The Bossier banner., 1880-08-19
this for the want of the required educa-

this for the want of the required educa-
tion, and so he is forced to content him.
self with the lowest scale of remunera-
tion-that of the mere handicraftsman
or laborer. 1t is, therefore, very de-
sirable that there should be sufficient
opportunities to afford the children of
farmers thorough education, first in
general knowledge and then in special
technical knowledge. 1t is result of
our free social system in which the rule
is "every one for himself" that these
opportunities are almost entirely want
ing. In Europe, with their "paternal'
Governments, which are charged with
the duty of providing for every public
| want, the facilities for agricultural edu-
cation are large and effective, ranking
as they do, from the rudimentary
agricultural education given in the
Irish local schools, to the farm
schools and agricultural stations of
European countries, the latter be-
| ing SO complete and thorough as to
attract students even from America,
where we have only our inefficient agri-
cultural colleges. But the thin edge of
the wedge which may open broad way
has been entered in Tennessee. There
the overseers of education have wisely
introduced the science of agriculture
among the studies to be pursued in the
public schools. This is hopeful inno-
walton and may be more especially COM
mended in its application to rural
schools, in which the large majority of the
scholars are from farmers families, or
from others in which farm labors and
farm matters are household words. For,
"as the twig is bent the tree is Inclined"
so the children and youths, taught in
their schools much that will interest
them in daily and hourly observation,
and that will explain many common
and familiar but mysterious occurren-
ces, will have their thoughts and incli-
nations turned toward agricultural pur-
suits and will be less apt to abandon
these for the fancied attractions of
towns and cities. 1t is unfortunate that
the farmers themselves are not more
interested in this matter and do not ex-
hlbit great interest, both in the con-
duct of the common rural schools, which
they chiefly control if they would exer-
else their privileges and rights and in
the agricultural colleges which have
been literally endowed for their benefit.
For the neglect of the former they have
themselves only to blame and for the
latter it may be that the conductors of
those institutions are at fault. For it
does not seem to be considered by these
colleges that the farmers have any part
or lot in them further than to have their
children educated there. But the farm
ers need education themselves, and this
is precisely of the kind that the colleges
are able to furnish-prae tical and ex-
perlmental knowledge of agriculture.
Have these, then. no claim upon the
colleges, or does their age debar them
from the privileges? Certainly not. But
the farmers cannot attend the colleges.
Then. let the colleges go to them. Let
the Professors go abroad, as their teach
ers of old did and teach from house to
house. Let them in the proper season
experiment with their crops and stock |
on the college farms and teach there
such students as may come to them;
but in the winter season let them 90
out here and there, and by lectures
and public meetings inform the farm
ers OF what has been done and what
new light has been cast upon such things
rs have heretofore been dark. There
g no scarcity of material to work with;
'he mass OF it fairly overwhelm the
mind OF one who has some knowledge
II the unsettled questions which prevent
accurate and profitable work and the
many farm operations which are carried
IN with uncertainty and at haphazard,
md IN consequence, unproftably. The
act is, the field is so vast that one feels
IS If life were too short to make be-
ginning in the work; but this has been
begun here and there and solid foun-
iation is being built up for future work.
lhe main palt is to interest the vast
'lientage OF youth and grown men and
women who are to be reached and
brought into the schools and colleges or
lnder their beneficial influence. To do
his there seems to be no easier nor
more effective methods than to intro
Luce agricultural studies into rural
chools, Gust as mercantile or art stud I
es are included in the courses of citv
chools,) and for the agricultural col.
eges to come down from their pillars
nd become familiar with the farmers,
s well as to make known to them the I
aiue OF an acquaintance with the se- j
rets OF their art. the necessity which {
xists for an enlarged knowledge of ag-
lcultural practice and science, and the !
ruits which may be gathered from a I
ood use of this knowledge. It is vain {
D think that farmers will not come and I
pply for this knowledge; that is, and /
as been, always thus; the knowledge q
lust be carried to them, and it was for I
lis purpose that the millions of public t
loney were appropriated. The agri- I
lltural colleges are public servants and I
the public do not come to them, for a
'hatever reason, they are bound to 90 t
} the public. y Times S
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