Angeli 7
These objectives were a response to farmers’ needs at the time, mainly to the need for experiments, printed distribution of new farming knowledge, and education. Isaac Newton, the first Commissioner of Agriculture, ensured these objectives would be realized by stressing research and education with the ultimate goal of helping farmers improve their operations (Hurt 190). Before the USDA assisted in the circulation of knowledge, however, farmers
wrote about their own farming methods. This brings me to my next section in which I examine three handbooks written by farmers and connect my observations of the texts with the discussion of agricultural history I have presented above. Note: Sections of this paper have been omitted to shorten the length of the paper
Because this is a Level 2 header, the paragraph is not indented.
CONCLUSION From examining Drown’s, Allen’s, and Crozier and Henderson’s handbooks in light of nineteenth century agricultural history, I can say that science and education seem to have had a strong influence on how and why these handbooks were written. The authors’ ethos is created by how they align themselves as farmers with science and education either by supporting or by criticizing them. Regardless of their stance, the authors needed to create an ethos to gain an audience, and they did this by including tables of information, illustrations of animals and buildings, reasons for educational reform, and pieces of advice to young farmers in their texts. It would be interesting to see if other farming handbooks of the same century also convey a similar ethos concerning science and education in agriculture. Recovering more handbooks in this way could lead to a better, more complete understanding of farming education, science’s role in farming and education, and perhaps even an understanding of the rhetoric of farming handbooks in the nineteenth century.
The conclusion “wraps up” what you have been discussing in your paper.
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