[27] 



It is in this way, gentlemen, that we propose, by a close, constant 

 and cordial co-operation with the agricultural organizations of the 

 State, to diffuse what knowledge we already possess, both of principles 

 and facts ; to increase that knowledge by experiments and observations 

 furnished by all those interested in progressive agriculture ; and in the 

 end to obtain a complete knowledge of the State, its capabilities, and 

 resources, at the command of a community of educated agriculturists, 

 able and willing to use to the best advantage, according to the lights of 

 science (which is but accumulated experience), the gifts bestowed by 

 nature upon our favored State. 



THE COURSE OF STUDY. 



There is a prejudice, prevalent to some extent, attributing to Agri 

 cultural Colleges a vicious tendency to turn away the minds and tastes 

 of students from agricultural pursuits. How far this objection may 

 apply in our case, you will judge for yourselves, by a perusal of our 

 proposed course of study. 



(Here the speaker exhibited a synopsis of the Agricultural course, 

 as prescribed at the University of Mississippi.) 



This, observe, is the least we think an educated farmer ought to 

 study, by way of preparation for his profession. He can study as 

 much more as he pleases, or his time may permit. For instance, he 

 should be thoroughly master of his own language, and hence the study 

 of English branches goes through the entire course. But we do not 

 impose upon him any other language, ancient or modern, since, although 

 useful, they are not essential to him in his pursuit. 



Mathematics is pursued to the extent necessary to enable the farmer 

 to do his own surveying, leveling, etc.; to insure correct practice in 

 laying off, and building; and to understand the principles of Physics 

 and Chemistry. 



A knowledge of Botany should be possessed by every one whose bus 

 iness of life it is to make plants grow. It is among the first subjects 

 taught, embracing, of course, a special course on plants important to 

 Agriculture. 



Zoology, embracing also a special course on the animals useful and 

 injurious to Agriculture, succeeds botany in the second year. The pro 

 priety of this study is self-evident. 



A course of general Physics, during the first term of the second 

 5 ear, prepares the student for that of General Chemistry. The latter 

 dove-tails with a special course of Agricultural and Economic Chemistry, 



