Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1902-05-01
Need for AarleuturaI coIIsae.

LAC OPNAAhb 6BCcNn VI MI ACEEGA mas
has many features which commend them
selves to different people. A very signif-
cant and interesting feature is the treat
ment given the common schools and the
education of the farmer. Very conserva-
tive throughout, he is here also progress
sive. The suggestion that the fertilizer
fund. which is a tax or. agriculture. should
be used for the equipment Of young men
in agriculture as a scientific calling, Is
one OF great wisdom and far-reaching i'm
portance to the state. Let us look fur
Their into the merits of this movement. It
has been conspicuously true that with
nearly all peoples, whatever has been up
permost in their lives they have attempt
ed to stress in their schools. The early
Puritans had very little other than the
Bible and the catechism, because religion
was uppermost with them. Spartans were
military and warlike so they had only
an education to train the body to strength
and endurance. In the United States
there has been the last quarter century a
remarkable trend toward the scientific,
agricultural and technical schools have
sprung up in eevry state. We have rec
ognlzed the fact that we have a great
country to develop. Our government is
founded. hence we do not need to stress
the making of statesmen as we did at the
close OF the 18th century. But we have
vast heids to be titled, resources to be
developed, raw material to be manufao-
turec. for these are the foundations Of
our prosperity. Neglect these and We are
at a standstill. Consequently we have
been drifting towards an emphasis on
these in our schools; the old three RS do
not rule with undisputed sway as was
once the case. The great movement
known as Nature Study which has swept
over this country the last few years,
which is now leavening the work of all
brought about by the influence of these
agricultural schools in the states. and the
movement is now led by such a school of
New York state. Cornell university And
the further demand Is beginning to be
made on the country schools to weave into
tehir work some fundamentals of elemen-
tary agriculture. horticulture, and do
meslc science. Such work Is now being
done with the young teachers in the Nor-
NAL and Industrial College at Milledse-
vile and the Normal School at Athens
This is seen the influence the life of these
agricultural colleges on the primary
schools and consequently on the life OF the
people. Their influence has been great on
the farmer and the mechanic. Especially
in the new states of the west and the
northwest have they been of untold value.
lie US inquire into the work done by one
of these colleges to see it's bearing. Space
will not permit of many deta6s.
The young farmer is given a scientific
knowledge Of soil, plant and animal
He learns the nature. composition and
characteristics of soils, how to feed and to
till each. The standard field crops are
studied in their relations to soil. to
one another, and to fertilizers. He sees
and makes experiments with these. He
studies noxious weeds and injurious in
sects as to habits. effects and remedies
He studies animals, laws of heredity.
stock breeding, and rearing, the merits
of different breeds. the losses in depending
on scrub breeds of cattle. hogs, chickens
etc, the best breeds Of cattle for beef or
for milk and butter. the finest chickens
for eggs. for table, for market for brood
hens and for expense raising. The symp-
toms. causes, remedies of animal diseases
are made plain. also scientific methods of
feeding. housing, caring for stock and
fowls. And so he goes through a study OF
fruits, OF farm surveying, terracing,
draining the keeping OF farm accounts.
intermingling with it all a liberal study
of history, literature, mathematics and
sciences that his life may be an enjoya-
BILE one in the mental realm as well as in
the material. The young farmer is thus
given a preparation for life comparable
with that Of the young man entering any
Of the professions. AS he becomes skilled
in his business he likes II better. and other
people have greater respect for IL and for
him.
Why can we not here in Georgia do as
Mr.. Terrell suggests. and as was sug-
gested in the last legislature by Hon c.
H Jordan, chairman of the house COM
mittee on agriculture, use the fertilizer
fund paid by the farmers to establish a
genuine agricultural school in Georgia?
Our old. worn, and quilted fields need re-
vivifying. our splendid fruit and nut pos
sibilities developed, our capabilities for d.
versihed crops utilized, our country filled
and kept full Of prosperous, happy people,
and Georgia. the largest state east Of
the Mississippi. made the empire state in
reality. We educate the mechanic at the
Hech. the teacher at our two normal
schools, the physician at Augusta, the
lawyer. the preacher. the teacher and
the gentleman al the University. Mercer,
and Emory, and the farmer pays the
bills
We should not do less for any of these,
wo do little enough, but certainly It is
high time we were educating the farmer in
scientific agriculture so that he can make
50 acres do what 500 used to do; make Is
cent butter where he now makes Is; make
better soil, breed better animals. reap
fuller harvests. control more profitable
markets. nnd thus oil fatter pockethooks
In Georgia the pillow point deserves to
be as powerful as the point Of the per or
the sword. IN these days when agricul-
tural colleges are making farming a pro-
fcssion. and daily mail delivery, telephone
and electric service extending into the
country. the time seems almost in sight
when the farmer will be among the most
intelligent, independent, and happy OF
American citizens. Let Georgia get in
line. 7. j. WOOFTER.