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THE INDUSTRIAL COLLEGES,

THE NATURE OF THE EDUCATION TO BE GIVEN IN

THEM; THEIR SEVERAL KINDS AND COURSES

OF INSTRUCTION CONSIDERED.

BY LEWIS BOLLMAN.
;r

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,

BY RICHARD OWEN,

PROFESSOR OF SCIENCE IN INDIANA STATE UNIVERSITY.

WASHINGTON, December 10, 186,4.-,
To the Industrial Classes:

Occupying the position of statistician in the Department of Agriculture^ i*; }s
my duty to examine the letters of its correspondents relative to the crops'/
Many of them, from time to time, have desired information on the best plarf 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 their 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 first 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.

M105118

.COLLEGES FOR THE EDUCATION OF THE INDUSTRIAL CLASSES,

**••. PAKTI.

• *
• •

""In 1862 two acts were passed by Congress, which, if wisely carried into
practical effect, are destined to exert a lasting influence on the 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 may provide colleges for the benefit of agriculture and the mechanic
arts. It was 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 forms 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 three general heads. First, the nature of
the instruction that should be given in them ; second, the 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

above that of the lawyer. 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
reason thereof, is as applicable to the industrial pursuits as to the 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 intelligently 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
cultivation. 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 work 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 wrords,
and the principles and facts 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 linguistic 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 intelligent communion with

everything he 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 successfully 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— -first,
what sciences shall be taught ? and second, shall they alone, or in connexion
with the languages and mathematics, constitute the course of study?

1. What sciences skouldbe 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 instruction 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, where 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
which 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 affairs,
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 1

In what I have to say, then, in reply to the question, What 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 fur
that conservative influence over public affairs, 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

such 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
family. 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 1 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 they 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 words, 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 would understand the reason for cleanliness,
regularity in feeding, ventilation, light, &c. Mere art may often be successful,
without 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 blind,
its way is devious, its forward course is faltering, being checked by doubts.
And 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 intimate 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, they do not perceive the reason —
that it is applicable to new lands only; and, therefore, when the lands have
become worn, their failures are charged to that Avhich is not a fact, the alleged
change in the seasons since their more youthful clays.

But let the farmer, 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 will 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 follow. 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 ? 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 within 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 remembered 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
manufacture, 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-

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 manufactured 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. Whilst 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
euch are not among th'j, 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 ignorant
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 it required 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 ? 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,
he pursues it more enthusiastically. As well allege that the sun is useless,
because we may travel by star-light. Why, said a boy to me when we 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 ?

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
<iven 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 lie 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 Kentucky 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 Schiller, who ascribes to it the highest and noblest influences,
is the most honored. Nevertheless, the ancients personated love as a blind deity.
In forming our marriage relations how few are governed by any one of those
considerations which has regard to the character of our children. Hence the
fact 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 where 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
everywhere, 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.
Wherefore, then, these deplorable evils 1

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 iii our educational
courses.

Again, upon the mother devolves the first instruction of childhood. Objects
are early noticed, and their nature and relation to the infant 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 ? 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, &c.

;i

11

2. Knowledge as members of society. — The second division under the'general
uestion, What studies should be taught? relates to the right discharge of the
uties of the individual as a member of the community. These duties place man
in two connexions — in social intercourse, with 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 the 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 words 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.
Words 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 this 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 writings. But it is an opinion induced by
that repellant antagonism, which, like the pendulum, swings from one extreme
to its opposite. It is an instance 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-ideaism. 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 languages.

If words, then, are things, a knowledge of them should not be disregarded
in a government like ours. 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 fanner 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 all 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 w^ay 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 — history 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 processes in use and the quality of the products. Further, the intellectual
condition of the nation in its various 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 compre-
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.

Biography 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 manufactories, who mined from the deep earth its coals and minerals; of
those who started on its unending track the locomotive, and made the ship

"Against the wind, against the tide,
To steady with 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 field 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 general 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 1 The power to think, and to ap-
ply thought, is indeed more necessary in thft 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, then, prevents those destined
for professional . occupations from acquiring in these industrial colleges the in-
struction they need ? Are not the sciences the best of all branches of study for
them 1

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 arid 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 if? 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 Avhich, if
suddenly liberated, would produce a flash of lightning 1 Think you that what
is carelessly looked upon by the uninitiated as a mere snow-flake does not sug-
gest higher associations to one who has seen through a microscope the wonder-
fully varied and elegant forms of snow-crystal1? 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 sun minded.
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

architecture 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 ? 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 has 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 beau-ideal 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 which 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 Mr. 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 other 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 fall.
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 1864. This is one of the best endowed and most
successful of our agricultural schools. It has a farm of 676 acres, of which 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 in 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
a failure. 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 Avhilst our Industrial Colleges should have especially in view the thorough
education of the industrial classes — not farmers 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 II.

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 different in extent are their courses of instruction, the several insti-
tutions 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, although 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 eacTi 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 first 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 more 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. Flint: "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. Flint says: "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
knowledge 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 j

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, " offers extraordinary opportunities to those who desire them."

This institute has eleven professors, and but 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
Wurteniberg, 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, but 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 Pennsylvania. He passed six years in Europe studying its
agricultural schools, and the 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 sixteen, 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 the
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 languages and literature.

Numerous 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-
cation.

III. Agricultural schools, without instruction in languages and mathematics. —
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, atid 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,

It 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 supply the wants of t/ie farm, and form an important item in the
receipts of the institute, WHILE IT SKCURES 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 without
manuring.]

8. On the continued culture of artichokes on the same land, with manuring
every tlxree 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.

12. On manuring with Peruvian, 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

13. On the effect of fresh and rotted manure, the mixture of various crops,
and many others.

This field, 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 laid
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, where an immense number of varieties of wheat 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, fyc. — 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 llj, and from 1 to 6J 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 well 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 Geisberg, 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 winters.
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 written and verbal 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 power to successfully communicate even
theoretical knowledge only.

Having noticed the most leading features of these different plans, before
leaving them it may be useful to point out some matters of a minor character,
but which 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 work four hours a day, and are successively
charged with different service on the farm, which they arc called upon to observe

20

daily. They assist from four and a half in the morning in the order of work
which the director gives to the different chiefs, and in the evening they assist
in the daily reports which are given in to the director, and in entering upon the
books the reports upon all the operations of the farm. The labors which they
perform are various. They comprise the cultivation, the care of animals, the
manufactories, the permanent improvements, building of roads, the care of the
forests, 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 woik 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-
forming 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 kingdom, 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 which 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 the excursion is thus made, mostly written by the students themselves,
and printed in connexion 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
ihe 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 Schleissheim, 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 Tying 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 would be a
fair test of the 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 favor, 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 number 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 we 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

munity that desire to receive higher instruction in that pursuit. The nobility
who own the land, on the one hand, and the common farm 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 which 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 caste" says Mr. Flint, "so prevalent in England, has probably
been the cause of the failure of this college 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 an earnest love for their work and an enthusiasm for the
7iigh 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 be wanting. To ex-
pect success where indifference and apathy prevail is folly ; zeal and 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 their presidents and
professors.

5. The place 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 hundred-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 favorable 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 take 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 offer, 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 magnitude 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 form- work, bring
rnind 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 University. 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, arid 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 OWEN, OF INDIANA STATE UNIVERSITY.

Details of the museum, or school of illustration, and other 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 disposition 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 for larger or smaller States. A few closing re-
marks are added on educating the 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 (including the central garden) comprise, if practicable,
exactly one hundred acres, (or, if desired, one hundred and forty, with wood-
land,) and be of a regular shape. Let a rectangle, fifty rods 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; blue-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; flax, hemp, cotton, or tobacco in No. §, a root 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 sufficient 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 square 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, 1 856, afterwards reprinted in my appendix to "Key
to the Geology of the Globe," published early in 1858. 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 the 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
required.

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 far 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-four 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 convey 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
room for depositing, specimens of every size and shape. Against this centre
wall are to be raised, on heavy trestlework, 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 ccnozoic in the fourth row.

In the first 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 the 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

28

vast extent and variety is not so important, as that they 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 this 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
genera 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: TETRABRAIVCHIATA ;)
tribes or families on red cards in italics, (as Family I: Nautilida ;) 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 examination 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 long 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, which, 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 Lycopodiacese and Marsileacese on
the highest shelves. The Monocotyledonous 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
Coniferse, in range of cases just below, viz., the third.

1). Middle or second story. — The west half is the music-room, with a portion
of the wall 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 should 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. Upper or tJiird 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 Bother 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 connect 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,
shades 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 building 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 work at in analyses,
&c. The remaining 30 by 65 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 could 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 with 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 weighing

30

connected with analysis, as the 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 have 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.

b. 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.

JD. 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 must 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 each
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 hortua
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 farm 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 that 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 different 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 separately, in bottles : the gums, balsams, resins, &c. ;
different 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 ^f 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 publishing house, are very valuable. The lecturer on zoology
might also lecture on anatomy, physiology, and hygiene, as some one must teach
that h'ghly 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 al-so 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 different colors — say blue
for the silurian, (deep for the lower, light for the upper,) red for the devonian,
and black 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. The 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 different geological periods, maps on which the coal-fields are, laid down
with India ink, models explaining upheaval and the apparent anomaly that the

0 By a typographical error in the former communication, I appeared to recommend the
keeping of grapes. It is true I have seen grapes which kept well by being hung in bunches
in a cellar, but. for this special purpose, I was recommending a good assortment of all the
grasses to be exhibited to the student for his instruction. At another place, in speaking of
healthful ditt, it was recommended, by a mispiint, to boil meat, wheieas I was contending
for the wholesomeness of broiled meat, the boiliug 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. Department 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 words on Avhich 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. Mathematical 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 obscura, 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 using it with the sextant. I will here further sug-
gest, that there might be a stout frame of wood, or iron, covered somewhat like
a balloon, but with stout material ; which 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 of 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

33

in the same direction, and thus, it is believed, a knowledge of the constellations
conld be readily obtained, a correct conception of the zodiac be formed, and a
familiarity with 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 teadi 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 least 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 should 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 (Mf^ 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 $50,000 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 soldiers' "orphans, and prevent crime, when a State unhesitatingly appro-
priates those or larger sums for the erection of penitentiaries to punish the
3 B

34

crimes which might, by a rational and generally diffused system of thoroughly
training the body, mind, arid 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 substantially, and after the rules of good archi-
tectural design, for $30,000, that $50,000 would be ample to erect the main
building, as described above, and 850,000 more, well expended, would supply
it with most of the contents enumerated. The chapel and laboratory could be
built for $15,000; 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, $1,000 for the out-buildings, $4,000 for a barn, and $3,000
for stable and cow-house, including sheds and shelters for sheep, hog-pens, &c."
Thus $125,000 might be made to suffice; but it would be much better if the
State could appropriate $200,000 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 farm repairs on the premises, without encroaching on the prin-
cipal given by the general government. As every citizen in the State is to be
benefited, lie can well afford to tax himself once pretty heavily for this purpose,
while even then it is less than 20 cents apiece for every man, woman, and child
in the Stale of Indiana, according to the census of I860. If then we add
$25,000 more to the above $125,000, 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 $25,000 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 $2,500, 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 $1,500, 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
$200,000 appropriation, still leave $25,000 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, milking
an expenditure not to exceed $3,000 ; further, that a large, plain, frame school-
house be erected, with dormitories, a few class-rooms, a mess-hall, and a kitchen,
to cost $4,000. One thousand should furnish it with school apparatus, beds
and bedding, chairs, tables, and cooking utensils, leaving $17,000 to be invested
atG 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 8 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 $1,000, but more from the natural benevolence of disposition,
which would make it a pleasure to be the companions of orphan children. The
counties sending might make up deficiencies pro rata.

Having thus spoken of the disposal of the State appropriation, be it $100,000
or $^00,000, we proceed to show how far the grant of Congress, which, by the
provisions of the act, cannot be expended in buildings, would be best disposed
of to meet other requirements. The amount for Indiana is 390,000 acres of
land, which, at a low estimate, would realize $300,000, and might readily net

35

over $400,000; consequently, even after expending from $8,000 (160 acres of
land at $50 per acre) to $16,000 (160 acres at $100 per acre) for land, we might
still safely count upon an annual income from the investmant, funded at 6 per
cent., of from $18,000 to $24, 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 former, 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 president would lecture on Sunday, and impart religious instruction,
devoid of sectarian bias ; lecture on sacred history and moral philosophy ; pre-
side at faculty meetings, and have a general care of the welfare of the agricul-
tural college.

2. The superintendent of normal school would, 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 mithematics 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 chemistry 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 professor of natural history would be expected to teach human
anatomy and physiology, comparative anatomy and vegetable physiology ; also
geology and palaeontology, and perhaps veterinary surgery, unless the funds
permitted the employment of a purgeon to superintend the health of the estab-
lishment, who could then take this as a specialty.

The adjunct professor would instruct in practical botany, zoology, mineralogy,
and taxidermy.

6. The professor of ancient languages would teach Greek and Latin, in con-
nexion with ancient geography 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 ar 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 tictics 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.

Employes.

9. The head farmer should be thoroughly conversant with the principles
and practice of ploughing and sowing by hand; should understand keeping
farm accounts, the management of reapers, mowers, and other labor-saving
machinery, and the rotation of crops.

10. The head gardener must understand 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. One farm hand should be able to manage stock generally, and be capa-
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, unless 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

37

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 lower 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 profi s 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 arid enjoyment. Of the 12 pairs of cranial
nerves, the second pair, (optic nerve,) the third pair, (motores oceulorum,) the
fourth pair, (patheticus,) the ophthalmic branch of the fifth pair, (tri-facial,)
and the whole of the sixth pairs, (abducent cs^) 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 involuntary, and regulate 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
seems, 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 1 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 would serve to
clear the difficulty.

What 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 wilh 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, \vithout
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 when we wanted it.

If the above statements are facts, then it behooves us to educate the eye, to
familiarize the child, at an early age, with all the objects of interest that sur-
round us, until, as the mind expands, it gradually acquires an extended knovd-
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 filaments
from the 12th pair of nerves (the hypoglossal) give motion to the tongue, serving, however
to modify speech, not contributing, apparently, to the discernment of quality in food.

39

tional resources, and putting them 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 introduced by 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, with-
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 crime, showing
also that the chief object should be to correct vice, and prevent its evil effects
on society, rather than solely to punish the criminal, and that his duty should
be to allay, rather than augment any breach between neighbors.

The youth who 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 politician 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 office 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 i eighbor ; 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 out-door 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 was thought that a system which would make teachers and
taught trusting companions, which would 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, would be a solid

40

foundation for morality, and would, in conjunction with the unbiased religious
and moral instruction 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 without 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.

Gaylamount

Pamphlet

Binder

Gaylord Bros., Inc.
Stockton, Calif.
M. ReB. U.S.Pat. Off.

M105118 S/.33

P to

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