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The Copiahan. [volume] (Hazlehurst, Copiah County, Miss.) 1869-1876, April 15, 1876, Image 1

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Hazlkhi’rst, April 3, ’76.
Col. Chas. Syvett The
nndt rsigned members of the
County Grange of Copiah Co.,
Miss., would respectfully usk
you to furnish the Copiahan
with a copy of your lecture
delivered to-day before the
County Grange, for publica
tion. Fraternally yours,
Floyd Ford, Geo. E. Flem
ing, ,J. M. Jones, O. J. Dyer,
Goo. Ellis, W. J. Itea, L. J. j
Johnson, Frank Dillard, A.
B. Gtunes, A. F. Barry,
Mrs. M. E. Ford, Mrs. Julia
Gra liberty.
Hazleiiurst, Miss.,
April 4th, 187G.
Messrs. Floyd Ford, Geo. E.
Fleming. and others:
Your very complimentary
note of yestet day’s date is re
ved,ahdyo > t r req uest gran t
od by my disposing of the
lecture;, in accordance with
yqnr ik'jftre.
Fratei '.ally yours.
Citas. Swett.
Worthy Jt/axier.’-That great
and good order, the “Mason
ic Fraternity,” at its last An
nual Grand Communication
in this State, adopted the ft 1
lowing resolution :
Resolved, That a special j
committee of live be appoint
ed to digest and mature a
plan for the organization and
maintenance of a Masonic
Widows’and Orphans' Home
and Industrial School in this
Grand Jurisdiction; said eoui
mitlee to report, to the Grand
Master, who shall cause said
report to be printed, and send
the same to the Subordinate
Lodges during the recess
of the Grand Lodge, that
they may instruct their Rep
resentatives at the next An
nual Grand Communication
how to vote thereon.
Tli.s grand organization
Hurt lias ever based its actions
upon the precepts of the
Bible, and is ever mindful of
the truth that of Faith, Hope
and Charity—the greatest is
charity—that directs its ac
tions in such manner as to
accord with the divineinjunc
tion, “Let not thy left hand
know what thy right hand
doetli,” has thought proper
to take the action u»ulc known
in order to provide for the
“widow and fatherless,” and
generations yet unborn will
bless those who caused to be
placed upon a firm basis a
movement that must be of
great and lasting benefit to a
large number who are now
comparatively helpless and
who will, by the course pro
posed, be imbued with new
life and hope, and happiness
and contentment will exist
where at this time sorrow and
suffering may prevail. This
movement has been on foot
for several years and had its
origin in this hall and was
inaugurated, I am informed,
by a Past Master of this
Grange, our worthy brother,
A. P. Barrr.
Subsequently to the action
of our brother as a Mason,
be introduced (be same sub
ject in Hazlehurst Grange,
and also brought itto^he at
tention of the conn tv grange,
from which body it was car
ried to tiie State Grange, but
1 am not informed what ac
tion was there taken.
While we are not as an
cient, as an organization, as
the masonic, the subject of
the resolution is one of as
much importance to us and
is worthy of as rnnch con
sideration and attention from
the order of Patrons of Hus
bandry as from that noble and
truly charitable organization,
Masonry. JDo we not know,
‘it is more blessed to give than
to receive?” That “a tree is
known by his fruits.” We are
certainly willing to be so
judged. May the time never
ceuie when it can be said of
our order *Mene, tnene, tekel
Action lias been taken by
onr brethren iu otbe*1 sections
of this country to place the
subject of education beforo
our order and to secure a
system, not of ephemeral
character, but one that will
be more lasting than “monu
mental brass,” and as endur
ing as that pure “Christian
charity and brotherly love”
that conceived it.
Under date of February 18,
it is stated that the State
Orange of Ohio has taken
nation concerning the eAuso
i of education, and though not
complete, is a move in the
right direction, and it is to he
hoped will not end until it is
as fall in all respects and in
every particular as the action
ot the grand body spoken of.
The following is the rc ion
of the State Grange of Ohio:
Cleveland. Feb. 18.-The
State Grange of the Patrons
of Husbandry was engaged
this forenoon on the consid
eration of amendments to the
constitution and by-laws.
Tlie Oomuiitree on Educa
tion reported, recommending
tliat subordinate granges fos
ter and encourage public in
struction in the schools ol
their jurisdiction, an<J, whei^
practicable to have advanced
or central schools in the town
ships. The committee,while j
I not favoring compulsory edu
cation, urged the attendance
of the country youth at least
| six months of the school year
till they reach the age of ten,
| and that the present school
j system be improved by ac
j cording facilities to the agri
cultural communities equal
I to those enjoyed in cities.—
The committee recommended
the establishment of libraries
of standard scientific works
by subordinate granges, and
the use of literature of an
elevating or practical char
acter bv the members.
Our “order” requires us fo
assist the needy, to render
any assistance wc can to those
in distress, to visit the sick,
and in every way to prove
| by actions wo are disposed to
! ‘do unto others as we would
they should do unto us,” and
ceitaiiily docs not prevent
om taking action on the sub
ject of education, as it is one
of the most important that
can ever be brought before ns.
Because of the article just
road coming from our breth
ren in Ohio, I have chosen
that State to compare with
our own.
Ohio, in 1.870, had a popu
lation of 2,665,200, being
6(5.69 to the square mile;
173,172 of whom, 10 years
old and older, could not read
and write. Of this number,
39,070 were foreign born—
leaving 134,102 natives of the
United States who were un
able to read or write.
Mississippi, in 1870, had a
population of 827,922, being
17.50 to the square mile;
313,316 of whom, 10 years
old and older, could not read
and write. Of this number,
827 were foreign born, leav
ing 312,483 natives of the
United States who could not
read and write. We find that,
though Ohio has over three
times the popularion of Mis
sissippi, tills State has over
twice as many who cannot
read and write.
The percentage of iliiteiate
persons in Ohio we find to
he only 8 80, while in this
State it reaches 58.91.
These statistics prove that
we should make an effort,
not only as members of a
great and growing order, but
as citizens, to inaugurate a
more perfect system for the
education of the children of
our state. Of all the late
slave-holding states only 3
have a greater number of il
literate persons than Missis
sippi; Ihese being Sonth Ca
rolina,Georgia and Alabama.
I have chosen for my lec
iture on this occasion, Educa
tion, because of its great im
portance, its great necessity—
(having no plan to suggest,
j leaving that point until after
the report of your commit
tee)—and for the purpose of
advancing a few ideas con
cerning it, which, while they
may be peculiar to myself, I
cannot but think if they arc
acted upon they may produc
tive of good results. We often
hear it said a person has fin
ished his or her education.
Can it be said that the educa
tion of any one is ever com
plete? Are we not constantly
learning? Do not new tho’is
even concerning the occupa
tion we have followed for
years continually suggest
themselves to our minds?—
Truly it is so, and no one can
doubt its truth, it being too
axiomatic to udmi* of argu
merit. What, is the accepted
definition of the word educa
tion? It is the result of edu
cating in knowledge, skill or
discipline of character acquir
ed ; also, the act or process
of training by a urescrihcd
or eustomavy course of study
or discipline. Our standard
interpreter of the English
1 an gu a ge st a tes t h a f cd uca tion
is properly to draw forth and
implies no* s> much the com
munication of knowledge, as
the discipline of the intellect,
the establishment, of the prin
ciples and the regulation of
the heart. What is intellect?
It is the power to judge and
comprehend. Whut is mind ?
It is defined l>v Sir William
Hamilton to be “simply that
which perceives,thinks, feels,
wills and desires.’ Reducing
tins to a few words we have
as a definition of the word
education, discipline of the
intellect. A person may be!
endowed by nature with a
strong mind, which w ill en
able him to think, feel and to
will correctly in a majority
of instances, and may have
sufficient, intellect to enable
him to judge and to compre
hend without ever having
entered college, or even at
tended a primary school. We
often hear it remarked of a
person, that man has a good
liead and naturally a strong
mind—more good hard sense
than many who have a life
rary and scientific education.
Such a person will more fie
qnently succeed in the ordi
nary undertakings of this life
than those w ho are educated
in schools and institutions of
I lie so-called educated per
son, by virtue of the disci
pline lie lias subjected his
mind to, will often be more
speculative in his operations,
and while he is theorizing
(lie first named individual
will draw upon his intellect,
his power to judge and to
comprehend, which lie may
have of a higher order, and
will succeed, white the othei
with less mind, less intellect,
but more of what, we call
education, will entirely fail.
The undisciplined mind does
not necessarily convey the
idea of ignorance, as it is
often found as capable of
correct deduction as any oth
er, and not unfrequentlv
more so. Such a mind will
often prove to be more capa
ble of acting successfully, be
causeof information obtai led
through observation than the
opposite with all itsdiscipline.
By observation f Yes, l>v ob
aervation, much is conveyed
in that one word.
A young person possessed j
of a strong mind and vigor-1
ons intellect, if taught to
read, to write, and the ele
ments of arithmetic, and is
kept from had company and
surrounded by proper influ
ences, will 3ome out and in
nearly every instance succeed
in life. If I were called up
on to make known in the
fewest possible number of
wordsthsit which would prove!
of most value to him,I would]
say, read, observe, compare]
and digest, and always obey!
your mother. The very best
instructor a child can evei
have is a good mother. It is
from her lips the first idea of
a supreme being is conveyed]
to the mind, and it is at her
knee the infant prayer is
first learned and is wafted to j
heaven from the purest altar
on earth, united with her
blessing and her prayer for
the temporal welfare and
eternal happiness of her off
Jt is recorded that De
Stael once said, ‘If you would
ensure the happiness of
France, instruct the mothers
of the French people.” That
remark will as truthfully ap
ply and with as much force
to any other and to all coun
tries. I do not wish to be
understood as saying, or in
endeavoring to convey the
idea that disciplining the in
tellect is of no value, as the
result of discipline to the
strongest mind cannot fail to
be of advantage, yet It does
not always prove to bo of the
magnitude we fondly hoped
to realize. There are some
children whose minds are so
strong and whose intellects
arc so vigorous that it is ne
cessary to withhold books un
til the nerve tissue of the
brain becomes more mature.
It being a recognized fact
that the more we exercise the'
mind the stronger it becomes
up to a certain point, just as
the muscles of the arm of a
blacksmith will be stronger
than those of a person en
gaged in a more effeminate
calling, or sedantary employ
ment. It does not follow
because a boy is slow to learn
that he will be a dull man.
but it can almost be certain
ly staled to he qnite to the
contrary. Every
instructor of youth will bear
me out in the assertion that
such a child, when it does
learn anything, will have it
safely stored in the recesses
of the mind and will be slow
to lose it.
It is said that the mother
of Sir Isaac Ntnvton, because
of his dullness when a child,
remarked that “If it should
please God to deprive mo of
any one of my children, I
pray that it may he Isaac.”
A precious child requires
constant watching, and fond
mothers and doting fathers
should he very careful how
they attempt to force such an
one, and should not he un
mindful of the Ijntin phrase,
Cito ma turum}cito putridnm —
“soon ripe, soon rotten.” A
mind that is forced into ma
turity at an early age has
often been known to decay
as rapidly, or the physical
system will give way and the
subject is never known to
enjoy a single day of that
greatest of blessings, good
Blaise Pascal, pehaps the
most brilliant intellect ever
known, a pan from inspired
persons, did not live to he
forty years old, and from the
time he was 18 never knew
the blessing of good health,
nor an hour of,freedom from
bodily pain. Every effort was
made to keep him hack.—
When only 12 years old he
had mastered Euclid's ele
ments as far as the 32d pro
position. The books neces
sary to enable him to make
such progress wore incau
tiously left within his reach,
and a life that might have
been preserved was lost to
the world forever. Many
other instances of a like char
acter might he named.
This apparent digression is
made to illustrate the fact
that judgment and caution
are necessaiy in training the
mind of youth, and to show
that if ‘a little learning is a
dangerous thing,’ too great
ail anxiety to obtain it and
intense study consequent up
on that desire.may be fraught
with the most disastrous con
sequences, or may entail pain
and suffering through life.
1 lie life of a farmer and
physical labor are not incon
sistent with a high order of
mental capacity, bnt quite to
the contrary. In the country
wc may find relaxation from
mental labor of a character
far more inviting than else
where, and will find the pure
atmosphere of the rural dis
tricts conducive to a health
ier condition of both mind
and body. Tin farmer should
have few of the trials known
to those .vho occupy the busy
mans of the world,and should
h.ave more time for mental
improvement. Elihu Burritt,
the learned blacksmith, fur
nishes one evidence of what
can be attained by one whose
employment was physical la
bor, he being able to speak
33 languages. Many of the
greatest minds of the world
have f»»und relaxation from
the wearing duties of public
life in the quiet and peaceful
enjoyments of a farmer’s
home, of which number,
Washington, Jefferson, Ad
ams, Webster, Clay,Calhoun,
and Randolph, furnish but a
few instances.
Knowledge is defined to be
tlie act, of knowing; clear and
certain perception of truth
and duty; certain prehension.
Loeke states knowledge to be
the highest degree of the spe
culative faculties and to con
sist in the perception of the
truth of affirmative or nega
tive propositions. Though
the word was considered ob
solete by Sir Win. Hamilton,
he said, “it should be reviv
ed as w ithout it we are com
pelled to borrow cognitions
to express its import.” From
this opinion of Sir William
Hamilton we may reasonably
assume that the word know l
edge is the base, or root from
which al! words are derived
that .convey an idea of in
formation. Learning is de
tin ed to bo knowledge ae
qqlgiLbv experience, ex peri
iHeilrW observation.
r reached :i
mav safely
matters not
wiiat iUe pursuit or profes
sion one may be following,
that person is educated in bis
calling to a greater or less ex
tent, and as knowledge is
power, the greater his educa
tion,tho more completely will
he have his vocation under
his control. As I wish to ap
ply my subject mainly to ag
ricultural, and its kindred
pursuits, I will not occupy
your time in its consideration
otherwise, except so far as
may bo necessary. Agricul
ture is not only tbe progres
sive science of tilling tbe
ground, but applies to tbe
preparation of tbe .soil, and
tbe rearing, management and
feeding of stock. 1 make use
of tbe word agriculture in
stead of the word farming,
because of its being more com
prelicnsivc, and I like it bet
ter,—notwithstanding it is
said “tbe fanner is always a
practitioner, and the agricul
turist may bo a mere theorist.’
Many persons who design
that their sons shall follow
agricultural pursuits,will not
give them what is called a
thorough course of education,
whicn it may he admitted is
not absolutely necessary, yet,
can it do any injury? This
thorough course of education
can he considered nothing
more than a foundation on
which to build, and it is a!
least presumable that, the bet
tor the foundation the less
liable will be the snperstrnc
ture to give way, though it
will not always prove to be
the case. On the other hand,
if we design giving our boys
one of the learned professions,
he must go ro college and
graduate. If he graduates
with distinguished honor, it
is weP; if not,he is neverthe
less a graduate,and must know
more than those who were
not equally favored. Must!—
why must? We had better
substitute the word should,
but do they always occupy
such position? Not always,
and why? because they devote,
or should devote their time to
those studies best suited to
the profession they are to fol
low, which is right. Of all
the pursuits known to man,
there is not one that calls for
a more extended application
of knowlcdgejthan t hat of the
agriculturist. It is best that
tlie head, the hand, and the
heart should be educated,and
hispursnitdoesit. It includes
every branch of science, and
to a greater or less extent,
they are all applied by him,
ior should bo used in order to
secure the best, results. Tbe
study of Astronomy will be
attended by tbe study of me
teorology, and without some
knowledgeof this subject,how
can one who is dependent up
on tlie seasons and their phe
nomena, as made known by
meteorology, be completely
and entirely successful. Is it
necessary lie should know any
thing of Nat. Philosophy,the
laws that govern tbe material
universe? Will the study of
Chemistry be found of nse to
him—the science that makes
known the constituent ele
ments of all material things?
Is Botany useful, that makes
known thestrnctare of plants?
ets? Will not a knowledge of
even Human Physiology bet
ter enable him to attend to
any wounds his cattle may
receive, and a knowledge of
i Anatomy letter fit him to at
tend to any broken bones—
even though lie should not bo
a ve*erimry surgeon? 'lhe
application of one or more of
these branches of knowledge,
is no doubt, daily made some
, where in this State, and it ;s
almost, folly to question their
value to the agriculturist.—
The feeding of animals is of
vast importance, A knowl
edge of the kind? of food to
give to beef cattle is of great
value,as upon that point vests
not only the time necessary
to fatten the animal, but the
cost of doing it. Chemistry
teaches this, and we find that
certain foods will be fat pro
ducing, while others will pro
duce, muscle, and we always
f ed our working stock—or
tumult] do so, differently from
those we intend for ford.—
Chemistry has developed the
fact, of cabbages containing a
large percentage of muscle
sustaining nntriment.and hu
mps to contain very litMo.—
Chemistry has demonstrated
the fact that young animals
will destroy a pasture if con
stantly grazed upon it, be
cause of their consuming the
phosphates contained in the
food they eat. in the forma
tion of bone, while old cattle,
whoso osseous structure or
fiamos are complete, require
only enough ot the phos
phates to repair the natural
waste to their bones, and te
l urn the rest, to the soil; there- J
fore wo should have a pasture j
for onr young and growing
stock, and one for those that
aregi own,and alternate them.
We have seen pastures where
calves had been running for
years,so poor that grass would
hardly grow, and as a neces
sary consequence of the ex
haustion of phosphates, the
frame* of the animals, when
grown, were necessarily small.
Farmers intheNortliern,Eas
tern and Western States, of
ten act upon this information,
though in this section we sel
dom do. Prof. Johnson says,
“while the calf is growing,
during the first two or three
weeks,'its hones and muscles
chiefly grow. It requires the
materials of these, therefore,
more than fat,and lienee half
the milk it gets at first may
he skimmed,and a little dean
meal may be mixed to give it
more of the casein out of
which the muscles are formed.
After this,more fat i-s requir
ed, and soon all the milk the
cow would give. Phis how
ever makes a costly food, and
instead of the cream, a loss
expensive kind of food may
he used.” Cotton seed meal
will supply theplnceof cream,
and a gruel made of Spurts
c otton seed meal and 4 parts
of bean or corn meal,with 30
parts water- all bv measure,
will enable you to take all the
milk from the cow,if she will
give it up without, the aid of
the calf—at all events, you
wijl not be required to leave
any for the calf. Skimmed
milk may he used instead of
the gruel rained,if thecotton
seed meal is added to it. All
these materialsshould be boil
ed together and ho permitted
to cool to thenatural temper
ature of milk. This is the re
sult of investigation in chem
istry. The study of this sci
ence not only shows the far
mer or agriculturist why corn
is better tor feeding than
straw, and whv the fertilizer
from corn is better than from
straw, but it also shows him
the different relative values
of food, in money for making
fertilizers. While it may not.
be necessary that the agricul
turist should make elabo
rate and expensive expe
riments in order to ascertain
the truths, and those facts in
[chemistry that are of value to
him, as it is the peculiar bu
siness of the chemist to do
, this in a laboratory fitted up
( with all the appliances toon
able him to give the constitu
ent elements of different ar
ticles of food consumed bv
tnimals, and to make known
those that form flesh and those
flint form fat,the more exten
ded his information concern
ing this branch of learning,
the better able will be be to
practically apply it, let him
i get his information from
i what source ho may. We are
satisfied that all f'o not know,
and if they know, do not ap
preciate the vilue of cotton
seed as made known hy chem
istry, and satisfactorily de
monstrated hr practical ex
perience. It has been ascer
tained that cotton seed meal
far exceeds linseed meal in
its alhumino'is.or flesh-foim
ing portions. The same qual
ities make it most- excellent
food for milch cows; and it is
known to be true that,for the
production of milk, and a
corresponding increase of
cream, cotton seed meal is
worth very near double that
of corn meal, pound for pound.
Chemistry suggested this,and
experiments, rcpeat’dly made,
verified it.
if frequently proves to be
tbo case that wo do not prop
erly appreciate that which we
possess, and if a commodity,
and easily obtained, the loss
onr appreciation. In the most
northern States, cotton seed
meal i» largely fed to cows,
and I have it from the high
est authority that, in winter,
fonr q nartsof cotton seed mcal
and two to four quarts of In
dian meal,with hay,will keep
up the flow of milk. Cows
have been known to give one
quart less milk if deprived ot
the cotton seed meal a sigle
day, and neither Indian incal
nor wheat shorts would bring
them up to the full quantity.
In Egypt, cotton seed meal is
more valuable, and brings a
higher price than wheat, be
cause of its value for oil and
for feeding stock.
The truths of chemistry,al
most, if not quite justify us
in saving, the farmer or agii
culturist would find it. profit
able to raise a crop of cotton
for the seed—tlirowing away
ibo lint.
It can certainly do no in
jury to any one to devote •
nongli time to the sciences,or
any other department of hu
man knowledge,to be acquain
ted with its elementary prin
cii les, though it is not neces
sary for one to pass through
college and be the recipient
of a diploma in order to have
this information, yet such a
course may tend, and doubt
less does have the effect, of
fixing on the mind in a more
forcible manner than would
be tbc case, if such informa
tion were obtained by obser
vation and reading, without
the advantage of the experi
ments a student would wit
ness in a properly equipped
and scientifically manipulat
ed apparatus, such as every
institution of learning should
We are accustomed to call
Law, Divinity and Medicine
the learned professions, and
not to apply the term profes
sion to agriculture orlheme
chanie arts. The word pro
fess, when used as a transi
tive verb, signifies, ‘To set up
a claim to.’ Profession we
find ro be, ’That of which one
professes knowledge; the oc
cupation, if not mechanical,
agricultural, or the like, to
which one devotes himself;
the business which one pro
fesses to understand and to
follow for subsistence.
The business that an apri
cultuiist follows is usually
the one that supplies!) iin with
subsistence, and is certainly
a profession; and in order to
carry it on, and conduct it in
such manner as to secure the
largest profit and the highest
degree-ot success, the one so
engiged should beascientifie
man, and lie would not then
only belong to one of the pro
fessions, truly, but being a
■learned man, would be a pro
fessor in that pursuit which
is the foundation of all oth
j ers, and upon the success of
; which depends not only the
j welfare, but the perpetuation
; of all other pursuits and call
! ings to which the mind of
I man has been directed, and
that has caused him to spend
his time and money in attain
ing. The learned Dr. Hitch
cork, president of Amhurst
College, was a great friend to
agriculture, and a warm ad
vocate of extending informa
tion to those who were culti
vating the soil, and always
/ jf jf . y js' jt*
UAI :-i..
held to the opinion that
stitutious for the purpose
shonld be separate from lite
rary institutions, giving as
his reasons tor snch opinion;
1. Because loctoros upon
such subjects attract but few
of the students of colleges,
most of whom are looking for
ward to professional life, i. e;
law, divinity or medicine.
2. Because the two cfa&ses
of students who would thus
bo brought together, would
have too little sympathy to
act in conceit, and as equals
in the same university.
3. Without such concert
and sympathy,one or the oth
er of the classes of students
would feel no pride ill the in
stitution, and without snch
esprit de corps, it could not
prosper. -
4.' Because the field is wide
enough to require separate es
tablishments. The principles
of agriculture are based upon
a large part of the physical
sciences. No man can under
stand the principles of farm
ing, who is not more 01* less
acquainted with chemistry,
anatomy, physiology, botany,
mineralogy, geology, meteor
ology and zoology; and then
the practical part requires an
extensive acqvaintance with
various branches of mathe
matics and natural philosophy,
5 Because it demands ex
tensive collections of variou
kinds in ordorto elucidate the
principles of husbandry; en
ough, indeed,to belong to any
scientific institution, and too
many to form a mere subor
dinate branch or some insti
tution with a different object
in view.
6. Because the nmnber'of
instructors must be so large
that they could not conven
iently form an adjunct to
some other institution.
In all my reading, 1 have '
never seen anything to equal
tills; and as I never heard a
lecture on agriculture, have
consequently never heard any
thing to approach it. If the
libraries of the world were
sifted,my opinion is,no where
would he found anytliingthat
could in any way equal this
encomium of the Iearnecf iJr.
Hitchcock on agriculture ns
an art,as a science,as a learn
ed profession. In accordance
with these views we are jus
tified in believing it would be
well to attach a literary insti
tution to agricultural colle
ges, rather than to unite an
agricultural college to a lite
rary one. At least wo arc
justified in the belief that, if
Clio, the muse that; presides
over history, will keep a cor
rect. record of passing events,
not many years will elapse
before she will find it neces
sary to record the fact that
agriculture is the highest, pur
suit. of man, bnt that itscoraf
pleto success dependsupon an
amount of learning, equal, if
not superior to that which is
demanded by any other em
ployment known to our race.
A writer on the subject of fo
male education has said, ‘The
agent which the aid of boar
ding-schools may safely be
called in requisition, when
circumstances forbid tbecom
pletion of edneation at home,
will depend somewhat on the
temperament,degree of moral
and mental maturity,, and
length of previous training*
A judicious mother will be a
safe judge,if not too timid to
dismiss her fears of thesafety
and success of her well train
ed daughter in her experi
ence of boarding-school life.”
Boarding schools should
aim to retain rather than dis-»
troy the charm ot freshness
and simplicity that character
izes home life, and to devel
op a symetrieal and complete
culture instead of a baneful
brilliancy that may not be
permanent, and will not in
sure happiness or usefulness.
Correct idoas on this subject
are gaining prevalence, and
schools can be found promis
ing an approach to such real
ization. If Fanners' daugh
ters must be sent from home,’
such schools should be select
ed for their education.” * *
All knowledge, to be fain
able, should be at command;
and its value depends upon
the extent to which we may
be able to make it subservi
ent to the wants and necessi
ties of our nature. Xo one
can, during the average pe
riod of hfe, learn all there is
in any science dr art,’and the
profession' of agriculture,
which requires some knowl
edge of all sciences, must b©
divided into parts suited to
the requirements of the case
' (See 3rd page./

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