The Fairfield herald. [volume] (Winnsboro, S.C.) 1849-1876, 1869-11-24
Ag rioultural Education,

y
c;ton in Germany is only one of the
chapters of the history of polyteoh-
mic education. At the outset the
agricultural schools were for poor
peasant children. But with the pro.
gress of thought and experiment, this
branch of education enlarged and ole
waited it's aims, till it has become final
ly to be an honored and useful de-
partmcnt Of university instruction.
There now exists in Germany three
somewhat distinct classes Of agricul.
tural schools. The first are schools for
the education of practical farmers or
farm laborcrs. These schools provide
winter course of theoretical instruc-
ton, and, in most cases, send the stu
dents home to work on the farm dur
ing the summer education.
These schools are Of different grades,
the instruction in some being some
what thorough and complete, while in
others it is quite moagre and merely
elementary. Thoy have doubtless ac.
complished much good, but they are
said to be giving away before the
multiplication of higher order of
schools.
Tno socond class embraces what, in
America, would be called agricultural
colleges, but which the Germans style
agricultural academies. They wore
all, as far as l could learn, of some.
what early origin, having been estab-
lished before the question of union
WITH the universities was started
They were isolated schools, aiming at
high and thorough course in all
sciences pertaining to agriculture and
at such practical instruction as thoir
modern farms afford. The opinion
was frequently expressed to me that
these schools would, at an carly day,
to united to tho nearest universities.
The third class Of agricultural schools
consist of the agricultural depart
ments of the universities. These are
all of somewhat recent origin, having
boen established in conformity with
tho conviction that gricultural educa-
tion of the best form ought to be pro.
vidcd for by tho universities.
l shall give your readers tho best
idea of tho character Of these several
classes of schools by describing one of
each GLASS as they fell under my own
observation. But as this description
will probably fill letter of itself,
may use tho space remaining in this,
to present some general views Of agri-
cultural education in the German
States.
And foremost among tho questions
which will be asked me is this Has
agricultural education, in Germany,
on the whole, been successful 1 put
this question one morning to Baron
Liebig, in his library, intimating to
him that doubts on this point existed
in America. The splendid old man
stretched himself up, and with flash
Ing eye, exclaimed "Thc success has
been, immense - and then in proof of
the truth of his statement added !:
SIN Hcsse, for example, the value of
the land has increased three hundred
per cent. under the improved method
of culture introduced by the diffusion
Of agricultural science. And this
increase has not come, as yotfr lands
increase in America, by increase Of
population, but by the actual improve
ment in tho fertility of the soil. The
immense quantities of tho artificial
fertilizers, the phosphates and sui
pilates now used in Germany, aro owl
dences of the progress of agricultural
sciencc. Lands, which were worn out
and nearly useless, have been rcnovat-
ed and rendered abundantly produc-
tive by the improved methods and
manures."
Mr.. Bancroft, the American Minis
tor to the Prussian Court, told me
that when he first visited Berlin, fifty
years ago, that city was in the midst
of barren sands. Now it is surround
cd with fruitful fields and waving for
ests. Agriculture, science -taught, has
transformed the sands to fertile soil.
Aud all this the Germans claim as the
fruits of thoir agricultural schools.
1t another proof were wanting Of the
acknowledged utility Of these schools.
it could be easily found in the fact
that they ore being rapidly multipli-
cd throughout the German States.
Men do not multiply useless institu.
tions; but the agricultural schools are
multiplying in great numbers. And
these institutions are increasing in in
fuence as rapidly as in numbers. The
scope of their course of instruction
and the value Of their educational
influence are constantly increasing,
and as consequence, their place ia
public esteem grows more and moro
prominent.
The German agricultural schools
have introduced two measures which
have helped greatly to increase both
their influence and usefulness. First
they have organized an extensive and
thorough system of agricultural expo
riments for tho discovery of new truth
and the solution of the great ques.
tions Of ngricultnrnl sninnea Thnro