The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1901-06-04

was rich In proportion as he was able
to increase the number of his slaves
and to multiply his broad acres. And
what though, by his system of farm
ing, fair and fertile fields were ex-
hausted, laid waste and abandoned?
had but to slay and destroy his
magnificent forests to replace them
with fresher and richer fields, to be
in their turn depleted, exhausted and
ruined. Shall this process of deple-
ton, exhaustion, waste, and ruin be
continued? Shall the generations
which are to follow US continue to
be robbed?
Mr.. President, slavery is gone. In
the name of progress, in the name of
our children, let those systems and
practices born of it's existence, go
with it. =
4. WANT OF UNITY OF ACTION OR co.
OPERATION AMONG OUR FARMEEs.
Every interest of any magnitude
in the civilized world is protected
and advanced by the fostering care
and power of cooperative effort OK
cept that of agriculture. 1t is ex-
posed as a helpless prey to all, and
all prey upon it. Cooperation, or
g~anization, Consolidation are the
watch words of the hour in all de-
partments of progress, and yet the
farmers of the land are slow to dis
cover it's mighty and resistless power.
''No man liveth to himself IS a law
that is as unyielding in it's demands
and operations on the farmer as the
one which declares that he ''shall
eat bread in the sweat of his face"
Do the farmers of neighborhoods,
of townships, of counties, of States,
meet together, counsel together, act
together for their common advance
ment and protection and for their
mutual good? Do they complain of
imperfect and improbable methods
and systems? Do they complain of
unjust laws, and discriminating legis-
lation? Where is the remedy? Be-
longing to 81 per cent of the entire
population of the United States en-
gagged in the various occupations
and constituting II per cent. of that
of the cotton States-where is the
remedy?
= Nrr ON mn ArTTCA T ND ATNyTNn
AND AGRICULTURAL EDUCATION FOR
THE MASSES.
Our system of education, not only
in the South, but throughout the
country, has hitherto, tended to the
development of only one department
of human effort, viz: conquest on
the forum of renown in professional
life. In our system of education no
cOnquests in the great field of agri-
culture we're planned-no avenues
for distinction and renOwn were
opened up to the aspiring young
mind in the great field of industry.
The great and imperative need of
our people and of our time, is the
practical education of the masses.
Wherever attainable, give the youth
If the South brightly FURNISHED
mental machinery, but we owe it to
ourselves, to our ~pOsteritT and to the
W rid to see t. it that they are
given weapons of practical knOwl-
edge with which to fight life's battles.
Let US teach them how to work and
teach them to be proud of it. Let
Us teach them hOw to make "a dollar
and how to live ON 80 cents of it.
Establish institutions for the praC-
teal, industrial education of the
masses of our people. 1t will be Il
glorious day for the South, when
our young men shall not be ashamed
to hang their diplomas in their work
shops, their factories, their labOra-
tories, their school rooms, their
counting rooms and their farm
houses. 1t will be d glorious day for
the South when her young ludies,
educated in all the higher and refined
arts of life, shall boast and without
b%lushing of equal proficiency in the
management of the household and
the flower garden Teach them the
important principles involved in the
great Science of Agriculture, the
nobility Of honorable industry and
thus lift u boys to u higher plane
of thought, of aspiration and of man-
hood. The most pitiable Of all the
examples of worthless manhood, is
that young man who is too proud to
be poor and who is too lazy to work.
All the tOworinU SDjri+s +b.+ 6,vo