Southern standard. (McMinnville, Tenn.) 1879-current, 1883-03-10
MEANWHILE TENNESSEE SATURDAY, MARCH TO- 1888

There is not single problem in the
studies that farmers boy should pur-
sue that would be more intricate or
difficult for him to understand than
any of the rules have mentioned, and
yet the common school course in nearly
every State requires these things to be
taught, and the teacher is obliged to
teach them, because somebody has put
them in the books.
There is no term or principle cons
nected with the analysis Of the soils,
or Of plants, more difficult to be under
stood than auxiliary, antecedent, cor
relative, logical, synopsis, ETC., which
must be learned before student can
analyze a sentence in grammar.
There is far more mental ability and
mental effort required in systems of
parsing and analysis, and the study is
far more difficult of comprehension
than any of the elementary branches
connected with agriculture.
In the whole course of his studies in
any of the branches he will not meet
with any rule that requires more
thought, more comprehension of mind
to be understood, than such rule as
this, taken from the grammar "a
noun or pronoun used for explanation
or emphasis, by being predicated of
another or put in opposition with an
other, must be in the same case"
The principles and terms to be learned
in studies connected with agricultural
science are no more difficult to under.
stand than those used in the books now
studied. They require no more strength
of mind, no more comprehension of
thought: but when once learned and
understood they will be of far more
value, as there will be an every day
use for them, and they lie at the very
foundation of the studies they must
pursue 10 their chosen calling, in which
perfect success is dependent upon the
they have of these branches.
The pupil that can tell about the
rivers and mountains of Asia can easily
learn the names and uses and habits of
plants and of animals that are raised
on the farm. He can learn about or
chards, vineyards, gardens, vegetables,
diaries, as well as he can about towns
and cities and countries he will never
visit. He can learn of the plants use
full and injurious to agriculture, of the
chemistry of plants and their products,
of the nutrition of plants from the soil
and the atmosphere.
While familiarizing himself with
these sciences that underlie the farmers
calling in all its branches, he can be
receiving general culture, a discipline
of mind, that when he commences life
for himself he can have as much know
edge of what he wants to do as does
the lawyer, physician or merchant.
1t will be perceived that the educa-
ton of the farmer must be, in many
respects, different from the education
of those who must live by the products
of others toll. These must have dis
cipline of mind that will enable them
to deal successfully with other men,
who, like themselves, are changeable,
plant, full of faults, likes, dislikes,
and prejudices. They must know how
to move the feelings, charm the fancy,
kindle the imaginations, arouse or allay
the prejudices.
The farmer deals with the processes
and principles of natures laws, which
are founded in truth and unchanged
BILE. He must be taught to discover
the principles that govern her hidden
secrets, and apply them correctly.
His success lies in what he does-not
in what he says or in what he proposes
to do. 1t depends upon steady, per-
sistent industry, economy, and the ap
plication of facts to his daily labor.
He must give a fair equivalent Of
honest thought and of work for every
advantage he gains, for every bushel
of grain and pound Of cotton he raises,
there is no opportunity to deceive ma
ture and her laws. As he measures,
SO does she measure to him again. The
successful farmer knows that exact
truthfulness lies at the very foundation
of the science and real knowledge in
agriculture. He need not be deep
thinker, but he must learn to trust
facts. Facts and experimental knowl
edge are the authors of agricultural