Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1871-06-15

EARNING =, . Lenrre4 Proiesslou

Farming as = keurns1 Profession.
We contend that tBere Is no occupation
which deman3s-so much znowledge, ex-
periencc and judgment as farming. To
be entirely successful. it must not only be
elevated to the rank of the learned pro-
fessions, but 9c the most learnedof all the
professions. As an outline of the fields
that should he covered in the education of
the future farmer, we copy from Coleman's
Rural WorLI, the following, by Prof. g.
G. SWALLOW, Of the Agricultural and
Mechanical College at Columbia. Missouri:
The farmer, ike everybody else. needs
d two-fold education, a physical and an In
teliectGal.
Heretofore cur schools have educated
the intellect and neglected the body. We
have given the mind symmetry and power.
aud left7the body TO deformity and weak
ness. Bur we want to send out men from
the Industrial College. Physical symme-
try and vigor isas important for the farmer
as for his bullock and it Is as important
for him to know how to hold the pillow, as
II is for his horse to know how TO pull it.
Ne gans physical as well Us intellectual
Apoilos.
4 man may know how grass should be
cut, and not have the capacity to NOW it.
Some spend twice as much strength in
moving as others, and then do got NOW IS
we'll.
Industrial education, therefore, should
be two-fold:
1st. You must know what to DO, and
how.
Cd. Have the manual skill to do it the
knowing how is the science we must study:
TO get the skill we must work.
Our Industrial College then, must be z
school Of labor as, well as study.
How much labor and how much study?
The pupil must study till he knows what
should be done, why it should, and how it
should be done.
When this Is accomplished, the i~ntellcc-
tual division of an industrial education is
finished.
The pupil must labor until he can DO
ell farm work with skill.
When this is accomplished, the manual
division of an Industrial education IS flu
ished.
Whatever il more than this, has no more
place in an industrial school than in any
other. 1t is not the idea Of an industrial
school to furnish a place for boys to work,
but a place where they may learn to do
work.
Ii pupils would work more than ia nee
essary to learn how, let them take their
places as regular hands and receive their
wages. Bet there should not be work
enough to interfere with TIE necessary
Study hours for study is the most impor-
taat thing in Industrial as well as other
gchools.
But what shall the pupil do? Every
Il ing that is done on the farm. Feed
stock. groom and harness horse c~astrate
pigs, build hen coops, weed the onions,
plow the corn, make rails, transplant trees.
prune and graft and bud make butter,
sugar, cider, wine, etc, ETC.,
Who shall direct this work? The pro-
fessor. He who says what is to be done.
and why it should be done, and how. is the
one to see that it is done, and well done.
Then, tie teaching and the practice will
agree. Science and art 90 hand in hand.
This will prevent the introduction of many
useless any impracticable theories.
When one teaches merely, he can ad-
vance many beautiful theories for others
to practice. but when lie is expected to
carry Gu, bis own suggestions, he may be
more cautious, take more care that his in
structions will bear the test of actual ex-
periments.
1t sill also secure tie agreement so nee
essary between the teaching aud the prac
tice.
The pupil should be taught what will be
the most useful Oh the farm and in the
workshop.
But bis education should not be con
fined to these matters only. The farmer
and mechanic should have a good general
education, that they may act we'll their
parts in public life. aud be fitted to become
our rulers and legislators.
Let farmers and mechanics feel them
selves the full peers of the learned profss-
sion. Let farming become Il learned pro-
fcssion.