The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1888-04-24
April 3D., 1888.
EDUCATION IN AGRICULTURE.
From Ohio Valley Farmer.

Colonel McClenahan recently deliv-
cred an excellent address on the need
of education in agriculture, before a
farmers institute, of which we take
the following paragraphs
The object of agricultural education
should be to teach the science rather
than the art of agriculture; to give a
more complete knowledge of the farm,
the structure and the growth of the
domestic animals, and the laws of
breeding; to teach the structure and
laws of growth of domesticated plants,
and the adaptation Of both plants and
animals to the circumstances of soil
and climate, and their variation as
affected by variable influences; to train
those employed in agriculture to
habitually observe the phenomena of
animal and plant life as it goes on be-
fore them, and to quickly take advan-
tage of observed facts to improve
methods and products.
This science also includes insect life
and in furious vegetation so far as agri-
culture is affected.
These studies involve almost all the
natural sciences, but each in a limited
sense. 1t is not necessary in order
that a man may be an educated farmer
that he be a scientific botanist, under
standing the whole range of plant life,
but it is necessary that he know the
general laws and special phenomena of
the plants with which he is concerned.
1t is not necessary that he study the
form, habits, structure and growth of
insects and animals he never sees, but
that he have a complete and accurate
knowledge of those with whom he
deals. 1t is a special application of
scientific principles in a special direc-
ton in order that he may use these
principles in practice, and thus secure
better results Or with less labor, and
also to increase the sum of human
knowledge and add to his happiness
by the exercise of his mental faculties.
For several generations Americans
have been stimulated to mental activ,
lty until now American youth inherit
an impulse in that direction. Not
only is this the effect of schools. but
is the result of political system,
OF the public press, and of commercial
intercourse. The boy may be dull at
books, slow at school, never having
connected the world in books with the
outside world of things. He may
lack the quick memory of words
which often passes for learning, and
yet nave the impulse to activity of
Inought and action. For this very
reason young men prefer positions in
Inc town or city or on the railroad.
There is not only something to do,
out something to learn. Unable, per-
1aps, to think much for himself, the
man feels that he is nearer the
current of the thoughts of others.
farm life is monotonous, isolated and
aborious. You, gentlemen, think
work, your boys work and think,
thoughts are fully occupied with
he problems of farm management. his
With the dullness and drudgery of his
lally life. You, perhaps, are interested
n politics or business beyond the farm,
|e finds little food for thought, has
ew social advantages, sees nothing
but a dull round of labor year
tier year, with little to conquer but
Feeds, and nothing to attain but a
wing or possibly moderate wealth.
his does not comply with the de-
land OF his birth-right and education,
is native yankee grit"