The patron of husbandry., 1882-02-11

cry public school will be prepara-
tory department and, in fact, a sort
OF gateway to tho co.ioge itself.
But to secure this result we must
not wait for the farmers to move
first, though their own interest is
at stake. They must be educated
to the point of giving the subject a
proper appreciation. A little whole-
some constraint in the beginning
may be necessary, but place the eel
ementary principles Of scientific ag-
riculture" in the schools, in the
hands of farmers sons in their
homes, and agricultural education
will become as household word.
The farmer himself, thus brought
in contact with the study, will be-
come interested in it, to small ex-
tent it may be. The teacher, who
loves his profession, will become
interested in it. A beginning will
thus be made, and We may hope to
see the subject receive an impetus
that will send the tide swinging
over the state.
The colleges, state and normal,
may contribute to this result by
qualifying teachers for the schools
as rapidly as possible. A great
deal of good may be done, also, by
a system of popular lectures
throughout the state. In the pres
ent status OF the department in the
college, Prof. McBriie might do
more to advance this important in
terest in the lecture field, than in
the professor chair. so far as we
are able to judge. He might, in
this direction, follow the example
of the older countries and even of
some of the other states in the I'm
ion, with great profit.
In conclusion, we would say that
our interest cenIers III that large
class who are dependent, in the
main, upon the schools for the ed
ucation and mental training they
receive. We hold that the teaching
of natural or applied science is nee
essary TO awaken into activity the
higher faculties of the mind. This
is done for the farmers son when
they are taught in the public schools
the elementary principles Of sci
entifc agriculture, and in practice
they will as naturally apply these
principles as they will those rules
of arithmetic, or whatever of pen
manship they may have mastered
in their daily life. Their minds will,
perhaps, utilize only that which
has practical bearing in the pur-
suit they follow; and thus is afford
ed a strong argument in favor of
making all the education of the
public schools tributary as far as
practicable to this special educa
ton. The ordinary course of study
no more fits the coming farmer
for the pursuit of agriculture than
for the vending of peanuts on the
street corner; but the education for
which .the law provides not only
fits him for the farm but gives that
peculiar activity of mind which
prompts to inquiry and investiga-
ton, and leads TO that growth in
practical knowledge which distin-
guishes the intelligent citizen and
the successful man of business.
We hope, Mr. Editor, 10 our zeal
to impress our views, and to ad-
vance the interest of the class with
which we are identified, we have
not intruded upon the province OF
the educator himself. He is our
hope, for upon him Gevolves, with
more force than upoN anybody else,
the task of arousing that interest in
agricultural education which the
welfare of our people SO urgently
demands, and without which the
great industry of our state drags
its slow length along, as though
drawn forward by an irresistible
force like that which chained Ixion
to his wheel, and too much like the
blind horse, which pursues his in
terminable tread mill round, ever
onward and onward too slowly to
slut the spirit OF the age.
Our hope, in writing these letters
is to direct, if possible, public atten.
tion to this important subject, and
to enlist aber pens in the the advo-
cacy Of the great popular right OF
the people of the state, under the
laws, to have their children specf
ically and practically educated fol
the active duties OF lfe.'
L. B. HARwELL,
Master Tennessee State Grange