The patron of husbandry. (Columbus, Miss.) 1875-1883, 1879-05-24
AGRICULTURAL EDUCHTTON.

are many ways in which progress may
be effected but we must seek the soltll
ton OF the question mainly in education,
using the word in its widest sense The
wealth of farmers depend on their knowls
edge, skill and thrift. Skill is required
by both farmers and laborers. lie is a
plant of slow growth. THE artisan bac-i
quires it by plodding application. The
skill of The first-class agricultural labdref
is acquired in the same way The skill of
the flrst-class farmer, too, is thesfesult of
continuous application to business The
skill acquired by one geherationis capa-
bic of being impaired to, and ofbeihg i'm q
proved upon by the next.noIt would be,
unfortunate ifany circumstances eraset of
circumstances should interfere. with this
development 81 Y snotlg1I i9eoio o1di d
in 1t has been affirmed that general knowl-
edge lmparts power to every man. This
IS true in every state of life aIt is true in
science; it is equally true in the Industrial
arts. The proposition is supported by an
Overwhelming mass of evidence. All our
systems of technical education are based
on this one leading idea. In the chiefcit.
les and towns the rising generation ofthe
manufacturing classes can acquire scien-
tific' knowledge which will be of direct
use to them in their several pursuits In
the village school scientific truths are i'm :
parted which cannot fail to be of use to
the trader and artisan. 1888 ast4
Z Hew different is the case with the far
mer's boy. In his education no system
attic effort has been made to instil into his
mind those elementary scientific truths ON
which enlightened agricultural practises-
are based. The result is that he grows
up inignorance of the rudinents of agri-
cultural science. S1isd 1o5 Ifsfsn3i -1I9
r. How is this state Of things to be RENE
died? In other words how is suitable
amount of agricultural science to be i'm
parted to farmers? .9E4so nA ~ bgi4
- In answering this, it is important to
distinguish between ordinary working
farmers who receive their education in
common schools, and farmers who are
able to pay for higher education, such as
is afforded in colleges and seminaries, and
other institutions Of the same gradei.,2a5
81 AS regai DIS the first ofthesetWo classes,
there is no reason why an adequate
amount of agricultural instruction could
not be impaired in the common schools
All that is required is suitable textbook
OF two, and such "a system of inspection
as will insure that the book shall be read,
and all difficult passages explained by the
teachers. This simple system of agricul-
tural education has been tried in Ireland
for several years. 1t Has iabored under
many difficulties; but it has been fairly
tried. In movement of this kind all
sorts of people will come in with all sorts
of advice the busiest and most active of
these may be ignorant of the A B G of
science and of enlightened agricultural
practice. Keep clear of these people" If
not, you will either fail altogether, or eff
fectlittle good, like many others who,
from time to time, have embarked in ag-
Jricultural edscation.U 10 1aFl 5d1 dItH
The words agricultural education"
have led to much confusion of thought
Some persons use them in way which
would imply that the farmer should have
a special system of education peculiar.to
himself from the moment he enters
school till he leaves fer good. Of course,
this IS not true, and it is certain that in the
case of large farmers we must look more
to the effects of good general education
than those of special constructions. The
first truth of physical science of 'cfemis-
try and natural history, should enter into
the curriculum of the common schools.
This knowledge will be useful to the stu
dent, no matter what his future calling
may be. As regards the farmer, it may
be- remarked that without knowledge of
mechanics he cannot be in "a position to
buy implements and machines to the best
advantage, or understand how to apply;
horsepower and other forces in the most
-iudicious manner. Look, for example, at
the loss Of power daily caused by ignor
ance of the elementary principles involved
in common draught. Look at theloss en-,
tailed on farmers in the simple n1atteriof
common gates, for want of knowledge of.
ofresisting strains, and of other pfin cipfes
equally elementary. tits certain that in
the production of animals and plants very
great mistakes are committed for Iwanteofl
knowledge of physiology This science.
should, therefore be taught in all our pub,
lie schools attended by farmers boys. We
must not, of course, neglect mathematics, !
the study OF whichis the very trairiing3of
the mind. If the farmer be we'll instruct
ed in all the sciences named, agriculture
will keep pace with other pursuits in
which scientific knowledge is required
1t is to the universal inculcatio19 of this
scientific knowledge that we must look
mainly for progress in the management
of large farms. We do not wish to under
value special agencies for imparting agri-
cultural knowledge, suchnas agricultural
colleges and agricultural schools View
ing these institutions would seem tolbe
the most perfect place at which the future
farmer couldispen year or two after
leaving school, and before he enters. into
practical work. He could attend lectures,
and he ought, one would suppose, to be
able to see theory reduced to practice.
But their theoretical value has hotrbeen
realized in practice. In point of fact, tax
ing them as whole,i their history has
been peculiarly unfortunate AT present
tits enoughto state thatwith few except
| ions AGRICULTURAL schools and colleges