St. Landry democrat., 1888-04-21
SOME TIMELY THOUGHTS.
The Need of Education In Agricultur.
Clearly Demonstrated.

The Need of Education in Agriculture.
Clearly Demonstrated.
From an address recently delivered
before farmers institute by Colonel
J. McClenahan, on the need of edu-
cation in agriculture, We take the fol-
lowing paragraphs:
The object of agricultural education
should be to teach the science rather
than the art of agriculture; to give q
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 domestlcated plants,
and the adaption of both plants and
animals to the circumstances of soil
and climate, and their variation as af-
fected 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 injurious vegetation SO far as agri-
culture is affected.
These studies involve almost all the
natural sciences. but each in Il limited
sense. 1t is not necessary in order
that 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, b1:
that he have an accurate and complete
knowledge of those with which he
deals. 1t is special application Of
scientific principles in u special direc-
tion 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 activi-
ty until now American youth inherit
an impulse in that direction. Not
only is this the effect of schools, but it
is the result of our 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 have
the impulse to activity of thought and
action. For this very reason young
men prefer positions in the town or
city Or on the railroad. There is not
only something to do, but something
to learn. Unable perhaps to think
much for himself, the young man feels
that he is nearer the thoughts of others.
Farm life is monotonous. isolated and
laborious. You, gentlemen, think and
work, your boys work and think, youf
thoughts are fully occupied with the
problems of farm management, his
with the dullness and drudgery of his
daily life. You, perhaps, are inter-
ested in politics or business beyond the
farm, he finds little food for thought,
aas few social advantages, sees nothing
ahead but dull round of labor year
after year, with little to conquer but
weeds, and nothing to attain but liv- !,
ng or possibly moderate wealth. This :,
loes not comply with the demand OF :
lis birthright and education. his native :.
Yankee grit. Chicago Inter Ocean. :