i vvj- .>- I SOVtv^J SALU JjpEWrORKBOTMCALGABD^ TRANSACTIONS OF TIIE ALBANY INSTITUTE. VOL. VI ALBANY : J. MUNSELL, 82 STATE STREET. 1870. CONTENTS. Page. Art. I. Prussia and the German System of Education, by Arthur Bott, --------- 1 Art. II. The Flora of the Adirondacks, by Geo. T. Stevens, M. D., 67 Art. III. The Trichina Spiralis, by Edward R. Hun, M. D., 83 Art. IV. The Caucasian Mountains and their Inhabitants, by George L. Ditson, M. D., 91 Art. V. Frogs and their Contributions to Science, by John V. Lansing, M. D., 120 Art. VI. Remarks on the Galvanic Battery, by George W. Hough, director of the Dudley Observatory, - - - 136 Art. VII. Life as a Physical Phenomenon, by George T. Stevens, M. D., - - 147 Art. VIII. The Velocity of the Electric Current over Tele- graph Wire, by Prof. Geo. W. Hough, A. M, director of the Dudley Observatory, - ... ... 167 Art. IX. The Total Eclipse of August 7th, 1869, observed at Mattoon, Illinois, by Prof. G. W. Hough, A. M., director of the Dudley Observatory, - ... 176 ^ Art. X. Fungi, by Charles H. Peck, 209 <■ "~. Art. XL Narrative of a Bear Hunt in the Adirondacks, by h Verplanck Colvin, - - - - - 227 I iv Contents. I'.M.fc. Aur. XII. California and the North West-Coast one hundred years since, by Benry A. Eomes, A. M., - - - - l' 1 1 Proceedings of the Albany Enstitnte (continued from Trans- actions, vol, IV). 259 Manual of the Albany Institute ; prepared under the order of the [nstitute, March, 1870, By Daniel J. Pratt, recording rotary, - - 297 Origin of the Albany Institute, - 299 Charter of Society for the Promotion of Agriculture, Arts and Manufactures, - 301 Charter of the Society for the Promotion of Useful Arts, 305 Charter of the Albany Lyceum of Natural History, - 308 Charter of the Albany Institute. - 311 By-Laws of the Albany Institute, - 314 Proceedings of the First, Second and Third Depart- ments, 320 Catalogue of the Members of the Albauy Institute, from its organization, 321 Honorary Members. - 32] Corresponding Members, ;;l';; Resident Members, ---... 332 Resident Members, June 1, L870, - - - ;; ; Officers Of the Albany Institute for 1870, - - 840 Classes in the several Departments for 1870, - - oil Meetings and I Leports of Classes for 1870, - - 313 Table of Contents, :: 1 1 [ndex, 345 TRANSACTIONS. ■4 ■#■ » ». » Art. I. Prussia and tlie German System of Education : prepared and read by Arthur Bott, Esq. The power which now speaks to Europe in the name of Germany, and which certainly bids fair to unite all Ger- man states under her sceptre, was unknown at the period of the Reformation. The counts of Hohenzollern descend from tributaries of Charlemagne. Their house long maintained a precarious existence as a fief of Poland. From the beginning, it clutched at every territory within its reach, swallowed up the smaller ones wherever found, near or far, and left to time the consolidation of the fragments into one organic body. If proprietors of intervening territory could not be subdued, they were cheated in barter or caught in the meshes of Venus. From the swamps of Brandenburg, hardly larger than an English county, the counts of Hohenzollern dotted western and northern Germany with these demesnes. The Julich and Cleve duchies lay leagues away from Brandenburg, as Brandenburg was far away from Stettin ; and none of them had any topograph- ical connection with eastern Prussia. All these acquisi- tions were rather the outposts of a projected kingdom than vital members of one political body. In every European treaty Prussia secured some new dominion. Early in the eighteenth century Austria permitted her to [Trans. vi.~\ 1 2 Prussia and tfu German System of Education, assume a royal dignity. This was the crisis of her history. The sword of Frederic, by incorporating Silesia and Posen, raised her from a fefcdatory of Austria, to a power- ful rival; and while the latter still hugged the rude old feudal system, Prussia, by employing every new, wise principle of national progress, obtained the commercial, and through this, the political control of all Germany. In her enlightened system of public education, her com- mercial codes based on strict reciprocity ; by political representation and the widest religious freedom; she presents, beside the neighboring despotism, all the con- trast of science with ignorance, of integrity with corrup- tion, of light with darkness. In her political alliances, Prussia has one principle — that of a selfish expediency. She accepts the hand of either belligerent, like a partner in a dance. She lias kidnapped the states wThich she could not honorably annex, as Frederic kidnapped recruits for his giant regi- ment. She has trampled on every principle of interna- tional law and perpetrated every crime necessary to her ends. She instigated and mainly procured the dismem- berment of Poland. Her own original fief was torn from the knights whose interests she had sworn, as chief and guardian, to defend. Two of the most important mem- bers of the empire were seized by acts of buccaneering unsurpassed in the history of nations. While accepting British money to despatch troops to Austerlitz, she was negotiating with Napoleon for British Hanover as the price of neutrality. She pledged herself to Napoleon to guard the rear of his Russian army and then fulfilled the pledge by turning thirty thousand bayonets against his frozen, perishing fugitives. Treacherous to the last, she made a tool of Austria to subdue Bchleswig-Holstein and then seized the whole prize, kicked Austria out of doors, and ground the whole confederation to dust. Prussia and the German System of Education. 3 But she has characteristics which might redeem her rapacity. Her kings and electors have been frugal, even to parsimony, in their households — not for family' aggrandizement but to lighten the public burdens and to create an efficient civil and military department. They have melted their plate, slept on hard beds, dressed in frieze, eaten peasant's food, to keep the national expenses within the receipts. William I. sold his jewels, sent his spoons to the mint, abolished the costly court ceremonies, even dismissed the wig-maker and barber, in order to establish a school for the army. As a consequence, Prussia shows, up to this day, the cleanest yearly balance sheet of Europe. While other nations become insolvent in peace, Prussia clears off her debts even in time of war. New states are made to pay the expenses of their own annexation. The sinking fund will remove the present indebtedness within twelve years. This personal interest thus extended to the people by their rulers gives a peculiar freedom to the life of the latter ; absolute in its social and religious elements and yet modified by the sovereign's paternal care. A Jew may guide the Prussian parliament, a Roman Catholic may mount the throne. To every child in the laud, of either sex, however remote or however poor, the government furnishes freely seven years of sound, generous education. The Prussian people thus enjoy all the splendid advantages of a great empire with the finan- cial ease and social and religious liberty of a petty state. Although the countries which she has violently seized, struggled at first like the Sabine women, they now seem only to desire the closest intimacy with their captors. Certainly they have gained much and lost little by their change of masters. Prussia and the German System of Education. A I' MINISTRATION OF PUBLIC INSTRUCTION. The administration of Schools was centralized only in the present century, by transferring it to the Ministry of the Interior. Here it was placed under the imme- diate direction of William Humboldt, as State Councillor. Since 1817, Educational and Ecclesiastical matters have formed a special Ministerial department. Under this Central Department, stand eight Provincial Administrations, which recognize local and sectarian pe- culiarities. In each province, a Deputation regulates all the internal affairs of church and school ; determining the general object of the educational institutions ; examining their statutes and discipline ; proposing plans of improve- ment and designating text-books ; supervising the higher schools and appointing or removing teachers. The pro- vincial boards manage the property of church and school and regulate the elementary and primary departments of the latter, and report to the minister six commissions, distinct from these boards, examine teachers for the higher schools, and revise the examinations for graduation. Each commission has seven members ; one for each of the following branches — Philology, History, Mathematics and Physics, Science of Teaching, Theology, and Hebrew, Natural Sciences, Modern Languages. J3y the Prussian constitution, all schools and universities are declared Institutions of the State : they cannot be established without the consent of the state and are subject to its supervision ; they are open to all sects but persons dis-eming from their religious system are not re- quired to attend the religious instruction : school and Gymnasia for the higher sciences and the arts and*rades, enjoy the same powers as corporations and are controlled immediately by the state authorities ; teachers not appointed by persons or corporations, through legacy or special Prussia and the German System of Education. 5 privilege, are appointed by the state ; schools conducted by private persons or corporations are subject to super- vision of the Provincial Boards, as to their teachers and dis- cipline and instruction. Also, the supervisors must dissuade persons evidently incompetent, from entering the learned professions ; they must encourage and aid youth of superior talent ; no dismissal can take place, without a testimonial of mental and moral character. The mode of education of the child is left to the father's choice, but the necessary instruction in religion and useful knowledge according to his position must be imparted. Any person may instruct, after authorization by the state. Teachers of the Gymnasia and other higher schools are declared officers of the state. In Germany, education is compulsory on both sexes, for seven years from the child's sixth or seventh year. This education is merely elementary. The state, however, is obliged to prepare the indvidual for his future vocation. In the large cities, free schools especially for the poorer classes are maintained by the municipality aided by the state ; all teachers are appointed by the government and the municipality jointly, and the schools are supported by the latter. In 1857, Prussia contained 27,963 elementary schools with over 30,000 teachers and 2,859,694 scholars ; and 1,171 private schools, with 3,635 teachers and 83,021 scholars ; leaving about 11,000 non-attendants. In France, at the same time, nearly one-third of the children of proper age were non-attendants and another third attended school during a few months of the year only. Prussia has long paid special attention to its Normal system. It honors teaching as a regular profession. The teacher consequently loves his calling with enthusiasm. In the higher schools of the cities, he associates with the elite. In the elementary and the village schools, he and the pastor are the gentlemen of the place. He considers 6 Prussia and tfu German System of Education. himself not as laboring for a livelihood hut a- shaping the destinies of hie nation, lie retains his position, generally during life, growing ol :;n 3 4 6 5 3 ■> I L' •» 81 IV. 2 3 6 5 I ^> 6 •> :;•_• III. •1 3 5 4 4 4 6 :vi ii. 3 4 4 3 3 6 5 32 3 3 4 3 3 (i 5 :vi Before leaving the school, the pupil must pass a thorough examination, both oral and written ; the latter consisting of a German, French and English composition, a transla- tion into the Latin, the solving of two arithmetical ami two geometrical problems and a treatise on some theme in Natural Philosophy and on another in Chemistry; the Prussia and the German System of Education. 9 oral examination testing his acquirements in religion, history, geography, mathematics and the natural sciences. In the German language, the student must be able to work out a theme in logical order and in correct, good language. He must also speak the language correctly and fluently, and must be acquainted with the principal periods of German literature. In Latin, he must be able to translate into good German, portions of Csesar, Sallust, Livy, Ovid and Virgil, read before. In French and English he must possess a thorough knowledge ot grammar and be able to write an exercise and a dictation from the German without strong Germanism or gramma- tical mistakes. He must also converse with some facility in these languages and have some acquaintance with their literature. He must have a systematic knowledge of universal history and general chronology. In natural philosophy he must know its laws and fundamental ideas, as well as the methods of experiment ; the laws of gravitation and motion ; the principles of heat, electricity, magnetism, sound and light. In chemistry and orycto- gnosy is required a knowledge, based upon experiments, of the affinities of the more common inorganic and organic substances. The student must be able to describe and to employ the best processes for the more common chemical products and also to state the nature and uses of the latter. He must exercise a scientific knowledge of the whole field of mathematics, as algebra, proportions, equations, progression, binomial theorems, logarithms, plane trigo- nometry, stereometry, descriptive and analytic geometry, conic sections, statics, and mechanics. The Polytechnic Schools prepare their pupils by scientific instruction for the arts and technical profes- sions. They differ from the common schools of art or industry in that they enter more systematically into the technical sciences, and presuppose a complete course of \_Trcms. vi.] 2 10 Prussia and tin Qerm vn System of Education, the mathematical and natural sciences. They differ from other schools of learning in their manifold relations to industrial life; they treat their subjects no less scientifically hut at the same time rarnish opportunities for practical applications. The instruction comprises a three-years course after the manner of academies or universities; the pupil selecting his own branches. This course is divided into two parts ; the first being the technical, teaching the lower and higher branches of mathematics, physics and mechanism, general chemistry, machinery and drawing. This section is subdivided into three faculties for engineering, machine-building and technical chemistry. The students in the first, study also, the higher .sciences of surveying, hydraulics, road and rail- road architecture, and construct plans ; those of the second are instructed in mechanism, machine-buildine: and mecha- nical technology, and the planning of single machines and whole lactones; and those of the third, study physics, theoretical and analytical chemistry and chemical technology and practice chemical analyses and prepara- tions. Some branches of jurisprudence and political economy, as well as modern languages, being of equal importance to all the faculties, are taught in them all. The second section is the commercial and comprise the instruction in mercantile correspondence, in commercial sciences, commercial laws and laws of exchange, in mer- cantile calculations and book-keeping, in commercial geography and history and modem languages. At the end of each term, an examination is held and testimonials are given according to its result. Germany possesses '24 schools for architecture, 1 J for mining, 17 for forestry (arboriculture etc.), 31 for com- merce, 46 military schools, 70 for agriculture, 10 for music, 81 naval schools, 1- veterinary schools, 12 surgical, ♦ it for various other sciences. Prussia and the German System of Education. 11 The Universities of Germany. Universities were first founded in Germany in the 13th century. They were modeled after the high schools of the Arabs in Bagdad, Cordova, Salamanca, Seville, Toledo, and Alexandria. The studies were grammar, poetry, philosophy, law, medicine, astronomy, mathematics and practical sciences. The Universities are the pride and glory of Germany. They exert more influence there than similar institutions in any other country. They are the centres of the higher intellectual and literary life of the nation and the labora- tories of new theories of action. They reflect a picture ; the whole world of nature and of mind under its ideal form. They develop the talents and form the principles of nearly all who fill the places of power in church and state, from the village pastor to the oberconsistorialrath, from the advocate at the bar to the head of the cabinet. They receive the best minds from the lowest as well as the highest ranks and fit them for public usefulness. From them, emanate principally the ideas and maxims whether conservative or progressive which rule the land. It is characteristic that the Reformation in Germany, proceeded, not from princes and bishops as in England, but from theological professors. The great philosophical and theological revolution of the last century and the counter revolution of the present century, have likewise proceeded mainly from the studies and lecture rooms of the academic teachers. Such supremacy of literary institutions and literary men has, however, its disadvantages. It could not exist in a country like ours or England, where politics and commerce engage so large a proportion of the best talent and energy of the nation. But in Germany, it is closely connected with the genius, history and condition of the people, and 12 P)-ussia and the German System of Education. no one can form a correct idea of the nation's higher and deeper lite without a knowledge oi" its universities. Each nation has its peculiar mission* and excellency. Ancient Israel was elected to prepare the true religion for the world ; Greece to develop the principles of science and arl ; Rome to actualize the idea of law and civil government. So in our times, the chief significance of Germany lies neither in politics nor in war nor in commerce, but in science and literature. The German universities exert also a powerful influence upon other countries. Situated in the heart of Europe and visited by strangers from all quarters of the globe, they are the strongholds of general learning and literature and of the highest culture of Europe and America. Twenty six Universities exist in the entire German confederation. Of these, six belong to the kingdom of Prussia (at Berlin, Halle, Bonn, Breslaw, Konigsberg, Greisswalde, to which may be added the Roman Catholic High School of Munster ) ; six to the Empire of Austria (Vienna, Prague, Olmutz, Gratz, Salzburg, Innsbruck) ; three to the kingdom of Bavaria (Munich, Erlangen, Wurzburg) ; two to the grand Duchy of Baden (Heidelberg and Freiburg); one to the kingdom of Wurtemherg (Tubingen); one to the kingdom of Saxony (Leipsic). Eight are Roman Catholic, thirteen Protestant, live of both creeds. These institutions are maintained by princely or by private donations, by tithes and by annual appropriations of the government. The popes frequently transferred to them the proceeds of a part of the church property. At the Reformation, the wealth of the secularized abbeys and since 1773, that of the order of Jesuits have been largely devoted to them. They are also generally exempt from taxation and enjoy certain temporal privileges. Tuition forms the least source of income. The students pay besides Prussia and the German System of Education. 13 the matriculation fee, a certain sum ($2 to $10) for each course of lectures ; but the chief resource of the professors is a fixed salary paid by the state, ranging from a few hundred to several thousand dollars, according to age, merit and reputation. The university is divided into four faculties. Each faculty elects annually from itself, its own dean. At the head of the whole academic body, stands the rector or chancellor, likewise chosen annually from the regular professors of each faculty in its turn. The legislative power resides in the academic senate, composed of all the ordinary professors or a delegated number. A university is thus a complete republic of letters, highly independent of church and state, although furnishing to both, all their higher officers. This academic liberty, both intellectual and moral, the utmost liberty to teach and to learn, is cherished as one of the most precious privileges. The four faculties embrace all the sacred and the secular sciences and make up the idea of a university ; a term which was first applied to the body of teachers and pupils (universitas scholarium), but is now understood mainly of the totality of letters (universitas literarum), and the completeness of the system of instruction. We now proceed to a separate notice of the four profes- sional schools which form a German University : 1st. The theological faculty still has the supremacy, since, when most of the universities were founded theology was emphatically the queen of sciences. The great insti- tution at Paris was at first simply a theological and philosophical school ; the philosophical studies served as a preparation to scholastic divinity, and the philosophical professors were all ecclesiatics. In the middle ages, theology was confined to the inter- pretation of the Latiu Bible on the basis of the Catense- Patrum and to scholastic dogmatics and ethics, under the 14 Prussia an' 1 1 ht German System of Education. guidance of the Sentences of Peter the Lombard, called the "Magister Sententiarum." In modern times, the field has been greatly enlarged by the addition of Oriental philology, biblical criticism, hermeneutics, antiquities, church history and doctrinal history, homiletics, eatc- chetics, Liturgies, pastoral theology and theory of church government. No theological faculty is now considered complete without separate professors for the exegetical, historical, systematic and practical branches of divinity. Professors may lecture however, in any department, if not neglecting their immediate duties, Sehleiermacher, for instance, taught in turn almost every branch of theology and philosophy. 2d. The Philosophical faculty is by far the most nume- rous in its teachers and departments ; and besides philosoph}' proper, it embraces history, ancient and modern languages, mathematics, belles lettres. It was formerly called the faculty of Arts (facultas artium liberalium,) whence the terms, Bachelor and Master of Arts. In the middle ages, all human sciences, as distinct from theology, were divided into seven artes liberates, viz., grammar, rhetoric, dialectics, arithmetic, music, geometry and astronomy. The first three constituted the Trivium ; the remaining four the Quadrivium. The principal text-books in these departments were the dialectical, ethical and physical works of Aristotle, until the Reformation and the philo- sophy of Bacon and Cartesius deposed the great Btagyrite from his long reign. Since that time, although the historical, philological and natural sciences have made immense progress, the faculties have not kept pace with them, in their reorganization. The Philosophical study, properly so called, includes Logic, metaphysics, philosophy of nature, anthropology and psychology, philosophy of law or political ethics, Prussia and the German System of Education. 15 philosophy of history, philosophy of art or aesthetics, moral philosophy, philosophy of religion, and history of philosophy. 3d. The faculty of Law (facultas juris canoniciet civilis) embraces a greater variety of studies (especially the history of civil, criminal, and common law, the exposition of the ancient Roman Code, and the canon law) than our own law schools. But on the other hand, these latter, with the many opportunities for public speaking and our republican institutions, produce stronger advocates and more practical statesmen. The German law-schools were modeled after the oldest in the world, that of Bologna. 4. The faculty of Medicine comprehends chemistry, physiology, anatomy, phrenology, pathology and similar sciences, which are taught also in all our regular medical colleges. The universities of Berlin and Vienna, enjoy the great- est medical reputation. The system of academical degrees originated likewise in the middle ages. In Germany, the lower degrees have disappeared except for divinity, but the doctorship remains for each faculty. This may be acquired after the com- pletion of the prescribed course, by a special examination, printed dissertation or book and public disputation con- ducted in Latin ; all involving considerable expense. The diploma of Doctor of Philosophy, however, which corresponds somewhat to our Master of Arts, and also that of Doctor of Medicine, can be more easily secured ; at least, from several smaller universities. Some years ago, complaint was entered at the Diet of Frankfort against the traffic in the lower diplomas which brought them into disrepute ; and the lesser states were compelled to check it. The Prussian- universities demand very scrupulously a rigorous examination and public disputation, and never waste a degree honoris causa. 10 Prussia and the German System of Education, In theology, there are still two degrees, that of the Licentiate (corresponding to the English Bachelor oi Divinity), which confers the right of public teaching in the university, and thai of D.D. The latter is the highest academic honor and hence much rarer than the doctor's diploma of any other faculty. It may he acquired by the regular process of a written work and Latin debate, in which every member of the university can attack the published theses of the candidate ; but it is now generally given honoris causa, as an acknowledgment of dis- tinguished literary merit, or of eminent usefulness in the church. The Gymnasia, unlike the colleges of England and America, confer no degrees. There are three classes of teachers in the universities. 1st. The ordinary professors ; who are regular members of the faculty and receive a full support from the state independently of the proceeds of their lectures and can be elected to the academical senate and the rectorship. 2d. The extraordinary professors ; who have no seat in the faculty nor in the senate, and have a smaller income but are generally promoted to a vacant regular professor- ship. 3d. The private lecturers (privatum docentcs) ; who have passed through the examen rigorosum and deliver lectures like the regular professors but are without appointment and generally receive no salary from the state. They de- pend therefore, upon the fees for lectures or private tuition or extra literary labor. Unless they have means of their own or eminent popular talents which attract crowds and secure sometimes a special appropriation from the minister, they drag out a very weary existence. Most of the professors must pass through these stages before reaching the honor and benefits* of a regular or ordinary professorship. Some few distinguished men, Prussia and the German System of Education.- 17 however, are called directly, from the ranks of the ministry or of the law or medicine. The number of teachers varies from thirty to a hundred and fifty or even more. At Berlin, there are 186 professors for 2435 students ; at Vienna, 181 professors for 4608 students ; at Munich, 119 for 1213 students ; at Gottingen 144 for 711 students ; at Leipsic 112 for 1007 students ; at Heidelberg, 98 for 850 students; at Bonn, 98 for 935 students ; at Breslaw, 101 for 946 students. One of the most important characteristics of the German university is the professorial or lecture system as distinct from the English tutorial system. Instead of a number of colleges, as in Oxford and Cambridge, where the students live together under moral supervision, one large building with a number of halls (Horsaal) receives them during a part of the day for the lectures, as they may choose to attend. Attendance is left to their own sense of duty. The studious and conscientious frequent four or five lectures daily. When the clock strikes, they take their seats in the Horsaal, unfold their portfolios and strike the ink-horn (armed below with a sharp iron spike) into the wooden desk, waiting for the learned oracle. After an intermission of ten or fifteen minutes, the professor ascends the rostrum and with the familiar address, "Meine Herren," begins his lecture standing or sitting, reading or extem- porizing or both alternately. Some of the hearers take down in short-hand every word that drops from the mouth of living wisdom. Others show their contempt for goose- quill learning by merely listening or noting the general heads. The most judicious appropriate the lecture to their mind as it goes on, and reproduce it in a condensed form. If the professor speaks indistinctly, some give him a hint with a motion of their feet, to repeat the sentence. But not all professors pay attention to this linguam pedestrem. [Trans. vi.~] 3 1* Prussia and the German System of Education. Each lecture lasts about three quarters of an hour till the clock gives its accustomed -ouud, when the professor folds his manuscript, the students wipe their pens, shut the ink horn, take hat or cap and portfolio and crowd to the door, to return to their Lodgings or to attend another lecture or to walk the hospitals or enter the laboratories. This is generally all the instruction imparted in these institutions. In Berlin and Halle, however, meetings (Seminare) are held in the professors' houses for the dis- cussion of Biblical, and patriotic or of classical authors and for the composition of Latin prize essays. Thus Neander used to read in this familiar way Tertullian's Apolegeticus, Origen's^ Commentaries and De Principiis, Augustine's Confessions, Chrysostom De Sacerdotio, etc. These meetings are conducted in Latin. In Tubingen, the lecture-s}Tstem is accompanied by weekly recitations and examinations conducted by the repententen, who may be compared to the tutors or teaching-fellows of British universities. Until the middle of the eighteenth century, the lectures were all delivered in Latin : a method which was very in- jurious to the cultivation of the German language. The scholars of the seventeenth century wrote and spoke the classical or the scholastic Latin better than their mother tongue. It was the merit of Thoniasius, professor in Halle, that he began the gradual abolition of this ped- antry, and introduced the national language : at p resent very few lectures arc delivered in Latin, while this language is still used very properly in academic disserta- tions, the conferring of degrees and other public solemni- ties. It is easy to see that the lecture system has great advan- tages both for the professor and the student. The task of writing one or more learned lectures every day, at least early in the professorial career, draws out all the powers Prussia and the German System of Education. 19 and produces that high scholarship and marvellous literary fertility in which Protestant Germany surpasses all other countries, and by which it furnishes to England and America, directly or indirectly, most of their classical and scientific text books. To the student, this system is gene- rally the most impressive. When a science comes clothed in flesh and blood from the mind and lips of the professor like Minerva from the head of Jove, it inspires the hearer with a consciousness of the creative power slumbering within himself and fires it into action. And the habit of writing, pursued by the student, accompanied by thought is generally the best method of mental appropriation and digestion. But on the other hand, it must be admitted that the German universities promote an excessive indi- viduality of intellect and fertility of opinions ;• an extreme opposite to the stagnate steadiness, uniformity and tradition- alism of Oxford and Cambridge. If the government allow too little political liberty, the universities allow too great intellectual and doctrinal liberty. With a vast amount of invaluable learning and useful systems they have brought forth also many fantastic, absurd and revolutionary theories. They have been the hot houses of rationalism, skepticism and pantheism, and all sorts of dangerous innovations. A model university, while affording the widest cultivation of all sciences, should never lose the great aim of benefiting society and of training the rising intellect for practical usefulness in church and state. It should reconcile the claims of authority and of freedom and guard the unity and harmony of truth as well as the diversity and universality of science. The lecture system can and should be combined with the recitation system — thus ascertaining the student's progress, explaining the subject fully and supplying the peculiar needs of each young mind for its future career in life. 20 Pnissia and the German System of Education* The German universities maintain the principle of universal admission both for those who wish totem-h and for 1 lmsr who wish to learn, on the sole condition of intellectual capacity. There are no sectarian or religious disabilities, as at Oxford and Cambridge, except for the professorship of the theological faculty. Thus you tind amongthe students Lutherans, lie formed, Roman Catholics, Greeks and even Jews, and many foreigners from all countries of Europe and America. Here they enter an unlimited field of independent study, where they may for four or more years conduct their education and acquire, on examination, an academic degree. The students have generally passed their eighteenth or twentieth year when they leave the dull routine of the gymnasium.- Their sojourn in the university is an era of perfect intellectual freedom, such as they never enjoy in subsequent life. They choose their profession, their professors and the lectures; they may attend them with scrupulous regularity or waste their precious time in idleness and dissipation. They arc supposed to possess full intellectual and moral maturity except in politics. The only compulsion to study are the examinations requisite for the Doctor's diploma or for the active service of church and state. But the strongest stimulus is sup- posed to be an enthusiasm for science and the highest culture. The universities arc not training schools, like the gymnasia and our American colleges, but they represent the unity and universality of scientific knowledge, the field for the presentation and dissemination of truth ; and they afford unlimited opportunity for original study and self development. To many a youth, this academical freedom proves disastrous; bul the German student is proverbial for his plodding disposition and his unwearying toil. It must be confessed that drinking, duelling (although the Prussia and the German System of Education. 21 latter is strictly prohibited) and other lawless and vulgar habits still disgrace several of these learned institutions, especially in smaller towns, as Jena and Geissen, where the students hold the citizens or " Philistines," under their control. But with proper allowance for national genius and taste, German students lose nothing by com- parison with those of Oxford and Cambridge, while in industry they generally surpass them. "A German student," says a recent English writer, " does not feather his oar in a university boat or regatta day ; he does not kick the foot-ball on Parker's piece ; he does not skilfully take the balls at a cricket match. " These gentle pastimes would not satisfy his bolder and noisier disposition. His thoughts are more excitable and somewhat enthusiastic. His manners are more cordial and unreserved. His appearance and demeanor are less aristocratic. Yet he is well-bred, spirited and high- minded ; he is frank and open ; a faithful friend and an eccentric lover of his Fatherland. He is a sworn enemy to all falsehood and all deceit. Peculiar notions of honor and a deep love of independence and liberty belong to his most deep-rooted principles. Song and music, social parties, convivial fetes, a martial, undaunted spirit, and excitement of the patriotic feelings throw over his life an enchantment which gilds it yet in all his later recollections." The students live not in one building, as is generally the case in our colleges, but are scattered through the town. They spend . from two to five hours every day in the lecture rooms and the rest of the time in reading and writing at home or in intercourse with tbfeir fellow students. The majority, especially the "foxes," as the fresh-men are called, join the social clubs, the members of which generally wear or used to wear peculiar colors on their caps, flags, and breast-bands, and meet on special days at a particular inn or private room. At their meet- 22 Prussia and the German System, of Education. ings, they discuss their professors and sweethearts, arrange a serenade to a favorite teacher or a practical joke upon some sordid landlord or "philister ; " they apostrophize Fatherland in putriotic speeches, pour out their hearts in a noisy flow of jolly good-fellowship, with pathos and pipes, lampoons and lager, sarcasm and sausages, shouts of laughter and song till midnight ; like the uproarious crew in Auerbach's cellar. It must not be supposed, however, that all share in this boisterous mirth. The steady fellows live in almost ascetic retirement or seek friends of strict moral and literary habits. "Providence has given to the French the empire of the land, to the English that of the sea, to the Germans that of the air. By this famous saying, Jean Paul, himself a denizen of the air, proclaimed the strength as well as the weakness of his native country; and those critics who in good or ill humor quote it to the disparagement of the Germans, seem to forget that the air is the habitation of the warbling nightingale and the soaring eagle, and is as necessary and useful to man as are the land and the sea ; and situated as Germany is, in the heart of Europe, she fur- nishes the heart's blood, the ideas and principles of modern history and holds the intellectual mastery of the world." As in times past, she produced the priutiug-press and the Reformation, the two levers of modern civilization and Christianity, so she reigns at the present day in every department of science and art, and these are, after all, next to virtue and religion, the noblest pursuits and the highest ornaments of immortal man. In concluding this topic, permit me to say a few words on the transfer of German institutions of learning to American soil. What we need is : 1st. The obligatory education. 2d. More discipline in our schools. 3d. A thorough system of education in all branches. Prussia and the German System of Education. 23 It needs no argument to show that our college system is incomplete and that we need institutions of the first order, deserving the name of University in the full and proper sense of the term. The day is not distant when this great country will equal any on the globe in every branch of education. As regards the organization of these future universities, however, we would by no means advocate a slavish copy of the German institutions, but such an adaptation of their features to the peculiar genius of our country, as will make them truly American and a real educational advance upon the old. It has been proposed already to establish such an institution in the city of New York ; and it seems to me that we need at least one in every state and territory, to which the colleges will be preparatory like the German gymnasia. These universities ought to be planned on the largest scale, liberally endowed by the states and accessible to all. In these, our national system of education, which has so rapidly advanced of late, would find its necessary and natural completion. If the legislatures neglect this duty, the leading churches or private indi- viduals should assume it. Such a movement would be more consistent with our national genius and would infuse a religious spirit into the institutions, without which they cannot permanently flourish and promote the highest interest of society. 24 Prussia and the German System of Education. A Course of Instruction. 1. Primary Schools. The general outline of the eight years' course is nearly as follows : I. First part, of two years, including children from Bix to eight years old ; four principal branches, namely : 1. Logical exercises, or oral teaching in the exercise of the powers of observation and expression, including reli- gious instruction and the singing of hymns. 2. Elements of reading. 3. Elements of writing. 4. Elements of number, or arithmetic. II. Second part, of two years, including children from eight to ten years old — seven principal branches, namely : 1. Exercises in reading. 2. Exercises in writing. 3. Religious and moral instruction, in select Bible narratives. 4. Language, or grammar. 5. Numbers, or arithmetic. 6. Doctrine of space and form, or geometry. 7. Singing by note, or elements of music. III. Third part, of two years, including children from ten to twelve years old — eight principal branches, namely : 1. Exercises in reading and elocution. 2. Exercises in ornamental writing, preparatory to drawing. 3. Religious instruction in the connected Bible history. 4. Language, or grammar, with parsing. Prussia and the German System of Education. 25 5. Real instruction,, or kuowledge of nature and the external world, including the first elemeuts of the sciences and the arts of life — of geography and history. 6. Arithmetic continued through fractions and the rules of proportion. 7. Geometry — doctrine of magnitudes and measures. 8. Singing and science of vocal and instrumental music. IV. Fourth part, of two years, including children from ten to twelve years old — six principal branches, namely: 1. Religious instruction in the religious observation of nature; the life and discourses of Jesus Christ; the his- tory of the Christian religion, in connection with the contemporary civil history; and the doctrines of Christ- ianity. 2. Knowledge of the world, and of mankind, including civil society, elements of law, agriculture, mechanic arts, manufactures, etc. 3. Language, and exercises in composition. 4. Application of arithmetic and the mathematics to the business of life, including surveying and civil engineer- ing. 5. Elements of drawing. 6. Exercises in singing, and the science of music. V. Fifth part, of two years — children from twelve to fourteen. 1. Religious instruction, in the religious observation of nature, the life and discourses of Jesus Christ, the history of the Christian religion, in connection with the cotem- porary civil history, and the principal doctrines of the Christian system. The first topic of instruction mentioned under this head is one of peculiar interest and utility. The pupils are taught to observe, with care and system, the various \_Trans. vi.~\ 4 26 Dmssia and the German System of Education. powers and operations of nature, and to consider them as so many illustrations of the wisdom, power, and goodness of the Creator; and at each lesson they are directed to some appropriate passage of the Bible, which they read and commit to memory: and thus the idea is continually im- pressed on them, that the God of nature and the God of the Bible are one and the same Being. For example, as introductory to the whole study, the first chapter of Genesis, together with some other appro- priate passage of Scripture, as the 147th Psalm, or the 38th chapter of Job, may be read and committed to memory. The surface of the earth, as illustrating the power and wisdom of God, may be taken as a lesson. Then the varieties of surface, as mountains, valleys, oceans and rivers, continents and islands, the height of mountains, the breadth of oceans, the length of rivers, remarkable cataracts, extended caverns, volcanoes, tides, etc., may be taken into view, and the teacher may impress upon the class the greatness, power, and intelligence neces- sary for such a creation. The whole is fortified by the application of such a passage as Psalm civ, 1-13. " Bless the Lord, O my soul ! 0 Lord my God ! thou art very great; thou art clothed with honor and majesty. Who coverest thy- self with light as with a garment : who stretchest out the heavens like a curtain : who layeth the beams of his chambers in the waters : who maketh the clouds his chariot : who walketh upon the wings of the wind: who maketh his angels spirits; his ministers a flaming fire. Who laid the foundations of the earth, that it should not be removed forever. Thou coverest it with the deep as with a garment : the waters stood above the mountains. At thy rebuke they fled ; at the voice of thy thunder they hasted away. They go up by the mountains ; they go down by the valleys into the place which thou hast founded for them. Thou hast set a bound that they may not pass over ; that they turn not again to cover the earth. He sendeth the springs into the valleys, which run among the hills. They give drink to every beast of the field ; the wild asses quench their thirst. Prussia and the German System of Education. 27 By them shall the fowls of the heaven have their habitation, which sing among the branches. He watereth the hills from his chambers : the earth is satisfied with the fruit of thy works." " 0 Lord, how manifold are thy works ! in wisdom hast thou made them all : the earth is full of thy riches. So is this great and wide sea, wherein are things creeping innumerable, both small and great beasts. There go the ships: there is that leviathan, whom thou hast made to play therein." The fruitfulness and beauty of the earth, as illustrating the wisdom and goodness of God, may serve as another lesson. Here may be exhibited the beauty and variety of the plants and flowers with which the earth is adorned ; the manner of their growth and self-propagation, their .utility to man and beast, their immense number and variety, their relations to each other as genera and species ; trees and their varieties, their beauty and utility, their timber and their fruit; and in connection with this lesson, Psalm civ, 14 - 34, may be committed to memory. " He cause th the grass to grow for the cattle; and herb for the service of man : that he may bring forth food out of the earth ; and wine that maketh glad the heart of man, and oil to make his face to shine, and bread which strengtheneth man's heart. The trees of the Lord are full of sap ; the cedars of Lebanon, which he hath planted ; where the birds make their nests : as for the stork, the fir trees are her house. The high hills are a refuge for the wild goats ; and the rocks for the conies. He appointeth the moon for seasons: the sun knoweth his going down. Thou maketh darkness, and it is night: wherein all the beasts of the forest do creep forth. The young lions roar after their prey, and seek their meat from God. The sun ariseth, they gather themselves together, and lay them down in their dens. Man goeth forth unto his work and to his labor until the evening." " These wait all upon thee ; that thou mayest give them their meat in due season. That thou givest them they gather ; thou openest thine hand, they are filled with good. Thou hidest thy face, they are troubled : thou takest away their breath, they die, and re- turn to their dust. Thou sendest forth thy Spirit, they are created : 28 Prussia and the German System of Education. and thou renewest the face of the earth. The glory of the Lord shall endure forever; the Lord shall rejoice in his works. He looketh on the earth, and it treuibleth : he toucheth the hills, and they smoke. I will sing unto the Lord as long as I live : I will sing praise to my God while I have my being. My meditation of him shall be sweet : I will be glad in the Lord." Iii like manner, the creation and nourishment, the habits and instincts of various animals may be contem- plated, in connection with Proverbs, vi, 6-8; Psalm civ, 17-22 ; Proverbs, xxx, 24 - 31 ; Gen. i, 20 - 24 ; Psalm cxl v, 15-16. " Go to the ant, thou sluggard ! consider her ways, and be wise : Which having no guide, overseer, or ruler, provideth her meat in, the summer, and gathereth her food in the harvest." " There be four things which are little on the earth, but they are exceeding wise : the ants are a people not strong, yet they prepare their meat in the summer; the conies are but a feeble folk, yet make they their houses in the rocks ; the locusts have no king, yet go they forth all of them by bands ; the spider taketh hold with her hands, and is in king's palaces. There be three things which go well, yea, four are comely in going : a lion, which is strongest among beasts, and turneth not away for any : a greyhound ; a he-goat also ; and a king, against whom there is no rising up." " And God said, Let the earth bring forth the living creature after his kind, cattle, and creeping thing, and beasts of the earth after his kind : and it was so. And God made the beasts of the earth after his kind, and cattle after their kind, and everything that creepeth upon the earth after his kind : and God saw that it was good." " The eyes of all wait upon thee : and thou givest them their meat in due season. Thou openest thine hand, and satisfiest the desire of every living thing. The Lord is righteous in all his ways, and holy in all his works." The phenomena of light and color, the nature of the rainbow, etc., may make another interesting lesson, illus- trating the unknown forms of beauty and glory which exist in the Divine mind, and which he may yet develop in Prussia and the German System of Education. 29 other and still more glorious worlds ; in connection with Gen., i, 3, 5, 9, 13, 14, and other passages of like kind. So the properties of the air, wind, and storm, Job, xxviii, 25 ; xxxviii, 33, 34, 35 ; Psalm cxlviii, 8. " Knowest thou the ordinance of heaven ? canst thou set the do- minion thereof in the earth ? Canst thou lift up thy voice to the clouds, that abundance of waters may cover thee ? Canst thou send lightnings, that they may go, and say unto thee, Here we are ? Who hath put wisdom in the inward parts ? or who hath given under- standing to the heart ? Who can number the clouds in wisdom ? or who can stay the battles of heaven ? " Then the heavens, the sun, moon, planets, fixed stars, and comets, the whole science of astronomy, so far as it can be introduced with advantage into common schools, can be contemplated in the same way. The enlightening, elevating, and purifing moral influence of such a scheme of instruction, carried through the whole system of nature, must be clearly obvious to every thinking mind ; and its utility, considered merely with reference to worldly good, is no less manifest. The second topic of religious instruc- tion is more exclusively scriptural. The life of Christ, and the history of the apostles, as given in the New Testament, are chronologically arranged, and tables formed as before. (Ill, 3.) The discourses of Christ are examined and ex- plained in their chronological arrangement, and in the same way the discourses and epistles of the apostles. The history of Christianity, in connection with the cotemporary civil history, is taught in a series of conversational lectures. To conclude the whole course of religious instruction, a summary of the Christian doctrine is given in the form of some approved catechism. 2. Knowledge of the world and of mankind, including civil society, constitutional law, agriculture, mechanic arts, manufactures, etc. 30 Prussia and the German System of Education. This is a continuation and completion, in a more sys- tematic form, of the instruction commenced in III, 5. The course begins with the family, and the first object is to construct a habitation. The pupil tells what materials are necessary for this purpose, where they are to be found, how brought together and fitted into the several parts of the building. The house must now be furnished. The different articles of furniture and their uses are named in systematic order, the materials of which they are made, and the various trades employed in making them are enu- merated. Then comes the garden, its tools aud products, and whatever else is necessary for the subsistence and phy- sical comfort of a family. Then the family duties and virtues; parental and filial obligation and affection ; rights of property: duties of neighborhoods ; the civil relations of society; the religious relations of society; the state, the father-land, etc. ; finally, geography, history, and travels. Books of travels are compiled expressly for the use of schools, and are found to be of the highest interest and utility. 3. Language, and exercises in composition. The object here is to give the pupils a perfect command of their native tongue, and ability to use it on all occasions with readiness and power. The first exercises are on simple questions, such as, " Why ought children to love and obey their parents?' or they are short descriptions of visible objects, such as a house, a room, a garden, etc. There are also exercises on the various forms of expressing the same idea, as, " The sun enlightens the earth." "The earth is enlightened by the sun." "The sun gives light to the earth." " The earth receives light from the sun." " The sun is the source of light to the earth." "The sun sends out its rays to enlighten the earth." " The earth is enlightened by rays sent out from the sun," etc. There are exercises also of the same sort on meta- phors and other figures of speech. Familiar letters are Prussia and the German System of Education. 31 then written, and short essays on themes such as may be furnished by texts from the Book of Proverbs, and other sentences of the kind ; and thus gradual advancement is made to all the higher and graver modes of composition. 4. Application of arithmetic and the mathematics to the business of life, including surveying, civil engineering, etc. The utility of this branch of instruction, and the mode of it, after what has already been said, are probably too obvious to need any further illustration. 5. Elements of drawing. For this the pupils have already been prepared by the exercises in ornamental writing, in the previous part of the course. They have already acquired that accuracy of sight and steadiness of hand which are among the most essential requisites to drawing well. The first exercises are in drawing lines, and the most simple mathematical figures, such as the square, the cube, the triangle, the paral- lelogram; generally from wooden models, placed at some little distance on a shelf, before the class.' From this they proceed to architectural figures, such as doors, windows, columns, facades. Then the figures of animals, such as a horse, a cow, an elephant; first from other pictures, and then from nature. A plant, a rose, or some flower is placed upon a shelf, and the class make a picture of it. From this they proceed to landscape painting, historical painting and the higher branches of the art, according to their time and capacity. All learn enough of drawing to use it in the common business of life, such as plotting a field, laying out a canal, or drawing the plan of a building; and many attain to a high degree of excellence. 6. Exercises in singing and the science of music. The instructions of the previous parts are extended as far as possible, and include singing and playing at sight, and the more abstruse and difficult branches of the science and art of music. 32 Prussia and the German System of Education. In Bavaria, Wirteraburg, the Duchy of Baden and Nassau, as much, and in Wirtemburg and Baden, perhaps even more, has been done to promote the intelligence, morality, and civilization of the lower orders of society, than in Prussia. In each of these countries, every village has a good school-house, and at least one learned and practically efficient teacher, who has been educated for several years at a college ; every town has several well- organized schools, sufficiently large to receive all the child- ren of the town, who are between the ages of six and fourteen ; each of these schools contains from four to ten class-rooms, and each class-room is under the direction of a highly educated teacher. In each of these countries, every parent is obliged to educate his children, either at home or at some school, the choice of means being left to himself. In none of these countries are children left to grow up in vicious ignorance or with debasing habits. In none of these countries, is there any class of children analogous to that which swarms in the back streets, alleys and gutters of our great cities and towns, and from which, our paupers, our disaffected, and our criminals grow up, and from which our " ragged schools " are filled. All the children are intelligent, polite, clean, and neatly dressed, and grow up from their sixth to their fourteenth year under the teaching and influence of educated men. In each of these countries a sufficient number of normal colleges has been founded, to enable it to educate a suffi- cient supply of teachers for the parishes and towns. In each of these countries, all the schools of every sect and party, private as well as public, are open to public inspection, and are visited several times every year by learned men, whose business it is to examine both teachers and scholars, and to give the government, the chambers, and the country, a full and detailed account of the state, Prussia and the German System of Education. 33 condition, character, and progress of every school, so that parents may know where to send their children with safety ; that good teachers may be encouraged, rewarded, and pro- moted ; and that unworthy teachers may not be suffered to continue long in their situations. In each of these countries, the laws prohibit any person being a teacher of any school, until he has proved his effi- ciency to the committee of professors, appointed by the state to examine candidates, and until he has laid before such committee testimonials of character from his religious minister, his neighbors, and the professors of the college at which he was educated. 2. Burger or Middle Schools. Religious Instruction. Class VI. Four hours per week. Narration by the teacher of stories from the Old Testament, in the words of the Bible, repeated by the pupils. Easy verses learned by heart. Class V. Four hours. Stories from the gospels, except the latter portion of the life of Christ. Church songs and Bible verses learned. Class IV. Three hours. The Old Testament in a more connected form. The moral of the history is impressed upon the children. The Ten Commandments and church songs committed to memory. Class III. Two hours. The life and doctrines of Christ, to the period of his imprisonment. Church history. Four weeks are set apart for learning the geography of Palestine. Class II. Two hours. The Protestant catechism com- mitted to memory and explained. Church songs and verses committed. [Trans. vi.~\ 5 34 Prussia and the German System of Education. Class I. Two hours. A compendium of the history of the Christian Church, particularly after the apostolic age. History of the Reformation. Review of the Bible. Com- mitting to memory psalms and hymns continued. German Language. Class VI. Four hours. Exercises of speech. Stories narrated to the children and repeated by them. After learning to write, these stories are written upon the slate. Class V. Four hours. Exercises in orthography. Ety- mology begun. Class IV. Four hours. Exercises in orthography and style. Every week a short composition is written on some subject which has been narrated. Class III. Grammar continued. Class II. Four hours. Original compositions, wnich are corrected during the recitations. Syntax commenced. Class I. Three hours. Compositions on historical sub- jects. Essays written at home, and corrected in the class- room. Syntax continued. Latin Language. Class IV. Three hours. Declensions of nouns, adjec- tives, and pronouns learned. Examples learned by heart, and others written as an exercise at home. Auxiliary verbs conjugated. Class III. Four hours. Comparison of adjectives. Re- gular verbs conjugated. Class II. Four hours. Irregular verbs. Syntax begun. Translation from Latin into German. Class I. Six hours. Grammar continued. Written ex- ercises at home and in the class. Every four weeks an extempore exercise is written, which the teachers correct out of school hours. Cornelius Nepos read and construed. Prussia and the German System of Education. 35 French Language. Class III. Three hours. Exercises in reading. Ele- ments of grammar. Words learned by heart. Easy exer- cises written at home and in school hours. Class II. Four hours. Regular and irregular verbs learned. Syntax. Translations from French into German. Words learned by rote. Class I. Four hours. Written exercises of increased difficulty. Tables dictated and learned by heart. Vol- taire's Charles XII read. Arithmetic. Class VI. Four hours. Practical arithmetic. The fundamental operations taught with numbers from one to one hundred ; first mentally, then with blocks, and after- ward with figures. Exercises prepared at home twice a week. Class V. Four hours. The four ground rules continued, with numbers as high as one thousand. Exercises in reading and writing large numbers. Mental arithmetic especially practiced. Addition and subtraction of abstract numbers. Class IV. Four hours. Addition and subtraction re- vised. Multiplication and division of abstract numbers. Weights and measures explained. Class III. Four hours. The four ground rules with fractions. Class II. Three hours. Revision of the above. Rule of three. Class I. Three hours. In the first year practical arith- metic finished. Proportions and decimal fractions. Ele- ments of algebra. Mental algebra. 36 Prussia and the German System of Education. Geometry. Class IV. Two hours. The essential preparatory exer- cises in form, in connection with drawing. Rudiments ■ explained. Class III. Two hours. Practice in the position of points, drawing of lines, angles, plane figures, representations of solids. Class II. Two hours. Elements of geometry proper, the point, line, angles, triangles, and measures of straight lines, surfaces, and contents. Class I. Two hours. Plane geometry completed, with practical exercises. Every alternate six months, lessons in physics are given. Natural History. Class II. Two hours. In the summer term, study of certain classes of plants. In the winter term, of animals. The subject is illustrated by drawings. Class I. Two hours. Systematic botany during the win- ter term, and zoology and mineralogy during the winter. Geography. Class III. Two hours. Knowledge of home. Berlin and its environs. Regency of Potsdam. Province of Brandenburg. Necessary technical terms explained, as horizontal, vertical, etc. Class II. Two hours. Geography of Prussia and Ger- many. Class I. Two hours. General geography, particularly Europe and America. Asia more generally, Africa and Australia very briefly. History. Class II. Two hours. View of universal history, bio- graphical rather than chronological. Prussia and the German System of Education. 37 Class I. Two hours. First year universal history com- pleted. Second year the history of Germany, and par- ticularly of Prussia. The most important inventions and discoveries are noticed in connection with the history of these countries. Reading. Class VI. Seven hours. Beading hy the phonic (lautir) method. Analysis of words in regard to division into syllables and sounds. Class V. Seven hours. Mechanical reading continued, but with reference to the meaning of the words. The pupils are examined upon words, sentences, and para- graphs. Class IV. Four hours. • Explanatory reading continued Accentuation. No piece is allowed to be read without it being understood. Class III. Two hours. Rythmical reading begun. In- teresting portions of the matter read, narrated by the pupils in their own words. Class II. Two hours. Rythmical reading continued. Class I. Two hours. Reading of some of the German classics. Analysis of the subject read. Writing. Class VI. Five hours. Introductory exercises of draw- ing upon the slate. Copying the small letters from the blackboard. Writing on paper. Capital letters. "Writ- ten exercises at home twice a week. Class V. Five hours. Writing of German characters continued. Roman letters begun. Copying from a book at home, with special reference to orthography. Class IV. Four hours. Writing in German and Roman characters continued. Two hours copying from copy-slips. Two hours writing from dictation. 38 Prussia and the German System of Education. Class III. Three hours. Exercises of Class IV, con- tinued. Pupils who write well are allowed to write with- out lines. Writing without copies, according to progress. Class II. Two hours. Exercises continued. Most of the pupils write without lines, or by directing points merely. Class I. The written exercises in other departments are examined, to ascertain the character of the handwriting. No special lessons are given. Drawing. Class IV. Two hours. Drawing straight lines in various directions and of various lengths. Making definite angles. Drawing triangles, squares, and other rectilinear figures. Class III. Two hours. Drawing of circles and ovals. Class II. Two hours. Drawing of bodies bounded by planes and straight lines in perspective. Drawing of curves. Class I. Drawing from natural objects, from plaster casts and models. Singing. Class IV. Two hours suffice to learn fifteen or twenty songs, of one or two verses, by note, and some ten choral songs. Class III. Two hours. Songs with two parts continued. Chorals with one voice. Class II. Two hours. Songs with two or three voices continued. Class I. Two hours. Songs and chorals with three or four parts. Once during the morning there is an interval for recrea- tion in the court-yard of the school, and the pupils are directed in their exercises of marching and counter-march- ing, and the like, by one of the teachers. The course marked out in the foregoing programme, as far as it extends, seems to me well adapted to educate the Prussia and the German System of Education. 39 moral and intellectual faculties, as well as the senses; to give mental vigor, while it furnishes information useful to the pupil in after life. 3. Teacher's Seminary. The following table will show what the subjects of in- struction are : Time Table in Teachers' College in Dresden. s ummer Winter Half Year. Half Year. Number of hours Number of hours each Week in each Week in Classes. Class. ( Dlass. I. II. in. I. II. in. 2 2 2 2 2 2 1. Religion. 0 1 1 2 1 1 2. Explanation of the Scriptures. 0 1 1 0 1 1 3. Scripture history. 3 1 1 3 0 0 4. Catechism. 1 0 0 1 0 0 5. Religious exhortation. 2 0 0 2 0 0 6. Pedagogy. 0 3 3 0 3 3 7. Special methods of teaching. 2 1 1 2 0 0 j 8. I. Rhetoric and reading exercises ; ( II and III. Mental calculations. 1 1 1 1 1 1 9. Recitation. 2 0 0 2 0 0 10. Natural philosophy. 0 2 2 0 2 2 11. Natural history. 0 1 1 0 1 1 12. Geography. 1 0 0 0 0 0. 13. Mathematical geography. 1 1 1 1 1 1 14. History. 1 2 2 1 2 2 15. German language. 2 0 0 2 0 0 16. Latin language. 2 2 2 2 2 2 17. Writing. 1 2 1 2 2 2 18. Arithmetic. 0 1 2 0 0 0 19. Geometrical drawing. 1 0 0 1 1 1 20. Geometry. 2 2 2 2 2 2 21. Drawing. 0 0 1 1 1 2 22. Singing. 1 1 1 1 1 1 23. Choral singing. 1 1 0 0 0 0 24. Quartet singing. 2 2 2 2 2 2 25. Concert singing. 6 3 2 3 1 6 j 26. I. Organ playing. II and III. Violin \ playing. 13 19 19 7 12 6 27. Preparation and exercise hours. 2 2 2 2 2 2 28. Gymnastic exercises. 52 51 50 42 40 40 Total number of hours per week. 40 Prussia and the German System of Education. The students rise in summer at 5 o'clock, and in winter at 6 o'clock, in the morning : as soon as they are dressed, they meet in one of the class-rooms, where the director reads the morning prayers ; their hours of study are from 7 to 12 a. m. and from 2 to 5 p.m. Connected with the college is a primary school for child- ren of that district of the city, in which the college is situated : this school is under the direction of a regularly appointed and experienced teacher, and is attended by 105 children, who are divided into three classes, to each of which is assigned a separate class-room in one part of the college buildings. In these classes, a certain number of students from the college first practice teaching under the eye, and aided by the advice of the teacher. At the end of this long and careful preparation, they are called before the board of examiners. If the young man is a Protestant, his religious examination is conducted by the board of examiners themselves ; but if he is a Romanist, a priest is joined to the board, and conducts the religious part of the examination. The examination lasts three days. On the first day the subj ects are — From 1 to 10 o'clock, A. M., Scripture history. " 10 to 12 "■ . . " Pedagogy. " 2 to 4 " P. M., Mathematics and the theory of music. The answers to the questions of the first day's examina- tion are given in writing. On the second day the subjects are — {Catechising a class of village school children on some subject of ele- mentary instruction. ( Reading ; « i-i to 19 m a J Arithmetic ; and j An object lesson given to school child- l ren. Prussia and the German System of Education. 41 From 1 to 2 o'clock p. M., < ' A viva voce examination — In religion ; The Scriptures ; Luther's catechism ; and Pedagogy. f German language ; " 4 to 5 " " P2 32 28 22 6 20 12 35 9 8 8 9 15 12 4 15 d > . to rjl W. Proportion of other studies to German in the 26 26 26 26 o o .a ci o 1.4 1.1 0.3 1.0 0-6 1.7 0.6 0-2 0.7 0) si 00 O s a it 2.9 0.7 0.8 0.6 1.1 0.1+ 0.2+ 0.5 0.3 0.4 0.3 0.6 3 0.9 1.0 0.8 1.6 0.1 0.2 0.5 0.7 0.4 0.3 0.6 Pupils who enter this school between five and seven years of age, and go regularly through the elementary classes, are prepared at ten to pass to its higher classes, or to enter the lowest of the gymnasium. It is thus after the fifth class that a comparison of the two institutions must begin. The studies of the real school proper, and of the gymnasium, have exactly the same elementary basis, and they remain so far parallel to each other that a pupil, by taking extra instruction in Greek, may pass from the lower third class of the former to the lower third of the latter. This fact alone is sufficient to show that the real * Including arithmetic, geometry, and trigonometry. + These numbers include the entire course. 48 Prussia and the German System of Education. schools must be institutions for secondary instruction, since the pupils have yet three classes to pass through after reaching the point just referred to. It serves also to separate the real schools from, the higher burgher schools, since the extreme limit of the courses of the latter, with the same assistance in regard to Greek, only enables the pupil to reach the lower third class of the gymnasium. In general, a pupil would terminate his studies in the real school at between sixteen and eighteen years of age. The difference between the subjects of instruction in the real school and the Frederick William gymnasium, consists in the omission in the former of Greek, Hebrew, and phi- losophy, and the introduction of English and chemistry. The relative proportions of time occupied in the same subjects in the two schools, will be seen by comparing the two columns next on the right of the numbers for the seventh class, in the table just giveu. The first of these columns contains the proportion of the number of hours per week devoted to the different subjects in the six classes of the real school above the elementary, the number of hours devoted to the German being taken as unity ; and the second, the same proportion for six classes of the gymna- sium, beginning with the lowest, the same number of hours being taken as the unit, as in the preceding column. 6. Frederick William Gymnasium of Berlin. The numbers attached to the names of the different classes, in the following programme, show the number of hours of study per week in the regular branches in which the division of classes takes place. In like manner, the numbers attached to the several subjects of study show how many hours are occupied per week in each of the subjects by the several classes. Prussia and the German System of Education. 49 Sixth Class, Thirty Hours. Latin. Inflections of nouns, etc. Comparisons. Con- jugation of the indicative moods of regular and of some irregular verbs. Translation from Blume's elementary book. Exercises from Blume. Extemporalia. Ten hours. German. Etymology and syntax. Exercises in writing upon subjects previously narrated. Exercises in ortho- graphy, reading and declaiming. Four hours. French. Etymology, to include the auxiliary verbs, in Herrmann's grammar. Oral and written exercises. Read- ing and translation. Exercises on the rules from the grammar. Three hours. Religion. Bible history of the Old Testament. Com- mitting to memory selected verses. Two hours. Geography. Delineation of the outlines of Europe, Africa, Asia, and America, from determinate points given. Divisions of the countries, with their principal cities, rivers and mountains. Two hours. Arithmetic. The four ground rules, with denominate whole numbers. Their applications. Four hours. Writing. Elements of round and running hand. Dic- tation. Writing from copy slips. Three hours. Drawing. Exercises in drawing lines. Two hours. Fifth Class, Twenty-Nine Hours. Latin. Etymology. Use of the prepositions. The accu- sative before an infinitive, practiced orally and in writing, and extempore, and in exercises. Translation from Blume's reader. Ten hours. German. Parsing, reading and declamation. Exercises on narrations. Fourhour3. French. Etymology, by oral and written exercises. Easier stories from Hermann's reader. Three hours. Religion. Explanation of the gospels, according to St. Matthew and St. Luke. Committing to memory the [ Trans. vi.~] 7 50 Prussia and the German System of Education. principal facts. Two hours. Geography. Review of the last year's course. Rivers and mountains of Europe, and chief towns, in connection. Two hours. Arithmetic. Review of the preceding. Fractions. Four hours. Writing. Running hand from copy slips. Two hours. Drawing. Drawing from bodies, terminated by planes and straight lines. Two hours. Fourth Class, Twenty-eight Hours. Latin. Review of etymology. The principal rules en- forced by oral and written exercises and extemporalia. Translation from Jacob's reader and Corn. Nepos. Ten hours. German. Compositions on subjects previously read. Declamation. Reading from Kalisch's reader. Parsing. Three hours. French. Review of etymology. Irregular verbs. Re- ciprocal verbs. Anecdotes and narrations from Hermann's grammar, and committing the principal to memory. Two hours. Religion. Gospel according to St. Matthew, explained. Verses and psalms committed to memory. Two hours. Geography. Political geography of Germany, and of the rest of Europe. Review of the geography of the other parts of the world. Three hours. Arithmetic. Review of fractions. Simple and com- pound proportion. Partnership. Simple interest. Three hours. Geometry. Knowledge of forms, treated inductively. One hour. Writing. Running hand, from copy slips. Two hours. Drawing. From bodies bounded by curved lines. Two hours. Prussia and the German System of Education. 51 Lower Third Class, Thirty Hours. Latin. Syntax. Rules of cases from Zumpt. Exercises and extemporalia. Inflections formerly learned reviewed. Cornelius Nepos. Eight hours. Greek. Etymology, from Buttmann's grammar to regular verbs, included. Translations from Greek into German from Jacob's, from German into Greek from Hess's exercises. Six hours. German. Compositions in narration and description. Declamation. Two hours. French. Repetition of inflections, and exercises by extemporalia and in writing. Translation of the fables from Herrmann's reading- book, 2d course. Two hours. Religion. Morals, and Christian faith. Two hours. Geography. Physical geography. Europe and the other parts of the world. Two hours. History. General view of ancient and modern history. Two hours. Mathematics. Legendre's geometry, book 1. Decimals. Algebra. Square and cube root. Four hours. Drawing. Introduction to landscape drawing. Two hours. Upper Third Class, Thirty Hours. Latin. Division 1. Syntax, from Zumpt. Review of the preceding course. Oral exercises in construction of sentences. "Written exercises and extemporalia. Caesar Bell. Gall., books 1, 2, and 7, in part. Ovid's Metamor- phoses, extracts from books 7 and 8. Prosody, rules from Zumpt. Ten hours. Greek. Division 1. Etymology, from Buttmann's gram- mar. Oral and written exercises and extemporalia. Jacob's reader. Six hours. German. Examination of exercises on historical subjects. Poetical selections for declamation. Two hours. 52 Prussia and the German System of Education. French. Exercises in translation. "Written exercises. Extemporalia. Two hours. Religion. Principal passages from the gospels gone over. General view of the Old Testament writings. Two hours. History and Geography. Roman history from the Punic Wars to the destruction of the western empire. History of the middle ages, three hours. Review of the five general divisions of the world, one hour. Four hours. Mathematics. Geometry. Legendre, books 1 and 2, and part of 3. Algebra, with exercises from Meyer Hirsch. Four hours. Lower Second Class, Thirty-one Hours. Latin. Extracts from Livy and Csesar de Bell. Civ. Review of Bell. Gall., books 2 and 3. Syntax. Exercises and extemporalia. Committing to memory exercises from Livy and Csesar. Ovid's Metamophoses, books 11 to 14. Eight hours. Greek. Homer's Odys., 11 12, 13, and 14. Exercises on the dialects. Xenophon's Anab., 1, 2, and, part of 3. Excerpts from the grammar reviewed. Exercises and extemporalia. Syntax. Six hours. Hebrew. Grammar, ending with irregular verbs. Easier parts of historical books of Scripture translated. Vocabu- lary learned by rote. Exercises on regular and irregular verbs out of the recitation room. Two hours. German. Correction of written exercises and essays. Exercises on delivery. Two hours. French. Voltaire's Charles XII. Exercises and extem- poralia. Two hours. Religion. Explanation of the principal parts of the Epistles of St. Paul, with historical sketches, and a view of the life of early Christian communities. Two hours. History. Roman history, from the Punic Wars. History of the middle ages concluded. General view of history. Three hours. Prussia and the German System of Education. 53 Mathematics. Geometry to proportions and simple figures. Elements of algebra. Logarithms. Four hours. ' Natural History. Mineralogy. Botany, especially of native plants. Two hours. Upper Second Class, Thirty-two Hours. Latin. Cicero's Orations, pro. Rose. Amer., de Amic, de Senectute. Livy, books 22 to 25, inclusive. Virgil's iEneid, books 1 and 2. Some eclogues and excerpts from Georgics. Exercises and extemporalia. Nine hours. Greek. Homer's Iliad, books 4 to 11, inclusive. Arrian Alex, expedition, books 1 and 2. Buttmann's grammar with exercises and extemporalia. Six hours. Hebrew. Books of Judges and of Ruth, with exercises of syntax. Easy exercises, and committing vocabulary to memory out of the class-room. Two hours. German. Essays. Delivery. Two hours. French. Excerpts from Harmann and Briichner's manual of the more recent French literature. Two hours. Religion. Christian faith and morals. Two hours. History. Review of ancient history and geography, using the Latin language. Three hours. Mathematics. Arithmetical geometry and plane trigo- nometry. Algebraic exercises. Polygons. Stereometry. Simple and quadratic equations. Four hours. Physics. General physics. Electricity and magnetism. Two hours. First Class, Thirty-one Hours. Latin. Horace's Odes, books 3 and 4. Cicero against Verres. Tacitus Annals, books 11 and 12, and extracts from 3 to 6. Cicero, Tusc. quest. Extempore transla- tions from German into Latin. Exercises. Declamation. Eight hours. 54 Prussia and the German System of Education. Greek. Homer's Iliad, book 16, Odyssey, books 9 to 16, inclusive. Hippias Major, Charmides and Gorsias of Plato, (excerpts.) Sophocles' Edip. tyr. and Antigone. Gram- matical exercises. Buttmann's grammar. Six bours. Hebrew. Second book of Kings. Genesis. Psalms, 16 to 100. Grammatical criticisms of historical excerpts, or of psalms, as an exercise at home. Two hours. German. Criticism of compositions. General gram- mar, and history of the German grammar and literature. One hour. French. Selections from Scribe and Delavigne. Exer- cises and extemporalia. Two hours. Religion. History of the Christian church, to the times of Gregory VII. Two hours. History. Modern history, and review. Three hours. Mathematics. Plane trigonometry and application of algebra to geometry. Algebra. Mensuration and conic sections. Binomial theorem. Exponential and trigon. functions. Four hours. Physics. Physical geography. Mechanics. Two hours. Philosophy. Propaedeutics. Logic. One hour. There are five classes for vocal music, the fifth receiving two hours of instruction in musical notation and singing by ear. The fourth, time and cliffs, etc. Exercises in the natural scale and harmony. Songs and chorals with one part. The third, two hours formation of the scale of sharps, running the gamut with difficult intervals, combined with the oractical exercises of the last class. The second, two hours, repetition of tones ; sharps, and flats. Formation of the scale of flats. Exercises of songs and chorals, in two parts. The first class is an application of what has been learned, as well as a continuation of the science and art, and all the pupils do not, of course, take part in this stage of the instruction. The course is of four hours per week, two for soprano and alto, one for tenor and bass, and one Prussia and the German System of Education. 55 for the union of the four parts. The proficiency is indicated by the fact, that the pupils perform very creditably such compositions as Haydn's Creation and Handel's Messiah. 6. Institute of Arts of Berlin.. Winter Course. Monday. First Class, first division — drawing and sketch- ing machines, eight a. m. to twelve o'clock. Discussion of machines, estimates of power, etc., two p. m. to five p. m. Second division — machine drawing, eight to ten. Mo- deling in clay, ten to twelve. Physics, two to five. Second Class. Machine drawing, eight to ten. Mo- deling, ten to twelve. Elements of geometry, two to four. Repetition of the lecture, four to five. Tuesday. First Class, first division — architectural plans and estimates, eight to twelve. Practical instruction in machinery, two to five. Second division — ornamental and architectural drawing, eight to twelve. Trigonometry, two to five. Second Class. Ornamental and architectural drawing, eight to twelve. Physics, two to four. Repetition of the lecture, four to five. Wednesday. First Class, first division — original designs, eight to twelve. Discussion of machinery. Second division — mineralogy, eight to nine. Machine drawing, nine to twelve. Trigonometry, two to five. Second Class. Machine drawing, eight to twelve. Practical arithmetic, two to five. Thursday. First Class, first division — drawing and sketching machines, eight to twelve. Architectural in- struction, estimates, two to five. Second division — decorative and architectural drawing, eight to ten. Mo- deling in clay, ten to twelve. Trigonometry, two to five. 56 Prussia and the German System of Education. Second Class. Decorative and architectural drawing, eight to ten. Modeling in clay, ten to twelve. Physics, two to four. Repetition of the lecture, four to five. Friday. First Class, first division — architectural plans, eight to twelve. Practical instruction in machinery, two to five. Second division — machine drawing, eight to twelve. Physics, two to five. Second Class. Machine drawing, eight to twelve. Elementary mathematics, two to four. Repetition of the lessons, four to five. Saturday. First Class, first division — perspective and stone-cutting, eight to twelve. Original designs, two to five. Second division — mineralogy, eight to nine. De- corative and architectural drawing, nine to twelve. Tri- gonometry, two to five. Second Class. Decorative and architectural drawing, eight to twelve. Practical arithmetic, two to five. The summer term, which follows this, embraces the practical instruction. Summer Term. Monday. First Class, first division — in the workshops from seven a. m. to twelve, and from one until seven p. m. Second division — machine drawing, eight to twelve. Applied mathematics, two to five. Second Class. Machine drawing, eight to ten. Mo- deling, ten to twelve. Chemistry, two to four. Repeti- tion, four to five. Tuesday. First Class, first division — analytical dyna- mics, eight to ten. Drawing of machines from original designs, nine to twelve. Machinery, two to five. Second division — decorative and architectural drawing, eight to twelve. Chemistry, two to five. Second Class. Decorative and architectural drawing, eight to twelve. Elementary mathematics, two to four. Repetition, four to five. Prussia and the German System of Education. 57 • Wednesday. First Class, first division — in the work- shops from seven to twelve, and from one to seven. Second division — machine drawing, eight to ten. Mo- deling, ten to twelve. Applied mathematics, two to five. Second Class. Machine drawing, eight to twelve. Practical arithmetic, two to four. Materials used in the arts, four to five. Thursday. First Class, first division — in the workshops from seven to twelve, and from one to seven. Second division — machine drawing, eight to ten. Modeling, ten to twelve. Applied mathematics, two to five. Second Class. Decorative and architectural drawing, eight to ten. Modeling, ten to twelve. Chemistry, two to four. Repetition of the lesson, four to five. iriday. First Class, first division — analytical dyna- mics, eight to nine. Drawing of a machine for an ori- ginal design, nine to twelve. Machinery, two to five. Second division — chemistry, eight to nine. Applied mathematics, nine to twelve. Chemistry, two to five. Second Class. Machine drawing, eight to twelve. Elementary mathematics, two to four. Repetition of the lesson, four to five. Saturday. First Class, first division — in the workshops, from seven to twelve, and from one to seven. Second division — decorative and architectural drawing, eight to twelve. Applied mathematics, two to five. Second Class, Decorative and architectural drawing, eight to twelve. Practical arithmetic, two to four. Ma- terials used in the arts, four to five. The chemical division of the practical classes is engaged every day in the laboratory. On Tuesday and Wednes- day, the library is open for reading from five to eight, p. m. The collections for carrying out the various branches of instruction are upon the same liberal scale with the other parts of the institution. There is a library of works on [Trans. vi.~\ 8 58 Prussia and the German System of Education. architecture, mechanics, technology, the various arts, archaeology, etc., in German, French, and English. This library is open twice a week, from five to eight in the evening, to the pupils of the first class of the school, and to such mechanics as apply for the use of it. There is a rich collection of drawings of new and useful machines, and of illustrations of the different courses, belonging to the institution. Among them is a splendid work, entitled Models for Manufacturers and Artisans, (Vorlegeblatter fur Fabricanten und Handwerker) con- taining engravings by the best artists of Germany, and some even from France and England, applicable to the different arts and to architecture and engineering. Among the drawings are many from original designs by Shenckel, of Berlin. There is a second useful but more ordinary series of engravings, on similar subjects, also executed for the use of the school. These works are distributed to the provincial trade schools, and presented to such of the mechanics of Prussia as have especially distinguished themselves in their vocation. The collection of models of machinery belonging to the school probably ranks next in extent and value to that at the Conservatory of Arts of Paris. It contains models of such machines as are not readily com- prehended by drawings. Most of them are working models, and many were made in the workshops of the school. They are constructed, as far as possible, to a uniform scale, and the parts of the models are of the same materials as in the actual machine. There is an extensive collection of casts, consisting of copies of statues, basso-relievos, utensils, bronzes, and vases of the museums of Naples, Rome, and Florence, and of the British Museum, and of the models of architectural monuments of Greece, Rome, Pompeii, etc., and copies of models, cameos, and similar objects; those specimens only have been selected which are not in the collection of the Academy of Fine Arts of Prussia and the German System of Education. 59. Berlin, to which the pupils of the Institute of Arts have access. There are good collections of physical and chemi- cal apparatus, of minerals, of geological and technological specimens. The instruction is afforded in part by the lectures of the professors, aided by text books specially intended for the school, and in part by the interrogations of the pro- fessors and of the assistants and repeaters. At the close of the first year there is an examination to determine which of the pupils shall be permitted to go forward, and at the close of the second year to determine which shall receive the certificate of the institute. Although the pupils who come from the provinces are admitted to the first class of the institute, upon their presenting a testi- monial that they have gone through the course of the provincial schools satisfactorily, it frequently happens that they are obliged to retire to the second, especially from defective knowledge of chemistry. The cost of this school to the government is about twelve thousand dollars annually, exclusive of the amount expended upon the practical courses and upon the collec- tions—a very trifling sum, if the good which it is calcu- lated to do throughout the country is considered. 60 Prussia and the German System of Education. Catalogue of Lectures Delivered in the Polytechnical School at preparatory school. Low Mathematics, Hours. Grelle, Guthe, Theology arid Botany, Miihlenpfardt, I Mineralogy, Guthe, , Schulz Sketching, -j Blank, Kiisler, Outline, Bruns, ( Schulz, ) \ Blank, V ( Kiisler, \ PRINCIPAL SCHOOL. High Mathematics, Grelle, Geometry, J Slegemann, 1 Busing, Practical Geometry, J Huniius, | Busing, Mechanics, I course, " II course, Ritter, 66 Construction of machinery, Grove, " I course, " " II course, Theory of machinery, " I course, " II course, Riihlmann, 66 66 Architecture, I course Constructions and Material, j Debo, 1 Giier, Ornamental, Liier, 15 4 7 • 5 -10 8 7 5 5 5 5 \ 6 4 Hanover. Hours. Theory of Form and Perspective, •j Kohler, . 7 To sketch buildings, j Hase, | Kohler, 11 Delivery, j Debo, 1 Giier, I* Ornamental, Giier, 3 History of Archit3Ctui e, Hase, 4 Roads, Rail-Road Constructions, ■j v. Kaven, 12 Water-works, Trenting, 13 Con. of Bridges, j Trenting, i V. Kaven, 34 Geognosy, Huniius, 3 Theoretical Physics, v. Quintus Talius, 5 Practical Physics, " 5 Theoretical Chemistry, Heeren, 5 Technical Chemistry, " 5 PRACTICAL CHEMISTRY Experimenting in the Laboratory, Analytic Chemistry, Mechanical Technology, Embossing works, Moulding works, ■J Kraut, Kraut, ( Karmarsch, 1 Hoyer, Engelhardt, Bruns, 22 3 h Catalogue of the Lectures to be Delivered in the Fre- derick William University at Berlin, from Oct. 15, 1868, till March 19, 1869. theology. By Prof. Dr. Hengstenberg : Hours. The Introduction to the canonical books Old Testament, 5 The Prophecies of Isaiah, 5 The History of the Passion and Re- surrection of Christ according to the four Gospels 2 By Prof. Gic. Vatke : The Introduction to the Old Testa- ment, 5 The Origin of the Pentateuch, 1 By Prof. Benabt : Genesis, 5 The Book of the Judges, 1 By Gic. Kranicbteld : Genesis, 5 The Book of Daniel, 2 Homiletic Exercises, Exercises in the Arabian and Hebrew language, — By Gic. Gerlach : The Psalms, 5 Difficult Parts of the Old Testament explained in the Latin Language, 2 By Prof. Dr. RSdiger : Hours. The Book of Job 4 Solomon's Song 1 By Prof. Dr. Dieterici : The Lesser Prophets, 2 By Prof. Gic. Strauss : Biblical Archaeology, — 2 Homiletics, 1 Homiletic Exercises, 1 Catechetical Exercises, 1 By Prof. Dr. Dorner : The Gospel of John, 5 The Christian Symbol ism, 5 By Prof. Dr. Frommann : The Epistle to the Romans, 5 The Homiletics, 3 By Prof. Dr. Twesten : The Epistles to the Thessalonians, Galatians, Philippians, Colossians, Ephesians, 5 The Principles of the Dogmatical Interpretations of the New Testa- ment, 1 Christian Dogma, 6 Prussia and the German' System of Education. 61 By Prof. Gic. Messner : Hours. PartB of the Revelations, 1 The Biblical Theology of the New Testament, 5 By Prof. Dr. Piper : The 2d part of the Church History, . . 5 The Archaeological aud Patristic Ex- " ercises, 2 By Prof. Gic. Weingarten : The 2d part of the Church History, . . 5 The History of the Reformation, 2 By Prof. Dr. Semisch : The 3d part of the History of the Church, 6 The Christian History of Dogma, ... 6 By Gic. Preuss : The Apology of Christianity, 5 A Disputation on the Augsburg Con- fession, 1 By Prof. Dr. Steinmeter : Practical Theology, 5 The Catechetics, . . 1 Homiletic Advices, 1 By Gic. Kleinert: Theological Disputations, 1 JURISPRUDENCE. By Prof. Htdemann : Encyclopedia or Methodologia of Jurisprudence, 3 The Prussian Common Law, 5 Disputations on Prussian and French . laws, 2 The Code Napoleon, 3 By Prof. Berner : Law by Nature, 4 Laws of Nations (International Law), 3 German law of Punishment (penal justice) 4 Penalty Process, — 2 Criminal Psychology, 1 By Prof. Michelet : Law by Nature in connection with Universal History of Law, 4 By Prof. Rudorit : Institutions and Antiquities of the Roman Law, 5 History of the Roman State Law, ... 1 By Dr. Schmidt : Encyclopaedia or Methodologia of Jurisprudence, On the Pandects and International History of the Roman'law, also Ex- egetic Exercises . , 6 By Dr. Baron : Institutions and Antiquities of the Roman Law, 4 History of the Roman State 1 aw, — 4 Dogmatical and Exegetical Exercises on th<; Roman law, 1 The Prussian Common Law, 5 By Dr. Degenkoll : Institutions and Antiquities of the Roman law, 5 Practical exercises, 1 By Dr. Eck : Institutions of the Roman law, 4 History of the Roman State law, 4 Selected Civil law Cases, 1 By Dr. Rtck : Hours. Institutions of the Roman law, 4 Law of inheritance, 2 By Prof. Bruns : Practical law of pandects, 6 Law of Inheritance, , 3 Selected Pandects, 1 By Prof. Gneist : Law of Inheritance, ■ . . . 3 History of the English Constitution, 1 Common and Prussian Civil Law, ... 4 By Prof. Hepfter: Canon Law, 4 The Public Law of Prussia and other German States, 4 By Dr.' Hubler : Canon Law, 2 Canonical Civil Law, ? By Prof. Hometer : History of the German Empire and Law, 2 By Prof. KiinNS : History of the German Empire and Law, 2 German Law concerning Bills of Ex- change, 1 Exercises of the German law, especi- ally of the Commercial Law, 1 German Statute Law, 4 By Dr. Lewis : History of the German Empire and Law, ' 4 Definition of the Sachsenspiegel, ... 2 By Dr. Gierke : History of the German Empire and Law, 2 By Dr. Behrend : Definition of the Sachsenspiegel, ... 1 German Statute Law, 5 German Commercial Maritime and Exchange Law, 4 On Exchange and Banking Business, 1 By Prof. Beseler : German Statute law including the Feudal, Commercial, Exchange and Maritime Law, 5 German Law, : 1 By Prof. V. Holtzendoref : State Law, regarding especially the Documents of the Prussian Consti- tution, 4 Politic and Common State Law, ..... 2 Common German and Prussian Penal Justice, 4 Penalty Process, 2 On Death Penalty, 1 By Prof. Hinschius : Prussian Family Law 1 MEDICAL SCIENCE. By Prof. Schulz Schubzenstein : Encyclopaedia aud Metdodologia of the Medical Science, 2 General Pathology and Therapeutics, 4 Remedy Theory'; Essays of the Effect of Medicine on Animals, 6 By Prof. Hirsch : General History of Medical Science, 3 General Pathology and Therapeutics, 5 6S I*ru8sia and ih <> - >, m of Education. Bj Prof. Kin iikht : Hours. tomy B Anatomy >i the Powerol - . .. l By Prof, m r.c.i- Ri i hoitd : The 2d part of Physiology 5 Physiological I - in the Phy- Biological Laboratory, assisted by Prof. Rosenthal " ': By Pn>f. Rosenthal: The Experimental Pari of Physio- logy 2 Theory of Electricity l By Dr. Mink : Selected Chapters of Physiology, . . -1 Physical and Physiological Base of the Electrotherapy, with experi- ments 1 Bv Dr. IIki:m.\n\ : About the Physiological Effects of i -. with experiments 1 Medical Chemistry, with experi- ments Physiological and Pathological < fhemical Tasks '■• The Theory of Poison, 2 By Dr. BlKBBBK n : Chemistry of Digestion 1 Practical Medical Chemical Course, with experiments 3 By Prof. Tibohow : General Pathology and Therapy, in- cluding General Pathological Ana- tomy, 4 , A l>< monstrative Course of Patho- logy, Anatomy and Microscopy with advice to Pathological See- tions 3 Practical Courses of the whole Medi- cal Diagnosis, By Dr. WxsTPHAL : Percussion and Auscultation, with practical exercises r Laryngoscopic Course, ? By Prof, i.kwin : Bj phUie The Clinical Medicine of ByphUitlc and ' lutaneous l tiseases. :'. Laryngoscopy, with practical exer- cises, Auscultation Ion and Larj □ opj . with demonstration! By Dr. Wai.dknbi BO Laryngoscopy, wiili practical exer- cises, Practical Course on Auscultation, Percussion and Laryngoscopy,... By Dr. Eui.i HBl BO : I lemonsi i it Ions of Diseases of the Nerves, with practical exercises; for three months -1 Electrotherapy,. By Prof. Gbtesingbb : ( Linical Medicine of the Diseases of Nerves and Mental Debilities ... 5 By Prof. Mn-' in ni u b i Houtb. The Theorj ol Remedy 6 On the Agitating — 8 ■ neral, and Special Surgery with demonstrations, By Dt. Hi i i i : on Medical Climatology 1 on tli" i so of Medical Springs fur ( Ihronic Die isei 4 l!v Dr. Vaiimimi;: On the Mi Mineral Water for ' in'< 2 By Prof. ^ i Genera) and Special Surgery 4 On the" Ruptures of the Human Body, S Bj Dr. i i-< m b: i leneral and special Surgery 4 ( in Kiipi in. - in the Abdomen and their Treatment 2 By Prof. V. Lahgi nbv b : Chirurgery, with Burgles! anatomi- cal di monstrations 3 Burgical-Clinical-Mediclne in the Royal Surgical University Clinl- cnin 5 Bj Dr. I.' itoth : On Chlruryery, ? Bj Prof, i Idblt: i dissections 6 The Themy of Osteoceles and Dislo- cations 2 By Prof. V i. km i: : The Eye— its Diseases and Reme- dies, !• By Prof. Bobh: Eyeglasses and their Medical Effects, l By Dr. Bbhakd: Diseases of the Auditory Nerve in connection with demonstrations, 1 By Dr. Ltjoab : On the Bye and Par. with denion- Btrations and experiments 1 By Prof. A i r.Ki i ii r : Diseases ol the Teeth and Mouth,.. 2 Bj Prof. M mitin : Gynaecology and Midwifery 5 Clinical and Policlinlcal Medicine in conned inn with Midwifery and Gynaecology C By Prof. Khkht : Policlinlcal and Clinical Medicines of Diseases of Children, 3 MEDICAL .11 RISPR1 DENI B By Prof I.im \s : Dissections ? By Prof. sm;zh eh \ : I lisBections ? Medical Jurisprudence 6 Selected Chapters of the Medical police 2 By Dr. BoHULTS: Medical Climatology 2 On the Climate of Italy 1 PHILOSOPHICAL Bl EENCES. Bj Prof 'i bi M'i i i hbi bo : General History of Philosophy 5 Psj chology,. . . .' 4 Bxplanal ton of Aristotle's 2d Book of Physics, in the Philosophical Exercises, 2 Prussia and the German System of Education. 63 By Prof. Althaus : Hours. General History of Philosophy, up to the 18th century, 4 History of Philosophy from the be- ginning of the 18th century, 2 Encyclopaedia of the Philosophical Sciences, including Logic, 4 By Prof. Gruppe : History of Greek Philosophy, 2 By Dr. Marker : Natural Philosophy of the Ancients, according to Aristotle's Physics, 4 By Prof. Michelet : Logic and Encyclopaedia of the Philosophical Sciences, 4 Philosophical Conservatory Disputa- tion, 1 By Prof. Harms : Logic and Metaphysics, 4 Practical Philosopny, or Ethics, 4 Philosophical Exercises, 1 By Dr. Dtjhring : Logic, combined with a course of Philosophy, according to the prin- ciples of Natural Dialectics 4 Philosophical Privatissimis, 4 By Prof. Werder : Psychology and Anthropology, 3 By Prof. Steinthal : Philosophy of Language and Gene- ral Grammar 4 By Prof. Massmann : Pedagogical Questions, 2 MATHEMATICAL SCIENCES. By Prof. Kummer: Theory of Numbers, 4 By Dr. Kronecker : Theory of Algebraic Algebra, 2 By Prof. Weierstrass : Theory of the Elliptical Functions, 6 By Prof. Puchs : Theory of the Differential and Inte- gral Calculus, 4 By Dr. Hoppe : Litegral Calculus, 4 Analytic Geometry, 4 By Prof. Ohm : Analytic Mechanics, 3 By Prof. Forster : Selected chapters, Astronomical Me- chanics, 4 The History of Astronomy, 2 By Dr. Auwers : The Double Stars, 2 THE PHYSICAL SCIENCES. By Prof. Poggendorf : General History of Physics; from Galileo to the present time, 2 By Prof. Magntjs : Physics with Essays, 5 Practical Physical Exercises, ? Physical Colloquia, ? By Prof. Dove : Experimental Physics,. 2 Meteorology, 2 By Prof. Erman : Hours. Physics of the Earth ; or the Theory of the Geographical and Cosmo- graphical Phenomenon, 3 Theoretical and Practical Advices regarding Scientific and Physical Observations, ? By Prof. Quincke : Theory of Electricity, 4 Optics, 2 By Dr. Paalzow : Mechanical Theory of Warmness, ... 1 By Dr. Oppenheim : The History of Chemistry of our Age, 2 Organic Chemistry, 3 By Dr. Sonnenschein : The History of Chemistry, 1 Judicial Chemistry, with Essays,. ... 2 Practical Chemical Tasks, 6 Chemical Colloquia, ? By Dr. Remele : History of Analytic Chemistry, 1 The Quantitative Parts of Analytic Chemistry, with experiments, 3 Chemical Mineralogy, 3 By Prof. Hofmann: Experimental Chemistry, 3 Introduction to Analytic Chemistry, 1 Chemical Experimental Exercises,.. 6 By Dr. Wichelhaus : Organic Chemistry, 4 Scientific Chemical Researches, 6 By Prof. Schneider : Organic Chemistry, especially for Medicine and Pharmacy, 5 Organic Bases, 1 Inorganic Pharmacy, 3 Practical Chemical Exercises, 6 Summary of Zoology 3 Natural History of Tape-worms of Man, 5 A Zoological Course directed by him By Prof. Baeter: The 2d part of Organic Chemistry, with experiments, 4 Practical Exercises on Organic Che- mistry, 6 By Prof. Rammelsberg: The 1st part of Special Inorganic Chemistry, 4 The Chemical Principles of Metal- lurgy, 3 By Prof. Rose : Mineralogy, 6 Crystallography, 1 By Prof. Betnch : Petrifications, 4 Geogmosv with regard to Mountains formed in Horizontal Layers, 2 By Prof. Roth : Geology, 2 Volcanoes, 1 By Dr. Laspetres : General Petrography, 4 By Prof. Bratjn : General Botany, regarding especially Medical and Economical Pfints, .. 5 Exercises to determine Cryptogami- cal Plants, ? Botanical Conservatory, ? 64 Prussia mid the Crinan S/ Kd a ration. By Prof, Karsi i\ : Hoars. Medical Botany showing Medical Plants and Drags, 6 Pharmacognosy 4 Anatomical Physical Exercises ? By Dr. Km : Fructification ofPlants 2 Anatomical and Physical Exercises, 6 Bj Prof Pi 1 1 as : General and Special Zoology 6 Xnu ogical Zootomic Exercises, 2 By Dr. Qxbstaokxb: General and Special Entomology with Microscopical Demonstra- tions, 3 By Prof, dxj Bois Reymond : Physical Anthropology, 1 SCIENCES OP STATE FINANCE AND I Mil 8TRY. By Prof, Hakbsbn : People's Political Economy, 4 Science of Finances, 4 Financial Exercises 1 By Prof. 1'i:ii:i>i.aeni)KU : National Economy, 4 By Dr. DiimtiNO : National Economy acordlng to Prin- dples of Critical Foundation 4 Parties in the State and Society 1 Political Bonomy, Prussian Finances, Police and Ad- ministration, By Prof. IIki.wim;: Police Science or Theory of intrinO sic Administration, aiso Theory of State Economy, > 4 Agricultural, Industrious. and Com- | menial Police. J Examinations and Disputations on the Science of Politics and Finan- ces, 1 By Dr. Sciiui.z : Police, 2 By Prof. Tiiaer: Principles of Agricultural Credit and Insurance 1 Agricultural Production of Animals, 4 Colloquia on Selected Part?- of the Practical Management of Agricul- ture, 1 by Prof. Koi it : Agricultural Botany, with demons- trations on living plants, 2 By Dr. Qkhbtai m B : insects Pernicious and Dseful to \ rieulture, 2 HISTORY AND GEOGRAPHY. By Prof. V. Rai U History of constitutions and Politics, 1 By Prof. Koi'M : History of the Middle Ages 4 Historical Exercises, l By Dr. Kni'M vnnsiioki I History from the end of the Middle Ages with regard to Literature and Civilization 4 History of the English devolution, 2 By Prof. V. Uaski. : Hours. History of the Present ^ge, since the Declaration of independence Of the United Stales of America, 1 Historical ] . 1 By Prof DBOJ -ia : Htetorj Blncel816, 5 creek Hlstor • 4 Exercises of the Historical Society, I By Dr. ll lbbbl : History Ol Prussia from 17S1-1815, 1 Bj Prol i mi: Historical Exercises, 1 By Pro! Kuciiit : History of the Earth and Geographi- cal Discoveries, 3 By Dr. Hash \n : History of Colonic- from the 16th Century till the present time l Ethnology and Anthropology, 4 Bj Prof. Mollbb : Geographv and Knowledge of Dif- ferent States Of the New World. 4 The History of the New World 1 THEORY AND HISTORY OF ART. By Prof. IIotho: Esthetics, With a Summary on His- tory of Art, 2 Bj Prof. Wbrdbb : i in Dramatic Art, 1 Bj Dr. M lbbobkb : Rhetoric : .. 1 Rhetorical Exercises, 1 P.y Prof. Cruris : History Of Plastic Arts of the i ,r> , i,-. and Romans 5 Exercises of Classical Archaology and .Monuments, ? P.y Prof. l'nii:i)i:i:i('lis : History of Greek Roman Art, Archaeological Exercises, 1 By Prof. Lbpbiub: Egyptian Monuments, 1 l'.v Prof. I'.KI.I I KM ANN : History of Music of the middle Bj from beginning ol ( hristlanlty till Franco of Cologne, 18th century, . . a Counterpoint Exercises 2 PHILOLOGICAL BCTJENCE8 AND EX- PLANATION OF AUTHORS. l'.v Prof. S'l'l IN I'M u : The st vie of the [ndo-Germanlc Lan- guage, with regard to the Greek, Latin and i lerman Language, ... 4 Historj of the Bci< nee of the Lan- guages of the Greeks and Romans, 1 By Prof. Mass* \n\ : Science of Handwriting, ? Explains the I lermania ol Tacitus,, t Monuments regarding the Gothic Languages, combined with the History of the Gothic Language, 4 By Prof. Krai shot r i History of Greek Literature till time of Alexander the < lr< at 4 Explains Medea of Euripides, 4 By Prof. II u pt: Explains the Birds ol Aristophanes, 4 Explains iheEunuchusof Terentius, 4 Prussia and the German System of Education. 65 By Prof. Mullach : Hours. Explains Thucydides in the Latin Language, 1 Explains Cicero De Oratione, 4 By Prof. Hubner ; The Funeral Oration of Pericles over Thucydides, 1 Histo.y of Roman Literature, 4 On Roman Private Antiquities, with the Help of Monuments of Art, ... 3 By Prof. Bekker : Oration of Isocrates, 2 By Dr. Bonitz : On the Life and Literary Works of Plato, with the explanation of the Dialogue, Theaetel, 2 By Prof. Geppert : Roman Antiquities, 4 The Casina of Plautus, 2 By Prof. Taffe : Latin Paleography, 3 By Dr. Maerker : Lucrez's books, Treating the Things of Nature, 1 By Prof. Memmsen : Selected Parts of Gaius's Institu- tions, 1 By Prof. Mullenhoff : The Nibelunge Noth, 4 The Songs of the Old Edda, 4 The German Exercises to be con- tinued, 1 By Prof. Tobler : French Grammar, 4 On the NovelaB Ejemplares of Cer- vantes, 2 Exercises of his Romanian Society, 1 By Lee. Fabbrttcci : History of Italian Literature in the Italian Language, 3 Italian Language, 2 Oners an Italian and French course, Privatissimis By Lee. Solly : History of English Literature from 15th century, in the English Lan- guage, 1 Oners a Privatissimis in the English Language By Prof. Weber: Sanskrit Grammar, 3 Explains Buavabhutis Malatiniful- hava, 2 Hymns of Rigveda or Atharvaveda, 3 Zend, or Pali Grammar, 2 Offers Privatissimis in Sanskrit, Pali or Zend By Dr. Tohaentgen ; Hours. The Grammatical Sutra of Panini, . . 2 By Dr. Haarbrucker ; The Syrian Language, 2 The Arabian Language, 3 By Prof. Rodiger : Solomon's Song, 1 The Book of Job 4 The Koran and other Arabian tenets, also the Arabian Syntax, 3 Offers Privatissimis for the Hebrew, Arabian or Ethiopian language. . . By Prof. Dieterici : Grammar of the Arabian language, 3 Explains some Arabian Authors, — 1 By Lie. Dr. Kranichfeld : Grammar of the Arabian language, with practical exercises, 2 By Dr. Wetzstein : On the Idiom of the Zeltaraber, 1 On the Lyric Poetry of the Arabians, 2 By Prof. Benary : The Hebrew language and the other similar Dialects, Privatissimis By Prof. Lepsius : Egyptian Grammar, 3 By Dr. Pietraszewski : The Persian Grammar, and Zend Language, also the Polish and Russian Language, 2 The Turkish Grammar with Trans- lation of Kirk Wezir, 2 Offers Privatissimis in the Persian and Turkish Language By Prof. Schott : On the Literature of People of Fin- land Descent 2 The Finland (Suomi) Language, 2 The Chinese Language, 2 By Lee. Michaelis : German Stenography, with Practical Exercises, 2 Practical Stenographical Exercises, 1 Offers Privatissimis in the German, English and French Stenography. . On the Principles of the German Orthography 1 GYMNASTICS. Mr. Neumann teaches Fencing. Mr. Freising " Dancing. Mr. Hildebrandt " Riding horseback. Public Institutions. To the Royal Library, and University Li- brary, every student i3 admitted. The Observatory, the Botanic Garden, An- atomical Zoolomical and Zoological Museum, the Herbarium, the Mineral Department, the Collection of Surgical Instruments and Bandages, the Physi- cal Apparatus, the Pharmacological [Trans. »i\] r. IIi:m.-tkmiki:i; ; those of the History of the Church and Dogmas by Prof. Dr. Semish. The following Institutions are for the study of Medi- cine and Surgery : The Anatomical Theatre and Physiological Laboratory, the Medical, Surgical Poly- clinical Institution, the Clinicum for Surgery and Medical Science for Eyes, the Clinicum of the University, for Midwifery, the Polyclinic for Midwifery, the Clinical Department of the Charite Hospital.as the Operation Clinicum for Surgery, the Clinicum for Medical Science for Eyes, and Perfection of Oculists, the Clinicum for Syphilitic Patients, Psychiatric Clinicum and the Clinicum for the Disease ol the Nerves, the Clinicum for Midwifery and Treat- ment of Women lying-in, and New-burn Children, the Pathological Institution in the Charite. and the Department for Practical Kxrrcises of Judicial Medi- liiii', in the Anatomical building. In the Philosophical Seminary nnder the direction of Prof. Hatnr, the Dialogue of Tacitus will be explained every Wednesday. The Orations of Lysias will be explained under the direction of Prof. Km B> hofp, every Saturday. The Disputation Exercises will be di- rected also by Prof. Kirciihoff. The Exercises of the Mathematical Semi- nary will be directed by Prof. Kummeh and Prof. Weieustrass. Art. II. The Flora of the Adirondacks. By Geo. T. Stevens, M.D. [Read before the Albany Institute, February, 1868.] In the midst of the great state of New York lies the Switzerland of America ; a region where huge mountains elevate their summits against the deep blue sky, and thick forests spread over tens of thousands of acres. Here, between the vast rugged hills whose sides are, even in winter, perpetually green, lie sleeping almost innumer- able lakes, reflecting the green of the hills, like gems in their caskets of unhewn granite. Deep gorges and beautiful valleys divide the towering hills, and hundreds of creeks and rivulets wind in crooked channels their ways to the lakes, now gliding silently between the overhanging trees and shrubs, whose deep shade shuts out the sunlight, now tumbling noisily over stony bottoms and anon plunging over the side of some rocky declivity in foaming cataract or laughing cascade, sometimes dissolving into light spray before reaching the far down bottom, and then collecting in crystal streams overhung by long grasses and kissed by bright flowers. Here, among the wildnesses of forests and mountains, stalk the red deer and the moose, ranging their pathways from the mountain tops to the lake sides, or cropping the green herbage from glen or marsh. The speckled trout in great numbers disport in the shining waters, of the lakes or timidly shrink under the overhanging banks of the streams. The thrumming of the partridge is heard along the hill sides, and the raven and the eagle are seen wheel- ing in elegant circles above the mountain cliffs. Here, too, the tourist is startled by the piercing screams of the lis 77-, Flora of the Adirondacks. catamount and the harsh cry of the lynx. Beds of iron, enough to supply a world, arc hidden among these rude crags, and untold wealth of pines far in the interior of this region, await the opening of railway transportation to supply our lumber markets. If, with great toil, we climb to the summit of some commanding peak, strug- gling upward through gaping chasms and cragged defiles, avoiding precipitous dill's, pulling ourselves up rocky steeps by rootlets and branches until we reach the emi- nence, we shall see that this mountainous region is not all an untamed wilderness. Looking from the summit of Mt. Marcy or "Whiteface, on one side we shall gaze upon a sea of mountains rising in huge billows like great waves upon the storm-swept ocean; a hundred lakes, lying in their rugged bosoms, glisten in the sunlight before our eyes, and the utmost rudeness pervades the scenery ; but turning about and looking in an opposite direction. the eye falls upon a landscape beautiful and varied beyond description. Before us, far to the northward and southward and eastward, fertile valleys and verdant fields alternate with groves and forests, and the little hamlets of the interior dotting the landscape here and there among the hills, contrast beautifully with the thriving villages along the borders of Lake Champlain. Away, as far as the eye can reach to the northward, may be seen the waters of the St. Lawrence, a silver ribbon stretched just below the horizon. Confronting us from the east, beyond Lake Champlain is the noble range of Green mountains, no longer green at this distauce, but misty blue, their rounded and regular summits contrasting strongly with the sharp and rugged peaks of the sur- rounding Adirondacks. The beautiful Champlain lies between the slopes of these two ranges of mountains, an object of surpassing loveliness, its green islands resting emerald-like upon its surface. The Flora of the Adirondacks. 69 Throughout this wildly picturesque region, varied in soil, in altitude, and even in climate, the flora is as diver- sified as the country. In no section of our state can the botanist find a field so rich in choice and beautiful species, yet few regions in the country have been less thoroughly explored by botanists than this. If, now, we traverse this region for its plants, commenc- ing at the borders of the Champlain, and making our way toward the heart of the wilderness, we shall find our territory divided into several floral sections or zones, depending on geological formation, the degree of culture to which the country is subjected, and the altitude. These conditions are not, however, entirely independent of each other. In our present paper our observations will be confined chiefly to the county of Essex for several reasons. This county embraces a great portion of what is called the wilderness ; it is well known as the most broken and mountainous county in our state. Here are found the highest mountain peaks and the deepest gorges ; and here also is found, perhaps, the finest natural scenery in North America. The wonderful diversity of its forest scenery renders this county particularly attractive to the botanist. Its limits include about twelve hundred square miles, extending along Lake Champlain forty-three miles, and westward into the wilderness forty-one miles. All the mountain ranges north of the Mohawk cross this county in a series of almost parallel ridges extending nearly north and south. Here arise the Hudson, the Ausable and the Saranac rivers, and within the limit of this county are more than one hundred lakes, some of them among the most beautiful sheets of water in the world, imparting great variety to the scenery, while they so modify and reduce the temperature as to produce decided effects upon the vegetation. 70 Th> Flora of tin Aavrondaeks. We shall find little difficulty in drawing our geological chart. If a map of this whole Adirondack region were colored to correspond with its geological character, we should find an almost unbroken gray surface, representing the primary rocks. Only a narrow strip along the borders of Lake Champlain breaks the monotony of the gray. A blue line, extending from near Tieonderoga to Wills- borough, tells of the calciferous and ('hazy limestone ; a little belt by the lake side, more then thirty miles long and averaging a mile wide ; then the belt changes to red, indicating the Potsdam sandstone, which creeps behind the limestone a little to the southward, and from Willsborough northward forms the whole of the belt to the north boundary of the county. It is in this sandstone, at Keeseville, that nature has played the curious freak of riving the rocks asunder for a great distance, forming a wonderful gorge with high precipitous walls on either side through which flows the Ausable river. We shall find the profile chart of our territory far more complicated. Yet we may, perhaps, draw a rude outline which will impart some idea of its characteristic features. The slopes rising from the lake are not, like those of the Vermont side, gentle, rising in monotonous undulations toward the great mountain range. These are bold and broken by sharp spurs and crags. In places, as at Port Henry, the mountain thrusts its precipitous sides fairly into the lake. Yet along these slopes are found grassy plains, pleasant valleys traversed by streams of clear water, and gently undulating hills. Thriving and beautiful villages are situated at short intervals by the lake where the smoke of the furnace stack and the steam from the factory tell of the industry of the people. The land rises rapidly, and range after range of hills mount higher and higher, until we reach the principal cluster in the extreme western part of Esses county. The Flora of the Adirondacks. 71 Along the lake's side, and for a mile westward we find but few rare or specially interesting plants. The flora here is generally that which belongs to the state at large ; yet we have a few species not found elsewhere in the state, and some, which although by no means rare in other localities, are not found further in the interior of our region. Among the latter class is the Juniperus Virginiana, or red cedar, which I have found only along the lake's side. Near Port Henry is a little cluster and among the rocky pastures at Whallons bay it grows in some pro- fusion. In this last named locality is found also the Hedyotis Cosrulea, bluets, a delicate little herb with blue salverform flowers ; and in the crevices and on the dry mould covering the slaty rocks, the Arenaria Squarrosa shows its thick clusters of white star like-blossoms. On the sandy plain about Keeseville may be found the Spiran- thes Gracilis, by no means a common plant elsewhere in this county, its delicate stalk of white fringy flowers gracefully curling upon itself. The hickory is found along the borders of the lake wherever the lime rock prevails, but is rarely, if ever, seen in the interior. The button bush, with its clusters of little white balls, and several species of Cornus, frequent the sides of pools and eddies. The Quercus Mocrocarpa (overcup white oak), and Quercus Montana (rock chestnut oak), are found on the islands and shores of the lake, and on the sandy beaches grows the diminutive sand cherry ( Cerasus Pumila), rare in other sections of the state. Many forms of rush and carex are found along the shallow borders, some of them rare species. Leaving the lake side and taking a higher range, includ- ing a belt of territory averaging from fifteen to twenty miles wide, extending from the north to the south bound- ary of our district, we shall find ourselves in a floral region scarcely equaled for the great diversity as well as 72 The Flora of th Adirondack*. beaut}' of its species. Here we have the llora of hill and valley, of sandy plain and rich meadow land, of spliagnous marsh and clear running stream. The forest trees include all, or nearly all that are found elsewhere in the northern states. The maples, the beech, the birches and the oaks, butternut, hard hack and cherry, the tall white pine and the Norway pine, the single and the double spruce, the hemlock, balsam and arbor vitffi, the linden and poplar, the larch and the willow, the elm and the ash meet us wherever we turn, giving great variety of form and shade of greeu in summer, and contributing to the gorgeous colors of autumn for which these forests are so celebrated. A few rarer species of forest trees are here. On the sandy plain two miles west of Keeseville I have often seen the PimiS Inops, Jersey pine, which has never been reported by any other observer in the limits of Xew York. There is also a group of these rare pines in a little grove half a mile west of Mrs. Wadhams's bouse in Westport. The canoe, or paper birch, rare in other sections of New York, is here found in abundance on the hill sides, and the Abies nigra or double spruce, although found in other parts of the state, abounds nowhere else, and it is among these hills that it attains its greatest dimensions. Of shrubs and herbs we have an almost endless variety. We may only mention some of the rarer and more beautiful forms, as our limits permit no attempt at making a cata- logue. One of the most striking beauties of the Ad iron- dack forests is the elegant climber Clematis Veriicilaris^ virgin bower. This superb plant, supporting itself upon small trees and underbrush, often reaches a height of twenty or twenty-five feet, and when in bloom covers the trees upon which it twines with rich purple campanulate blossoms, each nearly two indies in diameter, hanging in elegant festoons and appearing amidst the green foliage like swarms of butterflies. Another twining clematis, the C. Virginiana,\s more common, often covering the hedges The Flora of the Adirondacks. 73 and adorning the rough stone fences with an exuberance of dark green leaves and clusters of white flowers which are succeeded by large panicles of fruit with long white silky plumous tails. Where the meadows are clothed with their emerald mantle, we find the Anemone Cylindrica and Pennsylvanica. While under the shadow of the forest trees the little Anemone Nemorosa is swayed to and fro by the wind. A dozen species of buttercups (Ranunculus), among them the Ranunculus Reptans and R. Aquatilis, two rare species, adorn our region. The first creeping among the mosses in shady woods, and on the shores of lakes, the other floating gracefully in the shallow waters of streams and ponds. Of violas the welcome harbingers of spring, we have eleven species. The various hued hepatica pushes its star like blossoms through the dead leaves in early spring, and the Aquilegia appears among the rocks, delighting the eye with brilliant colors. At Ticonderoga I found a variety of Aquilegia Canadensis with pure white flowers, a variety which I have never seen described. The weak-stemmed Claytonia, with its exquisitely painted pink bells, peeps out of the grass from groves and meadows, and the Geranium Maculatum, Gera- nium Caroliniaum and Geranium Robertianum adorn the shady woods and rocky ravines. The Fringed Polygala forms a purple carpet for many a grove, and three other species of the genus are found on the hill sides. Of Legu- minous plants we have many beautiful species, but the order is not so rich as we find it farther south. The order Rosacece furnishes many more choice and beautiful species. Four species of the rose proper find a home in the pastures and meadows, and the genus Spirea furnishes several of the most ornamental shrubs. The Viburnum Paucifiorum (mountain bush cranberry), rare elsewhere, is here not uncommon in mountain mea- [ Trans. vi.~] 10 74 Tim Flora of th< Adirondacks. dows. The Rhododendron Hispidum is found in abundance in tin- high lands, a rare and moat beautiful shrub. iNear tin- village <>f Lewis, opposite the old yellow tavern, I found in 1858, and often >\un- that time the Iris Ockrolewoa, 5Tellow Iris, the largest and finest species of Iris native iu this country, a magnificent aquatic plant, now for the first time reported as a native of New York. The Scirpus Sylvalicus I found in Crown Point a number of years since, and I believe that it has never been found in the state by another botanist until my friend, Mr Peck of this city, found it in the same region last summer. It were vain to attempt in this connection any catalogue of the plants of this section, but before passing to the highest mountain regions, let us collect some of the flowering plants from a single locality; a circle less than an eighth of a mile in diameter, one half of which is occu- pied by a pond of water, the other half by a swamp of sphagnum. Among the mountains in the western part of Crown Point lies a little pond not more than forty rods long, in no place more than two or three feet deep. Primal forests surround this little sheet of water, but between the forests and it, lies a belt of sphagnum. If we push through a little pathway, or trail among the alders, we shall find in this little open space, objects of interest enough to en^aire the attention of the botanist for many hours. Rich as is this little Bpol in the rare and beautiful forms of its flora, it is but the representative of many a quiet place hidden among these mountain dales, which nature delights to adorn with some of her most exquisite and unusual pro- ductions. First, as we approach the opening, and the alders begin to be replaced by the larch, we discover a shrub two feet high, with evergreen leaves, dark and shiny above, and with long rust-colored fur beneath ; it is the Ledum The Flora of the Adirondacks. 75 Palusire, Labrador Tea, and is one of the order Ericaceae. If the peculiarity of its leaves, with their under gar- ments of dark brown wool attract our attention, much more shall we be pleased with its large clusters of white flowers. We shall find several other plants of the order Ericaceae here, and we have not long to look, for close by the side of the Ledum grows a tall species of Andro- meda, A. Calyculata, with a profusion of pink bell-shaped flowers, and a few steps further on, a smaller species,. A. Polifolia, with nodding white blossoms ; and as we come full into the opening, another little Andromeda with flowers larger than either and more beautiful, the Andro- meda Mariana. A superb shrub scarcely more than a foot high, seems to set the whole mossy surface of the swamp in a bright red blaze. It is the Kalmia Glauca, dwarf laurel, with corymbs of brilliant red cup-shaped flowers. An- other shrub nearly two feet high lines the borders of the pond and occupies many of the little mounds in the space. Its leaves at once betray its relation to the other, and when its buds expand to flowers a little later, we shall find them as bright and as showy as the first. It is the Kalmia Angustifolia. We now spy creeping along the mossy carpet, a delicate vine, almost concealing the moss in many places. It is the Oxyocus Palustris, cranberry, a graceful and delicate plant with light pink corollas and bright crimson berries. We have scarcely entered upon this garden of choice plants when our eye falls upon a group of singularly interesting plants. In a depression where the water rises to the surface of the sphagnum is found the Menyanthes Trifoliala, each plant consisting of a single trifoliate leaf and a spike bearing a pyramidal raceme of flesh colored flowers remarkably distinguished by the delicately fringed petals with soft hairs filling the floral tube. 76 77m Flora of ih Adirondaeks. Scattered in all parts of the sphagnum the Sarraeenia Purpurea, huntsman's cup, sends up its remarkable hollow pitcher-form leaves whose cavities are almost always nearly tilled with water. The verticiles of purple and green pitchers from the centre of which springs the tall, straight, stiff scape, crowned by a single nodding purple and yellow flower, two inches in diameter and as curious in structure as the leaves themselves, make up one of the most singular plants of this state. The variety with yellow flowers observed, I helieve, nowhere else in our state, except in Seneca county, is found here. The Calla Paluslris, the nearest American relative of the stately Egyptian Lily finds a place in the sphagnum ; its broad green leaves and pure white flowers contrasting with the slender grasses with wooly heads growing close by. Floating on the surface of the pond is the Nymphea Odorata or white pond lily, one of the most ornamental plants of the United States, and the yellow pond lily whose strong smell is in unpleasant contrast wTith the delightful odor of its neighbor. Here, too, by the water's edge is the pickerel weed with its spikes of blue flowers. The round-leafed sun- dew, a curious little plant, with leaves beset with glandular hairs and tipped with a drop of clamny fluid which glistens like dew in the sunlight, would escape our notice did we not search carefully for it. The Uiricttlorio ( Wiiuia sends up its naked slender scape, crowned with two or three handsome yellow flowers, and its minute companion the Utricularia Subulaia, creeps about among the mosses. The class of plants which would most fix our attention in this little repository of northern flora but of which we have thus far tailed to speak, belong to the Orchis tribe, a class of plants eminently calculated by their beauty to delight the eye and by the curious and unusual forms of their flowers, to attract especial attention from the botanist. No less than thirteen species of these curious The Flora of the Adirondacks. 77 and interesting plants are to found in this little belt of sphagnum. Among the most beautiful are the Arethusa JBulbosa, an interesting and highly ornamental plant, con- sisting of a simple leafless scape, surmounted by a bright purple fragrant flower, the throat richly bearded within. The Pogonia Ophioglossoides resembles the arethusa in appearance, but the flower is of a paler purple and the scape is furnished with a single bract-like leaf. The Calopogon Pulchellus with its half dozen fragrant and elegant purple flowers crowning its grass-like stalk, if not as deli- cate as the arethusa is far more brilliant and conspicuous. The white and purple fringed orchis are conspicuous for beauty, and the large white and yellow ladies' slippers grow where the mould of the woods meets the sphagnum. These are but a part of the rarest and fairest species found within this little space, of less than two acres. There are many grasses and sedges, mosses and aquatic plants which we need not stop to mention. Leaving this little pond and its rare collection of plants we may strike directly for the Alpine region, which we can only reach by many hours of toilsome travel over roads rough with rocks and logs, and through hamlets, whose inhabitants gain a scanty livelihood by the rude culture of a few acres of stony land or by the more primi- tive means of the chase. As we approach the great mountains we are almost overpowered by the majesty of the scenery. Let it not be supposed by those who have not visited this region that there are no mountains but in Switzerland, or that we are to look for sublimity in American mountain scenery only among the Rocky mountains. Here, too, we have a grandeur of mountain scenery which can be felt but must be witnessed to be appreciated. Mount Marcy and Mclntyre, Nipple top, and McMartin, Dix peak and Whiteface, each a mile high, are some of the points which tower above the sur- 78 The Flora of tin Adirondack^. rounding peaks and cover their tops with the clouds. As we approach nearer we find our way more and more obstructed by inaccessible cliffe and thickly matted firs ami brush. Swamps impenetrable and streams impass- able compel us to find our way by most circuitous routes. I cannot forbear to quote a few lines from the language of Professor Emmons, in describing this scenery from some lake: " It must be witnessed ;" he says, "the solitary sum- mits in the distance, the cedars and firs which clothe the rocks and the shore must be seen, the solitude must be felt, or if it is broken by the scream of the panther, the shrill cry of the northern diver, or the shout of the hunter, the echo from the thousand hills must be heard before all the truth of the scene can be realized." It may readily be concluded that in these wild solitudes and on these immense elevations we shall find a m-w and characteristic flora. Our conclusion is well founded. In examining the flora about us we might suppose that we had been suddenly transported to some boreal region, For here we have many of the characteristic plants of Labra- dor and other frozen climes. Hence we have a rich and peculiar field of research. In passing from the lakes to the mountain summits, each of the great mountains will afford many of the peculiar species, but as in the hour allowed us we cannot climb them all, there are reasons why our principal examination should be confined to the sides and summit of Whiteface. This mountain is more accessible than the others. From its comparatively iso- lated position, although not so high as Marry, it overlooks the mountain region with its multitude of lakes in Essex and Eamilton counties, affording a view unequaled from any of the other elevations. The top of the mountain is comparatively fiat, and a long ridge runs off to the north, affording a much greater extent of surface on the summit than any of the others, and thus surpasses them all as a The Flora of the Adirondacks. 79 field for botanical research. Climbing from the border of Lake Placid on the west side, or ascending by the more easy path cut by John Hickock on the east, even the unscientific observer will be struck with two important characteristics ; first, the gradual change in the classes of vegetation ; and second, the apparent change of seasons. We are passing rapidly from the flora of the temperate zone to that of the frigid, and from the full development of summer, or the ripe perfection of autumn to the buds and blossoms of spring time. The change is first ob- served in the trees. As we wait at the foot of the moun- tain or commence the ascent, we see about us familiar trees; the beech and maple, birch and bass, spruce and hemlock, with many stumps showing where the wood- man has reaped his harvest of pine ; but ascending, the deciduous trees gradually give place to the evergreens. The broad-leafed maples and birches are replaced by arbor vitas and spruces. At length the broad leaves are all gone, and only the evergreens surround us. The trees are closer and smaller. It is an almost impenetrable forest, even where our path leads us upward ; but now, balsams are thinly interspersed among the spruces, and soon there are as many of the former as of the latter. Still higher, the spruces and cedars are scattering, but the balsams cover the precipitous sides with matted green. At length the spruces are all gone, only the balsams remain. They grow smaller and smaller. The straight and symmetrical tree becomes a stunted, crooked stalk with straggling branches. In the battle for its life the ele- ments have the advantage. The tree is dwarfed and dwindles to an unsightly shrub, then to a weak and almost prostrate vine, and then disappears ; but we have not reached the top. One little tree is braver than its comrades, and challenges the bleak winds, even on the summit. It is the mountain ash. No longer a beautiful 80 The Flora of the Adirondack*. tree to which birds Hock to gather its red fruit, but a little stem six inches high never daring to put forth a blossom and always barren of fruit. Of lesser plants, a few meet us at every step of our progress. The little Oxalis Acetocclla and the Clintonia Borealis have met our eye from the foot of the mountain to its very summit. We have found along the path the Solidago Thgrsoides, which has never been reported as a native of this state, but which I found in abundance here in 1859 and at other times since. The Solidago Virga Aurea also finds its only home here. My friend, Mr. Peck, in his tour among the mountains last summer, gathered a rich harvest of rare and new plants from the sides of Whiteface and its vicinity. Among them were the Carex Seirpoidni and Qircx Aperta, not before reported ; Carex lloiiijhloiiii from the shores of Lake Placid and Alopecurus Aristulah/s, a species of great rarity, a little way from the lake. Fine specimens of the rare and to this state, but recently known Potamogeion Pradongus he found in the lake, and several species of rush and carex not before reported.1 "rin- following arc Borne of the rare mosses of the Adirondack* which have been found by Mr. C. II. Peck, who has recently visited this region under the direction of the Regents of the University. Except as here speci- fied they are doI found elsewhere in this st;itr. and but few of them else- where within the limits of the United States ; Sphagnum PylcBsii, Mt. Marcy, Lake Avalanche. dpTiagnum Sedoidx, same localities, also Mt. Mclntyre. Sphagnum LindenbergH, alideof Whiteface, also in British America. Andraa Orasrinervia, Whiteface. Din, i a a in Polyearpum, Marcy. Dieranum Blytii, Adirondack Pass. ZHcranum Elongatum, Marcy and Mclntyre, Orthrotrichum GbtusifdUum, .North Elba. ( irimiiii'i Ovata, Mt, Marcy, Lake Avalanche, BUndia Acuta, Keen, Edmonds Point; also on Catskill and White Mountains. Pogonatum Arnigenun, Adirondacks. The Flora of the Adirondacks. 81 The summit of Whiteface though bare of trees is by no means destitute of vegetation. A species of whortleberry Vaccinium Ccespiiosum, not found elsewhere in the state grows among the crevices in great abundance. Here we find the rare Sireptopus Roseus with its clasping taper- pointed leaves and pendulous, bell shaped, rose-purple flowers, and the Luzula Parviflora. The Diapensia Lap- ponica which, save on the White mountains, has no home elsewhere than on these peaks this side of Labrador and the northern regions of Europe; the Empetrum Nigrum, black crowberry, a native of the coldest regions of British America, is here ; the Nabalus Bootii with its haliber-shaped leaves and the Nabalus Nanus are both peculiar to these Alpine summits, the highest peaks of the White mountains of Mount Marcy and Whiteface, being the only home of either as far south as the United States. But these towering peaks are also crowned with beauty. There can be none with senses so obtuse as not to be delighted with the minute and delicate little Arevaria Groenlandica whose little white stars fill up the crevices of the rocks, fearless in its spotless innocence of the cold storms that sweep about it all seasons, and the beautiful white-flowered Potentilla Tridentata forms an elegant carpet over many an unsightly rock. The Arbutus Alpine, found only by myself in this state, creeps among the wortle bushes, upon the very summit. We have passed hastily from the Champlain valley through the hilly country, and to the mountain tops, Aulacomnion Turgidum, Mt. Marcy. Bryum Pollens, Whiteface. Found also by Mr. James, about the same time on White Mountains. Conostomum Boreale, Marcy, Mclntyre. TetrapModon Mnioides, Whiteface, also on Catskills. Pylaiscea Polyantha, Adirondacks and Catskills not found elsewhere on this continent except in British America. Hypnum Montanum, H. Dimorphum, and H. Sarmentosum, Adiron- dacks and White Mountains. [Trans, vi.'] 11 s- The Flora of tfie Adtrondaeks. stopping- for :i moment at the different stages of our j »urney, not to tind all the floral treasures of the region, but to notice a few of the more interesting' specimens. We have made no attempt to describe at any length the botany of the region. Our object has been by calling attention to a few of the evidences of the floral wealth of our territory, to awaken an interest in it, and to add the influence of this hasty sketch to the promotion of further and more systematic research, in this almost un- explored section of our state. *-*« i Art. III. Tlie Trichina Spiralis. By Edward R. Hun, M. D. [Read before the Albany Institute, January 5, 1869.] The Trichina Spiralis is a round worm belonging to the class of Nematoidea, and is found as a parasite affecting man and certain animals. It was first found in human muscles by Mr. Hilton in 1832, and three years later was described by Professor Owen, who gave to it the name of Trichina Spiralis, from its slender form and habit of coiling itself up in a spiral shape. From this time, until 1860, the Trichina was fre- quently observed in the muscles of subjects in the dissect- ing room, but no account was given, and no theory formed as to how it got there. In all these cases the worm was found enclosed in a calcareous cyst. Zenker of Dresden, in 1860, first called public attention to the fact that these little parasites, hitherto considered harmless, might be, and often were, the cause of severe and fatal diseases. A farmer, his wife and several other per- sons were attacked with a severe illness after eating of the flesh of a pig raised and slaughtered on their farm near Dresden — a servant who had eaten some of the meat died. Zenker, upon examination, found Trichinae in the ham, head cheese and sausages made from the pork, and the muscles of the dead girl were filled with them. He sent some of the muscle to Professor Virchow of Berlin, who, by a series of experiments upon animals, developed the follow- ing interesting facts: The Trichina, as found free in the muscles, is a round worm about one-twenty-fifth of an inch in length, rather more pointed at its cephalic then at its caudal extremity. M 77/, Trichina Spiralis. A digestive canal runs the whole length of the animal, and at its posterior part is a closed aac running about oue- third of its whole length and filled with granular matter. No sexual organs are to be seen. If portions of this muscle are introduced into the stomach of certain animals (as rabbits For example), and these ani- mals are killed and examined at difFerenl intervals, we find that the Trichina passes through the following stages of development. During the three days following its ingestion it grows rapidly iu size, becoming from three to four times its ori- ginal length. At the same time sexual organs are deve- loped, and the closed sac, mentioned above as occupying the posterior portion of the body, becomes ovaries in the female and testicles in the male, and within from eight to ten days from the time of their entrance into the stomach each female Trichina gives birth to living young whose number has been estimated at from two hundred to one thousand from each parent. Whether the same individual becomes pregnant more than once, is not yet fully determined, but from some of the facts observed it is probable that they do. The young Trichina- are exceedingly minute and thread- like, and commence immediately afterbirth to bore through the walls of the stomach and intestines containing them, and disseminate themselves with wonderful rapidity all through the muscular tissue. It is a curious fact that they are found to locate themselves only in the tissue of those muscles which are under the control of the will, never having been found in heart or muscles of organic life. After reaching their destination in the muscle they in- crease gradually in size until they attain one-twenty-iifth of an inch in length, and then coil up in a spiral form and remain quiel in the midst of the deposit of fibrinous matter, which the irritation of their presence has caused to be depo- sited around them by the vessels supplying nutriment to the The Trichina Spiralis. 85 part. This afterwards contracts, enclosing each worm in a separate sac, which is finally in its turn enveloped by a deposit of calcareous matter. The Trichina now remains quiescent in his shell for an indefinite period of time, wait- ing until some unfortunate animal shall receive him into his stomach, when the acid contained in the gastric juice dis- solves the walls of his prison house, and sets him free to give birth to a new generation, who go through a similar cycle of existence, while the parent worm dies and passes off" with the intestinal evacuations. It follows from the above observations that the Trichinae have four distinct phases of existence: 1st. The Trichina?, when swallowed, stop in the intes- tine, complete their development there, give birth to young, and then die. 2d. The little Trichinae, as soon as born, migrate into all the striated muscles, except those of the heart. 3d. Haviug reached the muscular system they increase in size but not in number. 4th. They become encysted and remain quiescent until eaten by man, or certain animals, when they in turn give birth to a new generation, after which they die. The symptoms produced by this parasite vary according to the number swallowed and to their different locations in the body, and the disease called Trichinosis may be divided into three stages: 1st. The period of a intes- tinal irritation. 2d. The period of muscular irritation; and 3d. That of convalescence or termination. The severity of the symptoms of course vary greatly in different cases. Sometimes the intestinal irritation is so slight as to pass unnoticed by the patient, while, on the contrary, it at other times results in diarrhoea with bloody discharges, with severe abdominal pain, and more rarely in constipation. The tongue is ordinarily dirty and coated. There is nausea, with mucous or bilious vomiting, tumefac- 86 Tin Jrichma Spiralis. tion of the abdomen, and in Be vere cases painful colics. The puke is always rapid, an. 1 the -kin hot. The patient hardly ever « I i * ■ -s during this stage of the disease. The second period of muscular irritation is always present, unless the number of Trichina ingested is very small. When we con- sider that each female gives birth to lour hundred or live hundred young at least, we can -understand how a few mouthfuls of the infected meat may give rise to millions of little worms, each of which bores its way ad over tin- body of the patient. This period usually lasts from four to five weeks, and commences with languor and chills, followed by pains in the limbs, and a puffy swelling of the eye-lids and face, which is scarcely ever absent. This swelling often attacks the upper and lower limbs as well as the face. The muscular pains are very acute, and the slightest motion or pressure produces extreme agony. The tongue becomes swollen and painful, and the pulse rises from 115 to 130 per minute, while the diarrhoea often continues, and the abdomen is tumid and tender. Sleep is almost entirely destroyed, and the thirst becomes very urgent. There is often a troublesome cough, which increases the pain and soreness. During this period the patient, if he is able to walk at all, does so upon his toes, as if unable to put his heel to the ground. These symptoms usually abate after from the twentieth to the fortieth day, but the patient remains worn out and exhausted, and the third period, or that of convalescence, is usually long. Unfortunately all cases do not reach the Btage of convales- cence. Death often takes place during the second period, or at the commencement o[' the third, and the patients die with symptoms resembling those of a severe case of typhoid fever. Thus far it has always been observed that Trichinosis in man ha- resulted from eating pork, but the hog is not the only animal in which this parasite has been found The Trichina Spiralis. 87 to exist. Among; the animals in which Trichinae are found without the intervention of human agency, are: the hog, cat, rat and mouse, mole, badger, etc.; and of birds, the owl, crow, raven, hawk, etc. Besides these, it is found that the administration of diseased meat will pro- duce the Trichinae in the Guinea-pig and rabbit, and the chicken and pigeon. It has been found impossible to tri- chinose beef, horse, ass, mutton, etc., in the goose, duck or turkey. Experiments have also been tried on fishes, but with a negative result. It is by no means probable that Trichinosis is so rare a disease as it is commonly supposed to be. It is not an easy disease to detect, because it has no pathognomonic symptoms. During the first period the symptoms might easily be mistaken for those of dys- entery while during the second stage the cedema of the face and limbs greatly resemble the early stages of Bright's disease of the kidneys, and the muscular pains are not unlike some severe cases of rheumatism. The third period has, according to Virchow, been mistaken for consumption. The epidemic of Trichinosis which occurred at Hettstadt was at first considered to be cholerine, while that at Mag- debourg was for some time called by a false name. In a medico-legal point of view, this disease presents points of great interest. The following case will give a just idea of its importance ; In February, 1865, Langenbek operated upon a man at Berlin for a tumor of the neck. During the operation, he remarked that the muscles were filled with encysted trich- inae. Upon asking this man if he had ever had any previous illness, he stated that in 1845, he had with others inspected the schools at Jessen; that eight of them had breakfasted together upon ham, sausage and white wine, with the exception of one who only took a glass of red wine. All the other seven, including the man who had 88 T/a Trichina Spiral . been operated upon, fell sick, and lour of them died. Suspicion naturally Pell upon the innkeeper, and an inves- tigation whs made without result. Nevertheless the inn- keeper continued to be suspected of having poisoned his guests, and he was obliged to emigrate to America. The mortality of this disease is not so great as is usually estimated, as is shown by the following statistics taken from some of the epidemics. At IMauen, two dent lis out of fifty cases. At Calbe, seven out of thirty-eight. At Hettstadt, twenty-seven out of one hundred and fifty-eight; and at Bourg, eleven out of fifty. Virchow arranges the measures to be taken in order to prevent the propagation of the Trichinse under three heads: 1st. Preventing as far as possible the infection of mine I// Trichina. This can only he done by close attention to their food and cleanliness, for, since we cannot admit the spontaneous generation of Trichinie in the pork, their pre- sence necessarily presupposes that infected meat must have been taken into the stomach ol' each diseased hog. 2d. The meat should be carefully inspt <•/< '>ui M^mtaiM and (heir Inhahltmits. shrinking from the presence of strangers, shfl in a moment timidly retreated to her own window-lens dormitory. Another village in a narrow ravine; where I passed the night, and where the Russians have a post-station — for it was by that great military road I have before referred to, through which pass all the troops, couriers, mails, from St. Petersburg and Moscow, destined for the capital of New Russia, Titiis. in Georgia — it was there I was agreeably surprised at the neat and cheerful aspect of the dwellings; and was forcibly reminded of the English James Town, nestled under beetling cliffs, from four to eight hundred feet in height, in a rent in the rocks of the island of St. Helena; that colossal monument nature seems to have reared for the tomb, and to perpetuate the memory of the greatest of modern heroes — adding one more to the numberless marks of infamy with which the English nation has been branded. The apartment of the lord of the manor and that of his wife and family, are, as I have indicated, separated by the court-yard ; that is, wdiere the proprietor is wealthy enough to build more than one edifice ; for his dignity would be lessened, would be seriously impaired, in fact, should he appear to admit, at any time, any of the gentler sex on a plane of equality with himself. As helpmeets indeed, yet inferior; idols, it may be, yet to be broken and spurned at will like one of potter's clay; mothers of their children, yet their servants or slaves; companions, if we insist on the name, yet only when night, has put an end to the strife of war, to raids upon neighboring tribes; when the horses have been housed, the leashed dogs loosened, and the pipe smoked with equals; such and no more, for education and immemorial custom raise here their adamantine barriers which do religion pierces, no social habitudes surmount, no sentiment, no moral enthusiasm, no love breaks down. A Magdalen The Caucasian Mountains and their Inhabitants. Ill may walk with unsandaled feet the thorny path of duty, but her triumph must be of the soul, an inward exaltation, looking with resignation and trust to that ever beaming star of Bethlehem circling unwearied round the mountain of her faith, fadelessly above the clouds of her plaintive pilgrimage. Here I am reminded of a feature in the moral code of this people, and with which there is connected a rather ludicrous custom. I say in the moral code of this people, but it exists among the Kabyls of the Atlas, among the Arabs, and I believe also, among our Indians, and among the highlands of Scotland as we have seen. Where one person causes intentionally the death of another, the brother or nearest relative, or some one of the same tribe as the deceased, is bound to avenge it, and the murderer must pay the forfeit of his life. The night time is gene- rally chosen for seeking this redress, and as these moun- taineers are constantly making raids upon each other, almost every man can boast of having caused the death of one or more of his enemies, and hence at any moment is liable to receive the customary reward. When one then is about to sally out to visit his family, he first hangs his cap on the end of his cane and thrusts it cautiously, as if his head were in it, out of the door ; if he receives no bullet in it, and hears no report of a gun, he ventures forth. Marriage among this people is neither a sacrament nor a ceremony of much moment. When a father says to a young man who solicits the hand of his daughter, " I have supported this child for fourteen, fifteen, sixteen years or more, and you would have me give her to you as if she were some worthless game, some wild bird that had flown into my hut, and had cost me nothing. You must be a mad mountain boor to think of such a thing. 112 '/'/<< Ooii-tis-itui Mountains and their Inhabitants. Give me a gun and the powder I need, a cow, ami the finest horse you can find in the country and she is yours." " You know, dear sir," he replies, " I have not these things and have not the means of buying them." " Go then and fight the Letsghini, the Tcherkess, the Mingrelians, or any other of our enemies and take from them what I require." Love may make here a daring, a fearless warrior, when nothing else, perhaps, would, and the young man claims his bride sooner than might be expected ; and this is called a sale. Should we throw stones at such before looking at home, and observing how much of this loving humanity is bought with gold ? If, occasionally, mid the desperate feuds of these tribes, damsels are stolen, carried off and distributed among the victors, or sold, they have at least one consolation, which is, they might be worse off at home. As a further illustration of the painfully low and humi- liating condition in which many of these people exist, I will state, in brief, what occurred on my way from the Black sea to the region of which I am speaking. As- cending in a small-boat the Rion, that old historic Phasis, before mentioned, where the Argonauts went for the golden fleece ; as we could not advance after dark, our little craft was fastened to the shore and we either slept in it, on our blankets on the bank, or in some neighboring hut, if there < latticed to be any. Several times we passed the night under a native roof, and invariably found it sheltering extreme poverty. One only I will particularly designate. It consisted of a single room surmounted by a high conical roof of thatch. The walls were low, and of clay, and the only light it had by day was that admitted by the doorway ; and at night that flickering uncertain gleam which faggots throw up to make darkness visible. In the centre of the room, on The Caucasian Mountains and their Inhabitants. 113 the ground, the floor nature had kindly provided for them, the fire was built. To economize heat, there was no chimney to this primitive saloon, the smoke, conse- quently, was equally economized. The cooking utensils consisted of a single kettle, and in this there was being cooked the only article of food in the dwelling — a dish of beans. There was no bedding; the people did as we did — wrapped themselves in what clothing they pos- sessed, and lay down on the broad wooden divans or benches which ran along two sides of the apartment. Two women and two children graced this wretched shelter. We were hospitably received by the former, though a certain amount of diffidence characterized their movements, for they seemed to feel conscious of the poverty of their attire. Each wore a long blue cotton gown and a scarf or handkerchief about the head ; but the lack of a gay or costly garb could not eclipse the glory of inimitable beauty or faultless forms. The face of the mother of the children was almost divine. No sculptor could have done it justice, and only some inspired painter could have reached the height of its calm, its classic, its chaste perfections. Her brows were beautifully arched ; her eyes were large, seemingly deep blue, full of sad eloquence and tears. She raised her hand and her finely chiseled arm was revealed ; for there fell back from it a wide open sleeve, which she took, and with it — will you pardon me for stating a very simple fact ? — wiped her nose. But I have not said what I particularly wished to in regard to this visit. In the morning, before our de- parture, the poor mother offered me her eldest child, a kind, gentle girl, some ten or twelve years of age, saying to me through the Georgian Colonel Cargonoff, who was my companion, friend and interpreter, " Take her I pray you, for I love her dearly, and the more I love my child- ren the more anxious I am that they should fall into the [Trans, vi.'] 15 114 The Caucasian 31ountains and their Inhabitants. hands of such as are able to take care of them. If she remains here she must many some poor boatman as /did, and her whole life will be one long wail for bread, and the ordinary comforts of life. Toil, toil, will be the burden of her morning, her mid-day, and her evening song; and at night, weary as she may be, she must find her rest on these hard boards, such as you see around us." "When in memory I wander again in that far-off land, I often think of that poor woman, willing, in her deep love and tenderness to part with her child, and perhaps never more gaze on its delicate face, all mother in its classic lineaments, its gentle expression, its tearful hope ; never more, perchance, even hteat a word of her first-born ; whether in sunshine, in soft chaste gladness, she danced away the hours of golden-slippered existence, or in the depth of degradation, in wretchedness of soul, she turned her garments of simplicity and faith into rags of remorse, and lay down in the early grave of the most unfortunate. Perhaps it would be unmanly in me to say that my eyes have more than once been filled with tears when contemplating the sorrowful life of this unique, this strange people ; and when I have thought of their limited means for education and enjoyment, or rather their lack of all means, of every resource, for successful intellectual culture, I have turned with a grateful heart, and perhaps, some pardonable pride, to our own glorious institutions. It is not to be supposed that you will appreciate this as I do, for you all may not have seen a whole nation slumbering in the darkness of a rayless, pitiable ignorance. You, perhaps, have never thought of comparing our varied means of enjoyment with those of the untutored of whom I have been speaking. It is, indeed, like comparing the dead with the living, the fertile summer with sterile winter. We revel in the splendors of an ideal garniture, which from The Caucasian Mountains and their Inhabitants. 115 its universality and common aspect, we cease to prize, or even heed. In the realms of poetry, music, painting, sculp- ture, the sciences, history and romance, what fragrant flow- ers, what glistening streams, what emerald banks, what sunny slopes, what embowered paths, greet us as we ad- vance. Every step has its compensating joys and smiles, but like the inevitable sun and the stars, the eternal belt of light that girds us as we walk, and envelops all our life, they come as a matter of course, and their worth gains nothing, let me repeat, by comparison, forgetting as we do, the shadow that falls on the other half of the men- tal world, the capable but dormant intellects of our fair unfortunate sisters of the dreamy orient. Our memories are studded with priceless gems, our soul-treasures are innumerable, and though the graces of culture, the charms of knowledge are of ancient heritage, they are no less precious. We have not fully comprehended the import of those gods and goddesses that stood at the portals of the Gre- cian temples. If it had all been engraven on their pedestals, how long would it have taken each comer to read it? Such a record was not needed. Each figure was replete with a mute eloquence, felt and compre- hended by all. Diana, Apollo, Mnemosyne, whose children were song, memory, and meditation ; Clio with her laurel wreath, her stylet and papyrus; Euterpe crowned with flowers ; Erato with her lyre ; Calliope with her book of gold. There, stood breathing ecstatic grace, celestial harmony, wild fleet joy, placid empire, rapturous sentiment, fountains of thought, feeling, mental fertility, emotion, ravishing ideality, peace, concord. The wise weighed well their actions in the marble scale of justice, heard notes of harmony on the silent flute, and took sage counsel from the book of gold. 110 The Caucasian Mountains and their Inhabitants* I wish now to return to a subject which I have several times touched upon, but have not fully explained — Cir- cassian slaver>/. Let me at once say, that here I have no picture of woe and despair to present to your imaginations; none of those horrors to portray, which you naturally attach to that odious word. The Russians at first (having then only possession of the sea-board), entertained on this traffic, so-called, pretty much the same opinions as we do, and occasionally captured a sandale or boat-load of Circassian damsels on their way to Stamboul ; but I think they finally lessened their zeal, except only from political motives, when they came to understand better its true character. The arbitrary measures of the invader were, in fact, just such as we suppose 31assachusetts would have adopted under the circumstances ; for that state seems to have taken upon itself to regulate the moral and political status of this small world. Some years ago, in this country, quite a number of young women banded together and sailed for California to better their conditions ; it is somewhat surprising that Massachusetts did not have them all arrested, and, having distributed them among themselves as their servants — mere servants to whom they should pay nothing because they were rescued — all of course for the glory of religion — rescued from some great possible gulf; having, I say, taken them as servants, they would consider their captives sufficiently honored, and give thanks accordingly. It would have repeated what Russia has done in the east. I will single out only one instance. On board a boat on the Black sea, my attention was particularly called to a young girl who had been thus taken and given as a serving maid to the wife of a Russian official. I had the opportunity of noticing her one whole day, as, in a Rus- sian steamer, we coasted along under the frowning cliffs of The Caucasian Mountains and their Inhabitants. 117 the Caucasus, where, in some of its ravines, nestled the humble cottage of the little captive. Byron's words of the dyirig gladiator, breathed there then, their sad music through my memory. Do you suppose this rescued child to have been happy ? I could read on her face a painful, discontent ; that her fair young hopes had been blighted ; that her almost infantile dreams, which like bright winged humming-birds had flitted about her pillow, had vanished; the sultana's garb and jewels had turned into the drapery of servitude. I have mentioned this California expedition because it happened to be a parallel case with many in the Cauca- sian realm which are stigmatized and loaded with all the epithets that can harrow up one's soul, and fill the heart with grief. I have said enough to show you how much more beautiful our life is; but I speak of things as they are in the orient, as they must be with their necessary surroundings. You cannot make the lily of the valley thrive on the bleak mountain tops. You must prepare a congenial soil and atmosphere ; then you may begin your transplanting. To return : I knew of two young women of Mingrelia, on the banks of the Phasis, persons of considerable beauty, who told an acquaintance of mine in Tiflis, that they were going voluntarily to Stamboul, our Constanti- nople, as soon as one of these slave expeditions was inaugurated, and they could avail themselves of it. Now, if on their way, full of hope and joy, full of the belief that they were to better their condition — that same belief, hope and trust, which multitudes of our own country- girls have when they go from their staid homes on farms, to large and brilliant cities ; now I say, if on their way, these two Mingrelian sisters were captured by the Russians, deprived of their liberty of action, and made servants of, 118 The Caucasian Mountains and their Inhabitants. where is the justice, and whence the questionable good to be deduced. If these two sisters, on their departure for the Bospho- rus, had taken charge of that destitute child who was offered to me ; and of another, still younger, and still more attractive, whom I also saw in a hut in Abhasia, would the lot of these little ones, with any degree of probability, have been worse, more hopelessly wretched ? Moreover, when free, is there not always in the human soul a little star of bouyant expectations, of cheering faith, that rises o'er the verge of all life's sad forebodings ? Again, the hopes of their families often rest on these departing ones, from whom, indeed, thousands of bless- ings and comforts have heretofore flowed homeward. "When a daughter sets out for Stamboul with a fair pro- spect of reachiug that Eldorado in safety, she leaves a ray of sunshine in the house; for the parents look forward with confidence to the time when they shall hear from their child, and perhaps receive from her some of those bags of gold we read of in oriental romances. There is perhaps not a mother in all the land, from the Euxine to the Caspian, who has not sometime or other had the possible thought, flit through her reveries, that her daugh- ter may yet be a sultana, for is not the mother of the sultan a Circassian? If Spain is proud of having a daughter sit on the throne of France, they have no less pride in saying, " Our daughters have long been the queens, the very glory of the Ottoman empire." There is, we all know, a halo about this princely power that diffuses itself through every land ; the very peaks of the Caucasian mountains have not escaped its iuflueuce. I have said that blessings and comforts flow home- ward from this exodus. The Irish afford us an illustra- tion. Independent of the money and clothing, rich The Caucasian Mountains and their Inhabitants. 119 silks, cotton goods and various wares, which find their way from the city of the sultan to these sterile cliffs, the sandales, which bring to the former that gentle, flut- tering, living freight we have been contemplating, carry back those arms and ammunition which have enabled the Circassians for so many years to maintain their successful war against the Russians. In this last named traffic, lie the strongest incentives the invaders have to stop the Circassian slave trade ; and if they can be persuaded by their priests that it is for the good of the souls of these willing emigrants to have them arrested and made to serve involuntarily, those whom they detest as the desolators of their homes, the murderers of their fathers and brothers, of course the moral influence is presumed to be the paramount one; and perhaps the generous large-hearted Russians persuade themselves that it is so. God's light falls mid the deepest shadows of a tangled forest ; there are germs of beautiful life in the meanest sod of our common earth ; should we not then look gently, compassionately, affectionately even, on those compelled to live so far beneath our own good fortunes; for they have souls, but only sparse and flickering light to make them lovable ; they have capacious intellects, but no golden book of wisdom in which to read of higher, brighter things. Art. V. Frogs, and their Contributions to Science. By John V. Lansing, M.D. [Read before the Albany Institute.] The little tail-less animal we have chosen as the subject of this evening's paper, has few attractions of form, is quite retired in its habits, and stands not very high on the scale of animated beings. To most persons indeed, there is usually something forbidding in the appearance, cer- tainly something repulsive in the touch; while the common thought thinks of frogs as it does of reptiles, such as snakes and lizards, as things to be shuddered at and avoided. A moment's consideration, however, of the position they have occupied in the world's history, thoughts and progress compared with more pretentious animals, removes from them the idea of insignificancy, invests them with exceeding interest, and even dignifies their creation as having been designed for special, wise and holy purposes. They figure by no means meanly in mythology, in ancient song, in sacred writ, and in later years prominently upon the page of science. We learn from Esop, the classic and accomplished ani- mal linguist as well as naturalist, some facts in regard to frogs in their social and individual relations, that we could not have learned in any other way. We learn that they were originally democratic in their government, and happy in their condition, but like mortals touched with feelings of vanity and ambition, they became discontented and sighed after royalty, and that Jupiter yielding to their wishes, gave them a king in the shape of a cruel stork, who, while he reigned over, amused himself by devouring Frogs, and their Contributions to Science. 121 his subjects. Frogs have been essentially democratic ever since, as their free speech and seemingly equal rights in the pursuit of animal happiness testify. Homer, the broadest winged of the Grecian poets, did not deem them unworthy of his song. The battle of the Frogs and Mice, -rolt^x^^^x1^ w^ ^ve asl°ng as tne story of the siege of Troy. Once are they spoken of in sacred his- tory and though in a way not pleasant to think of, as a plague, yet as the ministers of God, to turn the heart of Pharaoh, we in vest that croaking army of frogs that came up from pool, and river-side, and covered the borders of Egypt with #11 sthe awe and sanctity of a divine mission. However poorly esteemed, they can never lose the sacred character attaching to them, from this fact, that they were once selected as the special instruments of a divine pur- pose. The geological record of animal forms, that lived unnumbered ages ago, unfolds here and there a fossil representative of the class we are considering. In those days of exuberant vegetable and animal life, batrachian forms of wondrous size and beauty perhaps, lived and sported, and departing left behind them foot-prints if not on the " sands of time," yet, most certainly, on the new red sandstones of Saxony and Connecticut. Admitting their antediluvian existence, it would not, from our know- ledge of their natant powers, require much imagination to suppose them independent survivors of the flood, did not plutonic action and a probably high temperature of water — for the frog dies at 107° F. — forbid the idea. I have read that in a German museum there is a single specimen, that was found imbedded in amber, and that this is the only known instance of an antediluvian amphi- bian, that has come down to us, with its external charac- teristics preserved. A fitting entombment this, in fragrant [Trans. vi.~\ 16 122 Frogs, and their Contributions io Science. goldcn-co'ored, pellucid amber, of the only representative of his race as it lived in primitive and prenoachian times. It is proper here that we should assign our subject its precise zoological rank and position. Until recently, fol- lowing the division made by Cuvier of the vertebrate animals into four groups, viz : Mammals, Birds, Reptiles and Fishes, frogs were classed with reptiles. We are glad, as well for the name of the thing, as for its greater scien- tific accuracy, to have them now ranked in an order by themselves, that of amphibia, allied only to reptiles on the one hand, and fishes on the other. Strictly speaking, how- ever, they are not capable of a double life in air and water, and therefore are not like the Banded Proteus, of pure amphibian nature. It is true, the enrly tadpole por- tion of their existence is passed in water, and respiration effected by gills ; but lungs and gills are both necessary for respiring in either element. The frog dies if long enough immersed in water, and the tadpole quickly in the air. liana, the Latin name for frog, designates the genus under which he is classed, while under the family name of Ranidre, resembling frogs, we find included several other genera of which the common garden and tree toads are types. But it is with the genus Rana, that we are concerned, or rather with the single member of that genus known as the Rana fontinalis or liana esculenta, the common spring or green frog. In doing this we pass by the attrac- tions of that sturdy denizen of our pools and lakes, the sonorous, rana pipiens, the bull-frog, the "bloody noun " of our school boy days, the lithsome leaping leopard frog, the Rana paluslris, and his sober drab-coated brother, the wood-frog, the Rana sylvatica. The proper study of mankind, that is, of the animal man, begins with his frame work, and after mastering this, rises to the consideration of his organic life. His habits, intellectual phenomena, and the philosophy of his being, Frogs, and their Contributions to Science. 123 become thereby less difficult to understand. In a some- what similar, and yet by no means scientific way, we pro- pose to study frogs. The skeleton of the frog, if placed upright, has a suffi- ciently human appearance to pass at first sight for that of a lilliputian child, which had been affected by some disease of the spine. There is certainly enough resemblance to permit the use in masquerade or comic woodcut of the batrachian form as the basis of caricature, a thing which cannot be done with many other animal forms. The maxillary bones differ from each other, in that the upper alone is furnished with teeth. These are set closely together around the jaw, not springing from alveoli, but implanted on the bone. They number forty-two, with eight placed traversely on the vomer, called the palatine teeth. In taking their food, there seems nothing like mastication, the teeth serving rather as prehensile agents to prevent the escape of the struggling insect although to a certain degree the palatine teeth must triturate it, as pressed upward by the tongue it passes into the esophagus. The cavity of the cranium is quite small, and we cannot claim for the frog from its phrenological developments, a large degree of intellectual power. It is sufficient, how- ever, for all the practical purposes of his being. His per- ceptive faculties are good, as shown by his capture of insects in their rapid flight upon the wing; his judgment as to distances tolerably accurate, as shewn when dis- turbed on land by his reaching his haven of water by a single leap ; he has a quick ear to apprehend danger, and one seemingly appreciative of his own music, and he is eminently sociable with his kind in the spring time of the year, and also during the season of hybernation. His spinal column is made up of nine vertebrae, all of which, except the atlas, have long transverse processes, the coccyx is peculiar in its length, being almost as long 124 Frogs, and their Contributions to Science. as all the vertebrae together, and reaching to the symphysis or union of the iliac bones, liibs are wholly wanting, a fact which bears upon his method of respiration. Like man the frog rejoices in his upper and his lower extremities, particularly his lower. He has his femur, and his humer- us, his radius and ulna united in a single bone, his tibia, and fibula also united, his carpal and metacarpal, tarsal, and metatarsal bones, and phalanges for his fingers and his toes. The muscular tissue that invests the skeleton we de- scribe, is of whitish appearance, very firm in texture and very susceptible to galvanic action. Of its delicacy as a thing of diet, or its beauty as a thing to be studied under the microscope, we will not now speak. It is with little difficulty one can pick from the thigh of the frog muscles that are analogous to those of the thigh of man. The flexors and extensors, the recti, the glutei, the gastro- cnemii are all to be found well developed, and suggest from their form, origin and insertion, a series of movements similar to those made by man. Thus in swimming, man and the frog strike out peculiarly alike. It may be noticed here in regard to his aquatic feats, that he has not the power of balancing himself and moving about at different depths of the water like a fish, but is either at the surface or closely hugging the bottom, and the same is true of him to a certain degree even in the tadpole state. A tough membranous skin invests the body, webbing the toes of the hind feet only, green and marked with dark pigment patches on the back, and tawny or golden, colored about the throat, and full of pores that serve alike as important aids in respiration and for the secretion of the slimy mucus that keeps the body cool, glistening, supple, and difficult to hold when caught by any preying enemy. The color of this tissue is not constant, but darker, greener, brighter or more leaden-hued on some Frogs, and their Contributions to Science. 125 days than others, depending doubtless on the weather and the state of the circulation. Some of the Hylee, a species of frog inhabiting trees, possess an undoubted chameleon faculty of assuming different shades of color quite perplex- ing to those in search of them. The mouth of the frog is large. The tongue springing from the lower jaw is long, bifid, and when at rest turned back upon itself. A wide esophagus leads into a single stomach capable of much distension. The small in- testines are slightly convoluted and terminate in a kind of pouch or cloaca, into which also empty the ureters and ovarian and seminal ducts. The anus opens on the back. The length of the alimentary canal is three or four times that of the body. In the tadpole state it is nine or ten. In man it is between five and six. The food of frogs is insects and worms which are taken on the wing or when crawling before them by a sudden darting out of the tongue and sometimes with a leap. Like the lion, styled the king of beasts, the frog preys on no dead car- cass. There must be life or motion to tempt him to strike. Like man also, styled the highest animal, he sometimes preys upon his own species. In a jar, in which I once kept some frogs, there was a rare specimen of a Hyla, a dimunitive kind of tree frog which I one day missed. Noticing an undue fullness of the stomach of one of his larger companions I performed upon him the operation of gastrotomy and delivered my Hyla, like a second Jonah, a little the worse for the gastric juice of his devourer but still living. The lymphatic and lacteal system of the frog is highly developed. A pair of pulsating lymphatic hearts may be easily detected, one on each side of the coccyx, while another pair is found not so easily, under the posterior edge of the scapulae. Their nervous system is also exceed- ingly well developed. The peculiarity attending the 126 Frogs, and their Contributions to Science. course of the femoral nerve, made up as it is on each side by four filaments given oft' from the spinal cord at the last four vertebras, and passing down on the outside of the ilia, permit its easy isolation, and the making of it for purposes of experimental inquiry, the sole channel of com- munication between the lower extremities and the trunk. The nerves of special sense, those of sight, hearing, taste, and smell, are easily traced. Sensation is more perfect about the head than the body. The eye is comparatively large, promiuent and lustrous, and is beautiful to look at, or study. Its iris is not dilatable, so far as I can perceive. Besides two palpabrse, it is guarded by a semi-transparent membrana nictitans. The ear has no external orifice. A scale like membrane covers the auditory canal, like a drum- head, and communicates its vibrations to the nerve. The sense of sight is keen, that of hearing good, while those of taste and smell, from anatomical reasons, are not deemed sources of very exquisite enjoyment. In the early tadpole portion of his life, the frog respires like a fish, by the aid of branchiae or gills, but in the pro- gress of his development, these, with the single heart connected with them, give place to the true lungs and the true heart, having a ventricle and two auricles. From the manner in which the circulation is thereby effected, the venous and arterial currents being mingled, aeration of the blood is but imperfectly accomplished. The frog breathes through his nose, never by his mouth. The air is drawn in by the expansion of the muscles of the throat and forced by their contraction, the nostrils being plugged as it were by the tongue on the inside, into the lungs. Expiration is effected by the muscles of the abdomen. The want of ribs in the formation of the thoracic cavity make this process of swallowing the air a necessity. The number of respirations is about eighty per minute, the aeration of the blood being as already stated greatly aided Frogs, and their Contributions to Science. 127 by means of the skin. He would die as certainly if his skin were covered by viscid oil or varnish, as if his mouth were held open, and in either case it would be death by suffocation. Behind the ear of the male frog, for they alone are provided with the apparatus, there is a membranous sac into which the air is forced as into a bladder by the action of the muscles of the throat and abdomen. On its pas- sage inwards, not outwards over the tongue, it gives rise to the peculiar croak, or croassement, as the French have it, of the frog. Aristophanes, in one of his comedies, speaks offrogsasthe song living race, the marshy offspring of the fountains, and tried to express the chanting of their varied watery choral music amid the noise of burst- ing bubbles, by the Greek words B^£xsxsx£xoaxoaf-xoa|. There are three different sounds emitted by the frog, as I have noticed them, a kind of wooing, muttering on the part of the male in the spring, the regular orthodox croak, and a cry of agony or pain which I have heard him utter while being swallowed by the snake. There is a popular mis- apprehension in regard to these sounds, I think, which confounds the long monotonous roll of the toad, and the sharp cry of the newt, with those of the frog. It is, b}? no means an unpleasant thing, however, of a warm spring evening to listen to the lively music of a densely popu- lated frog swamp. The continuous clatter of a thousand croaking throats rising and falling in intensity, accompanied perhaps by the deep bass of some lonely rana pipiens, or the plaintive cadence of the sluggish toad, or the shrill piping of the little water newt, make up, if listened to aright, a veritable concord of sweet sounds. The first notes of the frog in spring are pleasant, through association. Like those of the robin or blue bird they are listened to as the harbingers of sunny days, and budding flowers, and a new life. It is a common saying 128 Frogs, and (heir Contributions to Science. with fanners that after their first appearance they must be three times driven to their marshy beds by frost and i«-e before the reign of winter ceases and that of gentle spring begins. With the first warm days of spring, however, in this latitude about the last of March, an upward impulse seems to bring him from " the depths where he did lie" and as the temperature of the water rises towards 60° his activity and clamor increase. The blood, long stagnant, courses with renewed activity, and desires, dormant for a twelve month, awake to a new life. The little membra- nous sacs we have spoken of vibrate unceasingly, pealing forth what has been called "the tocsin of copulation." A Frenchman once wrote and published a Memoir ou Les Amours des Sauricns. A Frenchman alone is qualified to describe the loves of the frogs. The male has no intromittent organ, and therefore im- pregnation occurs without actual coitus. Establishing himself on the back of the female with his arms clasped firmly in a kind of tonic spasm about her body below the scapulae, he resigns himself for a period of from fifteen to thirty days to a seemingly passive enjoyment of his posi- tion. The impregnation of the ova takes place after they have left the female. In their passage forth they are enveloped in a gelatinous covering, which absorbing water makes an aggregate floating jelly-like mass many times the size of the body from which it emanates. It is commonly known by the name of frog spawn. Each female lays from six to twelve hundred eggs, lays them but once a year, and does not reproduce them after the third or fourth year. The natural age to which the frog attains is not well determined. It probably reaches from six to nine years. The rana pipiena certainly lives much longer. JSoine specimens that I have seen had all the marks of being Frogs and their Contributions to Science. 129 ancient patriarchs. An old farmer told me that he had distinctly recognized, for over twenty years, the peculiar form and tone of one of these burly lords of the pool. The tadpole is developed from the egg in from seven to ten days according to the warmth of the air and water. It is instructive to watch from day to day the progress of this embryonic life, and amusing at the last to see some precocious member bursting his cell wall and come wig- gling forth rejoicing as a polliwog. The life of the tadpole is in all respects like the life of a fish. It breathes by gills, and feeds on minute animalcule and vegetable growths. By aid of these, and warmth, and sunlight ; and by the law of his being he approaches in from seven to ten weeks the limit of his aquatic life. Little papillae appear on each side at the back of the neck where legs, the hind legs, of the future frog are soon to burst through. The tail grows shorter and stumpier, and he rises oftenerto the surface to breathe in and out a bubble of air as if to test the veritable lungs that are to replace his primitive gills. At length thejaws, already apparent through the skin, have separated, and the mouth becomes an open fact, and then the upper legs or arms follow in the footsteps of the lower. Little by little the tail has kept decreasing, not dropping off suddenly, but absorbed atom by atom by the action of the capillary blood vessels, until at last it serves no longer as a source of locomotive pride. The change is now com- plete, and the young frog, a tadpole no longer, enters in a new element upon another and higher stage of existence. There is something wonderfully interesting in this change from an inferior to a superior life. Bishop Butler's analo- gical argument to prove the immortality of the soul drawn from the worm, the chrysalis, and the butterfly, might be strengthened here, if need be by another and no less striking illustration. Less grave, also, are the social analo- gies it presents of human polliwogs, whole families of them, [Trans. vi.~] 17 130 Frogs and their Contributions to Science. who may be -con wiggling along through life in the tad- pole state, and whose transition to a higher grade of social being, although earnestly striven tor, cannot possibly 1"' accomplished under one or two generations. Saving spoken of frogs anatomically, physiologically, and in a measure, aesthetically, it remains tor lis to speak of them historically in connection with important discoveries in science to which they have contributed. In 1770, at Bologna, Italy, in his own domestic labora- tory, a tall, thoughtrul-browed professor was busy testing and watching the manifestations oi that mysterious agent, electricity, to the study of which the learned men of Europe, incited by the discoveries of our own Franklin, were just then giving especial attention. Perhaps to cheer his weary brain, perhaps to worry him with some trifling household topic, his wife hearing in her hand a plateful of dressed frogs' legs tarries on her way to the kitchen. The professor stops the turning of his cumber- some machine to listen, the wife sets down her plate to talk. It might have happened in a dozen ways, but the startling fact was then first remarked, that contact with the metallic conducting rod threw the frogs' legs into violent convulsions. Although as yet uncooked, they were food indeed for the professor. The germ of discovery had here its inception, and began its growth in his mind. From that day the laboratory consumed more frogs than the kitchen. After a year's patient experimenting, there was announced to the scientiiic world in 1791, the re- markable discovery of the electrical effect produced by the contact of animal parts with metallic substances, in a publication entitled, Aloysii Qnlvani, r commanicatioa from the surface to the centre, which would be the cord and its extension the medulla oblongata ami a nerve from the centre communicating t<» tin- surface. For instance, the presence of carbonic acid in the capillaries of the lung stimulates the fibres of the pneamogastric nerve, and gently says, I want more oxygen. The message travel to the centre, and the response comes back along different nerves to the muscles of the back, the intercostal mus. and the diaphragm. The cavity of the thorax widens and air rushes in. Now it is only by knowledge of the true physiology of functions that we can rightly or rationally proceed to restore them if disordered. It becomes, there- fore, a practical and all important matter in the treatment of disease to know just how far we are permitted to lift the veil that hides its true locality and nature, as well as to know the true and proper direction in which to bend our efforts and address our remedies. Since the promul- gation of Marshall Hall's discovery, the diagnosis of di- seases has been greatly sharpened, and the practice of medi- cine simplified and rationalized. The law of diastaltic action is to the medical world what gravity is to the physical. If we have spoken of it at tedious length, its importance and the application we wish to make of it must be our excuse. That application is simply this: that the disco- very was suggested to Dr. Hall's mind by witnessing the automatic motions of decapitated frogs and newts, and elucidated by a systematic series of experiments upon these and other animals, hut especially upon frogs, by reason of • the facility with which they could be procured, and the peculiar BUSCeptibility of their nervous system. We do not claim for frogs, that they were the instru- ments ushering in Harvey's great discovery of the circula- Frogs, and their Contributions to Science. 133 tion of the blood, but we do say that they furnished the last fact required for the full and perfect proof of the doc- trine he maintained. The actual transition of the blood from the arteries to the veins was first observed by Mal- pighi in the large capillaries of the web of the frog's foot. To sit in some window above a crowded street and watch the different currents of thronging humanity beneath, is attractive to most minds, merely as an exhibition 01 moving life. So to sit above the little world, the micro- scope discloses in the transparent tissues of the frog, and watch the moving blood currents through the capillaries, even to unprofessional eyes, is strangely interesting. Now the quick throbbing arterial wave, now the sluggish venous flow, catches the eye. Now the tumbling procession of globules crowd through some larger capillary, now each individual globule glides along some narrow passage way, in single file. Now the crimson tide stops a moment, recedes, goes on, stops again like the heart beat, watched by Uncle Toby. Altogether, the spectacle is one seldom tiresome to the beholder. Our knowledge of almost all the important facts in phy- siology connected with the circulation, has been obtained by the study of its phenomena as exhibited in the frog. Thus, for instance, that the capillary circulation is not controlled by the heart's action, but depends on the nutri- tive, and other chemical changes which the blood under- goes in its passage along the walls of the minute capillaries. Thus also was established the existence of the white cor- puscles of the blood, as well as the red, and their peculiar route of travel. Indeed, in no class of animals can the corpuscular changes of the blood be better, or more readily studied, than in the frog. Again in the true appreciation of that condition of the circulation, known as congestion, and its distinction from the process called inflammation, about which as many vague things have 1 3 1 Frogs, and >/>•