Edgefield advertiser. [volume] (Edgefield, S.C.) 1836-current, 1855-05-02
From the Working Farmer.
AGRICULTURAL EDUCATION.

By what means can agricultural truths be
disseminated! All agree that agricultural
education is at the lowest ebb, and that some
means should be devised for its improvement; !;
but how9 Agricultural colleges have dis
tinctly faied-the experiment is fairly aban-
doned by practical men, and while they ad-
nit their usefulness for the preparation of
teachers, all know that but few of those ed
ucated in these colleges become farmers.
Even for the preparation of teachers their
use is doubted, and many, if not all, prefer
those who have pursued agriculture practi-
cally, and who, in addition, have received
such an education as includes knowledge
of the adjunct sciences. The pure chemist
and the pure farmer are alike unqualified for
such duties, while the few, who may be found
in every community, who, from popularity
of tastes, have rendered themselves masters,
to sufficient degree, Of all the sciences con-
nected with agriculture, and have applied
them practically, are at least able to meet
the requirements rs teachers, and to suit
themselves to the current events of the conf
munty. Among such, then, we must look
for teachers, and their services must be avail.
ed of in every way practicable. Such men
should be employed to lecture in agricultural
districts; such men should write books on
the elements of agriculture for the use OF
Common Schools, and thus render scientific
agriculture part of the common school edu-
cation.
We are far from obiecting to the useful
ness Of Colleges for general education, but
their benefits cannot be made to reach the
great mass of farmers; the remedy must be
applied where it will meet with Il wider dis
semination. As an exampie--the use of the
Bible and other modes of religious instruc-
ton in common schools, has. at least render.
ed the whole community capable of under.
standing the different religious sentiments OF
the day, to an extent much greater than the
general knowledge on political economy and
many other subjects not so treated, and still
the time occupied in religious instructions in
common schools is not great. Suppose that
agriculture should be taught in the same way,
and that small portion Of every boys time
should be devoted to such study, would not
the truths of agriculture, like those of reli.
gion, become the common property of all
Would not books be written of an elementa-
ry character, on chemistry as applied to ag.
riculture. on geology as applied to agFicul,
ture, and, indeed, on all the sciences which
bear even remotely on the subject. Applied
sciences is always more readily understood
than general scientific teachings, and thus a
whole community could be taught to regard
the greatest interests of the country as at
least worthy Of some consideration. What
does boy now learn at country school,
that will assist him in his after persuits as a
farmer! Are not nine tenths of the boys so
educated, likely to become farmers, and, if
so, why is it that the only subject not taught,
in whole or in part, in these schools, is agri'
culture! Why not permit the small amount
of chemistry, natural philosophy, and natar,
al history, usually taught in common schools,
to be so arranged as to teach them in their
connection with Agriculture, ard thus, by
useful anecdote and application, fasten the
facts they contain on the memory of the stu
dent? Will mechanic or farmer ever for.
get a chemical fact connected with his pur.
suit! and will not the college student who
studies chemistry uapplied, forget almost
his whole course by middle life! Indeed, il
is undoubtedly true, that 4 small amount o
chemical or any other knowledge acquired
in youth in a practical or applied manner,
will be remembered through life, while &
more general course will be forgotten