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

lish manufacturer, who established
school for the education of the
children of his employees, and had
them educated in the applied sci
ences, demonstrated fully the prac-
teal value of such education, and
had the satisfaction of seeing the
pupils of his school occupy positions
of profit, because of their superior
qualifications.
The soundest philosophy teaches
US that such education as leads to
Conservation and reflection" is that
I which IS required in the arts, and
in the industries; for the farmer it
is demanded by every consideration
of individual and national interest.
! 1t is with a well grounded hope
of a brighter future for agriculture
in our own State that we note an
advance step which has been ia
ken by the University of Tennessee
It's perhaps, matter of surprise
that so few students in the agricnl
tural colleges of the several States
are persuing agricultural studies.
In our own State, thirteen out of
about two hundred, in Missouri,
fourteen out of five hundred, and
in about the same proportion in
many other States. This fact illus
trates very forcibly the degree of
interest felt in this important sub
Ject, and the necessity of prompt
action on the part of the State and
! those to whom it confides this inn
portant trust.
la the University of Tennessee,
however, hereafter, the agricultu-
/ raj and mechanical studies will enter
into the course Of all State students,
and in this way those studies will
form a part of the education of
eight tenths of them. Those who go
to the college otherwise will take
such course as they choose. We
can very readily understand that the
usefulness of the University will be
thus greatly enlarged, and will 5e-
gin to approximate more nearly the
object of its establishment. Z
Heretofore the studies have been
elective in the college; the change
in this respect is one OF profound
interest to our State. 1t is just,
and demanded by every cons1dera-
ton of right, that education in ag-
ricultural and mechanical science
| should be a part of the education
of every student who enters the
College through the way prescribed
by the State. We shall in the flu
ture have a larger proportion of
them qualified for the pursuit of
this great industry and larger
proportion of them will go back to
the farms, and carry with them an
educated intelligence that will diff
fuse itself around them, and will
give a Wholesome impetus to agli
cultural education throughout the
rural districts Whilst we may
then predict a constantly incre asing
demand for such education in the
future, the college cannot supply
the place of the public schools for
the mass of our farmers. They must
not be left to the tardy process OF
absorption from their more fortu-
nate neighbors of the practical in
telligence now become an impera-
tive necessity.
If we await the inevitable slow
process of college education, accele-
rated as it will be by the advance
step in our University, the present
generation will catch only glimpse
cf the radiant dawn afuture one
will aehieve and the reflection
awaits us of q lost opportunity.
There is encouragement, however,
in the thought there are forces
gathering daily momentum that
will hurry US onward. The ques-
ton of teaching the elementary
principles Of scientific agriculture to
farmers children in public schools
is being favorably considered in
almost every State in the Union,
and the tide is even now swelling
that will, one day, sweep away
such difficulties as impede our pros
poets in Tennessee. Our general
needs are small, for our boys acquire
skill in the use of tools, and in the
ordinary farm process in their daily
life; give them just enough educa
ton in the science so important to
successful farming. to awaken OBJ
servation and reflection and there
will be the foundation for an intel
ligent, practical, successful farm
life. With educated yeomanry our
State possesses all the elements of
progress in wealth, power and infu-
ence.
Prof. Lupton's elementary work
may not meet exactly the want IN
our schools; if not, there is hitch
in our progress if it cannot be so i'm
proved as 20 adapt II 10 their use.
For the younger children in our
public schools elementary works on
ornithology, entomology or botany
might be so taught as to make
these studies both interesting and
instructive, and these young minds
prepared for the practical study at
ripper age The tedium of the
school room could thus be pleasant
" varied and the lesson of an hour
might inspire an interest in
these studies never acquired in the
lifetime of the farmer under ordina-
ry circumstances.
For the thousands of our. young