The patron of husbandry., 1882-02-11

Professional Idlers.
Nashville American.
ASPEN HILL, Dec. a6, 1881.
A deep-seated conviction that the
best interests of agriculture demand
a more specific and practical educa-
ton for the farm than has hereto
fore been obtained, is my apology
tor again appearing in your col
umns. Neither the importance of
the subject, nor the practicability
of teaching the rudiments of agri-
cultural science in our common
schools is, [ presume, called in ques-
ton. In those nations of Europe
most advanced in agricultural edu-
cation, not only is this done with
the most gratifying success, but in
some of them. III addition to the
common schools, both the govern
ment and the various societies pro-
vide for winter schools, in which
the natural sciences, the raising of
animals, bookkeeping and farm
management, and when possible,
drawing, field measurement, drain
age and fruit culture are taught.
The cost of these schools is reduced
to the lowest possible point, that
none may be deprived of the ad-
vantages they offer for the want of
means.
In those countries, dense popula-
tions require the most scientific and
skillful culture of the limited sur
face given to the production Of the
food crops necessary for man and
beast, and hence the incentive to
the higher education for which
such ample provision is made. In
our own country. the rapidly grows
ing Importance Of agriculture, the
urgent need of a wider farm econ
omy, and the necessity, from the
nature of our institutions, of pre-.
serving as near as possible the equi-
librium Of the several classes in our
social order, demand a higher
standard Of intelligence for the in.
dustrial masses than has heretofore
In order to attain this, our State
has amply provided for the higher
education of the farmer and me-
chanic in the university, and for
the better education for the farm in
the public schools. The impor>
tance OF this latter measure, as here
tOfore insisted, consist, first, in the
fact that valuable information is
thus brought within the reach of
every one; secondly, that the teach
ing of natural science, no matter
how rudimentary, awakens the
powers of the miDd-of thought,
observation, villas the ordinary
course in our common schools can
Eot do, and lastly, so educates the
intelligence as to facilitate the ac>
QUESTION of useful knowledge from
the many sources that are open to
the farmer and citizen. The State
thus seeks to lay the foundation for
a practical education, that makes
wide range Of thought, and more
intelligent action possible in active
life, and in meeting the duties of
good citizenship. The question
now is, why are not the farmers of
the State reaping the benefits of
these wise provisions through the
university and the public schools?
1t is not because the former is not
thoroughly equipped for the work
of educating in agricultural science
all classes of our farmers. Il is not
because of the want of trained
teachers, or the apparatus for the
public schools, as | have heretofore
endeavored to shew. Nor is it be-
cause there is not an urgent need
for education in this direction. 1t
is because the farmers of the State
do not appreciate the value of it.
In the language of one of the most
prominent educators amongst US,
they do not want agricultural edu-
cations for their sons. The richer
send them to the college to study
the calssics, literature, or general
science; the poorer farmers will
not send their boys for any induce
ment. This is startling commen-
tary upon the sound judgment OF
those whose whole interest is in
agriculture.
What is the proof of it? I will
answer this question by asking an
other: How many in our State are
now endeavoring to secure for their
sons any education at all in the
principles of science upon which
depends, not only their prosperity
in life, but their daily bread? And
yet the means of instruction, the
opportunity, indeed, is thrust
upon thom. In the State college,
for the support of which we are
taxed about S27, 900 annually, the
farmer who desires it can have bis
son take e four years course in
theoretical and practical agricui>
ture. A few individuals in each
county, who have taken this course,
wonld prove invaluable in promo
ting healthier public sentiment in
favor Of an educated husbandry.
All have the opportunity of short
er course Of two years in practical
agriculture, which thousands of our
young men could take with infinite
advantage to themselves, and great
profit to their respective communi-
ties, because their higher cnlture