds on such soil,
and why? 6, Is this soil heavy or light,
cold or warm? These and similar questions
were asked; in writing, the following ques-
lions. /, In the case of heavy soil sown
with wheat and oats, and in that of light
soil sown with rye-staie for every month
how much ploughing and narrowing has to
be done, and with how many horses or OK
en-? How much manure will you require,
expressed in loadsp Do you call that light
or heavy manuring? How will you treat
the manure in the stable, in the dunghill,
and in the fieldp When you have at COM
mand DRAWINGS Of your ordure pile and min
eral manure, how and for what crops would
YOU use them? What kind Of weeds appear
in the summer crop? What in the winter?
and how would you destroy them? How
keep them from coming upp If you have
good and bad meadows, to what kind oil
cattle will You give your best, and which the
worst kind of hay2 ID"
In the department Of COMMUNICATING
the relation between the various kinds OF
labor to be performed, and the force neces-
sary to its accomplishment, the examination
was conducted with great rgor. 1t EN-.
braced the preservation of every crop-and
7 the distribution of the labor as well as IFS
amount. So also the subjects Of drainage
and ditching, and other farming operations
in their minuiest detail, were put 10 the pu.
pills with rigid severity. The examination
closed with the important theme of Agri.
cultural Book Notwithstanding the en-.
tire operations of farm--the relative dis
tributIon of forces--and the cost of food
consumed by each animal--and the wages
of labor.
give you the collected mind of this all.
gust assembly of Agriculiuralsts in the
form of four propositions reported by com
mittees and adopted by the meeting
l-Educate the masses for their pursuit.
in after life.
Pin regard to Agricultural education
the practical must be thorough.
3-In Theory, all high scientific. spec
ulation should be avoided; and its applica
ton 10 practice alone be taught. 20.
ITO establish Boards of Examination
over all Germany, with proper examiner
for every district.
Under such maxims the educated agri.
culturaist will not be apt to run wild upoI
beautiful but visionary fancies. Theory i
tested by the true tombstone Of truth-th
capabilty of being reduced to practice.
trust we shall ever avoid the Sangrados o
Science.
There is no universal sovereign specif
for the cure of rich soils. Above ali othe
pursuits. agriculture demands the co-opera
tim of knowledge and ability--theoretic &C
quain'ance and PRACTICAL skill, insight AM
outsight.
would have my country profit by tn
} wholesome lessons of all countries, but jus
distinctions must be mac e, arising out o
difference Of circumstances. The course o
instruction suited to Europe will requir
modification here. We must adopt its agri
cultural learning, as we adopt the common
law of England, only so far as it is suited t.
the nature of our institutions and local con
dtion. Light, heat and moisture, climat
} and seasons are important agents great,
modifying in different localities the processe
Of nature. The education for America
must be American.
Who shall teach? will be the enquiry G
adversaries. The question is pertinent an
, the objection plausible. Who shall teach
The answer is two-fold. Our institution
/ of learning in the beginning were conduct
ed by European mind. In foundin,
the University Of Virginia, Mr.. jefferson
relied upon Europe for Professors in sew
eral important branches of science. Blu
/ take high ground. Mind, like commerce
obeys the law of demand and supply. Gre
: ale a demand for intellect in any walk o
human enterprise, and it will be supplied
} feel my breast swelling with the prou,
thought, that the intellect of my country vii
! honor every draft that may be made upol
it, under whatever exigency of progress.
} In England, the pride of birth impair
the usefulness of her best agricultural col
lege. The sons of noblemen will not work
save by the side Of their peers. The younl
sprigs Of nobility lose caste if seen toiling b,
the side Of youth whose father never wor
a star or garter! What artificial thing
aristocracy makes of men. Will the da,
never come, when ribbons shall cease {
, dwarf man? When the now impsssabl
barriers of caste, shall be broken down, O
perish piece-meal, by that law of deca,
! which attaches TO all things immature?-
When human progress shall no more be ar
rested or impeded by the nventionalism
, of rank, creating distinctions in man, whicl