^^ 
 
 
 ^^1 
 
 
 T>> t: 
 
 JO ::2> ^^^ 
 
 
 
 ^^ 
 
 
 
 "r» xs» ^ ^^ 
 -T> r>fr :>> i^ ' 
 
 
 :3>x> 
 
 7B 
 
 
 
 ^e 
 
 >>^-= 
 
 IlIBRARY OF CONGRESS J 
 
 > i 
 
 
 
 
 
 I [SMITHSONIAN DEPOSIT.] f 
 
 t -^-^ .-£) 7 I 
 
 ^ .t._f ^ 
 
 I UmiED STATES OF AMERICA ^ 
 
 
 
 5^ 
 
 ) ^^ ,1)^ 
 
 > > 1> 
 
 < ?. > 5> 
 
 -T > ^' ^: 
 
 
 
 '< " '^^' ^ ^ 
 
 
 
 >3r3> 
 
 
 
 
 > > 
 
T3» 
 
 ^3 
 
 ^ :> 
 o 
 
 5>^ 
 
 
 ^^ 
 
 
 II 
 
 ^3 
 
 ^e 
 
 \f 
 
 
 - yy 
 ^) ")> 
 
 
 3 3 
 
 ^5 
 
 
 >> »:!:):>' 
 
 
 
 lb > 
 
 
 3 :» vx>>:> 
 
 ) > 
 
 
 ,-,-vr> .»_^ Tt>'t>i> ~^ 
 
 
 yyy 
 
 > J> 
 
 7^ :^ 
 
 V^ 
 
 >^^ 
 
 >:>^ 
 
 >3 _ 
 
 3 T> > :x> > 
 
 
 :>-o3 
 
 ^ 3 > .r>>3 ^ > 
 
 ■ > 3> ":» 3'>:3 ' ">'T> 
 
 ' n> ^^^> ">:! 
 
 > :)3 3 ^v3" ■>! 
 ^ -r3 3 3>3 ' ""3"' 
 
 >'j> 3 :> 3^-5 ■ >■">> 
 
 > 3 :> ;> 3>^ ) J ^30 
 
 3'^ 3 '>"^.>' 3 3 
 
 ^'.■5) 3 ^3v^. :> ^) 
 
 >~>3> 3 
 
 13) 3 
 
 
 J- » 
 
 3 J) 
 
 Ji 
 3> ^ 
 • 3> 3> 
 
 '^ J) 
 ^^ 3> 
 
 *>3> 
 ^3> 
 
 3-''> ' ■-> Tg»- 
 
 1 ) > J 
 
 ) > > J! 
 
 3o . > 36 
 
 3> T?:^>": 
 
 
 
 ^^$^^^^ 
 
 'JP ^^ ' 
 
 ) ^::> 
 
 VO 3 
 
 3) ^ ^5 
 
 3>3:) 3D 
 
 » 33 ^ 
 
 JO >3 
 3> 33 
 33 33"^ 
 
 3) >:o 
 
 '3> * o ^ J 33 
 
 >3)3 >3 )yi^ 
 
 ;3)> )3 >)^ 3) ? 
 
 3^ ^ ^ 3 >^~T|ifc ^5») " 
 
 
 ?> 3 3 X>33 J33 
 » 3>^ ^^^^ ^^^ 
 
 >3» >» 
 ^333 333 
 
 ^ 3:»»3 >)y 1 
 3 3»3^ yyn 
 
 . 3 3>> >3» »^3V 
 ' 3^3 )3> 0)T, 
 3 33')1> 33 >^ 
 
 y 3 „>»3» >3:>^ 
 
 3> >^»' 
 > 3 '* " 
 3 3 V^fc 
 
 • ■> 3>:^ 
 
 •3 31»^ 
 
 3 3>i»' 
 
 3 31>^ 
 
 1 3> "3 -^ 
 
 o 3 :: 
 3 >*_ 
 
 ^ >3! 
 
 J> -3* 
 3 3> 
 
 • >3> 33 >;>"? 
 3> 33 >v 
 
 -^:> 3) '^^ 
 .:x> .) )» '>^ 
 
 ■ 3> > >» ■ .- 
 
 •3* 3 3> -^T 
 >■.» > 3' -'_ 
 
 ' ''IX> > ^3^ ^ 3 T) 
 J 3^ > V ' 
 
 ^33 ^ . 
 ^"' 3> > ^ 
 "i.>> •> ) .> * :^ 
 
 :, ' 33b '» > ^ * 3> 
 
 '^-> 3Ji > » S.> >3 
 >;^ ^^ > 3^ 1^3 5> 
 
 2>!^^3>33>'3> 3:^ 
 ^«^ '"» >3^"3"> 3>' 
 
 :v>v3>3yO- ^ 
 >>03 >) ^'^^ ) 
 
 3^ 3 31^ 
 
' u/ 
 
 < 
 
 • 
 
 % 
 
 r 
 
 THE mDUSTRIAL COLLEGES, 
 
 THE NATURE OF THE EDUCATION TO BE GIVEN IN 
 
 THEM; THEIR SEVERAL KINDS AND COURSES 
 
 OF INSTRUCTION CONSIDERED. 
 
 / 
 
 By lewis BOLLMAN. 
 
 TO WHICH IS ADDED 
 
 A COMMUNICATION ON THE GENERAL PLAN OF THE COLLEGE 
 BUILDING, WITH THE NECESSARY AIDS TO INSTRUC- 
 TION IN EACH DEPARTMENT OF EDUCATION, 
 
 I ; By EICHARD OWEN, 
 
 "^ PROFESSOR OF SCIENCE IN INDIANA STATE UNIVERSITY. 
 
 
 
 J-V 
 
p 
 
 
 *^ 
 
Washington, Decemher 10, 18(34. 
 To the Industrial Classes: 
 
 Occupying the position of statistician in the Department of Agriculture, it is 
 my duty to examine the letters of its correspondents relative to tlie crops. 
 Many of them, from time to time, liave desired information on the best plan to 
 establish the Industrial Colleges, for the endowment of which land donations 
 have been made by Congress. It was not proper to overlook their requests, for 
 the reason especially that, as yet, little has been written on such plan, either as 
 to the general character of the instruction that should be given in these colleges, 
 or on ihe'r special courses of instruction, or on the plans of their buildings, work- 
 shops, and experimental farms. 
 
 In complying with the wishes of these correspondents, and of others, it has 
 been my aim to communicate some information on all of these important topics. 
 The article is divided into three parts. The Jirst contains my own views of 
 the general nature of the education that ought to be given in these colleges, 
 and the practical purposes such education should aim to accomplish ; the second 
 shows the particular courses of instruction given in European agricultural 
 schools ; and the third, exhibits the plan of the buildings, the extent and arrange- 
 ment of the museum, &:c., of an industrial college. What is stated in the second 
 part is taken mostly from the recent and excellent report of Mr. Flint, who has 
 visited these schools, to the Massachusetts State Board of Agriculture. The 
 third part has been kindly prepared, at my request, by Richard Owen, professor 
 of science in Indiana State University, a brother of the late David Dale Owen, 
 and one not less eminent in scientific attainments. It will be found to be the 
 most important part of this article, especially to legislators, and others upon 
 whom will devolve the duty of selecting plans for the buildings, providing 
 means for their erection, and for the purchase of the museum, apparatus, and 
 library. 
 
 I have prepared this article not ignorant of the diversity of opinion that 
 exists on the subject of industrial education; but, whether opposing or concur- 
 ring in any views therein expressed, all should remember that it is only by an 
 examination of diverse opinions that those which are correct can be ascertained. 
 It has been prepared, too, not without the hope that it will aid in the successful 
 establishment of the industrial colleges, upon a basis as enlarged as is the 
 magnitude of the interests of the industrial classes in them, and upon a plan 
 that will secure their success, so that, by their success, they will vindicate the 
 right of the industrial classes to equal instruction with that claimed for the pro- 
 fessions. 
 
 LEWIS BOLLMAN. 
 
COLLEGES FOR THE EDUCATION OF THE INDUSTRIAL CLASSES, 
 
 PART I. 
 
 In 1862 two acts were passed by Congress, wliicli, if wisely carried into 
 practical effect, are destined to exert a lasting influence on tlie agriculture of 
 the United States. These acts are, that establishing the Department of Agri- 
 culture, and that donating public lands to the several States and Territories 
 which msij provide colleges for the benefit of agriculture and the mechanic 
 arts. It w^as fitting that these acts should have passed at the same session, for 
 in much they are intimately associated in action. In the discharge of their 
 respective duties each can aid the other. Whilst the Department can procure 
 seeds ana plants from every country, it yet needs careful and intelligent experi- 
 ments to determine the climate, soil, and cultivation best adapted to their growth. 
 On the farms of the colleges these experiments can be made; and when the 
 utility of a plant has thus been determined, seeds, cuttings, and plants can be 
 raised by them ; they can report to the Department the best modes of their 
 culture, and, through it, all can be distributed to every portion of the country. 
 Such a connexion Congress evidently had in view, when it required, in the 
 fifth section of the act making donations to these colleges, that an annual report 
 should be made regarding the progress of each college, recording any improve- 
 ments and experiments made, with their cost and results, and such other matters, 
 including State industrial and economical statistics, as may be supposed useful. 
 
 This mutual dependence between the Department of Agriculture and these 
 colleges has created an earnest solicitude, on the part of those connected with 
 the former, for the successful establishment of the latter. Occupying a place in 
 the Department that has led me to feel, most sensibly, the necessity of the aid 
 of these colleges, and knowing that, for want of experience in their establish- 
 ment, the industrial classes need information respecting them, I have availed 
 myself of facilities here to collect some'information that may add to whatever 
 knowledge of the nature of industrial colleges the public may have. 
 
 This information is placed under t/trec general heads. First, the nature of 
 the instruction that should be given in them; second, t\\Q several kinds of in- 
 dustrial colleges, and their courses of instruction ; and third, the plan of the 
 college building, the museum, and other aids essential to proper instruction in 
 the sciences. Of these in the order stated : 
 
 1. The nature of the instruction.— A. general idea exists that the industrial 
 pursuits need less of intellectual development and knowledge than the profes- 
 sions. In all pursuits there is much that is mere routine, and whether it be the 
 labor of holding the plough or the pen, or directing either, there is little differ- 
 ence as to mind between them. The lawyer's form-book and the physician's 
 mortar and pestle give as much manual labor to them as the guidance of the 
 plough does to the farmer. In either case the labor, from constant repetition, 
 becomes mere art, however much of thought was at first necessary to use them 
 properly. But lying behind them are years of study of principles. If in the 
 profession of the law human laws have to be learned, their history and pur- 
 poses and action understood; in that of medicine, the physical organization and 
 mental laws of man studied, not less should the farmer have a knowledge of 
 the laws of vegetable and animal growth. As much as the laws of nature are 
 greater than those of human society, so much is the agriculturist's occupation 
 
5 
 
 above tliat of the law^yer. A man may be but a mere lawyer, or a mere physi- 
 cian, or a mere farmer ; they may know but the art alone of their respective pur- 
 suits, but the legal maxim, that he knows not the law who knoweth not the 
 reaaon thereof, is as applicable to the industrial pursuits as to tlie professional. 
 
 In recent years the progress of the arts has been rapid, "and men," says the 
 author of Friends in Council, "are not agitated as they used to be by specula- 
 tive questions, for the material world has opened out before us, and we cannot 
 but look at it, and must play with it and work at it." This material world can 
 be opened out before us only through the sciences. Hence it is that no indi- 
 vidual can nitclligently pursue any one of the arts as an occupation without an 
 acquaintance with science. Nor can any one limit his knowledge of science to 
 the single art he follows, for the same principles of science are common to many 
 of the arts. Each art has not its peculiar and distinct principles. But if it 
 had, no one should limit his knowledge to it. " Man," the same writer remarks, 
 '' should be desirous of expanding his own nature, and the nature of others in 
 all directions; of cultivating many pursuits; of bringing himself and those 
 around him in contact with the universe in many points; of being a man, and 
 not a machine. The sense of the beautiful, and the desire for comprehending 
 nature, are not things implanted in men merely to be absorbed in producing and 
 distributing the objects of our most obvious animal wants. If civilization re- 
 quired this, civilization would be a failure." 
 
 "There is a theory which has done singular mischief to the cause of general 
 cidtivation. It is, that men cannot excel in more things than one ; and that if 
 they can, they had better be quiet about it. Man must see things for himself: 
 he must have bodily work and intellectual v/ork different from his bread-getting 
 work, or he runs the danger of becoming contracted, with a poor mind and a 
 sickly body " 
 
 This is the expanded education that man requires for his proper development 
 and happiness; and if heretofore the sciences have not constituted an important 
 part of collegiate instruction in most of our institutions of learning, it has re- 
 sulted in injury to the professional classes, as well as to the exclusion of the 
 industrial classes from that instruction to which, as men, they had a right. 
 
 The tools of the professional classes are words, and their right use has been 
 taught by disciplining the mind in the study of mathematics and literature. 
 Hence our collegiate courses of study have always regarded languages and 
 mathematics as of superior importance to the sciences. The study of the former 
 was not pursued so much for the knowledge of them as for mental discipline, 
 and hence it has passed into an axiom, that, if the student on leaving college 
 forgot his languages and mathematics, but retained his knowledge of words and 
 mental discipline, the chief purposes of his collegiate studies would have been 
 attained. The knowledge of the professional pursuits themselves was acquired 
 subsequently. Professional education, then, consisted of a knowledge of words, 
 and the principles and focts pertaining to law, medicine, or divinity, joined to 
 disciplined faculties of the mind, by which these words, principles, and facts 
 were skilfully used. In all this system of instruction, scientific knowledge 
 formed either no part or an unimportant one. The usual time given to collegiate 
 instruction was too short to allow the study of all, and when the issue was one 
 of conflict, and not of union, an antagonism followed. Heretofore in the progress 
 of the conflict, the long-used course of mathematical and lingu stic study has 
 held a supremacy, from the fact that the educated class has naturally adhered 
 to those studies which they themselves had acquired. 
 
 But the progress of the sciences has, nevertheless, been uninterrupted as to 
 the few — the savans in science — because of the^ innate greatness, beauty, and 
 utility of the sciences. They are great and beautiful, for they embody all the 
 laws of nature, and unfold through them the character and purposes of every 
 action in the material world. Man finds himself in intelli":ent communion with 
 
6 
 
 everything lie is associated with through the senses. He beholds every natural 
 agent actively employed for his good. 
 
 This knowledge of the few is rapidly becoming more diffused, and now insti- 
 tutions are being established, having in view the promotion of a ''liberal and 
 practical education of the industrial classes in the several pursuits and profes- 
 sions of life." How, then, shall they be successfidly established? This is the 
 question to which now the States accepting the donation of Congress are to 
 give a practical answer. Such answer involves two questions for remark — -jirsty 
 Avhat sciences shall be taught % and second, shall they alone, or in connexion 
 Avith the languages and mathematics, constitute the course of study? 
 
 1. What sc'unces should be taught] I purpose to give here a general answer 
 only to this question. Under the second and third general divisions of my sub- 
 ject the different sciences will be particularized. 
 
 The answer to this question is determined by the objects intended to be ac- 
 complished by the instrnction of the industrial classes. And herein lies the 
 great differences which exist in Europe among the agricultural schools, and in 
 the United States among the opinions on industrial education. These agricul- 
 tural schools have in view but one object, and that is to make the student a 
 good farmer, because in Europe those having political authority do not purpose 
 to make universal the right of suffrage or of holding office. But recently in 
 England, Avhere reform measures point to a more general right of suffrage, able 
 men and members of Parliament demand that the education of the industrial 
 classes shall be commensurate with their duties as citizens. Here there should be 
 but one opinion, and that should demand for every American citizen an education 
 as unlimited as is his sphere of influence. He should be thoroughly imbued 
 with that knowledge which is essential to his occupation. He should be 
 made an influential member in social intercourse, and, therefore, should possess 
 all those accomplishments, such as refinement and strength in conversation, by 
 w^hicli caste, both for the individual and his pursuit, are upheld in society. He 
 should wield a ready pen, for the press moulds public opinion ; he should be a 
 ready debater, for the " stump" is an instrument of vast political power. He must 
 be made competent, so far as early education is essential, to the holding of every 
 office. In Europe the laborer exercises no direct power in political aff\urs, 
 but here he governs through representatives directly chosen by himself. The- 
 oretically, the highest offices are open to the poorest citizen: shall he not be 
 fitted for an actual discharge of their duties? Shall he think and act for him- 
 self, or shall he be but a mere recorder at the ballot-box of the edicts of parties 
 and of the dictation of politicians ? Does this wide-spread government need no 
 steadying influences from the industrial class, whose interests are all identified 
 with peace and stability ? 
 
 In what I have to say/ then, in reply to the question, AVhat should be the 
 extent of the instruction in the industrial colleges about to be established, I 
 shall not for a moment look upon the industrial man as a mere machine for the 
 doing of certain labor, but shall regard him as an American citizen, and one, 
 too, upon whom, more than on the professional man, must the country rely fm' 
 that conservative influence over public aff\iirs, which stands opposed to those 
 radical changes which leaders of parties are eternally seeking as a means of 
 their own advancement or occasioned by the mere antagonism of party warfare. 
 If the ordeal through which the land is now passing does not inculcate a lesson 
 of this sort, I confess my inability to understand it. Ambition to rule, or, failing 
 in that, to ruin, led Mr. Jefferson to assert that political heresy, the suprem- 
 acy of the States, which makes them the final judge of what is constitutional; 
 of what is the rightful remedy for an unconstitutional exercise of power, and 
 claims the allegiance of the citizen as due to the State, and not to the na- 
 tional government. Modern politicians of the south but remodeled his party 
 machinery for the same purpose that led to its original invention. Against 
 
sucli doctrines, and against their purpose, must be arrayed the honest purpose 
 of the industrial citizen ; but to be efficiently so arrayed, he must be endowed 
 with power to curb vaulting ambition; and in this government there is but one 
 legitimate power — that of knowledge. 
 
 Government must be administered by occupations, and not by zeal or efficiency 
 in party service, as now; for it is the occupations of society that the legisla- 
 tion of government should most regard, and not those measures enunciated in 
 the platform of parties. Agriculture lies at the base of these occupations. 
 Manufactures, the mechanic arts, commerce, and its aids, as currency, repose upon 
 and exist from it. To legislate for these directly, or from them, indirectly, 
 demands the knowledge of these pursuits. Yet they are almost unknown in 
 the administration of our government. 
 
 Purposing, then, to be the advocate of such an education as will place the 
 industrial classes on a complete equality with the professional, in the discharge of 
 the duties which belong to both alike as citizens of one country, I shall now 
 more directly reply to the question, what sciences should be taught in our in- 
 dustrial colleges % 
 
 All instruction relates to two things, the right discharge of duty to ourselves 
 as individuals and as members of the community. Of these in their order : 
 
 1. To ourselves. Self-support is the first duty of every person to himself and 
 fanjily. And for this does he follow an occupation. An industrial pursuit, 
 whether on the farm or in the work shop or in the counting-house, demands 
 whatever of knowledge it has as an art. But how much of principle is embodied 
 in this art ! Not two crops that I have grown on the farm but demanded a 
 modified culture to meet the ever changing influences of the atmosphere and 
 soil. What is that atmosphere, then? and what that soil? Wherein lies their 
 necessity to plant — life ? Who can answer but he who has a knowledge of 
 meteorology, geology, and vegetable physiology? Agriculture has its hundreds 
 of vexed questions in its art unsettled, because individual experiments are ap- 
 parently contradictory in their results. And tliey are so simply because those who 
 make them do not perceive the presence of changing influences from season, 
 because they are ignorant of the action that such changes exert on the soil, 
 and vegetable growth; and they cannot perceive it because of their ignorance 
 of these sciences. 
 
 And hence, too, the absolute necessity of the experimental farm as a part of 
 these industrial colleges, that what individual farmers cannot determine by 
 experiment, for the reason stated, may be by professors learned in science and 
 and art, and therefore competent to unfold the peculiar elements of growth in 
 every experiment. 
 
 Again, let us take the simple act of housing stock in winter as an illustration 
 of the utility of the knowledge of animal physiology. To understand the reason 
 of so doing involves a knowledge of the nature of food, its elements, its diges- 
 tion, and what digestion is, its assimilation, of the nature of oxygen and carbon, 
 of their union in combustion, how this combustion creates animal heat, what 
 causes exhaust this heat; or, in other M'ords, how food is uselessly consumed 
 when the animal is exposed. To fully understand these demands not only a 
 knowledge of animal physiology, but of chemistry also. It is just as important 
 to have a knowledge of them, if we Avould understand the reason for cleanliness, 
 regularity in feeding, ventilation, light, &c. Mere art may often be successful, 
 Avithout a knowledge of the principles upon which it is based, but then it must- 
 accept and follow definite rules, and then, as in the unsettled problems in 
 farming alluded to, it gropes blindly, and hence, as in the steps of the blinds 
 its way is devious, its forward course is faltering, being checked by doubts. 
 xVnd this necessarily so because of its ignorance of the nature of the causes 
 operating. The prayer of Ajax for light needs to come up from the farm and 
 work shop, as well as from the battle-field. 
 
8 
 
 The temptation to illustrate the iotimate connexion between science and art 
 in many more of the operations of the farm is great; but, then, a volume might 
 be written upon the subject, and usefully too, but a few pages is the necessary 
 limit to me at this time. I must, therefore, content myself with but one more 
 illustration — the utility of deep ploughing. 
 
 Many farmers, especially in the west, adhere to shallow ploughing, because 
 they have produced many good crops from it. They know that fact, but, for 
 want of chemical and meteorological knowledge, tliey do not perceive the reason — 
 that it is applicable to new lands only; and, therefore, when the lands have 
 become worn, their failures nre charged to that which is not a fact, the alleged 
 change in the seasons since their more youthful days. 
 
 But let the faimer, when burning his log-piles, follow the carbonic gas, which 
 contains the wood and oxygen, united by the combustion, to its absorption by 
 the blades of grass, but especially by the soil, more particularly when it is rich 
 in humus, by which the absorbent power of the soil for the gases is so largely 
 increased, and he w ill then perceive the vast amount of this element of vegeta- 
 ble growth which is taken into the soil through the atmosphere. Now in pro- 
 portion as the air can circulate in contact with the particles of the soil, so will 
 be its deposit of carbonic acid. Deep ploughing and a well-pulverized soil 
 act as a manuring, and hence the principle of the naked fallow. But when 
 lands are new the lower soil is loose, and carbon exists in it largely from de- 
 caying roots. Good crops are made at the expense of this carbon, and not 
 because of shallow ploughing. And then, too, the air can reach a greater depth 
 than when the under-soil, by pressure of the plough and the weight of stock, 
 becomes more compact. Is it not obvious that we must know the causes of 
 things'? and to have this knowledge the sciences must be studied. 
 
 Again, to the farmer is given dominion over the animals of the farm, as well 
 as its soil and atmosphere. Animals are so made as to be his dependents, and he 
 theirs. To subserve the purposes of this relation, the Creator has endowed 
 them with mental properties in unison with it, and to man has been given the 
 power to discover these properties, and so use them as to receive the full benefit 
 of this relation. Does the Creator require the lash as the instrument of in- 
 struction to the horse 1 Has the All-wise made the exercise of brute force on man's 
 part an element of his dominion over it? Far from this is the truth. He has 
 implanted Mdtliin it strong attachments and an implicit obedience to superior 
 power. Rarey was not less strongly attached to the horse, and this led to an 
 association with it so kindly, that this attachment, more than abstract reason- 
 ing, revealed to him the true management of the horse. The use of a thing, 
 whether animate or inanimate, according to the inherent laws of its organiza- 
 tion, is the only rule upon which a correct art can be founded. It is the object 
 of every science to unfold these inherent laws. Psychology, therefore, is a 
 study necessary to the farmer, as also comparative anatomy. 
 
 It must be rem.embered that the donation of Congress is not limited to the in- 
 struction of agriculturists alone, but embraces all industrial pursuits ; hence 
 the manufacturer, the mechanic, and the merchant should be taught such branches 
 as will best aid their respective pursuits. Some like references to these studies, 
 therefore, is necessary. 
 
 Manufactures embrace so large a field of industrial activity and enterprise 
 that they demand business qualities and attainments of the highest order. The 
 purchase of the raw material and the sale of the commodities manufactured re- 
 quire a mercantile education ; and in the management of machinery, and of the 
 daily processes of its production, a knowledge of physics, which treats of the laws 
 of forces. Economy must be strictly observed, for such is the competition of 
 maniifacture, that an establishment operating by machinery that is less econom- 
 ical than another soon results in loss. The history of manufactures abounds in 
 incidents accomplishing great economy, as the hot-blast superseding the cold- 
 
^ 9 
 
 blast in smelting iron. It is unnecessary to particularize any one of the ten 
 thousand improvements which inventive genius has given to all the machinery 
 engaged in manufoctured production. They all show that labor-saving economy 
 was demanding a cheaper product, that it might the better compete with its ri- 
 vals. And this competition must ever continue to demand the highest skill and 
 greatest prudence in every act of the manufacturer, from the purchase of the 
 raw material to the sale of the articles made from it. Wliilst it is true that the 
 mere operator may, in many cases, successfully conduct his business without a 
 thorough knowledge of the principles involved in the machinery he uses, yet 
 such are not among th*^ lofty names that honor the inventive genius of our land. 
 They are not those who have cheapened commodities nor created new ones : 
 they can use a steam-engine, but have not improved it : it required a Fulton to 
 apply it to navigation. The locomotive, nor the daguerrotype, nor the tele- 
 graph, nor chain and tubular bridges would have been invented by one i.i>norant 
 of the principles which these and like inventions represent. These principles are 
 greater or less, more complex or simple; if the few may be great in their applica- 
 tion, all should know the more simple principles. If itrequired an Ericsson to create 
 the impenetrable iron-clad, nevertheless the more useful mower and reaper 
 spring from the more readily perceived mechanical powers. 
 
 Shall it be said that even education cannot make all inventors or successful 
 manufacturers 1 I answer, nor has it made every lawyer a Webster, nor every phy- 
 sician an Astley Cooper, nor every preacher a Beecher. Still, education is a 
 leaven, which, pervading the entire mass, fits it for a higher destiny, and the in- 
 dividual for greater success, because, seeing clearly the principles of his occupation, 
 lie pursues it more enthusiastically. As w^ell allege that the sun is useless, 
 because we may travel by star-light. Why, said a boy to me when wx were 
 crossing a chain-bridge of immense strength, do they require a regiment when 
 crossing it to break their step ] Shall an American manufacturer or mechanic 
 be less interested in the reason of things than this boy 1 
 
 Of the utility of instruction to the merchant to fit him for success in his occu- 
 pation, or of the studies he should pursue, it is unnecessary now to speak, or 
 even to give a single illustration, because the commercial colleges springing up 
 in every city attest their advantages. 
 
 Having considered the necessity of knowledge to the individual in that 
 occupation he follows for his own and his family's support, I wish to ask the 
 reflecting mind to accompany me in what I may briefly say of its necessity in 
 the right discharge of his duty as husband and parent. 
 
 The Anglo-Saxon' is justly regarded as the noblest element in the English 
 and American descent. And it is so for the reason that, in its entire history, it 
 has more highly regarded the family in its social and political relations. But 
 has it, and do we now., give the family all the regard it demands ? 
 
 The present time in agricultural affairs is distinguished by its study and 
 practical application of the principles of breeding. The power of these princi- 
 ples, when rightly directed, is seen in our Virginia and K3ntucky blooded horses, 
 in the short-horn and other breeds of cattle, in sheep and hogs. They show 
 that both physical and mental characteristics are subject to these principles. 
 Cease to regard them, and at once deterioration begins. Now man is as these 
 farm stocks — an animal, subject to improvement or decay, both in body and 
 mind according as regard is paid to the principles of his mental and physical 
 propagation. With what care does the skilful stock-grower take every step ; 
 how he balances the qualities that may coalesce, or those that may be antago- 
 nistical. But in that noblest of all creatures, man, how entirely is every rule 
 of his reproduction overlooked. Poets sing of oneness of soul, of the blending 
 of hearts; and the universal attraction that the subject of love has over all — 
 the young and old, the taught and untaught, but attests its bearing on our 
 welfare. The right-thinking and right-feeling mind ever owns its greatness, 
 
10 
 
 and that poet, like Scliiller, who ascribes to it the highest and noblest influences^ 
 is the most honored. Nevertheless the ancients personated love as a blind deity. 
 In forming onr marriage relations how few are governed by any one of those 
 considerations which has regard to the character of our children. Hence the 
 fcict that great minds do not reappear in the children of those gifted with them. 
 This gift is an accident ; an accidental coming together of two tine minds ; and 
 only Avhere these harmonize is there a perpetuation of them in the offspring. 
 
 An exemplification of the power of these rules of descent is seen in the Jew- 
 ish people. Originally of peculiar and rather limited mental powers, by the 
 "in-and-in breeding" as it is called, they have so perpetuated these peculiarities 
 that to-day the Jew is precisely the same being he was in the time of our Sav- 
 iour ; and so he will continue until he intermarries with people of other nations- 
 Then only his mental and physical traits will be changed. 
 
 But the transmission of physical qualities is of not less importance than the 
 mental. The list of inheritable diseases is frightful ; in my judgment, based 
 on long observation, there is not a chronic complaint but is inheritable. And who 
 knows a woman so complete in health as to be free from them ] Fashion, in 
 past years, has ruled the sex to so great a destruction of their constitutions, that 
 everyAvhere, in the country as in the town, there is a universal ill-health. And as 
 to men, it is conceded that the population of the cities would soon decrease were 
 it not for the renewed sources of health that flow into them from the country. 
 AYherefore, then, these deplorable evils ? 
 
 There can be but a single answer. Ignorant of themselves, for want of the 
 study of physiology, nearly every law of health is disregarded. They are 
 overlooked in the marriage union, in the treatment of childhood, in our systems- 
 of education, and in the business of life. In early years the child is dressed 
 with sole reference to its appearance, and the glorious sunbeam of so great 
 chemical power over vegetable life, and not less essential to animal development, 
 is sedulously kept from it, lest a tan or a freckle might stain the blanched skin. 
 To economize fuel, our houses are constructed to exclude fresh air, and our food 
 is selected more to please the palate than its adaptation to digestion and the wants 
 of the body. It is eaten with the haste business demands, and not as the na- 
 ture of digestion requires. Thus whilst the nervous system is exhausted by 
 excessive mental application, the blood system which should sustain it, is pois- 
 oned in the food and digestion by which it should be sustained. 
 
 Do our systems of education fit us for the weighty obligations arising from 
 the family relation ? I may be told that physiology is now made a school-book. 
 True, but in what way? That which most concerns this relation is excluded. 
 The vital organs are described, but their offices, their mutual sympathies, their 
 relations to the brain and mind, their action in health and their condition in 
 disease — that is to say, physiology as a practical good, to direct us in all that re- 
 lates to the body and its relation to the mind, finds no place in our educational 
 courses. 
 
 Again, upon the mother devolves the first instruction of childhood. Objects 
 are early noticed, and their nature and relation to the infont learned by it. The 
 mother should instruct in these : those about the house, those beyond it, in the 
 gardens and fields and woodlands. But who ever saw a mother out in the open 
 air thus teaching childhood, instilling a love for the beautiful from the flowers 
 and green grass and leafy trees 1 from the azure sky, or the soft, gentle winds 
 or the dark-rolling, tempestuous cloud ? At an early age, to get the child " out 
 of her way," it is placed in school, to learn abstract ideas from books and a 
 teacher as little competent as the mother to understand its nature and wants. 
 
 In these errors and defects there are placed before us those studies that should 
 fit the individual for the right discharge of the duties resting upon him from the 
 family relation. They are physiology, psychology, and phrenology, the edu- 
 cation of the family, Sec. 
 
11 
 
 2. Knoivledge as mcm.hers of society. — The second division under tlie^general 
 question, What studies should be taught? relates to the right discharge of the 
 duties of the individual as a member of the community. These duties place man 
 in two connexions — in social intercourse, witli those immediately around him ; 
 and in the discharge of the duties of citizenship, to the political institutions of 
 his country. But they need not be considered separately, for the acquirements 
 that fit him for the one are demanded by tlie other. He must have general 
 knowledge, to exercise influence in society, and political information, to act well 
 his part as a citizen ; and the agencies for using these are, good conversational 
 qualities, and readiness and elegance as a writer and speaker. Of these 
 agencies — for I shall speak of them first ^ — is a knowledge of language 
 
 In advocating the study of, at least, the Latin in the industrial universities, I 
 cannot but regret to differ from Mr. Herbert Spencer, whose opinions on educa- 
 tion should have an unlimited sway. Concurring with him in all that he has 
 written on the necessity of the study of science, in his admirable work on edu- 
 cation, yet I cannot approve of the disparagement of the languages contained 
 in the latter portion of the following paragraph : 
 
 "Paraphrasing an eastern fable, we may say that in the family of knowl- 
 edges. Science is the household drudge, who in obscurity hides unrecognized 
 perfections. To her has been committed all the work ; by her skill, intelligence, 
 and devotion have all the conveniences and gratifications been obtained ; and, 
 while ceaselessly occupied ministering to the rest, she has been kept in the 
 background, that her haughty sisters might flaunt their fripperies in the eyes of 
 the world. The parallel holds yet further. For we are fast coming to the 
 denouement when the positions will be changed, and while these haughty sisters 
 sink into merited neglect, science, proclaimed as highest alike in worth and 
 beauty, will reign supreme." 
 
 What is meant by the term "haughty sisters" is the languages and mathe- 
 matics, and the prediction that they " will sink into merited neglect " is a con- 
 demnation of their utility. The figure he uses is a just one: they are sisters of 
 a common household, and the unjust degradation of one is no cause for her 
 exaltation by the debasement of the rest. They are sisters, and should live in 
 sisterly equality and affection, each fulfilling the purposes of her existence. 
 
 " Words are things." And in this country especially, where thought clothed 
 in Avords acts on mind, they are things of great significance. It was a few 
 written words of Mr. Jefferson that created the doctrine of State rights, claim- 
 ing supremacy for a State and its right of nullification. It was words, printed 
 and spoken, that gave these other words a power to create this rebellion. 
 W^ords are a deadly poison or a most nutritious food, according as they are 
 compounded and administered. Mr. Jefferson made them this poison ; the 
 Apostles, by them, offered eternal life. It needs the aid of language to entice to 
 the study of science. Words may repulsively ask to thig study, or invitingly 
 draw to it. They can embellish every fact and thought. To say, then, that 
 an agency so powerful for good or evil should sink into merited neglect is an 
 unjust opinion, the incorrectness of which is shown by Mr. Spencer's use of 
 words in every page of his masterly Avritings. But it is an opinion induced by 
 that repellant antagonism, which, like the pendulum, swings from one extreme 
 to its opposite. It is an instanc(5 of that " rhythmical tendency," as Mr. Spen- 
 cer terms it, that carries us from " one absurd extreme to the opposite one " — a 
 reaction, " carried as reactions usually are, somewhat too far," This an- 
 tagonism leads to one-ideahm. To a certain extent, this over-valuing one sub- 
 ject by underrating all others, gives energy in our advocacy of it ; but, never- 
 theless, it is a vice, often tending to insanity in zeal, as it frequently does to 
 aberration of mind, as seen in the monomaniac. The moral of the story of the 
 Knight of La Mancha should not be forgotten. In the vindication of the 
 utility of the sciences, many of their advocates have been carried beyond a 
 
12 
 
 proper degree of opposition against their unjust neglect, and have become as 
 unjust in their denunciations of the hmguages. 
 
 If words, then, are things, a knowledge of them should not be disregarded 
 in a government like ouis. It is very true that to the professional classes 
 languages may be more important, because words are an important part of 
 their occupations, as well as in their relations to social influences and their 
 duties as citizens. It is also true that the f^irmer is more isolated than others, 
 but for that reason he should be more skilled with the pen. Either through, 
 the agency of the press or by letters he should communicate with his fellow- 
 farmers on matters of their occupation. All of them should take counsel to- 
 gether on public affairs. But ail other of the industrial classes are in constant 
 association. Without the knowledge of words and their ready use, the in- 
 dustrial classes can never wield an influence for the defence of their occupa- 
 tions, or their social status, or for the right administration of public affairs. As a 
 mere accomplishment they have a right to it, for social power rests much on 
 accomplishments ; and whatever adorns, as well as whatever strengthens and 
 elevates, belongs as much to the industrial classes as to the professional. He 
 is false to them who demands less. The study of a language such as the 
 Latin is the readiest way to a correct understanding of the English language, 
 for it has given to it a third of its words in common use, and names to much 
 of the nomenclature of the sciences. It lays, too, the foundation for a more 
 speedy acquisition of most of the modern languages. Of the latter, it is a 
 prevailing opinion that French and German should be taught in the industrial 
 colleges, not as a necessary part of the regular course of instruction, but to 
 those who may desire to better prepare themselves for commercial transactions 
 among the foreign population at home, or with foreigners abroad, as well as to 
 all others wishing such instruction from any motive. 
 
 Of those studies which may be classed among the accomplishments, I will 
 refer to but two — hisforij and biography. The history of nations must be 
 studied by the industrial classes, but not that history whose only purpose is to 
 narrate what kings and parties have done, or what battle has been fought by 
 this or that general. They have a history of their own, and therefore history 
 should narrate what has been accomplished by the industrial classes. It 
 should show, as Mr. Herbert Spencer remarks, " to what extent the division of 
 labor was carried; what influences regulated production; what was the con- 
 nexion between capital and labor, between employers and employed ; what 
 were the agencies for distributing commodities ; what were the means of com- 
 munication; what was the circulating medium. Accompanying all of which 
 should come an account of the industrial arts technically considered, stating 
 the jirocesses in use and the Cjuality of the products. Further, the intellectual 
 condition of the nation in its \ arious grades should be depicted, not only with 
 respect to the kind and amount of education, but with respect to the progress 
 made in science, and the prevailing manner of thinking. The degree of 
 aesthetic culture, as displayed in architecture, sculpture, painting, dress, music, 
 poetry, and fiction, should be described ; nor should there be omitted a sketch 
 of the daily lives of the people, their food, their homes, and their amusements ; 
 and lastly, to connect the whole, should be exhibited the morals, theoretical 
 and practical, of all classes, as indicated in their laws, habits, proverbs, and 
 deeds. All these facts, given with as much brevity as consists with clearness 
 and accuracy, should be so grouped and arranged that they may be c-tmpre- 
 hended in their assembled connexion, and thus may be contemplated as mu- 
 tually dependent parts of one great whole;" or, in other words, that the history 
 of the industrial classes should be written and studied, and not the acts of 
 kings and potentates. 
 
 hiograpliy should be read ; not that of party rulers, but of those who were 
 leaders in invention ; of those whose ships whitened every ocean, who reared 
 
13 
 
 up inannfactorios, who mined from the deep earth its coals and minerals; of 
 those who started on its unending track the locomotive, and made the ship 
 
 "Ao;ainst the wind, against the tide, 
 To steady Avith an upright keel." 
 
 Let history and biography be so written,, and their study will serve to elevate 
 the industrial classes in their own estimation, and make them true to them- 
 selves ; and being so in their political relations, they will be false to no duty; 
 as they have been in times past, to themselves and to the country, save in the ready 
 sacrifice of life to defend it in the tiekl against leaders not of their class and pur- 
 suit. Then the theory of our government, that the humblest citizen may 
 attain the highest offices, will be a reality in this, that he can do so through the 
 pursuit of that industrial occupation which has had its just weight in deter- 
 mining political power. Eminence in that occupation, joined to the enlarged 
 and liberal mind which the education of the industrial colleges should give, 
 will render illustrious, as was Cincinnatus when called from the plough to save 
 Rome, or as was Washington, in whom the surveyor's chain brought out quali- 
 ties that raised him to the highest military command. 
 
 There remains but one more matter of o-eneral remark. We have seen how 
 parallel run the social and public duties of all classes in the community. What- 
 ever studies are essential to disciplining the mind of the professional man, are 
 they not as important to the industrial mm ? The power to think, and to ap- 
 ply thought, is indeed more necessary in the inventions, in finance, and in the 
 more extensive commercial pursuits, than in the professional. ' Those destined 
 to follow the mechanic arts must study mathematics. The commercial pursuits 
 demand a knowledge of political economy. What, than., prevents ilmse destined 
 for professional occvpations from acquiring in these industrial colleges the in- 
 struction they need? Are not the sciences the best of all branches of study for 
 them ? 
 
 By the preacher the study of science can no longer be disregarded, for that 
 exalted feeling which is poetry or religion, according as it is produced by a con- 
 templation of the works of nature, or of the wisdom of nature's God, becomes 
 still higher and more intense when science reveals the infinitude of that wisdom. 
 "Whoever," say a writer, "will dip into Hugh Miller's works on geology, or 
 read Mr. Lewis's Sea-side Studies, will perceive that science excites poetry 
 rather than extinguishes it; and whoever will contemplate the life of Goethe 
 will see that the poet and the man of science can coexist in equal activity. Is 
 it not, indeed, an absurd and almost a sacrilegious belief, that the more a man 
 studies nature the less he reveres it? Think you that a drop of water, which 
 to the common eye is but a drop of water, loses anything in the eye of the 
 physicist, who knows that its elements are held together by a force which, if 
 suddenly liberated, would produce a flash of lightning? Think you that what 
 is carelessly looked upon by the uninitiated as a mere snow-flake does not sug- 
 gest higher associations to one Avho has seen through a microscope the wonder- 
 fully varied and elegant forms of snow-crystal? Think you that the rounded 
 rock, marked with parallel scratches, calls up as much poetry in an ignorant 
 mind as in the mind of a geologist, who knows that over this rock a glacier slid 
 a million years ago? The truth is, that those who have never entered upon 
 scientific pursuits know not a tithe of the poetry by which they are surrounded. 
 Whoever has not in youth collected plants and insects, knows not half the halo 
 of interest which lanes and hedgerows can assume. Whoever has not sought 
 for fossils, has little idea of the poetical associations that surround the places 
 where imbedded treasures were found. Whoever, at the sea-side, has not a 
 microscope and aquarium, has yet to learn what the highest pleasures of the 
 sea-side are. Sad indeed is it to see how men occupy themselves with triviali- 
 ties, and are indifferent to the grandest phenomena; care not to understand the 
 
14 
 
 arcliitecture of the heavens, but are deeply interested in some contemptible con- 
 troversy about the intrigues of Mary Queen of Scotts; are learnedly critical 
 over a Greek ode, and pass by, without a glance, that grand epic written by the 
 finger of God upon the strata of the earth!" 
 
 And who can look out on the ocean through Maury's Physical Geography of 
 the Sea, or contemplate, through the microscope, that infinitude of life which 
 lies beyond the reach of unaided vision, but which fills up the depths of the ocean 
 with active and joyful existences, or can follow its unceasing evaporations in 
 their varied forms as they pass over the dry lands, enriching and beautifying 
 them with descending rains, and not perceive the grandeur of the Psalmist's ex- 
 clamation, "The sea is His, and He made it?" Shall the pulpit longer con- 
 tinue in ignorance of science, as if the God of nature and of revelation were of 
 antagonistical attributes] Does a study of polemical theology more enlarge 
 human sympathies than a knowledge of the wisdom and love of the Creator, as 
 seen in his works? 
 
 To the lawyer, a knowledge of the sciences is still more essential. For what 
 better mental discipline to him than the knowledge of the steps adopted to discover 
 and unfold scientific truth 1 It is as valuable to him to determine the differences 
 between error and truth, or crime and innocence, in human conduct. It not only 
 disciplines his perceptive faculties in seeing the relation of one fact to another, 
 but strengthens his judgment in determining the consequences of that relation. 
 As the study of natural laws demands complete investigation, surely the power 
 to make it must be, to the legal mind, one of its strongest acquisitions ; for it 
 can search into the elements of human conduct, into motives as developed by acts; 
 it can trace the secret steps in the commission of crime through the motive. The 
 same mental discipline is as essential in such investigations as to the naturalist who 
 deduces the structure and habits of a fish, that now h^vs no other existence than 
 a fossil scale. The reasoning processes are the same in determining moral rela- 
 tions as in the physical ; for both perceive and determine the fitness of things. 
 The logic in the demonstration of a moral truth, or a legal proposition, or a geo- 
 metrical problem is the same as used in determining an extinct animal from a 
 single fossil remain. 
 
 But the study of science adorns the mind with the noblest illustrations a law- 
 yer could use to develop or strengthen his arguments. For as much above as 
 are the laws of nature those of man, so much loftier are they as means of com- 
 parison. Just as the heau-idecd of the orator, which Cicero had always before 
 him, aided him to attain his own greatness in oratory, because of its superiority 
 to himself as an orator. 
 
 The bar and the pulpit, in their want of illustrations and comparisons drawn 
 from the sciences, show that neglect of their study Avhich has so long existed in 
 our educational institutions. This neglect the sciences are now avenging; for, 
 in their recent great development, they have lessened the supremacy of both 
 the lawyer and the preacher, especially in social influences, by exhibiting their 
 ignorance of subjects the most attractive and instructive in social intercourse. 
 The educational acquirements of both are becoming fossilized : they are dead, 
 not living, as are those of the man of science. 
 
 **At present," says the author of Friends in Council, "many a man who is 
 versed in Greek metre, and afterwards full of law reports, is childishly ignorant 
 of nature. Let him walk with an intelligent child for a morning, and the child 
 will ask him a hundred questions about sun, moon, stars, plants, birds, building, 
 farming, and the like, to which he can give very sorry answers, if any; or, at 
 the best, he has but a second-hand acquaintance with nature. Man's conceits 
 are his main knowledge. Whereas, if he had any pursuit connected with nature, 
 all nature is in harmony with it, and is brought into his presence by it." 
 
 If, then, the preacher and the lawyer should not be ignorant of the sciences, and 
 
15 
 
 the industrial classes should study language and mathematics, for what purpose 
 should separate institutions of learning be maintained for them? 
 
 This question is the more significant when we consider how very few of our 
 collegiate institutions are prepared to give proper instruction in the sciences. 
 With the exception of these few — the oldest and richest of the eastern States — 
 they have no museum at all, and the united apparatus of the entire colleges, 
 in many of the western States, would be insufficient for a single industrial school. 
 The sciences, as 3Ir. Owen shows, must be taught through the medium of the eye, 
 if a love for scientific instruction is to be spread abroad through all classes and 
 pursuits. To procure such museum and otlier things essential to an industrial 
 •college, will require an expenditure that will demand, not only what can be de- 
 rived from a united fund, but additions to it by legislative grant. Mr. Owen 
 shows this. 
 
 And if so. what can be accomplished but the destruction of the fund, by cre- 
 ating two or more institutions in each State, or parcelling it out to several ex- 
 isting colleges, that a like corps of professorships may be established in each 
 one of them ? And this, too, when the condition of our few agricultural colleges 
 shows that, so far, they have been unable to obtain a patronage from the indus- 
 trial classes sufficient to sustain any one of them. Truly, to divide is to ftill. 
 As wisely may we contend for a division of these United States. 
 
 Since this article was in type, I have received the catalogue of the Michigan 
 State Agricultural College for lSfi4. This is one of the best endowed and most 
 successful of our agricultural schools. It has a farm of 676 acres, of Avhicli 275 
 are under cultivation, and seven professors, with a superintendent of the farm. 
 It is located in a central position of our great northwestern agriculture, among 
 a population zealous m the cause of education, and in a State where common 
 schools are most successful. Here, if any where, a strictly agricultural college 
 could find support, yet the catalogue shows but sixty-two students in attend- 
 ance this year, three of whom have been expelled. Of the fifty-nine left, thirty- 
 three are in the preparatory class, leaving but twenty-six; for the senior, sopho- 
 more, freshman, and select course classes. There seems to be no junior class. 
 If the number of students is a proper criterion, then this Agricultural College is 
 s. faihire. It is an agricultural school exclusively. 
 
 The State Agricultural College of Pennsylvania is not more prosperous. If 
 this is the result in such agricultural States, what will be the success of like 
 colleges in eastern States, whose agriculture is so much less, in proportion to the 
 population ? These facts but the more confirm me in the views above expressed, 
 that whilst our Industrial Colleges should have especially in view the thorough 
 education of the industrial classes — not ftirmers alone, but the mechanic, the 
 manufacturer, and the merchant, too — their course of instruction should be such 
 as to provide also for those purposing to follow professional avocations. 
 
 PART ir. 
 
 Having considered in Part I, in a very general way, the nature of the in- 
 struction that should be given in the industrial colleges, from the objects it 
 should seek to accomplish, I am now to examine, in Part II, the several kinds 
 of industrial colleges and their courses of instruction. What I have to say in 
 regard to them is taken chiefly from Mr. Flint's report to the Massachusetts 
 State Board of Agriculture, and the report upon the plan for the organization 
 of colleges for agriculture and the mechanic arts, by the late Dr. E. Pugh, presi- 
 dent of the Agricultural College of Pennsylvania. 
 
 However diiferent in extent are their courses of instruction, the several insti- 
 1;utions referred to in these reports can be regarded in a fourfold classification : 
 1st. Where the agricultural institute or school is a part of a university. 2d. 
 
16 
 
 Where, altliougli separate from it, the languages and mathematics are a part of 
 the course of instruction. 3d. Where the sciences only are taught. In all these 
 practical instruction on the experimental farm and in the propagat ng garden 
 and workshops is given. A fourth kind is where this practical instruction is- 
 not given, but theory alone is taught, and this by lectures only, to the exclusion 
 of text-books. 
 
 It is my object, in this division, to set forth the character of each of these 
 classes, as seen in European schools, and in the plans advocated here. 
 
 1. The university plan. — The recent excellent and most timely publication 
 of Mr. Flint, of the Massachusetts State Board of Agriculture, makes us better 
 acquainted with European agricultural schools than we have been heretofore. 
 ''These," he says, "are of two kinds: those which are connected directly or 
 indirectly with universities, and those which are independent of other institu- 
 tions." Prominent among the lirst kind is the Agricultural Institute at Jena, 
 in Saxe-Weimer. It is a part of the university at Jena ; but whilst it has a 
 course of instruction of its own, the special purpose of which is to prepare the 
 student for agricultural pursuits, he may avail himself of all the advantages 
 which a^ore thorough instruction in the principles of any science in the uni- 
 versity course can give him. The influence of this arrangement, both on the 
 course of studies of the institute and on the emulation of the student of agricul- 
 ture, is thus referred to by Mr. Fh'nt : "In consequence of the use of these 
 means of instruction, the institute stands in an independent relation with the 
 university, which secures it great advantages ; yet far more important is the 
 more intimate connexion with it; that is, the necessity that its instruction of the 
 same principles should be more general and comprehensive, and fundamentally 
 scientific, like that of the university." And this necessity is made practically 
 greater by infusing a loftier ambition among the students of the institute to 
 emulate the thorough instruction imparted in the university. 
 
 As so little has yet been laid before the American farmer of the studies in 
 these schools, it may be useful to give here the character of the instruction at 
 this institute. Mr. Fhntsays: "The sciences useful to the farmer which the 
 institute teaches are as follows : 
 
 1. " Sciences relating to the branches of agriculture. — Sciences bearing on the 
 cultivation of agricultural plants, in its whole range, as climate, soils, cultivation, 
 tillage, manuring, seed, after-culture, harvesting, culture of grains, mercantile 
 and fodder plants, fruits, &c. The breeding of animals, in its whole range, the 
 principles of breeding, nourishment and care, raising, keeping and use of partic 
 ular sorts and races of domestic animals; farm management, with all its branches, 
 book-keeping, valuation, &c.; agricultural excursions, demonstrations, and con- 
 versations. 
 
 2. ^^Fundamental and auxiliary sciences of agriculture. — National economy, 
 agricultural history and statistics, agricultural law, physics, meteorology, general 
 chemistry, agricultural chemistry, practice in the laboratory, qualitative analysis, 
 quantitative demonstration of agricultural materials, grains, oil fruits, guano, 
 other kinds of manures, soils, plant ashes, mineralogy and geognosy, including 
 knowledge and classification of soils. Botany, with special reference to the 
 physiology of plants ; including botanical excursions, instructions in forestry, 
 care and use of woodland. Gardening. Zoology, with special reference to 
 knoAvledge of insects, veterinary science, anatomy and physiology of domestic 
 animals on the farm; pathology and therapeutics, chirurgery, shoeing, &c. 
 Mechanics and machinery, agricultural machinery and implements, their con- 
 struction and use. Agricultural technology, including technological excur- 
 sions, bread-making, manufacture of vinegar, distilling, brewing, sugar-making. 
 Geodosy, use of the surveyor's chain and theodolite, field measuring, levelling, 
 agricultural mechanics." 
 
17 
 
 As aids to imparting the instruction embraced in the above subjects, the insti- 
 tute has — 
 
 1. "A farm of about 1,400 acres, with a numerous herd of cattle, a distillery, 
 brewery, and silk-raising establishment, which serve as a means of illustration ; 
 
 2. "An agricultural botanic garden, attached to the botanic garden of the 
 university ; 
 
 3. " A well-appointed chemical laboratory, with a sufficient number of conve- 
 nient working desks; 
 
 4. ** Collections of minerals and earths, dried plants and seeds, models of fruits, 
 collections of insects, technical apparatus, so far as requisite for reference in the 
 lectures ; 
 
 5. "A valuable agricultural library for the use of the students; 
 
 6. *'A reading-room where all the agricultural papers are taken; 
 
 7. ''An infirmary for sick animals, with a room for operations and necessary 
 tools ; 
 
 8. "A rich collection of pathological preparations and objects. 
 
 "For the ancient and modern languages, and the fine arts, the university," 
 says Mr. Flint, *' oflPers extraordinary opportunities to those who desire them." 
 
 This institute has eleven professors, and hat 110 students, being but ten stu- 
 dents to each professor. This fact appears singular to us, and might be attrib- 
 uted to some special cause, was it not characteristic of all European agricultural 
 schools. At the still more celebrated school of Hohenheim, near Stuttgardt, in 
 Wurtemberg, there are but 161 students. At the not less celebrated one of 
 Grignon, near Paris, in France, but 75; and the English agricultural school of 
 Cirencester, at Gloucester, has proved a failure. These attendances, so meagre, 
 admonish us that the successful establishment of agricultural colleges is a diffi- 
 cult work, and that we must clearly understand the adverse influences they have 
 to encounter before we endeavor to establish our own. We shall recur to this 
 matter presently. 
 
 II. Agricultural institutions, separate from universities, hut giving linguistic 
 and mathematical instruction. — An institution of this kind is brought to our 
 notice in the excellent report of the late Dr. E. Pugh, president of the Agricul- 
 tural College of Pennsylv^ania. He passed six years in Europe studying its 
 agricultural schools, and tlie opinions of one thus qualified to advise will have 
 their weight with all. The number of professors recommended by him for an 
 industrial college of the highest character is sw'een, including the president. 
 The professorships relating to the sciences are as follows : 1, of pure chemistry ; 
 2, of agricultural chemistry and geology; 3, of metallurgy, mining, and miner- 
 alogy, and chemical technology ; 4, of anatomy, physiology, and veterinary ; 
 5, of natural history, more particularly of zoology, comparative anatomy, and 
 entomology; 6, of botany, horticulture, and entomology. 
 
 To these he adds the following, relating to languages, mathematics, and tlie 
 practical arts of agriculture and military affairs : 
 
 7, of pure mathematics and the higher mechanics and astronomy; 8, of civil 
 engineering and applied mathematics; 9, of natural philosophy and astronomy, 
 mechanics and physics; 10, of English language and literature; 11, of modern 
 languages, particularly German and French; 12, of practical agriculture;. 13;^ 
 of military art and science, and teacher of military tactics. 
 
 To the foregoing, he says, should be added the following, though not indis- 
 pensable to a system of industrial education : 
 
 14, of Latin and Greek lans-uao^es and literature. 
 
 iSutneious as these professorships may appear to be, yet they are all essential 
 to an industrial college, and no one of the enumerated studies can properly be 
 dispensed with. On the contrary, there should be added to them meteorology 
 and physical geography, both of the land and sea, for these studies embrace the- 
 all-important subjects to the farmer of the distribution of heat and moisture. 
 2 B 
 
18 
 
 On the nineteenth, twentieth, and twenty-first pages of his report, Mr. Pugh 
 speaks of the apparatus and natural history collections and museums essential 
 to the proper instruction in each study. But we omit referring specially to 
 what he regards as necessary, for Mr. Owen fully sets it forth in his communi- 
 catif>n. 
 
 II I . Agricultural schools, witliout instruction in I angucigcs and matlicmatics. — 
 Whilst these do not teach either modern or ancient languages, and pure mathe- 
 matics, they yet adopt a scientific course, greater or less in different institutions, 
 but their chief object is a practical instruction, having reference to such prepa- 
 ration of the student as will qualify him for the superintendence of a farm. 
 
 Among" the first of such schools in Europe is that of Hohenheim, and to it 
 Mr Flint appears to have given much attention. In the theory of agriculture 
 it requires but two hours each day of instruction, and the sciences do not ap- 
 pear to be taught to any great extent. Stock-raising is one of the highest im- 
 portance connected with it, and to its general practical course of instruction it 
 has added several special ones, among which are gardening, fruit, silk, and bee 
 culture, distilling, natural economy, and manufacture of agricultural implements. 
 
 Ir lias an experimental field, and as this feature of its instruction is admirably 
 adapted to the improvement of American agriculture, we quote what Mr. Flint 
 says of it: 
 
 The experimental field was designed, not only as a means of instruction for 
 the students, but also as a means of investigation on the part of the professors. 
 For this purpose the plots appropriated to each experiment consist of nearly a 
 quarter of an acre each — a size sufficient to give to each a fair and full trial in 
 management, manuring, cost of culture, results, &c. The fact that there are 
 ninety-six of these plots indicates that this part of the enterprise receives its 
 due share of attention. It also offers the means of raising a great variety of 
 seeds which swpjily the icants of the farm, and form an iinjwrtant item in the 
 receipts of the institute, while it secures to the farmers of the country 
 A certain source from which they can obtain pure seed. But the ex- 
 periments on the farm are not wholly confined to this field. Among those that 
 have been tried the following may be mentioned : 
 
 1. Upon the transmission of caries in grain, and the influence of washing, 
 soaking, fermentation of the seed on the stock, as well as on the age and change 
 of seed. 
 
 2. Observations on the sensitiveness of growing plants to frost. 
 
 3. On the effect of large, middle-sized, and small seed potatoes. 
 
 4. On plucking off the blossoms of potatoes. 
 
 5. On the exhaustion of land by rape culture. [Here it should be by tobacco 
 and corn culture.] 
 
 6. On the exhaustion of wheat, in comparison with green plants, and fallow. 
 
 7. On the culture, year after year, of beets on the same land by constantly 
 fresh manuring. [Here it should be of all our crops, especially of cotton, sugar- 
 cane, corn, tobacco, potatoes, &c., requiring summer cultivation, in comparison 
 with crops sown in the fall, as wheat, barley, and rye, both with and witliout 
 manuring.] 
 
 8. On the continued culture of artichokes on the same laud, with manuring 
 every three years. 
 
 9. On the effect of mowing, or not mowing, the late clover stubble in autumn. 
 [The second crop we suppose is here meant.] 
 
 10. On depasturing of winter barley. 
 
 11. On the manuring of meadows. 
 
 VZ. On manuring with Ps'iuvian, Baker's Island, and fish guanos, rape-meal, 
 bone-meal, superphosphate, Chili saltpetre, salt, gypsum, gas lime, soda, peat, 
 ashes, Liebig's patent manure, artificial manures. 
 
19 
 
 ^liops. rsow 
 
 13. On tlie effect of fresli and rotted manure, the mixture of varioi£^^'"®^ ^^ 
 T 4.1 as seen 
 
 and many others. , 
 
 This fiehi, says Mr. Flint, was very instructive and interesting. ^^^ ' ^^ 
 
 Speaking of the botanic gardens of this institute, he says : • " ^' 
 
 "I spent a good deal of time in the various parts of this garden. It is lai*. ^^ 
 out on a generous scale, with an agreeable park-like aspect; groups of trees, or-'^' 
 namental and useful shrubs, parterres of flowers, and lawns well kept. A part 
 of it is devoted to annuals, Avhere an immense number of varieties of Avheat and 
 other grains are cultivated ; each plot labelled, so that the visitor may know, 
 without a guide, what each contains. In another part are the perennials, es- 
 pecially those of economical value. The grass garden forms a part by itself, 
 where the different species of grass are cultivated in little clumps, each labelled 
 with its scientific and common name, while an arboretum of considerable ex- 
 tent is at all times accessible for students and others." 
 
 Course of instruction, museum., library, ^c. — These do not radically differ 
 from those of the 'institute at Jena, and therefore need not be particularized; 
 but during the working weather there is too much work, and not enough of 
 study. Ten hours a day of labor, what, at least, an American farmer would 
 call by that name, is too exhausting to allow profitable study. Mr. Flint thus 
 speaks of the instruction on the practical farm of Hohenheim : 
 
 " The students in the school of practical farming have a lecture from 5 to 6 
 o'clock in the morning, then work from 7 to ll^^, and from 1 to 6^^ or 7. They 
 have another lecture or study from 8 to 9 o'clock. The time devoted to study 
 and instruction is increased in winter and during rainy days. They are the 
 sons of peasants weH off in the world, having enough to rent or buy a farm. 
 They enter for three years, and are not admitted for a less term." 
 
 IV. Institutions discarding the languages, mathematics, and also manual 
 labor. — It is hardly necessary to take any notice of these institutions. They 
 have assumed no prominence in Europe, and the only one referred to by Mr. 
 Flint is the institute at Gcisberg, near Weisbaden, in the duchy of Nassau. 
 "It is intended," says Mr. Flint, "for the instruction of practical farmers, with- 
 out teaching practice on the place. It was founded in 1835, and on the princi- 
 ple that it is of no use to teach the theory and practice at the same school. 
 There is a small farm connected with the school, but, judging from the helter- 
 skelter or generally mixed-up condition of everything about the premises, I 
 should think they were quite right in not attempting to teach practice there. 
 Old ploughs, drays, carts, harrows, and everything, else lay around the buildings 
 in no small confusion. When I drove into the yard I felt sure we had made 
 some mistake, and had got upon the premises of a very slovenly farmer. 
 
 " The theoretical instruction is given in a regular course of two Avinters. 
 During the intervening summer the students are either at home, at work on the 
 farm, or, if they desire it, the director of the institute procures them suitable 
 places with skilful practical farmers. 
 
 " The instruction is given by lectures, and Avritten and A^erbal questions on 
 the studies." 
 
 A plan of instruction, like that of this institute, which ignores text-books and 
 practical agriculture, the experimental garden and field, and practical instruc- 
 tion in stock-raising, possesses but little poAA^er to successfully communicate even 
 theoretical knowledge only. 
 
 Having noticed the most leading features of these different plans, before 
 leaA'ing them it may be useful to point out some matters of a minor character, 
 but Avhicli are still useful. 
 
 1. The general mode of communicating practical instruction. — On this subject 
 we quote Mr. Flint's notice of that pursued at the institute at Grignon, in France : 
 
 " The pupils are required to Avork four hours a day, and are successively 
 charged with different service on the farm, which they are called upon to observe 
 
20 
 
 On the ' y assist from four and a half in the morning in the order of work 
 speaks " director gives to the different chiefs, and in the evening they assist 
 to the j]y reports which are given in to the director, and in entering upon the 
 what j^Q reports upon all the operations of the farm. The labors which they 
 ^^^^ :m are various. They comprise the cultivation, the care of animals, the 
 aufactories, the permanent improvements, building of roads, the care of the 
 ^jrests, the gardens, &c. They attend, during the visits of the veterinary sur- 
 geon, in the cattle stalls; they curry the cattle and horses; and perform various 
 operations under the directions of the heads of the various branches. Each 
 pupil is obliged to make a detailed report to the director upon the work he per- 
 forms, and is allowed to make any suggestions he may see fit, which. are accepted 
 and acted on when practicable. 
 
 '* This constitutes the practical part of their education. Two are appointed as 
 general inspectors under the orders of the director, and the duties alternate; that 
 is, a certain number has charge of one department for a certain length of time, 
 say a week or a month, and then they are assigned to another department in 
 succession ; as, for instance, four may be charged with the management of the 
 oxen, two with that of the horses, two with the pigs, two with the sheep, two 
 with the poultry, four with the silk- worm establishment, forming thus a sort of 
 committee on each branch, the duty of which is to see that the proper attention 
 is paid to all the details; as among stock, to see that it is properly fed, to note 
 the results of any changes of feed, &c. So, too, with the garden, two or more 
 are appointed ; two on woods and plantations, two to inspect the repairs and 
 improvements going on, two on the manufacture of starch, cheese, and other 
 manufactured products, two on book-keeping and accounts, &c. 
 
 " I believe the practice is to have one of the two on each committee of two 
 years' standing, and the other a newly-entered pupil. At the end of the week 
 all are required to make a report in the presence of the whole school, when the 
 professor comments or enlarges upon the various operations going on, and gives 
 such additional information as may be suggested by the facts presented. In 
 addition to this exercise, which has the effect to train the young men in the art 
 of composition and the skilful use of language, as well as to keep them informed 
 of the working of the whole system, the professor takes the classes to see the 
 various operations of the farm, pointing out the most approved method of per- 
 formino- them, &c. He lectures thus on the different practical processes of 
 farming at the seasons when they actually take place. 
 
 " Each professor, in his own department, moreover, is expected to give his 
 instruction a practical turn, by means of short excursions, botanical, geological, 
 
 &c." 
 
 2. Excursions. — The excursions just referred to seem to be a part of the 
 systems of all the agricultural educational institutions of Europe. Of the school 
 at Schleissheim Mr. Flint says : 
 
 ''Excursions are also made to neighboring estates for the purpose of obser- 
 vation, the results of which are written out by the pupils. Money is sometimes 
 appropriated by the government to defray the expenses of long excursions." 
 
 Of the institute of Weihenstephan, in Bavaria, he remarks: 
 
 " In addition to the short and frequent botanical and other excursions in the 
 neighborhood, long excursions are made, from time to time, to various parts of 
 the\ingdom, the students being accompanied on them by one or more of the 
 professors. Special subjects are assigned to some one or more of the class on 
 which to write out a detailed report. As an example, the last great excursion 
 which took place previous to my visit was made to northern Bavaria, to Niirn- 
 berg, and so round to Augsburg, to visit the wool market in that city. In the 
 former city there was, at that time, a great meeting of Bavarian farmers for the 
 discussion of agricultural topics — an agricultural convention, in other words. 
 That was taken into the trip. That part of the kingdom, as well as Franconia, 
 
21 
 
 through wliich the direction lay, is largely devoted to the culture of hops. Now 
 two of the students were appointed to write out an account of the journey in. 
 general, three to write on the culture of the hop, two on fruit culture, as seen 
 in the excursion, another on irrigation, another on garlic land, another on the 
 art of manuring, four others on cattle, two others on the visit to Lichtenhof Ag- 
 ricultural School, another on bees, two others on the wool market, &;c, A full 
 report of tlie excursion is thus made, mostly written by the students themselves, 
 and printed in corniexion with the annual report of the school." 
 
 In our American industrial colleges these excursions would constitute a most 
 interesting and useful feature. The facility of travel by railroads would enable 
 the students to extend their excursions to cities of great manufacturing celebrity ; 
 and the numerous State fairs, with their great collections of so many industrial pro- 
 ducts, would present the most admirable opportunities for discussions and reports. 
 
 3. Character of the soil for the experimental farm. — One of the greatest evils 
 in our present agriculture is the exhaustion of the soil. To stay this by dis- 
 seminating such knowledge of manures and their application, in connexion with 
 deep ploughing and rotation of crops, must constitute a most important part of 
 the practical instruction on the experimental farm. Whenever possible, there- 
 fore, a soil of medium fertility, and of such variety of clays and sands as will 
 suffice for the largest class of experiments, should be selected, in preference to a 
 rich soil of a homogeneous character; for this, although more productive in the 
 beginning, would fail in exhibiting the effects of different manures and systems 
 of cultivation and rotation. We agree, therefore, with Mr. Flint in what he says 
 on this point. Speaking of the school at Schleisslieim, he remarks : 
 
 "The estate consists of about six thousand five hundred acres, and, like many 
 other establishments of this kind, it possesses a fine old royal residence, or 
 chateau, the whole lying in an immense, but not very fertile, valley. I have 
 seen it intimated that the lands were so decidedly inferior and unproductive, 
 that the intention of the government in giving it over to the school to be 
 managed by scientific men was to put the value of scientific principles in agri- 
 culture to the severest possible test. I believe, if such was the case, that there 
 has been little reason to exult in the triumph gained over such powerful natural 
 obstacles as a poor soil and an ungenial climate, and I think it may be taken to 
 be as great a mistake to select land for a model farm, or an agricultural farm, 
 that is much below the average of natural fertility, as it would be to select one 
 very much above it. In the first case, even scientific management can hardly 
 be charged with the responsibility of a failure to produce high crops, and in the 
 latter it would not get the credit of what it did produce. Neither 2vould be a 
 fair test of tlie skill and science applied to it.^^ 
 
 Again, of the lands of the institute at Grignon he says : 
 
 "As to the farm, it was not necessary to show the merits of improved culture, 
 and the benefit it can render to the country, to select lands already rich and 
 productive. M. Bella, the first director, refused other places which were offered, 
 and chose Grignon, which was noted for its undesirable condition and the 
 poverty of its soil. Many things were in its ftivor, however. "^ * * The 
 lands were poor and much worn out, though various in natural quality. Now 
 the lands are worth six times as much as they were when the enterprise began." 
 
 4. The numhcr of students. — We have noticed the fact of the small number 
 of students at the European agricultural schools. In this country, where the 
 usefulness and prosperity of collegiate institutions are judged of by the concourse 
 of students, these European schools would not be regarded as either useful or 
 prosperous. Mr. Flint has not discussed the causes of this limited attendance, 
 and Ave are, therefore, left to conjecture them from incidental observations made 
 by him. 
 
 The causes seem to be three in number : 1st. From the fact that there are 
 too many agricultural schools in proportion to that part of the agricultural com. 
 
22 
 
 mimity that desire to receive higher instruction in that pursuit. The nobility 
 who own the land, on the one hand, and the common ferm laborers, on the 
 other, do not care for this instruction. It is the renter, or middle man, as he is 
 called in England, who wishes to prepare himself for the proper management of 
 a farm. " The object of the school of practical farming of Jena," says Mr. Flint, 
 "is to give its pupils an education Avhich will fit them for the skilful, practical 
 management of middling-sized and small estates." At Schleissheim, he says, 
 the pupils are the sons of peasants mostly. And, speaking of the price of tuition 
 and boarding of the institute at Cirencester, which was $150 per year, as one of 
 the causes of its failure, he says, " Small farmers could not send their sons, and 
 rich ones would not." After creating a debt of $125,000, this institute passed 
 ■under the control of some of the nobility, and the price for tuition and boarding 
 was raised to $450 per year, for the obvious purpose of excluding the sons of the 
 middle men. Still it is not prospering. 
 
 "The spirit of c«5^fe," says Mr. Flint, "so prevalent in England, has probably 
 been the cause of the failure of this colh>ge to meet the expectations of the 
 friends of agriculture, or to commend itself to any considerable portion of the 
 people. I could not learn that it was popular with any class." We see here 
 very plainly why these higher agricultural institutes have but a limited number 
 of the farming population in Europe to sustain them. 
 
 2d. The second cause is seen in the caste to which Mr. Flint refers. 
 
 Neither of these difficulties will exist in this country. Not for farmers alone 
 will our industrial colleges be created, but for all the industrial classes ; and as 
 I hope to see them, not for those only, but for all occupations, professional as 
 well as industrial. Caste can only exist in this country by separation, for this 
 begets estrangement; and if we are to have separate institutions for the mental 
 Instruction of those following different pursuits, by like reasons we should aim 
 at such separation in moral and religious instruction, and divide into State 
 Catholic and Protestant colleges, and the latter again into Calvinistic and 
 Wesleyan, and Unitarian and Trinitarian. 
 
 In Europe the great mass of agricultural laborers do not aspire to ownership 
 of the soil ; their condition is one of poverty and servitude, and hence they are 
 not represented in its chief agricultural institutions. But here the industrial 
 classes are owners in fee simple, and their circumstances will enable them to 
 give their children the best instruction. The limited number of the agricultural 
 students in European institutions does not, therefore, indicate that a like number 
 only will be the attendance here. The sons of the poorer agricultural classes in 
 Europe are found in schools of an inferior character. " The great majority," says 
 Mr. Flint, " of what are called agricultural schools in Europe are mere manual 
 labor schools, and on a very limited scale at that. In Ireland alone there are 
 one hundred and thirty- four such schools. France has three regional school ons 
 the same footing as that at Grignon, though I believe the two others are not 
 quite so flourishing, one agricultural institute at Versailles, and many inferior 
 schools, carried on in a small way, where, in addition to the elements of educa- 
 tion, more or less instruction is given in agriculture, and where the pupils have 
 to work; and this is the case in many other continental countries." 
 
 3d. In commenting on the want of success of the institute at Cirencester, Mr. 
 Flint says : 
 
 " It only adds another list of instances which might be given to show that 
 success or failure will depend very much upon the man at the head, however 
 great may be the incidental advantages which may occur in favor of such an 
 enterprise." Of the institute at Hohenheim he remarks : 
 
 " But as imperfect and defective as were the arrangements at the outset at 
 Hohenheim, there was one thing that neither the director nor the pupils were in 
 want of, and that was on earnest love for their icorJc and an enthusiasm jor the 
 high reputation of the new institute. It was not the least of the merits of 
 
23 
 
 Scliwertz (the founder of the school) that he knew how to infuse such an enthusi- 
 asm into all his pupils. Where such a spirit reigns, great things are easily de- 
 veloped from small." 
 
 An enthusiastic love for the work is, indeed, an essential requisite in those who 
 are to put into successful operation our industrial colleges ; and where this is 
 wanting, the power of infusing it into the pupils will also bo wanting. To ex- 
 pect success where indifference and apathy prevail is folly; Zealand energy, 
 united to enlarged views, must be sought for by those whose duty it will be to 
 give a starting direction to these colleges, in the selection of tlieir presidents and 
 professors. 
 
 5. The j)l ace of location. — The industrial schools in Europe have not been 
 located in the vicinity of its largest cities. The purpose of this is obvious ; for, 
 besides the increased expenses to the pupil, the incentives to waste of time are 
 greater, and the temptations to immorality increased a himdred-fold. The 
 nearness of a city, through its show of great wealth, is calculated to lead the 
 mind of the student to speculative pursuits, and to create a distaste to those in- 
 dustrial occupations whose gains are slow and toilsome. 
 
 But in the more retired localities, care should be taken to have in view such 
 market facilities as will insure ftivorable prices for the products raised or manu- 
 factured, and those travelling accommodations which will enable the students to 
 make the excursions referred to. 
 
 6. Instruction in the sciences involves a far greater expense in the establish- 
 ment of an institution than that in languages and mathematics. It requires the 
 museum, by which clear ideas may be communicated through the eye. And 
 this greatly increased expense is one of the prominent causes why the sciences 
 have not been taught in the great majority of American colleges, for on account 
 of their great number the endowment of each has been too limited to have 
 either a museum, or library, or apparatus. Keeping in view this fact, it is 
 obvious that the several States should not only carefully husband the resources 
 derived from the grant of Congress, but should add to it by every proper 
 means. The following suggestions may, therefore, be not inappropriate : 
 
 1". Where a State has a well-established university, as that of Harvard or 
 Amherst in Massachusetts, or Yale in Connecticut, or that of the University of 
 Michigan, its industrial college may most advantageously be made such a part 
 of it, as would give the students all advantages of instruction in both, but leave 
 to the Industrial College its own endowment and control. On the question of 
 such connexion, we think the following remarks of Mr. Flint are just. He says : 
 
 " I do not know that it would serve any good purpose to enter at length into 
 a development of the controversy now going on in Germany upon this question, 
 owing to the fact, already intimated, that the state of society is so different, the 
 lines of caste there so nicely drawn, and the objects proposed in an agricultural 
 education so distinct from our own. But it may be remarked that Liebig has 
 taken the ground very strenuously in favor of a connexion with the universities, 
 and that a majority of the agriculturists adopt that view, or tnke a middle 
 ground, that the location should be in the immediate vicinity of some established 
 university, partly as a means of bringing the students under university laws, 
 and partly as a means of giving the professors a higher position in the estima- 
 tion of their pupils, and of availing themselves of the advantages of the collec- 
 tions, libraries, &c., which a university can ofi'er, as well as of the talent of 
 university professors." 
 
 2. Where a State has no such university, but controls one or more of lesser 
 magnitude, it should so direct its endowment and other means as to make them 
 an integral part of the industrial college. The great expense of properly 
 establishing it has been fully considered in a general way, and referred to more 
 in detail by Professor Owen. It will demand all the educational means of this 
 kind that can be directed to its support to make it what it should be. So far 
 
24 
 
 from dividing the fund arising from the congressional grant, it should not only 
 be held together, but increased in every possible way. The industrial colleges 
 must, at once, assume the highest rank as educational institutions, or they will, 
 prove most expensive failures. 
 
 3. I cannot better conclude this Part than in the closing remarks of Mr. 
 Flint, on the responsibility that now devolves on those whose duty it shall be to 
 establish the industrial colleges : 
 
 *' The work of deciding this question satisfactorily, and of carrying into 
 operation a scheme of such magiiitude as that now proposed in most of the loyal 
 States of the Union, is one of great difficulty and responsibility, and one in 
 which the parties on whom the responsibility rests will need the confidence, the 
 forbearance, and the cordial co-operation of the people. It will require caution, 
 judgment, and practical wisdom on the one hand, and a candid appreciation of 
 the difficulties and the entertainment of reasonable expectations on the other. 
 It will require faith in the application of science to the improvement of practice. 
 We know that it has elevated other arts, improved the appliances of labor, and 
 cheapened the production of the necessaries of life. Why should it not lead, 
 within a reasonable time, to more enlightened processes of farm-work, bring 
 mind and thought to bear upon the labors of the hand, and infuse new spirit 
 into the whole farming community." 
 
 PART III. 
 
 [The article which follows, on the museum, the plan and arrangement of 
 the college building, &c., has been prepared by Professor Richard Owen, of 
 Indiana State Univ^ersity. To no one more competent could it have been com- 
 mitted. It will assist, very much, the several States in determining the details 
 of their industrial colleges, and their necessary endowment. This article has in 
 view an industrial college of the first magnitude, but from it can readily be 
 devised one of lesser greatness, or of a less cost, where free tuition is not contem- 
 plated. The particuLar subjects treated of are mentioned in the beginning 
 of his article, and his concluding remarks on the necessity of giving instruc- 
 tion through the eye is, in a most special manner, commended to the reader's 
 attention.] 
 
 AN INDUSTRIAL COLLEGE. 
 
 BY PROFESSOR RICHARD OWEX, OF INDIANA STATE UNIVERSITY. 
 
 Details of the museum, or school of illustration, and o'her collateral subjects connected with State 
 
 agricultural colleges and normal schools. 
 
 INTRODUCTION. 
 
 It is proposed, first, to give a few details regarding the model farm; then, 
 concerning the model garden; next, to describe the general plan for the build- 
 ings; afterwards, to discuss each department of education somewhat more in 
 detail, including the adjuncts or aids to instruction ; then, to offer a schedule 
 apportioning the duties and salaries among the professors and assistants ; and 
 finally to exhibit an approximate estimate of the entire cost of the buildings, 
 illustrative adjuncts, &c., showing the amount to be raised by the State, 
 and also the dit^position of the annual income, based upon the gift of land, 
 which Indiana would receive from the general government, if our legislators 
 agree on fulfilling the conditions. The various estimates, &c., can, from these, 
 if correct, be readily modified f«r larger or smaller States. A few closing re- 
 marks are added on educating tlie eye, as the best means of obtaining knowledge, 
 also some advice suggested as to the direction which should be given to the 
 student's energies, when he is entering on the duties of life. 
 
25 
 
 I. PLAN FOR THE GROUNDS.* 
 
 Let the model farm (incluclino- the central garden) comprise, if practicable, 
 exactly one hnndred acres, (or, if desired, one hundred and forty, with wood- 
 land,) and be of a regular shape. Let a rectangle, fifty lods from east to west, 
 by thirty-two rods north and south, be laid out centrally in that farm. That 
 space, comprising ten acres, is designed for the model garden and the college 
 buildings. The size accustoms the eye to those areas. Let the remainder of the 
 ground, ninety acres, be divided into nine fields, some of symmetrical and geo- 
 metrical forms, others of irregular shape, but all comprising exactly ten acres. 
 These fields will serve for practice in land surveying, and will facilitate the 
 adoption of a proper rotation of crops, beginning, perhaps, somewhat thus : 
 The garden being No. 1, we may put grass to be cut (say timothy or red-top) 
 in No. 2, on the northwest; hluc-grass, north of the garden, for a drill-ground, 
 or for professors' houses, in No. 3; clover, for the first year, in the northeast, 
 making No. 4 ; wheat may be in No. 5 ; barley, rye, or oats in No. 6 ; corn in 
 No. 7; Jiax, liejnp, cotton, or tobacco in No. §> a "^'oot crop in No. 9. An orchard, 
 No. 10, with osage hedges, in labyrinthian form if preferred, may, by being placed 
 on the west, besides subserving the purposes of instruction in their cultivation, 
 somewhat serve also to shelter the buildings from cold westerly winds. 
 
 The corn, another year, might follow the root crop, the wheat the clover, and 
 the meadow be broken up occasionally, and another laid down. Sometimes the 
 rye might be pastured, sometimes cut for grain to mix with breadstuffs, using 
 the straw for thatching hay-stacks ; or sometimes, if the field seems to lack or- 
 ganic nourishment, the rye, when of sufiicient height, may be ploughed in as a 
 green manure. 
 
 II. THE MODEL GARDEN. 
 
 If this is fifty rods by thirty-two, or eight hundred and twenty-five feet by 
 five hundred and twenty-eight, making exactly ten acres, the fences should be 
 so constructed as to educate the eye ; if worm fences, two panels should make 
 exactly one rod ; if post and rail, or plank, the posts should be exactly one rod, 
 or eight feet three inches, apart from centre to centre. At forty rods from either 
 end of the long side might be a post higher than the others, to catch the eye 
 and practice it in estimating distances ; so of one hundred yards, one hundred 
 feet, fifty feet, &c. For a similar reason, two pieces of ground may be laid off, 
 so as to show the difference between two acres sq[uare and two square acres, or 
 two rods square and two square rods or poles. 
 
 The students, aided by the mathematical professors, might lay off the above 
 parallelogram of ground as a geographical garden, on a plan which I first 
 recommended in a communication to the May number of the Tennessee Farmer 
 and Gardener, Nashville, 1856, afterwards reprinted in my appendix to ''Key 
 to the Geology of the Globe," published early in 1S58. By laying the garden 
 off on the plan of Mercator's Projection, and making the prime meridian pass 
 through Behring's straits, the buildings can occupy the central vacancy in the 
 Pacific ocean, while each seed sown, and shrub or bulb plant, may be made to 
 grow on such representative spot in the garden as it occupied in its native soil. 
 It is almost needless to mention that in this garden should be cultivated all the 
 useful and ornamental flowers and fruits. 
 
 The prime meridian may be made also to pass exactly through the centre of 
 the observatory on the top ; and the long twenty-four-inch wall, to be hereafter 
 
 * To facilitate tlie understanding- of these and subjoined details, a few ground-plans would 
 have very much aided ; but perhaps the verbal description may suffice for comparison with 
 other plans and communications as they come in, until more minute working details are 
 e quired. 
 
26 
 
 described as running longitudinally from east to west through the building, may 
 have the middle of its foundation exactly on the representative of the equator. 
 Observations may be made from the observatory, and the angles of bearing 
 taken to any given part of the earth, as thus laid down. It may perhaps be 
 permitted to remark, that the line of the prime meridian being arbitrary, some 
 counting from the Greenwich observatory, some from the observatory at Wash- 
 ington, others from Paris, &c., there would be an advantage in using maps and 
 globes, if all counted the 180° east and west from the same starting-point or 
 line. A great circle of the earth passing through Behring's straits passes also 
 close to Mont Blanc, the highest portion of Europe, and through or close to the 
 island of St. Thomas, on the coast of Africa, about the spot where the magnetic 
 and terrestrial equators intersect and coincide. This line also nearly represents 
 the greatest north and south elongation of Europe and Africa. Another great 
 circle, exactly 90 degrees from this prime meridian, passes through Asia and 
 America at or near their greatest north and south elongation, as well as near 
 the greatest elevation of land in both continents. These straits, therefore, seem 
 to have strong claims upon us for the prime meridiancy. Other and even more 
 important reasons that might be assigned would occupy too much space for this 
 communication. 
 
 III. THE BUILDINGS. 
 
 These might, perhaps, most conveniently consist of one large central building 
 and one smaller, to connect, if desired, by a covered way with the main building 
 on its southeast corner. 
 
 Externally the central building might be similar to the Indiana State Uni- 
 versity, which presents a good architectural effect — a large body, entered by 
 two porticoes and broad stairways, in a contracted appendage to the main body, 
 which again expands into two wings, each stairway leading into the centre as 
 well as into the rooms of one wing. That building cost about $30,000. It is 
 of brick, with massive stone foundation, stone corners to all the outside walls, 
 also stone sills and lintels to doors and windows, seventy by fifty-five feet in 
 the main body, and about forty feet high, twelve-feet passages for stairways, 
 wings thirty-six by twenty-five feet, and thirty -four feet high. 
 
 For the purposes designed to be attained in the agricultural college and 
 normal school, the main body should be somewhat larger than that of the build- 
 ing just described; say as much as eighty feet long by sixty broad, exclusive 
 of walls, and about forty-six feet high, exclusive of observatory; while the 
 wings might be the same as in the university, thirty-six by twenty-five in the 
 clear, but thirty-eight feet high. 
 
 Not ftir from the southwest corner might be wood and coal shelters and other 
 out-buildings, some of which might be in pavilion form. Longitudinally from 
 east to west through the main body, but not the wings, should run a two-foot 
 wall, (viz: two bricks and a half thick, which, with mortar, would occupy 
 nearly twenty-fjur inches; leaving, by the omission of the middle half brick, 
 about five inches for the hot-air flues and the cold-air ventilation flues.) The 
 former should communicate with a cellar of sufficient size, under the northeast 
 'quarter of the centre building, where also means may be devised for keeping 
 the plants, alluded to hereafter, at a sufficient temperature. In this cellar should 
 be large furnaces, heated by coal or wood, to distribute, through this central 
 wall, heat to the fire-rooms in the main body, and perhaps by cross walls, even 
 to the wings ; otherwise they may be heated by stoves in the usual manner. 
 In the large central rooms there should be registers to admit or shut off at 
 option the hot air; and others, communicating with the cold-air flues, to permit 
 the escape of hot or vitiated air. A similar arrangement should ventilate every 
 room occupied in all the buildings. If steam be deemed a better mode of heat- 
 
27 
 
 ing, a steam-engine and boilers can be placed on the southwest corner, with the 
 out-buildings, and pipes be laid to convoy to each apartment steam to keep up 
 an artificial warmth in winter of about 60° to 65° Fahrenheit, on a plan similar 
 to that adopted at the Nashville University, and constructed for the buildings of 
 their literary department by Mr. Miles Greenwood, of Cincinnati. 
 
 The plan of a centre wall, dividing the main body into rooms 80 feet long by 
 30 feet wide, enables us to secure, however, two other advantages, viz : much 
 light from the outside walls, which is greatly wanted for examining, and much 
 Toom for depositing, specimens of every size and shape. Against this centre 
 wall are to be raised, on heavy trestle work, or on an iron frame, three terraces, 
 making, with the cases on the level of the floor, four ranges in each room of the 
 museum proper ; each terrace to have a walk of four feet wide in front of the 
 three upper cases, which occupy two feet in width — -consequently, eighteen feet 
 for the three upper terraces, and two feet for the lower cases, thus leaving ten 
 feet for a passage next to the windows, beneath which might be deposited a few 
 large specimens, such as could not enter the cases, yet should occupy a position 
 opposite their appropriate places in the terraces. The ascent from the floor to 
 the terraces may be made by light cast-iron steps and balustrade. The total 
 height of room from the floor, provided we make the cases six feet high, even 
 if we drop the four-foot walks one foot below the back of their anterior cases, 
 would necessarily be four times five, or twenty feet to the ceiling. The glass 
 doors of the cases should slide on iron-rollers. The rooms in the east wing are 
 designed chiefly for lecture-rooms; those in the west are to contain some of the 
 adjuncts, and serve as working rooms for the respective departments. 
 
 A. South side of the building. — To obtain the necessary height for rooms 
 having four tiers of cases, it is necessary to have only two stories on one side 
 of the building. 
 
 a. First story — the geological cabinet. — This is designed to exhibit, in accord- 
 ance with Professor Dana's text-book — the best yet offered to the public — illus- 
 trative specimens of the azoic period in the first row of cases, the paleozoic 
 fossils in the second row of cases, (on the first terrace,) the mesozoic in the 
 third row of cases, the cenozoic in the fourth row. 
 
 In th^Jirst range of cases, when arranging the most characteristic azoic rocks, 
 we should begin on the lowest shelf of the left case, with the oldest granite or 
 plutonic series, closing that case on the right upper shelf with the plutonic 
 porphyries, which form an easy transition to the second case. Here we arrange 
 the ancient volcanic rocks, in the third case the recent volcanic, and in the fourth 
 case the metamorphic rocks. 
 
 In occupying the second tier, or range of cases, with paleozoic fossils, we 
 commence on the left with the lower Silurian fossils, and finish on the right with 
 the permian. 
 
 In the third range of cases we place the fossils from the triassic to the cretaceous 
 formations, inclusive. 
 
 In tim fourth range of cases would be found the tertiary and quaternary 
 fossils, from the lowest eocene tertiary on the left, such as we find at Vicksburg, 
 to the remains found in the quaternary deposits of the Ohio, Mississippi, &c., 
 as the megalonyx, and the shells in the marl, equivalent to the loess of the 
 Rhine, such as those found at Vicksburg, superposed just over the tertiary. 
 The latest quaternary closes the series on the extreme upper shelf of the last 
 right-hand case, as viewed when facing the collection. 
 
 If a mineralogical cabinet is to be arranged here, as well as one in the room 
 adjoining the laboratory, there would probably be room for a tolerably full suite 
 of specimens on the right of the azoic rocks, and these mineralogical constituents 
 of rocks should be arranged according to Dana's manual on mineralogy, which 
 is also the best text-book on that subject. 
 
 It may not be amiss here to remark, with regard to all collections, that their 
 
a 
 
 28 
 
 vast extent and variety is not so important, as that tliey should be characteristic, 
 as, for instance, offering the typical characters of the genera among fossils and 
 animals, and a few well-marked types, in each natural order, among plants. 
 
 b. Second story — the zoological collection. — In tliis story are arranged all the 
 animals, from the protozoa, the least highly organized, embracing sponges and 
 foraminifers, to the most highly developed mammal, man. The best authors 
 dividing them, according to their nervous system, into four great departments, we 
 would have, in the cases resting on the floor, all the radiated animals ; in the 
 second row of cases, the mollusks ; in the third, the articulates ; in the fourth, 
 the vertebrates. 
 
 Not to occupy too much space with details, I will remark that each depart- 
 ment would have its lowest class in the left-hand case or cases, and these again 
 the lowest orders on the lowest shelves, beginning with the least highly organized 
 s;enera on the extreme left of each shelf. 
 
 To aid the eye in learning the subdivisions, different colored cards could be 
 used, placed in little blocks of wood, a few inches long by one and a half wide 
 at base, and one high. The groove for insertion of the card is made by running 
 a sash-saw a few times to and fro, until we have sawed about half way down. 
 To denote subdivision into classes we may use large blue cards with the names 
 in large capitals, (as CLASS I: CEPHALOPODA;) the orders on smaller 
 yellow cards, with names in small capitals, (as order ii: tetrabraax'hiata ;) 
 tribes or families on red cards in italics, (as Family I: Nautilidce ;) while 
 genera may be marked on white cards, (as Genus: Nautilus,) and the specific 
 name, preceded by the generic, written on strong white paper, (as Nautilus 
 pompihus.) Small specimens should be in small flaring pasteboard boxes. 
 When a shelf, perhaps four feet long and two feet wide, is to hold a number of 
 small specimens, in any department, it is convenient to have two sections made, 
 each half as long as the case, to slide on to the shelf, the section consisting of 
 three or four miniature shelves in terrace-form, each about three inches high and 
 four inches wide. 
 
 I have been thus particular in the details of these departments only because 
 I am most familiar with them, believing many of the suggestions are applicable 
 to other branches with which I am less acquainted. In rooms intended for the 
 reception and examniation of small objects, the windows should be very high, 
 and as near together as may be permitted without weakening the outer walls ; 
 perhaps a cast-iron front would permit the most light to be obtained. The win- 
 dows should be counterpoised, and made to let down from the top, if necessary, 
 with a cord passing under or over a pulley. 
 
 B. North side of the building. — This may be divided into three stories, and 
 have a middle wall running north and south from the long longitudinal wall, 
 thus affording at the summit of their junction a firm foundation to receive a 
 granite block for the bed-plate of the telescope appertaining to the observatory 
 on the roof. This cross wall divides each of the eighty feet lung rooms into 
 two, of about forty feet by thirty. 
 
 a. Lowest or first story. — The west half is to be filled with agricultural im- 
 plements and models, all of the most approved form and useful kind. This 
 room should contain, as already remarked, a sample of all that we would find 
 in a first-class agricultural warehouse. Probably it would be best to have this 
 room terraced also. All the measures of capacity deposited here, such as half- 
 bushels down to pint measures, should have the cubical contents in square 
 inches legibly marked on them, so as, through the eye, to impress those num- 
 bers without any great mental effort. The east half of this story is devoted to 
 plants, Avliich, in some instances, might be allowed to grow from the soil and 
 pass through openings in the floor, but would chiefly be arranged in flower-pots 
 on terraces, similar to those recommended for zoology. Thus the Cryptogamia 
 would be lowest, Thallogens on the left, with Protophytes and Fuci on the lowest 
 
29 
 
 shelves; Acrogens on the right, having the Lycopodiacenc and Marsileacese on 
 the highest shelves. The Monocoty/edonoiis plants would occupy the next 
 elevation, or second range of cases; the Gymnosperm Dicotyledons the third 
 range, and the Anjiospcrm Dicotyledons the fourth or last ; if too numerous for 
 this range, then the last might encroach on the right of the Gymnosperms or 
 Conifenie, in range of cases just below, viz., the third. 
 
 h. M.ddle or second story. — The west half is the music-room, with a portion 
 of the Avail painted in white staves on a black ground ; also with a monochord, 
 for estimating vibrations and explaining the principles of the scale ; a metronome, 
 so that time may be definite, not arbitrary ; tuning-forks, pendulums of two dif- 
 ferent lengths, one to vibrate common time, the other quick time, for drilling 
 young drummers, in connexion with the military organization. Here, too, if an 
 instrumental band could be formed, they would practice and give occasional 
 concerts. In the east half is the drawing-room; it shoukl have numerous plaster 
 figures, besides models of ears, eyes, noses, arms, &c., also blocks of every size 
 and shape, comprising the geometrical solids. This room should be so arranged 
 as to admit the light from the upper part of the windows ; and as perspective 
 should be taught, there ought to be here the usual illustrative apparatus, con- 
 sisting of threads passing through apertures in a pane of glass, to exhibit the 
 principles upon which the art is based, besides having them theoretically ex- 
 plained in their geometrical studies. 
 
 c. Vppcr or third story. — In the west half we might have languages, and 
 suspend all around the walls instructive diagrams for general and special history, 
 also outline and other maps for ancient and modern geography, tabular views, 
 exhibiting analogous parts of language or exceptions, typical form of declen- 
 sions, conjugations, &c.; rules for gender, in French and German, &c., should 
 also be numerously and conspicuously displayed. In the east half we place the 
 department of mathematics, and cormect with it all branches of natural phi- 
 losophy, except such as might more appropriately be taught in the laboratory. 
 The mathematical course should embrace algebra, geometry, plain and spherical 
 trigonometry, mensuration, surveying, and navigation ; descriptive geometry, 
 sijades and shadows, mechanics, optics, acoustics, and astronomy; also meteorol- 
 ogy. By being in the third story the professors and students are nearer to the 
 observatory, and to the meteorological instruments, for daily note and record of 
 changes. 
 
 (J. A separate huil ding southeast of the main building. — This structure might 
 probably be 90 by 65 feet, of two stories. 
 
 a. First story — The laboratory for lectures, &c. — This room should occupy 
 50 of the 80 feet in length, and be arranged with the necessary furnaces, raised 
 benches for lectures, tables along the sides for students to Avork at in analyses, 
 &c. The remaining 30 by Q5 feet are to be used for blowpipe analyses of 
 minerals, for experiments in electricity and magnetism, in all their modified 
 forms; consequently there would be cases round the room for a good suite of 
 minerals, (the main mineralogical collection being in the geological room,) both 
 arranged from carbon to gold, according to Professor Dana's text-book; besides 
 a shelf or two to exhibit them, arranged according to their crystals, others to 
 illustrate relative hardness, color, transparency, &c. One or other of these 
 cabinets should also have models of primary and secondary crystalline forms, a 
 goniometer, and other adjuncts to mineralogy. Other cases conkl have the 
 apparatus connected with electricity and magnetism in all their modifications. 
 This apparatus could be readily taken into the adjoining lecture-room when 
 wanted. The magic-lantern would probably be more appropriately placed here 
 than elsewhere, so as to use it in connexion Avith the oxy-hydrogen blowpipe. 
 If the professor of drawing could readily paint slides for it, the magic-lantern 
 could be made an endless source of instruction in all departments. 
 
 In one corner should be a balance-room, at least 6 by 10 feet, for all Aveighing 
 
Q 
 
 
 
 connected with analysis, as tlie delicate balances employed otherwise soon be- 
 come worthless, from the sharp knife-edge supports rusting, if exposed to acid 
 fumes and corrosive gases. 
 
 I may here mention that the microscope would be in no particular department, 
 but in many. The mathematical department should hav^e one to explain its 
 principles and construction; the botanical, to examine plants, sections of wood, 
 and the like ; the zoological, to investigate bone, muscle, circulation of blood, 
 make embryological researches, &c.; the chemist, a microscope of the form best 
 adapted to determine some points in qualitative analysis, as distinguishing crys- 
 tals of potash from those of soda in a minute portion, while solidifying, &c. 
 
 h. Second story. — This, which will be ascended by a broad flight of steps 
 from the outside, is designed as the chapel ; also for commencement or similar 
 exercises. It occupies 70 feet of the entire 90 in length, and the full 65 in 
 width, leaving a room 20 by 65 feet for a library, and also for lectures or recita- 
 tions in religion and moral philosophy. Or, if thought best and means permit, 
 the whole building might be made larger, so as to give more room for the library. 
 The pulpit should be in the middle of one of the longer sides. The heating 
 may be by flues in both walls, and the furnaces be in the cellar, or stoves may 
 be used if preferred. In either case, there should be ventilators, with movable 
 register plates, similar to those in air-tight stoves. 
 
 D. A Normal School building might, if thought advisable, be erected in the 
 orchard, and be constructed of such size and shape as is deemed best; but the 
 expense of buildings might be lightened by having the superintendent of the 
 normal school occupy the lecture-room next to the drawing-room of the main 
 building, and when necessary, also the room adjoining the musical department. 
 In one of these he could lecture and hear lectures from those qualifying them- 
 selves as teachers, while they would then be close to all the lecturers, on other 
 branches, whose course the superintendent might designate them to attend. 
 Almost all the instruction would be conveyed by the lectures of these other pro- 
 fessors, except the most difficult, and, for them, the most important, the art of 
 communicating knowledge ; this it would be the special province of the superin- 
 tendent to inculcate. This department should be fitted up so as to exhibit the 
 best forms yet contrived for school desks, benches, inkstands, blackboards, 
 arithmometers, and similar articles of school furniture and apparatus. 
 
 IV. THE ADJUNCTS. 
 
 Besides the main collections, minor aids, to assist the professors in eaci 
 department, are very important. Part of these may be, sometimes, most con- 
 veniently arranged in lecture and other small rooms, adjoining the main building. 
 A few may be here enumerated : 
 
 1, For the Agricultural Department the best implements and machinery, as 
 already mentioned — models of the steam-engine, water-wheels, dams, bridges, 
 barns, sugar-mills, cotton and woollen machinery, &c. It should have, besides 
 the models just enumerated, samples of all that would be found in a good agri- 
 cultural warehouse. 
 
 2. The Botanical Department.- — Besides the growing plants, there should be 
 many volumes, in elephant folio, of dried plants, systematically arranged ; also, 
 tin boxes and screw-presses, &c., to enable the students to add to the hortus 
 siccus. There should be charts, exhibiting types of the natural orders, and 
 enumerating some of the most striking characteristics in each. To make this 
 complete, we might have on the ftirm one sample of every important forest tree, 
 either in fence rows or on a spot of ground designed for practical instruction in 
 the nursery culture of fruit-trees, ornamental shrubs, and useful forest trees. In 
 the museum there should be specimens of every kind of wood, at least all the 
 species useful in the arts. These specimens may be nine inches long, and four 
 
31 
 
 or five from the centre to the bark circumference, so th«it by selection of a sec- 
 tion from a tree eight or nine inches in diameter, and planing one side, we may 
 exhibit bark, sap-wood, heart-wood, natural grain as split, and grain when 
 smoothed by the plane or polished artificially. All the diffl'rent kinds of seeds 
 constituting what we usually term grain should be exhibited in clear, wide- 
 mouthed bottles ; samples of all the roots and fruits which will keep, whether 
 used medicinally or for food ; a special hortus siccus for the grasses,* tame and 
 wild; the seeds of them sejjarately, in bottles: the gums, balsams, resins, &c.; 
 difi'erent kinds of starch food, as arrowroot, sago, tapioca ; coloring matter, as 
 madder, woad, gamboge : in short, most of the vegetable products found in a 
 city apothecary's and druggist's establishment should all be represented. 
 
 3. Zoological Department. — In addition to the collection enumerated, part of 
 which should exhibit the osteology of as many vertebrates as practicable, par- 
 ticularly of useful domestic animals, there should be a large aquarium, or 
 several small ones, for studying the habits of mollusks and other animals, jars 
 of alcohol for preserving specimens, a dissecting-table, knives, and other facili- 
 ties for taxidermy. Diagrams exhibiting the general classification, in one con 
 spectus, of the four departments dependent on the nervous system ; also synopsis 
 of each minor subdivision, as the distinctions forming the classes, orders, and 
 genera, based on variations chiefly in the circulatory, respiratory, and digestive 
 organs. The different colored cards, to aid the eye in readily distinguishing the 
 classification, have already been recommended. Diagrams such as those pub- 
 lished by Day & Son, London, giving the whole animal kingdom according to 
 Patterson's classification, and the Extinct Animals, by Waterhouse Hawkins, 
 from the same jjublishing house, are very valuable. The lecturer on zoology 
 might also lecture on anatomy, physiology, and hygiene, as some one must teach 
 that highly important branch, audit connects well with the comparative anatomy 
 and physiology of zoology. He should, at all events, have large illustrative 
 plates, such as those of Cutter, or those published by Kelloggs & Comstock, 
 Hartford, Connecticut. A good solar microscope would also be valuable in 
 exhibiting infusorial and other animalcules to advantage. 
 
 4. Geological Department. — There should be in one of the smaller rooms 
 adjoining the geological collection a large table especially devoted to the geology 
 of the State in which the college is located. Thus, in Indiana we would have 
 a table, perhaps 16 feet long by 12 wide, on which there might be finely-worked 
 stiff clay or plaster of Paris, laid from two to three inches thick, diminishing to 
 one inch on the lower side of the dip of each formation — consequently in Indiana 
 on the southwest. This material might be painted difi'erent colors — say blue 
 for the Silurian, (deep for the lower, light for the upper,) red for the devonian, 
 and hlach for the carboniferous formation, (a lighter shade of black or gray 
 being used for the subcarboniferous.) Upon this clay, or plaster, the specimens 
 would be placed, each in its respective county. Tiie counties could be de- 
 signated by having their names pasted on, in prominent capital letters. By 
 walking around the table, not only could the geography of the State be impressed, 
 but a correct idea of the geology of the State in which the student then 
 resides could thus be obtained. This department should also have diagrams of 
 the difi'erent geological x^eriods, maps on which the coal-fields are, laid down 
 with India ink, models explaining upheaval and the apparent anomaly that the 
 
 '■'■'' By a lypographical error in the former communication, I appeared to recommend the 
 keeping of grapes. It is true I have seen grapes which kept wt 11 by being hung in bunches 
 in a cellar, but, for this special purpose, I was recommending a good assortment of all the 
 grassis to be exhibited to the student for his instruction. At another place, ia speaking of 
 healthful diet, it was recommended, by a misprint, to boil meat, wheieas I was contending 
 for the wholesomeness of broiled meat, the boiling being best, not when the meat itself is 
 to be used, but when the nutritious portions are extracted by boiling and found in the water 
 in the form of soup, &c. 
 
32 
 
 earliest deposited layers come frequently to form the highest mountain-top ; also 
 Professor Hall's excellent geological chart, an aneroid barometer, Locke's levels, 
 clinometer compasses, geological hammers, small sacks for collecting soils, &c. 
 
 5. Depart7nent of Languages. — As so many scientific names are derived from 
 the Greek and Latin, it is very desirable that they should be studied at least 
 long enough to enable us to trace the etymology of terms, even if the student 
 cannot take a full classical course. I will here give a simple illustration : A 
 fossil from the carboniferous formation of St. Louis, described by my brother 
 and Dr. J. G. Norwood, is called macropetalichthys rapheidolepis, which would 
 be hard to remember; but when we know it is from makros, long; petalos, flat; 
 ichthys, a fish ; raphe, a suture; eidos, a form ; and lepis, a scale, it is soon as 
 easily remembered as long, flat fish with suture-formed scales. 
 
 As regards modern languages, I am fully convinced, from many years' expe-* 
 rience, that for most minds success in their study can be best secured, and 
 progress be most rapid, by adopting some modification of the Manesca, Dufief, 
 or Ollendorf system, originally, indeed, due to Pestalozzi, in which we com- 
 mence at once to frame short sentences, using a few Avords on which we ring 
 all the changes, and only bring in portions of grammar by degrees, when both 
 teacher and pupil see the necessity for it, and the latter gratefully receives its 
 aid, instead of being heartily tired out with a long string of rules, usually for- 
 gotten before their practical application is called for. Connected with this de- 
 partment should by all means be many charts and other adjuncts, such as Kie- 
 port's ancient maps, sold by Westermann, New York; Strass' Stream of Time, 
 published by Colton, New York ; besides tabular views of typical forms and 
 verbs, nouns, &c., rules for genders, and the like. 
 
 6. Matliematical Department, including natural philosophy, meteorology, and 
 physical geography. — For these the adjuncts would be numerous. Large 
 globes and maps, giving distribution of animals and plants, rain, &c., direction 
 of currents, &c., barometers, thermometers, hygrometers, rain-gauges ; diagrams, 
 such as those entered by Isaac Harrington and publ'shed by Baker, Crane & 
 Day, Pearl street. New York; all solids by model, and geometrical figures by 
 paintings on the wall, the arithmometer, the camera obscara, abundant mathe- 
 matical instruments for architectural drawing, the protractor, a quadrant, sex- 
 tant with horizon, sirene, optical instruments, a room that can be darkened for 
 optical experiments, and a model such as could easily be contrived for making the 
 principles of descriptive geometry intelligible to those who have not much imagi- 
 nation. On the top of the building, as already stated, an observatory is to be 
 constructed. The means could be readily devised for suspending, from a crane- 
 like rod of iron on the roof, a pendulum, far enough off to make correct obser- 
 vations for the variation of the compass. An awning might be stretched over 
 part of the flat roof, at a height permitting many observations to be made, with- 
 out the dew falling, either on the observer when using the theodolite, or on the 
 artificial horizon when he is usino; it with the sextant. I will here farther sug- 
 gest, that there might be a stout frame of wood, or iron, covered somewhat like 
 a balloon, but with stout material ; Avhich frame, in its total, should represent 
 somewhat more than the northern hemisphere. It might show to those standing 
 inside the apparent position of the prime meridian, the ecliptic, the equator, 
 (coinciding with the height of the eye,) and all the most important constella- 
 tions or assemblages of stars. These could be represented on the inside of the 
 oiled-silk or canvas cover, which would have either to be susceptible of removal, 
 in case of a threatening storm, or be protected by some movable shelter over it. 
 The constellations, either painted, or the stars composing them indicated by 
 gold or silver paper glued on, might be made to represent the position o»f the 
 heavens at the time the observation is made, by having this hollow celestial 
 globe to pivot, at zenith and nadir, on a strong central axis. After examining 
 inside, the student would step out and observe the extension of lines continued 
 
Q 
 
 3,' 
 
 ill the same direction, and tlius, it is believed, a knowledge of the constellations 
 could be readily obtained, a correct conception of the zodiac be formed, and a 
 familiarity Avith many celestial phenomena be acquired. With the aid of good 
 chronometers, sextants, theodolites, &c., students could be made acquainted with 
 the principles and practice of observing for latitude, longitude, variation, dip, 
 intensity, and other phenomena. 
 
 In the normal school, in order to give a correct idea how to teach geography, 
 it is recommended that the students, who are to be future teachers, should 
 measure the garden, and lay down on paper a ground-plan of the same; then 
 measure and plot the farm ; next, the township. Then, even without measuring, 
 they may, from the county surveyor's field-notes, make a map of the county, 
 marking its townships and its county seat ; then one of the State, giving the range 
 lines east and west of their principal meridians, the township lines north and south 
 of their base, also all the county seats and principal rivers ; next, an outline 
 map of the United States, giving principal rivers and mountains, also all the 
 State capitals ; finally, a map of the world, with the lines of latitude, longitude, 
 the equator, tropical, arctic, and antarctic circles, preceding the whole by a full 
 explanation to the professor how a hemisphere can be represented on a plane 
 surface, so that he may judge of the correctness of their ideas, and their conse- 
 quent ability to make the subject clear to others. 
 
 7. Department of Chemistry. — Besides having all the purest reagents and best 
 modern facilities for teaching the student accurate qualitative and quantitative 
 analyses, assaying, &c., this department should give some knowledge of practical 
 arts, such as soldering, silvering, gilding, ink and soap making, dyeing, and the 
 like, at liast so far as to make the student understand the principles thoroughly ; 
 and it should also render familiar the taking of specific gravities, applied to solids. 
 liquids, and gases, also the gauging of contents, in vessels of different shapes, &c. 
 All the substances should be labelled with the full name, and give the composi- 
 tion in chemical symbols. Youman's and Foster's charts shpuld hang constantly 
 in view. Although the remark does not apply especially to the laboratory, I may 
 here observe that everything used should, as far as practicable, be definite, de- 
 terminate in size and shape, to convey information, chiefly by appealing to the 
 eye. For instance, on the upper part of the wall, not used for blackboard pur- 
 poses, might be diagrams, suspended or painted on the plastering, to represent 
 one hundred square inches, ten square inches, an English foot, a French foot, 
 a French metre (39 j^^/q English inches,) a tabular comparison of French and 
 English measures and weights; also of Fahrenheit's, Reaumur's, and the Centi- 
 grade thermometers ; synopses of some important chemical bodies, giving in dif- 
 ferent columns, 1st, the name ; 2dly, the symbol ; 3dly, the atomic weight ; 
 4thly, the specific gravity; 5thly, how obtained; Gthly, how distinguished; 
 7thly, for what used ; also tables, giving the apothecary's hieroglyphics, com- 
 parison of troy and avoirdupois weights, &c. In the same manner, on the 
 upper part of the walls in the mathematical room, might be painted triangles, 
 parallelograms, &c., giving briefly, in the interior space of the figure, the rule 
 for calculating its area. 
 
 V. ESTIMATE OF EXPENSES. 
 
 Many merchants spend $50,000 in building and furnishing private dwellings 
 for themselves and families. Not a few expend $-30,000 on the house, and 
 $50,000 on the furniture and the appurtenances, for interior and exterior orna- 
 ment. It would appear, then, not to be demanding an unreasonable appropria- 
 tion if we ask double that sum from a great and flourishing State for the facili- 
 ties necessary to diffuse knowledge, spread morality and true religion, educate 
 the soldie;s' orphans, and preve7it crime, when a State unhesitatingly appro- 
 priates those or larger sums for the erection of penitentiaries to imnisli the 
 3 B 
 
34 
 
 Climes which might, bj a rational and generally dift'ased system of thoroughly 
 training the bod}', mind, and morals of every child in the State, be almost alto- 
 gether prevented. 
 
 On the plan of buildings proposed, I sincerely believe, knowing that the 
 Indiana University was built >ubstantially, and after the rules of good archi- 
 tectural design, for $30,000, that 850,000 would be ample to erect the main 
 building, as described above, and $50,000 more, well ex])ended, would supply 
 it Avith most of the contents enumerated. The chapel and laboratory could be 
 built for 815,000; and §10,000 might be set aside for out-houses, dwellings for 
 head gardener and head farmer, also for a barn and stable, viz : $2,000 for the 
 two dwelling-houses, SI, 000 for the out-buildings, 84,000 for a barn, and 83,000 
 for stable and cow-house, including sheds and shelters for sheep, hog-pens, &c. 
 Thus 8125,000 might be made to suffice; but it would be much better if the 
 State could appropriate 8200,000 to secure the following advantages : It would 
 be very desirable to have the farm well stocked, and to have the means of 
 making all the fann repairs on the premises, without encroaching on the prin- 
 cipal given by the general government. As every citizen in the Sta'e is to be 
 benefited, he can well afford to tax himself once pretty heavily for this jjurpose, 
 while even then it is less than 20 cents apiece for every man, woman, and child 
 in the State of Indiana, according to the census of ISGO. If then we add 
 825,000 more to the above 8125,000, we could erect wagon and blacksmith 
 shops, and secure all necessary adjuncts; also procure the best stock to the 
 extent necessary for a farm of the size designated. 
 
 By taking 825,000 more, we could erect on a ten-acre lot ten moderate-sized 
 dwelling-houses, not very distant from the centre building. These might cost, 
 each 82,500, fence and out-buildings inclusive, and could be rented to such pro- 
 fessors as had families for 6 per cent, on the cost — consequently, $150 per an- 
 num — and thus bring in annually 81,500, which might form an addition to the 
 fund hereafter mentioned for the gratuitous board and tuition of soldiers' 
 and sailors' orphans. These amounts and expenditures would, in case of a 
 8200,000 appropriation, still leave 825,000 for a contingent fund to be used, 
 provided some of the above estimates are too low ; but they are believed ample, 
 with the surplus of $25,000 ; therefore, I would suggest that a farm of 100 
 acres be purchased near the college, at a cost of, perhaps, $25 per acre, making 
 an expenditure not to exceed 83,000 ; further, that a large, plain, frame school- 
 house be erected, with dormitories, a few class-rooms, a mess-hall, and a kitchen, 
 to cost 81,000. One thousand should furnish it with school apparatus, beds 
 and bedding, chairs, tables, and cooking utensils, leaving 817,000 to be invested 
 at 6 per cent., thus to bring in annually about $1,000. This farm and school 
 to be for children of the State rendered orphans by the war; to support them 
 chiefly by their own labor ; give them industrious habits, and prepare them for 
 the more extended education in college. Their daily duties might be, 8 hours 
 labor, 4 study, 3 recreation, 1 for meals, leaving S for sleep ; and it is known, 
 from practical experiments made by Mr. Fellenberg in Switzerland, that, after 
 ten years of age, they could support themselves. The county commissioners 
 could defray their travelling expenses to the central school out of the county 
 funds. The chief requisite to success would be to find two men who should 
 direct the studies and labors of the youths, say 100 or thereabout, partly in con- 
 sideration of the 81,000, but more from the natural benev^olence of disposition, 
 which would make it a pleasure to be the companions of orphan children. The 
 counties sending might make up deficiencies j)^^ rata. 
 
 Having thus spoken of the disposal of the State appropriation, be it 8100,000 
 or 8200,000, we proceed to sIioav how far the grant of Congress, which, by the 
 provisions of the act, cannot be expended in buildings, Avould be best disposed 
 of to meet other requirements. The amount for Indiana is 390,000 acres of 
 land, which, at a low estimate, Y\'ould realize $300,000, and might readily net 
 
9 
 
 5 
 
 over -$400, 000; consequently, even after expending from $8,000 (160 acres of 
 landatSoO per acre) to $16,000 (160 acres at $100 per acre) for land, we might 
 still safely count upon an annual income from the investment, funded at 6 per 
 cent., of from 818,000 to $:;i4:,000. Let us, however, base our calculations on 
 the average, $21,000, and expend it as follows: 
 
 For fuel, light, repairs, and incidental expenses $2,000 
 
 For salaries of professors, assistants, and employes 19,000 
 
 Total 21,000 
 
 The salaries, which should be high enough to secure good talents, but not to 
 encourage excessive disparity in remuneration, might be thus apportioned : 
 
 Superintendent or president of agricultural college $2,000 
 
 Superintendent or president of normal school 1*,500 
 
 Professor of mathematics 1,500 
 
 Professor of chemistry -, 1,500 
 
 Professor of ancient languages 1,500 
 
 Professor of natural history 1,500 
 
 Adjunct professor of mathematics 1,000 
 
 Adjunct professor of chemistry 1,000 
 
 Adjunct professor of natural history 1,000 
 
 Professor of modern languages 1,000 
 
 Instructor in music 1,000 
 
 Instructor in drawing 1,000 
 
 Instructor in tactics and sword exercise , 900 
 
 Head farmer, a house and 700 
 
 Head gardener, a house and 700 
 
 Expert farmer, who must be a good sheep-shearer 450 
 
 Expert farmer, who must be a good mower 450 
 
 Porteress, who may be the wife of any one of the last four enumerated . . 300 
 
 Total 19,000 
 
 If the funds permitted, it would be very desirable to have a taxidermist, who 
 could keep up the collection, and instruct the students in stuffing and setting 
 up animals. 
 
 The duties of the above corps would be about thus divided : 
 
 Professors and assistants. 
 
 1. The pj-esident Avould lecture on Sunday, and impart religious instruction, 
 devoid of sectarian bias ; lecture on sacred history and moral philosopliy ; pre- 
 side at fticulty meetings, and have a general care of the welfare of the agricul- 
 tural college. 
 
 2, The superintendent of normal school Avould, as remarked, give his chief 
 attention to have the normal school students master the art of conveying the 
 most useful instruction in the manner best calculated to make it impressive and 
 attractive, and to facilitate its most ready acquisition. 
 
 3. The professor of mitlicmaties would lecture on or teach plain and spheri- 
 cal trigonometry, descriptive geometry, optics, acoustics, mechanics, navigation, 
 and astronomy. 
 
 The adjunct in this department would teach algebra, geometry, bookkeep- 
 ing, physical geography, and use of globes, surveying and meteorology. 
 
 4, The professor of chemisfr}/ would lecture on heat, light, electricity, and 
 magnetism, organic and agricultural chemistry, and superintend the operations 
 of the most advanced analytical students. 
 
■ 36 
 
 The adjunct should teach inorganic chemistry and the use of the blowpipe ; 
 also superintend the analytical labors of less advanced students. 
 
 5. The />r/7/t'5.sor of natural history would be expected to teach human 
 anatomy and physiology, comparative anatomy and vegetable physiol )gy ; also 
 geology and palaeontology, and perhaps veterinary surgery, unless the funds 
 permitted the employment of a furgeon to superintend the health of the estab- 
 lishment, who could then take this as a specialty. 
 
 The adjunct professor would instruct in practical butany, zoology, mineralogy, 
 and taxidermy. 
 
 6. l^ha professor of ancient languages would teach Greek and Latin, in con- 
 nexion with ancient geograpliy and mythology. 
 
 The assistant, or professor of modern languages, would instruct, such as 
 desired, in German, French, or Spanish. 
 
 7. The duties of the instructors in music and drawing have been already 
 pretty fully discussed. Were not economy an object, one artist could be kept 
 fully occupied making large paintings in the style used for stage scenery, and 
 in lettering large diagrams for each department. 
 
 8. The instructor of tactics should form a class of the most capable, and 
 drill them thoroughly, so that they could afterwards, as officers and non-com- 
 missioned officers in the corps of students, aid him in drilling every student one 
 hour daily. 
 
 Emjiloyes. 
 
 9. The head farmer should be thoroughly conversant with' the principles 
 and practice of ploughing and sowing by hand; should understand kee])ing 
 farm accounts, the management of reapers, mowers, and other labor-saving 
 machinery, and the rotation of crops. 
 
 10. The head gardener must nnderstand the cultivation of plants in a hot- 
 house and .green-house, budding, grafting, and pruning, and be thoroughly con- 
 versant with the cultivation of the ordinary vegetables, flowers, and fruits. 
 
 11. OwQ farm hand should be able to manage stock generally, and lie cnpa- 
 ble of showing the students the principles and practice of sheep-shearing. The 
 other should be a good reaper, mower, and cradler, and be able to show students 
 how to grind and hang a scythe, adjust the implement to his height, and take 
 a clean swath. These two hands labor on the farm in summer; in winter they 
 attend to the stock, make fires, and act as janitors for the recitation-rooms. 
 
 12. The porteress busies herself chiefly about dusting and keeping every- 
 thing in good order in the museum. She ought also to attend strangers visiting 
 the college who desire to examine the museum out of curiosity, not rendering it 
 necessary to disturb a professor or assistant, unlegs they request special informa- 
 tion. The room next the agricultural collection might be assigned to the por- 
 teress, with a fire to make visitors comfortable in winter. 
 
 VI. — CONCLUDING REMARKS. 
 
 Being fully sensible that this communication has extended much beyond the 
 simple details asked for regarding a museum, I feel yet so fully impressed with 
 the vital importance of the subject of education, and with the feeling that not 
 one half has yet been said which rises before me demanding a hearing, that I 
 crave indulgence while I make a few closing observations : 
 
 If the students are all received without charge, as contemplated on this plan, 
 there should be some ratio per county or district guiding their reception. Sup- 
 pose, then, that besides the soldiers' orphans, as mentioned below, there should 
 
O rj 
 
 o i 
 
 be from every county, four students selected every two years by the county 
 commissioners from among those who had the strongest recommendations in 
 the graded or other public schools for diligence, progress, and morality. Thus, 
 if the course lasted two years, there would be in Indiana, which has 92 
 counties 4 X 92=368 students, besides the orphans, making a total attendance 
 probably of between four and five hundred at the two institutions. 
 
 There is a plan by which the expense may be diminished, or rather the 
 means increased. The farm is to be worked by the students, under the direction 
 of the head farmer and his two farm hands ; the garden and orchard are also to 
 be cultivated by the students, under direction of the head gardener, and assisted 
 by such professors as desire to improve their physical health and energies. 
 The proceeds of this labor, if everything is well managed, ought to be, at least, 
 from one to two thousand dollars per annum. This sum may go to swell the 
 column for annual expenditure ; but it is suggested, as better, that it should be 
 used to keep up a boarding-house, at which unmarried professors and students 
 could board at a fair price, thus creating at once a market for their own pro- 
 duce. But the chief advantage of this plan yet remains to be explained : That 
 the children rendered orphans by the war (whether the lovrer graded school 
 for orphans be adopted or not) should, besides here receiving gratuitous in- 
 struction to fit them for occupying highly respectable positions, be also gra- 
 tuitously boarded out of the profirs of the farm, garden, and boarding-house. 
 A thorough education would benefit them and the community much more 
 effectually than a donation of land or money. 
 
 I ought not to omit mentioning that every opportunity should be embraced 
 (professors sharing the labor equally and making themselves the attached com- 
 panions of their pupils) to take a class or two at a time, say Saturdays, to see 
 the useful arts and manufactures carried on, by visiting the neighboring print- 
 ing and bookbinding establishments, foundries, dye-houses, cotton and woolen 
 mills, grist mills, tanyards, breweries, &c. ; and if it is a walk of five or six 
 miles to these, so much the better. 
 
 The students should also be encouraged to imitate what they see by making- 
 models in wood, sometimes modelling in clay or wax designs they may have 
 sesn ; also in painting, in the cheap and rapid distemper style, above alluded to, 
 typical forms, tabular views, &c. 
 
 If any one objects to the main feature of the above plan, the education of 
 the eye, as claiming undue pre-eminence, I have one argument, which, to my 
 mind, is very powerful, and may be so to that of others. I hope, therefore, I 
 shall be pardoned for introducing it here, even by what may appear a digres- 
 sion. 
 
 The nerves give energy and direction to all organic and animal life in man- 
 The nerves of the special senses, emanating from the brain, are the chief 
 sources, or means-, of knowledge and enjoyment. Of the 12 pairs of cranial 
 nerves, the second pair, (optic nerve,) the third pair, {motores occulorum,) the 
 fourth pair, (patheticus,) the ophthalmic branch of the fifth pair, (tri-facial,) 
 and the whole of the sixth pairs, [abducentcs,) are devoted to the various func. 
 tions and motions connected with the "windows of the soul," the eyes. The 
 ear is supplied by the auditory nerve, a few filaments from the facial, with a 
 minute ramification from the pterigoid branch of the trigeminus. The nose re- 
 ceives a single pair, the olfactory, and a minute branch of the ophthalmic, while 
 our whole taste is dependent upon the gustatory nerve, a small ramification from 
 the third branch of the fifth pair, aided slightly by a portion of the glosso- 
 
38 
 
 pharyngeal.* Others are invohintary, and reguLite our breathing, digestion, &c. 
 The sense of touch has 31 pairs of nerves, besides a few branches from the 
 brain. These 31 emanate from the spinal cord, one in each pair serving to give 
 motion to our muscular system, the other to convey information back to the 
 brain, chiefly regarding heat, cold, size, shape, and resistance of bodies, thus 
 correcting sometimes impressions made through the eye, but chiefly ministering 
 to our necessities and to the preservation of life. The Supreme Architect 
 seem^, therefore, in His omniscience to have designed that we should use the 
 eye and the touch as the most important means of obtaining knowledge; and 
 next to those the ear. My own experience, after a daily practice of about twelve 
 years, or indeed (including four years' military instruction given in the manual 
 of arms and drill) of sixteen years, devoted to the best means of imparting in- 
 struction, fully justifies me, I think, in stating that I would sooner undertake to 
 impart, thoroughly, certain kinds of knowledge through the medium of the eye, 
 aided by short explanations, extending through one hour each day, for six 
 months, than by mere oral descriptions, given daily one hour for twelve months, 
 thus saving half the time. 
 
 The following definition of a prism is very excellent, and very useful after 
 a child has seen one : " A prism is a solid, the ends of which are polygons, and 
 the side faces of which are parallelograms." But what idea would most children 
 have of a prism by simply having this repeated daily ten times, for ten succes- 
 sive days ? Not as clear a conception as from seeing it only once. And if the 
 definition, given for the first time, were a bad one, or defective, the idea would, 
 perhaps, be so confused that no subsequent good descriptions Avould serve to 
 clear the difliculty. 
 
 AVhat I earnestly contend for is, not the exclusion of any of the ordinary 
 modes of conveying information, but the preceding of them by ocular instruc- 
 tion. When the child requires exercise it should be taken out, and the eye be 
 educated by familiarizing the young mind with the names and properties of 
 the thousand interesting objects around us. This task would require too much 
 time for each parent to fulfil it, but the knowledge could be acquired by a whole 
 large class at a time, from nature, aided by the remarks of a thoroughly qualified 
 companion teacher; and that, too, in the early years of our lives, without mental 
 effort, but requiring at a later period hard intellectual labor. It is thus the 
 backwoodsman learns in early youth to know every tree of the forest. It is 
 thus the children of the Russian nobility learn three languages from three 
 nurses as easily as ours acquire one. It is thus that all of us become, without 
 any effort, familiar with certain objects that constantly surround us, and might 
 as readily know the names and properties of five or even ten times as many 
 things around us, without labor, had we always had in youth some intelligent 
 companion or teacher to give us the information, in connexion with the objects, 
 just Avhen we wanted it. 
 
 If the above statements are facts, then it behooves us to educate the eye, to 
 familiarize the child, at an early ago, with all the objects of interest that sur- 
 round us, until, as the mind expands, it gradually acquires an extended knoA'l- 
 ledge of the wounderful works of creation, and is thereby led to recognize and 
 adore the immutability and perfection of the laws by which the Deity governs 
 the universe, obedience to which will insure virtue and happiness. 
 
 If we could, as a preliminary to this training in the agricultural college, have 
 pupils well grounded by State normal teachers, county, township, and district 
 schools, all taught on the same system, in useful facts, and giving attention to 
 the various keys to knowledge as means, not ends, husbanding all our educa- 
 
 "^ The last enables us to taste with the back part of the tongue and palate. A few iilainents 
 from tlie l*2th pair of nerves (the hypoglossal) give motion to the tongue, serving, liowcver 
 to modify speech, not contii])Uting, apparently, to the discernment of quality iu food. 
 
39 
 
 tional resources, and putting tliem under State management, somewhat on the 
 plan I recommended in a series of articles on education twenty-four years since, 
 then our labor would be much lightened, and progress be much greater. We 
 ought still, however, to precede the studies at these schools by instruction to 
 the infant mind, as introcUiced b3^ my father forty years since, and as now 
 practiced in parts of Germany, where mothers are relieved of the care of their 
 children during the day, and the infants play in well-arranged grounds and 
 gardens, where their attention is directed to the acquisition of many facts, Avith- 
 out any strain on the young brain. 
 
 As our young men progress in the agricultural college they should be advised 
 to select the occupation they design to pursue, and make their chief studies 
 bear on that main object, the others being collateral. To those who select law, 
 and design by close study and forensic eloquence to take a prominent position, 
 we might impress many useful facts regarding the prevention of q|||^e, showing 
 also that the chief object should be to correct vice, and prevent its'e^iil effects 
 on society, rather than solely to punish the criminal, and that his dutj^'^sliould 
 be to allay, rather than augment any breach between neighbors. 
 
 The youth avIio designs becoming a physician might be cautioned to study 
 nature, and aid his patients to recover health rather by the inculcation of correct 
 hygienic rules, than by a resort to powerful therapeutic agents. He should also 
 be led to see the vital importance of bringing his influence to bear against the 
 intermarriage of near blood relatives. 
 
 On the future merchant or citizen selecting manufactures and the like, as a 
 source of wealth, let the lesson be impressed that wealth is a means, not an end 
 in life, and that happiness is never secured by selfishness. 
 
 The /^^/((V/t'/o;^ should be cautioned against inordinate desire for distinction; 
 be taught that zeal should discuss principles, not lead to personal abuse; that 
 patriotism goes transcendently before partyism ; that ofHce should seek us, not 
 we grasp at office; and that true liberty consists in having every man, after he 
 has heard the arguments, exercise the elective franchise without fear or favor. 
 
 On the future expounder of the beautiful teachings of Christianity we cannot 
 too forcibly impress the necessity of conforming his own practice to the doctrines 
 inculcated; of preaching and living "peace on earth and good will toward all 
 men." He may impress, with all the enthusiasm his nature dictates, his own 
 doctrines and views on the mind of his reighbor; but let him beware of con- 
 demning the equally sincere convictions of that neighbor, leaving judgment to 
 the Omniscient Maker and Interpreter of divine laws, who alone knows the 
 most secret workings of the human heart. Let those whose praiseworthy aim it 
 is to become spiritual advisers, learn while young to practice that forbearance 
 which they claim for themselves, to extend forgiveness of enemies with the 
 fullest force of its scriptural inculcation, and daily to exercise that divine charity, 
 that celestial love, which is the connecting link between mortality and immor- 
 tality, the bond of union between finite man and his Eternal Maker. 
 
 It may here be asked, after reviewing the subject, why, as one great object in 
 education is to develop a sound mind in a sound body, more has not been said 
 about physical training. The reply is: Solely because it was believed this sys- 
 tem would naturally furnish so much active outdoor exercise, that it was un- 
 necessary to make a special business of taking exercise. The industrial system 
 and military drill, if properly carried out, would insure that good health, without 
 which all the rest is of no avail. 
 
 Neither has much been said about the most important of all, the moral cul- 
 ture, because it Avas thought that a system which Avould make teachers and 
 taught trusting companions, which Avould induce each and all to investigate the 
 works of nature, to discover truth and nject error, to admire the design and 
 perfection exhibited in all the works of the adorable Creator, Avould be a solid 
 
40 
 
 foundation for morality, and would, in conjunction witli the unbiased religious 
 and moral instniction designated in the curriculum, leave the student's mind in 
 the best condition to approach the consideration and investigation of different 
 tenets. Thus prepared he could examine them with zeal, yet with moderation; 
 with judgment, yet Avidiout dogmatism; with an inquiring mind, desirous to 
 trace final causes, as far as human intellect may venture, yet with the deepest 
 awe of the majesty, the highest appreciation of the perfection, and the most un- 
 bounded confidence in the works, laws, and infinite goodness of the Supreme 
 Ruler, to whom frail mortality, after prayerfully striving to find truth, fulfil his 
 duties and understand the fundamental doctrines of religion, may, without a 
 shadow of hesitation,, trustingly consign his temporal and eternal welfare. 
 
 y 
 
 

 
 
 
 
 
 
 
 ^==^:.<«^<? oficc. CCA'' 
 
 
 
 
 «J-^':ccc c 
 
 tec c ccc: ca ^c cr w ^ 
 
 
 CC cc CL dcCC. 
 
 cc c- cc:c(Le #cccc.^c^ ^ 
 cTc: «:- <c:ccc c ^-«9^4% c 
 
 c: .< CI 
 
 c: <c 
 _. <c 
 2.: <c 
 
 CL C 
 
 C' ■<' 
 Z '< 
 
 : c 
 
 cr c 
 
 C C 
 <r < 
 c c 
 <r c 
 
 c c 
 
 C C 
 <r 'C 
 ( C 
 
 c c 
 
 c> c 
 
 ca 
 
 CCiC 
 
 4C3 <^ 
 
 jC^ <- ■^-'' ^- 
 
 
 V=" . 
 
 
 • CZ'C 
 
 ===^^«.<: 
 
 ^ 
 
 
 ^< 
 
 "=^<€ac 
 
 
 <Z"-« 
 
 '=- ^3C 
 
 ^-^^ 
 
 
 CK 
 
 ^^d 
 
 ^d- 
 
 
 <1< 
 
 = «:<: 
 
 ■-. ^^ 
 
 
 ' <ZL* 
 
 Cl«^ 
 
 <:< 
 
 «^ 
 
 
 €r7 
 
 5^^^ 
 
 8F^ 
 
 p 
 
 <x 
 
 ^^ " ^ 
 
 fc==^ 
 
 or 
 
 
 p 
 
 dc 
 
 «i«4^r 
 
 c. 
 
 en 
 
 ce^^^ 
 
 ?=^ ' <.Cl< 
 
 > <3r 
 
 CdK^^- 
 
 == — 1" 
 
 < <xr 
 
 : <<^ *^^ 
 
 t=^- ,4^ 
 
 cs 
 
 
 
 C2 
 
 7 Od ^^^3 
 
 ^=.- ^ 
 
 <2 
 
 I <IX1 ^d_„ 
 
 ^ (<r 
 
 cc: 
 
 csi <dr7 
 
 
 cc 
 
 C5C <SI 
 
 =^- 
 
 C£ 
 
 <<r <c 
 
 „ 
 
 cc 
 
 cc cr 
 
 C '' 
 
 CC 
 
 cc <r 
 
 
 cc 
 
 cc C c 
 
 c C 
 
 cc 
 
 ^c cc ^ 
 
 <^<C 
 
 cc 
 
 cc a : c 
 
 t cC 
 
 cc 
 
 <x cc c 
 
 
 cc 
 
 c<j a 
 
 <>. 
 
 - cc 
 
 crc 
 
 c 
 
 c.xC" 
 
 cc 
 
 cc cc •«■ 
 
 c^^ 
 
 Cc 
 
 CL'cc ^ 
 
 c«L 
 
 <C 
 
 CLCC c 
 
 
 CC 
 
 c 
 c 
 
 <rcc • 
 
 «. 
 
 ■- cc Cc 
 
 
 C err Cf 
 
 
 c <s 
 
 c< 
 
 
 
 vC 
 
 
 
 ^ 
 
 ttx: ^ 
 
 
 
 ciiT' ^^ 
 
 
 s J 
 
 "^ c 
 
 <^\ ^' cz < 
 c c «:c«: « 
 
 <cr« c; 
 
 <r 
 
 
 
 h- ;.:.^ oc <:.« «u 
 
 C '"--c cif ex- r 
 
 "^c «,<.«■ cr 
 
 f<i:..<:cc SS ^ 
 ^<r <:«!-_ *«cc. 
 
 «c«:: ^ 
 
 
 s^ 
 
 C«3C^ «^ 
 
 
 ^c ,c«u 
 cc CC. \^ 
 
 rc(C ^<-^'^^ 
 
 c<i<: ^ 
 
 c « «: 
 
 c c;c< 
 
 ^ CoC 
 
 c ■ ccc 
 
 f ccc 
 
 ^^ c:«;; 
 
 cc^«: 
 CC 
 
 cC 
 
 cc: ^ ^ 
 
 Deacidified using the Bookkeeper process 
 Neutralizing agent: Magnesium Oxide 
 Treatment Date: Sept. 2003 
 
 PreservationTechnologies 
 
 A WORLD LEADER IN PAPER PRESER>/aTIOI 
 
 111 Thnm<;nn Park Driup- 
 

 * < 
 
 fee oc:t3;^ 
 
 
 <? «i ^ ccr 
 
 <£«<3c: <z <<:s 
 
 
 
 <j^cr Cjc 
 
 <I. cc cC 
 
 <«: 
 
 < c 
 
 <JC 
 
 c<.. 
 
 «: • 'c 
 
 «! 
 
 <C-^ 
 
 ^ 
 
 or ^ 
 
 (d 
 
 
 '<C 
 
 oz ■< 
 
 
 Cr><L 
 
 
 oc < 
 
 
 <ac «2^ 
 
 — -^^^ 
 
 CC ^^. 
 
 C^ 
 
 <3C <^'<^. 
 
 •CSC 
 
 CiC <'< 
 
 
 oc ^^ 
 
 < '^ 
 
 cc <f 
 
 <<- 41 
 
 oc c. 
 
 ' <ii 
 
 : . »: c c; 
 = <: < t . C 
 C -ex. ^. 
 
 cc c 
 c c c 
 
 ' < c c 
 
 ^ «:. Ci ^<c 
 <: «-"<_ '^ 
 
 ^ -^-c:^ --^ 
 ■'<c« CcCL> 
 
 ^^< <cC_ 
 
 -r \, c c<^ 
 J\..c^^ 
 
 Cc. ccc: 
 
 ^ <^ 
 
 Ccc cccd 
 
 -c ^ ^*3C^ 
 
 # ■ t 
 
 CTC CjCTcC 
 dC CdcC 
 
 cjc cd c <: 
 
 cc acc^c 
 c?Lc c!c : iC 
 
 cicCCsj^- 
 
 cc cdc 
 
 cc cc Cl 
 
 o. cc/c 
 
 CC.CCC 
 Cc cc c 
 
 Of cere 
 
 C< cc <1 
 
 Cs cc cT 
 
 a ccc 
 
 ■ C cc C. 
 C cc c 
 CT Cc_ C 
 :_ C cc c 
 
 crcco 
 
 1_ C^c c 
 
 Cc< c 
 
 C I . c 
 
 C c 
 c: ^ t 
 
 C^- ^ 
 
 1 <r'\' c 
 
 2 Co c_ 
 ccc 
 CCC 
 
 c>.C 
 <: C 
 «1C 
 
 <Cic: 
 
 C;.cC 
 
 ^ c 
 ^^ c 
 
 <LC 
 
 ? c- -<r"^:_ crcL cc <■< 
 
 :c, c cCT'-^: c:c cc: '-'< 
 
 <c <^ <«:«:r cic cc '■< 
 
 _^ ' c < '«r^cr crc cc « 
 
 ^a:cc3C:^CC cc, 'C 
 m^'«L,c<.'v ^.3e: c< c-ic^^Er. crc <^ 
 
 <zc<cc ^:^.<^<^*^^^ 5^ ;:': 
 
 0:^cc 0& O::^ <^- oc, ^ -S'c 
 
 5 CCXl^CCcC fg' 
 .T CCc<L«— cc^<^ ^C^' 
 
 C c c 
 
 ^ cc 
 
 L *^ C 
 " C C 
 f . c 
 cc 
 
 cr^cc c3c< 
 
 ^ c 
 <c c 
 <c!; c 
 <c c_ 
 <Ba c 
 «c c 
 ^vc 
 
 «C c 
 
 ^L- C 
 
 «c:o c: 
 
 «c c 
 
 •ace C 
 
 4CC^ c 
 
 *^^^ c 
 
 30c c: 
 "^ c. 
 
 cC C 
 
 K. C. 
 
 <rc<cv 
 
 CT - 
 
 CC c:. 
 
 c> — 
 
 cc<r 
 <:< c 
 c c 
 
 ff 
 
 <s c 
 
 ^c 
 <src 
 
 € C 
 C C 
 
 C C 
 
 c c <^<: 
 
 c^c: <<: 
 
 C <r < 
 
 CC <- 
 
 C <^c '- -, 
 C cc - < < 
 
 <r. c^- ■ • 
 
 c^^ c 
 <S cc 
 
 <3 c 
 • Ci 'C. 
 
 ore <c 
 
 <ZC c 
 
 <rc ^ 
 
 dc ^ 
 OC c: 
 <ric ^ 
 
 cc cd :. 
 
 ~^ccid.. 
 
 cc cc::. 
 
 cc cc . 
 
 cc cc. 
 T< <C 
 
 cl' - cC 
 
 "^^ cc 
 
 d<c- 
 
 cc cc 
 
 eg c '.■ 
 eg C '_ 
 Cc 
 CIC- 
 
 " <Cf'C 
 CIC c 
 
 "^cc^c. 
 
 J^^-^ 
 
 
 ^«: Ca <^ 
 
 <ic:<C^^ '^^ 
 
 
 cc ^ 
 
 :ci:. «c_ 
 
 • -CC «.. 
 
 c<3c: 
 
 cOt 
 
 cC€l 
 
 <iC< 
 <c 
 
 <^iC 
 
 «ijC^ 
 
 ^ «c<r 
 ^ <cc: 
 
 < «:C<^ 
 
 ^1 <: 
 <CC 
 
 ^r c 
 
 <:,' 
 <:.^- 
 
 <rc<c 
 
 <c; -c <• 
 <c e 
 <C <^ 
 ^ *^ 
 
 cc c 
 
 <c <^ 
 <C c 
 CC <