The patron of husbandry. (Columbus, Miss.) 1875-1883, 1882-04-08
Industrial Education.

| Industrial Education.
Earnest Plea for the Introduction of the
Elementary Principles of Scientific
Agriculture in the Common Schools.
In my first article, my object was
to answer an objection which has
been urged against the introduction
of the study of "The Elementary
Principles of Scientific Agricul-
ture" into the common schools,
namely, the want of apparatus and
of trained teachers. insisted that
the use of the apparatus was not
contemplated by the friends of the
measure in these schools, and that
whilst trained teachers would. of
course, be more efficient, they were
not essential to beginning.
In my second article, | endeav,
ored to give some idea of the sta
tus of agricultural education in the
State, the reason why there is SO
little intererest amongst farmers in
the subject, and to suggest RENE
dy. That remedy is in the hands
/ of our public educators and they
must apply it. 1t is unjust to the
/ mass s to Withhold it because it may
'confict with established usage, or
the almost traditional code of our
public schools. 1t is a step. imper-
atively demanded by an advanced
civilization and progressive agri-
culture.
In reference to agriculture in the
schools-all the more important
| because the mass of farmers are
| educated in them-we insist that
the greater interest knowledge of
the underlying principles awaksns
and the greater activity of mind the
the study of these principles engen-
ders, gives the strongest man assur
ance of such qualification for practi-
cal life as the public school system
contemplates. If can impress
this fact in this article, | shall be
content to leave the subject to 9TH
ers in the future, confident in the be-
lief that it is too important to be ig-
nored by those to whom are intrus-
ted the educational interest of the
State. In view of what has been
accomplished elsewhere, it is un
just to the farmers that further steps
have been taken TO equip our pub.
lie schools more fully for their more
practical education than has been
| done.
You may extend the facilities of
the university, and adapt its courses
as fully as possible to the wants of
the people, yet very small number
will ever find their way to it; the
public schools alone are within their
reach. We know that much of
what is taught in these schools is
essential to the practical education
now so important, yet it fails to
educate in the truest sense either for
practical life or for self education,
which follows as naturally the prop
er early awakening of the faculties
of the mind as the termination of
seed under proper influences: Not
withstanding our boast that Tennes-
South, and that we point with
pride to our colleges, our normal
schools, our University and our pub
lie school system, in few States, per
haps, is there such scant provision
made for the education of the young
particularly of the rural districts,
as in our own; a little of a general
character is all that is possible in
the common schools, the college be-
ing out of the reach of the masses.
There is, however, growing SEN
timent in favot of industrial educa
ton, and the realization of the ne
cessity for distinct system for
these schools, course of study com
plete in itself, specially designed to
fit the individual for practical life
and good citizenship. We are will
ling to leave the details of this
course to the educators of the State,
amongst whom, we are pleased to
note, there's growing professional
pride that gives assurance of
higher qualifications, and future
as honorable, progressive and prac-
teal as the higher civilization to-
wards which we are tending de.
mands. The advantages of such a
course for our free schools as is here
suggested, will be far reaching in
time: the educated parent will co
operate with the teachers; home in
struction will be added to that of
the school and the daily lessons of
the young will be in the direction
of higher education.
No one questions the importance
of agriculture to our people. l. oc-
cupies, indeed, the highest place
as wealth producing interest. 1t
is the foundation and support of
all other interests; contributes more
than all other together to the wealth,
power and influence of our Govern
ment; gives employment to more
people than all others, and contrib
utes more to the happiness of man
kind, and yet it is less remunerative
than any other, receives less of the
fostering care of the, government,
and less of intelligent thought in its
prosecution; all of which intensifies
the necessity for specific educa-
ton for the farm. But why not
leave the agricultural education of
the people to the Agricultural
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