The Pulaski citizen. [volume] (Pulaski, Tenn.) 1866-current, 1885-12-10
EDUCATION OF FARMERS.
The Defects and Needs of Our Pub
lie School System.
DR.. Harwell's Address Before the Far
mer's Association.

Mr.. president There IS no sub
iect which should have for the
great mass of our people more In
terest or which should receive a
their hands more thoughtful OF
graver consideration than the sub
iect of education, and because oul
welfare as citizens and our success;
and prosperity as industrial factors
demand a broader and more varied
education than is commonly recelv
ed. This is the case with the far
mer and more particularly with that
large proportion that is educated
alone in the common schools. Our eff
forts to attract attention to this sub
ject has been prompted by a pro
found conviction of the insuficiency
of the common school education as q
basis of qualification for the duties
of life, and of the necessity for 8
system better adapted to this end
We claim that no class needs more
to be literally educated than the
farmer, and favor of course the
broadcast possible acquisition, but
unfortunately his facilities do net
extend beyond the public school,
in which three-fourths of his chill
dren are educated, and it is to this
class and to these schools we desire
to direct your attention. 1t must
be strikingly apparent that the ed
ucation of no class is
so MUCH NEGLECTED
as that of the farmer. Too many
of even those to whom our educa
tional interests are intrusted seem
readily to conclude that little ed
ucation in reading, writing and
arithmetic is sufficient for the sim
pie duties of rural life. In the
light of experience we might re-
gard this standard as fixed. In
the dawn of a higher intelligence a
new light IS breaking in upon us.
l know that my views on this sub
ject may elicit the perhaps de
served criticisms of the teachers of
our common schools, yet there is no
purpose to derogate from their
claims to public confidence ana
patronage. The fault is due in the
main TO q system that has at. least
the mold of ages to recommend it,
and the highest censure / would
visit upon the teachers is that they
cling with perhaps professional tie
nacity worthy better cause to a
system already condemned by its
fruits. Though profoundly impress
ed with the insuf1iciency of the com
mon school education, it is not so
much my purpose to endeavor to
point out the defects of its methods,
for which neither my education nor
experience qualities me, as to pro-
woke thought and discussion, that
clearer comprehension of the sub
ject may be reached by all. We
may claim, however, that something
has already been accomplished in
this direction, and that very i'm
portant and
GRATIFYING PROGRESS
has been made, for the necessity for
the more practical and specific edu
cation of those dependent upon the
common school is receiving almost
general recognition and the begin
ming of an end, fraught with most
important results to the industrial
classes, inspires hope and conf
dence. Already advanced thought
in this direction is finding forcible
expression through authoritative
sources. and its voice will soon be
needed where it were wise to do so.
Agriculture is receiving higher
consideration as the most import
ant industry on the face of the
earth; the farmer derives higher APP
probation from the relation his In
dustry bears to the welfare ana
happiness of the human family.
AS a political factor, he derives
highest Importance from his num-
bers, which gives him power and
influence that begin to demand
wisest direction. So IN the discus
sion of the question of what educa
ton in the public schools will best
qualify him for the duties of life,
we must keep in mind this two-fold
relation of farmer and citizen: his
need of an intelligent comprehen-
sion of the duties Of citizenship,
and such knowledge of underly
ing principles as will best promote
his material success. The inquiry
as we have said is narrowed to the
public school, the farmers univer-
sity, the preparatory and finishing
school for the large majority of his
children. It is not intended here
to take 9 wider range, but to leave
those who desire more liberal edu
cation, which is always preferable
and which cannot be ohtss.;ined,at our
public schools, to pursue it through
the colleges. We only Guggest that
this higher education should have
practical aim; and, it is no longer
question in the busy world, that all
education, whether in the higher or,
lower sehools, should have such
aim. Nor is it debatable that such
education gives greatest strength
and activity to the mind, no matter
in what direction employed. In re-
gard to public education,
THE PROVINCE OF THE STATE
does not extend beyond the qualifi-
cation for citizenship and bread
winning. If this be true, the ques
ton of what education will best ac-
complish this is most pertinent. If
the answer is difficult, there is more
need that it should enlist the best
thought of the educator and states
man, and is surely a most import
ant one for the farmer. If it be de-
termlned that the education OF the
public school, within the limit
lust stated, will be best promoted by
system that contemplates chiefly
the development and training of the
faculties Of the mind, an important
step has been taken towards a solu
ton of the question. But 1T may
be urged that such has always been
the aim of the public school educa
ton; yet we affirm that such claim
cannot be predicated either upon
the curriculum or the results usu
ally obtained in them. Such edu-
cation too often, in fact, consists in
the loading of the young mind with
facts, mere book knowledge, at the
expense of development; with facts,
too, that are of little practical val
ne and can have but little bearing
unon the every day duties of life