The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1898-03-15

gress In 1868 that the tillers Of the soil
would be benefited by education along
the lines Of their life work. The soil
was being studied by geologists, chem
lists and physicists, who discovered
fundamental principles that controlled
plant growth. Plants were being classi
fed and the laws of their growth made
known. Congress devoted public lands
that we're fast being disposed of to the
railway companies to the endowment
OF colleges that were designated to tell
why one COW produces $3.50 worth of
products in one year, while another
produces $7B; why one farmer grows
twenty bushels OF corn to the acre,
while another produces ninety. They
were intended to teach the sciences
that relate to agriculture; what was
known regarding soils and climates,
their origin, composition and the move
ments Of moisture through them, and
their relations to plants; what was
known regarding animal life and it's
development along the several thermal
lines.
Congress subsequently provided
for experiments in the several States
and Territories. We are fairly in the
front row now regarding education of
the young farmer at the agricultural
colleges, and in research at our expert
ment stations for the benefit of our
producers. 1t is a new education not
antagonistic to any other, but absolute
~ necessary in order that agriculture
may keep step with the progress made
in all other industries.
81 see little distinction, North or
South with regard to the necessity for
education OF this kind. Alabama is
called an old State, and it is compared
with Iowa, bat the processes by which
Alsbama's virgin soils have been de-
pleted Of their plant food are going ON
In all the newer States Of the North
west. The older States have carried
this process farther than the newer, but
newer are industriously following the
older, and that will bring both sections
10 parity if the farmers are not taught
10 guard soil humUs as they would pro
tect other property. Farmers boys In
all sections Of our country must mas
ter this and similar subjects, 90 that
they may husband the common herit-
age We have in the soil.
~ Education toward the 80 called pro
fesslons is fairly well proved in the
most of the States of our country, and
as a people we are not behind older
countries in this respect; but, with re-
gard to the sciences that relate to Rgri.
culture, we are beginning to educate,
while but few foreign countries are
doing anything toward it. The Ameri-
can people, however, do thoroughly
whatever there is necessity to do, and
good beginnings have been made in all
the States. We are learning something
about what producers handle every
day, something of the climate that ia
30 great a factor IA farm operations, Of
the soils 80 intimately affected by
climate, and of plants and their rela,
tions to animals.
I'VE pay &4OO, ,0OO, 900 annually for
agricultural products that we might
grow-some of them in the South,
some Of them in the North, and on the
Pacific coast. The American farmer
must be informed regarding the worlds
crops Of every kind, so that he may
direct his energies toward the produc.
ton and management Of what pays
best and injuIes his lands least"